ED 066 801 AUTHOR Graybeal, William S. TITLE Teacher Supply and Demand in Public Schools, 1971. INSTITUTION National Education Association, Washington, D.C. Research Div. REPORT NO RR-1972-R4 PUB DATE 72 NOTE 58p. AVAILABLE FROM Publications Sales Section, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. 20036 (Stock No. 435-25498, $2.00, quantity discounts) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *Beginning Teachers; Curriculum; Educational Research; Statistical Data; *Surveys; *Tables (Data); Teacher Education; *Teacher shortage; *Teacher Supply and Demand ABSTRACT This 24th annual NEA survey of public school teacher supply and demand estimates that the supply of qualified teachers is generally adequate, although shortages exist in some areas. To supplement these estimates, surveys were made in State departments of education and in 66 of the country's 83 largest school systems. Shortages occurred in industrial arts, special education, mathematics, trade-industrial-vocational-technical courses, remedial reading and speech, and in distributive education. Assignments most frequently reported by the large school systems as having an oversupply of qualified applicants include social studies, Language Arts, physical and health education (male teachers), elementary level, foreign languages, business education, home economics, and art. Tables present comparative data by State and subject area. (A related document is ED 048 653.) (MLF)
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ED 066 801
AUTHOR Graybeal, William S.TITLE Teacher Supply and Demand in Public Schools, 1971.INSTITUTION National Education Association, Washington, D.C.
Research Div.REPORT NO RR-1972-R4PUB DATE 72NOTE 58p.AVAILABLE FROM Publications Sales Section, National Education
Association, 1201 Sixteenth Street, N. W.,Washington, D. C. 20036 (Stock No. 435-25498, $2.00,quantity discounts)
EDRS PRICE MF-$0.65 HC Not Available from EDRS.DESCRIPTORS *Beginning Teachers; Curriculum; Educational
ABSTRACTThis 24th annual NEA survey of public school teacher
supply and demand estimates that the supply of qualified teachers isgenerally adequate, although shortages exist in some areas. Tosupplement these estimates, surveys were made in State departments ofeducation and in 66 of the country's 83 largest school systems.Shortages occurred in industrial arts, special education,mathematics, trade-industrial-vocational-technical courses, remedialreading and speech, and in distributive education. Assignments mostfrequently reported by the large school systems as having anoversupply of qualified applicants include social studies, LanguageArts, physical and health education (male teachers), elementarylevel, foreign languages, business education, home economics, andart. Tables present comparative data by State and subject area. (Arelated document is ED 048 653.) (MLF)
U S DEPARTMENT OF HEALTH,EDUCATION 8 WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPROOUCEO EAACTLy AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY
RESEARCH REPORT 1972-R4
Teacher Supply and Demandin Public Schools, 1971
RESEARCH DIVISION - NATIONAL EDUCATION ASSOCIATION
J-
NATIONAL EDUCATION ASSOCIATION
DONALD E. MOR FUSON, PresidentSAM M. LAMBERT, Executive Secretary
RESEARCH DIVISION
GLEN ROBINSON, DirectorW. JACK TENNANT, Associate DirectorSIMEON P. TAYLOR III, Assistant DirectorWILLIANI S. GRAYBEAL, Assistant DirectorALTON B. SHERIDAN, Assistant DirectorFRIEDA S. SIIAPIRO, Assistant DirectorJEAN M. FLANIGAN, Assistant DirectorBERNARD It. BARTHOLOMEW, Assistant DirectorGERTRUDE N. STIEBER, Senior Professional AssociateDONALD P. WALKER, Professional AssociateRICI IA RD E. SCOTT, Chief StattIsticianVA LDEANE RICE, Administrative AssociateJOSEPH A, FALZON, Senior Staff AssociateELIZABETII C. MOFFATT, Senior Staff AssociateMARSHA A. REAM, Senior Staff Associate
GLADIES S. BARKER, Staff AssociateJEAN L. PROETSCIIStaff Associate
ARTI URYNE J. TAYLOR, Staff AssociatePETER D. VEILLETTE, Staff Associate
GAYE B. BECKER, Staff AssociateDOROTHY E. BURKE, Contract Analyst
KAREN S. SHIPPER, Contract AnalystRICIIARD COVINGTON, Contract AnalystTHOMAS NI. SA UCEDO, Research Analyst
GRACE BRUBAKER, Chief, InformationFRANCES II. REYNOLDS, Librarian
WILLIAM E. DRESSER, Chief, GraphicsHELEN KOLODZIEY, Assistant Chief, Information
HELEN D. STONE, Assistant Chief, GraphicsALICE It. MORTON, Archivist
BEATRICE C. LEE, Publications Editor
Research Report 1972-R4: TEACHER SUPPLY AND DEMAND IN PUBLIC SCHOOLS, 1971
Project Director: WILLIAM S, GRAYBEAL, Assistant Directo.
Price of Report: Single copy, $2.00. Stock No. 435-25498. Discounts on quantity orders: 2-9 copies 10%; 10 or morecopies, 20%. All orders must be prepaid except those on official purchase order forms. Shipping and handling charges will beadded to billed orders. Order from Publications Sales Section and make checks payable to the National Education Associa-tion, 1201 Sixteenth Street, N.W., Washington, D.C. 20036.
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;eneral Conditions Reported hy StatesSome Conditions Influencing Teacher 1/iiiiindConditions bN Population .areasConditions by Teaching Assignment .area
1
5
Some Outcomes of the Teacher Oversupply 7
The Supply of New Teachers 9
Supply of Beginning Teachers 9
kenpation of Teacher Education 1;raduates in 1970 9
Illy Supply of Qualified hirmer Teachers I11
The Demand for New Teachers 23
Difference Between Demand for New and Demand for Beginning Teachers 23Criteria for Estimating Demand for New Teachers 23
Apply Compared with Demand for New Teachers 30
Supply of Graduates Compared with Demand 30Trends in Supply and Demand in Reporting States 30Supply of Beginning Teachers Compared with Total Number of Teachers Employed 30Supply Compared with Demand (ATCE) for Beginning Teachers 31
Summary of Comparisons Between Estimates of Teacher Supply and Demand 0Appendix 41
Table A.Number of Students Completing Preparation for Standard Teaching Certificates.by Type of Preparation, Year, and State 41
Table B.State Authorities Who Are Major Contributors to the Study 58
FOREWORD
NEA RESEARCH 1)I VISION constantly endeavors to improve the research techniques, the seem-cy of data. and the usefulness of its reports. This 24th annual survey of the supply and demand forpubliclichool teachers continues this tradition.
Continuing the changes initiated in the 1966 edition, the 1971 report provides two estimates of thedemand for new teachers: one based on achievement of minimum quality in educational staffing, andone based on trends toward improvement in the quality of the teaching staff. Also, the present studycontinues the estimation of the demand for beginning teachers as a subgroup of the demand for newteachers.
Users of this report should interpret the estimates only in general terms because additional study isneeded on (a) the factors infmencing personal decisions on entering, interrupting, re-entering, and leav-ing the teaching profession; (h) the characteristics of potential teachers and the assignments given to newteachers; and (c) the influence of financial support for continued improvement in education upon thecomponents of teacher supply and demand.
This report contains a summary of teacher supply and demand conditions reported in late summer1971 by respondents in state departments of education and in 66 of the country's 83 largest schoolsystems. These two special surveys were designed to supplement the national estimates, to identify thestatus of teacher supply and demand in various types of school systems, and to review the conditionsinfluencing teacher supply and demand in late summer 1971. The results of these inquiries are given onpages 6 and 7 of this report. A preliminary summary of data contained in this report was released inearly. September 1971.
The NEA Research Division appreciates the invaluable assistance of the personnel hi state depart-ments of education aid teacher preparation institutions who participated in this study. Their willingnessto gather and provide basic data and their continuing interest in this important facet of professionalanalysis and planning make this report possible. The Division also wishes to thank the state and localschool officials who so willingly responded to the supilemental inquiries on the shortage of teachers.
This report was prepared by William S. Graybeal, Assistant Director, with the assistance of theStatistics Section of the Research Division.
GLEN ROBINSONDirector, Research Division
4
HIGHLIGHTS
5
A record 317.604 persons completed teacher preparation pn 'gra ins with at least a bachelor'sdegree between September 1970 and August : 1 1 , 1 9 7 1 , an increase 1 7 ..1 percent over the numberreported for the previous year.
The estimated number of new teachers needed to attain minimum levels of quality staffing (Qual-ity Criterion Estimate of teacher demand) in 1971 comprises 40.900 in elementary sehnois and352,500 in secoAdary schools. a total of 793,400.
The number of m w teachers needed in 1971.72. as projected from trends in the improvement ofstaffing characteristics in recent years (Adjusted Trend Criterion Estimate), comprises 82.800 inelementary schools and 106,0(10 in secondary schools. a total of 188.000.
The Quality Criterion Estimate of demand exceeds the expected supply of new teachers by500,800, provided the turnover and reentry rates of qualified experienced teachers approximatesthat of recent years. This shortage comprises 301,600 teachers at the elementary-school level and199,200 at the secondary-school level.
Based on the Adjusted Trend Criterion Estimate of demand, with allowance for the reentry ofqualified experi need teachers as in 1970-71. the supply is generally adequate. but shortages ofbeginning teachers are expected to continue in secondary-school mathematics, vocational-technicalcourses, sciences, and industrial arts.
Two special surveys of appropriate officials in state departments of educat:on and in 66 of thelargest school systems in late summer 1971 show that as a whole the supply is adequate but short-ages of qualified teachers are continuing in special education and in all of the assignments listedabove.
The supply of qualified former teachers desiring to re-enter teaching in fall 1971 (80,40) persons)is 16,900 to 27,400 larger than the number of positions estimated to be open to them.
F.%
SPECIAL SURVEYS OF TEACHER SUPPLY AND DEMAND
Tk( spv,(;1 11. st MN'S were conducti d in midsummer197'1 ill I lilt 111).11/.1 late i a 110ii i (a) the direr.thin of change, if any. in the factors which niflurrice thesuply and demand for public-school teachers: () the gen-eral slaiii ?. of supple- demand V111111160Us in the states andmajor school ss stems: (c) the suloject arras in which shortJr). he most widespread: and (d) conditions in tlfall of 1971 as compared with one year earlier. This infor-mation rov;iles a framework flu interpreting the projev-tions of teacher supply and demand in the regular study.
One survey was directed to the person having responsi-bility for teacher education arid certification in each statedepartment of education. These persons were asked to re-port their general impression of teacher supply and demandconditions in their state as of the last week in July. Thesecond survey was sent to the 83 largest school systerns(these systems enroll 50.000 or more pupils. and as a groupemploy onefifth of all puldie-school teachers). Personneldirectors in these systems we re asked to report Icy eachmajor assignment area: (e) the adequacy of the supply ofqualified teacher applicants in their school systems for1971.72. (11) whether they have had to employ personswith substandard qualificatiems, and (c) the number of un-filled positions in the last week of July 1971.
General Conditions Reported by States
State department of education 'officials in 48 states re-ported the general condition of pul.l.c-schie teacher sup,ply arm demand. Their ,. atiessment of how the total numberof qualified applicants compares with the number of teach-ing pos;tion vacancies in late July 1971 was as follows:
24 statesshortage of applicants in some subject areasand an excess in others
I 1 statessome excess of applicants
13 statessubstantial excess of applicants.
The remaining two states did not have sufficient infor-matio readily available to allow a valid appraisal of condi-tions as of the last week in July.
The situation regarding qualified teacher applicants inlate July 1971 compared with 1970 was reported by 4states as being about the same, and by 35 states as being alarger excess. Eight states reported a much larger excessthan one year earlier. Two states did not have sufficientinformation to report. Table 1 shows the 5-year trend inthe alleviation of general shortages.
Some Conditions Influencing Teacher Demand
Responses from states and large school systems show amixed national pattern in the fall 1971 trend in provisions
leer Pwl901 otall'ing. An P4'911311' 91 eonelitions within thestate was given by respondents in 'II Slates which enrollidiom 60.0 percent of all iniblic-school estimateof conditions within the school sy stein giVVII les 37respondents in the large school systems which du-idled 1.3percent of the pupils in the sehool systems participatingin the siirve . The following shows the percents of pupilsaffected by each of the' ?who'd staffing conditions in fall1971:
Percent of pupils affected
Condition
Nund-r of new teaching posi-tions reflects a continuationof recent trend toward im-proved staffing and programs ....The in11 . 'wed teacher sup-ply is being used to acceler-ate recent trends in annualimprovements in schoolstaffing and programs .....Financial conditions areslowing, arresting, or re-versing re-cent trend to-ward improved schoolprograms arid staffing
'rota)
24 states 37 largesysterris
42.1% 5.8%
12.5 3.4
45,1 90.8
10,0.0% 100.0%
Reports frorn states arid frorn large school systems showa change in the proportions of teacher's leaving their posi-tions last year: this, in turn, creates fewer than normal num-bers of vacancies to he filleAl by experienced or beginningteachers. The- percentage of last year's teaching staff leavingfull-time teaching for personal reasons, maternity, or CM-ploy rnent outside education this fall compared with owyear earlier is reported to be lower in 19 states, about thesame- in 12 states, arid higher in 2 states. The remaining 17states did not have sufficient information to offer an esti-mate- of this condition. The respondents in 63 of the largeschool systems reported the extent of this typelikermina-Lion compared with one year ago as follows: lower
MApliyear, 39 systems; about the same, 21 systems; and hithis year, 3 systems.
Conditions by Population Areas
Respondents in 45 states were able to report conditionsby population areas in their state. Three reported having anextremely low supply of applicants in rural areas and none
reported this condition for small citli s, lentral cities ofInge urban centers. or suburbia) areas. An oversupply wasreported in ventral cities by 21 states. in silnirhali area. 1)129 514111'5. 111 small shies by I7 states. and in rural arm k 2tales.
The second linev queried personnel officers in each ofthe 1111111111's In Illrge51 school 141, ste111.5 about teacher 511111)11
11111I 111'111411111 CO/1111111111S 111 their systems as of the last week
in July 1')71. SiNts systems reported a total of 1,120unfilled positions, The n111111441 positions represent 0,1 percent of the teachers in Outs, systems in fall 1970.
The following shows the trend toward improvement 1111 Ile 511pply of teachers in the reporting large s1.1141o1 systems:
State department of education per511111111 report either asupply or 1111 eV re OIely 10 le supply of 111111111111 teacher
applicants in their school systems tor 1971-72 in the fol.
TABLE I --GENERAL CONDITION OF' TEACHER SUP-PLY AND DEMAND AS REPORTED RY STATE DE-PARTMENTS OF EDUCATION PERSONNEL 1966.1971
General condition ofteacher supply and
demand
Substantial shor-tage of applicants
Some shortageof applicants
Shortage of ap-licants in somesubject areas andexcess in others
Sufficient ap-plicants to fillpositions
Some excess ofiapplieantsSubstantial excessof applicants
Valid appraisalof possible with
present information
Number of states reportingcondition as of fall
1966 1967 1968 1969 1970 1971
:3 4 5 6 7
20 19 5 0 0
11 14 17 12 2 0
8 11 19 32 35 24
0 I I I 7 0
0 0 0 2 1 I i
0 0 0 0 1 13
11 5 8 I I 2
7
11)% jlig assignments (most frequently listed by 17 states reporting this information): special edlication. :13 states: induslrial arts. 27 swifts: special assignments in remedial read.Mg. speech correetion, etc.. 27 states.. special assignmentsdirected to rillicationall disad$atitaged children. 25 states:elemntarvscliool librarian. 2:1 states: 111141 mathematics. 13states. The most frequently listed assignment areas in which17 slates e'. peel school systems gituerall will lh to em-ploy persons with substandard qualifications are speriuleducation. I I states: trade-industrialvocationaltechtliealsubjects. ll states: and industrial arts. 4 states.
%ssignments most frequently reported as 1111$ ing an aver.51111111y 411 11111111 lied applicants were social studies. 13 states:
langnav arts. 35 states: men teachers of physical111141 luallb education, 28 states: elementary sehool teachers24 states: business education, 16 states: home economics,14 slates: foreign languages. 14 states: and art, 13 states.
The assignments identified in the animal national starve)as having a relatively low supply of qualified teachers arealso reported as bring in low supply by significant numbersof large school systems. The most frequently identified assigninents these 66 school systems report having an exfrwinely Ion. supply or a hole supply of qualified a pplieatitsin late Jelly are as follows:
Number of large school____..1.,..Y,tacint4 having: Numbs of posi-
speech, etc. 5 14 71Distributive educa-tion 5 1') 21
Supporting these reports of low supplies are the num-bers of these 66 large school systems which reported theyhave had to employ persons with substandard qualificationsin these assignment areas for 1971.72: 9, industrial arts; 9,special education; 7, mathematics; 7, trade-industrial-voca-tional-technical courses: and 5, distributive education.
Assignments most frequently reported by the largeschool systems as having an oversupply of qualified appli-cants,include social studies, 57, English language arts, 53;men teachers of physical and health education, 43; elemen-tary-school teachers, 43; foreign languages, 41; businesseducation, 32; home economics, 30; and art, 27.
Some Outcomes of the Teacher Oversupply
Use of the improved adequacy of the supply of begin-ning teachers to improve the quality of staffing is reportedwidely. The percentage of new teachers hired for fall 1971
11
i%lio ha% e higher than the minimum requirene eel for ceitiliceition Is reported to he higher than last sear11, 21 slates. about the same as last sear In II) states. andlower than last ear 3 stales. The remaining I stales didnit !lase sufficient information to offer an estI hin.selen of the hl large school s% stems responding tothis question reported liming a higher percentage ofwell qualified new teachers this sear. 21 reported the percefelage he about the same as one ear earlier: and nonereported the percentage to be lower than Imp wilt ago.
however, Imver teacher mobility is indicated by respouses from the :411114's and the large school hystrius. Gun-pared with one year ago. the percentage of last year's teach-ing staff who were leaving to teach in another school ss-tem this sear was reported to be lower this >ear by 21)slates, about the same lo 7 stales, and higher this 'ear I! I
Alit'. The remaining I3 states did not have sufficient datafor an estimate. \lining the fi I large school systems re-sponding to this question., the percentage is lower this yearlos 11 systems about the same in I3 s stems, and higherthis year in 3 systems.
Evidence from the large school s'sfrins supports a rem-elusion that emplo nevelt of transferring leachers this earma, he at lower rates than in prelim's ears. lining the 3)1large school systems respelling. 111 reported the percentageof new teachers transferring to their school sAcen front a
leaching position elsewhere List ear is lower than the pencentage (deserved one year ago. 32 ropor!ed it to he ;dwellthe same, and 7 reported it to be higher this ear,
Interruption of a teaching earner to return ('or advancedstudies was he at lower than normal levels this ear. Thepercentage of last ear's teaching staff who are leavingfull-time teaching to enter or return to advanred studiesthis fall (eAclusive of those oil sabbatical leave) is reportedto he lower than one year earlier by 1.1 states and about thesame as one year ago by 1 stilles: no state reported it to hehigher than one year ago. The. remaining 20 states did nothave sufficient data to provide an estimate of this factor.1mong the 3 large school s, stems respeuuling to this ques-tion 34 reported the per village to be lower ibis year, 24repo! tell it as alumt the same, and 5 reported it to he higherthis year.
THE SUPPLY OF NEW TEACHERS
1111S (B. THE qualified new teachers are supplied fromthe following sowers: (a) graduates currently 1(miplutingleacher education' programs. (b) former teachers currentlyinterested in re- entering classroom teaching, and (e) leach.cr eduvation graduates of previous years currently. inter-ested iu entering the profession for the first time. The ma.jor objective of this study is to estimate the supply. anddemand conditions pertaining to the new supply of gradu-ates completing preparation to enter tc,..hing. The supply()I' new tearliers from other sources is difficult to estimate
hulk iv 11111111i the numbers of people which.ay he involved, and about the factors influencing themwhen they apply for active employment in puhlicschoolleaching.
Supply of Beginning Teachers
The summary. in Table 2 shows there are expected tobe 118,775 prospective eleinentar:srliool teachers and176,237 prospective secondary- school teaehers who will 111'completing their preparation with at least a bachelor's de-gree in time for entry into the leaching; profession at thebeginning of the 1971-72 session. Also, 10,715 prospective11'11(.114'N of special education at either level are expected tobe completing their professional preparation'. The ungradedclassifieations listed in Table 2 are used for the fifth timethis year, and as a result, may not have elicited completereporting: manv institutions may not have had data niadilvavailable in these classifications and the questionnaire maynot have been sent to sonic institutions which prepare per-sons for these positions.
A review of trends in the supply of persons completingtheir preparation for teaching is provided by Table 3 andFigure I. To provide data groupings comparable with theearlier studies in this series, the numbers of persons com-pleting preparation in selected subject fields for assignmentin elementary schools or for special education, and libraryscience, have been regrouped with the high-school subjects.T1, summary shows continuing growth in the numbers ofpersons being prepared for elementary- and high-school as-signments. With 195(1 as a base, the first year for whichcomplete data are available, the percentages show the gener-al pattern of growth in the supply of college graduates pre-pared to teach in elementary schools and in the high-schoolsubjects. The table shows that the total number of personsreceiving a bachelor's or first professional degree was belowthe 1950 level through 1960, approached the 1950 level in1961.62, and has exceeded the 1950 level since 1962. Asimilar rneral pattern of lower annual new supply duringthe 1950-1959 period followed by greater supply since1962 is observed among the number of persons being pre-pared to teach in high schools. The number being prepared
to teach in elementary. schools has been consishintls greaterthan the 1950 !use!, more than twice as inati being grae:ii.ated each scar between 1962 and 1967, morn than threetittles as many in 1968 and 1969, and four times as inans in1971 as were being prepared in I950,
The percentages of graduates receis ing the bachelor's orfirst professional degree represented by persons completingteacher education programs suggest that teacher prepara-tion attracted an increasing proportion of persons enrolledin higher education until 1966. the proportion has heldnear the 1966 level through 1971. These classifications arenot entirely. comparable because the numb r of teacher ed.tication graduates includes persons completing the master'sdegree and the basis for counting gradnitt,s with the firstprofessional degree changed in 1966. Also. because the1971 projection of graduates is likely. to be a conservativeestimate. the apparent change may not be sul..tantiated.Summarized below are the percentages of the total numberof Imecalaureate and first professional degree graduates rep-resented by the i,oraditates who have completed teacher edit.cation programs. biennially since 1950.
Teacher education graduatesas percent of total bach-elor's and first profes-
*Persons completing preparation to teach sperifie sub-jects are grouped within high - school category as in earlierstudies of this series. Total does not include the graduates?re pared to enter supporting ungraded ,.aisitions.
OA few institutions in two states did not respond in1968.
%tilting 1110 iihji I ;Irvi Ile' number. (i1nen leacher collocation gradual' are es peeled In eseeedI'1.1(1 kirk in all Arra.. ecipl ,igriculture. fin surreal Ian
i a marked chaolge from the 1912 Ihrouvlo 19.18 periodin wbirb the nom lier of own high...eltool teach. r beinggraduated \s ins loner than the 1910 Ione'. in all areas ...weptother fields.-
Tahle :1 (page I I) be interpreted nit', cooder-:olio(' Os en to the follossing: (a) The base sear. 1950. emi-t:tilled the en...1 of the %vass of returning %%odd %%at- II%oions who elm:pined their college degree. (II) The iip-ply of urn teacher education graduates in 1950 was tool inbalance with the demand for hiss teachers. (e) The inipanof the increase in demand fur wadi( sclund teachers fur theflood of enlarged publicscliool enrollments mis sit to befelt. It reached the first grade beginning in 1953.
The supply of propretise teachers in each slate is sungwanted in Tables 1. 1. and 6 showing the numbers romppining their preparation grouped b set, degree, and I'll'inslrueliontal 111.111 fur 11111' 11111 prepared.
may Ire PSIW,'IVII from differences in population, then. arewide differences among the states in the numbers of per-sons being prepared fur teaching.
(h.cupatioil of Teacher Education Graduates in 1970
is picallY many iwrsons completing teacher educationprograms do not enter teaching positions (hiring the(pent year, 'nen in a lime of shortage. The ocetopationalstatus of the leacher rduration graduates of 070 is shownin 'Fable 7. As a se hole follow-up information has 'wontreported for 811.( percent of the prospective elementary-S(.11001 teachers and for 117.5 percent of the prospectivesecondary-school leathers who were graduated in 1970. In-ftormatiom is not available from California, Kentucky, andTennessee. Data for less than 85 percent of the to.aehereducation graduates of 1970 are available for Connecticut.(elementary), District of Columbia, Indiana (elementary).
lassaeliiiselts. New I lampshire, New Mexico,Island (elementary), Slmth Carolina (secondary), and Ver-mont (secondary). Information in column II shows thatthe status of 19.2 percent of the teacher education gradu-ates is not known by these reporting institutions. This sug-gests that the percentage entries in at least one of the othercolumns are lower than would be observed if follow-upinformationn were available for all graduates.
The fields of preparation f m which highest percent-ages of graduates entered teaching immediat.:ly followinggraduation include junior high-school subjects, elementarysel.00l regular instruction, mathematics, special education,industrial arts, and physical and health education in elemen-tary school. Areas of preparation in which lowest percent-ages of graduates entered teaching immediately followinggraduation include journalism, physics, social studies,
-perch and drama, tradenonliiorial and 11111,.coke:nit III.
pereeiitage of graduate. eon rime tea, hong ',Wiwiails siuee 191 I Its major area of preparation anr re% oessedin Table II 1 continuing animal moder.ition in the pen notage entering 1c:idling 'mica 1(112 i gruerails obersedaniintil the fields, EA) of thus r.timate mhos reflecl minimum les el, of run.% her:loose this Ilan he itiereaed Its thepossible ruin of person. in the group of approsimairls'alveoli for whorl no follow lip information iThe data in this 'muffins «boos that the proportions ode.erne( in the earls 1960's may !amide a planning estimateof the ion or cifcciif. upply of beginning iv:tellers :nail-:dole fur intopliJs meat in 1971.72.
The estimated supply of graduates who would Is. :nail-:dole fur I mlllosmeoot if positions were mailable it, fall 1971is provided in Table 9. The rate of cowl estimated forgraduates prcparoll to teach at the elemeottars sehool lesel(83,3 percent) was reported for 19511. a year in whirl) roarsrates were near their peak and follow-u p information wasreported for is so.r. high proportion of teacher educationgi,adisates. Th.' rate of entry similarly estimated for gruel :.ales prepared to teach in scrunches :whin Is (69.2 percent)was reported boo. 1962. These rates are different from the8.'1.2 percent entry rate for elemelitary and the 75,0 perretilruin rate for secondary used in the 1970 edition of thisseries. For a specific subject in highsehool teaching thecurrently estimated supply (69.2 percent) is likely to beconservative breause subjects in short supply IS pically haveattracted a higher than average proportiou or graduates.
The Supply of Qualified Former Teachers
Some of the teachers who leave their positions may beexpected to return to the p-ofession. hi addition to Manyteachers on leaves ..f absolve. a significant in tuber return tothe classroon after aried lengths of intern!' thins.
'Ile pool of eh lientars- or secondary-school teacherswho had completed it least four sears of college and wereunemployed in 196( was estimated by the LS. Bureau ofthe Census to comps A' about 304,1(,0 persons. problems indefinition of leacher partieularlY in the vocational fields,by the census ennui. raters make this a very general esti-mate. All assiimptioi, that this pool contains the 20-yearaecumula&ion of 1.5 1 .reent of the teachers employed eachyear suggests that this pool contained 439,100 persons infall 1971.
'Ile 55,800 teach 'is estimated to have re-enteredteaching in fall 196() represented 18.3 percent of the poolof unemployed leachers that year. The supply of experi-enced teachers available for re-entry in fall 1971 based onthis rate would he 80,400 persons. The annual numbersavailable for re entry from this source of supply will in.create by more than 2,000 each year, 1971 to 1980.
TAMIL 5. -- EALEGE STUDENTS RE-LIVING DEUREES AND PREPARATIUN TU TEACHIt) THE ILEMENTARY SCHCo, 1971 AND 1910, BY STATE
hi,HELOR'S DEGREE.MASTER'S DEGREE',TATE ,.8/100,111S OP 1911 TOTAL, 1970 TU 1911 GRADUATES OF 1971 TOTAL, 1 70 TO 1971Mir. OMEN I. IAL 1970 NET PEPrENT MEN WOMEN TOTAL 1970 NET PERCENTCHANGE CHANUL
TABLE 7.-....00CUPATION ON NOVEMBER 1, 1970. OF PERSONS WHO WERE GRADUATED BETWEEN SEPTEMBER I, 1969.ANO AUGUST 31, 1470. WITH QUALIFICATIONS FOR STANDARD TEACHING CERTIFICATES
FIEID OF PREPARATIONPERCENT TEACHINGIN OUT TOTAL OTHER- CONTIN-STATE OF WISE UING
STATE GAIN-FORMALFULLY STUDYEMPLOYED
PERCENT NOTMILI-TARPSER-VICE
TEACHINGHOME SEEK- SEEK.. NO IN-mAK- ING ING FORMA-ING TEACH... NON TION
°Includes persons prepared to teach the subject in elementary schools.blncludes persons prepared for ungrad Id assignments, and subject matter assignments in elementary schools.
22
TABLE 9.- ESTIMATE OF THE SUPPLY OF 1971 TEACIIER EDUCATION GRADUATESAVAILABLE TO ENTER CLASSROOMS BY NOVEMBER I, 1971
IA.\ el or subjectNumber ...peeled
to completepreparation
Number availablefur mem
in all 1971"
2
Elementary school (total) I I 8,77.i 98,9:19Regular instruction 1E1,879 95,69,1
Art 1,275 1,062Foreign language 287 239Music 1,213 1,010Physical and health education 1,121 934
°Based on an entry rate of 83.3 percent of graduates prepared to teach in elementarygrades and in special education; 69.2 percent of graduates prepared to teach secondary-school grades and other ungraded assignments.
THE DEMAND FOR NEW TEACHERS
TII1S SECTION CI IN1,11NS estimates of the demand forIICW teachers and the demand for beginning teal hers. Theteparate estimate of the ltnand for beginning teachers al-lows comparison wilt' the supply of beginning teachers re-% ieved in the previous :.ection of this report. Following areview of the difference between the estimated demand fornew and beginning leacher: are descriptions of two criteriafor estimating the demand for new teachers. Finally, thissection provides an estimate of the demand for beginningteachers by type of teaching assignment.
Difference Between Demand for New andDemand for Beginning Teachers
A new teacher is a person entering or re-entering activestatus who was not employed as a full-time teacher duringthe preceding school year. A beginning teacher is a personentering active employment as a full -time teacher for thefirst lime. Therefore, the estimated demand for new teach-ers exceeds the demand for beginning teachers by the :min-ber of former teacher:. expected to re -enter teaching thisy ear.
Estimates of the rate of re-entry of former teachersderived from six sampling studies between 1957-58 and1968-69 range from 3.0 to 4.8 percent at the elementaryschool level and from 2.5 to 4.2 percent at the secondaryschool level. The rate of re-entry of former teachers beingestimated for 1971 is 3.2 percent in elementary and 3.9percent in secondary schools. This has been the standardestimate used in this series of studies since the 1967 edi-tion.
Application of these rates to the total number of full-time teachers employed in 1970-71 (1,120,587 in elemen-tary schools and 918,567 in secondary schools) provides anestimate that 35,900 former elementary-school teachersand 27,600 former secondary-school teachers will re-enteractive employment as teachers in fall 1971 following aninterruption of at least one year.
An alternate estimate of the demand for experiencedteachers to re-enter active employment has been derivedfrom data reported by 20 states. These states reported theproportion of the new teachers employed in 1970-71 whowere re-cut r' at least one year out of teaching. Theinformal .ying this estimate is reviewed in Tables13 and this estimate calls for the employment of28,000 re-entering teachers at the elementary school leveland 25,000 at the sccondary school level.
Limited information from sampling studies and fromthe employment rates of 1970 graduates prepared to teachindicates that school systems may be currently filling a larg-er than normal proportion of their position vacancies withbeginning teachers. This would mean that the alternate or
2J
23
lower estimate of the number of re- entering leathers to heemployed for I417 I-72 may be the more accurate estimateof the numbers which will aetitall% locale employment asteachers.
Criteria for Estimating Demandfor New Teachers
Two equally useful estimates of the demand for newteachers are presented in this report. The first shows thedemand fur teachers related to a minimum standard, thesecond reviews the demand for teachers related to currentpractices, including the adjustment of recent trends.
Components of the first estimate are the minimumstandards of staffing characteristics requited for effectiveinstruction in the public schools. This estimate is based onan assionotion that the demand for teachers inust be relatedto achieving at least the minimum level of quality in staff-ing for public education. The estimate based on this as-sumption is termed the Quality criterion Estimate (QCE).
The second estimate is based on a continuation of thetrends in the improvement of staffing characteristics ofpublic schools in recent years. This second estimate is term-ed the adjusted Trend Criterion Estimate (ATCE).
The numbers of new teachers required by each criteri-on for estimating the demand for ti,!w teachers in 1971-72arc presented and discussed in the following sections.
The Quality Criterion Estimate
The Quality Criterion Estimate is based on the numberof new teachers needed to achieve immediately a standardfor minimum quality in the staffing of public-school class-rooms. The following are discussed separately as compo-nents of this estimate: (a) the number of ne N teachersneeded to fill new positions being created to accommodateenrollment changes, and to continue trends toward improv-ed staffing; (b) the number of new teachers needed to re-place the teachers who are interrupting or terminating theircareers; (c) the number of teachers having substandard pro-fessional qualifications who need to be upgraded or re-placed; (d) the number of new teachers needed to reduceovercrowded classes to reasonable maximum sizes; and(c) the number of new teachers needcd to provide adequatestaffing of new educational offerings, added special instruc-tional services. and reorganization for instruction.
The Quality Criterion Estimate of teacher demandshould be useful to the teaching profession, civic leaders,public officials, and research analysts in assessing the man-power requirements for attaining minimum quality in pub-lic education. This estimate shows the demand for teachersrequired by a minimum level of quality in the staffing prac-
24
Ices applit.,Ito all classrooms without consideration to theobstacles to attaining this standard immdiato.1%.
Tice Ileman(1 for N./qv Teachers, Rased on the (Ina lily(..riterom Estimate :ommarized in Table 10 are the esti-mate:I numbers of new ti ocher. needed to the Qual-ity Criterion in ran! of several components of teacher de.mind. The estimated total demand for 793,400 new teach-ers is all increase of 161,800 positions (27.7 percent) overthe number of full-time 'earlier- employed in tInc fall of1970. The romponents of This estimate are described in thefollowing paragraphs.
Increased Enrollment U.S. Office of Educationhas estimated that in fall 1971 the number of full-time andpart-time elementary-school teachers in public schools willdecrease by 8,000; and secondary school teachers will en-large by 27,000. These estimates of staff include an expec-tation of a continuation of trends toward Unproved staff-ing. These estimated changes represent 0,7 percent of thenumber of full-time elementary-scluml teachers in fall 1970(1,120,507), 2.9 percent of the number of full-time scroll-dary-school teachers (918,567), and 0.9 percent of the totalnumber of public- school teachers (2,039,154).
The estimated change in the numbers of full-time pllb-lie-school teachers (-8,000 in elementary schools and
TABLE 10. ESTIMATED DEMAND FOR NEW TEACHERS,BASED ON THE QUALITY CRITERION
.27.000 in secondary schools) is used in the remainder ofthis report to calidate the number of new teachers neededto 1111 new positions created to continue recent trends ofstuffing; improvements as well as to provide instructiolwlservices for the enlarged enrollments. Owing to the 115e ofprojections of staffing as relay d In enrollments in recentyears, this estimate may reflect a small part of the demandfor new teachers estlifilltell Separately in some other vompo-nents.
Teacher TurnoverEarlier studies in this series haveused an estimate that the nundr of positions vacated byteachers who leavi the profession lch year equals about 8percent of the total number of teachers. Information fromreee.it studies provided a planning estimate for the 1967edition of this series. The same rates are used fin. the 1971edition (8,1 percent of elementarv-school teachers and 8.6percent of high-school teachers).
Applying these estimates to the number of full -timeelementary.- and full-timc secondary-school teachers in1970.71, provides the following estimates of deinand furnew and beginning teachers in fall 1971 to fill positionscreated by teacher turnover:
Level1
'Turnover -based demandin 1971-72 for
New Beginningteachers teachers
Elementary school 90,800 54,900Secondary school 79,000 51,400Total 169,800 106,300
Replacement of Teachers Having Substandard Qualifi-cationsThese estimate.; are based on au assumption thatthe minimum educational requirement for qualified teach-ers is completion of the bachelor's degree and the teachershaving less than a bachelor's degree need to be upgraded orreplaced. Fla many of these teachers who lack one oronlytwo year of college this replacement may be on a short-term basi4 while they return to teacher preparation institu-tions to complete their degree.
Data from a sample survey of teachers provide an esti-mate alit 3.5 percent of all elementary-school teachers in1970-71 lacked the bachelor's degree. Applying this per-centage to the total number of full-time elementary-schoolteachers in 1970-71 provides an estimate that ,',9,221 ele-mentary-school teachers lacked the bachelor's degree. Theestimated demand for 31,400 elementary-school teachersallows for about 20 percent of the 39,221 elementary-school teachers lacking the bachelor's degree to have com-pleted the degree requirements or to have resigned prior tothe 1971-72 session,
A similar procedure was used to estimate the numberof secondary-school teachers having substandard qualifica-tions (1.6 percent) and needing to be replaced (80 percentof 14,697 teachers).
Reduction of Overcrowded ClassesA national surveyby the NEA Research Division in 1970-71 provides a gener-al estimate of the distribution of class size and teacher loadin public schools. These percentage distributions were ap-
plied to the total number of full-time teachers in the fall of1970 to obtain an estimate of the number of persons whoho
inns hale been assigned extremely large classes during1970-71.
The intervals in These distributions provide a base forThese estimates of the minimum numbers of additionalteachers needled to reduce maximum size of classes in ele-meniar schools to 110 more than 2.1 pupils each and the111/1\ i11111111 average dads teacher load in seven Ivry schoolsto 1111 more than 121 pupils.
This component of the yudilit) Criterion has beenchanged from the standard used in previous editions of thissurvey (3,1 pupils i a elementary classes and teacher load ofno more than 199 pupils in secondary schools). Based onthese earlier standards the class size component of the (lual-ils Criterion 11'011111 require the addition of 23,500 teacher.,instead of the 102.200 teachers required for the revisedstandard.
Special Instructional Services In this classification art,the new teachers 1119.11,41 to provide special instructionalservices, enlarge the scope of educational offerings, and pro-vide special programs for pupils having special learningneeds (physically . mentally , and emotionally handicapped,the culturally disadvantaged, rte,). Il is estimated that atleast 159,300 additional tear hers arc needed for this com-ponent 1)1 demand. It is not feasible to establish an accurateestimate of the demand for new teachers resulting from thiscomponent because prescriptive statements of ininimu-nstandards and precise data about present conditions arenonexistent or limited.
Minimally, 29,500 new teachers are needed to providekindergarten for the same prop(ution of five- and six-year-old children as the proportion of seven-year-olds nowenrolled in school. This estimate does not include the num-br of new teachers needed to replace present kindergartenteachers having Abstandard qualifications, to replace pie-sent kindergarten teachers who interrupt or terminate theircareers, or to provide improvement of the teacher-pupil ra-tio at this level of instruction.
At least 200 new teachers are estimated to be neededto enlarge offerings in elementary and secondary schoolswhich have curtailed enrollments in programs of instructionhaving a critical shortage of qualified applicants. It is notpossible to estimate the extent that schools have limitedofferings or no offerings in industrial arts, physical sciences,mathematics, and vocational-technical subjects as a result ofthe chronic short supply of qualified applicants.
At least 14,700 new teachers arc needed to reiluee theimpact of m isassign in en t of teachers in elementary and sec-uudkry selsouIs. These represent about one-sixth of the pro-portion of teachers estimated in 1965-66 to be teachingfull-time in fields other than those of their major prepara-tion-many have improved their preparation following grad-uation and, with the improving supply-demand situation,many may have moved into more appropriate assigntnents.This estimate does not include the number of new teachersneeded to reduce the effect of the additional 41,100 teach-ers who are misassil,med for more than half but not all oftheir teaching time (one-sixth of the number estimatedbased on the proportion derived in 1965.66).
25
\t least 11 1,900 nel teachers are in 'idled to until ig-
nificnut pr igress tessard presiding special rlitration todren and south who re Iuiry it This estilth.t, is about Iwo.thirds of tlit. ((umber of new teachers (I '-'.500) whichwould be needed this s ear to pros ide separately organizedspecial educations classes far the It) percent of schooi echildren ,11111 needing this program. These estimatesdo mu incluiir Ile. !mailer of nel leachers lie' led to re-place present sper40! education teachers !lasing substandardpreparation and the demand created bs normal tiirnosr ofteachers in t I est. assignments.
1...stimate 1 Ilenuoul for Ileginning Teachers limed ofthe (hihlitI. riterion listed below are the estiiiiated autohers of %els and beginning teachers needed to achieve the11e111l11111 Iran 11 (HI the (hialitI. Criterion Estimate.
Number of teacher.;Elemen-
tarsVon-ars
Total
Dern:110110f 111-1V teach-
ers based on theQuality' CriterionEstimate 40,900 352,500 793,400
Demand for beginningteachers 05,000 324,900 729,900
The Adjusted Trend Criterion Estimate
The Adjusted Trend Criterion proyidf s an estimate ofthe number of new teachers who will aetuay be employedby public school systems in the school year 1971-72 asindicated by recent staffing practices. estimate is pro-jected from information about the numbers new teachersemployed in recent years. 'Hie demand for ,,ew teachers inthis estimate reflects a continuation of cui.ent treu,15 toward improved staffing conditions rather than i- eiiateachievement of the standards of minimum (piety 111 thestaffing of classrooms provided by the Quality CriterionEst inhale.
The projections based on the Adjusted Trend Criterionshould be especially useful to college and unive-sity coun-selors of potential teachers, to individuals planning careersin waddling, to former teachers considering re-entry intoteaching, and to educational leaders. This projection pro-vides an estimate of the immediate contrition of the de-mand for ti-achers-the minium% Dumb( r of mploymentopportunities for beginning and re-entering teachers duringthe school year 1971-72.
The Demand for New Teachers. Bard on the AdjustedTrend Criterion Estimate-Estimates of the number ofteaching positions to be filled bs the supply of new teach-ers for the opening of a given school session may be basedon trends observed in two components reviewed earlier:(a) positions being created or eliminated as a result ofchanges in enrollment, organization for instruction, andthe pupil - leacher rat' and (b) positions created by theteachers who are interrupting or terminating their careers inthe public schools during or at the close of the school year.
26
These are the first No components of the 1,lurthly CriterionEstimate listed in Table 10.
Combination of the estimates from lb'. No componnts of demand reviewed above provides an estimate thatthe moldier of lien leachers for whom employment is virtu.all assured in 1971.72 is 82,800 in elementary schools and106,000 in secondary schools. These estimates include thedemand for 46,900 beginning in elementaryschools and 78,1.00 beginning leachers in secondar)schools.ds.
The trends in demand for (it:Jibed publicschool teach-ers for a given school year tint) he changed as a result ofchanges in various factors such as the following:
Nlajor modification in the school program and assign-ment load of It achers
Enrollment growth related to enlarged educationalprograms
itrdiletion in the "t; a pupils per teacher to pro-vide special programs being encouraged through fed-eral rind slate legislation
Change in the rate by which persons having substan-dard qualifications aru: being replaced
Elimination of large classes.
Some of these conditions have been influencing thedemand for new teachers during the past several years. Thetrends in staffing practices °bread in the past art: includedin the data used to derive the estimates of teacher demandbased on the Adjusted Trend Criterion.
Summary of the Estimates ofDemand for New Teachers
Listed below are the total numbers of new teacherswho will be needed in the fall of 1971 as determined by thetwo criteria. An estimate of the demand for beginningteachers may be obtained by subtracting the 35,900 ele-mentary and 27,600 secondary-school teachers expected tore-enter the profession.
Base
Number of new teachersin demand for fall 1971
Elemen- Second- TotalLary ary
Adjusted Trend Crite-rion Estimate
Quality Criterion Es-timate
82,800
440,900
106,000
352,500
188,800
793,400
Characteristics of Demand for NewTeachers as Suggested by
Assignments in Selected States
Varying numbers of states have reported the number ofnew teachers employed and their assignments as part of the
past 23 stirvex s of teacher siippl and demand. (These in-cluded experienced teachers returning. to the classroom aswell as the beginning teachers.) Eor recent studies the stateswt re asked also to report for each assignment the totalnumbers of leachers and the number of new leachers whoare re-entering active service following all interruption ()I' atleast one N ear. The summary of information from the thestates which were able to report data for 1910-71 is pro.vided iu Table I I.
The distribution ()I' the new teachers among leachingtis,:ignments in 1970-71 provides an estimate of the conparalive demand bet wren clementary and high-ebool levelsand among side-led assignment areas. As in earlier studiesof this series, a general estimate of the 1911-72 demand fornew teachers in each subject is projected by applying thepercentage distribution of new teachers reported last yearto the total estimated domand for new teacher this year.
Several states reported additional information aboutthe percent of the total numluer of 1.achers in each assign.meal who were new teachers, and the percent of new teaclers who are re-entering teachers. This information providesthe source for an alternate estimate of the number of 11111'and beginning teachers to be employed in 1971-72.
Relative Demand for New Teachers AmongHigh-School Subjects, Adjuo!ed TrendCriterion Estimate
The distribution of new teachers among the assign-ments reported by 26 states provides the basis for all esti-mate of the number of ill! w teachers needed in each assign-ment in 1971-72. Summarized in column 2 of Table 12 arethe numbers of new teachers which will be employed ineach assignment in 1971.-72 if the percentage distributionof new teachers observed last session in 26 states is pro-jected to the estimated total number of new teachers to beemployed in 1971-72.
The basis for an alternate estimate of the 1971-72 de-mand for new teachers in each assignment is provided byadditional information reported for the fifth time in thepreset study. The reports of several states contained oneor more of the following data by each teaching assignment:The total number of teachers, the number of new teachers,and the number of new teachers who were re-entering ac-tive status in 1970-71 following an interruption of at leastone year. This additional information allows an estimate ofthe demand for new teachers for each assign. nent sepa-rately, based on information which reflects the combinedinfluence of growth in total number of persons and the rateof teacher turnover.
Only 22 states were able to supply the total numbers ofteachers in each assignment area. To allow correction forthe likelihood that the summary distribution from thesestates is,not representative of the national pattern, a secondestimate of the distribution of all teachers by assignmentareas was derived by using information from NEA ResearchDivision sampling studies conducted during the past sevenyears.
Listed in column 4 of Table 11 are the medians of thepercents of the staff in each major assignment who werenew teachers in the reporting states. The percents varied.
4. 0
27
TABLE 11.-N UMBER AND PERCENT OF NEW TEACHERS, PERCENT OF STAFF WHO WERE NEWTEACHERS, AND PERCENT OF NEW TEACHERS WHO RE- ENTERED IN 1970.71, BY ASSIGNMENT
Median per. 'Alediatt per.
Number ofAssignent new teach
ers. 26 w
states
Percent dis- cent of stall cent of newtribution of who
Total classroom instruction 47,426 100.0 .. . ...Librarian 848" 8.1 h 43.WGuidance counselor 758" 3.6h 76.91
°Information from 20 states. h f or ation from 17 states. cInformation from 15 states. d Information from 18states. eltiforrnation from 14 states. (Information from 19 states. elnformation from 23 states. hInformationfrom 21 states. ilnformation from 16 states. ilnformation from 13 states. h Information from 10 states was dis-tributed equally among English Language Arts, mathematics, natural and physical sciences, and social studies. 'Informa-tion from 7 states. m Information from 9 states. "Information from 25 states. °Information from 11 states(among these. men represented 45.1 percent of all new physical and health education teachers). P Information from 24states.
28
vvidrly :inning the reporting Ault's, The variation Of theserater aiong the reporting t,tales :-.Iiggest:, that tbe medianpercent does not !amide it precise estimate that the num-bers of new teachers projected from these data should lu
interpreted onIN in ver) general terms.The estimates slimy!' in column 1 of Table 11 list the
percents of total staff represented by new teachers observed
the total limber of teachers increased by 2.3 percentin elementary schools and by 2.5 percent in secondaryschools. The projected growth in total number of teachersbetween 1970-71 and 1971.72 is estimated to he minus 0.7percent in elementary schools and plus 2.9 percent in see-ondary schools. The total demand for new teachers in1970-71 (for both stall enlargement and turnover) rep.-
TABLE 12.SUMMARY OF TWO ADJUSTED TREND CRITERION ESTIMATESOF THE DEMAND FOR NEW TEACHERS IN 1971.72
Assignment
Projected total1971-72 demanddistributed as reported by 26states in 1970.71
Projection of total demand based on therelation of new staff to total staff in assignment in 1971.72 on basis of esti.-!lilted total staff distribution from na-tional sampling studies
Art 1.408 823Foreign languages 218 484Music 2,484 1,091
Physical and health education 2,650 2,039Special education 3.312 656
SECOND: la (total) (106,000) (111,528)Agriculture 1,060 860Art 3.604 2,762Business education 5,936 6,037Distributive education 530 ...English language arts 20,670 25,838Foreign languages 6,148 6,430llome economics 4,346 5,394Industrial arts 3,816 4,221Junior high school a ...Mathematics 12,508 15,224Music 4,346 4,276Physical and health education:
°Information reported by 10 states provides an estimate that 5,804 new teachers will be needed; thesehave been apportioned equally among English, social studies, mathematics, and science.
bProjected from information reported by 11 states.°Projected from information reported by seven states.
28
sealed 8.6 percent of the 1970-71 staff in elementaryschools and 11.5 percent of the 1970-71 staff in secondaryschools. The projected total demand for 111.111 teachers in1971.72 represents 7.4 percent of the 1971.72 staff in ele-mentary schools and 11.2 percent of the 1971-72 staff insecondary schools. The ratio of the percent of 1971-72staff represented by the estimated demand for new teachersin 1971-72, to the percent of the 1970-71 staff representedby the demand for new teachers in 1970.71 was 0.870 atthe elementary level and 0.978 at the secondary level. Theprojected percents of 1971-72 staff in each subject who willbe new teachers were derived by applying these ratios tothe percents of stall in the subject who were new teachersin 1971171.
This procedure does not provide for change in the rela-tive rates of growth among the teaching assignments. Addi-tional information about such variation is needed to allowfurther correction of the projection of teacher demand.
The projected percent of staff expected to be newteachers in 1971-72 was applied to the estimated total mini-ber of teachers in each assignment in 1971-72, and theresulting estimate of the demand for new teachers is listedin column 3 of Table 12. In this estimate, the sum of thedemand for new teachers among the assignments is 15 per-cent larger than the total demand estimated for elementaryand secondary levels as a whole, listed in eolumn 2.
The information in column 2 of Table 12 provides anestimate which is consistent in method of calculation withthose used in earlier reports of this series. The estimate in
29
column 3 of 'fable 12 is used throughout the remainder ofthis study as an alternate estimate of the demand for newteachers in 19'71-72.
Estimated Demand for Beginning Teachers
Thu numbers of teachers who may be expected to re-enter active employment following an interruption of atleast one year influence the demand for beginning teachers.The rate of re-entry in 1971-72 in elementaiy- and secon-dary-school assignments is estimated to be 3.2 percent of allelementary-school teachers and 3.0 percent of all secon-dary-school teachers in 1970-71; the same rates were esti-mated last year. The estimated demand for beginning teach-ers based on an asaumption that the total numbers of re-en-tering teachers are distributed among the assignments onthe same basis as the total number of new teachers, as hasbeen the practice in earlier studies of this series, is listed incolumn 3 of Table 16.
Information from 20 stales reporting both the numberof new teachers and the number of re-entering teachers in1970-71 in each assignment provides the base for an alter-nate estimate ()I' the demand for beginning teachers whichallows for the possibility of differences among the assign-ments in the rate of re -,:try of qualified former teachers.The estimate listed in column 4 of Table 16 results frontapplying tic median pt recut of new teachers who werere-entering (listed in co.unin 5 of Table II) to the esti-mated demand for new teachers ((istA in Table 12, column3).
growth of the secondary- school staff. The proportionsreached record levels in 1968-69 and have established newrecords each succeeding year.
Supply of New Teachers Comparedwith Demand (QCE)
The estimated total supply of new teachers comparedwith the estimated total demand for new teachers based onthe Quality Criterion is shown as follows:
Shortage 301,598 199,237 500,835Me-entry of former teachers equal to 3.2 percent of the num.
her of full-time elementary- and 3.0 percent of the number offull-time secondary-school teachers in fall 1970. Entry into teachingby 83,3 percent of graduates prepared to teach at the elemen-tar-school level and by 69.2 percent of graduates prepared to teachat the secondary-school level. Supply in special eduellon appor-tioned between elementary and secondary.
The estimate shows a shortage of 501,000 teachers. Itis difficult to estimate the number of qualified teacherswho may be available for entry in the event that schoolswere financially able and had the facilities to employ the793,400 persons estimated in the demand for new teachers.Therefore, this estimated shortage should be interpretedonly in general terms.
Supply Compared with Demand (ATCE)for Beginning Teachers
A very general estimate of the status of teacher supplyand demand in 26 states in 1970 is provided in Tables 13and 14. The problem of nonresident enrollments and migra-tion has reduced the precision of estimates of the supply ofbeginning teachers for this group of states. If it is assumedthat the reporting states are representative of the nation inthe pattern of demand for new teachers among the subjectfields, this pattern may be used with the national estimatedtotal demand for beginning teachers to obtain a national es-timate of demand which is comparable with the nationalsummary of the supply of beginning teachers by subject areas
Listed in Table 16 are the estimated numbers of begin-ning teachers who will be available for entry into class-rooms in fall 1971, the estimated demand for beginningteachers, the difference between the estimated supply andthe estimated demand for beginning teachers, and the esti-mated number of former teachers expectel to return toclassrooms in fall 1971. The estimates of demand are basedon the Adjusted Trend Criterion which projects the actualnumber of positions to be filled in fall 1971. The differ-
31
ences listed in columns 5 and 6 show the adequacy of the1971 supply of beginning teachers in each assignment. '11westimates in columns 3 and 5 are based on an assumptionthat the average rates of teacher turnover and re-entry are
equally applicable among the subject areas. In subjects inwhich the rate of teacher separation is about average andthe re-entry rate is lower than average, the demand forbeginning teachers would be greater than the level esti-mated. For example, the supply of qualified personnel inthe pool of former teachers may not be as adequate in sonicsubjects as in others. In the subjects lowing a relatively!United supply of qualified former teachers the demand forbeginning teachers would be increased.
Also, changes in the general status of employment op-portunities for persons having the college degree may Wi-(MCP the turnover and re-entry rate observed in earlieryears. The reduced availability of positions in other occupa-tions may decrease the loss to the profession of teacherscurrently employed as well as increase the number of for-mer teachers who may be considering re-entry into the pro-fession. This general economic condition may decrease thedemand for beginning teachers below the levels estimated inboth column 3 and column 4 of Table 16. The numbers offormer teachers expected to re-enter classrooms in fall 1971following an interruption of at least one year are listed incolumns 7 and 8 of Table 16. These show the estimatedadditional numbers of beginning teachers which would beneeded if no former teachers re-entered classrooms in fall1971.
The range of error in the information and in the as-sumptions leading to these estimates of supply and demandfor beginning teachers requires that the numerical data beinterpreted only in general terms. Therefore, the numericaldifferences provide only a suy,;estion of the comparativeimpact of supply and demand conditions in the varioussubject areas.
A summary of the ranked placement of the subjectareas of teacher preparation in terms of the estimated con-dition of the supply and demand for beginning teachers isgiven in Table 17. The estimate of general condition isbased on a combination of the information listed in col-umns 2 through 6.
The numerical differences between the estimated sup-ply and the two estimates of the demand for beginningteachers (columns 2 and 3) show the condition of eachassignment if the factors related to supply and demandcrate as reported last year. The enlargement, rate of teacherturnover, and extent of re-entry of staff were influenced bysome shortages in 1970 as well as continuation of thechronic shortages of qualified persons in several assignments. Possibly the pattern of the numbers of new teachersin the assignments would have been different if the supplyof beginning teachers were more than adequate for eachassignment.
fhe percent of qualified graduates entering the profes-sion last year (column 4) provides an indication of the rela-tive supply-demand condition among the assignments aswell as a view of possible availability of qualified personsfrom earlier graduating classes. The size of these pools ofqualified beginning teachers may be least adequate in the
Continued on page 37
PERCENT
OF ALL
TEACHERS
25 -
FIG
UR
E II
ITEACHER EDUCATION GRADUATES AS PERCENT
OF ALL TEACHERS
IN THE SESSION FOLLOWING
THEIR GRADUATION
I.
ELEMENTARY
SECONDARY
20 -
19.5
10 -
5 -
12.2
13.8
12.7
14.4
15.1
17.9
1955-
56
1957
-5B
1959-
E0
1961-
62
1963-
64
1965-
66
19'67-
68
1969-
70
1970-
71
1971-
72
tt FEW TEACHER PREPARATION INSTITUTIONS
IN TWO STATES DID NOT PARTICIPATE
/V THE 1967-66 STUDY, MAKING THEESTIMATED NUMBER OF GRADUATES IN 1967
FROM 2 TO 6 PERCENT LOWER THAN THE
PROJECTED ACTUAL DATA-
NEA RESEARCh D7VISION
33
TABLE 13.-COMPARISON OF THE TOTAL NUMBER OF TEACHER EDUCATION GR tl)UATESWITH THE NUMBER OF NEW TEACHERS EMPLOYED IN 26 STATES, 1970.71
Subject
Tool number ;Number of tearlierof teacher Number of education graduatesrdocation new
°Supply data not comparable with demand data because students completing preparation are normally reported by sub-ject instead of assignment level. Assignment is not considered to be in low supply because the supply is ample for general sub-jects taught at this level (English, social studies, mathematics, and science).
34
TABLE 14.-TEACHER EDUCATION GRADUATES AS PERCENT OF NEW TEACHERS EMPLOYEDIN SELECTED STATES, 4-YEAR INTERVALS BETWEEN 1940.49 AND 19611-o9, AND IN 1970.71
Percent Of new teachers represented by number ofLevel and subject teacher education graduates
1948-49 1952.53 i 956-57 1960-61 1964.65 1968-69 1970-71
Source of staff size: U. S. Department of Health, Education, and Welfare, Office of Education. Projections of Education-al Statistics to 1977-78. Washington, D.C.: Government Printing Office, 1969. Table 23. (Fail staff size includes number ofpart-time teachers.)
°Persons prepared to teach specific subjects, librarians, and guidance counselors are classified as secondary, consistent withpractice in earlier years. Persons prepared to enter employment as school psychologists, school social workers, school nurses,and other ungraded assignments are not included.
U. S. Department of Health, Education, and Welfare, Office of Education. Statistics of Public Elementary and SecondaryDay Schools, Fall 1970. Washington, D.C.: Government Printing Office, 1971. Table 1.
°Estimate may be from 2 to 6 percent lower than actual numbers owing to incomplete reports in two states.dProjection.
-
--CIS
11.3C:
-C
--CII
IC
Z -
CO
--C
I-C
11I _C
_
II-C
CIC
C.. c
\\
_
.-
V
:37
TABLE 16.-COMPARISON OF THE 'ESTIMATED SUPPLY OF BEGINNING TEACHERS WITH TIIE ADJUSTED TRENDCRII RION ESTIMATE OF DEMAND FOR BEGINNING TEACHERS AND FOR NEW TEACHERS
IN 1971, BY ASSIGNMENT
Assignment
Estimatedsupply ofbeginningteachers
Estimated demand forbetrilining teachers
Distrait'. Based upontion lastyear
percent ofstaff lastyear whowere newteac hers
Difference betweensupply and demand
for beginning teachersBased upon
Lion last percent ofyear staff last
year whowere newteachers
Number of former tcich-ers expected to reenter
classroomsDistribution Based uponlast year percent of
staff lastYear vhowere new(cad 'yrs
) 4 5 6 7 8
F.I.ENIENTA la (total)Regular instructionSelected subjects:
ArtForeign language\lusiePhysical and health educationSpecial education
SECONDA Y (total)AgricultureArtBusiness educationDistributive educationEnglish language artsForeign languageHome economicsIndustrial artsJunior high schoolMathematicsMusic
Physical and health education-menPhysical and health education-womenNatural and physical sciencesSocial studiesTrade, industrial, vocational, technicalSpecial educationOther subjects
(103,402)95,694
L,062239
1,010
9:14
4,463
(125,663)1,219
5,7497,747
60122,7866,5325,9623,939
4688,2065,7839,3035,9788,849
26,126630
3,7072,078
(46,900)41,178
797141
1,407
1,501
1,876
(78,400)784
2,6664,390
39215,288
4,5473,2142,822
9,2513,2143,1143,7858,6249,1731,4902,9802,666
(78,031)74,280
617454648
1,558474
(86,506)716
2,0714,624
...19,9215,1894,0723,200
...11,997
3,0572,7834,253
10,46511,780
1,234632512
(56,502)54,516
265
-3(1)78
-5672,587
(47,263)435
3,0833,357
2097,4981,9852,7481,117
468-1,0452,5696,1892,193
22516,953
-860727
-588
(25,371)21,414
-2:1.3;11) ,55,
-624:3,989
(39,157)503
3.6783.123
601
2,8651,3431,890
739468
-3,7912,7266,5201,725
-1,61614,346
-6043,0751,566
(35,900)31,520
611
107
1,0771,1491,436
(27,600)276938
1,546138
5,3321,6011,132
99.1
...3,2511,131
1,09(1,3333,0363,229
5241,048
938
(27,986)26,644
2()1(0)
44:3
481
182
(25,022)144691
1,413
...5,9171,2411,3221,021
...3,2271,219
6701,0103,1433,113
454315122
I n fo rma ti on from 11 states was distributed equally among English language arts, mathematics, natural and physical sciences, andsocial sciences.
subject areas having the highest proportions of graduatesentering the profession immediately subsequent to theirgraduation. The reduction in recent years of the entry rateof graduates prepared to teach suggests that these pools areenlarging at an accelerated rate.
The additional supply of beginning teachers from the1971 graduating class if 80.0 percent of the graduates enterteaching (column 5) shows an estimate of the potentialsupply which may be tapped, if attractive positions are
open. The rate projected, 80.0 percent, is above the averagereported for all teacher education graduates in recent years;but is lower than that observed among graduates preparedto enter elementary-school assignments during periods ofshortage. It is assumed that this rate may be attained amonggraduates prepared for any assignment if employment op-portunities are available and attractive.
The information in column 6 shows the additional de-mand for beginning teachers which could result from a
:38
change ill the estimated re.eutrN rate of former teachers.Tlie reduction of :45 percent in the estimated reiltry ratewould deepen the shortage of beginning mathematics teach-ers by about 81 4 persons. This and the relatively smallnumbers involved in the other assignments provide a basisfor interpreting the significance of the estimated minierivalcomparison of the supply and demand for beginning teach-eN. The estimate in column 6 is related to the numericalestimate in column 2 in that both urn based on the assintiplion that the rate of re-entry of former teachers is the 5111111for each teaching assigtim
The summary ill column 7 of Table 17 shows thatbased on the Adjusted Trend Criterion Extimate ()I' demandthe shortage of new teachers is continuing in mathematics
and ill triale industriaocationaeelmical subjects. Lim.iced siippl compared with demand is estimated iu the totalnatural and physical sciences and in industrial arts. Comparicons based on limited information suggest 111111 the suipINof beginning teachers is nut as large us needed in subjectarea assignments in elementary schools. Local shortagesmay be observed in other assignments despite illy estimateof adequate supply for beginning teachers in these fields.
The estimates of conditions shown in Table 17 arebased on a continuation of gradual movement in the im-provement in educational stalling toward the standards de-scribed in the Quality Criterion Estimate. Acceleration ofmovement toward improved quality will increase the demend for beginning teachers.
FIGURE VESTIMATES OF SUPPLY OF TEACHER EDUCATION GRADUATES
AND DEMAND FOR BEGINNING TEACHERS, 197i-72
NUMBER OFTEACHERS(THOUSANOS1 ELEMENTARY SECONDARY420 -400 -
am
340 -320 -300-a3D
-240 -
BM -
EDO -
1133 -
1Ei0 t
140 4.
120 4.
100 -
BC -
B0
40 r
20 -
0
103.402
405,000
SUPPLY CONTINUE ACHIEVEADJUSTED MINIMUMTRENDS QUALITYIN RECENT IN STAFF-YEARS ING CHAR-
ACTERISTICS
----DEMAND
r9DO
SUPPLY CONTINUE ACHIEVEADJUSTED MINIMUMTRENDS QUALITYIN RECENT IN STAFF-YEARS ING CHAR-
ACTERISTICS
----DEMAND
NEA RESEARCH DIVISION
TA
BL
E 1
7. S
UM
MA
RY
OF
EST
IMA
TE
D S
UPP
LY
CO
MPA
RE
D W
ITH
TH
EA
DJU
STE
D T
RE
ND
CR
ITE
RIO
N E
STIM
AT
E O
F D
EM
AN
D F
OR
BE
GIN
NIN
G T
EA
CH
ER
S IN
1971
. EL
EM
EN
-T
AR
Y-S
CH
OO
L A
ND
SE
CO
ND
AR
Y-S
CH
OO
L S
UB
JEC
T A
RE
AS.
BY
GE
NE
RA
L C
ON
DIT
ION
Ass
ignm
ent
Num
eric
al d
iffe
renc
e in
the
estim
ated
sup
ply
ofbe
ginn
ing
teac
hers
and
es-
Perr
etit
ofE
stim
ated
ad-
.ildi
tona
l de-
timat
ed d
eman
d ba
sed
onte
ache
r m
in-
111
1 su
pply
man
n ii
esti-
INst
ri b
u-Pa
nint
of
t4af
fra
tion
grad
u-if
80.
0 pe
nent
mat
ed r
-en
try
lion
last
last
yea
r w
hoat
e, e
nter
ing
Of
grad
uate
sra
te is
red
uced
year
wer
e ne
wth
e pr
ofes
sion
ente
red
1)%
25'
,
;ClI
ral
cond
ition
12
35
Mat
hem
atic
s-1
.043
-3.7
9165
.31.
281
-814
Shor
ta!,
eT
rade
. ind
ustr
ial.
voca
tiona
l.te
chni
cal
-860
-604
19.2
98-1
31Sh
orty
eN
atur
al a
nd p
hysi
cal s
cien
ces
223
-1.6
165-
1.1
I.:3
81-7
59L
ow s
uppl
yIn
dust
rial
art
s1.
117
739
64.1
61-2
19L
ow s
uppl
ySp
ecia
l edu
catio
nE
lem
enta
ry2,
587
3.98
964
.6..
.-3
59Se
cond
ary
747
3.07
564
.657
9-2
62N
ear
bala
nce
Dis
trib
utiv
e ed
ucat
e20
958
.493
-35
Nea
r ba
lanc
eA
gric
ultu
re43
550
350
.514
0-6
9A
dequ
ate
supp
lyA
rt
Ele
men
tary
.26
54-
1558
-153
Ade
quat
e su
pply
Seco
ndar
y3.
083
3.67
834
.489
7-2
35A
dequ
ate
supp
lyB
usin
ess
educ
atio
n3.
357
:1.1
2349
.71.
209
-387
Ade
quat
e su
pply
Ele
men
tary
. re:
,ula
r in
stru
ctio
n .
56.5
0225
.371
69.1
-7.8
80A
dequ
ate
supp
lyE
nglis
hla
ngua
ge a
rts
7.49
82.
865
54.8
3.55
6-1
.316
.Ade
quat
e su
pply
Fore
ign
lang
uage
sE
lem
enta
ry98
-215
59.8
..._9
71d
equa
te s
uppl
ySe
cond
ary.
1.91
151.
3453
.61.
020
-11N
1A
dequ
ate
supp
lyB
onn!
eco
nom
ics
2.74
81.
890
53.4
9:30
-28:
3A
dequ
ate
sm,1
.M
usic Ele
men
tary
-:A
736
263
.1-2
69A
dequ
ate
supp
lySe
cond
ary
4.56
92.
726
61.6
903
-28:
3A
dequ
ate
supp
lyPh
ysic
al a
nd h
ealth
edu
catio
nE
lem
enta
ry-5
67-6
2464
.0..
.-2
82A
dequ
ate
supp
lySe
cond
aryM
en10
.330
10.6
6155
.61.
452
-274
.-1d
equa
te s
uppl
yW
omen
4.83
34.
385
63.2
9:3:
3-3
33A
dequ
ate
supp
lySo
cial
stu
dies
16 .9
3314
.346
.1:3
.7.1
.078
-807
Ade
quat
e su
pply
40
TABLE 18. SUMMARY OF 'TIE, COMPARISONS OF ESTIMATED SUPPLY WITH THE ESTIMATES OFDEMAND FOR BEGINNING TEACHERS, 1971.72
1,e% el and criterion
for estimate
Supply ofbeginnilq.T
teachers
l)vraantl forbeginning
leachers1)1111.rctier
Supply asprrrvill ofdemand
5
ELEIENTAItY SCI 1001,Adjusted Trend Criterion
Demand based on distribution of new teach-ers last vear 103,402 46,900 156,502 220.54
Demand based on percent of staff who werenew teachers last year 103.402 713,031 125,371 132.5
Quality criterion 103,402 405,000 .301,598 25.5
SECONDARY SCI100 LAdjusted Trend Criterion
Demand based on distribution of new teach-ers last year 125,663 78,400 1.47,263 160,3
Demand based on percent of staff who werenew teachers last year 125,663 86,506 139,157 1.1.5.3
Quality criterion 125,663 324,90(1 -199,237 38.7
TOTA1,Adjusted Trend Criterion
Demand based on distribution of new teach-vrs last year 229,065 125,300 1-103,765 182.8
Demand based on percent of staff who werenew teachers last year 229,065 164,537 +64,528 139.2
Quality criterion 229,065 729,900 -500,835 31.4
Summary of Comparisons Between Estimatesof Teacher Supply and Demand
Beginning Teachers: Table 18 summarizes the compar-isons between the estimated supply of beginning teachersand the three estimates of demand for beginning teachers.The estimated total supply of beginning teachers is greaterthan the two estimates of the demand projected by theAdjusted Trend Criterion Estimate but is inadequate tomeet the requirements of the Quality Criterion Estimate.
Re-entering Teachers: In fall 1971 it is estimated that80,400 qualified teachers who have interrupted their activeemployment for at least one year are interested in re-enter-ing teaching positions. This may be a minimum estimate in
view of the limited evidence that many normally mobileteachers are being forced to enter the unemployment poolbecause the number of positions open to them has beenreduced in 1971.
The number of positions expected to be filled in 1971by qualified re-entering teachers is estimated to be between53,000 and 63,500. The lower estimate reflects the possibleeffect of decisio,s by some local school systems to selectlarger than usual proportions of beginning teachers to filltheir position vacancies.
Comparison of these estimates shows that the supply ofpotentially re-entering teachers exceeds the estimated de-mand for them by between 16,900 and 27,400 persons inFall 1971.
TABLE A. -- NUMBER OF STUDENTS COMPLETING PREPARATION FOR STANDARDCERTIFICATFS, BY TYPE OF PREPARATION, YEAP, AND STATE
TYPE OF PREPARATION ALABAMA ALASKACUMPLETED BY STUDENT 1971 1970 1971 1970
ELEMENTARY- SCHOOL TOTAL 1,304 1,451 58 58REGULAR INSTRUCTION 1,293 1,448 58 58SELECTED sUbJECTSITUTAL)11 3 000 00.ART
3 000 000FOREIGN 1ANGUAGES . 8 000 000 .0.MUSIC3 ... 000 *00PHysiCAL L HEALTH EDUCATION 000 000 00 *00
SECONDARY.-SCHOOL TOTAL 2,387 2,234 5,132 4,211 377 301
UNGRADEDSPECIAL EDUCATION 54 52 439 375 24 11
LIBRARIAN 21 21 24 19 ... 1
GUIDANCE COUNSELOR ... ... 10 19 ... 1
SCHOOL PSYCHOLOGIST ... ... 2 3 2
SCHOOL SOCIAL WORKER 4
SCHOOL NURSEOTHER UNGRADEO 6 124 134 ... ...
58
TABLE LLSTATE AUTHORITIES W110 ARE MAJORCONTRIBUTORS TO THE STUDY
ALABAMAW. Morrison ;McCall, State Department ()I' EducationALASKAMrs. Norma S. Itowkett, State Department of EducationARIZONAWilliam Raymond, State Department of Public InstructionARKANSASCurtis R. Swaim, State Department of EducationCALIFORNIARichard MacNair, State Department of EducationCOLORADORobert M. Little, State Department of EducationCONNECTICUTFrank II. Livak, State Department of Education and Francis Degnan, Commission for I ligher EducationDELAWAREWilmer Wise, State Department of Public InstructionDISTRICT OF COLUMBIARosemary Carmody, City School AdministrationFLORIDAJerry E. Chapman, State Department of EducationGEORGIATed R. Owens, State Department of EducationI IAWAIIEugene H. Yamamoto, State Department of Public InstructionIDAHO Allen P. Jeffries, State Department of EducationILLINOISLeighton Wasem, State Department of Public InstructionINDIANAEdward R. Adams, State Department of Public InstructionIOWAMerrill Halter, State Department of Public InstructionKANSASEileen Heinen, State Department of Public InstructionKENTUCKYSidney Simandle, Mrs. Dorothy fiv.cher, State Departm, nt of EducationLOUISIANANormand II. Edwards, State Department of EducationMAINEJ. Wilfrid Morin, State Department of EducationMARYLANDR. Christine Hogan, State Department of EducationMASSACHUSETTSMajorie E. Powell, State Department of EducationMICHIGANEugene C. Richardson, State Department of Public InstructionMINNESOTARon Burland, State Department of EducationMISSISSIPPI Ruby M. Thompson, State Department of EducationMISSOURI Warren M. Black, State Department of EducationMONTANAJohn Sostrom, State Department of Public InstructionNEBRASKAW. A. Schindler, State Department of EducationNEVADALincoln W. Liston, State Department of EducationNEW HAMPSHIREPaul R. Fillion, State Department of EducationNEW JERSEYWilliam H. Lucow, Ward Sinclair, State Department of EducationNEW MEXICOMrs. Helen Wescott, State Department of EducationNEW YORKJohn J. Stiglmeier, The State Education DepartmentNORTH CAROLINAJ. P. Freeman, State Department of Public InstructionNORTH DAKOTARaymond W. Bangs, State Department of Public InstructionOHIOWilliam Phillips, State Department of EducationOKLAHOMARonald Carpenter, State Department of EducationOREGONMrs. Jan Clemmer, State Department of EducationPENNSYLVANIADean S. Hartman, State Department of Public InstructionRHODE ISLANDKenneth P. Mellor, State Department of EducationSOUTH CAROLINAJohn F. Maynard, State Department of EducationSOUTH DAKOTAGale D. Schlueter, State Department of Public InstructionTENNESSEEA. B. Cooper, State Department of EducationTEXASRon Dodillet, Texas Education AgencyUTAHVero A. McHenry, State Department of Public InstructionVERMONTA. J. McCann, State Department of EducationVIRGINIAA. Gordon Brooks, State Board of EducationWASHINGTONWendell C. Allen, State Department of Public InstructionWEST VIRGINIACarson L. Cottrell, State Department of EducationWISCONSINLond D. Rodman, State Department of Public InstructionWYOMINGJames D. Sheehan, State Department of Education