DOCUMENT RESUME ED 039 993 RC 004 400 TITLE One-Teacher Schools Today. INSTITUTION National Education Association, Washington, D.C. Research Div. REPORT NO Res- Mono-1960-M1l PUB DATE Jun 60 NOTE 75p. EDRS PRICE EDRS Price MF-$0.50 HC-$3. 85 DESCRIPTORS Comparative Statistics, *Educational Facilities, *Elementary Schools, Facilities, Instructional Materials, *National Surveys, *One Teacher Schools, Professional Fducation, Small Schools, Tables (Data), *Teacher Background ABSTRACT The status of one-teacher schools in 1959 is described in this nationwide study by the National Fducation Association. Information for the study was gathered from 2,276 one-teacher schools in the 48S states (Alaska and Hawaii were not included), and data obtained from a 52-item questionnaire are grouped into 6 sections: (1) number of one-teacher schools, (2) personal characteristics of the teachers, (3) professional status of the teachers, (4) school plant and facilities, (5) pupils in one-teacher schools, and (6) instructional supplies, equipment, and services. In addition, trends in the development of one-teacher schools in the 4 decades preceding the study, along with comparisons of the one-teacher schools with all graded elementary schools, are presented. A summary of the findings and a tabular description of the questionnaire data are also included. (TL) Se eT Ce ee ee Pe nN o~ o~ o~ nN © o Lo ‘e “PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER.’ RESEARCH MONOGRAPH 1960-M1 a wee ADE nny U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE RESEARCH DIVISION SARILY REPRES CATION POSITION OR POLICY One-Teacher Schools Today National Education Association of the United States 1201 Sixteenth Street, N.W., Washington 6, D.C. JUNE 1960 REPRODUCTION OF MATERIAL Address communications to the Publications Editor, National Education Association, Re- search Division, 1201 Sixteenth Street, North- west, Washington 6, D.C. NEA departments and affiliated associa- tions may reproduce excerpts from the Mono- graph in their official publications with- out authorization other than this notice. However, when quotations are used in pub- lications sold commercially by individuals, organizations, or corporations, written permission must be obtained. [In all cases, reproduction of the Research Monograph ma- terials must include the usual credit line. PURCHASING COPIES Send orders and inquiries to the NEA Pub- lications-Sales Section, 1201 Sixteenth Street, Northwest, Washington 6, D.C. Research Monograph 1960-M1 single copy-- $1.25 2-9 copies--10% discount 10 or more copies-=-20% discount Orders which amount to $1 or less must be accompanied by cash. Shipping charges will be prepaid on cash orders, but orders not accompanied by cash will be billed with ship- ping charges included. All checks should be made payable to the National Education Asso-= ciation. NEA Research Monographs are issued on an irregular schedule. Subscribers to the Ed- ucational Research Service and subscribers to the Library Standing Order Plan II re- ceive each NEA Research Monograph through these subscriptions. Others who wish to receive each issue may enter an order for the Calendar-Year Plan for NEA Research Division Reports and Monographs at the special rate of $10 for 1960. Send inquiries to the Publications- Sales Section. RESEARCH MONOGRAPH 1960-M1 Copyright (C) 1960 by the National Education Association of the United States. All Rights Reserved. President: WALTER W. ESHELMAN Executive Secretary: WILLIAM G. CARR Assistant Executive Secretary for Information Services: FRANK W. HUBBARD RESEARCH DIVISION Director: SAM M. LAMBERT Associate Director: HAZEL DAVIS Assistant Directors: VICTOR O. HORNBOSTEL RAY C. MAUL GLEN ROBINSON MARTHA L. WARE Administrative Assistant: VALDEANE RICE Publications Editor: BEATRICE CRUMP LEE Research Associates: JEAN M. FLANIGAN DAVID H. BARNES Research Assistants: DAVID IWAMOTO EVELYN S. BIANCHI FRIEDA S. SHAPIRO LOIS R. KUZNETS ANNA L. HOLCOMB Research Technician: M. ALETHIA MAYES Chiefs of Sections: FRANCES G. BRADLEY, Statistics GRACE BRUBAKER, Information WALLY ANNE SLITER, Typing-Production FRANCES REYNOLDS, Library Project Director, One-Teacher Schools Today: SAM M. LAMBERT ———— ree ee CONTENTS Foreword eeev#e eeevnreeeeeeeve eoeensveeveeee eee oeerveenvneeeeee ene eeee eoeeeseeeneneeeneeee I. EMCEOGISCION cccccccces eecces @eceocecee $eeedevecces cbebetenwanns Purpose of the Report ..... weoees Coecccercccocece Coven eneeees i oe Ce ced anennseeedeesesevesceeeece eveeceseesee Procedure ...... seeaectsces errr rT rr Sebevecsetecessenses eae rn er Ce MD oi cnes cece cceseceectececoeseen soees Eke ce Ee si oc se teesesedeecssconcesecevceccee ne CROSS. gc ciddccdececccccccce Rt ebeecescevesseedeunce BEMCOWOY-SEELE CROMRES oc cccccccccccccess Ceeeesecee eeeeus ecee One-Teacher Schools as Percent of All Schools ............. an Teachers in One-Teacher Schools as Percent of BPO Tere TT Seer TT Tee ee rT eer eT enone ewteenos Teacher Opinion of School Consolidation ......... TeTTTiTTT re III. Personal Characteristics of the Teachers .........-cecces = Shaeen eee. On: EO COOL. chncesécee se seevcenscesseececdecesences Pai ly BACKBTOUN ccc cece ccocccectcccsceccccecece eecccesece OP ee Pe ST ee eee LETTE LTTE ETT TRETETCTOC CLL Age eoee@eoeveeeeev eevee eeeeneeeee eee evee eee eeeeev ee eee eee ee e@eeeneeeeeee Marital Status and Number of Children .....cccccccccccccccecs SLA SOE 6s Whwas Ran 04 dows One eeteses cauesedeue Living Arrangements and Accommodations .........eseeee:; ecccce IV. Bepeeenens BEOCUe GC EEO TORGUEES ccccndvccdcevizececésssvssee PPT TTT OP TU TE TTETU CULT er eerie BOGCHEME COSCLELEREE ccciccccccsesdvecscveercesesrcerecseseree EMMGEE CL BOEVICE cccccccesiccssvccedescdesccrescaseccdeveeee i NT Pe eee eT TTT TEC ETP PTP er errerererere Te rer BEMIGEL BALEEY occcccccccdcessecserecesscsccescceesesecsecsess A Preferred Career ...... PTT TUTE TEPT ELUTE rerererrrerrire V. BOMOOL PAGE MOE FOGLLICIO® cccccccccccccevcses eodeverosees eoeee DOME WEEE bee beesehsbcecerrdreesoredbetisorciosenbeubsaee ee SEMOO)] BUblGiGs ncccveccevccocscgecesvece CO ee rececccceseevese Classroom Space, Fixtures, and Facilities .........sceccesees Water Supply, Lighting, and Heating Systems ........e-eee+eces Toilet Facilities and Custodial Work ......ceececeesees eoecces VI. Pca. St OEE DOMED cocesasdncocdsowoeccrveviscsriasece WOE, OC TDL LG ceccccccececaceéon Cd eceveseroeeeesersrecceece Pupil Transportation ..........2+- Coc eorerorccccescosocoos esce en GF DemOwn SOON. casnkecrrdececcedeneseesdecdcevanedeeae Teacher Evaluation of School Program ....cccccccccccccccccces School-Lunch Facilities and Service ......ccccccccsccceses eee VII. Instructional Supplies, Equipment, and Services ...... Cceccscons Instructional Supplies and Equipment .....c.ecccccecseseccess Services Available eeeeeveeev eee eweaeewesveeee eevee eeeaeeneeeeeeneeveaeeneene VELE« Summary e@eeeoeeeneeeeeeeeeeeeneeeeeeeeeeeen ee eee e eee eaeeneeaeeneaeeneeeaeeeeawaew eee The Typical Teacher @e@eeenteeneenseeeeoeeeeeneenee eee ee eoeneeeeeneneenee eee ne rr rer COCO aca Wal ds 6b dbs 0ndesae beware oa Pupils eeereaeenr eevee eeoeeeoeeer ee eevee eee ev eee eaev eee eevr eevee eee ee eeene Instructional Supplies, Equipment, and Services .......eeeee. Appendix eeeneweveevoev eevee eeeeeeeeeeeeeaeer eevee eevee eaeeveeevn eevee eee e@eeeeoeeseveeeeee FOREWORD The one-teacher schools, once occupying a dominant place in American education, are now almost forgotten, although 23,695 such schools are still operating in the United States. This study makes three significant contributions to our lim- ited knowledge of the nation's one-teacher schools. First, this is the only detailed nationwide study of the cur- rent status of one-teacher schools. It describes the personal and professional characteristics of the teachers, the school sites and buildings, the pupils in the schools, available supplies and equip- ment, and the help available from central agencies. Second, it presents trends in the development of the schools during the past four decades. Third, it compares the one-teacher schools with graded elemen- tary schools in general. The value of this study will depend largely on the extent to which it is used by state and local-school administrators, teachers associations, and teachers in one-teacher schools. There are many possibilities of making comparative studies on the state and local levels. The findings in this report show how seriously the one- teacher schools lag behind the graded elementary schools in nearly all respects. Such findings should help professional leaders in rural areas in their efforts to arouse public opinion in favor of appropriate action. For the almost 400,000 pupils attending one- teacher schools, such schools should be made as good as possible. The report of this study was written by David Iwamoto, research assistant. SAM M. LAMBERT Director, Research Division INTRODUCTION Many people believe that the day of the one- teacher school has passed. Yet 1 of every 4 public elementary schools in the United States was a one-teacher school in 1958-59.7/ An examination of the number and types of articles on one-teacher schools published during the past 30 years shows that the great interest and concern for such schools has gradually waned until today the one-teacher schools are almost forgotten. The January 1929-June 1932 volume of The Education Index listed 25 articles; the June 1955=-May 1957 volume, only six. In the earlier volume, the titles were dynamic, positive, and aggress tye: "Quit Knocking the One-Teacher Schools''=/ and "Improvement of Our One=Teacher Schools."3/ In the later volume, the ot are nostalgic; "Memories Are Made of This"4/ and "Little School Gives Up."'>/ Despite the rapidly decreasing number, the one-teacher schools have not disappeared from the American scene. For the sake of hundreds of thousands of children still depending on these schools, the remaining one-teacher schools must be made as good as possible. Purpose of the Report The main purpose of this study was to refocus attention on the job the one-teacher school is doing. The means employed was the gathering of certain selected information about these schools in 1958-59 by questionnaire. Aside from the number of schools compiled periodically by the U. S. Office of Education and the NEA Division of Rural Service, there is a dearth a current information about one-teacher schools.® The few comprehensive studies available on this sub- ject date back 25 to 30 years.// lj) There were 23,695 one-teacher schools, with a total enrollment of about 400,000. Guhin, M. M.- "Quit Knocking the One-Teacher Schools." uary 1931. =| Moore, M. C. "Improvement of Our One-Teacher Schools." 192 Journal of Education 113: 91-93; Jan- Kansas Teacher 30: 12-14; December Same; Pennsylvania School Journal 78: 201-202; December 1929. Ohio Schools 8: 195; May 1930. 4; Clute, Glen C. "Memories Are Made of This." 1959. 5) Life. "Little School Gives Up, York County." Peabody Journal of Education 36; 288-90; March Life 38: 61-62; June 6, 1955. U. S. Department of Health, Education, and Welfare, Office of Education. "Statistical Summary of Education: 1955-56."" Biennial Survey of Education in the United States: 1954-56. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1959. National Education Association, Rural Service. 1957-58. Washington, D. C.: the Association, 1958. Chapter 1, 96 p. Status of School Districts in the United States, 5 pe Gaumnitz, Walter H., and Blose, David T. The One-Teacher School--Its Midcentury Status. U. S. Office of Education, Federal Security Agency, Circular 318. Documents, Government Printing Office, 1950. 30 p. National Education Association, Research Division. tin 31; 3-63; February 1953. Washington, D. C.: Superintendent of "Rural Teachers in 1951-52."" Research Bulle- Ee Monahan, Arthur C. Status of Rural Education in the U. S. U. S. Department of the Interior, Bureau of Education, Bulletin 1913, No. 8. Washington, D. C.: Superintendent of Documents, Govern- ment Printing Office, 1913. 72 p. Gaumnitz, Walter H, Salaries and Salary Trends of Teachers in Rural Schools. U. S. Department of the Interior, Bureau of Education, Bulletin 1929, No. 6. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1929. 54 p. Gaumnitz, Walter H. Availability of Public-School Education in Rural Communities. U. S. Depart- ment of the Interior, Office of Education, Bulletin 1930, No. 34. Washington, D. C.: Superintend- ent of Documents, Government Printing Office, 1931. 53 pe Covert, Timon. Educational Achievements of One-Teacher and of Larger Rural Schools. U. S. De=- partment of the Interior, Bureau of Education, Bulletin 1928, No. 15. Washington, D. C.: Superin- tendent of Documents, Government Printing Office, 1928. 23 p. Gaumnitz, Walter H. Status of Teachers and Principals Employed in the Rural Schools of the United States. U. S. Department of the Interior, Office of Education, Bulletin 1932, No. 3. Wash- ington, D. C.: Superintendent of Documents, Government Printing Office, 1932. 122 p. Gaumnitz, Walter H. Are the One-Teacher Schools Passing? U. S. Department of the Interior, Of- fice of Education, Pamphlet No. 92. Printing Office, 1940. 17 p. National Education Association, Research Division. search Bulletin 17: 3-61; January 1939. National Education Association, Research Division. Bulletin 18: 131-81; September 1940. ee Washington, D. C.: Superintendent of Documents, Government "The Rural Teacher's Economic Status."' Re- "Progress in Rural Education." Research A related purpose, equal in importance, was to find out the general trends in the one-teacher schools over the past four decades. For example, 36 years ago the U. S. Office of Education pub- lished the following description of the one- teacher school. The building in which it is housed is usually the meanest type of school building; the sup- plies furnished rural children are the scanti- est; the school term is usually the shortest; rural teachers represent the most inexperi- enced, the least adequately trained, and the least skilled group of teachers; community support of the school is usually less enthu- siastic than the support accorded any other type of school in the State.... One-room rural schools are too often in an impoverished condition so far as textbooks, library books, and other necessary equipment are concerned.... One book, a reader, is too often the only material provided for occupy- ing the six-hour school day of first and sec- ond grade children. Libraries, maps, globes, sufficient blackboard space, window shades, a covered water container, and other neces- sary equipment may be altogether lacking. The interior quite as frequently as the ex- terior of the one-room school building gives evidence of conditions similar to those that were prevalent in pioneer days.%/ Generally speaking, this description remains in the minds of people discussing one-teacher schools today. This report attempts to describe these schools as they really are. The third purpose of this study was to find out how one-teacher schools compared with all elementary schools in general. For this purpose, the NEA Research Division's report, "The Status of the American Public-School Teacher" was used extensively. Finally this study was made to reawaken inter- est and initiate action. The Research Division received many comments from teachers answering the questionnaire. After giving a detailed de- scription of her school, a teacher in Nebraska asked, "Just what is this ‘research’ going to do about it?" A teacher in Kentucky wrote, "I am answering this questionnaire in the hope that it will help our school plus many others. Let's try real hard." What is "research" going to do? It can but gather, evaluate, and disseminate facts and urge the proper authorities to use these data as a basis for improving the quality of education for the approximately 400,000 children attending 23,695 one-teacher schools in 1958-59. Definition of Terms In this report, the one-teacher school is a public elementary school with only one teacher. It may be located in a rural or urban area. It may include one or more grades. The school building may have one or more rooms. The term one=teacher school does not include the one- Supervision of One-Teacher Schools. teacher school organized specifically for spe- cial instructional services, such as instruction of the physically, mentally, or emotionally hand- icapped, for remedial reading, or for teaching other special skills. The term teacher refers to a teacher in a one=-teacher school unless otherwise designated. Procedure The first phase of this study consisted of a thorough review of the literature in this field. The few research studies and basic reports are listed in the footnotes. Constructing the questionnaire--The construc- tion of a questionnaire was the next phase of the study. The questionnaire comprised 52 ques- tions grouped into eight sections: (a) personal information; (b) professional information; (c) school site and location; (d) school building; (e) pupils in school; (f£) service, equipment, and teaching aids; (g) central supervision and services; and (h) school curriculum and organi- zation. The Research Division received valuable crit- icisms and suggestions from the following spe- cialists in rural and elementary education be- fore the final draft of the questionnaire was completed: Dr. Walter H. Gaumnitz, U. S. Office of Education; Dr. Robert M. Isenberg and Miss Lois M. Clark, NEA Division of Rural Service, and Dr. Ethel M. Thompson, NEA Consultant in Elementary Education. Obtaining a list of one-teacher schools--The list of names and addresses of aleget all the one=teacher schools in 48 states ,~/ which the Research Division compiled, came from three sources: U. S. Department of the Interior, Bureau 8 Newbury, Maud C. of Education, Bulletin 1923, No. 9. Printing Office, 1923. p.1, 47-48. 9; National Education Association, Research Division. Research Bulletin 35: 1-63; February 1957. Teacher," Washington, D. C.: Superintendent of Documents, Government "The Status of the American Public-School 10/ Connecticut had no one-teacher school, and Hawaii was not included because it was not a state when this study was begun. ae ee eee 1. The 1958-59 state education directories. Those of 19 states listed the names and addresses of all school personnel and their schools. 2. Chief state school officers. In response to the Research Division's request, 19 sent a list of names and addresses of all or of a 10- percent sample of their one-teacher schools. 3. County and local superintendents of schools. Eleven state departments of education, which did not have the names and addresses of their one-teacher schools, sent a list of all the school systems that operated one or more such schools. Selecting a sample of one-teacher schools-- Table 1 shows the number of one-teacher schools by state in 1958-59, a total of 23,695 operating in 48 states. Every tenth name on the list of one-teacher schools provided by the states was selected. Every state (except Connecticut), even those with fewer than 10 schools was repre- sented by at least one school. The nationwide total was 2376. Table 2 shows the result of the selection by region. Number of responses--The 2376 questionnaires were mailed on April 2, 1959. There were three follow-ups: a post-card reminder, a letter with another copy of the questionnaire, and a second post-card reminder. Seventy percent of the ques- tionnaires were returned to the Research Division by June 25, 1959. Reliability of data--Although the total per- cent of return was high, the regions varied sig- nificantly in percent of response. When the re- turns were weighted according to the known pro- -portion of the teachers in each region, the dif- ferences between them and the unweighted totals were slight. The Appendix, which is basic to most of the text tables and discussion, presents unweighted totals. Certain weighted tables were prepared, however, when it was desirable to project the figures of the study to the national total of teachers in one-teacher schools. These tables with weighted totals are in each case clearly identified. Under the assumption that the nonrespondents would not materially affect the recorded per- centages, for those national projections involv- ing percentages, the sampling error does not ex- ceed $.02 with a confidence of 90 percent. Organization of the Report This report is divided into eight sections. Section I explains the purposes of the study and the research techniques employed. Each of the next six sections states the findings in a certain area and, wherever appropriate, compares the findings with the current status of elemen- tary schools in general. When trend data are —_ ee ee TABLE 1.--NUMBER OF ONE-TEACHER SCHOOLS, BY STATE, 1958-59 Number of State schools i 2 Alabama ccccccccccccccccccccccceseces 278 Alaska ccccccccccccccccccccccceccesese 41 ATIZONE ccccccccccccccccceccocccecece 50 ArKANBAS ccccccccccccccccccccccecoees 150 California wcccccccccccsccccccccocece 300 Colorado .ccccccccccccccccccccceccsece 203 Connecticut ceccccccccccccccscccesses 0 Delaware ceccccccccccccccccccccescece 2) Florida ceoccccccccccccccccccccccccese 27 GEOrgia ceccccccccccccscsccscscecseses 16 Idaho ccccccccccccccccccceccccccecees 70 L1Linois ccccccccccccccccccccccccese 176 Indiana ccccccccccccccccccccccceccces 74 LOWS ccocccccececcccecccceecoccceeoese 1,117 Kan8aS cccccccccccccccccccecccccccese 1,007 Kentucky eeeeeeeresreseesreeseseseeeeeee 1,347 LOuiSianad .cccccccccsecscccsseseseces 38 Maine ccccccccccccccccccecccsccseccces 230 Maryland .cccccccccccccccccccccccccce 35 Massachusetts ceccccccccccccccscccces 14 Michigan .ccccrcccccccccccccccccescces 1,291 Minnesota ceccccccccccccccccccsescses 1,433 Mississippi ..ccccccccccccccscccceses 426 Missouri eeeeereeeeeseeeesereseeeeese 1,357 MONtAna cccccccccccccccccccccecccccce 820 Nebraska cccccccccccccccccccccccccces 2,812 Nevada cccccccccccccccccccccccccccces 41 New Hampshire ..ccccccccccsccccsccces 45 New Jersey cecccccccccccccceceseseces 2 New Mexico .cccccccccccccccccscccccece 43 New YOrkK wccccccccccccccccccccccecess 79 North Carolina .ccccccccccccccccccece 29 North Dakota cecccccccccccccccccecces 2,075 Gh£bO cccccccccccccccccoccocececceooes 23 Oklahoma eeeeaeevneeceeev eevee eee eee eeee ee e@ 350 OTEZON ccccccescccccccsessecscecscces 86 Pennsylvania wecccccccccccccscececess 274 Rhode Island wccccccccccccccccccesese 1 South Carolina eceeceeeeeeseeeeseeeeses 14 South Dakota cccccccccccccccccccvcese 2,336 TENNESSEE ccccccccccccccccsescccesese 568 TEXAS cccccccccccceccccseccccsscesess 62 Utah eeeeevaneeveeee eee eee e ee eee eeeeee0890 19 VErMONt cccccccccccccccsccccsccscscsece 208 Virginia wccccccccccccsecsesccccccces 290 Washington ...ccccccccccccccccsessese 81 West Virginia ...cccccccccccccccceess 1,032 Wisconsin ..ccccccccccccccccccccccccs 2,415 WyOming ..ccccccccsecccscccccessesers 287 TERBL coccocccoeceoesouscssesoes . Seguee Source: 1958-59 state education directories and state superintendents of schools. ee , 8 TABLE 2.--NUMBER AND PERCENT OF QUESTIONNAIRES SENT AND RETURNED Number of Questionnaires Number of Region? ques tion- returned usable naires sent Number Percent returns 1 2 3 4 5 New England eeeeeeeoeeeeeeeeeeeeeaeeeee ee 52 41 78.8% 40 Middle Atlantic e@eeeeeeeneee eee eee ee eee ee8 144 102 70.8 100 Southeast @eeeeeeeeeeee eee eee ee eevee ee e208 321 169 52.6 161 Middle states @eeeeeeoceeeveeeeeeveeeeeeee eee 791 622 78.6 602 Southwest e@eeeeveeveeeee eee es eeeeeeeeeee08 50 38 76.0 38 Northwest eeeeeeeoeeoeeeeeeeeeeeeeecveeeee8@ 964 649 67.3 626 Far West eeeeeeeeee eee ee eeeee ee en eeeeeee 54 43 79.6 43 Total eeeeeveceeeeveeeeoeeeeeeee eee eee 2,376 1,664 70.0% 1,610 aj New England; Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Middle Atlantic: Delaware, Maryland, New Jersey, New York, Pennsylvania, and West Virginia. South- east: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, and Virginia. Middle states: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and Wisconsin. Southwest: Arizona, New Mexico, Oklahoma, and Texas. Northwest: Colorado, Idaho, Kansas, Montana, Nebraska, North Dakota, South Dakota, Utah, and Wyoming. Far West: Alaska, California, Nevada, Oregon, and Washington. available, the changes in the characteristics of Section V reports the findings on school one-teacher schools are discussed. plant and utilities. Here are some questions it attempts to answer: (a) Where is the school lo- Section II reports the number of one-teacher cated? Is it easily accessible? Are there schools in 1958-59. It discusses the nation- other schools in the same district? (b) When wide and state-by-state changes in the number of was the school building constructed? Is the one=-teacher schools since 1918. It examines the building adequate? (c) Are the classroom space, changes in the proportions of one-teacher schools fixtures, and facilities adequate and satisfac- in the total number of schools in the United tory? (d) Are the school utilities, such as States. drinking water, heating system, lighting system, and toilet facilities adequate? (e) Who does Section III reports the findings on the per- the custodial work? (f) Is the school equipped sonal status of the teachers. It answers such to serve a hot lunch? (g) What is the teacher's questions as: (a) In what size community was the opinion of school consolidation? teacher born and reared? (b) What was the occu- pation of his father, mother, and spouse? (c) Section VI reports the findings on pupils in What is the proportion of men and women teachers? one-teacher schools. It attempts to answer (d) How old is the typical teacher? Is he mar- these questions: (a) How many children attend? ried? (e) What is the average number of children (b) In what grades are they? (c) How long is of the married teachers? (f) Where do the teach- their school year? (d) How do they get to and ers live while teaching? What sorts of accommo- from school? (e) What is the Rescher's eveluac dations.do they have? (g) What distance do they tion of the educational program offered? travel to get to school? By what means do they Section VII reports the findings on adequacy of instructional supplies and equipment and the services of central agencies. It attempts to answer these questions: (a) What instructional travel? Section IV reports findings on the profes- sional status of the teachers. This section dis- cusses such items as (a) the number of years of college education completed, the highest college degree held, the major field of concentration, and the type of institution attended; (b) the recency of college attendance; (c) the adequacy of the teaching certificate; (d) the number of years of teaching experience; (e) the teacher's salary; (f) the number of hours per week devoted to school duties and activities inside and out- side school hours; and (g) the teacher's satis- faction with teaching. supplies and equipment are available and how adequate are they? (b) What help is available from central agencies such as the office of the county superintendent of schools and the county health office? Section VIII consists of a summary of the findings, mostly in the form of a picture of the typical teacher or school. The report is concluded with an Appendix of detailed data. ll. NUMBER OF ONE-TEACHER SCHOOLS This section discusses the number of one- teacher schools operating in 1958-59, as report- ed by 48 state superintendents of education. It analyzes national and state-by-state trends from 1918 to 1959. It seeks out significant relation- ships between the number of one-teacher schools and geographic region, community size, and num- ber and type of operating and nonoperating school districts. It includes teacher opinion on school consolidation. Nationwide Changes The number of one-teacher schools decreased 88 percent from 1918 to 19592 Figure I illus- trates this decrease of 172,342 one-teacher schools during these 41 years. Figure II illustrates the percent that the number of one-teacher schools is of all public schools and the percent that the number of teachers in one-room schools is of all public- school teachers. In 1917-18, there were 196,03? one=teacher schools in the United States, 70.8 percent of all public schools. These one- teacher schools were staffed by 31.0 percent of all classroom teachers, and were attended by about 5 million or one-fourth of all school children. 1; Gaumnitz, Walter H., and Blose, David T. The One-Teacher School--Its Midcentury Status. UW. S. Office of Education, Federal Security Agency, Circular 318. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1950. p. 6. FIGURE 1.--NUMBER OF ONE-TEACHER SCHOOLS, 1917-18 TO 1958-59 200,000 _ 196,037 156,066 150,000 _ 100,000 _ 50,000 Cal 1917-18 1927-28 121,310 14,844 43,695 1937-38 1947-48 1954-99 NEA Research Division 10 The percents have changed radically in 41 years. In 1958-59, there were 23,695 one-teach- er schools in the United States, 19.5 percent of all public schools. These one-teacher schools were staffed by 1.8 percent of all classroom teachers, and were attended by about 392,390 children, or 1.1 percent of all school FIGURE II.--TRENDS IN ONE-TEACHER SCHOOLS AND TEACHERS AS PERCENTS OF ALL PUBLIC SCHOOLS AND TEACHERS 80% a 70% One-teacher schools as ites, percent of all public -" schools 60% _| a 50% _| = Teachers in one-teacher 30% bh. schools as percent of all “s, public-school teachers 20% _ ring ) 10% | eas : 0 ! i Fie. 1917-18 1927-28 1937-38 1947-48 1958-59 NEA Research Division a + } children. The schools and their teachers repre- sented 25 percent of all public elementary schools and 3 percent of all elementary-school teachers that year. Table 3 shows that in 1958-59, almost 41 per- cent of all one-teacher schools were located in the Northwest. The smallest percent of one- teacher schools in any region was in New Eng- land--2.1. Table 3 also shows the regional changes from 1947-48. The Southwest showed the greatest change; the number of one-teacher schools re- ported in 1958-59 was 82.4 percent less than the figure reported in 1947-48. The Northwest showed the least change, with a decrease of 38.1 percent. Most one-teacher schools are located in open areas. Figure III shows that of the number of teachers reporting, 51.6 percent were located in open areas, 38.3 percent in towns under 150 in population, and 10.1 percent in towns 150 and over in population. The 10.1 percent lo- cated in towns 150 and over in population was divided thus: 7.8 percent in towns of 150-449 population, 1.2 percent in towns of 450-749 pop- ulation, and 1.1 percent in towns of 750 or more population. Table 4 gives the percent distribution of one-teacher schools among three population areas by region. New England and the Northwest present the extremes: In New England, 44.4 per- cent of the reporting schools were located in towns 150 and over in population and only 25.0 percent in open areas. New England thus re- ported the highest percent of schools in the largest towns and the smallest percent of TABLE 3.--DISTRIBUTION OF ONE-TEACHER SCHOOLS, BY REGION, 1947-48 AND 1958-59 1947 -484/ 1958 -595/ Decrease, 1947-48 Region Number Percent Number Percent to 1958-59 Number Percent l 2 3 4 5 6 7 New England .....seeeeeees 1,700 2.3% 498 2.1% 1,202 70.7% Middle Atlantic .......... 7,068 9.4 1,443 6.1 5,625 79.6 Southeast ...... coccccccece 15,593 20.8 3,183 13.4 12,410 79.6 Middle wcccccccccccesccces 30, 584 40.9 7,886 33.3 22,698 74.2 Southwest ...cseseesceeses 2,874 3.8 505 2.1 2,369 82.4 Northwest ...csseeesssceees 15,563 20.8 9,631 40.7 5,932 38.1 Far West ..... coccccccccce 1,462 2.0 549 2.3 913 62.4 Total cccccesccececsecs 74,844 100.0% 23,695 100.0% 51,149 68 . 3% a/ Based on: Status. Gaumnitz, Walter H., and Blose, David T. U. S. Office of Education, Federal Security Agency, Circular 318. The One-Teacher School--Its Midcentury Washington, D. C.: Superintendent of Documents, Government Printing Office, 1950. p. 19. b/ Based on information from state superintendents of education and state education directories. ng ; 11 TABLE 4.--DISTRIBUTION OF ONE-TEACHER SCHOOLS, BY AREA AND BY REGION, 1958-59 Area, by population Region Open area Towns under Towns 150 and Total number 150 in pop- over in popu- reporting ulation lation 1 2 3 4 5 St RLM Cec ecsccdwewecess 25.0% 30. 6% 44.4%, 36 mue® BEISRELE< 2, ev cccinces 38.5 42.8 18.7 91 PCPOREE “Cb cectcaceusceces 30.6 46.9 aacS 147 GL. SAGs nae dET eed owbees se p 52.6 36.6 10.8 527 co scin, csiuapen h MEE EERE OEE OEE OCCRTS 37.5 46.9 15.6 32 EMMOGE Si ccStcaceeenceeess 61.5 35.7 2.8 569 PU PUOO sec becbadssetenesacs 41.5 53.6 4.9 41 FIGURE III.--MOST ONE-TEACHER SCHOOLS ARE LOCATED IN OPEN AREAS Towns 150 and over in population Open areas under 150 in population NEA Research Division schools in open areas. On the other hand, 61.5 percent of the reporting schools in the North- west were located in open areas and only 2.8 percent in towns 150 and over in population. Thus, of the seven regions, the Northwest re- ported the highest percent of schools in open areas and the smallest percent of schools in towns 150 and over in population. State-by-State Changes Table 5 gives the state-by-state trend in the number of one-teacher schools from 1917-18 to 1958-59. In the school year 1917-18, 38 states reported more than 1000 one-teacher schools each; 30 states, more than 2000 such schools each; and 17 states, more than 5000. The four states reporting the largest numbers of one-teacher schools were Iowa, 11,340; Illinois, 11,000; Pennsylvania, 9846; and Missouri, 9000. The four states reporting the smallest numbers of one-teacher schools in 1917-18 were Rhode Island, 112; Utah, 138; Arizona, 287; and Nevada 314. In 1958-59, only 11 states reported more than 1000 one-teacher schools each. Only four states had more than 2000 each: Nebraska, 2812; Wisconsin, 2415; South Dakota, 2338; and North Dakota, 2075. Connecticut was the only state with no one-teacher schools in 1958-59, having consolidated or abolished all 751 one-teacher schools it had in 1917-18. The four states with the smallest number of one-teacher schools in 1958-59 were Rhode Island, 1; New Jersey, 2; and Massachusetts and South Carolina, 14 each. Table 5 shows that the total number of one- teacher schools dropped from 196,037 to 23,695 between 1917-18 and 1958-59, a decrease of 172,342 schools in 41 years. In each of 36 states the number of one-teacher schools de- creased by more than 1000. Im each of 13 states the number decreased more than 5000: Georgia, 5295; Illinois, 10,824; Indiana, 5322; Towa, 10,223; Kansas, 6723; Kentucky, 5858; Michigan, 5915; Minnesota, 6798; Missouri, 7643; New York, 8721; Ohio, 8303; Pennsylvania, 9572; and Texas, 5811. These 13 states eliminated a total of 97,008 one-teacher schools or 56.3 per- cent of all one-teacher schools consolidated or abolished in the past 41 years. Table 6 shows the percent of schools reported in 1917-18 that remained in 1958-59. In 43 states the number of one-teacher schools was reduced more than 75 percent; in 20 states, more than 95 percent; and in eight states, more than 99 percent. These eight states were Con- necticut, Georgia, New Jersey, New York, North 12 Sg TABLE 5.--NUMBER OF ONE-TEACHER SCHOOLS, BY STATE, 1917-18 TO 1958-59 State 1917-18 1927-28 1937-38 1947-48 1958-59 1 2 3 4 5 6 BURR Coat foo vase vac s seo ¢ 3,561 3,015 2,124 1,088 278 bee De Ln eas tae G 2872/ 204 136 87 50 Arkansas ...... i Sac os 5,120 3,758 2,667 1,450 150 Oe ON reas cin k's wid _ 2,374 1,649 1, 5285/ 820°/ 300 ME oe ota a oc we 2,222 1,910 1,385 561°/ 203 EM prey coco os 751 536 271 115 oy rere ar se ee 331 232 96 48 21 DEMO Sos piece teduwe se 1,978 8242/ 722 420 27 a Pee ae nee eehien« 5,311 3,557 2,632 1,758 16 ee ae a wu 1,2952/ 926 638 270 70 EOE ES OE re 11,0002/ 10,105 9,967 7,126 176 EE EE ene pee: ee 5,396 2,518 1,192 411°/ 74 DEES Peano ear ae 11,340 9,585 8,85u 5,631 1,117 Te ew ae 7,730 7,200 6, 364 3,090 1,007 DE sev atasadecca ces 7,205 6,256 4,387 3,462 1,347 WOULOLENM 5s dcccccc¥ecctcccoues 1,941 1,513 972 778 38 a wid 2,283 1,868 1,560 728 230 a iis 6 Aes bine ees e's 1, 676 1,206 558 165°/ 35 POR RIRRES 5c % ss wha bes osee 801 570 238 128 14 OR i. ya chalks eevee 7,206 6, 372 4,770 2,952 1,291 A ais sven is abn 65% 8,231 6,997 6,559 4,418 1,433 Wiadiantedt: 62% iar ericiiesses 4,371 2,930 1,989 1,850 426 NE is enc bs ois abso 9,000 7,393 7,208 5,125 1,357 MOINS 6 bi ca eee eetbws oes 2,793 2,425 2,227 915 820 rai ee oe aia ca a oe 6, 638 6,081 5,772 4,434 2,812 DE: Sutcakrna eevee eeoeewes 314 212 186 88 41 Ne re 9502/ 608 388 133 45 New JOrsey cccccccsisccccceces 760 430 176 89 2 ee MNES hii os wits se sie's ces 748 7222/ 533 263 43 ae: Tete Saks alae SE Sis cave 8,8002/ 8, 0662/ 4,998 1,494 79 North Carolina «..csscccccccess 4,681 1,907 1,220 595 29 Sie PE 558 ok is 0 hs ss 8's 0e 4,400 4,361 3,802 2,677 2,075 ht es ek eee 8,326 4,910 1,426 446 23 NOR icilis oo cabs 06k 5% 0 080 4,805 3,426 2,456 1, 3249/ 350 GEOG oc cide ei cccccccceces 1,950 1,536 1,121 399 86 Pennsylvania ....ccccccccccces 9,846 7,821 5,350 2,744 274 i MON. cccket ens’ 1123/ 97 48 25 1 Raete: Cavolime: oi.5s0.css.c0e- 3,313 1,905 1,0992/ 1,019 14 a SR OS ere 4,6172/ 4,796 4,101 3,203 2,338 SRG 5 Wikis 0 cSw'n.d 605% 600 66 4,977 3,471 2,684 2,095 568 ee 65 CU Bik s o¥'o i's ohee be 5,8732/ 3,899 2,795 1,200 62 EE kin Gets veo boca Kaw 0 es 138 952/ 47 28 19 AMG 5 Oar) uss a cheese ces’ 1,250 1,087 893 571 208 NA ihe os bane ve b's oe 4,128 3,015 2,168 1,078 290 ARGO ois chi cc cdececees 1,761 1,313 681 155 81 en aa 5,566 4,979 3,494 2,528 1,032 EE EEE ee eee 6,731 6, 665 6,081 4,475¢/ d/ 2,415 MN cork dtkiad esd obaeceee 1, 1502/ 1,115 781 385 287 ee EE OT ER PEO TE 196, 037 156,066 121,310 74,844 23, 6952/ Sources: Columns 2-5 from: Gaumnitz, Walter H., and Blose, David T. tury Status. U. S. Office of Education, Federal Security Agency, Circular 318. Superintendent of Documents, Government Printing Office, 1950. The One-Teacher School--Its Midcen- p. 19. Washington, D. C.: Column 6 from state superintendents of education and state education directories. aj Partially estimated. b/ Statistics 1935-36. c/ Data from: Council of State Governments. the Council, 1949. p. 194. d/ 1946-47 data. e/ Includes 41 in Alaska. The Forty-Eight State School Systems. Chicago: 13 TABLE 6.--PERCENT OF ONE-TEACHER SCHOOLS IN 1917-18 REMAINING, BY STATE, 1927-28 THROUGH 1958-5984/ State 1917-18 1927-28 1937-38 1947-48 1958-59 1 2 3 4 5 6 pe ee Pe ee ere Pes ee 100% 84. 6% 59. 6% 30.5% 7.8% MMSROGR «65.63 Fb 5 008 5966 eRETS cds 100 71.3 47.4 30.3 17.4 Be ee oe ee ree 100 73.4 52.1 28.3 2.9 CRRA SOPMLS. 650 8 6S SSE Ei eh 6% 0 8 100 69.4 64.4 34.5 12.6 | RSs ee ee ee oar ee 100 85.9 62.3 y 4. 9.1 DO CRONE co dnduddcdebbseses 100 7i.9 36.1 tao or RENATO ca cctevece ceiiebawens 100 70.2 29.0 14.5 6.3 WRN 6650 SEE See eS So 06d 8% 100 41.6 36.5 21.2 1.4 CS eer ee ore ere es 100 67.0 49.5 be | 0.3 Eo SC UCEVS veWewevocscessces 100 Fikee 49.3 20.8 5.4 Dae cron eeu bh eececas abs te 100 91.8 90.6 64.8 . 1.6 Dn: caceetseieboevsaces es is 100 46.6 22.1 7.6 1.4 WD 85 0 Ge KW wa SSPE ETE TIVE oS 100 84.5 78.0 49.6 9.9 MORO 0 60s be UTHUES ce FESS i ec ° 100 93.1 82.3 40.0 13.0 PMCMORY 6 0 66 SEE SE UE UST i aes 100 86.8 60.8 48.0 18.7 TOG Otane Fees FEET ISS. 100 77.9 50.1 40.1 2.0 WRRES 8ob ce FECES Siete es 100 81.8 68.3 31.9 10.1 SEAMS cnnepus éacdtcede¥s vee 100 71.9 33.3 9.8 } ee Massachusetts ...ccccscccccces 100 12 29.7 16.0 1.7 i cco C tap ewene eee Ra 08 8 100 88.4 66.2 41.0 17.9 DOR acd cenetheveesaenane 100 85.0 79.6 53.7 17.4 MEMOLOSi pps ccccccvcsecntestes 100 67.0 45.5 42.3 9.7 DEES. cccewaneweseneees OTe 100 82.1 80.1 56.9 13.1 |! PPerererer ee ey et Cree ee 100 86.8 79.7 32.8 29.4 eS Ee EE TE PETE PETE EO 100 91.6 86.9 66.8 42.4 Nevada .......- OSS STSUS 0 SSE OVS 100 67.6 59.2 28.0 eI Bbw HAMNSRITE 2c ccccecttekiie’s 100 64.8 40.8 14.0 4.7 WOW JOTECY oc cccccccsececcoces 100 56.8 y & FG 11.7 0.3 WC MEREEOO ccpecdncwedisduceee . 100 96.9 72 35.1 5.7 DER Scdeecvecsce¥edscesec 100 91.7 56.8 17.0 0.9 Meee. OOSOLEME cc cccedadcececes 100 40.7 26.1 12.7 0.6 WE DAMOEE cans cccetudeccers 100 99.1 86.4 60.8 47.2 NTS a6 6 CAN Ch C66 ws cbR Cd bee 0 100 58.9 17.1 5.4 0.3 TEM cee ecceecceeseeseccees 100 7353 Si.i 27.6 Tia PL: «6665 be0s0666 00 Sence ce 100 78.7 57.5 20.5 4.4 Pennsylvania ....ccccccccccees 100 79.5 54.3 27.9 2.8 DOGO SO LOOE .decccceteisccces 100 86.7 42.9 22.3 0.9 EE COOL EUE coca ctbeeseeses 100 até 332 30.8 0.4 SOUCH Dakota coccccccsiscecccece 100 109.9 88.8 69.4 50.6 MOOR Socks deeecoceseasece 100 69.7 53.9 42.1 11.4 MD 6 Ga deb wedeceaeets 6 0a¥e cee 100 66.4 47.6 20.4 oS MEME 4.2 6p ec bon CORSE ECs RACK OC CuS 100 68.8 34.1 20.3 13.8 MRMORE cic chs awe enrdevisecces 100 86.9 71.4 45.7 16.6 VATOINLE 2 ccccvecs inadetdecece 100 73.0 $2.5 28.5 7.0 WASHINSTON 2c cccccccdicesccece 100 74.5 38.7 8.8 4.6 West Virginia ..ceccesncsecece 100 89.5 62.8 45.4 18.5 DEMURE cosdeccocesuscwetense 100 99.0 90.3 66.5 35.9 Wyoming ccccececcccccocccccces 100 96.9 67.9 335 25.0 Wetted States ccccccccsceccsesce 100% 79.6% 61.8% 38.2% 12.1% a/ Percents based on data presented in Table 5. 14 Carolina, Ohio, Rhode Island, and South Caro- lina. In five states the percent of decrease in the number of one-teacher schools was not as spectacular: In South Dakota the decrease was 50.6 percent; in North Dakota, 47.2 percent; in Nebraska, 42.4 percent; in Wisconsin, 35.9 per- cent; and in Montana, 29.4 percent. Eighty percent of all one-teacher schools are located in 12 states: Nebraska, 2812; Wis- consin, 2415; South Dakota, 2338; North Dakota, 2075; Minnesota, 1433; Missouri, 1357; Kentucky, 1347; Michigan, 1291; Iowa, 1117; West Virginia, 1032; Kansas, 1007; and Montana, 820. Table 7 shows that in 1957, 60.9 percent of all school districts were located in these 12 states. These same states had 70.4 percent of all nonoperating school districts and 70.4 per- cent of all school districts providing elemen- tary grades only. One-Teacher Schools as Percent of All Schools Table 8 shows the percent that one-teacher schools are of all public schools in each of 48 states. In 1917-18, this percent was more than 50 in 40 states and less than 50 in only eight states. In 19 states more than 75 percent of all public schools were one-teacher schools and in three states, more than 90 percent were. These three states were Vermont, 95.3 percent; Minnesota, 90.6 percent; and Montana, 90.2 per- cent. The eight states, in which in 1917-18 less than half the public schools were one-teacher schools, were Arizona, California, Massachu- setts, New Jersey, Rhode Island, Texas, Utah, and Washington, In 1958-59, the one-teacher schools as a per= cent of all public schools ranged from zero in Connecticut to 72.9 percent in North Dakota. In seven states more than one-third of all pub- lic schools were one-teacher schools: North Dakota, 72.9 percent; South Dakota, 69.7 pere TABLE 7.--TYPES OF SCHOOL DISTRICTS IN 12 SELECTED STATES, 1957 Number of Districts Districts Distrfcts provid- State school providing providing ing both elemen- Nonoperating districts elementary secondary tary and second- districts grades only grades only ary grades 1 2 3 4 5 6 TOWR ccccccccccccces 3, 665 1,483 cee 821 1,361 RANSasS ccccccccceccs 3,140 2,285 310 278 265 Kentucky .ccccccccss 221 9 coo 212 oo Michigan .....ee.se. 3,214 2,215 5 609 385 Minnesota ........- 3,479 2,029 ees 536 914 DEBOOOES ccccccccéac 3,234 1,778 are 662 794 PROMEOMS cc cccccceses 1,149 787 8 166 188 Nebraska ....cceecees 4,942 3,498 27 441 975 North Dakota ....... 1,998 1,299 oes 360 339 South Dakota ....... 3,288 2,082 5 334 867 West Virginia ...... 55 ove oes be ese WERGORGEM: 66 cccdesee 3,848 3,346 94 345 63 Total, 12 states ... 32, 2333/ 20,811 449 4,819 6,151 Total, 48 states ... 52,913°/ 29,542 1,203 13,419 8,743 Percent (12 of 48 ORACOS) csnccteees 60.9% 70.4% 37.3% 35.9% 70.4% Source: U. S. Department of Commerce, Bureau of the Census. Governments in the United States, 1957 Census of Governments. Vol. I, No. 1. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1957. p. 25-27. a/ Includes 2 university districts in Kansas and 1 in Nebraska, b/ Includes 2 university districts in Kansas, 1 in Nebraska, and 3 in Texas. 15 TABLE 8.--ONE-TEACHER SCHOOLS AS PERCENT OF ALL PUBLIC SCHOOLS, BY STATE, 1917-18 TO 1958-59 State 1917-18 1927-28 1937-38 1947-48 1958-59 1 2 3 4 5 6 Re EEF re cuhes 52.4% 50.0% 30. 9% 25.7% Tekh MEGOOOE doc tadatevecinxtaneoses 43.4 38.1 20.0 | s &, 9.5 MUEOOOES ci dicpnwkc éctakeace pe 79.1 60.7 49.6 39.0 6.7 OG EEN EOS OPE PLO 42.6 23.7 27.6 20. 13/ 6.2 ARG Sc cc dbelut ckbekeabaeee 71.9 60.0 45.8 27.32/ 17.1 PELE LEE aD 50.8 36.9 21.4 13.1 eee Delaware ....... cee bec aks cee Zien 32.3 35.6 20.3 13.4 PRUUROE Kun weaneues nies otaacae 74.0 37.1 25.8 R77 1.6 MEAG REC ER Cea, decked ps ee cae 66.4 54.7 44.7 58.4 0.6 PE wks bea Nes oslendbaeou ier 74.7 56.8 42.3 28.2 10.7 DEEEOLS seach oviduwie eeecen cua 82.0 71.0 64.1 74.6 3.4 DE csc su ee cebubecbeéueces 67.2 50.4 28.3 12. 42/ 2.4 SR ee aia Pati wke xe mae an 87.1 79.0 74.5 70.5 17.6 DD -ae+ cakbanee pballaesaes 81.9 77.5 76.9 64.3 29.7 DOUG sivasacccce Siweans a vs 86.3 78.9 58.9 $5.5 30.5 ANAM dic ceaneeed ee pin ba 60.1 47.3 32.4 27.4 1.9 Dn cevacdewses habeeseea bios 69.5 69.6 61.9 39.2 17.2 NN re ee iis i vis ein 66.4 54.9 36.4 14, 18/ 3.5 Massachusetts .....eeccece eet 26.7 19.5 8.5 5.6 0.6 ey Pree ee winches oe 80.6 71.3 51.9 Ls 22.9 Minnesota ...... gut Shs es CE Wae 90.6 76.3 73.1 70.5 28.2 ES 5 See, Meroe: rere 60.7 48.6 34.1 36.2 13.9 PASSOUEL 6 ok occ pts beeceebeibe 82.7 73.0 67.5 67.0 33.5 UME Slveativtsceeedeée ets 90.2 67.7 91.8 58.5 66.2 EPEC LETS Perr sneekde 86.4 79.8 76.8 79.3 7 OG Lk cn oe eb beens «6 daiuae os 78.9 65.8 57.4 ea 17.4 New Hampshire ........... tase 60.3 59.3 20.4 21. 55/ 8.7 Pee POEEOY cccccccveccodebssess 34.8 18.7 6.1 4.9 0.1 New Mexico ......... sodedeecns 54.0 48.8 42.4 5 BS 5.4 Me MEU cadewkawseccene Sapoee 74.4 67.3 42.1 20.8 1.5 MeOREM TRPOLIOS 666 cccceccts eas 57.8 30.4 23.8 12.7 0.9 PR MCE Gas Cd cd Geddccese 84.5 84.8 78.7 72.2 72.9 MU 6's Wate CRABS OEE RR: ca eeece 72.6 58.2 Zhat 10.2 0.6 SOMONE bak. ads dels Sick ices 70.0 57.2 40.9 38. 98/ 10.7 MEOMOU 6 cCieedbechbeslce vee ‘+s 78.5 Si.2 53.0 27.5 6.6 PMONSYILVONLS «6 oo hKis we cececce 64.1 56.5 45.4 32.8 5.0 Bede Island ooGes cece cess ‘nae 20.1 19.8 9.6 6.5 0.3 ey CNOEEUE i ccc ee Seceessc 69.4 45.0 26.4 26.2 0.8 i DOR cn ehadseeewes sees 84.8 88.7 78.1 86.1 69.7 RROD: backs én denne ctdtetec ye Pe | 56.0 41.8 38.8 16.0 ME 6 6 0k 4046 640 46 6046 ce e8 ees 38.4 ai? aace 14.9 FS Abn Geb ead bas Ch eeweus eaiws 20.0 16.2 8.1 5.5 3.6 EE chuctudue cad ht 600eee ee 95.3 78.8 57.0 $7.3 29.5 MEUUAMAM ih 6 adaed chenee as ica 61.2 50.8 46.9 29.1 10.9 RMI Gen ck 06 05 406.0005 49.7 44.6 29.9 9.9 5.3 ME. VRERANEM 004. 4.06604.0.¢0 €0.6.0:¢ 84.8 69.5 62.0 55.9 29.7 MRE bbc cs 0a ted ccdc nce 81.9 80.3 71.1 70. 62/ 47.0 EE Sve ctetvadpenee PEND aay 88.8 74.4 61.9 58.6 42.6 OES BE ee eer 70.8% 60. 9% 50.0% 44.0% 18.2% Sources: Columns 2-5 from: Gaumnitz, Walter H., and Blose, David T. tury Status. U. S. Office of Education, Federal Security Agency, Circular 318. Superintendent of Documents, Government Printing Office, 1950. The One-Teacher School--Its Midcen- p. 21. Washington, D. C.: Column 6 based on number of one-teacher schools reported by state superintendents of education and state directories of education, and on total number of schools in 1955-56 as reported in: Department of Health, Education, and Welfare, Office of Education. tems: 1955-56." Biennial Survey of Education in the United States--1954-56. Superintendent of Documents, Government Printing Office, 1959. a/ From: Council of State Governments. Council, 1949. p. 194. bj Increase due to change in definition of gchool. U. Ss. "Statistics of State School Sys- Washington, D. C.: Chapter 2, p. 42-43. The Forty-Eight State School Systems. Chicago: the 16 cent; Nebraska, 57.3 percent; Montana, 66.2 per- cent; Wisconsin, 47.0 percent; Wyoming, 42.6 percent; and Missouri, 33.5 percent. In eight states less than 1 percent of the public schools were one-teacher schools: Con- necticut, none; New Jersey, 0.1 percent; Rhode Island, 0.3 percent; Georgia, 0.6 percent; Massachusetts, 0.6 percent; Ohio, 0.6 percent; South Carolina, 0.8 percent; and North Carolina, 0.9 percent. Teachers in One-Teacher Schools as Percent of All Teachers The percent that the teachers in one-teacher schools are of the total number of classroom teachers is shown in Table 9 for five school years. In 1917-18, the number of teachers in one-teacher schools represented more than 5 percent of all classroom teachers in 44 states; in 1958-59, this was true in only 10 states. In only four states in 1917-18 was the number of teachers in one-teacher schools less than 5 percent of the teaching force: Massachusetts, New Jersey, Rhode Island, and Utah. In eight states the number of teachers in one-teacher schools was more than 50 percent of the total teaching staff: Arkansas, Kentucky, Nebraska, Nevada, North Dakota, South Dakota, West Vir- ginia, and Wyoming. In 1958-59, Connecticut had no one-teacher schools, and North Dakota had the highest per- cent of teachers in one-teacher schools--30.7. The national proportion was 1.8 percent. The number of teachers in one-teacher schools was more than 5 percent of the total teaching staff in 10 states: North Dakota, South Dakota, Nebraska, Montana, Wisconsin, Wyoming, Vermont, West Virginia, Kentucky, and Minnesota. Teacher Opinion of School Consolidation Many persons believe that the remaining one- teacher schools should be replaced with cen- trally located, larger, graded schools. Those who hold this view say that only a large, well- equipped plant can effectively and economically provide the various educational services re- quired to meet the needs of children today. They claim that the majority of the schools have already been consolidated and that the few remaining schools should be quickly closed. Opposing this view are those who are con- vinced that under certain circumstances it is better to keep the one-teacher school than to subject children to the fatigue and hazards of transportation to distant centers. They be- lieve that the small schools, if well equipped, can provide as good an educational experience for the rural child as can a large school. They say, also, that these schools help keep the function of education in the community, help maintain a community center within easy reach of every farm, and because the classes are small, are more conducive to quality education. In this study when the teachers were asked if it were possible to consolidate their schools with another in their area, about 66 percent said it was possible, 24 percent said it was not possible, and 10 percent had no opinion. Figure IV shows that the 66 percent who said school consolidation was possible comprised 46.6 percent who favored consolidation, 13.7 percent who did not favor consolidation, and 5.6 percent who had no opinion. FIGURE IV.--TEACHER OPINION OF POSSIBILITY OF SCHOOL CONSOLIDATION Consolidation possible No opinion 46.6% In favor of con- solidation 13.7% Not in favor of consolidation 5.6% Don't know Consolida- tion not possible NEA Research Division A tabulation of teacher responses by popula- tion area showed that as communities increased in size, the percent of teachers indicating possibility of school consolidation and favor- ing such action increased. Why do some teachers oppose consolidation? Here are a few selected statements from those teachers. e Difficulty in transportation: Horseback road only, in winter season. (West Virginia) There are times when they can't get to school here. It would be impossible to get to school in event of storm. (Nebraska) TABLE 9.--TEACHERS IN ONE-TEACHER SCHOOLS AS PERCENT OF TEACHERS IN ALL PUBLIC SCHOOLS, BY STATE, 1917-18 TO 1958-59 State 1917-182/ 1927-284/ 1937-384/ 1947-484/ 1958-59b/ 1 2 3 4 5 6 BAROOME oss wi bbc cede deeKkik 28. 3% 18.5% ae | BR 1 ge ere Pee 14.0 YP 4.3 1.9 0.5 NAGS bb cee eben bc ocves shed 30.2 20.9 11.5 Py ERA OUNGM Sia dn éud wae cs L367 4.7 4.0 1.7 0.3 Gelered®. 2600.0. fi Pee 32.1 19.5 15.3 6.7S/ 1.4 DRC EOGE cis ces ceepece 10.9 Oe 2.8 } Fe 0.0 RREO ccc cance: vécenkes be 16.8 5.9 aal 0.6 OUUEE v's o Cite Co hwo ck cdes RA Pe 7.4 5.6 2.8 0.1 CEG Gand sucebeeécauese Kh ae 18.9 11.6 ry 0.1 NE «ah W Wastes 666646 SA 33.7 20.3 14.9 6.8 ice DRAG ica oa deve decsen oD Bact 21.9 16.5 0.3 rie cere eter 31.8 11.7 5.6 1.79/ 0.2 DE én edbecceee eeaieekes 48.1 40.4 36.4 26.9 4.1 PM ceasetcanduecetacacan 47.1 37.6 36.8 21.1 4.9 YT ccnnebe éevedeke ies 54.0 39.3 25.0 19.4 6.0 DOPE cCckcoeetotecces 23.2 23.4 6.9 > 0.2 ET csavaaveaccavicoeee : 39.1 ao.3 25.2 11.9 3.0 OO EE EELS 30.1 14.7 6.5 1.79 0.2 peeeachueetts seas cet ccs 4.2 y oe 0.9 0.6 0.0 PEM weGsebeebebve dete Jaue 20.6 14.5 8.7 aaa OPO cccnvcetestinnse 43.9 32.6 30.9 aaa 5.4 PU ANOSOOE: cccicccccsekes 36.3 19.5 12.8 12.0 2.6 DEE Sees wee cekheecdws 43.5 29.7 27.8 aaa 4.7 aE GY RGR See eS 48.3 40.9 40.7 19.3 12.0 PUMA co cctccsecevcerree 52.0 42.8 41.6 37.4 20.8 NN ee he ha we gees eae 54.7 25.8 Zk. 7 9.2 1.8 New Hampshire .......ccee. 30.4 20.9 13.6 4.8 1.2 ee ORO 2c ccwenecnceee 4.8 1.8 0.7 0.3 0.0 Mt GREE Seccceudeccease ye 22.7 14.4 6.2 0.5 Ce RE nave CWS ee recedes 16.7 11.4 5.7 2.0 0.1 poten Caroling oe. cise. 30.7 8.1 Pa 2.4 0.1 WOPCR DENCE icc Ke Se Se cc 61.5 51.0 46.8 41.9 30.7 Di i esas bee eeR bees ade 6 27.0 11.9 3.4 ) ee 0.0 SNE Se Fhe ee ca deecéwes 27.6 17.9 iia 8.7 1.8 DE aC Aebbnadseskeeen ds 31.7 19.3 ioe5 4.7 0.6 UTE COMGR seccccncseces 22.2 14.1 9.0 4.9 0.4 My SOOM ies CS ese cee oS 4.2 2.6 1.2 0.7 0.0 meatm Caroling <6 cece cece 39.2 14.6 7.6 6.5 0.1 Se le ca oe wun on 61.6 59.4 49.6 47.6 28.9 PEOBEOO Sid oe Cote cee ees 38.4 19.9 13.3 10.1 MEE cc ccdtvivesetecsesees 20.3 9.8 6.3 2:7 0.1 DE thd 6s Sch eaeh 6.6 600 oom 3.8 2.9 } Re 0.6 0.3 MRE Sa’ des We OO Co oe Cee 43.3 41.9 34.7 24.3 Fel MEEAOAG Serene he CEES 29.7 18.5 12.8 6.7 1.0 MMSMROCOE ci iwcesccrvcdes 19.1 12.8 6.7 ) 0.4 ERG VERGEMED Cidecccccéce 50.7 33.5 Rass 18.5 6.8 Wisddtete 6. SS. 40.2 33.4 28.3 22.19/ 8.9 NE Cu vecncaeeeceeeess 60.8 36.0 28.2 15.3 8.2 8 Be eae ee 31.0% 19.0% 13.8% 8.7% 1.8% a/ From: Gaumnitz, Walter H., and Blose, David T. The One-Teacher School--Its Midcentury Status. U. S. Office of Education, Federal Security Agency, Circular 318. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1950. p. 22. b/ Based on Table 1 and on total number of teachers as reported in: National Education Associa- Estimates of School Statistics, 1959-60. Research Report 1959-R23. Wash- tion, Research Division. ington, D. C.: the Association, December 1959. p. 21. c/ Data for total number of teachers, 1946; for one-teacher schools, 1948. Council of State Governments. The Forty-Eight State d/ Data for total number of teachers from: School Systems. Chicago: e/ Partly estimated. the Council, 1949, Pp. 202. Patrons object--such young children leave home too early on buses and return too late. (Missouri) A river with no bridge separates the two schools. (South Dakota) There are many small children. Our winters are too severe. Fathers can get the chil- dren to school now via tractor, horseback, or even team and wagon nearly all the time. (North Dakota) Not feasible because of dangerous bridge for primary children. (West Virginia) Bus transportation is dangerous, expensive, and inconvenient for parents and children. (Kentucky) Only Forest Service road; is too dangerous in winter. (Montana) Children would have to cross a river in small boats. (Kentucky) e Instructional advantages of small schools: Children get more individual attention in a small school. (Minnesota) Most parents don't favor consolidation. "Johnny" has a better chance to learn to read in his own home school. (Minnesota) Many of our outstanding people attended one- room schools. Why destroy them? Spend a little money on them, and with a good teach- er they are better than crowded buses and rooms. (Kentucky) It is my sincere belief that the children in this little school are doing much better than the ones I taught in the crowded larger schools. (Missouri) @ Community interest as a reason for opposition: The people are not willing to give up their one community interest. (Missouri) Many times these consolidations create over- crowded conditions and long rides on buses Over rough roads, and parents live too far from school to take active part in PTA ac- tivities. (Kansas) The parents wish to keep the school because it is considered one of the oldest one-room schools in the country, and is the center of community activity for this particular area. (West Virginia) Parents wish very strongly to keep the school. (Maine) Voted down each time it came up. (Califor- nia) Most of the people are going to move if the school is consolidated. The school could be repaired, and electricity could be fur- nished easily. (New Mexico) Friction between this and the closest school has prevented consolidation. (Oklahoma) @ Financial reason for opposition: It has been voted down twice--takes too much money. (New Hampshire) The adjoining districts are in bad shape fi- nancially. (South Dakota) @ Social, religious, or political reason for opposition: All Amish--they do not want to go to school with the English. The Elders do not want "worldly" things stressed. (Pennsylvania) I have all Indians and they want their own school. (Oklahoma) The little democracies seem to be doing all right as is. (South Dakota) The people are backward and do not wish to lose the school. (Illinois) Selfish interests and jealousy have pre- vented this for 50 years. (Wyoming) Has been a touchy subject for years though I don't know all the reasons. (Arizona) Ill. PERSONAL CHARACTERISTICS OF THE TEACHERS This section reports findings on the person- al characteristics of the teachers: family background, sex, age, marital status, number of children, place of residence while teaching, and living arrangements and accommodations. A Glimpse of the Past Brief descriptions of the typical teacher in 1914-15, 1929-30, 1937, and 1951-52 are pre- sented as a backdrop to the 1958-59 status re- port. The teacher in 1914-15--The University of Nebraska studied the status of rural teachers in its state and described the typical teacher as follows: The rural teacher was a young woman 21 years of age, who had lived approximately an equal number of years in both country and town.... Her education...consisted of one summer beyond eight years of elementary and four years of high school training. She held a county second-grade certificate.... Her expectancy in the teaching profession was 1.85 terms. She hoped to become a grade teacher in town. This teacher's yearly income was $445.28. She paid $114.80 for board, did her own jan- itor work without extra pay, and spend her vacation at home or attending summer school. She would have been glad of an opportunity to add to her income through some commercial pursuit. Her institute expenses and teach- er's periodic.ls amounted to $15.28 per year. She lived in a family of two children. She occupied a room by herself, but it was not heated, and there were no bath conven- iences.... She took some part in the organ- izations of the community. The organiza- tions that appealed to her most were com- munity and OSS | iad a clubs and reli- gious societies. The teacher in 1929-30--On the basis of data from the U. S. Office of Education and from 1/ University of Nebraska, School of Education. other contemporary publications the NEA Re- search Division described the median teacher as follows: The typical one-room rural teacher of the United States is a young woman about twenty- three years of age, of native American stock, and of farm or small-town background. Her preparation includes four years of high- school education with approximately one year of professional training, secured frequently in summer sessions or in the graduate year of high-school training classes. She teaches from twenty to twenty-five children through the eight grades of the elementary curriculum for a school term of eight months, and remains only one or two years in the same school. Her median annual salary is $883 and her total service in rural schools averages about three years, after which she marries or transfers to grade teaching or continues her eceagi ian, usually in a state teachers’ college.+ The teacher in 1937--The typical rural teacher in 1937 was a young single woman. (Only 15.8 percent of the rural teachers were men, and only 26.6 percent of all the teachers were married.) She had five years' teaching experience, of which three years had been spent in her present school. Six in 10 teachers had two years of college training; only 1 in 10 had a four-year college degree. Her annual salary was about $668. Only 31.0 percent main- tained homes, and only 14.6 percent owned or were buying them. About 39 percent had heated bedrooms, 33.3 percent had running water, and 28.2 percent had a bathtub or shower in their homes. Almost 62 percent of the teachers owned or were buying automobiles .3 The teacher in 1951-52--The typical teach- er in a one-room school in 1951-52 was a married woman 42.5 years old. (About 12 per- cent of the teachers were men, and 63.1 percent of all the teachers were married.) She had an average of 13.8 years of teaching ecinlaipecees! and had about two years of college training .4/ The Rural Teacher of Nebraska. U. S. Department of the Interior, Bureau of Education. Bulletin No. 20, 1919. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1919. p. 2/ National Education Association, Research Division. "The Outlook for Rural Education." Research Bulletin 9: 230-302; September 1931. p. 272. 3/ National Education Association, Committee on the Ecémomic Status of the Rural Teacher. Teach- ers in Rural Communities. Washington, D. C.: the Association, 1939. p. 76. 4/ National Education Association, Research Division. "Rural Teachers in 1951-52." Research Bulletin 31: 3-63; February 1953. p. 53-58. 20 Family Background The teachers in the 1958-59 study were asked only two questions about their family back- ground: the size of the community in which the teacher was reared and the occupations of the teacher's father, mother, and spouse. Teacher's childhood community--Over 90 per- cent of the teachers grew up in rural areas. The majority spent the largest part of their early life in open country. About four-fifths spent their early life in comnunities of less than 500 population. Only 9.3 percent of the teachers grew up in urban areas, most of them in communities of 2500 to 29,999 population. See Table 10. TABLE 10.--SIZE OF TEACHER'S CHILDHOOD COMMUNITY Men Women Total Size of community teach- teach- reporting ers ers Number Percent l 2 3 4 5 Open country ... 64.6% 66.4% 1,032 66.2% Town of less than 100 ..... 8.5 4.2 71 4.6 100-499 ....4e-. 9.2 7.9 125 8.0 500-999 ...eeeee 6.2 7.4 114 7.3 1,000-1,499 .... 1.5 1.6 25 1.6 1,500-1,999 .... 1.5 1.5 ae bee 2,000-2,499 .... 2.3 1.4 a ew 2,500-29,999 ... 5.4 7.5 114 7.3 30,000 and over 0.8 2.1 31 2.0 100.0% 100.0% . ... 100.0% Number reporting 130 1,428 toon - se. Almost all one-teacher schools are located in rural areas, and almost all their teachers were reared in rural areas. But only 28 per- cent of the reporting teachers said they were teaching in the same community in which they grew up. The size of the comnunity in which they were teaching made little difference in the percent who had changed communities, but there was a difference between men and women. About 36 percent of the men teachers said that they were teaching in the same community in which they were reared, but only 27 percent of the women teachers were in that category. See item 5 in the Appendix. It has always been difficult to recruit ur- ban teachers to teach in one-room schools. The major problems still are salaries, living accommodations, and the primitive school plant and utilities of the one-room school. Occupations of fathers--Table 11 shows the percents of teachers by their fathers’ occupa- tions. More than two-thirds of the teachers came from families in which the father was a farmer. This was expected since almost all one-room schools are located in rural areas. It is interesting to note, however, that the percent of teachers from managerial or self- employed, or professional or semiprofessional homes is larger than the percent of all gainful workers from such families in 1910, the year in which most of these teachers were children. The percent of teachers coming from families of unskilled workers, and clerical and sales workers was lower than the percent of all gain- ful workers so employed. Tabulation by sex of the teachers shows that a larger percent of the men teachers than of women teachers had fathers engaged in manageri- al and professional work and a smaller percent of men teachers than women teachers had fathers who were farmers. For details see item 7 in the Appendix. Figure V compares the occupations of the fathers of teachers in one-room schools with occupations of the fathers of classroom teach- ers in general. The percent of one-room school teachers coming from farm families was more than twice the percent of all public-school teachers coming from farm families. The per- cent of fathers engaged in managerial work and self-employment is almost three times as high among all public-school teachers as among one- room school teachers, and the percent of fa- thers engaged in professional or semiprofes- sional work is more than twice as high among all public-school teachers as among one-room school teachers. Occupations of mothers--As was expected, 89.1 percent of the mothers were housewives; however, 10.9 percent of the teachers reported that their mothers were gainfully employed, as follows: 7.0 percent in professional or semi- professional work; 2.6 percent in clerical, sales, and services; 0.9 percent in managerial work or self-employment; and 0.4 percent in skilled or semiskilled work. For details see item 8 in the Appendix. Occupations of spouses--Almost half, 48.6 percent, of the married women teachers re- ported that their husbands were farmers. About 22 percent of the husbands were engaged in skilled or semiskilled work; 11.2 percent, in managerial work or self-employment; 9.4 per- cent, in unskilled labor; and 9.3 percent, in professional or semiprofessional work. Over half of the married men teachers, 54.9 percent, reported that their wives were house- wives; 23.5 percent, that their wives were en- gaged in professional or semiprofessional work; 2 TABLE 11.--FATHER'S OCCUPATION Men Women All teachers All getefe! Occupation teach- teach- _ feporting workers, 1910 ers ers umber Percens _ 1 2 3 * > c= DOES o6sdunnenedbatheowsoads PYYTTTTTrrrrrry 55.9% 70.0% 1,034 64.87% 6.4% Unskilled workers ......... eo cccccccccccoosces 5.5 3.7 54 1.9 .% Skilled and semiskilled workers ........eeee- 16.5 11.8 183 12.2 4.3 Clerical or sales Workers ccccccccccccccccces 1.6 1.6 24 1.6 3.2 EEE WENUENE sedvecdscdcascoccsécceesoecce 1.6 1.2 19 1.3 Managerial or self-employed .....seeeeeeeeees 10.2 6.7 105 7.0 ‘ Professional or semiprofessional workers .... 8.7 5.0 RB 3.3 a 100 .07% 100 .0% , 100.0% ee .o% MENS. GUNNEEER ‘Sb icciddececccccocceccaccéoes 127 1,375 1, 32 a/ U. S. Department of Commerce, Bureau of States: 1789-1945. Washington, D. C.: 1949. p. 65. school teachers were children. the Census. Superintendent of Documents, Government Priatiag Of fice. The year 1910 was chosen because it approximates the year in which seet qe-reue FIGURE V.--FATHER'S OCCUPATION, TEACHERS IN ONE-~TEACHER SCHOOLS AND ALL CLASSROOM TEACHERS i. i Percent of teachers report ing 10% 20, Wi O” - 3% Farmers Teachers in one-teacher schools All teachers Unskilled workers Teachers in one-teacher schools All teachers Skilled, semiskilled workers Teachers in one-teacher schools All teachers Clerical or sales workers Teachers in one-teacher schools All teachers Managerial or self-employed Teachers in one-teacher schools All teachers Profess 1 workers Teachers in one-teacher schools All teachers Data for all classroom teachers sion. "The Status February 1957. 5. 12.2% 22.6% 7.0% 20.7% 2% 12.6% Research Buliscis 1% from: National Education Assce lation, Seeeerch Dewt- of the American Public-School Teacher.” * Py NEA Research Div tection TABLE 12.--MOTHER'S OCCUPATION Occupation Teachers reporting Number ___ Percent l 2 | Housewife eee eeeeeeeeneenene 1,409 89.1% Skilled or semiskilled worker seen eee eeeeeeeeee 7 0.4 Clerical, sales, service worker see eee eeeeeneeeeee 41 2.6 Managerial worker or self-employed ...seseees 14 0.9 Professional or semi- professional worker .... 110 7,0. Total eee eeeeeeeee 1,581 100 .0% 16.7 percent, in clerical, sales, and services; 3.9 percent, in skilled or semiskilled work; and 1.0 percent, in managerial work or self- employment. Figure VI shows the large percent of wives engaged in professional and semipro- fessional work. The data in item 9 of the Appendix are for all teachers reporting, including those who were not married and those who did not report their marital status. Sex In 1958-59 only 8.3 percent of the teachers were men. Thus, the women outnumber the men ll to 1. The proportion of men teachers among all public-school teachers was 27.3 percent. The men teachers are leaving the one-room schools. A study in 1937 reported that 14.6 percent of one-room school teachers were men. Fifteen years later, in 1951-52, another study showed that only 12.0 percent of all one- room school teachers were men.£/ In 1958-59, the percent of men dropped further to 8.3 per- cent. The men are leaving the one-room schools at an accelerating pace. The proportion of men teachers dropped 2.6 percentage points in 15 years from 1936-37 to 1951-52, but 3.7 percent- age points in the seven years from 1951-52 to 1958-59. Age It is no longer true that the one-room schools are staffed by young unmarried women just out of high school. In 1958-59, the me- dian age of the teachers was 45 years, two years older than the median teacher in all ptblic schools. 5/ National Education Association, Committee on the Economic Status of-the Rural Teacher, op. cit., p- 15 and 86. 6/ National Education Association Research Division. “Rural Teachers in 1951-52." Research Bulletin 31: 3-63; February 1953. p. 8. FIGURE VI.~--OCCUPATION OF SPOUSE eee Professional and semiprofersional "| Unekilled, clerical, sales, and service EE Skilled and semiskilled = Managerial or self-employed Percent of teachers reporting 60% 80% 100% i 0% 20% 3 i Wife | Housewife 54.9% a a i _ se eee eee eee Parmer 48.67% — | NEA Research Division eg 23 TABLE 13.--AGE OF TEACHERS IN ONE-ROOM SCHOOLS, 1958-59 (weighted figures) Percent of teachers, by size of district Age Open areas Towns under Towns 150 Men Women Totala/ 150 in and over teachers teachers Number Percent population in popula- tion 1 2 3 4 5 6 7 8 Under 21 years ..ssessecs 5.3% 3.5% 2.6% 8.47, 3.6% 962 4.07% 21-25 years re ee ee eee 13.0 9.9 11.9 20.2 10.6 2,718 11.5 26-30 years eevee eereenenenwee 7.8 8.4 12.5 20.7 7.0 1,935 8 2 31-35 years eee eeeweneeee 6.7 8.0 3.0 7.6 7.0 1, 682 7 l 36-40 years ree eneee 11.0 8.1 Joh 8.4 9.7 2,284 9.6 41-45 years ee ee ee 11.9 11.3 9.1 6.9 11.3 2,578 10.9 46-55 years eee renwnee 30.6 33.0 34.1 18.2 34.1 7,745 32.7 56-65 years vee eee eenennee 12.1 16.6 19.7 8.2 15.4 3,490 14.7 66 and over eevee eeeeeeee 1.6 > ee 1.4 Fe 301 1.3 100 .0% 100.0% 100.0% 100.07, 100.0% «++ 100.0% Weighted total ......++++ 10,920 8,269 2,215 2,079 21,616 23,695 cee Median age®/ ......ees000 43.7 46.2 47.1 31.6 46.2 ae Average age®/ .....6.+6-. 41.3 43.2 42.9 36.1 43.0 42.4 a/ Includes replies not indicating size of area. b/ Calculated on the basis of a complete distribution, not on the grouped distribution shown in column l. On the average the men teachers were much younger than the women teachers. As shown in Table 13 the median age of the men teachers was 31.6 years, and the median age of the women teachers was 46.2 years. Almost 50 percent of the men teachers were not over 30 years of age, about 23 percent were from 31 to 45 years of age, and about 28 per- cent were 46 years of age or older. In con- trast, only about 21 percent of the women teach- ers were not over 30 years of age. About 28 percent were from 31 to 45 years of age, and about 51 percent were 46 years of age or older. These characteristics in teachers’ age levels are similar to those of all public-school teachers. A large part of the decrease of men in the upper age brackets is due to the men leaving classroom teaching for more profitable work. The larger percent of married women above age 40 represents 4 return to teaching after a break in service for marriage and maternity. Teachers in the larger communities were slightly older than teachers in the small com- munities and open areas. The median age of teachers employed in open country was 43.7 years; in towns of less than 150 population, 46.2; and in towns of 150 or more, 47.1. Item 2 in the Appendix shows the ages of the teachers; Table 13 gives the weighted data. The median teacher in the one-room school, 45 years old, was only about one year older than the median elementary-school teacher. The median woman teacher in a one-room school was about 8 months older than her counterpart, and the median man teacher in a one-room school was nearly 4 years younger than his counter- part. The median ages of teachers in one-room schools, as found in the present study and in the three earlier studies are as follows: Year Median age RGIS ccccccce ese 21 years 1930 .ccces . ° 23 years 1952 PTTTTTITiTy - 42.5 years 1959 eccceces ; 45 years Thus, it can be seen that in the 22-year pe- riod between 1930 and 1952, the typical teach- er in 4 one-room school became much older. The nation experienced economic depression, war, rapid school consolidation, and increased state aid to rural schools during this 22-year period. This change in median age from 21 to 45 was aided also by younger teachers leaving and old- er teachers entering or re-entering the pro- fession. The U. S. Office of Education, point- ing out the rapid turnover in the teaching staff, stated that of the approximately 140,000 public-school teachers new to their position as of October 15, 1942, | ae were employed by rural school systems .+— Marital Status and Number of Children The typical teacher is married: 73.9 per- cent of the men and 74.0 percent of the women. Since 11.6 percent of the women and 3.0 percent of the men are widowed or divorced, the percent of men teachers who never married is greater than the percent of women teachers who never married. This is the reverse of the situation for the nation's public-school teachers in general. Details for teachers in one-room schools are given in Table 14 (weighted fig- ures) and in item 3 of the Appendix. TABLE 14.--MARITAL STATUS (weighted figures) Men Women Total Status teach- teach- reporting ers ers Number Percent l 2 3 4 5 Single ..sesse++ 23.7% 14.6% 3,638 15.3% Married ...6.+6+- 73.1 74.0 17,517 73.9 Widowed, di- vorced, etc. . 3.2 11.4 2,540 10.8 100.0% 100.0% «++ 100.0% Teachers in one-room schools, who have fami- lies, have the same number of children, on the average, as do public-school teachers in gen- eral who have families--two children each. As shown in Table 15, about one-third of the teach- ers had no children, 15.6 percent had four or more children, and 1.7 percent had seven or more. Item 4 in the Appendix gives the data as reported by the teachers in this study. Residence While Teaching About one-third of the teachers live in the district in which they are employed; 2.0 per- l/ Foster, Emory M., and Frazier, Ben jamin W. uU. § cent do so only during the coldest winter months. A higher percent of men teachers than of women teachers reported that they live in the school district that employs them: 50.0 percent, and 32.2 percent, respectively. See Table 16. TABLE 15.--NUMBER OF CHILDREN (weighted figures) Number of Men Women Total children teach- teach- reporting ers ers Number Percent 1 2 3 4 5 No children ... 41.9% 33.2% 8,049 34.0% b GER ccccoes 72.5 «©6909 Sa00 Gen 2 children .... 4.9 22.2 Dian E86 3 children .... 10.1 14.0 3,235 13.6 4 children .... 8.2 8.2 1,933 8.2 5 children .... 2.1 4.5 1,009 4.3 6 children .... 2.8 1.3 329 1.4 7 or more chil- GEOR ccccecces 2.5 1.7 426 ey 100.0% 100.0% 23,695 100.0% MeGLGS -cocccces 2 2 2 TABLE 16.--PLACE OF RESIDENCE WHILE TEACHING Place of Men Women Total residence teach- teach- reporting ers ers Number Percent 1 2 3 4 5 Live in district in which em- ployed ....... 50.0% 32.3% 539° 336F% Live in district in which em- ployed, only during coldest winter months 1.5 2.1 32 2.0 Live outside the district in which employed 48.5 65.7 1,028 64.3 100.0% 100.0% --- 100.0% Number reporting 132 1,467 1,599 coe Ea E cts t Wa on Public Schools. - Office of Education, Federal Security Agency, Circular 218. Washington, D. C.: Superintend- ent of Documents, Government Printing Office, July 1943. p. 6. Teachers employed by school districts in sparsely settled areas tend to live outside the district. As the employing districts in- crease in population, the percent of teachers reporting that they lived in the district in- creases: 32.3 percent of those employed in open areas; 34.5 percent, in towns under 150 in population; and 45.8 percent, in towns of 150 or more population. See item 11 in the Appendix. Whereas in 1958-59, 64.3 percent of the reporting teachers indicated that they lived outside the district which employed them, in 1951-52, 48.6 percent so reported. Distance from school--The median teacher lived 6.2 miles away from the school in which he taught in 1958-59. See Table 17. TABLE 17.--DISTANCE BETWEEN TEACHER'S HOME AND SCHOOL Men Women Total Distance teach- teach- reporting ers ers Number Percent 1 2 3 4 5 Less: than 1 mile 27.8% 13.1% 228 14.4% See MATOS cccese S40 28.5 442 27.8 ee MALES cecsae 22 ed 26.1 402 Ziea Bela ML1es .ccee 15.8 idel 250 15.8 13-16 miles .... 6.8 8.8 137 8.6 17-20 miles .... 4.5 3.6 59 well 21 or more miles 6.8 4.2 70 4.4 100.0% 100.0% er 100.0% Number reporting 133: 1,653 -..2,366 eee ary es 5.3 6.3 6.2 The size of the community in which the school is located affects the distance between the teacher's home and school. The median teacher teaching in a school in an open area traveled 6.8 miles to school, the median teach- er teaching in a town of less than 150 popula- traveled 6.0 miles to school, and the median teacher teaching in a town of 150 or more pop- ulation traveled only 4.2 miles to school. The typical woman teacher lived a mile farther away from school than the typical man teacher--6.3 miles as against 5.3 miles. More than half of the reporting teachers lived five or more miles away from school. 25 Only 14.4 percent of the teachers lived less than one mile from school. See item 10 in the Appendix. Teachers in one-teacher schools in 1959 lived at least three times as far away from school as did teachers in one-teacher schools 22 years ago. The median one-room school teacher lived about 2 miles from school in 1936-37.8/ In 1951-52, the average distance was 5.3 miles,2/ and in 1958-59 the median was 6.2 miles. Means of transportation and country roads have been improved since 1936-37, and more of these teachers have cars. Thus, they have a wider choice of a place to live. The median teacher in a one-teacher school lived twice as far from school as the median elementary-school teacher who lived about three miles from school. About 68 percent of all elementary-school teachers lived less than five miles from school, but only 42.2 percent of the teachers in one-teacher schools lived with- in this distance from school. Transportation to and from school--Teachers were asked about means of transportation used to get to and from school. Of the 1583 teach- ers responding, 80.3 percent said that they drove their own car to school. About 13 per- cent reported that they walked to school or lived in or next to the school; and 4.2 percent, that they rode to school in a friend's private car. The others reported that they used the school bus or public transportation. Details are given in item 12 of the Appendix. Living Arrangements and Accommodations The picture of the teacher boarding and rooming with an isolated farm family, sharing a dimly lighted, meagerly furnished room with one of the smaller children is no longer true. The great majority, 76.7 percent, of the teach- ers reported that they lived in their own homes which they owned or were buying, or rent ing. This is similar to the living arrange- ments of the total force of elementary-school teachers, about 82 percent of whom were buying, owning, or renting the homes in which they lived. About 12 percent of the teachers reported that they lived with relatives on a rent or rent-free basis; 3.4 percent, that they lived with a nonrelative and paid rent. A substan- tial proportion, 5.5 percent, lived in teach- erages. Nearly 2 percent lived in trailers. 8/ National Education Association, Committee on the Economic Status of the Rural Teacher, op. cit., p. 76 and 83. 9/ National Education Association, Research Division, op. cit., p. 58. ee 26 TABLE 18.--LIVING ACCOMMODATIONS TABLE 19.--ELECTRICITY, WATER, AND HEATING WHILE TEACHING FACILITIES IN TEACHER'S PLACE OF RESIDENCE DURING SCHOOL YEAR Men Women Total Accommodations teach- teach- reporting Item Percent Percent ers ers Number Percent 1951-524 1958-59 1 2 3 4 5 1 2 3 Own or buying Electricity the place .... 36.1% 61.6% 949 59.5% Ava iab he ccc chide cccce B2iGh 98.87 Rent the place. 24.1 16.5 274 17.2 Not available ......4.. 7.2 1.2 Room with rela- tives reat Number reporting ...... 1,287 1,609 or 15.8 7.3 128 8.0 R ich vat Water supply eieck Wik is Piped into the house... 74.4% 74.1% eee * 2 i wie’ eS ORS ee Carried from outside... 25.6 3-9 Room with non- Number reporting ...... 1,263 1,604 relative and pay TENE cecce 6.0 ie 55 3.4 Heating Teacherage .....- 9.0 $.2 88 5.5 Central heating ....... 49.2% 57 .9% Trailer ....cee. 3.0 1.4 25 1.6 Stoves or fireplace ... 50.8 42.1 Other eeeeeeeenee 1.5 0.3 6 0.4 Number reporting ...... 1,226 1, 603 100.0% 100.0% --- 100.0% a/ National Education Association, Research Division. "Rural Teachers in 1951-52." Number reporting 134 1,463 1,596 oh oh Research Bulletin 31: 59; February 1953. FIGURE VII.--ELECTRICITY, WATER, AND HEATING FACILITIES IN TEACHER'S PLACE OF RESIDENCE, 1958-59 25.9% Carried 62.7% 42.1% 57.9% 1.2% 98.87, in from out- Cold and Stove or Central No electricity \ Electricity ie hot running fireplace heating water only \Q ) Electricity running Water Heating water only NEA Research Division Table 18 and item 13 in the Appendix show significant differences in living accommoda- tions of men and women teachers. While 61.6 percent of the women teachers reported that they either owned or were buying the home in which they lived, only 36.1 percent of the men teachers did. The reasons for this difference may be found in the teacher's age, mobility, and marital status. The average man teacher is younger than the average woman teacher. The men teachers have less teaching experience and are more likely to leave the profession per- manently. And, too, more of the men teachers are single. Other figures in Table 18 seem to support this observation: (a) The percent of men teachers living with relatives on a rent or rent-free basis is almost twice as high as the percent of women teachers who do. (b) The percent of men teachers living in teacherages was almost twice as high as for women teachers. (c) The percent of men teachers living in trailers is almost three times as high as for women teachers. The teachers were asked to indicate the types of electricity, water, and heating facil- ities available to them at their places of residence. Item 19 in the Appendix summarizes the replies. Of the 1609 teachers replying, 98.8 percent reported that they had electricity at home, 1.9 percent saying that the electrical facilities were not adequate. The few teachers without electricity taught in schools located in open areas or in towns of less than 150 population. 27 In 1951-52, electricity was less widely available in rural areas: 7.2 percent of the responding one-room school teachers said their homes did not have it. About three-fourths of the teachers reported that water was piped into their houses, but about 11 percent of the teachers had cold run- ning water only. Almost 30 percent of the teachers said they had to carry water into the house from the outside. As could be expected, the smaller the school district, the greater the chances that the teachers had to carry water in from the outside. It is interesting to note that 39.6 percent of the men teachers reported that they had to carry water in from the outside but 24.6 percent of the women teachers were in this category. About 58 percent of the teachers reported that they had central heating at home, 1.8 per- cent reporting that it was inadequate. About 42 percent of the teachers used stoves or fire- places for heating, 3.2 percent reporting that they were inadequate. Men teachers fared less well than the women teachers: 67.2 percent of the men teachers had only stoves or fireplaces for heating, but only 39.8 percent of the women teachers did. Table 19 shows that, although the availabil- ity of piped in water in the teachers’ homes has improved little since 1951-52, heating facilities and the availability of electricity have improved. IV. PROFESSIONAL STATUS OF THE TEACHERS This section reports the findings on the pro- fessional status of the teachers. Here are some questions asked; How many years of college edu- cation have you had? What is your highest aca- demic degree and what is your major field of con- centration? In what type of educational institu- tion did you receive the larger part of your col- lege education? How recent is it? Do you hold a teaching certificate? How many years have you taught school? What is your present salary? How many hours per week do you devote to school duties and activities inside and outside the regular school day? What are your plans for the future? Level of Education Figure VIII shows that in 1958-59, 83.2 per- cent of the teachers had less than four years of college education, 13.6 percent had four years, and only 3.2 percent had more than four years. Table 20 and item 15 in the Appendix give this information by sex and by population of the school districts in which these teachers were employed. The 83.2 percent of those with less than four years of college comprise 58.0 percent who had two years of college but less than four years, 25.0 percent who had some college but less than two years, and 0.2 percent who were only high-school graduates. Men teachers had more years of college educa- tion than women teachers. Twenty-two percent of the men teachers had four years of college but less than five; only 12.8 percent of the women teachers were in this category. About 11 per- cent of the men teachers had five years of col- lege or more; only 2.4 percent of the women teachers were in this category. Teachers in larger school communities report- ed more academic preparation than teachers in smaller communities. About 15 percent of the teachers in open areas, 16.7 percent of those in towns under 150 in population, and 28.1 percent of those in towns of 150 or more population re- ported having at least four years of college preparation. Figure VIII compares the academic preparation of teachers in one-room schools with that of teachers in all elementary schools. In 1955-56, a little over two-thirds of all elementary- school teachers had four years of college or more. About 23 percent had five years or more of college preparation. Only 33.0 percent of all elementary-school teachers had less than four years of college. These levels are considerably above those of the one-room school teachers. The percent of teachers in one-room schools with less than four years of college preparation is more than three times the percent of teachers in all elementary schools in that category. The percent of teachers in all elementary schools with five years or more of college preparation is more than seven times the percent of teachers in one-room schools in that category. FIGURE VIII.--PREPARATION OF ELEMENTARY - SCHOOL TEACHERS Teachers in one- teacher schools, All elementary- school teachers, 1958-59 1955-56 Percent ee Less than 4 years of col- lege, 33.0% 80 _ Less than 4 years of college, 83.2% 60 _ 40 — 20 _ ‘4 years of col- flege, 13.6% . leg ONIN Sales MONS 0 | Fete) leeieiees 5 years’ or more of college, 3.2% Data for all elementary-school teachers from: National Education Association, Research Di- vision. "The Status of the American Public- School Teacher." Research Bulletin 35: 44; February 1957. NEA Research Division Although the present educational level of one-room school teachers is not high, it is an improvement over the educational status in 1929- 30 when 44.1 percent of the 60,854 white one- room school teachers reporting had only a high- school education or less. Almost all the teach- ers at that time, 96.7 percent, had less than four years of education beyond high school. Only 3.3 percent had four or more years of col- lege, and only 1.5 percent had five years or more. Highest degree earned--Eighty-three percent of the teachers said they held no degree of any kind; 2.0 percent held only a two-year degree or certificate; 13.6 percent, a bachelor's as their highest degree; and 1.4 percent, a master's de- gree. See item 16 in the. Appendix. The one-room schools located in towns of 150 or more population had the highest percent of teachers with degrees. The percent of teachers holding bachelor's degrees is almost twice as high in towns of 150 or more population, 21.9 percent, as in open areas, 11.4 percent. Only 1.3 percent of the teachers in open areas held a master's degree, and 2.7 percent of the teach- ers in towns of 150 or more population did. A greater proportion of men teachers, 32.8 percent, than of women teachers, 13.4 percent, lj Gaumnitz, Walter H. en | 29 held degrees. About 27 percent of the men teach- ers and 12.4 percent of the women teachers re=- ported having a bachelor's degree, and 6.0 per- cent of the men teachers but only 1.0 percent of the women teachers reported having a master's degree. The academic preparation of one-room school teachers is not as high as that of teachers in the elementary schools or persons in other pro- fessional work. The U. S. Bureau of the Census reported in 1957 that 55.6 percent of the pro- fessional, technical, and kindred workers had four or more years of college.2/ Sixty-seven percent of all teachers in elementary schools had four or more years of college training in 1955-56.) But the one-room school teachers stood high when compared with the general popu- lation in the United States; 9.3 percent of workers 18 aga of age and older had four years of college,+ but 16.2 percent of the teachers in one-teacher schools had four years of college. Field of concentration=-Item 17 in the Appen- dix shows the major fields of study of the teach- ers who held degrees. The fields of study of teachers holding the bachelor's degree include 14 areas of concentra- tion: agriculture, art, business education, English, foreign languages, health and physical Status of Teachers and Principals Employed in the Rural Schools of the United States, ington, D. C.: 1957. Teacher." 4/ Ibid. U. S. Department of the Interior, Office of Education, Bulletin 1932, No. 3. Superintendent of Documents, Government Printing Office, 1932. 2; U. S. Department of Commerce, Bureau of the Census. Current Population Reports, Labor Force, Series P=50, No. 78. tendent of Documents, Government Printing Office, November 1957. 3; National Education Association, Research Division. Research Bulletin 35: 44; February 1957. Wash- pe 73- Educational Attainment of Workers: March Washington, D. C.: Superin- pe. 12. "The Status of the American Public-School TABLE 20.--LEVEL OF EDUCATION COMPLETED (weighted figures) Percent of teachers, by size of district Men Women Total Amount of education Open Towns under Towns 150 teach=- teach- Number Per- area 150 in pop=- and over in ers ers cent ulation population 1 2 a 4 5 6 7 8 High-school graduate @e@eeeeseeeaeveeee282 0.1% 0.2% 0.7% eee 0.2% 54 0.2% Some college, but less than 2 years 29.9 23.3 9.9 26.28 ‘25.9 3,936 25.0 Two years of college, less than 4. 55.4 59.8 61.3 50.5 see! = §©=— «15,734» 3=— 558-0 Four years of college, less than 5. 11.5 14.2 21.3 22.0 12.8 3,218 13.6 Five or more years of college ..... Jel 2.5 6.8 11.3 2.4 750 ae 100.0% 100.0% 100.0% 100.0% 100.0% 23,692 100.0% education, home economics, mathematics, music, science, social studies, general elementary edu- cation, general secondary education, and general education. The fields with the three highest percents were general elementary education, 34.7 percent; general education, 19.4 percent; and social studies, 16.1 percent. Type of institution attended--More than two- thirds of the teachers received their college ed- ucation in teachers colleges or normal schools; 30.8 percent, in liberal arts colleges or univer- sities. Details are given in item 18 in the Ap- pendix. A higher percent of men teachers than of wom- en teachers attended liberal arts colleges and universities: 44.9 percent of the men teachers and 29.6 percent of the women teachers. The difference in the type of institution at- tended, according to size of community in which teachers were teaching, is significant. A high- er percent of teachers in the larger communities attended liberal arts colleges: 30.3 percent of the teachers in open areas, 32.2 percent of the teachers in towns under 150 in population, and 36.5 percent of the teachers in towns of 150 or more population. The rest attended teachers col- leges or normal schools. The percent of elementary-school teachers re- porting in 1955-56 who attended liberal arts col- leges is larger than the percent of teachers in one-teacher schools who did: 44.2 percent and 30.8 percent, respectively. The majority of one-room school teachers, 87.9 percent, received their training in public insti- tutions: public universities or colleges, 20.5 percent, and public teachers colleges or normal schools, 67.4 percent. Of the teachers who ate tended private institutions, 10.3 percent at- tended a private college or university, and 1.8 percent attended a private teachers college or normal school. The percent of men teachers who attended pri- vate institutions was higher than that of women teachers: 22.0 percent and 11.3 percent, re- spectively. Recency of training--Although the teachers in one-teacher schools are short on academic prep- aration, they have not ceased growing academi- cally. Thousands of them each year attend sum- mer school to earn their college degrees. Al- most two-thirds reported that the most recent college course for which the: received college credit was taken in 1958 or in 1959. About 87 percent of the teachers received credit for col- lege courses taken some time during the past five years. See item 19 in the Appendix. Teaching Certificate Practically all the teachers hold some kind of teaching certificate; 85.7 percent reported that their certificates represented full qual- ifications for the position held; 11.3 percent, that they held temporary or emergency certifi- cates not recognized as full certification; 2.2 percent, that their certificates did not repre- sent full qualifications for the position held; and 0.8 percent, that they held no certificate. That such a large proportion of these teachers met certification requirements is related to the minimum professional requirements for certifi- cates being far below the national average in many states where one-teacher schools are numer- ous. The percent of women teachers holding a cer- tificate representing full qualifications is higher than that of men teachers: 87.2 percent and 69.9 percent, respectively. About 14 percent of the teachers have no cer= tificate or have certificates which represent less than full qualifications for the position held; by way of comparison, 12.3 percent of the teachers in elementary schools so reported in 1955-56. FIGURE IX.--TEACHERS NOT MEETING CERTIFICATION REQUIREMENTS Teachers in one- teacher schools, Percent 1958-59 0 10 20 30 | i i j All Men Women 12.3% Teachers in all ele- “12.3 Se mentary schools, 1 S.9.9.9.9-2 1955-56 Data for all elementary-school teachers from: National Education Association, Research Di- vision. "The Status of the American Public- School Teacher."" Research Bulletin 35: 45; February 1957. NEA Research Division Pensa Satine in sallliestaeenatlit sd ee Length of Service As shown in Table 21, the teachers had a me- dian of 11 years of teaching experience. More than one-fifth, 21.8 percent, had 20 or more years of teaching experience. Teachers with the most experience are usually employed by the larger school communities. Teachers employed in Open country had a median of 9.8 years of teach- ing experience; those employed in towns under 150 in population, a median of 11.2 years; and those employed in towns of 150 or more popula- tion, a median of 14.2 years. Figure X shows that women teachers in one- room schools reported more teaching experience than did men teachers. The median teaching ex- perience for women teachers in 1958-59 was 11.3 years; for men teachers, 6.4 years. The median number of years of teaching experi- ence of the teachers has risen in the past two decades. A study of rural teachers employed in 1936-37 reported a median of 5.3 years for white teachers.-/ In 1958-59 the median was 11.3 years. Teachers in elementary schools in 1955-56 re- ported having more experience than teachers in one-teacher schools in 1958-59--a median of 13.5 years as against 11 years; for men elementary- school teachers, 6.2 years and 6.4 years, re- spectively; and for women elementary-school teach- ers, 14.8 years and 11.3 years, respectively. Mobility--The typical teacher had 11 years of teaching experience, but only three of those years were spent in her present school. Item 2l of the Appendix shows that the typical teacher began her first full-time teaching position in 1937. Thus, the length of service shows both mo- bility and gaps. Figure XI shows that the typical teacher began teaching 22 years ago, but since the number of years of teaching experience was only 1l, another 11 years must have been spent in other occupa- tions. Item 23 in the Appendix shows the total years of full-time teaching the teacher spent in the school where now teaching. For all teachers the median was three years. The men teachers spent a median of 2.3 years in the present school; women teachers, 3.0 years. There is little dif- ference in the number of years spent in the pres- ent school according to the size of community in which the school is located. 31 FIGURE X.--WOMEN TEACHERS IN ONE-TEACHER SCHOOLS HAVE MORE TEACHING EXPERIENCE THAN MEN TEACHERS Percent WOMEN MEN 100 _ Less than 10 Less than 10 80 — years’ ex- years’ ex- perience, perience, 43.7% 60.8% 60 =< = 10-24 years": sexperience, = (439% experience, BS 28.4% ee oa 25 or more 25 or more years’ ex- years' ex- perience, perience, 12.4% 10.8% NEA Research Division Work Week The typical teacher spent 53.7 hours a week on school duties in 1958-59, the men spending a little less time in school than the women, but a little more time outside school hours. By com- munity size there was little difference in the median total number of hours spent on school du- ties. See Tables 22 and 23 and items 25 and 26 in the Appendix. 5; National Education Association, Committee on the Economic Status of the Rural Teacher. Teach- ers in Rural Communities. Washington, D. C.: the Association, 1939. p. 76. 6 National Education Association, Research Division, op. cit., p. 16. TABLE 21.--TOTAL TEACHING EXPERIENCE (weighted figures) Percent of teachers, by size of district Men Women Open Towns under Towns 150 teach= teach- Total? Amount of education area 150 in pop- and over in ers ers Number Percent ulation population 1 2 3 4 5 6 7 8 1-2 years @eeeeereeeseece 13.0% 9.3% 11.0% 27.6% 9.3% 2,579 10.9% 3-4 years eeoeeeersereeeeece AZut 10.1 11.4 16.9 10.7 2,670 11.3 5-9 years eeeeeeereeeeces 25.1 237 14.2 16.3 23.7 5,471 23.1 10-14 years ®eeeeeeeee2ee8? 20.7 19.2 17.4 16.1 20.4 4,745 20.0 15-19 years @eeeeoeaevee eee 10.7 14.5 13.8 552 13.6 3,057 12.9 20-24 years @eeeseeeeeece 8.2 10.4 bi Pe | Fen 9.9 2,285 9.6 25-34 years @eeeeeeseeeen 8.0 9.9 16.4 9.4 10.1 2,367 10.0 oe OF MOTE YORTS 6 cccccce 1.6 2.9 3.7 1.4 3.2 521 2.2 100.0% 100.0% 100.0% 100.0% 100.0% 23,695 100.0% teks Co iceisccecss Se 11.2 14.2 ae 11.0 Average) ....cccceeses 11.3 13.0 15.0 o4; a 12.5 a/ Includes replies not indicating size of area. by Medians and averages calculated from the complete distributions. FIGURE XI.--TEACHING EXPERIENCE LACKS CONTINUITY Median number of years 10 15 20 25 L | i j All teachers in one- teacher schools Number of years since beginning foocveseecee. 22 years to teach Number of years experience Men teachers Number of years to teach Number of years experience Women teachers Number of years to teach Number of years experience of teaching since beginning of teaching since beginning of teaching a ll ll i i 7_errrevee 2] 24 years J SCTE EEEEEEE SHHTHSSHSHHSHSSESHEEHHETHESE TEESE SEESEEES 1l years NEA Research Division TABLE 22.--TIME SPENT IW SCHOOL EACH DAY (weighted figures) —Fercent of teachers, by else of Shes thcs— = = Open Towns under Towne over teach teach Hours ~ area in c 1 2 ; . : : ia : Less than 6 secessess 0.4% 1.0% eee 1m os 26 +a 6 but less than 7 ... 2.2 5.1 6.% 1” 2 et i 7 but less than 8 ... 15.1 17.1 19.4 3.4 M.9 m2 6? 8 but less than 9 ... 43.8 36.5 42.1 ”.7 s.* * a2 “.% 9 but less than 10 .. 28.7 30.8 23.7 73.3 0.2 6, e7) A 10 but less than ll . 8.6 8.0 7.2 4.4 *.9 +o *.) 11 but less than 12 . 1.1 0.3 1.0 1.3 1.6 e? 5 12 OF MOTE cosseseees 0.1 1.2 atqatkh ct ath Median eeeeeeeeee | @ . ee ny . ™ ~ — ° co a - -” aa TABLE 23.--TIME SPENT OUTSIDE SCHOOL EACH WEEE (weighted figures) ercent of teachers . We — = Hours Open Towns r Towne ond evet teach teach area in lation eniiiaiaias i 2 EE A A ee a None eeeeeveeeneeenerenenene 0.4% 0.81 0.4% > he | +o? 3 ” Some, but less than 5 hours eeeeeeeveneeer 16.6 12.4 15.9% 444 “4 >, we 3 : 5-9 hours eevee eereeee 36.3 31.1 2.8 4. m.2 , =e 7.? 10-14 hours cecccceses 25-1 33.7 30.0 35.7 6.7 +o “A 15-19 hours *eereeeenre 8.9 8.6 10.8 4 +6 tur? ’* 20-24 hours sseeeeees 7.0 5.7 7.0 1.4 +4 ‘- 6.3 25 or more hours ..««. 5.7 7.7 7 ; , i, sr on fa 2 Median eeneenneenennee 9.5 10.9 10.2 il. 1 , = $ AVETAGE cosceceees 10.6 11.6 10.0 12.4 ~~. “® Annual Salary The average salary of these teachers in 1958- 59 was $2921, or only 60.9 percent of the U. &. average for all classroom teachers. As shown in Table 24, 56.6 percent of the teachers received salaries below $3000 in 1958-59, and 5.5 percent received salaries below $2000. Om the other end of the scale, only 8.1 percent of the teachers received salaries of $4000 or sore. Although men teachers have fewer years of teaching experience and fewer of then hold full certification, their average salary was slight- ly higher than the average salary of women teachers--$2964 for men and $2917 for women. If must be remembered, however, that, on the ever~ age, the men teachers have had sore scademic preparation than the women teachers, end the salary schedules aay be geared’ te eee FF GO lege education. The sice of commentty =e tegertere, We average cclery of teschors tecehing b+ He" country wee $2969, of teachers We toute @F leee thee 150 seeuletion, S790), ent of tenchere towns of 150 of aeve pepuletion, 5746 ae Teble 24 ead ttee 6 te he Sopenete Ae shown te Table 55. geegregttie fegier ae alee tapertent. The bigheet evretege ff bere. $4412, wee geld te Che Fer Set ae He leer average salery, $2457, ee gett We He feet east. Although the eretege celery set lenetd= ae cally 60.9 gercent of the evewege sehery &F #F) echee!l teachers te 1998-39, the #1 f ferences TABLE 24.--DISTRISUTION OF SALARIES PAID TO TEACHERS IN ONE-ROOM SCHOOLS, 1956-59 (weighted figures) etsent of seashore, Sy_popeletion of diet eyet en Women Salary intervals Towne rf Towne or teach- teach- ft Below $1,500 ..... 0.7% 1. $1, 500-1, 999 2206s 3.0 6.2 2000-2 499 cecee 22.3 17.8 2, 300-2 999 cccce Merb 31.3 3, 000-3499 cecce Bard 24.9 3, 500-3 999 .ncee 9.2 9.7 & 000-4 499 neces 3.2 4.7 ee 2.1 2.1 «oo pey: eseee 0.2 0.7 — 10888 Median*® eeeeeee $2,634 $2,904 Ave rage® eeeeee $2,669 $2,901 2.7% 3.4% 0.% 273 1.1% 7.3 6.7 4.0 1,044 4.4 10.4 19.0 18.9 4,473 18.9 19.1 25.5 32.9 7,645 32,2 27.9 22.2 25.1 5,865 24.8 16.3 7.0 10.8 2,461 10.5 6.5 2.8 4.1 “Oo 8664.0 6.2 6.2 2.1 6% #8 2.7 1.3 0.6 0.6 im = s «Ot * . * . . $3,168 $2,888 $2,906 $2,905 $3,146 $2,964 $2,917 $2,921 a Based on 4 complete distribution. among the regions ranged from 95.4 percent in the Southwest to 53.7 percent in the Middle Atlantic region. Salary differences, by years of teaching ex~- perience, were emall, ranging from an average salary of $2560 being paid teachers with one to four years of experience, to an average salary of $3217 being paid to teachers with sore than 35 years of teaching experience. See Table 26. Lewel of education completed nade some di f- ference: Teachers with lees than twe yeare of college were paid an average of $7249) WIth two years bet lees then four, $7790; with four TABLE 25. --AVERAGE ANNUAL SALARY. SY Mctae, 1958-59 clessereen seueel erage sale Region teachers teachers ery of att « Leee¢oom i 7 ; . Sew Eegiend .... 94,880 $),229 4 Middle Atleatie. 5, 2,078 53.7 Sewtheeet ccccee 3,7 7,4N 65.1 MIGELe cccccccee & 93 2,%51 ~. Son t hue et eereee *,331 *,Nt 5.4 Werthweet ccccee &, 08% 2,81 “.) Peet Wet cccccee +}, *,8t? #>.0 Geited States, $4,797 $2,921 0.4% TABLE 26.--AVERAGE SALARY PALD, BY YEARS OF TEACHING EXPERIENCE, 1954-59 Average Years of teaching cupertence salary x = i te4 FORTS cc cece eeeeeeeeeeeeeeeeeee $2,340 5S te FORTS ccceeeeeeeeeeeeeeeeeeeee 2.402 15 te FORTS ceceeeeeeeeeeeeeeeeeeee 7 > te M POSTS ceeceeeeeeeeeeeeeeeeeee >, 004 5 POOTS OHO CPOE cc cccceeceeeeeeeeeee >,237 yeors, bet leew them five, $7215) and wteh five of were years, $7987, im 1924-25, the average selery peld these teachers, $761, wee ouly 43.) percent of the average salery petd a1) werhen cleeereen teach ere. te 1908<3%, the average selery peld these teachers, S297), wee 95.0 percent of the average selery petd afl erhen elesereem teachers, The everege salary teerwesed $7160 te thie ported. Whew salery figures ere ed jueted fer taf lotion, the geiee ere Gere Gederete, te terme of at jeeted welee, the everege celery of the teachers teereesed $1648 of 129 percent. Thie geie wee herger thee the gele te the average celery of oll erhew cleeereem teechere ese ef jeeted gele wee $2774 of 8) percent, The inereese te the everege celery Of tench ore th Ghe-teeeher eeheele wee lerger then the teereeee te the settone! tecene per cepitie Ger ive thle come perted, The ef eeted pereere!l tee come wee $1069 te 1959 ane GF te 199°, «© gele of $1080 of 19° percent, 35 FIGURE XI1.--AVERACE SALARY OF TEACHERS IN ONWE-TEACHER SCHOOLS IS LESS THAN AVERAGE SALARY OF ALL CLASSROOM TEACHERS IN 1956-59 $3500, 81.4% : $3000 te $6499 24.8% 52000 te $2999 51.1 SELOW $2000 5.5 Average ealary, ome-teacher echeol teachers, $2921 Figur. Zil compares the 1956-59 dist ribetion of salaries paid one-room echoo!l teachers with om estimated dietribetion of salaries paid all clasercem teachers. Over 61 percent of the one- room echee!l teachers were paid lees than $9500. Thie 61.5 percent comprised 24.8 percent patd $2000 te $3499, 51.1 percent paid $2000 to $2999, ond 5.5 pereert paid lees than $7000. Galy 1? percent of ai) clasercem teachers were paid lees thee $2500. Whereee 51.3 percent of a1) claee- foem teachers were paid $4500 of nere, oaly 4.1 percent of the one-room echoe! teachers vere petd $4500 oF aere, li ll No sats - —< — 7 oom. Below $5500, $4500 and over, 31.7% Average salary, 41) ¢lasercom teachers, $4797 NEA Research Division A Preferred Career Whee the teachers were seted whether they would choose teaching tf they cowld start over egein, 84.2 percent of the teachers said, Yes; 11.9 percent were encertaeia, and 3.9 percent an- evered Wo. Figure KILL eed item 728 in the Appendia show thet « higher percent of women teachers thea of wen teachers would teach if they could etart ewer egete. Eighty-eia percent of the women teachers ea14 that they would teeth tf they ——— a - a ———— oe —— — i la TABLE f/) = S0ERRCE SALARIES OF ONE-800 SCHOOE TEACHERS 490 OF ORRAS CLASSROOM TEACHERS. 1el4-29 THROW 1934-5° One= ¢oom Years @ «eon I ESL 7 : NODETS cccccccccccceces seccee «669 179. 0 pocceoccococoes peed ‘on™ i-*! .. poceooooecoececs -. NGB=GD coccccccoeeoooooeeooeeees pon) ~ Cetineted frame Settene! Sducetion Soeeutet tan. Te bheenw te cont ri selene leeeeoom of erten ¢leee- Seeche ee* teom teachers ’ . ot ,7o? ‘>. +s 9 +403 66.4 +983 4.4 gies of Eeben Jeheo! fan exne2, 193% 39. eecereh Hepert 190-846 tien. COetetws e393 > ) Feeme Geummite, Welter B Sietue of Teachers and Prine ihe Deited Stietes. F. 3. Sepertnene os the tetestes, OFF woh iaogtio. &. Meee eletendent «ff Deo wmante. » Peewee Detliewel Seeeet iow Aeeeetetion, Heeceret Bete tan eeete® Selietie Fie 40) Febwuery P99), 28 Five > Bere i, Ceoveenmens FPeladiag “here! Reecceech Fivieton Meek lagton . ia lee hew end Selery Sided: S. ¢€ the Seeee lee ele Sepleyed io the Bese! Seheeie of VT Ss * teaches te FPG beo7,” & - 36 FIGURE XII1.--ONE-ROOM SCHOOL TEACHERS AND THEIR PROFESSION De you plan to continue teaching until retirement? No, 6.0% Probably fi will, 32.1% Be you plan te continue teaching witil retirement’ Ne, 14.4% will, 4.6% A could etart ever ageia, wile 67.2 percent of the wen teachers e414 they would. Only 3.6 ger cont of the women teachers eatd they would aot Seach egete tf they could etart ever ageia, wile 7.4 percent of the gen teachers eatd they Weld «et, Ae shows te Pigere Ziti, « bigher percent of women teachers than of gen teachers ples ‘co con tiewe teaching ertil retirement. The levee (he commemity the gere likely it wee thet the teacher would teach agete. Tignty Yes, 49.2% If you could start over again, would you teach in 4 one-room school? Uncertain, 25.4% PA Yes, 67.2% If you could start over again, would you teach in «4 one-room school? Uncertain, 10.7% NEA Research Division two percent of the teachers in open areas said they would teech egeia tf they could start over ege@io~-64.) perecent of theee in small towns would, end 90.9 percent of these in towns of 150 or were population said they would. The eiee of community @ede a difference in the teacher’s plan te contiawe teaching until eormel retirement age. Only 35.2 percent of the teachers if open country pleamed to continue teaching wtil retirement--41.6 percent of those ie emell tewte, aad 4.5 gereent of those in towne of 150 of gere population. enn | 37 V. SCHOOL PLANT AND FACILITIES This section reports the findings on the kinds of communities in which the schools are located; the accessibility of the school; the age of the school building; the adequacy of classroom space, water supply, and lighting and heating systems; lunch services; toilet facili- ties; and custodial work. In 1930, the U. S. Office of Education re- ported that among the greatest needs of the rural schools of the United States was better housing. The following is a description of a one=teacher school building in 1930. In many instances the buildings are so old and so poorly constructed that they are un- safe for the children during storms and se- vere weather. Classrooms have windows on two, three, and sometimes on four sides which, even then, are insufficient in number to give half as much light as should be furnished from one side only;...the window shades are torn, broken, or missing altogether.... The floors, ceilings, and walls are often so defective that the room could not be even- ly heated and ventilated with a large base- ment furnace and fan, much lees with the old open box stove which is still quite generally used.... Everywhere young, well-trained, and enthu- siastic teachers enter rural communities to work in school buildings which have no extra rooms such as workrooms, libraries, or teach- ers' rooms; nor such built-in features as bookcases, lunch cupboards, etc., about which they learned at the teachers colleges. The ambitious rural youths enter these buildings with unsightly nails of all kinds and sizes on the walls, on which they may hang their garments. They have no safe and sanitary place for their lunch baskets, and quite fre- quently they are supplied with unsafe water. Innocent children are forced to use toilets that are both indecent and totally insanitary, and they have no facilities for washing and drying their hands after the use of the toilets.+/ The rest of this section describes the school plant and facilities of one-room schools in 1958-59. School Site Over one-half of the one-teacher schools, 51.6 percent, are located in open country; 38.3 percent, in towns under 150 in population; and 10.1 percent, in towns of 150 or more population. Most one-teacher schools are located in a school district that has no other school of any kind. As Table 28 shows, 85.1 percent of the reporting teachers said that there were no sec- ondary schools in their school districts; 83.9 percent, that there were no graded elementary d Dresslar, Fletcher B., and Haskell, Pruett. Rural Schoolhouses, School Grounds, and Their Equipment. U. S. Department of the Interior, Office of Education, Bulletin 1930, No. 21. Washing- ton, D. C.: Superintendent of Documents, Government Printing Office, 1930, p. 1-2. TABLE 28.--NUMBER AND PERCENT OF TEACHERS IN ONE~-TEACHER SCHOOLS REPORTING OTHER SCHOOLS IN THEIR DISTRICTS Secondary Graded elementary Other one-teacher Number of schools schools schools schools Number Percent Number Percent Number Percent l 2 3 4 5 6 7 None sere eeeeeeeneeee 1,370 85.1% 1,351 83.97% 1,058 65.7% l se ee © se ee eeeeeeee 194 12.0 178 akeod 192 11.9 2 ccccccecccceccecce 46 2.9 77 4.8 128 8.0 3 se ee eeeeeeeeneeeeee ef ee 4 0.2 114 Joa 4 see ereeeeeneeeneeeeeee ef ef ef ee 98 6.1 5 and over ee ee ee ee | **.* se * see © _20 1.2 Total reporting .... 1,610 100 .07% 1,610 100 .07 1,610 100 .07% 38 schools; and 65.7 percent, that there were no other one-teacher schools. It is interesting to note that 22.4 percent of the teachers said that there were two or more other one-teacher schools in their school districts; 7.3 percent, that there were four or more. About 16 percent of the teachers reported that there were one or more graded elementary schools in their school district; 5.0 percent, that there were two or more. Fifteen percent of the teachers reported that there were one or more secondary schools in their district; a few, 2.9 percent, reported two or more. As was to be expected, the possibility of hav- ing one or more graded elementary schools and One or more secondary schools is greater in the more thickly populated districts. Item 29 in the Appendix shows that the possibility of not having another one-teacher school in the dis- trict is greater in larger population districts than in the small population districts. Table 29 shows that in the districts that had other schools, the nearest secondary school was 7.9 miles away; the nearest graded elementary school, 6.5 miles; and the nearest one-teacher school, 4.2 miles. See also item 30 in the Appendix. The distance to the nearest school--whether secondary, graded elementary, or one-teacher-- decreased as the population of the community in- creased, According to 1607 teachers reporting, the roads to the majority of one-teacher schools were usually good: 85.4 percent that they were usually good; 12.5 percent, that they were usu- ally poor; and 2.1 percent, that there were no roads. Item 31 of the Appendix bears out the expect- ed situation that the more thickly populated the districts were the better the roads were. The percent of schools with no road leading to them was twice as high in the open country as in towns of 150 or more population. School Building The typical one-teacher school building was 43 years old (built around 1916). Table 30 and item 33 in the Appendix show that a little over half of the school buildings were built between 1900 and 1929. Over one-fifth of them were built before 1900. Some early dates reported by teachers were 1820 and 1834, Vermont; 1836, New Hampshire; and 1830, Maine. Women teachers taught in older school build- ings than the men did. The median age of build- ings in which women teachers taught was 44 years; and of the buildings in which men teachers taught, 34 years. Although the median one-teacher school build- ing was 43 years old in 1958-59, 83.5 percent of the teachers said that the building was gen- erally satisfactory despite the fact that school buildings were formerly country stores, saloons, or dance halls. Although men teachers taught in relatively newer school buildings, a higher percent of the men teachers (31 percent) than of the women teachers (15 percent) reported their school buildings generally not satisfactory. See item 34 in the Appendix. TABLE 29,--NUMBER AND PERCENT OF TEACHERS IN ONE~TEACHER SCHOOLS REPORTING DISTANCE OF NEAREST SECONDARY, GRADED ELEMENTARY, AND OTHER ONE-TEACHER SCHOOL Secondary Graded elementary Other one-teacher Number of schools schools schools schools Number Percent Number Percent Number Percent 1 2 3 4 5 6 7 Bees than 1 ceccsecce 16 1.47 24 2.1% 32 2.5% > rrrrrrrrrrrerey 377 33.4 502 44.2 960 74.0 GeO cocccccccccccce 440 39.0 408 35.9 210 16.2 AlelS cccccccccccces 146 12.9 103 9.1 45 3.5 ED sessuvenedceks 66 5.9 48 4.2 50 3.8a/ 2192S ccccccccccccce 35 3.1 21 1.8 eee eee Over 25 ccoccccccece 49 4.3 31 2.7 coe eee Total reporting .... 1,129 100 .07% 1,137 100 .07 1,297 100 .0% Median ccccccccccccs 7.9 eee 6.5 eee 4.2 eee a/ Over 15 miles. 39 TABLE 30.--ONE-TEACHER SCHOOL BUILDINGS, BY YEAR CONSTRUCTED Open Town less Town over Total reporting&/ Year constructed country than 150 150 Number Percent population population 1 2 3 4 5 6 Before 1870 seccscccsuse 3.3% 4.5% 9.8% 61 4.47, 1870 to 1899 wcccccccces 18.8 59.4.2 16.5 254 18.3 1900 to 1929 wcsccccecas 52.9 50.9 50.3 716 51.8 1930 to 1959 wcccccecsese 25.0 25.4 23.4 352 23.5 100 .0% 100 .0% 100 .0% eos 100 .0% Number reporting ....... 633 491 133 1,383 cee Medien ene) cicccccdecs 42 43 44 43 are a/ Includes replies not indicating size of area. b/ Medians calculated from a complete distribution. About 84 percent of the one-teacher school buildings were of wood frame construction; 15.9 percent were built of masonry; and the remain- der, of logs or other material. A higher percent of schools in open country than in towns of 150 or more population were built of wood, and a smaller percent were built of masonry. See item 35 in the Appendix. Classroom Space, Fixtures, and Facilities Seven types of room facilities were listed in the questionnaire, and as Table 31 shows, only two--cloak room and library corner--were reported as adequate by more than half the re- spondents. More than half the schools did not have a work room, a general activity room, a kitchen, or a science corner. As was to be expected, the smaller the school community the fewer the facilities furnished and the more inadequate were those that were furnished. Details are given in item 36 in the Appendix. In spite of the inadequate facilities of the one-room schools in 1958-59, conditions were an improvement over 1951-52. In that year only 46 percent reported adequate library facilities as compared with 56 percent in 1958-59. The per- cent reporting an adequate general activity room rose from 19 percent to 32 percent. Other fa- cilities showed similar improvement .2/ 2; National Education Association, Research Division. "Rural Teachers in 1951-52." Research Bulietin 31: 37; February 1953. TABLE 31.--FACILITIES AVAILABLE IN ONE-ROOM SCHOOLS, 1958-59 Facilities Condition None Adequate Not adequate available 1 2 3 4 ClO TOOM cccccccccccccccecccces 69 . 87, 11.3% 18 .9% Library COTMEr wesscsccsesesesees 56.3 26.2 17.5 Store room eee eaeeeeeeeeeeeaeaeaneeaene 46.7 12.3. 41.0 General activity room ..seesesees 32.2 6.9 60.9 WOEK FOOM cccccccccccccccccecoees 30.5 4.8 64.7 SCLENCE COTNET .occcccccccscceses 24.5 16.8 58.7 Kitchen serene enereeneeeneeeeeneeeneeeeee > 18.0 » 4.2 77.8 40 As item 37 in the Appendix shows, 21.7 per- cent of the classrooms had less than 500 square feet of floor space. On the other hand, 17.5 percent of the classrooms had 1000 or more square feet. The median classroom had 696 square feet for an average of 16 pupils. The smaller the community, the smaller the classroom: The median classroom in schools in open country contained 655 square feet of floor space; in towns of 150 or more population, 783 square feet. Water Supply, Lighting, and Heating Systems Only about one-third of the teachers reported that they had running water in the school build- ing (item 41 in the Appendix); a little over 40 percent had to get water from a well, cistern, or pump; 10.2 percent carried water from their homes; 1.4 percent used a stream, river, or spring; 5.0 percent used a neighbor's well or faucet; 5.3 percent had other sources of water; and 3.6 percent of the teachers did not describe their source of drinking water. As was to be expected, only 26.2 percent of the schools in open country had running water in the building, but 57.9 percent of the schools in towns of 150 or more population did. Almost all teachers reporting, 93.5 percent, indicated that they had enough windows in the school. FIGURE XIV.--ELECTRICAL FIXTURES IN ONE-TEACHER. SCHOOLS , 1958-59 No electricity, 3.3%) Have elec- tricity, 96.7% y Adequate fixtures 74.7% Inadequate fixtures 19.3% No comment on fixtures 2.7% NEA Research Division | FIGURE XV.--HEATING SYSTEMS IN ONE-TEACHER SCHOOLS, 1958-59 Type of system Other, 0.8% Wood or coal, ; stove, 17.4% ECE Oil, coal, or gas fur- nace, 44.4% DAO ALAOS Oil or gas YY stove, 37.4% Condition of heating system Not adequate, 13.6% NEA Research Division Figure XIV shows that 96.7 percent of the schools had electricity. About 75 percent re= ported that the fixtures were adequate for school purposes. The size of the community in which the schools were located made little dif- ference in the availability of electricity and the adequacy of the fixtures. Details are given in item 38 in the Appendix. About 86 percent of the teachers said that they had an adequate heating system in their schools; 13.6 percent said their heating system was not adequate. Details are given in item 40 of the Appendix. Over half of the schools use some type of stove to heat the classroom. Figure XV shows that 37.4 pexcent use an oil or gas stove and 17.4 percent, a wood or coal stove. A large percent of the schools, 44.4 percent, said they had an-oil, coal, or gas furnace. Furnaces were slightly more prevalent in schools in towns of 150 or more population than in schools in open country--45.5 percent and 41.8 percent, respectively. More schools in Open country used oil or gas stoves than used any other type of heating system--41.8 percent. Only 25.5 percent of the schools in towns of 150 Or more population used such a system of heating. It was surprising to find that the percent of schools in towns of 150 or more population using wood or coal stoves was higher than the percent of schools in open country doing so--26.9 per- cent as against 15.0 percent. Toilet Facilities and Custodial Work A majority of the one-room schools still have outdoor toilets only. Item 42 of the Appendix shows that only one-third of the 1604 schools reporting had indoor toilets, 67.7 percent had outdoor toilets only. Size of community makes a significant differ- ence in toilet facilities. A large proportion, 72.5 percent, of the schools located in open country had outdoor toilets only, whereas about half, 51.7 percent, of the schools in towns of 150 or more population had outdoor toilets only. The outhouse is still one of the trade-marks of the one-room school. Less than half, 43.7 percent, of the teach- ers reporting indicated that toilet facilities were good; 41.3 percent said they were fair; 41 and 15.0 percent, that they were bad or very bad. ‘Nearly 60 percent of the teachers do their own custodial work, 20 percent get help from pu- pils, and in 10 percent of the schools, pupils do this work. Parents do this work in less than 1 percent of the schools. Custodians are hired in 10 percent of the schools. Size of school community and the sex of the teacher make significant differences in who does the custodial work. The percent of teachers who do their own is more than twice as high in open country as in towns of 150 or more popula- tion--63.3 percent as against 30.0 percent. The percent of schools employing custodians is more than five times as high in towns of 150 or more population as in open country=-32.9 percent as against 6.1 percent. The percent of schools in which the pupils do the custodial work is a little higher in large communities (12.1 percent) than in small communities (9.5 percent). The distance between home and school may account for this difference; the pupils in open country live farther away from school than pupils in larger communities. A smaller percent of men teachers (44.5) than women teachers (58.3) do the custodial work; the percent of men teachers (23.4) having pupils do it is almost three times as high as the percent of women teachers (8.8) having such service; and a higher percent of the men teachers (16.4) than of women teachers (11.3) had the services of an employed custodian. 42 Vi. PUPILS IN ONE-TEACHER SCHOOLS This section reports the findings on the number of children attending one-teacher schools in 1958-59, the length of the school year, transportation, school lunch facilities, and teachers’ opinions of their school program. Number of Pupils Nearly 400,000 children, 1.1 percent of all children enrolled in public schools and 1.6 percent of all public-school children in grades 1 through 8, attended one-teacher schools in 1958-59. These are not large figures consider- ing that only 41 years ago, about 5 million, or one-fourth of all public-school children at- tended one-teacher schools. Class size--The average class in a one- teacher school comprised 17 pupils in 1958-59. Item 46 in the Appendix shows the class size in 1595 schools. Twenty-one percent of the teach- ers reported that they had fewer than 10 pupils in class; 47.5 percent, 10-19 pupils; 22.3 per- cent, 20-29 pupils; and 9.2 percent, 30 or more pupils. The size of the community in which the school was located made a difference in class size. The average class size for schools in open country was 15 pupils; for schools in towns under 150 in population, 17 pupils; and for schools of 150 or more population, 23 pu- pils. Almost 30 percent of the schools in open country had classes of fewer than 10 pupils, while only 4.1 percent of the schools in towns of 150 or more population did. Men teachers reported having larger classes than women teachers. The average class size for the men teachers reporting was 19 pupils; for the women teachers reporting, 16 pupils. Classes in one-teacher schools are getting smaller (see Figure XVI). Im 1951-52 the aver- age enrollment of one-teacher schools was 20 pupils; 7 percent of the schools had fewer than 10 pupils. In 1958-59, the average enrollment was 17 pupils, and 21 percent reported classes of fewer than 10 pupils. In 1951-52, 17.1 per- cent of the schools had 30 or more pupils; in 1958-59, only 9.2 percent of the teachers re- ported 30 or more pupils in class. The median class size of all elementary schools in 1955-56 was 31 pupils, or more than twice the median class in one-teacher schools in 1958-59. Table 32 shows that while only 2.2 percent of all elementary-school teachers reported classes of fewer than 10 pupils, 21.0 percent of the teachers in one-teacher schools did. On the other hand, 55.2 percent of the nation's elementary-school teachers reported classes of 30 or more pupils, and only 9.2 percent of the teachers in one-teacher schools did. 1/ National Education Association, Research Division. "Rural Teachers in 1951-52."' Research Bulletin 31: 11; February 1953. FIGURE XVI.--CLASS SIZE IN ONE-TEACHER SCHOOLS, 1951-52 AND 1958-59 Fewer than 10 1951-52 1958-59 10-19 pupils 30 20-29 pupils and ove sesessseresseses ines NEA Research Division TABLE 32.--CLASS SIZE REPORTED BY TEACHERS IN ONE-TEACHER SCHOOLS AND BY ALL ELEMENTARY-SCHOOL TEACHERS Percent of all elementary-school Percent of Class size teachers in one-teacher teachers, 1955- schools, 1958-59 _563/ 1 2 3 1-9 pupils ... 21.0% 2.2% 10-19 pupils . 22.3 4o2 20-29 pupils . 47.5 bs Pe 30 and over .. 9.2 Toe8 100.0% 100.0% Number report- ing eeee0neeee 1,595 eee Median ....... 15b/ 31 a/ From: National Education Association, Research Division. "The Status of the American Public-School Teacher." Research Bulletin 35: 55; February 1957. f b/ Calculated on the basis of a complete dis- tribution. Grade levels--The typical one-teacher school had pupils in six different grades. Item 45 in the Appendix shows that 22.9 percent of the teachers taught seven grades; and 21.2 percent, eight grades. At the end of the scale, 5.8 percent of the teachers taught three or fewer grades. Only 0.1 percent of the teachers re- ported teaching only one grade. 43 The median number of grades taught was six in all categories of community size. The medi- an man teacher taught seven grades, and the median woman teacher six. Table 33 shows the percent of pupils in each grade. The range is from 17.6 percent in the first grade to 7.9 percent in grade 8. A no- ticeable drop occurs between the first and second grades. Then, although the percents of pupils in each higher grade generally drop, there is a larger drop between grades 6 and 7. The size of the community in which the one- teacher school is located makes some difference in the percent of pupils in each grade. In open country the range is from 16.5 percent in grade 1 to 8.7 percent in grade 8; in towns of 150 or more population, from 22.7 percent in grade 1 to 0.1 percent in grade 9 and above. All sizes of districts show sharp drops between grades 1 and 2 and between grades 6 and 7. In towns of 150 or more population 53.7 percent of the pupils are in grades 1 through 3; in these comparatively large communities, a large number of schools have only the first few grades. Pupil Transportation The teachers were asked to note the distance traveled one way to school by the pupil living nearest the school. As item 47 in the Appendix shows, 10 percent of the teachers reported that this pupil lived next door; 49.6 percent, that he lived about a quarter of a mile away; 18.5 TABLE 33.--DISTRIBUTION OF PUPILS IN ONE-TEACHER SCHOOLS, BY GRADE Population of district Taught by Taught by Grade Open areas Towns under Towns of 150 men teach- women Total 150 in pop- or more pop- ers teachers ulation ulation 1 2 3 4 5 6 7 Grade 1 ..cccecccccceces 16.5% 17.3% 22.7% 16.0% 17.8% 17. 6% Grade 2 .ccccccccccccces 13.7 13.9 15.2 13.7 14.0 14.0 Grade 3 wccccccccvccccce 13.4 13.3 15.8 13.2 13.7 13.7 Grade 4 ..cccccccccccecs 13.2 13.0 13.1 13.4 13.0 13.0 Grade 5 wccccccccccccces 12.8 12.6 11.1 12.6 12.4 12.4 Grade 6 .cccccrcccces eee 12.4 13.2 11.1 12.7 12.5 12.5 Grade 7 w.cccccccccccees 9.3 9.1 5.7 9.6 8.8 8.9 Grade 8 .cccoccccccccsess 8.7 7.8 5.2 8.8 7.8 7.9 Grade 9 and above ...... * * 0.1 * * 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Number of teachers TepOrting ...ccccccees 734 549 144 131 1,460 1,591 * Less than 1/10 of 1 percent. 44 TABLE 34.--DISTRIBUTION OF PUPILS IN ONE-TEACHER SCHOOLS, BY METHOD OF TRANSPORTATION Method of Towns under _ Towns of 150 transpor- Open areas 150 in or more Totala/ tation population population 1 2 3 4 5 MRAM cup camels cake emaneeed enon 25.3% 34. 9% 43.1% 30.8% Bicycle eeeeeveeveeeeeeveeveeeevpeeeeee 4.2 6.0 4.9 School bus eeeeeeeeeeeeeeeeeeene 19.2 15.9 32.9 20.1 PEAVGLE COL nio-s0 tdnanaec cede ce 50.3 42.4 18.5 43.4 Public transportation ......... 0.5 0.5 0.3 0.5 MOSSODGOE or wins opie 0000-c00+00 c8% 0.5 0.2 eee 0.3 Other eeeeeeeeeeeeeeeeeeeeeeeaee eee 0.1 sre b/ 100.0% 100.0% 100.0% 100.0% Pee LODOTEINE «<< 600.600. cnninee's 602 427 109 1,242 a/ Includes replies not indicating size of area. b/ Less than 1/10 of 1 percent. percent, that he lived 1 to 3 miles away; and 0.1 percent, that he lived 4 to 6 miles away. The median distance was about a quarter of a -mile. Generally, more teachers reported the nearest pupil living close to school in large communities, than in small communities. The median distance the pupil living far- thest away from school had to travel to school was 2.6 miles. That the pupil farthest from school lived less than 1 mile away was reported by 3.4 percent of the teachers, but the major- ity of the teachers, 56.6 percent, reproted that this pupil lived 1 to 2 miles away. Only 3.8 percent of the teachers reported that a pupil lived more than eight miles away. Item 48 in the Appendix gives further details. The teachers were asked to note how pupils usually got to school. About 43 percent travel by private car, 30.8 percent walk, 21.1 percent ride the school bus, 4.9 percent ride a bicycle, 0.5 percent use public transportation, and 0.3 percent ride horseback. The largest proportion of pupils in towns of 150 or more population (43.1 percent) walk to school, but most pupils in open country (50.3 percent) go by private car. The school bus serves 32.9 percent of the pupils in the larg- est communities and only 19.2 percent of the pupils in open country. Horses are used by a small number of pupils and then only in open areas or communities under 150 in population. 2/ Gaumnitz, Walter H. Salaries and Salary Trends of Teachers in Rural Schools. Length of School Year The typical one-teacher school was in ses- sion a median of 36 weeks or 180 days in 1958- 59. The distribution in item 49 in the Appen- dix does not permit the computation of an av erage, but it shows that the average would be less than the median of 180 days. The average school year for one-teacher gchools in 1924-25 was reported to be 150 days.4/ The percent of teachers reporting school sessions of less than 33 weeks was higher in open country (13.1 percent) than in towns of 150 or more population (4.3 percent). The per- cent of schools reporting school sessions of 38 weeks or more was higher in towns of 150 or more population (3.5 percent) than in open country (1.1 percent). Teacher Evaluation of School Program The teachers were asked to evaluate the program of education as excellent, good, fair, and poor. Since many of these teachers lacked the experience to critically evaluate their programs, their replies are of interest in re- vealing their attitudes toward their teaching positions. As shown in Figure XVII and item 50 in the Appendix, 7.2 percent of the teachers said that they had an excellent program (better than that of most larger schools); 58.9 percent, that they had a good program (equal to that of many larger schools); 31.4 percent, that they had a fair program (but not as good as that of U. S. Depart- ment of the Interior, Office of Education, Bulletin 1929, No. 6. Wash‘ngton, D. C.: Superintendent of Documents, Government Printing Office, 1929. p. 37. most larger schools); and only 2.5 percent, that they had a poor program far below that of nearly all larger schools. Only 5.7 percent of the teachers in open country and 9.7 percent of the teachers in towns of 150 or more population reported their program to be excellent. While only 2.5 per~- cent of the teachers in open country reported that their program was poor, 4.2 percent of the teachers in towns of 150 or sore population seo reported. Men teachers seem to be far more critical of their educational programs than women teachers. Whereas 68.2 percent of the women teachers said their school program was excellent or good, only 42.2 pereent of the Gen teachers Ge * moet half, 49.7 gereent. of he Gen Seuehere saié theif erearan wee fate he pets ane + & men teachete whe eeid (helt gt egt eee ceee gee wee 4imoet five tines «¢ Sigh ao het of eee teachers, &.5 pereent ax@ |.9 geveent. Seeuee tively. SeReol Lune® Paeilites and ternos Alweet three feertie @f (he teuehare © ported thet theie seheele erewtded ae beta of feed service @f aay iad (eee ttee 7 be Oe Appendie). Gely %.% seveens st She ecehew le wee complete Set lumen coervice BAe 2 ja >ane served & gartial lene eve c@ Set cone le. het seup af6 GEILE G@ly, 21s oly. “~ a ee FIGURE XVI1.--TEACHER OPINION OF QUALITY OF PROCRAH 0 20% 40% so”. ©” i i - -. i. All teachers Excellent ened 7.2% a * oe ae - ” Good go ‘8 ~~ Cage 4 *~. se aS stad Pair LADLE Ae ol 13.4% Poor 7.3% Excellent Men 6.7% domen ~. BERL sig Good Men ”@.T% * s a ? Pe, : Women Lh De _ 4 “0. Fair Men “.r Women ' a? 3 29.%% Poor Men 5.9% women 1% WEA Beccatech Diviletom +6 TUCERE FPL EL.«-«<.ORe SERV UGE ep bete Seo tame &. . e% , Be late™ sie ole & tow tenehere fepeeted efhe8 feed eens, 226 a2 & Tee see gpeew li dad by se FTA. =e Sreperee WH & SOLERO © FL Seem ee Serie (he teehee See Steere Tee the ‘hi léscesm Seewghe fe e@huow — oe sen » Seo plete ——— = — “ te ONE «TEAC RER SBOP tow. . jee ee eee FF) Sle '. ee i, “te ole : ['. oe See Chath ade P. othee ervengenens | Lae | tweaee > "ee ie hw ehewle te “eee +e) hee Gees « os 6 Po | ele te © tee & COP eee Fee eevee + eae ote 2 tf of se) 6+ oer 8 Oa se ee 8 the 26h es 8 Ge See ae oe ee ee ee hm eS FF |. er ele e66¢"ed © +p ee hen orreel *e MGT TOR, SUPPLIES "ete 6066408 ¢6ee8 ho ne — ‘on * wheel + eer +a 6 Oem “- + one ~s oe og) pheeee “ren | of a + s° wid +) eer oe» Lh ooee funn te He ¢eeehawt satan le bee nieneae ¢ +A eee fh + eo Get bebe 8 oer tee ) | SF ‘ed e684 iuoage «+ ee oe ore. “ 6 Heth se Mewrvend Sisepeptleow erred Coqnergprrvanree se (fee Lote eee em fone ee ee '. tee ” * wee O° ee . a Tee Pi dae t eo Leta 0 eee due ”~ Servengl® ate oe oe « in oo @” ne ee ee - oo prey : ‘uae senee : ee ee ‘~ ete tree bee “ree ofbe , = eee ,aee See FESSeG Ls SSleead Se 550s sums bon os ‘roles 66a wite ; > eee She eee | aie ‘y =e & Feet oeaee & rn ee ee RES 4 : Ties 6 ee A er ee lr | thew 2: geveoaene «+f She (eeehete 40008 Sad » bor —y Se : eee e868 6 > 3 | 25 ¢o—- —_ | > oe eee eee ‘ie @28 om bree : ~~ seen =F Soe Sees & > ee © e*: we ee, ee a ss . Fe eon *@rrensed = doy over ae €) te G6 oO Nee peek Sek eee ‘eon ms * -—-as ehree Stes she + Oe G0ee 8 : 1* teene @ 7° + eee owe ge cette +h ek deca >> | oateoane of see oven _* + ew @ ~~ ohare ef 68 8: . om + -arem of ‘se or ‘++ hae « > oepre em + aed ae oo a “er C6 “on «oh _ Ol eeeee : - » "ree ee) ee oe es +) eee Se : » "Sree te , -* o a. ._ oe Gee” > oF0 eb (> © eGe % Ged */ ee s aeaer FS & oF ri+e o66 begetetiaw be éae es sa a Drom o —- FF - 2 cote ee ee ite ”— ss & ; . | ** oer are +t he fhe @ See oe _> o- slhtee ems “mem ee ‘eo eee © + eeprom © ted +e) beet em + ae Ce. to e: emer | ew om + 600 . ‘o ee toe 6 Seeehewt selon !«@ Seen + telherew Heownt me 68h 44 . ae i> Meets + o- Te.) +o 6 Gees “~ + * Seve © (+6 eine 1. a ee ee eet net eer + ere: + te ’ > 2e6ene oF She Sele ‘' ——" “eee se oo ~—mpereet C865 9S 1 oevtoaenn «ff See gee Meces . : a) 1 + Se 3 wrette!.48 bom “hee 9th + teem ee ee ~ © *¢ «ehene © @4eTeore POP we AMD BOWES >) | oeetoawne ~~ + ee ae + are : eee ‘eo tee @ oo * rer ey ivoite —e Bele te srterree le ft ihe © | (ee ” hee ee ~~ : ~~ ~—- > “or . —- os ee es 8. « shew : eo sere + aoe oo ~-@ : os oe ee > heer *' he ~-«e- *' tee see ihe es om, ae) | oe tte . 4 > eemeeee +) ees oie whe + oe we *? ° Ore eee ~ dre : / ooh + aeer e * +7 ~- Se eee ds - Bice + - “| 6 + tee @ - "oeee -\3 . * ele »* ~~“ *' rd ¢. ~~ ee freee over + e0er *' heehee *' +. hs +. 4° ee eee Y rere > ee 2 . +o “2 o+ege * > t° tee Een * i. eee) . ee eee : : oo wee beers > = tethewe ~* wreeele _ ——— veee ee a od ~* > F0ee + bee ee oor oe oerer .- _—_ - +e *? > - lege . _+- ee eee tee * ee . oppeeed « chem ee ore _ g o ee ors ” « tl nn ee) Soe Te of oe - oor ey oe.6 eee PT Ln or Ff ‘—e + ss «6 ow > e - o tet teem - ee ere - -e a ee to ‘ss ter © preg’ : veo ~~ tenes P ore + aeer or - er oo eee _— “om ~@'? ~ to ee 2 ‘aoe c/o oe > “es 7 oa » gee bemee + _ >. mete es ee ee — ae 8 She oe > ous Tyr terete @ eee + ere tenet Seeeorege le ee *? * Pe eee. La a et coe 7+ & > °¢ Seaehe +aee See ee ten « - oer es oo > temee _* _- ‘ene * ore *. seer : _ = = | *? _ " 2 t+ tee © he *' o-- te eito eee ~ e*- - e* ee he ken ‘+ =" *seelhere oe oe Se ee oe ee | oo * of «4 ee. of ee en ee | : +? *. -— beer. baie meee “7 > = ee eens ~ > oe teow @ - * ee ee eee eaten e weet ee ee we wie . — wees > = > oheed © ~ Peer ee ~* rewre ae eee Th Begte ek prmeses Pe ; parc an of ‘ ovement saeheee a6 16.9 geeeewt of the sen ou errs 4 > ee sheer ee 3 eeeeene « ‘ to bare ou Mewes @ - ee | of 4) ~~ eee Pt ee ” +o “~~ «ole oe ia ” e ti ae eeSivg — or scheeise do sot rns 2 O00 "2 Sopet gree smeidered sost the) +e 918 + wre! : vr a, aoe seree > aed : . ~ oe oe Seaee Sieeeree 26 percent sf — mf «4 > = ; in f+ «66% «@ , - sachets *e@08 68 Sort e@e © Wor id a lobe or Po eee ‘- ow > soe vreed ” me 6hCUmS iovrieg "se ‘-o- ee +e 7 Gate, the larger pus “ - ae) oe eon . = : to oe ewes + eee ° - eee likely it wae te tems es «¢ Fe 4 Re pide eves +4 sme >+avet : i‘ a, tocee > acd “io oe oar ~ - so ete reported hav- - ve ~~. sa. ee " ~~ = " ~ “oe 1 : ~ seheoel of hirvinea mere = oe - omnes eee + oe + aver atene 084 - Yael ore : a oe ™e petcent sf ee? oo gee + es ae om» on, Co eee | ~~ © “ee of.) ape wee high- over fee fee er Sa ee * veer : ‘ere oe : oe + Peers .* _- ' eal l eoumei- ‘+ Plow over : om © + Gre : ws echoole i‘ pen ee o—- > + ae " — soo hee «@ sepeee ~ aed oreo renee > = sao : ~~ seneeis isa Se eee o* ome + are —— - oe | + es see | ot ”m heed oe Well . ++ : peece o6h > 2 660 ereree - eve : ‘ore oo oe a a - ‘oo bere eport e6 thee ~~“ +e. ee oo ee et theif eae7< ysi.c "ec oc wc went yap) a o»-* _.. =. : a “s Lae eer the oom 6 [cero «6S aor ery oe a» “ee ‘het the sehee) eee) ee. ee os eet * be. cree >. sefc ent a- he — or esc oF -— — — — . eres ..& percent o f a *< | - : oe : tee hs 06666eeeeee ~ oe . } —~ eo¢e Poe. at tor a ¢-9% © > e. eee . ‘ee > ge «e+ > =. ~ 006 Ube oes ou -aes : — ohare fepotted that “<< oye ele - < o-2e¢ oe oe oo : <> or~ “eeres | Ste seeeeede ; > ¢ a : ; te. > — oe ~- a teportted ‘het Bie . * ogee 6 ; ; ~<—- + os . —~——-s «© ove serecent ther or 2 . ; > 2 > = _ + eo ‘>on soeeitias. > fie ete . os . om - mee * --~ ened ° eos of i‘* Poot ‘oe See om 6 . . — : . ove <- ome ~~ ° = +e" @ ¢ poe * or | teow ee> Bee + eee 6 ; : ? . : € . ~~ «= ¢ ~ ——— *— ote. ore ~~ aa |S « oe : : : 4 —_— = - : Yeoge + a tore a 4 : ; a a ey <_ - ** - eee es > a “2 to —e mes pia » iwiieete the tele o sete o« : “~* e oe . . .— —— — > “eee (ee ue bh. ‘i _ «= ~ ; - : = o—- —s pe . woe. Semes : oe Seowr Lo « @ -eees oo om «- : : : , : *.oe ¢ . —. . a ees —-s —| emu. 6e _e .« '-« : “ ~~ . : ' y . - . — “- - “eer oce a ee a o—_— te w -« + 6 ove ‘pee bre 4 : oe mee 2. te ——«t c@ eet . ele e — ws» 0 : om — ° —- Cages" | tw ome — e< — . oe + eee « ° ~ ~~ ~ > ee te © o# jl eh relee . — *“< . . ~ ose ~ ~ : e Meare ve oe = : ° ——— -*e — oon ——— ~ > * -o* . *- ee «see oo lt “3 - * _-“ ———w > <<~- —-* oo ee == ee feels eee ws ee oe ° ~ - o= — — ? ‘eo Saeed vite: o008 1 pew - 260 : t-te e+ ~* oe — -eere « . — >" + eee se eee faving «me § 4 oe a _—— “ee : oe = _2... fo be 2 kee eo ——T “> t- a ee eee —- em se ” “< Se ee es) 0°) gee + eees : -- i ie ae : es —— eee ae FF percent of schools in towns of 150 or more pop- ulation were offered this service in 1958-59. Services providing audio-visual and other inetructional gaterialis and equipment were available to 50.2 percent of all the schools, & greater percent in the smaller school com- munities than in large. About 50 percent of the schools in open areas and 40.6 percent of the secheols in towns of 150 or sore population reported having audio-viewal instructional aa- terial and equipment available in some central agency. TABLE 36.--SERVICES OFFERED BY OTHER AGENCIES IN 1958-59 Open Towns um~ Towns of Aili tt eme area der 150 150 of afese in pop- sore pop- wlation wlaticon 3 ‘ a RCM ti a —s ————— a ae Reguier health cexaminet l ome fot pupii« 53.6% 61.0% 62.7% 57 .a Aadioe-views! ana other ia- et rwetione! eetetiaele eater ; ~”.3 ~».9% 0.6 7.7 Special teech- oe ter Peyetieceliy Send l- .1 34.0 64.¢ Meet ia et fue tics 18.6 eet (aetrwe« tlenm 2-3 7 Meeteliy ead L ‘ooeeed 1.4 13.4 :3 Coldames ane soumeetiog 10. 1 3 a «t * “ = 4 a a ~~? “ on oo 4. « ~” « ~* cal “* ~~ “* “- eeet fee thhee@e «ff the tecehete feget tad Sertag eel ele «¢ e@eebe! tecetet foe the eiretce! ls helo egeet. te feveene bela High — +) Se)) S65) Gel ee Chee be Lee ee Stowe 6 geteooms «ff ieee 2 oe comers at 1.9 Seeeene oF the ieee tf tee oF lh Gere see lation fe porte! Hertew Gee Sele evel leble te | Piib< & egeete) tecetee foe gueete teat euetion® eae ret Lae e te fF) ) pereere &f fhe feet ine 49 teachers. This percent was higher than the percent reporting the availability of teachers for the mentally handicapped, guidance and counseling, remedial reading, art instruction, and speech therapy. Teachers in larger com- munities were more likely to have 4 special music instructor available than were teachers in emaller communities: about 19 percent of the teachers in open country and 23.1 percent of the schools in towns of 150 or more popula- tion. A epecial art inetructor was available to 15.1. percent of the reporting teachers. Here again the percent of teachers having an art in- structor available was higher in large comm- sities than in email ones: about 1) percent of the schools in open country and 18.2 percent of the schools in towns of 150 of sore population. The percent of teachers reporting the avail- ability of 4 epecial teacher for the sentally handicapped children was sot a6 high a6 the percent of teachers reporting the avatlability of @ epecial teacher for the physically handi- cappeé children. Omiy 12.6 percent of the teachers reported euch 4 teacher ta 1958-59. Uelize services for the physically handicapped children, services for the mentally handicapped seem te be Gore gemeraliy a@vallable ia large Commemities than tf enall ones only 10.4 per cent of the schools ia open country and i?.5 percent @f the schools ta towne ef 150 oF sere population. Ravieg Orel lable & epecial teacher fer euid- ee ané counseling Wee teperted by only 17.6 pereent @f the teachers Specie! guidance and Seumeeliag Sef eenee!| afe Hee Likely te be evel laele if leree Goumeities thane ta aenell omee iy 8.) SePeent @Ff the seheele te open country an@ 18.7 gereent @f the eeheela ia tows @fF 1 GF Gee Sepa lation eet 10 geveent of the teachers bad « epeeia) teecehor foe temedial feeding evel lable Th pereent Of teachers G6 fepertiag wee shout iwiee a6 Sieh Fee s6heele lLeeeted te tome of ‘oF Gere sepeletion a6 fee seheele leeated ‘* 8. 28 comme tiiese Seut |) geveens of ihe seheele te teete @F 1 oF Sete Sep lee ton fepertet® herlag evel leble © epeeleal fenetia! eating teacher aft ©.) Seveene Of the see la ‘* oe) Gourmet ry feperted geet Hele & epecte!. teaehtet fot eGeece® thet eee ene 77e8 L462 te ©. Seeeene OF the teachers "yy >’ oereere oF the Gee teachers Seperted Hae se ee) © teeeter eel leh le, le ©.% oee ee 6 the See teachers G6 Seer ted he ‘Ge6feet ier!) eeaelice, eGetenens. ave eeeete. se0" ieee +f feted he é60) €6 Seem ‘eae “oe we leateqeete by are eC} ereee. be epee t oon, §69> ee © HERO ety sehen e ee See tae Se ee ee $a tt. “ly 3 50 percent of the rural elementary~-school teachers contrast to the 28.9 percent of urban elemen- reported their books, supplies, laboratories, tary-school teachers who jydgec these items to and the like to be entirely satisfactory in be entirely satisfactory.+/ -_ l/ National Education Association, Research Division. “The Status of the American Public-School Teacher." Research Bulletin 35: 5/7; February 1957. —_——— OEE i ee oeeeein | } 51 Vill. SUMMARY This section lists some of the high lights of this study of one-teacher schools. In 1958-59, one-teacher schools numbered 23 ,695--19.5 percent of all public schools and 25 percent of 411 public elementary schools. The number of one-teacher schools decreased 65 percent from the 196,037 such schools in 1916. Since 1950, the number has been decreasing 4t the average annual rate of about 4000. In 1956-59, the one-teacher schools were staffed by 1.8 percent of 411 classroom teachers, or 3 percent of all elementary-schoo! classroom teachers. In 1956-59, the one-teacher echools were 4t- tended by 392,390 children, 1.1 percent of all school children ead 1.6 percent of 411 elementery~ school childres. The Typical Teacher Family mg oy typice! teacher comes from 4 farming family. She spent the lergect pert eof her early life in « email ferel community. Gevernty-eiee percent of the teachers were reared in commemities eader 500 ta gepuletion. Only 2.9 percent grew wp te wrben communities 10,000 and ever ie pepeletion. The prepertions of farmers end of senegertie! ead preftecetone! wortere were greeter eneng the teachers” feathers thee eueng 41) getetul werteres ta Pere. Sat sod eLLtl gyetue’ Phe aséice teecher ts 1939 eee 4) seaee G6, te8 Seeee Older Thaw the evetege pu Slle«eeheoe! teseher, Sen teechere. © the everege,. S25e Geet pounger hee he women teachers) | 6th Gee lee eae ©F Ge teeehere oe 1.& seeee ile (he Getien eae GF The een teachers ee 46.) OTe, ely ©.) sevens of he teeehere fe Gen te sonegeees. 4°.) geeeens of he tetel «chen eerr eehee” tagehiog @60°F e¢6 gen The teptee! Seeehee tb Geertet axe wee od Ld oan es peeoens +f een Seeclaee fe eneeted be geeegee Hier He pe eoere #6 comer Seeoheace he sever gee Led i ww Oe eee ot he ef GueGtien be Oe se6 ben © Geile felee le + qareee. fLece 3 S22 bienes Shene 86 peeoane +f fhe SeooRhe ee (ive méeide he @elewl Fiee eke tee eo oe heed .e ara A typical teacher lives 6.2 miles away from the school in which she teaches. She drives to and from her school in her own attomobile. About 3 percent of the teachers dove over 50 miles per day in getting to and fom school in 1958-59. Living accommodations--The grat majority, 76.7 percent, of the teachers lie in their ow homes or in rented howses. It isinteresting to mote that 5.5 percent of the teamers live in teacherages and 1.6 percent live in trailers. Almost 99 percent of the teackrs had elec- tric current in their homes, bet '6 percent had to carry their weter from the cwtide and 42 percent hed to wee stoves and fieplaces to keep warm Guring winter. College education--Abewt 8) pecent of the teachers heave hed lees then fouer ears of col- lege end only 3.2 percent hewe ba five or more years of college preperetion. Leese thee one-fifth of the teehers held aca- Gemic degrees; 6).0 percent beldno degree, 2.0 percent beld & tweeyeer Geare or certifi- cate, 15.6 pereevt held «@ techele's degree, and 1.& percent held « aaeeter’s deere. & greet tetereet tn pretfeseton] growth is indicated by the 6) sereent of © teachers who hed completed (hele aeet fecent ellege course for whieh they tecetwed « eellegecredit in either 1998 of te 199°. Abeut Sipercent of the teachers fecetived ereeit fee eelige courses a the geet five wear, serait The teacher had an aver- “ae of |i seeee of tegehing eeperence, but only theee @f Cheese peers were epene | their present even | & Cvetee! teaches Segee ol l-tiae teechieg [1 peeee ege Thee, benth and tine of eeevteoe lLedicete Seth aehe lity a gape. Se28 lead sereers &F The €leeeeeene See > ef eee eeeeee Feet ©F There epeee “ea median classroom had 696 square feet of floor space for an average of 16 pupils. Water supply, lighting, and heating systems-- Only about one-third of the teachers reported that they had running water in the school build- ing. A little over 40 percent had to get water from a well, cistern, or pump; 10.2 percent car- ried water from their homes; 1.4 percent used a stream, river, or spring; 5.0 percent used a neighbor's well or faucet; 5.3 percent had other sources of water; and 3.6 percent of the teach- ers did not describe their source of drinking water. About 97 percent of the schools had electric- ity, and 74.7 percent of the teachers reported that their electrical fixtures were adequate for school purposes. Over half of the schools used some type of stove to heat the classroom; 44.4 percent, an oil, coal, or gas furnace. About 86 percent of the teachers said that they had an adequate heating system in their schools; 13.6 percent said their heating system was not adequate. Toilet facilities and custodial work--A majority of the schools still have outdoor toi- lets only. Only one-third of the reporting schools had indoor toilets. Nearly 60 percent of the teachers do their own custodial work, 20 percent get help from pu- piles; in 10 percent of the schools, pupils do this work, and in 10 percent, hired custodians do. Parents do the work in less than | percent of the schools. Pipl: 400 .OOD guept le sttended 193a<%59, Claes sise--Beaerly ome-teccher echoele in The eve rege fweetye-ene pereent of the they bee fewee pepite 8 hee & silage had 17 teachere reported thee 10 sepite ta eleee) 47.3 pereert bet Oh? pepiie, 2.3 sercent bed 20-79 pepiie) ee8 7.2 pereers a © ef Here pepe ci ke bere le- The tyupties) sehees bed euelie #2 Sif fecent ae nudee Stewed £7? pe veers of the teeehoe ¢e epee ted ‘tet te» © oregh * ssn gendese ted se¢eent, etght geedee -s the | “whew aed of the se0te,. 7,8 geeeens GF the fe" peetiag teaeheote teughe theee oF fawn g¢eiue Pepi) Stememestesion: « Me sedition gue Vee prow : ‘iam *#0¢¢4 hee fue eree tem ‘ores > geaeter ©° © FES a eer oe of the pupils living farthest from the school, had to travel 2.6 miles. About 43 percent of the pupils travel to school by private car, 30.8 percent walk, 20.1 percent ride the school bus, 4.9 percent ride a bicycle, 0.5 percent use public transportation, and 0.3 percent ride horseback. Teacher evaluation of school program--About 7.2 percent of the teachers said that they had an excellent program (better than that of most larger schools); 58.9 percent, that they had a good program (equal to that of many larger schools); 31.4 percent, that they had a fair program (but not as good as that of most larger schools); and only 2.5 percent, that they had a poor program far below that of nearly all larger schools. 53 Instructional Supplies, Equipment, and Services Only nine of the 18 common instructional aids listed in the questionnaire were reported avail- able and considered good or up to date by more than 50 percent of the reporting teachers. These items were textbooks for pupils, chalk- boards, library books, encyclopedia, world globe, bulletin board, large wall maps, work table, and record player. 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