THE CHILD, THE SCHOOL, AND TOMORROW'S Report to the Governor and the General Assembly georgia state department of education January, 1962 , . '!",- ;III ., t , .'~~ ,.. J I ~.~ [' ~,Y~'. .. f Dr. Claude Purcell, State Superintendent of Schools To the Governor ~ Georgia and the Members of the General Assembly This is the story of Georgia's pubIic'schools as they were on yesterday, as they are today, and as we hope they will be tomorrow. It has certainly been a story of progress up to now. In the decade ahead we face many new challenges in our State and nation. We realize that the product of our schools and coUeges must be the very best product possible. CoUege age population will increase more than 50% in the next 10 yean. Therefore, those students whom we are preparing for coUege must have the very best education possible to enable them to get into coUege and to remain there to graduate. Fewer than half of our public school students are coUege-bound. Our schools must offer a comprehensive program of education to fit the needs and special abilities of each student. Only thus can we stem the tide of school drop-outs, and give aU students marketable skills and knowledges for the world of tomorrow. The unskilled worker is disappear. ing from the labor scene while need for the skilled craftsman, the technician, and the professional men in. creases. We must provide educational programs which will chaUenge the talented, hold the slow learner, and serve the needs of the average stu dent, as weU. Shifts in our population must be carefully studied because of its vary. ing effects on our school populations, school plants, transportation problems curriculum offerings, etc. We must look closely at our State's economic make-up, our balance between agriculture and industry, our business growth, our civic, cultural and social changes, to make sure that we are providing education which meets the needs of our changing economy. We have set our imagination to work in Georgia to provide new ways to meet these needs with a strength. ened curriculum, better paid and better qualified teachers, additional school plants with modern facilities, a net work of educational television stations, a system of area vocational-technical schools, continuous improvements in routing and safety of school buses, and programs to meet the special needs of special children. We are moving in alI directions in order to move forward in one direction--toward the best educational system in the nation! We are working diligently with local communities to help them plall and develop the sound programs of education they want for their children. AlI of us must set our imaginations to work, continue to plan and study and y~, to dream, in order that we may achieve in the decade ahead the best in education for Johnny, Sue, and all of Georgia's school children. Claude PurcelI, State Superintendent of Schools JOHNNY SMITH is one of a million students enrolled in Georgia's public schools. He i in the first grade. He already know a jet aircraft by sound and the difference between a Saturn and Atlas rocket. Televi ion to him is ju t another piece of furniture in the hou e. Before he entered chool, he had already had five years of adult education via the televi ion tube. Yet, to most of you reading this, all of these things are new in our time-jet aircraft, rocket, and the electronic miracle of televi ion. Johnny, if he takes advantage of the educational opportunities offered him, will graduate from high chool in 12 year . The world will be 12 years older. What kind of a world will it be? No one really knows. Maybe electronics will have changed the kinds of jobs many people will hold, space travel will be done on a round-trip basis, Johnny will be able to talk to a friend on his wrist-watch telephone, or ee hi friend on his phonevision; maybe automation will be doing all the work in some industrial plant, typewriters will not have keys, people will be renting, not buying, new car; maybe mo t houses will be built in prefab sections. We do not know. We do know that in the 12 years of school ahead of him that Johnny mu t gain the kinds of knowledge, judgment, ability, reasoning power, initiative, creativeness, ambition, and skills that will enable him to fit into this new world easily and become a good citizen of his community, State, and nation. Thf' e are the rea ons why imagination is at I> ark in the field of education. Education cannot remain static and hope to help Johnny fit into tomorrow's world. He must have the best subject matter, teacher, textbooks, laboratory equipment, shops, and guidance the public schools can offer. And he must have the zeal to learn, the encouragement of his parents, and the flexibility to move from one world into another. We cannot fail him. Parents, legislators, educators - all must work together as a team, diligently and with imagination, to create for Johnny a climate of learning which will equip him for his world of tomorrow. Johnny is one of Georgia's 1,061,243 school-age population. In 1970, this number will probably have increased to 1,125,000. The Child- The largest increases in school-age populations between now and 1970 will be in the high school age brackets (14-17 years) and the college age (18-21 years). It is predicted that high school-age population will increase from 278,223 in 1960, to 346,000 in 1970 (more than a 24 percent increase). College-age population is predicted to increase from 233,871 in 1960 to 357,000 in 1970 (nearly a 53 percent increase). See Figure 1. Georgia's total school-age population will steadily increase, but not so rapidly as the age group mentioned above. The total school-age population will rise six percent from 1,061,243 to 1,125,000. (See Figure 2). School-age population figures differ from school enrollment figures. About 89 percent of Georgia's total schoolage population was actually enrolled in school in 1960-61. He will attend school 180 days this year. Will this have increased to 200 or maybe 220 days by 1970? 2 -- HIGH SCHOOl AGE POPULATION IN HU DREDS COlLEGE AGE POPULATION 4000 3800 3600 3400 3200 3000 2800 2600 2400 2200 2000 1960 1970 1960 1970 (Figure 1) Year Round Schools? There are no school systems in the State now experimenting with year-round school. However, there is considerable discussion about it at the present time. Some new schools are including airconditioning with this in mind as a po sibility. It is already a fact that hundreds of students are attending summer school each year, not for make-up work, but for additional cour es they feel they need or want but cannot crowd into their winter schedules. 3 The School- Johnny's teacher has her master's degree. She is one of 17"10 of Georgia teachers who do. By 1970, how many more teachers will have master's degrees or better? Johnny's teacher is one of 34,104 teachers in Georgia's public schools. By 1970, her fellow teachers will number 37,000 if Georgia's needs are met. The State Education Department issues credentials to Georgia teacher ba ed on training and experience a official evidence of a teacher's fitness to serve in the profession. Thi also determine the State teacher' salary. 13, 621 such certificates were is ued in 1960-61. 4 'ollege Training of Georgia Teachers I (Figure 3) ) Years Aaster's leg ree 770 5070 chelor's lQree .270 1770 7270 10070 ? 17% I Years 770 ! Years 2070 370 lelow ! years 670 1950 .870 1961 1970 Number of Teachers OUSANDS in Georgia Schools 401-------------1 35 1 - - - - - - - - 301-----.:..-----:....- 25 1-------:-----'-- 20 1950 1961 1970 (Figure 4) Johnnys teacher, with nine years teaching experience and a master's degree, earned $4200 in 1960-61 school year. The average salary for all Georgia teachers was $4060. This average was $1155 below the national average. What will it be by 1970? Average Teacher SalariesState & National $8,000 $7,000 $6,000 $5,000 ? $4,000 $3,000 $2,000 $1,000 need for teachers nationally According to national survey, we will need balf a million more teachers in tbe nation by 197G-we now have about 1,400,000. Are we training enough good teacbers to fill the need? 5 NATIONAL TEACHER EXAMINATION Since April, 1960, Georgia teachers have four times had the opportunity to take the National Teacher Examination which qualifies them (1) for a $300 or $500 state grant to do fifth or sixth year of graduate work in the summer, (2) for a six-year certificate when they already have their six years of college work, or (3) for a certificate in an additional teaching field, one in which they have been teaching five or more years but are not yet certified to teach. Of the 4,408 teachers who have taken the examination, 62 percent have qualified in one or more of the above areas. SIXTH-YEAR TEACHING CERTIFICATE Until 1960, a Georgia teacher received no additional State salary for study beyond the master's degree. Now, a teacher with six or more years of college who attains a qualifying score on the National Teacher Examination receives an additional $1,000 in State salary beginning his fourth year of teaching (over what he would have gotten with five years of college). Also eligible to receive this new cer tificate are superintendents, visiting teachers, and curriculum directors. A real step forwar in Georgia's educational program! WORKSHOPS-More than 500 Georgia teachers participated in 12 local, State-approved, noncredit work hops this year to improve themselves profe ionally. 6 The year 1961 was the third year the Stat has offered grants-in-aid to teachers to do grad uate work in the summer. Originally, this program was limited to high school teachers in only a few fields, was expanded the second and third years. Now administrators who qualify may do sixth-year study under the grants program; high school teachers may do fifth or sixth-year study in most fields; elementary teachers at the fifth-year level in a few fields; and curriculum directors, visiting teachers, and teachers of exceptional children at the fifthyear level. 538 persons received grants in 195960. Ninety-nine percent of the $362,200 appropriated in 1961 was u ed up by 952 participants. There were 194 persons who received grants both years. FUTURE TEACHERS OF AMERICA CLUBS About 9,000 boy and girl in Georgia high chool are member of the Future Teacher of America Club administered from the State level to encourage tudents to enter the teaching profession. - encouragement to future teachers- GA. TEACHER SCHOLARSHIP PROGRAM Since 1959, the State has annually appropriated $487,000 for scholar hip to aid future teacher in getting their education. Applicant mu t meet pecific requirement and agree to teach in Georgia three years - each year of teaching canceling $ 1,000 of the scholar hip. There were 291 participant in the cholarship program in 1960-61. (See Figure 6). 0 25 50 75 100 1961 Graduates Now Teaching 29 Seniors* 22 Juniors* Sophomores* 72 85 Freshmen* 112 *From 106 Counties & 120 Local School Systems TEACHERS TOMORROW . . . Twenty-six Georgia colleges have approved programs for the education of teachers at the bachelor's level-J2 of the e have approved program at the master's level. Approximately 1,768 pro pective teachers were graduated from the e in titution in 1961, nearly 300 more than in 1956. Unfortunately, tati tic how that many entered fields other than teaching, other will leave the profe ion after a few years. Improved salaries, however, are helping to curb teacher "drop-out." 7 elementary curriculum Two fir t-graders on the playground watched a jet fly over. They discus ed the plane s wing span, it peed per second, it gasoline hauling capacity, the technical aspects of jet flight. Suddenly, the school bell rang summoning them back to the c1asroom. One looked at the other and aid, "Well, gue s it's time to go back in and stack those darn blocks!" This did not happen in Georgia. Why? Becau e Georgia elementary school are moving wiftly into the "new" curriculum. Teaching guides in many area of study are providing equential program beginning at the fir t year level. The e guides are fast eliminating the "block and mud pie" curriculum. Children are beginning foreign language, art, mu ic, science and ocial studies early. The wider use of visual teaching methods such a movies and television teaching are expanding the horizon over which young children can see. CURRICULUM Johnny's school operates on a regular first, second, third grade progression. Some elementary schools are experimenting with non-graded primaries. What will there be in the future? 8 NON-GRADED PRIMARY PROJECTS Forty Georgia chool system are experimenting with non-graded primary project. ineteen y terns began projects last year, and twenty-one additional ystems began projects this year. Purpo e of the non-graded primary-to improve quality by meeting individual need through a better plan of organization. All primary children are together instead of being in the first, econd and third grade'. A tudent advance at hi own peed, many complete three years of work in two years. 0 one fails or repeats from grade one through three. Grants for experimentation are provided by the State Board of Education. 9 ----------------------1 Social Studies high school curriculum Mathematics Beginning with the June, 1961 graduates, the State Board i requiring 18 units for high school graduation, nine required and nine elective (See Figure 7). The Board stipulates that high school must offer certain additional courses for a comprehen ive curriculum, and tudent who are qualified are required to include in their credit certain math and cience cour es (See Page 11). Many local school system require tudents to have more than the 18 units for graduation specified by the State Board. 10 . - Georgia's High School Curriculum (9.12 grades) All High Schools Must Offer: 4 Units English 2 Units Algebra 3 Units Social Science (Including U. S. Hi tory, Government) Unit Biology 1 Unit Chemistry 1 Unit Physics 2 Units in One Foreign Language 1 Unit Health (Unless taught in 8th grade) Vocational Subjects (Agriculture, Home Ec., Business Ed, DCT, DE, Trade & Industry) as needed All High School Students Must Have These To Graduate: 3 Units English 3 Units Social Science 1 Unit Biology 1 Unit Mathematics 1 Unit Science (or Math) I Unit Health (Unless studied in 8th grade) PLUS: 8 or 9 Units of Elective Courses (depending upon health course) Qualified Students Must Graduate With No Less Than: 2 Units Algebra 1 Unit Physics 1 Unit Chemistry traveling teachers In 1958, five outstanding Georgia science teachers were selected for a 13-week training program at Oak Ridge In titute of uclear Studie under a grant from the ational Science Foundation and the Atomic Energy Commi ion. At Oak Ridge, they were given the latest information in the biological and physical cience. The e teacher have been traveling the State ever ince giving lecturedemon trations to high chool science and mathematic cia e. The e seion are concerned with the newer concepts in mathematic and cience and upplement the training of the regular teacher. Traveling teacher at 0 work with individual elementary clas e. aiding teachers in pre enting cience to their pupil with greater elf a urance, science A sequential cience program beginning in the fir t grade and spiraling into intensive high chool cour es i now underway in Georgia s public school . Simple concepts at the first grade level become meaningful science understandings at the eighth grade level. General science is no longer nece ary in the ninth grade. ow students can begin a more advanced cour e in this grade. How is this po ible? With use of the new science guide developed to help teacher understand how to make science meaningful in the curriculum. One-day to two-week work hops have been conducted over the state to aid teacher in implementing this program. A televi ion series (the W. B. Baker series) on elementary science, which is ba ed on the science guides, with teacher group and work hop, and provide con ultative help in purcha e and use of cience equipment and material. Thi year traveling cience teacher vi ited 196 chools (one week period) giving lecture-demon tration amounting to 103,700 student-hours of in truction. is being u ed in the e work hops. ThlS serie help teacher under tand how to pre ent cience with greater selfas urance. When Johnny reache the ninth grade, he will already have had the equivalent of a ninth grade general science cour e. 12 general science 35,950 25,440 1957 (Figure 8) 1961 chemistry (Figure 9) 8,650 1957 14,130 1961 (Figure 10) interest in science is increasing* physics (Figure 12) 4,040 other courses (1961 only) 130 520 2,525 Advanced Biology 6,560 1961 (Figure 11) *high school (9-12) enrollments in science courses 13 Foreign language will not remain a mystery to Johnny until he reaches his teens. He will begin study in his elementary school. Will foreign language be taught in all Georgia elementary schools by 1970? foreign language Foreign language i no mystery to a large group of Georgia elementary school children. About 30,000 children received foreign language instruction in 1961-10,000 more than in the previous year. Teachers were aided in teaching by new instructional materials developed in the State, including the Aprendamos el Espanol for elementary school Spanish, and the Apprenons le Francais for elementary school French. 14 through NDEA funds- Marked progres is being made in the introduction of new approaches to teaching of foreign language, especially in the audio-lingual field. Through Federal DEA funds and local matching funds, about 50 high schools have e tablished complete language laboratory in tallation , and 100 other have partial language laboratories. In 196061, there were some 1,133 approved projects for purchase of books, material and equipment in 603 elementary chool, 415 secondary chool, and 115 elementary- econdary combination project. In addition, 64 Georgia teachers qualified for fellow hips under NDEA for study in foreign language in titutes, twice as many as the previous year. HIGH SCHOOL ENROLLMENTS IN FOREIGN LANGUAGES, 196061 FRENCH 18,600 LATIN 13,400 SPANISH I GERMAN I RUSSIAN 11,350 300 150, during 1961 ... a guide for teaching foreign language in the elementary grades will be developed. printing and distribution of two foreign language news-letter, The Arch and The Reporter, will be assumed by the Education Department. a state-wide foreign language advisory committee will be organized. 15 Q mathematics Twenty-eight Georgia school sys- tem teachers this year are u ing new state mathematics guides developed for the grade kindergarten through 1 grade twelve. These guides incorporate the best from several nation-wide experimental programs in mathematics. They aim at increasing a pupil' ability to think with the ideas of mathematics. Emphasis is placed on what numbers mean and on their relationships to each other rather than on manipula- tion of numerals. The pupil's learning thus becomes a process of exploring and discovering. These guides contain content, teaching suggestions, lists of equipment and aids for each grade level, professional references and a glossary for teachers. Suggestions from the pilot centers will be used as a basis for revision of the new guide originally developed by a committee composed of elementary, secondary and college teachers, and State Education Department personnel. 16 Federal NDEA funds have made possible: work hops of one or two-week duration for 287 elementary or high school teachers. demonstration in use of new teaching aids and method of teaching certain concepts to 2,116 teachers several programs and conference for math teachers in cooperation with Georgia Mathematics Council. compilation of equipment and materials list for use in NDEA Title III projects, and lists of books for children in the area of mathematic . a re earch project in arithmetic in cooperation with the Univer ity of Georgia involving te ting of 2,900 pupils in 31 school systems. social science Forty-two counties in Georgia now have projects underway using a new social science guide developed in the State by some 70 persons repre enting the public schools, Education Department, Georgia universitie and the U. S. Office of Education. This ocial science guide presents a comprehensive, up-to-date social science program for all grade . Evaluation of the guide in these pilot centers will serve as a basis for revision and development of a permanent guide. 17 vocational education AGRICULlURE Investment by Boys in Supervised Farm Program. $3,429,000 Students enrolled in vocational agriculture receive training for proficiency in farming with an opportunity to study and practice the cience of agriculture. Their e perience tend to educate them for other occupation closely related to farming, to develop leadership abilitie, and to develop realization of certain de irable general educational values. Each tudent has a home project where he receives individual teacher supervi ion with the home project serving as a laboratory. Schools are continually improving their facilities for teaching agriculture, with every department now having at least one classroom and a farm shop, and mo t department including a food proce sing center. State, federal and matching local funds go into equipment for farm hop. Schools are beginning to offer new in truction in farm management (including the various a pect of marketing), in the operation and maintenance of complicated farm machine and in the many facet of agricultural engineering with which the farmers of tomorrow will be confronted. 18 $1,122,000 $ 1951 1961 (Figure 14) Johnny may elect to take any one of several vocational education courses of study in high school, courses which will provide him with knowledges and skills for useful employment. Enrollment in Vocational Agriculture - High School 20,400 ~ 1951 ~27,000 1961 (Figure 15) HOMEMAKING EDUCATION Many girls marry before high school graduation-80% marry within five year after graduation. Because present patterns of family living do not provide adequate opportunities for girls to learn kill and build sound homemaking value at home, Georgia' chool have recognized that they mu t provide basic training for effective home and family living. They know that homemaking attitude and understanding developed today by future parents can greatly influence the tability of future families and our determination to survive as a democratic nation. Newly developed curriculum guides are being used by teachers in all homemaking areas including money management, care and development of children, planning and preparation of meals, buying and making clothes, and establishing sati factory family relationships. Georgia school -both junior and senior high schools-offer homemaking in the classroom, in the school homemaking laboratory, in the Future Homemaker activities, and in the home with special projects supervi ed by the homemaking teacher. Many Georgia schools are working on plans which will make it po ible for them to offer varied programs of homemaking to meet the need of different age, ability, and interest levels so all girls may take ome homemaking cour es in high school. Sue will graduate from high school in June. Statistics show she will marry within five years. Her homemaking courses will help her establish a good home. In 1960-61, nearly 58,000 were enrolled in high school homemaking classes, a 66'% increase since 1950. (Figure 16) 19 DISTRIBUTIVE EDUCATION . students receive instruction in the di tribution and marketing of good and ervice for employment in retailing, whole aling, manufacturing, storing tran porting, financing and risk bearing, and other bu ines e tablishments. Twenty-two Georgia high school offer DE in 11th and 12th grade a an elective. In the DE cla room, students tudy such thing as marketing, merchandi ing, ale manship, adverti ing, retail mathematic, tore organization and operation. Some ix local chool y tems are expected to add DE to their curriculum next year to meet the demand for local workers in this field. DIVERSIFIED COOPERATIVE TRAINING .. . students are co-op student who plan to enter trade and indu trial occupation on a full-time basis after graduation. Some 1,400 tudent in 11th and 12th grades in 51 Georgia high chool are taking DCT. Many chool are adding D T to their elective program (about 10 a year), to meet the expanding need for indu trial workers. VOCATIONAL OFFICE TRAINING .. tudents are senior busine education student who are preparing for full-time employment in office occupation . Thirteen chool in Georgia now offer VOT with 300 tudent enrolled. The need for trained office worker demand continued expansion of this program. 20 vocational education part-time cooperative programs More than 2,500 Georgia high school tudents are enrolled in one of three part-time cooperative program of education available to them -Distributive Education, Diver ified Cooperative Training and Vocational Office Training. These vocational students attend regular high school in the morning hour studying subjects required for graduation plu one period in the coop program cIa sroom studying subject related to their field of occupation. In the afternoon, they receive supervi ed, practical experience in selected local bUl;ines es or industries (downtown laboratorie ). These students are supervised on the job by the teacher--coordinator and their employers. The e co-op students receive academic credits for both the related clas room instruction and on-the-job training, and receive pay for their work; thu , they earn while they learn. Although cooperative programs operate imilarly, neither is a substitute for the other. Each program offer pecialized training in a pecific field, a different core curriculum in the classroom, and group leader hip activities through three different club organizations. Each co-op program is custommade to train a student to be an efficient worker in the field of his choice whether it be di tribution, trade and industry or office work. business education Sue is taking business education courses as some of her electives to gain job skill competency. She is making practical use of her studies in English and math in the business education classroom. Nearly 100,000 students were enrolled in bu iness education courses in 1960-61 in the secondary schools (public and private), and junior high schools. Some Georgia school offered as few as one busines education subject, others as many as 12, but 010 t schools offered four five or ix subjects. Many Georgia school are providing a balanced bu iness education program including both general education and vocational education (the vocational business ubjects usually include horthand, typewriting, bookkeeping, transcription, and office practice). A number of other schools are strengthening their programs to include all necessary subjects. Students who are following a wellplanned business education curriculum are gaining marketable skills, a knowledge of job opportunities and job requirements, and an appreciation of the importance of the e jobs in busine organizations. trade preparatory training High chool students accounted for about half of the trade preparatory cia enrollments and about one-tenth of the total enrollment (27,340) in Trade & Industrial Education in 1961. These high school juniors and eniors in 10 Georgia center (where shop facilities are available in the local high chool or vocational school), spend three hours daily in a trade shop and the remainder of the chool day in regular clas es. Typical courses are auto mechanics, machine shop, radio and TV repair, bricklaying, and refrigeration. 21 industrial arts education Students enrolled in Industrial Arts Education make a comprehensive study of industry-its organization, materials, occupations, processes and products-which orients them toward careers in engineering, technology and trades. The number of industrial arts programs in Georgia schools has nearly doubled since 1954. In the future, industrial arts should be available to all high chool students beginning in grades 7-9 to serve as a guidance-exploratory function for industry, and a second year cour e (grades 10-12) on an elective basis for advanced study of pecial intere t in one of the High Schools With Industrial Arts (Grades 9-12) ~214 F354 1>120 Student Enrollments 14,400 8,250 25,500 1954 1961 1970 (Figure 17) ba ic indu trial areas-de ign and drafting, general metals, general electricity-electronic , and general woods. 214 schools are now using two guides prepared for admini trators, supervisors and teachers to a ist them in planning, organizing, administering and teaching industrial arts. 22 art education Art teachers over Georgia not only are working to improve their school programs but want to encourage art experience in their communities a well. To this end, a group of art teachers recently vi ited both public and private galleries in Atlanta to investigate ways in which community gallerie have been developed through the years with a view of organizing community resources in their own localities. At the present time, reproductions of art masterworks are being placed in individual classrooms and school ystems through local interest and purchase. Seventeen school systems in the state now have art con ultants or upervisors on a sy tem-wide basis (three added this year). There are 116 high school art teachers. The State Education Department, working cooperatively with the Georgia Art Education Association, ha developed four traveling art exhibit of art work from Georgia schools which are now available to schools and communities upon request. music education Some 30,000 Georgia 6th-7th graders are acquiring early appreciation and understanding of music using a new publication A dventures in Listening to Music. During the 1960-1961 school year, 53,000 boys and girls (grades 7-12) studied special music (band, orchestra or choral), Many of these same students look forward to participation with their teachers in a new two-week summer workshop now being planned. driver' education 105 Georgia school system offered Driver Education (c1as room and behindthe-wheel) to nearly 4,000 students in 1961, and 23 more offered classroom training only to an additional 1,000 students, Intere t is increa ing in the program although lack of qualified driver-training instructor and cars and finances, continue to be retarding factor in the program. health, physical education The State Education Department has made available to every school in Georgia the new booklet-Youth Physical FitnessSuggested Elements of a School Centered Program in an effort to strengthen the physical education program in the State. The booklet was authored by a Kennedy-appointed national council of health and physical education leaders. A better understanding between medical and school people in the state ha been accomplished through a 1961 summer seminar on "The Medical Aspects of Sports", sponsored by the State Departments of Health and Education and the Georgia Medical Association. alcohol education The State Department of Education and Health, the State PTA, the ational Intitute of Mental Health, and churches of Georgia are cooperating in an effort to find way various intere ted groups can work together to improve the program of alcohol education in our schools. A 1961 summer seminar was held for this purpose. testing, guidance and counseling I pc;i1 schonl s\'stems are rel\'ing nll're ,I[hl nll're on s\'stematized testing t1f students heginning at an earh' age T e'1s arc prt)\'ing !<' he time sa\'er, in grade placement and. h\' comparing nati\'e ahilit\, with perfnrmance. e:lrh recpgnitit'n t1f indi\'idual prt'hlems t'r speci:i1 talents can he m,llle The impetus of kderal '\iDEA funds has served !<' hring guid:lnce nel'ds and g,,:i1S intt' ,h:lrper focus in sch""I, throughout the SLlte. The m:lj,'rit\ pf uncertified perSl'ns Sl'r\ ing in the capacit\, pf guid,lnl'e c,'un'el,'rs in ! . 221,848.00 Vet. Training (Fed.) 513,919.83 Lunch & Milk Program (Fed.> 4,073,744.42 1+ State Dollars ~ Federal Dollars $138,780,568.13 $3,316,414.63 Total Additional Grants $ 20,018,583.92 Grand Total Grants To Systems $162,115,566.68 Includes $94,266.73 lunch & milk funds paid to Parochial Schools and Organizations ["\:::",:,::t _ local Systems Added** ~ :::::::::::.:.::::.:.: Lo