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THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA THE COLLECTION OF NORTH CAROLINIANA C379 N87p 19U8/50 UNIVERSITY OF N.C. AT CHAPEL HILL 00016884720 This book may be kept out one month unless a recall notice is sent to you. It must be brought to the North Carolina Collection (in Wilson Library) for renewal. Form No. A-369 BIENNIALREPORTOF THE SUPERINTENDENT OF PUBLIC INSTRUCTION OF NORTH CAROLINA FOR THE SCHOLASTIC YEARS 1948-1949 AND 1949-1950 PART ONE SUMMARY AND RECOMMENDATIONS ISSUED BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION RALEIGH, NORTH CAROLINA <o O UJ \- Xo Ul < 5Is" o S° I o occo< Z CO LJ < I- LETTER OF TRANSMITTAL State Board of Education Superintendent of Public Instruction Raleigh, North Carolina December 1, 1950 To His Excellency , W. Kerr Scott, Governor and Members of the General Assembly of 1951 Sirs: In accordance with State law, I am submitting the Biennial Report of the Superintendent of Public Instruction for the bien-num ending June 30, 1950. This Report includes a summary of the many phases of the public school system of the State for recent years. It also includes my recommendations for the further improvement of the State's public school system during the ensu-ing biennum. Respectfully submitted. State Superintendent of Public Instruction ^ '^ $^ CONTENTS ADMINISTRATION AND SUPPORT Page State Administration 5 Local Administration 11 Schools and School Buildings 17 Length of Term 20 Instructional Personnel 20 Enrollment and Attendance 26 Transportation 28 Textbooks 29 Financial Support 30 THE INSTRUCTIONAL PROGRAM Elementary Schools 36 High Schools 37 Agricultural Education 42 Veterans Farmer Training Program 46 Homemaking Education 48 Trade and Industrial Education 51 Distributive Education 52 Guidance Services 56 School Libraries 58 School Lunch Program 60 School Health 62 Special Education 64 Resource-Use Education Program 67 Junior Colleges 70 Rehabilitation Services 70 RECOMMENDATIONS Teacher Welfare 76 Attendance Workers 78 Junior Colleges 79 Federal Aid 79 Stafif Additions 80 STATE ADMINISTRATION^ The State Board of Education The Constitution of North Carohna, as amended in 1945, pro-vides for a State Board of Education^ composed of a membership of 13 persons, as follows: (a) three ex-officio members including the Lieutenant Governor, elected as chairman by the board, the State Treasurer, and the Superintendent of Public Instruction as ex-officio secretary; and (b) ten members appointed by the Gov-ernor and confirmed by the General Assembly in joint session, with two appointed from the State at large and one appointed from each of eight educational districts as determined by the General Assembly. Appointments, subsequent to the first one, are made every two years for overlapping terms of eight years, in a 3-2-3-2 order. "The per diem and expenses of the appointive members shall be provided by the General Assembly." Powers and Duties. The Constitution specifies that the State Board shall have the following powers and duties: It shall "suc-ceed to all powers and trusts of the President and Directors of the Literary Fund and the State Board of Education as hereto-fore constituted." Also it shall have the power to "divide the State into a convenient number of school districts," . . . "regulate the grade, salary and qualifications of teachers," . . . "provide for the selection and adoption of the textbooks to be used in the public schools," . . . "generally to supervise and administer the free public school system of the State and make all needful rules and regulations in relation thereto." More specifically, the State Board is empowered to (a) adminis-ter the State appropriations for instructional services; instruc-tional materials such as textbooks and libraries, plant operation, vocational education, transportation, and other operational costs; (b) make rules and regulations for teachers certification; (c) make rules and regulations on census and attendance; (d) devise financial records and reports; (e) approve powers for local ad-lExcerpts from Education in North Carolina, Today and Tomorrow. A Report of the State Education Commission, 1948. Although this section of this Report was printed in the 1946-48 Report, it is being revised and reprinted since there is continued calls for such information. 2The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945. 6 Biennial Report of State Superintendent ministrative units' action; (f) manage the State's permanent school fund; (g) determine the school centers and attendance areas; and (h) administer federal funds for vocational education. The Board is clothed with authority to make all rules and regulations necessary to carry out the purpose and intent of the law. The Board elects its chairman and vice-chairman. In accordance with the law, regular Board meetings are held each month. Special meetings may be called by the secretary with the approval of the chairman. A majority of the Board con-stitutes a quorum for the transaction of business. State Superintendent of Public Instruction The Constitution also provides for a State Superintendent of Public Instruction who ''shall be the administrative head of the public school system and shall be secretary of the Board."^ He is elected by popular vote for a term of four years. He serves as a member of the Council of State, as an ex-officio member of the State Board of Education, as ex-officio chairman of the Board of Trustees of East Carolina Teachers College, and as an ex-officio member of the Board of Trustees of the Greater University of North Carolina. Poioers and Duties} As an elected State official, the law sets forth a number of general duties of which three are "to look after the school interests of the State and to report biennially to the Governor at least five days previous to each regular session of the General Assembly; to direct the operations of the public schools and enforce the laws and regulations thereto; to acquaint himself with the peculiar educational wants of the several sections of the State and to take all proper means to supply such wants by council with local school authorities, by lectures before teachers' institutes, and by addresses before public assembly relating to public school and public school work." The State Superintendent is authorized, in addition to the afore-mentioned general duties, to perform such specific duties as ap-proving a program of studies for standard high schools, preparing a course of study for the elementary schools, approving plans for school buildings, and serving as executive officer of the State Board with regard to vocational education. 3The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945. 4public School Laws, 1943, Paragraph 115-128. North Carolina Public Schools 7 Relationships at the State Level In implementing Sections 8 and 9 of Article IX of the Con-stitution relating to State educational organization, the General Assembly stated that one purpose of its Act^ of 1945 was "to de-fine and clarify the duties and responsibilities of the State Board of Education and the State Superintendent of Public Instruction in connection with the handling of fiscal affairs of the Board and such other duties and responsibihties as set forth in this Act." Division of Functions of State Board. The act emphasizes that the State Board of Education is to be the central educational au-thority and, as such, is responsible for planning and promoting the educational system. At the same time, Section 5 of this act states that the duties of the Board are to be divided into two separate functions as follows: (a) "Those relating to the super-vision and administration of the public school system, of which the Superintendent shall be the administrative head, except as they relate to the supervision and management of the fiscal affairs of the Board;" and (b) "Those relating to the supervision and administration of the fiscal affairs of the public school fund com-mitted to the administration of the State Board of Education, of which the Controller shall have supervision and management." Secretary of Board. Section 8 of this act prescribes the duties of the State Superintendent as secretary of the Board. Four of the ten enumerated duties are: "1. To organize and administer a Department of Public Instruction for the execution of instructional policies estab-lished by the Board. "2. To keep the Board informed regarding development in the field of public education. "3. To make recommendations to the Board with regard to the problems and needs of education in North Carolina. "4. To make available to the public schools a continuous program of comprehensive supervisory service." Controller. Section 4 of this act provides for the appointment of the Controller by the Board, subject to the approval of the Governor. Section 9 states that "the Controller is constituted the executive administrator of the Board in the supervision and man-agement of the fiscal affairs of the Board." This section then de- SPublic Laws, 1945, Chapter 530. 8 Biennial Report of State Superintendent fines the fiscal affairs of the Board, thereby pointing out definitely the scope of responsibility for which the Board expects to look to the Controller for professional advice. Section 10 of the act sets forth in considerable detail the duties of the Controller and the procedures to be followed as he discharges his responsibilities. o h- o ID <-< Q- .. O— ^ I— cr <ljJO <(rLu Q_< q: o LjJ < a. o UJ a. UJ H< I-UJ Q. _l.q —A IX o a: UJ >o ° cr <om UJ < t-co UJ North Carolina Public Schools 9 Staff and Services In North Carolina the ethieational leadership provided by pro-fessional personnel at the State level is untler the direction of the State Superintendent of Public Instruction and the Controller. This professional staff is organized by divisions, each of which is responsible, under the direction of the Superintendent, the Controller, or both for rendering certain designated services. The names of these divisions with brief statements of their respec-tive areas of responsibilities follow: Division of Ifistriictio^nd Service. This division provides services as follows: inspection and accreditation of schools; general super-visory assistance in the improvement of instruction; preparation of curriculum bulletins and other publications for the use of teach-ers and other school personnel; and assistance in special areas, for example, resource-use education, visual aids, surveys, library, and adult and special education. Division of Negro Education. This division, provided for by law (G.S. 115-30) renders special assistance to Negro schools, including inspection and rating of schools, supervisory activities, the improvement of training of teachers in co-operation with in-stitutions of higher learning for the Negro race, and in race rela-tions. Division of Professional Service. This division, provided for by law (G.S. 115-29) , has charge of the administration of the rules and regulations of the State Board of Education with regard to the certification of teachers; issues all teachers' certificates; rates teachers employed each year as to certificate held and teaching experience; and co-ordinates the work of the department with that of the various institutions of higher learning in the field of teacher education. Division of Publications, and Statistics. This division has charge of the editing, compiling and preparation of material to be print-ed, and of the distribution of bulletins, forms, etc. to the local units and individuals; serves as the purchasing agency for all other divisions except plant operation, teacher allotment and general control, transportation and a part of audits and account-ing; and services all divisions in the matter of mail, distribution of supplies, and so on. Division of Schoolhouse Planning and Surveys. This division is concerned with plans for new buildings and their location and 10 Biennial Report of State Superintendent erection. Surveys are also a part of the work of this division. School-Health Co-ordinating Service. This division is jointly administered by the State Department of PubHc Instruction and the State Board of Health. It is interested in health services and health education in the public schools. Division of Textbooks. This division has charge of purchasing and distributing free basal textbooks and administering the rental system for high school books and supplementary reading in the elementary grades. Division of Teacher Allotment and General Control. This divi-sion is responsible for applying the rules of the State Board gov-erning the applications of the local units for teacher allotments, and allots funds to be expended for the object of general control in the local budgets. Division of Auditing and Accounting. This division is concerned with a continuous auditing, month by month, of expenditures by the local units from the State Nine Months' School Fund, and is charged with the accounting of all funds, State and P'ederal, under the control of the State Board of Education, including the ap-propriation for the State Department of Public Instruction (ad-ministration and supervision) , Vocational Education, State Text-book Fund, Veterans Training Program, State Literary Fund, and any other funds expended for public school purposes. Its work includes all budget making, bookkeeping, writing vouchers, making reports, application of salary scales to local school per-sonnel, and so on. Division of Plant Operation . This division has charge of plant operation as set forth in the Nine Month's School Fund budget. Division of Transportation. This division administers the school bus transportation system of the State—purchasing new buses, mapping bus routes and administering the rules of the State Board governing transportation. Division of Vocational Education. This division administers the program of vocational education, which includes vocational agri-culture, home economics, trades and industries, distributive oc-cupations, guidance, vocational rehabilitation, veterans related training, school lunch program, veterans farmers training (under the G. I. Bill) , and the program of requiring the inspection, ap-proval and supervision of those institutions and establishments offering on-the-job-training to veterans under the G. I. Bill. North Carolina Public Schools 11 Diiumou oj hi.snrance}' The responsibility of this division is that of administering the public school insurance fund, which was au-thorized by the General Assembly of 1949 to provide insurance on school property. Division of Special Education J This Division was created in 1947 "for the promotion, operation and supervision of special courses of instruction for handicapped, crippled, and other classes of individuals requiring special types of instruction." LOCAL ORGANIZATION Number and Size of Local Administ-rafive Units The public schools of North Carolina are administered through 100 county administrative units and 72 city administrative units. Except in those counties in which the 7'-2 city units have been established, the county unit corresponds to the political govern-ment unit. Each of the 100 county and 7*2 city administrative units exist-ing in 1949-50 reported its school population, ages 6 to W, in- SGeneral Statutes, Ch. 115, Art. 3D. ^General Statutes, Ch. 115, Art. 3B. A modern school building is functionally designed The one story building provides safety and easy access to outdoor teaching and play areas elusive, for that year. The distribution of these units by designated intervals of school population is shown in the following table: DISTRIBUTION OF ADMINISTRATIVE UNITS BY SCHOOL POPULATION School Population No. of Administrative Units County City 1.500 or less 4 7 1.501 to 3,000 10 26 3,001 to 6,000 25 25 6,001 to 10,000 35 9 10,001 to 15,000 17 3 15,001 to 20,000 6 1 20,001 to 25,000 3 1 Total 100 72 For 1949-50 the county administrative units reported a total of 778 school districts for whites and 515 districts for Negroes. The number of school districts per county ranges from 1 to 21 for whites and from 1 to 13 for Negroes for the 97 counties hav-ing such districts. County Board of Education The county boards of education, the governing authorities for the county units, consists of from 3 to 7 members. Of the 100 county boards in 1949-50, 31 each report 3 members; 56 each, 5 members; 6 each, 6 members; and 7 each report 7 members. Members of county boards are nominated biennially in the North Carolina Public Schools 13 party primaries and are appointed by the General Assembly for terms of 2, 4, or 6 years. When the names of the persons so nominated have been duly certified by the chairman of the county board of elections to the State Superintendent, he transmits the names of the nominees by political party to the committees on education of the General Assembly, which selects and appoints one or more from these candidates as members of the board of education of the county involved. Should the General Assembly fail so to elect or appoint one or more of these candidates as board members, the State Board of Education, by law, fills the vacancy or vacancies so created. The term of office of each mem-ber begins on the first Monday of May of the year in which he is elected and continues until his successor is elected and qualified. The law prescribes four meetings each year and states that the board may elect to hold regular monthly meetings and such special meetings as the school business of the county may require. Board of Trustees In the city administrative imit the governing authority is the board of trustees. The number of members making up these boards ranges from three to twelve. The median number of mem-bers is six. Only one of the 72 boards has three members; o8 have either five, six, or seven members; and 18 have more than seven members. Board members are elected either by election by popular vote, by appointment, or by a combination of these two, except for 4 boards reported as being self-perpetuating. Powers and Duties of County and City Boards The law^ states that "it is the duty of the county board of edu-cation to provide an adeqiuite school system for the benefit of all of the children of the county as directed by law." "The county board of education, subject to any paramount powers vested by law in the State Board of Education or any other authorized agency shall have general control and supervision of all matters pertaining to the public schools in their respective counties and they shall execute the school law in their respective counties." The law further states that city administrative units are to ''be dealt with bv the State school authorities in all matters of school SPublic Laws. I'Hi, Chapter 115. 14 Biennial Rp-.port of State Superintendent administration in the same way and manner as are county ad-ministrative units." Although the law sets forth specific duties in considerable de-tail, the general scope of the powers and duties of county and city boards are: (a) appointment of the superintendent; (b) budget administration and money management, including preparation of budget, financial accounting, financial report to the State Board of Education, presentation and support of budget requests to the board of county commissioners, administration of bond elections and bond issues, debt service accounting, and other fiscal manage-ment responsibilities; (c) school plant planning, maintenance, and operation; (d) administration of transportation; (e) planning and effectuating the educational program; (f) setting the school calendar; (g) appointment of district committeemen; (h) appoint-ment of members of the superintendent's staff; (i) final approval of all employees' contracts; (j) acting as agent for the State Board of Education; and (k) other powers and duties. Fiscal Dependence County boards depend upon county commissioners for approval of their respective school budgets and for the levying and collect-ing of such local taxes for school purposes as may be necessary to provide required local funds called for in their several budget estimates. Similarly, city boards depend upon city commissioners Large window areas provide more adequate natural lighting and ventilation Individual classroom units offer a more intimate association with the outdoors and/or upon county commissioners for approval of their budgets and for the levying and collecting of local taxes for school pur-poses to provide necessary local funds required in accordance with approved budget estimates. Both depend upon the State Board of Education for approval of their budget estimates. County Superintendent of Schools The superintendent of schools of a county unit is appointed for a two-year term by the county board of education, subject to the approval of the State Board and the State Superintendent. He must be a resident of the county of which he is superintendent and cannot legally be regularly employed in any other capacity that may limit or interfere with his duties as superintendent. He serves as the administrative officer of the county board. He must be a graduate of a four-year standard college, hold a superintendent's certificate, have had three years of experience in school work in the past ten years, and present a doctor's certi-ficate showing that he is free from any contagious disease. With the approval of the State Superintendent, a county superintendent may serve as principal of a high school in his county or as a superintendent of a city unit in his county. The county superin-tendent may also serve as welfare officer. The county superintendent's salary is determined in accordance with a State standard salary schedule fixed and determined by the State Board. However, his salary may be supplemented from local funds by authority of the county board. His salary may also be supplemented when he serves as a high school principal, as 16 Biennial Report of State Superintendent superintendent of a city unit in his county, or as county welfare officer. City Superintendent- of Schools The superintendent of a city unit is ai)i)<)inted for a two-year term by its board of trustees subject to the approval of the State Board and the State Superintendent. He serves as the admini-strative officer and ex-officio secretary of the board of trustees. Superintendents of city units must meet the same qualifications as county superintendents. Powers and Duties of Superintendents The general powers and duties of county and city superin-tendents may be summarized as follows: (a) financial accounting (records and reports) ; (b) public accounting (records and re-ports) ; (c) census taking and attendance service; (d) prepara-tion of budget estimates; (e) storage, repair, and distribution of textbooks; (f) storage and distribution of supplies, fuel, and so on; (g) supervision of transportation; (h) maintenance and op-eration of the plant; (i) directing library service; (j) manage-ment of the school lunch room program; (k) direction of health services; (1) securing and assigning the instructional personnel; The well planned classroom encourages good learning ^j^^K^^^^f-^ North Carolina Piiblic Schools 17 (m) evaluating educational 8er\ic'e8 involving testing, promotion, and efficiency of instruction; (n) allocating responsibility; (o) planning and implementing the educational program including re-organization, expansion, and facilities; (p) planning and ad-ministering the extra-curricular program, (q) planning and ad-ministering the community program. SCHOOLS AND SCHOOL BUILDINGS Schools are classified as elementary, grades 1-8 or any combina-tion thereof, and high school, grades 9-l'2. Although an ele-mentary school is operated in connection with practically all high schools in county imits, locally designated " High School," the statistics presented in the following tables include elementary grades and high school grades as separate schools. As these figures show, there is a downward trend in the num-ber of elementary schools, this trend due largely to the elimina-tion of the smallest schools. ^lost high schools have from three to eleven teachers. However, latest figures indicate an increase in the number of larger high schools, both white and NesTo. 18 Biennial Report of State Superintendent North Carolina Public Schools 19 The responsibilities for the erection of school buildings and the care of school property are with county boards of education in county units and city boards of trustees in city units. Construc-tion is financed from funds raised by bond issues, borrowed money, tax levies, gifts, etc. As the following figures show there is a downward trend in the number of schoolhouses. This is due to the fact that when new buildings are erected, they often replace several small wooden structures. 20 Biennial Repoht of Statk Siperintendent LENGTH OF TERM By an admendment to the Constitution in 1917 the minimum school term was set at six months (l'-2() days) effective for the first time in 1919-"2(). Districts or county and city units could by a vote of the jjeople extend the term beyond this minimum. The General Assemblj^ of 1981 assumed support of a six months term out of State funds on certain State standards of cost. Likewise, this General Assembly continued an appropriation for a longer term up to eight months in special high school districts. In 1983 an eight months State-supported school term was set up by legis-lative act. Ten years later the General Assembly increased the school term to nine months. The accompanying table shows the average terms at five-year intervals from 1919-'20 to 1944-45. Since 1944-45 the average term has been approximately 180 days in both white and Negro schools. North Carolina Public Schools 21 visors of instruction from State funds. To such positions the State Board allotted 225 persons, 152 white and 73 Negro. Several of the larger city units provided for the emi^loyment of 20 additional supervisors to give attention to specific subject areas. In the following table supervisors are included in the number of principals for the year 1949-50: Workshops provide teachers with opportunities to grow Training Approximately 90 per cent of present North Carolina teachers, principals, and supervisors hold certificates based on college grad-uation and above. Around 3,000 of the total instructional person-nel employed hold certificates based on less than college gradua-tion. (See the following table.) The index shows the average training of all teachers and principals. (100 points equals a year's training above elementary school.) White teachers reached their highest average in 1940-41 with an index of 793.3. The average training of Negro teachers is now, 1949-50, at its highest with an index of 804.2. The following table gives the number of teachers and principals at each training level and the average training index for certain selected years: Good rural schools require safe transportation facilities SCHOLARSHIP OF TEACHERS, PRINCIPALS AND SUPERVISORS* WHITE j High School \ . College [ \ ] Year | 2yrs. 3yrs. 4yrs. 1 yr. | 2yrs. Syrs. 4yrs. 5yrs. I Total I Index 1921-22 1924-25 1929-30 1934-35 1939-40 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50 I 1.5041 487 1,3831 5,523 887| 1,233| 4,952j 1,731| 43 24 Biennial Report of State Superintendent Salaries The first of the two folIo\viii<^' tables shows average salaries paid teachers and principals from both State and local funds. The second table gives the number of persons and average salaries paid from State funds. North Carolina Public Schools 25 NUMBERED EMPLOYED AND AVERAGE SALARIES, STATE FUNDS Elementary: High School: Total: Elementary: High School: Total: 1935-36 1939-40 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50* 1935-36 1939-40 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50* 1935-36 1939-40 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50* A. Teachers WHITE NEGRO No. 12.304 12.082 12,984 12,911 12,875 12,919 13.482 14,043 3,544 4.279 3.122 3,049 3,523 3,534 3,782 4.035 15,848 16,361 16,106 15,960 16,398 16,453 17,264 18,078 Average .$ 735.50 916.42 1,249.21 1,454.16 1,626.95 1,919.06 2,206.32 2.458.06 779.12 905.80 1,257.83 1,479.64 1.643.75 1.941.56 2,223.87 2,460.19 745.22 913.64 1,250.88 1,459.03 1.630.56 1.923.90 2,209.99 2,4,58.65 No. 5,820 5,864 6,075 6,048 5,913 5,850 5,912 6,069 720 982 814 802 929 952 1,066 1,171 6,540 6,846 6,889 6,850 6,842 6,802 6,978 7.240 Average $ 496.66 671.18 1,272.52 1,489.74 1,686.77 1,998.89 2.308.82 2.559.71 579.55 709.53 1,247.49 1,467.54 1.648.05 1,938.64 2,223.62 2.459.24 505.78 676.68 1,269.56 1,487.14 1,681.51 1.990.46 2,295.81 2.543.46 26 Biennial Report of State Si'perintendent ENROLLMENT AND ATTENDANCE During the war years, from 1939-40 to 1944-4o, there was a decrease in enrolhiient in the piibHc schools. Since 1944-45, how-ever, there has been a tendency for both enrolhiient and attend-ance to increase, as the followino- table shows: North Carolina Public Schools 27 As the table Enrollment by Grade shows, the distribution of enrollment by grades has improved within the five-year period from 1944-4.5 to 1940-.5(). The proportion in all high schools in-creased from 19.!^ per cent in 1944-45 to '-20.4 per cent in 1949-50. The national average was 23.1 per cent in 1948-49. 28 RiENNi.AL Report of State Superintendent The relationship of jnipils in a\erage daily membership to average daily attendance indicates the holding- power of the schools. As the following table shows high .school pupils attend school better than elementary school pupils. Likewise, white children attend better than Negroes. North Carolina Public Schools 29 TEXTBOOKS State purcliase and (listrihution of textbooks began in 1985-36. Basal books for nse in grades 1-7 were made free to pnpils in 1937-38. The provisions of the huv providing free basal books were made applicable to the eighth grade in 194..5-4-6. Books nsed in the high school, grades 9-1*2, are now furnished to the schools under a rental plan. Rental fees are also charged for supjilemen-tary readers used in the elementary grades. The following tables show the various aspects of the State's textbook program: Young children need easy reading materials North Carolina Public Schools 31 State Funds The following table shows the appropriation expenditures from the General Fund for various school purposes from 1933-34 to 1949-50: 32 HiKNNiAL Report of Statk Superintkndknt ing school facilities other than those provided with the use of State, county and local funds. The local units are also responsible for capital outlay and debt service. In some few instances money is raised locally through gifts and money raising activities for the use of the local school. Local Funds The table below shows expenditures from county, city and district sources for recent vears: North Carolina Public Schools 33 Current Expenditures The cost of operating the pubhc schools tends to increase as the fio'ures in the followino- table show: CURRENT EXPENSE Federal $ 688 451 263, 285, 554, 601, 610, 1,133, 2,043 2,085 2,341 3,357, 3.673. 0,628, 9,020 10,895 12,054 Funds* ,034.20 ,862.29 434.76 339.98 179.02 ,716.47 146.82 215.50 ,299.84 ,004.84 ,662.48 ,469.23 ,247.44 ,280.85 ,294.13 ,204.12 ,108.25 State Funds** 815,658,023.31 16,702.079.05 20.249.600.42 21.447,700.00 25,307,657.23 25.348,706.63 26,297,493.15 27.751,261.40 28,720.783.56 31,397.524.31 37,823,657.03 39,465,521.35 45,317,503.12 53,084,606.65 62,764,000.75 73,098,346.65 84.999,202.42 Local Funds $ 1,950,306.27 2.099,556.73 3,109,939.61 3,817,032.78 4,436,024.90 4,800,855.93 5,136,723.59 5,311,320.59 5,920,580.41 4,221,180.10 0,484,295.18 7,265,140.48 7,979,704.66 9,862,230.33 12,471,074.01 15,043,999.40 10.214.185.10 Total ; 18,290,363.78 19,254,098.07 23,623,040.79 25,550,073.36 30,298,401.21 30,811,279.03 32,044,363.56 34,195,797.55 30,684,669.81 37,703,709.31 46,649,614.09 50,088,131.06 56,970,455.22 70,175,117.83 84,255,968.89 99,637,550.17 113,272,495.83 "Includes small amounts from philanthropic funds. textbook, and other State funds. '^ Includes vocational. Expenditure Per Pupil Expenditures per pupil in average daily attendance are shown below: 34 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1948-49 Classification by Objects and Items White Negro Total A. State Aid Paid Out By Units 61. General Control: 611. Salary: Superintendents $ 965,619.42 $ $ 965,619.42 612. Travel: Superintendents 54,865.25 54,865.25 613. Salary: Clerical Assistants 494,744.66 494,744.66 614. Office Expense 66.362.22 66,362.22 615. County Boards of Education 9,984.95 9,984,95 Total General Control $ 1,591,576.50 $ $ 1,591,576.50 62. Instructional Service: 621. Salaries: Elementai-y Teachers S29, 745, 580.33 $13,649,787.21 $43,395,367 54 622. Salaries: High School Teachers___ 8,407.643.82 2,370,377.46 10,778 02128 623. Salaries: 1. Elementary Principals 1,296,139.22 353.280.58 1,649,419.80 2. High School Principals 2,679.556.53 787.460.41 3,467,016,94 Sub-Total Salaries $42,128,919.90 $17,160,905.66 $59,289,825.56 624. Instructional Supplies 225,876.32 85,821.44 341,697.76 Total Instructional Service $42,384,796.22 $17,246,727.10 $59,631,523.32 63. Operation of Plant: 631. Wages: Janitors $ 1.621,820.95 $ 304,930.11 $ 1,926,751.06 632. Fuel 892,047.57 255,143.46 1,147,191.03 633. Water, Light, Power 267,242.66 57,991.91 325,234.57 634. Janitors Supplies 122,733,54 41,705.48 164,439.02 635. Telephone 19,150,49 3,106.77 22,257.26 Total Operation of Plant $ 2,922,995.21 $ 662,877.73 $ 3,585,872.94 65. Fixed Charges: 653. Compensation: School Employees_$ 11,579.57 $ 3,282.20 $ 14,861.77 654. Reimbursement: Injured Pupils 5,094.07 843.15 5,937.22 Total Fixed Charges $ 16,673.64 $ 4,125.35 $ 20,798.99 66. Auxiliary Agencies: 661. Transportation of Pupils: 1. Wages of Drivers $ 905,284.75 $ 206,946.00 $ 1,112,230.75 2. Gas, Oil, Grease 714,965.41 176.810.17 891,775.58 3. Salary: Mechanics 752,149.34 166,364,32 918,513.66 4a. Repair Parts, Batteries 586,840.40 147.377.50 734,217,90 4b. Tires and Tubes 217.800.77 46,060.29 263,861.06 4c. Insurance and License 15,517.46 3,119.72 18,637.18 5. Contract Transportation 19,730.69 20,464.16 40,194,85 Sub-Total (1-5) $3,212,288.82 $ 767,142.16 $ 3,979,430.98 6. Major Replacements 1,831,431.06 324,843.56 2,156,274.62 7. Principals Bus Travel 32,703.39 7,364.36 40,067.75 Total Transportation $ 5,076,423.27 $ 1,099,350.08 $ 6,175,773.35 662. School Libraries 149,640.07 44,379.01 194,019.08 Total Auxiliary Agencies $ 5,226,063.34 $ 1,143,729.09 $ 6,369,792.43 Total Paid Out By Administrative Units $52,142,104.91 $19,057,459.27 $81,199,564.18 B. State Aid Paid Direct: Printing $ 1.376.12 Total Support of Public Schools $81,200,940,30 North Carolina Public Schools 35 SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1949-50 Classification by Objects and Items White Negro Total A. State Aid Paid Out By Units 61. General Control: 611. Salary: Superintendents $ 1,012,465.14 $ $ 1,012,465.14 612. Travel: Superintendents 64,330.83 64,330.83 613. Salary: Clerical Assistants 511,907.34 511,907.34 614. Office Expense 87,376.68 87,376.68 615. County Boards of Education 9,988.79 9,988.79 Total General Control $ 1,686,068.78 $ $ 1,686,068.78 62. Instructional Service: 621. Salaries: Elementary Teachers $34,520,605.28 $15,534,850.54 $50,055,455.82 622. Salaries: High School Teachers..- 9,926,858.12 2,879.768.36 12,806,626.48 623. Salaries: 1. Elementary Principals 1,518,781.84 391,490.75 1,910,272.59 2. High School Principals 2,911,011.59 885,258.48 3,796,270.07 Sub-Total Instructional Salaries_$48,877,256.83 $19,691,368.13 $68,568,624.96 624. Instructional Supplies 367,527.30 132.199.58 499,726.88 625. Salaries: Supervisors 463,987.20 223,183.29 687,170.49 Total Instructional Service $49,708,771.33 $20,046,751.00 $69,755,522.33 63. Operation of Plant: 631. Wages: Janitors $ 1,718,224.61 $ 337,096.47 $ 2,055,321.08 632 Fuel - - - 937,616.60 271,555.71 1,209,172.31 633. Water, Light. Power 334,043.99 76,043.18 410,087.17 634. Janitors' Supplies 208,409.06 72,619.22 281,028.28 635. Telephone 22,166.71 4,154.37 26,321.08 Total Operation of Plant $ 3,220,460.97 $ 761,468.95 $ 3,981,929.92 65. Fixed Charges: 653. Compensation: School Employees-S 10,234.03 $ 5.629.65 $ 15,863.68 654. Reimbursement: Injured Pupils..- 23,849.31 1,245.47 25,094.78 Total Fixed Charges $ 34,083.34 $ 6,875.12 $ 40,958.46 66. Auxiliary Agencies: 661. Transportation of Pupils: 1. Wages of Drivers $ 819,606.80 $ 201,848.00 $ 1,021,454.80 2. Gas, Oil, Grease 707,910.63 202,904.81 910,815.44 3. Salary: Mechanics 780,953.41 194,789.73 975,743.14 4a. Repair Parts, Batteries 599,361.39 161,259.69 760,621.08 4b. Tires and Tubes 234,546.31 57,080.78 291,627.09 4c. Insurance and License 6,064.53 1,419.47 7.484.00 4d. Garage Equipment 12,077.67 2,705.26 14,782.93 5. Contract Transportation 25,777.79 20,334.03 46,111.82 Sub-Total (1-5) $ 3.186,298.53 $ 842,341.77 $ 4,028,640.30 6. Major Replacements 1,308.017.81 339,834.96 1,647,852.77 7. Principals' Bus Travel 34,227.35 8.516.81 42,744.16 Total Transportation $ 4.528,543.69 $ 1,190,693.54 $ 5,719,237.23 662. School Libraries 247,249.28 78,420.35 325,669.63 664. Child Health Program 376,908.35 143,968.09 520,876.44 Total Auxiliary Agencies $5,152,701.32 $ 1,413,081.98 $6,565,783.30 "^Administrative Units $59,802,085.74 $22,228,177.05 $82,030,262.79 B. State Aid Paid Direct: Printing $ 3,766.10 Total Support of Public Schools $82,034,028.89 36 Biennial Report of State Superintendent II THE INSTRUCTIONAL PROGRAM Elemenf-ary Schools The first eight years of the North CaroHna twelve-year pro-gram constitute the elementary school. Approximately 80 per cent of the total enrollment in the public schools is in these ele-mentary grades, 711,804 in 1949-50. The number of teachers, principals, and supervisors employed in these schools in 1949-50 was 21,399. Although the enrollment and teacher assignments in the elementary school are far greater than in the high school, there were only 736 elementary principals and supervisors against 907 high school principals and supervisors. This difference gives an indication of the number of union schools in the State with a total twelve-year program, and also indicates the existence within the State of several very small elementary schools. The elementary curriculum in North Carolina is designed to provide for individual children, according to their needs and abilities, a balanced experience in reading, language, spelling, writ-ing, arithmetic, social studies, health, physical education, art, music, and science. Through these subject areas children are given Community orientation by a child-made map is a "natural" learning experience Where We Live n Our Community Oecond \^rQ6^ Derea ochool Learning about the home state through the use of a map helps fix the idea of location opportunities to gain competence in the basic skills and to develop properly in the important areas of physical and emotional ma-turity and good citizenship. In adapting and modifying the cur-riculum to varying community needs, emphasis is directed to the necessity of planning a total program which promotes maximum child growth and development. This curriculum is implemented by use of free textbooks. Library books, supplementary readers, maps and globes, art and construction supplies, music appreciation materials, and other in-structional aids are also used in enriching the curriculum. High Schools A study of the North Carolina schools has revealed that the central problems in improving the educational opportunities for North Carolina youth is the small size of most of the high schools. The curriculum offerings for a large part of the high schools are limited to the five academic fields: English, mathematics, social studies, science and foreign languages. Three-teacher high schools attempt to offer four units in each of these subject fields, except for foreign languages in which only two units are offered. Such a program has been designed primarily for the small groups which will go to college and probably accounts for the tremendous with-drawal of pupils for whom opportunities are inappropriate. By careful planning, limited opportunities in home economics and agriculture or industrial arts are possible in four and five teacher high schools. 38 Biennial Rkfort of State Superintendent In high schools with six or more teachers, it becomes possible to yar}^ the opportunities to suit the needs and abihties of a variety of students. The number of high schools with six or more teachers is increasing from year to year. In 1944-45 43 per cent of the schools had six or more teachers, whereas for the session 1949-50 there were 590 schools or 62 per cent with six or more teachers. However, the number of small high schools is still one of the greatest handicaps to the development of a satisfactory curriculum. As is shown in the accompanying table the percentage of schools offering other than the five subjects mentioned above are as follows: Agriculture, 55; typewriting, 63; shorthand, 32; music, 15; industrial arts, 11; vocational shop and trades 6; art, 5; diversified occupations, 5; and distributive education, 2. Only about half of the persons who enter high school graduate four years later. It has been found that the holding power of the larger high schools is greater than that of the smaller schools. Publishing the school paper provides many learning experiences ^21^ Good learning experiences are offered in operating the school store NUMBER OF HIGH SCHOOLS BY NUMBER OF TEACHERS, 1949-50 NUMBER-SCHOOLS Number Teachers & WHITE NEGRO Principals County City Total County City Total TOTAL 1-2 20 1 21 22 2 24 45 3 49 1 50 11 6 17 67 4 6G 2 08 29 7 36 104 5 103 5 108 35 9 44 152 1-5 238 9 247 97 24 121 368 6 96 1 97 22 7 29 126 7-11 248 24 272 43 13 56 328 12-16 36 18 54 4 12 16 70 Above 16 -_ 7 46 53 "l 11 13 66 6 and above. 387 89 476 71 43 114 590 Total 625 98 723 168 67 235 958 40 Biennial Report of State Superintendent NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS 1949-50 (From High School Principal's Annual Reports) WHITE NEGRO TOTAL SUBJECTS (Grades 9-12) No. Schools No. Students No. No. •Schools Students No. Schools No. Students English: English I English II English III English IV Dramatics Speech Journalism Spelling Advanced Dramatics __ Stagecraft Radio Shakespeare Remedial Reading and English Advanced Composition and Grammar Current Literature Library Science Mathematics: General Mathematics Algebra 1 Algebra II Plane Geometry Solid Geometry Trigonometry Advanced Algebra Basic Mathematics Arithmetic Shop Mathematics Survey, Practical Fusion. Social Studies: Citizenship World History U. S. History Economics Sociology Problems Geography Ancient History Modern History N. C. History Negro History Family Life & Human Relations Social Problems Government Consumer Economics Latin American History. Current History Occupations Guidance Science: General Science Biology Chemistry Physics Advanced Biology & Physiology Physical Science, Senior Science Current Science Photography Health and Safety: Health 716 702 690 689 61 43 66 45 1 1 1 1 5 1 14 529 663 402 496 38 40 27 2 546 407 627 425 426 38 174 9 13 17 1 11 4 1 1 7 46,416 37,221 30,041 26,153 1,514 838 1,623 3,862 15 28 106 23 345 65 28 378 28,133 33,702 14,020 10,768 574 818 602 18 209 36 109 29.603 14,827 29,194 10,090 10,120 1,005 4,151 227 365 495 28 706 229 32 24 139 275 526 23,807 683 36,504 325 7.716 264 4,667 2 114 2 63 1 27 1 17 643 41,589 228 224 219 212 14 14 11 16 2 215 203 89 142 195 137 197 141 136 36 103 20 11 177 210 156 87 1 15,668 11.966 9,046 4,834 644 537 397 1,305 38 13.735 10.191 3.209 3.633 12,311 6,130 8.214 3,710 3,404 946 1,478 761 196 129 284 384 9,542 11,271 5.397 2,342 7 151 10.775 944 926 909 901 75 57 77 61 1 1 1 1 5 1 16 744 866 491 638 38 40 27 2 741 544 824 566 562 74 277 29 21 2 4 17 1 11 4 1 1 7 19 703 893 481 351 62,084 49,187 39,087 30,987 2,158 1.375 2,020 5,167 15 28 106 23 345 65 28 416 41,868 43.893 17.229 14,401 574 818 602 18 209 36 109 41,914 20,957 37,408 13.806 13,524 1,951 5,629 988 561 129 284 495 28 706 229 32 24 139 659 33,349 47,775 13,113 7.009 114 63 27 24 794 52,364 North Carolina Public Schools 41 NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS 1949-50 (From High School Principal's Annual Reports) WHITE NEGRO TOTAL SUBJECTS (Grades 9-12) No. No. SchooLs Students No. No. .School.s Students No. No. Schools Students Safety Driver Education First Aid Physical Education: Art: Music: Vocal Glee Club, Chorus, Choir, etc. Band Orchestra Instrumental Harmony & Theoi-y Music Appreciation Vocational and Prevocational: Agriculture 1 Agriculture II Agriculture III & IV Home Economics I Home Economics II Home Economics III & IV.. Home Economics for Boys. Foods and Nutrition Home Nursing Home Beautification Clothing Personal Regimen Industrial Arts Mechanical Drawing. Drafting Vocational Shop & Trades Sheet Metal, Electricity.. Textiles, Weaving Diversified Occupations Distributive Education Printing Radio Commercial Drawing Brick Masonry Building Trades Auto Mechanics Shoe Repairing Plumbing Painting Carpentry Woodwork Sheet Metal Machine Shop 9 227 35 1,176 2 38 Business Education: General Business Typewriting I Typewriting II Business Arithmetic Elementary Bookkeeping.. Advanced Bookkeeping Shorthand I Shorthand II Business English Salesmanship Business Law Business Geograohy Secretarial Practice Office & Clerical Practice Business Machines Business Principles 664 37 26 139 98 12 10 3 2 423 406 399 618 601 383 5 2 2 1 1 1 73 30 39 2 30 22 5 2 1 194 539 418 124 297 19 283 90 20 8 24 6 19 12 7 54,984 1,551 1,328 9,347 5,024 428 156 37 23 8,323 5,948 6,230 19,542 14,671 5,702 107 79 59 6 119 36 4,202 1,476 991 29 741 552 159 32 35 7,164 21,775 8,978 4,014 7,219 256 5,015 1,115 646 308 622 108 249 289 197 12 101 13 59 31 102 101 85 171 169 123 28 16 15 13 2 6 1 1 2 4 3 3 31 68 39 23 8 1 21 9 1 4 1 3 523 8,591 1,298 3,879 1.611 2,684 1,873 1,402 7,316 5,094 3,092 1,531 569 430 332 79 139 59 12 36 114 81 50 82 997 2,095 856 640 263 30 372 151 6 126 5 52 21 750 35 1,176 2 38 765 63,575 50 2,849 85 139 129 12 10 3 2 525 507 484 789 770 506 5 2 2 1 1 1 101 30 55 2 45 22 5 2 1 13 2 6 1 1 2 4 3 3 225 607 457 147 205 20 304 99 21 8 28 7 19 15 7 5,207 9,347 6,635 428 156 37 23 11.007 7,821 7,632 26,858 19,765 8,794 107 79 59 6 119 36 5.733 1,476 1,560 29 1,171 552 159 32 35 332 79 139 59 12 36 114 81 50 82 8,161 23,870 9,834 4,654 7.479 286 5,387 1,266 652 308 748 113 249 341 197 42 Biennial Report of State Superintendent NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS 1949-50 (From High School Principal's Annual Reports) WHITE SUBJECTS (Grades 9-12) NEGRO TOTAL No. Schools No. Students and Practices Retail Merchandising Personal Typing Personal Shorthand _ Job Training Foreign Language: French I French II _. Latin I Latin II Latin III _.. Latin IV _.. Spanish I Spanish II __ Spanish III _ Other Subjects: Psychology _ Bible R.O.T.C. Audio-Visual 471 454 144 112 2 4 89 81 1 6 53 1 1 152 67 191 9 28 8,120 5,356 4,622 2,968 46 51 2,838 1,685 12 396 3,162 282 16 No. No. .Schools Students No. Schools No. Students 173 162 12 13 7 4 5,172 3,528 526 346 294 56 296 4 152 3 67 3 191 1 9 1 28 644 616 156 125 2 4 96 85 1 13,292 8,884 5,148 3,314 46 51 3,132 1,741 12 6 396 59 3,458 1 282 1 16 ENROLLMENTS BY GRADES — 1949-50 WHITE No, No. NEGRO No. No. GRADE TOTAL No. No. Ninth Tenth Eleventh _. Twelfth _.. Fifth Year Total -. Schools Students Schools Students Schools Students 725 48,255 Vocational agriculture student exhibits his Grand Champion steer the best results. The pupil studies the growing, cultivation, har-vesting and selling of crops; the selection, breeding, feeding, care, management and marketing of livestock; the production of fruit; the soil; crop rotation; how to handle machinery and to do the ordinary repair and construction jobs that arise on the farm; how to avoid or control injurious insects or diseases; and the keeping of farm accounts and records. The studies are related to life on the farm, the community being the pupil's laboratory. Reahzing that a pupil must know the "how" as well as the "why" of farming, each pupil is required to do some kind of practical work either on his home farm or the school farm which enables him to put into practice the principles learned through instruction. For example, a boy may be making a study of crops. Then he will be asked to be responsible for the growing, harvesting and marketing of some particular crop or crops. He keeps accu-rate records of his transactions and at the end of the year he is able to tell how much he made or lost on the crop. Thus definite and practical instruction in agriculture and farm accounting are brought to the boy on his home farm. The teacher of agriculture is on the job twelve months in the year. This means that a well-trained man, a graduate of an agri-cultural college, is in the community all the time. When school is not in session he spends his time supervising and helping the boys with their practical work, advising and assisting the farmers with their various farm problems and acting as a leader in any movement for the good of the community. 44 Biennial Report of State Superintendent There are two student associations, one for whites and the other for Negroes, through which a hirge part of the agricultural program is made real and vital. The North Carolina Association of Future Farmers of America, the white student organization, was formed in 1928 with 80 chapters having a total membership of 2,804. This association has grown year by year, except during World War II, until there were in 1949-50 a total of 423 chapters having 18,667 members. The North Carolina Association of New Farmers of America, an organization of Negro farm boys studying vocational agricul-ture in the public schools of the State, had its beginning during the school year 1926-27. There were 26 local chapters with a total membership of 639 the first year. Now, 1949-50, there are 105 chapters having a total actual membership of 4,443. Principal objectives of these associations include training in leadership and character development, sportsmanship, coopera-tion, service, thrift, scholarship, improved agriculture, organized recreation, citizenship, and participation. Arnong other activities, members learn the principles of modern farming and American citizenship through active participation Many a farm boy learns equipment repairing in the home farm shop *a . North Carolina Public Schools 45 ill how to conduct and take part in public meetings, to speak in public, to buy and sell cooperatively, to solve their own problems, to finance themselves, and to assume civic responsibility. The following table shows the growth of this program from its inception in 1918-19 to the present: EXPANSION 46 Biennial Report of State Superintendent Veterans Farmer Training Program The Veterans Farmer Training Program is provided for Veter-ans of World War II who have had as much as 90 days active service and who are now operating farms on a self-proprietorship basis as owners, leasors, or renters. Farm training for this group is made possible by a special con-tract between the Veterans Administration and the State Board of Education. The Program is financed by tuition paid by the Veterans Administration to the State Board of Education on a cost basis. The State Board of Education, through the State De-partment of Public Instruction, is responsible for the operation, administration, and supervision of the program in cooperation with the local administrative units. The training is offered only in high schools having vocational agriculture departments and the local teacher of agriculture is responsible for the supervision of the program in the local community. The regular teacher of agriculture must have one assistant teacher for each 18 to 20 veterans enrolled. The length of the training program for each veteran enrolled is from one to four years, depending on: (1) Length of entitle-ment granted the veteran by the Veterans Administration; (2) Past experience and training; (3) Progress made in training and farming. Instruction is based on the type of farming most profitable in the area and the skill needed in carrying out the individual farm plans. Farm management, farm mechanics, crop and live-stock production, and soil conserv^ation are the main units of instruction sfiven. North Carolina Public Schools 47 SOME ACCOMPLISHMENTS OF VETERANS ENROLLED IN THE INSTITUTIONAL-ON-FARM TRAINING FOR THE YEAR 1950. Number of Vetcrau.s Practices Xuiubcr Partici-pating Acquired Purebred or High Grade Dairy Cows 16,418 9,981 Acquired Purebred or High Grade Beef Animals... 8,695 3,198 Bred Cows to Purebred Bulls (Beef and Dairy Cows) 11,287 4,782 Acciuired Purebred Breeding Hogs 16,917 9,778 Bred Sows to Purebred Boars 22,516 10,008 Improved Pastures Seeded 61,403A 13,824 Established Recommended Crop Rotations 245,763A 12,399 Painted Farm Buildings 5,245 3,730 Installed Electricity in Farm Buildings... 4,740 4,352 Installed Sanitary Water Supply 9,478 9,478 Installed Running Water in Home 2,578 2.578 Trainees Who Changed From Tenants to Owners 2,091 2,091 Prepared Complete Soil Conservation Farm Plan 4,847 4.847 NORTH CAROLINA VETERANS FARMER TRAINING PROGRAM, 1949-50 ENROLLMENT—Monthly Average 27,814 EXPENDITURES: A. Adviinistrative Salaries $100,446.12 Supplies 5,470.72 Postage, Tel. Etc 3,029.20 Travel 15,093.74 Printing 5,041.74 Retirement 4,342.00 Total $133,423.52 B. Instructional Salaries—Supervisors and Instructors — Local Level 4,524,944.13 Travel—Supervisors 132,326.49 Travel—Instructors 712,494.27 Supplies 483,581.62 Books 276,402.39 Depreciation & Maintenance 417,207.50 Total 6,546.956.40 Grand Total $6,680,379.92 Food conservation is important today in homemaking classes Homemaking Educaf-ion Homemaking education in the high schools of North Carolina attempts to prepare the individual for effective home living. The areas included in the curriculum are food and nutrition, clothing, family economics, housing, health, family relations and child development. Emphasis is given throughout the instructional pro-gram on health, relationships, management of resources—time, energy and money, creating and appreciating beauty, democratic ways of working together, as well as the mechanics of house-keeping. Recognition is given to the fact that satisfying family living is essential to the well being of every individual and that there is no substitute for happy, understanding family relationships. This, in truth, is the very core of the homemaking program — helping pupils to understand better their personal development and their contribution toward happy, wholesome family life to-day as the background for well adjusted happy families of tomorrow. It is important that they know that "Home is what you make it . . . Home is life, strength, comfort, love, achieve-ment, honor. Or it is heartbreak, weakness, misery, failure, and shame; or it is any one of the many things that lie between these two extremes. Pupils are helped to understand that the home can provide an atmosphere in which the individual may develop a feeling of adequacy which will enable him to cope with the prob-lems of daily living and grow increasingly independent in solving these problems to the satisfaction of herself as well as others. North Carolina Public Schools 49 To supplement class instruction, the teacher through home visit-ing and supervision of home projects guides the pupil in selecting, planning and carrying through additional learning experiences in some area of homemaking in which she feels the need of addi-tional training. This provitles the tie between in-school and out-of- school activities and responsibilities which are necessary for effective learning. The two homemaking student organizations, Future Home-makers of America (white) and New Homemakers of America (Negro) , are affiliated with the national organization. The pur-poses of both organizations are similar: to promote wholesome development of youth, better home living, democratic ways of working together for common good, and greater appreciation for home and family life. The activities of both organizations are varied—raising funds for worthy projects; home, school and roadside beautification; sharing with less fortunate families both here and abroad; camp-ing and entertaining members of opposite sex and parents. Through their efforts hundreds of dollars worth of eciuipment have been added to homemaking departments to make them more attractive and functional. There are approximately 87.5 homemaking departments in the white and Negro high schools in the State. Four hundred and thirty-six of these are reimbursed from State and Federal funds. The following table shows the growth of the vocational home-making program over a period of years: FHA'ers learn crafts at camp 50 Biennial Report of State Superintendent GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION Year 1918-19 1919-20 1924-25 1929-30 1934-35* 1939-40 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50 Teachers North Carolina Public Schools 51 Trade and Industrial Education Trade and Industrial Education includes: /. Evening Trade Extension Classes—For adults employed. In these classes workers may get technical instruction to help them in the work they are doing in order to keep up with new develop-ments in the industries and to prepare them for promotion, if and when an opportunity comes their way. //. Part-time Classes—For those finishing school and entering trade or industries. Diversified Occupations, for boys and girls entering industry instead of college, is the finest service the Trade and Industrial Program has to offer. This type of instruction uses the industries in the community as laboratories. The student has an opportunity, therefore, to earn while he learns under most favorable conditions, since he gets assistance from both school and industry to find his place and make good. ///. Day Trade Classes—These are offered in the larger high schools where equipment for the most skilled trades is available. This work is given to boys in the high school who are sixteen years of age or older, and who can profit by instruction which will prepare them to enter advantageously into the skilled trades. Half the school day is given to shop instruction and half is given to regular academic subjects. Such trades as auto mechanics, bricklaying, carpentry, cosmetology, drafting, electrical trades, furniture manufacturing, machinist, plumbing, printing, tailoring, and textiles are offered. GROWTH OF om mi Student learns to use acetylene cutting torch in welding course This program is also jointly financed from Federal, State and local funds. The following tables gives these expenditures for certain years: EXPENDITURES FOR ^s..^ Work in advertising is one phase of training for becoming a buyer for a department store ing preparatory to entering retail or wholesale occupations. 2. Up-grade adult distributive workers through educational programs designed to make them more efficient. 3. Help to strengthen our economy by increasing the efficiency of our distribution system in terms of reduced cost and better service to consumers. 4. Promote full employment by selling the increasing volume of products of the farm and factory to the ultimate con-sumers. Distributive education is designed to serve the following specific groups: 1. The regularly enrolled high school boy or girl over sixteen years of age. 2. Part-time workers in distributive occupations. 3. Full-time employees in distributive occupations. 4. Managers and supervisors of retail, wholesale and service establishments. Cooperative Program i)} Distributive Education. In the high school program juniors and seniors who wish to make a career in some distributive business are enrolled in the cooperative part- 54 Biennial Report of State Superintendent time program. Under the guidance of a trained teacher-coordi-nator, they are given vocational training which is closely cor-related with work experience in various distributive businesses in the community. Although the number of pupils trained through this program is relatively small, most of them have been success-ful in full-time jobs after graduation. Many of them have been promoted to junior executive jobs in retailing before or soon after graduation from high school. The following table shows the growth of this program: COOPERATIVE PART-TIME VOCATIONAL TRAINING Year North Carolina Public Schools 55 Distributive education students have formed clubs for stimulat-ing their particular work and for providing leadership training and opportunities for social activities. Extension Program. This phase of the distributive education program is provided for workers in various fields of distribution, such as the restaurant and hotel group, department stores, ap-parel stores, food stores and drug stores. A long range educational program has been formulated which outlines a series of sequential courses for (1) managers, ('2) supervisors, (3) selling employees, and (4) non-selling employees. The following table gives statistics on this activity: Cuuiiicling IS ihc key to effcctivt guidantc sci\iccs GUIDANCE SERVICES Some of the functions and purposes of the State guidance service are: 1. To prepare and distribute special bulletins dealing with plans, courses of study, and literature on studies, investiga-tions, and surveys in the field of occupational information and guidance. 2. To aid in initiating a guidance program in schools previously doing little work in this field. 3. To assist in evaluating the program in schools already doing considerable guidance work, and to offer suggestions for ex-pansion. 4. To meet upon invitation with educational or civic groups for the purpose of discussing general problems and phases of guidance. 5. To cooperate with other agencies interested in the broad aspects of various youth problems, such as the State and Na-tional Vocational Guidance x4.ssociation, ci\'ic clubs, employer North Carolina Public Schools 57 and labor groups, the Occupational Information and Guid-ance Service in the U. S. Office of Education and the North Carolina Education Association. 6. To promote the training of teacher-counselors in occupa-tional information and guidance, and to advise with teacher trainers on all matters pertaining to the improvement of the program in the State. 7. To conduct, in cooperation with local authorities, group con-ferences for the purpose of impro\'ing local programs of guidance. 8. To answer by correspondence requests from schools and other interested agencies for sources of occupational and guidance information. The important areas of a guidance program are: (1) an in-dividual inventory, {"2) a study of local, regional and national occupational information, (3) an exploration of additional and further training opportunities, (4) counseling, (5) placement and (G) follow-up of all school-leavers. A guidance program should also reveal facts which point to needed changes in the curriculum. A review of reports from the high schools of the State for the school year 1949-50 reveals the following facts regarding guidance activities: * The teacher guides the pupils in "Reading With a Purpose" HORN =' f=l-E^ QDK y X The library' corner fosters the love for books and magazines GUIDANCE ACTIVITIES COUNTY White Negro Total White No. high schools reporting 617 151 768 98 No. reporting counselors 369 75 4-34 83 Percentage 58 50 57 85 No. counselors 527 125 652 140 Counselors ^vith scheduled time 491 123 614 128 CITY North Carolina Public Schools 59 Expenditures for libraries are derived from local funds, county or school funds, State school fund for maintenance and from rental fees collected by the Textbook Division. National standards reconnnend an annual expenditiu'e of $1.50 per pupil for keeping the library collection up-to-date and in order. The State average is one-half of this recommentled amount. Expenditures continue to increase, with the result that more adequate library collections are made available to our bovs and girls. The school lunch offers a splendid opportunity for teaching good habits SCHOOL LUNCH PROGRAM The State School Lunch Program was officially set up as part of the State Department of Public Instruction in August, 1943. Since its organization, the program in North Carolina has pro-gressed very rapidly, and is fast developing into a well rounded, many faceted program. During the seven years of operation, 1943 to 1950, the number of schools operating on the reimbursement program has increased steadily each year from .549 the first year to 1,4'2'2 in 1949-50. In addition to the schools receiving reimbursement, there were about 150 lunchrooms operated without Federal aid. Approximately half of the schools in the State have lunchroom facilities. An analysis of school lunch reports shows there has been a steady increase in the number of lunches served to school chil-dren— from 10,967,459 in 1943-44 to 47,879,054 in 1949-50. The accompanying table shows the growth in various aspects of the program. Principals and teachers are working to improve food habits, to promote better nutrition, and to use the lunchroom as a labora-tory for teaching. Much effort has been made to correlate the regular classroom teaching with activities in the lunchroom. North Carolina Public Schools 61 ANALYSIS SCHOOL LUNCH REPORTS 1. Schools Approved for Operation: White 1943-44 479 1944-45 769 1945-46 875 1946-47 1024 1947-48 1065 1948-49 1125 1949-50 1141 Negr 70 146 140 200 222 243 281 Total 548 915 1015 1224 1287 1368 1422 PER 62 Biennial Report of State Si perintenuent SCHOOL HEALTH The health of the school children of the State is a concern of many agencies, organizations and individuals. Successful programs of school health are to a great degree dependent upon the extent to which such agencies cooperate. For a number of years the State Department of Public Instruc-tion and the State Board of Health have worked together on school health programs in a limited unofficial way. In 1939, with the establishment of the School Health Coordinat-ing Service, cooperation between these two State agencies became official. This joint division was created with the financial assist-ance of the Rockefeller Foundation. Emphasis during the first eight years of operation was placed upon an in-service education program for local school personnel in the areas of health instruc-tion, teacher screening, healthful school living (environmental san-itation and physical education. This work was largely of a demon-stration sort, confined to from three to five counties each year. During this period consultant services to schools and health departments were offered by other divisions of the State Board of Health and the State Department of Public Instruction, the representatives of the two departments operating more or less independently of the other. Beginning September 1, 1947, the policies governing the work of the School Health Coordinating Service were changed to include Physical education activities under supervision of the teacher contribute to child growth and development Teachers get preparation for teaching driver education the entire State in the promotion of four school health areas: 1. Health and safety instruction in the public schools. 2. Better health facihties. 3. A more extended health service program. 1. Physical education in grades 1-1 '•2. An appropriation of $550,000 annually was made by the General Assembly of 1949 to the State Board of Education to aid county and city school administrative units in the implementa-tion of the State-wide school health program. Appropriations to the State Board of Health were also increased, thus enabling the allocation of more funds to local health departments for school health work. Progress made in the school health program during recent years can be observed, but cannot always be stated in measurable terms. In the matter of finding and correcting defects of children much can be noted. Reports indicate that thousands of chronic remediable defects of children have been found and corrected. School health funds have been used where parents were unable to pay for such services. Then, too, parents able to pay have been persuaded to seek and pay for medical services which their chil-dren needed. 64 Biennial Report op- State Superintendent Expenditures from the $.550,000 approj^riated by the Legislature to the State Board of Education for the year 1949-50 were as follows: Salaries: Health Educators $ 25,809.20 Nurses 55 ,540 .54 Physicians 8,399.22 Technicians 10,111 .91 Travel: Health Educators 8,156.23 Nurses 12,682.59 Physicians 251 .10 Technicians 1,981.76 Clinic Fees 46,554.57 Correction of Defects 272,033.07 Supplies 25 ,078 .04 Equipment 55,983.1 1 In-Service Training 3,295.10 Total $520,876.44 SPECIAL EDUCATION The General Assembly of 1947 provided for the creation of a Division of Special Education in the State Department of Public Instruction and authorized the State Board of Education to pro-vide funds out of the regular appropriation for the support of the nine months school term for a program of special education. The Division of Special Education was established October 1, 1948, by the appointment of a director. As specified in the law creating this division (Sec. 115-31.11), its purpose is "for the promotion, operation, and supervision of special courses of in-struction for handicapped, crippled, and other classes of in-dividuals requiring special type instruction." "A handicapped in-dividual," also defined by law, "shall be deemed to include any person with a physical or mental handicap." The State Board which was given the authority "to adopt plans for equitable reimbursement of school districts for costs in carrying out the purpose of" the law, has clarified the definition of "handicapped" to mean "any educable child or youth between the ages of six and twenty-one years, inclusive, having a physical and/or mental disability which makes regular school room activities impractical or impossible, and children having need for special educational facilities." Education of the physically handicapped is provided for by State law The State Board is authorized to provide funds for the em-ployment of teachers and for the purchase of any special equip-ment, appliances and other aides for use in special education classes. At its very inception, the division was faced with the problem of educating those children who were convalescing in hospitals following the poliomyehtis epidemic of 1948. A survey of those hospitals revealed that there were 182 children between the ages of 6 and 21. The Board authorized the estabhshment of school centers in the four hospitals where these children were confined — Asheville, Charlotte, Greensboro, and Monroe—and allotted teach-ers to these centers, two each to Asheville and Charlotte, three to Greensboro, and four to Monroe. These instructional units functioned as continuation schools, taking up where the regular schools left off and carrying the child along while he was getting well physically. Children were given the opportunity to progress as rapidly as possible and were promoted as they completed work assignments for their respective grades. Following their discharge from the hospital, they were readmitted to the regular school, if sufficiently recovered, or taken care of under the home bound phase of the special education pro-gram. The table accompanying this discussion indicates the scope of the special education program for the past two years, 1949-50 and 1950-51. Handicapped children have been divided into six areas—speech 66 Biennial Report of State Superintendent defective, slow learning, crippled, cerebral palsy, visually handi-capped, and hard of hearing. As this table shows, there were 2,161 pupils enrolled in special classes in 1949-50. These classes were taught by 54 teachers, 25 allotted by the State and 29 paid from local funds. Special education classes are considered as a part of the regular school program. The daily schedules and curricula are made m keeping with the general elementary and secondary school pro-grams of the unit in which conducted wherever the children's physical and educational safety and progress are not endangered. Special classes are provided for those children having handicaps needing special attention, as speech defects, etc. I. SUMMARY—SPECIAL EDUCATIONAL PROGRAM, 1949-50 AREA Speech Defective Slow Learning Crippled Cerebral Palsy Visually handicapped Hard of hearing TOTALS TEACHERS 7 35 3 2 4 1 54 Appreciation of plants and soil are developed by gardening North Carolina Public Schools 67 RESOURCE-USE EDUCATION PROGRAM In 1945 a Resource-Use Education Connnission was appointed by the Governor of representatives of fifty State resource agencies, educational institutions, and professional, scientific and educa-tional organizations. An Executive Committee of eight was elected with the State Superintendent of Public Instruction serving as chairman. An administrative staff was appointed in February, 1947. A grant-in-aid from the General Education Board sustained a major portion of the budget for the program. The program has been designed to increase the emphasis on the conservation and development of the natural, social and human resources in schools and communities. It has assisted in channel-ing more of the scientific information into local programs of action, teacher education, and individual schools by bringing resource specialists, educational leaders and laymen together in planning and developing means for the improvement of living and the enrichment of school programs. English, history, science, social studies, mathematics, agricul-ture, homemaking, and health teachers, and others all have a con-tribution to make in this program. Courses of study are usually de- Construction is an important phase of science teaching 68 Biennial Report of State Superintendent signed to assist them in reaching the objective. Frequently, how-ever, they are bogged down with the mechanics of teaching the subject and lose the emphasis needed to make the information applicable to the important problems of individuals, communities, and nations. Resource-use, therefore, becomes an emphasis which strengthens our educational objective; at the same time it enriches our teach-ing with pertinent, interesting, colorful, and dynamic subject matter. Frequently these are lost when the information must be closeted in national texts. This places a premium on such resource-ful teaching techniques as films, observations, field excursions, demonstrations, community surveys, experiments, group discus-sions with resource people, and local sources of materials, reports, and facts. Classroom and school projects which are problems-centered around important needs of people and communities then become the focal point around which texts, references, films, and trips can be centered. Children learn to work in smaller groups, leadership emerges, interest is heightened by a spirit of research, and the scientific method becomes a reality and an important tool for learning. Resource-Use Workshops Numerous colleges in the State have helped to train teachers in resource-use education since the inauguration of the program, mostly through summer workshops, although several have added regular pre-service courses. These colleges held workshops in 1949-50: Appalachian State Teachers College—Boone Catawba College—Salisbury East Carolina College—Greenville Elizabeth City State Teachers College—Elizabeth City North Carolina College—Durham Western Carolina Teachers College—Cullowhee Woman's College, U. N. C.—Greensboro Over six hundred teachers were enrolled in Resource-Use Work-shops. City and County Workshops Approximately three thousand teachers participated in city and county resource-use workshops in 1949-50. Special emphasis was placed on the development of local teaching materials and North Carolina Public Schools 69 the use of community resources in teaching. Panel discussions on the problems and opportunities in each area were held with the county agent, the local health officer, the county soil con-servationist and the county or district forester, participating. Thirty counties and eight cities held workshops during this two-year period. Preparation of Audio-Visual Materials A series of thirteen radio programs, called The Silent Siren, were prepared by seven State agencies on the resources and re-source problems of North Carolina. Eighty-seven radio stations carried the series. The programs were given to cities and counties with appropriate equipment to use them. Fifty other sets were produced for sale on l^-inch records at a regular speed. A film called Tar Heel Family was also produced by the same seven agencies, the N. C. Departments of Public Instruction, Agriculture, Labor, and Conservation and Development, the State Boards of Health and Public Welfare, and the N. C. Wild-life Commission. The color-sound film is 24 minutes long and is available to the schools through these agencies. Many units have purchase both the records and the films. Annual Summer Conference Three-day conferences have been held in 1949-50 at the Uni-versity of North Carolina, where emphasis was placed on such things as outdoor education, group dynamics, schoolground de-velopment, water conservation, power development, audio-visual education and summaries of school projects and programs. Outdoor Education Program A special committee of fifty representatives was appointed to assist the Resource-Use Education Commission in stimulating and guiding a program of outdoor education, including school camping. One city system (Salisbury) has served as a pilot center in initiating school camping with special camps for sixth and eighth graders and one for biology students and one for teachers. East Carolina College has undertaken college training in this field as regular part of its curriculum. 70 Biennial Report of State Superintendent JUNIOR COLLEGES North Carolina has 25 junior colleges—21 private and four public. The four public institutions are Asheville-Biltmore, Charlotte and Wilmington for white students and Carver for Negroes. No State funds are provided for the operation of these institutions, each being supported financially from local funds. Statistics for recent years show enrollments in these institutions were as follows: Asheville-Biltmore .— North Carolina Public Schools 71 faculties. Therefore, it is a problem of fitting the abilities of the individual to the requirements of a job. It is a problem of placing a man according to his abilities—not rejecting him because of his disabilities. Services are provided for: 1. Vocational re-establishment of persons with employment experience who become vocationally handicapped as a result of a permanent physical and/or mental disability; or 2. The establishment in remunerative occupations of persons without employment experience who are disabled, and whose normal opportunity for employment is materially affected by reason of such a disability; or 3. The retention in suitable employment of disabled persons who are or may reasonably be expected to bfecome voca-tional handicapped in such employment. The services which may be provided are: 1. Medical examination in every case to determine the extent of disability, to discover possible hidden, or "secondary," disabilities, to determine work capacity, and to help de-termine eligibility—at no cost to the indiv-idual. Training and employment of the physically disabled sixteen years of age or over is the central purpose of the rehabilitation program 72 BiENMAL Report of State Superintendent 2. Individual counsel and guidance in every case to help the dis-abled person to select and attain the right job objective—at no cost to the individual. 3. Medical, surgical, psychiatric, and hospital care, as needed, to remove or reduce the disability—public funds may be used to meet these costs to the extent that the disabled person is unable to pay for them from his own funds. 4. Artificial appliances such as limbs, hearing aids, trusses, braces, eye glasses, and the like, to increase work ability — these also may be paid for from public funds to the degree that the individual cannot meet the cost. 5. Training for the right job in schools, colleges, or universities, on-the-job, in-the-plant, by tutor, through correspondence courses, or otherwise, to enable the individual to do the right job well—at no cost to the disabled person. 6. Maintenance and transportation for the disabled person, if necessary, while he or she is undergoing treatment or train-ing— these expenses may be met from public funds, depend-ing on the person's financial inability to take care of them. 7. Occupational tools, equipment, and licenses, as necessary, to give the disabled person a fair start—these may be paid for from public funds to the extent that the person is unable to do so. 8. Placement on the right job, one within the disabled person's physical or mental capacities and one for which he has been thoroughly prepared—at no cost to the individual. 9. Follow-up after placement to make sure the rehabilitated worker and his employer are satisfied with one another—at no cost to either party. The services are not necessarily provided in the order listed above. Several may be given at the same time. Some disabled men and women may require the full range of services; others may need only one or two. In every instance, the services are provided in accordance with careful analysis of the individual's needs and all are directed toward a suitable job goal. The fundamental services of counseling, guidance, training and placement are available to every client. The equally basic service of furnishing training supplies, placement equipment, occupational licenses, transportation, maintenance, prosthetic devices, and physical restoration are available on an economic needs evalua-tion. When a person has been given a part or all of the above services North Carolina Public Schools 73 to the end that he has a permanent job with a self-snpporting wage, his case is closed as rehabihtated. '2,6''26 persons were closed rehabilitated in 1950 at an average cost of $316.68 per person. It is evident that it cost less to rehabilitate a person for life than it does to maintain him at public expense for 12 months. Following are two tables, the first showing growth in rehabilita-tion services and the second, expenditures for such services for cer-tain selected years: 74 Biennial Report of State Superintendent These annual appropriations for the support of the reguhir term, for vocational education and for the purchase of school buses are as follows: Vocatiojial Year Regular Term Education **Buses 1935-3G $20,031,000 $ 146.000 $ 1936-37 20,900,000 160,000 1937-38 24,396,367 264,200 1938-39 24,986,160 264,200 1939-40 25,941,313 325,000 1940-41 27,000,000 350,000 1941-42 28,158,324 600,000 1942-43 29,454,233 710,000 1943-44* 37,062,874 919,055 650,000 1944-45 38,140,941 919,055 650,000 1945-46 41,360,374 1,112,026 1,338,764 1946-47 41,997,738 1,257,427 960,000 1947-48 58,955,724 1,523,763 2,109,500 1948-49 60,412,957 1,523,763 1,740,000 1949-50 82,273,494 2,431,902 2,040,000 1950-51 83,520,899 2,470,685 2,215,000 *Nine-month's term begins. **Included in Regular Term until 1943-44. In addition to this increase in State funds for the support of public schools, the following other improvements in child oppor-tunities have been provided during this period: 1. A rental system of textbooks was inaugurated in 1935-36. Basal books for use in grades 1-7 were made free in 1937-38. This provision was extended to grade 8 in 1945-46. The rental plan was continued for grades 9-12. 2. A State retirement system was inaugurated in 1941. This system, one of the best State systems of the nation, covers all State employees including public school personnel. 3. Provision was made also in 1941 for the change-over from an eleven-grade system to twelve grades to begin in 1942-43. This program is now in full operation. 4. In 1943-44 State support was extended to a nine months school term. 5. The 1945 General Assembly raised the upper limit of the compulsory attendance age from 14 years to 16 years. 6. In 1942 the people voted favorably upon an amendment to North Carolina Public Schools 75 the Constitution which provided for one State administrative agency, the State Board of Education, to replace the ex-officio State Board of Education, the State Board for Vocational Edu-cation, the State Textbook Commission, the State School Com-mission and the State Board of Commercial Education. 7. With the biennial increase in funds the salaries of teachers, white and Negro, have been equalized, and greatly increased. The average teacher's salary has increased from $561.29 in 1934-35 to $2,561.27 in 1949-50. Recognition has also been given by the State salary schedule to one year of training beyond college graduation. 8. A school lunch program was inaugurated in 1943-44 with the participation of 549 schools. This program now includes ap-proximately 1422 schools. 9. The 1947 General Assembly provided for the creation of a Division of Special Education for handicapped children. Since the beginning of services in this field in 1948, on an experimental basis, this program has grown to the extent of providing educa-tional opportunities in 1949-50 to 2,161 pupils. This program is designed to meet the special needs of educable children who have some mental or physical handicap. 10. The $50,000,000 School Plant Construction, Repair, and Improvement Program is making possible the erection and im-provement of many additional buildings, classrooms, and other facilities needed to house the increasing school enrollment and the expanding school program. This grant of State funds for capital outlay purposes marked the beginning of a new venture in State support in pubhc education. The results have been highly gratifying. The State appropriation stimulated local units to extend their building programs through local bond issues. Consolidation of small schools has moved forward. Educational surveys in local units have quickened public interests in better educational opportunities. New and modern structures, conducive to better teaching, are being erected in accordance with the best thinking in school design and architecture. These are simply a few of the highlights of progress in public education since 1934. Sections I and II of this Report indicate in more detail this improvement. I have recited these specific advancements as a preview to the following recommendations which I am submitting in the further improvement of educational opportunity for the youth of this State. These recommendations are all based on the assumption that 76 Biennial Report of State Superintendent they are essential to the proper education of the child. Fimda-mentally, each of these suggestions is also predicated upon the need of more money with which to meet the educational needs of our children. 1. Teacher Welfare. Shortage. White children are still being taught by fewer teach-ers with college training than some years ago. In 1941-4^ 93.8 per cent of (State-allotted) white teachers had four or more years of college education. This percentage dropped to 8^2.33 in 1947-48. In 1949-50 the percentage showed a slight increase up to 86.83. Stated in another way, in 1941-4'-2 there were 1,022 white teachers with less than four years of college education; in 1947-48 the number increased to 2,809; and in 1949-50 there were 2,756 such teachers out of a total of 20,926, This educational deficiency does not exist to this extent among Negro teachers. The scholarship index of Negro teachers has consistently risen through the years. In 1949-50 only 238 of the 7,941 Negro teachers employed had less than four years of college education. County units employ a larger percentage of less qualified teach-ers. In 1940-41, 90.3 per cent of the white teachers in county units had four or more years of college education. This percentage dropped to 75.5 in 1947-48. In 1949-50 this percentage increased to 83.3. In the city units, on the other hand, 97,1 per cent of the white teachers had four or more years of college education in 1940-41. In 1947-48 this percentage dropped to 95.1, In 1949-50 the percentage was 96,4, There is also a shortage of men teachers in the public schools. Except for the recent war period, when only 7,5 per cent of North Carolina teachers were men, there has been a consistent down-ward trend in the per cent of men teachers in the white schools, A few selected years show these percentages to be: 1904-05, 36.6 pr cent; 1914-15, 21.8 per cent; 1924-25, 16.3 per cent; 1935- 36, 14.4 per cent; 1944-45, 7.5 per cent; 1946-47, 10.6 per cent; 1949-50, 15.1 percent. North Carolina superintendents report an annual need for 1,515 new elementary and 1,000 new high school white teachers. In addition to the replacements of this annual need, there is also the need for more new teachers to decrease the teaching load. Supply. The enrollment in the colleges of the State is at the peak, which is approximately 50 per cent above that of 1940-41. North Carolina Piiblic Schools 77 The teacher output for the elementary schools, however, is sub-stantially less than it was in 1940-41. In 1940-41 the senior col-leges for white students graduated 647 elementary teachers. These same colleges graduated only ^.57 elementary teachers in 1947-48. In 1949-50 the output was 253 elementary teachers. The teacher situation will continue to grow worse until there is substantial increase in the output of teachers for the elementary schools. In order to improve our present teacher situation and thus also improve the quality of instruction, especially in the ele-mentary schools, I am making the following suggestions: (1) Additional Teachers. There is a great need for more teach-ing positions. Presently employed teachers have far too many children for adequate instruction. The basis for allotting teachers should be reduced to 30 pupils in average daily attendance as soon as possible. In order to bring about this reduction additional funds will be necessary, (2) Sick Leave. To protect the health of both teachers and principals, sick leave with pay should be authorized for teachers as is now the case for other State employees—ten days per year. (3) Payments. Authorization should be granted to the State Board of Education to provide for the payment of all State-allotted teachers in ten equal monthly payments under such rules as the Board may prescribe. (4) Increase in Salaries. Qualified teachers should receive ade-quate salaries. No single factor will do more to improve the schools and to supply them with well qualified teachers than ade-quate compensation. Teaching cannot become a profession until it becomes a life career for those who engage in it. It cannot be-come a life career until the compensation is adequate and on a par with other professions. And our children will not receive adequate instruction until we can secure an adequate supply of qualified teachers. Therefore, we should raise the salaries of those who teach our children. For the beginning teacher holding a Class A Certificate the minimum should be $'-2,400 with a maximum of $3,600 for the teacher with 12 years experience, A maximum of $3,900 should be set up for the teacher with a Graduate Certificate. (5) Housing. In numbers of places it is difficult for teachers to find rooms and boarding places. This fact is a deterrent in the securing of good teachers in many of our rural districts. Where such conditions exist, consideration should be given by local authorities to the possibility of erecting teachers' homes. The cost 78 Biennial Report of State Superintendent of constructing a teacherage could be liquidated over a period of years. And by the addition of such housing facilities, the teacher employment problem would be greatly improved, in my opinion. (6) Recruitment. Along with consideration given to the above-named problems, there should be inaugurated a program of teacher selection, recruitment, and scholarships. Measures should be taken to increase the output from our colleges of elementary teachers. In order to encourage more of our boys and girls to enter the teaching profession, I believe that the State should set up a scholarship fund to aid worthy and promising young people to prepare themselves for teaching. 2. Attendance Workers. School attendance is compulsory for all children between the ages of seven and sixteen. Because there is no effective program of enforcing the law, however, many children who should be in school are not enrolled. Many other children enroll but absent themselves without reasonable excuses and thus aid in rendering not only their own instruction ineffective, but also affect ad*^ versely the work of children who attend school regularly. At present 66 of the 171 administrative units have attendance workers paid from local funds. The remaining 105 units rely upon the welfare superintendent for attendance work. Since these of-ficials have full-time jobs, their work in connection with school attendance is limited and meagre. Then, too, they work under the direction of the State Board of Public Welfare, and so naturally perform duties in connection with their field unless specifically requested to handle attendance cases in accordance with the law. Attendance work and welfare work should be divorced, if each is to be done on a satisfactory basis. The 66 units that employ attendance workers have found this to be true. We need under school administration an adequate State-wide program of com-pulsory school enforcement. Attendance workers are needed for (a) taking and keeping up-to-date a continuous school census, (b) seeing that the school attendance law is observed, (c) reporting to other school units when children move, and (d) working with teachers, pupils, and parents to improve the enrollment, attend-ance, holding power, and pupil progress in the local school units. For the employment of such workers the State Board of Edu-cation has requested a total of $424,800 annually. A request for $9,300 has been made for setting up an office on the State level to give direction to a State-wide program of school attendance. North Carolina Public Schools 79 T urge the General Assembly to provide the funds with which to inaugurate this program in order that greater instructional ef-ficiency may be provided by the public schools. 3. Junior Colleges. The State does not operate any institutions on the junior col-lege level. There are, however, two public-supported institutions of this kind now being operated—Asheville-Biltmore and Wilming-ton College. I believe the time has come when we should give consideration to the establishment of several State-supported institutions on the junior college level. California has had a system of junior colleges for several years, and a number of other states provide this type of institution. The development of such a program in North Carolina would contribute balance to our system of public education. It would make it possible for parents to save on col-lege expenses which are rising, since many students could remain at home and attend such an institution. The State would save in that fewer dormitories at State institutions would be needed. And many students not now receiving any college education would have the opportunity of obtaining the basic two years college training ordinarily offered in all senior colleges. It is the business of public education to meet the needs for edu-cation whatever those needs may be. We have come to the time when we have to consider the need for greater educational facili-ties. I recommend, therefore, a study of this whole field and that the next General Assembly take such action as may be necessary and desirable. 4. Federal Aid. The question of Federal aid to the states for public education has been studied for many years. There is strong support for en-actment of legislation that will provide such aid to the states. It appears to be the best solution of the problem now facing many states in financing their respective public school programs. The lack of sufficient funds with which to operate an educational program that will provide greater equality of educational op-portunity affects the welfare of the Nation as a whole. In order to help convince the members of Congress that Federal Aid is necessary, however, the leaders of this State should get behind the efforts of those now presenting the proposed program. I believe it would help if the members of the 1949 General As- 80 Biennial Report of State Superintendent sembly would collectively and individually let our representatives in the present Congress know that they, too, are in favor of pro-viding Federal funds for equalizing the educational opportunities in the public schools without Federal control. 5. Staff Additions. Finally, 1 wish to call attention to the need for additional per-sonnel on the staff of the Department of Public Instruction. I wish to request that funds be provided for the employment of additional State supervisors of music, attendance, science and mathematics, and for Negro elementary schools. The present staff of State supervisors is not adequate to render the various services they are called upon to give to the schools in these special fields. In this connection I might state that there are now employed in the field of vocational education, a program supported in part by Federal funds, a greater number of supervisory personnel than for the remainder of the public school system. The Federal gov-ernment recognizes the importance and value of adequate State supervisors and has authorized the employment of trained per-sons to supervise this worthwhile program. Because of the lack of proper guidance and assistance in other fields of education, however, our elementary and secondary schools have not made as much progress as they might have made had this proper service been available. There is also need in our Department for the employment of an additional specialist in the field of statistics and research. At the present time statistical research in the Department is done by one person. The increasing size of our educational structure, with the continuous demand for current data, necessitates an additional employee. Another service which our Department must assume is that of providing administrative and supervisory leader-ship in the field of audio-visual instruction. A great number of our schools are purchasing audio-visual equipment and experi-menting with its use in their instructional programs. The values which can be attained in the w4se-use of this equipment have been established in many of our states. There is need for the employment of a person who could give our schools guidance in the selection and the use of audio-visual aids to learning. PURLICATION No. 307 BIENNIAL REPORT OF THE Superintendent of Public Instruction OF NORTH CAROLINA FOR 1948-1950 PART II STATISTICAL REPORT 1948-1949 ISSUED BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION RALEIGH, NORTH CAROLINA STATE SUPERINTENDENTS Calvin H. Wiley 1853-1866 Office Abolished 1866-1868 S. S. Ashley 1868-1871 Alexander Mclver 1871-1874 Stephen D. Pool 1874-1876 John Pool 1876-1877 John C. Scarborough 1877-1885 S. M. Finger 1885-1893 John C. Scarborough 1893-1897 Charles H. Mebane 1897-1901 Thomas F. Toon 1901-1902 James Y. Joyner 1902-1919 Eugene C. Brooks 1919-1923 Arch Turner Allen .•..,1923-1934 Clyde A. Erwin 1934- TABLE OF CONTENTS SECTION I. GENERAL STATISTICS Page Table I. Population, Membership, Attendance 5 Table II. Average Term in Days—Summary - 16 Table III. Average Daily Membership, Average Daily Attendance by Grades—Summary 17 Table IV. Summary of Enrollment - 18 Table V. Composition of State Enrollment 19 Table VI. White Enrollment by Years—Summary - - - 20 Table VII. Negro Enrollment by Years—Summary 21 Table VIII. Enrollment, Losses, Membership by Grades—Summary 22 Table IX. Proportion of Enrollment, Losses, Membership in each Grade—Summary 23 Table X. Membership and Promotions by Grades—Summary 24 Table XI. Relative Accomplishment of Pupils by Grades—Summary 25 Table XII. Experience Ratings of Teachers—Summary 26 Table XIII. Experience Ratings of Principals—Summary 28 Table XIV. Training of Teachers and Principals—Summary 29 Table XV. Salary Schedules for Teachers and Principals 30 Table XVI. Salary Schedule for Superintendents 31 Table XVII. Instructional and Supervisory Personnel 32 Table XVIII. Administrative Organization of Schools - - ^4 Table XIX. Number of Elementary Schools Taught—by Size 46 Table XX. Number of High Schools Taught—by Size »5 Table XXL Number of Schools Taught—by Grade LeveL.. _ 64 Table XXII. Standardization of Schools—Summary 65 Table XXIII. Comparison of North Carolina Schools with National Average 66 Table XXIV School Libraries—Sunmiary ' 68 Table XXV School Property Owned 69 Table XXVI. Transportation of Pupils °0 Table XXVII. High School Graduates—Summary 9" Table I. Table II. Table III. Table IV. Table V. Table VI. Table VII. Summary Table VIII. Table IX. Table X. Table XL Table XII. Table XIII. Table XIV. Table XV. Table XVI. Table XVII. Table XVIII. Table XIX. SECTION II. FINANCIAL STATISTICS Funds Available and Expended—Summary 92 Gross Receipts, Disbursements and Balances by Funds 96 Available for Current Expense Fund 106 Available for Capital Outlay Fund 116 Available for Debt Service Fund 124 Expenditures by Funds 132 Expenditures for General Control—Summary 142 Average Salaries of Teachers, Principals and Supervisors 143 Expenditures for Instructional Service—Elementary Schools 144 Expenditures for Instructional Service—Secondary Schools 154 Expenditures for Operation of Plant—Summary 164 Expenditures for Maintenance of Plant—Summary 166 Expenditures for Fixed Charges—Summary 168 Expenditures for Transportation of Pupils and other Auxiliary Services—Summary 166 Expenditures for Capital Outlay 168 Expenditures for Debt Service 1 ' 8 County Tax Rates 188 City Tax Rates : 190 Supplementary School Taxes 192 Long-term Indebtedness for Schools 194 SECTION III. STATE AND FEDERAL FUNDS Table I. State Loan Funds—Summary 203 Table II. State Loan Funds—Principal Outstanding 204 Table III. General Fund of State—for Schools—Summary 206 Table IV. State Nine Months' School Fund—Unit Accounts 208 Table V. Vocational Education—Federal and State Payments to Counties and Others 212 Table VI. Vocational Education—Federal Funds 216 Table VII. State Textbook Fund—Rental 217 Table VIII. Commercial Education Fund—Summary 222 Table IX. Public School SuppUes and Materials—Summary 222 Table X. Federal Funds for Vocational Textile School—Summary 223 Table XI. Federal Funds for Conmiunity School Lunchroom Program—Summary 223 Table XII. Federal Funds for Veterans Training Program—Summary 224 Table XIII. Tennessee Valley Project—Summary 225 Table XIV. Rodman Trust Fund—Summary 225 Table XV. Philanthropic Funds—Summary 226 Table XVI. State Aid to Counties and Others—AU Funds 228 Table XVII. Funds Available and Disbursed—Summary... 232 SECTION I GENERAL STATISTICS 1948-1949 TABLE I. POPULATION, MEMBERSHIP, ATTENDANCE This table shows by race for each county and city school system of the State during 1948-1949: the estimated school population (ages 6-20 inclusive), average daily membership and average daily attendance both by level of instruction (elementary or high) and by sex. The summary gives the population, membership and attendance figures for North Carolina along with a series of percentage calculations. Summary of Table I. Items School Popitlation. White' Negro .\vERAGE Daily Membership. White Negro In Elementary Schoob- White Negro In High Schools- White Negro .4TERAGE Daily Attendance. White Negro In Elementary Schools- White Negro In High Schools- White Negro Percentage of Population in Membership - White Negro Percentage of Population *n Attendance - White Negro Percentage of Membership in Attendance- White Negro In Elementary Schools- White Negro In High Schools- White Negro 100 Counties 777,570 541,376 236,194 596,345 423,714 172,631 491,140 340.208 150,932 105,205 83,506 21,699 550,109 395,914 154,195 451,431 317,066 134,365 98,678 78,848 19,830 76.7 78.3 73.1 70.7 73.1 65.3 72 Cities 293,650 199,195 94,455 231,874 157,388 74,486 176,378 117,792 58,586 55,496 39,596 15,900 219,296 149,409 166,529 111,645 54,884 52,767 37,764 15,003 92.2 93.7 89.3 91.9 93.2 89.0 93.8 94.4 91.4 79.0 79.0 78.9 74.6 75.0 74.0 94.6 94.9 93.9 94.4 94.8 93.7 95.1 95.4 94.4 North Carolina 1,071,220 740,571 330,649 828,219 581 , 102 247,117 667,518 458,000 209,518 160,701 123,102 37,599 769,405 545,323 224,082 617,960 428,711 189,249 151,445 116,612 34,833 77.3 78.5 74.7 71.8 73.6 67.8 92.9 93.8 90.7 92.6 93.6 90.3 94.2 94.7 92.6 Indians included with White throughout. TABLE I. POPULATION, MEMBERSHIP Units Alamance Rural Burlington Alexander Alleghany Anson Rural Morven Wadesboro Ashe Avery Beaufort Rural Washington.-. Bertie Bladen Brunswick _. Buncombe Rural Asheville Burke RuraL.._ Olen Alpine... Morganton Cabarrus Rural Concord Kannapolis Caldwell.- Rural Lenoir Camden Carteret Caswell Catawba Rural Hickory Newton.. Chatham Cherokee Rural Andrews Murphy Chowan .. Rural.... Edenton Clay * Estimated School Population (6-20, inc.) White 13.488 8,188 •5,300 3,428 1,934 3,771 2,200 351 *1,220 7,776 4,499 6,140 3,825 2,315 2,657 4,970 3,474 23,192 17,392 *5,800 10,145 6,530 1,315 •2,300 15,588 6,738 •2,530 6,320 12,280 10,422 1,858 622 4,722 3,354 13,991 8,075 4,078 1,838 3,829 5,200 2,030 1,423 1,747 1,784 737 1,047 1,609 Negro 4,376 2,876 •1,500 369 74 4,987 2,996 1,061 •930 72 51 4,371 2,496 1,875 6.382 4,419 2,624 2,794 494 •2,300 1,048 353 195 •500 2,921 1,129 •900 892 834 329 505 725 1,212 4.539 1.645 773 .541 331 2,317 119 30 89 1,802 639 1,163 Total Average Daily 17,864 11,064 6,800 3,797 2,008 8,758 5,196 1,412 2,150 7,848 4,550 10,511 6,321 4,190 9,039 9,389 6,098 25,986 17,886 8,100 11,193 6,883 1,510 2,800 18,509 7,867 3,430 7,212 13,114 10,751 2,363 1,347 5,934 7,893 15,636 8,848 4,619 2,169 6,146 5,319 2,030 1,453 1,836 3,586 1,376 2,210 1,609 Elementary White Boys Girls 4.080 2.561 1,519 1,263 698 1,263 782 108 373 2.160 1.494 1,935 1,216 719 908 1,664 1.159 7,669 5,873 1,796 3,425 2,426 356 643 4,700 2,1.30 883 1,687 3,785 3,229 556 244 1,354 1,112 4,436 2,394 1,396 646 1,311 1,963 936 ,548 479 529 203 326 571 3,818 2,419 1,399 1,219 665 1,166 677 107 382 2,070 1.408 1,808 1,165 643 839 1,661 1,094 7,106 5,427 1,679 3,292 2,343 .344 605 4,538 2.025 852 1,661 3,738 3,145 593 213 1,293 984 3,986 2,086 1,366 534 1,214 1,673 778 478 417 481 179 302 509 Negro Boys Girls 1,352 931 421 152 17 1,601 945 379 277 35 20 1,404 867 537 1,936 1,452 806 984 220 764 357 161 56 140 827 389 211 227 260 98 162 216 314 1,179 615 302 200 113 819 56 13 43 562 216 346 1,283 856 427 140 31 1,603 922 378 303 24 16 1,359 847 512 1,968 1,434 762 897 196 701 359 173 56 130 926 409 255 262 252 103 149 221 277 1,147 White Boys Girls 1,177 702 475 201 130 351 211 28 112 402 266 532 338 194 214 317 239 2,045 1,.338 707 712 4.33 75 204 1,248 521 229 498 717 527 190 34 383 203 557 AND ATTENDANCE, 1948-1949 Membership Gknekai. Statistics Table I. Population, Membership General Statistics AND Attendancf. 194S-1949—Con^tnttcd Membership N e§ro Boys Gir! 228 175 23 30 265 222 43 258 86 172 270 121 149 31 8 109 "59 50 125 506 300 126 297 222 26 49 389 298 91 337 110 227 Total Average Daily Attendance Elementary 51 6 137 71 66 35 10 General Statistics Table I. Population, Membership Units Halifax Rural . Roanoke Rapids.. Weldon Harnett-- --. Haywood Rural - Canton Henderson Rural Hendersonville Hertford Hoke Hyde Iredell Rural Mooresville Statesville Jackson Johnston Jones Lee Rural Sanford Lenoir Rural Kinston Lincoln Rural... -.. Lincolnton. Macon. Madison Martin McDowell Rural Marion Mecklenburg Rural Charlotte Mitchell Montgomery Moore Rural.. Pinehurst Southern Pines • Estimated. School P( General Statistics 11 AND Attendance, 1948-1949 — Continued Membership 12 General Statistics Table I. Populatiox, Membership Units Nash Rural __ Rocky Mount. New Hanover. Northampton. Onslow 10.960 7,730 3,230 12,350 2,495 4,849 4,135 3,262 873 1,821 2,930 1,010 *1,920 2,808 1.370 Person 4_460 Orange Rural Chapel Hill. Pamlico Pasquotank _• Rural Elizabeth City. Pender Perquimans. Pitt Rural Greenville- Polk Rural.. Tryon. Randolph.. Rural Asheboro . Richmond Rural Hamlet Rockingham. Robeson Rural Fairmont Lumberton.. Red Springs. Rockingham. Rural... Leaksville. Madison . _ Reidsville. Rowan Rural.... Salisbury. Rutherford. Sampson.. Rural... Clinton. School Population (6-20, inc.) White Scotland. .. Rural Laurinburg. 8,597 6,676 1,921 2,675 2,028 647 11,233 8,603 2,630 8,044 4,494 1,700 •1,850 17,518 13,817 1,4.50 1,635 616 14,475 6,168 5,076 981 2,250 13,678 10,278 •3,400 10,976 9,172 7,908 1,264 3,6?5 1,825 •1,800 Negro 9.575 6.452 3,123 8,132 6,396 1,851 2,505 1,807 698 1,368 2,442 1,012 •1,430 3.301 1,570 3,193 9,902 8,1.59 1.743 432 176 256 1.390 883 507 3.964 2.029 1.215 720 9,609 5,421 1 , 854 1,312 1,022 4,75fi 1.798 1.115 525 1.318 3.920 2.620 •1,.300 1,675 5,838 4,502 1,336 3.691 2.491 •1,200 Total 20,535 14.182 6,353 20,482 8,891 6,700 6,640 5.069 1,571 3,189 5.372 2.022 3,350 6,109 2,940 7.653 18.499 14.835 3,664 3.107 2,204 903 12,623 9,486 3,137 12,008 6,523 2.915 2.570 27.127 19.2.38 3..304 2,947 1,638 19,231 7,966 6,191 1,506 3,568 17.598 12.898 4.700 12.651 15.010 12.410 2.600 7,316 4,316 3,000 Average Daily Elementary White Boys Girls 3,250 2,311 939 2,975 744 1,747 1,217 976 241 547 873 339 534 885 381 1,423 2,843 2,244 599 974 757 217 3.755 2.844 911 2.347 1,361 510 476 5,786 4.625 4.30 .529 202 4.252 1,946 1,348 304 654 4,257 3,378 3.687 3.134 2,687 447 1,259 646 613 3,183 2,225 958 2,849 722 1,522 1,140 905 235 494 869 306 563 859 357 1,331 2,654 2.065 589 917 732 185 3.458 2,.559 2.270 1.312 509 449 5.574 4.515 350 519 190 4.142 1.836 1.277 309 720 3.913 3.072 841 3,352 2.8P5 2,514 351 1,223 648 575 Negro Boys Girls 2,998 2,124 874 1,606 2,142 919 670 249 467 798 404 .394 509 1,056 3,182 2,568 614 144 06 78 502 .345 157 1.302 693 364 245 3.052 1.871 491 351 339 1.324 585 218 146 375 1.301 934 367 606 2.003 1,587 416 1,284 989 295 3,115 2,222 893 2,228 672 833 592 241 430 755 307 448 1,004 515 1,071 3.184 2.551 633 154 72 82 450 319 131 1.307 664 373 270 3,150 1,844 536 430 340 1,397 594 256 1.54 393 1,197 841 356 610 1,907 1,513 394 1,371 1,053 318 I High White Boys 919 543 376 899 248 342 305 169 136 182 338 98 240 136 351 714 541 173 197 121 76 924 678 246 530 98 157 275 933 646 96 145 46 942 319 3.35 76 212 1,168 855 313 855 730 617 113 241 108 133 Girls 1.005 654 351 913 260 415 354 200 154 192 375 124 251 323 113 440 829 616 213 245 152 93 1,112 811 301 60O 121 153 326 1,240 860 118 190 72 1,204 442 388 96 278 1,341 1,011 330 1,024 1,038 884 154 279 123 15ft Estimated. General Statistics 13 AND Attendance, 1948-1949 — Continued Membership 14 General Statistics Table I. Population, Membership Units Stanly Rural Albemarle Stokes Surry Rural - Elkin..- , Mount Airy Swain Transylvania Tyrrell.. Union .- Rural.-- Monroe Vance _ - . Rural Henderson Wake Rural Raleigh Warren Washington Watauga Wayne. Rural Fremont . Goldsboro Wilkes Rural North Wilkesboro Wilson Rural Elm City _. Wilson Yadkin Yancey North Carolina 100 Counties 72 Cities School Population(6-20, inc.) White 8,054 5,804 *2,250 5,656 12,385 8,517 1,351 2,517 2,332 3,783 597 8,808 7,921 887 4,792 1,867 2,925 19,596 12,012 7,584 2,390 1,858 4,783 9,513 6,127 406 •2,980 10,925 9,650 1,275 9,307 4,490 1,317 »3,500 5,708 4,945 740,571 541,376 199,195 Negro 1,219 1,219 687 792 329 65 398 35 719 3,436 2,655 781 4,494 2,685 1,809 12,193 8,898 3,295 7,227 2,057 Total 9,273 7,023 2,250 6,343 13,177 8,846 1,416 2,915 2,367 4,027 1,316 12,244 10,576 1,668 9.286 4,552 4,734 31,789 20,910 10,879 9,617 3,915 4,842 16,954 10,239 1,035 5.680 11,740 10,275 1,46."= 16,777 7.475 2,702 6,600 6.068 4.973 1,071,220 777,570 293,650 Average Daily Elementary White Boys 2.695 1.977 718 1,893 4,258 3,038 410 810 831 1,218 2,867 2,551 316 1.295 572 723 5,289 3,285 1,984 637 1.587 3,203 2,140 137 4,110 3,750 360 2,718 1,524 276 918 1.961 1.715 236.369 176,158 60,211 Girls 2,531 1,822 709 1,699 3,820 2,717 377 726 838 1,230 217 2.679 2,391 288 1,282 548 714 4,958 3,000 1,958 601 628 1,484 2,877 1,841 122 914 3,807 3,507 300 2,496 1,339 245 912 1,784 1.547 221,631 164,050 57,581 Negro Boys 406 406 217 322 157 24 141 78 274 1,088 827 241 1,558 1,008 550 3,593 2,551 1,042 1,913 618 21 2,423 1,390 207 826 266 203 63 2,207 967 355 119 12 105.431 76,2.52 29,179 Girls 370 370 211 292 142 26 124 76 263 1,045 812 233 1,565 951 614 3,574 2,521 1,053 1,813 639 30 2,438 1.418 191 829 245 191 54 2,151 943 357 851 102 16 High White Boys 104,037 74,680 29,407 746 447 299 381 920 612 100 208 126 224 744 641 103 304 120 184 1,509 794 715 215 149 297 777 448 41 288 618 509 109 736 342 90 304 426 289 56,430 37,530 18,900 Girls 809 531 278 505 1.097 710 143 244 190 274 67 855 756 99 357 178 179 1,733 958 775 246 390 917 592 29 326 862 704 158 823 399 76 348 583 370 66,672 45,976 20,696 Estimated. General Statistics 15 AND Attendaxce. 1948-1949 — Continued Membership 16 Gexekal Statistics TABLE II. AVERAGE TERM IN DAYS, 1948-1949 This table lists the counties and cities which deviated in 1948-1949 from the State-supported term of 180 days, showing the actual terms for each of them; then gives the average term for all schools in the State based upon a distribution of average daily membership. Units Avery Buncombe Caswell. Greensboro.- Haywood McDowell Mitchell-. ... Rockingham Monroe North Carolina. 100 Counties 72 Cities..- White Schools Elemen-tary 179 179 179 179 179 180 180 179 177 High 180 180 178 179 180 180 180 180 177 Com-bined 179 179 178 179 179 180 180 179 177 Negro Schools Elemen-tary 180 180 180 180 180 176 120 180 178 High 180 180 180 Com-bined 180 180 180 180 180 176 120 180 179 X. C. Schools Elemen-tary 179 179 179 179 179 179 179 179 177 High 180 180 179 179 180 180 180 180 179 Com-bined 179 179 179 179 179 179 179 179 178 179.9 179.9 179.9 179.9 179.9 179.9 179.9 179.9 179.9 179.9 179.9 179.9 180.0 180.0 180.0 179.9 179.9 179.9 179.9 179.9 179.9 179. 179. 179. 179.9 179.9 179.9 17 TABLE III. AVERAGE DAILY MEMBERSHIP, AVERAGE DAILY ATTENDANCE BY GRADES This tabulation gives by grades and race for 1948-1949: average daily membership, average daily attendance and the percentage of membership in attendance. 18 TABLE IV. SUMMARY OF ENROLLMENT This summary shows by race for 1948-1949: the enrollment by schools (codes a plus c plus d plus e) for all North Carolina administrative units; those enrolled in two or more schools within the same unit or system (pupils coded c), permitting- the enrollment by units (codes a plus d plus e) to be obtained by subtraction; those enrolled in two or more units (pupils coded d) ; the net State enrollment (codes a plus e); those coming from other states (pupils coded e). The U. S. Office of Education desires pupils coded a — secured by subtraction. This presentation illustrates the ambiguity of the term enrolhnent ; there are four sets of figures. Net enrollment reduced to average daily basis is called average daily membership ; see Table I and Table IIL Items Enrollment by Schools (codes a c ^ d+e) Elementary Schools . - High Schools _ _ WTiite Elementaiy. High Negro --- Elementary. 100 Counties 659,044 545,663 11.3,.3R1 466,846 377,041 89,805 192,198 168,622 23,576 72 Cities 251,042 191,519 59,523 170,935 128,629 42,306 80,107 62,890 17,217 North Carolina 910.086 7.37,182 172,904 637.781 505,670 132,111 272,305 231,512 40,793 Duplicates Within Units (pupils coded c).. Elementary Schools High Schools White Elementary - High Negro Elementary. High Duplicates Among Units (pupils coded d). Elemen t ary Schools High Schools White Elementary. High Negro Elementary. High 21,510 20,500 1,010 15,139 14,248 891 6,371 6,252 119 15,262 14,140 1,122 12,532 11,520 1,012 2,730 2,620 110 4,196 4,048 148 3,161 3,042 119 1,035 1,006 29 25,706 24,548 1,158 18,300 17,290 1,010 7,406 7,258 148 4,964 4,491 473 4,330 3,927 403 634 564 70 20,226 18,631 1,595 16,862 15,447 1,415 3,364 3,184 180 Net State Enrollment (codes a+e). Elementary Schools High Schools White Elementary. High Negro ^... Elementary. High 622,272 511,023 111,249 439,175 351,273 87,902 183,097 159,750 23,347 241,882 182,980 58,902 163,444 121,660 41,784 78,438 61,320 17,118 864,154 694,003 170,151 602,619 472,933 129,686 261,535 221,070 40,465 From Other States (pupils coded e). Elementary Schools High Schools White Elementary. High Negro Elementary. High 4,178 3,828 350 3,583 3,279 304 595 549 2,971 2,617 354 2,267 2,003 264 704 614 90 7,149 6,445 704 5,850 5,282 568 1,299 1,163 136 19 TABLE V. COMPOSITION OF STATE ENROLLMENT This tabulation puts togetlier a series of data in an effort to determine the composition of net enrollment (a+e) during 1948-1949 and to show as probable losses former pupils not entering school this year. The losses of Table VIII represent children who enrolled and quit school during 1948-1949; the asterisks of this table indicate known children who probably quit between two school years. The sum of the four columns of this table will equal enrollment (a-fe), as presented elsewhere. 20 General Statistics n^-H General Statistics 21 n! CD -rt 0) K! o H <i> !- d O tH PI tJC ^ c-Sto . O^ S C^ Coo ^ ^ 00 <D dj . -O X2 t~ ^ CD > a> O ra S-i 01 t-5 ^ .2 o -4-> ^^ tn t. <D O be G CS O Pi ft <c •" en m O) •3 ^ a cs a. (M ,^ O) 22 TABLE VIII. ENROLLMENT, LOSSES, MEMBERSHIP BY GRADES This tabulation—a summary of several tables—shows by grades during 1948-1949: the number of different pupils enrolled (a-|-e), the number drop-ping out of school or losses, membership on last day and the percentage of enrollment which quit school during the year. See Table V for probable losses between two school years. 23 TABLE IX. PROPORTION OF ENROLLMENT, LOSSES, MEMBERSHIP IN EACH GRADE With the figures of Table VIII as a basis for calculations, this tabulation presents in percentage for each grade its proportion of the total for: enroll-ment (a+e), losses and membership (last day of school). 24 TABLE X. MEMBERSHIP AND PROMOTIONS BY GRADES This tabulation shows by grades and race for 1948-1949: the membership on last day of school, the number of pupils promoted—permitting the number not promoted to be obtained by subtraction—and the percentage of member-ship which was promoted. The losses of Table VIII are eliminated in this percentage calculation. A tabulation giving percentages based upon enrollment (a-fe) follows. 25 TABLE XI. RELATIVE ACCOMPLISHMENT OP PUPILS BY GRADES In an effort to measure the holding and promoting achievements of county and city school systems, this presentation divides the net State en-rollment (a-l-e) into percentages, showing by race for each grade during 1948-1949: (1) the percentage dropping out of school, (2) the proportion pro-moted and (3) the percentage not promoted. 26 TABLE XII. EXPERIENCE RATINGS OF TEACHERS This summary gives the experience ratings for 1948-1949 of those teach-ers paid from the State Nine Months' School Fund; vocational teachers and those paid from local funds are excluded. Since only 12 increments were allowed on Graduate certificates, 11 on Class A, 6 on Class B, etc., the experi-ence as shown is not the actual number of years taught but the number for which compensation was paid. Classified principals are not included; see the following table. General Statistics 27 Table XII. Experience Ratings of Teachers—Continued 28 General Statistics TABLE XIII. EXPERIENCE RATINGS OF PRINCIPALS This summary gives the experience ratings for 1948-1949 of classified principals. A Master's degree is one of the requirements for rating above P-5. 29 TABLE XIV. TRAINING OF TEACHERS AND PRINCIPALS Based upon certificates shown in budgets, this summary gives for 1948- 1949 the number of State-paid teachers and principals—divided according to types of certificates—the proportion at each level of training and an index number. Classified principals are shown separately but are included in the index. Amount of Training Three years or less of high school White -- Negro Four years of high school White Negro One year of college White .Negro Two vears of college White Negro Three years of college White Negro Four years of college—Teachers - White Negro Four vears of college—Principals. White Negro Five years of college—Teachers. . White Negro Five years of college—Principals. White Negro - Total White Negro Les.'j than A White Negro Index of Training* White Negro Type of Certificate Non-Standard Non-Standard Nonstandard Elementary B Elementary B Elementary B Elemental y A Elementary A Elementary A Class C Class C Class C Class B Class B Class B Class A Class A Class A Class A Class A Class A Graduate Graduate Graduate Graduate Graduate Graduate All All All 5 Groups 5 Groups 5 Groups All All All 100 Counties Number 314 295 19 185 4 303 294 9 629 598 31 1,537 1,378 159 14,206 9,700 4,506 653 144 337 225 112 174 130 44 18,486 13,458 5,028 2,972 2,750 222 770.1 760.5 795.9 Percent 1.7 2.2 .4 1.0 1.4 .1 1.6 2.2 .2 3.5 4.4 8.3 10.2 3.1 76.9 72.1 4.3 4.8 2.9 1.8 1.7 2.2 .9 1.0 100.0 100.0 100.0 16.1 20.4 4.4 72 Cities Number 19 15 4 108 93 15 5,872 4,053 1,819 250 181 69 705 408 297 143 94 49 7,121 4,865 2,256 151 129 22 807.3 806.1 810.1 Percent .3 .3 .2 1.5 1.9 82.5 83.3 80.6 3.5 3.7 3.0 8.4 13.2 2.0 1.9 2.2 100.0 100.0 100.0 2.1 2.7 1.0 North Carolina Number 324 303 21 195 190 5 311 302 648 613 35 1,645 1,471 174 20,078 13,753 6,325 1,047 834 213 1,042 633 409 317 224 93 25,607 18,323 7,284 3,123 2,879 244 780.5 772.6 800.3 Pel cent 1.3 1.7 .3 .7 1.0 .07 1.2 1.6 .13 2.5 3.3 .5 6.4 8.0 2.4 78.4 75.1 4.1 4.6 2.9 4.1 3.5 5.6 1.3 1.2 1.3 100.0 100.0 100.0 12.1 15.6 3.4 In this index, 900 is the maximum: if all teachers held the Graduate certificate, th
Object Description
Description
Title | Biennial report of the Superintendent of Public Instruction of North Carolina to Governor..., for the scholastic years... |
Creator | North Carolina. |
Date | 1948; 1949; 1950 |
Place | North Carolina, United States |
Time Period |
(1945-1989) Post War/Cold War period |
Description | Title varies slightly.; Period covered by reports is irregular. |
Publisher | Raleigh :Dept. of Public Instruction,1907-1971. |
Agency-Current |
North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Physical Characteristics | 34 v. :ill., ports., maps (part fold.) ;23-25 cm. |
Collection | Health Sciences Library. University of North Carolina at Chapel Hill |
Type | Text |
Language | English |
Format | Reports |
Digital Characteristics-A | 32,554 KB; 588 p. |
Digital Collection |
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_edp_biennialreportofspi1948.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text |
THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
THE COLLECTION OF
NORTH CAROLINIANA
C379
N87p
19U8/50
UNIVERSITY OF N.C. AT CHAPEL HILL
00016884720
This book may be kept out one month unless a recall
notice is sent to you. It must be brought to the North
Carolina Collection (in Wilson Library) for renewal.
Form No. A-369
BIENNIALREPORTOF
THE SUPERINTENDENT OF
PUBLIC INSTRUCTION
OF NORTH CAROLINA
FOR THE SCHOLASTIC YEARS
1948-1949 AND 1949-1950
PART ONE
SUMMARY AND RECOMMENDATIONS
ISSUED BY THE
STATE SUPERINTENDENT
OF PUBLIC INSTRUCTION
RALEIGH, NORTH CAROLINA
|