The full text on this page is automatically extracted from the file linked above and may contain errors and inconsistencies.
E M P LO YM E N T O U TL O O K FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR STATISTICS Ewan Clague, Commissioner Maurice J. Tobin, Secretary in cooperation with VETERANS ADMINISTRATION OCCUPATIONAL OUTLOOK SERIES BULLETIN No. 972 Employment Outlook For ELEMENTARY A N D SCHOOL For s a le by SECONDARY TEACHERS Bulletin No. 972 U NITED STATES D E P A R T M E N T O F L A B O R Maurice J. Tobin, Secretary BUREAU O F L A B O R STATISTICS Ewan Clasue, Commissioner in cooperation with V E T E R A N S A D M IN IS T R A T IO N the Su p e r in t e n d e n t of D o c u m e n t s U. S. G o v e r n m e n t P r i n t i n g Office, W a s h i n g t o n 25, D. C. Price 35 cents Letter of Transmittal U n it e d S t a t e s D e p a r t m e n t o f L a b o r , B u r e a u o f L a b o r S t a t is t ic s , Washington, D. C., July 15, 1949. The S ecr etar y of L a b o r : I have the honor to transmit herewith a report on the employment outlook for ele mentary and secondary school teachers. This is one of a series of occupational studies conducted in the Bureau's Occupational Outlook Branch for use in schools, colleges, offices of the Veterans Administration, local offices of the State employment services affiliated with the United States Employment Service, and other agencies engaged in vocational counseling of veterans, young people, and others interested in choosing a field of work. This study was financed largely by the Veterans' Administration, and the report was originally published as Veterans' Administration Pamphlet 7-4.13 for use in vocational rehabilitation and education activities. The study was prepared by Cora E. Taylor under the supervision of Helen Wood, with contributions by John S. McCauley, Chester F. Schimmel, and Cora S. Cronemeyer. The Bureau wishes to acknowledge the generous assistance and cooperation received in connection with the study from the U. S. Office of Education, State depart ments of education, National Education Association, State education associations, and many other organizations and individuals in the field of education. E w a n C l a g u e , Commissioner. Hon. M a u r i c e J. T o b i n , Secretary oj Labor. 863788— 49 CONTENTS Page EMPLOYMENT OUTLOOK FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS: The Teaching P rofession ______________________________ Certification andT ra in in g______________________________ Outlook for Elementary Teachers_____________________ Outlook for High School Teachers______________________ E arnings______________ Where To Get Additional Inform ation________________ 1 1 2 7 8 8 EMPLOYMENT OUTLOOK FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS, BY STATE: Alabama ________________ A r iz o n a ________ Arkansas______________________________________________ C a liforn ia_____________________________________________ C o lora d o______________________________________________ Connecticut ___________________________________________ Delaware______________________________________________ District o f Colum bia__________________________________ Florida _______________________________________________ G e o rg ia _______________________________________________ I d a h o _________________________________________________ Illin o is________________________________________________ In d ia n a _______________________________________________ Iowa _________________________________________________ K ansas________________________________________________ Kentucky _____________________________________________ Louisiana __________________________________ M aine_________________________ .______________________ Maryland _____________________________________________ Massachusetts ________________________________________ M ichigan___________________________ M innesota_____________________________________________ Mississippi ____________________________________________ Missouri ______________________________________________ Montana ________________________ .____________________ Nebraska______________________________________________ Nevada _______________________________________________ New H am pshire______________________________________ New Jersey ___________________________________________ New M e x ico __________________________________________ New Y o r k _____________________________________________ North C arolina_______________________________________ North D a k o ta _________________________'_______________ O h io __________________________________________________ O klahom a_____________________________________________ 11 12 14 15 18 19 21 22 24 25 27 29 30 32 33 35 37 38 40 41 43 44 45 46 48 50 51 53 54 56 58 59 61 62 63 v CONTENTS — Continued Page EMPLOYMENT OUTLOOK FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS, BY STATE— Continued: O regon________________________________________________ Pennsylvania_________________________________________ Rhode Isla n d _________________________________________ South C arolina_______________________________________ South D akota_________________________________________ Tennessee _____________________________________________ T e x a s _________________________________________________ U ta h __________________________________________________ Vermont ______________________________________________ Virginia ______________________________________________ Washington ___________________________________________ West V irg in ia ________________________________________ W iscon sin _____________________________________________ Wyoming _____________________________________________ 64 66 68 69 71 72 74 75 76 77 79 81 82 84 SOURCES OF INFORMATION AND ESTIMATING PROCEDURES------------------------------------------------------------ 86 CHARTS: 1. Teacher Supply and Demand, 1949 _________________ 2. Forecasts of School Enrollments 1948-1960 (Percent Change Over April 1947)__________________________ 3. More Teachers Are Needed as Replacements Than for New Positions (Estimated Annual Demand for Ele mentary and High School Teachers, 1949-1960)_____ 3 4 6 EMPLOYMENT OUTLOOK FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS The Teaching Profession Teaching is by far the largest of all the profes sions. In the school year 1948-49, about a million classroom teachers, principals, and supervisors were employed in the elementary and secondary schools to teach nearly 26,000,000 pupils. About 100,000 o f these teachers and 3,000,000 of the pupils were in private and parochial schools. This profession is especially important as a source o f employment for women, who normally constitute about four-fifths of the teachers below the college level. Most men teachers—three out of every four in public school systems—are in high schools. However, educational authorities in many States would like to increase the number of men teachers and supervisors in the elementary schools. Teaching offers widespread opportunities for employment. Every community in the United States employs teachers, and numerous job open ings occur each year. Over half the public school teachers are in rural schools—that is, in schools outside incorporated towns of 2,500 population or more. A far greater number o f Negroes are employed in elementary and high school teaching than in any other profession. Separate school systems for Negroes are maintained in 17 States and the Dis trict o f Columbia. Many cities in the northern part of the country employ Negroes in schools with white or mixed enrollments. Kindergarten and elementary school teachers make up nearly two-thirds of the entire teach ing profession below the college level. They num bered about 590,000 in 1948-49 (counting only those in public schools).1 Teaching in the lower grades usually involves working with one group o f pupils during the entire day, thus covering a wide range of subjects and activities. The teach ers o f art, music, and physical education em1 National Education Association, Advance Estimates of Pub lic Elementary and Secondary Schools for 1948-1949. (See section on “ Sources of Information and Estimating Procedures” for definition of elementary and secondary schools.) ployed in many schools are an exception. Some school systems have departmentalized instruction in the upper elementary grades or have separately organized junior high schools, in which case teachers usually handle two or three subjects with several different groups of pupils during the school day. Teachers in small rural schools may have to teach all subjects in several grades; the trend toward consolidated rural schools is, how ever, rapidly reducing the number of one-teacher schools. High school teachers, of whom about 325,0002 were employed in 1948-49, generally teach only one or a few subjects to several groups of students. In addition, they are usually expected to supervise extracurricular activities. A 5-day week is the customary work schedule in this profession. However, all teachers must spend considerable time on record keeping, lesson planning, grading of papers, and similar activi ties outside their scheduled hours. Much longer Christmas and spring holidays and summer vaca tions are given than in other professions. Often, a part of the summer vacation period must be spent in further study. Many teachers devote much time to community activities and find that rewarding opportunities for civic leadership often accompany teaching. For the person who enjoys working with young people, teaching offers a stimulating and satisfy ing career in helping to mold the lives of future citizens. Certification and Training The requirements for certification to teach in public schools vary considerably by State. Typi cal requirements for high school teachers’ certifi cates are a bachelor’s degree, with the equivalent of about one-half year of professional education courses including student teaching, and with specialization in one or more subjects commonly taught in high school. The following three States and the District of Columbia require a fifth year 2 Op. cit. i o f training for high-school certificates: Cali fornia, New York, and Washington. Require ments for teaching in elementary schools are usually somewhat lower but generally include several professional courses in elementary educa tion. Many school systems, especially in large cities, have additional requirements—with respect to educational preparation or successful teaching experience—beyond those needed for State certifi cates. Many States and local systems also have re quirements concerning age, citizenship, and other factors. During and since the war, all States have found it necessary to issue “ emergency” or temporary certificates. The emergency teachers have a wide variety o f qualifications. Some of them have bachelor’s degrees and regular teaching certifi cates of some type, though they do not meet the exact specifications for the positions they are occupying. On the other hand, in some States it has been necessary to issue permits to people with no college training at all. Satisfactory teacher-training curricula are o f fered at universities with schools of education, by colleges with strong education departments and adequate facilities for practice teaching, and by teachers colleges. A student who wishes to specialize in vocational subjects, such as agricul ture, home economics, commercial work, or the like, should choose an institution accredited for work in the specific field and should take enough hours o f education and practice teaching to meet certification requirements. The prospective teacher should start early in planning his training. Before embarking on a course o f study, he should find out about the edu cation needed to become a good teacher and should also inform himself of his State’s specific requirements for the type of position to which he aspires. Brief statements on the certificate re quirements in each State as of 1948-49 are in cluded in the second part of this report, but these do not give full details. Furthermore, State and city requirements, particularly the latter, are con tinually being changed. Inexperienced teachers often start in rural schools or small-town school systems. Opportun ities for advancement are by way of moderate salary increases in the same system, by transfer ring after a few years of experience to systems with higher salary schedules or other advantages, or by promotion to supervisory, administrative, or other specialized positions. 2 Outlook for Elementary Teachers In 1948-49, there were shortages of qualified elementary teachers in practically every State. The teaching profession suffered serious losses both in numbers and in the educational prepara tion of its members during the war and first few postwar years. This was largely a result o f the increased employment opportunities in other fields and the fact that teachers’ salaries lagged behind the rapidly rising earnings in many other occupations. In order to meet the demand, ap proximately 90,000 emergency permits had to be issued in 1948-49, most of them to elementary teachers. Enrollments in elementary - teacher - training courses dropped very sharply during the war and, though the numbers have increased considerably again, the supply of new teachers is still far from adequate. Only in Negro schools is the num ber of teachers approaching the demand. The 1949 output o f new teachers qualified for regular elementary certificates has been estimated at only about 25,000—or 77 percent of the number who qualified in 1941, when the need was less (see chart 1). Many of these teachers meet minimum requirements o f only 30 semester hours o f college training; those with 4 years of college prepara tion for elementary work are estimated to number less than 15,000.3 The supply will be far from adequate to meet the estimated demand for 75,000 new teachers for the 1949-50 school year.4 The total number of teachers needed for grades below the high school level will continue to mount until the late 1950’s, owing to increasing elemen tary school enrollments resulting from the abrupt rise in the birth rate since 1940. Assuming that 1947 was the peak year for births, total enroll ment in grades 1 to 8 will be greatest (about 26y2 million) in 1957.5 Chart 2 shows the sharp in crease in elementary school enrollments which may occur during the next 8 years and the gradual decline expected during the 3 years fo l lowing. The estimated number o f teaching posi tions is, of course, directly related to enrollments. Assuming a ratio of one teacher for each 30 3 Maul, Ray C., Teacher Supply and Demand in the United States. National Education Association, 1201 Sixteenth Street, N.W., Washington 6, D. C., 1949. 4 National Education Association, Probable Demand for Teach ers in the United States for the Decade 1949—50 through 1958-59. Mimeographed, 29 pp. 8 U. S. Department of Commerce, Bureau of the Census, Series P -25, No. 18, Forecasts of Population and School En rollment in the United States : 1948 to 1960, 1949. CHART I TEACHER SUPPLY AND DEM AND, 1949 THOUSANDS 90 80 .ELEM ENTARY TEACHERS Demand 70 60 HIGH SCHOOL TEACHERS Supply 50 40 30 20 I0 UNITED S T A T E S D E P A R T M E N T OF LABOR BUREAU OF LABOR S T A T I S T I C S S OUR CE : S U P P L Y F I G U R E S FR OM " T E A C H E R S U P P L Y AND D E M AN D I N TH E U N I T E D S T A T E S " B Y R A Y C. M A U L . DEM AN D F I G U R E S FROM N A TIO N A L E D U C A TIO N A S S O C IA T IO N , " P R O B A B L E DEM AN D F O R T E A C H E R S I N TH E U N ITED S T A T E S " 3 CHART 2 FORECASTS OF SCHOOL ENROLLMENTS 1948 - 1960 Percent Change Over April 1947 UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR STATISTICS 4 Source-. BUREAU OF THE CENSUS, SERIES P-25, NO. 18, FEBRUARY 1949, p. 16 pupils (the highest ratio regarded as generally acceptable by educational authorities), the total number o f elementary teaching positions in all schools—public, private, and parochial—may in crease by more than 260,000 by 1957. The number o f new teachers required annually will be greatest about 1953, when over 40,000 may be needed to take care o f the increase in enrollments (on the above assumption as to the pupil-teacher ratio). Whether new teachers will actually be added at this rate will depend on many factors, notably the availability of personnel and of the necessary classroom space. In the teaching profession many more teachers are required each year as replacements than for new jobs, even in a period of rapid growth of school population (see chart 3). The large num ber o f young women who enter the profession and then withdraw because of marriage or for other reasons creates an attrition rate higher than for most occupations. While there have been some studies made of attrition in the teaching profes sion, there is little data on which to base an over all replacement rate. On the basis of a conserva tive rate o f 7 percent, it is estimated that 560,000 elementary school teachers will be required in the next 10 years to replace those who die, retire, or leave the classrooms for other reasons. The drop out rate varies greatly among States; estimates ranged from 3 percent to 18 percent for 1948-49 in 19 States for which information was available.6 One factor which greatly influences this rate is the amount o f preparation which elementary teachers have had in the given State. In general, those who have invested four full years in teacher-training are likely to regard the profes sion as their career and to have a much lower drop-out rate than those with little or no special training for elementary teaching. Besides the teachers who die, retire, or with draw for other reasons, many o f the persons who are now teaching on emergency certificates will need to be replaced. However, there is no way of knowing what proportion of these teachers will remain in the profession and, by taking addi tional training, meet standard certification re quirements in their respective States. Summing up the demand for elementary teach ers in the next 10-year period (1949-50 through 1958-59), it is estimated that at least 800,000 new teachers will be required to handle new en 6 Maul, Ray C., op. cit., p. 2. rollments and replace teachers who withdraw from the profession. In addition, a sizeable but unknown number will be needed to replace emer gency teachers. It appears extremely unlikely that enough ade quately trained elementary teachers will be pro duced in the next few years to meet the rising demand. It is, of course, impossible to predict the number o f persons who may enroll in teachertraining institutions or the proportion of gradu ates who will go into teaching. But the shortage of elementary teachers is no new development. The great increase in the number of occupations open to women and the better earnings offered in some other fields had an adverse effect on the sup ply of elementary teachers in the 1920’s. This trend was interrupted during the depression years of the 1930’s and then became most pronounced of all during and after W orld War II. In the future as in the past, the other employ ment opportunities available and the relative salaries offered will be chief among the many factors affecting the supply of new teachers. Teachers’ salaries have recently had an upward trend. And “ single-salary schedules,” providing the same pay for elementary as for secondary teachers with equivalent education and experi ence, are being established in more and more communities; this development should help to attract more prospective teachers into the elemen tary field. I f the economic situation should be come worse and considerable unemployment should develop, many young people may enter teacher-training and many former teachers may return to the profession; because of its relative stability and because salaries usually decrease less rapidly in the teaching field than in many others, the profession is considered more desirable in periods of economic depression than in boom pe riods. The present oversupply of teachers trained for high school teaching may also result in many transfers to elementary teaching; a number of States have already established special courses to prepare teachers for such transfers. Thus, the shortage of elementary teachers could, under cer tain circumstances, be greatly reduced within a short time. Requirements for elementary teachers will be raised in many States as soon as the supply permits; so the prospective teacher will do well to get the best possible training in an approved teacher-training institution. On the other hand, the number o f elementary teachers needed could well exceed the estimates 5 M O RE TEACHERS ARE NEEDED THAN FOR N EW AS REPLACEMENTS POSITIONS i2or Estimated Annual Demand For Elementary Teachers 100 1949 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 THOUSANDS I9 6 0 THOUSANDS 80[-Estimated Annual Demand For High School Teachers 180 60 60 40 40 20 20 T949 1950 1951 UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR STATISTICS 6 1952 1953 1954 1955 *No deduction has been made for positions which may be left un filled because of decreasing en rollments. 1956 1957 1958 1959 I9 6 0 S o u rc t : N A T IO N A L E D U C A T IO N A S S O C IA T IO N ," P R O B A B L E D EM AN D F O R T E A C H E R S IN THE U N IT E D S T A T E S F O R THE D E C A D E 1 9 4 9 -5 0 THROUGH 1 9 5 8 -5 9 , F O R THE P E R IO D 1 9 4 8 -B O , IN C L U S IV E ," M IM E O G R A P H E D , 2 9 P A G E S ' given above. These estimates do not take into ac count any extension of school services to the pre school group. If, by 1960, school services were provided for 25 percent of children 2 to 5 years o f age, at least 100,000 new nursery and kinder garten teachers would be needed.7 Furthermore, the estimates do not include any provision for the reduction of class size in many schools where the average is over 30 pupils per teacher. While the over-all average for the elementary schools o f the country is slightly under 30 to 1, the dis tribution o f the school-age population is such that it is impossible to shift pupils from over crowded schools to those (usually rural schools) with underaverage enrollments. Many school authorities recommend a ratio o f not more than 25 pupils per teacher. Reduction of average class size to 25 to 1 would require an additional 142,000 teachers by the end o f the decade.8 It is of interest to consider the probable trends in the employment o f teachers beyond 1960. The Bureau o f the Census has prepared forecasts of population to the year 2000.9 Though the age groups for which forecasts are given do not cor respond with the age composition o f the elemen tary grades, the projections for the group 5 to 14 years o f age serve to show the general trends ex pected. The outlook for the 5-14 group after 1960 is for a continuation o f the downward trend to 1970 (according to Census Bureau estimates assuming medium fertility, medium mortality, and no immigration). From 1970 to 1980, a slight increase is anticipated, as the children o f the babies bom during the war enter the school-age group. The forecast from 1980 to 2000 is for a decline in population aged 5 to 14. What these estimates mean in terms o f teacher employment cannot be determined because of such varying factors as amount of support o f education, chang ing pupil-teacher ratios, enrichment o f the cur riculum, and increased holding power o f the schools. However, it appears likely that teacher employment will not fall below the 1945 level for at least the following 40 years. There are many reasons to believe that 1985 teacher employment may exceed the earlier level. 7 National Education Association, op. cit., p. 2. 8 National Education Association, op. cit., p. 2. 9 Bureau of the Census, Forecasts of the Population of the United States 191^5-1975. Superintendent of Documents, Wash ington, D. C., 1947. Outlook for High School Teachers In most States, an oversupply of high school teachers in many subject fields is developing and may well continue for at least a few years. The number of students completing training for high school teaching in 1949 has been estimated at nearly 56,000— a higher number o f such gradu ates than were produced in any previous year and over twice the number of students completing preparation for elementary work in 1949 (see chart 1). The supply of secondary teachers ex ceeds the annual demand anticipated during the next few years by at least 40,000. O f course many of these graduates will not seek teaching posi tions. Moreover, the distribution both by locality and by subject field is such that some schools may suffer shortages while others have many appli cants for each job. In general, shortages are most prevalent in rural areas. Among the subject fields in which widespread shortages of personnel were expected to continue at least during 1949-50, and probably longer, were home economics, commer cial work, and industrial arts. The greatest over supply of teachers appears to be in the social sciences, men’s physical education, and English. The proportion of teacher-trainees preparing for high school positions will probably tend to de crease as the practice of equal pay for equal preparation and experience, regardless of posi tion, becomes more widespread, and as elementary teachers receive greater recognition, and training programs are improved. Thus, the imbalance be tween the supply o f ' elementary and secondary teachers may be reduced. While some o f the people trained for high school teaching may find employment in the seventh and eighth grades, particularly in organized junior high schools, training for high school teaching is not generally acceptable in the lower grades. As already indi cated, many States now have retraining pro grams, so that persons trained as high school teachers may take short courses to prepare for elementary teaching. Enrollments in grades 9 to 12 are expected to decline until about 1952, rise slowly for the fol lowing 3 years, and then increase rapidly to about 1961 or 1962 (see chart 2). These are the de velopments anticipated in the Nation as a whole; in individual States, the trends will be somewhat different, as indicated in later sections of this re port. It is probable, however, that the need for high school teachers will be limited largely to re 7' placements for the next few years in the great majority o f States. Available information on at trition in the profession indicates that the rate o f withdrawal is generally lower among high school teachers than elementary teachers ; the Na tional Education Association estimates the aver age annual replacement rate over the next decade at 5 percent. Based on this rate, the annual de mand for teachers in grades 9 to 12 will be around 17,000 in 1949-50 and the succeeding year or two. As enrollments increase, additional teachers will be required for new classes. Assuming a ratio of 25 pupils per teacher, approximately 85,000 new teachers will probably be needed between 1952 and 1960 to handle additional enrollments. The number o f teachers required for replacement pur poses will probably be over 20,000 per year by the end of the 1950 decade (see chart 3). There are several factors which may increase high school enrollments beyond the estimates given above. Past trends show a tendency toward a rising standard of education in the United States, and it is expected that these trends will continue. The proportion of young people at tending high school increased from 32 per 100 population 14 to 17 years of age in 1920, to 51 in 1930, and 73 in 1940. The number graduated from high school increased from 29.1 per 100 persons 17 years o f age in 1930 to 50.8 in 1940. A further increase in high school attendance is anticipated as educational facilities are extended and job requirements are raised to require a high school education for entry into more jobs. Greatly increased Federal or State aid to education might expand high school enrollments considerably. Be cause of the desirability of enriching the cur riculum and reducing the number o f pupils per teacher, the number of teachers may increase at a greater rate than has been allowed for in the projections of teacher employment to 1960. The long-run outlook in employment of high school teachers beyond 1960 is indicated to some extent by the forecasts of population in the age group 15 to 19.10 These forecasts follow some what the same pattern as those for the 5 to 14 year group discussed in the previous section. Based on population alone, it appears that em ployment o f secondary teachers should be higher throughout the 40-year period (1960 to 2000) than in 1950. Because of the factors mentioned in the preceding paragraph, teacher employment 10 Bureau of the Census, op. cit., p. 7. 8 may well be substantially higher during this period than in 1950. Earnings In 1948-49, the estimated average salary o f all instructional staff (classroom teachers, principals, and supervisors) in the Nation’s public schools was $2,750. This represents an increase o f ap proximately $200 over the average for the previ ous year, and an increase of about $1,300 over the 1939-40 average. There is evidence that salaries will be higher in 1949-50 than in 1948-49 in many localities. The salaries of individual teachers have a wide range both above and below the national average. In general, salary scales are lowest in rural schools. Some school systems still have higher pay schedules for men than for women, but this practice is becoming less and less prevalent, espe cially in large cities. There are also many school systems which pay elementary teachers less than those in high school. However, schedules of the single-salary or preparation type, in which the salary is dependent on the teacher’s educational preparation and experience rather than on the position held, are being adopted more and more widely. Under this plan, for example, a teacher with a bachelor’s degree and 5 years’ experience would receive the same salary regardless of whether his pupils were kindergarten children or high school seniors. More than 9 out of every 10 cities with over 100,000 population now have single-salary schedules, but this type o f schedule is still rare in small towns and rural schools. Figures on salaries in the different States are given in the second part of this report. Where To Get Additional Information Information on State certification requirements may be secured from the department of education at the State capitol or from one o f the accredited teacher-training institutions in the State. In formation on a specific school system may be re quested from the superintendent or principal in charge. General information on teaching may be ob tained from : Office of Education Federal Security Agency Washington 25, D. C. National Education Association 1201 Sixteenth Street NW. Washington 6, D. C. American Federation of Teachers 28 E. Jackson Boulevard Chicago 4, 111. Most beginning teachers and many experienced ones secure their positions through the placement services conducted by the institutions of higher education which they attended. State-wide teacher-employment services are conducted by several State departments o f education, State education associations, and State employment services. There are also many private (commer cial) teacher-placement agencies (a list o f those agencies belonging to the National Association of Teachers5 Agencies may be secured from the Federal Security Agency, Office o f Education, Washington 25, D. C.). Many teachers find posi tions through contacts made in educational or ganizations or at educational conferences. 9 EMPLOYMENT OUTLOOK FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS BY STATE ALABAMA Number of Teachers and Enrollments About 65 percent of the 20,800 classroom teach ers, principals, and supervisors in the Alabama public schools in 1948-49 were engaged in teach ing 492,000 children in the elementary grades. Approximately 161,000 students were enrolled in the secondary schools. Only about 5 percent of the public school teachers were in one-teacher schools, since many of the pupils (about onethird) are transported to larger schools by bus. About 30 percent o f the teachers and 35 percent o f the pupils were Negroes. Subject Quarter hours Education ________________________________________ English ___________________________________________ Social studies ___________________________________ Academic major in an approved subject_______ Academic minor in an approveds u b je c t_______ 27 18 18 27 18 The class A professional secondary certificate requires the master’s degree and is valid for 10 years. Emergency certificates are issued to those not meeting the requirements for other certificates when qualified applicants are not available. Outlook Certification Requirements Alabama issues several types of certificates, de pending on training, experience, previous type of certificate held, and subjects taught. The class C elementary professional certificate is the lowest regular certificate granted to inexperienced per sons and requires completion o f a 3-year program in a standard institution approved for the train ing of elementary teachers. The curriculum of 144 quarter hours must include 30 quarter hours o f education courses, of which 3 to 12 must be in directed teaching. A class C certificate is valid for 6 years and entitles the holder to teach in grades 1 to 6 or in junior high school grades as conditions may require. The class B and class A elementary profes sional certificates require a bachelor’s degree and a master’s degree, respectively, and the prescribed credits in professional education, English and social studies courses, are considerably higher than for a class C certificate. Class B certificates are valid for 8 years; class A certificates, for 10 years. The minimum educational requirements for a class B secondary temporary professional certifi cate, which is good for 3 years only, are a bache lor’s degree from an approved institution and prescribed credits as follow s: Employment prospects for elementary teachers in white schools are excellent for 1949-50 and the next few years. Teachers are needed to take care of increasing enrollments as well as to replace some of the persons employed on emergency certificates (4,700 such certificates were issued in 1948-49, most of them for elementary teaching). In addition, it is estimated that about 12 percent, or 1,600, o f the elementary staff (those in grades 1 to 8) leave teaching in the State each year, and new teachers are needed to replace them. Only about 420 white students were expected to com plete preparation in teacher-training institutions in the State in June 1949. However, large enroll ments in summer school were anticipated in this State and school authorities expected a few hun dred additional teachers to complete preparation. Even so, the total number of qualified teachers for white schools will be far from adequate. The supply of Negro elementary teachers is ap proaching the demand; 694 students completed preparation for elementary teaching in teachertraining institutions in the State in 1948, and only 506 new teachers were hired in 1948-49. It is expected that employment of elementary teachers will continue to rise for at least the next 6 or 7 years. Enrollments in grades 1 to 8 will in 11 crease’ each year until about 1956-57, when they may be almost 160,000 higher than in 1948-49. On the basis o f 30 pupils to a teacher, the increased enrollments would require about 5,300 additional teaching positions over the 8-year period. While these additions to the staff may tend to increase the number of replacements needed, the propor tion who leave the profession is expected to de crease somewhat from the 1949 rate of 12 percent. Even if the attrition rate is reduced to as low as 7 percent, approximately 1,300 new teachers will be needed annually as replacements during the latter years o f the 1950 decade. High-school teachers, on the other hand, are already in oversupply in most subject fields. Secondary school enrollments are expected to re main at about the same level through 1952. Some few new teaching positions may be added as the secondary schools now under construction are put into operation, but the need for new teachers will be chiefly as replacements for those who leave the profession in the State; this number is estimated to be approximately 7 percent or 500 annually. The supply of newly trained teachers (over 1,300 were expected to graduate in 1949) indicated that the number o f secondary teachers would be ample to meet the demand in most localities and in most teaching subjects. An oversupply of English and social science teachers was already in evidence. However, there still existed a shortage of library science, physical science, and music teachers. After 1952, the number of high school students and teaching positions will increase each year, as the peak enrollments pass from the elementary into the secondary schools. By 1959-60, enroll ments in grades 9 to 12 are expected to be about 50,000 higher than in 1952-53. On the basis of 25 pupils per teacher, the expanded enrollments would require 2,000 new teaching positions over the period. In addition, the annual need for teachers as replacements will probably increase with the expansion in the staff and could well re quire 650 teachers in the latter years of the 1950 decade. Earnings Classroom teachers in the secondary schools o f Alabama had an average salary of about $2,150 in 1948-49; elementary teachers averaged about $1,600. A study of teacher salaries in 1947 showed that elementary teachers were better paid in rela tion to their training than high school teachers and that rural teachers were better paid, relative to their training, than city teachers. The following cities have single-salary sched ules which provide for pay in terms o f training completed rather than for the positions held. Thus, a grade school teacher receives the same salary as a high school teacher if she has equal preparation. In 1948-49, the salary schedules were as follow s: Annual salary Educational preparation Minimum Increments Master’s degree------ $2,052 11 @ $135 1 @ 105 Bachelor’s degree — 1,962 11 @ 1 @ 135 95 3,542 3 years 1,200 7 @ 1 @ 108 44 2,000 Maximum Birmingham : $3,642 2 years 1,100 6 @ 108 1,748 1 year 1,000 3 @ 108 1,324 @ @ @ @ 50 100 50 100 3,100 Mobile County, including . Mobile 1 Master’s degree____ 1,850 Bachelor’s degree__ 1,750 3 years 1,600 14 @ 50 2,300 2 years Less than 2 years— 1,450 13 @ 50 2,100 1,150 13 @ 50 1,800 Master’s degree------- 2,016 3 @ 1 @ 4 @ 63 126 63 2,583 7 @ 63 2,331 5 10 5 9 2,900 Montgomery County, in cluding Montgomery : Bachelor’s degree — 1,890 3 years 1,395 None 1,395 2 years 1,260 None 1,260 Less than 2 years__ 1,125 None 1,125 1 Salaries shown are exclusive of cost-of-living adjustment; in 1947-48 the amount was $105. ARIZONA Number of Teachers and Enrollments The public schools o f Arizona employed about 4,500 teachers, principals, and supervisors to teach approximately 140,000 pupils in 1948^9. About three-fourths of the teachers and pupils 12 were in the elementary schools. The proportion of men teachers in all schools was unusually large, amounting to nearly 25 percent. The school systems of Phoenix and Tucson together em ployed almost 1,000 teachers. Certification Requirements Arizona has one of the best trained staffs in the country. Almost 95 percent of the elementary teachers have at least a bachelor’s degree. Minimum State educational requirements for regular kindergarten-primary certificates (valid for grades K to 3) and elementary certificates (good for grades 1 to 9) are as follows: (a) Bachelor’s degree from a university or college authorized to prepare teachers. (&) 24 semester hours in education and psy chology appropriate to kindergarten-primary or elementary school teaching, including 8 semester hours of directed practice teaching. For presecondary certificates, valid for 2 years for teaching grades 7 to 12, new applicants must have: (a) Bachelor’s degree from an accredited university or college and, in addition, not less than 6 semester hours of graduate credit. (&) A major of 24 semester hours and a minor of not less than 15 semester hours in fields or subjects usually taught in high schools or a major in a non-high school field and two minors in fields or subjects usually taught in high schools. (c) 18 semester hours in education and psy chology appropriate to secondary school teach ing, of which 5 hours must be directed practice teaching in grades 7 to 12. A presecondary certificate may be renewed once, if the holder has completed 12 additional semester hours of acceptable graduate work and 2 years of successful teaching in Arizona public schools. By the end of the second 2-year period, the holder must qualify for a regular secondary certificate. For this type o f permit, a master’s degree, or not less than 30 hours of acceptable graduate work is required. Course requirements are the same as for the presecondary certificate, except that 6 hours of graduate courses in educa tion are added. Outlook Arizona expects a shortage o f primary teachers in 1949-50. The supply of teachers for other elei-, mentary grades will probably be ample in metro politan areas though not in all outlying districts. In 1948-49 it was still necessary to employ some teachers with only emergency certificates, chiefly in rural schools; 160 such certificates were issued to elementary teachers. In the fall of 1949 an effort will be made to find qualified teachers to replace many of these people, as well as to supply new teachers where needed because of increased enrollments and to fill positions vacated by teach ers leaving Arizona grade schools. The number of vacancies arising from deaths, retirements, and withdrawals will probably be about the same as in 1948-49; about 216 or 7 percent of the elemen tary teaching staff. The supply of new elemen tary teachers completing preparation at the State’s teacher-training institutions in 1949 has been estimated at 220. In addition, Arizona will probably attract some out-of-State teachers, since the salaries offered are higher than in nearby States. Elementary enrollments (grades 1 to 8) are expected to increase, as a result o f the high birth rates of the war and postwar years and continued in-migration, until about 1957-58, when approxi mately 42,000 more children may be enrolled than in 1948-49. I f one teacher were hired for every 30 new pupils, then about 1,400 additional teach ers would need to be recruited during that 9-year interval to handle the increased enrollments. As the size of the teaching staff grows, the number of vacancies created each year by teachers who retire or withdraw for other reasons will tend to increase; assuming that the rate o f withdrawals remains about 7 percent of the elementary teach ing staff, there may well be over 300 such va cancies each year in the late 1950’s. The supply o f high school teachers is expected to be enough or more than enough to wipe out shortages in 1949-50 except in homemaking de partments. It was estimated that 254 students in Arizona colleges would qualify for standard high school teaching certificates in 1949. Very few teachers will be needed for new classes, as high school enrollments (grades 9 to 12) will proba bly decline somewhat. The supply of secondary teachers will, no doubt, be far greater than the number needed to replace those withdrawing from Arizona schools (only about 110 replace ments were needed in 1948-49) and the few re maining staff members with substandard qualifi cations. Competition for positions will generally be keen, especially in such fields as social science and men’s physical education. Employment opportunities for secondary teachers will increase considerably during the 1950 decade. Enrollments are expected to rise each year from about 1952 to 1960 and beyond. By 1959-60 there may be about 13,000 more high 13 school students than were enrolled in 1950-51. Assuming a ratio of 25 students per teacher, this would call for the employment of 520 more teach ers than were employed 10 years before. The de mand for teachers as replacements for those who die, retire, or withdraw for other reasons will also tend to rise. I f the rate of withdrawal is around 9 percent, as it was in 1947-48, then the annual replacement need is likely to rise to about 150 by the end of the 1950 decade. Earnings Annual salary Educational preparation Minimum Increments (°) (a) 2,600 (°) 3,200 Union High School District: Less than Bachelor’s degree Bachelor’s degree__ Master’s degree____ (°) ( ) 2,000 Merit recognition0 In 1948-49, Arizona high-school teachers had an average salary o f about $3,700, the third high est average for any of the States. Elementary teachers had a higher average salary than in any other State—$3,400. The salary schedules for the two largest cities in 1948^9 were as follow s: Annual Salary Educational preparation Minimum Increments Doctor’s degree___ 2,200 Merit recognition c 5 @ 2 @ 2 @ 200 150 100 3,500 5 @ 100 4,000 5 @ 2 @ 2 @ 200 150 100 3,700 5 @ 100 4,200 TU CSO N Bachelor’s degree — 2,592 2 @ 8 @ 1 @ 96 192 96 4,416 Bachelor’s degree plus 30 hours____ 2,688 1 @ 96 4,512 Master’s d eg re e ___ 2,784 1 @ 96 4,608 Maximum P H O E N IX 1 Elementary School District: Bachelor’s degree__ $2,470 Bachelor’s degree plus 18 hours ----- 2,565 10 @ 190 4,465 Master’s degree------- 2,660 10 @ 190 4,560 10 @ $190 Maximum $4,370 1 Salaries shown are exclusive of cost-of-living adjustment amounting in 1948-49 to $1,514. a Master’s degree and 1 year of teaching experience are re quired of new applicants ; therefore, schedule does not specify minimum salaries for teachers without master’s degree. 6 Teachers with master’s degree but no teaching experience (not more than 5 percent of teaching staff) are employed at $1,800, plus cost-of-living adjustment, for their first year. c Merit recognition increments are granted teachers who show superior interest in contributing to the improvement of education. ARKANSAS Number of Teachers and Enrollments In the 1948-49 school year there were 13,000 classroom teachers, principals, and supervisors for 422,000 pupils in the public schools; only about one-fourth were in urban schools (those in cities with a population of 2,500 or more). The elementary schools employed 8,000 teachers for 338.000 pupils; about 2,000 of these teachers and 91.000 of the pupils were in schools for Negroes. Secondary schools had 5,000 teachers and 84,000 students, including about 660 Negro teachers and 10,160 Negro students. Certification Requirements Minimum educational requirement for a 3year elementary certificate is 30 semester hours of the elementary curriculum in an approved college. For the junior high school certificate, comple tion o f at least 60 semester hours of the high school curriculum at an approved college is re 14 quired. The courses taken must include 12 hours of education, of which 3 must be in directed teaching. To qualify for a high school certificate, one must be a graduate o f an approved 4-year col lege. The training must include at least 18 hours of education, of which 5 must be in directed teaching. The minimal semester hours required for teaching specified subject fields vary con siderably, ranging from 8 for physics and several other subjects to as high as 24 for English. Certification at all teaching levels requires a course in natural resources or nature study. Emergency certificates are issued when neces sary to those whose qualifications do not meet regular certification requirements. The prospective teacher must be at least 18 years of age and must furnish proof of good health. Outlook Employment opportunities for elementary teachers will be excellent over the next few years. Teachers are needed to take care of increasing enrollments resulting from the high birth rates o f the early 1940’s and to fill about 200 positions that were vacant in 1948-49, as well as to re place some of the persons teaching on emergency certificates (2,400 such certificates were issued in 1948-49). In addition, it is estimated that around 750 teachers were needed in 1948-49 as replace ments for those who left teaching in the State; it is probable that a similar number will be needed in 1949-50. That the supply of elementary teach ers is inadequate to meet the demand is indicated by the fact that only about 1,238 students were ex pected to complete preparation in State teachertraining institutions in 1949. Shortages of men teachers and o f teachers for rural schools are particularly acute. Furthermore, demand for elementary teachers will remain high throughout the next decade. Enrollments in the first eight grades are ex pected to increase each year until about 1955-56, when they may be 54,000 higher than in 1948-49. On the basis of 30 pupils to a teacher, this in crease in enrollments would require 1,800 addi tional teaching positions, an average of about 250 per year over the 7-year period. I f the number o f new" elementary teachers needed as replace ments for those who leave teaching in the State remains around 9 percent, as in 1948-49, nearly 900 may be needed annually in the mid-1950’s and throughout the last part of the decade. Very few teachers will be needed to fill new high school positions betw-een 1949 and 1952, since enrollments are expected to remain at about the same level or even decrease slightly. However, teachers will be needed for the 100 to 150 posi tions left unfilled in 1948-49 and to replace some of the teachers holding emergency certificates; about 700 such certificates were issued to second ary teachers in 1948-49. In addition, it is likely that as many new teachers will be needed in 194950 as replacements for those who leave high school teaching in the State as were needed the previous year (about 250 or 5 percent of the high school teaching staff). In relation to these needs, teachertraining institutions in the State were expected to prepare 1,068 students for high school teaching certification in 1949, as compared vTith 722 in 1948 and 557 in 1941. It appears that the supply will be adequate to meet the demand for teachers in most subject fields. Some new secondary school positions will open up after 1952. About that time, enrollments in grades 9 to 12 will begin to increase. By 1959-60, they may be around 32,000 higher than in 194849. On the basis o f a 25 to 1 pupil-teacher ratio, this increase in enrollments would require 1,280 additional teaching positions, or an average of 160 per year over the 8-year period from 195253 through 1959-60. As the staff is expanded, the number of teachers who leave the profession will tend to increase; in the latter years of the 1950 decade, as many as 300 new teachers may be needed as replacements, assuming a continued withdrawal rate of 5 percent. Earnings Average annual salaries in 1948-49 were $1,223 for elementary teachers and $1,770 for secondary teachers. The single-salary schedules in effect in 1948-49 in two o f the largest cities, Little Rock and Fort Smith, were as follow s: Annual salary Educational preparation Minimum Increments $1,223 14 @ $11 Maximum L IT T L E R O C K Majority credit from nonaccredited institution- $1,377 Less than 3 years of college 1,503 14 @ 33 1,965 3 years of college 1,643 14 @ 35 2,133 Bachelor’s degree 1,803 14 @ 42 2,391 Master’s degree 1,938 14 @ 55 2,708 60 semester hours of college 1,500 4 @ 50 1,700 90 semester hours of college 1,600 6 @ 50 1,900 PORT S M I T H Bachelor’s degree 1,700 10 @ 70 2,400 Master’s degree 1,800 10 @ 100 2,800 CALI] Number of Teachers and Enrollments In 1948-49 about 51,200 full-time teachers were employed in the California public schools (kin dergarten through grade 12). There were 31,000 teachers for 1,152,800 pupils in the elementary grades (K to 8), and 20,200 teachers for 353,300 students in the secondary schools (grades 9 to 12). Nearly a fourth of all the teachers were men. 15 Less than 3 percent of all teachers were in oneteacher schools. Kindergartens are organized to serve a large part of the population. The above figures for 1948-49 include over 122,000 kindergarten pupils and their 2,420 teachers. Separate junior high schools serve over half the pupils in that age group (12 to 14 years). Certification Requirements The basic minimum educational requirements for all regular credentials for elementary or junior high school teaching are completion of one approved 4-year college course, with a bache lor’s degree, and either completion of a course or passing o f an examination on the provisions and principles of the Constitution of the United States. Preparation for the credential which au thorizes the holder to teach in kindergarten and grades 1, 2, and 3, must include a major in kin dergarten-primary education and 24 semester hours o f professional work in education of which not less than 8 semester hours must be directed teaching. For the general elementary credential the candidate must have completed 24 semester hours of professional work in education, including 8 semester hours of directed teaching and adequate preparation in teaching the basic elementary school subjects. For the junior high school credential, 18 semester hours o f profes sional work in education must be completed, in cluding 4 hours o f directed teaching; also, a major and a minor in subjects taught in high school, or a major in education and two minors in high school subjects. For a general secondary school credential, the candidate must have a bachelor’s degree and have completed a full year of graduate work (not less than 24 semester hours), including at least 6 hours of professional work in education. His total training must include 18 semester hours of professional work in education, of which 4 hours were in directed teaching. He also must have completed either (a) one major (24 hours, of which at least 12 were in graduate courses) and one minor (12 hours, including at least 6 in graduate courses) in high school subjects or (b) a major in a field not commonly accepted for high school graduation and two minors in high school subjects. Emergency credentials are issued to persons with lower qualifications through the county superintendent for specific positions and only if 16 no qualified regularly certified applicant o f the type needed is available. Such credentials may be converted to provisional elementary or provi sional kindergarten-primary credentials after completing 2 years of successful experience and contain 2 years of college work. A ll applicants must be 18 years of age and sub mit a certificate o f good health; must swear allegiance to the United States; and must be an American citizen or intend to become one. Outlook The acute shortage of kindergarten and ele mentary school teachers indicates excellent em ployment prospects in this field for the next few years at least. Expanded enrollments, brought about by the high birth rates o f the early 1940’s and an unprecedented migration to California during and since the war, have necessitated con siderable expansion in the teaching staff. The in crease in enrollments is expected to continue and, according to a recent study,1 will require 2,180 additional elementary teachers ( including kinder garten) in 1949-50. Moreover, many new teachers are needed annually to replace those who die, re tire, or otherwise leave the profession each year; the same study estimated the replacement need for 1949-50 at 4,550. In contrast, the study indi cated that only about 1,635 students would com plete elementary-teacher-training courses in Cali fornia institutions in 1949, as compared with 1,092 in 1948 and 1,507 in 1941. Even though many additional teachers will come to California from other States (a total of over 4,000 newly employed teachers in 1948-49 were from outside the State), it is evident that the total supply for 1949-50 will be far from adequate to meet the demand. Presumably, the deficit will have to be made up, as in the past few years, by employing emer gency teachers. According to the study already cited, 13,000 such teachers were employed in Oc tober 1948, and it was not known how many were in process of preparing themselves to meet regular credential requirements or how many ever intend to meet the regular standards. If, eventually, many emergency teachers must be replaced, this will mean a large additional need for new teachers. Enrollments at the elementary level (grades K to 8) are expected to increase each year 1 Teacher Supply and Demand, by James C. Stone and Aubrey A. Douglass. In California Schools, April 1949, p. 89. through 1957-58, when they may be some 865,000 higher than in 1948^9. On the basis of one teacher for each 30 added students, the teaching staff would have to be expanded by approxi mately 29,000, or by an average of about 3,200 per year over the 9-year period. The peak demand for elementary teachers will probably occur about 1954, when as many as 5,000 new teachers may be needed in one year to handle the expansion in enrollments. Furthermore, if the attrition rate remains as high as the estimated 1948-49 figure of about 15 percent, more than 9,000 replacements would be needed annually during the latter years of the 1950 decade. Competition for jobs is anticipated in some high school teaching fields in 1949-50. Secondary school enrollments may increase moderately in 1949-50 and 1950-51, requiring a few new teach ing positions in certain localities, but the chief need for new teachers will be as replacements for those who leave teaching. In 1948-49, such re placements totaled around 1,850,2 or nearly 10 percent of the secondary teaching staff. It is likely that about the same number will also be needed in 1949-50. The supply o f secondary teach ers is partially indicated by the 2,792 students ex pected to graduate from California teacher-train ing institutions in 1949—94 percent more than in 1948. While many of these graduates may not enter the teaching profession, large numbers of teachers from other States will be seeking sec ondary school positions in California. It appears that, in 1949-50, California will have an over supply of regularly credentialed teachers in the usual academic teaching fields, while at the same time experiencing a continued shortage in certain specialized areas, such as industrial arts, home making, commerce, physical science, and agricul ture. Rapid expansion in high school staffs is fore seen after 1951. Beginning about that time, en rollments in the secondary schools will increase considerably each year; by 1959-60, they may be approximately 345,000 higher than in 1948-49. These increased enrollments would require nearly 14,000 additional teaching positions if a teacher is provided for each 25 added enrollments. The greatest increase in enrollments will probably occur in 1957-58 and 1958-59, requiring about 2,500 additional teachers per year. The expanded staff may require about 3,000 replacements an 2 Ibid. The figure includes a small number of replacements in junior colleges. nually during the late 1950’s if the attrition rate remains as high as the 1948-49 rate of 10 percent. The above estimates of enrollments, upon which the teacher needs are based, take into considera tion not only the record number of births in the State in the 1940 decade and the large number of people who have migrated to California from other States, but also the fact that migration to California is expected to continue throughout the 1950 decade. Earnings The median annual salary for full-time elemen tary school teachers was $3,291 in 1948-49; onefourth of the teachers received less than $2,971, and one fourth received more than $3,799. The median for all high school teachers was $4,051; with one-fourth receiving less than $3,525, and one-fourth receiving more than $4,646. The State-wide minimum for all teachers was $2,400. Classroom teachers in Los Angeles and San Francisco had average salaries of $4,294 and $4,075, respectively, in 1948-49. These cities ranked fourth and sixth among the 20 largest cities with respect to average salaries paid. There are considerable differences in salary levels among the various school districts in the State. The minimum and maximum annual salaries for teachers with a bachelor’s degree, or holding the general elementary credential, were as follows in several school districts in 1948-49: Annual salary School district Minimum Del Norte County a Fresno County a Inyo County a Kern County a Kings County a Merced County a San Bernardino County a Siskiyou County a Sonoma County a Trinity County a Los Angeles City Schools San Francisco Unified School DistrictOakland Public Schools San Diego Unified Schools Long Beach Unified Schools Pasadena City Schools Richmond Schools Sacramento City Schools City of Fresno Glendale Unified School District San Jose Unified School District Berkeley Public Schools Burbank Unified School District Vallejo City Unified School District__ Santa Monica City Schools $2,620 2,700 3,000 3,000 2,600 2,680 2,650 2,700 2,900 2,600 2,830 2,700 2,940 2,900 2,830 2,700 3,050 2,760 2,700 2,825 3,000 2,600 2,665 2,700 2,600 Maximum $3,020 3,600 3,800 4,000 3,500 3,544 3,750 4,020 4,220 3,100 4,510 4,800 4,260 4,200 4,780 4,300 4,850 4,320 3,900 4,650 4,090 4,100 4,375 3,618 4,400 a County-wide schedules. 17 COLORADO Number of Teachers and Enrollments About 9,150 classroom teachers, principals and supervisors were employed in 1948-49 in the public schools o f Colorado, to teach approximate ly 200,000 pupils. About 75 percent of the pupils and 70 percent of the teachers were in elementary schools. The city of Denver employed about 1,600 classroom teachers. Certification Requirements Minimum educational requirement for an ele mentary certificate is 90 semester hours credit from an accredited college. For a high school certificate, one must have a bachelor’s degree. For each type of certificate, 20 semester hours in pro fessional education courses, including 4 hours in practice teaching, are required. Emergency certificates are issued to certain ap plicants who do not meet the regular certification requirements if requested by the school board of the employing district. In the school year 194950, the educational requirement for an applicant who has never held such a certificate will be 90 quarter hours credit from an accredited institu tion. In case of extreme need, an applicant with 12 quarter hours of college credit earned since January 1, 1948, may obtain a certificate. An applicant who has previously held an emergency certificate must have earned 12 quarter hours of college credit. These hours must be in profes sional education if the applicant has a college degree but lacks the credits in education required for a regular certificate. Outlook The acute shortage o f elementary teachers which has existed since the war is expected to continue in 1949-50. This shortage is especially acute in rural schools. The estimated number of trainees from Colorado colleges who were ex pected to qualify for the standard certificate in 1949 was only 415. Even if all these trainees should enter teaching in Colorado they would not be numerous enough to fill the vacancies created by turn-over and supply the additional teachers needed because of increasing enrollments in the lower grades. In addition, teachers are needed to replace many who were employed on emergency certificates in 1948-49; the bulk o f the 1,800 emergency certificates issued in that year were held by elementary teachers. However, 18 some of the emergency teachers will gradually complete the requirements for regular certificates, thus increasing the supply of fully qualified per sonnel. The number o f new teachers needed annually will increase until about 1958-54. In that year about 800 may have to be recruited, assuming a ratio of 80 pupils per teacher and a turn-over rate of only 7 percent. After that, the demand for teachers will remain at a high level, since ele mentary enrollments will continue to increase— though more gradually—until about 1957, when approximately 50,000 more pupils may be en rolled than in 1948-49. The shortage of high school teachers will probably be ended in most subject fields in 194950. The estimated supply of graduates from teacher-training institutions in 1949 was about 740; this should be more than enough to provide replacements for emergency teachers and those dying, retiring, or leaving the profession for other reasons. An oversupply of teachers is ex pected in such fields as social science, English, and boys’ physical education. However, shortages of teachers in home economics, agriculture, and certain other subjects may continue through 1949-50. Since high school enrollments will probably decline slowly until about 1952, the demand for teachers will be limited largely to normal turn over after those not teaching on regular certifi cates are replaced. I f graduations from teachertraining institutions continue high, the competi tion for high school positions will probably be come increasingly keen. In the long run, employment opportunities for high school teachers will increase. From 1952 to 1960, enrollments are expected to increase by about 11,000 making it necessary to form extra classes. I f one teacher is provided for each 25 students, nearly 450 additional teachers will be required over the period; greater numbers of teachers will be needed as replacements. However, even in the year of peak hiring, about 1957, the total demand will probably not exceed the num ber trained in 1949. Earnings The average salary of classroom teachers for 1948-49 was estimated at $2,480. The basic salary schedules in the largest cities were as follows: Annual salary Annual salary Educational preparation Educational preparation Minimum Increments $2,040 7 @ $100 1 @ 10 DENVER Less than 2 years 2,040 8 @ 1 @ 120 20 3,020 3 years 2,040 9 @ 1 @ 120 50 3,170 Bachelor’s degree Master’s degree Increments Maximum COLORADO S P R IN G S $2,750 2 years 4 years, without bache lor’s degree Minimum Maximum 2 years (a) $100 $2,820 3 years (°) 100 3,030 4 years, without bache lor’s degree (a) 100 3,300 Bachelor’s degree Master’s degree 2,040 2,400 2,400 11 @ 1 @ 120 60 3,420 9 @ 1 @ 150 50 3,800 10 @ 1 @ 150 100 12 @ 100 3,600 2,500 11 @ 1 @ 120 80 3,900 2,000 6 @ 100 2,600 PUEBLO No degree 4,000 $2,400 _ _ Bachelor’s degree 2,400 8 @ 100 3,200 Master’s degree 2,500 9 @ 100 3,400 ° Bachelor’s degree is required of new applicants ; therefore, schedule does not specify minimum salary for teachers without degrees. CONNECTICUT Number of Teachers and Enrollments There were approximately 180,000 pupils and 7,200 teachers in Connecticut’s public elementary schools in 1948-49; 2,400 teachers and 60,000 pupils were in the high schools. In addition, slightly over 500 kindergarten teachers were em ployed to instruct about 26,000 pupils. An un usually large proportion of the public school teachers were in urban schools (almost 75 per cent). The cities of Bridgeport, Hartford, and New Haven together employed over 2,000 class room teachers, 100 principals, and 25 supervisors. Certification Requirements Minimum educational requirement for the ele mentary certificate is graduation from an ap proved 4-year elementary teacher-training insti tution; course requirements include 30 semester hours in education. For the kindergarten certifi cate, one must be a graduate of a 4-year normal course or a 4-year course at a kindergartenpreparation institution and have had 90 clock hours of practice teaching. The educational prerequisite for the secondary certificate, needed for teaching in junior or senior high school, is graduation from a 4-year second ary teacher-preparation curriculum at an ap proved college or university. The curriculum must include 18 semester hours in education— 6 o f them in practice teaching. In addition, speci fied numbers o f hours must be completed in the subject to be taught; the minimum for most teaching fields is 15 hours. There is a trend in many communities toward requiring more prepa ration ; the State Department of Education recommends that persons planning to teach in high schools should complete 5 years of college work. Outlook The shortage of qualified elementary teachers is expected to continue during the next few years at least, A survey made by the State Department of Education revealed that about 620 new teach ers would be needed in the 1949-50 school year to take care o f increased enrollments, and that about 360 additional elementary teachers would be needed as replacements for those leaving the profession. Although a considerable number of teachers had been obtained from other States, as of June 15, 1949, about 200 vacancies in elemen tary schools still remained to be filled. Monthly lists of vacancies are available from the State Department of Education, Hartford, Connecti cut, or from the local offices o f the Connecticut State Employment Service. The annual need for new teachers will con tinue at a high level. The State Department of Education has made detailed estimates of the number o f teachers that will be needed each year until 1960. The number o f births in a given year was related to the number of pupils enrolled in kindergarten 5 years later, and the persistence o f enrollments from grade to grade was determined. The resulting enrollment figures were then trans lated into teachers needed on a basis of 25 pupils 19 per teacher. The number of additional teachers needed to replace those who retire or withdraw from the profession for other reasons was then calculated on the assumption of 5 percent annual attrition. The total number of new teachers estimated to be needed are as follows :3 Year Elementary (grades 1-8) 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 There will no doubt be a surplus of high school teachers during the next few years. As is indi cated in the foregoing table, the State Department of Education estimates that only 30 new teachers will be needed at this level in 1949-50. However, about 340 students were expected to complete col lege courses preparing them for high school teaching in 1949. This compares with about 230 in 1948, 135 in 1945, and 215 in 1941. While current needs are small, the high schools will require an increasing number of new teachers each year, especially after 1954 when enrollments will be increased by the high birth rates o f the 1940 decade. It is expected that about 560 new high school teachers will be needed in 1957-58. Secondary (grades 9-1 2) 980 780 780 1,050 1,200 1,105 925 600 475 615 620 370 30 85 125 165 165 170 300 550 560 340 210 340 Earnings A survey made by the State Department of Education revealed that during the 1948-49 school year the average salary o f elementary teachers was approximately $3,160. This repre sented an increase of about $265 over the previous year. About 15 percent o f the elementary teach ers earned $3,750 or more. Although most school districts have a single-salary schedule, senior high school teachers averaged about $500 more than elementary teachers; this is owing to the fact that secondary teachers tend to have more experience and preparation than those in elemen tary positions. The $3,669 averaged by senior high school teachers in 1948-49 was a $250 in crease over the previous year. Junior high school teachers (mostly employed in large cities) aver aged about $3,750, an increase of about $400 over 1947- 48. The basic salary schedules in selected cities in 1948- 49 as compiled by the Connecticut Educa tion Association, are shown below : The teachers colleges in Connecticut are too small, at present, to accommodate the number of students who would have to be trained to meet the demand for teachers. It was estimated that only about 230 students would complete prepara tion for elementary teaching in 1949. This figure compares with 186 in 1948, 160 in 1945, and 220 in 1941. To meet the teacher-shortage crisis, the State Board of Education has worked out a 10year plan for expansion of training facilities in the teachers colleges. In the meantime, an emer gency training program has been set up at the four State teachers colleges to prepare high school teachers and other college graduates for elementary teaching. Connecticut will probably also continue to attract elementary teachers from neighboring States because of its relatively high salary schedules. 3 Ross, Maurice J., “ How Many Teachers Will a State Need,” The American School Board Journal, February 1949, p. 15. Five years’ training Four years’ training City Minimum salary Maximum salary Number of increments Minimum salary Maximum salary Number of increments Amount of annual increments $2,100 $3,400 14 $2,200 6 $3,700 19 $100 Hartford c 2,500 4,500 21 2,580 4,725 22 75, 100, 125 New Haven d 2,200 4,500 24 2,500 4,500 21 100, 200 Waterbury 2,400 4,000 16 2,600 4,200 16 100 Bridgeporta ---------------------------------------- ■« Effective April 1, 1949, new schedule with 4-year maximum, $4,000; M. A. maximum $4,500. * With master’s degree $3,900. c Figures include $260 cost-of-living adjustment for 1948-49. <d Effective July 1, 1949, new schedule with 4 year maximum, $4,500; M. A. $4,800; Ph. D. $5,000. 20 DELAWARE Number of Teachers and Enrollments About 1,800 classroom teachers, principals, and supervisors were employed in 1948-49 in the pub lic schools o f Delaware to teach approximately 44,500 pupils. About 250 of the teachers were Negroes. Approximately 50 percent of the teach ers and 60 percent of the pupils were in the ele mentary schools. O f the 1,277 persons on the educational staff outside o f Wilmington as of December 1948, 27 percent were men.4 Most of these 1,277 people had many years o f teaching experience: 32 percent had 20 or more years o f experience; 49 percent, between 5 and 20 years; and only 19 percent, less than 5 years. The group’s educational prepara tion was as follow s: 15 percent had the masters degree; 56 percent, the bachelor’s degree; 29 percent had no degree but usually had two or more years o f normal school training. Certification and Other Requirements For the collegiate certificate in elementary or kindergarten education it is necessary to have completed the work for a bachelor’s degree. The training must include 30 semester hours of either elementary or kindergarten education courses (depending on which type of certificate is de sired). To obtain a high school certificate, it is neces sary to be a graduate of a standard college or university and to have earned 18 semester hours credit in the academic field for which the certifi cate is issued and 18 hours in education, 6 of which must be high school practice teaching. Because of the shortage of job applicants who qualify for standard certificates, emergency cer tificates are issued to certain people who do not meet the regular requirements. Outlook The demand for elementary teachers will prob ably exceed the supply available for 1949-50. It has been estimated that 90 replacements were needed for teachers who did not return to elemen tary schools in 1948-49; about the same number will probably have to be replaced in 1949-50. A d ditional instructors will be needed to handle the expanding enrollments in the lower grades. 4 Educational Personnel Data of the State Board Units and Special Districts of Delaware, Bulletin No. 203-49, Department of Public Instruction, Dover, Delaware. Qualified teachers will also be needed to take the places of some of the emergency teachers (about 115 emergency permits were issued in 1948-49). One source o f supply is the estimated 32 Dela ware college students who were expected to com plete requirements for elementary certificates in 1949. Other recruits will probably also be avail able, as in 1948-49, from nearby States. How ever, it is doubtful that enough qualified teachers can be obtained from these sources to meet all needs. Shortages will probably be worse in the white than in the Negro schools. The replacement rate is lower for Negro than for white teachers, and there were relatively few emergency teachers in the Negro schools in 1948-49. Furthermore, the supply of teachers available from Negro in stitutions in Delaware will be much larger in proportion to the total number employed than the supply from white institutions. Elementary enrollments (grades 1 to 8) and teaching positions will continue to rise until about 1956-57, when there may be approximately 15,000 more children in school than in 1948-49. I f the pupil-teacher ratio were 30 to 1, then this source of employment alone would furnish jobs for 500 additional teachers during the 8-year interval. As the size of the teaching staff grows, the number of teachers dropping out will prob ably tend to increase also; if the replacement rate should continue to be 10 percent, as in 1948-49, then about 150 vacancies would probably have to be filled yearly during the late 1950’s. The supply of high school teachers may be sufficient in 1949-50 to provide all except certain specialized personnel. Seventy-seven Delaware college students (42 white and 35 Negro) were expected to complete courses o f study qualifying them for high school teaching in 1949. This group should supply enough applicants to meet normal replacement needs—which, in 1948-49 amounted to a demand for only about 59 teachers in the entire State. The small replacement de mand will be almost the only source of positions for new high school teachers in the near future, since enrollments are declining and few if any emergency teachers will need to be replaced; only 22 emergency high school certificates were issued in 1948-49. There may be strong competition among applicants for positions in certain fields 21 such as men's physical education in the white schools and social studies in the Negro schools. After 1951, employment in the high schools will probably rise slowly. About that year, en rollments in grades 9 to 12 are expected to begin an upward trend which will continue for the re mainder of the decade. By 1959-60, approxi mately 6,700 more youths may be enrolled in high school than 9 years earlier. Assuming a ratio of 25 students per teacher, these increased enroll ments would call for the employment of almost 270 additional teachers. Furthermore, if the annual replacement rate should continue to be 7 percent, as in 1948-49, then the number of va cancies to be filled would be likely to rise to around 75 per year by the end of the 1950’s. Earnings The new salary schedule for classroom teachers which will be in effect in all of Delaware outside of Wilmington in 1949-50 is as follow s: Annual salary Educational preparation Minimum No degree $2,000 Increments 10 @ $160 Maximum $3,600 Bachelor’s degree _ 2,400 10 @ 160 4,000 Master’s degree 2,600 10 @ 160 4,200 Doctor’s degree 3,000 10 @ 160 4,600 In previous years, Wilmington has paid some what higher salaries than those provided by the State schedule. DISTRICT OF COLUMBIA Number of Teachers and Enrollments District of Columbia public schools had an en rollment of over 91,000 pupils in 1948-49, of whom approximately 48,000 were white and 43,000 Negro. About 2,100 white and 1,500 Negro teachers, principals, and supervisors were em ployed to instruct these pupils. About half of all the teachers and three-fifths o f the students were in the elementary schools (kindergarten through grade 6). Certification Requirements Minimum educational requirement for an elementary teaching license (for kindergarten through grade 6) is a bachelor’s degree from an accredited college. The applicant must have earned 40 semester hour credits in professional courses representing a definite program of prepa ration for teaching in the elementary schools; the training must include practice teaching in the elementary schools and other specified sub jects. For a junior high school license to teach academic, commercial, and scientific subjects it is necessary to have a bachelor’s degree with 24 semester hour credits in approved professional courses—including practice teaching in junior high schools and other specified courses oriented to teaching at that level and majors in two sub jects. For a senior high school certificate to teach academic, commercial, and scientific sub jects, one must have a master’s degree, with a 22 majoi* in the subject to be taught, and 24 semester hour credits in specified professional courses in cluding practice teaching in secondary schools. For each of these licenses, 2 years’ successful teaching experience at the appropriate level may be substituted for practice teaching. Special requirements are made for certificates to teach special subjects such as music, industrial arts, and physical education in either elementary or secondary schools. Besides meeting the educational requirements, applicants must pass oral, written, and physical examinations and, for some kinds of licenses, a practical examination or demonstration. Those who pass the examinations are ranked according to their score, and appointments are made from the top of the list. After a year’s probation, the appointment becomes permanent. Temporary teachers who do not qualify for licenses are appointed when lists are exhausted. In making such appointments, the teachers chosen are those who come closest to fulfilling the re quirements. Outlook The elementary schools o f the District o f Columbia are expecting a shortage o f white teachers and a surplus of Negro teachers in 1949-50. According to the Superintendent o f Schools, the white schools will need replacements for at least 23 members of the permanent staff who do not expect to return to teaching in 194950. A few additional vacancies may be created by resignations during the 1949-50 school year. Efforts will also be made to find replacements for about 60 of the 235 white temporary teachers who were employed in 1948-49. While enrollments will probably increase above the 1948-49 level, appropriations are not sufficient to permit the employment o f additional teachers in 1949-50. In July 1949, the available supply of qualified white teachers consisted o f the 45 on the eligible list who had passed the examinations required for a license. New temporary appointments will be made to those positions which cannot be filled from the eligible list. According to the Superin tendent of Schools, there will be about the same number o f temporary white teachers as were em ployed in 1948-49. However, as a whole, these teachers will be better qualified than those who have taught in recent years. In the Negro elementary schools, on the other hand, the supply will be more than adequate. In July 1949, there were 126 names on the eligible list—more than are likely to be needed in 1949-50. Only 16 Negro teachers left the Negro elementary schools between July 1, 1948, and July 1, 1949. Most o f them were replaced during the school year. The number of withdrawals from July 1, 1949, to July 1, 1950, will probably be about the same. An increase in appropriations was made to furnish jobs for 16 additional teach ers, who will be used chiefly to handle increased enrollments. Only 18 Negroes were employed on a temporary basis in 1948-49, chiefly to replace permanent teachers on leave or to fill vacancies in specialized fields where no qualified teacher could be found; the very few temporary appoint ments expected in 1949-50 will be made for simi lar reasons. Employment of elementary teachers will prob ably rise gradually, along with enrollments, until about 1957-58. In that year, there are likely to be over 25,000 more children in grades 1 to 6 than there were 9 years before, unless out-migra tion increases. Assuming appropriations are passed to provide one additional teacher for every 36 pupils, more than 700 additional positions would be created during this period. Drop-outs are likely to show a slight increase with the ex pansion in the teaching staff. I f the replacement rate should continue to be 2 percent, as in 1948 49, almost 50 teachers would be needed each year to fill vacancies during the late 1950’s. In white junior and senior high schools and vocational schools, the supply and demand pic ture for 1949-50 differs from one subject field to another. Fifty teachers left the permanent staff during the year ending July 1, 1949. The num ber doing so in 1949-50 is expected to be about the same. Some vacancies may not be filled, on account of the decline in high school enrollments. Eighty white teachers were on the eligible lists for the various junior and senior high school fields and vocational courses in July 1949; this supply should be sufficient, in most instances, to furnish needed replacements for permanent staff members and to replace some of the 141 white teachers employed on a temporary basis in 194849. Shortages are expected to continue, at least in 1949-50, in certain fields such as mathematics, physics, general science, and some shop subjects, but surpluses are anticipated in such fields as so cial studies, English, and history. An oversupply of Negro secondary teachers is expected in most subject fields in 1949-50. In July 1949, 106 were on the eligible lists for junior and senior high schools and vocational schools. Only 21 vacancies existed at that time; a few more may arise during the 1949-50 school year. The vocational schools will probably not be able to obtain a sufficient number of fully qualified teachers to fill all positions. In the academic schools, there is likely to be a sur plus of eligibles, especially for positions in the fields of foreign languages, history, and social studies. The number o f secondary teachers needed an nually will continue to be very small in the next few years, while enrollments are declining (tak ing all secondary schools together). Beginning about 1951-52, however, high school enrollments are expected to increase ; by 1959-60, the number of students in grades 7 to 12 may be approxi mately 15,000 higher than 8 years previously. In the late 1950’s the staff additions needed to take care of expanding enrollments will probably become a much larger source of employment than the replacement of drop-outs. I f an extra teacher is employed for every 25 additional high school students, the demand arising from this source, together with replacement needs, may mean a need for over 200 teachers in a single year at the end of the decade. 23 Earnings Annual salary The average salary for Washington classroom teachers for 1948-49 has been estimated at $3,486, not including the $330 increase granted retro actively to June 1948. A single-salary schedule applies to all teachers from kindergarten through the teachers colleges. For 1949-50, the basic schedule including the $330 increase is as follow s: College training Minimum Bachelor’s degree_______ Master’s degree $2,830 3,330 Increments 15 @ $100 15 @ 100 Maximum $4,330 4,830 Experienced teachers entering District schools are granted salary credit for years of previous experience up to a maximum of 5 years. FLORIDA About 16,900 teachers, principals, and super visors were employed in the Florida public school system in 1948-49; 9,500 o f them taught 296,000 pupils in elementary schools, and 7,400 were in high schools where there were about 173,000 students. Over a fourth of all elementary pupils, a fifth of all high school students, and similar proportions of classroom teachers were Negroes. dition, elementary teachers must have had at least 12 hours in professional education courses; junior high school teachers, 12 hours; both must have completed 3 hours in practice teaching or one o f the alternatives in practical experience acceptable for graduate certificates. A t least 9 semester hours of all prospective teachers academic credit must have been com pleted within the past 8 years. Certification Requirements Outlook Florida issues two major kinds of regular teaching certificates: a graduate certificate to those completing 4 years of college, and a provi sional undergraduate certificate to those with at least 2 years of college. Emergency certificates are given to persons not meeting either of these requirements if a sufficient number o f fully quali fied applicants is not available. For a graduate certificate in elementary or secondary teaching, the applicant’s college train ing must include at least 45 semester hours of general academic work and 14 semester hours of professional education courses, plus 6 hours of practice teaching. In lieu of practice teaching, completion o f an approved internship program or 3 years’ teaching experience and 6 semester hours o f other prescribed education courses may be ac cepted. The specified types of education courses differ for the elementary and high school certifi cates. In addition, candidates for high school certificates must have completed specified num bers o f hours in their chosen subject fields; the minimum semester hours required range from 12 in some fields to 36 in social studies, English, and science. The 2 years o f college work needed for a provi sional undergraduate certificate for elementary or junior high school teaching must include 30 semester hours of general academic work. In ad The need for elementary teachers (grades 1 to 8) in Florida is considerable but by no means as acute as in many other States. High wartime birth rates and in-migration are causing school enrollments to grow rapidly; the proportionate increase is greater for white than Negro children. In 1949-50, a greater shortage of teachers may develop than existed in the previous year, mainly as a result of the great expected increase in en rollments, Approximately 750 teachers will also be needed (at an 8 percent attrition rate) to re place those dying, retiring, or otherwise leaving the profession. It would also be desirable to re place some of the teachers holding emergency certificates (400 held such certificates in 1948-49) with fully, qualified personnel. However, the supply of such teachers is likely to be less in 1949-50 than in the previous year, since only about 560 students were expected to complete their training in Florida institutions in 1949 as compared to 670 in 1948. Many teachers are be ing attracted from neighboring States where wages and working conditions are not as good as in Florida schools, but, with shortages every where, it is doubtful if all openings in the next few years can be filled with qualified teachers. Employment o f elementary teachers will prob ably rise, along with enrollments, until about 1956-57, when there may be about 200,000 more students in grades 1 to 8 than in 1948-49. The Number of Teachers and Enrollments 2& enrollment increase is estimated at approximately 25.000 pupils per year until about 1952; then it is likely to take a sharp upturn until about 1954 and to taper off in the following 2 or 3 years. To care for this growing school population, annual needs for teachers (based on a pupil-teacher ratio of 30 to 1) will increase from about 800 to about 1,200 at the peak enrollment period and then drop rapidly. Replacement needs, on the other hand, will probably tend to increase until the latter part o f the decade, as the teaching staff grows; if the replacement rate should remain at 8 percent, they would probably amount to about 900 per year in the early 1950’s and increase to about 1,300 per year during the last years of the decade. The proportion of Negro elementary teachers needed in the next few years will probably remain just over one-fourth. However, long-run trends indicate that the white population in Florida is increasing at a slightly faster rate than the Negro population, so that by the end of the 1950’s the proportion o f Negroes on the elementary teaching staff may drop slightly. A t the high school level, there are likely to be more teachers seeking jobs than there are open ings in the next few years. Enrollments in grades 9 to 12 have been dropping somewhat and will probably continue to do so until about 1952. The need for new high school teachers will therefore be limited, in general, to replacements. In 194849, replacement needs amounted to more than 700, or 10 percent o f the staff. The supply o f high school teachers is more than adequate in most subject fields. In 1949, the estimated number of people expected to complete high school teacher training courses in the State was about 1,270, as compared with 820 in 1948 and 360 in 1941. An oversupply was already apparent in 1948 in sub ject fields such as social science and men’s physi cal education. Home economics and industrial arts teachers may continue in short supply for the next few years. Starting about 1952, high school enrollments are expected to show an upward trend into the 1960’s, and by 1959-60 will probably be nearly 70.000 above the 1951 low point. On the basis of a 25 to 1 pupil-teacher ratio, 2,800 teachers would be needed to take care of the additional students. The replacement rate may decline somewhat; however, assuming continuation of the 1948-49 rate of 10 percent, the number o f teachers needed to fill vacancies would average about 700 per year in the early part o f the decade and may be almost 1,000 by 1959-60. The proportion of Negro high school teachers, presently about a fifth of the total teaching staff at this level, may increase in the long run. Present enrollments show a much larger proportion of Negro children attending high schools than be fore the war. This trend is expected to continue as transportation facilities are improved for students in the rural areas and greater emphasis is put on vocational training in Negro high schools. In order to stimulate recruitment into the teaching profession, the State scholarship pro gram was expanded in 1947 to provide about 260 new scholarships annually to qualified Florida residents interested in taking teacher-training courses in any institution in the State (about 35 of the scholarships give the student an option of preparing either for teaching or for municipal or State government work). H alf the scholar ships amount to $200 per year, the rest, $400; most of them are for 4 years. In all cases the student must promise that after graduation he will teach 1 year for every year he attended col lege on a State scholarship, or return the money to the State at 5 percent interest. Earnings The average annual salary in 1948-49 for all classroom teachers was $2,694. Elementary teach ers averaged $2,585; those in high schools, $2,835. The year before, when the average for all class room teachers and other instructional staff (ex cluding supervisors) was about $2,629, white teachers averaged $2,721; Negroes, $2,163. In Florida, teachers’ salaries are on a county-wide basis. The amounts received by individual teach ers have an extremely wide range depending on the county, amount o f educational preparation, length o f experience, and also, in some counties, the rating received under the established rating system for the particular county. GEORGIA Number o f Teachers and Enrollments In 1948-49, about 23,000 classroom teachers, supervisors, and principals— one-third of whom were Negroes—were employed to teach 700,000 pupils in the public schools. Nearly 7,000 of the teachers and 160,000 pupils were in the secondary 25 schools. Less than 10 percent of all the teachers were in one-room schools. Certification Requirements The minimum State educational requirement for standard elementary certificates is 2 years of college, with 6 courses or 18 semester hours of professional education including 3 hours o f prac tice teaching. For the professional certificate for junior and senior high school teaching, a bache lor’s degree with 18 semester hours of profes sional education, including 3 semester hours of student teaching and observation, is required. Subject matter requirements for high school cer tificates vary with the field o f specialization; they range from 12 semester hours in physical educa tion and the teacher-librarian field to 45 semester hours in industrial and trade arts. Provisional and other types of certificates are issued to ap plicants with somewhat lower qualifications. Cer tificates based on less than 2 years of college are designated as emergency teaching permits and are valid for 1 year only. The minimum age for teachers is 18 years. Outlook Opportunities for employment o f elementary teachers in this State will be excellent in the immediate future. There was an acute shortage of teachers at this level in 1948-49, which neces sitated issuance of about 2,000 emergency certifi cates. Even so, there were still about a hundred vacancies in the elementary schools. The short age of teachers is expected to continue for the next few years, since enrollments are increasing rapidly owing to the high birth rates of the early 1940’s. Enrollments and attendance are also being increased by better enforcement of the State’s compulsory attendance law ; visiting teachers increased daily attendance by 33,000 in the past 2 years. In addition, experience indi cates that approximately 5,000 people leave ele mentary and high school teaching in the State each year and have to be replaced; the large majority o f these vacancies occur in elementary schools. Additional qualified personnel are needed to replace many of the people employed on emergency certificates and to enable a reduction o f the pupil load per teacher. In contrast, only about 500 persons completed elementary-teacher education programs in Georgia’s teacher-training institutions in 1949; over half were Negroes. It is obvious that shortages in the white elementary schools will not be relieved to any great extent 26 in the near future. The supply of Negro teachers is more adequate but is expected to be still some what short of the demand in 1949-50. Elementary teachers are likely to continue in great demand throughout the 1950 decade. Peak enrollments, occurring about 1956-57, will prob ably be nearly 150,000 greater than in 1948-49. At a ratio of 30 pupils per teacher, this would mean a need for 5,000 additional positions during the 8-year period. The number of teachers needed as replacements will, of course, depend upon the attrition rate, which will probably decrease some what. I f it should be as low as 10 percent, the number needed annually would be over 2,000 in the late 1950’s. High school teachers are also expected to be in strong demand, though enrollments in grades 9 to 12 will remain at about the 1948-49 level for the next year or two. There were some 800 teachers employed on emergency certificates and about 50 vacancies in 1948-49. The need for special-subject teachers for physical sciences, mathematics, and library science is especially acute. The recent addition of the twelfth grade in 95 percent o f the school systems requires more teachers. Replacement rates will probably remain high during the next few years at least. A lto gether, many more new high school teachers will be needed in 1949-50 than the training institu tions in the State are providing. According to a survey made by the Regents of the University System of Georgia, only about 750 graduates of 1948-49 plan to teach at the secondary level; many of these teachers may go to other States. Negro teachers may soon meet considerable com petition for jobs, as the supply is approaching the demand. Beginning about 1951-52, secondary school en rollments and teaching positions will have an upward trend. By 1960 the number of students may be nearly 62,000 higher than in 1948-49. This expansion in enrollment would require about 2,500 additional teaching positions, on the basis of one teacher for each 25 pupils. While the re placement rate is expected to decrease somewhat, the expanded staff will tend to increase the nu merical turn-over; if the attrition rate should be 10 percent, around 950 new teachers would be needed as replacements each year during the latter 1950’s. Earnings The average salary of Georgia’s classroom teachers was about $1,800 in 1948-49 ; elementary teachers averaged $1,600 and secondary teachers, $2 ,200. The minimum State salary schedule in effect for the 1949-50 school year is as follow s: Monthly salary (12 months) Educational preparation and type of certificate White Colored Certificate based on less than 1 year of college $94 $73 General elementary certificate based on : 1 year of college 102 79 1 year of college plus 49 or more months of experience. 112 86 Elementary or high school— Provi sional certificate based o n : 2 years of college 124 101 3 years of college 134 109 4 years of college 145 132 5 years of college 165 154 Professional certificates based on : 2 years of college 134 109 3 years of college 145 118 4 years of college 155 141 5 years of college 173 162 Life professional certificate ° based on : 2 years of college 145 118 3 years of college 155 126 4 years of college 165 150 5 years of college 182 170 Atlanta had a single-salary schedule in effect in 1948-49 to which cost-of-living adjustment of 40 percent was added. The first-year salary was within the range of $840 to $1,440. Assignment to a specific “ track,” made at the beginning of the second year, is based on teaching efficiency and related factors. Maximum salaries for the four tracks for teachers without the master’s degree were $1,560, $1,920, $2,280, and $2,316; for those with the master’s degree, $1,980, $2,340, $2,700, and $2,772. The single-salary schedule for Bibb County, including Macon, provided minimum salaries based on the State schedule and maximum sal aries of $3,250, $4,000 and $5,000 depending on the teacher’s preparation. Columbus had a position-preparation schedule in effect in 1948-49, which paid a minimum of $1,350 and a maximum of $2,050 to kindergarten teachers. Elementary and secondary teachers had minimum salaries of $1,700, $2,000, or $2,200 and maximum salaries o f $2,400, $2,700, and $3,650, depending on preparation. ° Life certificates will not be issued after July 1, 1950. IDAHO Number of Teachers and Enrollments About 4,600 classroom teachers, principals, and supervisors were employed in 1948-49 in the pub lic schools of Idaho to handle approximately 120,000 pupils. About 74 percent of the pupils and 68 percent o f the teachers were in elementary schools. One-room school districts have been de creasing rapidly; and only 165 teachers were in one-room schools in 1948-49. Certification Requirements In 1947, the Idaho State Legislature passed a law providing for progressively rising standards of academic credit to qualify for a standard ele mentary teaching certificate. Until September 1 of the following years, the requirements will be as follow s: 1949— 1950— 1951— 1952— 1953— 1954— Completion Completion Completion Completion Completion Completion of 64 semester of 75 semester o f 85 semester of 96 semester of 107 semester o f 117 semester hours. hours. hours. hours. hours. hours. Eighteen hours of professional education courses, six of which are practice teaching, must be in cluded. Certain specified general courses are also required. To qualify for a high school certificate, it is necessary to have a bachelor’s degree and 20 hours of professional education courses, 3 of which must be high school practice teaching. A further re quirement is 15 semester hours in each of two teaching fields. Emergency certificates are issued on request of the local school superintendent to certain appli cants who do not have all the qualifications needed for a standard certificate. Requirements for an emergency certificate for the year 1949-50 are as follow s: for elementary teaching, 32 semester hours of college work or 1 year’s teach ing experience on a valid certificate; for high school teaching, 64 semester hours of college work. In order to retain an emergency certificate, a teacher who held one in 1948-49 must either have completed 3 semester hours of approved courses within the preceding year or have taken 27 6 semester hours of approved work in residence at an accredited teacher-training school within the preceding 2 years. The requirement of addi tional professional training each year probably will be continued as long as emergency permits remain necessary. In-service training classes are being offered in most parts of the State, so that emergency certificate holders can meet this re quirement. Outlook The elementary teacher shortage which existed in the previous year will probably continue in 1949-50. I f as large a proportion of the elemen tary teaching staff withdraws from Idaho grade schools as did in 1947-48, then about 470 (or 15 percent) will have to be replaced. Additional teachers will be needed to handle increasing en rollments in the lower grades. The supply of fully qualified teachers will probably not be ade quate to meet these demands; only 150 teachertrainees were expected to complete courses of study at Idaho institutions in 1949 qualifying them for regular elementary certificates. The number o f teachers recruited from other States will not be large. Only about 50 out-of-State teachers had their certificates endorsed for Idaho elementary schools in 1948-49. In all probability as many substandard teachers will have to be employed in 1949-50 as in the preceding year, when over 1,000 emergency certificates were issued. The annual need for elementary teachers will remain high throughout the 1950 decade. En rollments in grades 1 to 8 will probably rise to a peak about 1957-58, when some 29,000 more chil dren may be enrolled than in 1948-49. I f one teacher were hired for every 30 children, this would call for the employment of nearly 1,000 additional teachers during the 9-year interval. After 1958, enrollments are expected to drop off slowly, but the expanded teaching force will tend to bring with it an increased number of vacancies owing to death, or other causes. I f the withdrawal rate should continue to be 15 percent, then the yearly demand for teachers to fill va cancies w’ould probably rise to about 600 in the late 1950’s. The high school teacher shortage will be sub stantially reduced in 1949-50 but may not be entirely eliminated. I f the proportion of teach ers who retire or otherwise leave Idaho schools 28 should be the same as in the previous year, about 175 teachers (12 percent of the teaching staff) would have to be replaced in the fall of 1949. In addition, qualified teachers will be sought to replace some of those who were teaching on emergency certificates in 1948-49 (200 such certi ficates were issued that year). Most of the supply of new high school teachers will probably come from Idaho institutions, which were expected to graduate about 211 students in this field in 1949. About 100 teachers from outside the State had their certificates endorsed for use in Idaho sec ondary schools in 1948-49; however, since many States will have an oversupply of secondary teachers, a somewhat larger number may be avail able from this source in 1949-50. Competition for jobs is likely to develop soon in some subject fields. Shortages are expected to continue longest in rural high schools and in special subjects such as agriculture and industrial arts. Beginning in 1950, the number of high school students enrolled and, therefore, the number o f teachers needed will probably increase, first gradu ally and later rapidly. By 1959-60, there may be over 10,000 more youths in high school than in 1948-49. Assuming a ratio o f 25 pupils per teacher, this would mean staff additions totaling about 400 over the 11-year period. Growth in size o f staff will tend to bring about an increase in the number of yearly withdrawals; if the at trition rate continues at approximately 12 per cent, the replacements needed may rise to about 220 annually by the late 1950’s. Earnings The average salary for secondary classroom teachers in 1948-49 was around $2,650; for ele mentary teachers, about $2,360. The minimum annual salary schedule provided by State law was as follow s: Educational preparation Less than 2 years Starting salary Annual increments $1,200 5 @ $45 Salary with maximum credit for experience $1,425 2 years, but less than 3_ 1,400 7 @ 45 1,715 3 years, but less than 4_ 1,500 7 @ 45 1,815 4 years, but less than 5_ 1,600 10 @ 45 2,050 5 years or more 1,800 10 @ 45 2,250 N ote .— M ost school systems paid more than the legal mini mum. ILLINOIS Number of Teachers and Enrollments There were about 32,500 teachers, supervisors, and principals and about 865,000 pupils in the public elementary schools during the school year 1948-49. The public high schools (including junior high schools) employed approximately 13,200 teachers for their 330,000 students. A large portion of the State’s school population is concentrated in the city o f Chicago. During the 1947-48 school year there were about 300,000 ele mentary pupils and about 110,000 high school students enrolled in the Chicago public schools. Certification Requirements To obtain a regular State teaching certificate, one must have a bachelor’s degree from an ac credited college with at least 16 semester hours in professional education courses, including 5 semester hours o f practice teaching. In addition, candidates for high school teaching certificates must have specified numbers o f semester hours in subjects to be taught. A limited elementary school certificate, valid for 4 years, may be issued after successful examination to those who have 60 semester hours credit, including 10 hours in education o f which 5 were in practice teaching. Requirements for regular certificates to teach in Chicago public schools are higher in several respects. A ll candidates must have had either 2 years of successful teaching experience in the appropriate grade or specified amounts of prac tice teaching. Those desiring to teach academic subjects in high schools must have at least a master’s degree in their major field. In addition to the educational requirements, the Chicago Board of Education has specified that candidates must be citizens of the United States; must be between the ages of 19 and 49; and must pass a physical examination. Certificates are issued only upon passing an examination with special refer ence to the position desired. When fully qualified teachers are not available, emergency State certificates are issued to persons with slightly lower qualifications. To obtain a temporary certificate to teach in Chicago elemen tary schools, one needs a bachelor’s degree but only 15 semester hours in professional education courses. Outlook A severe shortage of elementary teachers existed in 1948-49 and is expected to continue during the next few years. Illinois education officials estimate that about 12 percent of the State’s elementary teachers left the profession during the 1947-48 school year. I f attrition con tinues at this rate, about 4,000 new elementary teachers would be needed annually during the next 2 or 3 years to replace those leaving the profession. Some of the 2,517 elementary teachers issued emergency certificates in 1948-49 will also need to be replaced; emergency certification will end July 1, 1951. In addition, based on a ratio of 30 pupils per teacher, it is estimated that an average of about 700 new teachers per year would be required to handle the 65,000 increase in en rollments expected from 1949-50 to 1951-52. However, in some parts of the State consolida tion of school facilities may make it possible to take care of increased enrollments without hiring additional teachers. The supply o f students at Illinois colleges com pleting courses qualifying them for elementary positions in 1949 has been estimated at only about 825, a small fraction of anticipated demand. This is considerably lower than the 1,666 who com pleted such preparation in 1941. The most rapid rise in enrollments and the peak need for teachers is expected to occur from about 1952 to 1956. On the basis of 30 pupils per teacher, an average of approximately 1,500 new teachers would be needed annually to take care of the increase of about 180,000 in enrollments expected during this 4-year period. I f the attri tion rate should continue to be about 12 percent, between 4,000 and 5,000 new elementary teachers would be needed annually during this period to replace those who leave the profession. At the high school level, there will probably be an oversupply of teachers in 1949-50 in most sub ject fields, especially social science and men’s physical education. However, additional mathe matics, shop, home economics, and music teachers will be needed that year. There has recently been a considerable increase in the number o f persons preparing to enter sec ondary teaching. About 3,500 students are ex pected to complete college courses qualifying them for high school positions during 1949, a considerable increase over the figure of 2,576 for 1948, 1,070 for 1945, and 1,830 for 1941. However, it is likely that some of these students do not plan to enter the teaching profession. 29 The demand for teachers anticipated during the next 5 years is far less than this supply. An average of about 100 new high school teachers would be needed annually to handle the 10,000 increase in enrollment expected during the next 5 years or so, if we assume a pupil-teacher ratio of 25 to 1. Almost 1,000 additional teachers will be needed each year to replace those lost to the profession during this period because o f deaths, retirements, or transfers to other fields of work (based on the 1947-48 attrition rate of 7 percent). The demand for high school teachers will in crease most rapidly during the last part of the 1950 decade, as the peak enrollments pass from the elementary grades to the high school. Assum ing a ratio of 25 students per teacher, an average of about 900 new teachers would be needed each year to take care of the 70,000 increase in high school enrollment that is expected in the period, 1955-56 to 1957-58. A t the same time (based on an attrition rate of 7 percent) about 1,100 new teachers would be needed annually as replace ments. High school enrollments are expected to remain at a high level during the rest of the decade and in the early 1960’s. Annual salary Type of position Minimum Increments Maximum Elementary : Lower group $2,200 4 @ $200 Upper group 3,200 4 @ 200 4,000 High school: Lower group 2,640 4 @ 240 3,600 Upper group 3,840 4 @ 240 4,800 $3,000 Three requirements must be fulfilled for pro motion from lower group to upper group: (1) one year of service at the maximum salary of the lower group; (2) an efficiency rating o f satis factory, excellent, or superior; (3) completion of additional training or written examination. A study of the distribution of salaries paid indi cates that the upper group is reached by most teachers who remain in the system. Salary schedules for two other large cities in Illinois for 1948-49 are as follow s: Annual salary Amount of college training S P R IN G F IE L D Minimum Increments Maximum a 2 years $2,200 Earnings 3 years 2,300 15 @ 100 3,800 The average teaching salary in Illinois during the 1948-49 school year was about $2,250 for ele mentary teachers and $3,000 for high school teachers. During the 1948-49 school year the average salary in Chicago was $4,104, fifth high est among the Nation’s 20 largest cities. During the calendar year 1948, Chicago had the follow ing salary schedule: Bachelor’s degree 2,800 17 @ 100 4,500 Master’s degree 3,000 17 @ 100 4,700 2 years 2,300 22 @ 50 3.400 Bachelor’s degree 2,400 17 @ 5 @ 70 50 3,840 Master’s degree 2,540 15 @ 9 @ 70 50 4,040 EAST ST. 15 @ $100 $3,700 L O U IS a This schedule was effective January 1, 1949. INDIANA Number of Teachers and Enrollments Indiana’s public elementary schools had ap proximately 13,000 teachers and 470,000 pupils in the school year 1948-49. The public high schools employed 11,400 teachers for about 165,000 students. Certification Requirements The minimum requirement for a provisional elementary certificate is graduation from a 4-year college course, with 6 to 8 semester hours of prac tice teaching and 32 additional semester hours in professional education courses. This certificate is valid for teaching all grades from kinder garten through grade eight, inclusive, and also for teaching the ninth grade in junior high school 30 when the teacher has the required amount o f col lege credit in the appropriate teaching field. One may obtain a provisional secondary certifi cate by meeting stringent requirements which in clude : graduation from an accredited college ; 18 semester hours in professional education, o f which 5 are in student teaching; and completion of a specified amount of college work in the field to be taught. This certificate entitles the holder to teach the subject or subjects indicated on the certificate in grades 7 through 12 in any second ary school and also in a departmentalized ele mentary school. A provisional certificate is valid for 5 years and may be renewed for one addi tional 5-year period only. It may be converted into a permanent elementary or secondary certifi cate after the holder has had 5 years’ experience and has earned a master’s degree. When persons meeting all these requirements are not available, emergency permits are issued to persons with slightly lower qualifications. About 85 percent of the city teachers and about 75 percent of the town teachers employed in 194849 were college graduates. However, only about one-fourth of the rural elementary teachers were college graduates. A recent survey disclosed that about 85 percent of Indiana’s teachers had se cured some additional college training during the last 3 years. new teachers needed to satisfy these needs has been estimated by the Indiana School Study Commission as follow s:5 Estimated number of new teachers needed fo r Indiana schoolsa For 10-year period, 1948-49 through 1957-58 Elementary To fill present vacancies To offset annual losses 6 Secondary 114 115 9,510 5,590 854 702 457 268 To replace holders of emergency p e r m it s c To replace present overage Outlook te a ch e rs The severe shortage of elementary teachers which existed during the 1948-49 school year is expected to continue during the next few years. The Indiana School Study Commission had made a detailed study of the impact of the anticipated increase in enrollments upon the demand for teachers in the State. Their estimates of teacher demand are given in the following table. Estimated number of new teachers needed to provide fo r increased enrollments a Year 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 Total Elementary (grades 1 - 8 ) 6 Secondary (grades 9 -1 2 ) 6 463 468 268 636 1,013 1,004 883 676 628 —55 -9 82 210 152 122 207 374 384 6,039 1,467 a Indiana School Study Commission, Employed School Person nel (Mimeographed), 1948, p. (G) 17. Derived from estimates of school enrollment (based on the assumption that births would continue at the 1947 rate) reported in a study by M. E. Stapley, “ Elementary Teacher Demand in Indiana,” in School and Society, Vol. 67, No. 1725, January 17, 1948. It should be noted that these estimates are based on the assumption that births would continue at the 1947 rate. 6 Based on a ratio of one new teacher to each 35 additional pupils enrolled in elementary grades and one to each 25 addi tional pupils enrolled in high school. Besides the new teachers needed to handle increased enrollments, many will be required to fill existing vacancies, to replace those who retire or leave the profession for other reasons and to reduce oversized classes. Still other teachers would be needed to replace older teachers and holders of emergency permits. The number of To reduce present average pupilteacher ratio 1,962 6 To provide for increased enrollment 6,555 1,263 19,452 7,938 Total ( ') a Indiana School Study Commission, Employed School Person nel (Mimeographed), 1948, p. (G) 19. This table deals with teaching positions only and excludes administrative and super visory positions. All estimates are based upon or derived from available records, reports, and studies and are conservative in all instances. 6 These figures were derived by projecting the average annual number of retirements and withdrawals from the Indiana State Teachers Retirement Fund for the period from January 1, 1945, to September 17, 1948. Division between elementary and second ary was made on same basis as ratio of total elementary to the total secondary teachers in the State. c As reported by superintendents in reply to inquiry of Re search Service, Indiana State Teachers Association, spring, 1948. d Estimated number of teachers in service, 1947-48, 66 years of age or older, October 1, 1947, as derived from sampling study of records of the Indiana State Teachers Retirement Fund. e Estimated number of new elementary teachers needed to reduce elementary pupil-teacher ratio in accordance with median proposal of superintendents. f No reduction proposed in average secondary pupil-teacher ratio for the State as a whole. Many individual schools should reduce secondary pupil-teacher ratios from present high figures in those schools. Altogether, according to these estimates, an average of about 2,000 new elementary teachers per year will be needed during the period from 1948-49 to 1957-58. However, only about 250 students completed college courses in 1949 quali fying them for elementary positions. This figure compares with 280 in 1948, 220 in 1945, and 215 in 1941. It is evident that a much larger number of graduates are needed. 5 Indiana School Study Commission, Employed School Person nel (Mimeographed), 1948, p. (G) 19. 31 In contrast to the situation in the elementary grades, keen competition is developing for high school positions. The Indiana School Study Com mission reported during the 1948-49 school year: Earnings Indiana’s new State-mandated minimum salary schedule for 1949-50 is as follow s: for a 9-month term: The total high school teacher output of Indiana col leges and universities in 1948 was approximately equal to the demand. There is evidence that the supply is ris ing above the demand in the total number with a grow ing oversupply in the fields of English, Mathematics, Modern Languages, Social Studies, Biological Sciences, Educational preparation 2 years $1,800 3 years 2,025 4 years 2,400 5 wars 2,400 Health and Boys’ Physical Education.6 According to the above table, an average of about 800 new high school teachers will be needed annually during the next 9 or 10 years. A p proximately 2,000 students completed college courses preparing them for high school positions in 1949; this compares with 1,776 in 1948 and 1,229 in 1941. Although some of these students may not enter the profession, it is likely that there will be a surplus of high school teachers in most teaching fields during the next few years. However, additional teachers will be needed in home economics and agriculture for 1949-50. 6 An Evaluation of Indiana Public Schools, Indiana School Study Commission, November 1948, Indianapolis, Indiana, p. 34. With full credit for experience Increments Minimum $2,070 6 @ $45 / ) \ 6 @ 45 2,295 10 @ 2 @ 1 @ 45 90 95 3,125 23 @ 52.86 1 @ 184.47 3,800 According to a survey by the Indiana State Teachers Association, median salaries of Indiana teachers were as follows in 1948-49: Size of community Entire State Cities of 30,000 and over_ Cities of 10,000—30,000----Cities of 5,000-10,000____ Cities of 2,500-5,000 Town schools Township sch o o ls________ Kinder garten Elemen tary Junior high school High school $2,917 3,245 3,105 2,350 2,333 2,550 — $2,698 3,587 3,395 2,730 2,655 2,384 2,317 $3,506 3,819 3,621 3,069 3,017 2,767 2,961 $3,224 4,147 3,949 3,274 3,230 2,980 2,894 IOWA Number of Teachers and Enrollments During the school year 1948-49 there were about 14,000 teachers, principals, and supervisors and 328,500 pupils in the public elementary schools. The public high schools employed about 7,650 teachers for their 137,450 students. Certification Requirements Regular certificates to teach in elementary schools are granted to persons who have com pleted 2 years of college work. Graduation from a 4-year college course is required for high school teaching. The training of candidates for this certificate must have included 15 semester hours o f professional education courses, at least 3 hours o f which are in student teaching and observation. The State Superintendent of Public Instruction has also issued emergency certificates to persons who did not meet these requirements. Outlook There was a shortage of elementary teachers in Iowa during 1948-49, and this is expected to continue during the next few years. It is esti 32 mated that about 1,500 new teachers were needed during the 1948-49 school year to replace those who left the profession, and it is expected that a similar number of replacements will be needed annually during the next few years. An average of about 100 additional teachers will probably be needed annually during the next 3 years to handle an expected 10,000 increase in enrollments. Other qualified teachers are needed to replace some of those holding emergency certificates (about 1,000 such certificates were in force in the spring of 1949). About 850 students from Iowa teacher-training institutions were expected to complete preparation to teach in elementary schools in 1949, as compared with 684 in 1948 and 789 in 1941. Even the 1949 supply will obviously fall far short of the number needed. Employment of elementary teachers will have an upward trend until the late 1950’s, It is esti mated that in the fall of 1956 enrollments in ele mentary schools (grades 1 to 8) will be about 64,000 higher than in the 1948-49 school year. About 2,100 additional teachers would be needed to handle this increase in enrollment, on the basis of a 30 to 1 pupil-teacher ratio. In addition, as suming an attrition rate o f 10 percent, applied to the expanded staff, an average of about 1,600 ele mentary teachers will probably be needed annu ally during the late 1950’s to replace those who leave the profession each year owing to death, re tirement, or transfer to another occupation. The demand for high school teachers is not as great as for elementary teachers, but many wellqualified people will be able to find positions as replacements for those who leave the profession. I f we assume an attrition rate of 10 percent, about 800 new teachers would be needed annually as replacements during the next 2 or 3 years. Additional persons may also be hired to replace some of the teachers now employed on substand ard certificates. There has recently been an increase in the number o f students preparing to enter high school teaching. About 1,800 students are expected to complete courses in 1949 qualifying them for high school teaching. This compares with 1,450 in 1948 and 982 in 1941. Although some of these graduates will not enter the teaching profession, it is likely that there will be an oversupply o f high school teachers in the near future. As the peak enrollments pass from the elemen tary grades to high school (grades 9 to 12), there will be an increased demand for high school teachers. It is estimated that an average of about 150 additional high school teachers will be needed per year to take care of the increase of about 15,000 students in high school enrollments be tween 1954-55 and 1957-58. On the basis of a 10-percent attrition rate, about 850 will be needed each year to replace those who leave the profes sion during this period. High school enrollments will continue to increase slightly during the early 1960’s but at a less rapid rate. Earnings In 1948-49 the average teaching salary in Iowa was $2,400. The median salary for elemen tary teachers was $3,500 in cities of 15,000 and over, $2,300 in cities from 2,000 to 14,999, and about $2,000 in smaller communities. Men high school teachers had a median salary of $3,600 in large cities, $3,200 in small cities, and about $2,850 elsewhere. Women secondary teachers had median earnings o f $3,200 in large cities, $2,600 in small cities, and $2,500 elsewhere. Des Moines had a single-salary schedule in 1948-49, which began at $1,900 for 60 semesterhour certificates. Holders of the bachelor’s degree certificates started at $2,200 and may eventually work up to $3,250, while those who have earned the master’s degree start at $2,400 and may reach $3,550. A cost-of-living adjustment of $600 was added to the scheduled salaries. The minimum scheduled salary (no bonus) for holders of bachelor’s degree certificates in Cedar Rapids, Council Bluffs, and Davenport was $2,400 in 1948-49. In Waterloo, it was $2,160, plus a $240 cost-of-living adjustment. In Ottumwa, a position-preparation schedule was in effect which provided $2,200 for women elementary teachers and $2,300 for women holding degree certificates as junior and senior high school teachers; men receive $100 to $300 more. KANSAS Number of Teachers and Enrollments Roughly 17,000 teachers, principals, and super visors were employed in 1948-49 in the public schools of Kansas to teach about 340,000 pupils. There were about 10,000 teachers for 252,000 pupils in the elementary schools and 7,000 teach ers for 88,000 high school students. About one-fifth of the teachers but only oneeighth o f the pupils were in one-teacher rural schools in 1947-48. Less than two-fifths of the teachers taught in towns of 2,000 or more popula tion, where half the total student body was en rolled. Cities o f 15,000 or jnore—including Topeka, Wichita, and Kansas City—had one fifth of the teachers and a quarter o f the public school pupils. Certification Requirements Minimum educational requirement for a regu lar high school certificate is a bachelor’s degree, with 18 semester hours in education courses. Holders of this certificate may teach in second ary or elementary schools; however, beginning in 1952, only teachers with training in elementary education will be permitted to teach in elemen tary grades. The requirements as to training in subject fields are different for teachers in class A, B, and C high schools. In general, for class A schools—the top-ranking ones—it is necessary to 33 have 15 semester hours in the general subject field and 5 hours in the particular subject taught. To qualify for a special secondary certificate, which entitles the holder to teach only those subjects specified on the certificate, one must meet addi tional requirements. For a regular 2-year elementary certificate, the applicant must be a high school graduate and must have completed 60 semester hours in an ac credited college, including 5 semester hours in observation and participation in classroom work. Three years’ experience will be accepted in place of the latter requirement. Elementary provisional certificates will be is sued in 1949-50 to persons who have completed 24 semester hours o f college work; this requirement will be raised to 30 hours in 1950-51. Starting in 1952, training in elementary education will be required. Emergency certificates, issued during the war to persons with lower qualifications, and several forms of standard certificates issued prior to the war have been discontinued. Present holders o f emergency certificates will have to complete 8 additional semester hours of college work to obtain a renewal for the 1949-50 school year. As in other States, many school boards, par ticularly in the cities, make additional require ments with respect to experience and education, over and above the State minimum standards. Outlook Kansas has had a great shortage of elementary teachers since the w^ar. In 1948-49, nearly 1,600 elementary teachers not in the system the preced ing year were taken on, largely as replacements for those dying, retiring, or leaving for other reasons. Yet only about 630 students completed elementary-teacher-training courses of 30 se mester hours or more at Kansas institutions in 1948. The deficit of 970 teachers was made up to some extent by recruits from other States and personnel returning to the profession after pe riods in other fields of work or out of the labor force, but it w^as also necessary to take on many teachers with less than 30 hours of college training. In 1949-50, the situation is likely to be much the same. Replacement needs will probably be about as great as in the preceding year. The supply of students completing training in 1949 has been estimated at 640 (including 183 with only 30 semester hours of training, 280 with 60 34 semester hours, 1 with 90 hours, and 176 college graduates). Obviously, the State’s elementary schools, particularly those in rural areas, will take on many teachers who meet only the 24-hour requirement set for provisional certificates. Little if any progress will be possible toward replacing the large group of teachers with still lower qualifications wdio were hired in previous years on emergency certificates or other types of per mits no longer issued to new recruits. The State Department of Public Instruction anticipates, however, that many of these teachers will, through summer school attendance, gradually in crease their training until they qualify for pro visional or still higher types of certificates. Long-run employment prospects are good for holders of even the lowest grade of certificate currently issued. Elementary enrollments are ex pected to continue rising in Kansas until about 1956-57, when they may be about 50,000 higher than in 1948-49. At a pupil-teacher ratio of 30 to 1, this would call for the employment of about 1,600 additional teachers over the 8-year period. The greatest increase in enrollments and therefore the heaviest demand for teachers is expected from 1952 to 1956, when a pupil-teacher ratio of 30 to 1 would call for the employment of about 1,300 additional teachers over the 4-year period. In addition, a sizeable number of teachers will be needed each year as replacements. It is likely that the attrition rate may drop from the 194849 figure of about 16 percent; if it should, for example, be as low as 10 percent, an average of about 1,000 or 1,100 teachers per year would still be needed during the middle and late 1950’s. These estimates do not allow for consolidations o f rural schools, which, no doubt, will tend to reduce the number of new teachers needed. At the high school level, competition for jobs is in prospect for the next few years. High school enrollments are declining; so teachers will, in general, be taken on only to meet replacement needs; in 1948-49, these amounted to about 800 and will probably be of the same general magni tude in 1949-50. The supply of students com pleting training for high school work in ' the State in 1949 has been estimated at nearly 1,200. In some subject fields—including boys’ physical education, English, and social sciences—the State Department of Public Instruction anticipates a surplus of applicants in 1949-50. However, there will be continuing shortages in that year in some fields. Teachers trained for secondary school work should be able, if they wish, to find em ployment in the elementary schools in the next few years, since no special training in elementary education will be required until 1952. High school enrollments will have a downward trend until the middle of the 1950 decade but are expected to reach a turning point about 1955, when the relatively large number of children born during the war years begin to enter high school. By 1959-60, enrollments may be ap proximately 12,000 higher than at the low point 5 years previously but not much more than 5,000 higher than in 1948-49. With a pupil-teacher ratio of 25 to 1, this gain would mean a total expansion of only about 200 in the teaching force above the 1948-49 level. Earnings According to a survey by the Kansas State Teachers Association, the average salary of ele mentary classroom teachers in 1948-49 was about $1,950. There was wide variation, however, by size of community: in one-teacher rural schools, the average was about $1,530; in towns of 2,000 or more population, about $2,180; and in cities with 15,000 or more, $2,750. Junior and senior high school teachers, employed mostly in the cities, averaged $2,820 and $2,830, respectively; these averages were from $100 to $200 higher than corresponding figures for the previous year. The new State aid law passed in the spring of 1949 will tend to bring about some further salary in creases, particularly in rural schools. In Kansas City and Wichita, the salary sched ules for women teachers were as follows in 194849: Annual salary Educational preparation Minimum Increments $1,838 11 @ $77 Maximum K A N S A S C IT Y 60 semester hours $2,688 90 semester hours 2,147 7 @ 77 2,688 Bachelor’s degree 2,379 11 @ 77 3,229 Master’s degree 2,456 15 @ 77 3,615 W IC H IT A Bachelor’s degree 2,300 12 @ 100 3,500 140 hours 2,400 12 @ 100 3,600 Master’s degree or bache lor’s degree, plus 40 hours of graduate work 2,500 12 @ 100 3,700 In Kansas City men may earn 5 more incre ments, resulting in a maximum of $3,615 for those with a bachelor’s degree and $4,002 for those with a master’s degree. In Wichita they receive a $200 differential. In Kansas City additional training is required every 5 years to advance on the schedule and to remain at the maximum; a similar proviso will apply to Wichita contracts for 1950-51 and fol lowing years. KENTUCKY Number of Teachers and Enrollments The public school system o f Kentucky em ployed about 19,000 classroom teachers, princi pals, and supervisors and had 540,200 pupils enrolled in 1948-49. Only about one-fourth of the enrollments and teachers were in urban schools (cities with 2,500 or more population) ; nearly 3,300 teachers were in one-teacher schools. The elementary schools employed 13,290 teachers and had 422,975 pupils enrolled; secondary schools had 5,610 teachers and 117,225 pupils. Approxi mately 1,330 teachers and 38,000 pupils were in schools for Negroes. Certification Requirements The educational requirements for the provi sional elementary teaching certificate, which is valid for 3 years, are a minimum o f 2 years of college preparation (64 semester hours) with at least 9 semester hours in English, 6 in science, 9 in social sciences, 6 in fine arts, 4 in health, and 17 in professional education, including 4 in super vised teaching. For the standard elementary cer tificate, valid for 4 years, the bachelor’s degree with 28 semester hours in professional education, including 8 in supervised teaching is required. The bachelor’s degree is required for the high school provisional certificate which is valid for 4 years. Training must include at least 18 se mester hours in professional education subjects, of which 8 to 9 hours must be in student teaching. The standard high school certificate, valid for 5 years, is issued to applicants who have com pleted the requirements for a master’s degree in a standard graduate school. Emergency certificates are issued under certain 35 circumstances to applicants not meeting regular requirements. New applicants for such certifi cates in 1949-50 must have at least 1 year of col lege training for elementary teaching and at least the bachelor’s degree for the high school level. Outlook Elementary teachers for white schools will be in strong demand in Kentucky during the next few years. Shortages in rural schools are ex pected to continue to be especially acute. In 1948-49 more than 4,000 emergency certificates w^ere issued; nevertheless 15 one-teacher schools did not open. Qualified teachers will be needed to replace some of those employed on emergency certificates, as well as to take care of the increas ing enrollments resulting from the high birth rates in the early 1940’s. In addition, many teachers retire, die, or otherwise leave the profes sion each year and replacements are needed for them. In 1948-49, about 1,750 new teachers were employed in the elementary schools mostly as re placements; it is expected that at least as many will be needed in 1949-50 as in the preceding year. That the supply of white elementary teach ers is inadequate to meet the demand is indicated by the fact that less than 600 white students were expected to complete preparation in teacher training institutions in the State in 1949. The supply of colored teachers appears to be ade quate to meet the demand in most localities. The demand for elementary teachers is ex pected to remain high during the 1950’s. Ele mentary enrollments (grades 1 to 8) will proba bly continue to rise each year until about. 1956-57, when they may be some 90,000 higher than in 1948-49. On the basis of 30 pupils per teacher, the increased enrollments would require 3,000 new teaching positions. The replacement rate for teachers is expected to decrease somewhat, but even at the prewar rate of around 7 percent there would be need for over 1,000 new teachers annu ally during the last half of the 1950 decade. Competition is expected during the next few years for secondary school positions in most sub ject fields, particularly English and social science. However, in 1948-49 there was still a shortage of music, library science, and home economics teach ers. A few new positions may be required, as en rollments are expected to rise moderately because o f increasing efforts to bring rural pupils into the high schools. About 280 new teachers will prob ably be needed annually for replacements, assum 36 ing an attrition rate of 5 percent. Also, some o f the 300 teachers employed on emergency certifi cates in 1948-49 may be replaced by fully quali fied personnel. In relation to these demands, teacher-training institutions in the State expected to graduate 1,156 students qualified for secondary school teaching in 1949, as compared with 727 in 1948 and 1,195 in 1941. Some of the surplus o f teach ers with high school certificates may take posi tions in the elementary schools. Such persons may teach in the elementary grades for 1 year on an emergency basis, but they must take 8 semester hours of work in elementary education to serve again. Opportunities for Negro teachers are very few in relation to the supply. About 1952, the number of secondary teachers needed will start to increase, as the peak enroll ments begin to reach the high schools (grades 9 to 12). Enrollments in these grades will increase each year thereafter through 1960 or later. On the basis of 25 pupils per teacher, it is estimated that these increased enrollments will require about 950 (more teaching positions in 1959-60 than there were in 1948-49. The greatest increase for any one year will probably occur about 1956-57, requiring some 260 more teaching posi tions than in the previous year, on the above as sumption as to class size. As the teaching staff is expanded, the number who leave the profession each year will increase and will probably amount to over 300 annually in the latter years of the 1950 decade if an attrition rate o f 5 percent pre vails. Nevertheless, it appears that a high school teacher supply as large as that of 1949 would more than meet the needs in the 1950’s. Earnings According to a report issued by the Depart ment of Education, median annual salaries of full-time teachers in 1948-49 were as follows : White Colored County schools: Elementary $1,197 $1,343 1,766 1,771 Elementary 2,052 2,178 High school 2,625 2,467 High School .. Independent schools in cities : The single-salary schedules in effect in 1948-^9 for teachers in the cities of Louisville, Covington,, and Lexington are given on page 37. Annual salary Annual salary Educational preparation Minimum Increments Maximum Educational preparation Bachelor’s degree_____ Minimum $2,075 Increments 15 (a $80 Maximum $3,275 L O U IS V IL L E 2 years 3 years $ 2 ,0 0 0 2 ,2 0 0 12 @ $75 12 (a 1 @ 75 $2,900 Master’s degree 2,175 15 @ 80 3,375 3,200 Doctor’s degree 2,275 15 @ 80 3,475 3,900 Bachelor’s d egree------ 2 ,0 0 0 11 @ 25-75 2,700 4,200 Bachelor’s degree plus 15 hours 2,050 12 @ 50-75 2,800 Master’s degree 2,150 13 @ 50-75 2,950 Master’s degree plus 15 hours 2 ,2 0 0 13 @ 50-75 3,000 100 L E X IN G T O N Bachelor’s d eg ree------ Master’s degree 2,400 2,600 11 (a 100 2 @ 200 12 @ 100 2 @ 200 C O V IN G T O N No degree 1,975 15 @ 80 3,175 LOUISIANA Number of Teachers and Enrollments This State’s public schools had about 15,550 classroom teachers, principals, and supervisors in 1948- 49, only 15 percent of whom were employed in cities with 2,500 or more population. The ele mentary schools employed approximately 10,900 teachers for 372,000 pupils; about 4,000 of these teachers and 156,000 of the students were in Negro schools. Secondary schools had 4,650 teachers and 85,000 pupils; the numbers of Negroes included were about 800 teachers and 17,000 students. In 1948^49 the State schools were in process of shifting from an 11-grade to a 12-grade system. The transition was expected to be completed in 1949- 50. Certification Requirements Minimum educational requirements for the lowest grade regular elementary certificate (type C) are a bachelor’s degree with 46 semester hours in general courses, 31 hours in specific subjects applicable to elementary teaching, and 24 hours in professional education courses including 4 hours of student teaching and 14 hours appropri ate to elementary schools. Negro teachers with 2 years o f college—including a 4-semester-hour course in practice teaching in the elementary grades unless they have had 5 years of teaching experience—can obtain elementary certificates valid for 5 years. For the regular high school certificate the re quirements include a bachelor’s degree with 46 semester hours in general courses and 18 hours in professional education, including 4 hours in stu dent teaching. In addition, stipulated numbers of hours must have been completed in the subjects to be taught. Requirements for emergency certificates are not standardized throughout the State and are, of course, much lower in some of the school districts than the State minimum requirements for regu lar certification. Outlook Employment opportunities for elementary teachers will be excellent over the next few years. Additional personnel are needed to teach the in creased numbers of children reaching school age, and fully qualified teachers are needed to re place many of the persons teaching on emergency permits (nearly 1,000 such permits were issued in 1948-49). In addition, about 550, or 5 percent, o f the elementary staff leave teaching in the State each year and replacements are needed for them. Approximately 35 percent o f these new teacher needs are for Negro teachers. In 1948 only 130 white and 190 Negro students from Louisiana teacher-training institutions had completed prep aration for elementary teaching. Even if this supply were doubled in 1949, the supply of ele mentary teachers would be inadequate to meet the demand. Many additional elementary teachers will have to be employed during the next decade. Enroll ments at the elementary level (grades 1 to 8) will continue to increase each year until about 195758, when they may be nearly 131,000 higher than in 1948-49. On the basis o f 30 pupils to a teacher, the increased enrollments would require about 4,350 more teaching positions over the 9-year pe riod. During the latter years o f the decade nearly 800 new teachers would be needed annually to replace those who leave the profession, if the attrition rate remains about 5 percent. The employment outlook for high school teach 37 ers is similar to that for elementary teachers. The secondary schools will need personnel in 1949-50 to take care of increasing enrollments, as replace ments for some of the 240 teachers employed on emergency permits in 1948-49, and to implement the shift from an 11-year to a 12-year school system. In addition, it was estimated that in 1948-49, 465 teachers— 10 percent of the total number employed—were needed as replacements for those leaving the profession; approximately the same number will probably be needed in the fall o f 1949. Contrary to the situation in most States, the supply of secondary teachers from training institutions in Louisiana is not expected to be adequate to meet the demand. In 1948, 711 students completed preparation for secondary teaching in 18 out of 19 of the State’s teacher training institutions. A supply of this size in 1949 may eliminate some emergency certificates. Around 1953, secondary school enrollments (grades 9 to 12) and the number of teachers needed will begin to increase more rapidly, rising each year throughout the decade or longer. By 1959-60, enrollments may be about 64,000 higher than in 1948-49; on the basis of 25 pupils per teacher, this increase would require about 2,500 additional teaching positions. The number of re placements needed during the latter part of the 1950 decade, estimated on the basis of a 10-percent attrition rate, would be about 700 annually. Earnings A minimum salary schedule for public ele mentary and secondary school teachers was adopted in 1948 by the State legislature. The schedule provided for $100 increments for each added year of experience to the maximum, and the rates were for a 9-month school session. I f the school session was shorter, rates were reduced accordingly; i. e., for a 7-month session, the salary would be seven-ninths of the stipulated rate. The schedule was as follow s: Educational preparation Years of experience 1 2 3 4 5 6 7 8 9 10 11 12 Less than 1 year 1 year 2 years 3 years $1,200 $1,500 $1,800 1,900 2,000 2,100 $2,100 2,200 2,300 2,400 2,500 Bache lor’s degree $2,400 2,500 2,600 2,700 2,800 2,900 3,000 3,100 3,200 Master’s degree $2,500 2,GOO 2,700 2,800 2,900 3,000 3,100 3,200 3,300 3,400 3,500 3,600 The salary schedules in effect in New Orleans, Baton Bouge, and Shreveport in 1948-49 were approximately the same as the State schedule, al though there were slight variations in rates. MAINE Number o f Teachers and Enrollments Maine is unusual in that 99.8 percent of all children between the ages of 5 and 17 were regis tered in some school program in 1948-49. The public school enrollment was approximately 160,000; three-fourths were in the elementary schools. Over 6,000 classroom teachers, principals, and supervisors were employed, 72 percent in the elementary schools. About two-thirds of the total instructional staff was in rural schools. Certification Requirements Minimum academic requirement for a standard professional elementary certificate is graduation from a 4-year college course, with a bachelor’s degree. A professional elementary certificate can be obtained upon graduation from a 3-year nor mal course in the elementary field in an approved normal school. A nonprofessional elementary certificate can be obtained upon completion of two or more years of college work, including 6 38 semester hours in the field of elementary teacher training. Requirements for the junior high certificate— professional grade—are completion of either an approved 3-year junior high school course in an accredited normal school or a 4-year college course including 18 semester hours of education, 12 of which must be in the junior high school field. To obtain a secondary certificate—professional grade—one must be a graduate o f an accredited college and have earned 18 semester hours credit in education courses. To obtain a nonprofessional secondary certificate, it is necessary to be a gradu ate of an accredited college with 12 semester hours credit in professional courses. Emergency certificates are issued to applicants who do not meet regular requirements, when qualified candidates are not available. A survey based on 1947-48 data showed that the majority (52 percent) of all Maine teachers had between 2 and 4 years of college education. Thirteen percent had less than 2 years’ training beyond high school, and 35 percent had some training beyond the A. B. degree. Outlook The shortage of elementary teachers may be more pronounced in 1949-50 than in the previous year. The State Department of Education7 esti mates that 450 elementary teachers are needed annually for normal replacement of personnel losses. Additional teachers will be needed to meet the anticipated expansion in enrollments in the lower grades. It would be desirable also to have qualified teachers to replace many of the 325 to whom emergency certificates were issued in 1948-49 and to make it possible to reduce the size of classes; the Department estimated that almost half of the elementary units had more than 30 pupils per teacher in 1948-49. However, it is doubtful if teachers can be found for either o f the two last-mentioned purposes, since the im mediate needs of the 1949-50 school year will probably be larger than the available supply. Only 169 college students from 15 teacher-train ing institutions in Maine completed requirements for regular elementary certificates in 1948; the number doing so in 1949 is likely to be about the same. The supply from this and other sources wTill probably be so small that it will be neces sary to hire more emergency teachers and over crowd the classrooms to a greater extent in 194950 than in the previous year. To take a longer view, the State Department of Education estimates that, on the basis of 30 pupils per teacher, 1,200 additional elementary teachers will have to be added between 1948 and 1956 to handle increased enrollments. This de mand will be added to normal replacement needs (estimated at about 450 annually) and to the number of teachers needed to bring the staff up to more desirable levels of training and class load. After 1956 enrollments are expected to decrease somewhat, and needs for new teachers will be limited largely to replacements. The supply of high school teachers will prob ably be more than adequate to fill all positions in the next few years. The Department of Educa tion has estimated that 150 secondary teachers are 7 Estimates attributed to the Maine State Department of Edu cation are taken from the following article in the Maine Teacher’s Digest: Maine’s Teacher Supply, by E. H. Scott, Deputy Commissioner of Education, December 1948, p. 111. needed each year for normal replacements. Since enrollments are expected to increase slightly over the 1948-49 level, a few new teachers may have to be recruited to take care o f the additional pupils. Efforts will also be made to wipe out the shortage that still remained in 1948-49; in that year 125 teachers were still employed on an emergency basis and about one-sixth of the classes were too large. The number of new graduates from Maine institutions which train high school teachers will probably be about 310, as in 1948. Applicants from among these graduates, together with those from outside of the State, should be sufficient to meet all needs except, perhaps, a few positions requiring specialized training. There will probably be considerable competition for positions in the social sciences and some other fields. Between 1947-48 and 1955-56, the Department expects high school enrollments to rise by only 4,000 and the consequent demand for additional teachers to amount to only 160 during the 8-year period. After 1956, however, a much sharper rise in enrollments is forecast. The Department estimates that there may be 9,500 more high school students in 1959-60 than 4 years previ ously. At a pupil-teacher ratio of 25 to 1, this rise would necessitate the hiring of 380 teachers in addition to normal replacements. Earnings The State salary law in effect in 1949 set a minimum of $1,500 for teachers with the lowest grade of certificate, one of $1,700 for those with a bachelor’s degree, and a floor of $1,800 for those with the master’s degree. However, the estimated average annual salary of secondary classroom teachers for 1948-49 was $2,530; for elementary teachers, $1,843. These averages were about $60 or $70 more than the corresponding figures for 1947-48. Earnings o f classroom teachers in both elemen tary and secondary grades for the year 1947-48 were distributed as follows, according to figures from the State Department of Education: Five percent made less than $1,500 a year; Eleven percent made $1,500 to $1,799 a year; Fifty-six percent made $1,800 to $2,399 a year; Twenty-one percent made $2,400 to $2,999 a year; Seven percent made $3,000 to $3,999 a year ; A negligible number made over $4,000 a year. 39 MARYLAND Number of Teachers and Enrollments In 1948-49, Maryland public schools employed about 10,000 classroom teachers, supervisors, and principals to instruct about 310,000 pupils, of whom nearly half were in rural schools. Nearly three-fifths of the teaching staff and four-fifths o f the pupils were in the elementary schools. About 20 percent o f the instructional staff were Negroes. Certification Requirements The minimum educational requirement for regular certification of high school teachers in the State of Maryland is a bachelor’s degree (appli cant must rank in upper four-fifths of class). The college training must include from 18 to 27 semester hours in the major subject field; in special subjects such as music and art, 30 semester hours are required. In addition, 16 semester hours o f education courses, including 5 in practice teaching and observation must be completed. Two years’ teaching experience may be substi tuted for the practice teaching. Applicants for regular junior high school certificates must have completed at least a 4-year college course, including 12 semester hours each of English, social studies, and science; 18 semes ter hours in the major subject field; and 16 semester hours in education, of which 25 clock hours must be practice teaching. The basic requirement for elementary school certificates is a bachelor’s degree in elementary education. Emergency certificates are issued when neces sary to applicants not meeting all the above re quirements. Outlook The great shortage of qualified elementary teachers which developed in Maryland during and since the war is expected to continue for the next few years at least. In-migration plus high wartime birth rates caused greatly increased en rollments in the lower grades, at a time when ex cellent employment opportunities were available for teachers in other jobs, especially in industrial cities such as Baltimore, and in Government work in nearby Washington, D. C. The greatest in creases in enrollments have been in Anne Arun del, Baltimore, Montgomery, and Prince Georges Counties. The two latter counties are adjacent to 40 Washington, D. C., and have received added school-age population as a result of the trend for families with children to move into suburban areas. It was estimated that more than 75 percent of the State’s increase in enrollments occurred in these four counties in 1947. In addition to the need for teachers to handle increased enrollments in the elementary schools (grades 1 to 8) and to replace many of the emergency teachers (about 950 emergency certifi cates were issued in 1948-49), there is an annual need for many teachers to fill vacancies caused by deaths, retirements, and other withdrawals from the profession. In 1948-49, as many as 750 elementary teachers (or 13 percent of the staff) were estimated to have been needed to replace such losses. The demand for teachers in 1949-50 is expected to be at least as great as in the previ ous year. To meet the needs, only 150 elementary teachers (including 46 Negroes) were expected to be graduated from Maryland institutions in 1949; this is about the same number as completed train ing in 1941, when the demand was considerably less. A good many teachers are being drawn from other States, especially those in the South; how ever, since shortages at the elementary level exist all over the country, it is doubtful if enough qualified personnel for all jobs in this State can be supplied in the next few years. The number of elementary teaching positions will probably increase until the mid-1950’s. En rollments in the elementary schools are expected to continue to rise until about 1955-56, when they may reach a point about 115,000 above the 1948-49 level. To provide enough teachers for these additional pupils, on the basis of one for every 30 students, about 3,800 new positions would have to be filled during the 7-year period. I f the replacement rate should remain about 13 percent, approximately 1,250 teachers may be needed annually in the mid-1950’s to replace those withdrawing from the profession. Enroll ments are expected to decrease somewhat in the latter part o f the decade, but replacement needs may well continue to be over 1,000 per year. The teacher supply and demand situation is more nearly in balance in the high schools (grades 9 to 12) than in the lower grades. En rollments are expected to increase only slightly for the next few years and few new teaching positions will be created; therefore, secondary teachers will be needed chiefly as replacements for those leaving the profession in the State. In 1948-49, it was estimated that 750 or 17 percent o f the high school teachers had to be replaced; the number may be this high in 1949-50. To meet this demand, the teacher-training institutions in Maryland expected to graduate about 530 high school teachers (including 110 Negroes) in 1949 —as compared with 370 in 1948 and 320 in 1941. The new graduates, plus the large number of teachers coming from other States where an oversupply of secondary school personnel is already evident, are expected to provide enough teachers in most subject fields. Teachers of science, mathe matics, music, and industrial arts may still be in short supply. Considerably expanded opportunities are antici pated in Maryland high schools after about 1954. Beginning about that time, enrollments in grades 9 to 12 are expected to increase rapidly. They will have an upward trend till the end of the decade and beyond, with the greatest increases occurring about 1956 to 1958; on the basis of 25 students per teacher, over 1,000 new teachers would be required during this 2-year period to take care o f the increased enrollments. From 1958 to the end of the decade, between 200 and 300 additional teachers may be needed annually. The replacement rate will probably decline from the 1949 figure, but even at a 10-percent rate about 600 new teachers would be needed annually as replacements in the last part of the 1950 decade. Earnings Maryland’s State-mandated minimum salary schedule for 1948-49 provided a starting sal ary of $2,200 for degree teachers, plus annual increments o f $100 each. The maximum in 1952-53 will be $3,800 after 17 years’ experience. Ten counties and the city of Baltimore have higher schedules. Their starting salaries for degree teachers ranged from $2,300 to $2,600 in 1948-49. By 1952-53, the maximum in these districts will range from $3,900 to $4,700. The full salary schedules for teachers in Balti more and in Allegany and Prince Georges Counties were as follows in 1948-49: Annual salary Educational preparation B A L T IM O R E Minimum Increments Maximum « 2 years $2,200 3 years 2,400 9 @ $200 $4,000 200 4,200 9 @ 4 years 2,600 10 @ 200 4,600 5 years 2,800 10 @ 200 4,800 6 years 3,000 10 @ 200 5,000 Without degree 2,200 13 @ 100 3,500 Bachelor’s degree 2,400 13 @ 100 3,700 Master’s degree 2,600 13 @ 100 3,900 1,800 11 @ 100 2,900 3,100 ALLEGANY COUNTY b P R IN C E GEORGES C O U N T Y c Provisional certificate__ 2d grade certificate____ 2,000 11 @ 100 1st grade certificate____ 2,200 16 @ 100 3,800 Bachelor’s degree 2,400 16 @ 100 4,000 Master’s degree 2,600 16 @ 100 4,200 a Additional training is required before the third, sixth and final increments are given. No increment is given in the tenth year of service to teachers with less than 4 years’ of prepara tion. 6 No increment is given in the second year of service. Bache lor’s degrees are required of new applicants. In 1949—50, maxi mum salaries will be $100 higher than the schedule shown; in 1950-51, they will be $200 higher. c Increments are given only to teachers who are rated firstclass ; all teachers are rated second-class until they have taught at least 2 years in Maryland public schools. MASSACHUSETTS Number of Teachers and Enrollments Certification Requirements Massachusetts public schools employed about 24,000 classroom teachers, principals, and super visors to teach approximately 590,000 pupils in 1948-49. About 73 percent of the pupils and 67 percent of the teachers were in elementary schools. An exceptionally high proportion (al most 90 precent) of the public school teachers were in urban schools. The city of Boston em ploys about 4,000 classroom teachers. Massachusetts has no State-wide certification system. However, a bill to establish certification was introduced in the Massachusetts Legislature in 1949. Local school districts usually require 3 years of college training for elementary teaching. Junior and senior high school teachers are usu ally required to have 4 years of college, including 12 semester hours of professional education 41 courses. I f qualified teachers are not available, persons unable to meet these standards are hired on a temporary basis. Outlook Well-qualified elementary teachers should have good employment prospects in Massachusetts in the near future, though the need for them is likely to be less acute than in most other States. The Massachusetts Department of Education re ports that an adequate number of elementary teachers will be available for the 1949-50 school year. The number of college students completing education courses in the State will probably be within a few hundred o f the total number needed to replace withdrawals and handle increased en rollments. Additional teachers may be obtained by employing more married women and by re training high school teachers and college gradu ates with training in entirely different fields. During the 4-year period 1948-52, an increase of about 72,000 in elementary school enrollments (grades 1 to 8) is expected. On the basis of 30 pupils per teacher, an average of about 600 new positions would be needed each year to take care of the increased enrollments. From 1,000 to 1,300 additional elementary teachers would be needed annually during this period as replace ments, if 7 percent of the staff retire or leave the profession for other reasons. The supply of elementary teachers will increase also, judging from the current peak enrollments in education courses as reported by the Director of State Teachers Colleges. The peak demand for elementary teachers will probably come in 1953-54 and 1954-55, when an increase in enrollments of almost 60,000 is ex pected to occur. With a pupil-teacher ratio of 30 to 1, this would mean an average of about 1,000 new positions each year. After 1955, en rollments are likely to decrease somewhat; how ever, the number of teachers needed as replace ments, based on an attrition rate of 7 percent, would remain well over 1,000 each year to 1960. A surplus of high school teachers is in pros pect in 1949-50. From 1949 to 1951, enrollments in the high schools (grades 9 to 12) will prob ably decline. Needs during this period will be confined chiefly to the replacement o f teachers who die, retire, or leave the profession for other reasons. Based on an attrition rate o f 5 percent, about 400 teachers would be needed each year for this purpose. The supply o f high school teachers 42 will probably increase a great deal beginning about 1950, because enrollments in teacher-train ing courses in this State are at the highest level since 1927. Starting about 1951, enrollments will climb and extra teachers will be called for to handle newly formed classes. From 1952 to 1959, an increase of about 50,000 pupils is expected; on the basis of 25 pupils per teacher, this would mean an average of about 300 new positions each year. Assuming an attrition rate o f 5 percent, approxi mately 500 additional teachers would be needed annually as replacements during this period. Earnings The estimated average annual salary for sec ondary classroom teachers in 1948-49 was $3,360 ; for elementary teachers, $2,960; for principals, $4,390. The city of Boston, with an average annual salary of $3,771, ranked eleventh among the Nation’s 20 largest cities in this respect. Basic salary schedules for four of the State’s 1argest cities are given below : Annual salary Educational preparation Minimum Increments Elementary and junior high ---------------------------------------- $2,484 10 @ $144 Senior h ig h ------------------- 2,916 bo sto n , Maximum 1949-50 F A L L R IV E R , 13 $3,924 @ 144 4,788 1949-50 Less than 4 years of college ----------------------- 2,280 8 @ 120 3,240 Bachelor’s degree---------- 2,280 10 @ 120 3,480 2,280 12 @ 120 3,720 2,250 2 1 250 224 2,974 Master’s degree -----------LOW ELL, 1948-49 Elementary and junior high Senior high @ @ 2,250 3 @ 1 @ 250 200 3,200 2 years 2,116 9 @ 100 3,016 3 years 2,266 11 @ 1 @ 100 50 3,416 4 years 2,416 14 @ 100 3,816 5 years 2,566 16 @ 1 @ 100 50 4,216 2,716 17 @ 100 4,416 S P R IN G F IE L D , 6 years _ 1948-1949 a — _ ° A cost-of-living adjustment of $208 was added to scheduled salaries for Springfield in 1948-49. Four years’ training is re quired of new applicants. MICHIGAN Number of Teachers and Enrollments This State had about 23,000 teachers and 740,000 pupils in the public elementary schools dur ing the school year 1948-49. The public high schools employed about 13,300 teachers for their 213,600 students. Certification Requirements Graduation from a 4-year college course is re quired for the standard teaching certificate. Can didates for the certificate must have completed 20 semester hours of professional education courses, including at least 5 in student teaching. In ad dition, high school teachers must have a total of 24 hours in their major field and at least 15 hours in two minor subjects. A limited certificate to teach in rural schools may be granted to persons who have completed only 2 years o f college work, with 15 hours of professional education courses. Emergency certificates are granted to persons not satisfying these requirements. Outlook A severe shortage of elementary teachers existed in 1948-49 and is expected to continue during the next few years. Michigan education officials estimate that about 2,500 new elementary teachers will be needed in 1949-50 to replace those leaving the profession and that an addi tional 1,000 will be required to handle increased enrollments, if present class size is maintained. About 1,900 more teachers would be required to reduce the average class size to a ratio of 30 pupils per teacher. The shortage was so acute in some districts during 1948-49 that elementary teachers had to teach one grade in the morning and another in the afternoon. The State Super intendent o f Public Instruction reported: “ More than 12,000 elementary school children, not counting those in kindergarten, are attending less than full-day sessions. Classes of more than 50 pupils are not uncommon.” Furthermore, many of the 4,000 teachers who held emergency certifi cates in 1948-49 will need to be replaced. The supply of students from Michigan’s col leges completing courses qualifying them for elementary positions was estimated at only about 1,200 in 1949—much less than the number needed. Enrollments in teachers colleges are considerably lower than before the war. Moreover, many of these students do not intend to enter teaching. During the 1950’s, an even larger number of elementary teachers will be needed to handle in creased enrollments (grades 1 to 8) owing to the record number of births during the 1940 decade (1947 births in Michigan were about double the 1933 number ) . On a basis o f 30 pupils per teacher, almost 1,500 new teachers would be needed annually to take care of the increase of about 130,000 in enrollments expected in the 3year period 1952-55. I f an attrition rate of 10 percent is assumed, which is slightly lower than the 1948-49 rate, another 2,800 new elementary teachers would be needed annually during this period just to replace those who leave the profes sion. A t the high school level (grades 9 to 12), there will probably be an oversupply of teachers in 1949-50 in most subject fields, especially English, social science, and men’s physical education; however, additional agriculture, commerce, and home economics teachers will be needed. A p proximately 300 new high school teachers will be needed annually to handle the 25,000 increase in enrollment expected during the next 3 or 4 years, if we assume a pupil-teacher ratio of 25 to 1. Based on an attrition rate of 10 percent, about 1,300 additional teachers will be needed each year to replace those who are lost to the profes sion during this period because o f deaths, retire ments, or transfers to other fields of work. About 2,270 students are expected to complete college courses qualifying them for high school positions during 1949— a considerable increase over the figure of 1,718 for 1948, 629 for 1945, and 1,349 for 1941. Though some of these students do not plan to enter the teaching profession, it is likely that there will be an oversupply in most high school teaching fields in 1949-50. The demand for high school teachers will in crease during the 1950’s, as the peak enrollments pass from the elementary grades to the high school. Assuming that there will be an increase in the holding power o f the school system and a ratio of 25 students per teacher, over 850 new teachers will be needed each year to take care of the 65,000 increase in high school enrollment that is expected in the 3-year period 1955-57. A t the same time (based on an attrition rate of 10 per cent) about 1,600 new teachers will be needed 43 annually as replacements. High school enroll ments are expected to continue to mount during the rest of the decade and in the early 1960’s. Earnings The average salary in Michigan during the 1948-49 school year was estimated at about $3,000 for elementary teachers and $3,600 for high school teachers. Detroit has a single-salary schedule which begins at $2,983; holders of the bachelor’s degree may eventually work up to $4,583, while those who have earned the master’s degree may reach $4,708. In 1948-49 the average teaching salary in Detroit was $4,381, third high est among the Nation’s 20 largest cities. MINNESOTA Number of Teachers and Enrollments Minnesota’s public elementary schools had about 12,000 teachers and 327,500 pupils in 194849. The public high schools employed about 8,500 teachers for their 172,500 students. Certification Requirements Graduation from a 1-year normal training course is required for a certificate valid in rural schools, while completion of a 2-year college course is required for the urban elementary certi ficate. To obtain a high school certificate, an ap plicant must hold a bachelor’s degree from the Education Department of the University of Min nesota, one of the State teachers colleges, or an educational institution with a similar curriculum. Emergency licenses have also been granted to certain persons who do not satisfy these require ments. Outlook There was a severe shortage of elementary teachers in Minnesota in 1948-49, and no sub stantial improvement in the situation appears likely in the next few years. Elementary enroll ments are increasing; on the basis of 30 pupils per teacher, an average o f about 400 new teach ing positions are likely to be needed annually in the next 2 or 3 years. A large number of new teachers is needed each year just to replace those who leave the profession; approximately 2,300 quit teaching after the 1947-48 school year. The State Department o f Education estimates that the attrition rate was about 18 percent in that year. In addition, some of the teachers hold ing emergency licenses may be replaced by fully qualified personnel. In contrast, the number of students completing courses during 1949 which would qualify them for elementary positions has been estimated at 960. This figure compares with 922 in 1948, 777 in 1945, and 1,337 in 1941. The demand for elementary teachers will reach 44 its peak near the middle of the 1950 decade. Based on a ratio of 30 pupils per teacher, an average of about 800 additional teachers would be needed each year to handle the increase in enrollment that is expected between 1952 and 1954. Even though the attrition rate declines during this period, this would probably be offset by the increase in the size of the teaching force. Thus, as many annual replacements would be needed as were required in 1947-48. It appears that a total of over 3,000 new elementary teach ers is likely to be needed annually during this period. In contrast to the elementary situation, there is expected to be a surplus of high school teachers in many fields in the fall of 1949. However, in 1949-50 there will probably still be a shortage o f persons qualified to teach home economics, agri culture, commercial subjects, and women’s physi cal education. About 870 new high school teachers were hired in 1948-49, mostly as replacements. It is expected that a similar number of new teachers will be needed in 1949-50 to replace those leaving the profession. The number of persons taking college courses preparing them for high school positions has in creased considerably in recent years. Approxi mately 2,000 students completed courses in 1949 entitling them to standard teaching certificates, as compared with 1,553 in 1948, 1,037 in 1947, 657 in 1945, and 1,217 in 1941. However, some of these students will not enter teaching. A survey by the State Department of Education indicates that about 30 percent o f the students who completed teacher-training courses in 194748 were not teaching in Minnesota the following year; about 12 percent were teaching in other States, 7 percent were continuing their education, 8 percent were otherwise employed, and 2 per cent had married and left the labor force. Never theless, the supply of high school teachers exceeds the prospective demand, and there will probably be a surplus in most subject fields during the next 2 or 3 years. During the late 1950’s, as the peak enrollments pass from the elementary grades to high school, there will be an increased need for high school teachers. Based on a ratio of 25 students per teacher, it is estimated that an average of about 300 additional high school teachers will be re quired each year to take care o f the expected increase of over 20,000 in high school enrollments betwen 1954 and 1957. High school enrollments will continue to climb during the early 1960’s, though at a slower rate. The expansion of the teaching force will tend to increase the number of new teachers needed yearly for replacements. I f the attrition should continue at the same rate as in 1947-48, approximately 1,000 or more new teachers would probably be needed as replace ments beginning about 1954. Earnings The average teaching salary in Minnesota was about $2,300 for elementary teachers and $2,850 for high school teachers in 1948-49. The State Division of Teacher Personnel reports that in rural schools the median salary was about $215 a month, with one out of 12 teachers receiving less than $180 and one out of seven $250 or more. In cities having a population of over 2,500 about 15 percent of the classroom teachers earned over $4,000 per year; about 36 percent earned from $3,000 to $4,000 per year; only about 18 percent were paid less than $2,400 per year. Minneapolis had a single-salary schedule under which, in the calendar year 1948, holders of the bachelor’s degree began at $2,400 and could work up to $4,400. Those with a master’s degree had a minimum of $2,600 and a maximum of $4,600, and holders of the Ph. D. began at $2,800 and ad vanced to $4,800. In 1948-49, the average salary in Minneapolis was $3,897; only 8 of the Nation’s 20 largest cities had higher averages than this. St. Paul also has a single-salary schedule ; in 1948, the beginning salary was $2,000 for holders of the bachelor’s degree and the maximum salary was $3,500. The minimum salary for those with a master’s degree was $2,200 and the maximum was $3,700. Minimum and maximum salaries for holders of the doctor’s degree were $2,400 and $3,900, respectively. Duluth’s teachers are also under a single-salary schedule. In 1948-49 hold ers of the bachelor’s degree began at $1,800 and could work up to $3,000; teachers with a master’s degree started at $2,000 and could work up to $3,200. A cost-of-living adjustment of $852 was added to the scheduled salaries in Duluth in 1948-49. MISSISSIPPI Number o f Teachers and Enrollments The public school system had about 15,565 classroom teachers, principals, and supervisors in 1948-49; four-fifths were in rural schools. The elementary schools employed 10,915 teachers for 466.000 pupils ; about 5,514 of these teachers and 250.000 o f the students were Negroes. Secondary schools had 3,615 teachers and 77,600 pupils; 650 teachers and 17,000 students were Negroes. Certification Requirements To qualify for the regular elementary certifi cate, one needs a minimum of two years’ credit from an accredited college, including 8 semester hours in elementary education courses. For the secondary certificate, one must be a graduate from an accredited college or university, with 18 semester hours credit in education courses ; 12 semester hours each in English, social science, and physical sciences (including mathematics) ; and 6 hours in physical education and health. Addi tional requirements for teaching academic sub jects range from 12 hours for a foreign language to 27 hours for science. The minimum age for teacher certification is 18 years. Emergency certificates may be issued, when necessary, to persons with considerably lower qualifications. Outlook Employment prospects for qualified elementary teachers will be excellent over the next few years. Teachers are needed to take care of the increasing enrollments resulting from the high birth rates of the early 1940’s, as well as to re place many o f the persons teaching on emergency certificates (700 such certificates were issued in 1948^9). Moreover, it is estimated that about 1,325 teachers, or 12 percent of the elementary staff, leave teaching in the State annually and 45 must be replaced. Slightly over half of the above demands are for Negro teachers. That the supply o f teachers is inadequate to meet the demand is indicated by the fact that only 270 white and 389 Negro students were expected to complete prepa ration for elementary certification in the State in 1949. Employment of elementary teachers will prob ably continue to rise for at least the next 6 or 7 years. Enrollments at this level (grades 1 to 8) will increase each year until about 1956-57 when they may be 75,000 higher than in 1948-49. On the basis o f 30 pupils per teacher, the in creased enrollments would require 2,500 addi tional teaching positions over the 8-year period. I f the replacement rate should remain approxi mately 12 percent, the number of new teachers needed annually would increase to about 1,600 in the mid-1950’s. Even after 1957, when enroll ments are expected to decrease somewhat, the total number of new teachers needed annually will probably be in excess o f 1,000 for several years. High school (grades 9 to 12) needs for teachers in the next 3 or 4 years will be primarily as re placements for those who leave the profession, since enrollments are not expected to increase sub stantially during this priod. The number of re placements needed is estimated at about 400, or 10 percent of the secondary teaching staff. There were a few high school teaching vacancies and about 100 teachers employed on emergency certi ficates in 1948-49, but the supply for 1949-50 will be sufficient to fill most of the demands. In 1949, teacher-training institutions in the State expected to graduate 1,040 students qualified for secondary school teaching (including 110 Negroes), as com pared with 1,047 in 1948 and 687 in 1941. While the supply of teachers appears to be adequate in most fields, it is likely that there will still be a shortage in some special subjects, particularly science, commerce, and home economics. About 1952-53, high school enrollments and the number of teaching positions needed will be gin an upward trend which will persist through out that decade. By 1959-60, enrollments may be 38,000 higher than in 1948-49; on the basis o f a ratio of 25 pupils per teacher, this rise would re quire some 1,500 additional teaching positions. I f the replacement rate for high school teachers in Mississippi remains approximately 10 percent, the number o f new teachers needed as replace ments for the expanded staff would be about 550 per year in the late 1950’s. Earnings Elementary and secondary teachers had aver age annual salaries of $1,125 and $1,775, respec tively, in 1948-49. The average salaries for teachers and administrative personnel during 1948-49 were as follow s: White Superintendents Negro $3,663 $1,720 Principals 3,109 1,816 Vocational teachers 2,492 1,728 Supervisors 2,588 2,194 High school teachers 1,937 1,050 Elementary teachers 1,617 613 MISSOURI Number of Teachers and Enrollments Approximately 17,000 teachers were employed in Missouri elementary schools in 1948-49 to teach about 500,000 pupils. The high schools employed about 6,400 teachers for their 150,000 students. Over a fifth o f all students and more than a fourth of the teachers were in rural districts. Certification Requirements For a 5-year State certificate to teach in junior or senior high school, a bachelor’s degree is re quired. The training must include certain general academic courses; at least 18 semester hours in professional education, of which 5 were in prac tice teaching; and a specified number of hours 46 (at least 24 in most cases) in the subject-matter field in which the teacher wishes to specialize. Five-year certificates may be converted into per manent certificates after 3 years of satisfactory service. For a 5-year State elementary certificate, the candidate likewise needs a bachelor’s degree, with 18 hours of education including 5 in practice teaching. The course requirements are geared to the elementary teaching level. As in the case of secondary certificates, the 5-year elementary certificate may be made permanent after 3 years of service. Besides these types of permits, a 2-year certifi cate is issued for elementary teaching. This is the lowest-grade regular State certificate ; to ob tain it, one must have completed at least 60 se mester hours of college work, including 10 hours o f education o f which 2 were in practice teach ing. This certificate is valid for only 2 years and, in order to renew it, the teacher must complete at least 5 additional hours of college work. Emergency State certificates are issued to teachers not meeting the above requirements when sufficient fully qualified teachers are not available. These certificates are valid for only 1 year; for renewal, it is necessary to complete 5 more semester hours of college work. In addition, three grades of county certificates are issued either on the basis of examinations in a wide range of subjects taught in elementary schools or to those who have earned credits in similar subject areas at Missouri colleges. Outlook This is another State in which a continuing, severe shortage of qualified elementary teachers is expected in the next few years. The number of students completing training for elementary teaching at Missouri institutions in 1949 has been estimated at about 556. This is only a small fraction of the number that will probably be re quired in 1949-50 to meet normal replacement needs—which in 1948-49 amounted to about 10 percent of the elementary teaching force (or roughly 1,700). Furthermore, a few hundred ad ditional teachers will be needed in 1949-50 to handle expanding enrollments. Because of the personnel shortage, about 1,100 emergency per mits had to be issued for elementary teaching in 1948-49; very likely, the number will be similar in 1949-50. Replacement of all emergency teach ers with personnel holding regular certificates will be impossible in the near future; however, the State Department of Education anticipates that many such teachers will take additional summer school training each year and thus qual ify before long for higher-grade certificates. Demand for elementary teachers will remain high at least until the late 1950’s. Elementary enrollments (kindergarten through grade 8) are expected to keep on increasing until about 1955, when they may be about 125,000 above the 194849 level. On the basis of 30 pupils per teacher, this increase would mean a need for about 4,200 new teachers over the 7-year period; between 1952-54, when the greatest influx of pupils is expected, as many as 800 to 1,000 additional teaching positions may be needed yearly. After 1955-56, enrollments will probably decline, and the demand for teachers will once more be limited, in general, to replacements. Assuming that the attrition rate continues to be 10 percent, over 2,000 teachers would probably be needed annually to fill vacancies in the middle and late 1950’s. These estimates do not take account of the trend toward consolidation of rural schools, which over the long run, will probably tend to reduce the need for elementary teachers some what. Improvement of the roads, especially in the northern part o f the State, would greatly facilitate consolidations. The supply of high school teachers, unlike that o f elementary teachers, will probably be more than adequate to meet the demand in most subject fields in the near future. Secondary en rollments are expected to decline slowly till 1951, and replacement needs have recently (in 1947-48 and 1948-49) amounted to less than 7 percent o f the teaching force, or not much more than 400 per year. In contrast, the number o f secondary teachers completing training at Missouri colleges in 1949 has been estimated at about 1,160, as com pared with 940 in 1948 and 1,010 in 1941. Even though about one out of every three graduates of Missouri teachers colleges find employment in other States offering higher salaries, the State Director of Teacher Education and Certification estimated in the spring of 1949 that there would be only about two jobs for every three new sec ondary teachers in the State in 1949-50. English and social studies are among the fields where the greatest surplus of teachers was anticipated. However, in certain other fields—including home economics, commercial subjects, and music—a continuing shortage o f teachers is likely in 194950. About 1951, high school enrollments and teach ing staffs are expected to begin a steady upward climb lasting throughout the decade. By 1959, there may be over 50,000 more students in grades 9 to 12 than were enrolled in 1948-49. This means that, over the 11-year period, Missouri school systems would have to create about 2,000 more teaching positions to provide one teacher for every 25 additional students. The most rapid rise in enrollments is anticipated about 1956 to 1958, when the number of new teachers needed annu 47 ally may reach 450 (at the 25 to 1 pupil-teacher ratio). Replacement needs are likely to grow also—to about 550 per year by 1959-60—unless the attrition rate is reduced below the 1947-48 figure. Earnings Elementary teachers had an average annual salary o f about $2,050 in 1948-49; secondary teachers, an average of about $2,900. Both these figures were about $200 higher than the corre sponding averages for 1947-48. Salaries vary widely by size o f community, as can be seen from the following table of average salaries of classroom teachers in 1947-48:8 Size of district Rural district Elementary $1,273 High school — Under 2,500 population 1,480 $2,013 2,500-9,999 population 1,889 2,329 10,000-29,999 population 2,257 2,627 30,000-99,999 population 2,574 2,874 100,000 population and over 3,112 3,896 The 2,800 teachers in St. Louis had an average salary o f about $3,550 in 1948-49. The city had a single-salary schedule which started at $2,400. The number of annual increments varied, how ever, according to the teacher’s preparation. Those without a bachelor’s degree were permitted $200 increments, to bring their maximum up to $3,800; those with a bachelor’s, 9 increments of $200, a $4,200 maximum; those with a master’s degree, 10 increments o f $200 and 1 more of $100, making their top salary $4,500. Kansas City teachers had an average salary of about $3,770 in 1948-49. Under the city’s single-salary schedule, holders of a bachelor’s degree began at $2,400 and might work up to $4,400; teachers with an M. A. degree started at $2,775 and might reach $4,775; for those with a Ph. D., the starting salary was $3,275 and the maximum, $5,275. A ll these college graduates were allowed 16 annual increments o f $125. Teachers not holding college degrees but having 80 or more hours’ credit, also started at $2,400 like those with B. A .’s but were allowed fewer annual increments. To advance on the salary schedule, additional training was required every 4 years for teachers without degrees and every 6 years for teachers with degrees. For teachers with less than 80 hours of training, the schedule specified only that $2,400 should be the maximum salary. MONTANA Number o f Teachers and Enrollments The 1948-49 enrollment of the public schools of Montana was about 100,000— about 25,000 in high schools (grades 9 to 12) and 75,000 in ele mentary schools (kindergarten through grade 8). There were about 1,325 teachers in the 182 high schools and 3,442 teachers in more than 1,200 elementary schools. The teachers of the elemen tary schools were distributed as follows in 194748: 926 one-room schools employed 931 teachers; 96 two-room schools employed 192 teachers; 212 city and town school systems employed 2,319 teachers. Certification Requirements In 1948-49, the minimum educational require ment for a State certificate for elementary school teaching was graduation from a 2-year normal college which gave specific training in the teach 8 State Department of Education, 99th Report of the Public Schools of the State of Missouri, school year ending June 30, 1948, pp. 338-339, Jefferson City, Mo., 1949. 48 ing of elementary school subjects. Teachers trained for secondary school teaching might qualify also for elementary certification by com pleting necessary training in elementary educa tion courses. The minimum requirement for junior and senior high school certificates was a degree from a fully accredited 4-year college, with 16 semester hours in education courses plus a major o f 30 semester hours and a minor of 20 hours in sub jects taught in high schools. Montana has a new certification law which tends to raise qualifications for certificates. By 1955, 4 years’ training will be required of all new teachers, with a fifth year to be completed dur ing the probation period. Many Montana schools, particularly those in cities, require experience or further training in addition to the minimum certification require ments. On the other hand, emergency certificates are issued when necessary to certain applicants who do not meet the regular requirements. In 1949-50, such permits will be issued only to per sons with at least 1 year o f training, except in the case of candidates who held emergency per mits in 1948-49 and took additional training in summer school. Outlook The teacher recruitment problems which existed in 1948-49 are expected to be carried over into 1949-50. In the former year there was an acute shortage of teachers. Almost 800 of the grade school teachers were considered substandard; about half this number were older teachers who had come back to the field after an absence of 5 to 20 years, and the rest had had less than 2 years’ training. Recruitment was particularly difficult in the rural areas, especially where schools were situated in the mountains or out on the prairie, far from any railroad or other means o f transportation. The number of Montana college students who were expected to qualify for the standard ele mentary certificate in 1949 was only about 130. This falls far short of the number who will probably be needed to fill vacancies left by teach ers withdrawing from Montana schools and to teach additional pupils in the lower grades. Un less this deficit can be made up by out-of-State teachers and by substandard teachers who have taken enough training to qualify for a standard certificate, many emergency certificates will have to be issued in 1949-50. During the 1950 decade, demands for elemen tary teachers will become even heavier. Enroll ments are expected to continue to rise at least until 1959-60. In that year at least 18,500 more children will probably be enrolled in the first eight grades than in 1948-49. I f the pupil-teacher ratio were 30 to 1, then this source of employment alone would furnish jobs for over 600 additional teachers during the 11-year interval. The num ber of teachers dropping out is likely to increase with the size of the teaching staff. Assuming a continuation o f the rate of drop-outs which pre vailed in 1947-48 (about 9 percent), over 350 such vacancies would probably occur each year during the late 1950’s. In the high schools, on the other hand, the shortage o f teachers was just about over in the spring o f 1949. The State Department of Pub lic Instruction anticipated an oversupply o f high school teachers in the 1949-50 school year, except in certain fields such as vocational courses, music, and commercial subjects, where the supply was still inadequate. The Montana teacher-training institutions alone expected to turn out 265 new high school teachers in 1949. The number of new teachers taken on will probably be well below this figure. Assuming that drop-outs are about as numerous as in the preceding year, then approxi mately 175 vacancies would have to be filled in 1949-50. Only a few additional teachers will be needed to handle the expected small increase in enrollments. The new teachers employed will probably be better trained than those who were taken on in the recent past. Employment of high school teachers will tend to grow over the long run. Enrollments are ex pected to increase slowly in the near future but to rise more rapidly for a few years after 1954, when the large number of children born in the early war years reach high school age. In 195758, secondary school enrollments are likely to be at least one-third larger than in 1948-49; if one teacher is taken on for every 25 additional pupils, the resulting expansion in staff would amount to almost 300 over the 9-year period. After about 1958, enrollments may fall off slightly and tempo rarily, but they will increase again in the 1960’s. It is possible that the proportion of teachers who have to be replaced each year may decline; how ever, if it should continue at the 1948-49 figure of about 13 percent, then about 200 or more teachers wmuld be needed annually as replacements in the late 1950’s. The estimates of future enrollments and de mand for teachers given above assume a continua tion of the prewar pattern of out-migration. They do not take into account the reclamation project which has been authorized in the State. I f this program cuts down out-migration sub stantially or brings about in-migration, there would be greater increases in enrollments and the demand for teachers would be raised accordingly. Earnings The estimated average annual salary for sec ondary classroom teachers in 1948-49 was $3,210 ; for elementary teachers, $2,600. The following is a basic minimum salary scale suggested for use, with an added cost-of-living adjustment, by the Montana Education Assoc ia tion : 49 Annual salary Educational preparation Beginners Increments 10 @ $60 With full credit for experience 2 years $2,100 3 years 2,250 10 @ 75 3,000 Bachelor’s degree 2,400 12 @ 90 3,480 Master’s degree 2,550 15 @ 105 4,125 $2,700 According to the State Department of Educa tion, schedules based on this standard had been adopted for 1949-50, by over 85 percent o f the schools in Montana. Many school districts pay salaries above the suggested basic schedule. For example, salaries in Billings will be $250 higher in 1949-50 than those provided by this schedule and, in Great Falls, $350 higher. NEBRASKA Number o f Teachers and Enrollments The public elementary schools in Nebraska em ployed about 9,100 teachers to instruct 160,000 pupils during the 1948-49 school year. Over half these teachers were in one-room rural schools. During the 1948-49 school year the high schools enrolled about 63,000 students and employed about 3,400 teachers. A large proportion of the secondary teachers were in small high schools; about two-thirds o f these schools had fewer than 100 pupils. The distribution of high schools by size of the student body in 1948-49 was as fol lows : Number of students enrolled 25 and under Number of high schools 35 26-50 151 51-100 153 101-150 73 151-250 55 251 and over 43 Total 510 Certification Requirements Graduation from a 4-year college course is re quired for the high school teacher’s certificate. At least 18 semester hours in education, includ ing 3 hours o f student teaching, must be com pleted. A total of at least 15 semester hours of college credit must be earned in the major sub ject to be taught. However, only 9 semester hours o f college work are required for a minor teaching field if 3 high school courses have been taken in that subject. A 1-year certificate to teach in rural elementary schools may be granted to persons who have com pleted the teacher-preparation course in an ap proved high school. However, under a law en acted in 1949, holders of this type of certificate 50 must obtain additional training each year, before their certificates may be renewed. A t least 9 semester hours of college work, including 3 hours in education, are required for each renewal. Two years of college work are required for the town and city elementary certificate. Emergency teach ing certificates are granted when school authori ties are unable to find fully qualified personnel. Outlook The severe shortage of elementary teachers which existed in 1948-49, especially in the lower grades in town and city schools, is expected to continue for several years at least. About 1,250 new teachers had to be hired in Nebraska in 1948-49 to replace those who left teaching in the State or to fill new positions created by increas ing enrollments. About the same number will probably be needed annually for the next few years, unless the present replacement rate of around 15 percent drops, as it may if jobs other than teaching become less plentiful. In spite of the great need for elementary teachers, only about 640 persons completed college courses, dur ing the year ending June 1949, which prepared them to teach at this level; this compares with 892 in 1941. To provide the necessary teachers for the immediate future, many with only the high school normal training courses would have to be hired and possibly also many who qualify only for emergency certificates (2,400 such certifi cates were issued in 1948-49). Employment of elementary teachers is ex pected to rise until the late 1950’s. Because of the high birth rates during the 1940 decade, en rollments will continue to increase in the elemen tary schools until about 1956-57, when they may be about 27,000 greater than in 1948-49. The number of additional teachers that will be re quired to take care of the increased enrollments will be influenced by the fact that the State has many small schools which will be able to take care of additional students without increasing the staff. Moreover, the 1949 session o f the legislature passed a bill to encourage consolida tion and reduce the number o f small schools; this may eliminate a few positions. Nevertheless, it appears that at least 800 new elementary teachers will be needed between 1948-49 and 1956-57 just to take care of the additional pupils expected to enroll. In addition, many elementary teachers will be needed to make up for losses to the pro fession owing to death, retirement, or transfer to other fields of work. I f the replacement rate should continue at the 1948 level of 15 percent, the number o f new teachers needed annually in the mid-1950’s will be about 1,300. The demand for high school teachers in the next few years will be largely for replacements inasmuch as enrollments at that level will be de creasing somewhat. In 1948-49 about 400 new high school teachers were hired in Nebraska, About 750 students completed preparation for teaching in the State at this level in 1948, and in June 1949 about 800 students were expected to complete such training. Though many of these persons never enter the teaching profession, an oversupply of high school teachers is developing in some subject fields. However, there were sev eral fields in which additional teachers were especially needed in 1948-49: home economics, music, and commercial work. Beginning about 1955 there will be an increased demand for high school teachers as the peak en rollments pass into high school from the elemen tary grades. Although some o f Nebraska’s small high schools will be able to enroll additional stu dents without increasing the staff, it appears that in the last 3 or 4 years o f the 1950 decade about 50 new high school teachers will be needed each year to take care of the annual increase of 2,500 to 3,000 in enrollments expected in that period. I f the replacement rate for these teachers is about 10 percent, this would mean that nearly 400 teachers would be required annually as replace ments, making the total demand about 450 per year. Earnings Salaries averaged about $1,900 for elementary teachers and $2,600 for high school teachers in 1948-49, according to a survey made by the Nebraska Education Association. The distribu tion o f teachers by salary level was found to be as follows in 436 school districts: Number of teachers Salary Elementary $1,500 and under 73 High school 5 $1,501—$2,000 1,462 24 $2,001—$2,500 1,065 472 $2,501—$3,000 331 1,005 $3,001—$3,500 220 402 $3,501 and over 151 379 The city of Omaha during 1948-49 had about 1,100 teachers on a single-salary schedule which began at $2,250 for those without a degree and went up to $3,780 for holders of the bachelor’s degree. Lincoln also has a salary schedule based on preparation rather than position. The bachelor’s degree is required of new applicants and the beginning salary is $1,900, with increases to $3,050 for those holding only this degree. Teach ers with the master’s degree start at $2,100 and may advance to $3,300. To advance on the sched ule, evidence of professional growth is required every 6 years. NEVADA Number o f Teachers and Enrollments Certification Requirements Nevada has the smallest school enrollment and teaching staff o f any State. The public schools of Nevada employed about 1,200 classroom teachers, principals, and supervisors to teach approxi mately 28,000 pupils in 1948-49. About 75 per cent o f the students and 70 percent of the teachers were in the elementary schools. Because o f a large rural population, over half the elementary schools are one-teacher schools. Minimum educational requirement for a secondgrade elementary certificate, valid for 3 years, is graduation from a 1-year course at the Nevada State Normal School. Second-grade certificates, valid only for 2 years, may be issued to graduates of standard 1-year normal courses in institutions other than the University o f Nevada. Neither o f these types of certificates is renewable. Mini mum requirement for a first-grade elementary 51 certificate is graduation from a, 2-year normal course, equivalent to that given at the Nevada State Normal School, or graduation from a liberal arts course or a science course where the professional training includes 18 semester hours o f education, 4 of which are in methods of teach ing elementary school and 4 in practice teaching in elementary grades. For the junior high school certificate, valid in grades 7, 8, and 9 only, one must have completed 3 years o f college work including 15 hours of education. Ten o f these hours must be training specifically qualifying for teaching in the junior high school and 4 must be practice teaching in the 7th, 8th, or 9th grades. To qualify for the high school certificate, valid for 4 years, it is necessary to hold a bachelor’s degree and to have earned 18 semester hours credit in education, 10 hours o f which must be courses in the secondary field and 4 hours must be in practice teaching. Two years of successful teaching experience may be substituted for prac tice teaching. Graduates of the University of Nevada who have completed the courses pre scribed by the School o f Education are granted high school certificates valid for 5 years. Examinations in Nevada School Law and Con stitutions o f the United States and the State of Nevada are required for all certificates. Emer gency certificates are issued to applicants not meeting all the regular requirements. Outlook The Nevada Department o f Education expects that it will be possible to fill practically every teaching position in the State in 1949-50. Addi tional teachers will be required to take care of an unusually large increase in elementary enrollments caused by the high birth rates o f the early 1940’s and a large amount of in-migration. However, re cent improvement in the retirement system is ex pected to render teaching positions more attractive than in former years. Thus, the number of elemen tary teachers leaving Nevada schools during and after the 1948-49 school year may be smaller than the 200 or so who left the preceding year. Also, the Department o f Education anticipates that more elementary teachers will be drawn from other States. This should help to compensate for the smaller supply available from Nevada institu tions—which expected only 18 students to com plete courses qualifying them for elementary certificates in 1949, compared to 34 in 1948. It 52 seems likely, however, that some positions will have to be filled with emergency teachers in 1949-50, as in the preceding year when 57 emer gency permits were issued. In the long run, a greater number of elemen tary teachers may be needed annually as a result o f rapid enrollment increases. Migration into the State is expected to continue for the next several years, and a larger proportion of the migrants will probably be children of grade school age than of high school age. Another factor in in creasing enrollments is the high birth rates of the postwar years; the children of the peak year of births (1947) will be entering the schools about 1953. This rise in elementary enrollments will probably continue until about 1956-57, when nearly 13,000 more children may be enrolled in grades 1 to 8 than in 1948-49. I f the pupilteacher ratio were 30 to 1, then this source of employment alone would furnish jobs for more than 400 elementary teachers in the course of 8 years. The expansion in staff will tend to bring with it an increase in the number of teachers dying or leaving for other reasons each year; on the other hand, this tendency may be more than offset by efforts to reduce the current high rate of personnel losses (approximately 25 percent of the total elementary teaching staff in 1947-48). In the high schools, the supply of teachers is expected to be adequate in 1949-50. Positions which need to be filled will be mostly those va cated by teachers leaving Nevada schools. In 1948-49 an estimated 50 replacements were needed; a smaller number will probably be needed in 1949-50. Only seven college students (compared with 38 in 1941) were expected to graduate in Nevada in 1949 with qualifications for a regular high school certificate. However, Nevada high schools should be able to obtain more out-of-State teachers in 1949-50 than the preceding year; the new retirement system is expected to attract recruits, and teacher-training institutions in many other States have produced more than enough high school teachers to fill positions in the country as a whole. Beginning in 1950, the number of high school students enrolled will probably increase, first gradually and later rapidly until by 1959-60 there may be over 5,000 more youths in grades 9 to 12 than 10 years before. I f one additional teacher were hired for each 25 of these pupils, staff additions would total at least 200 over the 10-year period. Whether this expansion in staff will lead to an increase in the total number of vacancies which have to be filled each year will depend on how far the drop-out rate is reduced from the current high figure (about 14 percent in 1947-48). mated at $3,250 and for elementary teachers at $2,900. The single-salary schedule in effect in 1948-49 in Las Vegas was as follows : Earnings Less than bachelor’s degree The minimum annual salary for the State was $2,400 as of 1948-49. The average salary for sec ondary classroom teachers in that year was esti Annual salary Educational preparation Maximum Minimum Increments $2,400 7 (a $60 $2,820 Bachelor’s degree 2,600 10 @ 100 3,600 Master’s degree 2,800 10 @ 100 3,800 NEW HAMPSHIRE Number of Teachers and Enrollments About 2,900 classroom teachers, principals, and supervisors were employed in 1948-49 in the pub lic schools of New Hampshire to teach approxi mately 70,000 pupils. About three-fourths o f the pupils and nearly two-thirds of the teachers were in elementary schools. About 400 of the teachers were in Manchester and Nashua. Certification Requirements Minimum educational requirement for a stand ard certificate is the completion of a 4- or 5-year teacher preparation course in a standard collegelevel institution. Training must include 45 se mester hours of professional education courses for the elementary certificate or 21 semester hours for the high school certificate. For either certifi cate, 6 of these hours must be supervised student teaching. However, 3 years of successful teaching experience can be substituted for student teach ing provided the last year o f teaching has been within the preceding 3 years. There are certain additional academic requirements for the high school certificate in the subject fields to be taught, such as 18 semester hours in major field of teach ing and at least 6 semester hours in any subject taught. Emergency certificates are issued when neces sary, to applicants who do not meet regular re quirements. Outlook The shortage o f fully qualified elementary teachers is likely to be more severe in 1949-50 than in the previous year. New Hampshire train ing institutions expected only 24 students to com plete courses in 1949 qualifying them for regular elementary certificates. This is only a small frac tion of the number needed just to replace teach ers leaving the schools each year because of death, retirement, or other reasons. I f the re placement rate for drop-outs is the same as in 1948-49, 12 percent (around 200) o f the elemen tary teaching staff will need to be replaced. Moreover, additional teachers will be sought to handle new classes formed to take care of the increasing enrollments in the lower grades. In stead o f being able to replace those who were teaching on emergency permits in 1948-49 (when about 300 such permits were issued), the elemen tary schools will probably have to hire more teachers not meeting regular certification require ments. Demands for elementary teachers will doubt less become even heavier in future years. Nearly 19,000 more children may be enrolled in grades 1 to 8 by 1958-59, when the peak in elementary en rollments is expected, than were in the schools in 1948-49. Assuming a ratio of one teacher to every 30 pupils, this would call for the employ ment of about 630 additional teachers over the 10-year interval. As the size o f the teaching staff grows, more vacancies will probably occur each year owing to deaths, retirements, or other rea sons. I f the annual attrition rate continues at 12 percent, the number of drop-outs will probably increase to about 300 annually in the latter part of the 1950’s. Some shortages o f high school teachers are anticipated in 1949-50, but not the year after— except, possibly, in a few special subjects. It was expected that 238 students would graduate from high school teacher-training courses in 1949. The supply from this source and out-of-State sources may provide more applicants than the number 53 needed to replace teachers who leave New Hamp shire high schools. This number,, in the previous year, was estimated to be about 150 or 15 per cent of the high school teaching staff; about the same number will probably be needed in 1949-50. Therefore, part of the supply should be available for replacing some of the emergency teachers who were employed in 1948-49 (about 200 emer gency certificates were issued in that year). Home economics, agriculture, and commerce are expected to be the greatest shortage fields. I f the supply of high school teachers keeps up at the 1949 level, the shortages will probably dis appear in most subject fields in another year. En rollment increases in the early 1950’s will be very small and only a few extra teachers will have to be hired for additional classes. An increasing number of high school teachers will be needed as the expanded enrollments of the elementary schools pass into the higher grades during the 1950 decade. As many as 4,700 more pupils may be attending high school by 1958-59 than were enrolled 10 years earlier. I f one teacher were hired for each additional 25 pupils, this would mean about 190 staff additions over that period. I f the rate of teacher with drawals continues to be about 15 percent, the number of replacements needed will be about 175 per year during the last part o f the 1950 decade. Earnings The median salary for classroom teachers in 1948-49 was estimated at $2,760 for secondary teachers and $2,280 for elementary teachers. Minimum salaries of $1,700 for the lowest certifi cate recognized and $1,800 for teachers with a bachelor’s degree have been established by the State Board of Education. The single-salary schedule for Nashua for 1948-49 is shown below. A cost-of-living adjust ment of $260 was added to scheduled salaries. Annual salary Educational preparation No degree 0 Minimum Increments $2,012 3 @ $100 16 @ 50 Maximum $3,112 Bachelor’s degree 2,012 2 @ 1 @ 18 @ 100 200 50 3,312 Master’s degree 2,312 2 @ 1 @ 18 @ 100 200 50 3,612 a Four years’ preparation now required of all new applicants. NEW JERSEY Number o f Teachers and Enrollments The 1948-49 public school enrollment was about 670,000, and the instructional staff num bered about 27,000. Approximately 60 percent of the teachers and pupils were in elementary schools. Eighty-five percent of the teachers were in urban communities. The teaching staffs in the largest urban school systems ranged from around 500 in Bayonne to 2,100 in Newark. Certification Requirements The limited elementary certificate for all grades from kindergarten to 8 is issued to candi dates who meet the general requirements, with respect to health, moral character, and other mat ters and who have a bachelor’s degree from an accredited 4-year college with a teacher-training program equivalent to that of the New Jersey State Teachers colleges. Approximately half of the degree program must be in specified subjects taught in elementary school; approximately onethird in general background courses of designated 54 types; and approximately one-sixth in basic pro fessional background courses in education, psy chology, and related subjects. The program must also include 150 clock hours of approved student teaching. For a limited secondary certificate entitling the holder to teach specified subject fields in grades 7 to 12, a bachelor’s degree is required. The course of study must include at least 30 semester hours in certain general background courses; a minimum of 18 semester hours of professional courses; preparation in two teaching fields, one with 30 semester hours and one with 18 semester hours; and 150 clock hours of approved student teaching. Comparable detailed requirements are made for certificates to teach special subjects (such as art, business education, health, and industrial arts) in the elementary and secondary schools. A limited certificate remains valid for 5 years and may be made permanent on evidence of 3 years of successful experience in New Jersey in the type o f public school work for which the cer tificate was issued. Various types of substandard certificates are issued to certain people who do not meet these qualifications. The provisional certificate can be kept valid by completing each year a minimum o f 6 semester hours toward the requirements for a standard certificate. The temporary limited cer tificate is issued for the most part to teachers re cruited from those who had left teaching. This certificate terminates at the end of the year unless renewed on recommendation of the employer. The emergency certificate is issued upon recom mendation of the county superintendent and terminates at the end of the year unless he re affirms that the emergency continues. Outlook The shortage of elementary teachers will be worse in this State in 1949-50 than in the preced ing school year. According to the New Jersey Department of Education, the unfilled needs in that year were as follows :91 0 To To To To To replace teachers with substandard certificates__1,117 replace temporary substitute tea ch e rs________ 338 fill vacant p o sitio n s_____________________________ 11 reduce oversize c la sse s___________________________ 323 provide additional auxiliary se r v ic e s________ 113 Total ____________________________________________ 1,902 It should be noted that several hundred of the teachers with substandard permits hold provi sional certificates which they can keep valid by earning 6 semester hours credit each year; many o f these teachers will probably not be replaced. On the other hand, additional teachers will be needed to fill vacancies owing to deaths, retire ments, and withdrawals, and to handle the antici pated increase in enrollments. The Department predicts that, even if the schools retain all teach ers on substandard certificates and all temporary substitutes, there will still be a need for 1,672 elementary teachers in the fall o f 1949. It also estimates that the available supply of fully qualified teachers, including not only New Jersey trainees but also those who may be recruited from outside the State, will amount to only 705, less than half the number needed. Elementary enrollments are expected to rise rapidly until 1955-56. Allowing one teacher for every 30 additional pupils expected and estimat 9 How Many Teachers Will New Jersey Need During the Next 10 Years? by Robert H. Morrison, Assistant Commissioner for Higher Education, New Jersey State Department of Education, March 31, 1949. ing the annual replacement need at 1,079, the De partment calculates that the number of new teachers needed yearly will average 1,873 during the period 1949-58. The peak demand will come in the early 1950’s, when enrollments are rising most rapidly. Needs will dwindle after 1956, when enrollments begin to decline and teachers are needed only to fill vacancies. To meet the estimated average yearly need for 1,873 new teachers, the Department suggests an nual quotas from the following sources: State teachers c o lleg es________________________________ 1,100 Other teachers colleges and liberal arts colleges__ 250 Teachers migrating to New Jersey from other States ______________________________________________ 175 Former teachers retu rn in g __________________________ 100 Eligh school teachers retrained and transferred to 200 elementary g r a d e s _________________________________ Other sources ________________________________________ 48 The quota suggested for the State teachers col leges would necessitate a three-fold increase over the number of graduates trained for elemen tary work in recent years; the Department rec ommends that the number of students admitted annually for training in elementary work be in creased to 700 and that an additional 400 be trained for both elementary and high school teaching. In the high schools, an oversupply of teachers is developing in many subject fields. For the next few years? the demand for new secondary teachers will arise primarily from personnel losses owing to death, retirement, or other causes. The Department of Education estimates that about. 515 new teachers will be needed in 1949-50 to make up for such losses (after allowing for the fact that high school enrollments are declin ing and that some vacancies will not have to be filled). Though there were still several hundred high school teachers employed on provisional or other substandard certificates in 1948-49, it was anticipated that many of these teachers would complete the additional courses needed to keep their certificates valid and would not need to be replaced. Thus, the supply of 1,140 new high school teachers which the Department expected would be available in the fall of 1949 (from New Jersey training institutions and other sources) will probably be more than enough to meet the over-all demand. Surpluses of teachers are anticipated in some fields, particularly Eng lish, social studies, and men’s physical education. However, 1949-50 will probably see continued 55 shortages in certain special fields,, including home economics, physical education for women, music, and art. Teachers unable to find high school positions may find employment in elementary schools after a summer of retraining; summer session classes in the State teachers colleges will be available for this purpose. High school enrollments are expected to de cline until the mid-1950’s and then show a de cided increase in the last 3 or 4 years of the decade. Annual teacher requirements will there fore be much higher in the late 1950’s than in the early part o f the decade, when personnel will be needed only as replacements. Taking the 9-year period from 1949 to 1958 as a whole, the Department o f Education anticipates an average annual need for about 664 new secondary teach ers. According to the Department’s estimates, it would be possible to meet this need even if there were a great reduction in the number of students specializing in secondary education at the State teachers colleges. Unless the number is reduced, there will be a continuing surplus of secondary teachers. The Department recommends that only about 200 students be admitted for specialized training in high school teaching each year, though 400 others should receive both secondary and elementary training. I f these recommenda- tions are carried out, it should be possible to meet the present emergency at the elementary level and, later, provide sufficient high school teachers to handle expanding high school en rollments. Earnings A State-mandated minimum salary of $2,200 for the academic year (which must be 180 days) goes into effect September 1,1949. The minimum and maximum salaries for teach ers with bachelor’s degrees provided by the salary guides in the State’s largest school systems were as follows in 1948-49 :10 Number of teachers Minimum salary Maximum salary 2,108 $2,600 $4,600 12 1,360 2,600 5,000 8 Paterson 768 2,000 4,500 17 E lizabeth____ 620 2,000 4,000 14 Camden 594 2,000 3,650 12 Trenton 588 2,500 4,800 — Bayonne 513 1,800 4,350 16 System Newark Jersey City — Number of steps N ote — Newark teachers had an average annual salary of $4,423 in 1948-49. The city ranked second among the Nation’s 20 largest cities in this respect. NEW MEXICO Number of Teachers and Enrollments New Mexico has a larger number of school-age children in proportion to the total population than any other State in the Union; in 1947, it had about 285 children, aged 5 to 17, per 1,000 population. Public school enrollments totaled approximately 142,000 in 1948-49, including about 118,000 elementary pupils and 24,000 high school youths. Instructional staffs totaled 3,000 in the grade schools and 1,400 in the high schools. Nearly three out of every four teachers were in rural schools. The largest of the urban school systems, that o f Albuquerque, had a staff of about 250 classroom teachers in 1948-49. Certification Requirements Minimum educational requirement for the pro fessional elementary certificate is 2 years of col lege work. This must include 30 hours in certain specified academic subjects and 10 hours of pro fessional education courses, 2 of which must be observation and practice teaching. To obtain the 56 “ master” teacher’s elementary certificate one must be a graduate of an approved 4-year college course, with 34 semester hours credit in certain specified academic subjects and 18 hours in edu cation courses, 4 of which must be in supervised teaching. The requirement for the junior or senior high school certificate is graduation from a 4-year col lege course, with 24 semester hours in a major subject, 15 in a minor subject, and 18 in educa tion courses including 4 in supervised teaching. Emergency certificates are sometimes issued to certain applicants who do not meet the above re quirements. Outlook The shortage of elementary teachers which de veloped during and since the war will probably continue in the near future. Most of the demand for teachers in 1949-50 will probably be created1 0 10 New Jersey Teachers’ Salaries, 1948-49 as reported to the Committee on Educational Research. New Jersey Educational Review, October 1948. by deaths, retirements, and losses of personnel for other reasons. It was estimated that in 194849 about 550 teachers were needed as replace ments; the number will probably be about the same in 1949-50. Others will be needed for new classes created to take care of expanding enroll ments. A few will be needed to take the places o f some of the emergency teachers (about 100 emergency permits were issued in 1948-49). One source of supply is the 212 New Mexico college students who were expected to complete require ments for the elementary certificate in 1949. However, the number of applicants from other States may be larger than the number from New Mexico; in 1948-49, many more new certifi cates were issued to out-of-State applicants, chiefly from Oklahoma and Texas, than to ap plicants from New Mexico. Nevertheless, the total supply of fully qualified elementary teach ers will probably not be large enough to meet all the demands. Rising employment of elementary teachers is likely to occur in the years that follow. Enroll ments in grades 1 to 8 will probably not reach their peak until about 1958-59, when 42,000 more children may be enrolled than in 1948-49. The elementary teaching staff would be larger by 1,400 teachers if one teacher were hired for every 30 additional pupils during the 10-year interval. Ah even greater source of job oppor tunities will be the openings created by deaths, retirements, and other withdrawals. I f the at trition rate continues at around 18 percent, as in 1947- 48, the number of replacements needed yearly would increase to almost 800 by the time the peak enrollment is reached. However, the rate is not likely to continue at such a high level; if it should drop to 10 percent, the number of teachers needed at the peak would be about 450 per year. Many facts point to an oversupply of high school teachers in 1949-50 and the following 2 or 3 years. It was estimated that 320 New Mexico students would qualify for standard high school teaching certificates in 1949, and appli cants from out of the State may again outnumber applicants from New Mexico as they did in 1948- 49. The demand for teachers will, no doubt, be far below the supply. Enrollments in grades 9 to 12 will probably decline, so that almost no teachers will be needed for newT positions; in general, demand will be limited to replacements for those who leave the profession in the State. It has been estimated that, in 1948-49, about 200 teachers were needed for this purpose and the same number will probably be required in 194950. There is likely to be keen competition for nearly all jobs especially in the social science, English, and men’s physical education fields. In the long run, greater numbers o f high school teachers will be needed. Beginning about 1952-53, secondary enrollments will have an up ward trend which will continue throughout the rest of the decade. By 1959-60, perhaps 11,000 more youths will be enrolled in high school than 11 years before. Assuming a pupil-teacher ratio of 25 to 1, about 440 new teachers would have to be taken on to handle the additional pupils. The demand for teachers as replacements for those who die, retire, or withdraw for other reasons will also tend to rise. I f the rate of with drawal should continue at the 1947-48 figure o f 14 percent, then annual withdrawals would pro duce about 250 vacancies in the late 1950’s. However, this rate is likely to drop. Earnings The average salary for 1948-49 was estimated at $3,550 for secondary classroom teachers and $2,950 for elementary teachers in the State as a whole. The basic salary schedules in effect in Albu querque and Santa Fe in 1948-49 were as follow s: Annual salary Educational preparation Minimum Increments « $2,400 b 12 @ $100 60 5 @ Maximum A LB U Q U E R Q U E Bachelor’s degree Master’s degree « 2,600 b 12 @ 5 @ 100 60 $3,900 4,100 S A N T A FE 1 2,400 20 @ 60 3,600 4^3 years 2,460 20 @ 60 3,660 4% years 2,520 20 @ 60 3,720 Master’s degree 2,600 1 @ 19 @ 220 60 3,960 Bachelor’s degree 1 Figures given are exclusive of cost-of-living adjustment of $240 added to scheduled salaries in 1948-49. a Actual beginning salaries in 1948-49 were $2,640 for teachers with bachelor’s degrees, and $2,840 for those with master’s degrees. b Additional training is required every 5 years to advance on the schedule. 57 NEW YORK Number of Teachers and Enrollments Approximately 76,000 teachers were employed in the New York public school system in 1948-49, according to estimates from the State Education Department. The elementary schools (kinder garten through grade 8) had about 49,000 teach ers for their 1,355,000 pupils; the high schools (grades 9 to 12) had about 27,000 teachers for 560,000 students. Slightly over two-fifths of all the State’s public school teachers were employed in New York City. Certification Requirements For a permanent certificate in New York ele mentary schools, one must have a bachelor’s de gree, with at least 36 semester hours in approved education courses. This latter requirement is one o f the highest made by any State. The 36 se mester hours in elementary education must in clude at least 12 to 15 hours in observation and practice teaching, 8 to 12 hours in teaching methods and materials; 6 to 10 hours in psychol ogy, and 2 to 6 hours in the history, principles, problems, or philosophy of education. The requirements for permanent certificates to teach academic subjects in secondary schools are likewise among the highest made by any State. A bachelor’s degree (or equivalent prepa ration) plus 30 semester hours of approved ad vanced courses are required. The training must include at least 18 semester hours in approved education courses and the following minimum semester hours in the subject fields to be taught : 15 for mathematics; 18 for English, a foreign language, history, biological sciences, or physical sciences; 30 for the romance languages (any tw o), classical languages, social studies, or gen eral science. For all fields except English and the sciences, the specified requirements assume at least 2 units of high school credit in the subject; candidates without such credit must complete 6 additional semester hours o f college work in the field. To teach a modern language, a candidate must pass a written examination, unless he has an M. A. degree in that language; for permanent approval as a language teacher, he must pass an oral examination. Comparable, detailed requirements are made for certificates to teach special subjects (such as art, music, home economics, or physical educa tion) in either elementary or secondary schools, 58 and industrial arts, trades, or technical subjects offered in vocational schools. Temporary certificates are issued to applicants not meeting all the regular specifications, when fully qualified candidates are not available. Outlook The total number of teaching positions in New York’s elementary schools will probably increase each year until the mid-1950’s. Elementary en rollments (kindergarten through grade 8) are expected to grow until about 1955, when they may be more than 400,000 greater than in 1948-49, according to estimates by the State Education Department which are described as conserva tive.11 The Department further estimates that the number o f elementary teachers, supervisors, and principals needed will increase by about 14,000 in the 6-year period from 1948-49 to 1954-55. In the late 1950’s, enrollments will de cline, but the expanded teaching force will tend to bring with it a corresponding expanded need for personnel to replace those dying, retiring, or withdrawing from the teaching force. I f an at trition rate of 6 percent is assumed, the number of elementary teachers needed annually as re placements would probably average about 3,600 or 3,700 in the last half of the decade, as com pared with about 2,900 or 3,000 in the next couple of years. In addition, qualified teachers will be needed in the near future to replace some of the holders of temporary certificates; according to an estimate by the New York State Teachers Association, about 1,700 such certificates were issued for elementary teaching in 1948-49, mostly in rural areas where the personnel shortage is particularly acute. The supply of fully qualified, new elementary teachers is expected to fall far short o f the needs, at least in the next couple of years. The number of people completing training for elementary teaching in 1949 in all New York colleges, except New York University and Columbia’s Teachers College, has been estimated at only 1,680, and not all these graduates will enter teaching in New York. Though the State teachers colleges will have somewhat larger graduating classes in 1950 than in 1949, no end to the employment o f teachers with only temporary certificates is yet in sight.1 11 Soper, Wayne W., How Many Public School Teachers Does New York State Need? The State Education Department, Albany, New York, April 25, 1949, pp. 12-14. In contrast to the shortage of elementary teachers, an oversupply is anticipated in most high school teaching fields, at least in the next couple of years. Enrollments in the secondary schools have recently been decreasing, and they will probably continue to do so until about 1951. The demand for new high school teachers will therefore be limited largely to replacements dur ing this period; on the basis of a 6 percent attri tion rate, about 1,500 would be needed annually in the next couple of years to take the place of teachers dying,, retiring, or withdrawing from the profession. In contrast, the number of people completing training for secondary school teach ing in New York in 1949 is estimated at approxi mately 3,380, not counting graduates of New York University or Columbia’s Teachers College. The competition for jobs is likely to be especially great in such fields as English, social studies, and men’s physical education. On the other hand, 1949-50 may see a continued shortage of teachers in a few fields, such as home economics and voca tional agriculture. Expanding employment opportunities are ex pected in secondary schools after 1952. About that time, high school enrollments will begin to increase, and they will have an upward trend into the 1960’s. According to estimates by the State Department o f Education, they may be about 200,000 higher in 1959-60 than at the low point reached early in the decade. The Department’s estimates also indicate an average annual need for about 900 additional high school teachers, supervisors, and principals during the last 7 years o f the decade. The number of teachers needed annually as replacements, with an attrition rate of 6 percent, would probably average about 1,600 or 1,700 during this period and might be as high as 1,900 by 1959-60. Earnings Median annual salaries of classroom teachers outside New York City in 1948-49 were about $2,725 in elementary schools and $3,248 in sec ondary schools. Only 25 percent of the ele mentary and 5 percent of the secondary school teachers made less than $2,400. New York City salaries for classroom teachers in 1948-49 aver aged $4,630—higher than in any large city in the country. Under the State minimum salary schedule in effect in 1948-49, salaries started at $2,000 in dis tricts with eight or more teachers and less than 100,000 population (except in Nassau and West chester Counties) ; at $2,200 in those with 100,000 to 1,000,000 population and all districts in Nassau and Westchester Counties; and at $2,500 in still larger districts (that is, New York City). Annual salary increases are provided, but at specified intervals teachers may be required to meet cer tain qualifications and be moved to a higher pro motional level to receive further increments. The maximum salaries provided for those with less than a master’s degree under the State schedule were $4,100, $4,510 and $5,125, respectively, in districts of the three sizes specified above. Teach ers holding master’s degrees or having 30 se mester hours o f graduate credit are entitled to a salary differential of $200. In rural districts employing less than eight teachers, the minimum rate for beginners is $2,000 a year. The State law makes no provision either for higher rates for teachers possessing graduate degrees or for automatic yearly in creases in these districts. NORTH CAROLINA Number of Teachers and Enrollments The public e le m e n t a r y school system employed about 20,000 classroom teachers, principals, and supervisors for the 692,000 pupils enrolled in the 1948-49 school year. High schools employed nearly 7,000 teachers; approximately 170,000 pupils were enrolled. The high school teaching force includes about 400 home economics teachers and 100 trade and industrial subjects teachers. About one-fourth of all the public school teachers were in schools for Negroes. There were under 600 one-teacher public schools in operation, with average daily attendance of nearly 16,000 pupils, about 12,000 of whom were Negroes. Certification Requirements Graduation from a standard 4-year college is required for a class A elementary or high school certificate; the high school certificate is required for grades 9 to 12 and may be used in grades 7 and 8. For the class A elementary certificate, one requirement is 21 semester hours of profes sional education; for the class A high school certificate, 18 semester hours. As of July 1, 1950, there will be some changes in the specific require ments. Emergency teachers who do not meet 59 regular requirements are employed when neces sary. Outlook The shortage of qualified elementary white teachers in the State—evidenced by the approval in 1948-49 of about 1,200 teachers not meeting regular requirements—is expected to continue for at least the next few years. Greatest shortage is in the rural, white, one-teacher schools. Over 500 new teachers are needed each year to replace those who leave the profession in the State. In creasing enrollments resulting from high birth rates (1947 births were 30,000 above the 1940 figure) will require additional teaching positions, and many of the teachers now employed on emer gency certificates will be needed to be replaced. There would be further need for teachers if the 1948-49 pupil-teacher ratio of nearly 35 to 1 were reduced to the more desirable 30 to 1 ratio. The demand for white elementary teachers is far in excess o f the supply; training institutions in the State prepared only 238 white graduates for ele mentary teaching in 1949. The supply of Negro teachers exceeds the demand in most localities; 456 graduated from training institutions in the State in 1949. The replacement rate is much lower for Negro than for white teachers and con siderable competition for positions is expected during the next few years. Employment of elementary teachers will have an upward trend along with enrollments, until about 1957-58 when about 159,000 more students may be enrolled in grades 1 to 8 than in 1948-49. On the basis of 30 pupils per teacher, this in crease in enrollments would require 5,300 addi tional teaching positions or an average of over 650 annually. The greatest increase in any single year will occur about 1954-55, when about 1,000 more teaching positions may be needed than in the preceding year. After 1957-58, the demand for new teachers will be limited, in general, to re placements. However, owing to the expanded teaching staff, the number of vacancies to be filled each year will probably be much larger than at present—perhaps higher than 1,700. In high schools, new teachers will be needed for the next 3 or 4 years, largely to replace some of the 150 now employed on emergency certifi cates and to fill vacancies created by deaths, re tirements, and other losses to the profession. The normal replacement need is estimated at about 500 annually. In 1948-49, teachers already ex 60 ceeded the demand in many subject fields, par ticularly physical education, social science, and English; however, there was some shortage o f science and industrial arts teachers in white schools. In 1949, over 2,000 new graduates o f North Carolina colleges qualified for high school teaching, 350 more than in 1948 and 750 more than in 1941. The outlook is for an overall sur plus of high school teachers at least for several years. Competition among Negro teachers will be especially sharp. About 1953, high school enrollments will be gin to expand, increasing by approximately 62,000 between 1948 and 1960. Assuming a ratio of 25 pupils per teacher, this gain would require a third more teachers than were employed in 1948-49. Earnings Average annual salaries in the State for 194849 were estimated as follows : White teachers Negro teachers Elementary $1,919 $1,999 High school 1,942 1,939 The State salary schedule for 1949-50 is shown below. This schedule reflects an increase of about one-third in the appropriations for 1949-50 and 1950-51 over the previous appropriation. State minimum monthly salary schedule for 1949-50 (9 months) Type of certificate Experi ence in years A 0 1 9 R 4 5 a 7 8 9 10 11 12 Elementary Class 6 Gradu ate a $258 265 273 281 289 297 305 314 323 332 341 $229 234 239 245 251 258 265 273 281 289 297 B $204 209 214 219 224 229 234 C $165 170 175 180 185 190 A $153 157 161 165 169 B $141 146 151 156 Non standard $120 306 a Applies to both elementary and secondary teachers who have the master’s degree. b Primary, grammar grade, and secondary. In some areas, particularly in cities, the State schedule of salaries is increased by a local sup plement. For example, in Asheville 10 percent was added to the State schedule in 1948-49, in Durham 20 percent was added, and in Greensboro the supplement was approximately 20 percent. NORTH DAKOTA Number of Teachers and Enrollments The public elementary schools employed about 4,600 classroom teachers, principals, and super visors and had 87,500 pupils enrolled in 1948-49; secondary schools employed 1,860 teachers for 27,000 enrollments. Less than 1,000 o f the teach ers were in schools in cities o f 2,500 or more population; about 2,800 were in one-teacher schools. Certification Requirements Minimum requirements for the professional elementary certificate are graduation from a 2year teacher-training course o f 64 semester hours, with 16 hours in professional education includ ing 3 in student teaching. Lower-grade certificates are the “ first-grade elementary certificate,55 for which graduation from a 1-year teacher-training course o f 48 quarter hours is required, and the “ second-grade elementary certificate,55 which is issued on the basis o f examinations held once a year and quali fies the holder o f the certificate for teaching in rural schools unless a higher grade of certificate is required by local authorities. Requirements for a professional high school certificate are a bachelor’s degree from an ac credited college or university, 16 semester hours in education of which 3 must be in student teach ing, and specific numbers of hours in the candi date’s major and minor subjects. Special certifi cates are issued for certain subjects, such as art and music. Emergency certificates are issued when neces sary to persons not meeting regular qualifica tions. Applicants for certification must be at least 18 years of age. Outlook Employment opportunities will be very good for elementary school teachers in the near future. For the next 2 or 3 years, such teachers will be needed primarily as replacements for those who leave the profession and for some o f those em ployed on emergency certificates in 1948-49, since enrollments are not expected to increase substan tially in this State until about 1952. The number o f elementary teachers needed to replace those leaving the profession was about 400 in 1948-49, or about 9 percent o f the total elementary teach ing force; it is likely that about the same num ber will be needed in the fall of 1949. In addi tion, there were some 235 elementary teaching va cancies in 1948-49, even though more than 1,400 emergency certificates had been issued. It ap pears that the demand for elementary teachers will exceed the supply in 1949-50, since only 273 students in North Dakota teacher-training insti tutions were expected to become qualified for ele mentary certificates in 1949, as compared with 925 in 1941. Employment o f elementary teachers will prob ably rise somewhat from 1952-53 through 195657, when enrollments in grades 1 to 8 are likely to increase by about 1,600 each year; this gain would require 50 to 75 new teaching positions annually, if an additional teacher is provided for each 30 added enrollments. After 1956-57, enroll ments will probably tend to decrease, and op portunities for teachers will arise chiefly from replacement needs. Openings for high school teachers in the next few years will also be chiefly as replacements for those who leave teaching in the State. These needs were estimated at 300, or about 16 percent of the 1948-49 high school teaching staff, and it is likely that about this many will be needed in 1949-50. A few teachers may also be required to fill positions which were vacant the previous year. However, the teacher-training institutions in the State were expected to graduate 395 stu dents qualified for secondary teaching in 1949; the supply of new teachers should be sufficient to meet the need in most localities, except in a few subject fields. Enrollments and teacher employment in the secondary schools are not expected to increase very much over the long run. By 1959-60, how ever, there may be about 3,000 more pupils en rolled in grades 9 to 12 than in 1951-52. On the basis of 25 pupils per teacher, this increase would require 120 additional teachers over the period. The attrition rate may decline from the 1948-49 rate of 16 percent; if it should decrease by half, about 150 teachers would still be needed annually in the late 1950’s as replacements for those who leave high school teaching in the State. Earnings The estimated average annual salary of ele mentary teachers was $1,550 in 1948-49; for sec ondary teachers it was $1,900. 61 State law set the minimum salary for teachers with the lowest certificate at $900 in 1948-49 and provided a $1,350 minimum for those with a B. A. degree. The single-salary schedule in effect in Fargo in 1948-49 is given below. The figures cited are exclusive of a cost-of-living adjustment of $200. Furthermore, they are for women teachers; men teachers received $300 more. Annual salary Educational preparation Maximum Minimum Increments 2 years $2,000 8 @ $50 3 years 2,100 8 @ 75 2,700 1 years 2,200 8 @ 100 3,000 5 years 2,300 8 @ 125 3,300 $2,400 OHIO Number o f Teachers and Enrollments There were about 24,500 teachers and about 770,000 pupils in the public elementary schools during the school year 1948-49. The secondary schools employed 19,500 teachers for their 391,500 students. Certification Requirements Graduation from a 4-year college course is re quired for the high school teacher’s certificate. The candidate’s training must include 17 semester hours of professional education courses, at least 3 o f which were in student teaching and ob servation, and not less than 15 semester hours in each of three teaching fields. In certain spe cial fields more than 15 semester hours are re quired. Certificates to teach in elementary schools may be granted to persons who have completed only 3 years o f college work. This training must in clude 19 semester hours of education courses, of which 5 were in student teaching. Ohio teacher-training institutions have recently organized a 4-year course which enables a student to obtain certification for both elementary and secondary teaching. The State Supervisor of Teacher Education and Certification feels that a trend is developing toward this type of dual cer tification. Temporary certificates -are granted to persons not having these qualifications when fully quali fied persons are not available. About 80 percent o f the emergency certificates in force during the school year 1948-49 were in the rural schools. Outlook A severe shortage of elementary teachers existed in 1948-49 and is expected to continue during the next 4 years. The Ohio Supervisor of Teacher Education and Certification estimates that during the next 4 years approximately 2,000 new elementary teachers will be needed annually to replace those leaving the profession, that 1,000 62 will be required each year to handle increased en rollments, and that an additional 1,000 should be recruited annually to replace some of those hold ing emergency certificates.12 Thus, a total o f about 4,000 new elementary teachers will be re quired each year. In contrast, the number o f students from Ohio’s colleges completing courses qualifying them for elementary positions was estimated at only 940 in 1949. In the mid-1950’s, an even larger number o f teachers will need to be added to handle increased enrollments in grades 1 to 8, owing to the record numbers of births during the early postwar years (1947 births in Ohio were more than double the 1933 number). On the basis of 30 pupils per teacher, an average of about 2,000 new teachers would be needed annually to take care of the increase of about 230,000 in enrollments expected in the 4-year period 1952-56. I f the attrition rate continues to be approximately 10 percent as in 1948^49, about 3,300 new elementary teach ers would be needed annually during this period to replace those who leave the profession. Competition for high school positions in most teaching fields is expected during the next few years. The demand for high school teachers will then be largely for replacements, since not much increase in secondary enrollments (grades 9 to 12) is expected until 1951-52. It is estimated that about 10 percent of the high school teachers left the profession in 1947-48. I f this rate o f attri tion continues during the next few years, nearly 2,000 replacements will be needed annually. How ever, about 3,280 students from Ohio colleges were expected to complete college courses quali fying them for high school positions during 1949—a considerable increase over the figure o f 2,913 for 1948; 1,287 for 1945; and 1,947 for 1941. 12 Bowers, Harold J., “ Teacher Shortage in Ohio,” Educational Research Bulletin, College of Education, Ohio State University, January 19, 1949, p. 2. There will probably be an over-supply of sec ondary teachers in 1949-50 in most subject fields, with the greatest surplus in men’s physical educa tion. Fields in which a surplus is not anticipated in 1949-50 are agriculture, commerce, science, mathematics, and industrial arts. The demand for high school teachers will in crease during the 1950’s, as the peak enrollments pass from the elementary grades to the high schools. Assuming a ratio of 25 students per teacher, over 1,800 new teachers would be needed to take care o f the 45,000 increase in high school enrollments that is expected in the 2-year period 1956-58. At the same time, if the attrition rate should remain approximately 10 percent, about 2,100 new teachers would be needed annually as replacements. After 1958, enrollments and teacher employment will probably rise more slowly, but a continued upward trend is anticipated at least until 1960. Earnings A survey made by the Ohio Education Associa tion shows that the average teaching salary in Ohio during the 1948-49 school year was ap proximately $2,900, about $140 more than in the previous year. The average for high school teach ers increased by about $120 between the 2 years; that for the elementary teachers, by about $155. H alf of the elementary teachers earned over $2,500 in 1948-49; about 10 percent received less than $2,000 for the year. The median salary for high school teachers was $3,073, with about 13 percent earning less than $2,400. In 92 percent of Ohio’s school districts single-salary schedules are in effect, and an elementary school teacher may expect the same salary as a high school teacher with an equal amount of educational preparation and experience. As would be expected, the teachers employed in city school systems earned considerably more than those in village and country districts. During 1948-49, the median salary in cities was $3,255; in villages, $2,576, and in country districts, $2,387. The city of Cleveland had slightly over 3,000 teachers on a single-salary schedule which began at $2,400. Holders of the bachelor’s degree might eventually work up to $4,200, while those who had earned the master’s degree might reach $4,500. The average salary of all Cleveland teachers was $3,684. In Cincinnati, the minimum salary at the be ginning of the 1948-49 school year for teachers with a bachelor’s degree was $2,300, and the maximum was $4,000. In Columbus, the mini mum salary for teachers with this amount of training was $2,050; in Akron, $2,200; and in Dayton and Toledo, $2,400. OKLAHOMA Number o f Teachers and Enrollments The public school system of Oklahoma em ployed about 17,500 classroom teachers, princi pals, and supervisors and had 505,000 pupils in 1948^49. Only about 6,400 teachers and 220,000 pupils were in urban schools (those in cities or towns with a population of 2,500 or m ore). About 9 percent o f all the teachers and 8 percent of all enrollments were in schools for Negroes. The elementary schools employed approximately 11,100 teachers, principals, and supervisors for some 355,000 pupils. Close to 2,200 elementary teachers were in one-teacher schools. Certification Requirements For the elementary or the secondary life certi ficate, the candidate must have an A. B. or a B. S. degree (124 semester hours), with 18 hours of professional education courses including 6 hours o f student teaching. For the elementary 1-year certificate, 60 semester hours of preparation, in cluding 6 hours in education courses, are needed. Applicants for the high school 1-year certifi cate need 90 semester hours of preparation with 12 hours in education courses including 6 hours in student teaching. An additional requirement for each o f the above certificates is 3 semester hours in educational methods and management and Oklahoma school law. Emergency certificates are issued, when neces sary, to those not meeting regular requirements. The minimum age for teacher certification is 20 years. Outlook Employment opportunities for qualified white elementary school teachers will be plentiful over the next few years. Teachers are needed to take care of increasing enrollments, to fill positions vacant in 1948-49, and to replace many of the persons employed on emergency certificates (about 400 such certificates were issued in 194849). In addition, approximately 1,100 teachers or 10 percent of the elementary teaching staff 63 leave teaching in the State annually and have to be replaced. That the supply of white elementary teachers will be inadequate to fill the needs in 1949-50 is indicatd by the fact that a total of only 756 students in teacher-training institutions in the State were expected to complete prepara tion for elementary teaching in 1949, as compared with 1,133 in 1948 and 1,653 in 1941. The supply o f Negro elementary teachers will generally be sufficient to meet the demand, and there will be considerable competition for positions in some localities. Demand for elementary teachers will remain high during the next decade. Enrollments in grades 1 to 8 are expected to increase each year until at least 1954-55, when they may be over 40,000 higher than in 1948-49. On the basis of 30 pupils per teacher, the increased enrollments would require a total of 1,300 additional teachers over the 6-year period. I f the replacement rate should remain approximately 10 percent, as many as 1,250 new teachers would be needed annually for this purpose during the mid-fifties. Even after 1955-56, when enrollments are expected to decrease somewhat, the total number of new teachers needed annually would probably remain about 1,000 for several years. High school needs for teachers in the next 3 or 4 years will be primarily as replacements for those who leave the profession, since enrollments are expected to remain at about the same level or possibly decrease slightly during this period. It is estimated that approximately 10 percent, or about 640, o f the teachers leave the profession in the State each year and have to be replaced. While there were a few high school teaching vacancies in 1948-49 and about 80 teachers were issued emergency certificates, it appeared that the supply in 1949-50 would be more than ade quate to fill the demands (except, possibly, in certain areas). Teacher-training institutions in the State were expected to prepare 1,831 students for secondary school teaching in 1949, as com pared with 1,412 in 1948 and 1,575 in 1941. Com petition for positions is expected to be particu larly keen among Negro teachers. Beginning about 1952-53, high school enroll ments—and therefore the number of teachers needed—are expected to increase each year through 1960 and beyond. By 1959-60, enrollments in grades 9 to 12 may be some 12,500 higher than in 1948-49; this gain would require 500 addi tional teaching positions, on the basis of 25 pupils per teacher. The greatest expansion in any one year will probably occur about 1957-58, when about 250 new positions may be required. I f the attrition rate for secondary teachers should re main at 10 percent, the number of new teachers needed as replacements would be about 700 per year in the late 1950’s. Earnings Classroom teachers’ salaries averaged $2,100 in this State in 1948-49—$2,450 in secondary schools and $1,800 in elementary schools. The minimum salaries set by State law for 1949-50 were $1,500 for teachers with 2 years’ training, $2,000 for those with a bachelor’s degree and $2,200 for those with a master’s degree, with 5 increments of $100 each for each level. Salary schedules providing minima in excess of these amounts have been established in some school systems particularly in the cities. An in dication of the variations is shown in the follow ing single-salary schedules in effect in Oklahoma City and Tulsa in 1948-49 : Annual salary Educational preparation Minimum Increments $1,500 22 @ $50 Maximum O K L A H O M A C IT Y No degree $2,600 Bachelor’s degree 2,000 22 @ 50 3,100 Master’s degree 2,100 4 @ 18 @ 75 50 3,300 TULSA a Bachelor’s degree 2,200 5 @ 100 4 @ 75 6 @ 50 3,300 Master’s degree 2,400 5 @ 100 4 @ 75 8 @ 50 3,600 a Salaries given are for women teachers; men receive $200 more. OREGON Number o f Teachers and Enrollments In 1948-49 there were about 9,500 classroom teachers, principals, and supervisors in the pubDigitized for64 FRASER lie school system of Oregon; about half were in urban schools (those in cities or towns with a population of 2,500 or more). The elementary schools had some 6,500 teachers and 200,000 pupils; secondary schools employed approxi mately 3,000 teachers to teach 67,000 pupils. for high school teaching were discontinued as o f June 30,1949. Certification Requirements Demand for elementary school teachers will be high for the next few years to take care of in creasing enrollments and to replace many of the teachers employed on emergency certificates (well over 1,000 such certificates were issued in 194849). In addition, it was estimated that approxi mately 900 teachers, or 14 percent of the elemen tary staff had to be replaced in 1948-49. It is likely that approximately that number of replace ments will be needed in 1949-50. That the supply of elementary teachers is far from adequate to meet the demand is indicated by the fact that only 500 students were expected to complete prep aration in Oregon teacher-training institutions in 1949; 389 completed preparation in 1948. Many out-of-State teachers will probably be hired (about 400 were hired in 1947-48), but even this added supply will not meet the demand. Elementary school enrollments (grades 1 to 8) are expected to have an upward trend until about 1958-59, when they may be 98,000 higher than in 1948-49. On the basis of 30 pupils per teacher, this would require nearly 3,300 additional teach ing positions, or an average of about 330 per year, over the 10-year period. While these additions to the staff may tend to increase the number of re placements needed, the proportion who leave the profession may decrease somewhat from the 1949 rate of 14 percent. Even if the attrition rate is reduced to as low as 7 percent, about 700 new teachers would probably be needed annually as replacements during the latter years of the 1950 decade. An oversupply of secondary teachers in many subject fields is in prospect in the near future. Secondary school enrollments (grades 9 to 12) may increase moderately in the next couple of years, requiring a few new teaching positions in certain localities, but the chief demand for high school teachers will be as replacements for those who leave teaching; this number is estimated to have been about 3 percent, or 100, in 1948-49. Shortages in some special subject fields, particu larly home economics, physical education, com merce, and music may continue in the fall of 1949. For most other subjects the supply is approach ing or exceeding the demand, and in some locali ties considerable competition for positions is fore seen. How large the over-all supply will be is For the State elementary 1-year certificate, a candidate must have completed a 3-year elementary-teacher-training course or its equivalent at a standard normal school or teachers college. The training must include not less than 6 quarter hours o f supervised teaching and 4 quarter hours o f Oregon history and Oregon school law and system of education, besides meeting other speci fications. The requirement as to Oregon history and related subjects may be waived for 1-year to allow an otherwise fully qualified teacher to re ceive a 1-year certificate. A teacher may obtain a 5-year certificate after teaching for 6 months on a 1-year State certificate. A new applicant for a State secondary provi sional certificate must have completed a 4-year secondary-teacher-training course in a standard college or university and have received a bache lor’s degree. The course must include 17 quarter hours in education, 6 of them in supervised teach ing and specified numbers in other subjects. Two quarter hours of Oregon history are also re quired. A State provisional certificate is good for 1 year only. To obtain another certificate of this type, the teacher must complete 9 quarter hours (6 semester hours) of approved study. After completing 45 hours o f additional ap proved study, the teacher may qualify for a regular secondary certificate. For this latter type of permit—the regular 5year secondary State certificate—the basic re quirements are completion of a 5-year secondaryteacher-training course and 1 year of teaching experience in Oregon, on a provisional certificate or on a high school emergency certificate. The candidate must have a bachelor’s degree; his training must include 45 quarter hours of upperdivision or graduate work beyond the require ments for the baccalaureate degree and 32 quarter hours of education. Other requirements are specified for certificates in special subjects such as home economics or music. Elementary emergency certificates are issued on the recommendation of the employing school district and are valid for 1 year in the district for which they are issued. Emergency certificates Outlook 65 indicated to some extent by the fact that 568 stu dents were expected to qualify for secondary teaching in the State in 1949. In addition to this potential supply, many teachers from other States will probably be seeking secondary school posi tions in Oregon (over 200 out-of-State high school teachers were hired in 1947-48). Beginning about 1951-52, enrollments in the secondary schools will increase each year and by 1959-60, they may be about 37,000 higher than in 1948-49. These increased enrollments would re quire some 1,500 additional teaching positions if a teacher were provided for each 25 added pupils. The greatest increase in enrollments is expected to occur about 1957-58, when about 330 more teachers may be required than in the previous year. In addition, approximately 135 teachers would be needed annually as replacements during the late 1950’s if the attrition rate remains about 3 percent. The above estimates of enrollments, upon which the teacher needs are based, take into considera tion the record number of births in the State in the 1940 decade, the large number of people who have migrated to Oregon from other States, and the expectation that in-migration will con tinue throughout the 1950 decade. Earnings The State-wide minimum salary for teachers with a bachelor’s degree was $2,100 in 1948-49. Estimated average salary for elementary class room teachers in 1948-49 was $3,000; for sec ondary classroom teachers, $3,400. According to a survey by the Oregon Education Association, 1947-48 salaries ranged from $1,500 to $3,200 for teachers in one- and two-room schools, from $1,800 to $3,600 for elementary teachers in second- and third-class districts, and from $1,836 to $3,900 for elementary teachers in first-class dis tricts (exclusive of Portland). The range of salaries for high school teachers was from $2,400 to $3,800 in third-class districts, from $2,400 to $4,000 in second-class districts, and from $2,300 to $4,800 in first-class districts. The following single-salary schedules were in effect in Portland, Salem, and Pendleton in 1948-49: Annual salary Amount of college training Minimum Increments $2,300 5 @ $200 1 @ 100 Maximum PO R T L A N D No degree $3,400 Bachelor’s degree or State vocational certificate 2,400 8 @ 1 @ 200 100 4,100 5-year secondary certificate 2,500 8 @ 1 @ 200 100 4,200 Master’s degree 2,600 9 @ 1 @ 200 100 4,500 2,730 7 @ 60 3,150 SALEM a 2 years 3 years 2,880 11 @ 60 3,540 4 years 3,030 12 @ 60 3,750 5 years 3,180 13 @ 60 3,960 Master’s degree 3,240 14 @ 60 4,080 3-year normal school diploma 2,920 4 @ 50 3,120 Bachelor’s degree 3,280 4 @ 50 3,480 Master’s degree 3,520 6 @ 100 4,120 PENDLETON a ° Additional training required to advance on schedule. PENNSYLVANIA Number o f Teachers and Enrollments Certification Requirements Pennsylvania has the third largest public school enrollment and teaching staff in the country. About 59,000 classroom teachers, principals, and supervisors were employed in 1948-49 in the State’s public schools to teach approximately 1,533,000 pupils. About 60 percent of the teachers and pupils were in the elementary schools. The Philadelphia public schools had a teaching staff o f around 7,000; Pittsburgh, a staff o f about 2,500. Provisional college certificates are issued to graduates of accredited colleges who have com pleted curricula approved for the fields of teach ing service designated on their certificates. For an elementary or kindergarten-primary certifi cate, the curriculum must include not less than 36 semester hours of professional education courses, 6 to 12 hours of which must be in appropriate student teaching. For a certificate to teach an academic subject in junior or senior high school, 66 the college course must include 18 semester hours in the subject to be taught and 18 semester hours in education courses, 6 of which must have been in student teaching. The same requirements as to education courses are for a certificate in a special field (i. e., art, business education, indus trial arts, health and physical education, home economics, music, or school librarian), but 30 semester hours must have been completed in the selected field. Still other requirements are made for certificates in vocational subjects or in special services such as guidance or classes for handi capped or gifted children. Provisional college certificates are good for 3 years. After a teacher has completed 3 years of satisfactory experience and 6 semester hours o f approved courses beyond those he had when first certificated, he may be granted a permanent certificate. A teacher with a valid secondary school certifi cate may obtain an elementary-temporary stand ard certificate on request o f the local superin tendent o f schools. This type of certificate is good for only 1 year; renewal is dependent on satisfactory teaching performance and comple tion of 6 additional semester hours of approved preparation. Special emergency certificates are also issued when necessary, on superintendent’s requests, to people who do not meet the regular requirements. Outlook The elementary teacher shortage is likely to grow worse in 1949-50. Only about 957 students from colleges in the State were expected to com plete training in 1949 qualifying them for ele mentary teaching certificates. This is much less than half the number which the Pennsylvania Department o f Public Instruction expects will be needed to replace teachers withdrawing from the profession and to handle increased enrollments. In all probability, even more emergency teachers will have to be employed in 1949-50 than in the preceding year, when about 1,700 elementary teachers held emergency permits. In the years that follow, enrollments in grades 1 to 8 will continue to rise. They are expected to reach a peak about 1955-56, when at least 225,000 more children will probably be enrolled than in 1948-49 (according to some estimates, the in crease will be much greater than this). A gain of 225,000 students would call for the employ ment of about 7,500 additional teachers during the 7-year period, assuming a ratio o f one teacher to every 30 pupils (this estimate is, likewise, con servative in that the pupil-teacher ratio will be lower than 30 in the case of 7th and 8th grade pupils in junior high schools). There will also be a need for qualified teachers to replace some of those with emergency certificates ; estimates of teacher needs made by the State Department of Public Instruction call for the replacement of 300 emergency elementary teachers each year at least until 1954-55. Furthermore, the growing size of the teaching staff will tend to bring with it an increasing number of vacancies owing to deaths or withdrawals for other reasons; assum ing an attrition rate of 6 percent, there may be as many as 2,500 such vacancies annually in the late 1950’s. A t the high school level, on the other hand, growing competition for jobs is anticipated in the near future. The number of Pennsylvania students qualifying for high school teaching certificates in 1949 has been estimated at 5,270, a larger number than in any other State. In certain subject fields—notably English, social studies, and men’s physical education—the supply of teachers will be considerably larger than the demand in the near future. In some other fields— including mathematics and foreign languages— the supply of teachers is expected to be about adequate in 1949-50. In still others—industrial arts, science, women’s physical education, art, music, and trade school subjects—continuing shortages of teachers are in prospect for that year. Enrollments in grades 9 to 12 will probably decline slightly until about 1952. During that period hiring of secondary teachers will be limited, in general, to filling vacancies. But in 1952-53 enrollments are expected to begin an upward trend which will continue until about 1958-59. In the latter year, as many as 60,000 more youths may be enrolled in grades 9 to 12 than in 1948-49; according to some estimates, the increase will be much greater than this. A t a ratio of 22 students per teacher, a gain of 60,000 students would call for the employment of some 2,600 additional teachers. Replacement needs will provide a much larger number of jobs than this; as many as 1,500 high school teachers may well be needed annually to fill vacancies in the late 1950’s, assuming an attrition rate of 6 percent. Nevertheless, the total number of new teachers needed in a single year is not likely to reach 3,000 67 even in 1957-58, when high school enrollments will be growing at the fastest rate, I f the output of new graduates trained for secondary school teaching should remain at the 1949 level, there would no doubt continue to be stiff competition for high school positions. School districts are permitted to pay higher salaries than are specified by the State schedule. Many do this. The schedules in effect in Phila delphia and Pittsburgh in 1948-49 were as fol lows: Annual salary Earnings The new State-mandated minimum salary sched ule, which will be in effect during the 1949-50 school year, is as follows for classroom teachers in second-, third-, and fourth-class school districts (all except Philadelphia and Pittsburgh) : Annual, salary Type of certificate field Beginners Increments Standard certificate___ $2,000 7 @ $200 College certificate_____ 2,000 With full credit for experience Educational preparation Minimum Increments $2,200 7 @ $200 Maximum P H IL A D E L P H IA Standard certificate------ $3,600 Standard certificate plus a 2,200 8 @ 200 3,800 College certificate (bache lor’s degree plus 1 year) 2,400 8 @ 200 4,000 College certificate plus 2,400 9 @ 200 4,200 Master’s degree 2,600 9 @ 200 4,400 No degree 2,200 8 @ 1 @ 200 100 3,900 Bachelor’s degree 2,200 10 @ 1 @ 200 100 4,300 Master’s degree 2,400 10 @ 1 @ 200 100 4,500 P IT T S B U R G H College certificate plus master’s degree 2,200 9 @ 9 @ 200 200 $3,400 3,800 4.000 Pennsylvania’s new schedule is one of the few State-wide single-salary schedules. The $200 in crements provided are a larger annual increase than is given under most State laws. « The designation “plus” applies to teachers who meet cer tain standards established in October 1947 by the Board of Education. RHODE ISLAND Number of Teachers and Enrollments About 3,900 classroom teachers, principals, and supervisors were employed in 1948-49 in the public schools of Rhode Island to teach approxi mately 95,000 pupils. Nearly 75 percent of the pupils and 53 percent of the teachers were in elementary schools. An unusually large propor tion of the teachers were employed in urban schools (almost 90 percent). The city of Provi dence employed over 1,200 classroom teachers. Certification Requirements The provisional certificate, which is valid for 1 year, can be obtained upon graduation from a 4-year course at the college level including 200 clock hours o f professional education courses. A graduate o f a 3-year State normal school with 5 years of experience or a graduate o f a 2-year State normal school with 10 years of experience may be also certified provisionally. In order to obtain the professional certificate, which is valid for 5 years, it is necessary to graduate from an approved college and to have completed 400 68 clock hours of professional education courses and also 400 clock hours of practice teaching in the Rhode Island public schools under the super vision of a critic teacher. However, the practice teaching requirement may be waived after 5 years of satisfactory service in Rhode Island public schools, following visitation and inspection of classes by the State Supervisor of Certification. These requirements pertain to elementary and junior and senior high schools alike. Completion of college courses in certain “ special” fields are also required for teaching music, art, agriculture, shop, physical education, home economics, and business education. Outlook The shortage of elementary teachers which existed in 1948-49 is likely to continue for the next few years. Elementary enrollments (grades 1 to 8) are expected to increase by about 10,000 between 1948^49 and 1951-52—creating an an nual need for over 100 new teachers, if personnel is added at the rate of one teacher for every 30 students. In addition, approximately 150 addi tional elementary teachers would be needed an nually as replacements for the next few years, if an attrition rate of 7 percent is assumed. In spite o f the great need for elementary teachers, only about 50 persons were expected to complete col lege courses in the State in 1949 preparing them to teach at the elementary level, as compared with 95 in 1941. The most rapid increase in elementary enroll ments and teaching positions is expected to occur from about 1952 to 1955. Based on a ratio of 30 pupils per teacher, about 200 new positions may be required each year during this period to take care of the 17,000 additional pupils anticipated. Moreover, a replacement rate of 7 percent would mean an annual need for about 200 additional elementary teachers from 1952 to 1959. A surplus of high school teachers is likely dur ing the next few years. The demand for second ary teachers will be largely for replacements, inasmuch as little increase in enrollments is ex pected at that level (grades 9 to 12) until the late 1950’s. I f attrition takes place at the rate of 5 percent during the next few years, 100 replace ments would be needed annually. However, about 115 students at Rhode Island institutions com pleted preparation for secondary teaching in 1949, compared with 76 in 1948 and 84 in 1941. These Rhode Island graduates together with ap plicants from nearby States which already have an oversupply of secondary teachers, may cause considerable competition for positions in the Rhode Island high schools. Beginning about 1952, there will be an increase in the number of high school teaching positions, as the expanded enrollments pass into high school from the elementary grades. I f teachers are added at the rate of one for every 25 additional pupils, an average o f about 25 new positions per year will probably be needed between 1952 and 1955 and about 100 per year between 1956 and 1958. Furthermore, a replacement rate of 5 percent would mean an annual need for another 100-odd new teachers in the late 1950’s. Earnings The minimum teaching salary set by State legislation was $1,800 per year as of 1948-49. In that year, the average salary of elementary teach ers was about $2,800; of secondary teachers, about $3,200. The cities of Pawtucket, Cranston, and East Providence have single-salary sched ules; minimum and maximum salaries for regu lar classroom teachers with 4 years o f training were as follows in 1948-49 : Pawtucket _______________________________ $2,400 and $4,000 Cranston ________________________________ 2,200 and 4,200 East P rovidence________________________ 2,300 and 4,000 SOUTH CAROLINA Number o f Teachers and Enrollments This State’s public schools had about 16,000 classroom teachers in 1948-49, two-thirds of whom were in rural schools. The elementary schools employed 11,500 teachers for 388,500 pupils; about 5,300 of these teachers and 194,000 of the students were in Negro schools. Secondary schools had 4,500 teachers and 115,500 pupils; about 1,000 teachers and 33,000 enrollments were Negroes, a relatively smaller number than in the elementary grades. The State school system re cently changed from an 11-grade to the standard 12-grade type, and the first full graduating class under the 12-year program was that of 1948-49. Certification Requirements The regular elementary teaching certificate re quires a bachelor’s degree with 21 semester hours in professional education courses, including 6 hours of directed teaching. Secondary school certificates also require a bachelor’s degree, with a minimum o f 18 semester hours in professional education including 6 hours of directed teaching. The number of semester hours required for the various subject fields range from 18 for history, general science, and some other fields to 48 for agriculture. Several types of certificates are issued depend ing on the applicant’s experience and educational preparation. In addition, each certificate is graded A, B, C, or D, according to the teacher’s score on the National Teacher Examination. All applicants must take this examination. A ppli cants for certification must also be 18 years of age; provide a certificate of good health; submit an acceptable evaluation of their personal and professional qualities from the training institu tion attended; and sign a statement of intention 69 to teach during the current year in South Carolina. Emergency permits, good for 1 year only, are issued at the request of school authorities to teachers who do not qualify for a standard certifi cate, provided no regularly certified teachers in the area are available. Outlook Employment prospects for qualified white teachers at the elementary level will be excellent over the next few years. Teachers are needed to take care o f the greatly increasing enrollments resulting from the high birth rates of the early 1940’s, as well as to replace many of the persons teaching on emergency certificates (600 such cer tificates were issued in 1948-49). In addition, nearly 1,500 teachers, or 13 percent of the ele mentary staff, leave teaching in the State and have to be replaced. That the supply of white elementary teachers is inadequate to meet the de mand is indicated by the fact that only 123 white students completed preparation in teachertraining institutions in the State in 1949. On the other hand, the supply of Negro teachers (204 graduated in 1949) is approaching the demand. The replacement rate for these teachers is much lower than for white teachers; considerable com petition is expected to develop over the next few years. It is expected that employment of elementary teachers will continue to rise for at least the next 6 or 7 years. Enrollments at this level will con tinue to increase each year until about 1956-57 when they may be about 115,000 higher than in 1948-49. On the basis of a 30 to 1 pupil-teacher ratio the increased enrollments would require about 3,800 additional positions over the next 8 years. The replacement rate for teachers is ex pected to decrease somewhat from the current 13 percent; if the rate should drop to about 7 per cent, as many as 1,000 teachers would still be re quired each year to replace those who leave teaching in the State. Even after 1957, when en rollments are expected to decrease somewhat, the total number of teachers needed annually will probably remain approximately 1,000 for several years. An oversupply of secondary teachers is in pros pect for the next few years except in a few special subjects. High school needs for teachers in the next 2 or 3 years will be primarily as re 70 placements for those who leave the profession, since enrollments are not expected to increase substantially during this period. While there were a few high school teaching vacancies and about 50 teachers emplo3red on substandard cer tificates in 1948-49, the supply in 1949-50 will be adequate to fill most o f the demands. In June 1949, teacher-training institutions in the State graduated 1,060 secondary school teachers (387 Negroes), as compared with 887 in 1948 and 733 in 1941. However, it is expected there will still be a shortage of teachers in some special subjects, particularly science, commerce, and home eco nomics. Negro teachers were already in oversupply in 1948-49 and many were having diffi culty finding openings. Beginning in 1951-52 high school enrollments will increase each year during the following 10 to 15 years. A t a ratio of 25 pupils per teacher, some 2,000 additional teaching positions will be required by 1960. The greatest expansion for any single year will probably occur about 1957-58, when as many as 500 new positions may be re quired. The replacement rate for high school teachers in South Carolina is expected to become lower; it was about 25 percent in 1948. I f this rate should be cut in half, the number of new teachers needed as replacements would still be about 800 per year in the late fifties. Several factors which are expected to increase enrollments in the South Carolina schools have been allowed for in these estimates. More and better facilities are being built; school attend ance laws are being more strictly enforced; the transportation provided for pupils is being im proved ; industrial activity in the State is increas ing, and with it the number of children in urban areas where it is relatively easy to get to school; vocational education is being expanded and is expected to hold the older children in the high schools longer; new high schools, particularly for Negroes, are increasing enrollments; exten sion of junior high school facilities is keeping pupils in school longer. Earnings The average salary for elementary teachers in South Carolina was $1,570 in 1948-49. For secondary school teachers it was $2,040. Negro and white teachers are paid on an equal basis. The State-mandated minimum salary schedule in effect in 1948-49 was as follow s: Annual salary Educational preparation or type of certificate Beginners With full credit for experience and Greenville in 1948-49. The minimum salaries indicated are the beginning figures for persons with grade D certificates,* the maximums are the top figures for holders of grade A certificates. Lowest certificate : Columbia a Grade D $522 $675 Grade A 801 1,422 Grade D 954 1,368 Less than 2 years Grade A 1,296 2,169 2 years Grade D 1,008 1,305 Grade A 1,359 2,286 Bachelor’s degree or 4 years : Master’s degree or 5 years : Salaries vary widely among the school districts, as indicated by the schedules in effect in Columbia Greenville Educational preparation Minimum Maximum Minimum $828 $1,896 $525 $1,550 936 1,992 740 1,650 3 years 1,032 2,088 740 2,000 Bachelor’s degree 1,128 2,892 955 2,650 Master’s degree 1,332 3,096 1,010 3,000 Maximum a Salaries are for women ; men receive $204 more. SOUTH DAKOTA Number o f Teachers and Enrollments Outlook The public elementary schools in South Dakota employed about 5,300 classroom teachers, prin cipals, and supervisors to instruct 85,000 pupils during the 1948-49 school year. Over 60 percent o f these teachers were in one-room schools. Dur ing the 1948-49 school year the high schools en rolled about 30,000 students and employed about 1,800 teachers. The shortage of elementary teachers which existed in 1948-49 is expected to continue for the next few years at least. It was estimated that about 15 percent of South Dakota’s elementary teachers left the profession in the State after the 1947-48 school year. I f attrition continues at this rate, approximately 800 new elementary teachers will probably be needed annually as re placements in the next few years. In spite of the great need for elementary teachers, only about 315 persons completed college courses in 1949 which prepared them to teach at the elementary level, as compared with 1,150 in 1941. To provide the necessary teachers for the immediate future, it will probably continue to be necessary to employ many with only emergency certificates; about 1,000 such certificates were issued to elementary teachers in 1948-49. Because of the high birth rates during the 1940’s there will be some increase in elemen tary school enrollments and teaching positions during the 1950’s, even though out-migration from this State is assumed to be at about the same rate as in the immediate prewar years. Based on a ratio of 30 pupils per teacher, an average of about 50 new teachers would be re quired each year to take care of the 8,000 addi tional enrollment expected in grades 1 to 8 be tween the fall of 1951 and the fall o f 1956. A considerably larger number o f new elementary teachers will be needed to make up for losses to the profession owing to deaths, retirements, or Certification Requirements Graduation from a 4-year college course is re quired for the high school teacher’s certificate. At least 15 semester hours in education, including 3 hours of student teaching, must be completed. A total o f at least 24 semester hours of college credit must be earned in the major subject to be taught; 9 semester hours are required for a minor teaching field. Two years o f college work are required for the elementary certificate. A t least 15 semester hours of this work must be in professional education courses, including 3 hours of practice teaching. A 1-year certificate to teach in elementary schools may be granted to persons who have completed 12 semester hours of college work and passed the teachers’ examination. However, holders of this type o f certificate must obtain additional college training before their certificates may be renewed. Emergency teaching permits are granted when school authorities are unable to find fully quali fied personnel. 71 transfers to other fields of work. I f the re placement rate should continue at approximately 15 percent, the number of new teachers needed annually in the late 1950’s to make up for losses to the profession would be about 850. The demand for secondary teachers in the next few years will be largely for replacements, inas much as little increase in high school enrollments (grades 9 to 12) is expected until about 1956. It was estimated that approximately 15 percent of the high school teachers, as of the elementary staff, left the profession after the 1947-48 school year. I f this rate of attrition continues during the next few years, nearly 300 replacements will be needed annually. However, about 400 students completed preparation for secondary school teach ing in 1949. Though some o f these persons may never enter the teaching profession, an oversupply of high school teachers is expected in most subject fields. Beginning about 1956, there may be a slight increase in the number of high school teaching positions. Although some of South Dakota’s small high schools will be able to enroll addi tional students without increasing the staff, it appears that in the last 4 years of the 1950 decade a total of approximately 60 new positions would be needed to take care of the enrollment increase of about 1,500 expected in that period (assuming a ratio of 25 pupils per teacher). I f the replace ment rate for these teachers continues to be ap proximately 15 percent during the period, about 275 teachers would be required annually as re placements. Earnings Yearly salaries averaged about $1,700 for ele mentary teachers and $2,050 for high school teachers in 1948-49. City elementary teachers earned an average o f $2,135 per year, while city high school teachers averaged $2,875. The high est 10 percent of the secondary teachers earned over $3,500 per year, while the same proportion o f the elementary teachers earned over $3,000. Rural teachers averaged $185 per month; many of them teaching only an 8-month term. Only about 2 percent of the rural teachers had annual earnings of $2,200 and over, while the lowest paid 1 percent earned less than $1,200 per year. The city of Sioux Falls had a single-salary schedule which began at $1,800 and went up to $2,500 in 1948-49 for teachers without a degree. Holders of the bachelor’s degree began at $2,000 with increases to $3,200. Teachers with the master’s degree started at $2,200 and advanced to $3,400. Married men received an additional $200 per year. A cost-of-living adjustment of $150 was also added to the annual salaries of all Sioux Falls teachers in 1948-49. TENNESSEE Number of Teachers and Enrollments The public elementary schools employed about 15,850 classroom teachers, principals, and super visors, and had 522,000 pupils enrolled in 194849; secondary schools employed 5,400 teachers for 128,000 pupils. About 3,100 of the elementary and high school teachers and 110,000 of the pupils were in schools for Negroes. Only about 28 per cent of the pupils and 23 percent of the teachers were in cities with populations of 2,500 or more. Certification Requirements For the regular professional certificate for elementary school teaching in Tennessee, one must have at least 2 years of college preparation, with 18 quarter hours of education courses including 3 in directed teaching. Junior high school and high school professional teaching certificates re quire at least 4 years of college preparation; a minimum o f 27 quarter hours in professional education subjects must be included, at least 3 o f which must be student teaching and not less 72 than 18 quarter hours of credit in each subject to be taught. Emergency permits may be issued to those not meeting other certification requirements. The minimum age for teachers is 18. Citizen ship and proof of good health are required. Outlook Employment opportunities for qualified white elementary teachers in the public schools of Ten nessee will be plentiful over the next few years. Teachers are needed to take care of increasing en rollments, as well as to replace many of the teachers employed on emergency permits (4,800 such permits were issued in 1948-49). In addi tion, about 1,000 elementary teachers leave teach ing in the State each year and have to be re placed. That the supply of elementary teachers is inadequate to meet the demand is indicated by the fact that less than 600 students from Tennes see teacher-training institutions completed work in 1949 preparing them for elementary teaching. While there will be some openings in the Negro schools, competition for these jobs is developing. The supply is expected to be adequate to meet the demand in most localities in 1949-50. Enrollments at the elementary level (grades 1 to 8) will continue to increase until about 195657, when they may be about 150,000 higher than in 1948-49. On the basis of 30 pupils to a teacher, the increased enrollments would require about 5,300 additional positions over the 8-year period. The number of replacements needed will, of course, tend to increase with the expanded staff, and may be about 1,300 annually during the latter years of the 1950 decade (assuming a continued 6 percent attrition rate). Considerable competition for secondary school teaching positions is expected. However, the 1948-49 shortage of high school teachers in cer tain special subjects—music, band directing, com merce, physical education, health, and the physi cal sciences—may continue for a year or two. Also, 358 teachers were issued emergency high school permits in 1948-49, and many of them may be replaced by fully qualified personnel. Turnover, estimated at 5 percent, will require approximately 250 new teachers annually as re placements. The supply of newly trained per sonnel seeking positions will probably far exceed these needs; about 1,400 teachers were graduated from Tennessee teacher-training institutions in 1949. Negro secondary school teachers are al ready in oversupply, and competition for the few annual openings will be keen. High school enrollments and teaching positions are expected to increase each year during the 1950 decade and beyond, as the expanded ele mentary enrollments progress into the higher grades. The expected increase in the number of students in grades 9 to 12 would require about 3,000 more teaching positions in 1959-60 than in 1948-49 (on the basis of a 25 to 1 pupil-teacher ratio). In addition to these new positions, an other 3,500 high school teachers would be needed during the next decade to replace those who die, retire, or otherwise leave teaching in the State, assuming a continued 5-percent attrition rate. The number needed each year for such replace ment is expected to rise gradually to around 400 in the late 1950’s as the teaching staff is expanded. However, a supply of new teachers equal to that of 1949 would be sufficient to meet the anticipated demand. Earnings The State salary schedule for certified teachers for the 1949-50 school year, which applies to both white and Negro teachers in grades 1 through 12, is as follow s: Monthly salary Years of teaching experience Educational preparation Under 1 1 2 4 3 5 6 10 or over 9 8 7 | Less than 45 quarter hours 45 q n q r fp r hours $131 $133 $135 $137 $139 $141 136 138 140 142 144 146 90 quarter hours 163 166 169 172 175 178 $181 135 182 185 188 191 194 197 200 q n q r tp r hours 223 226 229 232 235 240 243 $246 $249 Master’s degree 250 253 256 259 262 267 270 273 276 Master’s plus 45 quarter hours__ 266 269 272 275 278 283 286 289 292 295 298 Doctor’s degree 282 285 288 291 294 299 302 305 308 311 314 ■ R a r h o lo r ’ s rlp g rp p $279 $282 The following annual salary schedules were in effect in Nashville and Knoxville in 1948-49: Annual salary Annual salary Educational preparation Educational preparation Minimum Increments $2,250 16 @ $50 N A S H V IL L E Bachelor’s degree Master’s degree or equivalent _ Minimum Maximum Increments Maximum K N O X V IL L E 2,350 16 @ 50 $3,050 Bachelor’s degree 2,000 12 @ 100 3,200 Master’s degree 2,100 12 @ 100 3,300 3,150 73 TEXAS Number of Teachers and Enrollments In 1948-49, about 46,000 classroom teachers, principals, and supervisors were employed in the Texas public school system, and 1,330,000 pupils were enrolled. The elementary schools employed about 30,000 teachers for 1,030,000 pupils. Slightly over one-sixth of the elementary and secondary teachers and students were in Negro schools. A little more than half o f the students and two-fifths of the teachers were in urban schools (those in cities of 2,500 or more popula tion) . Certification Requirements The elementary 4-year or the high school 2year certificate requires a minimum of 30 hours of college credit with 6 hours in English and 6 hours in education and a course in Texas and Federal Constitutions. Completion of a regular college course in any State teachers college is re quired for the permanent elementary certificate. For the permanent high school certificate, re quirements are a bachelor’s degree, with courses in education (minimum of 24 semester hours) including 8 hours of secondary education courses and 6 hours of methods, observation, and prac tice teaching. In addition, there are specified requirements for special subjects, such as art and music. Two semester hours on the Constitutions o f the United States and Texas are also required, but this credit may be acquired after contracting for a position. Emergency certificates are issued only to teach ers from other States whose preparation fails to meet the Texas requirements. Outlook Employment prospects for elementary teachers will be good over the next few years. Teachers are needed to take care of the greatly increasing enrollments resulting from the high birth rates o f the early 1940’s, as well as to replace those teachers who die, retire, or otherwise leave teach ing in the State each year. This latter demand, based on an estimated 6-percent attrition, would require 1,800 new teachers annually. While wellqualified teachers should have no difficulty find ing jobs, the State Department of Education stated in early 1949 that there was no acute short 74 age. Though approximately 1,000 emergency cer tificates were issued in 1948-49, many teachers holding such certificates are attending summer school and will soon become qualified for regular certificates. It is expected that enrollments at the elemen tary level will continue to rise each year until about 1957-58, when they may be about 475,000 higher than in 1948-49. With a ratio of 30 pupils per teacher, the increased enrollments would require about 16,000 additional teaching posi tions, or an average of nearly 1,800 per year. The greatest increase in any single year is expected to occur about 1954-55, when some 2,800 more teaching positions may be needed than in the previous year. In addition, approximately 2,800 new teachers would be needed annually as re placements for those leaving the expanded staff during the latter years of the 1950 decade if the attrition rate for elementary teachers should re main about 6 percent. A surplus of secondary teachers in many, though not all, subject fields is indicated for the near future. During the next 2 or 3 years, needs for teachers at this level will be primarily as re placements for those who leave the profession, since enrollments in grades 9 to 12 are not ex pected to increase substantially until about 1952. The number of high school teachers needed as replacements during this period is estimated to be approximately 1,000 per year, or about 6 percent of the teaching force. The supply o f new sec ondary teachers greatly exceeds this demand and is higher than before the w ar; reports from only two-thirds of the teacher-training institutions in the State indicated that 3,745 students completed training for secondary school teaching in 1949 and 3,805 in 1948, as compared with 2,236 in 1941. The oversupply of personnel will prob ably be greatest in the English and social science fields. Continuing shortages of qualified teachers were anticipated in the following areas in 194950: physics, chemistry, mathematics, choral sing ing, band directing, and athletic coaching. After 1952, secondary school enrollments are expected to increase considerably each year through 1960 and beyond. By the 1959-60 school year, enrollments may be 175,000 higher than in 1948-49; this increase would require 7,000 new teaching positions if a teacher were provided for every 25 additional students. As the staff is expanded, the number who leave the profession will probably increase; in the late 1950’s, the number of new teachers needed annually as re placements, with an attrition rate of 6 percent, would be approximately 1,400. Earnings The minimum salary schedule for 1949-50 established by the State Equalization Aid Law is as follows for a 9-month term: Educational preparation Beginners _ ____ $1,395 1 year Increments 12 @ $54 With full credit for experience $2,043 2,268 1,620 12 @ 54 3 years 1,845 12 @ 54 2,493 Bachelor’s d e g re e ____ 2,403 12 @ 54 3,051 Master’s d e g r e e __ 2,628 26 @ 54 4,032 2 years ___ The State salary schedule is not applicable in all school districts. In some localities the pay scales were below those specified in the State schedule in 1947-48. However, the single-salary schedules in effect in 1948-49 in most cities were at or above the State minimum which was in effect in that year. UTAH Number of Teachers and Enrollments Enrollment in the public schools of Utah was 150,000 in 1948-49; about 5,000 teachers were employed. Thirty-nine percent o f the students and 45 percent of the teaching staff were in the secondary schools, including junior high schools. About 290 teachers were in schools o f three rooms or less; only 25 taught in one-room schools. The largest school system in the State is that o f Salt Lake City, with a 1948-49 enrollment of 31,000 and a teaching staff o f about 900. The Utah teaching staff has an unusually large proportion of men teachers—almost 30 percent. Certification Requirements Minimum educational requirement for elemen tary and general secondary certificates is the com pletion o f a standard 4-year college curriculum, including certain academic and professional courses. For teaching at the elementary level, the curriculum must include 45 quarter hours of professional courses, o f which 12 must be in stu dent teaching. For the secondary certificate (junior and senior high school), one must com plete 33 quarter hours of professional courses, 15 of which must be in student teaching. Letters o f authorization are issued to certain applicants who do not meet the minimum certifi cation requirements. Outlook While the shortage of elementary teachers was acute in 1948-49, there are indications that it will ease considerably in the near future. Over 1,000 teachers were issued letters o f authorization in 1948-49, and many classes were far larger than the ideal size. The situation has been particularly bad in one- and two-room rural schools. About 350 new teachers were hired in 1948-49, mainly to replace teachers leaving Utah schools; it is probable that this number will be needed annually as replacements for the next 2 or 3 years at least. In addition, new teachers will be required for the increasing enrollments and to replace some o f the substandard elementary teachers. T o meet these demands, some 400 students in Utah institu tions were expected to become eligible for elemen tary teaching in 1949 (only 274 were trained in 1948). The supply of new graduates seems likely to increase for at least the next few years, since enrollments in education courses have risen con siderably. Some emergency teachers may also become qualified for standard elementary certifi cates through additional training. Thus, in addi tion to supplying teachers for the increased en rollments and for replacement purposes, the num ber of substandard teachers who have to be employed will probably be reduced. However, employment opportunities are expected to be plentiful for well-qualified teachers. The short age will persist longer in rural than in urban areas; as long as vacancies exist in urban areas, teachers prefer to accept placement there rather than to go into remote, isolated schools. Enrollments in the elementary schools will con tinue to increase until about 1956-57, when they will probably be about 30,000 higher than in 1948-49. A t a ratio o f 30 pupils per teacher, this increase would require 1,000 new teachers over the 8-year period. I f the attrition rate should remain about 13 percent as in 1948-49, approxi mately 500 teachers would be needed annually as replacements in the last half o f the decade. How ever, the rate o f withdrawal is likely to drop somewhat. Shortages o f teachers in Utah high schools are expected to be overcome in most subject fields in 75 1949-50. Enrollments in grades 9 to 12 will probably decrease slightly. However, new teach ers will be needed to replace some o f the sub standard teachers (there were about 200 letters of authorization in 1948-49) ; also to replace the 250 or so teachers who annually leave the schools because o f death, retirement, or for other reasons. The universities and colleges were expected to produce about 550 new high school teachers in 1949; this number should eliminate shortages in most subject fields. In fact, surpluses are likely to develop in some fields such as social science, the natural sciences, and English. After about 1951, high school enrollments and teaching positions will begin to increase. By 1960, enrollments in grades 9 to 12 will probably be about 10,000 higher than in 1950-51; on the basis o f 25 pupils per teacher, this would mean a need for 400 new teachers over the period. I f the replacement rate should remain about 12 percent as in 1948-49, there would be an addi tional need for approximately 300 teachers annu ally during the last few years of the 1950’s. Earnings The estimated average annual salary for sec ondary classroom teachers for 1948-49 was $3,325; for elementary teachers, $2,750. The basic salary schedules in the two largest cities were as follow s: Educational preparation Annual salary Minimum Increments Maximum S A L T L A K E C IT Y No degree _ (a ) $2,070 Bachelor’s degree 2,280 Master’s degree 2,490 1 1 1 1 1 5 6 $3,378 @ $60 @ 72 @ 84 @ 96 @ 108 @ 120 @ 72 3,732 (a) 3,942 OGDEN Less than degree 1,660 Bachelor’s degree or equivalent 2,280 16 @ Master’s degree 2,380 15 5 @ 85 9 @ 90 1 @ 80 1 @ 105 @ 1 @ 3,080 90 3,720 95 105 3,910 ° Increments are the same as for the bachelor’s degree. VERMONT Number of Teachers and Enrollments In the school year 1948-49 about 2,500 class room teachers, principals, and supervisors were employed by the public schools to teach approxi mately 55,000 pupils. Nearly 75 percent o f the pupils and 70 percent of the teachers were in elementary schools. The proportion o f men em ployed was unusually small (only 13 percent, taking all grades together). About two-thirds o f the teachers were employed in rural areas. The largest urban teaching staffs were in Bar re, Brattleboro, Burlington, and Rutland, where en rollments ranged from 1,800 to 3,500 and instruc tional staffs from 60 to 110. Certification Requirements Minimum educational requirement for an ele mentary professional probationary certificate is the bachelor’s degree from an approved college or university. I f the institution does not offer courses in elementary education, an approved ad ditional course must be completed which is usu ally the equivalent o f at least a year of college work. This may, in most cases, be completed through summer study. Junior high school certificates are issued to ap plicants with a bachelor’s degree in the junior 76 high school course from an approved college or university. Senior high school certificates are granted to applicants holding a baccalaureate de gree from an approved institution. Twelve se mester hours in professional education, 3 of which are in practice teaching, must be included. Emergency certificates are issued to applicants who do not meet these requirements, in cases where no qualified teacher can be found. Students with legal residence in Vermont are not charged tuition at the State teachers colleges. Some scholarships covering board and room are available. Outlook The shortage of elementary teachers will prob ably be more acute in 1949-50 than it was in 1948—49. In the latter year approximately 500 emergency elementary certificates were issued. Greatest shortages were in rural areas. Forecasts of 1949 supply and demand indicate that, unless additional teachers can be recruited from sources other than local colleges, the supply will not be sufficient to meet even the replacement needs, to say nothing of relieving the shortage. The State Department of Education estimates that 242 ele mentary teachers will be needed in 1949-50 to replace those leaving Vermont schools and to handle the increased enrollments. The estimated number o f teacher-trainees at State institutions who were expected to qualify for elementary cer tificates in 1949 was 108; this is about the maxi mum number o f graduates that can be expected in any one year from Vermont institutions be cause present capacity of teachers colleges is only about 450 students. Some teachers will, no doubt, be obtained from training institutions in Massa chusetts and other States. However, there ap pears to be little chance of eliminating emergency certificates in the near future. Elementary enrollments (grades 1 to 8) will rise to a peak about the year 1958-59, when ap proximately 15,500 more children may be enrolled than in 1948-49. With a pupil-teacher ratio of 30 to 1, this increased enrollment would furnish jobs for over 500 additional teachers during the 10-year interval. As the size of the training staff grows, the number o f teachers dropping out prob ably will tend to increase also ; if the rate of drop-out should continue to be about 13 percent as it was in 1947-48, then over 300 such vacancies would be created each year during the late 1950’s. The State Department o f Education predicts “ There will be a large number of high school teachers available in most academic fields in 1949-50. Shortages will continue in some subject fields, such as home economics, agriculture, and business education. In June 1950 there will prob ably be a good supply o f agriculture teachers. The shortage of commercial teachers will prob ably grow worse for four years or more.” 13 The demand for high school teachers for the next few years will be limited largely to replace ment needs. I f the same proportion of high school teachers leave Vermont schools as did in 1947-48, about 21 percent of the high school teaching positions will be vacated. However, it may not be necessary to fill all these vacancies, since a decrease in high school enrollments is ex pected in the fall o f 1949 and for the following 2 or 3 years. An estimated 175 teacher-trainees from Vermont institutions were expected to qualify for high school certificates in 1949. This source, along with other sources of supply, should provide enough new teachers to fill vacancies and replace emergency teachers in all but a few special subject fields, such as those mentioned above. About 1953, high school enrollments will begin to climb and create new openings for teachers. The greatest increase in any single year will occur about 1957-58, when enrollments may in crease by almost 1,000 over the previous year. Assuming a ratio o f 25 students per teacher, this rise would call for the hiring o f about 40 new teachers. Enrollments will probably continue to increase throughout the 1950 decade and, by 1959-60, may be about 3,300 higher than in 194849. I f the rate of teacher withdrawal were to remain at 21 percent, there would be need for 200 new teachers annually by the end o f the decade, to replace those leaving the high schools of this State. However, this high attrition rate is likely to be reduced. Earnings The average salary for 1948-49 was estimated at $2,550 for secondary classroom teachers and $1,945 for elementary classroom teachers. How ever, the wider choice o f positions in the elemen tary schools may make it possible for an appli cant to obtain a higher paying position in an ele mentary school than in a high school. The minimum wage in 1948-49 for teachers meeting the minimum educational requirements was $1,500; for those completing 2 years o f the approved teacher-preparation course, $1,600; and for those who have completed the 4-year approved course, $1,800. VIRGINIA Number o f Teachers and Enrollments Virginia’s public elementary schools had about 13,800 teachers and 438,000 pupils in 1948-49. The senior and junior high schools employed about 6,600 teachers for their 142,000 students. About one-fourth of all the teachers in public schools were Negroes.*2 3 13 Memorandum to Superintendents of Schools from Arthur B. Elliott, Director of Teacher Education and Certification; State Department of Education; Montpelier, Vermont, February 23, 1949. A survey conducted by the Virginia Education Association indicates some of the characteristics of Virginia’s teaching force. Almost 90 percent of the teachers are women. The average age of rural teachers was 36 years, while those in city schools averaged about 39. In rural schools, male teachers had, on the average, about 9 years of teaching experience, whereas women teachers averaged 11 years o f experience. In city schools, 77 the figures were 14 years of experience for men and 18 for women. Certification Requirements The “ collegiate professional certificate,55 which is the only renewable certificate issued in V ir ginia, requires a bachelor’s degree and at least 18 semester hours of professional education courses, including 6 semester hours of student teaching, and entitles one to teach in both elementary schools and high schools. However, in order to teach in grades 1 through 5, at least 10 semester hours o f this college work must be taken in courses that apply directly to those grades and must include student teaching in lower grades. High school teachers with two or more years of successful teaching experience may have this ac cepted in lieu o f student teaching. A “ collegiate certificate,55 which remains in effect for 4 years and is not renewable, may be given to graduates of a 4-year college course who have not yet com pleted the professional education courses required for the collegiate professional certificate. Emer gency licenses may be granted to persons who do not meet these qualifications. Outlook A severe shortage o f elementary teachers in Virginia is expected in the fall o f 1949. The rec ord number o f births in recent years and inmigration, particularly from the District of Columbia to nearby Arlington County, are re sulting in a sharp increase in school enrollments. Assuming a ratio o f 30 pupils per teacher, about 600 additional teachers will be needed annually over the next 2 or 3 years to handle this increase in enrollments. In addition, a large number of new elementary teachers will be needed to re place those who leave the profession each year owing to death, retirement, or transfer to an other occupation. An attrition rate o f only 7 per cent would mean an annual demand for about 1,000 teachers above the need for 600 or so new teaching positions. Still more teachers would be required if the school systems replaced, with fully qualified personnel, many of the 2,700 teachers now teaching without certificates on emergency licenses. In 1949, only about 240 students were expected to complete preparation to teach in elementary schools in Virginia, as compared with about 350 in 1948 and 470 in 1941. This number obviously falls far short of the needs; therefore more emer gency certificates will have to be issued, and over 78 sized classes will not be relieved until there is a considerable increase in the number of graduates from teacher-training institutions. The demand for elementary teachers will continue to increase until about 1957, when en rollments will be roughly 155,000 more than in 1948-49. An average o f approximately 900 new teachers would be needed each year, on the basis o f a pupil-teacher ratio of 30 to 1, to handle the increase in enrollments that is expected during the period 1953-54 to 1955-56. I f an attrition rate of 7 percent is assumed, about 1,300 teachers would be needed for replacements each year be ginning in 1955-56. Although the shortage of high school teachers is not as acute as that in the elementary field, it appears that well-qualified people will be able to find positions in most subject fields during the next 2 or 3 years. In 1948-49, the fields o f Eng lish and social studies were the only ones in which the supply o f teachers approached ade quacy. Enrollments in high schools are not ex pected to increase for the next year or two. How ever, many teachers will be needed as replace ments. There is an increase in the number of per sons qualifying for high school teaching. About 1,400 students were expected to complete such preparation in 1949, as compared with about 1,300 in 1948, 1,000 in 1947, 930 in 1945, and 1,200 in 1941. However, because professional educa tion courses are not required for the collegiate certificate the above figure includes all persons graduating from liberal arts courses in Virginia. A considerable proportion o f these graduates do not plan to enter the teaching profession. During the 1950’s there will be an increased demand for high school teachers, as the peak enrollments pass from the elementary grades to high school. Additional enrollments will also result from the provision o f an extra year of schooling in districts which now operate on an 11-year basis. In 1948-49, about half o f the State’s school children were attending 11-year systems. In Virginia the extra year is usually added to the high school curriculum. It is ex pected that high school enrollments will increase about 70,000 between 1953 and 1960. A t a rate of 25 pupils per teacher, this would represent a need for about 350 additional teachers each year. Approximately 600 new teaching positions would be required annually from about 1956 to 1958— the period of most rapid growth in enrollments. High school enrollments will no doubt continue to climb during the early 1960’s, though at a somewhat slower rate. Earnings The average teaching salary in Virginia during the 1948-49 school year was estimated at about $2,000 for elementary teachers and $2,275 for high school teachers. A survey by the Virginia Education Association indicates that in 1948-49, the median beginning salary for holders of the bachelor’s degree was $1,750 in country schools and $1,900 in city schools. The city of Richmond had 1,215 teachers (not including supervisors and administrators) on a single-salary schedule under which holders of the bachelor’s degree began at $2,100 and might eventually work up to $3,400, while those with a master’s degree might reach $3,600. Norfolk had about 915 teachers on a single-salary schedule beginning at $2,000 for holders o f the bachelor’s degree; teachers might work up to $3,300 with a bachelor’s degree or $3,500 with a master’s degree. WASHINGTON Number o f Teachers and Enrollments The public elementary schools in the State of Washington employed about 10,800 classroom teachers, principals, and supervisors and had 320,000 pupils enrolled in 1948-49; secondary schools employed 4,650 teachers for 109,000 pupils. Certification Requirements For the regular elementary certificate (valid for 3 years) it is necessary to have a bachelor’s degree from an accredited institution, with ade quate courses in elementary education, practice teaching or teaching experience in the elementary grades, and courses in Washington State manual and Washington State history and government, A temporary certificate, valid for 1 year and not renewable, may be issued to an out-of-State appli cant who meets the requirements for the regular elementary certificate with the exception of the courses relating to Washington. A “ qualifying certificate” is issued on the basis of 3 full years and 12 additional quarter hours of college prepa ration applicable towards regular elementary preparation, including practice teaching or ex perience. This latter certificate is valid for 3 years, and the holder is expected to qualify for regular certification by the end of that period. The basic educational requirement for the regular secondary school certificate (valid for 3 years) is 5 years of college work and a degree (bachelor’s or master’s) in secondary education conferred by an accredited institution. The col lege work must include the follow ing: 24 quarter hours in education courses; 15 quarter hours in contemporary social problems; one major of 30 quarter hours and two minors of 15 hours each in subjects regularly offered in the State’s sec ondary schools, and courses in Washington State manual and Washington State history and gov ernment. A temporary certificate, good for 1 year only, may be issued to an out-of-State teacher meeting all requirements except the last one. A “ qualifying certificate” is issued on the basis o f 4 years and 12 quarter hours o f college preparation applicable toward regular secondary certification, including practice teaching or ex perience. This certificate is valid for 3 years only. Emergency certificates may be issued to appli cants not meeting all the regular certification re quirements. Outlook Employment opportunities for qualified ele mentary teachers in the public schools o f Wash ington are expected to be very numerous over the next few years. Teachers are needed to take care of rapidly increasing enrollments; also to replace many o f those employed on emergency certifi cates (about 3,000 such certificates were issued in 1948-49) ; and to provide replacements for those who die, retire, or leave teaching for other rea sons (some 600 teachers, amounting to about 5.5 percent of the elementary staff, were taken on as replacements in 1948-49). To meet these needs, only 578 students were expected to complete preparation in teacher-training institutions in the State in 1949. While a number o f teachers will enter Washington from other States (over a fourth o f the teachers hired in the smaller school districts in 1948-49 were from other States), the total number o f fully qualified elementary teach ers available will probably be far from adequate to meet the demand. Enrollments at the elementary level (grades 1 to 8) will continue to increase each year until about 1956-57, when they may be about 175,000 higher than in 1948-49. A ratio of 30 pupils per teacher would require nearly 6,000 additional teaching positions for the added enrollments, or an average o f approximately 750 a year over the 79 8-year period. These additions to the staff will tend to increase the number of replacements needed, and if the rate remains about 5.5 percent, nearly 1,000 new teachers would be needed as re placements each year during the late 1950’s. The short-run employment outlook is less fa vorable for secondary than for elementary teach ers, though continuing shortages o f personnel in some subject fields are anticipated for at least the next year or two. Enrollments in grades 9 to 12 are expected to increase moderately each year through about 1955-56, requiring an average of nearly 150 new teaching positions annually if a teacher is provided for each 25 added enroll ments. Larger numbers o f new teachers will be needed as replacements for those who leave the profession in the State (about 500 were taken on for this purpose in 1948-49). Also, some of the 1,400 teachers issued substandard certificates in 1948-49 may be replaced. In relation to these needs, teacher-training institutions in the State were expected to prepare only 260 graduates eligible for secondary certificates in 1949. It is likely that out-of-State teachers will be available in large numbers because o f the oversupply at this level in many States and the continuing migration into Washington. After 1955-56, secondary school enrollments are expected to increase more rapidly, requiring 500 to 600 new teaching positions each year through 1959-60. The number of replacements needed may increase to about 800 for the ex panded staff if the attrition rate remains about 10 percent (the 1948-49 figure). In recapitula tion regarding the number o f new teaching posi tions needed—by 1959-60 the enrollments in the secondary schools will probably be 82,000 higher than in 1948-49, and if a new position should be created and filled for each 25 added enrollments, this would require approximately 8,300 more teachers than in 1948-49, a 70-percent increase. The above estimates of elementary and sec ondary school enrollments take into consideration the record number of births in the 1940 decade (in 1947 the number o f births wTas double the number in 1940), the large wartime and postwar migration into Washington, and the expectation that in-migration will continue, throughout the 1950 decade. Earnings The State minimum salary is $2,400 per year for regularly certified teachers. 80 However, beginning salaries tend to be higher than this in some school districts, as is shown by the following tabulation o f median minimum salaries in 1948-49: Size of school district 3 years of 4 years of 5 years of 6 years of college college college college Large 1st class districts $2,400 $2,448 $2,688 $2,780 Smaller 1st class districts 2,460 2,600 2,700 •2,800 Large 2d class districts 2,400 2,500 2,600 | 2,700 Middle 2d class districts 2,300 2,400 2,520 2,600 Most districts give their teachers 10 to 15 annual salary increments o f $100. The salary schedules in effect in 1948-49 in the three largest Washington cities— Seattle, Spo kane, and Tacoma—were as follows: Annual salary Educational preparation SEATTLE Minimum Increments $2,400 2 @ $50 10 @ 100 $3,500 2,400 14 @ 100 3,800 2,500 14 @ 100 3,900 3 @ 100 4,200 Maximum a Less than 4 years Bachelor’s degree — — Master’s degree Additional training- — SPOKANE 6 3 years 2,370 15 @ 7 @ 60 30 3.480 4 years 2,550 15 @ 7 @ 60 30 3,660 5 years without master’s degree 2,730 15 @ 7 @ 60 30 3,840 Master’s degree 2,780 15 @ - 7 @ 60 30 3,890 Additional training- 4,020 TACOM A c Bachelor’s degree 2,520 11 @ 120 3,840 5 years 2,640 12 @ 132 4,224 Master’s degree 2,772 12 @ 132 4,356 * Figures exclude cost-of-living adjustment amounting to $120 in 1948-49. 6 Figures exclude cost-of-living adjustment amounting to $200 in 1948-49. c No increment given until end of second year. WEST VIRGINIA Number o f Teachers and Enrollments Public elementary schools employed 10,292 teachers, principals, and supervisors in 1948-49 and had an enrollment o f 299,373; considerably over half the elementary schools had only one teacher. In the secondary schools there were 5,391 teachers and 126,271 pupils, including 26,504 pupils in separately organized junior high schools. Public schools for Negroes employed about 1,000 teachers for 25,000 pupils. Certification Requirements Two years o f college training, with a minimum of 9 semester hours of professional education courses, are required for the regular third-class elementary certificate. For the second-class cer tificate, 96 semester hours o f college with a mini mum o f 14 hours o f education courses are re quired. For the first-class certificate, a bachelor’s degree with 20 hours o f education courses is needed. Requirements for the high school certificate are graduation and recommendation from a standard college. For a first-class high school certificate, valid for 5 years in junior and senior high schools, the applicant’s college training must in clude 20 semester hours o f professional courses, with 5 semester hours o f student teaching and observation, and academic requirements ranging from 24 semester hours in most teaching fields to 50 semester hours in vocational agriculture. For the provisional certificate, valid for 1 year, 15 semester hours o f professional education are re quired. The “ public school certificate” is issued to per sons completing the single curriculum in West Virginia colleges approved for giving this train ing. These certificates are valid for 5 years for teaching in the elementary and secondary schools. There is a trend toward the 12-year integrated program which requires teachers with training in the single-curriculum course. Emergency certificates are issued when neces sary to some persons not meeting the regular re quirements. Outlook Employment opportunities will be plentiful for white elementary school teachers for the next few years, particularly in rural schools. Qualified teachers are needed to replace some of the 1,885 teachers with emergency certificates in 1948-49. The number o f teachers who leave the State’s ele mentary schools because o f death, retirement, or other reasons and who must be replaced is conserv atively estimated at about 700 annually. In addi tion, elementary school enrollments (grades 1 to 8) are already increasing because o f the high birth rates in the early part o f the 1940’s. The supply o f teachers from training institutions in the State is far below the demand; only about 410 students, 60 of whom were Negroes, were ex pected to complete preparation for elementary teaching in 1949. It is likely that additional emergency certificates will have to be issued and many teachers without standard qualifications will be in the classrooms for at least another few years. However, this does not apply to Negro teachers, o f whom there will be more than enough with regular certificates to meet the demand in most localities. Demand for elementary teachers is expected to remain high through the 1950 decade. Enroll ments will continue to rise each year, and by 1959-60 may be approximately 50,000 higher than in 1948-49; on the basis of 30 pupils per teacher this increase would require at least 1,600 addi tional teaching positions. With the expansion o f the staff, it is estimated on the basis of a 7-per cent attrition rate that about 850 new teachers may be needed annually as replacements during the latter part of the 1950’s. High school needs for teachers in the next 2 or 3 years will be primarily as replacements for those who leave the profession, since enrollments are not expected to increase substantially until after 1951. Replacement needs will probably not exceed 300 annually. There was some shortage of industrial arts, commerce, and mathematics and other physical science teachers in 1948-49 and some vacancies in certain districts o f the State where housing was a problem; some o f these shortages may persist in 1949-50 but, in general, there is evidence of an oversupply o f high school teachers. Teacher-training institutions in West Virginia were expected to graduate 940 white and 240 Negro students prepared for high school teaching in 1949. Considerable competition for positions is expected in urban areas and among Negro teachers. Enrollments and teaching positions needed in the secondary schools are expected to increase 81 each year through most of the 1950 decade, with the greatest increase occurring about 1955. En rollments in grades 9 to 12 may be approximately 19,000 higher in 1958-59 than in 1948-49 and if so would require 760 additional teaching posi tions over the period, on the basis o f 25 pupils per teacher. A replacement rate of 5.5 percent would mean a further need for some 340 new teachers annually during the last half of the 1950 decade. Earnings Elementary teachers had an estimated average salary of $2,064 for the year 1948-49. Secondary teachers had an average annual salary of about $2,580. The minimum monthly single-salary scale for the State, as o f 1949-50, was as follow s: Emer gency certiiflcate Regular certificate Years of experi ence Master’s degree First Class (A. B. degree) Second class (3-yr. college) Third class Short course First (lowest) grade 0 $225 $200 $170 $165 $150 $145 1 231 206 176 171 156 151 o 237 212 182 177 162 157 188 183 168 163 3 243 218 4 249 224 194 189 174 169 195 180 175 186 5 _______ 255 230 200 6 _______ 261 236 206 201 242 212 207 7 267 181 _ _ _ Emergency certificate Regular certificate Years of experi ence Master’s degree First Class (A. B. degree) Second class (3-yr. college) 8 273 248 218 9 _______ 279 254 224 230 10 285 260 11 291 266 12 297 272 13 303 278 14 309 15 315 16 321 Third class Short course First (lowest) grade 213 Variations above the State salary schedule were in effect in some school districts in 1948-49, particularly in those with large urban popula tions. For example, in Kanawha, Harrison, and Ohio Counties (where Charleston, Clarksburg, and Wheeling are located), minimum 1948-49 salaries for holders of certificates requiring the bachelor’s or master’s degree were from $8 to $20 higher per month than the starting salary speci fied in the State schedule. In Harrison County the increments were the same as the State sched ule provides. In the schedules for Kanawha and Ohio Counties, the annual increments were larger, leading to maximum salaries from $41 to $50 higher than those given in the State schedule. WISCONSIN Number of Teachers and Enrollments During the school year 1948-49, the public high schools employed 6,600 classroom teachers, principals, and supervisors for their 140,000 stu dents. There were about 14,000 teachers and 360,000 pupils in the public elementary schools. About one-fourth o f the elementary pupils attended oneroom rural schools. An average o f 19 students were enrolled in each one-room school during the 1946-47 school year. However, 21 one-room schools had five or less pupils enrolled. Almost two-thirds o f these schools had between 10 and 24 pupils; 56 schools had 45 or more pupils en rolled. Certification Requirements Graduation from a 4-year college course is re quired for high school teaching. At least 18 82 semester hours must be completed in professional educational courses, including 5 hours o f student teaching. In addition, teachers of academic sub jects must have at least 24 semester hours in their major field and 15 semester hours in each of two minor fields, besides meeting certain other re quirements. For a certificate to teach in city elementary schools, one must have completed 3 years’ work in a teacher-training institution, including stu dent teaching and observation and other profes sional education courses. Certificates to teach in rural schools, State graded schools, and village elementary schools are given after the completion of 2 years at a teacher-training institution. During the shortage o f teachers the State Superintendent o f Public Instruction has issued emergency permits, upon request of the county or city superintendents, to certain people who do not qualify for standard certificates. In addition, a holder of a high school certificate may obtain a special permit to teach in the elementary grades if he has been offered an elementary teach ing position and has completed at least 6 se mester hours of college work in preparation for such teaching. This permit is good only for 1 year and only for the position mentioned in the application. Wisconsin teachers colleges are giv ing intensive summer school courses in elemen tary teaching which are especially designed for persons already qualified for high school teach ing. Outlook The severe shortage of qualified elementary teachers which existed in 1948-49 is expected to continue for at least the next few years. Over 2,700 new elementary teachers were hired during the 1948-49 school year; most of these were needed to replace those lost to the profession owing to death, retirement, transfer to other fields o f work, or other reasons. Losses due to turn over may remain nearly as great for the next few years. Additional teachers will be needed to take care of increasing elementary school enroll ments and to replace many of the 3,500 holders of emergency credentials. Altogether, the Board o f Normal School Regents estimates that W is consin will need 3,400 new elementary teachers each year until at least 1955. To meet these needs, only about 1,160 students from Wisconsin teacher-training institutions were expected to complete preparation for elementary teaching in 1949. This is less than the number that completed similar preparation in 1941 and reflects the failure o f enrollments at teachertraining institutions to reach prewar levels. A faculty committee of the University of Wisconsin reports “ the State needs elementary teachers far in excess o f its present supply before it can move in the direction of improving the quality of teaching by raising the standards of certifica tion.” The State school authorities are consider ing various measures to stimulate attendance at teacher-training institutions, including construc tion of new dormitory facilities so that rooms may be rented to students at extremely low rates. Even so, it will probably be necessary to continue to issue emergency certificates for some time. During the 1950's, a considerable number of new elementary teachers will be needed to take care o f the increased number o f pupils. Elemen tary school enrollments will probably continue to rise until about 1956, when they are expected to be about 90,000 higher than in 1948-49. Some o f the additional pupils may be added to exist ing small classes without increasing the need for teachers. The consolidation o f one-room schools may also eliminate certain teaching positions. Therefore, it is likely that, during the period 1950-56, the number o f new teachers actually needed to take care o f increased enrollments will be somewhat less than the 3,000 additional teach ers that would be required on the basis of one for every 30 added pupils. More teachers will also be needed to take care o f the expected expan sion o f kindergarten facilities, particularly in those counties where kindergarten classes have not yet been provided. In addition, the number of teachers needed as replacements each year will probably grow, as the size of the elementary teaching force increases. Thus, during the late 1950’s, even if the attrition rate is somewhat re duced, over 2,500 new teachers may be needed annually to replace those who leave the profes sion. The demand for teachers is not expected to be nearly as great in the high school as in the elementary field during the next few years. In 1948-49, the demand for personnel grew out of the need to replace high school teachers who had left the profession; about 1,750 new teachers were hired. It is expected that a similar number will be needed during the 1949-50 school year. To meet these needs about 1,900 persons from col leges in the State completed preparation for high school teaching during 1949. In 1949 there was already an oversupply of teachers in men’s physical education, art, history, and other social studies, while a shortage still existed in Latin, music, women’s physical education, and home economics. There will be an increased demand for second ary teachers as the peak enrollments pass from the elementary grades to the high schools. Beginning about 1956, the number of new teachers needed each year to take care of increased enrollments may exceed 300, if a ratio of 25 pupils per teacher is assumed. The peak enrollments in Wisconsin high schools will probably not occur until the early 1960’s. Approximately a thousand new teachers will be needed annually during the late 1950’s to provide for increased enrollments 83 and replacements, assuming no decrease in the attrition rate. Earnings The average teaching salary in Wisconsin in 1948-49 was about $2,600, as compared with $2,300 in 1947-48. A survey by the Wisconsin Education Associa tion revealed that 1948-49 median salaries in city schools, exclusive o f Milwaukee, were $3,300 for high school teachers and about $2,850 for elementary teachers. Teachers in one-room rural schools had median earnings o f about $2,000, while the median for those in State graded schools was around $2,200. The city o f Milwaukee has a single-salary schedule which begins at $1,400. Holders of the bachelor’s degree may eventually work up to $3,000, while those who have earned the master’s degree may reach $3,300. These figures do not include the cost of living adjustment of approxi mately $1,200 added to salary schedules in 1949. In 1948-49 the average salary in Milwaukee was about $4,035, seventh highest among those for the Nation’s 20 largest cities. WYOMING Number of Teachers and Enrollments Wyoming public schools had 54,000 students and nearly 2,700 classroom teachers, principals, and supervisors in 1948-49. About three-fourths o f the pupils and two-thirds o f the teachers were in elementary schools ; 584 o f the teachers were employed in rural one-teacher schools. Certification Requirements Minimum educational requirement for the ele mentary certificate is 2 years o f college work, with 12 semester hours in English and social studies and 20 semester hours in specified educa tion courses, including supervised teaching. The kindergarten certificate, valid for teaching in kindergarten or grades 1, 2, and 3, is likewise issued upon the completion of 2 years of college work—with 20 semester hours in specified educa tion courses, including kindergarten techniques. For the junior and senior high school certifi cates, one must graduate from a 4-year college course, with 15 semester hours o f credit in speci fied academic courses and 16 hours in specified professional education courses, including super vised teaching. Emergency certificates are sometimes issued to persons who do not meet regular requirements. Outlook The elementary teacher shortage which existed in 1948-49 is likely to continue in 1949-50. Only about 50 students were expected to complete training in Wyoming institutions qualifying them for standard elementary teaching certifi cates in 1949. This is only a fraction of the ex pected needs. It has been estimated that 250 new teachers (14 percent of the staff ) were needed in 1948-49 to replace those leaving Wyoming schools; it is likely that almost as many will be 84 required for this purpose in the next year or two. An additional need will be for teachers to replace some of those who held emergency elementary certificates in 1948-49; 187 such certificates were issued in that year. A third need will be for teachers to handle the anticipated increases in enrollment. Altogether, these demands will prob ably add up to a sum far greater than the supply available from Wyoming colleges and other sources. The rural and small consolidated schools will suffer most from the inadequate supply. Demands for elementary teachers will be even heavier during most of the 1950 decade. Enroll ments in grades 1 to 8 will rise to a peak about 1957-58, when about 9,000 more children may be enrolled than in 1948-49. Assuming a ratio of one teacher to every 30 pupils, this would call for the employment of about 300 additional teachers during the 9-year interval to handle the increased enrollment. As the size of the teaching staff grows, the number of vacancies owing to deaths or resignations may tend to increase also ; if the attrition rate should remain about 14 percent, there would be nearly 300 such vacancies annually in the late 1950’s. The high schools (grades 9 to 12) are likewise expecting a continued shortage of qualified teach ers in 1949-50, though the situation is less acute than in the lower grades. The estimated number needed in 1948-49 to replace people leaving Wyoming schools was 200, or 22 percent o f the staff; the number needed for this purpose in 1949-50 will probably be about as high. In addi tion, a considerable number of emergency teach ers may need to be replaced, and perhaps a few extra teachers will need to be hired because of slightly increased enrollments. The number of Wyoming college students expected to complete courses of study in 1949 entitling them to regular high school certificates was estimated at 97. Even after this source and out-of-State sources have been tapped, there will probably still be short ages, especially in certain subject fields, such as music, fine arts, industrial arts, and commerce. Enrollment and staff increases in high schools are expected to be small in future years. The probable gain in enrollments is estimated to be about 3,500 between 1948-49 and 1958-59. As suming a ratio of 25 pupils per teacher, this in crease would require an average of only about 15 additional teachers per year. The withdrawal rate will probably drop from the high level of the late 1940’s. There is little indication, there fore, that the annual demand for high school teachers will show much increase in the next decade. Earnings The average 1948-49 salary was $1,764 for rural teachers, $2,552 for other elementary teach ers, and $3,013 for high school teachers. Cheyenne’s single-salary schedule for 1949-50 is shown below : Annual salary Educational preparation 2 years Minimum Increments $1,920 8 @ $120 Maximum $2,880 3 years 2,040 8 @ 120 3,000 Bachelor’s degree 2,160 14 @ 120 3,840 Master’s degree 2,280 14 @ 120 3,960 Salary schedules in some school districts are better than the one for Cheyenne, especially with respect to beginning salary. 85 SOURCES OF INFORMATION AND ESTIMATING PROCEDURES In analyzing the employment- outlook for ele mentary and secondary school teachers, the basic data are, o f course, prospective enrollments. The over-all forecasts of elementary and high school enrollments in public and private schools for the United States, as discussed in the first section of this report, are taken from the Census Bureau’s current population report Series P-25, No. 18, Forecasts o f Population and School Enrollment in the United States: 191^8 to 1960. The teacher estimates for the country as a whole, based on the Census Bureau enrollment forecasts, are largely from the mimeographed report of the National Education Association, Probable De mand for Teachers in the United States for the Decade 191±9-50 through 1958-59M The forecasts of enrollments and teachers needed in the public day schools by State were prepared by the Bureau of Labor Statistics, un less otherwise specified in the individual State reports. A few State departments of education or other local agencies have developed their own detailed projections of school enrollments and forecasts o f teachers required; these studies have been used wherever possible. The general pro cedure used by the Bureau of Labor Statistics in estimating pupil enrollments and teacher needs by State is described below. For purposes of projection, United States Office of Education estimates of enrollment in public day schools by grade in the school year 1945-46 (the latest year available) served as the point o f departure. Estimates o f the proportion o f students continuing into later grades were based on a projection of prewar trends in the length o f schooling for each State. It was as sumed that the increase in the “ holding-power” o f the schools would follow the patterns shown by Office of Education data in the prewar period. The increase projected in the length of school attendance between 1950 and 1960 for a given State was based on the 1930-40 rates of increase shown by States that started in 1930 with a level 14 In these estimates, elementary schools have been defined as grades 1 to 8 (including kindergarten where established), and secondary schools as grades 9 to 12. This is the procedure followed insofar as possible in this report. However, because of differences in school organization and in the methods of re porting used in different States, the seventh and eighth grades in junior high schools have no doubt been classed with sec ondary schools in some instances. 86 of ‘holding-power” similar to that of the given State in 1940. It should be noted that rates of attrition be tween successive grades are influenced not only by the differentials in “ holding-power” of the schools but also by the pattern of inter-State migration. The projection of prewar trends in attrition as sumes, in general, a continuation o f prewar pat terns o f interstate migration. In projecting the prospective inflow of students into the school system, use was made o f estimates of births by State of residence which were avail able from the National Office o f Vital Statistics through the year 1948. Forecasts o f births for the years 1949-53 were based on projections of national trends by the Bureau o f the Census. These forecasts assume a fairly sharp and con tinuous decrease in births between 1949 and 1953. In order to determine the number o f addi tional teachers needed in each State, the increase in enrollments was calculated and a ratio of 30 pupils per teacher in grades 1 to 8 and 25 pupils per teacher in grades 9 to 12 was then applied. No allowance was made for a change in the pupil load carried by teachers already on the staff. A second major factor in estimating teacher demand by State is that o f replacing the large number of teachers who, each year, leave the teaching profession or transfer to teaching in another State. The chief sources of information used for determining replacement rates were the Maul report15 and the 1949 study conducted by the Council of State Governments.16 These rates, which vary considerably by State and for ele mentary and high school teachers, were applied to the total number of teachers. The source of information on teacher supply was the number of college and university stu dents completing standard certification require ments as reported by the Maul study or as given by the States. A large amount of the statistical data, other than the State forecasts, used in this report were taken from other published sources. Much of the basic information is from the biennial reports of 15 Maul, Ray C., Teacher Supply and Demand in the United States. National Education Association, 1201 Sixteenth Street, N.W., Washington 6, D.C. 16 Council of State Governments, The Forty-Eight State School Systems, Chicago, Illinois. the U. S. Office of Education. The 1948-49 figures on enrollments, numbers of teachers, numbers of emergency certificates, and average salaries are esti mates from the mimeographed release, Advance Estimates of Public Elementary and Secondary Schools for 191^8-1$, prepared by the Research Division, National Education Association. Salary schedules for most of the cities are from the N EA publication, Educational Research Service, Cir cular No. 9, 1948, and Circular Nos. 2 and 4, 1949; some were supplied by State education as sociations. In addition, the various State departments of education and educational organizations fur nished much useful information through their publications or through interviews. ft U. S. Government Printing Office: 1949— S55370 87 Occupational Outlook Publications of the Bureau of Labor Statistics Studies of employment trends and opportuni ties in the various occupations and professions are made by the Occupational Outlook Branch of the Bureau of Labor Statistics. Reports are prepared for use in the vocational guidance of veterans, young people in schools, and others considering the choice of an occupation. Schools concerned with vocational training and employers and trade-unions interested in on-thejob training have also found the reports helpful in planning programs in line with prospective employment opportunities. Two types of reports are issued, in addition to the Occupational Outlook Handbook: Occupational outlook bulletins describe the longrun outlook for employment in each occupation and give information on earnings, working con ditions, and the training required. Special reports are issued from time to time on such subjects as the general employment outlook, trends in the various States, and occupational mobility. The reports are issued as bulletins of the Bureau of Labor Statistics, and may be purchased from the Superintendent of Documents, Washington 25, D. C. Occupational Outlook Handbook— Employment Information on Major Occupations for use in Guidance Bulletin 940 (1948). Price $1.75. Illus. Occupational Outlook Handbook Includes brief reports on each of 288 occupa tions of interest in vocational guidance, including professions; skilled trades; clerical, sales, and serv ice occupations; and the major types of farming. Each report describes the employment trends and outlook, the training qualifications required, earn ings, and working conditions. Introductory sec tions summarize the major trends in population and employment, and in the broad industrial and occupational groups, as background for an under standing of the individual occupations. The Handbook is designed for use in counseling, in classes or units on occupations, in the training of counselors, and as a general reference. It is illustrated with 79 photographs and 47 charts. Occupational Outlook Bulletins Employment Opportunities for Diesel-Engine Mechanics Bulletin 813 (1945). 5 cents. Employment Opportunities in Aviation Occupations, Part I— Postwar Employment Outlook Bulletin 837-1 (1945). (Edition sold out; copies are on file in many libraries.) Employment Opportunities in Aviation Occupations, Part II— Duties, Qualifications, Earnings, and Working Conditions Bulletin 837-2 (1946). 25 cents. Illus. Employment Outlook for Automobile Mechanics Bulletin 842 (1945). 10 cents. Employment Opportunities for Welders Bulletin 844 (1945). 10 cents. Postwar Outlook for Physicians Bulletin 863 (1946). 10 cents. 88 89 Employment Outlook in Foundry Occupations Bulletin 880 (1946). 15 cents. Ulus. Employment Outlook for Business-Machine Servicemen Bulletin 892 (1947). 15 cents. Illus. Employment Outlook in Machine-Shop Occupations Bulletin 895 (1947). 20 cents. Illus. Employment Outlook in Printing Occupations Bulletin 902 (1947). 20 cents. Illus. Employment Outlook in Hotel Occupations Bulletin 905 (1947). 10 cents. Illus. Employment Outlook in the Plastics Products Industry Bulletin 929 (1948). 15 cents. Illus. Employment Outlook in Electric Light and Power Occupations Bulletin 944 (1949). 30 cents. Illus. Employment Outlook in Radio and Television Broadcasting Occupations Bulletin 958 (1949). 30 cents. Illus. Employment Outlook in the Building Trades Bulletin 967 (1949). 50 cents. Illus. Employment Outlook in Railroad Occupations . Bulletin 961 (1949). 30 cents. Illus. Employment Outlook for Engineers Bulletin 968 (1949). In press. Special Reports Occupational Data for Counselors. A Handbook of Census Information Selected for Use in Guidance Bulletin 817 (1945). 15 cents (prepared jointly with the Occupational Information and Guidance Service, U. S. Office of Education). Factors Affecting Earnings in Chemistry and Chemical Engineering Bulletin 881 (1946). 10 cents. Economic Status of Ceramic Engineers, 1939 to 1947 Mimeographed. Free; order directly from Bureau of Labor Statistics. Occupational Outlook Mailing List Schools, vocational guidance agencies, and others who wish to receive brief summaries of each new Occupational Outlook report may be placed on a mailing list kept for this purpose. Requests should be addressed to the Bureau of Labor Statistics, U. S. Department of Labor, Washington 25, D. C., specifying the Occupational Outlook Mailing List. Please give your postal zone num ber. ☆ U . S. GOVERNMENT PRINTING OFFICE: 1949— 863788 Effect of Defense Program on EmpiovniEnT summon in ELEmEDTDRV nnn s e io r d r r v sih o o i t e r ih ir g August 1951 Supplem ent to B u lletin 9 7 2 , Em p loym en t O utlook fo r E le m e n ta ry and S eco n d a ry School T e ach ers UNITED STATES DEPARTM ENT OF LABOR Maurice J. Tobin - Secretary BU REAU OF LA BO R STA T IS TIC S Ewan Clague - C o m m issio n er Letter of Transmittal United States Department of Labor, Bureau of Labor Statistics, Washington, D. C, August 15, 1951 The Secretary of Labor* I have the honor to transmit herewith a report on the effect of the defense program on the employment situation in elementary and secondary school teaching. This is one of a series of reports made available through the Bureau's Occupational Outlook Service for use in vocational counseling of young people in school, vet erans, and others interested in the choice of an occupation. The report supplements and brings up to date the discussion of employ ment trends and outlook in Bureau of Labor Statistics Bulletin No. 972, Employment Outlook for Elementary and Secondary School Teachers, which was written in 1949. The report was prepared by Cora E. Taylor of the Occupational Studies Branch, Division of Manpower and Employment Statistics. The Bureau wishes to acknowledge the generous assistance received from the United States Office of Education and the National Education Association. Ewan Clague, Commissioner. Hon. Maurice J. Tobin, Secretary of Labor. Contents Page Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - 1 Demand for teachers - - - - - - Elementary school enrollments Secondary school enrollments Teacher replacement - - - - - - 1 Supply of teaohers - - - - - - - - - - - - - - - - - - - - - - - timbers prepared for elementary school teaohing - - - - - - Numbers prepared for secondary school teaohing - - - - - - - 4 4 5 Prospective employment situation, 1951-52 - - - - - - - - - - - - 5 Earnings - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 - - - - - - - - - - - - - - - 2 2 3 Tables 1. 2* 3. Indexes of average salaries paid elementary and secondary publio school teaohers in cities of 50,000 or more, 1939-49 - - - - - - - - - - - - - - - 9 Indexes of average salaries for publio school teachers in cities of 50,000 or more population, by region, 1939-49 - - - - - - - - - - - - - - - - - - - 10 Median salaries paid classroom teachers in oity school systems, 1950-51 - - - - - - - - - - - - - - - - - 11 Chart More than a third of all students prepared for high school teaching in 1950-51 were in three already crowded subject fields - - - - - - - - - - - - - 7 EFFECT OF DEFENSE PROGRAM ON EMPLOYMENT SITUATION IN ELEMENTARY AND SECONDARY SCHOOL TEACHING Introduction Dio teaching profession has always suffered losses of personnel during periods of full employment when oollege-trained workers are in great demand* Defense mobilisation is already increasing the withdrawal rate of teaohers in some localities, and it is expeoted that further losses will occur throughout the oountry as defense production expands* What are the chances of meeting the demand for teaching personnel during a period of defense mobilization? This report sheds some light on the question by presenting data on the prospective supply of and demand for teachers in 1951-52, and by giving data on salary changes and other faotors influencing employment in a highly competitive labor market* The report supplements and brings up to date the chapter on teaohers in Bulletin 996, Occupational Outlook handbook, as well as the seotions analyzing the Nation-wide situation in Hie teaching profession presented in the Bureau's 1949 report, Employment Outlook for Elementary and Secondary School Teachers (Bulletin 972)* Briefly summarized, the employment situation in the teaching profession is as follows! Die shortage of elementary sohool teaohers is more acute than last year, in spite of the fact that greater numbers of students have completed preparation* More than 25,000 teaohers are needed to take care of the increasing enrollments expeoted in the grade sohools in September 1951* A still larger number of teachers will be required to replaoe those leaving the profession* The need for teaohers in the secondary sohools, where no increase in enrollment is anticipated, will be limited almost entirely to the replacement of persons withdrawing from the field* The number of persons prepared for high sohool teaching is far in exoess of the number of openings expeoted for the 1951-52 school year, though shortages exist in some subject fields* Demand for Teachers Demand for teaohers is based primarily on the number of pupils to be taught and on the personnel required to replaoe those teaohers retiring, transferring to other employment, or otherwise leaving the profession* Fairly accurate estimates of future enrollments oan be made on the basis of records on numbers of births and on school entranoe and drop-out rates* It is much more difficult, however, to estimate teaoher-replacenient needs* 2 — Elementary school enrollments.— Over 800,000 more pupils are expected to be enrolled in the country’s elementary schools this fall than were in the classrooms in 1950-51. This will bring the total number of pupils in these schools to about 24,500,000, of whom approximately 12 percent will be in private and parochial schools. In general, enrollment in grades 1 to 8 for the next school year will be made up of children born in the years 1937 to 1945. Since the birth rate was much lower during the late depression years than during World War II, the highest enrollment next year and therefore the greatest need for teachers will be in the first 4 or 5 grades. Furthermore, during the last few years, the outgoing eighth grades have been"small in comparison to the incoming first grades, so that total enrollment in the elementary schools has been increasing rapidly. The increase will be even greater in the next few years, owing to the very high birth rates of the immediate post-war period. What will an additional 800,000 pupils arriving at the Nation’s schools this fall mean in terms of teachers needed? Much has been said about the overcrowding of classrooms and the heavy teaching loads in the elementary schools. Little improvement in this situation can be expected during the defense mobilization period. A recent study l/ of teachers showed the average number of pupils per teacher in elementary schools to be 30 in rural schools and 32 in urban schools. Using the higher average number of pupils per teacher (32), at least 25,000 additional teachers will be needed in September 1951 to provide for the 800,000 new pupils. Secondary school enrnlIments.— Enrollment in grades 9 to 12 this fall will continue to reflect the low birth rates of the 1930 decade. No in crease is anticipated in the high-school-age population. Moreover, it is probable that the current trend for young people to stay iii school longer will be offset by greater numbers dropping out to take readily available jobs or to enlist in the armed services. It appears, therefore, that the total number of highschool teachers need not be increased in 1951-52, though many new positions will be created because of population shifts and the opening of newly constructed schools. Beginning in 1952-53, however, enrollments in grades 9 to 12 are expected to rise slowly for about 3 years and then increase rapidly into the 1960*s. II National Education Association, Teaching Load in 1950f Research Bulletin, Vol. XXIX, No. 1, February 1951. Teacher replacement.— In the next school year, more teachers will be required to replace those leaving the profession than will be needed to handle new enrollments. This will be true in both elementary and secondary schools. Past experience indicates that the proportion of teachers withdrawing from the field increases greatly when other more attractive employment opportunities are readily available. The impact of the current shortage of personnel in many areas and occupations on the teaching profession cannot be easily estimated, however, in quantitative terms. Teacher withdrawal rates vary greatly from State to State and among localities within a State for many reasons. In general, the rates are relatively high in States or localities where salaries are low and in rural areas where living conditions are unsatisfactory. They tend to be higher among elementary than among secondary teachers and are much greater among women than among men. Because of variation in withdrawal rates, it is very difficult to arrive at Nation-wide estimates of replacement needs. Estimates based on data for years prior to World War II indicated a minimum annual replacement rate of 7 percent for elementary school teachers and 5 percent for secondary school teachers. On the basis of these percentages, the minimum demand for new elementary teachers to replace those who fail to return to teaching jobs in the fall of 1951 would be about 4.2,000, and the number of new high school teachers required would be about 16,000. However, there is considerable evidence indicating that current withdrawal rates are much higher than the prewar figures used in deriving these estimates. For example, it has been estimated that replacement of elementary teachers in September 1950 approximated 60,000, or about 10 percent of all grade school teachers. 2J Certainly the rate will have risen still higher by the fall of 1951, largely because of the increasing availability of high-paying jobs. As the defense production expands, a repetition of the World War II situation can be expected in less acute form. In that period 300,000 teachers, over and above the usual turn-over, were reported to have left the profession. 3/ (Figures used here refer to net replacement needs and do not include data on the movement of teachers from one school system to another.) 1/ 3/ Maul, Ray C ., Teacher Supply and Demand in the United States. National Commission on Teacher Education and Professional Standards, 1951, p . 1 3 . Armstrong, W. E arl, Teacher Situation C r itic a l— What Can Be Done?. School L ife , Vol. 33, No. A, Januaiy 1951. - 4 - Another serious replacement problem, but one that cannot be met at this time, concerns inadequately trained teachers. Approximately 95,000 elementary school teachers now in service have not completed 2 years of college preparation; as many as 53,000 of these have not completed even 1 year of college. Another 200,000 teachers have two or more years of training but have not yet obtained bachelor*s degrees, Most school administrators believe that many of these teachers should be replaced with better qualified personnel. ij 5/ Supply of Teachers Numbers prepared for elementary school teaching.— To meet the elementary school demand for more than 70,000 new teachers for the 1951-52 term, the colleges and universities prepared only 4-6,000 students during the year ending June 1951. These students completed standardcertificate requirements in the States in which they were trained, though nearly 14,000 had preparation of less than 120 semester hours (the usual requirement for a bachelor's degree). The total number (4-6,000) prepared in 1951 is an increase of nearly 4-,000 over the number prepared in 1950. Nevertheless, if all the newly prepared teachers entered the profession, the supply would still be far from adequate. Some other sources of teacher personnel exist but cannot be con sidered as likely to yield any appreciable numbers at this time. A large group of persons who obtained adequate teacher-training at an earlier date have gone into other jobs, have become full-time housewives, or are outside the teaching profession for other reasons. This group is more likely to gain members rather than to contribute to the teaching ranks. Nevertheless, in some localities a house-to-house canvass is being made in an effort to recruit from this inactive teacher group. Still another source of additional teachers is the conversion programs new established in 13 States. These programs are designed to give short courses in elementary school teaching methods to college graduates who either have not prepared to teach or who have prepared to teach at the secondary school level. Most of these programs provide the opportunity for college gradu ates to take a full summer's work in elementary education. They can then teach in elementary schools on a provisional certificate until such time as the remaining work in elementary education can be completed either through extension work or summer session programs. In spite of these and other special recruitment programs, it is obvious that school administra tors will have to continue to employ many teachers with only partial pre paration. Emergency certificates will have to continue to be issued, probably in greater numbers than last year. JJ jj/ Maul, Ray C., op. cit. Statistical data for this section are taken largely from the publication, Teacher Supply and Demand in the United States. The report was prepared by Ray C. Maul under the sponsorship of the Nation al Commission on Teacher Education and Professional Standards, National Education Association, 1201-l6th Street, N. W ., Washington 6, D. C. - 5 - Numbers prepared for secondary school teaching.— Approximately 77,600 college and university students completed standard-certificate requirements for high school teaching in 1951• This figure represents a decrease of nearly 10,000 from the numbers so trained in 1950. Even so, the number of new teachers needed at this level continues to be considerably less than the number trained. The supply of high school teachers for each subject field has much greater significance than the total supply for all fields taken together. Following is the distribution of students completing high school teacher training in 1951: Subject field Agriculture Art Commerce English Foreign languages Home economics Industrial arts Journalism Library science Mathematics Music Physical education - Men Physical education - Women General science Biology Chemistry Physics Social sciences Speech Other Number prepared 2,64.8 2,210 6,269 8,24.6 2,326 4,841 4,085 137 448 4,412 4,860 8,325 2,939 2,744 3,294 1,474 817 12,627 1,743 3,196 Prospective Employment Situation. 1951-52 The shortage of elementary school teachers may be more acute in 1951-52 than last year, in spite of the increased numbers completing preparation. This is partly the result of the defense mobilization program which is creating numberous competing job opportunities at a time when enrollments in grades 1 to 8 are expanding rapidly. - 6 - The employment situation for elementary teachers is not uniform throughout the country, however. In general, positions are most readily available for white teachers in rural areas. Requirements are higher and competition is greater for the most desirable positions in large-city schools. Competition is great among Negro teachers for nearly all types of positions. States paying salaries lower than adjoining States have particular difficulty in filling positions. For example, Georgia continues to lose teachers to Florida and other nearby States. States with a great deal of in-migration are facing serious teacher shortages. The outlook for elementary teachers on a State-by-State basis is now approximately the same as in 19U9. 6/ The number of persons prepared for secondary school teaching is far in excess of the number of openings expected for the 1951-52 school year. However, many persons completing certification require ments never seek teaching positions. This is especially true at a time such as the present defense mobilization period, when other jobs are easily obtained. Therefore, it is likely that shortages of teachers for grades 9 to 12 will exist in certain localities and in certain subject fields despite the general oversupply. Home economics teachers have continued in short supply since the early 19U0’sj girls' physical education teachers are in demand; teachers with library science training meet little competition} mathematics and certain physical science teachers have little difficulty finding openings. On the other hand, English and social science majors are in excess supply in nearly all localities (see chart )• The field of men's physical education (second largest field of preparation in 195l) has been overcrowded for the past 3 years} however, competition is already easing off, as many veterans return to the Armed Forces or take defense jobs. A recent survey by the United States Office of Education indicates that 18 percent of the male teachers are sub ject to military call either through Selective Service or through the active Reserves. It may well be that all teaching fields staffed primarily by men will have personnel shortages within the next few years, as the defense program progresses* Earnings A chief factor affecting the supply of teaching personnel is the salaries offered. Traditionally, teachers' salaries have been low, especially at the elementary school level, considering the amount of preparation required. However, teachers' salaries have moved steadily upward in the last decade. Increases were generally small in the bj See Bureau of Labor Statistics Bulletin 972, Employment Outlook for Elementary and Secondary School Teachers. 7 MORE THAN A THIRD OF ALL STUDENTS PREPARED FOR HIGH SCHOOL TEACHING IN 1950-51 WERE IN THREE ALREADY CROWDED SUBJECT FIELDS Source: NATIONAL EDUCATION ASSOCIATION, UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR STATISTICS "TEACHER SUPPLY AND DEMAND IN THE UNITED STATES” BY RAY C. MAUL. - 8 — early war years, but beginning in 1943 the rise was more rapid. In cities of 50,000 population or more, the increase in average salaries from 1939 to 1949 totaled 62 percentj between 1945 and 1949 it was 40 percent. Elementary school teachers started at lower levels but had a greater increase in average salary than secondary school teachers. This was due, in part, to the widespread adoption of the single-salary schedule, providing equal pay for equal preparation regardless of grade level taught. Table 1 gives an index showing average salary increases for the 10-year period ending 1949. Salary indexes point to sharp differences in the rate of change among the nine geographic regions into which the cities were classified. Table 2 shows the greatest increases to be in the Southeast and Southwest^ the smallest in the Middle Atlantic States. Further increases in teachers' salaries have taken place since 1949. Median salaries of all classroom teachers were from 5 to 8 percent higher in 1950-51 than in 1948-49, depending on size of city. Table 3 shows the median salaries paid classroom teachers at various grade levels in 1950-51. Some evidence is available that points to further increases for the 1951-52 school year. Table 1.— Indexes of average salaries paid elementary and secondary public school teachers in cities of 50,000 or more, l/ 1939-4-9 /I939 = 100/ All cities of 50,000 or more Year Total 1939.... 194-1.... 194-3.... 19A5.... 19LI.... 194-9.... l/ 2/ 3/ 100 102 107 116 132 162 Ele men tary teach ers 2/ 100 103 108 116 131 163 Secon dary teach ers 3/ 100 101 107 115 133 160 Elementary and secondary teachers in cities of — 500,000 or more 100 101 105 109 126 14-8 250,000 100,000 50,000 4-99,999 24-9,999 99,999 100 102 111 121 135 173 100 102 109 123 138 176 100 103 109 121 138 176 Based on 194-0 Census classifications. Includes kindergarten, regular, and atypical elementary school teachers. Includes junior and senior high school teachers. Sources U. S. Department of Labor, Bureau of Labor Statistics, "City Public School Teachers: Salary Trends, 1925-4-9", Wage Movements - Series 3, Number 5* Available from the Bureau upon request. 10 Table 2.— Indexes of average salaries for public school teachers in cities of 50,000 or more population, by region, 1/ 1939-49 /L939 = 1007 Year 1939... 1941... 1943... 1945... 1947... 1949... 1/ New England 100 102 108 115 126 160 Middle Atlantic 100 101 104 107 123 139 Border states 100 103 109 123 139 179 South east 100 103 113 137 159 201 Great Lakes Middle west 100 101 110 124 138 177 100 101 109 118 138 175 South west 100 102 109 126 149 198 Moun tain Pa cific 100 102 108 115 137 158 100 103 109 118 137 173 The 9 regions are composed as follows: New England— Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont; Middle Atlantic— New Jersey, New York, Pennsylvania; Border— Delaware, District of Columbia, Kentucky, Maryland, Virginia, Vest Virginia; Southeast— Alabama, Florida, Georgia, Mississippi, North Carolina, South Carolina, Tennessee; Great Lakes— Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin; Middle Vest— Iowa, Kansas, Missouri, Nebraska, North Dakota, South Dakota; South west— Arkansas, Louisiana, Oklahoma, Texas; Mountain— Arizona, Colorado, Idaho, Montana, New Mexico, Utah, Wyoming; and Pacific— California, Nevada, Oregon, Washington. Source: U. S. Department of Labor, Bureau of Labor Statistics, "City Public School Teachers: Salary Trends, 1925-49", Wage Movements - Series 3, Number 5. Available from the Bureau upon request. 11 - Table- 3.— Median salaries paid classroom teachers in city school systems, 1950-51 Population of city Level taught 10,000 5,000 2,500 500,000 and over 499,999 99,999 29,999 9,999 4,999 Total - regular classroom teachers... #4,456 #3,595 $3,407 #3,150 #2,985 $2,831 Kindergarten............ Elementary school...... Junior high school..... High school............. 4,029 4,172 4,501 4,947 3,409 3,395 3,719 3,995 1/ ^2,998 3,204 3,490 1/ ^2,831 3,005 3,220 1/ •=2,683 2,903 3,067 1/ 100,000 - 30,000 - 3,216 3,231 3,569 3,782 - - - Includes kindergarten teachers. Source: National Education Association, Salaries and Salary Schedules of City-School Employees, 1950-51. Research Bulletin, Vol. XXIX, No. 2, April 1951. - 12 OCCUPATIONAL OUTLOOK PUBLICATIONS OF THE BUREAU OF LABOR STATISTICS Studies of employment trends and opportunities in the various occu pations and professions are made available by the Occupational Outlook Service of the Bureau of Labor Statistics. These reports are for use in the vocational guidance of veterans, in assisting defense planners, in counseling young people in schools, and in guiding others considering the choice of an occupation. Schools concerned with vocational training and employers and trade-unions inter ested in on-the-job training have also found the reports helpful in plan ning programs in line with prospective employment opportunities. Two types of reports are issued, in addition to the Occupational Outlook Handbook: Occupational outlook bulletins describe the long-run outlook for employment in each occupation and give information on earnings, working conditions, and the training required. Special reports are issued from time to time on such subjects as the general employment outlook, trends in the various States, and occupa tional mobility. The reports are issued as bulletins of the Bureau of Labor Statis tics, and may be purchased from the Superintendent of Documents, Washington 25, D. C. Occupational Outlook Handbook Employment Information on Major Occupations for use in Guidance Bulletin 998 (1951 Revised edition). $3.00. Illus. Includes brief reports on more than A00 occupations of interest in vocational guidance, including professions; skilled trades; clerical, sales, and service occupations; and the major types of farming. Each re port describes the employment trends and outlook, the training qualifica tions required, earnings, and working conditions. Introductory sections summarize the major trends in population and employment, and in the broad industrial and occupational groups, as background for an understanding of the individual occupations. The Handbook is designed for use in counseling, in classes or •units on occupations, in the training of counselors, and as a general reference. Its 600 pages are illustrated with 103 photographs and 85 charts. - 13 Occupational Outlook Bulletins Employment Opportunities in Aviation Occupations, Part II — Qualifications, Earnings, and Working Conditions Bulletin 837-2 (194-6). 25 cents. Illus. Duties, Employment Outlook in Foundry Occupations Bulletin 880 (1946). 15 cents. Illus. Employment Outlook for Business Machine Servicemen Bulletin 892 (1947). 15 cents. Illus. Employment Outlook in Machine Shop Occupations Bulletin 895 (1947). 20 cents. Illus. Employment Outlook in Printing Occupations Bulletin 902 (1947). 20 cents. Illus. Employment Outlook in the Plastics Products Industry Bulletin 929 (1948). 20 cents. Illus. Employment Outlook in Electric Light and Power Occupations Bulletin 944 (1948). 30 cents. Illus. Employment Outlook in Radio and Television Broadcasting Occupations Bulletin 958 (1949). 30 cents. Illus. Employment Outlook in Railroad Occupations Bulletin 961 (1949). 30 cents. Illus. Employment Outlook in the Building Trades Bulletin 967 (1949). 50 cents. Illus. Employment Outlook for Engineers Bulletin 968 (1949). 50 cents. Illus. Employment Outlook for Elementary and Secondary School Teachers Bulletin 972 (1949). 35 cents. Illus. Employment Outlook in Petroleum Production and Refining Bulletin 994 (1950). 30 cents. Illus. Employment Outlook in M e n 1s Tailored Clothing Industry Bulletin 1010 (1951)* 25 cents. Illus. Employment Outlook in Department Stores Bulletin 1020 (1951). 20 cents. Illus. - Hi Occupational Outlook Supplements Effect of Defense Program on Employment Outlook in Engineering (Supplement to Bulletin 968, Employment Outlook for Engineers) (1961)* (in press). Speoial Reports Occupational Data for Counselors. A Handbook of Census Information Seleoted for Use in Guidance Bulletin 817 (1945). 15 oents (prepared jointly with the Occupational Information and Guidance Service, U. S. Office of Education). Factors Affeoting Earnings in Chemistry and Chemical Engineering Bulletin 881 (1946). 10 cents. Occupational Outlook Information Series (By States) VA Pamphlet 7-2 (1947). 10 oents eaoh. (When ordering, speoify State or States desired). Employment, Education, and Earnings of Amerioan Men of Soienoe (1951). (In press). Occupational Outlook Mulling List Schools, vocational guidance agencies, and others who wish to receive brief summaries of each new Occupational Outlook report usually accompanied by a wall ohart, may be placed on a mailing list kept for this purpose. Requests should be addressed to the Bureau of Labor Statistics, U. S. Department of Labor, Washington 25, D. C., specifying the Occupational Outlook Mailing List. Please give your postal zone number. F or sa le b y th e S u p e r in te n d e n t o f D o c u m e n ts , U . S. G o v e r n m e n t P r in tin g O ffice, W a s h in g to n 25, D . C . U. S. GOVERNMENT PRINTING OFFICE : 1951 O — 964945 - P r ic e 15 c e n ts
@FedFRASER