Annual report 1972-73 [1973]

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GEORGIA DEPARTMENT OF EDUCATION COMPILED AND PUBLISHED BY Publications and Information Services Division of Business Services Office of Department Staff Services Jack P. Nix, State Superintendent of Schools 1973

Dear Reader:
The progr ess of publi c edu cation in Georgia during the past decade has been impr essive, a result of the efforts of a partnership amo ng local, sta te and federal agencies. During th is decade we have com e close to realizing th e truth of th e idea th at education is " a feder al concern , a sta te fun cti on , and a local respon sibilit y."
Yet even with ou r phenom enal progress in Georgia the questions have frequentl y arisen, what is

our goal ? Toward what end are we working ? Educators, prodded perhaps by increased public demand for more information about what is happening in thei r schools and mor e desire by th e layman for a decision-m aking role in th e crea tion of edu cat ional programs, have begun to examine them selves in relation to goals and efforts to meet them . We are tr ying, in sho rt, to becom e more accounta ble to our consumers.
Georgia has atte mpted during this annu al report yea r, Jul y 1, 1972 to June 30 ,1973 , to give

some real direction to its education al efforts through a set of missions for public education . We have defined seven Program Missions and 16 Performance Missions. The Program Missions are broad stat ements that essentially def ine our target populations for educational programs.
Provide prog rams that meet th e educat ional needs of early c h ild h o o d .
Provide programs to meet the

educational needs of elementary students. Provide comprehensive programs to meet the educational and career needs of secondary students. Provide programs to meet both the educational needs of adults and the economic needs of Georgia. Provide state operated programs in areas wh ich are best served on a statewide basis. Provide essential instructional support services to facilitate student learning at all levels. Provide efficient and effective management of the educational enterprise in the state so that students will receive the best possible education at the lowest possible cost to taxpayers.
This annual report has been organized in seven sections, each reflecting current efforts to meet one of the program missions. As you read you will find, for example, programs of special education included in three sections - early childhood, elementary and secondary. Ou r effort has been to report on the progress in Georgia public education during FY 73 in a way that will more accurately reflect the measurable achievements of the year - and the shortfalls.
Throughout this report you will find also an accounting of state and local efforts to accomplish the 16 Performance Missions:
Reduce adult illiteracy. Provide flexible education pro-

grams that are varied to meet

including private schools that

determined individual student

are based on educational out-

needs and abilities.

comes.

Reduce dropouts.

Equalize financial support in

Efforts to meet these Performance

local school districts.

Missions are included in many

Provide statewide kindergarten. programs covered in this report;

Improve self-concept of

for example, you will find career

students.

education described in the ele-

Improve the ability of students mentary, secondary and adult

to read.

program sections. We have just

Improve the ability of students begun to work in some of these

in mathematics.

areas, such as the certification of

Extend career education to all education personnel on the basis

students.

of demonstrated competency.

Provide programs that compen- These are long-range missions, as

sate for or remove the effects of they should be. They are intended

economic or cultural depriva- to give us in the education field a

tion and physical or mental

set of clearly defined aims, a tool

handicaps.

against which to measure our-

Develop and strengthen coopera- selves each year.

tive educational services agen-

cies to provide services and pro- This annual report includes one

grams for multi-county areas. other feature. In compiling

Provide for each local school

material we have identified many

system board of education to outstanding educational efforts

identify pupil performance

ongoing in the state. These have

goals and make an annual pub- been set off for the reader by the

Iic report on the extent to

use of a typograph ic bar device.

which those goals are being

met. Develop two-way communica-
tions with all segments of the public, establishing a sound basis for public confidence and support in the public education system. Certify education personnel on the basis of demonstrated com petency.

We want Georgians, from the Governor to the legislature to every interested layman, to know about the exciting, progressive and even the not-so-successful things happening in Georgia pu bl ic schools. Th is report gives a sampling of the variety and quality of public education in the state. We welcome additional

Establish local school systems inquiries from readers who want

of sufficient size to provide an effective program of instruction and insure efficiency and economy of operation. Develop and apply standards

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for school systems and schools State Superintendent of Schools

Page

Provide programs that meet the educational needs of early

childhood

.

Provide programs to meet the educational needs of elementary

students

5

Provide comprehensive programs to meet the educational and career needs of secondary students

" 15

Provide programs to meet both the educational needs of adults and the economic needs of Georgia. . . . . . . . . . . . . . . . . . . . . . . . . .. 31

Provide state operated programs in areas which are best served on a statewide basis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 37

Provide essential instructional support services to facilitate student learning at all levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 43

Provide efficient and effective management of the educational enterprise in the state so that students will receive the best possible education at the lowest possible cost to taxpayers. . . . . . . .. 55

ADA Cost Per Child

64

Budget for Fiscal Year 1972-73 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 66

Index

, 67

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KINDERGARTEN AND HANDICAPPED
Th is past yea r, a number of preschool handi capp ed childre n received th e help they need fo r th e first time. Th e 1972 Gen eral Assembly approved funds tot aling $1.9 million for th e pu rpose of implementing an early childho od developm ent prog ram . Its requi rement s provide for testing, diagnosis and treatm ent of ment ally and physically hand icapp ed ch ildren below the age of three; an educatio nal program for mental ly, physically and emotio nally handicapped children between the ages of th ree and five and an educatio nal program fo r childre n five years of age. Forty-four systems opera ted a pro gram with th is funding, serving a tota l of 3,915 child ren.
During the school year 1973-74, 153 systems will parti cipat e in th e progr am , serving 12 ,766 children. Th is is possible because of $6. 7 million appropriated by th e 1973 General Assem bly. The fun ds were approved fo r two purposes - to refund th e 44 ex isting early childhoo d programs and to ex te nd the educa tio nal program to five-year olds who are physically, menta lly and emo tio nally hand icap ped. The new program operates on a half-day basis.
Future plans for th e program include co ntinuo us incremental expa nsion over th e next five yea rs until all five-year-old children in th e state atte nd kind ergart en classes.

TITLE I
The pre-school enviro nment of man y childre n do es not provide the int ellectu al and physical stimulat ion necessary to cop e successfully with form al school activiti es. So Titl e I of th e Elementar y and Second ary Educati on Act provided $2,933 ,766 durin g FY 73 so th at 6,809 Georgia pre-schoo lers in 50 systems co uld close th e gap bet ween a disad van taged environment and a successf ul firs t grade by provid ing pre-sch ool educa tio nal ex periences.
The Glynn Coun ty Title I kind ergarten is typi cal of many successful programs. It reached 19 8 childre n fro m cultura lly and educat ionally depri ved backg round s in th e Georgia coas tal area. Th e daily activities of th e progr am reflect th e need s of the children, including such basic elements as good nutrition , rest , a relaxed atmosphe re and emot io nal sta bility .
Each child rece ives a hot breakfast and a balanced lun ch during his school day. Group activities includ e singing, cooki ng, exercising, telling stories and learni ng togeth er. Th e kinderga rte n program encourages child ren to be more indepe nde nt an d socia ble and prepares th em acade mically to be ab le to succee d in schoo l.
T ITLE II I
PREP is a prep aration prog ram for pre-schoo l children in Telfair
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County. It stands for Prekindergarten Readiness and Education for Parents and is a Title III, ESEA, project operated during FY 73 with $223,639 in funds from the U. S. Office of Education.
Program centers for three- and four-year olds are located in four areas of the county. A certified teacher and teacher aide in each class of 12 children help them learn facts, develop concepts, build skills, establish values and relate to other children.
A social worker is assigned to each unit and gathers limited research data on the children, visits parents who have children in the program and serves as Iiaison between the school and the community and other social agencies.
Another Title III program is the "Program for Serving Young Children from Rural Areas Who Have Cross-disabilities" located at the Early Childhood Center in Waycross. The program operated this past year with $83,155 in Title III funds. The 12-member staff includes a social worker, a psychologist, psychoeducational therapy teachers and teacher aides.
The program serves five- and sixyear-old ambulatory children who have an emotional disturbance or behavior disorder. The children may also have secondary handicaps such as mental retardation, speech problem or physical handicap. The children are provided transportation to the center for one two-

hour therapy session four days a special activities as field trips,

week. The program centers around talking to people in the com-

working with the children in

munity and programs stressing

small groups and concentrating

language development, music,

on the growth of certain develop- science and nature study. They

mental skills necessary for healthy also have special learning oppor-

adjustment to a regular school

tunities which help overcome such

environment.

weaknesses as language problems,

lack of eye-hand coordination

and poor visual perception. There

is much fresh air play, and

instructors encourage resting,

nutrition and cleanliness. A

balanced routine and schedule

MIGRANT EDUCATION

also encourage the important

development of responsibility in

Although all children can benefit the children.

from a good pre-school program,

children of migrant workers need

this extra start in school because

of special problems related to

their parents' occupation. Because

of their mobility, young children

of migrant workers often suffer

from lack of medical services,

limited educational experiences,

inadequate adult supervision,

improper diets, deficiences in

language development, limited

social experiences and, in many

cases, negative or low self-

concepts.

Lack of proper care for pre-school
migrant children prompted the Georgia Department of Education to fund a program for their care in Lowndes and Brooks Counties, serving 22 children, at a cost of $8,372 in state funds.

Program activities are aimed at making the children physically stronger, more emotionally balanced, intellectually inquisitive and more socially acceptable. The children engage in such

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HANDICAPPED
Special education in Georgia public schools provides the services needed by those children generally classified as "handicapped" with speech, vision or hearing impairments, as well as those with multiple handicaps. The mentally retarded include the educable (EMR) who are just below normal intelligence and can be taught in preparation for work and the more severely retarded trainables (TMR) who can be taught self-sufficiency and basic living habits. Behavior disorders include emotional disturbances that interfere with learning or social development. Specific learning disabilities include perceptual and motor problems such as inverted vision, ataxia (delayed speech), aphasia (lack of speech) and other disorders that are sometimes caused by organic brain damage but which are often treatable.
All but two of Georgia's 188 school systems have special education programs, and only 13 lack a full-time director of special education. During 1972-73, 45 percent of the exceptional children were being served.
Some areas that have recently expanded include the following.
The Learning Resources System initiated regional centers to help train teachers and prepare them for certification.
Eight of the 24 psychoeducational centers for severely
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emotionally disturbed (SED) children were in operation, with six more now planned.
Under a two-year federal grant, the model for individualized service to children with learning disabilities was begun. This service helps place mildly handicapped children in regular classrooms.

migrant education center is slated for Coffee County. The office will retain its consultative functions and will complete new publications in mathematics activities for migrant programs.

Two centers were opened to serve the multi-handicapped in south Georgia.
Funding for the state's special education programs is rapidly increasing due to the mandatory legislation of 1968. The state's share has increased greatly and the proportion paid by the federal government has decreased. For FY 73 the federal share was over $1.35 million, while the state grant was almost $1.8 million.

DISADVANTAGED - TITLE I
Title I funds from the Elementary and Secondary Education Act (ESEA) are used for compensatory programs for educationally deprived children. During FY 73, Title I funds for Georgia totaled $42,182,531, and for the second year additional funds (under Part C) totaling $1,023,382 were given to those systems with the highest concentration of poor families. Another $5,002,725 was carried forward from FY 72 to be used during the year.

DISADVANTAGED - MIGRANT EDUCATION
Georgia's program for the education of migrant children has increased fivefold in five years and now serves 27 systems. The state coordinator helps local boards identify migrant children and assess their needs. A statewide workshop prepared the teachers for the new programs, and a special committee worked on an activities guide for teaching reading to migrant children.
Next year the testing of migrant children will continue and a new

In FY 73, 235 projects were approved. Most of these projects provided for supplemental instructional activities in the areas of reading, math and kindergarten. Supplementary supportive services were provided in the areas of nutrition, transportation, library, health, dental hygiene, school attendance and counseling. Very little was spent on new equipment or renovation of old buildings.
Title I brought help to 148,124 children this year. Many of them have benefited by better attendance, improved attitudes and self-image and increased ambition.

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areas, transportation , snack food s and distribution of clothing.

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Teacher aides are being used more conc entrated on the operation of

ex te nsively in Titl e I pr ojects to kindergarte n programs. Readin g

help free teac hers to conce nt rate and math remedia l work will be

on the profess ional aspec ts of their emphasized in higher grades . But

jobs. And local officials receive in most cases, funds will be allo-

tech nical assista nce f rom state

cated first to the elementary

progra m co nsulta nts in planning grades , where compensatory aid

accepta ble projec t activities.

has pro ved mor e effective. Some

supportive services will also be

Fo r FY 74, Title I moni es will be stressed, such as medical-de nta l

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PROGRAM FOR THE GIFTED
Georgia's programs for the intellectually gifted are highly individualized in each participat ing schoo l syste m. Revised sta te guidelines for educating the gifted were approved by the State Board in January 1973 and were presented to local officials in a ser ies of meetings. New programs should be in operation and old ones revised by Septemb er 1976 .
About $1 million was used by 78 school system s to serve 7,569 students in grades 1-12 in programs for th e gifted du ring 197273. This was an increase of 1,635 students over the previous year, but still represented only 20 .8 percent of th e approxi mately 36,000 gifted students in the stat e.
One program of not e, locat ed in Lumpk in County, concentrated its efforts on elementary students. With the direction of a resource teac her, they car ried out many projects requiring individua l research. One enrichment class in communications was held fo r fo urt h grade rs; each stu de nt wrote, illustra te d an d bound his own book , which was th en placed in the library. French was taught to fif th- an d sixth-grade students.
In the future , the office hopes to involve more school systems in teac hing gifted students. Accord -

ing to a report mad e to Congr ess by the U. S. Offic e of Educat ion , Georgia already has on e of th e nati on 's top fo ur programs for gift ed stude nts.

Th is gro up exa mines curriculum needs and assists in th e developmen t of teach ers. In-service workshops to enco urage art educat ion aware ness amo ng teachers and aides are in planning at th is time.

ART EDUCATION
Elementa ry art educa tion is aimed at develop ing perceptu al awareness, thu s enabling child ren to use this awa reness to make satisfyi ng art sta te ments. And ex ploratory expe riences help th em learn th e use of different art mat erials. Georgia Board of Education sta nda rds require th at elementary stu de nts be taught ar t on a regular basis as a plann ed activity .
A new organizati on was form ed this past yea r to support th e art education programs in Georgia sch ools - th e Art Admini strati on and Sup ervising Organiz ation.

Th e Georg ia Traveling Art Bus, featuring Georgia ar tists, went to 10 school s in FY 73. It was sponsored by th e Georgia Coun cil on th e Arts and th e High Museum. Governor's mini-gran ts in visual arts were received by some schoo l sys t ems .
An exc iting new developm en t in art teachin g is th e CEMREL elementary cur riculum (created by th e Central Midwest Regional Education al Laborat ory ), which is now in use in 40 sta tes across the count ry. It has been used by eight syste ms in Geo rgia for th e past two years. The CEMREL cu rriculum is designed to supplement regular art, music, dance and other artistic instru ction

when teac hers in these fields are no t available. It ca n be taught by the regular classroo m teac he r because very littl e in-service preparat ion is needed.
Next yea r's plans includ e a stu dy of art curr icula in oth er sta tes and a publ icat ion of a state wide visual arts program viewpo int. In-service workshops will be held , and an art history institute is plann ed for next summer . Also, the sta te art educat ional con sulta nt will assist local school syste ms in th e use of inst ruc t io nal media and in th e developm ent of th e quarter syste m in art.
CAREER DEVELOPMENT
Career development progr ams use classroom a nd field activities to relate in-school learning experiences to ca reer opp ortunities in th e outside community. Several workshops were held this yea r to prepare 32 4 elementa ry teach ers to use caree r developmen t programs in th eir classes. Over 9,700 stu de nts in 54 schools were involved in plann ed act ivit ies th at use field trip s, resource aut hor ities and ot her meth ods to ex pose elementa ry stu de nts to th e characte rist ics of various careers. Career developm ent ac tivities are no t set apart from regular courses bu t are integrated into th e classroom ro utine.

One of Geor gia's ou tsta nd ing
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programs was highlighted in the About 90,000 students were

June 1973 issue of HEW's Ameri- participating in language study.

can Education magazine. In this Language programs have grown

Cobb County project - which is steadily over the past decade,

typical of Georgia's career

except for a decl ine in the study

development projects - elemen- of Latin. The appearance of

tary students get early exposure Russian and Chinese in the cur-

to the nature of various careers riculum probably reflects the

as an integrated part of their

current international climate.

classroom work. People in differ-

ent vocations are questioned

In the coming year, a statewide

about the characteristics, prob- curriculum guide will be prepared.

lems and pleasures of their work. Plans are being made for em-

The students help make all the

phasizing cultural understanding

decisions about what topics to

through workshops and educa-

discuss, whom to invite and so

tional classes.

forth. The three elements in the

program are exposure to career

areas, self-investigation and train-

ing in decision-making. Begun

three years ago under federal

funds, the project has proved so HEALTH EDUCATION

successful that it may now be

transferred to local support.

The field of health education is

occupying an increasingly impor-

tant place in the school curricu-

lum; the teaching of health

basics assumes a special urgency

in light of the drug problem

FOREIGN LANGUAGES

among young people. The Geor-

gia Board of Education has

Of particular interest in elementary approved certification standards

language education has been the for health ed teachers, and

highly successfu I ETV show,

colleges are establishing majors

"Viva Nuestra Amistad" (Hooray in this area. In-service programs

for Our Friendship). This program are used to inform those already

is now available on four levels,

teaching of new developments

teaching elementary Spanish to

in the field of health education.

all students. It is the basic ele-

Over the past four years, 1,600

mentary Spanish program in the teachers have attended college-

Atlanta and Fulton systems, as

credit workshops in drug educa-

well as others.

tion and then returned to their

local systems to help establish

The foreign language program in programs. Several pilot projects

1972-73 included the six lan-

in drug abuse education have

guages of Spanish, French, Ger- begun under a $40,500 federal

man, Latin, Russian and Chinese. grant.

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The trend in health education is toward the affective approach, based on attitudes, behavior and decision making. One product of this is the TV program "Inside/ Out," a series of 30 15-minute programs designed for the third, fourth and fifth grades which encourages the students to discuss problems and work out solutions themselves. Future plans in the elementary education area focus on more extensive in-service workshops in the effective use of health education.
MATHEMATICS
The mathematics program helps coordinate the teaching of math in elementary and high schools. The state consultants assist school systems in conducting in-service meetings for teachers and paraprofessional aides. The office also held a joint conference for supervisors and educators of math, science and social studies and CESA math supervisors.
The consultants, aided by educators from Georgia State University and Emory University and local system mathematics supervisors, prepared a manual for school systems changing to the quarter system. They also hel ped evaluate Title III programs and held preservice meetings for teachers beginning their careers.
One new program currently underway is the use of a new elemen-

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tary schoo l guide, Mathematics for Georgia Schools. The co nsultant s have been called on for help in orga nizing activity-orien ted mat he matics, team teac hing, ope n classroo m and individualized programs; in methods of teaching slow learners; in facilitating th e reading of mathematics and in developin g courses fo r th e quarter system.
A survey made in early 1973 of the use of co mputers showe d t hat of 44 schoo l syste ms, fo ur were planning to use them and six were already using the m for instructio n.
During th e co ming yea r th e staff will help th e sta tewide testi ng program devise new tests for the math ematics sect ion. A handb ook is being prepared for teachers working with migran t children, as well as one for chil dren themselves based on outdoor educa tion. Th e co nsulta nts will work with Geo rgia ETV to develop math programs for television, and they will join with science consulta nts in devising in-service programs to help teac he rs teach the metric system.
MUSIC EDUCATION
The music education curricu lum staff is responsible for providing leaders hip in music education for Geo rgia's publi c schoo ls. In meeting this respo nsibility in FY 73 the staff conducted works hops for local school systems to intro duce th e curriculum program
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contained in Music for Early Childhood and Music for Middle Childhood. In addition, the staff played an active role in visiting the Artists in the School Programs and worked with the Title III staff on projects in music and other arts.

and a highly successful workshop was held with the National Association for the Education of Young Children. Teachers, physical educators and elementary school administrators met with movement experts to discuss the latest innovations.

During FY 73, the staff participated in the preparation of a new statewide television music series for broadcast during school year 1973-74. Two all-state elementary string orchestra festivals for firstand second-year performers were held during 1972-73 in DeKalb County and Columbus. The new curriculum program, Materials for the Elementary Music Programs was distributed to all elementary libraries in Georgia.
As part of a plan to form a fine arts unit in the Department of Education the staff will be expanded in the coming year. Other goals include expanding the staff for elementary schools, enlarging library holdings and providing a music consultant for each CESA district.

In addition, this was the concluding year of the Title III Project HOPE (Health and Optimum Physical Education) in Irwin Cou nty. Project HOPE stressed individual achievement for each child under the slogan "Every child a winner." HOPE's influence will be spread around the state now; this successful project is being taught to instructors in a series of nine workshops at Ocilla. The instructors then return to their systems and set up similar programs.
A program for exceptional children was begun this year by the Atlanta system. It concentrates on the multi-handicapped and emotionally disturbed. A total of 200 children participated in such activities as swimming, canoeing, fishing, music, nature study and photography.

PHYSICAL EDUCATION

Physical education for elementary grades is now based largely on new programs in "movement education." This form of instruction is loosely organized and lets the child proceed at his own pace. Movement education workshops were held around the state to improve early elementary teaching,

READING AND ENGLISH
Georgia's reading program in FY 73 was centered on the National Right to Read Program, of which Georgia is one of 11 participating states. According to the English

and reading coordinator, the program should really be called "Right to Learn," because all subjects are embraced by this program, not just reading and English. The program should be implemented in an open classroom with learning centers a student can go to as he desires. Right to Read enables each student to proceed at his own pace, preventing boredom among bright students and frustration among slower learners. Corrective assistance is always available to those who need it.
The state reading staff held regional workshops for teachers, administrators and lead reading teachers and made visits to local systems for evaluation of their activities.
The Right to Read program is working with over 100,000 students in 25 school systems at this time. On the average, the program has improved these students' reading ability at least one year in a typical school term. Goals to be reached by 1980 include the implementation of A Reading Program for the 70's: Georgia's Right to Read Program in all school systems and the attainment of functional literacy for 99 percent of those age 16 and younger and 90 percent of those 17 and over.
SCIENCE
The science advisory unit has been concentrating on a new guidebook that local systems will use to develop science curriculums on
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their own. Each local system has unique needs and characteristics which are best met by locally designed courses. The guide will help school systems assess their individual needs and goals and will be distributed during school year 1973-74.
In association with Florida, North Carolina and Maryland, Georgia's science unit is working on a similar guide for environmental education, financed by a small grant from the U. S. Office of Education. The office keeps the General Assembly advised on environmental education, and legislation in this area is expected to be offered in the 1974 session.
SOCIAL STUDIES
A statewide program in social studies is guided by a consultant who provides curriculum leadership for the state. Local system and CESA consultants - now numbering 17 - were called on more frequently this year, and many changes were made in the suggested curriculum. Four main goals emerged from more than 40 social studies projects undertaken. First, students must be given opportunities for the development of clear, rational thought processes. Second, they must be helped to understand the significant characteristics of concepts, facts and generalizations. Third, students should develop constructive attitudes about people, situations and ideas. And finally,

they should learn that many skills that help them achieve success in school and life are gained through the social studies program.
As many local systems as possible are visited each year by the staff. Preparation of local guides, inservice programs and needs assessment packages are among the functions of the visits. The consultants also work with the Governor's Honors Program, the Environmental Education Planning Committee and the Right to Read Program. System evaluation and surveys are also part of the staff's work.
Among future plans for social studies is closer cooperation with colleges for teacher education to see that the four main goals of social studies education are practiced by new teachers. Staff needs include adding more consultants - especially at the CESA level - since one-half of the state's teachers are now without this service.
At Graysville Elementary in Catoosa County, an innovative curriculum combines social studies with science. Short field trips are made that include plant identification and discussion of the economic importance of various natural resources. Each year the students clean up a fivemile road near the school. Environmental study is done on Lookout Mountain, and the migration of birds is checked by banding a limited number of them. In this historic area the students

visit cemeteries, the Andrews' Raiders Monument and the Chickamauga museum.
CIVIL DEFENSE EDUCATION
Classes held in Civil Defense education help students prepare for disasters and stress the varying roles played by government agencies during emergencies. Among the topics discussed are construction of fallout shelters, decontamination of radioactive materials and the actual operations of agencies, such as the Red Cross, which can be called on during emergencies.
Emergency preparedness plans are required to be submitted by each of the 188 school systems, and to date, all but three have done so. The CDE staff reviews each plan and offers suggestions. CDE federal funds totaled $51,676 in FY 73.

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HANDICAPPED
Georgia public schools provide special education services for children handicapped with speech, vision or hearing impairments, as well as for those with multiple handicaps. Children classified as "mentally retarded" include the educable (EMR), who are just below normal intelligence, and the more severely retarded trainables (TMR), who can be taught self-sufficiency and basic living habits. Children with behavior disorders have emotional disturbances that interfere with learning or social development. Specific learning disabilities include such problems as inverted vision, ataxia (delayed speech), aphasia (lack of speech) and other disorders that are sometimes caused by organic brain damage but which are often treatable.
Special education programs are offered by all but two of Georgia's 188 school systems, and only 13 systems lack a full-time SE director. During 1972-73, 45 percent of Georgia's exceptional children were receiving some form of aid.
In the future, emphasis will be placed on the problems of multihandicapped, visual disorders, behavior disorders and specific learning disabilities. For the multi-handicapped, TMRand behaviorally disordered, the use of training centers will be stressed.
Funding for the state's special education programs is rapidly in-

creasing due to the mandatory legislation of 1968. The state's share has increased greatly, while the proportion paid by the federal government has decreased. For FY 73 the federal share was over $1.35 million, while the state grant was almost $1.8 million.
DISADVANTAGED - MIGRANT EDUCATION
Because of the limited number of migrant children in secondary education, there are no formal instructional programs provided specifically for them. Last year, only 340 secondary students qualified for migrant assistance, and these were scattered all over the state. These students, however, are provided such routine help services as health needs, social services and other state and federal services.
DISADVANTAGED - TITLE I
A Title I art program operating in Thomaston's Lee High School was discontinued this past year due to new Title I guidelines. According to one teacher, the program began with lean finances, but the resulting lack of equipment helped demonstrate that art is an internal expression not requiring elaborate materials. The students used discarded materials,

such as wood scraps from a furniture mill and wire from paper bundles in creating art works which were displayed around the school.
Heard County is using a special math program to raise each student's ability one grade level per year - a realistic goal for those having difficulty in math. Students in two seventh grade, one eighth grade and two ninth grade classes treat math as a team sport, and the teams compete in solving problems. The usual credit is given for courses, but the classes are smaller, more basic concepts are added to supplement the work and the 69 students enrolled get ample individual instruction.
In Jefferson County an industrial arts program helps motivate high school students who are in danger of quitting school. Four areas of study are offered, including construction, electronics, metals and automotives. Such activities as engine tuning, radio repair, welding and furniture making are conducted in daily two-hour sessions. Last year 438 students in grades 9-12 participated. CI ose contact with the community helps keep the project successful; many of the teachers 'are local technical and industrial people, and local citizens continue to donate time and equipment to the program.
PROGRAM FOR THE GIFTED
During the past school year, approximately 7,569 intellectually

16

~
<:'1)
co
I.!..J
~~~~~~

gifted stude nts in grades 1-12 participated in programs designed especially for th em. This, however, is only 20.8 percent of th e gift ed students enroll ed in Georgia's public school s.
Each local school pro gram is specifically designed for th e needs of the stud ents enrolled. Fo r exa mple, Bremen Cit y Sch ools have co ncent rated th eir program at th e high schoo l level. Enrichment classes, independ ent study and field t rips were offered this yea r to th e gift ed stud ents of th at syste m. During th e spring of 1973

the indep end ent study gro up in science completed a marine biology textb o ok to be used by th e class. A field trip to th e coas t of Florid a was th e highIight of th eir study . During th e trip , the stude nts collected over $1,000 worth of spec imens, giving th e Bremen Cit y High Sch ool th e largest marin e biological collection in th e area.
Futu re plans includ e implementing pro grams in syste ms that do not have th em and ex panding programs already in opera tio n. Acco rdin g to a rep ort by th e

u. S. Office of Educati on , Geor-
gia's program for the gifted is one of th e top fo ur in the nati on.
GIFTED - GOVERNOR'S HONORS PROGRAM
" A Positive To tal Learning Experience" was the the me adopted by th e 400 participants in the 197 3 Gove rnor 's Hon ors Program. GHP is a summer program for academ ically and artist ically talented high schoo l juniors and
17

schools and offers a variet y of work including ind epend ent stu dy, team teaching, minicourses and other pro grams designed to build comp et ence in a specific area. Possible voca tional developm ent is also includ ed in th is program . The Nati on al Art Educat ion Associat ion recommend s a yea r of required studio art, art history or humanities for all middl e school students, aimed at developing basic skills.

seniors and is held each summer for an eight-week period on th e campus of Wesleyan College in Macon.
A new selectio n process was estab lished by th e GHP Advisor y Committee . From 188 publ ic schoo l syste ms and 108 nonpublic schoo ls, 1,640 st ude nts were nom inat ed and th en interviewed by eight teams co nsisting of 84 seco nda ry and co llege teach ers. Two interv iew sites were esta blished, one at Briarcliff High Schoo l in At lanta and one at Macon Jun ior College.
Innovati ons for th e 197 3 GHP

program includ ed a stude nt advisory co uncil, " Seminar Days" (one given by visiti ng professors, anot her by the stude nts th emselves), peer counseling techniqu es, inte rest area modul es, writing of curr iculum guides by the staff with th e aid of th e sta te cur riculum co nsulta nts and mini-courses in physical educa tion.
ART EDUCATION
Th e second ary schoo l art program goes beyond th e ex plorato ry work of elementa ry and middl e

The sta te visual arts program includ es th e following goals. The art program should be an int egral part of all elementary and seco ndary education. It should help th e stu dent gain kno wledge by affec tive means , providing a partial relief from th e flood of cognitive learning demand ed of stu de nts. In addit ion, most stu dents will becom e appreciators rath er th an produ cers of art, so the program is designed to foster aest hetic good taste.
During th e past schoo l year th e GAEA Summ er Media Wor kshop and th e Emor y Pilot Art Histor y Workshop were held to assist parti cipat ing teachers in learnin g new meth ods in art instru cti on . In Febru ary 197 4, th e GAEA Winter Conference is scheduled to take place at St at esboro .
DRIVER EDUCATION
Man y experts believe th e most urgent obligation in the area of safety educa tio n is to provide driver and traffic safety educa-

18

tion for all regularly enrolled, eligible students. The Georgia Department of Education, therefore, has continued its efforts to promote and establish new and expanded programs of driver education within the high school curriculum.
Of Georgia's 188 school systems, 158 currently offer some type of driver education instruction. Approximately 50 percent of the 90,000 eligible tenth grade students in high schools were enrolled in a program of driver education during the 1972-73 school year. There were 425 teachers assigned to driver education.
Georgia Department of Education's driver education staff helps develop and implement minimum course standards, review for approval all local school driver education courses on an annual basis and develop and distribute curriculum materials.
FOREIGN LANGUAGES
The development of mini-courses and full quarter courses for school systems establishing a quarter program curriculum and of special programs to establish better communications between colleges and high schools were two of the major accomplishments of the foreign language staff last year.
From 1963-1973 the overall growth of foreign language programs has remained fairly stable,
20

except for a noticeable drop in Latin. About 85,000 students were enrolled in Spanish, French, German, Latin, Russian and Chinese courses for school year 1972-73 . For next year the foreign language staff plans to work on a statewide curriculum guide and develop a course in international education and crosscultural understanding.
HEALTH EDUCATION

MATHEMATICS
The secondary mathematics program has several interesting projects in operation around the state. In Nashville, the Berrien County High School offered a course in career-consumer mathematics financed by Title III funds from the Elementary and Secondary Education Act. The course irici udes activities that develop skills useful at home and on specific jobs. One popular topic is scale drawing, in which students construct models of buildings.

In 1972 the Georgia Board of Education approved criteria for teacher certification in health education. According to the Department of Education health consultant, many colleges and

The Governor's Honors Program is another important event for the secondary mathematics program. During this summer program, a staff of five taught such courses as digital computer programming,

universities are in the process of probability and statistics (in

developing programs for health

which a student predicted the

education majors. In-service

day Hank Aaron would tie Babe

training programs have also been Ruth's home run record), axio-

conducted for persons already

matic systems and real and com-

teaching health in Georgia

plex functions.

schools.

F Afternoon classes were also About 2,600 copies of the health offered to students at the GHP,

curriculum guide for secondary

and these covered such topics as

education, "Building a Better

computerized game simulation

You, Volume II," was distributed (which employed a computer

to Georgia high school teachers. terminal to play tic-rae-toe and

other games), elementary func-

In the past four years, over 1,600 tions, history of mathematics,

teachers have been trained in

mathematics and art, number

40-hour, college-credit workshops theory and aeronautical naviga-

in drug education. These teachers tion. In this final course, students

have returned to local school

studied chart reading, plotted air

systems to assist in the develop-

travel and calculated time-

ment of programs on the local

distance problems. Electronics

level. A federal grant of $40,500 aids such as landing instruments,

went for pilot projects in drug

automatic direction finders and

abuse education.

VHF omnidirectional range-

find ers were simul at ed in the cIass stu dies.

MUSIC EDUCATION

The high scho ol music program

thi s past yea r was highlighted by

the Governor 's Honors Program ,

which brou ght 64 music majors to

Macon . Th e stat e music office was

respon sible for sc reening and

selecting th e stude nts. However,

two spec ial project s popul ar in

the past had to be bypassed th is

year du e to lack of mon ey. The

music departm ent was unable to particip at e in the University of Georgi a High Sch ool Workshop and also had to declin e requ ests to help at the Georgi a South ern Camp.

teaching techniqu es, co-ed classes, beginning, intermediate and advan ced levels of instruction , a wider course selection , team teaching and peer instru ction all are addi ng to th e involvement

In th e futur e, th e departm ent

of students in physi cal educa tion.

hop es th e number of high school Secondary school stu de nts at

music teachers can be increased M. D. Collin s and Ridgeview High

to thr ee per 500 enrollme nt. More School s assisted te achers of

library holdings are needed as well select ed elem entary schools in

Curr ent plans prop ose th at scho ol phy sical ed uca tion instruct ion.

program be diversified in every

Th e high school instru ctors pre-

scho ol to includ e cho ral mu sic, pare the program and instru ct t he

band , orchestra, group keyboard , secondary school students in how

music literature, th eo ry and small 'to implement it.

ensem ble and solo instructi on .

PHYSICAL EDUCATION
The qua rte r syst em and revision s in curriculum have helped to improve seconda ry school physical edu cation program s. New

Th e Atlanta Publi c Schools offered a n outdoor educati on program for mul ti-handi capp ed and severely emo tionally disturb ed students. This program was a youth-tu tori ng-you th program whereb y each exce ptio nal child had an eighth-or-ninth-grade budd y as his compa nion fo r all outdoor edu cation ex periences.

READING AND ENGLISH
Geor gia's readin g program in FY 73 was cente red on the Nation al Right to Read Program , of which Georgia is on e of 11 pa rt icipat ing sta tes. Righ t to Read enables eac h stude nt to proceed at his ow n pace, preventing bor edom amo ng bright st ude nts and fr ust rat ion amo ng slower learn ers.
Th e Right to Read p rogram is worki ng wit h over 3,0 00 adults and ove r 100,000 stu de nts in 25 schoo l syste ms at this time. On the average, the program has improved the ir readin g ability at least o ne year in a typ ical school ter m. Goals to be reac hed by 1980 include the im pleme ntat ion of A Reading Program for the 70's: Georgia 's Righ t to Read Program in all schoo l syste ms and the attain ment of functio nal lite racy for 99 percen t of th ose age 16 and yo unger and 90 percen t of th ose 17 and olde r.
21

SOCIAL STUDIES
The statewide program in social studies stresses four main goals for both elementary and secondary students. First, students must be given opportunities for the development of clear, rational thought processes. Second, they must be helped to understand the significant characteristics of concepts, facts and generalizations. Third, students should develop constructive attitudes about people, situations and ideas. And finally, they should learn that many skills that help them achieve success in school and life are gained through the study of social studies. Some outstanding secondary school projects in social studies that incorporate these goals are recounted below.
Gainesville has been conducting a social studies plan which pools the resources of English and social studies teachers in an "American Studies" program. Now in its fourth year, this curriculum employs a thematic rather than chronological approach to history and literature, and includes a considerable amount of cultural history as well.
The Atlanta system offers Exploration Quarter for students who want to study independently in such fields as creative writing, photography, music, computer programming, architecture, business and many others. The student works out a plan with the teachers and city coordinator and
22

visits the instructor for periodic conferences. Another area offered in Atlanta schools is archaeology. Guided by four Fulton County specialists, students dig four days a week and do lab research once a week. The students visit museums and prior excavations as well as doing their own research on sites designated for eventual development.

The science unit has been con-I cerned during the year with the development of a guidebook to help local school systems design, develop and implement a science curriculum to fit their individual needs.
CIVIL DEFENSE EDUCATION

Civil Defense education helps stu-

SCIENCE

dents prepare for disasters and stresses the varying roles played

Statewide enrollment in science from 1964 through 1972 has in-

by government agencies during emergencies.

creased in grades 9-12 from 177 ,000 to 216,000. However, science enrollment as a fraction of total high school enrollment has decreased slightly from 75 percent to 72 percent. Very likely this percentage will decrease further during the next few years, since at the present time only one science course is required of graduates from Georgia high schools.

During 1972-73, the Civil Defense unit placed emphasis on shelter management courses and continued with Radiological Monitoring Training (RAMONT), both of which are adult programs. Personal and Family Survival attracted some 21,500 school students, and the Time of Emergency course was given to over 72,000. This total of 93,917 is up dramatically from the 5,000

Gwinnett County is one school

taught in 1963.

system that places special emphasis on science. The middle schools have adopted the comprehensive, individualized program "Intermediate Science Curriculum Study." North Gwinnett High School in north Gwinnett County has a program which unifies

Emergency preparedness plans must be submitted by each of the 188 school systems, and to date all but three have done so. The CDE staff reviews each plan and offers suggestions. CDE federal funds totaled $51,676 in FY 73.

science, social studies and math-

ematics called "Man Made World."

Various aspects of engineering

technology and the impact of

computers and other advanced

technologies are covered in this

course.

economic savings, as well as more

eff icien t and effec tive use of

facilities. And it will inst ill in the

INDIVIDUALIZED INSTRUCTION student great er depen dability and

AT PICKENS TECH

more aggressiveness in getti ng an

edu cation. Stud ents who have

Wh oever heard of a schoo l co urse been taught exc lusively und er

in which th e stude nt can begin

traditional meth od s of teachin g

work when he wants to, work fo r have found th ey ca n learn faste r

as long as he wants to and leave and progress easier und er most

when he finishes ? And what if in individu alized programs. It's a

that same course th e student

whole new ex perience that makes

cou ld enter at any time of the

learn ing mo re exci ting .

schoo l yea r, work on the assign-

ments as fast or as slowly as he

That 's why Pickens Tech is push-

wanted to , tak e tim e out for sick- ing ahead so rapidl y with indi-

ness or vacation and get credit

vidualized instruction. Pick ens

for th e course when he had

began the individu alized programs

finished th e requirements, regard-

less of when his classmates

fi n ishe d?

only one year ago and has already outstripped all other schools in the state not only in quantity of programs offered but also in the effectiveness of these programs. Pickens was one of four pos tseco nda ry vo-tec h schoo ls tha t worked wit h the T rade and Industrial Educa tional Department of the University of Georgia to develop individualized programs for vocational -technical schools.
STAFF DEVELOPMENT
The overall focus for th e sta te's vocat ional staff development pro-
. II I I

At th e Pickens County Area Vocational-Techn ical School, no stude nt would be surprised at this co urse description , because th ey know it describes their new individualized courses. Pickens Tech has begun one of th e most co mprehensive pro grams of ind ividualized inst ructi on ever und ertaken in Georgia. Seven of th e schoo l's 12 cou rses of st udy have already been almost co mplete ly individualized , and th e othe r five are in some pro cess of being individualized or evaluated for individualization. The ultim at e goal of Pick ens Tech is to have all programs individualized and int erlock ed.

Individualized inst ructio n has been recog nized for som e time as more than just a time-saver fo r fast-learn ing stude nts. Ultimat ely it will also mean substa ntial
23

gram has been to provide an adequate supply of competent personnel in Georgia to operate comprehensive vocational and career education programs.
Most of the staff development efforts have been conducted by teacher education programs receiving state and federal funds and through special in-service projects. Last summer a total of about 2,500 teachers participated in staff development activities. State and federal funds totaling $475,000 were used for training purposes.
The Department of Education is currently placing primary focus on the development and operation of comprehensive vocational and career education programs at the local system level. Thus, a comprehensive approach has also been given to vocational staff development.
Conprehensive Career and Vocati0nal Teacher Education Centers rete establ ished at institu tes of ~igher learning in three regions of the state during FY 73. These centers provide staff training on a
I regional basis for those involved
) in vocational and career education programs. Also, the Northwest Georgia CESA is now in the second year of a two-year project to provide comprehensive staff development training for personnel in that area.
24

SPECIAL PROGRAMS
The Research Coordinating Unit (RCU) developed and conducted a variety of projects and activities in vocational education this past year.
In the area of research, the unit made a manpower projection study to project labor force needs as they relate to the vocational clusters taught in Georgia schools. Training projects, experimental projects and demonstration projects were all conducted by RCU.
An agreement was made with one of Georgia's Cooperative Education Service Agencies (CESA) to work with the schools in its service area to test a variety of newly developed career and vocational education programs. Evaluation was emphasized in experimental projects. The industrial arts ACTION program, distributive education, programs for disadvantaged and career education programs all were evaluated.
Both secondary and postsecondary pilot demonstration projects were operated to test and demonstrate the value of individualized instruction to vocational education. Also, two comprehensive career education demonstration centers were established, and a film describing Georgia's concept of career education was developed and circulated statewide.

P.E.C.E.
The Program of Education and Career Exploration (P.E.C.E.) students in grades seven, eight and nine explore real and simulated work settings to get a short firsthand look at broad areas of occupations. They learn - through these work settings, small group discussions and related classroom activities - to relate to work roles and also about the value work can have for individuals and society.
When P.E.C.E. was initiated in school year 1969-70, there were 18 pilot programs. By 1972-73, this number had risen to 120. A total of 21,600 students were enrolled.
The P.E.C.E. program at Richard Arnold High School in Savannah helped to improve attendance dramatically. The P.E.C.E. students averaged 98 percent school attendance compared t085 percent for the control group. And even though P.E.C.E. students were in their regular classroom only four days a week, they showed academic improvement over the control students.
CVAEPROGRAM
The Coordinated VocationalAcademic Education (CVAE) program is designed for underachievers and potential school drop-outs. This program provides students with concrete experiences geared to their interests and level

of achievement and helps students learn to relat e acade mic knowledge to vocational skills.
Th e CVAE progr am was initiated in 1968-69 with one progr am in Forsyth County. In 1972-73 , th ere were 120 programs with 5,4 68 students enro lled.
One CVAE prog ram , locat ed at North Gwinnett High School in Suwan ee, had an outstand ing year. The stude nts in th is program were heavily involved in school and commun ity activities. Some of th e activities includ ed printing a

school newspaper , presenting a skit for the school assembly program , putting on a Christmas play for retarded children and many
other project s.

The Marietta High School guidance departm ent , Famil y and Children Services, State Employment Agency and a number of ot her agencies also coo perated with th e CVAE program .

Anoth er successful program is

locat ed at Marietta High School.

A tremend ous amo unt of coo peration and suppo rt is received fro m co mmunity and service

COMPRE HENSIVE HIGH SCHOOLS

orga nizations in Marietta. For exa mple, th e Mari etta Jaycees work ed very closely with th e CVAE stu de nts, giving not only time and manpower , but $1,200 to. help with summer employ ment.

Comp rehensive high schoo ls were begun in Geo rgia in 1965-66 with four pilot programs. By th e end of FY 73 there were 45 co mprehensive high schoo ls in ope ratio n,
25

wit h ano ther 16 du e to open in Septemb er 1973.
A co mprehe nsive high schoo l is a schoo l offering both academic and vocational educa tion prog rams to all students of high schoo l age in a given school district or community . Sch ools with at least 1,000 stude nts in high schoo l (grades 9-1 2 ) are able to offe r an appropriate co mprehe nsive program , but schoo ls with fe wer students may offe r limited programs of a co mprehe nsive nature. During 1973, th e Sta te Board of Education provided cons tr uct ion and equipment grants to th e larger schoo ls desiring to becom e co mpre hens ive, bu t only equipment grants were awarded to sma ller schoo ls.
Schoo ls qualifying to becom e compre hens ive must develop supportive career aware ness programs at the elementa ry level and exp lora tory and pre-vocat ional programs at t he middl e scho ol level. The high schoo l must also impleme nt a job placement program to assist all students desiri ng employment whe n they leave the school.
At present, Georgia has 347 high schools. Studies show that at least 250 of them shou ld ultimately become comprehensive. Continuing at the present rate of development (state funding of approximately 15 schools per year), this can be accomp lished in about 10 years . In counties which do not have enough population to support a comprehensive high school, the Depart ment of
26

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Education is recommending alternative plans for meeting the needs of students in these areas.
AGRICULTURAL EDUCATION
Vocational agriculture is designed to prepare certai n high school students for careers in either production agriculture, agri-business or agriculturally related occupations.
Vo-ag students are taught the basic economic and scientific principles upon which the agricultural industry operates and the requirements for employment in it. Upon completion of vo-ag courses, a student should be ready either to enter farming or agri-business or to enroll in a post-secondary school or college to further his studies in agriculture.
This past year, there were 223 high school vocational agriculture departments, 298 teachers and 26,747 students. Of these students, 353 were enrolled in a comprehensive high school program.
Eighteen teachers work with you ng farmers al ready out of high school, and 20 area adult teachers work with regular high school teachers in conducting classes for adult farmers. Some of the topics taught in young farmer and adult farmer classes include farm organization and management, livestock marketing and production, landscaping, ornamental horticulture, farm forestry, farm

records and accou nts, food preservation and farm electrification. Last year there were 2,508 young farmers taking 63 different courses. Enrollment in 2,607 adult classes totaled 11,910 individuals.
The Future Farmers of America (FFA) is the youth organization for students of vocational agriculture. Last year Georgia boasted top winners in several awards programs, but the most significant was the naming of a young man from Swainsboro as Southern Region Star Agri-Businessman.
BUSINESS EDUCATION

of the 15 teacher education institutions across the state.
Business education sponsors two youth organizations - Future Business Leaders of America (FBLA) for high school students and Phi Beta Lambda for college students. FBLA last year had 290 chapters with 7,754 members. Phi Beta Lambda had 30 chapters and 565 members.
Pre-vocational and mini-vocational programs also continue to be an important consideration in the unit's planning. Business education courses are increasing rapidly in the middle schools, especially as more quarter systems are implemented and course offerings are lowered to the eighth and ninth grades.

During the last fiscal year there

were 317 approved programs in

business education and 157 in

Vocational Office Training (VOT) CONSUMER EDUCATION

programs.

The Georgia consumer education

To achieve vocational competence program was developed by the

is the major objective of approved Georgia Department of Educa-

business education programs. VOT tion in cooperation with the

is a cooperative education program University of Georgia and Geor-

for juniors and seniors who are

gia Southern College. School

preparing for full-time employ-

systems with career education

ment in office occupations. VOT programs in grades 1-12 were

students are enrolled in regular

given an opportunity to include

classes for part of the school day, consumer education as a logical

and the rest of the day is spent at partner to career education.

a part-time office job where they

put to use the skills they have

Mini-grants of $3,500 were given

learned. There are 1,400 business to the 20 systems willing to meet

education teachers in Georgia

guidelines for the program.

high schools and 200 in vocational-

technical schools. The teacher

Systems receiving grants agreed

training programs for these teach- to include consumer education

ers remains an important function programs at the elementary,

27

middle and high school levels. A th ree-week su mmer workshop' for college cred it was attended by 40 teachers - two from each parti cipating system. These teac hers half of whom were hom e economics teachers - became th o roughly fami liar wit h the co nsumer educ ation program and were able to go back and conduct workshops in their own systems. A mid-year check showed that t he 40 teachers who atte nded th e wor kshop had involved 35 1 other teachers and reac hed 11,927 students wit h consum er educ at ion.
DISTRIBUTIVE EDUCATION
Dist ributive educat ion (DE) prepares high school students for jobs in distribution , marketi ng and management, includ ing all phases of ret ailing, wholesaling, serviceselling, transportati on , insurance, finance and real estate. According to the Georgia Department of Labor, 39.7 percent of the labor force is presently emp loye d in distributive occu pat ions and by 197 5 that figure will grow to 52.7 percent.
During the 1972-73 school year there were 106 DE progr ams in 103 Georgia high schools. Enroll ed were 5,160 stude nts, 558 of whom were disadvan taged and 71 handi capped . Th ese stude nts earned $5,452,241 during the year in their on-t he-job training stations. DE students spend part of the day in t he classroom and part on th e job.
28

DE programs were also located in three junior colleges, where 376 were enrolled. In addition, 812 persons were enrolled in short unit food service, adult distributive education classes. Of the 34 classes for adults, 10 were organized specifically for disadvantaged adults.
Through the Distributive Education Clubs of America (DECAl, three junior college and eight high school students received national recognition for their achievement in various competitive events related to their career objective. A Georgia high school program was named third best in the nation.
HOME ECONOMICS EDUCATION
Vocational home economics has two major purposes - to prepare students for employment in occupations requiring home economics knowledge and skills, and to prepare students for home and family living.
Programs related to occupations are offered at two levels. At the eighth grade level, exploratory programs are offered in the areas of foods, clothing, management, family and child development. The students have an opportunity to explore careers related to home economics.
In the 11 th and 12th grades, the occupational program focuses on skills needed for employment in food preparation, child care,

clothing construction and housing and home furnishings. In 1973, 82 percent of the 4,059 students enrolled in occupational home econom ics were employed in jobs related to their fields.
Classes in preparation for home and family living are offered in nearly every high school in Georgia and take into consideration social and cultural conditions, especially in economically depressed areas. Of 73,923 students enrolled in this program, 20,395 came from families with an annual income of less than $3,000. FY 74 will see the expansion of occupational home economics programs from 82 to 92. And the total number of home economics teachers will increase from 575 to 605.
INDUSTRIAL ARTS
The industrial arts program continues to implement curriculum changes to make school more relevant for Georgia students, especially in career and vocational education fields. Selected teachers attended workshops to prepare them to teach the mini pre-vocational courses "The World of Construction" and "The World of Manufacturing." Another important development was the funding authorization of 50 industrial arts teachers to teach on the "extended day, extended year" program. In this program, teachers are paid for "overtime" work with students in a wide range of industrial arts activities.

The industrial arts program continues to show significant growth in many areas of operation. Since 1963, enrollment in industrial arts programs had jumped from 37,000 to 60,700. The number of programs has risen - from 255 to 422. There are also more industrial arts teachers - 622, as compared to 366 in 1963 - but a shortage of certified instructors still prevents programs from being initiated in several schools.
Approximately 30 schools across Georgia initiated ACTION programs - a new concept in teaching industrial arts - during school year 1972-73. In ACTION (which stands for Applied Career Training in Occupational Needs), the students organize their own company, elect officers and design and market a product. Profits are shared among stock holders in the company, which is liquidated at the end of the school year. Another popular industrial arts course is "home maintenance," which provides a teacher manager, laboratory facilities and home visits in introducing boys and girls to the fundamentals of home maintenance.
The state (GAIAC) and national (AIASA) industrial arts club organizations more than doubled in number during FY 73, expanding from 20 to 49 clubs across Georgia. A total of 952 students were affiliated with these state and national youth club organizations.
A series of 30 telelessons on "Industrial Arts for the 70's"

29

was aired weekly by ETV, continuing the series from the previous year. The programs are also slated to run during FY 74.

teachers) with whom the home economics teacher would work in developing a nutrition education program .

shops are planned, organized and \
equipped to simulate the environment in which the trainee will eventually work.

During the next several years, efforts will be made to place at least 80 percent of the industrial arts teachers on the "extended day, extended year" program. Efforts to expand the state industrial arts staff will be continued in order to provide local systems with adequate assistance in developing and operating industrial arts programs.
NUTRITION EDUCATION
A recent White House study recommended that "a comprehensive and sequential program of nutrition education be included as an integral part of the curriculum of every school in the United States." As a result, the Georgia home econom ics staff set as one of its priorities the strengthening of nutrition education programs in secondary schools.
When funds became available for curriculum materials, small grants of $1 ,500 each were offered to schools which would agree to
Plan to use funds to individualize the instructional program to make nutrition education more relevant to all students, particularly the disadvantaged.

Spend at least 50 percent of the grant for curriculum materials. The remainder of the grant would be used to purchase small equipment.
Send involved teacher or teachers to a two-day inservice workshop on nutrition education.
Teachers from 28 school systems attended such a workshop at Abraham Baldwin Agricultural College in Tifton. These teachers heard resource persons, reviewed available materials, used audio visual equipment, previewed films, filmstrips and tapes and tentatively drafted plans for using their grants.
TRADE AND INDUSTRIAL EDUCATION
Trade and industrial education is designed for secondary school students interested in entering trade or industrial occupations following high school graduation or in furthering their education in this area in post-secondary schools. Occupations include the designing, producing, processing, assembling, maintaining, servicing or repairing of any product.

The Diversified Cooperative Training (DCT) program provides onthe-job training in trade or industrial fields. Students spend onehalf day in school completing those courses required for graduation and one-half day on the job. The DCT program had an enrollment of 4,199 students last year, and the DT had an enrollment of 13,895.

Identify at least one other group of teachers (such as health, science or elementary

Day Trade (DT) programs are operated on a laboratory or shop basis within the school. These

30

AREA YO-TECH SCHOOL EXPANSION
The national accent in education on encouraging students to learn a skill received new emphasis during the past year. Georgia, which has been a leader in many phases of vocational-technical education, continued to support construction of training facilities and add new education programs. At the Atlanta Area VocationalTechnical School alone, an additional 1OO,OOO-square-foot expansion was built on campus. The new facility will house health, occupational home economics and child care programs, as well as assuming the overflow from several other education programs. This expansion will bring total instructional space to over 400,000 square feet and will enable the institution to house another 1,000 students.
As of the end of FY 73, Georgia has 26 post-secondary vo-tech schools. The Houston County school increased its teaching staff and became the state's newest post-secondary vo-tech institution.
The Georgia Board of Education approved funds th is past year for construction of (1) a major expansion of the Macon area votech school to include a relocation of the campus; (2) expansion of the Marietta-Cobb area school and (3) expansion of the Wal ker County, Lanier, Pickens and Coosa Valley schools through the
32

use of Appalachian funds. The

1,300 students in the fields of \

board also approved a five-year

child day care, clothing manage-

construction plan which provides ment, production and services,

for physical plan expansion of all food management, production

post-secondary area vo-tech

and services, home furnishings

schools.

and services and institutional



management.

North Georgia, South Georgia and

Course Offerings

23 other post-secondary vo-tech

schools offered full-time day

Post-secondary marketing and

business and office education pro-

management development pro-

grams. One-year cou rses were

grams enrolled approximately 900 available in accounting, clerical,

students in post-secondary vo-tech secretarial and unit record data

school across the state. The mar- processi ng.

keting course is a one-year pro-

gram, and management develop- Significant progress has been made

ment, a two-year program.

in the purchase or-in the case of

data processing-leasing of equip-

In both courses curriculum mate- ment for expanding laboratory

rials were field-tested as optional capability or replacement of worn

or elective courses for students

and/or obsolete equipment in

who are preparing for employment each area school.

in the trade and industrial occupa-

tional areas. Both curriculums are

periodically modified to better

Technical occupations programs

serve disadvantage and handi-

are two-year programs designed

capped students and are updated to train engineering technicians

to keep up with changes in mar- in the fields of electrical, mechan-

keting and distribution fields.

ical, electronics, drafting and

design, instrumentation, chemical,

During the past year 2,400 full- civil, textile, research laboratory

time students enrolled in one of and water quality technology.

the 39 health occupations pro-

Instructional programs in nine

grams conducted in 24 of the

different technical specialties

post-secondary vo-tech schools by 106 full-time instructors.

currently in operation employ 123 instructors to serve an enroll-

Offerings included nursing,

ment of 2,733 students.

medical laboratory assistant,

medical office assistant, radio-

Updating of instructor compe-

logical tech nology, dental

tence continued with a series of

assistant, dental laboratory work workshops and seminars in digital

and others.

electronics, integrated circuits,

fluid power, electro-mechanical,

Occupational home economics

non-destructive testing and other

programs enrolled approximately areas.

Atlanta Tech used a computer terminal in the teac hing of electron ic concepts. Most tec hnology instructors were involved in a series of works hops on the programming and utilizat ion of co mput er te rminals in teac hing technological sub jects.
Th e trade and industrial occupations education programs continued to be the largest number of individual programs offered in the state and post-secondary votech schools during 1972-73 . Post-seco ndary level offerings included a wide range of courses, from air conditioning and heating to watch repair and welding . New programs were opened at Albany in graphic arts and diesel engines and at Griffin in cosmeto logy.
The state and area post-secon dary vo-tec h schoo ls served 9,99 7 st udents during th e 1972-73 school yea r. Individualized programs have been sta rted in mach ine sho p, air con d itio ning an d heating and automotive mechan ics. Under this program students are able to begin at any time , progress at their own rate and stop when they have acquired the necessary skills fo r job entry.
During this past school year, over 30 companies participated in the Georgia Department of Education Quick Start program . This program is offered by Georgia to provide trained person nel for new or expanding industries within the state. The progra m provides a trainin g analysis fo r new or expandin g industry, fo llowed by
33

tailor-made training created specifically for the job to be accomplished.

Cooperative College Programs

Cooperative programs between post-secondary vo-tech schools and junior and senior colleges were expanded during FY 73. Under this program students attend the vo-tech school for part of their instruction and the college for the rest, thus allowing interested students to obtain an
associate degree. Co-op programs are now operating at Atlanta, Lanier, Marietta-Cobb, Coosa Valley, Pickens and Griffin schools. The program is scheduled to be expanded during FY 74 to include Augusta, Valdosta, Columbus, Swainsboro and Savannah.


Post-Secondary and Adult Consumer Education

Consumer and homemaking edu-

cation courses were provided in

18 post-secondary vo-tech schools

and one adult vo-center during

FY 73. Major emphasis centered

on the revision of the state cur-

riculum guide and making the

guide available for mass distribu-

tion.



Vocational Guidance and

Counseling

Professional counselors are avail34

able for all post-secondary vo-tech students. Special staff members are also provided for disadvantaged or handicapped persons who might be potential students. An individualized adult career guidance model has been developed at each of the post-secondary schools in the interest of better career guidance and counseling services.


compelled to employ personnel trained as emergency medical; technicians. This law, created in accord with the National Highway Safety Act of 1966, requires such personnel be licensed by the Georgia Department of Human Resources. Between July 1972 and June 1973, training for 1,028 technicians was conducted in a series of 11 O-hour programs at 16 area schools.

Programs for the Disadvantaged



In order to broaden the scope of vo-tech and adult instructional programs and services for the disadvantaged student, work sample evaluation centers were established during the year at 23 postsecondary schools.
Students entering the centers were exposed to a series of different work settings and were tested for educational level, occupational aptitude, work interests and other factors. Results of these tests became the basis of an educational prescription designed to fill the applicant's employment needs. The applicant then was given the necessary training to find a job suited to his needs.

Emergency Medical Technician Program
As of March 1972, when a new Georgia law took effect, ambulance service operators have been

The Adult Evening Program
Adult evening classes are planned, developed and implemented for students who are employed and wish to upgrade themselves on their jobs, who are underemployed and wish to be trained for a higher level of employment and who are unemployed and need a particular job skill. These adult classes are conducted in each of the post-secondary vo-tech schools, the two state schools at Americus and Clarkesville and a number of business establishments throughout the state.
The evening courses can be initiated any time the need arises, due in partto the coordination between Georgia education and industry. Business and industrial training coordinators serve as liaisons between the postsecondary schools and industry to design courses to meet specific needs. This system of coordination provided occupational training for over 23,000 people in school year 1972-73.

MANPOWER TRAINING PROGRAM
The Manpower Developm ent and Training (M DT) program is a jo int responsibility of th e Department of Edu cati on and the Georgia Employmen t Service. State and local employment service offices establis h tra ining needs, th en recruit and refer individu als for training and place gradu at es in gainful employment.
During FY 73 an estimated 1,510 individua ls co mpleted tra ining und er a program of the vocat ional education division designed to reduce unemploy ment , high school dropout rates and the probl em of finding jobs for th e hard -cord disadvantaged . Du ring this same period, 55 institutional train ing projects - which provided a total of 1,895 trai ning slots - were funded from federa l grants which to taled $1,601,907. Th e average cost per tra inee was approx imately $84 5.
Eight MDT programs providing a maximum of 240 hours of training per man helped approximat ely 48 0 military servicemen serving their final six mo nths to prep are for re-entry into civilian life. Th e programs were provided at Ft. Gordon at Augusta and Ft. Bennin g at Columbu s.
ADULT BASIC EDUCATION
With the goal in mind of erad icating illiteracy in Georgia , th e Adult Basic Educat ion (ABE) program

II II
I I
35

is administered by the Office of attended 759 ABE classes in

Adult and Vocational Education 149 school systems. Instruction

and the Divisio n of Post-Secondary was provided in the areas of

Vocational-Technical and Adult reading , writing , spelling and

Programs. Anyone aged 18 or

fundamental arithmetic. Ad-

older who has dro pped out of

vanced students were introduced

schoo l and has less th an an

to socia l st ud ies, health , nu t ri-

eight h grade education can qua- tion, consume r economics, law

lify for the program.

and government, science and

other academic areas.

Nearly 250,000 Georgians aged

25 or older have less than a fift h The program operates with ap-

grade educa t ion. During FY 73, proximately $2, 000,000 in state

25,4 15 adults - or 3.8 percent

and federa l fund s. Durin g FY 73,

of th e to tal target pop ulation -

th e sta te legislatu re approved an

ad ditional approp riation of $300,000 for the program.
On the secondary level, ABE works close ly wit h th e Gen eral Educati on Developm ent (GED) testi ng program . This program focuses on adults who can function between the eighth grade and twelfth grade levels of ability. Th e progra m makes it possible fo r an adult to pass th e GED test and secure the equivalent of a high school diplom a.

36

GEORGIA ACADEMY FOR THE BLIND
The Georgia Acad emy fo r the Blind in Macon went t hro ugh an extensive rebuilding prog ram and emerged in FY 73 with an almost completely new physical plant. Amon g th e new buildings are eight new housing un its, a new foo d service buildin g and a mod ern health services building. Alon g with its physical plan t ex pansion, th e services of the institu tion were upgraded.
During FY 73 t he acade my served a tota l of 215 visually impaired stude nts with a co mpr ehensive program aimed at alleviati ng th e handi caps of sight lessness. Th e cur riculum of the school was revised wit h a new emphasis on career development. A practi cal arts program was esta blished for non-academic levels which included a work -experience program . Management and inst it ution al services at th e academy were reviewed and upgrad ed . A professional direct or of home Iife was hired, and an in-service training program for houseparents was begun .
The Geo rgia Academy for the Bl ind provides an acade mic program for its stu de nts fro m kindergart en th rough high school, with enrichmen t progra ms in physical educat ion, arts an d crafts, music, industrial arts, orienta tion and mobi lity and self-care sk ills. The re is also an ex te nded summer prog ram for the multi -han dicapped st ude nts.
38

In th e fut ure, a lon g-range bu ilding program will see the co mplete mod ernization of t he main campus as well as faci lit ies at th e Shurling Campu s. Th e acade my will also seek to broaden services by revising th e cur riculum, work ing close r with sta te and local educa tion agencies and expa nding th e full-time staff at the schoo l.
GEORGIA SCHOOL FOR THE DEAF
The Geo rgia School fo r the Deaf at Cave Spr ing faced a co ntinued influx of new stude nts du ring this past year because of th e 196 4-65 rub ella epide mic, and as a result, its tota l enrollme nt increase d to 62 0. The schoo l operates a fully accre dited elementary and seco ndary schoo l program fro m which 35 st ude nts grad uated in FY 73. In add it ion, Title I provides fu nd ing fo r enrichment programs, a weekend recreational program and an inst itu te for prospective st ude nts an d t hei r pare nts.
In the ongoing plan for staff upgradi ng, 13 of the professional staff rece ived masters degrees, and 50 of th e para-profession al staff received additio nal t raining during FY 73 . Because of t he larger enroll me nt, the schoo l hopes to greatly expa nd its staff during th e co ming yea r.
Goals for t he future includ e esta blishing a bacca laureate degree program in deaf educatio n in a

39

local four-ye ar co llege, expansion of th e vocational pro gram, develop men t of a co mpre he nsive post -secon dary training program with Floyd Ju nior College and Coosa Valley Vocatio nalTechni cal Sch ool and implementation of tot al co mmunication and career development into the curriculu m.
ATLANTA AREA SCHOOL FOR THE DEAF
The Atlanta Area Sch ool for th e

Deaf (AAS D) had its first full schoo l year durin g FY 73 . Th e schoo l opened with an enrollment of 130 students in three programs - paren t-infant , preschool (ages t hree th rou gh five) and elementa ry (ages six through 12 ) progra ms. Approx imately 100 adults were also served in an evening program conducted in cooperation wit h DeKalb Vocati onal-Techni cal Sch ool.
Phase I of AASD operation began with programs for the youngest students. Subsequent grow t h in the buildin g and ope rat ion of th e

school will result in comprehe nsive educa tional programs for hearing-impaired childre n up to high school age. A parent tra ining program is also available, since com mu nication in the home enviro nment is vita lly impo rta nt for th e deaf child's developm en t.
FY 73 expenditures tota led more tha n $680,000. In additio n, the 1973 General Assembl y appropriat ed a $109, 000 supplement for th e co nstruction of a pare ntinfant t raining apartment and four presc hoo l classrooms to increase schoo l ca paci ty by 40

40

students.
First-year accomplishments for AASD include an individualized instruction program, a volunteer program of parents and other interested persons, a screening program with local hospitals and health agencies and inservice programs for staff development.
'ALTO EDUCATION AND EVALUATION CENTER
The Alto Education and Evaluation Center operates three programs for youthful offenders at the Georgia Industrial Institute. One of these, the Vocational Trade School, offers vocational training in many fields, from auto mechanics and repair to upholstery and woodworking. Of 560 students enrolled this past year, 38 received diplomas and 122 received certificates of achievement.
Another program is the AdultCentered Education Program which helped 78 of 437 students enrolled advance to academic high school level. This program helps students who are below their grade levels and offers basic math, language and social skills. This program has been in operation th ree years.
The Academic High School at the Institute has been an accredited high school for 10 years. During 1972-73, 32 of 519 students

enrolled received their high school diplomas.
Institute students can also receive their high school diplomas by taki ng GED tests. Last year 127 inmates took the exam and 64 received their equivalency diplomas. More than 1,500 inmates received either educational or vocational training this past year from the center, which expended $582,153 in state funds during FY 73.
During FY 73 a new library was opened offering books, filmstrips, records, tapes, transparencies, motion picture loops, picture prints and 48 periodicals. A new shop was also added to the school's facilities. It will house the paint spray shop for the auto repair section and make room in other buildings for various activities.
Goals for the Alto Education and Evaluation Center include establishing a closed-circuit television service, completion of the high school curriculum and setting up in-service meetings to coordinate academ ic and vocational services.
NORTH GEORGIA TECHNICAL AND VOCATIONAL SCHOOL
The North Georgia Technical and Vocational School reached its 30th year during FY 73. It now has a full-time staff of 96 and an enrollment of over 3,000 students. Located in Clarkesville, the north

Georgia residential school offers 24 full-time training programs and 30 short-term and evening programs and a full extracurricular calendar, which includes a student government, yearbook staff, dances, talent programs, intramural athletics and a varsity basketball team.
Instructional programs at North Georgia were designed to fully meet students' needs in practice as well as theory. Seven programs havebeen individualized, allowing each student to progress at his own rate. During FY 73,428 students completed full-time programs, and 1,694 completed evening and short-term programs. The average beginning salary of a graduate is more than $6,000 yearly, of which he will pay more in taxes than it cost state and federal governments to train him.
SOUTH GEORGIA TECHNICAL AND VOCATIONAL SCHOOL
The South Georgia Technical and Vocational School in Americus had an enrollment during FY 73 of 784 students, of which 435 were in evening classes. More than 300 students completed the evening short term courses, and 220 graduated from regular programs. An average of 175 students reside at the school.
South Georgia added a computer technology course during 1972-73 and is in the process of adding a new welding program. In addition,
41

five programs are being individualized to allow stud ents to progress at their own individu al rat es of study. Half the regular programs will be individualized dur ing th e next two yea rs.
The James S. Peters Center was compl eted in 1971 at a cost of $500,000 and provides a gymnasium, exercise room s and an aud itorium. South Georgia has a wide range of athle tics, both intercollegiate and intramural.

to hou se programs in ca rpe nt ry, air conditioning, plumbing and masonr y. The Departm ent of Natural Resources has negotiat ed a contract with the school to set up a program in wat er qualit y cont rol. And in Decemb er 19 73 , South Georgia Tech will receive acc reditatio n from the South ern Associatio n of Colleges and Scho ols.

For t he future, a new " build ing trades" center has bee n planned

42

GRANT-IN- AID FUND FOR THE MULT I-HANDICAPPED
Since severe ly hand icapped st udents are so few in num ber and so widely scattered , the pub lic schoo ls cannot provide t he inte nsive and ind ividual care these children need. Therefore, many of t he best schoo ls for t hese children are privately ow ned and operated. But a large major ity cannot afford to atte nd th ese expensive schools. In or der to see that multi-han dicappe d school childre n in Geo rgia receive the best traini ng possible to overco me t heir disabilities, the General Assembly each year allocates spec ial funding with which these stude nts can atte nd spec ial educa tion schoo ls in or out of sta teoThis fu nd is handl ed by the Georgia Departm ent of Education's special ed uca t ion program in th e Office of Inst ructi on al Services and is th e only pro gram of its kind in the Depar tm ent.
During FY 73, th e grant-in-aid progra m received $190,000. This app ropriatio n has been increased to more th an $40 0,000 for next year. At t he prese nt time, 11 5 multi-handicapped children are being helped by t hese grants. They att end such schoo ls as th e Perkins Schoo l for the Blind in Massachusetts, the Bro wn Sch ool in Texas, the Vanguard Schoo l in Florida and t he Davison and Elaine Clark Sch ools in Atlanta . Since it was init iated in 1970, the program has helped over 300 c hi ldren.

EDUCATIONAL PERSONNEL AND STUDENT EVALUATION
The objective of the statewide testing program is improved education. With critical testing and analysis of test results, new educational courses can be charted to better enable teachers and administrators to provide students the best possible education. Without some kind of information on student achievement, weaknesses in educational processes may go unrecognized. The program also provides basic information for the student himself, to aid him in assessing his own progress.
The Georgia Board of Education first provided for the testing program in FY 72. All 188 school systems in the state participate in the program, with approximately 250,000 students in the fourth, eighth and 11 th grades being tested on either the Iowa Tests of Basic Skills or the Tests of Academ ic Progress.
In 1973 a statewide conference for local system personnel was conducted following the testing to aid in interpretation and util ization of test resuIts and to aid local coordinators in planning their own inservice programs. For 1974 a series of regional posttest workshops are planned.
Data from the testing program is provided to individual teachers, to school- and system-level administrators and to state-level personnel. For planners and administrators, there is summary data
44

which provides information about average achievement at a school, system or state level and about the range and distribution of student achievement scores. Certain categorical reports also present achievement data in relationship to various characteristics of school systems, such as average daily attendance, socio-economic status and average teacher salaries.
In line with the current national trend toward use of criterionreferenced tests, Georgia has contracted with Educational Testing Service to develop several such measures for fourth and eighth grades. These tests will be based on particular Georgia educational objectives.
STAFF DEVELOPMENT AND TEACHER EDUCATION
Coord inati ng the pre- and inservice development of educational personnel is the responsibility of the Staff Development and Teacher Education unit in cooperation with institutions of higher learning, Georgia Area Teacher Education Services (GATES), Cooperative Education Service Agencies (CESAs) and local school systems.
For school year 1972-73, approximately 4,500 students completed baccalaureate-level approved programs at 34 Georgia colleges, and over 25,000 education personnel were enrolled in graduate study.

State funds totall ing $110,000 were disbursed to 4,200 educational personnel for supervising student teachers. Another $25,000 was used in a competencybased program in seven Georgia colleges to help prepare 165 master supervising teachers.
For the future, the Teacher Education unit is continuing with plans to see that the preparation and certification of Georgia teachers is based on demonstrated competence and that there is a more equitable balance between theory and practice in teacher preparation. A task force committee of education officials is currently developing such a plan.
Although Georgia, like the rest of the nation, no longer has an overall shortage in teacher recruitment, there is always a need for instructors certified in critical fields. As of July 1973, a total of 538 vacancies existed in early childhood education, special education, mathematics, science and industrial arts.
Because of the growi ng excess of teacher appl icants, the 1973 General Assembly voted to phase out the Georgia State Teacher Scholarship Program. This program at one point disbursed $900,000 a year to help approximately 1,000 prospective teachers. By FY 73, the program had dwindled to $560,000 for 482 students. The program will continue to assist students already enrolled through July 1975.
The Grant-In-Aid Program pro-

vides reimbu rsemen t to cer tified school personn el who are continuing th eir educat io n durin g th e summer months. For th e 197273 scho ol year, 1,197 parti cipants received grants averaging $3 79, and $36,675 was set aside for 242 " drug abuse" scho larships.
The effec tive use of auxiliary personnel is a key factor in providing individualized inst ructi on for stud ents. Teacher aides are trained to assist t he teacher in her duti es, thereby giving her more tim e to develop learning techniqu es for individual stud ent s. In schoo l year 1972-73 , mor e th an 6,000 aux iliary personn el received pre- or inservice training. Goals for th e program includ e sett ing a sta tewide salary schedule for teacher aides and providing sta te funds for th e training programs.
All teacher aides employe d by the publi c scho ols of Georgia must be licensed acco rding to policies set by th e Geo rgia Board of Educat ion. A total of 6 ,285 of th ese licenses - which are good for one school year - were awarded for 1972-73.
SPECIAL PROGRAM DEVELOPMENT
Titl e III of th e Elementary and Second ary Educati on Act helps bridge th e gap betw een th e re-
45

search and implementation of educatio nal innovation s. During FY 74 , 14 Titl e III prog rams were funded through t he Department of Educat ion.
Outstandin g among th e projects was Success Environm ent in th e Atlanta City Schools. Project Success is aimed at redu cing th e excess ive failures of disadvant aged inner-city st ude nts by making schoo l a rewa rd ing ex per ience. The project uses behavior modificati on techniqu es to co nvince students th ey can produce high quality classroo m work and reward th em for doin g so.

Project Success was selected as one of thr ee top educatio nal project s in th e nati on at th e 197 3 ED/FAI R in Washington , D.C.
During 1972-7 3, Success involved a tot al of 500 st ude nts at five Atlanta elementa ry and middl e schools. Several other syste ms plan to ado pt Success techniqu es in th e near fut ure.
Two ot her Title III project s were cited as outsta nd ing by an impartial team of ob servers. Ocilla 's Project HOPE in Irwin County is a physical educa tion program designed as a model for rural

46

schools. One distin ctive feature of HOPE is the use of low-cost , sur plus mat erials to create PE equipment fo r th e project. Items like old tir es, barrels and even 01d stoc kings are recycled for use in th e project.
In Lowndes County a Titl e III project is working to produ ce schoo ls withou t failur e. Individually Prescrib ed Instructi on (IPI) is aimed at providing learnin g mat erials to meet each child's individu al needs. To mak e IPI effec tive, a close workin g relation ship bet ween teacher and

pupil is needed. And to acco mplish thi s, spec ial emphasis is placed on teach er, prin cipal and aide tr aining. IPI served more than 3, 000 eleme nta ry st ude nts in five schools this past year .
Th rou gh FY 73 , nearly $2.5 million in Titl e III funds have been used in Geor gia to develop imaginative solutions to educational probl ems. Because of co ntinuin g uncert ainti es in federal fundin g, man y Titl e III project s already in ope ration are being re-evalu at ed to insur e th at fund s are being spent in ways th at will most benefit Georgia st ude nts. Result s of these evaluat ions are being set down in writte n form fo r use as guidelines by oth er schoo l syste ms in the sta te.
ELEMENTARY CAREER
DEVELOPMENT
Aft er atte nd ing specia lly designed work shops, 324 eleme ntary teachers implemented ca ree r developm ent programs in th eir schoo ls fo r some 9,700 stude nts in grades on e th rou gh six. A total of 54 schoo ls were involved in th e program. Teachers learn ed how to " fuse" caree r developm ent act ivities into regular classroo m lessons on a plann ed and syste ma t ic basis. Teachers foc used on activit ies whic h help dem onstrat e to students the int er-relati onship between schoo l subject matter and th e real life world of work .
47

TEACHER CERTIFICATION
The Teacher Certification unit is responsible for maintaining the highest possible quality of professional personnel in Georgia schools. For several years the unit has been working to bring certification of all instructional personnel - including the licensing of vocational workers and teacher aides - under state controls. This goal will be reached by the end of the 1973-74 school year. Another goal of the unit is to develop closer coordination between Teacher Certification and the program approval functions of the Teacher Education unit.
During the 1972-73 school year, the Teacher Certification unit issued 22,519 certificates. Of these, 16,438 were four-year, 5,570 were five-year, 428 were six-year and 83 were seven-year certificates. During this past year, the unit operated on state funds of $171,364.
INSTRUCTIONAL MATERIALS
During the past year, the trend in instructional materials saw increased use of cassette tapes, film strips and transparencies which can be handled easily by students themselves. School library media centers furnish these materials to their students, and the state's audiovisual and film library service furnishes films and tapes to the schools.
48

The percentage of schools with library media centers has grown in the past decade - from 87 percent in 1963 to nearly 100 percent by this past year. The ratio of books, tapes and films per student has also grown from 5.4 to 11.6.
The Audiovisual and Film Library Service also offers audio tape duplication and film distribution services for public schools. To obtain a specific tape or film, a school makes its selection from the department's tape and film catalog. And in the case of tape duplication, a blank audio tape is sent to the tape library, and the master is then duplicated. The tape duplication service is made free of charge to the school. Three film libraries, located in Atlanta, Statesboro and Tifton, maintain a total of 4,600 film titles. The Atlanta library houses all audio tapes, which now number more than 6,000. During this past year nearly 289,000 films were distributed to the schools, and 12,000 tapes were dupl icated.
PUPIL PERSONNEL SERVICES
Three services are provided to local school systems through Pupil Personnel Services - school psychology, visiting teachers and guidance, counseling and testing.
School psychologists fill a special need for the 10 percent of all school children whose academic

and intellectual performance is affected by mental or emotional problems. School psychologists and psychometrists worked with about 36,000 of these children in Georgia this past year.
During FY 73, 125 psychologists helped children in 160 systems across Georgia, a ratio of about one for every 9,000 children. Of these 125, about 40 are located in CESA offices and provide services for systems too lim ited in resources to secure their own personnel.
The job of a visiting teacher is twofold: to prevent general attendance problems for children in a school system and to work on a one-to-one basis with individual students who have difficulty attending or getting the most out of school.
During 1972-73, the visiting teacher program has undergone a change in emphasis. Because of a cutback in federal funds, the number of Title I attendance workers decreased by 40, leaving 305 workers around the state and increasing the visiting tea!her/ child ratio. But new techniques are being used to offset this loss.
Traditionally, visiting teachers worked as caseworkers, meeting individually with children and families experiencing attendance problems. Now, visiting teachers are working with groups of students from fam ilies having similar problems.
The guidance, counseling and

49

testing unit has just completed a three-year effort to design an evaluation test to help local systems size up their guidance programs. In FY 73, 17 local systems were evaluated with the new test, which involved administering a guidance inventory to 90,000 students, counselors, teachers and administrators.
With results from the inventory in mind, consultants from the guidance unit plan to work closely during FY 74 with these 17 systems to improve their guidance programs. New programs will be objective-based, mean ing tha t cou nselors wiII present specific goals and objectives and will then be evaluated on whether these have been achieved.
MEDIA SERVIC ES
One major accomplishment of the Division of Educational Media Services during this past year was the experimental use of VIDAC, a new communications system developed by Westinghouse.
VIDAC allows audio-and-stillpicture television programs to be compressed for transmission to local school systems. Specially designed equipment receives and then decompresses the material for eventual classroom display on conventional television sets. Using the VIDAC system, 10 15-minute programs can be transmitted during a one-minute station break. This was the first year of
50

a two-year contract for VIDAC with Westinghouse. Results of the experiment are being evaluated for possible long-term use.
Another accompl ishment of Educational Media Services th is past year was the expansion of services offered. Public television expanded its promotion and programming, increasing its subscribers to 17,000 and increasing the hours of local programming to 89 hours.
Instructional television concentrated on offering a wider range of programs for courses tailored for individualized instruction and four quarter programs. More programs were also developed for high school and adult instruction programs. One in-depth program, WHY!, a contemporary affairs series, was distributed by national instructional television to 103 stations throughout the country.
For FY 74, the Division plans to expand present educational television coverage to five areas which currently do not receive usable ETV signals. Toward this end, five signal translators will be constructed - three in northeast Georgia, one in west central Georgia and one in Columbus. The five translators will enable about 400,000 additional Georgians to make use of ETV services. Local citizens were instrumental in convincing the General Assembly of the need for the translators. Total cost involved (for land, equipment, materials and other expenses) will be approximately $360,000.

PUBLIC LIBRARY SERVICES
The Division of Public Library Services three years ago launched a dynamic program of outreach services addressed to human needs. During 1972, the Division continued to work toward the goal of providing good public library services and programs to every citizen in the state. A total of 15,099,279 books were loaned from the 241 branches of 42 public library systems, and 92 bookmobiles were operating in the 159 counties.
Special library programs and services offered by public libraries included "large type" books and recorded "talking books" for the visually handicapped; special library services for hospitals, convalescent homes and prisons throughout Georgia; special outreach programs on career education and updating of collections of materials on modern careers; vacation reading programs for children - including special programs for the mentally retarded and physically handicapped across the state; innovative programs for building community awareness of drug abuse and ecological problems; special tutorial and "Right to Read" programs to combat illiteracy; and special programs for the aged.
Added to the book collections this past year were 389,791 volumes, making a total of 6,667,833 books and related materials available in the state's public libraries.

FY 73 was an important year for library construction. State funds were used to assist in the construction of public libraries in Sandy Springs, Marietta (Gritters), Bowden, Cedartown, Bremen, Hapeville, Hampton, Swainsboro and Griffin.
The Georgia Library Information Network (GLlN) provides all public, academic and special libraries with special information contained in the large resource libraries of the state. In 1973,3,499 searches were made for library patrons, as compared to 2,842 in 1972.
SCHOOL PLANT SERVICES
The School Plant Services unit helps students learn by working with school officials to provide a pleasant, safe and healthful environment. Trends in education, such as movable classroom walls, learning stations and open classrooms, have created new demands for school building planners. Air conditioning, carpeting, new types of lighting and acoustical systems and different building materials have also created new maintenance problems which school plant services is working to solve.
The unit is responsible for working with local officials on all major aspects of building planning and construction. This

51

involves th e plann ing of budget and design spec ifications, as well as th e reviewing and approval of all architec tura l plans. During FY 73 , th e unit approved plans for four high, eight middl e and 10 elementa ry schools, as well as 63 additions to ex isting schoo ls. Fo r th e future, schoo l plant services looks to th e incorporat ion of varying degrees of flex ibility to permit t he use of new approac hes of teac hing and learning, and also th e more eff icient utilizat ion of space.
SCHOOL NUT RITI ON
A highlight of the Georgia Sch ool Nutriti on pro gram occ urred in Novemb er 1972 , when schoo l meals served daily exceeded th e 900 ,000 mark . At th at time, 862,000 lunches and 4 1,000 breakfasts were served, representing abo ut 85 percent of all schoo l children .
Georgia's scho ol foo d program has grown stead ily since its beginning 30 yea rs ago and is now nati onally recogni zed. A nutrition program is.available in every perm anent scho ol exce pt five, so over 99 percent of all children and teachers have access to some schoo l nut rition program. Of th ese, 281 schools offer a breakfast program , and 1,829 part icipat e in th e spec ial milk progr am , which provides free and redu ced-pr ice milk to poor children.
In-service training, evaluation and research and developm ent also
52

received em phasis du ring th e past year. At th e requ est of Chath am Coun ty t he schoo l foo d service designed a survey of the effectiveness of schoo l nut rition progra ms. The uni t is also helping direct a five-state research project to find the charac terist ics needed by teachers and managers to wor k toget her as a nut rition tea m and write a co urse to teach th em how to develop these charac ter istics.

SURPLUS PROPERTY
Surp lus materials from the federal government provide many teac hing aids at reduce d costs . The Georgia State Agency for Surplus Property, operated by the Departm en t of Education , stores and dist ributes dec lared surplus property to eligible recipien ts.

Nearly 5,000 tra nsfers were made to educatio nal insti t ut ions in th e past year, for which only a small tra nsfer fee is charge d to cover operati ng expe nses. Acquisitio n costs of th is tra nsferre d prop erty amo unted to near ly $7 million and represente d a co nsiderab le savings for the state .
Wi th the recen t military base

PUPIL TRANSPORTATION
During schoo l year 1972-73, mo re than 620,000 pupils were tra nsported to and from schoo l in 5,580 regular schoo l buses, representing an increase of 21,375 studen ts an d 83 buses over th e previou s year . Also, 57 specia l buses were adde d because of an appropr iation fro m t he General Assembl y fo r spec ial education programs.
Local systems also co ntinue d to upgrade the eff iciency and safe ty of t heir tra nsportation programs . All but 24 of 159 co unt ies now have their own main tenance sho ps.
In safety instructi on, trai ning programs contin ued for drivers and maintenance perso nnel. The 11th Annual Sch ool Bus Mech anics Workshop provided 48 hou rs of instr uct ion for 131 mechan ics represen tin g 63 co un ties.
53

clos ing and cu t backs, it is antic ipat ed that t he sup ply of sur plus proper ty will increase during th e coming fiscal year .
USDA FOOD DISTRIB UTION SERVI CES
Over 1,000,000 Georgians benefit from th e distr ibution of sur plus foo d co nducted by t he department 's USDA Food Dist ribut ion Services unit.
Th e growth of th e surplus food program is errat ic, parallel ing good and bad agricultural yea rs. The 1973 total , for instance, is less than the 1969 tota l of 116

millio n pound s, since 1969 was a peak agricul tural year . And also du ring 1973, th e USDA purchased less red meat fo r surplus dist ributi on because of rising meat prices.
During FY 73, a total of 77,657 ,461 pounds were distributed, representing a tot al foo d value of $23,685,526. Geo rgia received $148 in foo d fo r each dollar expended.
INSTRUCTIONAL LEADERSHIP
During school year 1972-73 , $3.2 million was available for local school syste ms und er th e Instru ctional Assistance Program (IAP) of instructional lead ership.

These funds are used to assist local publi c systems wit h critical instru cti onal needs . Certified professional or licensed au xiliary person nel may be em ploye d to assist teac hers in grades one t hro ugh seven.
Receiving the great est assistance was th e area of reading , with mathemati cs and general curriculum also receiving funds.
lAP parti cipati on by local school systems th is year approached the 100 percen t level. Anot her measure of the program's success is that the 1973 General Assemb ly increased its FY 74 funds from $3 .2 million to $7 million.

54

OFFICE OF THE STATE SUPERINTENDENT OF SCHOOLS
Geo rgia's syste m of publi c education , first autho rized in 1870, operat es acco rd ing to the St at e Constituti on and th e laws co ntained in the stat e code. The Constitution of 1945 provides for a State Board of Education, an elected State Superintendent of Sch ools, the local system of pub lic schools and boards and meth ods of educat iona l taxation.
The Govern or appo ints 10 members of th e St ate Board of Educa-

tion - one from each congressional district - who must also be confirmed by the Senate. Members' ter ms are for seven years each, wit h staggered expiration dates.
Curr en t Stat e Board memb ers are Roy Hen dricks, first distr ict , chairman; Sam M. Griffin [ r., second district, vice chairman ; Mrs. A. Edward Smith, third district; Ernest Whaley, fou rth district; David F. Rice, fift h distric t; Kenn eth Kilpat rick, sixth distri ct ; Henry A. Stewart Sr., seventh dist rict , vice chairman for appeals; Asbury St embridge,

eight h district ; Richard Neville, nint h district; Mrs. Rich ard Huseman, tenth dist rict.
The Stat e Sup erint end ent of Schools, Jack P. Nix, serves as execut ive secretary of th e Stat e Board . He is elected to four-year terms on the same ballot with the Governor. Curren tly, Nix is serving his seco nd elec ted ter m, having been ap poi nted to fill an unexp ired ter m in 1966. He also serves as the ad ministra tor of th e Geo rgia Dep artm ent of Education , the agency with responsibility for managing the public schools.

56

The State Board is empowered to provide rules and regulations prescribing a course of study for all schools and for the classification and certification of teachers. It also administers the common school fund and has general supervision of the Department of Education.
Public education in Georgia is funded from three sourcesfederal, state and local. In FY 73 the percentages of support from each were 12.8,50.8 and 36.4, respectively. State funds are appropriated annually by the legislature and are allocated to local school systems according to formulas in the Minimum Foundation Program of Education of 1964, and other state laws. Local systems raise their contribution from local property taxes as provided by the Constitution of 1945.
The Department of Education has five major areas of operation the Office of Instructional Services, the Office of School Ad min istrative Services, the Office of Adult and Vocational Education, the Office of Staff Services and the Office of the Assistant State Superintendent of Schools.
Instructional Services includes the general curriculum; programs for children with special needs; guidance, counseling and testing; educational television, school libraries, program and staff development, teacher certification, compensatory education and early childhood education.

Administrative Services includes financial services; ancillary services such as transportation, school building and school lunch program; local system liaison with the adm in istration of standards for public and proprietary schools.

A major activity during FY 73 was the establishment of the 16 CESAs, an outgrowth of the earlier Shared Services. The CESAs offer the state's school systems the opportunity to share the benefits of cooperative educational programs, bulk purchasing

Adult and Vocational Education and pupil services which smaller

includes public libraries, vocational- systems could not finance alone.

technical and adult education,

The program is funded jointly

manpower programs and secondary by the state and local school sys-

vocational programs.

tems, and approximately 90 per-

cent of the state's 188 school

Staff Services includes personnel, planning and evaluation, management information, fiscal services and business services (mail, purchasing, warehousing, etc.)

systems are participating.
The division also administers "Standards for Public Schools" and "Standards for Proprietary Schools," two sets of criteria

The Assistant State Superintendent adopted by the State Board of

serves as the Department's legis- Education in its effort to ensure

lative liaison and as the assistant to that each child attending a public

the State Superintendent and

school or a private vocational

State Board of Education.

school receives an adequate edu-

cation. In FY 73,86.6 percent

of the state's public schools

received Standard ratings. Approximately 120 proprietary schools

have been approved since the

state legislature passed a law,

effective Jan. 1, 1973, requiring their approval by the State Board

ADMINISTRATIVE LEADERSHIP of Education.

An important phase of educational management is carried out by the Division of Administrative Leadership Services, whose staff serves as liaison with local school systems and administers the newly established Cooperative Education Service Agencies (CESAs). This division works with local school systems in matters of finance, recordkeeping, reporting, program planning and administration.

FINANCIAL SERVICES
The Division of Financial Services manages state funds for school building purposes. In FY 73 these funds amounted to $2.5 million which, when capitalized through bond sales, provided $32.6 million for construction grants. As pro-

57

vided by MFPE law, school build- The School Payments unit works

ing funds were granted to eligible close ly with oth er unitsin allo-

syste ms for increased atte nda nce cat ing and paying MFPE funds to

and co nsolida tio n. Local schoo l Geo rgia 's 188 school syste ms. In

syste ms added th eir own co nstruc- FY 73 th ese to taled $454, 33 1,564

tion mone y to th ese fu nds, pass- and were used to pay mor e than

ing 18 bond issues totalling $105 .2 46,000 teachers and mor e th an

million during FY 73. Six bond 5,000 bus drivers. Th ese fund s

issues for $12.6 million failed.

also paid fo r maintenan ce and

operati on of schools, textb ook s

Financial Services also handl es

and library mat erials, leave and

paym ent of teachers' salaries,

travel fo r Georgia teachers.

which averaged an est imated

$8, 204 in FY 73. Teachers re-

The Inst ruct ional Mat erials unit

ceived a 12 .5 percen t raise in

helps local schoo l syste ms prov ide

FY 73, granted af ter prot ract ed instr uctiona l med ia and equi p-

state negotiations wit h th e Fed e- ment fo r teac hing pu rpo ses.

ral Pay Board.

Funds for textboo ks, school Ii-

brary programs and ot her library resources, labo rat ory and ot her specia l equipment are provided und er th e sta te 's MFPE law, federal laws Elementary and Secondar y Education Act Titl e II and NDEA Tit le III-A and Public Laws 874 and 815 . Eight y-eight Geor gia schoo l system s ben efit und er the last two laws, which are designated to aid schoo l systems with impacted enro llments because of federal activities in a certain geograp hic area. Grants were made directly to these systems by the federal government.
Under the MFPE in FY 73 systems received $6.4 million for textb oo ks and $1 .5 million for library resources. ESEA Title II funds amoun ted to $1 .9 million , but no fu nds were received und er NDEA Title III-A becau se of federal impoundm ent. Th e unit is cur rently working on upgrad ing the variet y, qualit y and quantit y of instru ction al mat erials.

The Financial Review section work s with local school syste m officials, area vo-tec h schoo l direct ors, CESA direct ors and federa l project managers to encourage efficient and responsible acco unting practices. The section's efforts have resulted in a red uction of the nu mber of systems operating with deficit budgets fro m 80 in 1964 to 20 in FY 73 . The unit plans to increase services by aiding CESAs and local boards in budget control , as well as t rying to reduce th e numb er of funds and bank acco unts require d of local schoo l syste ms.
58

BUSINESS SERVICES
The Divisi on of Bu siness Services is designed to pro vide service and support in several areas to th e Department of Education. Thro ugh its Management Review and Analysis unit, several management studies were mad e in FY 73 of various state functions. Th e unit also reviewed office hou rs, handled offi ce space assignments and reviewed non -educational legislation of 1973.
Management review also served as liaison to the cen tral ized pri nting

facility established by reo rganiza- possible before.

tio n, assisted wit h th e new DOAS

motor pool and helped with

One majo r goal of the Publications

installat ion of Cent rex at ETV. and Informati on unit this past

yea r was to stre ngt hen communi-

The General Services unit provides catio n within th e departm ent. A

such support services as pur chas- commu nications survey showed

ing, mail distributi on, ce ntra l

an almos t un animous inte rest in

supply, warehou sing and inven- an employee newsletter. P&I be-

tory. The un it ensures th e most gan publi cation of "Edl.i nes," a

eco no mical pu rchasing of office four-page newslett er publ ished

supplies by buying items in

every payday, o n April 30.

volume from selected vendors by

con trac t through state pu rchasing.

The unit's com pu terize d inven- To improve inform ati on dissemi-

tor y syste m provides versatility, nati on throughout the state, P&I

accura cy, speed and co nt rol not staff acte d as liaisons to loca l

59

system information offices. Georgia's Title III programs were th e subjects for a series of six film ed public service announcements produ ced by P&1. Feature length films were produced on two ACT ION programs, and a 30-minu te career educa tion film entitled " But What Can You Do?" was produced for the Governor's Conference on Career Education .
Oth er pro jects included a work sho p for information personn el at t he local level, coordination of the Teac her of t he Year progr am and a publi c infor mat ion campaign o n CESAs.
P&I wrote and distributed 122 news releases and supplied television stations with filmed news footage and radio stations with taped interviews.
Produ cing publ icatio ns is also a major responsib ility of th e unit. During FY 73, 10 7 publi cati ons and curriculum guides were edite d, written and /or designed by the staff. P&I won awards of excellence from the Educational Press Association of Americ a and the National Association of State Education Department Information Officers.
PERSONNEL SERVICES
Personnel Services is responsible for administering a comprehensive personnel progr am for the Department of Education and for coordinating personne l activ ities wit h the State Mer it System . Reorgani-
60

zatio n of the state government caused the Departmen t to lose 1,19 2 em ployees, with the result 'that as of Ju ne 30,19 73, there were a to tal of 1,337 regular and 151 temp orary employees .
Since turn over rates have increased in th e past two years, recru itment of qualified perso nnel con tinues to present a challenge, particularly in the secretarial and clerical fields. The unit also assists Department em ployees in obtaining additio nal training in their job areas. Through the Specialized Stud y Program, 21 employees received financia l assistance in improving job-related skills. Anoth er 238 employees received extra mer it system and University of Geo rgia training. The unit also conducted or ientation sessions for new emp loyees and presented a thr ee-day worksho p for clerica l employees.

FISCAL SERVICES
The Fiscal Services Division is responsible for accounting for all education funds - state and federal. During FY 73 ,96 percent

of the fun ds which came into t he Department of Education were paid to local schoo l systems for the operation of elementary and secondary school programs or to the Georgia Build ing Authority

for th e co nstr uction of school buildings. The remain ing fo ur perce nt covere d the operatio n of the educatio nal televisio n program, Depart ment-operated schools and administration of programs.

Summary of FY 73 Expenditures and FY 74 Budget

1971-72* Expenditures 1972 -73 Expenditures 1974 Budget

State
$435 ,4 17 ,218 $483 ,157,940 $5 8 6, 3 02, 20 8

Agency
$13 1,429,874 $109,621,742 $119,215,486

Total
$566 ,84 7,092 $592,779 ,682 $705 ,517,694

*Figures for 1972 include the Office of Rehabilitat io n Services, transferred out of the Department of Educatio n in FY 73 . Figures for 1973 and 1974 do not include the Office of Rehab ilitation Services. Agency figures include federa l funds and other miscellaneous income.
61

PLANNING, RESEARCH AND EVALUATION
Any ente rprise must have clearly defined sta te ments of what it is trying to achieve if it is to move effect ively' in brin ging abo ut change. In the Georgia Department of Educa tion, th e Division of Pl annin g, Research and Evaluation provides essential suppor t for th e State Sup erintend en t of Sch ools and th e Executi ve Committee in planning fo r educat ional change.
During FY 73 th e division provided suppor t for the State Superintend ent and the Executive Comm ittee in develop ing seven program mission s and a st ructur e for state and local ed ucat ion offic ials to use in developing better educatio n. Th e Executi ve Committee ado pted th ese seven missions, as well as 16 performance missions which ident ify mo re specific co nce nt ration areas.
The seven program mission s are as fo llows.
Provide programs th at meet th e educational needs of early childhoo d
Provide programs to meet th e educa tiona l needs of eleme nta ry stude nts
Provide co mpre hensive programs to meet th e educ ation al and career needs of seco ndary stude nts
Provide progra ms to meet both the educat ional needs of adults and the eco nom ic needs of Geo rgia
62

Provide state operated programs in areas wh ich are best served on a state-wide basis
Provide essential instructional support services to facilitate student learning at all levels
Provide efficient and effective management of the educational enterprise in the State of Georgia so that students will receive the best possible education at the lowest possible cost to taxpayers
The division developed numerous planning aids during FY 73, focusing on the legal framework of Georgia education, target population projections through FY 78, the status of goals for education in Georgia and methods of financing education.
During FY 73, the division also established the Technical Information Center. The center provides current research information through a computer-based search capability and has access to the complete ERIC (Education Research Information Center) collection.
The division worked with the State Board of Education, Westinghouse Corp. and the Atlanta Board of Education in evaluating feasibility and potential instructional effectiveness of VI DAC, a system of com pressi ng and transmitting videotaped programming at extremely high speeds.
Additional evaluation projects in FY 73 included the 1972 staff

conference conducted by the American Management Association and the ongoing evaluation of Title I, ESEA projects for the education of disadvantaged children.

Education, the Georgia General Assembly and the U. S. Office of Education. The unit publishes numerous statistical bulletins throughout the year.

MANAGEMENT INFORMATION SERVICES
The Management Information Division streamlines department operations by eliminating unnecessary forms, promoting use of data already coil ected and encouraging better filing techniques. The division also serves as liaison with the state computer operation (DOAS).
During FY 73, the division completely eliminated 35 forms and combined 50 others into 10 and destroyed approximately 3,500 cubic feet of obsolete records. The division also began a revision of the vocational education accounting system. A major project begun in FY 73 involves the division with the Department of Administrative Services, Department of Audits and Teachers' Retirement System in designing a program to gather school system personnel data to meet the needs of all the participating agencies in a one-time reporting procedure.
The division also manages the department's Statistical Services, which offers continual support to all phases of Department operation, the State Board of
63

School System
STATE

Total ADA (K-12)
989,947

Appling Atkinson Bacon Baker Baldwin Banks Barrow Bartow Ben Hill Berrien Bibb Bleckley Brantley Brooks Bryan Bulloch Burke Butts Calhoun Camden Candler Carroll Catoosa Charlton Chatham Chattah oochee Chattooga Cherokee Clarke Clay Clayton Clinch Cobb Coffee Colquitt Columbia Cook Coweta Crawford Crisp Dade Dawson Decatur DeKalb Dodge Dooly Dougherty Douglas Early Echols
64

3,442 1,502 2,003
818 5,799 1,173 3,812 5,360
756 2,734 28,060
857 1,619 2,937 1,931 6,158 4,086 2,481 1,669 3,001 1,466 7,624 6,854 1,806 30,666
471 3,340 7,313 10,044
904 27,466
1,467 43,466
5,360 7,157 6,132 2,912 7,625 1,588 4,281 2,148
882 4,988 80,576 3,767 2,206 20,590 8,397 2,744
501

ADA Cost Per Child 1972-73

Total Cost Per Child

School System

$726.65
739.06 664.27 856.74 777.56 643.27 674.34 593.20 606.04 618.52 654.70 768.95 759.79 574.82 735.84 568.03 633.62 786.98 624.73 760.4 7 655.85 716.43 548.28 515.47 663.58 756.87 623.43 607.48 572.35 836.48 788.65 622.01 752.24 680.05 628.78 649.51 587.39 677.92 659.12 729.81 638.74 598.20 716.00 604.99 775.51 654.37 701.78 627.03 674.36 763.75 783.59

Effingham Elbert Emanuel Evans Fannin Fayette Floyd Forsyth Franklin Fulton Gilmer Glascock Glynn Gordon Grady Greene Gwinnett Habersham Hall Hancock Haralson Harris Hart Heard Henry Houston Irwin Jackson Jasper Jeff Davis Jefferson Jenkins Johnson Jones Lamar Lanier Laurens Lee Liberty Lincoln Long Lowndes Lumpkin Macon Madison Marion McDuffie Mcintosh Meriwether Miller Mitchell Monroe Montgomery

Total ADA (K-12)
3,379 3,632 4,490 1,847 2,725 3,205 9,519 4,245 2,875 31,712 1,950
505 10,925
3,541 3,983 2,254 19,560 4,499 10,202 2,186 2,374 2,480 3,412 1,263 5,765 15,073 1,820 1,746 1,232 2,397 3,934 1,957 1,553 2,914 2,066 1,320 4,066 1,875 3,352 1,394
842 6,219 1,770 3,099 3,386 1,312 3,467 1,900 4,330 1,435 2,305 2,331 1,375

Total Cost Per Child
560.16 616.35 632.03 588.16 667.46 670.60 637.62 635.56 679.11 952.05 643.64 684.07 670.98 580.34 614.68 621.59 632.73 610.74 607.72 653.18 685.65 756.38 595.10 644.71 697.25 679.15 701.51 693.50 790.74 617.82 669.73 705.15 692.56 586.92 779.13 602.55 808.55 666.80 649.95 660.86 741.16 686.37 675.52 723.95 616.69 659.23 600.96 635.96 609.74 792.47 685.15 649.84 646.7 1

School System
Morgan Murray Muscogee Newton Oconee Oglethorpe Paulding Peach Pickens Pierce Pike Polk Pulaski Putnam Quitman Rabun Randolph Richmond Rockdale Schley Screven Seminole Spalding Stephens Stewart Sumter Talbot Taliaferro Tattnall Taylor Telfair Terrell Thomas Tift Toombs Towns Treutlen Troup Turner Twiggs Union Upson Walker Walton Ware Warren Washington Wayne Webster Wheeler White Whitfield Wilcox Wilkes Wilkinson Worth

Total ADA (K-12)
2,546 3,382 35,357 6,493 1,884 1,825 4,453 3,630 2,222 2,388 1,701 6,717 1,744 1,937
465 1,855 1,720 29,423 5,327
684 3,004 1,923 8,585 4,094 1,468 2,160 1,412
445 3,091 1,735 2,690 2,310 3,867 6,235 2,391
914 1,303 2,769 2,065 1,819 1,571 2,515 10,172 4,891 3,481 1,407 3,917 4,713
542 1,086 1,768 8,881 1,493 2,067 2,244 3,689

Total Cost Per Child
633.71 555.88 730.32 642.64 618.43 656.97 579.54 633.29 688.74 632.05 698.00 612.32 662.74 638.52 901.67 658.19 677.75 800.73 705.32 732.64 700.65 687.44 617.41 631.88 966.79 633.13 689.87 807.33 608.48 752.64 821.67 632.90 718.55 629.69 641.67 677.96 653.73 670.71 598.86 643.07 661.62 592.01 608.42 582.45 630.92 768.70 626.22 668.99 811.92 934.97 674.78 581.13 731.03 721.22 672.28 701.99

School System

Total ADA (K-12)

Independent Systems

Americus Atlanta Bremen Buford Calhoun Carrollton Cartersville Chickamauga Cochran Commerce Dalton Decatur Dublin Fitzgerald Gainesville Hogansville Jefferson LaGrange Marietta Pelham Rome Social Circle Thomaston Thomasville Trion Valdosta Vidalia Waycross West Point

3,027 84,087
1,132 1,058 2,031 2,636 2,217
881 1,342 1,411 3,972 3,604 3,568 2,172 3,120 1,134 1,585 4,923 4,682 1,706 5,230
972 2,429 3,887
833 6,914 2,274 3,771
942

Total Cost Per Child
564.95 1,094.54
599.91 680.96 681.52 657.50 774.44 561.62 591.74 675.01 803.30 894.11 609.56 655.28 746.34 586.60 522.40 684.50 725.41 524.56 693.71 511.76 621.62 741.19 666.37 700.63 529.63 882.38 655.72

65

Budget for Fiscal Year 1972-73 As Amended Through 6/30/73

Total

Budget Agency

State

MFPE Grants: Section 11 Teachers' Salaries Section 20 Teachers' Salaries Other CPP M & 0 and Sick Leave Free Textbooks Library Books & Non-consumable Materials Isolated Schools Pupil Transportation Travel Expenses Mid-Term Adjustments
Sub-total MFPE
Superintendents' Salaries Public Librarians' Salary & Travel In-Service Grants NDEA III, Science, Math & Foreign
Language Educational Services Across
System Lines Supervising Teachers Teacher Retirement Title III, ESEA Adult Education Guidance, Counseling & Testing Psychological Services Teacher Scholarships Educational Television Title I, ESEA School Lunch Public Library Services Grant Public Library Construction Title II, ESEA Special Education:
Tuition for Multiple Handicapped Preparation of Professional Personnel Grants to Improve Ed uc, of
Handicapped Children, ESEA VI Centers for Severly Emotionally
Disturbed (Autistic) Education Training for the
Mentally Retarded Vocational Education:
Teacher Training and Research Local Admin. & Supervision High School Program Work Study Adult & Post Secondary Area Vee-Tech Schools Manpower Development & Training Driver Ed ucation Early Childhood Program Instructional Assistance Program Summer Library Supervisory Program
Total Grants
Capital Outlay Con tracts With Othe rs
Authority Lease Rentals
Operation of Department and Department Operated Facilities Personal Services Operating Expenses
TOTAL DEPARTMENT
66

244,209,775 19,704,884 42,700,968 43,315,259 5,878,811
1,600,301 61,844
18,430,470 1,281,476
377,183,788
2,705,469 1,963,648
648,795
1,791,316
1,285,000 154,000
24,982,847 4,115,626 1,990,308 200,000 48,000 560,000 56,000
46,899,000 46,989,920
1,999,725 1,174,604 1,900,000
195,090 120,894
891,476
1,440,830
175,000
562,102 271,426 11,399,546 172,748
39,000 21,202,140
3,206,083 300,950
1,840,000 3,220,000
51,000
561,736,331
252,629
29,361,726
15,057,673 8,059,831
614,468,190

158,795 1,791,316
4,070,855 1,784,308
46,899,000 43,128,920
693,725 58,404
1,900,000
120,894 891,476 452,830
412,102 196,426 6,206,305 172,748
13,000 9,305,440 3,032,083
300,950 500,000
20,000
122,109,577
98,329
4,053,013 3,133,006 129,393,925

244,209,775 19,704,884 42,700,968 43,315,259 5,878,811
1,600,301 61,844
18,430,470 1,281,476
377,183,788 2,705,469 1,963,648 490,000
1,285,000 154,000
24,982.847 44,771
206,000 200,000
48,000 560,000
56,000
3,861,000 1,306,000 1,116,200
195,090
988,000
175,000
150,000 75,000
5,193,241
26,000 11,896,700
174,000
1,340,000 3,200,000
51,000 439,626,754
154,300 29,361,726
11,004,660 4,926,825
485,074,265

Total
245,054,802 19,265,720 42,515,629 43,286,484 5,092,431
1,528,470 60,220
18,430,685 944,478
376,178,919
2,594,511 1,953,565
650,326
167,045
1,285,000 137,771
24,850,815 2,253,177 1,886,525 200,000 47,065 424,180 56,186
40,833,426 44,074,704
1,810,089 1,174,604 1,826,857
196,477 107,475
805,442
1,500,946
172,311
417,624 210,060 10,649,997 120,628
36,298 17,947,117
1,828,314 300,950
1,828,612 3,195,264
47,306
541,769,586
247,326
29,325,733
14,274,770 7,162,267
592,779,682

Expenditures Agency
160,626 167,045
2,208,406 1,680,525
40,833,426 40,213,704
504,088 58,404
1,826,857
107,475 805,442 449,127
269,273 145,751 5,489,645 120,628
12,444 6,117,626 1,711,129
300,950 500,000
20,000 103,702,571
92,988
3,510,349 2,315,834 109,621,742

State
245,054,802 19,265,720 42,515,629 43,286,484 5,092,431
1,528,4 70 60,220
18,430,685 944,478
376,178,919 2,594,511 1,953,565 489,700
1,285,000 137,771
24,850,815 44,771
206,000 200,000
47,065 424,180
56,186
3,861,000 1,306,001 1,116,200
196,477
1,051,819
172,311
148,351 64,309
5,160,352
23,854 11,829,491
117,185
1,328,612 3,175,264
47,306 438,067,015
154,338 29,325,733
10,764,421 4,846,433
483,157,940

INDEX
ADA Costs Per Child, 64 Administrative Leadership, 57 Adult Basic Education, 35 Agricultural Education, 27 Alto Education and Evaluation Center, 41 Art Education
Elementary, 9 Secondary, 18 Atlanta Area School for the Deaf, 40 Budget for Fiscal Year 1972-73,66 Business Education, 27 Business Services, 59 Career Development, 9, 47 Civil Defense Education Elementary, 14 Secondary, 22 Comprehensive High Schools, 25 Consumer Education, 27 CVAE,24 Department Organization, 56 Distributive Education, 28 Driver Education, 18 Financial Services, 57 Fiscal Services, 61 Foreign Languages Elementary, 10 Secondary, 20 Georgia Academy for the Blind, 38 Georgia School for the Deaf, 38 Gifted Elementary, 8 Secondary, 16 Governor's Honors Program, 17 Handicapped Early Childhood, 3 Elementary, 6 Secondary, 16 Health Education Elementary, 10 Secondary, 20 Home Economics, 29 Individualized Instruction, 23 Industrial Arts, 29 Instructional Leadership, 54 Instructional Materials, 48 Kindergarten, 3 Management Information Services, 63 Manpower Training Program, 35 Mathematics Elementary, 10 Secondary, 20 Media Services, 50 Migrant Education Early Childhood, 4 Elementary, 6 Secondary, 16 MUltihandicapped Grant-in-Aid Fund, 42 Music Education Elementary, 12 Secondary, 21 North Georgia Technical and Vocational School, 41 Nutrition Education, 30 P.E.C.E., 24

Personnel Services, 60 Physical Education
Elementary, 13 Secondary, 21' Planning, Research and Evaluation, 62 Public Library Services, 51 Pupil Personnel Services, 48 Pupil Transportation, 53 Reading and English Elementary, 13 Secondary, 21 School Nutrition, 52 School Plant Services, 51 Science Elementary, 13 Secondary, 22 Social Studies Elementary, 14 Secondary, 22 South Georgia Technical and Vocational School, 41 Special Program Development, 45 Special Programs, 24 Staff Development, 23 Staff Development and Teacher Education, 44 Statewide Testing Program, 44 Surplus Property, 53 Teacher Certification, 48 Title I Early Childhood, 3 Elementary, 6 Secondary, 16 Title 111,3,45 Trade and Industrial Education, 30 USDA Food Distribution Services, 54 Vo-tech Schools Expansion, 32 Course Offerings, 32 Cooperative College Program, 34 Post-Secondary and Adult Consumer Education, 34 Vocational Guidance and Counseling, 34 Disadvantaged,34 Emergency Medical Technician Program, 34 Adult Evening Program, 34
67