Investment in the future : education improvements for 1982-83

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Investment In the Future:
Education Improvements For 1982-83
Division of Planning, Research and Evaluation Office of Planning and Development Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel State Superintendent of Schools 1981

Georgia Board of Education

First Congressional District Dent L Temples Jr. Vidalia, Georgia

Second Congressional District Thomas K. Vann Jr; Thomasville, Georgia

Third Congressional District

A. J. McClung

.

Columbus, Georgia

Fourth Congressional District

Pat G. Kjorlaug

Decatur; Georgia .

.

.

Fifth CongreSsional District

Saralyn Oberdorfer .

.Atlanta, .Georgia

Sixth 'CongressionaiDistrict Larry Allen Foster Sr. .Jonesboro, Georgia

Seventh 'congressional District

James F. Smith



Cartersville, Georgia

Eighth Congressional District

RichardOwens,



Ocilla, Georgia

Ninth Congressional District Hollis Q. Lathem Canton, Georgia

Tenth Congressional District Carolyn Huseman Athens, Georgia

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX ofthe Educational Amendments of 1972 and Title II of the Vocational Education Amendments of 1976); or handicap (Section 504 of the Rehabilitation Act of 1973) in educational programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following .individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II - Loydia Webber, Vocational Equity Coordinator Title VI - Peyton Williams Jr., Associate Superintendent
of State Schools and Special Services Title IX- Myra Tolbert, Coordinator Section 504 - Jane Lee, Coordinator of Special Education
Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, State Office Building, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.

2

Foreword

To the reader-
Georgia's public schools have made excellent progress in recent years. The evidence is all around us: achievement scores are rising, instruction is better, teacher qualifications have been strengthened.
These advances have helped build our reputation as a state prepared and willing to implement superior educational programs for public school students - for all students and for each student - from preschoolers to adults.
At the same time Georgia has become a regional and national leader in several important areas of modern education management and practice. Our state excels in competency-based teacher education and performance-based certification. Our student assessment program is drawing widespread attention, and Georgia does more with fewer staff development dollars than most of our neighbors. Current efforts to enhance the salaries of professional personnel promise to help Georgia retain good teachers, improve the quality of those entering the profession and reduce the present teacher shortage. The state's long-range building plan has the potential to completely modernize Georgia physical facilities within 10 years.
These improvements have come about through the efforts of a great many people - from classroom teachers and local administrators to the staff of the department of education and the State Board of Education. A major factor has been the consistent and tangible support of the General Assembly, whose members have conscientiously studied education's needs each year and appropriated funds to meet many of the most pressing requests.
Excellence and equity must be the watchwords for Georgia education in the decade of the 80s as well. Our efforts to reach these goals must be tempered, however, by careful planning and budgeting. Much

of our progress will come as we reassign present means to more effective and efficient ends. With this commitment in mind, the educators of Georgia, through the State Board of Education, present for the consideration of the Governor and the 1982 General Assembly a more compact and interrelated improvement budget than ever before. This document - Investment in the Future: Education Improvements for 1982-83 - presents the careful and collective judgment of the State Board of Education, the state superintendent of schools and the Georgia Department of Education concerning public education 's needs for school year 1982-83 (FY 83). Its narrative describes the cwrent condition of education as background for capital outlay and other improvement requests totaling approximately $340 million.
The improvements sought are soundly based. They grow out of thoughtful analysis of existing efforts and reasonable expectations as to what can be accomplished in the future. This plan contains no startling departures into new directions for Georgia public schools; rather, this request reflects a balanced response to needs, dictated by the current economic times. Improvements are sought, however, because we must not stand still. Georgia is challenged morally and legally to respond to the education needs of each public school student fairly and impartially. Investment in the Future: Education Improvements for 1982-83 seeks nothing more than to serve that cause.
I believe that we must continue to moue ahead in Georgia public education, even as we face the difficult reality of diminishing resources. It is essential to our continued progress as a state that education be properly supported on a continuing basis and that steps be taken even to increase revenues for schools.
Charles McDaniel

3

:Contents
Introduction ........................................................ . . . . . . . . . . . . . 5
Priorities and Improvements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Education in Georgia ....................................................................... 13
Instructional Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 The Kindergarten Program . ............. . .... ... ...... . . ..................... ............... . . 15 The Elementary and Secondary Program . ........ ............................................... . 16 General and Occupational Education ........................................................... .16 Special Programs ............................................................................ 18 The Adult Education Program .................................................................. 19 Vocational- Technical Programs .......................... ... . ... ........ ........... ............ .19 Adult General Education Program ............ ... ............................................... .22 Public Library System . ........................... ...... ................ ........ ............... 23 Public Television .......................................... .................................... 24
The Instructional Support System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Student Services ............................................................................. .25 Instructional Resources ................................................. ......... ............. .26 Curriculum Development ...................................................................... .27 Staff Development ............................................................................ .28 Administration ............................................................................... .28 School Nutrition Services ....................................................................... 29 Facilities .....................................................................................30 Transportation ....................................................... .. ....................... 32
The State Support Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Preparing for the Future ....................................................................... .33 Student Assessment ........................................................................... 33 State Standards ................................................ ............. .................. 33 Assuring Educational Quality ............................................. .' ..................... .35 Certification .. ...... .......................................................................... 35 Performance-based Certification ............................................................... .35 High School Improvement Project .............................................................. .36 State Compensatory Education Program ......................................................... 36 Georgia Academy of School Executives ......................................................... .37 Teacher Recruitment ......................................................................... .37 Providing Consultative and Technical Assistance Services ......................................... .37 Georgia Instructional Resources Program ....................................................... .37 Education Information Center .................................................................. .38 Community Involvement ...................................................................... .38 Fiscal Services .................................. . ............................................ .38 Computers ................................................................................... 39 Video Teleconferencing ....................................................................... .39 Distributing State and Federal Funds ........................................................... .39
Appendix A ................................................................................ 41
Appendix B . ............................................................... ... ............... 43
Appendix C .......... . ..................................................................... 45
Index ....................... . .................................. .. ... .. ... .. ........ .. ....... 41
4

Introduction

This state plan for education in school year 1982-83 is the culmination of a major statewide effort to improve education programs and enhance cooperation among Georgia educators as the state enters the decade of the 80s.
During 1980, State Superintendent of Schools Charles McDaniel directed a review of education goals for the State Board of Education. Public hearings were convened across Georgia so that the superintendent and state board members could hear directly from concerned educators, parents, students and representatives of business and industry. Through these hearings hundreds of Georgians helped to revise Georgia's Goals for Education. Incorporating this feedback, the state board formally expressed its position concerning the roles and responsibilities of state and local boards and superintendents. The state board also clarified the purposes of education in Georgia and outlined its own education philosophy.
The Goals for Education adopted by the state board in July 1980 warrant special attention here, because they both form the basis for education

decisions at every level and serve as the catalyst for all improvement efforts. These goals make it clear that instructional programs in the public schools are intended to provide opportunities which develop abilities so that each student
communicates effectively.
uses essential mathematics skills.
has the background to begin career pursuits.
participates as a citizen in our democratic society.
makes responsible decisions. respects and seeks to understand himself or
herself.
possesses a personal value system which emphasizes consideration for others.
understands that the quality of human life is enhanced by a harmonious relationship with the natural environment.
has the skills . to function as an intelligent consumer of goods and services.

5

functions effectively as a family member.
seeks to maintain sound physical and mental health.
respects creativity, beauty and excellence.
Following the activities of the spring and summer of 1980, the state superintendent called upon the education community and the public to join in a decade of planning and improving learning experiences for Georgia's students. The superin tendent outlined his priorities in The 80s:A Plan for Geprgia Education. As a framework for addressing the goals for education during this decade, Superintendent McDaniel proposed five priorities.
Improve school programs
Ensure equal opportunity
Enhance professional competence

::. Strengthen school-community relations
Evaluate successes and failures
These five priorities provide direction for the
largest, most complex and most expensive function of state and local governments in Education directly involves more people from more age groups than any other enterprise in the state The combined budgets of the Board of Regenb. (higher education) and State Board of Education (all other public education) account for over
percent of the state budget. Although Georgia has
made commendable strides toward epucation during the last decade, continued efforts to improve are needed. A cursory examination of facts in several significant areas reveals Georgia"s progress - and some lingering problems.

The good news . . .
Student achievement is rising but still below the national average. In 1977, 32 percent of Georgia fourth graders were at or above the national average. By 1980,48 percent were at or above the national average. During the same period eighth graders improved from 32 percent at or above the national average to 42 percent.
The high school population (15-19) has increased by 20 percent, yet Georgia public schools continue to graduate over 90 percent of their seniors.
Pupil-teacher ratio is improving. In 1968, Georgia ranked 48th in the nation with 26.5 pupils for every teacher. By 1979, Georgia ranked 36th with only 20.45 students per teacher. Even with this improvement, Georgia ranks fifth among 10 southeastern states. (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana , Mississippi , North Carolina, South Carolina and Tennessee).
Average teacher salaries are up in compari son to salaries in other states. In 1970, Georgia was 40th in the nation in average salaries, paying $7,170, compared to the $8,560 national average. By 1980, Georgia had risen to 30th in average salaries, paying an average of $14,027 compared to a $16,001 national average. Georgia ranks fourth among 10 states in the southeastern region.

The bad news . . .
The high inflation rate means that between 1970 and 1980 the growth in real income for teachers has been only 14.8 percent.
Per capita expenditures are down. In 1968, Georgia ranked 36th nationally in per capita expenditures for education. By 1978, the state had dropped to 49th, spending $388.40 per capita, while the national average is $507.90. In per capita expenditures, Georgia ranks ninth among the 10 southeastern states.
The state is spending fewer dollars ob education as a portion of the total available. In 1965, Georgia allotted 46 percent of its state budget to elementary and secondary education. By 1980, 39 percent of the state budget went to education. Forty-six states nationally and seven states in the Southeast invest more dollars per student than does Georgia.
The amount spent on each student is too low. In 1970, Georgia was 42nd in school expenditures per pupil (average attendance). By 1980, Georgia had dropped last place in the nation, spending $1,414 student as compared to a $2,142 ""'f.;n,.aM average .
Georgia has the lowest percentage in expenditures per pupil. Georgia ranks the bottom among 10 southeastern states. 1960 to 1970, Georgia was lOth in the nation the percentage of increase in its per pupil (average daily attendance). But 1970 to 1980, the state dropped to 45th.

6

These statistics alone are cause for concern. But

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s should be even ,mo.re troubled over public education s madequac1es on

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wellbeing

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the one public experience shared almost

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education at the state and locallevels.are ~tr1vmg to

adapt to the changing needs of Georg1an~ m school.

Activities are being planned and earned out to

make students' educational experiences more

effective, more rewarding and, therefore, of greater

value to society.

The plan that follows provides information that Georgia citizens need to participate effectively in the education decisions of the state. The plan presents and explains the major changes and improvements recommended by the superintendent and State Board of Education to the Governor and General Assembly in the fiscal 1983 appropriations request. In order to show how they fit,

State Board of Education, Atlanta

they are described in the context of the current education program.
The Priorities and Improvements section of this plan elaborates on the meaning and significance of the superintendent's priorities for the eighties and presents an overview of the critical improvements needed for school year 1982-83. The second section, Education In Georgia, is divided into three parts. The first , The Instructional Program, describes the kindergarten, elementary secondary and adult education programs and basic characteristics of each. The second part, The Instructional Support System, describes the principal services necessary to make classroom instruction possible, such as student services, staff development and administration. The final part deals with The State Support Program - those functions of the Georgia Department of Education which directly and indirectly support classroom instruction. The improvements enumerated in Priorities and Improvements are expanded on in the more extensive section on Education in Georgia and placed in the context of the appropriate school activity or state function . These improvements are highlighted in bold italic type.

7

p o ities and Improvements

Tp~ogprraomvifdoer

a continually improving education youth and other citizens of the state,

the State Board of Education, the Governor and

the General Assembly must carefully consider how

each year's financial resources are spent.

Transportation, health services, welfare, law

enforcement and other state and local programs

also require attention. It is a responsibility of the

two chambers of the General Assembly to allocate

the state's funds to address the varied needs of its

citizens.

The office of the state superintendent of schools was established by the constitution so that an experienced educator would be selected by the voters to represent them on matters crucial to the public schools. The state superintendent is charged by state law "with the administration of school laws and general superintendence of the business relating to the common schools." In the 1980s, that language directs the superintendent to seek from citizens a clear understanding of what they want and need in their schools; to develop, with the help of educators and others in the state, an effective program consistent with the public's expectations and student needs and to serve as public education's spokesperson in obtaining the resources necessary to provide an adequate program.

Statewide hearings have been conducted to get advice from educators and the general public about the goals for education. The public response and a careful consideration of the needs of education have resulted in the identification of five priorities for improvement of education in Georgia.

These priorities help communicate to Georgians and their elected representatives the most pressing
needs to be addressed in school year 1982-83 and in the years to come.

The order in which the priorities are presented ?enote~ no ranking. The first deals specifically with tmprovmg school programs . It cannot be succes~fully carried out, however, without
addressmg the other priorities - ensuring equity senhancm g profes~tonal competence, strengthening'
chool-commumty relations and evaluating successes and failures.

The first listed priority is to improve school programs so that students of all ages will be able to meet the challenges and the opportunities of tomorrow's world. To accomplish this, local school systems and the Georgia Department of Education are working cooperatively to make better use of existing resources. Most of the funds and effort of Georgia educators naturally are directed toward the regular school program. Even so, there are some particular programs and specific groups of students who also require funds and attention. Developing comprehensive high schools, adding a full-day kindergarten and expanding opportunities for the talented, gifted and handicapped are essential to a well-rounded educational program. Many adults are looking to the state for educational services for career advancement, improved academic skills and increased knowledge. They recognize that learning does not stop at the twelfth grade. Georgia must also improve the programs that serve them.
The basic thrust of this priority, therefore, is to identify specific actions to be taken at the state level that will directly benefit Georgia students of all ages. The General Assembly is requested to support this first priority in 1982-83 by allocating funds as follows .
Increase by $300 to $2,300 the maintenance and operation (M&O) funds for each state-allotted teacher.
Increase the M&O for area vocational-technical schools and public libraries by 15 percent.
Allot instructional support personnel on the basis of the number of teachers from kindergarten through high school, including all children in permanent special education classrooms.
Begin replacement of obsolete industrial and electronic equipment in area vocationaltechnical schools and provide additional equipment similar to that used by industry in Georgia.
Purchase necessary equipment for the 35 comprehensive high schools now under construction.

9

Increase the number of staff administering thlt,V state compensatory education program.
Provide consultative assistance to local school systems in the educational uses of computers.
Fund a full-day kindergarten program.
Provide additional instructors and additional M&O for area vocational-technical schools.
Provide research-based information services to school systems for program improvement through a statewide education information center.
Modernize the procedures of the state film library and convert its film holdings to video cassettes.
Begin replacement of obsolete vocational education equipment used in secondary schools.
Equip secondary schools with word processing equipment for instructional use in the business education program.
Improve the vocational programs conducted at the four junior college sites.
Expand the Governor's Honors Program from the current 600 to serve 1,000 of the state's gifted and talented students.
Participate with four other states in the development of a personal finance course for high school students.
Another priority is to ensure equal opportunity for a quality education to all Georgia students regardless of race, sex, ethnic background, economic status or place of residence. The state has primary responsibility for providing an adequate program of education for all its citizens. This responsibility is met through the policy decisions and actions of the State Board of Education and the state superintendent of schools to secure adequate resources and ensure that they are equitably distributed across the state. To help ensure equal opportunity, the General Assembly is requested tp provide funds as follows .
Provide individualized remedial assistance to 58,000 high school students experiencing difficulty in meeting the new performance requirements for high school graduation.
Increase by 10 percent the funds for the state compensatory education program in grades three through eight.

Meet the constr~~tion needs of growing systems and cnhcal renovation needs in school buildings.

Expand facilities at three area

technical schools and construct a new

Dublin .

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Construct a library for the blind and nn,,..,;.,._. handicapped.
Provide the state-operated residential te<~hr1w vocational schools with additional facilities, new library acquisitions, reJ>Iac:Em'*i of school vehicles, various physical plant grounds improvements and matching funds the college work-study program.
Provide the state-operated residential for the handicapped with storage maintenance buildings, equipment evaluation centers, captioned programming deaf residents and various physical plant grounds improvements.
Improve the school lunch program by ,rlrr,~>actio the state allotment per meal by 1.5 (15
Construct new facilities and renovate public libraries, provide additional reference loan material and modernize the system.
Provide for full implementation of the Financial Accounting System for local systems.
Expand the student psychological program.
Renovate the facilities camp.

The third identified priority is to enhance professional competence of teachers, trators and other school personnel. organization's effectiveness is dependent on competence of its workers. C professionals know their objectives, accept responsibilities and know how to get the job Nearly 60,000 Georgia teachers and over administrators and specialists help children not only basic skills but also about America, world of work and themselves. Special on~,nn:!lli
must be given to increasing the competence existing personnel, to retaining effective in the profession and to assuring that personnel will be the best available. To professional competence, the General ~""'''"'.,'111 requested to provide funds as follows.

10



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1.mproved an increase

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schedule, begm mng

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improved personnel

salary supplem~nt for

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and

public school systems.

erPoV"lde an additional year on th,e salary. schedule so that teachers with 15 years expenence may

receive an increase.

Increase salaries of state school and state department staffs by 10 percent.

Improve the competencies of school administrators with increased staff development through the Georgia Academy of School

Executives.

Expand staff development for regular and beginning teachers in local school systems.

Provide funds for video teleconferencing to reduce travel time and increase in-office time of state and local personnel.
Increase retirement benefits for former teachers who invested many years of public service to help Georgia achieve its spectacular growth during the 70s.

To strengthen school-community relations is another priority. The success of public education historically has been based on close cooperation between the school system and its community and between the neighborhood school and the families that it serves. As society has grown more complex, as schools have grown larger, as greater demands have been placed on the schools, it has become more difficult for school staffs and parents to maintain close working relationships. To help restore these cooperative relationships between the school and the community, the General Assembly is requested to allocate funds for the foDowing purposes.

Provide consultative and technical assistance to local school systems to develop ways to improve the amount and quality of community involvement in schools.

Provide statewide career guidance through a cooperative information center.
1
Adopt an improved formula for the state allocation of public library personnel and material.

To evaluate the successes and failures of Georgia public education in reaching the education goals of Georgia citizens is a fifth priority. Evaluation reveals the degree to which the education program established by state law has been achieved in each school system. Evaluation helps systems identify the weak links in their programs and make improvements; it helps in the search for the best available personnel and reveals whether they are doing a good job. Evaluation is the tool for knowing that students completing a program of study in the public schools are receiving a solid education in the basics and in the skills necessary for advanced education, technical training or entry into the job market. A systematic examination of .state programs can help highlight needed improvements and make successes more obvious and meaningful to the public. To support this evaluation priority, the General Assembly is requested to allocate funds as follows.
Provide the necessary clerical assistance in each high school to implement the new performance requirements for graduation.
Complete the staffing plan of the performancebased certification program.
Develop local training materials to assess writing skills and a field test of speaking/listening skills for the Georgia High School Basic Skills Testing Program.
Implement the first grade test of basic skills.
Develop a computer system to analyze the Georgia Student Assessment Program and state Standards.
The proposed improvements in the five priority areas are based upon careful fact finding. For more than a year, advice and comment have been gathered from educators, the public and the press. For example, the response from members of the Georgia Association of Educational Leaders at the 1980 GAEL conference clearly established that these priorities should be pursued.
Education in Georgia will place each of the improvement requests in the context of existing school programs and state-level initiatives and will relate each improvement to program purposes.

11

Education zn Georgia

Since the state Constitution of 1871, Georgians have formally recognized their collective obligation to provide public schooling for their children. As needs have changed, the commitment to provide better and more comprehensive education opportunities through the public schools has kept pace . A major step was taken in the early 1950s with a comprehensive, state-supported program to provide a minimum foundation for education throughout Georgia.

During the 70s, legislation entitled Adequate Program for Education in Georgia (APEG) was enacted to provide a sound basis for state financial support that would also assure school systems adequate flexibility to meet local needs. Through APEG the General Assembly provides financial support for a core program based upon the number of students attending school in each school system.

Even though the state provides almost all the funds for the core program, each school system must add an amount (required local effort) based on the value of the taxable property within the school district. In order to assure that property values are assessed fairly, the state auditor collects, verifies and provides the State Board of Education with a statewide equalized adjusted school property tax digest. On the basis of this property tax digest, each system's share of the required local effort is calculated annually. The total statewide required local effort is $78.5 million. Currently this amount is constant and fixed by law.

The core program established by APEG is supported by the General Assembly through the provision of staff allotments as well as monies to be used for materials, supplies and facilities necessary for teachers and other staff to function.

Teacher positions are allotted by the state

through APEG on the basis of the number

of students in average daily attendance. This

means that teachers are earned by students

actually in attendance, not by how many students

are on the roll book. This factor becomes an

incentive to improve attendance, since absences by

students actually cost the local school system some

of its financial support.

~

Teachers are paid state base salaries depending on

their level of certification and the number of years of verified teaching experience. Systems may add a local salary supplement. In the 1979-80 school year there were 58,801 teachers in regular classrooms; of these 53,028 were in state-allotted positions. The annual salary of teachers averaged $14,027, with beginning teachers starting at $10,581. Beginning teachers' salaries will increase to $11,815 in September 1981.
In 1970, 39 states had higher average teacher salaries than Georgia; in 1980, only 30 states were higher. However, inflation continues to undermine Georgia's efforts to bring teachers' salaries up to a reasonable level. The General Assembly must continue supporting teachers and other educational staff by funding an improved teachers' salary schedule that will raise beginning teacher salaries and the salaries of all certified personnel to a level that is at least competitive with other states in the southeast.
The General Assembly is also requested to improve the supplements provided to specialists and administrators by funding the supplementary salary schedule recommended by the State Board of Education in its 1983 budget.
The certification level of teachers and other professional staff in Georgia schools is rapidly improving. For example, in 1970 almost 10,000 of the 47,000 certified personnel had master's degrees. By 1980 more than 26,000 - almost half - of the public school educators in Georgia had this advanced degree (an increase of 24.4 percent).
The state salary schedule provides annual increments through 14 years' experience. To help retain more experienced teachers, the General Assembly is requested to fund a fifteenth step so that teachers with 15 years' experience will be eligible for a raise. A committee appointed by the State Board of Education to examine the state salary schedule has recommended five additional steps.
An adequate teacher retirement program is a related concern. As Georgia seeks to attract and retain high quality teachers, long-term benefits will be important. Experienced teachers are among the

13

3
5~
5-
Sallas-Mahone Elementary School, Valdosta City
schools' most valuable assets, and their work warrants a reasonable retirement in line with the state and national economy. The Teachers Retirement System will be seeking an improvement for retirees which is supported by the state board and superintendent. In addition to teacher positions, the General Assembly provides through APEG for other instructional and administrative personnel - principals, librarians, curriculum specialists and others. These additional personnel allotments are based on the number of teacher allotments earned by student attendance. The total number of allotments for special education, kindergarten and regular classroom teachers is also used to determine the amount of maintenance and operation money the school system receives to buy materials and other consumable supplies needed to equip a good school. The amount of M&O money currently

pt;ovided to schools by the state is $2,000 per \ihotted teacher, while the average local expenditure per teacher in 1980 was $5,050. The General Assembly. is requested to raise the amount of state support for M&O by 15 percent, to $2,300 per allotment.
APEG also provides for specific funding allotments for kindergarten, instructional media, instructional equipment, sick and personal leave for instructional staff, travel expenses, driver education, compensatory education and career, occupational and vocational education.
Georgia's basic education law also provides for the varied support services a good school requires to meet the guidance, counseling, testing, health, transportation and midday nutritional needs of students. Classroom aides and paraprofessionals are provided for grades K-2 to enable teachers to put more of their time in actual instruction and to increase the individual attention students get when they need special help.
Georgia has many small school systems which do not have enough students in attendance to be allotted an adequate size staff in all areas. To help meet their needs, the General Assembly annually funds the Cooperative Educational Services Agencies (CESAs), multicounty agencies which provide support services to participating school systems. CESA consultants provide special assistance in areas of need identified by the member systems. Some CESAs actually operate classes for children with special needs in areas where no school system has enough students to maintain a special class. CESAs also engage in cooperative buying for their member systems and achieve substantial cost saving on items from paper to furniture. This kind of cooperative effort contributes much to school systems' abilities to meet the needs of students.
Teachers, principals and students require many and varied education facilities . In fact, school facilities in Georgia are currently valued at almost $3 billion. The renovation and replacement of obsolete buildings and the construction of new ones is a continuous major expenditure for the state. In order to assure judicious use of these funds, local school Personnel, state personnel and architects work cooperatively to meet local needs in a cost efficient manner. APEG provides for capital outlay allotments by school system and for the careful examination of the facility needs of each school system so that the education of students is not jeopardized by inadequate facilities.

14

Instructional Program

The Kindergarten Program
The benefits of educational programs for young children have been clearly demonstrated. Research has. shown that kindergarten generally facilitates progress in the early school years; it improves children's adjustment to school, their language skills and readiness to learn reading and mathematics. A recent study in Tennessee showed that the achievement of eighth grade students who had attended kindergarten was superior to that of nonkindergarten students in mathematics, spelling, language and reading. A follow-up study of students who had been retained in the fifth through eighth grades indicated that full kindergarten participation would have kept 9,000 students from having to repeat a grade and therefore would have saved $2.5 million annually in the cost to educate those students for an additional year. The Consortium for Longitudinal Studies, a national research organization, found that experimental preschool projects conducted during the 1960s increased the IQ scores of their students.
In Georgia, one local system found that 75 percent of first grade students who had attended kindergarten exceeded the national average on the Metropolitan Readiness Test, but only 42 percent of nonkindergarten-experienced students exceeded this average.
The kindergarten curriculum in Georgia is designed to teach basic learning concepts and to develop productive emotional, physical and intellectual skills and attitudes - to get children ready for school. What and how a teacher decides to teach a child is based upon that child's readiness level; that is, the child's emotional, physical and intellectual maturity. Children need to learn to get along in large groups, to interact with children they may not know and to share with other children. They must learn classroom routine and courtesy, how to take directions and how to accomplish tasks alone and in various sized groups. A child who knows the alphabet, numbers, colors and shapes will achieve more in the early elementary grades. Children need to learn to select and use many kinds of materials, and, most important, to begin learning how to learn new things. Kindergarten, by 1addressing these areas, provides a child with a strong foundation for later learning. In addition, kindergarten provides for early identification of children who have special problems so that attention can be given to meet their needs.

Children are eligible to participate in Georgia's kindergarten program if they are five years old on or before September 1. Prior to entering the program, all children must meet basic immunization requirements and have eye, ear and dental examinations. Upon entering kindergarten each child receives an assessment of his or her developmental level. Nearly 2,500 of the 8,000 children tested in 1980 had handicapping conditions requiring special attention . For them, an individual education program (IEP) was prepared prescribing specific education activities that will help them reach their potential. Such IEPs are prepared annually for all special children.
A state kindergarten unit is allotted to provide onehalf day of instruction for each 40 regular students (or 24 students with mental, physical or emotional handicaps) enrolled. A unit consists of funds to pay a certified kindergarten teacher and teacher's aide; also funds for classroom supplies and materials and to help pay maintenance, operation and administrative costs. During the 1980-81 school year, approximately 1,539 state units were awarded to local school systems. Many systems use volunteers to assist in routine activities; parent involvement is encouraged and close communication about student progress is maintained.
Specific grants are provided to kindergarten programs for midday transportation of students. These funds may, however, be used to supplement local funds to provide a full-day program of at least four hours. Currently 146 of the 187 systems have adopted full-day programs; 36 systems provide halfday programs and five systems have full-day programs in some schools and half-day programs in others.
Weaknesses in the kindergarten program still must be confronted. Classes remain too large for the needs of the students to be fully met. Additional facilities are needed to provide the space necessary for an effective program. In fact, more than 12 percent of the facilities now housing kindergarten programs are rated substandard. Others are portable, temporary units. An additional eight percent are more than 50 years old. There is a continuing need for intensive staff development and visits to exemplary programs for both administrative and teaching personnel.
Research demonstrates a number of student benefits and advantages of full-day programs over

15

half-day programs. A strong relationship has been,v established between standardized test scores and the amount of time a student spent in preschool and kindergarten. Students from educationally disadvantaged homes score higher on standardized tests following participation in full-day programs than do those participating in half-day programs. Full-day students show greater achievement on reading readiness tests while they are in kindergarten and demonstrate reading proficiency during the first and second grades than do students in half-day programs. Parents are more likely to be involved in full-day programs than in half-day programs. The General Assembly is requested to fund a full-day kindergarten program in all school systems.
Kindergarten has made an excellent start in Georgia. It is one of Georgia's major education accomplishments of the last decade, and much remains to be gained as the state moves into a complete kindergarten program.
The Elementary and Secondary Program
The elementary and secondary level instructional program comprises general and occupational education and special programs. These two components are carefully interrelated to provide instruction in the basic skills, science, social studies, physical education and the arts; career exploration and development and to incorporate specific services for students with special needs. The instructional program for elementary and secondary students is by far the most comprehensive and the most costly portion of the total public education program. It served 1,061,328 elementary, secondary and exceptional students during 1979-80 school year. During that same school year 61 ,621 students graduated from over 400 public schools across the state.
General and Occupational Education
At the heart of any educational program is the development of basic skills, the acquisition of knowledge and the recognition of societal values and beliefs in response to the various needs, abilities and interests of students. These elements are built into a curriculum that emphasizes language arts, mathematics, physical science and the social sciences. In Georgia, emphasis is also placed on developing a knowledge of personal finance and economics. All students are taught how

the American free enterprise system works as well as the history and government of Georgia and the United States. Citizenship is stressed. Career planning and developing are introduced in the elementary grades and dealt with more specifically in the high school years. The core program is supplemented at various grade levels with appropriate instruction in specific areas such as music, art, drama, physical education and driver education.
Elementary schools have a major responsibility for teaching the basic academic skills such as reading, writing, computing, studying and working cooperatively with others to complete a task. Without these basics a student will find it more and more difficult to achieve success in school, and later, success as an adult.
By the time students enter the eighth grade, they are expected to have mastered the ba!?iC skills and acquired preliminary knowledge in the physical sciences, social sciences, humanities and the arts. Not all students meet this expectation. As underachieving students are identified, they are provided with additional instructional services to meet their special needs.
At the secondary level the emphasis shifts from basic skills and exploratory knowledge in the academic subjects toward broader knowledge, use of the basic skills in understanding and learning about the world and the consideration of career opportunities and choices. In an effort to help students accomplish these goals, Georgia has moved over the past 15 years to provide access to comprehensive high schools for all secondary students.
Comprehensive high schools combine traditional academic and vocational curriculum in one setting. Basically, they prepare students for college, for entry to technical school after high school or for entry level jobs in several different occupations. For a Georgia high school to be designated as comprehensive, it must meet specific requirements concerning the scope of its program. Along with the academic courses prescribed by the state and local systems, a minimum of five occupational clusters (groups of related occupational skills) must be provided in schools with a student body numbering less than 1,000. In larger schools at least seven clusters must be offered.
The first comprehensive high schools opened in Savannah, Marietta, Columbus and Chamblee in 1965 as pilot projects. Growth in the intervening

16

years has moved Georgia into its current position as a leader in comprehensive education in the Southeast. Across the state 151 comprehensive high schools are in full operation. An additional 35 are under construction or are being designed. By 1990, the goal is to have enough schools so that a comprehensive high school is accessible to each student in the state. Presently these schools are available to over 75 percent of the state's high school students. The comprehensive high schools now under construction will be ready for equipment in 1983; therefore, funds for outfitting the new comprehensive high schools are critically needed. In addition, the General Assembly is asked to fund equipment replacement in other comprehensive high schools to eliminate worn-out and obsolete vocational equipment. Tremendous advances are being made in word processing, now used by
Jordan Vocational High School, Muscogee County

firms all over Georgia. To better equip business education students to work in these settings, the General Assembly is requested to provide for additional word processing equipment to be used in high school business courses.
The High School Improvement Program in Georgia helps students learn to be competent in the roles they will have as adults. Five adult roles have been identified by Georgia educators in response to public demands that high school graduation represent a meaningful educational achievement. The State Board of Education has prescribed performance standards which will be part of the minimum state graduation requirements beginning in 1985. The potential graduate must be able to demonstrate minimum competencies in the following roles.

17
..

Learner - reading, writing, mathematics,

Education for the Emotionally

speaking and listening and problem solving.

and Physically Handicapped

Individual - maintaining physical and mental health, using leisure time and assuming a role as a family member.
Citizen - functioning as a member of society,

Students who must be institutionalized because of severe emotional or physical handicaps are provided tuition grants to facilities designed to deal with the particular handicaps.

using and contributing to society and interacting

Students who have severe emotional handicaps but

with the environment.
Consumer- functioning as a consumer, using resources in an efficient and beneficial manner.

who do not require institutionalization are provided services through a network of psycoeducational centers. These centers provide nonresidential, community-based education services to almost

Producer - obtaining employment and finding an appropriate career.

9,000 students and their families. Diagnostic, educational, psychological and psychiatric assess-

Georgia schools are being required to include these skills in their curriculum and be publicly accountable for teaching them . Students who graduate will have demonstrated their ability to function at an acceptable level in all five of the role areas, thus

ment, therapy and services to parents are provided by the centers. Students live at home and receive services at the centers to help them progress toward the goals in their individualized educational programs (IEP).

adding significantly to the meaning and value of their diplomas.

Students who have less severe emotional problems or physical handicaps and are able to function in the

The High School Improvement Program will generate additional record keeping for school systems. The state board and superintendent recognize the added burden this can place on school staffs. In order to decrease the volume of paperwork for teachers and administrators and to assist high school staff in accurately maintaining the additional records, the General Assembly is

regular school setting are provided supplementary

programs in school and are placed as feasible in the

regular school program. Such mainstreaming of

students provides them with opportunities for

participation in many regular school activities and

substantially assists them in adjusting to others. It

has a complimentary effect on regular students as

well.

1

requested to provide additional clerical staff

Georgia Schools for the Blind and Deaf

to high schools to handle records for the new

The state-operated residential schools for the blind

graduation requirements.

and deaf provided special programs for 557

students during school year 1979-80. Deaf students

Special Programs

who live in the metropolitan Atlanta area may

I
i I

While the general and occupational education

attend a special day school in Clarkston offering a program designed to meet their needs while they

program is appropriate for a majority of students,

live with their families. This facility served 235

other young people have physical, mental or

students in school year 1979-80.

emotional handicaps which prevent them from

making adequate progress in the regular school

Education of the Talented and Gifted

program. Also, students who come from disadvan-

Students who are academically talented are

taged backgrounds may not have had early

provided special enrichment programs in 170 local

experiences which enable them to do well in school

school systems. Almost 40,000 students study

without additional help. Finally, a group of talented

areas of interest in-depth and widen their perspec-

and gifted students may be short-changed if their

tives through special. programs and experiences.

school experience is not extended beyond the

Gifted students are frequently enrolled in

regular program.

accelerated courses that allow them to explore the

curriculum in much greater depth. The students

Programs to help each student reach his or her

undertake assignments that require the blending of

I

potential are provided by local school systems or

information, analytic skills and organizational

through state-supported services. In 1979-80

ability. For example, gifted students from

approximately 497,000 (38 percent of the students

Effingham County worked to compete with other

in Georgia) were served in all special programs,

school teams in problem-solving exercises. Their

with 10,728 teachers working to make these pro-

efforts culminated in their winning the National

grams successful.

Problem Solving Bowl for 1980.

18

Students who are exceptionally talented may also be selected to participate in the Governor's Honors Program. This is a residential program operated during the summer at two sites, one in north Georgia and another in south Georgia. Students study in an intense, creative setting with other gifted and talented students, benefitting from each other as well as the instructional program. Over the past decade approximately 600 tenth and eleventh grade students have participated in this program annually. The General Assembly is requested to provide funding for at least 1,000 participants in the Governor's Honors Program in order to enrich the education of more of the state's ablest youth.
Compensatory Education Students who score below a specified level on the Georgia Criterion-referenced Basic Skills Test receive additional assistance through the state compensatory education program. Through federal compensatory funds, special activities are also provided for low-achieving students in locales with high concentrations of low-income families (Elementary and Secondary Education Act, Title I). Title I also provides specialized services to children from migrant families or those from families in which English is not the dominant language. In both state and federal programs, emphasis has been placed in the last decade on assisting low-achieving students in the elementary grades. The implementation and growth of these programs have paralleled the general rise in statewide achievement test scores. School systems typically have used the resources provided by the programs to hire additional teachers and instructional aides in order to lower the student-teacher ratio and to concentrate on basic skills instruction, especially reading and math. Research indicates that increasing the amount of direct instruction and reducing the number of students with whom a teacher works at one time will result in greater student learning. Test scores show that this is happening in Georgia. The General Assembly is asked to continue funding the state Compensatory Education Program at a rate that at least maintains the current level of effort. To that end the state board proposes a 10 percent increase in the present level of funding to help offset the effects ofinflation over the past several years.
As described earlier, the State Board of Education has established additional high school graduation requirements that will result in students' demonstrating that they have certain competencies needed to function satisfactorily in society. The

new requirements will apply to the senior class of 1985. Work has already begun to identify students who may have difficulty in meeting the new requirements when they are seniors. These students, approximately 58,000 eighth and ninth graders, will need special assistance to improve their reading, math and other basic skills. To provide this special assistance to students having difficulty meeting the performancebased graduation requirements, the General Assembly is requested to initiate a compensatory program for secondary students.
The Adult Education Program
Education is a need of every age group in today's complex society. The state has undertaken an ambitious program to meet many of the varying education needs of adults. The program for adults includes
occupational training to develop new or improved skills.
academic studies to provide the basic skills such as reading, writing and calculating that are necessary to function in society.
convenient access to books and other informational materials.
opportunities to enjoy and to participate in a wide variety of cultural activities.
Vocational-Technical Programs
Over the last two decades, a highly successful system of area vocational-technical schools and junior college vocational programs has been established in Georgia. This system serves the twin purposes of providing increased earning power for graduates and better-trained employees for agriculture, business and industry across the state.
The 24 area vocational-technical schools and five adult centers annually have provided new training or retraining to more than 100,000 Georgians in recent years. The schools have been carefully placed throughout the state so that all students may reach them. In fact, 90 percent of Georgians live within driving distance of an area vocationaltechnical school. Students are trained in over 60 different skill areas, with courses available at each school as determined by a careful analysis of agriculture, business, industrial and commercial needs for each community. The specific program areas taught at each vocational-technical school are shown in the following table.

19

Vo-Tech Program Locations

the Sdtatoef Bthoeardstaotfe Eadnudcaittisonvoccoamttmonisa-1

a stu dy that a master plan for post-

_,

_,,.,

nee
paereela

svoscoationa!-technical dschtoo1s cotuhld Frequently referre o as e

clfeoYreslyoscshteoRmo.elapsto.ttchrtt.,rmotpuhrgeohvsetthumedey1n9tp8or0fostv.hiTedehvsoecaraetspt.ooounrnat'd1s-

major recommendations were
'""'~'~'capac~lett:h:iety1f9o9r02do,eSmOOanadddfoitriotrnaainl isntgudbeyndtes~melothp-e
vocational-technical schools.
to meet the highly accelerated dema~d in the
Atlanta suburban areas by developmg four additional sites to serve almost 10,000 students

1Jl11990.
fiChDol year 1982-83, the state ~oard seeks
II llliaiiN"C:NIS continuation of the rmplementathe master plan by improving the
ldBieS, replacing worn and obsolete equippurchasing new equipment for instruc-
ln sophisticated high technology areas, personnel for a new program at Dublin expanding the programs at Macon,
and Moultrie.

technology is the direction of the future in IIOC:ation<al education. The revitalization of existing lldltlllltl~ and the attraction of new industries are
upon a skilled work force to install, IIJPIR1te and maintain highly technical and complex -~nes associated with production and industrial pnlteesses. It is necessary to provide fundamental
equipment to area schools to teach the maintenance and repair of these
lldustrial machines. To meet the most immediate
an average o/$150,000per school/or23 area schools is needed to
JllftJIHde fundamental industrial trainers in school and basic machines in one or pilot schools. The General Assembly is
~IIMsted to fund this high technology equipwhich is essential to Georgia's
IDDin&tled economic growth and advancein technology and competitive producti-

and maintenance costs at the vo-tech ~re particularly high. Many of the facilities bwlt when performance and construction
were of paramount importance with little ifP~ght given to energy efficiency. Since then
of electricity and natural gas have more tha~ r-owt~ed. Aging facilities and equipment require

more frequent and more costly repairs. Maintenance and operating funds for the area vocational-technical schools have fallen significantly behind inflationary increases in recent years. For these reasons, the General Assembly is requested to increase by 25 percent the maintenance and operation budget request for the area vocational-technical school program.
Junior College Programs The three junior colleges with vocational divisions trained more than 1,500 students during 1979-80. These students may receive special vocational certificates at the end of their training or may pursue basic academic courses and earn associate degrees. A new vocational division is being developed at Clayton Junior College. Industrial programs in marketing and management are being offered at three additional locations. These programs need additional personnel. Expansion of the offerings in the three existing junior college programs is necessary to meet the growing demand for vocational training. Each of the junior college facilities needs a specialist to deal with the vocational problems of disadvantaged students. Overall, eight new staff are needed in these three existing junior college programs. The new program at Clayton Junior College needs administrative staff and initial instructional personnel (only a director is presently funded) . Instructional equipment must also be provided for this new facility. The General Assembly is asked to provide personnel for the three junior college vocational program additions, for expansion plans in existing facilities and for start-up personnel and equipmentfor the new vocational division at Clayton Junior College.
Short-term Programs Short-term training at the area vocational-technical schools and the junior colleges provides local employers with trained personnel for new positions. Requests from adult centers, businesses and industry throughout the state have increased significantly over the past few years as Georgia's economy has grown. During 1978-79, some 66,000 Georgians received short-term training at the area vocational-technical schools, and close to 80,000 participated during the 1980-81 training year. But many requests for training cannot be met due to a shortage of funds. To meet these employer needs the General Assembly is asked to increase the funding for short-term training programs at area vocational-technical schools and junior colleges by 20 percent.

21

Residential Technical-Vocational Schools ,:.t
Two residential technical-vocational schools also serve Georgians. One is at Clarkesville and the other at Americus. Both schools offer a wide range of training programs paralleling those at area schools plus unique courses that address statewide needs such as photography, aircraft mechanics and watch repair.
Both schools have program and facility needs. Both need to increase their library collections to keep up with the rapid rate of technological change. The Americus campus needs an additional librarian to keep pace with school growth. Both campuses need to replace old service vehicles for the sake of safety and utility. The dormitories and classrooms of both schools are in need of specific repairs and modernization ranging from replacing furniture to a new roof to the installation of a fire security and water supply system to comply with fire protection requirements. Both schools also need additional classroom units for photography, cosmetology, drafting, animal science and autobody repair. The college work-study program at the north campus allows students to work outside school to help pay for their education. Many cannot attend without such an opportunity. Funds for 35 additional stipends are needed. Also, each of the 22 occupational training programs at South Georgia Technical-Vocational School need to upgrade specific instructional equipment so that it is similar to that used in industry. The General Assembly is requested to provide for additional classroom facilities, new library acquisitions, replacement of school vehicles, various physical plant and grounds improvements and matching funds for the college workstudy program at the residential technicalvocational schools. The General Assembly is also requested to fund a study to determine if sufficient need exists for a vocationaltechnical continuing education center in north Georgia.

f1tm.t.h0rdmeyuses.jatonrb.sas,I.3f.t4rPm,0r0ot0ogrmpaemeoepstlietashrseapveecdiebfiveceenlnoepetredadsm elfndotrhfoereP5ai1cla7ht

Adult General Education Program

Adult basic education is offered free and older whose academic skills are

t~tduIt~

16

grade level. Classes and

dreISatdnm.etgs,

ena.b.le adults wntmg and

instruction to acquire computatio

bina1s0 ~ow~ kl iDruhoolnth IC S 5 Ill
n along with

consumer education, health and occu tiona!

awareness.. D. uring the past six years 0 vpear one
quarter mtllton adults have participated in this

program.

Adult secondary education is offered free to adults 16 and older whose performa nce is equivalent at least to that of a beginning ninth grader but faDs below that of the typical high school graduate. Also offered at the system level, these programs may
range from the regular high school curriculum to programs for adults who wish to improve a single
skill such as reading or mathematics. In both
programs courses are taught by elementary and secondary teachers with special training in instructing adults. T heir overall purpose is to help participants become employable, productive and
responsive citizens.

GED Testing Centers

Quick Start Much of Georgia's progress over the last three decades is a result of carefully thought-out efforts by state leaders to promote the growth of business and industry that benefits the state's economy. Part of this success is a result of Quick Start, an innovative program which for 14 years has provided tailor made training for Georgians whose communities are about to get new industry. When new industrial facilities are completed, Quick Start ensures that trained personnel are available to fill

= The G eneral Educa.tion Develo~~ent (G~
is an additional servtce to adult cttizens wh need
school education has been interrupted yet whoa
high school diploma. Any Georgtan 18 r boavteterry o1
is not enrolled in high school may take a

22

ofbansd.tctshke'tllsstaatned.

knowledge a. t one of63 A cumulative passmg

wialGlroEeuaDmhigthhescehqouoilvaelqeunitvaolfenacyhcigehrtisfIcchaoteosl

beefl

. d
ISSUe

to

more

than

60,000 adult

in the past six years.

Public Library System maJ.Or component of the adult education is the network of SO public library systems

throughout the state. More than one million Georgians use the services of public libraries each year. These services extend far beyond the traditional selecting a book from the shelf and checking it out for reading entertainment. The public libraries provide reference materials of all types, including large print books and audiotapes of books for visually impaired Georgians. Public libraries also supplement the holdings of the school library program. A wide variety of personal and professional interests can be served, since each

50 Georgia Public Libraries

liegional Library Cclilu~nbia, Glascock, Lincoln, Richmond* and Warren
Tnil Regional Library Elrly, Mitchell* and Worth counties
Regional Library Gilmer and Pickens counties .____ Regional Library Douglas, Haralson, Heard and Paulding counties Georgia Regional Library
Rabun, Stephens and White counties . . . .aociM~e Valley Regional Library ...!llolodlee, Marion, Muscogee*, Stewart and Quitman

Cherokee Regional Library Dade and Walker* counties
Troup-Harris-Coweta Regional Library Coweta, Harris and Troup* counties
Lake Lanier Regional Library Dawson, Forsyth and Gwinnett* counties
Middle Georgia Regional Library Baldwin, Bibb*, Crawford, Jones, Macon, Twiggs and Wilkinson counties
Uncle Remus Regional Library Hancock, Jasper, Morgan* and Putnam counties
Pine Mountain Regional Library Meriwether*, Talbot , Taylor and Upson counties
Colquitt-Thomas Regional Library Colquitt* and Thomas counties
Sara Hightower Regional Library Floyd* and Polk counties
Chatham-Effingham-Liberty Regional Library Chatham*, Effingham and Liberty counties
Statesboro Regional Library Bryan, Bulloch*, Candler, Emanuel and Evans counties
Screven-Jenkins Regional Library Jenkins and Screven counties
Coastal Plain Regional Library Berrien, Cook, Irwin, Tift* and Turner counties
South Georgia Regional Library Echols, Lanier and Lowndes* counties
Ohoopee Regional Library Montgomery, Tattnall and Toombs* counties
Bartram Trail Regional Library Wilkes*, Taliaferro, Greene and McDuffie counties
Okefenokee Regional Library Appling, Bacon, Clinch, Pierce and Ware* counties
Piedmont Regional Library Banks, Barrow*, Jackson and Walton counties
Mountain Regional Library Fannin, Towns* and Union counties
14 County Library Systems
Dougherty, Fulton, Grady, Bartow, Elbert, Ben Hill, Peach, Hart, Clayton, Jefferson, Cobb, Houston, Brooks and Chattooga counties

23

library cooperates in a statewide n~i:work of regional and branch libraries.
A forward-looking library system must be continually upgraded. Technological advances, industrial development, population changes and rising costs are some of the major issues facing libraries, their management and their operation.
Public libraries in Georgia are meeting these challenges in a variety of ways. Several libraries in the state (Atlanta, Rome, Dublin, Brunswick, Bainbridge and Warner Robins) have local video facilities that enable them to develop programming of community interest for cable television in their areas. A film collection of approximately 2,000 titles serves virtually all of the county and regional library systems in the state. The Georgia Library Information Network (GUN) operates at the Georgia Department of Education as a clearinghouse for 167 member libraries all over the state. Thirty thousand requests a year for seldom-used books, loan of research materials and answers to questions are handled for Georgia libraries by the GUN staff. Smaller libraries that do not have the necessary information on hand find the service especially valuable.
The Division of Public Library Services should be the leader in the field of automation for the libraries in the state but has not been able to take the first step. The coordination of automation efforts is vitally necessary to provide the interlocking network which is the key to a modern state library system. The General Assembly is requested to provide funds for the automation ofthe public library circulation system.
The current APEG formula for grants to the county and regional libraries must be improved to maintain adequate book collections and appropriate staffing levels to meet the needs of local populations. New formulas for these grants based on census information have been proposed to correct these inequities. The General Assembly is requested to allocate grants to county and regional libraries based on the new formulas, and to increase maintenance and operation allotments by 10 percent.
In addition, more books are needed to meet the demands of libraries and state government workers. Book purchases have declined steadily over the past few years because of reduced funding, increased costs and the effects of inflation on purchasing power. During 1980 more than 30 percent of readers' requests had to be referred to

other. libr~ries because the books contamed m the public library SF!'"""- '
The General Assembly is provide funds to reduce the shortage in the public library
Georgia has developed a network of sian stations that matches or surpciSSstate's system. While the television facilities are now operated by the Georgia Public Telecommunications the State Board of Education and Regents are still involved with the the new agency and remain committed that public television is an important service for Georgians. More than tune in the public television ne1twtwk' typical week. Occasionally it is said television is designed for a small group. If so, in Georgia that group include more than 160,000 households.
A balanced program schedule has meet the viewing interests and citizens. Georgia Public TeJE~VUiiOIII' schedule reflects a close analysis of public interest and a concerted effort specific programs during the most days and times. The variety includes nationally syndicated and locally
discussion, economic and programs.
government affairs programming national, sate and local levels.
internationally acclaimed dramas, dance performances.
adult enrichment, special ment, humor and sports.
programs which focus on t:uoLI.....,...... ... emotional development and
The PTV network's eight-hour aa~~IUJI~j on weekdays parallels the schedule programming for almost 550,000 Georgia schools. On Saturday the begins at 1:30 p.m.; on Sunday there quality children's shows beginning at

24

The Instructional Support System

mponents can be described

ra~:p:roYogocrfacthumeepdautsccicooahntioaoolnlalamnuedsxtpsepprerieoCnvi.acid1ees

a. unifi.ed mcludmg programs.

~catJOni~.~ermeostsst

effective when and school

student needs, offerings are

together and carefully mat~hed.

such balance and continuity is a pnmary

WI!OVIICIJI"ISof not only the classroom teacher, but also

~'IIIIIIIGIIII9 and system administrators and support

- IIOilflel.
.....,UOg comes through classr?om int~ractions ?f
IIIChers and students. Those mterachons are, m made possible by the supportive efforts and
-.lll!ri'naJ services of a great many people outside
classroom. Classroom activities and plans are ,dlwloped outside class time. Teachers n~ed help
obtaining curricular matenals and equipment.
11ae curriculum must be coordinated school and
emwide to assure continuity in the educational experience of each child. The skills of the teacher,
lhe principal and other staff must be regularly
eualuated and enhanced through in-service training. Professionals must manage the school and
coordinate the diverse activities which contribute to learning. Everything that happens to a child at echool affects that child's learning and development. The student learns from the teacher
and the curriculum but is also affected by the meals
provided, the type and duration of play time available, the temperature and light conditions in IChool and whether the buildings and furniture are attractive, well kept and functional. Students' problems, academic and others, must be dealt with.
While the teacher can handle many of these
problems, professional help may occasionally be
needed_ The purpose of school is the education of
the student, but a great many people and services
beyond the classroom are needed to facilitate the student's learning. These people and services SUpport the instructional program- the reason fo.r
the school's existence. The instructional support
I!IStem is organized around eight functions student services, instructional resources curr~c~lum development, staff development: admimstration, school nutrition services, facilities 1and transportation.

Student Services Student services in Georgia schools include the WOrk of guidance counselors, psychologi.sts and

psychometrists, visiting teachers and school social workers. Each provides a different kind of support, but all affect students' lives and their motivation to learn, in and out of school.
Guidance and counseling services are conducted by about 200 elementary and 1,000 secondary guidance counselors working in just over 800 Georgia schools. They help students to improve study and reading skills, choose courses and evaluate personal and career plans.
Elementary counselors typically are involved in a variety of activities of mutual concern to parents, teachers and students. Georgia has approximately one elementary counselor for every 750 children. They conduct parent education groups on child development and on the education system. They are often involved in special education activities such as
screening children and doing preliminary testing,
counseling parents and children on test results and
leading developmental play groups with children.
George High School, Atlanta City

25



raegfeenrrcii.negs

students and and resources,

parents

to

ooma.,.d

arra~ging collaboration of special servi.ces such as special educat1' 0n nursmg or psychological testing.

providing a legal liaison between the parents and the judicial system.

Public schools of Georgia employed school social workers and 96 i'ltton.ro~,..~
during the 1979-80 school year.

School psychologists are speciaU

personnel who work with children who y

academic, emotional or behavioral on:lhlllil

experiencing difficulty in school. Jn order

to be placed in appropriate special

programs these students' needs must be

from tests, interviews and other available

Due to the currently limited number of

George High School, Atlanta City

psychologists almost 12,000 Georgia stUCiel11 1979-80 were referred for evaluations by

Secondary counselors spend almost half their time on registration, scheduling and recordkeeping

psychologists but could not be served.
school psychologists are state funded, retiUitintJII
ratio of one psychologist per 4,200 stttdenlll~

activities to help the instructional program to run

average daily attendance. In contrast, the

smoothly. They are also heavily involved in test administration, staff development, behavior

Board of Education recommends one DS1Lidril.!llllilll
for every 3,500 students. The two

management, human relations and individual

psychological associations recommend rat. . ..,,

student counseling related to personal, academic or career problems.
Preventing problems from reaching crisis proportions is regarded by counselors to be of prime importance . This need is being addressed by school guidance counselors in concert with a statewide effort to develop a Comprehensive Guidance and Counseling Program. The program is being

to 2,000 (American Psychological Asisociation)
1 to 1,000 (National Association of
Psychologists). To meet the re4::ornmtenda. .!li of the State Board of Education and to
additional students to be identi/W served, an additional 55 state ps,yd'-11111111 units should be funded by the
Assembly.

adopted in schools across the state. Its goal is to

Instructional Resources

reduce the crisis-oriented approach of most

counselors by training them in preventive

The technological revolution, in spawning

coun~eling techniques in eight areas of emotional and social competence - self-understanding,

media explosion, has had an unprecedented on the youth of this country. Today's ::n\1~-..

interpersonal relationships, expressing ideas,

immersed in electronic media, an exJoerierltee'l

gathering and processing information, rights and

broadens their knowledge and

responsibili.ties, decision making, achievement

well as develops multimedia learning

motivation and problem solving.

National research is full of findings showins

person's learning is more complete and

School social workers, formerly called visiting

if the learning occurs through the use of

teachers, work to resolve school attendance or achievement problems which involve relationships

individual's senses.

'

between the child's family, th~ school and the

As approaches to teaching have exJparadeCI'

community. The program provides assistance in dealing with student conflicts, violence and vandalism, child abuse and neglect and teenage

using textbooks and lectures as the prime to using a wide r~nge of materials, the tradlllll library has become a central source for aD

pregnancy. Services also include such activities as

instructional resources, filmstrips,

26

- as well as books. The modern school librarian has become the specialist in the media center, trained in providing support for all learning activities and helping teachers select the media
most appropriate for a given situation.
Georgia's goal in the area of media is to provide effective resources to support the development of knowledge and skills necessary for students to become productive members of society. Toward this end, all but six schools in Georgia have media centers staffed by more than 1,900 media lpeeialists in the state. Georgia's media centers
house an average of 15.7 books and 2.5 pieces of
nonprint media per student as well as equipmenf. Services offered by media centers include organizing materials and making them readily available PI'OIIiding materials for special teaching methods' producing items that cannot be purchased commercially and identifying places to secure materials the center does not own.
Curriculum Development C umcuIum development focuses on what is taught 111 .sc~ool and how. Every school system
:::meally ~xamines what is being taught and
ascertams what is being learned by students

and makes changes and improvements where necessary. These are critical steps which support and guide each teacher and help to assure that the school program fits together.
Most Georgia school systems have developed a scope and sequence for the curriculum in K-12 outlining what students should learn in each grade, in what order and to what depth. Knowledge has so expanded in the 20th century that schools must be selective about what they choose to teach. In addition, because professional understanding of the skills of reading, writing, arithmetic and how children learn is continually improving, schools1and teachers must regularly re-examine not only what is being taught, but also how it is being taught.
In many Georgia school systems curriculum committees of teachers, administrators, central office supervisors and sometimes students, parents and community representatives, periodically review what is being taught. These groups examine the content of courses for congruence with the most current knowledge in the field, with system goals and with the results of the state and local testing program. Their recommendations for modifications stimulate continuing improvement of the curriculum.

27

Curriculum directors are responsible for t~.pverall coordination of school curricula in their systems. Many systems also have coordinators in areas such as reading, mathematics and science who work with teachers on specific grade levels or in particular content areas.
Lead teachers are now used in many schools to help improve and develop curriculum and teaching methods. They work day-to-day with other teachers to help identify areas of need and to obtain resources to help the teachers and the school do a better job.
The development of state curriculum guides is a major effort to facilitate curriculum improvement in each school system. Georgia is now in the midst of producing a comprehensive set of guides for all grade levels in each of the major subject areas. These do not represent a state curriculum; instead they represent basic subject matter that all educators recognize as necessary for any welleducated Georgian.
Cooperative Education Service Agencies (CESAs) provide significant regional support for curriculum through consultants who help to develop and sometimes implement curriculum improvements. The CESAs serve groups of school systems (averaging 11 per CESA) that pool resources to provide services which might otherwise not be available to the individual systems. The CESAs help to overcome some of the limitations that are common to smaller school systems. Each CESA is controlled by a governing board made up of the superintendents from the member school systems. The 16 CESAs have 380 certified staff members offering consultant services in 27 areas to 169 school systems.
Staff Development
Local staff development activities are planned and conducted by the school system to improve the skills and knowledge of system personnel. Georgia is a national leader in providing staff development because of its emphasis on carefully analyzing the school/classroom needs of each individual teacher and administrator.
Funds are provided by the General Assembly to assist local systems in planning, developing and conducting staff development programs. Systems receive state funds in three areas - certification renewal, staff development for beginning teachers and in-service staff development. More than30,000 local system personnel participated in such programs during school year 1980-81.

A.~mdpdiIteiomnealnt

staff development .
IS
several important

Improvement efforts. The

Certification Program requires that

systems either submit an approved staff

ment program or participate in an apJProWI pro~~am for ~ll teachers holding rtOitll'tli certificates. It IS projected that there will

teachers needing this staff development

year 1982-83. Each school system is

a system of personnel evaluation which

the basis for staff development to rn....._ ...

deficiencies that surface. Linking

evaluation and staff development is

newly established state board Standards.

board has also established peJrtOJmcmce-bllllll

school graduation requirements that wiD

to the high school seniors of 1985. To

requirements, school systems need to

their high school curriculum and use

ment time to modify existing curriculum.

now available to implement these

development initiatives are inadequate

the increasing number of professional

the services. The General A!ISeiiM!J{u':.1

provide critically needed

development for regular

teachers.

Educational support personnel also bel18111\'
staff development. Groups receiving include school bus drivers and mE!Chanics_.
lunch personnel, school finance
maintenance and custodial workers. encouraging and easy to see. For example, is third in the nation in school bus safety. child is statistically 44 times safer on a sct~nl Georgia than in the family car. While more miles of services than any other eatltel~ with a per child cost that is third lowest country, Georgia has had no fatalities
buses in six years. Four of Georgia's states had a total of 30 in school year ,..-..........-

Administration
The classroom teacher is the adult in the system most responsible for student JD..rnn'lllll the teacher needs a great deal of support his or her professional potential and students. Buildings and classrooms provided and maintained; materials, and furniture must be made available; must be transport~d and fed; building inside and out is necessary; above ~ must be supported profess

28

the first-line educators. All of
. d :uch more are the responsibilities thinS95aunpadenribnutieldnidnegnatsd,mpinn.insc.tlrpataoIsr,s cm urGn.ceourIguJma
content coordinators and the other who manage local s~hool syste.ms
-:ncan~ ~ruaptnrpgueoctriftoronmfwuonaucoltdinobene-psiemrwspoo1nsts-hi?bofflu1e'tc.eCwwenhh1tercrahel ntendent is the only professional staff to
organizations with hundreds of staff.

19'19-80 Georgia had 187 sc~oo.l superinten-

1437 principals K-7, 343 pnnCJpals 8-12 and

'

1 225 other professional central

aro:staffKinlCltinelyjob; as curriculum directors, content

supervisors and consultants, fiscal

personnel directors and federal program

management is a major responsibility of and building administrators. As a matter of schooling is the largest business in many
counties. The amount of money that through the school - from the salary and
budgets, to breakfast and lunch high school annuals and class rings, insurance and class pictures MDtlei~<OrE!S the need for school administrators to effective business people in addition to being
educators. Over 35 percent of the budget and a large portion of local
tal funds pass through school offices. Even with such volume,
.liiiiOl''gia school systems have an excellent record good management and efficient operation.

addition to having the time and expertise for organizational management, the
echool administrator must also be a professional lckacator. A good principal knows the strengths and weaknesses of each teacher and is familiar with each program at each grade level. This knowledge
used to organize the school and help the staff develop an effective learning program for the child.

S~ slstem~

curriculum supervisors serve a similar by coordinating programs to provide K-1

CCJntinu1ty. They observe and talk with many
=~rs and students and help clarify needs in

~enatlhsroaungdh

techniques. They direct supervision

respond to local or consultation

..., locarl~g outs1de materials or personnel for'

,consultation or by orgamzm g m -service training.

GPreoogrrgia's p erformance-based Certification am, for example, has brought principals and

supervisors into classrooms for more contact with teachers than ever before. More principals and supervisors are regularly observing in classrooms, and more teachers are asking administrators and each other for help. Georgia's administrative and supervisory personnel are paid on the basis of the teacher salary schedule supplemented according to their responsibility and number of students, teachers or schools served. There are some inequities in the present schedule of supplements. A specific example involves the 68,250 children enrolled in the state kindergarten program who have never been counted by the state in determining the number of administrative and supervisory personnel to be allotted to each system. The current legislation does not permit it. Now that the kindergarten program is fully funded, the law should be changed so that administrative and supervisory personnel are allottedfor kindergarten on the same basis as for elementary and secondary schools.
Putnam County Middle School, Putnam County
School Nutrition Services The Georgia school food and nutrition program serves more than 139,000 breakfasts and more than 824,000 lunches every school day. That was 25 million-plus breakfasts and 148 million-plus lunches served in 1979-80. Approximately 85 percent of all

29

Georgia students participate in the luncfi":lprogram either on a paid, reduced price or free basis. The Special Milk Program serves over 43 million half pints of milk per year in 1,776 schools. Schools in Georgia employ approximately 10,000 lunchroom staff to plan, prepare and serve the meals and to initiate and support classroom and cafeteria instruction in nutrition.
Research indicates that better nutrition can lead to higher academic achievement and improved student behavior. Research and experience have closely linked apathy, poor attention and disruptive behavior to malnourished children. A study in the Journal of the American Medical Association reported that hunger leads to a decreased sense of self worth. Hungry children may therefore be as apt to fail because of social and psychological problems as from biological or neurological impairments. A poor diet can result in a higher incidence of infection, more susceptibility to disease and higher absenteeism, which can lead to lower educational accomplishment.
State legislation and state board policy have committed Georgia to an adequate school food program at reasonable cost to the student and his or her family . The future of federal support to the school lunch program appears bleak. Presently federal budget cuts are projected at about 30 percent, having an obvious impact on Georgia's school lunch program since more than 50 percent of the program is federally funded . The federal reduction will require increased state and local funds . At the same time food costs are projected to continue rising along with labor and other related costs. These rising costs will in turn mean higher prices in the school lunch program. As prices for school lunches go up, the number of purchased lunches tends to go down , with the result that fewer children receive the nutrition they need to maximize their health and their education experience. It is crucial that the sale price of the lunch be kept as low as possible. Funds to increase state support of the school lunch program by 1.5 per meal are requested from the General Assembly.
Facilities
Classrooms and school buildings are an obvious and increasingly expen~ive item in Georgia's education support system. Research and professional experience agree that factors such as temperature (heating/ cooling systems and insulation), light (quality and quantity available),

LaGrange High School, LaGrange City
sound (insulation and building arrangement) access to modern facilities and equipment (lab fac ilities and vocational equipment) and even color of facilities affect how students behave school and how well they learn.
Energy costs account for the largest portion ~ typical school's operating expenses after ~ Gcoesot rogriansocchoosotlsenhearvgeybseagvuinngtoteueshema.qnuuems,bbeurctathpeitlael
must be supplemented by cost-effective

30

Many energy saving features are
from window/ wall reduction to converto fmCluiololmiroePnssucteoenfrtidzoleilgdlahrtcisno.gnM'traonnlaytsuoyrafsltteh gmeassse.caImanndprshoaveveae-t
can pay for themselves in three years or less.
outlay funds to build, renovate or school buildings and classrooms are a
1nDIIer'OI2:eneed in Georgia education. Improved
._.dim techniques, innovations in educational
-.IRtiNCllre and the ever-increasing need to prepare '>Iii!!-~ students for a highly technological future
the renovation and modernization of old and the construction of new, more
eftective and efficient building~. Finally, ~he_~chool
population is expected to mcrease significantly the South by the end of the decade due to the Industrial growth in the region and a southern .IJirt}u'ate surge now underway. Even today Georgia
echools are in need of over 6,000 new classrooms.
local facilities plan will be required of all school ..,.mns by June 30, 1983, as a result of House Bill
90S passed by the Georgia Legislature in 1977. Existing studies indicate that current needs for

capital outlay funds exceed $800 million. Upon completion of local facilities plans by all systems in 1983, it is estimated that the five-year projected need will be in excess of $1 billion. (Current estimated needs by system can be found in Appendix B.)
The 1981 General Assembly appropriated $38,127,000 to begin funding the new capital outlay program. Systems are preparing project applications now to present to the 1982 General Assembly. (Current system entitlements can be found in Appendix C.) To meet the legislature's deadline, many systems are developing local facilities plans and planning to request funding in 1983. Meeting these immense, cumulative building needs must be of prime concern for the General Assembly during the 1982 session.
The high school vocational education program has specific facilities needs beyond the general, statewide requirements discussed earlier. The Future Farmers of America and Future Homemakers of America Camp at Lake Jackson has provided a meeting and study site for these two high school vocational clubs for many years. It has provided

31

~
North Georgia Tech, Clarkesville
conference and work space to many local and state education agencies and groups. The facility is old and has been in need of substantial renovations for years. The General Assembly is requested to provide funds for the renovation of the state FFA-FHA camp.
State schools for the handicapped have been inconsistently funded, especially their capital outlay needs. The state board must appeal to the General Assembly each year for all funds for these schools. For school year 1982-83 the General Assembly is requested to provide funds for additional storage and maintenance buildings, special equipment for evaluating handicapped students and for captioned programming for deaf residents. Various physical plant and grounds renovations and improvements are also needed to meet fire and safety regulations.
Georgia's public library system serves all of education - the elementary and secondary programs, adult literacy education and postsecondary vocational education. All local public libraries are also part of the state network. It is one of the few operations which offers both formal and informal instructional support to all segments and levels of the society in and out of school. Many public library facilities in Georgia are outdated. Many have not been renovated to be accessible to

the handi.capped. Many conservation measures.

are in need Both new

f
0

and mode_rnizati~n of existing facilities are

to mamtam servtces. Capital outlay lunda

requ~st~d from ~~e General Assem~J~&,

publ1c l1brary facll1ty improvements.

The state board is also requestingfunds the General Assembly to combine th state library in Atlanta, the state 11e0rm'U t~e bl!nd ~nd handicapped and the state l1branes m Atlanta, Tifton and :st,at!SIItG The central library must vacate its present the library for the blind is presently housed deteriorating warehouse that cannot be retlO\j'idll Including the film libraries would be a cost step at this time.

To facilitate adult education in Georgia, the Board of Education has adopted a master the system of area vocational-technical which projects the expansion needs for secondary education through 1990. Four facilities and expansion of 20 existing tac:ilitiieaj included in the plan. If the goals of the nu.ct...lfi are to be met, scheduled expansion and tion must continue. Next steps include facilities at Macon, Griffin-Spalding Moultrie area schools and the rnm:tnr-titm new area vocational-technical school to be in Dublin. The General Assembly is to provide capital outlay funds for rnt1!8411r needed improvements in the vocational-technical facilities.

Transportation

School buses are an essential support service for Georgia students. drivers are allotted in five categories: (I) r~au-1111 special education, (3) kindergarten, (4) and (5) extended use for special education. than 6,933 buses are in use in Georgia, travel nearly 74 million miles annually 780,000 students. Georgia has the best record in the east and the third best in the exceeded only by two states with a fraction students served and miles traveled.
Seminars, workshops and training conducted each year for more than 8,000 and mechanics. Drivers are required to
special licenses. Vehicles are inspected more
than public automobiles and extremely
criteria are used. Georgia school buses are
the most closely inspected, best maintained skillfully staffed vehicles on the state's highWIL!II

32

The S tate Support Program

f the services needed by students, teachers
~I systems can be provided most e_fficient~y,
~tiveJIJ and economically on a statewide bas1s.

pmuorsptosveisoafbtlheis

section is areas of

to describe some of ~tatew1"de _program

and to highlight those m need of Improve-

in school year 1982-83. They are organized

certain basic functions of the state board,

_ _ _.,...to,ni1.Pni and department of education.

Planning for the future of education, both short
and long range
Assuring that each student has an equal opportunity for quality education

Providing consultative and technical assistance services to school systems

Distributing state and federal funds accurately
and equitably.

Preparing for the Future
To prepare for the future of education statewide
state board, superintendent and department of emacation must continually seek the cooperation
lnd input of school staffs and the public to ascertain
present conditions in schools. The state board and IUperintendent must try to determine which Ktivities are accomplishing the expectations of a cators and parents, which need to be revised and what sorts of new statewide elements need to
be developed to meet ever changing conditions. For every statewide program, an evaluation of
progress and results must be made. Many state programs also require local plans, some annual and
long-range, whose specific activities must be
t.sed upon local needs assessed by school staffs,
ltudents and the community. One of the major Nlponsibilities of every state level educator from the _superintendent to field consultants is to lhOnito_r constantly the condition and needs of education around the state.
Student Assessment
Te&htaebG. eorgJa student Assessment Program was
obtainiJS~ed by the State Board of Education to
Geor . mformat.Jon ab~ut _the achievement of
lidOs 9la students, especially m relation to the basic
.and for education planning at all levels. To lPll&'OeVsstde useful P1annm g m formation the
ment program has developed a system of

tests which assess specific skills identified by Georgia educators as essential; these tests are keyed to a curriculum which is recommended for all Georgia students. The test reports are designed for easy interpretation and application of test scores to various planning needs.
The current assessment program provides for mandatory testing of all students in grades four , eight and 10 and makes available optional tests for kindergarten and grades two, three and six. Beginning in 1982-83, the Basic Skills Tests administered in grade 10 will be used to certify students' skills in certain areas as a part of high school graduation requirements.
The state assessment program emphasizes the basic skills, since these are the tools for competent adult functioning and for acquiring more complex thinking, social skills and knowledge. Early development of basic skills obviously improves students' chances to succeed as they move through their school careers. At the same time, early identification of students who are failing to develop certain essential skills is crucial if they are to be given the special assistance they need. The earliest required testing in the state program currently is in grade four . A first grade criterionreferenced test which would assess student progress in critical reading and mathematics skills has been developed, but funds for administration are not yet available. This is considered a significant need to be met by the General Assembly for school year 1982-83.
State Standards
The development and application of state standards represents a comprehensive effort to look to the future and plan for short- and long-range improvement. State Standards set minimum quality requirements for Georgia public schools; their purpose is to assess schools and school systems regularly to help identify areas for improvement and to provide criteria against which progress can be measured.
Presently almost 200 specific public, elementary and secondary school Standards are applied to schools and school systems in the areas of (1) Students, (2) Staff, (3) Curriculum, (4) Facilities, (5) Instructional Resources and (6) Management. These Standards were reviewed during the past three years by hundreds of Georgia educators and

33

Alexander II Elementary School, Bibb County

laymen. Currently a regional director in each of the state's ten congressional districts applies the Standards to schools and school systems annually and works with local systems to improve where Standards are not met. Further, the state superintendent is proposing an in-depth evaluation every five years to be chaired by the regional directors. A team of specialists will visit each system and help to prepare a long-range improvement plan with revisions and progress reports based upon the annual visits of the regional directors.
For Georgia to practice true statewide educational planning, a system for describing what a good school ought to be and a way of finding out how closely each school in the state measures up is needed. State Standards provide a unique forum for the dev.elopment of such a set of descriptions and a way to communicate these to all 1,833 schools in Georgia. State Standards have the potential to become the basis for many major statewide educational decisions.
State Standards and student assessment have one problem in common. Given Georgia's total 1,126,000 public school students, it is not difficult to imagine the volume of testing results generated

at the fourth, eighth and lOth grade levels. This will increase when the first grade test is added. 1be results of applying nearly 200 state Standards to 187 school systems and 1,833 schools are almost as voluminous. Only limited analysis of this vital information is now possible. If the state board, for e~ample, wanted to know whether there is any relationship between student achievement and size of school systems, or expenditures per child, or certification levels of teachers, the number of Standard schools in a system, or any other variable, the manipulation of all the scores would have to be done by hand. Very little such analysis is now done just because of the person-hours required. Computerization could change this. If state Standards and student assessment information is to become the basis for major education decisions, it will be necessary for department staff to be able to look at the figures in a variety of ways at a reasonable cost. The General Assembly ;. requested to provide funds to develop C1 computer system to analyze data from tiHI
Georgia Student Assessment Program and
state Standards.
In addition to setting standards for public schools, the state board regulates private postsecondary
schools. The G~orgia Proprietary School Act

34

wtoh.ICphn.vaEaretdeuncoaptnoidosentgsaerleceoA-ngudrtaahnrotyinn.zgva,oh.caoanntdioAnthacelt

IM!tsecolnd<U_y te colleges and other institutions

to

tp nd evgar e e s .

. Standards

in

these

two

areas

togreannsure quality in private e.d.ucatio.nal ins.ti-

"Wn utiOJlSprroagnrgam.mgs

from full universities Also such standards

to mtens1ve he.lp protec. t

interests and ensure cons1stency m

~e.gulaprtaectsicesmaonred

operation. than 150

Presently the private post-

eecondal'Y schools. Since .the number of _these
schools is beginning . _to 1~c~ease dram~hcally,

,..pervisory responsib1hty w1ll mcrease dunng the

next few years.

Assuring Educational Quality
~eJping to assure that a quality education is readily ~.Uailalble to every student in Georgia is a legal, as
professional, responsibility of the state '--i7:~ttcm it must be watched over, directed and .-orc>VE~a by the citizens of the state.

Certification

The state board and superintendent are committed

to making the certification process as efficient as

without sacrificing the quality of

instruction and administration in schools.

Currently 61 percent of certification applications

.-e processed in 22 work days or one calendar

month. Within two months almost 95 percent are .

JIIOCessed and the certificates mailed. About 16

percent of applications are delayed because the

evaluator must wait for supporting information to
be received from universities or former employers

of the applicant before eligibility for the certificate

~canh_baen~esterimsinneede.dTehde

cooperation to alleviate

of the sending this problem.

During 1981 the state board modified procedures in

order to address certain certification problems. To
=ce the time req~~red_ to process an application, has xample, the venflcahon of previous experience Also~en delegated to the local superintendent.

Improved computer procedures are being

developed to eliminate lost time. The expiration dates for many renewable certificates have been extended two to three years. To give more credit to teachers and administrators educated in other states, all teacher preparation programs approved by the National Council for Accrediting ofTeacher Education or by boards of education in other states are now accepted. The state board and superintendent are committed to continuing such improvements in certification as a major aim for the 80s.
Performance-based Certification
Performance-based certification (PBC) is among Georgia's most ambitious statewide responses to the need to assure statewide education quality. All teachers now seeking a professional, renewable certificate to teach in Georgia must
complete an approved teacher education program.
pass a test of knowledge in their teaching field (teacher criterion-referenced test).
demonstrate on-the-job mastery of 14 basic teaching competencies as measured by the Teacher Performance Assessment Instruments (Teaching Plans and Materials, Classroom Procedures and Interpersonal Skills).
Approved teacher education programs are offered in 33 colleges and universities with more than a thousand teacher preparation programs in 37 fields. These programs are evaluated every five years to verify that they are meeting the criteria of the state board and the Georgia Teacher Education Council.
Each beginning teacher in Georgia is tested to assure that he or she knows the subject matter. The examinations are designed not as a summary evaluation of college preparation, but as a test of the information a teacher should know to teach a subject or grade.
On-the-job assessment is required because it is not enough that teachers merely know the appropriate information. Teaching each subject requires many other skills. With the help of teachers across the state, the state board has identified 14 basic classroom skills and behaviors that all teachers, no matter what level or subject taught, ought to be able to demonstrate. Teachers are given three years, under supervision, to demonstrate these competencies through formal assessments. The skills deal with the teacher's ability to
organize materials and plan for instruction.

35

implement those plans in a classroom an,f>rovide an adequate learning environment.
promote good interpersonal skills in the classroom and deal with discipline.
In 1980, 17 Regional Assessment Centers were established, each staffed by three to six data collectors. The data collectors are teamed with a local administrator (usually a principal) and a peer teacher to interview and observe each of the state's beginning teachers (3,350 in 1980-81) twice during the school year. Of course, some new teachers were not able to demonstrate an acceptable level of performance on all 14 competencies this first year. These teachers may seek assistance from their school or CESA to improve in their specific problem areas. They must be assessed again next year, along with that year's beginning teachers. It is projected that approximately 13 percent (600) of beginning teachers will need to be reassessed each year beginning in 1982-83. To meet this need, the General Assembly is requested to provide funds for 12 performance-based data collectors. Unless there is an unexpected influx of new teachers in a given year, this should round out the staff needed for the Regional Assessment Center network.
High School Improvement Project
This project1 represents another major statewide effort to assure educational quality and is intended to help school systems identify and implement improvements in their secondary programs. Quality and consistency in the high school program throughout the state have been addressed in part through the state board's adoption of minimum graduation requirements.
The High School Basic Skills Test is the instrument used statewide to assess basic skills. In 1976 the State Board of Education adopted policies establishing five basic life skills areas to be emphasized in Georgia high schools. They are (1) the learner, (2) the producer, (3) the consumer, (4) the citizen and (5) the individual. The state is charged with developing a list of the skills for the first section, the learner, and for consistent statewide evaluation of students' achievement as learners. The state Basic Skills Test for the learner covers (1) reading, (2) math and (3) problem solving. Test items have been developed, field tested and validated for these skill areas. Procedures for assessing the areas of writing and speaking/listening are currently being developed. Funds are req.uested of the

daGthneeevdneeIIwr.orsaptnel.mtnAm.re.snngsgte.amacsbtslI.eVys.rtsto.rmefsieem.nldtthteaesnatdraenatdooi"~mscppoleneamtkin"emunget

Another need of the High School Improve-

ment Program /or Assembly is requested

which to allot

tfhuen d sGies n~eora1

specr:,Prc curncu1um to teach personal/in'a' nrea

chskoigiohlplse.srcaShteio.vvoeelIsrya, loansntadatpeGesresionorngtaihlaefihnreaagsnicoebnecepunlrarinicnuvtoliutemwdofrotk~e

participate. Such a program would strengthen the

curriculum in most schools.

Headland High School, Fulton County

State Compensatory Education Program
Another significant statewide effort to increase the quality of education in Georgia is the State Compensatory Education Program.2 Compensatory education provides master teachers and classroom aides with special training, equipment and facilities to serve over 60,000 children. Presently only one state consultant monitors the whole program and provides technical assistance to the entire state.
The state board and superintendent, in an effort to consolidate related programs to provide better service and save money where possible, are

1See also pp. 17-18.

25ee also p . 19.

36

J8COmmenddm. gtheaadcodiotriodninoaftoornetocoandsmu1itnainstt.erThtheye -.,n.a-.r.-asme aton assign the two consu1tants wtth 10

proPOI t from the larger, federally funded ESEA

c:onsu tans m which has similar objectives.The

Title Inspurlotganrats w' ould be stationed around the state

=:':ark with both programs and be more

accessm"bblley

to is

r

school equest

systems. The ed to provr'de

1~uGnednse,rtoarl

two positions in the state compensa-

IOr'Y education program.

0" ' f Sc'10ol Executives
The academy is a noteworthy ~xampl~ of the state's efforts to emphasize e_ducatton quahty at the administrative and supervtsory levels through workshops and seminars for system staff. The workshops expand the knowledge and improve the skills staff need to plan and manage a comprehensive program of instructional and supervisory
181'Vices.
Since the state board established the academy in 1977, more than 160 seminars and workshops have been held for over 6,000 educators. Topics have ranged from managing conflict to computerassisted instruction. These have been conducted by top state and national experts in their fields . The overwhelming response of system superintendents, central office staff and principals is typified by a principal's letter, "The instruction was excellent. We worked hard! It was worth saving two days of my vacation to attend." As the state's most successful, highly regarded administrative support and improvement program, the Georgia Academy of School Executives needs funds from the General Aaembly to expand its services so that the needs of school administrators can be met.

Te cl, r Re uitment

The teacher recruitment program serves as a

clearinghouse for teachers, local school systems ~ state, national and international colleges and ~rsities in filling the many teaching vacancies

wTehat~chherosccwuhro

in Georgia contact the

throughout the office are placed

year. on an

Available Teacher Roll in their particular teaching ~ea or areas . Superintendents, personnel

directors or other local system staff looking for

anvtteoarcehceertvsetothfeill

specific updated

vacancies contact rolls. Each school

the office system is

- : e d month_ly for openings. Placement officers,

of educatton and other education personnel

in the colleges and universities use the vacancy survey to inform prospective teachers.
Providing Consultative and Technical Assistance Services
Consultation and technical assistance is an essential and much requested service of the state education organization. Employing professionals with training and experience and keeping them abreast of current developments in education is a major responsibility of the Georgia Department of Education. Consultants are available in academic and vocational curriculum, administration and supervision, special education and the handicapped and for all grade levels. There is consultation and technical assistance in transportation, facilities, school lunch and nutrition programs, for finances, accounting, research and evaluation, to name but a few. State consultants in the core, vocational and special education programs can advise and train local system personnel in all aspects of the school program and business affairs, from planning and development to implementation, evaluation and recycling. To describe each program that provides such services would be to repeat all those described already in this plan. Instead, this section will highlight only those service areas needing improvements in school year 1982-83.
Georgia Instructional Resources Program
This program serves all Georgia school systems in direct support of every librarian and media specialist. This is one of the most consolidated, well-organized program support operations in the Southeast. The effect of well-chosen, readily available media material upon the curriculum and upon children's learning has been described earlier. Certainly, much of the media used in classrooms is film. Georgia has a central film library with more than 4,000 titles. Film is expensive to maintain, however. Georgia's central library spends $50,000 to $70,000 a year on replacements alone. The General Assembly is requested to provide funds to convert the present state film collection to video cassettes. This would allow as many prints as needed to be made as often as necessary to meet schools' demands. For a onetime investment the state could eventually eliminate most purchasing costs plus the nearly $70,000 a year replacement costs.

37

Education Information Cent'ef
Access to up-to-date professional information is an important factor in improving Georgia public education. The Education Information Center helps meet this need by assisting educators statewide to solve specific problems. The research or experience of others can often help local school system personnel avoid having to reinvent the wheel when a problem comes up.
The range of requests to the center reflects the varied problems faced by local systems and their desire to examine alternative solutions carefully before committing local resources. Because the center staff is small, however, local requests can be taken only from superintendents or their central office staff.
Most of the clients of the Education Information Center are in rural areas of Georgia where access to professional information is limited. Many clients would have to drive miles to get to a college library and still would not have access to the extensive information resources available to the center staff. Use of the center by local educators has quadrupled over the last five years. In 1980, the center responded to over 600 requests for research. It also provided its users with over 1,000 other information services. On the average, users report having saved 22 hours of their own time by making a research request to the center. The savings in user time is conservatively valued at $250,000. The General Assembly is requested to provide one information specialist and a library assistant to allow the center to continue the current level of service needed by school systems and the expected 16 percent average annual increase in the number of requests.
Community Involvement
Public schools need considerable support from the local community if they are to offer the kind of program that will meet student needs and the expectatio~s of the community. In order to encourage this support, schools must be responsive to the communities they serve. Some Georgia schools and school systems are exploring a unique administrative concept that uses the community as a part of the schoql and involves the community in school programs. Community education involves the school in deliberate efforts to draw on the total resources of the community's individuals, facilities , busi_nesses and organizations to provide the best educational experiences for

students. In turn, the community uses the school "
mmaenetytwh~aynse.eCdslaasnsdesdoesfivrearsioofutshkeicnidtiszaernes.oAffveraerd:~:'
of serv1~es, su~h as voter registration and commumty meetmgs, can be made available in the schools.
It is important to the welfare of public schools that Georgians be knowledgeable about school programs, problems and needs. To further this understanding, parents are encouraged to work with schools. Some parents serve as volunteers and actually assist teachers in the classroom. Others serve as room sponsors and assist with special projects. Parent-school organizations help keep the school and its community in touch. Through involvement in organizations such as PTA and booster clubs of all kinds, parents have many opportunities to work with their children, teachers
and the school administration. Sports events,
literary contests, science and vocational fairs and performances such as concerts and plays give students ample opportunity to perform publicly and involve citizens in the life of the school. Through these shared experiences community members become more knowledgeable and supportive of their schools. Research studies examining the relationship between parent participation in school activities and student achievement have shown considerable benefit to students.
In a time when such cooperation is becoming increasingly important, a concerted statesponsored initiative could mean success for many
schools needing help to begin or enhance their own community programs. The state board and superintendent request that a community involvement consultant be funded by the General Assembly. This person would become
knowledgeable about all community involvement programs now being implemented. The consultant would develop a state plan and handbooks for local use, consult directly with interested school systems, conduct training sessions and be a direct source of information for schools and their communities.
Fiscal Services
The development of Georgia schools' current
accounting system began in 1978-79. The plan calls for implementing an adaptation of the Financial
Accounting for Local and State School Systems manual devefoped by the U.S. Department of
Education. With the new system school boards
can, for example, obtain lower interest rates on

38

high quality bonds, muster more defensible fig~res

ocfifying millage rates and do detailed,

for m
accurate

cost

accountm. g

for

schooI

programs.

scImmonapslIle"dmGeereanobtlrienggitaectshhynesitceamn1esaw.ssiTssthyaenstceeSmttaotwemilelAd"d1ruvem1q.suaoinrrdey

committee for Financial Accounting, the

state board and superintendent request that the General Asse~bly '?rovid~ funds f~r ~he creation of five fmanc~al rev1ew spec10l1sts

positions in order to implement this important

new accounting system for Georgia.

Computers
Computers are an essential part of education's future. Many schools and systems have already realized this and invested in computers. They are already being used for record keeping and school business. A significant number of schools are also using computer-assisted instruction in the
classroom.
Because of the public demand for this high technology, a vast array of models and systems is available. Many schools are requesting assistance in selecting the right machines for the jobs they want done. In addition, many school systems are asking for help with the new technology, both in the office and classroom.
Need for help with computers is growing in Georgia and has reached the point that the state board and superintendent have placed a high priority on funds from the General Assembly to hire an educator knowledgeable in computer technology. This person would provide to systems leadership, technical assistance, curriculum development, program planning and staff development in computerassisted instruction for the office and classroom. Computers can save the public considerable education funds if schools have access to objective co~sultative support on the purchase, matntenance and use of the machines.

Video Teleconferencing
Teleconferencing is another technological advance that has great potential for saving the Georgia taxpayers money and increasing the availability to r;stems of technical assistance and consultation
om the state. A growing impediment to providing support services to systems in school year 1980-81 has been lack of travel funds for department consultants Many, thaugh not aII, acti.V.It.ies now

requiring a consultant to visit a school or region could be handled on videotape. Not only will travel costs be saved, but time in transit will be greatly reduced if the General Assembly will provide funds for video teleconferencing. This is an innovation which will save the state many times the modest investment each year.

Distributing State and Federal Funds

For students to receive education services from

local school systems, state and federal financial

resources must be provided in a fair, accurate,

e: dependable manner. The Adequate Program for
Education in Georgia (APEG) law spells out in detail each school system's entitlements to staff allotments and funds. Other state legislation and

~
~ ,

many federal laws also provide financial resources

to Georgia schools. Each specifies conditions for

schools receiving the resources and many specify

the conditions of their use. It is the responsibility of

the state superintendent of schools to assure that

the resources are distributed in accordance with

applicable laws and regulations, and he also must

establish and maintain control procedures to

assure that funds are spent in accordance with

state and federal law and State Board of Education

policies.


The work of the Georgia Department of Education in communicating, implementing, supporting and assessing the status of the state's education system prepares its staff to serve as a unique resource to the General Assembly and to the citizens of the state in planning and moving toward better education. These department activities, in coordination with those of the Board of Regents, provide a complete education program for Georgia that with continued diligence and fiscal support will meet the challenges of the 80s.


39

DeKalb Tech, Clarkston
40

Appendix A
Estimated Costs of Needed'lmprovements
FY 1983
Provide for an improved teachers salary schedule to include $13,000 for the beginning teacher ... . ......... $ 96,000,000 Other system employee benefits and professional improvements ..... . . .. ...... . 21,000,000 Vocational education improvements .. .... . ..... 16,000,000 Special education improvements .. . ... .. .. . .... . 1,500,000 Improvements in public libraries ..... ........... . 1,500,000 General education improvements .. . . . ... ....... 30,000,000 Improvements in state operated schools .......... 1,000,000 Georgia Department of Education improvements ... . 500,000 Subtotal .. . .. .... .... ... .. ................ $167,500,000 Capital Outlay
House Bill 905 (school facilities) . ..... ... .... 150,000,000 Other capital outlay .......... ....... . ...... 32,000,000 Total request FY 1983 .............. . ..... $349,500,000
The state education appropriation for FY 1982 was $1,315,481,801. Details of the above estimated costs can be found in the Georgia Department of Education's Budget Request: FY 1983.
41

AfiPendix A (continued) Allocation of State Funds
For Education FY 1982 Total Budget $1,315,481,801

O ther System Employee Benefits Special Education

Vocational Education

I

1.5% Capital Outlay

I

1.5% G e o r gia D e partment of Edu c ation

I

1.4% O t he r

I

1%

State Schoo ls

I

.75% Public Librar ies

42

Appendix B
Five-year Projected Capital Outlay Needs by School System as of July 31, 1981
County Systems

Appling ... ... . .. .. . ..... . $ 2,426,500 Atkinson .. ... ...... .. . .. . . . 2,166,000 Bacon .............. ... .... 3,340,550 Baker .............. . .. .... . . ....... 0 Baldwin .. . ................ 10,305,495
Banks .. ... ..... ... ... .. .. . . . 879,750 Barrow . . ... .... . ......... . 1,704,750 Bartow .. . . .. . . . . . . . . . . . . . . 3,998,500 Ben Hill .. ... ....... . ... . . . .. . . 84,000 Berrien .. . . . . . .. . . . ... . . . . . . 5,904,450
Bibb . . . . . . . . . . . . . . . . . . . . . . 24,015,000 Bleckley .. . ........ .......... 551,632 Brantley . .................... 761,000 Brooks ..... ......... ... .. . 1,983,000 Bryan .. ............. . .. .... 4,584,650
Bulloch ........ .. . ... ..... . 5,579,250 Burke .. .. .... . . .... ....... 9,948,650 Butts ......... ... ... ....... 1,531,500 Calhoun .................. . 1,117,000 Camden ................... 3,722,400
Candler ...... . ........... .. .. 653,729 Carroll ............... . ..... 2,782,750 Catoosa . ... . ..... ......... 7,938,500 Charlton ........ .... ..... . . .. 708,300 Chatham .................. 37,015,800
Chattahoochee . .............. . 61,750 Chattooga. .. . .. . .. . . . . . . . . . 3,285,794 Cherokee ..... ....... . .... 10,153,650 Clarke .... ... ...... ...... . . 3,934,900 Clay .. . ..................... . 179,250
Clayton ......... ... .. ..... 12,167,300 Clinch ............. . ......... 612,000 Cobb . .. .... .......... ... . 51,480,980 Coffee ... .. ... .... ....... .. 1,387,370 Colquitt. ............ .... ... 9,097,250
Columbia . . . . . . . . . . . . . . . . . . 2,965,000 Cook ... .... ... .. . .. ..... .. 1,576,000 Coweta . . ... ............ .. 11,978,200 Crawford ....... . .. .... . . . ... 586,000 Crisp . . . .. .. . . .. . . . . . . .. . .. 1,905,315
Dade .... . ................ . 2,755,250 gawson ... . .......... . . . .. . 2,274,620
ecatur. . . . . . . . . . . . . . . . . . . . 3,564,909 geKalb ................... 41,969,250
odge ............ .. ....... 4,523,400

Dooly . . . . . . . . .. . . . . . . . . . . . . 1,889,250 Dougherty ................ 16,953,029 Douglas .... . . . . .. . ... ...... 7,147,500 Early ................ ... ..... 665,810 Echols ......... .. . .. ..... . .. . . 10,000
Effingham ...... . .... . ... .. . 5,742,984 Elbert. .............. ....... 1,628,315 Emanuel . . . . . . . . . . . . . . . . . . . 8,550,000 Evans ................ . . .... . . 854,000 Fannin ..................... 2,394,500
Fayette .................... 2,909,000 Floyd ..................... 11,457,000 Forsyth ........... . . .. .. . .. 1,745,000 Franklin .................... 2,152,379 Fulton .... . ............... 13,780,800
Gilmer ..... . .... .... . ...... 3,589,400 Glascock . . . .. . ...... ...... . 1,032,000 1 Glynn . . .................. 11,775,410 Gordon .. . . . .. . . . .... . ... . 10,260,750 Grady . .... ................ 6,216,000
Greene ...................... 926,596 Gwinnett. .............. .. . 52,831,981 Habersham. . . . . . . . . . . . . . . . . 2,684,500 Hall ............. . . ....... 12,406,900 Hancock ................... 2,873,950
Haralson .... . . ... ..... .. .. . 1,369,050 Harris . . . . . . . . . . . . . . . . . . . . . 5,245,200 Hart . ...................... 1,863,506 Heard ....................... 954,000 Henry . . . . . . . . . . . . . . . . . . . . . 2,238,000
Houston .................. 21,730,573 Irwin .......... ..... . . .. ... 5,581,250 Jackson . ...... . .... . ....... 1,481,674 Jasper ........... .... ........ 384,307 Jeff Davis .. . . . ............. 2,102,100
Jefferson ................... 7,820,533 Jenkins . . . .. . . . . . . . . . . .. . . . 2,208,400 Johnson ................... 2,373,750 Jones. . . . . . . . . . . . . . . . . . . . . . 6,652,050 Lamar .. ...... ...... . ........ 537,210
Lanier ..... . . .. . . . .... . .' .. . . . 313,000 Laurens. . . . . . . . . . . . . . . . . . . . 6,960,300 Lee ........... ... .. ... ..... 3,996,640 Liberty .................... 10,653,800 Lincoln .. . ................... 782,938

Long . . . . . . . . . . . . . . . . . . . . . . 1,686,300 Lowndes ................... 2,971,750 Lumpkin ..................... 957,500 Macon . . . . . . . . .. . . . . . . .. . . . 5,924,300 Madison ...... .... . . ... . . .. 2,278,550
Marion ........ . ..... ......... 789,500 McDuffie . ........ .... .... . . 3,679,750 Mcintosh .................. . . . 729,000 Meriwether . ................ 9,351,500 Miller ............ . ... . ... .... 843,500
Mitchell . .. . ..... ... ... . .. .. 1,532,000 Monroe . . . . . . . . . . . . . . . . . . . . 1,165,500 Montgomery ... .. ............. 976,250 Morgan . ............ .. . ...... 933,000 Murray . . . . . . . . . . . . . . . . . . . . 2,465,250
Muscogee ... ....... ....... 20,330,950 Newton ................ . .. . 7,997,250 Oconee .......... .. .... ... .. . 688,000 Oglethorpe . ... . .... . . .. , ..... 839,717 Paulding .. ... .. ........... 12,978,650
Peach ..................... 1,167,596 Pickens ..... .... ........... 1,211,250 Pierce .. . . . ... ........ ..... 1,020,000 Pike ............... . ....... 2,286,103 Polk ... . . . .. . .............. 2,154,750
Pulaski ..................... 1,758,750 Putnam ...................... 513,367 Quitman ...................... 96,000 Rabun ... . . ... .... ......... 2,286,848 Randolph ......... . . .... . . ... 895,500
Richmond . ................ 13,581,308 Rockdale . . . . . . . . . . . . . . .. .. 10,026,345 Schley . .. . . ..... ............. 132,000 Screven ...... . .... . ...... . . 2,743,000 Seminole ........... . ...... ... 845,667
Spalding . . . . . . . . . . . . . . . . . . 15,415,450 Stephens . ........... .. ..... 3,879,500 Stewart ............ . . . ....... 241,914 Sumter ............ . . . .. . . . 1,569,750 Talbot .... .. ...... . . . ........ 585,000
Taliaferro .... . .... . .......... ...... 0 Tattnall .................... 7,456,500 Taylor ...... . . .. ... .......... 600,000 Telfair ..................... 1,137,027 Terrell .... . ................ 1,375,259

43

::;IJ Thomas. . . . . . . . . . . . . . . . . . . . 5,272,827
Tift ........................ 4,367,173 Toombs .... ..... ....... .... 7,040,453 Towns ..... ..... ......... .... 287,250 Treutlen ..... . . .... . .. . ... . 1,053,750
Troup . . .... .... . ... .. . . ... 2,304,570 Turner . ...... ... . .......... 2,058,750 Twiggs . . .... ............... 8,167,200 Union .... ...... .. . ....... 3,928,810 Upson ..................... 2,748,250
Walker . ......... . ... .... . 11,723,050 Walton .................... 4,310,000 Ware ..... . .... . ........... 4,275 ,750 Warren .. ... .. , ..... .. . . ... 1,359,750 Washington ... . ............ 2,073,350
Wayne ..................... 2,529,733 Webster . ..... . .. . . .. ....... . 274,500 Wheeler . . .... ... ......... ... 723,750 White . .... .. . ... . . .. ........ . 679,616 Whitfield .. . . .... .... ... . . .. 4,571,500
Wilcox . .. . .. . . .. . .......... 1,160,250 Wilkes .. . . .. : . ... . ........... 930,000 Wilkinson ........ . ......... 1,435,318 Worth .... .... ...... . . .... . 1,860,049
City Systems
Americus .................. 1,805,000 Atlanta ................... 29,771,000 Bremen ...................... 378,250 Buford .......... . . . ........ . . 425,000 Calhoun . . . . . . . . . . . . . . . . . . . 1,162,000
Carrollton . .. ... . .. .. .. .... . 1,321,000 Cartersville ................... 484,388 Chickamauga ................. 928,500 Commerce .......... . ......... 52,000 Dalton ..................... 1,710,000
Decatur. . . . . . . . . . . . . . . . . . . . 1,644,000 Dublin ...... .......... ..... 3,763,400 Fitzgerald . . .. .... . . .......... 648,270 Gainesville . . . . . . . . . . . . . . . . . 2,408,800 Hogansville . . . ... .. .... . . . .... 817,431
Jefferson ..................... 415,254 LaGrange . . . . . . . . . . . . . . . . . . 2,583,000 Marietta . . ......... . ....... 1,603,000 Pelham .................... 1,327,330 Rome ...................... 2,251,250
Social Circle . .. . . ......... .... 923,250 Thomaston ................. 1,692,000 Thomasville ... ... . ......... 1,405,750 Trion ........................ 996,750 Valdosta .... ......... . . .... 2,164,929
Vidalia ....................... 425,649 Waycross .................. 2,076,760 West Point ................... 472,000
Grand Total ............ $860,775,890
44

Appendix C
Capital Outlay Entitlements by School System as of July 31, 1981

County Systems

Appling . . . . . . . . . . . . . . . . . . . $ 262,700 Atkinson . .. . . ... .... . .. ... ... 388,800 Bacon . . .... . .. ... ...... .. ... 570,100 Baker .. ... ... .. .. .. ..... .. .... 24,500 Baldwin . . . . . . . . . . . . . . . . . . . . 1,259,000
Banks . . . . . . .. . .............. 158,000 Barrow .... . .. .. ............. 523,800 Bartow . . . . . . . . . . . . . . . . . . . . 1,596,200 Ben Hill .... . ... . . .... .. . ...... 17,100 Berrien . . . . . . . . . . . . . . . . . . . . 1,041,800
Bibb ..... . . ... . .... ..... ... 5,327,800 Bleckley ................. .... 123,600 Brantley .. .. .. . . .... . ........ 561,200 Brooks . . . ..... .. ....... ..... 553,200 Bryan . .. ....... .. ... .. .... . .. 438,000
Bulloch . ... .. .. . . ... . ........ 518,100 Burke ....... . ............. 1,584,000 Butts ... ... . .... .. .. . . ....... 328,600 Calhoun ..................... 206,100 Camden .... .... .. .. .. ....... 350,400
Candler .... . ....... . ........ . 156,800 Carroll ...... . ..... . . .. .... ... 439,100 Catoosa . ... . .. . . . . , . . . . . . . 1,654,300 Charlton ...... ... ... .. ....... 152,600 Chatham .. . .. .. ..... . .... .. 6,881,600
Chattahoochee . ... .. ... . .... . . 26,500 Chattooga .... . ............... 527,794 Cherokee .... . ..... . ...... . 1,123,100 Clarke .. . ... .. . .. .... . .... ... 460,300 Clay .... ... . . .. ............... 31,800
Clayton . .... . .. . . . ... ..... . 2,504,400 Clinch . ..... .. .......... .. ... 200,700 Cobb . . . . . . . . . . . . . . . . . . . . . . 7 092 400 Coffee ..... . .. ... . .......... .'460:201 Colquitt . . . . . . . . . . . . . . . . . . . . 1,580,600
Columbia . . . . . . . . . . . . . . . . . . 1,027,600 Cook . .... ........ .. .. . . . ... . 350,300 Coweta ..... .... . . ..... . ... 2,055,600 Crawford . . . ...... . . . . . ... . .. 198,900 Crisp .................. .. ... . 425,200
Dade .... . ...... .. .......... . 510,200 Dawson .. . .... . .... . . . . .. . . . . 276,100 Decatur ... .. . ...... . . .... .... 325,300 DeKalb ... . . . . .... . . ...... 14,255,100 Dodge .... .... . . .. . .. ..... . . . 837,700

Dooly . ........ . . . . .. .".. . ..... 165,900 Dougherty . . . . . . . . . . . . . . . . . 3,118,200 Douglas. . . . . . . . . . . . . . . . . . . . 1,012,300 Early ........... . . . .. . .. .. .. . 246,900 Echols . ........... ... . .... .... 59,500
Effingham . .. .... . ......... ... 515,900 Elbert .. . ... . .... . . ... ... . . ... 364,500 Emanuel .. ... ..... .. ....... 1,399,100 Evans ... .. . . . ............... .. 77,300 Fannin ... ......... . . . .... .. . . 440,500
Fayette .. . .... . . ... . . . . . ..... 666,000 Floyd .. .. . . .......... . ... .. 3,013,800 Forsyth . .. .. ... ....... ...... . 414,200 Franklin ... .... .... . ..... ..... 486,400 Fulton ..... ..... ........ ... 2,866,000
Gilmer . ... . . . . . . . ..... . ...... 545,600 Glascock . . .... ... ......... ... 186,200 Glynn ..... .. ..... .. ....... 1,628,700 Gordon . . . . . . . . . . . . . . . . . . . . 1,885,000 Grady . . . . . . . . . . . . . . . . . . . . . 1,102,800
Greene .. .... . ............. . .. 85,600 Gwinnett .... .. . . . . . . .. .. ... 5,958,000 Habersham ................. . . 539,200 Hall . . . . . . . . . . . . . . . . . . . . . . . 1,243,000 Hancock .... . . ... ...... ...... 495,100
Haralson . . . . . . . . . . . . . . . . . . . . . 138,200 Harris .. .. . . . . .. ........ ..... 957,800 Hart . . . .. ... .. .... ...... ..... 313,756 Heard . .... . ..... . .... .. ...... 92,000 Henry . .... . . . ...... ... . . . . 1,304,900
Houston . . . . . . . . . . . . . . . . . . . 3,669,300 Irwin .. . .. ...... ... ........ . . 925,600 Jackson . ...... .. . . . . . .... .... 159,100 Jasper . . .. ....... . .. . ... . .... 132,500 Jeff Davis ........ . . . . .. . .. .. . 211,700
Jefferson .. . ... .. . . .... . . ... 1,305,800 Jenkins . ......... . . .... . .... . 421,900 Johnson . .. . . . . .... . . ... . . ... 424,200 Jones . . . . . . . . . . . . . . . . . . . . . . 1, 134,600 Lamar ........... . ..... . .... . 204,900
Lanier . .. . . . .. . ........ .. . .... 86,700 Laurens .. . .. . . . . . . .. .. . . ..... 638,000 Lee ...... . . .. ....... ... .. ... . 392,300 Liberty. . . . . . . . . . . . . .. . . . . . . 1,634,200 Lincoln . ..... .. . . . . . ... . . . . .. 191,500

Long .... . . ..... ........ ..... 191,200 Lowndes . . .... ..... .. . .. ..... 825,200 Lumpkin . . . .... ........ . ... . . 213,700 Macon .. . .... .... ... . . ... . . .. 527,600 Madison .. . . .. . ... . ... . . .. . . . 705,400
Marion .... ... ..... .. . . . .. ... . 145,800 McDuffie . .......... .. . . . . .... 584,700 Mcintosh ... ... .. . ... ..... .... 184,400 Meriwether . . . . . . . . . . . . . . . . . 1,529,800 Miller ......... ... . . . . . .... . ... 74,100
Mitchell .... .. .......... . . . ... 276,500 Monroe . . ...... ... ........ . .. 217,700 Montgomery . . . . . . ...... . . ... . 175,000 Morgan .......... ..... .. ... . .. 86,600 Murray . ... .. . ...... . .. . ..... 492,600
Muscogee . ..... ... . . . . .... . 4,412,500 Newton . . . . . . . . . . . . . . . . . . . . 1,594,000 Oconee ..... ....... . .... .... .. 60,400 Oglethorpe . .... . . . .... . . . ..... 88,300 Paulding . . . . . . . . . . . . . . . . . . . 1,162,700
Peach ..... ... . .... . . . . . . . ... 288,000 Pickens .... .. . ..... ... .. ... .. 218,400 Pierce .. . .................... 178,600 Pike . .. . . . . ......... . ........ 378,500 Polk ............. .. ... . . . .... 247,600
Pulaski . . ................. .. .. 333,300 Putnam ... . .... . .. ..... . . . . . . 145,700 Quitman .. . . .................. 17,300 Rabun ..... . ........... ..... . 506,200 Randolph ..... ...... ... . ..... 166,400
Richmond . . . . . . . . . . .. . . . . . . 1,712,500 Rockdale . . . .. . . . . . .... ... . . 1,946,700 Sc hley ... . . .......... . . . . . .... 23,800 Screven .... .......... . .... . .. 240,900 Seminole ... .... . . . . . . ... .. . .. 257,400
Spalding . . . . . . . . . . . . . . . . . . . 2,608,500 Stephens ...... . .... .. . . . ..... 784,800 Stewart .. . . ...... . ... .. . . ..... 78,000 Sumter .. . . .......... . ....... 137,900 Talbot ....... ......... . .. . ... 105,600
Taliaferro .. . ...... ..... .... . .. 16,700 Tattnall .... ... .. . . .... . .... 1,212,300 Taylor .. . . . .... . . .... . . . . . .. . 159,400 Telfair ... . .... . . . ...... . ..... 253,000 Terrell ... ... . ......... . . ..... 305,100

45

Tho~<~'''s11. .. ... . . .. . ... .... ... . 945,200
Tift . . . . .. . ...... ... ... ... . . . . 860,700 Toombs ...... .. . . ....... . .. 1,151,400 Towns ....... .. . ...... ........ 90,400 Treutlen ... . ......... .. ... . .. 189,600
Troup ........ . . , .. . . . . ...... 441,100 Turner . . . . . . . . . . . . . . . . . . . . . . . 180,800 Twiggs .. ................... 1,304,700 Union ......... .. . . . .. . . ..... 543,100 Upson . ....... ........... .... 337,300
Walker . . . . . . . . . . . . . . . . . . . . 2,004,600 Walton ......... ... ..... ... .. 496,055 Ware ....... . .. . ... . ......... 377,400 Warren ... ...... . ..... ....... 244,500 Washington ... . ... . ......... . 246,100
Wayne . . ... . . .. . ........ .. .. . 222,200 Webster .. .. ....... . ........ . . 49,200 Wheeler .. .. .. .... . .......... 130,600 White ....... . ...... .. .... ..... 68,000 Whitfield . . . . . . . . . . . . . . . . . . . 1,170,800
Wilcox .. . . . . . ............ . .. . 216,400 Wilkes ..... .... ......... . . ... 187,400 Wilkinson ...... . . . . . ... .. .... 304,800 Worth .... . . . . . . . . .. . ... . .... 472,900
City Systems
Americus ... . ... . ..... .. ..... 373,000 Atlanta . . . . . . . . . . . . . . . . . . . 13,524,700 Bremen . .. . ....... , .. . . .. ..... 48,200 Buford ......... . ... . ... . ..... 205,300 Calhoun .... ....... ...... .... 286,100
Carrollton . . . . .. . . . . . . . ....... 297,200 Cartersville ....... . .......... . 101,500 Chickamauga . . . . . . . . . . . . . . . . . 186,300 Commerce .................... 72,600 Dalton ................ .. ..... 906,400
Decatur ..... ....... . ...... ... 526,000 Dublin . . ..................... 496,484 Fitzgerald . ..... .. ... . . .. ...... 58,900 Gainesville .... . .. . .. .. . .. .... 230,800 Hogansville .. . ...... . ...... ... 186,300
Jefferson ......... . .... . ...... 125,900 LaGrange ........... . . .... ... 636,300 Marietta .. ... . ... .. ..... . .... 298,800 Pelham ... . . ... ... . ... . .. . . . . 263,600 Rome . .... ..... ... . ... . .. . . . . 676,700
Social Circle .. .... .... . .... .... 82,500 Thomaston . .. .. .. . . . . . .. . .... 305,300 Thomasville .. . .. ... .... ... . . . 437,100 Trion .... . ........ ... . . .. . . . . 179,500 Valdosta ..................... 571,600
Vidalia ...... ......... : . . .. .. .. 56,300 Waycross .. . . . ... .. .. . . .. .... 296,210 West Point ....... . .......... . . 95,500
Grand Total . . .. .. . ..... $161,873,000
46

Index

Academy of School Executives 37 Accounting system _(local school systems) 3S Adequate Program for Education in Georgia
(APEG) 13, 39 Administration/administrators 28 Adult education 9, 19, 22 . Aides (paraprofessionals) 14
Allotments Capiti;il outlay 14, 30-32 Instructional 14 Kindergarten 15, 29 Maintenance and operations 14 Staff 13, 14; 29 Transportation 14
Appropriations request 1983 7, .41 Area vocational-technical schools 1921 Facility needs 21, 30-32 (also see Zimmerman
report) Assessment (student) 33 Attendance workers 26

Basic skills (also see core program) 16

Basic skills tests 33, 36



Capital outlay 14, 30-32 Needs of school systems 43 Entitlements 45
Certification 13, 35 Certification level 13 Community education 38 Community-school relations 11, 38 Compensatory program (also see special
programs) 19 Secondary 19 State .19, 36-37 Federal 19, 37 Competencies (also see graduation) 17-18 19 36 Comprehensive high schools 9, 16-17 ' ' Computerization Administrative functions 34, 39 Instruction 39 Consultative services (Georgia Department of Education) 37 Cooperative Education Service Agency (CESA) 14, 28 Core program 13 Counseling 25 Curricular leadership 25 26 29
Curr~culum developmen~ 25: 27-28
Curnculum guides (state) 28

Diploma .18 . Disadvantaged 16, 18 Distribution of funds 39

Education lnformatiori Center 38

Elementary programs 16

Energy Costs 30

Equal opportunity 10

Equity 10

Equivalency certificates (high school) 23

Evaluation 11



Beginning teachers 35c36

Exceptional children (also see special

programs) 18 .

Expenditures (per capita) 6

Facilities 14, 30-32

Vocational 21, 32

Facilities plan 31

Fifteenth year teacher supplement 13

Film library 37



Fiscal management 29

Fiscal services (Georgia Department of

Education) 38-39

Food (school) 29

Funds (also see allotments) 39

General Education Development Program 22

Gifted 9, 18



Go~ls for education 5-6

Governor's Honors Program 19

Graduation requirements 17-18, 19

Handicapped 9, 15, 18

High .School Improvement Program 17-18 36

High school clerical staff 18

'

Improvements (cost) 41 Improving school programs 9 Individual Education Plan (IEP) 15 Institutions (education for handicapped) 18 Instructional program 15-24 Instructional resources 26-27, 37 Instructional support system 25-32 Instructional television 24

Junior college vocational education 21

Kindergarten Allotments 14, 15 Eligibility 15 Full-day 9, 16 Program 15-16

47

Local facilities plan 31 Local support 13, 38
Mainstreaming (special education) 18 Maintenance and operations funds (M&O)
School systems 14 Vocational-technical schools 21 Public libraries 24 Media 26-27, 37 Centers 27, 37 Resources (state) 37 Minimum foundation program 13
Nutrition (school) 29-30
Paraprofessionals (aides) 14 Parent participation (also see school-community
relations) 38 Performance-based certification 29, 35-36 Plan for Georgia Education, The '80s 6 Planning 6, 7, 33
Statewide 6, 7, 34 Postsecondary vocational education 19-22 Priorities 6, 7 Professional competence 10 Psychoeducational centers 18 Psychologists (school) 25, 26 Public libraries 23-24, 32
Automation 24 Facility needs 32 Public television 24 Public television commission 24 Pupil-teacher ratio 6
Quality (regulation for) 35 Quick Start programs 22
Required Local Effort (funds) 13 Retirement program 13-14
Salaries (teacher) 13 School bus safety 28 School food and nutrition 29-30 School lunch program 29 School psychologists 25, 26 School social workers 25, 26 School-community relations 11, 38 Secondary programs 16 Short-term training 21 Special programs 18 Staff allotments 13, 14 Staff development 28
Administrators and supervisors 37 All certified personnel 28 Funds 28 Local program 28 Maintenance personnel 28 School bus drivers and mechanics 28, 32

Standards 28, 33-34 State compensatory program 36-37 State funds (FY 82) 42 State facilities
Facility needs 21, 22, 31-32 FFA-FHA camp 32 Handicapped 18, 32 Technical-vocational 22 State support (Georgia Department of Education) 33-39 Student achievement 6 Student assessment 33 Student services 25-26 Supplements 13 Support services 25-32, 33-39
Talented (academically, gifted) 9, 18 Teacher
Certification 13, 35 Criterion-referenced tests 35 Salaries 6, 13 Training 35-36 Teacher evaluation All certified personnel 28 Beginning teachers 35-36 Teacher recruitment 37 Technology 21 Television (instructional) 24 Television (public) 24 Title I, ESEA (compensatory) 19, 37 Transportation 32
Video teleconferences 39 Visiting teachers 26 Vocational education
Elementary and secondary 16-17 Facilities (also see Zimmerman report) 21, 32 Junior colleges 19, 21 Postsecondary 19-22 Technical-vocational schools 22 Vocational-technical schools 19
Word processing equipment 17 Work study program 22
Zimmerman report 21

48

IIl.~~~~~~~~~~fll~\1~~1~~~~~~(~[1[\~~1III
3 2108 05732 9057 DATE DUE

261-2500

'm"U"S"A"

'
~Division of Planning, Research and Evaluation
Office of Planning and Development Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel State Superintendent of Schools 1981