Teacher supply and demand in Georgia: program of educational development for Georgia [June 1945]

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WMTEACHER SUPPLY AND DEMAND
IN GEORGIA
Program of Educational Development
for ueorgta
EDUCATION PANEL
Agricultural and Indu nent Board of GeorgiaJ9

AGRICULTURAL AND INDUSTRIAL
DEVELOPMENT BOARD
OF
GEORGIA
Blanton Fortson Chairman
L Vaughan Howard Executive Director
Name of Member Address
IVANALLENAtlanta
T F AbercrombieAdanta
Charles L Bowden Macon
WNBanksGrantville
Cason J CallawayHamilton
M D CoLLINSAtlanta
Ryburn G ClayAtlanta
Mrs Frank C DavidColumbus
Blanton FortsonAthens
Charles B Gramling Atlanta
Robert W GrovesSavannah
Alfred W JonesSea Island
TomLinder Atlanta
Wiley L MooreAtlanta
Walter R McDonald Atlanta
Henry McIntosh AIbany
W H McNauqhtonCartersville
JlLPlLCHERMeigs
Robert StricklandAtlanta
M King TuckerWaynesboro
Wilson WilliamsAdanta
EDUCATION BULLETIN No 7
JUNE 1945
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EDUCATION PANEL
k D Collins Chairman
Mrs Prank C David
Wilson Williams
0 C Aderhold Director
Atlanta
Columbus
Atlanta
Athens
by
W 0 Hampton
and
0 C Aderhold
Paul Carroll
Johnnye V Cox
J E Greene
Charles P Hudgins
T E Smith
W A Stumpf
H H Tolbert
Nell Winn
J H Cook
Harvey Cutts
Curtis Dixon
Mildred English
D P Polger
L D Haskew
L M Lester
W E Pafford
M S Pittman
E D Pusey
Elizabeth Todd
J T Wheeler
Kenneth Williams
COMMITTEE ON TEACHER EDUCATION
Position
State Department of Education
Superintendent of Schools
Mercer University
Georgia State College for Women
West Georgia College
Emory University
State Department of Education
State Department of Education
Georgia State Teachers College
The University of Georgia
The University of Georgia
The University of Georgia
The University of Georgia
Address
Atlanta
Greenville
Macon
Milledgeville
Carrollton
Atlanta
Atlanta
Atlanta
Statesboro
Athens
Athens
Athens
Athens
4
p
3

A
TABLE OF CONTENTS
3k
4
CHAPTER
PAGE
I INTRODUCTION 1
Purposes of the Study 1
Method of Study 2
Selection of the Sample Groups 2
Evaluation of the Eirst Sample 3
Second Sample Group 3
Sources of Data 4
Method of Interpretation 4
Requirements for Teachers Certificates 4
II THE CERTIFICATION STATUS OF VJEITE AND NEGRO TEACHERS FROM
19371938 TO 19431944 INCLUSIVE 7
The Relative Frequency of Occurrences of Sixteen Cate
gories of Certificates 16
White Teachers 17
Negro Teachers 19
Yearly Variations in the Number of Teachers Holding
Each of Sixteen Types of Certificate 20
The Relative Frequency of Occurrence of Six Categories
of Certificates 24
Yearly Variation in the Number of Teachers Holding Each
of Six Types of Certificates 26
Since 19411942 28
Number of Teachers Lost 31
Emergency Teachers 32
Summary 32CHAPTER
PAGE
III ANALYSIS OF SELECTED CHARACTERISTICS OF TEACHERS EM
PLOYED IN THE PUBLIC SCHOOLS OF GEORGIA IN 19431944 34
Expiration of Certification
Emergency Certificates
Age and Retirement Status of Teachers 35
Grade Taught
Teaching Majors and Minors 40
Certified Majors and Minors
Summer School Extension and Correspondence Study
Summer School
47
Extension Study
Correspondence Study
Total Amount of Credits 48
Baccalaureate Degrees
Institutions Conferring Baccalaureate Degrees 50
Graduate Degrees 51
Salaries of Teachers
IV PUBLIC SCHOOL TENURE AND MOBILITY OF TEACHERS IN GEORGIA 53
Annual Loss of Teachers
Movement of Teachers in Georgia 54
Teachers in the Same Position from Year to Year
19371938 to 19431944 54
Average Tenure in Each Position 61
V STUDY OF THE SUPPLY OF AND DEMAND FOR TEACHERS IN THIR
TEEN COUNTIES 53
Second Sample Group 63
1
LIST OF TABLES
TABLE
PAGE
I The Number of White Teachers Holding Each Class of Certi
ficate from 19371938 Through 19431944 Inclusive 9
II The Number of Negro Teachers Holding Each Class of Certi
ficate from 19371938 Through 19431944 Inclusive 10
III The Number and Percentage of White Public School Teachers
by the Amount of College Preparation Required 19371938
Through 19431944 Inclusive 11
IV The Number and Percentage of Negro Public School Teachers
and the Level of Certificates Held by Them from 19371938
Through 19431944 12
V The Number of White Teachers within Each of Sixteen Certifi
cation Categories During Each of the Fiscal Years Prom
19381939 to 19431944 Expressed as a Percent of the
Teachers Holding Given Types of Certificates During the
Year 19371938 13
VI The Number of Negro Teachers Within Each of Sixteen Cer
tification Categories During Each of the Fiscal Years
From 19381939 to 19431944 Expressed as a Percentage of
the Teachers Holding Given Types of Certificates During
the Year 19371938
15
VII The Number of White Teachers Within Each of Six Categories
During Each of the Fiscal Years from 19381939 to 194344
Expressed as a Percentage of the Teachers Holding Given
Types of Certificates During the Year 19371938 22
VIII The Number of Negro Teachers Within Each of SixCertifi
cation Categories During Each of the Fiscal Years from
19381939 to 19431944 Expressed as a Percent of the
Teachers Holding Given Types of Certificates During the
Year 19371938 23
IX Classification and Comparison of Public School Teachers
in Georgia in 19411942 and 19431944 by Race and Certi
ficates held 30
X Distribution of Georgia Public School Teachers by Expi
ration Dates of Certificates and Race 19431944 36
XI Distribution of Georgia Public School Teachers by Type
of Schools Taught and Race 19431944 39TABLE
PAGE
XII Distribution of Public High School Teachers by Subjects
Taught and Ea ce 41
XIII Distribution of Georgia Public School Teachers by the
Type and Level of Teaching Done and by Race 19431944 42
XIV Distribution of Georgia Public School Teachers by Cer
tified Subjects and Race 19431944 43
XV Showing tae Distribution of White Teachers By Relation
ship of Field of Teaching to Field of Certification 46
XVI Distribution of Georgia Teachers by Baccalaureate De
grees Held and Race 49
XVII Number and Percentage of Teachers Who Taught in Georgia
in One Year Who Did Hot Teach the Succeeding Year begin
ning with the Year 19371938 55
XVIII Number and Percentage of Teachers Teaching in Georgia
Who Have Changed From One Position to Another Beginning
with the Year 19371938 56
XIX Number and Percentage of Teachers Teaching in Georgia in
the Same Position From Year to Year Beginning With the
Year 19371938 57
XX Distribution of a Sample of Public School Teachers
Employed in Georgia in 19431944 by Number of Positions
Held and by Race and Sex 59
XXI Number and Percentage of Teachers Teaching in Georgia
for the First Time Beginning with the Year 19381939 60
XXII The Distribution of a Sample of Georgia Public School
Teachers of 19431944 by the Average Tenure in Each
Position and By Race and Sex 62
XXIII Number of Teachers Employed in 19431944 and Present
and Estimated Future Needs 65
XXIV Summary of the Status of Teacher Supply and Estimated
Demands for 19501951 84CHAPTER I
Introduction
The Education Panel of the Agricultural and Industrial Develop
ment Board has undertaken the study of fur statewide problems 1 Ad
ministrative organization 2 school buildings 3 pupil transportation
and 4 teacher education This is a report of the study of the first
phase of the fourth problem teacher education
The State Committee on Teacher Education met in Athens August
2829 1944 to plan this problem The eommittee decided upon a study of
the Supply of and Demand for Teachers in the Public Schools of Georgia
Immediately after these conferences the staff of the Education Panel
began to make plans for conducting the study as outlined by the State
Committee on Teacher Education See Appendix A
Purposes of the Study
The objectives of this study were to determine
1 The adequacy of the supply of teachers for the public
schools of Georgia
2 The number of additional teachers now needed
3 The effect of the war on the supply of adequately prepared
teachers
4 The postwar demands for teachers for the different levels
and types of work
5 The means for increasing the supply of professionally
trained teachers
1
aw5
jB1Method gf Study
The selection of sample groups for study was decided upon by the
staff of the Education Panel An exhaustive study of all of the teachers
employed in the State would have been desirable but neither tine nor re
sources made such an extensive survey possible Also the frequency of
changes in the teaching personnel during the emergency made it impractical
to conduct such a study
Selection of the Sample Groups
The first sample group was selected as a cross section of the
teachers employed in 194344 The staff wished to secure a sample group
that would be representative of the two major races and that would repre
sent all areas of the State proportionally To accomplish this the fol
lowing procedures were used
1 The staff secured from the Division of School Administra
tion State Department of Education lists of all teachers
employed in the county school systems and the independent
school systems
2 They arranged in alphebetical order the county and independent
school systems the schools in each system and the teachers
in each school
3 They selected each fortysecond white teacher from the county
school systems The names of the first fortythird eighty
fourth and teachers were listed for study
4 Each fortysecond teacher in the independent school systems
was also selected
3
5
6
The sample group of Negro teachers was selected by the sane
procedure
The data relative to each teacher were compiled by record
ing
a
b
c
All facts from the records of the Division of
School Administration
All significant facts regarding each teacher from
the files of the Division of Certification and
Teacher Education
Salary data and retirement status from the files of
the Georgia Teacher Retirement System
Evaluation of the First Sample
The first sample group approximated a true cross section of the
teachers employed in the schools
1 Each county and independent school system in the State was
represented proportionally in the sample
2 White and Negro teachers were proportionally represented
The sample included approximately 22 percent of the white
and 224 percent of the Negro teachers
Second Sample Group
The second sample group of teachers selected for this study includ
ed all teachers employed in thirteen counties This group is discussed in
5Chapter V of tuis report This sample included 986 percent of the white
and 977 percent of the Negro teachers in the State The total of the two
groups amounted to approximately 12 percent of both the white and the Negro
teachers
Sources of Data
Much of the original data discussed in Chapters II and IV of this
report was supplied by the office of the Division of School Administration
State Department of Education The office of the Division of Certification
State Department of Education supplied a large part of the data discussed
in Chapters III and VI From the office of the Georgia Teacher Retirement
System data were obtained on salaries and retirement status of teachers
All of the data relating to the second sample group was supplied by the
superintendents of the county and the independent school systems in the
thirteen counties discussed in Chapter V
Method of Interpretation
Throughout this study the statistical interpretation has been
given in numbers and percentages except in Chapter II The large mass of
statisticsin Chapter II made it seem feasible to use index numbers to
show the varying trends with regard to the various types of certificates
held by teachers from year to year In a few instances the percentages
have been omitted from the tables because the majority of the items were
too small for the percentages to be of value to the reader
Requirements for Teachers Certificates
The following list of teachers certificates the qualifications
45
required for each and the State salary schedule for holders of each of the
classes ia inserted for reference of the readers
STATE DEPARTMENT OP EDUCATION
July 14 1944
Code
A0
Al
Ale
B2
B3
B4
B5
C2
C3
C4
C5
D2
D3
19441945 State Salary Schedule for Teachers
Certificate based on less than one year of
college work
State Salary
White xfearo
5700 4000
General Elementary Certificate based on ono
year of college work 6200
General Elementary Certificate based on one
year of college work with 49 months or more
of teaching experience 6800
Provisional Elementary 0r High School Certi
ficate based on two years of college work 7500
Provisional Elementary or High School Certi
ficate based on three years of college work 8125
Provisional Elementary or High School Certi
ficate based on four years of college work 8750
Provisional Elementary or High School Certi
ficate based on five years of college work 10000
Professional Elementary or High School Certi
ficate based on two years of college work 8125
Professional Elementary or High School Certi
ficate based on threeyears of college work 8750
Professional Elementary or High School Certi
ficate based on four years of college work 9375
Professional Elementary or High School Certi
ficate based on five years of college work 10500
Life Professional Elementary or High School
Certificate based on two years of college work 8750
Life Professional Elementary or High School
Certificate based on three years of college work 9375
4300
4600
5625
6250
6875
8000
5937
6562
7187
8400
6250
6875
6
Code 194445 State Salary Schedule for Teachers
State Salary
White Negro
D4
D5
life Professional Elementary or High School
Certificate based on four years of college
work IOC00
Life Professional Elementary or High School
Certificate based on five years of college
work
11000
7500
8800
COUHTY LICENSE
4500 2800
CHAPTER II
THE CERTIFICATION STATUS OF WHITE AND NEGRO TEACHERS FROM
193738 TO 194344 INCLUSIVE
Introduction
It is the purpose of Chapter II to present and analyze the available
data concerning changes in the certification status of white and Negro teachers
employed in the public schools of Georgia during each of the years from 193738
to 194344 inclusive This time period includes all of the years for which
complete and comparable data on the certification status of employed teachers
are available The analyses that follow are based on the assumption that the
classes of certificates held by employed teachers constitute a reasonably accu
rate index of the efficiency of the public school personnel This assumption
is Wade for the reason that the class of certificate heldby a teacher is deter
mined by such factors as the number of years of formal academic training the
number and type of professional courses studied and the amount of satisfactory
teaching experience
The several tables presented in Chapter II are based on data fur
nished by Dr John I Allman Director of the Division of Administration
State Department of Education Tables I and II indicate the numbers and
percentages of white and Negro teachers holding each of 16 classes of cer
tificates during each year of the period studied Tables V and VI are
based on the same sixteen categories of certificates but the data are
expressed in the form of indei numbers in which 193738 is used as the
base year This device permits a direct comparison of the number of
teachers holding a given certificate in a given year expressed as a per
cent of the number of teachers holding the given certificate in the base
78
year 193738
Since the number of years of academic training that the teacher
has completed constitutes one of the most important bases for determining
his certification status and since the amount of such academic training is
believed to be significantly related to professional competency it has
been considered desirable to present a series of tables in which the
16 original classes of certificates have been grouped into six categories
based on the number of years of academic training Tables III and IV in
dicate the number and percent of white and Negro teachers within each of
these six categories for each of the years 193738 to 194344 inclusive
Using the same procedure as that employed in Tables V and VI index num
bers based on the data in Tables III and IV are presented in Tables VII
and VIII
In the analyses that follow the data on each race will be treated
separately The general pattern of analysis in each case will be as fol
lows Changes in the total number of teachers employed the percentage
distribution of teachers within a given year among the several categories
of certificates Tables I II V and VI and variations from year to
year in the number of teachers holding a given type of certificate during a
given year expressed as a percent of the number of teachers within the
given certificate category in 193738 Tables III IV VII and VIII
The total number of white teachers employed during each of the
seven years was as follows 193738 16138 193839 16597 193940
16099 194041 16376 194142 16307 194243 17124 and 194344
16589 Table I It is to be noted that the variationfrom year to year
in the total number of white teachers employed was relatively slightTASLE I
m mMEE 01 white mcB hclmw mch class or cuhu mm x9373 h i9h3W own
Certifi
cate
C L
A0
JU1
Ale
B2
C2
B2
B3
C3
B3
Bii
CU
iU
b5
05
B5
J23Ir2S
No
g2S
836
U69
877
1101
1287
255U
13
U55
1019
786
2U07
3067
22
30
269
51
52
30
5U
69
79
158
8
28
63
U9
1H9
190
1
2
17
193839
No
H88
500
U66
880
1010
137S
2522
1U6
553
105
733
2766
3089
63
71
527
1939Uo
NO
T
l2lpJfi
iqUiU2
29 U29
31 339
28 33U
53 722
61 892
83 1208
152 2381
9 I0
33 589
85 1U69
M 6U5
166 2832
186 3U7U
k H7
u 76
32 522
27
21
21
U5
55
75
95
Co
175
21 U
3
5
32
No
39U
259
17H
571
831
1298
2513
116
616
172
5U6
2953
3838
3U
92
66H
2U
16
10
35
51
79
153
8
38
89
33
180
236
2
6
UO
No
37 23
200 12
89 6
U96 30
793 U9
1139 69
2553 157
118 7
586 36
1575 97
UU7 27
2779 170
U320 265
32 2
81 5
725 fc5
950
398
115
5U2
8U9
l06l
2776
161
U69
1616
U79
2306
U586
22
60
73U
55
23
8
32
59
67
161
9
17
9
27
13U
266
1
U
K3
iqU3UU
1295
U66
170
528
68U
862
2727
119
337
1610
U33
1816
UJ22
lU
U9
757
78
28
12
32
Ul
51
16U
11
20
97
26
109
28 U
1
2
Total 16138 1000 16597 1000 16099 100016376 1000 i63o7 1000 17 1000 16589 1000
t
fTABLE n
THE NUMBER OF NEGRQ TEACHERS HOLDING EACH CLASS OF CERTIFICATE FROM 193738 THROUGH 1M INCLUSIVE
Certificate
19373
19339
1939Uo
iqUoUi
CL
A0
Al
Ale
B2
C2
B2
B3
c3
oV
DuU
B5
C5
D5
NQ
31U6
632
2U9
U39
191
365
382
38
52
89
178
U69
290
2
7
7
i No
U83
97
37
67
29
55
58
5
8
16
27
72
M
0
1
1
2301
390
39U
722
228
7l
677
U3
76
161
231
693
UiU
k
19
21
No
i
No
338
57
58
105
33
69
99
6
11
2
3H
100
60
1
2
3
1895
28
U25
83
261
537
817
55
100
21U
178
837
178
5
11
30
272
Kq
61
119
37
77
117
8
15
37
22
120
63
1
2
159 22 k
156 22
3so 5
868 122
276 38
63U sf
997 138
6c 9
122 17
302 Kz
167 2J
971 136
537 76
12 2
20 3
27 i
iqVlU2
19U2U3
19U3UU
No
Mo
No
1308 185 1603 209 2015
9U 13 85 11 72
291 Ul 179 23 170
859 121 835 109 710
317 M 3UU H5 292
6H6 92 60H 83 UUl
1131 160 l3Ho 17 1338
59 8 70 9 73
136 19 170 22 173
398 56 H89 63 522
159 23 139 18 116
98U 139 953 12U 709
68 92 81U 105 86U
9 1 3 0 0
10 1 9 1 6
37 5 37 39
267
10
23
M
59
178
15
23
69
16
95
115
0
1
5
Total
6536 1000 68U5 1000 6961 1000 7123 looo 7083 1000 767 looo 7552 1000
t
TABLE III
THE WMBEB iHD KBCBUM OE WIS PUBLIC SCHOOL TEACHEBS BY THE ixom OF COLLEGE PEEMATIOH muiHB
193738 THBOUH 19U3UU INCLUSIVE
Class of certificate 1937 51 193 Jhr 1939 Uo i iqUoU No i 191No 42 194243 No 1 1943No 44 JZ
0 CL No 28 No 29 Ho U29 1 27 39U 23 37 23 950 55 1295 77
1A certificate 2182 137 1SU6 112 1395 87 HooU 61 75 48 1055 63 1164 71
2 year cert 4939 306 4910 296 UUsi 277 4642 28a 448g 275 U66 277 4273 257
3 year cert 1608 99 2104 127 219s i4o 220U 133 2279 1U0 2246 131 2066 127
U year cert 626c 3S8 6588 397 695i 429 7342 459 7546 462 7321 427 6971 420
5 year cert 321 19 661 39 6U5 40 790 U2 838 52 816 47 820 48
Total
16138 1000 16597 icoo 16099 1000 16376 1000 163071000 17124 1000 16589 1000TABLE IT
THE NUMBER AND PERCENTAGE OF NEGRO PUBLIC SCHOOL TEACHERS AND THE LEVEL OF CERTIFICATES HELD BY THEM FROM
13738 THROUGH 19U3M
Class of
Certificate
CL
1 year certificate
2 year certificate
3 year certificate
U year certificate
5 year certificate
193738
No
Total
31U6
1320
93S
179
937
16
6536
193S3
Ug2
202
lU2
30
lU2
Nl
1000
2301
1506
1376
230
1338
65
338
220
201
Ul
19U
1959Uo
No
1000
1895
153
1615
369
193
6961
S
272
221
231
59
211
lqUoUi
No
1000
159
loU
1907
1675
59
7123
T
22 u
207
26 U
66
23
19U1U2
19U2U3
No
1000
1308
12UU
209
593
1791
79
7086
J fi
185
29
259
1000
1603
1099
222
729
1906
U9
ft N
19U3UU
767
208
12
302
95
2U7
1000
2015
952
2077
77
1689
H5
7552
266
125
275
io6
222
1000
1TABLE T
iot TIMBER OF WHITE TEACHEES WITHIN EACH OF SIXTEEN CERTIFICATION CATEGORIES DURING EACH OF THE FISCAL PARS
THE TSCgf3S EXPENSED AS A PERCENT OF TEE TEACHING HOLDING GIVEN TYPES OF
m XJJ CERTIFICATES DURING THE YEAR 193733
Type of
certificates
C L
AO
Al
Ale
B2
C2
D2
B3
03
ix3
JLU
0U
DU
B5
C5
D5
Total
JL9JI1L
19339
19390
lqUoHi
1QU1U219U2U3 19U3UU Average
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
589
598
99 H
1003
917
1071
929
1090
1215
1379
933
llU9
1007
286 H
2367
1959
102 8
513
U06
7i2
823
809
939
93U
10U5
1295
ikk 2
821
1177
1133
2136
2533
191
998
U76
310
371
651
75H
1009
985
866
135 H
1UU5
695
1229
1251
155
3067
2U68
1015
52
239
190
566
720
P5
1001
881
1288
15U6
569
1155
lU09
l55
2ioo
2695
1011
1U73
U76
2U5
618
770
82 k
1089
1201
1031
1586
609
958
1U95
1000
2000
2729
1061
156 H
557
362
602
621
670
1069
888
7M
1580
551
75 U
150
636
1633
281 k
1028
8U5
UU8
79
661
765
900
1011
995
115 h
lM66
693
1070
1306
1606
23S3
2U3U
102 k
aThe several index numbers are to be interprets as follows The number of whitetea7edhoetyfCS
during 193S39 ws 5S9 percent of the numbers holding county licenses in 193738 Stated differently for each
iSo teachers holding county licenses in 193738 there were 59 teachers holding licenses in l93839
bThe averages shown in this column are based on the years 13339 to 193HU
inclusive
I14
When 193738 is used as the base year it is found that 193940 shows a very
slight decrease 998 tut each of the remaining six years shows slight to
moderate increases The aost marked increase occurred in 194243 1061
Taut this unusual increase was followed in 194344 with a relative decrease
1028 as compared with the preceding year Table 7
As compared with white teachers the total number of Negro teachers
employed during the period shows a no re consistent and pronounced trend
The total number of Negro teachers employed during each of the seven
fiscal years was as follows 193738 6536 193839 6845J 193940 6961
194041 7123 194142 7086 194243 7674 and 194344 7552 As
compared with the base year 193738 each of the six remaining years shows
slight to marked increases As was true in the case of white teachers the
greatest relative increase was in 194243 1174 but the following year
showed a slight relative decrease Table VI
It should be pointed out that the total number of teachers reported
for a given year may and presumably does exceed the number of teaching posi
tions held in that year This discrepancy is due to the fact that the
totals shown in the several tables for any given year include all teachers
who were on the payroll for any part of the year that is if a given
teaching position eg fourth grade in the Blankville Elementary school
had been filled by three separate teachers during the academic year each
of these three teachers would be included in the total for that year
It uay well be therefore that the year by year variations shown in the
tables are more a reflection of trends in personnel turnover than of abso
lute changes in the total number of teaching positions held Unfortunately
the available records do not make it possible to furnish an accurate picTABLE
mmr miwrnirn rtf TOGRO TEACHERS WITHIN EACH OF SIXTEEN CERTIFICATION CATEGORIES DURING EACH OF THE FISCAL YEARS
THE ERO ASEUSISSsED AS A PERCENTAGE OF THE TEACHERS HOLDING GIVEN StaS OF
CERTIFICATES DURING THE YEAR 193738
Type of
certificate
CL
A0
Al
Ale
B2
C2
D2
B3
C3
D3
BU
CH
DU
B5
c5
B5
Total
193733
193839
1939Up
isUoUi
19U1U2
JLil
iqU3UU Average
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
1000
73la
617
1532
16U5L
119
1290
1772
1132
1H62
1809
1298
1U78
lUg
2000
2AU
3000
10U7
602
9
1707
1900
1366
1U71
2139
lhU7
1923
2U0U
1000
1785
l6Hg
2500
15Y1
U286
1065
507
2U7
1526
1977
lU5
1737
2610
1579
23U6
3393
938
2070
1852
6000
2857
3857
1090
Hi 6
iU9
1169
1957
1660
1770
2961
1553
2615
UU72
893
2098
223 u
U500
1U29
5286
10su
510
13U
719
1902
1801
1655
3508
1SH2
3269
5H9H
781
2032
2807
1500
1286
52s6
117 H
6U0
11 u
683
1617
1560
1208
3503
2079
3327
5865
652
1512
2999
0
857
5571
1155
568
2U8
1231
1833
150 u
1522
27U9
1605
2U90
3906
927
1829
2158
2750
1786
U5U8
1103
he several index numbers are to be interpreted as follows The number of Negro teachers Jf y J0Q
during X93S39 was 731 percent of the number holding county licenses in 193733 stated differently for each 100
teachers holding county licenses in 193838 there were 731 teachers holding county licenses 19339
The averages shown in this column are baded on She years 193839 to 193HU inclusive
lft
ture of treads in the total nunber of teaching positions held during the
period studied
The Relative Frequency of Occurrences oj Sixteen
Categories p Certificates
Space lioitations preclude detailed analyses of the relative fre
quency of occurrence of the 16 categories of certificates held by white
and Negro teachers during each of the seven years The detailed data are
shown in Tables I and II however so that the interested reader nay be
able to uake such detailed analyses if desired Our concern for the
is to denonstrate that within a given race there is a narked variation
in the nuuber of teachers holding various classes of certificates in a
given year and fron one year to another and that narked racial differences
exist in the qualifications of teachers a6 neasured by certificates held
Anong white teachers D4 certificates occurred nore frequently
than any other type during each of the seven years on which data are
available The snallest percentage of D4 certificates occurred in 193839
186 percent and the greatest percentage occurred in 194344 285 per
cent C4 and D2 certificates ranked either second or third in order of
frequency of occurrence during each of the seven years The greatest
percentage of C4 certificates occurred in 194041 180percent and the
snallest percentage occurred in 194344 109 percent The percentage of
D2 certificates varied fron 147 percent in 193940 to 164 percent in
194344 It is to be noted that D4 C4 and D2 certificates collective
ly account for approxinately onehalf of all the white certificates held
during the seven years It is also to be noted that B2 C2 and D3
certificates collectively account for an additional onefifth to one17
fourth of the wliite certificates held during the years fron 193738 to
194344 The renaining ten categories of certificates account for approxi
mately onefourth of all certificates held lay white teachers It is worthy
of special comment that in each of the seven years studied less than one
percent of the white teachers held B5 or C5 certificates The relative
frequency of occurrence of county licenses varied fron a rank order of 12
out of 16 in 193839 29 percent to 5 out of 16 in 194344 78 percent
Anong Negro teachers county licenses occurred uore frequently for
each of the seven years than did any other certificate category County li
censes accounted for 485 percent of all certificates held in 193738 as con
trasted with 185 percent of all certificates held in 194142 The percent
age of certificates falling in the A0 category varies markedly fron one
year to another eg 97 percent in 193738 vs 10 percent in 194344
For uost of the seven years D2 C4 and Ale certificates ranked next
in order of frequency to county licenses and these three categories collective
ly conprised fron onefifth to twofifths of the total nunber of certificates
held by Negro teachers D4 certificates ranked seventh in order of frequency
in 193738 44 percent but were exceeded only by county licenses 267
percent and D2 certificates 178 percent in 194344 It is worthy of
special conuent that B5 C5 and D5 certificates collectively comprise
less than one percent of the Negro certificates during the years 193738 to
194344 inclusive
White Teacheps
Table I shows the distribution of white teachers by certificates held
fron 193738 through 1943 44 Fron Table I one observes that the nunber of
white public school teachers holding county licenses decreased fron 828 inliHHHHHH

Tf10
193738 to 374 in 194142 Also one observes that the nunber of white
teachers holding county licenses increased fron 374 in 194142 to 1295
in 194344 In 194142 only 23 percent of the white public school teach
ers were holding county licenses By 194344 however 75 percent of
the white public school teachers were holding county licenses
The nunber and percentage of white teachers holding each of the
three classes of A certificates decreased fron 193738 to 194142 and
increased frou 194142 through 194344 In 193738 there was a total of
2182 white teachers holding class NA certificates This nunber decreased
to 785 in 194142 but it increased to 1164 in 194344 In 193738
approxinately 14 percent of the white public school teachers held class A
certificates but the percentage of white teachers holding Class A cer
tificates decreased to approxinately 48 percent by 194142 In 194344
721 percent of the white teachers held class A certificates
The nunber and percentage of white teachers holding certificates
based upon two years of college preparation have not shown a consistent
trend but there were fewer of then in 194344 than in any previous year
since accurate records have been kept In 193738 306 percent of the
white public school teachers held sone class of twoyear certificates In
194344 only 2575 percent of the white teachers held certificates based
upon two years of college preparation There was a decrease fron 4939
white teachers in 193738 to 4273 white teachers with certificates based
upon two years of college preparation in 194344 The nunber and percentage
of white teachers holding certificates based upon three four and five
years of college preparation ihofeased fron 193738 to 194142 and decreased
fron 194142 to 194344 Since 194142 there has been an increase in the19
nuuber and percentage of white teachers holding the four lowest grades of
certificates
Table III shows a summary of the white public school teachers by
years of college preparation represented by certificates held for the
years 193738 through 194344
Negro Teachers
An analysis of the data in Table II and Table IV shows the major
changes in certificates held by Negro public school teachers fron 193738
through 194344 One observes that 483 percent 3146 of the Negro
teachers held covnty licenses in 193738 The numberand percentage of Negro
teachers holding county licenses decreased by annual increments until
194142 In 194142 only 185 percent 1308 Negro teachers held county
licenses but in 194344 the percentage had increased to 267 and the
number had increased to 2015
In 193738 2017 percent 1320 of the Negro public school teachers
held A certificates The number and percentages of Negro teachers holding
A certificates increased until 193940 when 2213 percent 1543 Negro
teachers held A certificates In 193738 only 3 percent of the Negro
teachers held certificates based upon threejears of college preparation
There has been continuous annual increases in the percentage of Negro teach
ers holding threeyear certificates and it was 1068 774 in 194344
Negro teachers held 953 certificates based upon four or more years of
college work in 193738 This was 1469 percent of all Negro teachers By
194142 this number had increased to 1847 or 2608 percent of all Negro
teachers In 194344 approximately 2298 percent 1734 of the Negro
teachers held certificates based upon four or more years of college prepara
tionHHnHHBHHHHHBHHBBflnBsBHIBHnHHH m2CU
Except for county licenses the number and percentage of Negro
teachers holding each of the certificates below the D2 have decreased from
194142 to 194344 There have been increases in the number and percentage
of Negro teachers holding the D2 B3 C3 D4 and D5 certificates
On the whole there has been a tendency for Negro teachers with lower
gradecertificates to leave teaching for the emergency and for Negro teach
ers holding intermediate and higher certificates to remain in teaching The
selective service and demands for some patriotic services have affected
the younger group of Negro teachers regardless of certification status
Yearly Variations in the Number of Teachers Holding
Each a Sixteen Types of Certificate
In all comparisons made in this section of the report the number
of teachers holding a given type of certificate in a given year is expressed
as a percentage of the number of teachers holding the given certificate in
the year 1S3738 Table V
The number of white teachers holding county licenses shows a
consistent and marked decrease from 193738 to 194142 at which time
there were only 452 percent as many county licenses as in the base year
of 193738 It is to be noted however that the number of county li
censes more than tripled during the next year 1473 and also increased
slihtly again in 194344 1564 There was a consistent and marked de
crease from 193738 to 194142 in the number of A0 237 and Al 190
certificates The A0 certificates doubled during the following year
476 and again increased slightly in 194344 557 The Al certifi
cates also increased slightly in 194243 and in 194344 It is to be
BBaHHHHHBRBHHIHBBBSBBMHSBnBBnHH2k
noted that the increase in the two years following 194142 was much
greater in the case of county licenses than for either the A0 or Al cer
tificates The Ale certificates showed a consistent decline from 193839
to 194142 566 followed by a slight increase in 194243 B2 and 02
certificates show inconsistent variations from year to year although the
number of such certificates in 194344 was approximately only twothirds as
great as in 193738 D2 certificates showed slight and inconsistent varia
tions but the number of such certificates was approximately 7 percent
greater in 194344 than in 193738 B3 certificates showed no consistent
trends while 03 certificates increased consistently from 193738 to
194041 1354 but declined consistently from that time to 194344 741
There has been marked and consistent increase in D3 certificates from
193738 to 194344
In 194344 the percentage was 1580 B4 certificates showed a
marked and generally consistent decrease 194344 551 04 certi
ficates increased consistently through 194041 1229 but decreased
consistently from that time through 194344 754 It is worthy of spe
cial emphasis that there has been a consistent and marked increase in D4
certificates from 193738 to 194344 1540 B5 certificates almost
tripled from 193738 to 193839 but have decreased markedly and consistly
during the remaining years so that in 194344 there was approximately two
thirds as many as in 193738 The number of 05 certificates tripled from
193738 to 194041 but by 194344 the index nunber had decreased to
1833 One of the most hopeful and significant findings reported in
Table V is that D5 certificates have increased So consistently and markedly
that in 154344 the number of the highest certificates was almost threeTABLE til
THE NUMBER OF WHITE TEACHEB3 WITHIN EACH OF SIX CERTIFICATION W IM gSCAL
YMSSFBOM 193839 TO I9U3UU EXPRESSED A3 A PERCENTAGE OF THE TEACHEES HOLDING GIVEN TYPES
J 3 OF CERTIFICATES DURING THE YEAR 193738
Type of
certificate
193738
193839
1939Ho
19U0U1
19U1U2
C L 1000
A Certificate 1000
2 year certificate 1000
3 year certificate 1000
U year certificate 1000
5 year certificate 1000
Total 1000
589
86
93
1308
1052
2059
102 g
51 S
639
907
1367
lllo
2009
998
56
U60
90
1371
1173
2U61
1015
52
360
SO8
lUl7
1205
2610
1011
11U7
UgU
99
1397
1177
25U2
1061
156 U
533
865
1285
lilU
2555
1028
iqU2U3 19U3U Average
7SS
55
927
135 S
1139
2373
102 U
Ih several Index numbers are to be interpreted as follows the number of white fffj
during 19335 as 5o9 percent cf the number ho county licenses W ftfenses
100 teachers holding county licenses m 9H 08 Stated ainerenixy jux
An 193738 there were 589 tethers holding county licenses in 193839
The averages shown in this column are hased on the years l93839 to l3 inclusive
xssoSsxiiKilTABLE VIII
THE NUMBER OF NEGRO TEACHERS WITHIN EACH OF SIX CERTIFICATION CATEGORIES DURING EACH OE THE FISCAL
EARS FROM 193H39 to I9U3HH EXPRESSED AS A PERCENT OE THE TEACHERS HOLDING GIVEN TYPES OE
CERTIFICATES DURING THE YEAR 193732
Type of certificate C L 19373 1000 193239 19390 19UoHl 1U112 19H2U3 510 6U0 b Average
73 la 602 507 Ul6 567
A Cert 1000 llUl ll69 106 k 92 P33 721 973
2 year 1000 1U67 1722 2033 2232 2U39 221 k 201
3 year 1000 1561 2061 270U 3313 U073 U32U 3coi
1 H year 1000 128 1593 17ss 1311 803H 1803 1760
1 5 year 1000 2750 2375 3638 5933 3063 2313 1 3355
Total 1000 10U7 1065 1090 108 h 117 1155 1103
aThe several index numbers are to be interpreted as follows The number of white teachers holding county licenses
during 193339 was 731 percent of the number holding county licenses in 193738 Stated differently for each
100 teachers holding county licenses in 193738 there were 731 teachers holding county licenses in 19339
The averages shown in this column are based on the years 193339 to 193 inclusive
I
E
S4
times as great as in 193738 There are however only 455 percent of the
white teachers holding D5 certificates
From Table VI it is observed that the percentage of Negro teach
ers holding county licenses declined by 269 from 193738 to 193839 and
that it continued to decline until 194142 In 194142 only 416 percent
as many Negro teachers held county licenses as in 193738 The percentage
of Negro teachers holding county licenses increased from 416 in 194142
to 510 in 194243 and from that to 640 in 194344 As was shown in
Table II the number of Negro teachers holding county licenses increased
a little more than 700 during these two years Likewise the percentage
of Negro teachers holding A0 certificates decreased consistently from
193738 to 194344 In 194344 there were only 114 percent as many
Negro teachers holding Al and Ale certificates increased in 193940
and 194041 respectively but they consistently decreased through
194344
The number of Negro teachers holding D2 D3 D4 and D5
certificates consistently increased since 193738 and in 194344 the
percentage of Negroes holding D2 certificates was 3502 times as
great as in 193738 The percentage holding D3 certificates was 5865
as great the percentage holding D4 certificates was approximately
3999 as great and the percentage holding D5 certificates was 5571
times as great as in 193738
Ulft Relative Frequency of Occurrence of Six Categories of Certificates
Tables VII and VIII show the number and percentage of white and
Negro teachers holding certificates based on specific levels of acadomic
HHMIHOiHvHMMHiMMHHBHHBHMHHHHHHHH25
training Since there is some variation from year to year Va the number
and percent of teachers who hold a given level of certificate it has teen
considered advisable to compute an additional column based or the average
percent of teachers who hold the given level of certificate during the
sevenyear period The average percent so obtained may be regarded as a
aore stable measure of the longterm tendency for one type of certificate to
be more frequently held than other types
Among white teachers it is to be observed that fouryear certi
ficates occurred more frequently than any of the remaining five types
during each of the seven years Stated differently approximately two
out of five white teachers have had four years of college training During
all seven years the type of certificate that occurred with the second
greatest frequency was the twoyear certificate Approximately three out
of ten white teachers have had between two and three years of college train
ing Vith the exception of the year 193738 the threeyear certificate
occurred next in frequency to fouryear and twoyear certificates Con
sidering the sevenyear period as a whole approximately one out of eight
white teachers has finished between three and four years of college train
ing Approximately oneeighth of the white teachers held A certificates
which indicates that these teachers had completed between one and two years
of college training Considering the sevenyear period aa a whole county
licenses and fiveyear certificates occurred with approximately equal
frequency ie about one out of 24 teachers held a county license and one
out of 24 held fiveyear certificates It is to be noted however that
county licenses tended to decrease from 193738 through 194142 and to
26
increase during the next two years whereas the reverse is true of fiveyear
certificates
When the sevenyear period as a whole is considered the average per
cent of Negro teachers who hold each of the given types of certificates is
found in order of decreasing frequency to he as follows County licenses
283 percent twoyear certificates 245 percent four year certificates
216 percent A certificates 185 percent threeyear certificates
69 percent and fiveyear certificates 6 percent It is to be noted
however that the relative frequency of the occurrence of certain types of
certificates varies from year to year For example county license is
the most frequently occurring during the first three years of the period but
ranks second 194344 third 194041 and 194243 and fourth 194142
during the remaining years Two types of certificates maintain the same rank
order position in each of sevenyears ie threeyear certificates rank
fifth and fiveyear certificates rank sixth in order of frequency during
each of the seven years
Yearly Variation in the Fumber of Teachers Holding Each of Six Types of
Certificates
Among white teachers there was a marked and consistent decrease in the
number of county licenses in 193738 through 194142 at which time there
were fewer than onehalf as many other levels as were in 193738 In
194243 the number of county licenses was nearly three times as great as in
194142 and increased still further in 194344 1564 The decrease in
A certificates from 193738 through 194142 360 was even more pro
nounced than in the case of county licenses and the increase in rA27
certificates in 194343 484 and in 194344 533 was notably less than
in the case of county licenses Although there was no narked or consistent
trend in the nunber of twoyear certificates held by white teachers it was
found that the nunber of such certificates was greater in 193738 than in
any of the six remaining years the lowest ratio of such certificate oc
curring in the year 194344 865 The nunber of threeyear certificates
incroased consistently each succeeding year fron 193738 through 194142
1417 but decreased slightly in 194243 1397 and again in 194344
1285 It is noted that the most narked increase occurred fron 193738 to
193839 308percent increase Touryear certificates increased consistently
each succeeding year fron 193738 through 194142 1205 and decreased slight
ly in 194243 1177 and in 194344 1114 Although the nunber of cases
involved is relatively slight it is to be noted that the anount of change
in fiveyear certificates was nuch nore pronounced than that for any of the other
ronaining five certificate categories For each 100 fiveyear certificates held
in 193738 the index of such certificates found in the remaining six years
was as follows 193839 2059 193940 2009 194041 2461 194142
2610 194243 2542 and 194344 2555 To the extent that changes in
certification status fron 194142 to 194243 and 194344 nay be considered
as a resultant of warrelated conditions it nay be inferred that these war
related conditions have produced a narked increase in the nunber of white
teachers holding county licenses slight increases in the nunber of oneyear
certificates and slight decreases in the three year fouryear and fiveyear
certificates
Anong Uegro tracherg there was a consistent and narked decline in the
nunber of county licenses fron 193738 through 194142 416 but a Blight
increase in 194243 410 and in 194344 640 The nunber of A certi3SS2sS8ftSSS5atSSSSS
HBBBBIBBBW2
ficates increased appreciably fron 193738 to 193839 and slightly during the
next year US9 but decreased during each of the remaining four years
to an index number of 721 in 194344 There was a marked and consistent
increase in the number of twoyear certificates during each succeeding
year fron 193738 through 194243 2439 but a slight decrease in 194344
2214 The threeyear certificate was the only certificate category that
shows a consistent increase during each of the seven years In 194344 there
were more than four tines as nany certificates in the category as in 193738
Jouryear certificates showed a narked and consistent increase through 194243
2034 but declined appreciably in 194344 1803 Although the nunber of
cases involved ia relatively snail there was a narked and consistent in
crease in fiveyear certificates fron 193738 through 194142 at which
tine there were nearly five tines as nany fiveyear certificates as in 193738
It is to be noted however that there was a narked decrease in fiveyear
certificates fron 194142 to 194243 and 194344
On the assumption that changes in the certification status of legro
teachers during 194243 and 194344 are the resultant of warrelated condi
tions it nay be assumed that the war has tended to make slight increases
in the number of county licenses and in threeyear certificates but has
produced decreases in the number of oneyear and fiveyear certificates
Two and fouryear certificates show slight increases fron 194142 to 194243
but slight decreases fron 194243 to 194344
Since 194142
From the foregoing discussion the reader has discerned already that
the school year 194142 was the critical year for public school teachers in
Georgia Prior to and including the school year 194142 there were annually23
fewer teachers with the four lower grade certificates and more teachers
with higher grade certificates Since 194142 there have been reverses in the
trends with regard to certificates
Table IX shows the number and percentage of teachers gained or lost
in each certificate category from 194142 to 194344 The data on the teach
ers in each certificate category were taken from Tables I and II to emphasize
the changes that have taken place between 194142 and 194344 Table
shows very large increases in the number and percentage of white teachers
holding the four classes of teachers certificates that are based uponone
year or less of college educatidn In the higher certificate levels there
were substantial gains in the D2 D3 and D4 categories and there were
large reductions in the C3 and C4 categories
Among the Negro teachers except for the county license there were
appreciable reductions in the number and percentage of teachers in all cate
gories below the D2 level There were large increases in the number and
percentage of Negro teachers holding certificates in the D2 B3 C3 D and
D4 categories Ier were reductions in the 04 and D4 categories
These data indicate that the white teachers who have left the profes
sion for the armed services or for other purposes have been largely from the
intermediate and higher certificate levels and that they have been replaced
largely by teachers with lower grade certificates On the other hand except
for the county license there were substantially fewer Negro teachers holding
the lower grade certificates There were substantially larger numbers of
Negro teachers in the D2 all threeyear and the D4 certificate categories
There were substantial reductions in the number of Negro teachers holding
B4 and C4 certificatesTABLE IX
CLASSIFICATION AND COMPARISON OF PUBLIC SCHOOL TEACHERS IN GEORGIA IN
194142 AHD 194344 BY RACE AND CERTIFICATES HELD
Plus Signs Indicate Increases Minus Signs Indicate Decreases in Numbers
Certificate 1941 1942 W h i 1943 1944 t e Gain Loss G or L 1941 1942 N e s 1943 1944 r p Gain Loss G of L
C L 0 374 1295 f 921 2462 130a 2015 t 707 4 540
A0 200 466 266 1330 94 72 22 234
Al 89 170 81 910 291 170 121 415
Aie 496 528 32 4 65 869 710 149 173
B2 793 684 109 136 317 298 19 60
C2 1139 1061 78 69 646 441 205 38
D2 2553 2727 174 69 1131 1338 4 207 f 183
B3 118 119 r 1 4 8 59 19 i 20 4 340
C3 586 337 249 415 136 173 4 37 272
D3 1575 1610 35 22 398 522 J 124 4 620
B4 447 433 14 31 159 116 43 270
04 2779 1816 963 348 984 709 275 280
D4 4320 4722 4 402 4 03 648 864 216 r 334
B5 32 14 18 5i3 9 0 f 9 1000
C5 81 60 21 260 13 6 4 400
D5 725 757 4 32 4 4i 37 39 2 4 74
30
31
Number of Teachers Lost
It is impossible to state accurately how many teachers have left teach
ing for other work or services According to estimates made by the National
Education Association 2550 Georgia public school teachers had enlisted
in the araed forces and 2500 others had entered into industrial work by
October 1944 This does not account for those who left teaching for other
3
reasons
According to the report of a survey made by the U S Office of Edu
cation in October 1943 those who left the teaching profession at the
4
end of the school year June 1943 were accounted for as follows
Entered the armed forces 15700
Took Government jobs in Federal State
or local service 9300
Entered business or industry 14000
Went back into school systems in other
teaching jobs 37600
Retired because of age or other rea
sons 5800
Women left to be married 13800
Were not reemployed 6900
Left for other reasons 1440Q
Total who left at the end of the
school year June 1943 117500
Since 500 Georgia teachers entered the armed forced and industry
the reader can readily conclude that numbers of others have left teaching for
the other reasons listed here Georgia has lost many more than the 5500 who
entered the armed forces or industry but there are no available data onthe
remainder
3lThe Continuing Crisis in the Schools Journal of the National Education Ajr
sociation Vol 34 Ho 2 Pp 3435 February 1945
4Teachcrs are Needed Vocational Division Leaflet Nos 14 p 1 Washington
Superintendent of Documents U S Printing Officeas
Emergency Teachers
In addition to about 950 white and about 700 Negro teachers who hold
county licenses and who are emergency teachers about 1850 Emergency Certi
5
ficates were issued in 194344 An estimate of the number of emergency cer
tificates now held by teachers in service in addition to comity licenses is
6
about 1700
Summary
In Chapter II the author s have attempted to show the trends in the
supply of public school teachers and the status of the supply in 194344 and
194445 A review of Tables I and II and V and VI shows that the number and
percentage of white teachers in the lower certificate categories decreased from
193738 to 194142 Also the number and percentage of teachers in the most
of the higher certificate categories increased from 193738 to 194142 After
194142 there was a notable increase in the number and percentage of teachers
in most of the lower certificate categories Also there was a decrease in
the number and percentage of teachers in most of the higher certificate cate
gories
Over 50 percent of the teachers in the public schools of the State
have less than four years of college education and the number of students
preparing to teach has decreased to about half that of the years just preceding
the war It is therefore probable that the public schools will experience
5The Continuing Crisis in the Schools Journal pf the National Education
Association Vol 34 Ho 2 February 1945 p 34
Estimated by Division of Certification State Department of Education33
continued employment of poorly educated teachers for some tine after the
close of the war
The supply of teachers for the Negro public schools is less en
viable than that of the tfhite schools Over 76 percent of the Negro teachers
have less than four years of college preparation Only 239 percent of them
have four or more years of college educationssisiJSxmMxsM24
CHAPTER III
ANALYSIS OF SELECTED CHARACTERISTICS OP TEACHERS EMPLOYED
IN THE PUBLIC SCHOOLS OP GEORGIA IN 194344
Introduction
Georgia like other states that were impoverished by the Civil War
and Reconstruction period has never had an adequate supply of welleducated
public school teachers In 193738 according to Table I approximately
60 percent of the white public school teachers had less than four years of
college education Nearly 50 percent of them had one year or less of college
education In 194142 approximately 50 percent of the white public school
teachers had four or more years of college education and only 71 percent
had less than one year of college education In 194344 the percentage of
white public school teachers with four or more years of college education had
decreased to approximately 47 and the percentage with one year or less
of college education had increased to approximately 15
According to the data in Table II 685 percent of the Negro public
school teachers had one year or less of college education in 193738 Only
157 percent of then had four or more years of college education
By 194142 the percentage of Negro teachers with one year or less of
college education had decreased to 361 In spite of the fact that the number
of Negro teachers holding County Licenses had increased from 1308 to 2015
by 194344 the percentage of Negro teachers holding certificates based upon
one year or less of college education had increased only to 393 Prom 194142
to 194344 the percentage of Negro teachers holding A certificates decreas
ed from 185 to 126 In 193738 only 147 percent of the Negro teachers
had four or more years of college education The percentage of Negro teachers

I
I3S
with four or more years of college education increased to 259 in 194142
and it decreased from 194142 to 224 in 194344
Expiration of Pertification
Table Z shows the distribution of the certificates of white and Negro
teachers by date of expiration According to Table X a little more than
twothirds of the white teachers held life certificates in 194344 Also
according to Table I 3064 or 185 percent of the white teachers held
professional certificates which can be converted into life certificates
upon the completion of 49 months of teaching experience
Emergency Certificates
The Staff has classified all County Licenses under the title of Emer
gency Certificates since they are held by people who can not qualify for
any of the regular certificates issued by the State Department of Education
According to the data available 924 percent of the white teachers and 370
percent of the Negro teachers held County Licenses or Emergency Certificates
In 194344 There were 1532 white and 2794 Negro teachers who held either
County Licenses or Emergency Certificates in 194344 A total of 4326 tem
porary or poorly prepared teachers were employed and they should be re
placed as soon as possible
A and Retirement Status of Teachers
Membership in the Georgia Teacher Retirement System is an index
of permanence or stability of teaching personnel Of the white teachers in
cluded in this study fifty percent of them ere members of the State RetireTABLE X
DISTRIBUTION OFCKBOBIA PUBLIC SCHOOL TEACHERS BY
EXPIRATION DaTES OP CSEIIPI GATES AitiD MCE
19431944
Expiration
date
White
JP
Hegro
Jo
1944 1509 90 423 56
1945 796 47 181 24
1946 846 50 491 65
197 481 28 181 24
1948 299 If 68 9
1949 299 18 308 41
1950 614 36 308 41
1951 50 3 0 0
1952 50 3 0 0
Life 11148 672 2796 360
Ho data 597 36 2796 370
Total 16589 1000 7552 1000
The small number and percentage of certificates expiring
in 1951 and 1952 probahly is the result of an earlier
automatic extension of the life of teachers certificates
337
ment System in 194344 These data do not give a true estimate of the per
centage of white teachers who are members of a retirement system At the
time these data were collected there was a number of local retirement
systems in the State There are higher percentages of white male teachers in
urban high schools than in rural high schools
It is probable that a much higher percentage of white teachers were
members of some retirement system than is indicated by membership in the
Georgia Teacher Retirement System Forty and threetenths percent of the
white women were members of the Georgia Teacher Retirement System
Only 333 percent of the Negro men teachers and 374 percent of the
Negro women teachers were members of the State Retirement System Many Negro
teachers were members of local retirement systems in urban centers
A report of the Board of Trustees of the Teachers Retirement System
dated March 23 1945 reported that 16670 teachers had been enrolled Of
these 41 had been retired 29 had died and 112 had withdrawn Thus 16488
active teachers were members of the Retirement Sjtstem
Data relative to the age of teachers are reliable for the war period
only The young nn have been drafted or have left teaching for war work
Young women have entered business and industrial work in large numbers and
many of them have left teaching for womens branches of military and naval
service Consequently it is noted that the average age of teachers is
now well above normal Prior to the war the median age of white teachers
in Georgia was about 34 years The median age of the white male teachers
was 430 years in September 1943 The average age is higher than the median
age The median age of the white women teachers was 386 years in September
1943 About four percent 407 have reached 60 years of age Also 138
S3SSHS52srij
J i38
percent nore of them are between 50 and 60 years of age Therefore 1796 ad
ditional white women teachers will reach the minimum age for retirement by
1953 In the next nine years 2203 White women teachers will have reached or
passed their sixtieth birthday and they may retire under the State or a local
retirement system
Seventeen and threetenths percent of the white men teachers on whom
the staff had complete age data have reached or passed 60 years of age About
500 white male teachers have reached or passed 60 years of age Also about
15 percent of the white male teachers had reached or passed 50 years of age in
September 1943 Thus about onethird of the white male teachers will have
reached the minimum retirement age of 60 by 1953
While the number of white male teachers amounted to only 18 percent of
the white teachers in the State in 194344 the percentage of white male teach
ers is greater in normal times Although the number of white male teachers who
have reached or who are approaching the retirement age is not great the loss
of these at this time may be serious The majority of the older men in the
profession are superintendents and principals and their loss may temporarily
weaken the administrative leadership in the State
About 425 Negro women will reach the minimum retirement age in the
next 9 years Also about 20 percent 144 of the Negro male teachers will
reach the minimum retirement age by 1953
Grade Taught
According to Table XI 16 percent of the white male teacars were
teaching in elementary schools and 84 percent of then were teaching in
high school About 46 percent were superintendents of schools Since
the total percentage of males among the white teachers of Georgia is 174VBHH
TABLE XI
DISTRIBUTION OF GEORGIA PUBLIC SCHOOL TEACHERS BY TYPE OF SCHOOLS
TAUGHT AMD PACE 194344
Type of School
White
fi
Negro
M
Other 514 31 242 32
Senior High School 415 25 61 8
4 year High School 3748 235 242 32
Jr High School 1493 10 61 8
Eleraertary 5473 330 122 16
PriiaaryElenentary 299 17 4 938 654
Prixaary 4595 276 1 886 250
Ho data 252 16 0 0
Total 16589 1000 7 552 1000
39P9P
iHHHHHHIIHHH

40
it is surprising to find that 16 percent of then taught in elementary schools
Also 84 percent of the white women taught in elementary schools and 16
percent of them taught in high school or did specialized work
The percentage of Negro teachers who taught in elementary schools
was greater than that of white teachers Approximately twothirds of the
Negro males taught in elementary schools Also 94 percent of the Negro
women taught in elementary schools High schools for Negroes are compara
tively few except in urban areas and the opportunities for Negro teachers
to teach in high schools are limited About 16 percent of the white women
teachers taught in high school in 194344 while only 6 percent of the Negro
women teachers taught in high school
leaching Majors and Minors
leaching majors and minors here refer to the subjects actually
taught by teachers If a teacher taught three sections of English and two
sections of foreign language English is considered his major teaching
subject and foreign language his minor teaching subject Teaching majors
and minors are different from certified majors and minors which are the
subjects that teachers are certified to teach Those who taught elementary
grades are classified here under no data since their records contained no
data on the teaching of highschool subjects
From Tables XII and XIII one readily observes that the majority of
highschool teachers are teaching regular highschool subjects
Table XII shows that 97 percent of white male teachers who were
teaching in high schools were teaching agriculture English foreign lan
guage natural science and social science The white women were engaged
mainly in the same academic fields except for agriculture Also it wasTABLE XII
DISTRIBUTION OE PUBLIC HIGH SCHOOL TEACHERS BY SUBJECTS
TAUGHT AMD RACE
White
Negro
Subject taught
Agriculture
Commercial
English
Foreign language
Home economics
Mathematics
Fhysical education
Natural science
Shop
Social science
Other
No data
Total
No
315
348
1210
282
364
881
50
564
50
1110
50
1365
19
21
73
17
22
53
3
34
3
67
3
685
No
60
0
242
0
60
60
0
61
0
60
60
7350
8
0
32
0
8
8
0
8
0
8
8
926
16589
1000
7552
1000
41
TABLE XIII
DISTRIBUTION OF GEORGIA PUBLIC SCHOOL TEACHERS BY THE TYPE AND LEVEL
OP TEACHING DONE AMD BY RACE 194344
Type Teaching
M
White
P
T1
M
Negro
p T
Kindergarten
Elementary school
High school
12th year
Vocational Agri
Home Ec and
Ind
Emergency OSY
V E N 0 and
WPI
Total
0 106 106 5 H6 116
269 9819 10088 607 184 6034 6218
1522 3412 4934 312 494 846 1340
23 25 48 3 6 11 1
292
14
775
167
2
417 709 43 102 115 217 27
424 51 475 29 94 22 116 15
2530 13830 16360 1000 880 7144 8024 1000
Table XIII shows the complete summary of the type of work taught by
Georgia public school teachers This table shows that 716 white male and
468 white female teachers were engaged in specialized work Also 196 Negro
male and 137 Negro female teachers were engaged in specialized work
42l TABLE XIV
DISTRIBUTION OF GEORGIA PUBLIC SCHOOL TEACHERS BY CERTIFIED SUBJECTS
AND RACE 19431944
Subjects certified Whit e N e g r o
No 4 No J2
Agriculture 314 19 112 15
Commercial 133 8 0 0
English 3604 217 308 40
Foreign language 1391 84 112 15
Home economics 665 34 112 15
Mathematics 746 45 51 7
Physical education 102 6 0 0
Natural science 865 52 181 24
Social science 1703 103 181 24
No data Totals 7 166 432 6495 fifiO
16589 1000 7552 100C
4344
observed that the women were teaching home economics and commercial courses
So far lip service only has been given to the reorganized curricula of high
schools hut actually the majority of Georgias high school teachers are
teaching in traditional subject fields
Certified Majors and Minors
Certified majors and minors are the subjects that teachers are cer
tified to teach A comparison of the certified majors and minors with the
actual teaching fields is one measure of the extent to which the teaching
personnel are using their best skills and abilities and the extent to which
their best preparation is being wasted Table XV shows the distribution of
Georgia public school teachers according to their certified majors and
minors and by the race and sex
From Table XIV it is noted that 48 percent of the white male teach
ers who were employed in high school were not teaching a certified subject
Also 129 percent of them were not teaching at the level of certifica
tion By combining the two percentages it is noted that 177 percent of
the white male teachers are not teaching at the level for which they are
certified to teach or they are not teaching to realize aims or purposes
of a planning group such as the Committee on Teacher Education
Summer schools originated primarily to provide opportunities for
teachers to continue their education during their summer vacations The
Summer School of the South the first regularly organized summer school
for teachers was conceived as a means of developing teachers who were al
ready in service Now summer schools for teachers are parts of a regular
term of college or thay operate contemporaneously and in parallel with a
regular college term Evidence is plentiful in the certification files

IHI
SMBH145
in the state departments of edudation that many teachereducation departments
and institutions are not doing any guidance for teachers Though they
sponsor modern programs and educational reforms for schools these centers
of teachereducation have not provided worthwhile guidance for their own
students Such guidance is badly needed and it is now being provided by many
teachers colleges and departments of education
Summer School Extension and Correspondence Study
Summer School
Nearly 70 percent of the white male teachers had done part of their
study in summer schools It had been a mean of 113 years since the 43
whie maleB had attended summer school The group who had attended summer
school had earned a mean of 226 semester hours in summer school If all
white males were included in calculating the mean the the mean number of
semester hours of credit was 1532 Also 705 percent of the white women
had earned a mean of 231 semester hours in summer schools If all of the
white women teachers were included in computing the mean then the white
women earned a mean of 1623 semester hours
Fortyfour percent of the nine llegro male teachers had earned a mean
of 105 semester hours in summer schools All nine of the Hegro male teachers
had a mean of 578 semester hours earned in summer schools It had been
a mean of 575 years since the four then had attended summer schools Of
the llegro women teachers 4775 percent of them had attended summer school
This group earned a mean of 35 semester hours in summer schools When all of
the Negro women teachers were included in calculating the mean then the
mean was 1641 semester hours of creditTABLE X
SHOWING THE DISTRIBUTION OF WHITE TEACHERS BY RELATIONSHIP OF FIELD
OF TEACHING TO FIELD OF CERTIFICATION
Teaching in
No
Percent
First certified field 1820
Second certified field 464
First and second certified field 100
First certified field and other 133
Secondcertified field and other 51
Neither first nor second certified field 383
At level of certification 10866
Out of certified level 2173
No data 647
101
34
6
8
3
23
655
131
39
Total
16637
1000
By Level reference is made to elementary level or highschool level
46
IHMHHHflHHHH47
Extension Study

Many public school teachers continue study while teaching by taking
extension courses Approximately 194 percent of the white males had lione
extension study This group had a mean elapse of 1342 years since taking
an extension course They had earned a mean of 141 semester hours through
extension study By including all of the white males in the sample group in
computing the mean number of semester hours then the white males had a
mean of 227 semester hours of extension credits
Also 308 percent of the white women teachers had done extension
study The mean elapse of time since the last extension study was 74 years
The group who had done extension study had earned a mean of 1045 semester
hours of extension study credits If the mean number of hours of credit for
all white female teachers had been computed it would have been 307
Twentyseven and eighttenths percent of the Negro women teachers
had done extension study It has been a mean of 37 years since their lasb
extension course and the group had earned a mean of 168 semester hours
of credit through extension study The mean number of semester hours of
credit for all of the Negro women in the sample group was 468 semester
hours of extension credit
Correspondence Study
Approximately 17 percent of the white male teachers had done
correspondence study This group had earned a mean of 309 semester hours
of credit through correspondence courses The mean number of semester hours
of credit earned by all white male teachers through correspondence study was
55 semester hours It had been a mean of 1227 years since the maleflggggHUHHHHHHr
l48
teachers had done correspondence study
Twentyfour percent of the white women teachers had earned a mean
of 365 semester hours of credit through correspondence study The mean
number of semester hours of credit for all of the white women was 89
and it had been a mean of 807 years
Total Amount of Credits
The white male teachers had the highest mean total of college cre
dits of any of the four groups of teachers The white male teachers had
a mean total of 1255 semester hours of credit while the white women
teachers had a mean total of 1028 semester hours of credit
Negro male teachers had an average of 998 semester hours of credit
on file Assuming that those who held county licenses had no college edu
cation the mean total semester hours of credit was 6543
Negro women teachers who held State certificates had a mean total
of 9076 semester hoursof credit Negro women with complete records had a
mean total of 54 semester hours of college education
Excepting the teachers who have incomplete records on file and
those who held county licenses the white public school teachers in the
sample group had a mean total of 1067 semester hours of credit Also the
69 Negro teachers with complete records and who held State certificates
had a mean total of 917 semester hours of credit
Baccalaureate Degrees
Forty of the 62 white male teachers included in this study held a
baccalaureate degree Eighteen or 45 percent of the 40 held the AB49
degree in Education and seven or 175 percent of them held other A B
degrees A total of 625 percent of white male teachers with degrees
held some type of A B Degree Twentytwo or 356 percent of all white
men teachers held no degrees Thirteen or 293 percent of the degrees
held were B S degrees of various kinds Two degrees one a theological
degree and the other a Ph D were held
TABLE XVI
DISTRIBUTION OE GEORGIA TEACHERS BY BACCALAUREATE
DEGREES HELD AMD RACE
Baccalaureate degree
No
A 3 in Education
B S in Education
B S in Agriculture
B S in Home Economics
B Library Sciance
A B Miscellaneous
B SMiscellaneous
Other baccalaureate degrees 282
No degree
No data
White
Negro
No
p
3566 215 431 57
1541 93 492 65
282 17 121 16
414 25 60 8
49 3 0 0
747 45 60 8
514 31 60 8
s 282 17 60 8
9124 550 6612 816
70 4 106 14
Total
16589
1000
7552
1000
50
Fnite women teachers also have a decided preference for the A B
degrees Prom Table XVI it will be observed that 59 percent of the white
women teachers employed in 194344 held no degree FortyOne percent held
some type of baccalaureate degree Fiftyeight percent of thosewho hild
degrees held some form of A B degree Of those not holding A B degrees
207 percent held the B S in Education One white woman teacher held a
B S Agriculture and one listed as Other held a B 0 Bachelor of Ora
tory degree The remainder of those holding degrees held various Bachelor
of Science degrees except 6 who held the Bachelor of Music degree
Hegro women teachers showed almost equal preference for the A B in
Education and the B S in Education degrees Only 17 of the 115 Negro women
teachers held degrees Seven of these held the A B in Education and eight
of them held the B S in Education degrees Five of the nine Hegro men
teachers held no degree Of the four who held degrees one held A B la
Education two held BS in Agriculture and one held a B S degree
Institutions Conferring Baccalaureate Degrees
Of the white male teachers holding baccalaureate degrees 325 percent
had received them at the University of Georgia Mercer University conferred
225 percent of the baccalaureate degrees held by white men teachers and
Emory University conferred 15 percent of them All other institutions con
ferred a total of 30 percent of them
From TableXYLIit will be observed that 587 percent of the white
women teaching in Georgia in 194344 held no degree Twentythree percent re
ceived them from the Georgia State College for Women and 197 percent had
received them from the University of Georgia The vast majority of Georgia 51
public school teachers receive their education in the colleges and univer
sities located in the State Georgia is employing a limited number of
teachers from outside of the State
Of the four Kegro men teachers who held degrees one earned his
degree at Georgia State College one at Fort Valley State College and two
earned their degrees at outofstate colleges Of the 17 Negro women
who held degrees one had received her degree from Clarke Collge three
had received them from Georgia State College one held a degree from
Morris Brown three held their degrees from Paine College three
held degrees from Spelman College and three held degrees from other insti
tutions
Graduate Degrees
Eighteen of the 62 white men teachers held graduate degrees Thir
teen of these were Master of Arts in Education and two of them held Master
of Science in Education Two of them held other M A degrees and one
held a Master of Theology degree
Two hundred and eighty or approximately 95 percent of the white
women teachers held no graduate degree Thirteen held M A in Education
and one held a M S in Education One other unnamed degree was held
Wo one of the nine Negro men teachers included in this sample study
held a graduate degree and only two Negro women teachers held graduate
degrees One degree was the Master Library Science and the other was a
Master of Science in Home Economics Both were conferred by institutions
within the State 5
Salaries gf Teachers
The average annual salaries paid to the white male teachers included
in this study was 1152 per year for the past five years The fiveyear
average was for only 31 of the 62 white male teachers and this included the
salaries of three superintendents and three independent highschool princi
pals Consequently this average is probably above that for the State as a
whole The average annual wage for white wonen teachers for the past five
years was 839
Negro ae teachers had an average annual salary for the past five
years of 442 per year The average salary of the Negro wonen teachers for
the past five years was 372 These are the averages for the Negro teachers
who are member of the Georgia Teacher Retirement System
According to these data after teachers have taught for 35 years
on a subsistence wage their retirement pay will be very meager The white
men teachers can retire and receive about 576 per year White women teachers
can retire on about 420 per year Negro men teachers can retire on about
221 per year and the Negro women teachers can retire on about 186 per year
Some increases in salaries have been made and the retirement pay of teachers
will increase proportionately

niwtflmllH

53
CHAPTEB IV
PUBLIC SCHOOL TENURE AND MOBILITY
OP TEACHERS IN GEORGIA
Annual Loss of Teachers
A comparison of the data in Table I and Table XV ill reveals an annual
loss of 165 to 175 percent of white teachers during the years immediately
preceding the war In 194243 and 194344 the annual loss of white teachers
exceeded 25 percent per annum White teachers left the profession or the
State at the rate of 255 and 260 percent in 194243 and 194344 respec
tively
Table XVU showb that the white teachers who left the teaching profes
sion or the State fron 194142 to 194243 were from the groups holding certifi
cates based upon two or more years of college preparation Approximately
914 percent of the white teachers who left the teaching profession or the
State from 19411942 to 194243 held certificates based upon Wo or more
years of college preparation Also 55 percent of those who left teaching
in this period held certificates based opon four or no re years of college pre
paration According to Table XVILabout 4500 white teachers left the profes
sion from 194243 to 194344
Negro teachers left the profession or the State at a rate of 186 and
187 percent in 194041 and 194142 respectively The percentage of those
who taught in 194243 who did not teach in 194344 was 26 Hence the an
nual loss of both white and Negro teachers increased to 26 percent in 194344
Approximately 618 percent of the Negro teachers who left the profession or
the State in this period held certificates based upon two or more years of
college preparation
Since about 4500 white teachers and about 20u0 Negro teachers are
leaving their classrooms annually Georgia must educate that number an54
nually or suffer further reductions in the standards of the preparation of
the teachers in the schools Teacher education institutions do not now
have sufficient enrollments of prospective teachers to supply even a
major portion of this number
Movement of Teachers in Georgia
Table XVItit shows the number of teachers who have changed from one
position to another in the State from year to year From 194142 to 194243
about 1700 white teachers moved from one position to another About 544
percent of the white teachers who changed from one position to another held
certificates based upon four or more years of college preparation More
than 95 percent of the teachers who have changed from one position to
another held certificates based upon two or more years of college prepara
tion Only 18 percent of those who moved held certificates based upon
less than two years of preparation
A total of 646 Negro teachers changed from one position to another
in the State from 194142 to 194243 Approximately 856 percent of those
who changed positions held certificates based upon two or more years of
college preparation Only 14 percent of those who changed positions held
certificates based upon less than two years of preparation
Approximately 40 percent of the Negro teachers who changed from one
position to another in the State held certificates based upon four or more
years of college work
Teachers in the Same Position from Year to Year 193738
194344
According to Table XIX 10970 or 67 percent of the 16307 white
teachers who taught in the public schools of Georgia in 194142 remained
in the same positions in 194243 and 4167 or 256 percent of themH

I
ITABLE XVII
NUMBER AND PERCENTAGE OE TEACHERS WHO TAUGHT IN GEORGIA IN ONE YEAR WHO
DID NOT TEACH THE SUCCEEDING YEAR BEGINNING WTTH THE YEAR 193738 a
Cartificate
County L
1 Yr or less
2 years
3 years
years
5 years
Total
193738
not
193839

193839
not
193910
W H
19390
not
19U0U1
I T E

I9U0U1
not
19U1U2
191112
not
19U2U3
19U2U3
not
I9U3UU
299
JkL
112 232 79 160 63
190
60
130 377115
255 100
J51
216
283 786 267 659 258
197 62
299 5U
35L
131l
ZZl
11
271 92 269 105
797 250 lQUg 252 1169
329 103
U62 111
Ml
1020
383 1237 121 11U7 U50 152 18121335Jg1855
2JL
11 76 26
61 21
129 Ui
16U 39
161
266H
1000
299 1000 2551 1000 3r185 1000 Ul67 100090
a Courtesy Division of School Administration State Department of Education
12 k
52
260
n5
JUL
JA
1000
C 0 LORE D
Certificate 193738 193839 19390 I9HOU1 191112 191213
not i not 7 not 1 not not not
193839 1939Uo 19l01l 191112 iql2l3 19U311
County L 93 652 730 569 601 161 520 389 119 285 6Ul 325
1 yr or less 171 118 ll2 111 171 132 17 110 151 96 156 79
2 years 133 92 166 130 206 159 2U1 182 363 232 512 260
3 years 2k 17 2U 19 33 25 67 50 101 61 128 65
U years 171 118 206 161 27s 215 3U5 258 188 311 512 260
5 years 5 3 13 10 7 5 15 11 19 12 22 ll
Total 1HU7 1000 1281 1000 1296 1000 1338 1000 1571 1000 1971 1000
KCertificate
County L
1 year or less
2 years
3 years
U years
5 years
Total
TA3LE X7III
NUMBER AND PERCENTAGE OE TEACHERS TEACHING IN GEORGIA WHO HAVE CHANGED FROM
ONE POSITION TO ANOTHER 3SINNING WITH THE YEAR 19373S a
WHITE
19390
193738
and
JL93339
h
73
333
l6s
707
Ui
1376
3
53
27S
122
51
30
1000
193839
and
1939Uo
6
u9
395
220
895
1609
30
2U5
137
557
27
1000
and
19U0Ul
9
36
399
225
1085
SI
1835
5
20
217
123
591
UH
1000
19U0U1
and
iqUlU2

5
26
U79
298
1059
59
1026
3
13
2U9
155
550
30
1000
19U1U2
and
I9U2U3

5
27
klS
27U
918
1696
3
15
2U5
162
54
31
1000
194243
and
CU3UU
lU
58
3ft
213
72U
37
117
10
Ul
262
150
511
26
1000
NEGRO
Certificate
County L
1 year or less
2 years
3 years
U years
5 years
Total
193733
and
193839
7
99
129
29
1U6
5
US2
193835
and
19390
lSLo
and
19U0U1
15 u 52 su
205 103 166
26 8 179 289
60 Hi 66
303 239 385
10 6 10
1000 620 1000
51
81
159
57
27U
6
66b

76
121
298
85
Hil
9
1000
19U0U1
and
19UlU2
17
81
178
66
253
6
6U1
27
126
27s
103
457
9
1000
a Courtesy of Division of School Administratiom State Department of Education
and
19U2U3
19U243
and
2
32
59
229
6s
256
2
646
49
92
354
105
397
3
1000
55
Us
211
95
205
k
61s
39
78
341
154
332
6
1000
i
rTABLE XIX
KUM3ER AND PERCENTAGE 0 TEACHERS TEACHING IK GEORGIA IK THE SAME
POSITIDK FROM YEAR TO YEAR 3EGIKKIKG WITH THE YjiAR 1S3738
Certificate
County L
1 year or less
2 years
3 years
U years
5 years
Total
193839
and
1Q3738
26U
1434
3644
1665
4483
484
11956
21
120
305
139
375
40
1000
l9394o
and
193239
215
1259
3603
1205
5U9
1202
WHITE
1B
17
102
291
145
U01
uu
1000
194041
and
jq394o
222
917
3624
1205
5131
644
12343

18
7U
29 4
1U6
U16
52
1000
194142
and
lo404l
153
673
3273
179
5259
708
18815

13
57
277
14 g
U45
60
1000
194243
and
194142
152
613
3023
157
4963
672
10970
1
14
46
278
141
k50
81
1000
194344
and
194243
355 32
700 63
3067 275
1556 139
U236 U33
648 58
11815 1GQ0
Certificate
193839
and
153738
f
County L 1634 367
1 year or less 1215 272
2 years 12 18 H
3 years 17 3
4 years 598 13
5 years 27
Total W 1000
193940
and
193839
1353
1359
1190
281
906
30
5119
t
K E G R 0
194041
and
193940
264
265
233
55
177
6
1000
1161
1246
1448
360
1015
32
5262

194142
and
lS404l
220 sqc6
237 275 68 1088 1638 451
193 7 1080 7
1000 5120

169
210
316
82
202
9
1000
194243
and
194142
734
939
1700
534
1213
36
5156
7
19344
and
194243
142
182
330
104
235
7
1000
If22
750
1392
504
1051
51
4470

162
168
311
113
235
ll
1000
aCourtesy of Division of School Administration Department of Education
1
0158
quit teaching or left the State The remainder of them changed to other
positions in the State In comparison 11162 or 652 percent of the
white teachers who taught in 194243 continued to teach in 194344 Table
XVII shows that 4490 or 26 percent of them left the State or quit teach
ing An additional 1572 continued to teach but changed positions
About twothirds of the white public school teachers in Georgia re
mained in the same position from one year to the next About 26 percent of
them either left the State or quit teaching while the remainder of them
changed positions
From the present study of white and Negro teachers employed In the
public schools of Georgia in 194344 it was found that teachers had held
numerous positions Table XX shows the distribution f the teachers ac
cording to the number of different teaching positions in which they had been
employed According to these data white male teachers had held a median
of 467 different teaching positions White women teachers had held a median
of 38 teaching positions These facts do not give a true conception of
the mobility of teachers A large number 3611 white teachers were teach
ing for the first time in the public schools of Georgia The large number
of new teachers who have entered teaching for the emergency has lowered the
median number of positions held
According to Table XII 3611 or 221 percent of the white teachers
employed in 194243 were teaching for the first time in Georgia Also it
shows that 3122 or 182 percent of the white teachers employed in 194344
were teaching for the first time in Georgia Also 9246 white teachers have
been employed for the first time in Georgia from 194142 through 194344
In 194142 there were 7086 Uegro teachers employed in the publicTABLE M
DISTRIBUTION OF A SAMPLE OF PUBLIC SCHOOL TEACHERS EMPLOYED II GEORGIA
IN 194344 BY NUMBER OP POSITIONS HELD AND BY RACE AND SEX
Number of teaching White Negro
positions held
M F T M F T
Ten or more 0 7 7 0 2 2
Nine 2 5 7 0 1 1
Eight 3 9 12 0 2 2
Seven 4 10 14 1 2 3
Six 7 18 25 2 3 5
Five 4 28 32 0 10 10
Four 9 35 44 0 2 2
Three 4 46 50 1 6 7
Two 3 31 34 2 11 13
One 10 50 60 0 13 13
No data 16 56 72 3 63 66
Total
62
295
357
115
124
59 TABLE XXI
NUMBER AND PERCENTAGE 0 TEACHERS TEACHING IN GEORGIA EOR THE FIRST TIME
BEGINNING WITH THE YEAR 193239 a
Certificate
County L
1 yr or less
2 years
3 years
U years
5 years
otal
193839
236 73
312 97
828 258
232
8
2L
3o
208
97
37 46
53 23
123
Sl
1085 505
2h
WHITE
19390 1 19oUi
162
621
125
1126
p
19U1U2 f 19U2U3
JA
216
2T
56
163
J5
3U 315
282
717 285
JL5
225 90
512 1199 H77
2 9T
2a
JO
28
1222
3213 IPO 0 21US 10010 2200 1006 25121000 3611
I9U3UU
213
9SU
87
IEJL
305
639
sl
210
338
Sil
17
JL
1000
3122
f
3JL5
JiL
205
1
292
23
1000
Certificate
County I
13339
622 362
1 year or less200 116
2 years37 202
3 years
years
H72
Ul
i
5 years

Total
1718 1000
19390
81
2l6
C 0 L OREJD
1901
jb 19U1U2 jo 192U3
U90 Uol 351
66
JL
E
201
262
321
HZ
221
13
3US 285 38
10
8

12
19U3UU ft
U15 333
69U
71
27U
il
5i
75
220
161
38
182
5a
88
60
325 09 329
2
J5l
6
2U1
1222 1000 1186 1000 12U6 1000 1U60
1000
102
83
207
70
235
J22
16
119
296
100
338
1
1000
a Courtesy Division of School Administration State Department of Education
1
o
I61
schools of Georgia Table II Negro Of the Negro teachers employed in
194142 about 1246 or 175 percent of then were teaching for the first
tine in Georgia In 194243 about 1460 or 990 percent of the Negro
teachers were teaching for the first tine in Georgia and in 194344 about
700 or 925 percent of the teachers were teaching for the first tine in
Georgia About 3400 Negro teachers have been enployed to teach for the
first tine in Georgia fron 194142 through 194344 That anounts to about
half of the total nunber of Negro teachers enployed in 194344
Average Tenure in Each Position
From the foregoing data which showed the number of teachers leaving
the profession of teaching or the State changing positions and remaining
in the sane position fron year to year it is apparent that the average
tenure of teachers in their several teaching positions has been short
Table XXlIL shows the dislributionjof the public school teachersemployed as
Georgia in 194344 by the average length of tenure in their positions
According to these results the white men teachers had a nedian
tenure of 43 years The nedian tenure of white wonen teachers was 37
years Since the majority of young nen teachers are in military service
the average tenure of the nale teachers is larger than that of the wonen
teachers The median tenure of all white teachers was 38 years
Approximately 30 percent of the white male teachers enployed in
Georgia had a nedian tenure of 5 years or less Approximately 79 percent
of the white wonen teachers had a nedian tenure of 6years or less
Only two of the Negro male teachers had tenure of more than 5
years Fifteen Negro women had tenure of nore than 5 years The median
tenure for Negro men teachers was 45 years and for the women it vias 325
62
years
TABLE XX II
THE DISTRIBUTION OP A SAMPLE OF GEORGIA PUBLIC SCHOOL TEACHERS OP 194344
BY THE AVERAGE TENURE IN EACH POSITION AND BY PACE aND SEX
Nunber of years
Over 25 years
21 25 years
16 20 years
11 15 years
610 years
5 years
4 years
3 years
2 years
1 year
No data
M
0
0
1
2
6
7
10
7
5
8
16
White
JL
3
1
6
16
26
26
27
47
61
27
55
3
1
7
18
32
33
37
54
66
35
71
M
0
0
0
0
2
0
2
0
1
1
3
Negro
0
1
0
1
11
2
6
8
9
16
61
T
0
1
0
1
13
2
8
8
10
17
64
Total
62
295
357
115
124CHAPTER Y
STUDY OF THE SUPPLY OF AND DEMAND
FOR TEACHERS IN THIRTEEN COUNTIES
Second Sauple Group
The second sample group of teachers selected for this study includ
ed all teachers employed in thirteen counties Atkinson Bibb Calhoun De
catur Floyd Hart Heard Jones Morgan Pulaski Rabun Walton and Bul
loch The teachers in the county school systems and the city school sys
tems in each of the counties were included in this study
The foregoing counties were selected because 1 all of them except
Bibb were spot counties in which the staff of the Education Panel was doing
planning work 2 staff members of the Education Panel were available in
each county to assist the superintendents to interpret a questionnaire and
supply the information requested and 3 Bibb County was added to the
group in order to secure the proper proportion of urban population
Map A shows the location of the thirteen counties in the State
All sections of the State are represented in the thirteen counties These
counties employed 1553 white and 693 Negro teachers in November 1944 This
was 986 percent of the white teachers and 977 percent of the Negro teach
ers employed in the State The nearly identical proportions of white and
Negro teachers indicate that these counties are a good cross section of the
State from the standpoint of racial problems in providing teachers
How Teachers Were Counted
Each teacher who was employed for full time in one type or level of
work was given a count of 1 but a teacher who gave half of her time to
teaching the primary grades and half of her time to teaching the upper ele
6364
mentary grades was counted as a half primary teacher and as a half teacher
of upper elementary grades Hence in Table XXIII the reader will observe
several fractions that are thus explained In one county 18 half teachers
were reported They employed nine teachers in oneroom schools They re
ported 92 primary teachers and 92 elementary teachers In some instances
teachers were reported in smaller fractions in one school livesixths of
a teacher was reported in science and onesixth of a teacher was reported
in mathematics In Table XXIII the totals are shown and only the left
over fractional parts appear
Teachers Employed in November 1944
Of the white personnel employed 219 percent were employed in nur
sery school Nursery school teachers were not allocated to county school
systems They are emergency teachers and they are employed primarily in
centers with war industries Ho one of the thirteen counties reported the
employment of kindergarten teachers There are about 100 kindergarten
teachers employed in the State
Of the white teachers employed 52 percent were teaching in elemen
tary school Many of the 10567 elementary teachers were teaching in both
primary and upper elementary grades
There were 5656 teachers employed in the high schools This was
approximately 286 percent of the total group of white teachers Accord
ing to Table XXIII876 percent of the highschool teachers were teaching
in eight subject fields Agriculture commercial subjects English
foreign language home economics mathematics natural science and
social science were the subjects most frequently taugh Four academicTBKE XXIII
NUMBER OF TEACHERS EMPLOYED IN 19U3HH AND PRESENT AND ESTIMATED FUTURE NEEDS
t
Grade or Subject Taught
or
Work Performed
II
I Preschool
A Nursery school
B Kindergarten
Total
now
employed
W
Jl
Elementary school
A Primary Gr 13350
B Upper elementary
Grades U7
III Highschool teachers
Grades 812
A Agriculture
B Art
C Commercial
D Distributive ed
E Diversified oc
cupations
P English
G Foreign language
H Geography
I Health
J Home economics
K Industrial arts
L Mathematics
M Music
N Natural science
H60
22
29
A
85
21
1L
53JL
18
ili
55
Nf
II
L
23
5F
Jl
6
Est number teaching for
the emergency only and
thase who would not be employ
ed under 1939 conditions
W H
86
80i
iaa
Hi
iJl
13
UK
10
0
0
0
J6Jl
61
0
Additional num
ber now needed but
not avail
able
7 W
2
N
11
Number you
would expect
to employ in
in
1950
50
5P
Uho
12
U82
26
13
33
IQk
25k
81
Jl
IK
20
J5i
75
T
Us
N
20
ITT
228i
212
TT
li
5i
20
qi i
2aU
8i
l6f
28 l5T
18
10
l6iTABLE XXIII Contd
NUMBER OF TEACHEES EMPLOYED IN 193UU AND PRESENT AND ESTIMATED FUTURE NEEDS
l
Grade or subject taught or work performed Total now Est number teaching for the emergency only and those who would not be Rmnloved under 1939 conditions Additional number now needed but not available Number you would expect to employ in 1950
W N tf N W N W N
0 Social science P Physical ed Q Work programs R Others IT Specialized personnel A Adult education 1 Agriculture 2 Commercial 3 Community services a Cannery operators b Farm repair shop c Terracing d Others ty Distributive esducation 5 Diversified occupations 55 15 3 3 1 0 59 20
JJi 10 i 0 1 i p s
o o D 0 6 2
T o 1 0 i i U 1
12 2 2 0 1 3 ni 5 i
0 8 0 0 0 5 l

32 0 0 6 1 U6 g 13
25 2 c 0 5 i 32 3
0 0 0 0 i 9 i 1 1
1 U 0 0 1 i 7 P
3 1 0 0 3 9 1 7 56 3 n
l 0 0 0 l 1 7 56 3
11 h X 0 1 1 17 13 9 712
7 Industrial arts lg 2 0 0 1 1 31 3 56
g Literacy program 0 C 0 0 1 1 g U 56
TABLE XXIII Contd
NUMBEE OF TEACHEES EMPLOYED IN I9U3UH AND PRESENT AND ESTIMATED FUTURE NEEDS
Grade or Subject Taught
or
Work Performed
B
C
D
Total
now
employed
F
G
H
W

61
22
9 Trade and ind
Counselors
Librarians
1 Elementary
2 High school
Principals
1 Elementary
2 High school
3 Other
School nurses
School psychlogistl
Supervisors
1 Elem Gen
2 High school
Gen
3 Special list
Visiting teachers
SE
W
0
I Superintendents of
schools 17
N
37
Jl
0

1
2
0
Continued
Est number teaching for
emergency only and those who would
not he emp under 1939 conditions
W
Additional no now
needed but not
available
0
g
0
N
tf

11
N
No you would
expect 0 em
ploy in 1950
A
ji

it
0
w
g
10
23
JL
69
22
18
3
JSL
6
Jd
N
Li1
J
JLL

Hi

f
f68
subjects English mathematics natural science and social science re
quired the services of 61 percent of the white highschool teachers
Seventeen percent of the total was classified as specialized personnel
which included those engaged in adult education counselors librarians prin
cipals school nurses superintendents of schools school psychologists
supervisors and visiting teachers
Approximately 40 percent of the white specialized personnel were school
principals and approximately 216 percent were enployed as cannery operators
and faro machinery repairmen in farm repair shops Only 10 percent of the
specialized personnel was employed in the four groups including counselors
school nurses school psychologists and visiting teachers It can only be con
cluded that so far as these four types of educational services are concerned
these 13 counties are Baking practically no effort This is typical of the
State as a whole except for some urban centers
Approximately 25 percent of the Negro teachers were employed in nur
sery schools Only one county Bibb reported the employment of nurseryschool
teachers for Negroes 41so 92 percent 684J of the Negro teachers were teach
ing in elementary schools Of these 4305 were teaching in the primary grades
and 2541 were teaching in the upper elementary grades Many of the Negro
teachers were teaching in oneroom schools and they taught both primary and
upper elementary grades
Only 8 percent of the Negro teachers were teaching in high school In
contrast 29 percent of the white teachers were teaching in high school as
was shown in a preceding paragraph There was only 40 percent as high a
proportion of Negro teachers as of white teachers employed in high school
work
Of the 346 Negro highschool teachers 92 percent of them were teach
ing agriculture English foreign language home economics mathematics69
natural science and social science From the foregoing data relative to
white teachers the reader nay observe that 876 percent of the white
highschool teachers were teaching in these sane seven subject fields and
commercial subjects This suggests that Negro highschool students
are nore strongly inclined than white highschool students to follow an
acadenic curriculun in high school
Seventythree and orehalf percent of the Negro personnel who were
classified as specialized personnel were school principals and 61 percent
were school supervisors The renaining 204 percent was enployed in con
nunity services and hone econonics work
Temporary and Unsatisfactory Teachers
After the number of enployed personnel had been tabulated the
etaff of the Education Panel requested the superintendents of the county
and independent school systens to tabulate the nunber of teachers who were
unsatisfactory or who were teaching for the emergency only These who
were classified as unsatisfactory were teachers who were actually fail
ing on the job or teachers whose qualifications were not up to the mini
mum standards normally required in the schools in which they were teaching
In response to this request the superintendents tabulated 1457
percent of the white personnel and 228 percent of the Negro personnel
Of the white personnel tabulated as temporary or unsatisfactory 7S5 per
cent were teaching in elementary schools Also 181 percent were teaching
in high school Six and sixtenths percent were school principals By
totaling these last three percentages one observes that 982 percent of
the temporary or unsatisfactory white personnel were principals and teach
ersin elenentary and high schools70
Ipproximately 228 percent of the Negro personnel were classified as
temporary or unsatisfactory Of these 875 percent were elementary teach
ers and 108 percent were highschool teachers Approximately 13 percent
were school principals The total of 995 percent of the temporary or
unsatisfactory Negro personnel were elementary and highschool teachers and
principals
If these data are typical of the State as a whole 2417 white and
1722 Negro teachers are temporary emergency teachers or they are unsatisfac
tory
Teachers Now Needed but Not Available
According to Table XXIII 37 percent additional white teachers were
needed in the 13 counties included in this study Also 81 percent addition
al Negro teachers were needed and would have been employed had they been avail
able By applying these percentages to the State as a whole it is found
that 600 additional white and 575 additional Negro teachers were needed but
were not available in November 1944
Estimated Number pX Teachers Needed in 195051
Each superintendent in the thirteen counties that were surveyed was
requested to give the number of teachers that he would employ in 195051 He
was instructed to base his estimates upon the minimum needs for a reasonably
adequate educational program for his school system
It was estimated that 2009 white teachers would be needed in 195152
in the 13 counties an increase of 473 white teachers or of 308 percent
of the number presently employed If this is typical of the State 4860
additional white teachers will be needed in 19505171

Of those 4860 additional teachers about 500 will be needed for
nursery school and about 700 will be needed for kindergarten work About
1150 more white eleiaentarytschool teachers will be needed by 1950 Since
1939 when about 2000000 children were born there have been large annual
increases in the birthrate and there were about 3000000 births in the United
States in 1943 The increase in the number of children will require about
950 more primary teachers and about 200 additional tipperelementary teachers
by 1950
It was estimate that 780 additional highshool teachers will be
needed by 1950 About 290 or 388 percent will be needed for vocational
work in high school Also 179 or 23 percent of them will be employed
in teaching music and art in high school while 148 or 19 percent will
teach health and physical education Foreign language and social studies
will require about 148 or 19 percent more Additional teachers for voca
tional education fine arts health and physical education foreign language
and the social studies will amount to 767 or 98 percent of the total increase
in highschool taachers
A small decrease in the numbers of English mathematics and natural
science teachers was predicted In the 13 counties under consideration a
decrease of 4 teachers of English 3 teachers of mathematics and 6 teachers
of natural science was estimated fhese decreases were based upon the assump
tion that some school consolidations will be made which will enable the
teaching of an increased number of children with fewer teacherB
It was estimated that 801 Negro teachers would be needed in these 13
counties in 195051 This will be an increase of 108 or 156 percent
of the number employed in 194445 Of the additional Negro teachers 167572
percent of them will be needed for nureery school and kindergarten
work In the high schools 721 percent of the total additional num
ber of teachers will be needed and 324 percent of them will he needed
in specialized services There will be fewer teachers needed in elemen
taryschool work This amounts to 204 percent of the total increase
ef Negro teachers This fiacrease in the number of elementary Negro
teaohers is based upon plans for consolidating small schools and econo
mizing on teachersCHAPTER Tl
iuqjjiaY cjoHCiaiaiNa state aid foe
STUDENTS PREPARING TO TEACH
The deficiency in the number of adequately educated teachers that has
been revealed in the preceding chapters of this report and the reduced enroll
ments in teachereducation departments of colleges led to an inquiry concerning
means for increasing the nvuaher and improving the qualifications of teachers
One of the means discussed for achieving these purposes was the possibility of
providing state aid for students preparing to teach The Committee on Teacher
Education decided to nave an inquiry made to determine which states provide
aid for students preparing to teach the methods of awarding the aid and the
effects upon the supply of teachers
A questionnaire was prepared by the members of the Education Panel and
mailed from the Division of Teacher Education and Certification in the State
Department of Education to the other fortyseven State Departments of Education
Replies were received from 38 of tha 47 states In addition to the information
received by questionnaire a number of letters were received which have been
very informative
On the 38 states from which replies were received 13 provide special
scholarships or other forms of aid for teachers and 25 have no special aid
for teachers In three of the 25 states that have no legal provisions for aid
to teachers free or practically free tuition is granted in trailers colleges
Two other states attempt to hold the cost of attending all higher educational
institutions to a minimum
Form and Amount of Aid
Of the thirteen states that grant educational aid to students pre
paring to teach seven grant full tuition This is done by canceling tuition
7374
in state institutions or by granting scholarships for the amount of the tui
tion Also in four of the states scholarships are given for part tuition
In one of the seven states that provide far full tuition scholarships for
part tuition are also available Three states have fixed amounts of aid for
students preparing to teach
In one state full tuition is provided for four years in two states
100 per year for four years is provided for students preparing to become
teachers and in one state a maximum scholarship of 300 per year for four
years is provided In practice this may be reduced to fit student needs
One state has a maximun provision of 200 per year for four years but another
state limits aid to 30 per year for two years One state grants aid from
90 to 180 per year in addition to full tuition to students preparing to
teach The form and amount of assistance provided are highly variable
Bases for Awarding Aid to Applicants
The bases for awarding aid to applicants are variable One state
grants free tuition to any highschool graduate who can meet entrance re
quirements to teachereducation institutions and three states restrict aid to
some upper percentage of higheschool graduates Two states award scholar
ships on the basis of highschool records and aptitude tests One state has a
Committee on Scholarships to select the recipients from those who apply for
aid In two states the award of aid has been entrusted to teachers college
presidents This procedure has been satisfactory and it will be continued
In three states the recipients are selected from geographic sub
divisions of the state In seven states the recipients are selected from the
stateatlarge In three states the recipients are selected from enrollees
of teachereducation institutions and departments of education in publicly i i
75
supported colleges
In five states aid is restricted to preservice periods of study
but in two states aid is available to teachers in service to continue their
education and in one state the aid was available to graduate students In
several states there were no specific restrictions to prevent grants to aid
graduate students but in practice the aid was restricted to undergraduate
student s
In practice the majority of states seem to accept the idea that four
years of college education is adequate preparation for public school teach
ers In one state a minimum requirement of five years of preparation has
been set for all new elementary teachers certificates and in several
states five years of preparation has been made the minimum requirement for
new highschool teachers certificates Grants to aid students who are
preparing to teach are generally restricted to undergraduate students
Obligations of Students Who Receive Aid
In reply to the question Are students who receive aid obligated
to teach a fixed number of years or refund the amount of aid that they re
ceive five positive and five negative answers were given In five states
students who have received aid are not required to refund the aid if they
do not teach
Two states require the recipients of aid to teach a minimum of two
years to cancel their obligations one requires a minimum of four years
while another requires five years In two states recipients are required
to teach but no specific time limit has been stated Also in one state
the recipients of aid are required to do the minimum amount of teaching
within five years after leaving college In nine states no time limit was
set within which the teaching had to be done76
Little effort is exerted to collect refunds from those who do not
teach after receiving aid In two states letters requesting refund of aid are
sent and in one state pressure but not legal action is required In one
state a case is now pending to test the authority of the state to demand a
refund of the aid
Very few answers were given to the question regarding the percentage
of students who received aid but did not teach From one state it was estimated
that about 40 percent of the recipients did not teach from another it was
estimated that 30 percent of them did not teach and from still another it
was estimated that 20 percent of them did not teach From two states it was
estimated that the percentage of the recipients of aid who did not teach
was under ten and two gave the percentage as negligible No answer was given
from six states that grant aid to students preparing to teach
Effects of Aid to Student Teachers
It was reported from seven states that one effect of aid to student
teachers was an increase in the enrollment in teacher education institutions
and departments and from one state no increase has resulted from offering
aid to student teachers Five states reported no data on that question
Two states had an increase in the number of teachers returning to college
and two reported no change in the number of teachers returning to college when
aid was offered Five State Departments of Education reported an increase in
the percentage of superior students enrolled in teachereducation institutions
and three state departments reported no effect on student quality when aid was
offered No report from any of the states having state aid for teachers in
dicated an increase in inferior students in teachereducation institutions
as a result of the financial aid offered77
From the 13 states having state aid for student teachers six state
departments definitely recommended aid two did aot recommend it and four
had no opinion on the question One state did not answer this question
Comments From State Departments of Education
on Financial Aid to Student Teachers
In answer to the question of whether or not they recommended aid to
students preparing to teach three state certification officers in states
that do not have state aid for teachers did not recommend aid They recoil
goaded increasing teachers salaries to attract and hold teachers One re
ply read as follows We are inclined to think that adequate salaries will
provide an adequate supply of teachers
A letter from another state department of education said Do not
recommend state aid but rather adequate salaries to attract capable and promis
ing persons
Two state departmente having state aid said in response to the ques
tion of whether or not they reconnend aid Ho They gave no reason for the
reply
The director of certification in a state which had discontinued state
aid said The only fear that I have about the special aid for those who are
training to be teachers is that the old charity1 stigma which once kept all
but the very poor from free schools may agnin begin to work
From another state which once had state aid for student teachers at
the graduate level as well as at the undergraduate level the State Superin
tendent of Public Instruction said Under the impetus of this program
a great deal of encouragementwas given to students to enter the teaching pro78
fession but the whole program was abolished in the interest of economy dur
ing the depression I should like very much to see the program restored in
this State but there does not seem to be much chanqe for it at the present
time It was extremely effective in encouraging young people to enter the
teaching profession particularly during the period from 1920 to 1930
Form of Aid Recommended
Pour State Departments of Education have recommended free tuition
for student teachers and two other State Departments of Education recommended
free tuition plus additional aid
One State Department of Education recommended that aid be placed on a
loan basis From one state scholarships were recommended The scholarship
would be valid for all approved teachereducation institutions whether or not
they are state supported or publicly controlled
Jjegal Provisions for Aid
From the study of the foregoing sections of this chapter as well as of
copies of laws sent from the states that have provided aid it seems apparent
that the intention of the laws is to provide aid for worthy students who wish
to become teachers It is also apparent that aid is not restricted to assist
ing students to meet minimum requirements but all states except one from
which we had reports provide aid for four or more years The fundamental
purpo se underlying state aid to student teachers is to fill the class rooms of
the public schools with good teachers

INQUIRY CONCERNING EDUCATIONAL AID FOR
STUDENTS PREPARING TO TEACH
1
2
3
4
5
6
7
8
9
10
Does your state provide reduced or free tuition or some other form
of special scholarship aid for students who are preparing to teach ex
clusive of provisions made for all kinds of students
Yes
No
free tuition
2 part tui
3 scholarship amounting to full tuition 4
Type of assistance given 1 Full tuition
tion
scholarship for part tuition
full tuition and 6 fixed amount of aid
5 scholarship greater than
If the answer to the above is fixed amount of aid please give the
aaount per year of training and the maximum number of years
for which such financial aid nay be obtained
Basis for awarding aid to applicants 1 All highschool graduates
who meet entrance requirements of teachereducation colleges or depart
ments 2 restricted to some upper percentage of high or
preparatoryschool graduates 3 highschool records only
4 highschool records and aptitude tests
5 scholarship committee appointed to select from applicants
and 6 other means describe
Are recipients of aid selected from geographic subdivisions of
the state Yes No the stateatlarge Yes
U0 enrollees of teachereducation institutions Yes
No
Does your state Restrict aid to students in preservice graining
yes No provide aid for those in service to continue
preparation Yes No allow aid for graduate students
Yes No
Are students who receive aid obligated to teach a fixed number of
years or refund the amount of aid that they receive Obligated to teach
Yes No refund amount of aid if they do not teach
Yes No
Number of years of teaching required to cancel obligations 1
2 3 4 5 over 5
f w
No of years in which teaching must be done
Not required
Within what period of time after graduation are the recipients of aid
required to do the minimum amount of teaching to cancel their notes
years Not required
Method of collecting refunds Letter making request for refund
only use of pressure but not legal action i legal
action when necessary other describe
79
so
il
12
13
14
15
16
17
18
Has this method of collecting refunds been successful Yes
No Hot required
Refunds are uade to State agencies
that they attend otherwise describe
institution
Is aid available for those attending Certified list of colleges
publicly controlled institutions only
publicly controlled and select privately controlled institutions
all institutions within state that educate teachers
10
50
The percentage of those receiving aid who do not teach
20 30 40
No answer
Under 10
The effect of offering aid has been to
teacher education institutions Yes
no appreciable influence upon enrollment Yes
information
Increase enrollment in
Noi exert
No no
The effect of aid on the quality of students preparing to teach
has been Enrollment of a greater number of superior studentteachers
Yes No no appreciable effect on student quality
Yes No attraction of a larger number of inferior
students Yes No increase in the number
of teachers returning to college for further education Yes
No no reliable information on this
Upon the basis of experience in offering aid to prdservice stu
dents and inservice teachers do you Recommend educational aid for
teachers Yes No have no opinion on this
question Yes m No
If you recommend aid for teachers please give suggestions as
to the form and amount of aid that should be given and the basis for
selecting the recipients of it
19 In order to aid us in making a detailed study of the constitutional
and legislative provisions made in your state for granting special aid
for the education of teachers please cite the pertinent articles
sections and paragraphs embodying such provisions
Information furnished by
Position held
Date

81
GHAPTBE VII
CONCLUSIONS AND KEOOMMEBIULTIOlilS
According to the information now available it appears that the pro
blem of supplying the classrooms of the public schools of Georgia with rea
sonably educated teachers will be very difficult In the foregoing chapters
we have indicated that there were a very large number of teachers with sub
standard certificates who should be replaced by better prepared teachers
Furthermore about 5000 teachers have left the classrooms to enter the
armed forces and war industries A large number of others have left teaching
forother reasons
Conclusions
The data now available indicate the following conclusions are justi
fied
1 There were about 16300 teaching positions in the public schools
for white children in Georgia in 194344 There were also about 7000
teaching positions in the public schools for Negro children in 194344
2 There were an estimated total of 16589 white and 7552 Negro
teachers employed during the school year 194344
3 In 194344 approximately 1300 white and 2000 Negro teachers
who held county licenses were employed to teach in the public schools No
college preparation is required for the county license
4 Also 1164 white and 952 Negro teachers who held class A cer
tificates are based upon one year or less of college preparation
5 There were 4273 white and 2077 Negro teachers who held certifi
based upon two years of college preparation employed in 19434482
6 There were 2066 white and 774 Negro teachers who held certi
ficates based upon three years of college preparation employed in 194344
7 In 194344 7791 white and 1734 Negro teachers held
certificates based upon four or five years of college preparation
8 Thus there were 8798 white and 5818 Negro teachers who
were inadequately educated employed in 194344
9 In November 1944 600 additional white and 575 additional
Negro teachers were needed and would have been employed had they bsen
available
10 According to the estimates of the superintendents of county
and independent school systems 4864 additional white and 1106 additional
Negro teachers will be needed by 195051
11 According to the estimates of superintendents of county and
independent school systems 2417 white and 1722 Negro teachers were teach
ing for the emergency only or they were unsatisfactory
12 It was estimated that 3149 white and 350 Negro teachers who
are members of State and local retirement systems will reach the minimum
retirement age by 1953 They may retire after this date s
13 In October 1944 2550 teachers had enlisted in some branch
of military or naval services and 2500 others had entered war industries
It has been estimated that some 5000 other teachers have left teaching for
nonmilitary work It has been estimated that 4000 white and 3000 Negro
teachers will return to teaching after the war
14 Prior to the war the annual loss of teachers averaged 2715
for whites and 1341 for the Negroes
15 It will be necessary to upgrade or replace 8798 white and
5818 Negro teachers who do not now have adequate preparation for their33
work and supply 600 white and 575 Negro teachers who were needed but not
available in October 1944 v
16 It is estimated that we will need and have to educate 4864
white and 1722 Negro teachers to care for increased enrollments by 195051
17 According to data supplied by the Division of Administration
State Department of Education the average number of white teachers leaving
the profession annually was 2715 and the average number of Negro teachers
leaving the profession annually was 1341 In ten years at this rate
the State will lose 27150 white and 13410 Negro teachers
18 To raise all teachers to a minimum of 4 years of college pre
paration in ten years the State will have to provide for the graduation
of approximately 4300 white and 2000 Negro teachers annually
19 Table Jffiltgives a summary of the status of the supply of
teachers in 194344 and the estimated demands for 195051BiHBMM
TATffTl 3CIV
SUMvtxvRY OF THE STATUS OF TEACHER SUPPLY AND ESTIMATED DEhANDS FOE 1501951
Cause of vacancy to be filled
1 Inadequate preparation holders of
a County licenses
b Class A certificates
c Two year certificates
d Three year certificates
Total inadequate preparation
White
8798
Negro
1295 2015
1164 952
4273 2077
2066 774
5818
2 Number needed but not available
3 Additional teachers needed by 195051
4 Tenporary and unsatisfactory teachers
5 Approaching retirement age
Grand total
6 Estimated to return to teaching
New total
600 575
4864 1106
2417 1722
3149 350
19828 9571
4000 3000
15898
6571
8485
Re c omuendat io ns
1 The State should increase the salaries of teachers sufficiently
to attract and hold capable and well educated teachers for the public
schools
2 Tenure regulations should be provided to protect the security
of employment of teachers
3 Lower certificates should be progressively eliminated
f 4 State aid should be granted to students preparing to teach
5 The administrative authorities in the State should support the
effort to secure federal aid for the support of public schools
6 The State Department of Education should be provided with
punch card equipment and assorting machines so that accurate tabulations
of the supply of teachers can be made when desiredISCts
86
REPORTS OF SUBCOMMITTEES TEACHEREDUCATION STATE COMMITTEE
Meetings of Aug 2829 1944
SubCommittee on Supply and Demand
Members Wheeler chairman Tolbert Lester Cox demons Stumpf
I Supply present classified by sex race and positions includes
superintendents and principals
A Computation by certificates held
1 No of years of college training
a Number with Bachelors degree
b Number with Masters degree
2 Professional training NOT completed
3 Professional training completed
4 Six years or more of experience
5 Fewer than six years experience
6 Emergency certificate
B By school level
1 Elementary by grades taught
2 High school by subject field
C By Salaries
1 State
2 Supplement
D Age
E Tenure Secretary of Retirement System has these for those who
applied for inclusion in the Retirement System
1 By preparation
1 Place of preparation
a In Georgia
1 Junior colleges
2 Senior colleges
3 Teachers colleges
4 OtherKHHHHHHJIHHHiHHBHBHgmlBHBHHHi
87
b Outside of Georgia
same subheads as in a preceding
Gr Number of teachers NOT teaching in the field of their major or
minor preparation
fi Socioeconomic status
U Demand present
A For regular teachers
1 Preschool and elementary by grades filled satisfactorily
2 High school and adult by subjects
including Special fields filled unsatisfactorily
B For specialized personnel
1 Principals
2 County supervisors
3 Special supervisors Physical Education Music etc
4 Others
III Demand as estimated in 1950 total number of teachers needed
A Effect of population trends
1 General population by age groups
2 Teachers employed by level
B Effect of economic trends
0 Effect of professional leadership
1 The school program anticipated in 1950
2 Baised professional requirements for teachers to meet
D Retirement law
1 Age of contemplated retirement
E Repeat A in II
E Repeat B in II
IV Trends in numbers of teachers
A Total numbers of teachers in Georgia 19001950 88
1 Relation to population trends
2 Relation to economic trends
B Graduates of various institutions staying in teaching or not
C Men teaching
D Fields being prepared for
SubCommittee on Securing Teachers to Meet Demands
Members Cook Chairman Pafford Smith Hudgins Winn Franseth
I Recruiting civilians
A Survey to determine influencing factors in selection of teaching as a
profession
B Exploration of possibilities for recruiting teachers as revealed by
the survey
1 Scholarships
2 College program
3 High school program
4 Inservice training programs
5 State Department of Education
II Recruiting veterans Write Mr F A Sams Coordinator for Veteran
Education State Office Building Atlanta Ga
A Survey to determine the number and availability of veterans
1 Veterans with teaching experience intheir civilian life
2 Undergraduate veterans preparing to teach
3 Veterans with teaching experience in military services
4 Others
III Scholarships
A Determine ways to organize a scholarship program
Data needed What states have had such systems What do such
systems provide What has been their experience with such
systems
B Legal angles and limitations
Data needed State laws 89
C Decisions as to kind of scholarships program to be recommended
if any
1 Number of scholarships needed
2 Amount or value of each scholarship
3 Who shall be awarded scholarships
4 How shall prospective holders of scholarships be selected
5 Should the number of awarding be varied according to the
teaching needs in the state at specific times
6 Requirements imposed on persons receiving scholarships
7 What institutions may holders attend
3 Source of funds for scholarships
9 Administration of scholarships
10 Other details
Data needed
Statistics on demand and supply of new teachers
Information on programs in other states
Advice from Commission of Teacher Education national
organisation
Legal aspects
Offerings of institutions
D Make proposals with supporting data
SubCommittee on Facilities and Personnel
Members Williams Chairman Pittman English Todd Carroll Haskew
The title of this subcommittee was changed to Determining the Needs for
Facilities and Personnel for Providing Teacher Education
I
Present status
A Preservice education
1 How many students completed teachereducation programs in
Georgian institutions in 193940 194142 194243 194344
a In preschools programs
b In elementary program early later
c In secondaryschool programs by fields
d In specialized fields art music library guidance
visitingteacher supervision principals superin
tendent adult education
2 How many students could have been taken care of in institu
tional programs90
B
3 Facilities materials and staff available
a Qualifications of teachereducation personnel
1 Academic preparation degree institutions area
of specialization
2 Previous experience in public schools in field
of instruction of the Staff member
b Oncampus facilities
1 Continuous study of schools at work
a Laboratory or demonstration school pre
school elementary secondary adult
2 Library facilities adequate materials collec
tion
3 Provisions for supervised student teaching on
campus and offcampus
a How much consecutive time
b Load of supervising teachers
c Offcampus facilities
1 Field services of stafffinancial provisions
therefor in addition to full campus loads etc
2 What is done
3 How is it done
4 Providing materials for teaching available to
teachers in service
Noninstitutional services for inservice training
1 State Department of Education
2 County superintendent
3 Principals if they do not provide inservice staff
training why not does preeducation of principals
need changes if they do not provide such training
for their staffs what help do principals need in
providing inservice training
II
Needed changes
A
B
Expansions in teachereducation institution to do jobs not
now being done as result of expansion or change in
school program as the inclusion of nursery schools
guidance counseling etc
Are present teachers adequately trained Impliej
ing of present programs in light of studj
training and results thereof
WM lii2l
UHHHHHHUmi

I