Annual report FY 75 [1975]

Georgia Department of Education

Annual Report and recommendations ofJack P. Nix, State Superintendent ofSchools,
to the Governor and the members of the General Assembly of Georgia.

Official report on progress of the public schools of Georgia for fiscal year 1975, in accordance with Code Section 32-508 of the laws of Georgia.
Georgia Department of Education / Annual Report FY 75 compiled and published by Publications and Information Services Division of Business Services Office of Staff Services Jack P. Nix, State Superintendent of Schools 1975

Report

textbook and a reasonably qualified teacher, that we have at times lost sight of our fundamental purpose. If nothing else, 1975, the year of the economic crunch, may have put us back on the track. Certainly, the issues that were pub licly addressed during the year reflect our renewed awareness of such public con cerns as these:

On return to the basics -- *

Jack P. Nix
Office of State
Superintendent
of Schools
Nineteen seventy five will have to go down as a sobering year in the history of Georgia public education. We began the period with all the bright hopes of an eager first grader -- inspired by a new governor who promised that education would be his number one priority, a new education law that charted our course for another 10 years and a booming economy that showed no signs of abatement.
The 1975 legislative session brought more cause for optimism -- Governor George Busbee kept his promise, and we had, at long last, the first state funds for a kinder garten program to serve normal children in addition to those with handicaps.
The rest of the story is familiar to all of us; the rising unemployment rate in Georgia and the nation, declining revenues and rising prices. Then, the June special session which cut $46.8 million from the FY 76 education budget year about to begin. Kindergartens fell, so did scheduled teacher salary raises of seven percent. We ended FY 75 with the realization that education was entering a critical period that would call for critical self-examination by the education enterprise, a certain re ordering of priorities and a new focus of talents and resources in the areas that could yield the highest return in student achievement. We had come to the end of an era when we as educators could say, "Give us the dollars and we will educate the children." We have known all along that dollars alone will not buy quality education, but for some years we have been so busy trying to house the boom ing pupil population, give each student a

"Schools, if they are to function properly, ought to set some standards as to levels of intelligence and ability. They ought to evaluate performance of students, and determine who moves up to more difficult assignments and who needs to spend more time in certain areas before leaving them. Schools have a responsibility to define the roles of the student and the teacher, to establish and support patterns of behavior between student and teacher that will clearly put the teacher in authority. Schools should supervise stu dents and structure the time they spend in school. Activities should have a pur pose, and measurable results, and not be so open as to be completely formless. ..
"First, the curriculum should be strong in its emphasis on basic skills. Standards for behavior should be clearly stated and enforced, with the teacher having author ity in the classroom and the support of the administration. Teaching methods should be a combination of new ideas with the best of the traditionally proven approaches -- perhaps even some recita tion and memorization, if that method seems to be indicated for the material to be learned. There should be individualized teaching, flexible use of time to achieve mastery level learning-by each student and evaluation of student achievement should be a regular part of the school pro gram. The curriculum should offer stu dents who want to work and attend school or who are otherwise highly career oriented the opportunity to follow their interests within the educational frame work."
On parental involvement - *
"Education, if it is to be an effective force in producing the kind of citizens who will support and contribute to society, must reach beyond the class room to the family - to the individual student's environment outside school. Education is not an isolated occurrence, a clearly defined segment of life. It is part of an integrated whole, a complex of forces which shape each individual throughout his life . . .

2

"Parents -- at least the responsible ones -- want to do something to improve schools. They want to be involved -- and they want their involvement to be more than baking cookies for the annual carnival. They value education; they see that the schools are having problems, that their child's education is being affected; and they want to help solve those problems. . .
"So what do we have? We have schools with problems, children affected by the problems and parents who want to help. I would like to suggest some ways these three elements can work together to bring about positive results for everybody. Parents can help both their children and the schools by concentrating their efforts in two areas -- reading and discipline."
On the teaching of reading -- *
"Every teacher needs to know how to teach reading. It can and should become an integral part of every area of the school curriculum -- from reading electronics repair manuals to American literature to how to determine the salinity of marsh water. Reading is so basic that it must permeate everything we do in schools and outside them.
"Teachers and librarians and principals need to pay more attention to selecting reading materials that will motivate child ren - paperback books and contemporary novels about young people, comic books and science fiction. It is important to have a variety of high quality materials on many different reading levels, and that teachers be involved in helping to select them.
"Teachers of reading need to look at the methods they are using. Is there a better way? Is the instruction going over the child's head? Maybe there's something new that would finally break through and solve the reading problem that a certain child seems to be having. Teachers need to know what resources are available, and to use them freely. Teachers and parents should be generous in praising students for making progress in reading. Everyone does better when he receives praise for a job well done; there is no carrot like the feeling of self-confidence that comes from solid accomplishment, no matter how small the progress might have been.
"I personally feel that reading instruction must be individualized as much as possible; without a close relationship with and knowledge of each student's abilities, interests, problems and progress in read ing, achievement will surely be limited for the individual and for the class as a whole."

On discipline - *
"There are a great many arguments on both sides for more discipline and for less dis cipline. I am strongly on the side of more, and I think we will not solve our problems until educators, parents and the commun ity realize the necessity for more discip line. Discipline is not just punishment; it is responsible behavior and self-control. And children do not and cannot develop these traits on their own ...
"Educators, of course, would prefer that all children be well-behaved. We would rather use other means of controlling stu dents. But we are, after all, dealing with the products of a permissive age. If parents will instill in their children respect for rules and the rights of others, there will be very few occasions when it will be necessary to resort to spanking. Corporal punish ment is certainly not the ideal way to dis cipline a child, but often it is the only effective method at the moment.
"The ultimate responsibility for a child's behavior rests with its parents."

Deputy State Superintendent of Schools
The functions of local school system and legislative liaison were carried out during FY 75 by Deputy Superintendent of Schools Joe Edwards, who works directly with Georgia education administrators, state legislators and other state govern ment officials.
Especially preceding and during the annual legislative session, the deputy superintendent is on call to provide infor mation, represent the state superintendent and appear before legislative study committees.
A major legislative event of the year was the refinement and final passage of the new Adequate Program for Education in Georgia Act, which was to replace the Minimum Foundation Program of Educa-

tion effective July 1, 1975. The first draft of APEG was passed during 1974.
Its most significant provisions are in the area of additional services, such as the authorization of an expanded kinder garten program to serve normal as well as handicapped children. Another new area is the authorization of instructional specialists for the elementary grades in art, music and physical education. APEG also reduces the pupil-teacher ratio in grades four through seven to 1:25, as in all other grades, adding about l',500 teachers to the instructional staff in Georgia public schools. The new law also for the first time provides that city school systems may participate in state funds for pupil transportation.
Other major legislative acts during FY 75 were the authorization, not funded, for health insurance for teachers, and the passage of a law implementing Constitu tional Amendment 12, which authorizes the use of education funds for buses, facilities and other related expenses for extra-curricular activities.

And on the challenge of education appro priate to the times we live in -- *

"The society of the future has some un paralleled challenges ahead. We must find a balance between economic growth and the preservation of our environment, between maintaining the integrity of the individual in a complex, mass of human ity. We must establish the worth of the individual, but not at the expense of the common welfare. We must keep indi vidual freedoms, and perpetuate economic growth at the same time.
"Education will play probably the most influential role of any force in society to bring these events to reality. The next quarter century promises to be the most crucial time in the history of this nation."
*From speeches by Jack P. Nix, state superintendent of schools
July 22, 1974, Annual Superintendents' Conference, Jekyll Island August 7, 1974,' Georgia Vocational Associa tion, Trade and Industrial Section October 7, 1974, Heart of Georgia CESA Reading Conference November 10, 1974, Georgia Association of School Superintendents December 6, 1974, Georgia School Boards
Association
January 30, 1975, Atlanta Area Principals April 4, 1975, Georgia Association of Educators April 1 1, 1975, Georgia International Reading Association April 17, 1975, Fulton County Grand Jury Association

Missions of the Georgia Department of Education
Approved by the Executive Committee July, 1973.
Improve the ability of students to read.
Provide flexible education programs that are varied to meet determined individual student needs and abilities.
Reduce adult illiteracy.
Improve the ability of students in mathematics.
Improve self-concept of students.
Reduce dropouts.
Provide statewide kindergartens.
Develop and apply standards for school systems, including private schools, that are based on educational outcomes.

Provide programs that compensate for or remove the effects of economic or cultu ral deprivation and physical or mental handicaps.
Extend career education to all students.
Develop and strengthen cooperative edu cational service agencies to provide ser vices and programs for multi-system areas.
Develop two-way communications with all segments of the public, establishing a sound basis for public confidence and support in the public education system.
Provide for each local school system board of education to identify pupil per formance goals and make an annual pub lic report on the extent to which those goals are being met.
Certify education personnel on the basis of demonstrated competency.
Establish local school systems of sufficient size to provide an effective program of instruction and insure efficiency and economy of operation.
Equalize financial support in local school districts.
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State Board of Education
Significant decisions of the State Board of Education during FY 75 will be felt in a number of areas ranging from longrange goals for the state education system to the day-to-day operation of Georgia's 1,800 schools.
For the first time in its history the board drafted and adopted its own goals for the education system -- "What We Want for Public Education in Georgia." The board's own policy requires it to recon sider goals every five years, and the FY 75 action was in response to that policy and the need to revise and update 1970's "Goals for Education in Georgia." This original set of goals was the result of work of the board-appointed Advisory Commission on Education Goals.
The new goals statement, unanimously adopted in April 1975, describes 16 areas to be addressed by the education effort in a "layman's view of what educa tion ought to do and ought not to do for a child."
At the same April session the board adopted a resolution concerning federal spending that promised to continue to affect its decisions for months to come. The resolution endorsed "any efforts by the federal government to reduce spend ing levels commensurate with revenues,"

and stated "The board recognizes that most requests for expenditure of funds are justified; but it further commits itself to refrain from granting expendi tures for non-essential items in favor of any overall reduction in government expenditure possible."
The resolution was adopted unanimously, and its provisions guided board decisions on federal funds applications into the fall and winter of 1975. Some requests for federal funds continued to be approved as in the past, but they were given more careful scrutiny than usual by the board members.
The board came to grips during FY 75 with several problems that had been long time concerns. For one, it commissioned a professional study of its instructional television operation by the Battelle Institute of Ohio. The institute spent six months studying ITV and presented its findings in February 1975. The study pointed to inflexibility in scheduling as the major problem, resulting in minimal use of television in Georgia classrooms.
Following up on the Battelle study at its last meeting of the fiscal year, the board approved a pilot project using Channel 9 to improve the flexibility of ITV and to provide for more citizen input in ITV programming. The project was to begin in fall 1975.
The board tackled two thorny issues relating to student achievement during

the fiscal year. In May members adopted as part of Georgia's "Standards for Public Schools" a provision that for the first time relates to student achievement. Standard 23, effective with the 75-76 school year, requires that a school sys tem's students must either meet, surpass or show progress toward meeting state averages on statewide tests, or the system must have a plan for improving student performance in basic skills.
Also during the May meeting the board for the first time took up the question of increasing the number of units required for high school graduation. The issue was reconsidered in June, with public hear ings and further study planned for the fall and winter prior to final action.
Other significant actions of the State Board of Education during FY 75 include the first-time establishment of a State Advisory Council on Instructional Ser vices to coordinate study and recommen dations for board action in the area of instruction; the passage of a policy requir ing that school systems must provide for the regular daytime instruction of students who are parents, married and/or pregnant; the beginning development of criterionreferenced tests for beginning teachers, student teachers and vocational instruc tors; and expanded cooperative degree programs between area vocationaltechnical schools operated by the State Board of Education and colleges and junior colleges operated by the Board of Regents.

Members of the State Board of Education are (seated left to right) David Rice, Henry A. Stewart Sr., Chairman Roy A. Hendricks, Vice Chairman Sam M. Griffin Jr. and Ernest Whaley. (Standing left to right) Vice Chairman for Appeals Richard Neville, Mrs. A. Edward Smith, Kenneth Kilpatrick, Asbury Stembridge, Mrs. Carolyn Huseman and Executive Secretary Jack P. Nix.

4

Goals forEducation in Georgia
We, the members of the State Board of Education, recognize our constitutional and statutory status and responsibilities. Under the law as we read it, we have determined that it is our duty to give direction to those who by law, regulation and custom implement specific pro grams of education in Georgia. In doing this, philosophy certainly plays a role. Our philosophy is that the school house should have and does indeed have a great impact on the development of each human being. The degree of impact is sometimes determined by circumstances beyond our control. Every child brings to the school house a capacity to be influenced which varies from the capacity brought there by every other child. We do not presume that the school house can or should be a substitute for the home or the church. The things, then, that we want Georgia children to receive in Georgia classrooms are limited to those things that the public education process can deliver. Another bit of philosophy to which we subscribe is that the word "public" that we use in front of the word "education" cannot and will not be ignored by us. the public schools belong to the people of Georgia. Local school system boards of education should be and usually are peculiarly able to respond to the needs and desires of local people, and it is our resolve that in every instance where as a practical and legal matter it is possible to do so, decisions be made and implemented on the local level. So, therefore, all that follows in this document is influenced by our lay man's view of what education ought to do and ought not to do to and for a child. Let us explain that this document is being written in the Spring of 1975. Hopefully some objectives will be reached. By the same token altered circumstances may alter goals. With these ideas in mind, we acknowledge that portions of this writing may become obsolete with the passage of time. For now, however, we purpose that no child shall be enrolled in any public school of this state who is not taught:
1 The basics of reading, writing and mathematics, with the objective that at every level of educational achieve ment a pupil will be able to conclu sively demonstrate that he possesses the skills necessary to advance him

to the next level and that without such demonstration he will not be so advanced.
2. Respect for God, himself, other people, property, environment, authority and institutions.
3. An understanding of the worth of an individual, an appreciation of life and the truth that one should have faith in a power beyond his or her own resources.
4. A personal appreciation of the con cepts of right and wrong, good and evil and the acceptance of the truth that a person must be responsible for the consequences of his own conduct.
5. The ability to assume his proper role as a member of a family and an understanding and respect for the rightful role of other members of his family.
6. That work is honorable and that common sense dictates respect for all occupations, vocations and pro fessions, to which end each pupil shall have exposure to fields of work in which he has special interests and in which he can earn a livelihood if he elects to do so.
7. The value of proper manners, dress, conduct and speech.
8. The ways one can maintain good physical and mental stability and health.
9. A value system that de-emphasizes material possessions as a source of personal happiness.
10. The ability to differentiate between what is true and what is false.
11. The freedoms a person has in this country as well as those he doesn't enjoy.
12. The ideas which form the platform on which our form of government rests.
13. The heritage that is peculiar to us as a people and the heritage of every race, ethnic group and individual in our society.
14. The capitalistic free enterprise sys tem, how it began, how it works, how it has developed and how an individ ual is part of it.

15. How to think as an individual and how to think as a member of a group and how to make value judgments in both environments.
16. The joy of knowing good music, good literature and good art and the ability to know which is good, which is mediocre and which is bad.
State Board of Education Members -- FY 1975
First Congressional District Roy A. Hendricks Metter
Second Congressional District Sam M. Griffin Jr. Bainbridge
Third Congressional District Mrs. A. Edward Smith Columbus
Fourth Congressional District Ernest Whaley Clarkston
Fifth Congressional District David F. Rice Atlanta
Sixth Congressional District Kenneth Kilpatrick Morrow
Seventh Congressional District Henry A. Stewart Sr. Cedartown
Eighth Congressional District Asbury Stembridge Macon
Ninth Congressional District Richard Neville Gumming
Tenth Congressional District Mrs. Carolyn Huseman Athens
5

Office of School

Administrative Services

The Office of School Administrative Services, headed by Dr. S. Cal Adamson, provides support services to local sys tems. The Financial Services Division assists systems in planning budgets and capital outlay and administers funds for school operation. The Administrative Leadership Division administers school standards and provides technical assist ance to systems through 12 educational services regional directors. The Ancillary

Services Division provides assistance to systems in the area of school food services, school plants, pupil transporta tion and the administration of federal surplus properties and USDA food distribution.
One major accomplishment of the office during FY 75 was the beginning of the development of guidelines for local sys tems in how to interpret and carry out

state board policies. Staff members have also begun work on the development of a state plan for administering P. L. 93-380, Sec. 4, Part B, which deals with the consolidation of NDEA III, Title 11 and guidance and counseling funds. This law gives local systems more flexibility in the use of these funds and requires less paper work.

Division of Financial Services

Using a reading machine, Dougherty County

Helping systems balance their budgets, purchasing and supplying instructional materials most efficiently and alloting funds for prompt payment of salaries and expenses are the main tasks of units which make up the Financial Services Division. In performing these duties, the division offers a wide range of management services to local school systems.

School financial review specialists during the last year visited nearly every school system to aid with budget work and financial reports. They also prepared financial reports to show how specific programs operated within federal and state rules. To help local systems improve their financial operations the unit reviewed 211 local reports during FY 75. As a result of the work of the unit, total deficit spend ing by local systems at the end of the fis cal year amounted to only $1,700,000, a reduction of almost $4 million compared to FY 65, when deficits by local systems totaled $5,600,000.

Quality instructional materials at the low est possible cost is the goal of the Instructional Materials Unit. Through the textbook bid program during FY 75, local school systems saved an average of $5,000 each, and those that followed the recommended central delivery procedure saved even more.
During the year from 1,750,000 to 2,000,000 textbooks were issued at an average cost of $8 per child.
Ten years ago, during the 1964-65 school year, funds were allocated to local school
6

School Finance Data
Local tax digest per ADA child, Grades K-12 100% adjusted tax digest per ADA child, grades K-l 2 Local property tax millage for schools Required local effort per ADA child, grades K-12 Local enrichment per ADA child, grades K-12 Total local effort per ADA child, grades K-12 Total local effort as a percentage of the tax digest

1972-73 $16,085.38 40,403.16
12.40 79.35 207.71 287.06
1.78

1973-74 319,368.37 42,715.49
12.92 79.52 260.50 340.02
1.76

Bond Issues FAILED

YEARS

PASSED

activities which address the department's mission of providing efficient and effective management of the educational enterprise.

Amount $ 2,094,000 $14,380,000

No. of Systems 6 12

FY 65 FY 70

Amount $16,852,000 $41,500,000

No. of Systems 35 11

One of the division's responsibilities is conducting comprehensive studies of each local school system every five years. These

$19,470,000

8

FY 75

$14,080,000

8

studies, required by the state board prior

to allotment of capital outlay funds to a

systems for textbooks on the basis of S3.53 A better working relationship with local

system, assess curriculum needs, use of

for students in grades 1-7 and $5.29 for

school systems has been the main goal of school staff, instructional facilities, build

students in grades 8-12. Additional funds the School Allotments and Payments Unit ing needs and financial resources. The

were allocated on the basis of $1.18 for

during the past fiscal year. Almost no other study's recommendations to the system

all students for school library books. Five unit in the department has the wide-reaching must be followed for funds to be approved.

years ago, during 1969-70, the allocations effects of this unit, since all funds allotted Thirty-eight comprehensive studies were

were textbooks--$4 per student in grades through the Adequate Program of Education conducted in FY 75.

1-7 and $5.65 per student in grades 8-12; in Georgia (APEG) Act are paid through

library books--$1.32 per student.

the unit. The unit also has addressed the

Georgia's "Standards for Public Schools"

department's goal of equalizing financial

are administered by the division. This set

A change in the law effective with the

support to local school districts and worked of criteria is a major part of the state

1973- 74 school year permitted the Georgia during the past year with the Georgia

board's effort to ensure that each student

Board of Education to allocate funds on

Educational Improvement Council on ways attending a public school receives an

the basis of $260 for each classroom

to reach this goal.

adequate education. During FY 75 one

teacher. These funds were to be used to purchase instructional materials and media to be used in the instructional programs.

Allotments Per Teacher For Maintenance and Operation and Leave

new standard dealing with student achieve ment was added by the state board. To meet this standard schools and systems

For the first time these funds could also be used to purchase supplementary instruc tional materials. The amount of funds allo Year

Main tenance and Operation

Leave

must meet one of three criteria. The average student achievement must be equal to or above the state average in

cated on a per teacher basis gave local

1964-65

$ 450.00

$50.00 math and reading in grades four, eight and

school systems considerably more funds for instructional materials than they had been receiving on a per student basis. The

1969-70 1974-75

$1,000.00 $1,300.00

$50.00 $50.00

11; or there must be evidence that fourth, eighth and eleventh grade students' achieve ment in reading and math is improving; or

same amount, $260, was allocated during

a verified plan for improving student

1974- 75 as during 1973-74.

achievement in basic skills must be in

operation.

The unit administers the federal ESEA

Title II and NDEA Title III-A programs,

The division also works closely with

which have enabled local school systems

Georgia's 16 cooperative education ser

to purchase library resources, equipment

vice agencies. These CESAs, funded jointly

and even minor remodeling which other

by state and local school systems, allow

wise would have been impossible. During

participating systems to share benefits

the past fiscal year, the unit administered

and costs of cooperative education pro

more than $11 million in state funds for

grams, bulk purchasing and pupil services.

instructional materials, with 6,310 textbook

orders processed. NDEA funds for the year

Through a network of directors of regional

totaled $2.29 million, with 1,446 projects

services in each congressional district, the

approved. ESEA Title II funds totaled $2.85

division also keeps school officials informed

million, supporting 1,634 separate projects.

about new educational policies and regula

tions concerning finance, records, reports

Capital Outlay Funds

and program planning.

Expressed in amounts of construction funds generated by General Assembly allotments

The Division of Administrative Leadership Services had a total budget of $502,712 in FY 75. Of this amount $459,605 was state

Fiscal year

Funds

funds and $43,106 federal funds.

1964-65 1969-70 1974-75

$54,045,311 $37,871,340 $28,166,200

In addition to the state capital outlay program, construction funds are available to eligible school systems from federal sources, state vocational appropriations and local bond issues. State capita! outlay funds are allocated to local systems on the basis of increased attendance and consolidation.

High school psychology class, Glynn County Administrative Leadership Services

FY 74 budget

$420,707 state 59,288 federal
$479,995 total

The Division of Administrative Leadership Services coordinates several important pro grams in carrying out its role of department liaison with local school systems. In FY 75 the division devoted its efforts toward

During FY 75 the division found that 92 percent of Georgia's schools met the "Stan dards for Public Schools of Georgia," a sub stantial increase over the 75 percent meeting standards in 1971.

7

Cooperative Education Service Agencies

and other institutions and organiza tions. Had this food been purchased on the wholesale market, it would have cost $15.3 million.

Georgia NE Georgia

[Georgia

Middle Oconee

The School Plant Services Unit works with local systems to produce and main tain safe and attractive school facilities. This unit's staff of architects and engi
neers approves plans for new buildings and additions and inspects existing build ings to assure that structures are safe and that space and equipment are efficiently used. In FY 75 plans were approved for 11 new comprehensive high schools, four new middle schools and 10 new elemen tary schools, totaling 963 instructional units. Plans were also approved for 137 additions or renovations, 20 portable classrooms and five other projects.

Chattahoochi Flint

Heart of Georgia

SW Georgia

Okefenokee

Eight bond issues, totaling over $14 million, were approved in the state dur ing FY 75, while state capital outlay allotments for $32 million were awarded. The average construction cost in FY 75, including vocational technical additions, was $24.80 per square foot, which com pares favorably with FY 74's average cost of $26.39.

Coastal Plains
Areas not participating in CESA

The unit also participated in comprehen sive facility studies in 35 systems, as well as maintenance and custodial evaluations in 113 systems (1,068 schools) and, upon request, in 19 private schools. Mainte nance and custodial personnel from 75 systems participated in the one statewide and nine regional workshops conducted by the unit during FY 75.

Division of Ancillary Services
The five units of the Ancillary Services Division coordinate much of the nuts and bolts operations that keep Georgia's school systems running efficiently and safely.
The five major accomplishments of the division for FY 75 are as follows.
The School Plant Services Unit in volved a record 1,217 local main tenance and custodial personnel in special workshops and training programs.

their 5,995 buses rolling for 11,100 trips each day, transporting 656,163 students, or 61 percent of the total enrollment. Bus trips totaled 59 million route miles in FY 75 and cost an average of $70 per child.
The Georgia Agency for Federal Surplus Property transferred $13 million in surplus property to eligible institutions, doing 15 percent more business than in FY 74.
Finally, the USDA Food Distribution Services Unit made 27 million pounds of food available to public schools

A hungry child cannot leam, and the School Food Services Unit works to see that this basic need is satisfied. The unit's three main areas of concern-school lunch, school breakfast and special milk pro grams--are coordinated so that growing children can have the best possible health and nutritional base. Most of this unit's services expanded during FY 75, especially breakfast and free and reduced cost lunch program participation.
Georgia is one of the top five states in the nation in school lunch participation, despite rising food costs. Part of this success can be attributed to such public

School food services staff helped local food service personnel fight higher food costs and serve an average of 818,000 students each day, represent ing 83 percent of all school children.
Pupil transportation services staff members helped local systems get
8

Facility Data
Number Elementary Schools Number Secondary Schools Number Combination Schools Total Number Schools

1972-73 1,316
354 89
1,803

1973-74 1,121
335 343
1,799

1974-75 1,300
390 105
1,795

Buildings and Instructional Units Now in Use by Date of Construction

Date
No. Buildings No. Classrooms

Before 1921 118
1,102

1921-30 251
2,704

1931-40 379
2,902

1941-50 367
2,960

1951-60 1,478
17,798

1961-70 1,108
14,243

Since 1970 480
6,299

Total 4,181 48,008

awareness projects as participation in National School Lunch Week and School Lunch Heart Week. During these weeks special lunches are served, and students and the public are informed about nutri tion in the schools.
The unit also conducts intensive training for local school food personnel. During FY 75, 1,500 workers participated in training programs. Thirty food service directors participated, with department financial assistance, in graduate classes at the University of Georgia. At least 36 food service assistants received their high school equivalency diplomas as a result of the staff's efforts to explain the GED program to food service personnel.
The USDA Food Distribution Service Unit distributes food made available by the U. S. Department of Agriculture to public schools and state health institutions; non profit, tax exempt day care centers; and youth development centers. More than one dollar's worth of food was distributed for each penny spent by the unit in FY 75. This savings enabled schools to reduce the cost of lunches by approximately 10 cents per lunch.

facilities actually received approximately $7.5 million in surplus property.
The Pupil Transportation Services Unit helped systems operate about 6,000 school buses that traveled 59 million miles in FY 75. School buses in Georgia trans ported 60.6 percent of all students in public schools, for a daily average of 656,163 students. This figure is up from 640,320 in FY 74. Local systems spent $46.2 million in FY 75 on pupil transpor tation funds, state monies accounted for 56.9 percent, or $26.3 million. Ten years ago, in FY 65, total expenditures were $18.5 million, of which the state pro vided 70.8 percent.
The unit has eight staff members who help local systems, survey routes, assess needs and train personnel. In FY 75 every system participated in the bus driver

training programs conducted by the unit. Another major training activity is the annual school bus mechanics workshop conducted at the North Georgia Technical and Vocational School by experts from industry and unit staffers. During FY 75, 153 mechanics from 76 systems partici pated in the program.
In FY 75 staff members conducted safe routing surveys in 29 city systems, which are eligible for program participation in FY 76. The unit plans to continue to increase these services as a result of the reorganization and consolidation of school districts, the development of more com prehensive high schools, the movement of more people to suburban areas and the development of more programs for handicapped children, many of whom are transported across county lines to special centers.

The Georgia Agency for Federal Surplus Property locates, stores and distributes surplus federal property to educational, health and civil defense institutions. Staff members from this unit select material from federal warehouses that would be beneficial to school systems in the state and see that the material is transported to the three distribution centers in Atlanta, Swainsboro and Americus. The unit is completely self-supporting, charging recipients a small service fee to cover operating expenses. This service saves the state much money through surplus equip ment acquisition. While the unit has handled such items as seeing-eye dogs and aircraft, most of its work is in distributing furniture. A refinishing and upholstering program is run in conjunction with Georgia Correctional Industries, and the unit plans to begin a similar service in typewriter and business machine repair.

In FY 75, 183 local school systems par ticipated in the program, helping boost the volume of equipment handled by 15 percent over FY 74 and the dollar value over $13 million. Participating education

Office of Instructional

Services

The Office of Instructional Services coordinates all aspects of the schools' instructional programs from kindergarten through twelfth grade, including curricu lum, instructional media, student support services such as guidance and testing and programs of teacher education and certi fication. It is headed by Associate Super intendent H. Titus Singletary Jr.

The five major accomplishments of the office during FY 75 were all in areas that will bear critically on the future operation of the state's public school system. One is the formation for the first time of a State Advisory Council for Instructional Services to advise the State Board of Education on a variety of educational issues affecting Georgia's children, youth and adults. In the past three years the board and the Georgia Department of Education have created and used a num ber of separate committees on such topics as teacher education, accountability, staff development, instructional television and many others. Their efforts, however, were uncoordinated, with each group having no way of comparing the impact of its recommendations on those of other committees.
The new Adequate Program for Education in Georgia Act contains strong impetus for establishing a single, comprehensive plan of advisement to the board on instruc tional matters-to study issues, gather data, engage counsel and ultimately to recommend policies to the state board and the state superintendent of schools. The new council was formed during FY 75 with standing committees on learners, curriculum development, educational personnel and instructional resources. Its 15 members represent parents, local boards of education and professional edu cators, appointed by the state board and state superintendent. Its permanent chair man is the associate superintendent for instruction.
Another major accomplishment during FY 75 was the office's response to results of the State Board of Education com missioned study of instructional television by the Battelle Institute of Ohio. The study was to determine the effectiveness of
10

instructional television in Georgia schools, and its two major findings were that there should be more local involvement in the planning of educational television pro gramming and that there should be developed a more flexible means of dis tributing the programming.
The Division of Educational Media Ser vices, within the Office of Instructional Services, has developed a plan to respond to both of the study's findings, working with WVAN-TV, Channel 9 in Pembroke, which serves 18 school systems. To pro vide more local input into programming, each of the systems has appointed a central office person and a lay representative to a community television review board which will screen programs and make recommen dations on them as well as consider other topics that should be aired. To solve the problem of lack of flexibility in program ming, seven systems in the Channel 9 area are experimenting with video recording programs at their telecast scheduled times and redistributing them to schools on cassettes at other times as they are needed. Six other systems will review programs not now being aired to determine if they should be aired.

Another major accomplishment of the office during FY 75 included the develop ment of criterion-referenced tests for students in grades four and eight. The new tests will be significantly more effec tive as tools for improving instruction for students tested than are the normreferences tests now being used. The new tests are scheduled to be used for the first time during the school year 1976-77.
A fourth achievement was the year-long work of the Curriculum Framework Committee, which is completely revising the policy statement used as the basis for curriculum development in the state's school systems. Updated every 10 years, the new framework is to be completed during FY 76.
A fifth accomplishment was continued progress on a competency-based prepara tion/performance-based certification pro gram for teachers, of which a major incre ment during FY 75 was the identification of contractors to develop a criterionreferenced test for measuring potential teacher effectiveness.

Division of Curriculum Development
Georgia's public school curriculum is a mosiac of academic programs and services almost as varied as the one million indi vidual students it is designed to serve. In addition to elementary and secondary education and the academic subject areas of art, driver and safety education, drugs and health education, migrant education, social studies, reading and language arts, English, foreign languages, programs for the gifted, physical education and recrea tion, mathematics, music, nutrition and science, the Division of Curriculum Development and Pupil Personnel Services provides student support through visiting teachers and psychological services, guidance, counseling and testing and compensatory programs.
Highlights of FY 75 for the division's staff of curriculum consultants were the establishment of criteria of excellence for use in designating schools that excel in the teaching of reading; the increase from 27 to 62 in the number of state school systems participating in the Georgia Right to Read program and the development of the first-ever state curriculum guides in art education and foreign languages. Also, the number of Georgia school systems adopting the quarter plan increased by seven during FY 75, making a total of 112 systems which have revamped their high school curriculum to make it more flexible and responsive to high school students' needs.
Other achievements of the division in the area of curriculum development included the expansion of art education to reach 35,000 students in FY 75, compared with 5,000 in 1965; the artists-in-residence program; the continued development of the Governor's Honors Program as a model way to conduct a high school; the summer Youth Conservation Corps; and improved migrant education and physical education programs.

What Happens to Georgia's High School Graduates?

Total graduates
Percent who entered college Percent who entered post-secondary vocational schools
Percent graduates actually employed

1972-73 57,755 37.74%
6.87% 37.43%

1973-74 58,026 36.94%
6.64% 34.47%

1974-75 59,803 not available
not available not available

missions, especially the provision of pro grams to meet the needs of elementary and secondary school students, instruc tional support services to facilitate stu dent learning, efficient and effective management of the educational enter prise, improved ability of students to read and do mathematics, flexible educa tion programs to meet individual student needs and the provision of programs that compensate for or remove the effects of economic or cultural deprivation and physical or mental handicaps.
The division also provides consultative services to school district counselors, teachers, curriculum directors, superin tendents, principals and program admin istrators in the areas of guidance, counsel ing and testing, psychological and visiting teacher services.
Through these services the division made progress toward the missions enumerated above, plus those calling for reducing the number of dropouts, improving the selfconcepts of students, the strengthening of cooperative educational services agen cies, improved skills and knowledge of school personnel through locally planned staff development programs, the exten sion of career education to all students,

the development of two-way communi cations with all segments of the public and the provision of maximum decision making authority to local boards of education.

Staff-Pupil Ratio
Elementary Education Secondary Education

1974 1:20.3 1:17.9

1975 1:19.6 1:17.9

Highlights of FY 75 in the area of guid ance, counseling and testing were the development and First steps in a compre hensive career guidance delivery system for grades 7-12. Sixteen school systems affecting 27,000 students participated in developing the model program, which includes the assessment of educational needs, the planning of a program to meet the needs, the training of staff to meet the needs, the actual installation of the program and evaluation of its effectiveness. This project was funded through Title III of the Elementary and Secondary Educa tion Act and Part C of the Vocational Education Act.

Other highlights were the development of a career planning course unit for use by counselors and teachers in grades 7-13;

In carrying out its leadership function in the development of school curriculum in Georgia, the division provides consultative services in planning and improvement of education experiences in each of the subject areas enumerated earlier. Similar services are provided in education of children of migrant farm workers and programs for the gifted. All of Georgia's 188 school districts received help, as well as the 16 cooperative educational service agencies. The staff visits school districts, conducts workshops and distributes materials, at some time during the year addressing most of the department's

Getting ready to read, Carrollton City

For example, through efforts of visiting teacher services, 2,889 pupils who were not previously attending were enrolled in Georgia schools; more than 19,000 students had school programs adjusted to meet their individual needs; more than 31,400 students who had poor attendance records showed improve ments; 1,789 dropouts contacted through the unit's services returned to school, representing 37 percent of those con tacted; 12,760 students received material resources needed for school attendance and participation, and 7,108 students received help from community agencies.

Graduates and Dropouts

the provision of support services, funds and staff development for job placement programs in 87 schools reaching about 100,000 students in grades 7-12; the dis tribution of materials and provision of funds and staff development for the use of the career awareness film series, "Bread and Butterflies," in 133 school systems; the evaluation of 41 guidance programs using the Georgia Guidance Services Inventory; and the submission and approval of a federal project proposal to develop a guidance model for grades K-14.
Through its school psychologist services the curriculum division helps Georgia's school children with learning, emotional and behavioral problems. Services include individual psychological evaluations, con sultation and counseling, program planning and coordination with school systems and administrators and in-service education and staff training and development. Last year, through contractual arrangements with school districts, diagnostic and evaluative services of 185 certified school psychologists/psychometrists were available to handicapped children in 182 school dis tricts. The unit also worked with about 30,000 Georgia school children with learning/behavioral problems. They eval uated these pupils and helped provide program plans and consultation to teachers and parents. However, only about half the handicapped children who needed this help received it, because of the limited number of school psychologists employed. The ratio of professionals to students was 1:6,500 in FY 75, compared to 1:77,000 in FY 68 and 1:16,000 in FY71.
Major accomplishments in this area in FY 75 include the expansion of locally based school psychology services to 182 school systems, the development of psychology services contracts with universities to serve systems having few or no such ser
1?

vices available, the publication of a school psychological services handbook, the pro vision of services to about 2,500 children through private psychologists and agencies and the extension of services to an addi tional 15 school systems.

High School Instruction

Schools Offering Minimum 54 Units
Schools Offering Fewer than 54 Units

Percentage

FY 74

FY 75

75.29

75.30

24.71

24.70

The Visiting Teacher Services Unit of the curriculum division is concerned basically with the social service needs of school-age children. The visiting teacher is trained in both education and social work, and works in five basic areas to deliver social services to the target population --

the promotion of positive attitudes toward regular school attendance on the part of students, parents, teachers and the community;

to create a school climate that fosters good attendance and discover root causes for attendance problems;

social casework and groupwork with students and their families when psycho-social problems interfere with learning;

as a link between school and commun ity agencies for referral purposes;

with other pupil personnel specialists, school staffs and community agencies.

The unit works in several areas that directly affect students and counts a number of tangible results in its effort to accomplish the department's missions.

Graduates

1970

56,859

1971

56,982

1972

58,358

1973

57,755

1974

58,026

1975

59,803

Dropouts 23,067 22,042 23,620 26,916 27,288 not available

Other major accomplishments for visiting teacher services during FY 75 included a statewide, in-service workshop for approximately 200 visiting teachers, the revision of the job description for visiting teachers, the establishment of liaison for cooperative delivery of services to Georgia School for the Deaf, specific recommen dations to 28 school systems and specific services to more than 85,000 students, about eight and one-half percent of the Georgia public school population.

Overall, the unit provided services to 287 visiting teacher/school service personnel in 175 Georgia school systems in FY 75.

The Division of Curriculum Development and Pupil Personnel Services was funded with S440,000 state and $1,222,446 federal funds for FY 75.

Compensatory Education Programs in Georgia

The program is funded for $10,24 7,000 in state money to serve 147,035 students statewide in grades one through four.

Employees Statewide

Professional

322

Auxiliary

1,683

Type of Program Reading
Math Other

Number of Programs
183
130 43

Percent of all systems involved
97
69 23

Division of Compensatory Education
The Division of Compensatory Education helped bring quality education to Geor gia's special students -- those with visual or hearing handicaps and those who are educationally deprived. During FY 75, the division's schools and federal Title I, ESEA program worked to fulfill the department's performance mission of providing programs that compensate for or remove the effects of economic or cultural deprivations and physical or mental handicaps.
The division also addressed the mission calling for career education with special new programs in the Atlanta Area School for the Deaf at Clarkston, Georgia Academy for the Blind at Macon, the Education and Evaluation Center at Alto and the Georgia School for the Deaf at Cave Spring.
Funds for the division during FY 75 came from state and federal sources and totaled $53,243,520.
Completion of several major construction projects was among outstanding division accomplishments for FY 75. The Georgia Academy for the Blind, serving almost 200 students, completed a new adminis tration, auditorium and music building. Renovations at the academy's Shurling campus outside Macon adapted living and classroom quarters for up to 70 multi handicapped students.
At the Atlanta Area School for the Deaf, a new middle school facility and admin istration/diagnostic-evaluation center helped relieve overcrowded conditions and extend the program to older children, beginning in September 1975.
The Georgia School for the Deaf at Cave Spring completed new middle school and utilities buildings in time for the 1975-76 school year. GSD also began construction of a new vocational building, which will house the school's advanced career educa tion classes. The Cave Spring campus served 555 deaf students ages six to 20.
Improvements in curricula and implemen tation of special programs were also on the division's FY 75 agenda. The Atlanta Area School for the Deaf, which has a staff-pupil ratio of six to one, continued its unique and successful day school pro gram by serving almost 200 students from the metro Atlanta area. The day school concept for hearing-impaired stu dents is a first for Georgia and has been studied for implementation by other

states.
Other AASD features included a parentinfant program which gave direct testing, therapy and academic services to children from birth to age three and provided counseling to parents of hearing impaired youngsters.
The Education and Evaluation Center at the Georgia Industrial Institute at Alto provided more than 1,800 youthful public offenders with academic and vocational training in FY 75. The center emphasized the use of standardized achievement tests to measure student progress, particularly in mathematics and reading.
The entire instructional program at the Georgia School for the Deaf was reorga nized into five distinct learning levels, from preparatory to senior high school, to better adapt the curriculum to indi vidual student needs. This year, Floyd and Polk County school systems bused approximately 30 children to GSD as day students. Seventy-five percent of the school's 1975 graduates were successfully placed in jobs or in post secondary train ing programs.

The Georgia Academy for the Blind con tinued to provide instructional rehabilita tive and residential services for 200 blind and multi-handicapped children. In FY 75 the school broadened its cooperation with local systems and vocational rehabili tation programs and increased dental, health and low-vision utilization services to reach 75 percent of all students.
Since 1965 Title I of the Elementary and Secondary Education Act has made federal funds work to correct the basic skills defi ciencies among educationally disadvantaged children. During FY 75, programs admin istered by the division's Title I office reached every Georgia school system, using $46,995,193 in federal FY 75 funds. More than 140,000 youngsters received remedial help in such subjects as mathematics and reading, and through kindergarten, school lunch and transportation services. In addi tion, compensatory Title I programs at state-operated institutions brought reme dial reading and mathematics instruction to neglected, delinquent and handicapped children and to youthful public offenders in state prisons. These programs used federal funds totaling $292,645.

Tutoring session, Whitfield County Expenditures for Compensatory Education Institutions - FY 75

Georgia Academy for the Blind
Georgia School for the Deaf
Atlanta Area School for the Deaf Alto Education and Evaluation Center Title I ESEA
Carryover funds FY 73 Carryover funds FY 74 Total

State $1,274,398
2,531,664 779,868 706,067

Federal
$ 218,592
321,718 25,932 155,598
47,187,838 16,327,847
1,439,075 $64,954,760

Total $1,492,990
2,853,382 805,800 861,655

13

Division of Program and Staff Development
Working to help local school systems analyze their students' educational needs and solve educational problems by meet ing those needs is the major goal of the Division of Program and Staff Develop ment. The division is charged with coordi nating the statewide testing program, teacher education and staff development, educational improvement and teacher certification activities. During the past year, five major accomplishments stand out as high water marks for FY 75.
development of criterion-referenced tests in reading, career development and math for fourth and eighth graders
approval by the State Board of Edu cation of efforts toward competencybased certification of teachers, developed through the Teacher Edu cation Council
an increased number of innovative education programs adopted by local systems through the Title HI funding program
validation of six Title III develop mental projects, which can now serve as training centers for schools wishing to observe and adopt their methods

streamlining the paperwork involved in the process of teacher certification, resulting in fewer complaints, both from applicants and local school systems.
Statewide Testing
During the past two years the goal of the statewide testing program has been to help local systems understand how to use the results of the annual tests to improve instruction. For 68 school systems the unit conducted workshops. Scores on the 1975 tests showed student gains in reading and math in the fourth grade and in math in the eighth grade, perhaps at least in part because systems more effectively used their data. With criterion-referenced tests, developed during the past year, teachers will have even better tools and more spe cific objectives against which to measure student progress. Every student in the fourth, eighth and eleventh grades is tested annually--a total population of about 244,000 students.

Teacher Education and StaffDevelopment

A major thrust during FY 75 was to help 148 school systems establish staff develop ment programs. Nearly 20,000 teachers, principals and administrators participated in staff development during the past year. The staff development method of updating teacher training reaches a far greater num ber of teachers than the grant-in-aid pro gram, which it is supplanting. In FY 74, for instance, only 1,247 teachers were able to update their skills through grants-in-aid. Many staff development programs address

Teacher Grants-in-aid

FY 75** FY 74 FY 70 FY 65

1,247educators 1,130 educators 1,045educators

*148 local systems plans involving 6,500 educators using former grant-in-aid funds. 40 local systems continued with stateadministered grant-in-aid programs involving 153 local educators. Effective this year this program is reported as staff development.

Percent of Pupils Scoring at or Above the National Average in October 1974.

Grade 4 Reading Math Total

35.2% 35.9% 32.9%

Grade 8 Reading Math Total

32.5% 26.8% 28.8%

Grade 11 Composition Reading Math

34.2% 36.7% 33.0%

Statewide Testing Scores Fourth Grade

Dates of Year Testing

Score

1971 Oct. 18-29

G.E.** S.S.***

1972 Oct. 23 -

G.E.

Nov. 3

S.S.

1973 Sept. 17-28 G.E. S.S.

1974 Sept. 16-27 G.E. S.S.

1975 Sept. 22 -

G.E.

Oct. 3

S.S.

State Avg.
3.6 64
3.6 63.7
3.4 61.2
3.5 61.9
3.6 63

Vocabulary

Nat'l % Below State Avg. Nat'l Avg. Avg.

4.1

59%

3.8

69

64.5

4.1

3.7

69

*

63.7

4.0

*

3.4

69

61.0

4.0

63.1%

3.6

69

61.1

4.0

58.3%

3.7

69

63

Reading

Nat'l % Below State Avg. Nat'l Avg. Avg.

4.1

56%

3.8

68

66.6

4.1

*

3.7

68

65.9

4.0

*

3.5

67

63.2

4.0

64.8%

3.7

67

62.3

4.0

59.2%

3.8

67

64

Language

Nat'l % Below State Avg. Nat'l Avg. Avg.

4.1

59%

3.8

69.5

65

4.1

.

3.8

69.5

64.7

4.0

*

3.6

68.5

62.5

4.0

66.1%.

3.7

68.5

62.5

4.0

59.8%

3.8

68.5

64

Math

Nat'l % Below Avg. Nat'l Avg.

4.1

56%

68.5

4.1

.

68.5

4.0

*

67.5

4.0

64.1%

67.5

4.0

58.2%

67.5

State Avg.
3.8 66.2 *
3.6 60.6
3.7 61.6
3.8 63

ITBS Total Score

Nat'l % Below Avg. Nat'l Avg.

4.1

60%

69.1

*

.

4.0

68.4%

68.0

4.0

67.1%

68.0

4.0

61.7%

68.0

Eighth Grade

1971 Oct. 18-29

G.E.

S.S.

1972 Oct. 23 -

G.E.

Nov. 3

S.S.

1973 Sept. 17-28 G.E. S.S.

1974 Sept. 16-27 G.E. S.S.

1975 Sept. 22 -

G.E.

Oct. 3

S.S.

7.1

8.1

65%

93

101

7.0

8.1

*

92.5

101

6.9

8.0

*

91.1

100

6.9

8.0

66.7%

93

100

6.9

8.0

64.8%

93

100

7.3

8.1

64%

95

101

7.2

8.1

*

94.1

101

7.0

8.0

*

92.5 100

7.1

8.0

67.5%

93.7 100

7.1

8.0

66.5%

94

100

7.2

8.1

93

99

7.0

8.1

91.8 99

6.9

8.0

90.7 98

7.0

8.0

91.6 98

7.0

8.0

92

98

66% * * 70.4% 69.1%

7.2

8.1

94.5

102

7.3

8.1

95.2

102

6.9

8.0

92.7 101

7.1

8.0

93.6 101

7.1

8.0

94

101

67% .
73.2% 71.0%

7.2

8.1

94.6

100

*

8.1

7.0

8.0

92.8 100

7.1

8.0

93.4 100

7.1

8.0

94

100

67% . 71.7% 71.2% 69.9%

"Information Not Available ""Grade Equivalent """Standard Score
NOTE: 1971 and 19 72 testing occurred approximately one month later in the school year than all testing since 1973. Therefore, the 197] and 1972 averages are expected to be approximately one month higher than the 1973, 1974 and 1975 averages.

14

specific missions of the department, such as meeting students' individual needs, improv ing reading, improving math ability and extending career education.

Systems with Title III Adoption/Adaptation Projects

Educational Improvement
Working in tandem with staff development is the educational improvement staff, which coordinated federal funding of 98 innovative educational projects around the state. Through Title III school systems can become aware of new techniques which have been already proven effective. The adoption/adaptation program allows school systems to see successful programs in operation, and funds school systems to train teachers and purchase necessary equipment to begin similar programs. One widely adopted program is "Health and Optimum Physical Education," a project begun on an experimental basis in Ocilla. The unit also coordinates vocational pro jects, which during the past year addressed department missions by developing indi vidualized instruction packages, vocational training programs and support services.

Teacher Certification

In teacher certification, the state's pro gram of licensing paraprofessionals, one of the first in the nation, grew. More than 9,000 of these auxiliary licenses have been issued. New procedures cut down on the amount of time required to process appli cations during the past year. An upward trend continued, with more certificates issued to teachers in FY 75 (26,186), than FY 74 (23,048), resulting from the dis continuation of "life" certificates. Now teachers constantly update their skills in order to retain certification, and soon will be able to take advantage of staff develop ment to do so.

Adoption/Adaptation - 1974

Independent City Systems -- 1974

Validated Training Sites



Number of students affected - 427,670

Total number of systems adopting/adapting Title III projects - 158

Average Teacher Salaries (state and local funds)

1964-65 1969-70 1974-75

$ 5,095 $ 7,278 $10,134 (estimated)

Statewide Testing Scores Eleventh Grade

Dates of Year Testing
1972 Oct. 23 Nov. 3

Score S.S.**

1973 Sept. 17-28 S.S.

State Avg.
46.9

Composition

NatT % Below State Avg. Nat'l Avg. Avg.

50



47.0

Reading

Nat'l % Below State Avg. Nat'l Avg. Avg.

50

*

46.8

Mathematics

Natl % Below Avg. Nat'l Avg.

50



45.3 50

65.8%

45.9 50

63%

45.2 50

67.5%

1974 Sept. 16-27 S.S.

1975 Sept. 22 -

S.S.

Oct. 3

45.7 50

45

50

65.8% 65.7%

46.0 50

46

50

63.3% 63.1%

45.9 50

46

50

67.0% 65.6%

'Information Not Available "Standard Score
MOTE: 1971 and 1972 testing occurred approximately one month later in the school year than oil testing since 1973. Therefore, the 1971 and 1972 averages are expected to be approximately one month higher than the 1973,1974 and 1975 averages.

Adoption/Adaptation - 1975

I

Independent City Systems -- 1975

Nationally Validated Training Site Health and Optimum Physical Education

Teacher Education Programs in Georgia

Programs Institutions

FY 75 1,010
34

FY 70 700 31

FY 67 513 29

State Minimum Teacher Salary Schedule

Type Certificate
T-4 (Bachelor's level)
T-5 (Master's level)
TS-6 (Master's with 1 additional year's study)
DD-7 (Doctorate level)

1964-65

No

14 Years

Experience

Experience

S 3,824

$ 4,814

4,116

5,296

5,656

6,296

(No certificate)

Kindergarten, Wayne County

1969-70

No

14 Years

Experience

Experience

$ 5,200

S 7,020

5,876

8,060

7,098

9,100

8,268

10,140

1974-75 No Experience $ 6,979
7,886
9,526

14 Years Experience
$ 9,422
10,817
12,213

11,097

13,609

In working toward this goal, the ECE staff assisted 147 local systems in setting up programs, developed certification requirements for early childhood educa tion and provided technical assistance to local systems, colleges and cooperative education service agencies. The staff also assisted in staff development activities, Title III and Title I projects, gave tech nical assistance to Headstart and to pri vate and church kindergartens and participated in federal ECE projects. Total funds appropriated for ECE in FY 75 were $5,512,427, compared to $6,607,342 in FY 74.

Division of Early Childhood and Special Education
The Division of Early Childhood and Special Education was formed as a result of efforts by the department to empha size the importance of these areas in the education process. Functions of this division relate directly to department missions of providing statewide kinder gartens, providing programs that com pensate for or remove the effects of physical or mental handicaps and pro viding technical assistance to local educa tion agencies in development of programs that are varied to meet determined indi vidual student needs and abilities.
During the writing of the new Adequate Program for Education in Georgia Act, division staff assisted in implementing APEG as it related to their areas. They also worked with the Georgia legislature to provide information on the desirable effects of kindergarten, resulting for the
16

first time in funds being appropriated for a statewide kindergarten program serving normal as well as handicapped children. One half of these funds were later re moved in a special session of the legisla ture in response to declining revenues, but the widespread support for such a program remains.
The early childhood education program currently provides to a limited degree tests, diagnosis and treatment for child ren from birth to two years of age, edu cational programs for mentally and physically handicapped three- and fouryear-olds and educational programs for disadvantaged and mentally, physically or emotionally handicapped five-yearolds. When the program is fully funded according to APEG, "A preschool pro gram, which shall be at least on a one-half day basis for a 180-day school year, shall be made available to all children who have attained age five by Sept. 1 of a fiscal year."

The special education staff worked during FY 75 toward the APEG provision that every child and youth eligible for special education services should have access to a quality education by July 1 of 1977. Major accomplishments included the development of updated Special Educa tion Regulations and Procedures, assist ance in development and expansion of four additional centers for the severely emotionally disturbed and the establish ment of one new program for the deaf and blind. Total number of children served during the year was approximately 121,740, compared to less than 40,000 five years ago.
Special education staff members work in the areas of mental and physical handi caps. They assist local systems in improv ing the quality of programs, promote cooperation between agencies and within the department for comprehensive services and help upgrade teacher effectiveness. In FY 75 they helped expand services through statewide conferences and work shops and through CESA operations. They also worked on certification in the areas of speech and language pathology, audi ology. physically multi-handicapped and visually impaired.
The Georgia Learning Resources System (GLRS) during FY 75 initiated the

Regional Resource Center for special education, expanded the network and explained use of the center in staff development and training programs.

more efficient and effective use of this money. They also assisted in providing programs for the handicapped in local systems, CESAs and institutions.

Division staff also worked in the area of federal programs, increasing the local sys tems' knowledge of federal funding pro visions and instituting procedures for

The special education budget for FY 75 was $52,768,265, of which $49,559,178 was state money.

Early Childhood and Special Education Statistics

Special Education
Regular School Program for Gifted
Governor's Honors Program
Handicapped
Early Childhood Education

Eligible Population
31.9881
31,98s1 148,176s
80,512

Number Served
19,9952
4002 121,740
6,791

Percent Served
63
82 15

Number of Teacher/
Staff
2641/2
583 5,030
385

Ratio Served to
Staff
76:14
7:13 16:16 18:1

1. Estimated first four months enrollment 1-12 times .03 percent incidence rate. 2. Not an unduplicated count. 3. Includes dormitory staff and other auxiliary personnel as well as teachers. 4. Teachers spend from one to five hours a week with each student. 5. Estimated first four months' enrollment 1-12 plus Special Education times 13.97 percent
incidence rate. 6. Ratio may vary depending on type of program.

Psychoeducational Center Network for Severely Emotionally Disturbed Children

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... Marietta^ ^ vMetroi v-.ir.Athens
u: 1 1 - '*\ ?Chamblee^ ^ "TM7....
(Carrol It^n/.j^anta. \^-s\

Division of Educational Media Services
The Division of Educational Media Services coordinates the operation of public school printed media, motion picture and audio visual libraries, an audiotape duplication studio and an instructional and public television network. The television network consists of eight department-owned tele vision stations throughout the state, which receive and rebroadcast television signals originated from an Atlanta based production and engineering complex. University of Georgia station WGTV con nects to the network to telecast telelessons to schools statewide.
The location of the network's stations and the number of cable television systems carrying network programs enables most of the state's 4.5 million residents to view Georgia instructional and public television programs.
During FY 75 the division obtained per mission from the Federal Communications Commission to expand the network by purchasing eight high-power and two lowpower additional translators at a cost of approximately $340,000 in state funds and $260,000 federal. These translators, actually TV transmitters designed for broadcasting within a limited area, will be located in Buchanan, Carnesville, Carroll ton, Cedartown, Columbus, Elberton, Flint Stone, Hiawassee, LaFayette and Toccoa.
Transmission from Channel 28, WJSP-TV, at Warm Springs will be improved as a result of an FY 75 U. S. Office of Educa tion grant of $300,000 to replace an obsolete transmitter.

Midville , Statesboro

A first by the division during FY 75 was the development of plans for a localized instructional television (ITV) project, which will utilize input from 18 public school systems within the coverage of WVAN-TV, Channel 9, Pembroke to determine the content and schedules of programs to be broadcast over that station.

*Cordele
Ochlocknee C Valdosta |

Four pilot telecourses in a new series entitled "Stretch" were produced for classroom viewing in conjunction with the department's Division of Program and Staff Development, Division of Early Childhood and Special Education and Metro Atlanta Cooperative Education Service Agency. Also, in cooperation with other state agencies, the division produced a consumer education series, a staff development series and a current world affairs series entitled "1975." "1975" was distributed nationwide to educational
17

television stations through the National ITV center and became "the most widely used of all nationally requested ITV series for secondary student viewing."
Televised coverage of Gov. George Busbee's inauguration ceremonies won the National Academy of Television Arts and Sciences, Georgia Chapter Emmy Award for public service programming.
Overall, in FY 75 the educational media division produced 183 hours of program ming for telecast during the evening sche dule and 217 hours of instructional pro gramming. ITV programming was viewed by 414,686 students during FY 75, com pared to 379,477 in FY 74 in 1,451 schools. The division's Instructional Resources Unit oversees school-related programming and prepares and distributes teacher manuals and books related to ITV. The Engineering Unit assists local schools in ITV reception through technical advice and consultation.
In FY 75, 179 public school systems had written local board policies regarding media use in classrooms, while 167 sys tems had a plan of implementation. This is in contrast to last year, when 162 systems had a written policy, 152 of which were implemented. Five years ago the State Board of Education had no policy regarding media and material usage.

during the past five years from 9.3 to 13.66 books per pupil. In FY 75 the centers had available 0.75 filmstrips, 0.29 disc recordings, 0.23 transparencies, 0.09 audio tapes, 0.06 kits and 0.28 other types of audiovisual media per pupil. Five years ago these centers had an average expenditure for media material of $4.62 per pupil, as compared to $5.09 per student in FY 75.
In FY 75, 68 percent of all public schools (36 percent of the systems) had the benefits of a shared services or systemlevel coordination of media programs. These consisted of 21 system-level pro grams with at least one full-time media

coordinator, 27 systems served by a parttime coordinator and 19 systems served by staff from three of the shared services programs. Five years ago 26 percent of the systems had some kind of media director.
The educational media atidio tape record ing studio duplicated and distributed 1,500 tapes per month for classroom listening during FY 75.
The total budget for the division was $4,111,261 for FY 75. This represents a decrease of $167,023 from the FY 74 budget of $4,278,284.

Georgia Department of Education Transmission Facilities

FLINTSTONE T/S1

Transmitter

Evening programming, known as Public Television, was funded with a $165,000 Corporation for Public Broadcasting grant and $102,323 in state funds.
The Public Television monthly printed schedule, provided without cost to sub scribers, increased in distribution from 24,000 to 28,000 in FY75.

.... TV.

During FY 75 the State Board of Educa tion developed a policy on instructional media and equipment that allowed for the first time local decision-making on purchasing these items, with the excep tion of textbooks purchased with state money.
In FY 75 all but four Georgia public schools have media centers or school libraries. During the past five years the percentage of these centers managed by full-time professional media specialists has grown from 84 to 96, while addi tional staff members increased from 163 professional assistants to 175 and media aides increased from 165 to 481.

WABW

Printed media increased in the centers
18

Office of Adult and

\bcational Education

Educators are fast realizing education is a life-long process continuing well beyond the traditional classroom and legal stat utes for compulsory school attendance. The Office of Adult and Vocational Education (GAVE) through its four divisions -- Planning and Development, Public Library Services, Post Secondary Vocational-Technical and Adult Pro grams and Secondary School Vocational Programs -- is charged with merging the worlds of work and education for Georgia's citizens.
Two new programs -- the Vocational Introduction Program (VIP) and the Vocational Education Awareness Pro gram (VEAP) were instituted by the Planning and Development Division to aid economically disadvantaged and handicapped high school students in FY 75.
The Division of Public Library Services substantially increased its information capabilities in FY 75 through member ship in the Southern Library Network, a telephone system providing Georgia librarians with immediate information

about available contents of other libraries throughout the southeastern U. S. An additional highlight was the continued construction and expansion of 15 libra ries throughout Georgia.
The state's system of post secondary and adult vocational programs educated a record number of Georgians in FY 75. Also, despite uncertain economic condi tions, the division's Quick Start training program continued to be a major induce ment in attracting new and expanding industries to Georgia. Badly needed ex pansion projects were completed at five of the state's overcrowded area schools, while new physical expansion projects were begun at an additional five vo-tech schools where lack of space was most critical.
New construction was also a major accomplishment of the Division of Secondary School Vocational Programs. In FY 75, 17 new comprehensive high schools were opened and 15 more were funded.

Division of Planning and Development
Two new programs instituted by the Divi sion of Planning and Development were highlights of FY 75 -- the Vocational Introduction Program (VIP) and the Vocational Education Awareness Program (VEAP). Also during the year, the division assumed administration of "Standards for Proprietary Schools."
Economically disadvantaged students in the VIP program are able to spend the summer exploring several vocational fields and receiving intensive training in an occupational field of their choice at North Georgia Technical and Vocational School in Clarkesville or South Georgia Technical and Vocational School in Americus. All travel, housing, books, meals and training are paid for by the state using available federal funds. In FY 75, 300 students from all over Georgia participated in the VIP summer program.
The Vocational Education Awareness Program is designed for handicapped high school students. Vocational teachers, assigned to 23 areas of the state with the highest concentrations of handicapped secondary school students, evaluate eligi ble students and design a master prescrip tion for each one to follow through school until he is successfully employed or enrolled in a post secondary school. Pre scriptions are based on each student's particular abilities, handicaps, interests and programs available. In 1975, 500 students in grades 9-12 received their prescriptions.

Electronics class, Athens Area Tech

In administering "Standards for Proprie tary Schools," planning and development staff members visited and evaluated every private business school in the state. All schools, including those doing corre spondence business in the state, must be certified each year. In FY 75, 127 schools were certified by the Georgia Department of Education, 71 of which are located within the state. "Standards for Proprie tary Schools" are regulated by the State Board of Education with the aid of the Proprietary School Advisory Commission, an independent commission established by the General Assembly and composed of officials from business and education.
19

Although not basically a programs unit by design, the Division of Planning and Development addressed several of the department's missions. Being responsible for the development of an annual state plan for vocational education addressed the missions of providing . . comprehen sive vocational and academic programs to meet the educational needs of secondary school students," and "programs to meet both the educational needs of adults and the economic needs of Georgia." By ad ministering proprietary school standards, the unit addressed the mission to "develop and apply standards for school systems, including private schools, that are based on educational outcomes." Through the VEAP program the division works to "provide programs that compensate for or remove the effects of economic or cultural deprivation and physical and mental handicaps." Through the VIP pro gram the division addressed the mission to "extend career education to all students."
Division of Secondary School Vocational Programs
To provide students in grades 7-9 with exploratory and pre-vocational programs and experiences and to provide those in grades 10-12 with work attitudes and job entry skills in broad occupational clusters are just two of the major goals of the Division of Secondary School Vocational Programs.
Staff members in the division work closely with local school systems in plan ning and administering vocational educa tion at the high school level in the areas of agriculture, business, distributive education, home economics, trade and industrial education, industrial arts and work study and special needs.
In addition to helping systems develop and implement local plans for vocational education, the division's program mana gers also provide professional and tech nical assistance to administrators and teachers by organizing and conducting in-service training throughout the year. Each staff member in the division is assigned to work with specific school systems in the state. Assignment is made according to the educational services districts.
All types of students from middle grade to adults can take advantage of voca tional training at conventional high schools or comprehensive high schools,
20

Funding

Federal State*

1975 3,521,459 29,791,718

1974 2,845,086 25,416,978

1970 1,035,976 13,370,615

1965 1,569,467 8,035,281

TOTAL 33,313,177 *Includes MFPE/APEG funds

28,262,064

14,406,591

9,604,748

NOTE: Not included are construction funds of $2,423,159 (federal) and $3,500,000 (state) for FY 75, and $3,432,991 (federal) and $2,000,000 (state) for FY 74, and $2,325,640 (federal) for FY 70. No state or federal funds were available for construction in FY 65.

Students Served
Adult agriculture Agriculture Home economics Business education Trade and industrial
education DE CVAE PECE Industrial arts
*TOTAL

FY 75 13,147 38,108 100,419 142,000
25,959 5,805 7,719 30,100
65,330
428,587

FY 74 20,881 31,156 80,419 141,000
18,398 5,789 7,069 25,700 62,130
392,542

FY 70 11,049 27,187 64,374 121,000
7,230 3,314 1,000 4,000 58,875
298,029

FY 65 9,000
26,159 60,000 106,500
5,000 1,273
45,000 252,932

Vocational Teachers and Local Administrators

Teachers Agriculture Home economics Business education Trade and industrial education DE CVAE PECE Industrial arts

FY 75 348 623
1,200
594 113 164 139 645

FY 74 351 604
1,190
414 111 154 127 613

TOTAL

3,826

3,564

Local Administrators

99

85

*Not unduplicated counts

FY 70 344 560
1,020
190 85 20 18 570
2,807
25

FY 65 376 525 900
120 32
449 2,402
10

and specialized training in high-demand occupations enables high school students to graduate with marketable skills.
In attempting to expand and add quality to vocational education opportunities at the secondary level and in keeping with the Georgia Department of Educa tion's missions, the division of Secondary School Vocational Programs had five major accomplishments during FY 75.
Seventeen new comprehensive high schools were opened and 15 more were funded during the year.

Curriculum materials were developed in most vocational areas, including specific course guides to be used in connection with the quarter system.
All vocational subject areas imple mented individualized instruction in selected programs and schools.
Approximately 75 percent of all voca tional teachers participated in staff development and in-service training activities during the year.
There were 87 high schools with job

placement programs designed to aid all students who need help with full or part-time job placement.
The comprehensive high school program, which was begun less than 10 years ago, now reaches about 35 percent of all Georgia high school students in grades 9-12. The 17 new schools bring the total to 94. In 1970 there were only 18 com prehensive high schools serving seven per cent of all high school students. By 1986 it is hoped that all high school students will have access to a comprehensive school.
In an effort to keep vocational teachers and administrators abreast of new develop ments in vocational education, the staff development program of the division has grown steadily. There were 2,850 people involved in 60 courses and workshops during FY 75. Ten years ago, there were

only 28 staff development activities con ducted for 1,200 participants.
Georgia has an outstanding vocational youth club program in which students interested in a specific area of vocational education have an opportunity to leam leadership skills, good citizenship and cooperation. Membership in these seven organizations hit a record high last year. There were 65,607 active members in the Future Farmers of America, Future Homemakers of America, Future Business Leaders of America, Distributive Educa tion Clubs of America, Georgia Associa tion of Industrial Arts Clubs and Voca tional Occupational Clubs of America.
Division of Post Secondary VocationalTechnical and Adult Programs
During FY 75 the Post Secondary

State and Area Vo-Tech Schools and Comprehensive High Schools

" *

State or Area Vo-Tech Schools
Junior College Programs
Operational Comprehensive High Schools
Comprehensive High Schools approved for construction
^ Comprehensive High Schools opening , in 1976

--- E; ..1 /

Vocational-Technical and Adult Division provided job entry skills and/or up graded existing skills for approximately 112,799 students, a 10 percent increase over FY 74 and a 500 percent increase over the 22,372 students served in FY 64. In addition, just over 40,000 adult citizens received basic education training com pared to the 31,217 adult citizens who received training under the Adult Basic Education (ABE) Program in FY 74. This 25 percent increase in population served was accomplished with only a 10 percent increase in funds. An additional 3,450 students received training under the divi sion's supervision through monies pro vided under the Concentrated Employ ment Training Act (CETA).
All of Georgia's 25 area vocationaltechnical schools are now accredited by the Southern Association of Colleges and Schools following the association's approval for accreditation of Valdosta, Albany and Moultrie Area Tech in FY 75. In addition, the Health Occupations Center, Dalton, is being considered for accreditation during December of FY 76.
The Quick Start Program, which provides tailor-made skill training for new and ex panding industry in the state, provided training for 2,500 individuals in FY 75. The number of workers trained repre sented a 90 percent increase over the 1,366 individuals trained in FY 74. As recently as FY 70, only 16 companies were served and 724 workers trained.
In FY 75, 126 programs in 14 of Georgia's vo-tech schools were redesigned to incorp orate the individualized instruction con cept, which allows students to progress at their own rate of ability rather than according to a predetermined schedule. In FY 74 only 45 programs in 19 area votech schools had been individualized.
Funds for needed physical expansion at the state's overcrowded vo-tech schools amounted to just under $6 million in FY 75. Although these funds will greatly increase the enrollment capacities and program offerings at the schools in Valdosta, Columbus, Carrollton, Swains boro and at South Georgia Tech in Americus, physical expansion has failed to keep pace with skyrocketing enroll ments as emphasis within the educational community becomes focused on skills training. In FY 75 all of the state's vo-tech schools had capacity enrollments and waiting lists of thousands of applicants.
Continued emphasis will be placed on beginning urgently needed expansion pro-

jects at the schools to meet the needs of the community and the state. Additional personnel are needed at the schools to fill voids in job placement efforts and follow up services, and new teachers, especially extended-day instructors, are needed to make better use of existing school facilities on a round-the-clock basis.

Using audio cassettes, Rockdale County

Division of Public Library Services

The Division of Public Library Services is responsible for developing, coordinat ing and evaluating public library programs and services including library construc tion and inter-library cooperation at the state level and in county and regional library systems throughout Georgia.

Since 1943 most Georgia public libraries have been organized as regional libraries -- two or more county library systems con solidated into one larger system to reduce operating costs and increase services. Currently there are 36 regional systems and 11 county systems, totaling 252 libraries and branches; 80 bookmobiles serve remote areas. All systems are open to the public at least 40 hours per week.

All of the state-supported libraries are interconnected through the Georgia Library Information Network (GLIN). This telephone system provides librarians with immediate access to information about available contents of other public and most college, university and private libraries within the state. During FY 75 GLIN qualified for membership in the Southern Library Network, expanding Georgia's service to provide cataloging information plus catalog cards from all major library resources in the eastern U. S.
The year also brought new library build ings into existence in Alma, Hapeville, Madison and Marietta. Construction was begun on facilities in Americus, Bain bridge, Brunswick, LaGrange, Mt. Vernon, Warner Robins, Washington, Waynesboro and Watkinsville, while two major expansion projects were started in Carrollton and Moultrie.
For the first time in Georgia history, the 1975 General Assembly approved and funded an appropriation for maintenance and operation of public library systems and 13 talking book centers to provide library services to the visually and phy sically handicapped. The Georgia Library for the Blind served 294 students with large-print and Braille material.

Circulated materials during FY 75 totaled 290,810. This included 18,595 large print volumes, 16,447 Braille books, 159,157 talking books, 36,511 tapes and casettes, and 60,000 magazines serving a total of 10,933 patrons.
The division circulated 37,863 books to other libraries, workshops, state depart ment of education staff and other state employees during FY 75. This was an increase of 4,989 volumes over FY 74. The unit also answered 509 reference questions, added 7,303 books to the col lection, produced 83,005 sets of catalog cards for 192 schools and 22 public libra ries, involved 66,197 children in summer reading programs, mailed 97 books out of state, answered 25,275 requests through GLIN and made referrals to resource centers for locations of materials and transactions.
During FY 75 the division and the Georgia Library Association were authorized to employ the services of a commercial survey firm to study all types of libraries in the state -- school, public, college, university, institutional, special -- to help develop a long range plan of library services. The survey results should also reveal the

strengths and weaknesses of library pro grams and assist the division in making recommendations for improvements.
The library division was concerned during the year with the department's missions to improve the ability of students to read, to reduce adult illiteracy, to improve the self-concept of students and to reduce dropouts.
Nine public library systems conducted special programs, which involved the use of federal, state and local funds, while 45 of 47 library systems conducted summer reading programs.
Public library programs in Georgia, includ ing operating expenses for the Division of Public Library Services, were funded in FY 75 by $1,143,928 in federal money and $6,568,529 in state funds, $1,025,570 of which was for personal services and operating costs for the division. The remain der was for grants to library systems. In FY 74 the programs were granted $1,863,572 in federal funds and $5,510,669 in state monies. Five years ago public library pro grams in Georgia operated on $751,985 from the federal government and $2,981,874 from the state.

Office of Staff Services

The Office of Staff Services provides support to the education system at every level, from the state down to the indi vidual teacher and school. It comprises planning, research and evaluation activities, public information and publi cations, management information and statistical services.
Five major accomplishments of the office during FY 75 include continuing pro gress toward the definition of new roles for and relationships among federal, state and local education agencies; in this effort five department comprehen sive planning teams are working with five competitively selected school dis tricts. FY 75 was the second full year of this effort, which is attempting to develop good educational planning and practice by local systems, the education agencies closest to the learner. Efforts will also be made to reduce or eliminate bureaucratic red tape at the federal and state levels as part of the new role definitions.
Another major accomplishment was first steps toward establishing an educational data center for the department of education -- a clearinghouse for infor mation coming into the department from local school districts and going out to them. As part of the effort the depart ment during FY 75 assessed its informa tion needs and determined that 109 forms could be eliminated from use with school districts -- 20 percent of those extant. Another step will be the identification of certain staff in the department who will be continually in formed on what information is being collected by whom in the department and where the information is available. The goal is to consolidate requests for information, to insure that all requests for information are essential, and that the information so gathered is known to be available and made accessible to those who need it.
Other major achievements of the office during FY 75 included the expansion of public information and publications services to the state's network of area vocational-technical schools, the efforts to evaluate and assess all public informa tion and publications activities and the selection and nomination of a Georgia Teacher of the Year for 1975 who also was named one of four national finalists in the competition -- a first for Georgia.

Department Budget Officer
The department budget officer assisted the agency's operating units in FY 75 in compiling funding requirements needed for their internal operations and for local systems as specified under the MFPE Act.
During the fiscal year his office compared expenditures to budget availability and coordinated necessary budgetary amend ments as they arose. His office also acted as liaison for the department with the Office of Planning and Budget and the legislative budget office.
Personnel Services
The objective of the Personnel Services Unit is to plan and administer a program that meets the needs of the department and employees which make up the department. This includes recruitment, pre-employment screening, employment counseling, processing personnel changes, maintaining personnel records, training and other functions essential to a good personnel program. Personnel services' budget for FY 75 was $155,559.
On June 30, 1975, there were 1,470 regular employees and 121 temporary employees on the department payroll. Over half of these employees are employed in the six schools operated by the department.
Due to the declining economy, FY 75 was an austere period for employment. Because of this, the personnel unit has worked towards maximum use of personnel to economically increase efficient operation of department programs.

Legislative Liaison
A legislative liaison, named in 1973, con tinued to build effective relations between the department of education and Georgia's Congressional delegation during FY 75. A function of the liaison is to relay depart ment concerns and needs to the various Congressional education subcommittees. This resulted in a complete redirection of a bill for the handicapped to reflect the needs of the states and state departments of education. The department was also asked to assist in language changing the Buckley Amendment relating to privacy rights of students and student records. This allowed Georgia statewide testing programs to continue as in the past. According to the liaison, however, the most significant federal legislation passed during the year relating to education was the Education Amendments of 1974 (PL 93-380) which covers most major education programs. It extended programs for the next four years and included a favorable ESEA Title I formula resulting in a $7.4 million increase for Georgia. An important feature of this Act is forward funding, allowing advance appropriations so that local systems may plan more effectively for use of federal funds. The liaison also worked with the state super intendent of schools in drafting testimony for an appearance of the superintendent before the U. S. House Education Commit tee on Vocational Education and before the U. S. Senate Economic Development Subcommittee on a public works bill that would include school building construction
Division of Business Services
The function of the Division of Business Services is to keep department internal operations running smoothly and econom-

Department of Education Personnel

State Staff State Schools

Management & Administrative
62
25 87

Professional & Technical
392 339 731

Total of all employees - 1,584 includes clerical, houseparents, maintenance personnel, cooks and others

Other* 358 408 766

What the State Education Dollar Buys . . .

DIRECTING INSTRUCTION Principals Superintendents --
CAPITA!. OUTLAYS
OPERATING EXPENSES PERSONNEL

Services to Schools
3c Other (indadisi ETV)

ically. Its success in this endeavor is attested by the fact that the state Office of Planning and Budget's operational audit of the division in FY 75 contained only minor suggestions for improvement. Steps were taken to put these suggestions in operation.
The division directly addresses those mis sions that call for developing two-way communications with all segments of the public, establishing a sound basis for public confidence and support in the pub lic education system, and the program mission that provides efficient and effec tive management of the educational enterprise in Georgia so that students will receive the best possible education at the lowest possible cost to taxpayers.
Major achievements of the division during the year included expansion of service to the 24 area and two state vocationaltechnical schools through the addition of two information specialists. More local systems were also served through the area school-community relations workshops conducted by the publications and infor mation staff of the division. That unit also made a concerted effort to evaluate pub lications and information of the depart ment. This resulted in a revised planning form for publications, with heavy empha sis on obtaining evaluation of any publica tion printed.
Another first for the division was the selection of the Georgia Teacher of the
24

Year as one of the national finalists. The division is responsible for coordinating the entire Georgia program. In this way, the department recognizes the vital importance of teachers in the education process.
The general services branch of the division is responsible for processing requisitions and purchase orders; operating a central supply room; handling incoming, out going and interoffice mail; and maintain ing equipment inventory. Their operating methods resulted in a 30 percent savings in the central supply operation and a reduction in price from five to 3.7 cents in xerox copy.
Expenditures during FY 75 for the divi sion were $402,094 in state money and $74,707 in federal funds.

Internal Operations Information

Number processed
Printing requests 393 state printing 25 commercial
Requisitions and purchase orders 16,859
Central supply (30 percent saving realized)
Mail services 1,550,000 pieces
Equipment inventory 20,342 items

Dollar amount $ 133,000
4,419,439 61,948 90,625
11,561,466

Division of Fiscal Services
The Division of Fiscal Services of the Office of Department Staff Services has the responsibility of overseeing spending for the department and the public schools of Georgia. During FY 75 fiscal services received, deposited and disbursed federal, state and other funds totaling more than $745,000,000.
Work in fiscal services is divided among 28 staff members in six units, which includes cash management, administra tive accounting (disbursement), federal programs accounting, vocational educa tion accounting, payroll and travel and the control section. All payments made by the state education agency must not only be made on time, but must be checked and double-checked for accuracy and legality. During FY 75 the division modified its accounting system and pro cedure to accommodate the Adequate Program for Education in Georgia Act. This involved changing data processing procedures and account codes for grants to school systems.
In addition to making payments to local school systems for teachers' salaries, maintenance and operation and other items, the division must approve indirect cost plans for local systems, make pay ments to the Georgia Building Authority for authority lease rentals, handle pay ments and accounting for the department and department-operated facilities and informally help systems and units with their own accounting procedures.
The FY 75 operating budget for the division totaled $343,000, of which more than $28,000 was from federal funds and more than $22,000 was from other sources.
Division of Planning, Research and Evaluation
Educational planning at the local school district level took on a new purposeful ness in FY 75 under the direction of the Division of Planning, Research and Evaluation. Five school districts -- Lanier, Gwinnett, Muscogee, Ware and Thomas were chosen competitively to devise comprehensive, more manageable, fundable and responsive local plans for educa tion that will ultimately redefine educa tional roles of the local education agency, the state department of education and the U. S. Office of Education.

The five were selected from 24 original school system applicants which in the planning process changed their educa tional programs to make them more flexible and responsive to individual stu dent needs and abilities, a mission of the Georgia Department of Education. The 24 system comprehensive planning efforts also addressed the department's mission calling for system boards of education to identify pupil performance goals and report on progress toward them. Several systems involved their communities in developing their system plans, relating to another mission calling for the develop ment of two-way communications with all segments of the public. The planning effort by the five systems, in its progress toward waiving certain federal regulations and the promise of reducing some state and federal red tape, also addressed the department's mission that seeks to pro vide local boards of education with maximum decision making authority to organize and operate school programs to meet local citizen needs.
During FY 75 the division researched and provided background information on contemporary Georgia society to the State Board of Education for its use in revising and updating the Goals for Education in Georgia. A completely new goals state ment was subsequently adopted by the board and distributed to schools and sys tems for their use in setting local educa tional goals.
The State Board of Education Policy Manual was completely revised in accord ance with provisions of the Adequate Program for Education in Georgia Act. The newly established Educational Data Center was the vehicle used in a major effort to improve the quality of data collected by the department while de creasing the local system burden in pro viding data.

to help program managers learn to do their own evaluations. Through workshops and printed materials the unit also helped local school systems identify and set pupil per formance goals and evaluate how well they are being met.
Through its Education Information Center the division provided information about educational practices and research find ings to 398 members of CESA staffs and 90 system superintendents and their staffs. Numerous other requests for information were also filled for the Governor, other state agencies, university and system per sonnel and department staff. Microfiche, computer and manual searches were pre pared, and statistical data were distributed through publications such as the Statistical Services Unit's series of brochures on finance, students and teachers.
The division budget for FY 75 was $222,1 16 federal and $230,206 state, compared with $368,893 federal and $121,336 state in FY 74.
Management Information Services
Efficiency of department operations is a major concern of the Management Infor mation Services Division. Its responsibility involves encouraging better filing and file retention techniques, designing more effective forms and eliminating unneces sary ones, administering records manage ment programs in conjunction with other state agencies and coordinating data pro cessing services with the Department of Administrative Services.

Throughout FY 75 the division worked on several major projects. These included modifying and reprogramming the state's teacher payroll system computer program to meet the requirements of the Adequate Program for Education in Georgia Act. This included expanding the number of funding sections and adding new classifications as designated by the law. Other major efforts were in the Office of Adult and Vocational Education. These included integrating the office's teacher permits into the teacher certification system; beginning a budgetary accounting system for that office to pro vide complete expenditure and budget data previously unavailable; and combining that office's short-term payment system with the disadvantaged and handicapped project payment system.
In addition the division designed 80 new forms and revised 150 of the department's existing forms.
The division also deals directly with local education agencies, as it is responsible for approving modifications in attendance accounting. Through these and other efforts the division addresses the depart ment's mission of providing efficient and effective management of the education enterprise.
The division's expenditures for FY 75 totaled $628,480 -- $499,897 state and $128,583 in federal funds. Expenditures for FY 74 totaled $1,030,055. Of this amount there were $733,910 in state funds and $296,145 in federal funds. Reduction of expenditures in FY 75 was due to the transfer of statistical services to the Division of Planning and Evaluation.

The division produced several useful publications during the year, including a set of budget projections on consum able education items such as textbooks, gasoline, buses, etc. This had not been done before, but proved very helpful to superintendents as they planned school budgets during the highly inflationary economic period.

The division's Evaluation Unit worked with Title I programs in local districts, youth development centers and institu tions for the handicapped and correctional institutions. Its effort was to evaluate the overall effectiveness of selected Title I programs of compensatory education and

Management Information Service, Atlanta

Budget for Fiscal Year 1974-75 As Amended Through 6/30/75

MFPE Grants: Section 11 Teachers' Salaries Section 20 Teachers' Salaries Other CPP M&O and Sick Leave Instructional Media Isolated Schools Pupil Transportation Travel Expenses Mid-Term Adjustments
Sub-total MFPE

Total
278,498,900 33,939,860 48,240,357 48,817,258 9,401,717 70,009 26,307,267 1,028,201
446,303,569

Other Grants: Superintendents' Salaries Public Librarians' Salary & Travel In-Service Grants NDEA, Math & Foreign Language Educational Services Across System Lines Supervising Teachers Teacher Retirement Title III, ESEA 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 Multi-Handicapped Preparation of Professional Personnel in
Education of Handicapped Children Severely Emotionally Disturbed Education Training Services for
Mentally Retarded Instruction and Services for Handicapped Vocational Education: Teacher Training and Research High School Program Adult Education Area Vo-Tech Schools Development & Training Comprehensive Employment & Training Driver Education Early Childhood Program Instructional Assistance Program Summer Library Supervisory Program

2,913,000 2,435,000
490,000 1,707,947 2,502,000
145,000 34,149,579 5,058,992
200,000 48,000 131,000 56,186 63,485,617 66,375,000 2,642,132 1,755,000 2,269,986
622,000
93,072 4,036,800
250,000 906,914
1,723,868 20,144,951
2,537,639 30,500,350
73,837 2,024,068
375,000 5,512,427 7,000,000
59,252

Total Grants

708,528,186

Capital Outlay: Contracts With Others

2,496,944

Authority Lease Rentals

30,836,857

Operation of Department and Department Operated Facilities:
Personal Services Operating Expenses

18,111,880 9,417,464

TOTAL DEPARTMENT

769,391,331

Budget Agency

State
278,498,900 33,939,860 48,240,357 48,817,258 9,401,717 70,009 26,307,267 1,028,201
446,303,569

1,707,947
5,053,992
63,485,617 58,160,554
1,053,023 2,269,986
93,072
906,914 1,573,868 7,812,421 1,802,283 8,160,526
46,748 2,024,068
375,000
154,526,019

2,913,000 2,435,000
490,000
2,502,000 145,000
34,149,579 5,000
200,000 48,000 131,000 56,186
8,214,446 1,589,109 1,755,000
622,000
4,036,800
250,000
150,000 12,332,530
735,356 22,339,824
27,089
5,512,427 7,000,000
59,252 554,002,167

1,075,444

1,421,500 30,836,857

4,488,574 3,401,290
163,491,327

13,623,306 6,016,174
605,900,004

Total

Expenditures Agency

State

278,677,700 33,974,346 48,526,430 48,822,664 9,401,977 54,273 26,295,295 1,030,545
446,783,230

278,677,700 33,974,346 48,526,430 48,822,664 9,401,977 54,273 26,295,295 1,030,545
446,783,230

2,869,186 2,404,751
474,609 719,458 2,502,000 144,830 34,011,871 3,507,980 180,947 47,915 42,313
56,186 49,801,013 63,276,093
2,327,559 1,755,000 2,033,422
622,000
106,323 3,951,240
228,618 999,066
1,562,865 19,720,706 2,364,787 30,321,807
71,611 1,974,458
239,078 5,490,096 6,997,739
47,668
687,636,425

719,458
3,502,980
49,801,013 55,300,563
748,087 2,033,422
106,323
999,066 1,413,084 7,333,283 1,629,431 8,049,155
43,029 1,974,458
239,078
133,892,430

2,869,186 2,404,751
474,609
2,502,000 144,830
34,011,871 5,000
180,947 47,915 42,313 56,186
7,975,530 1,579,472 1,755,000
622,000
3,951,240
228,618
149,781 12,387,423
735,356 22,272,652
28,582
5,490,096 6,997,739
47,668 553,743,995

2,253,748 30,657,364

1,019,357

1,234,391 30,657,364

17,410,423 8,278,979
746,236,939

4,004,042 2,602,388
141,518,217

13,406,381 5,676,591
604,718,722

26

Average Daily Attendance -- 1974-75

(p) 10,000 and over (14) % 6,000-9,999(19) % 2,000 - 5,999 (87) O UP to 1,999 (68)

Average Daily Attendance

K 1-8 9-12 Sp. Ed. Post Sec.

1964-65 8,443
685,316 241,059
6,006 22,372

1969-70 12,116 728,634 265,362 13,315 Not available

1974-75 20,092 677,912 273,732 17,950 158,814

School System
STATE

Total ADA (K-12)
989,686

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 Chattahoochee Chattooga Cherokee Clarke Clay Clayton Qinch Cobb Coffee Colquitt Columbia Cook Coweta Crawford Crisp Dade Dawson Decatur DeKalb Dodge Dooly Dougherty Douglas Early Echols Effingham Elbert Emanuel Evans Fannin Fayette Floyd Forsyth Franklin Fulton Gilmer Glascock Glynn Gordon Grady Greene Gwinnett Habersham Hall Hancock Haralson
28

3,406 1,507 1,981
704 5,570 1,148 3,886 5,682
777 2,712 26,329
822 1,712 2,915 1,954 6,198 4,109 2,509 1,644 2,825 1,506 8,030 6,746 1,720 29,962
343 3,294 8,122
9,380 820
29,220 1,499
45,792 5,272 7,017 6,828 2,870 7,845 1,663 4,181 2,076 946 5,015
80,571 3,794 2,397 19,008 9,794 2,773
466 3,447 3,655 4,455 1,811 2,734 3,883 9,292 4,727 2,983 31,971 2,023
582 9,997 3,745 3,973 2,138 23,075 4,433 10,612 2,400 2,434

Total Cost Per Child
$896.16
900.22 840.63 815.12 992.15 804.05 799.92 723,35 769.82 755.03 825.66 943.38 866.89 706.00 939.14 723.99 769.61 857.63 817.86 921.38 873.03 821.09 696.85 648.02 737.04 976.54 1,026.10 755.73 732.97 1,046.14 879.51 792.36 804.26 832.92 802.23 825.05 729.30 851.35 839.28 840.49 773.73 802.52 754.52 754.44 958.89 820.48 883.82 836.64 841.05 873.33 1,048.26 747.02 697.52 764.41 732.14 794.12 831.06 845.44 790.54 793.79 1,168.40 792.20 820.58 932.42 758.40 744.87 804.50 795.53 797.98 846.75 898.00 855.57

ADA Cost Per Child 1974-75

School System

Total ADA (K-12)

Total Cost Per Child

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 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

2,520 3,408 1,297 5,730 15,340 1,796 1,770 1,280 2,486 3,743 1,905 1,509 2,952 1,964 1,277 4,148 2,106 3,402 1,343
767 6,308 1,807 2,962 3,396 1,363 3,550 1,877 4,435 1,393 2,400 2,359 1,427 2,494 3,496 33,725 6,756 2,036 1,939 4,756 3,745 2,213 2,425 1,802 6,743 1,723 1,917
447 1,856 1,687 29,213 6,376
745 2,935 1,964 8,709 4,175 1,498 2,161 1,279
389 3,060 1,727 2,559 2,365 4,190 6,337 2,451
893 1,310 2,814 2,038 1,789 1,647 2,980

941.36 725.39 794.77 814.54 839.95 949.85 869.02 927.88 712.08 768.24 794.54 826.82 730.23 950.36 777:57 853.07 780.74 769.37 784.07 946.57 918.30 861.71 868.36 769.74 787.47 765.47 782.61 696.67 866.85 908.25 768.73 744.90 781.47 735.86 837.58 961.21 739.66 695.30 713.02 700.05 796.10 733.52 816.28 741.83 763.54 754.18 944.59 813.37 889.65 887.09 930.63 834.78 772.09 764.33 760.41 758.44 1,186.40 824.92 992.20 912.81 704.75 913.02 926.56 779.73 874.00 705.32 848.66 824.20 782.55 804.57 805.32 791.85 820.51 762.46

School System
Walker Walton Ware Washington Wayne Webster Wheeler White Whitfield Wilcox Wilkes Wilkinson Worth

Total ADA (K-12)
10,165 5,368 3,541 3,873 4,621
560 1,039 1,782 8,713 1,468 2,084 2,184 3,841

Total Cost Per Child
787.49 733.55 770.30 744.70 786.73 985.09 1,018.08 893.13 736.76 929.92 979.61 793.74 818.30

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 Way cross West Point

3,096 77,437
1,122 1,156 2,025 2,647 2,085
911 1,390 1,443 3,739 3,408 3,511 2,082 2,871 1,046 1,406 4,716 4,367 1,767 4,853
994 1,929 3,719
873 6,726 2,231 3,477
915

701.01 1,411.31
763.98 804.45 842.96 816.55 897.33 648.89 709.19 713.75 1,030.25 1,162.39 706.44 796.14
994.95 697.95 732.84 856.61 985.76 630.54 915.78 608.03 839.08 872.20 749.71 795.77 675.10 1,044.87 741.81

EVALUATION FORM Publication Name: 1975 Annual Report -- Department of Education How do you use this publication? ________ Reference material ________ General information ________ Evaluation and review of education program in Georgia ________ As basis for decision-making about education ________ Other (please specify) Is this information available to you from any other source? ________ Yes ________ No If yes, what source? ________________________________________ What do you do on receiving the annual report? ________ Look at it fairly thoroughly ________ Glance through it ________ Keep it for future reference ________ Throw it away What form of information do you find most useful? ________ Charts ________ Narrative information ________ Maps ________ Tabular material Could other information be included that would be useful to you? ________ Yes ________ No If yes, what information? ___________________________________ Job title__________________________________________________ Date --------------------------------------------------------------------------------

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Resource List of Publications of the Georgia Department of Education
Adequate Program for Education in Georgia Act A Design for an English Curriculum (Grades Pre-K-12), 1968 An Evaluation of the Quarter Curriculum in Georgia's Public Schools, 1975 A Reading Program for the 70's -- Mathematics, 1975 A Reading Program for the 70's -- Social Studies, 1975 Building a Better You -- Level I (Health, Grades K-6), 1972 Building a Better You -- Level II (Health, Grades 7-12), 1972 Curriculum Planning in Secondary Physical Education, 1975 Early Childhood Education . . . Does It Make Any Difference? Early Childhood Education in Georgia Federal News Newsletter Georgia Needs Kindergartens Georgia's Program for Children With Special Needs Georgia's Program for Young Children Goals for Education in Georgia Guide to Disaster Planning, 1971 Handbook for Counselors in Georgia Schools Kindergarten Is. .. Kindergarten . . . Who? What? Where? Looking Toward School, 1975 Mathematics for Georgia Schools -- Vol. I (Grades K-3), 1971 Mathematics for Georgia Schools -- Vol. II (Grades 4-8), 1971 Mathematics for Georgia Schools -- Vol. V (Grades 11-12), 1968 Missions of the Georgia Department of Education Music for Early Childhood (Grades K-2), 1971 Music for Middle Childhood (Grades 3-5), 1972 Outstanding Title I Programs for 1973-74 School Psychologist's Handbook Social Science Laboratory, 1974 Sourcebook for Early Childhood Education Standards for Public Schools in Georgia, 1975 State Board of Education Policy Manual Statistical Series
Size of School Systems Current School Expenditures State, Local and Federal Receipts Certification Public Elementary and Secondary School Data Teaching Word Comprehension Skills in Georgia Schools (Grades K-12), 1964 Teaching Word Recognition Skills in Georgia Schools (Grades K-12), 1974 Viewpoints (Specific Suggestions to Teachers) Controversy in Content and Materials, 1973 Drug Use and Abuse, 1975 Georgia's Dropout Problem, 1973 Health Education, Venereal Disease, 1975 Homework, 1972 The Junior High-Middle School, 1973 Leadership in Instructional Improvement, 1970 Preparation of Local Curriculum Materials, 1973 Scheduled Conferences Among Parents, Teachers, and Students, 1972 Selection and Use of Instructional Materials, 1975 The Study of the Negro in American History and Culture, 1973 Research-Type Teaching, 1975 Youth With a Purpose