mwmm mm 4 i mmmmmmmmmmmmmmmmmmmmmmmmimmmmmmi 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 y D D D 1 O o 3 o M Ik o i o b o d u u o u LU E LU o Q X 3 Z O oa CO w w 0 so tc 03 E ca l i i 01 s o a Z o o a H E Z c o CO C O CO a z o ca 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