AN ANALYSIS OF THE EFFECTIVENESS 0F TELEVISION AS USED BY THE FIFTY STATE EDUCATION ASSOCIATIONS Thesis for the Degree of Ed. D. MICHIGAN STATE UNIVERSITY ‘ Jack M. White 1962 t HES-3‘ S This is to certify that the thesis entitled AN ANALYSIS OF THE EFFECTIVENESS OF TELEVISION AS USED BY THE FIFTY STATE EDUCATION ASSOCIATIONS presented by Jack M. White has been accepted towards fulfillment of the requirements for DOCtors degree in Education ' yflw flgféa, Major professor Date J21} 1; 1962 0-169 LIBRARY Michigan State University Submitted 0? Mich: Applied AN ANALYSIS OF THE EFFECTIVENESS 0F TELEVISION AS USED BY THE FIFTY STATE EDUCATION ASSOCIATIONS By Jack M. White AN ABSTRACT OF A THESIS Submitted to the School of Advanced Graduate Studies of Michigan State University ef.Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOC TOR OF EDUCATION Department of.Adminiatrative and Educational Services 1962 television ac‘: the state ass :iezicn's filr szcncements, ielevisi: service, is cc based primarii izthe associr nest of the te clearly define :isticn work c cf television The I'IEjQ: ”‘53? member 1178 am] QPZE‘.’ {93‘ adept the 3513mm" fc u “‘entlficatior Itate “Watt c ii)». I. 9 Is . ion, (5) d6 ‘+ $101181 ehd .“ E I .3 thr 98 stage Jack M. White television activity developed through a panel of eXperta by the state associations were: (1) National Education Asso- ciation's filmed series, (2) filmed presentations, (3) spot announcements, and (A) live presentations. Television, as a part of the associations' program.of service, is considered of average importance. The rating is based primarily on the lack of development and interest with- in the associations rather than on the potential effective- ness of the television activity. At this time there is no clearly defined program of television activity in state asso- ciation work or unified effort to improve the effectiveness of television as a service medium of the associations. The major recommendations of this study are: (1) assign a staff1member in each association to develop the administra- tive and prganizational structure for television activity; (2) adopt the ”Siqurea Program for Administration and Cr- ganiZation" for deve10pment of television activity; (3) the identification of an ideal program of television activity for state education associations; (h) expand the National Educa- tion Association's television division to permit a program of assistance to those state associations not active in tele- vision; (5) deve10p a uniform.and effective method for national and state-wide evaluation of television activities: (6) implement television activity in the state associations in three stages, creating a public relations program, hiring staff personne iii: the Ratio efits filmed 3:: e11 telev'. gran to develo stations, and terms the ge cf television The 50 st concept of “Nb and "that" the Jack M. White staff personnel and budgeting for television; (7) cooperate with the National Education Association on the distribution of its filmed series; (8) insist on ample planning periods for all television activity; (9) conduct a nation-wide pro- gram.to develop better relations with commercial television stations, and (10) implement needed research and planning to improve the general standards of the associations' program of television activity. The 50 state education associations must develop a clear concept of "why" they should use television; "how" to use it; and "what" they hOpe to accomplish. ’Il or Mchi APDlied AN ANALKSIS OF'THE EFFECTIVENESS OF TELEVISION AS USED BY'THE FIFTY STATE EDUCATION ASSOCIATIONS By WI 935' Jack M. White A THESIS Submitted to the School of Advanced Graduate Studies of Michigan State university of.Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF'EDUCATION Department of Administrative and Educational Services 1962 iziividuals wit. i'he write | this study posh has 8. Tintel Professors we 1' i 5:5 Red J. Ve' hi criticism. Tue authc Frcflded by a" his this Study The patii “5 “sedan, EL: ch Plague «1,, ACKNOWEEDGMENTS The writer owes a great debt of gratitude to those individuals who by their assistance and cooperation made this study possible. He is especially indebted to Professor James B. Tintera, Chairman of the Guidance Committee, and Professors Walter B. Emery, Armand L. Hunter, Carl H. Gross, and Fred J. Vescolani for guidance, encouragement and help- ful criticism. The author is grateful for the inspiration and advice provided by all the members of the Guidance Committee which made this study possible. The patience and understanding of the author's wife was especially valuable in overcoming the daily obstacles which plague a writer of a paper such as this. Her con- tinued personal encouragement was a welcomed stimulus. ii ENTER 1. WWW? CHAPTER I. II. TABLE OF‘CONTENTS I NTRODUCTION O O O O C O O O O O O O O O O O O 0 THE The Need for the Study'. Purpose . . . . . . . . . . . . . . . . . . Statement of the Problem.. . . . . . . . . . Research Procedures . . . . . . . . . . . . Limitations and Scope of the Study . . . . . Definition of Terms and Organizations . . . Preparation of the Questionnaire . . . . . . Preparation of'Structured Interview Outline. Procedure for the Collection of Data . . . . Organization of the Study' . . . . . . . . . PROBLEMIN PERSPECTIVE . . . . . . . . . . . Part I. Review of the Literature Concerning the USe of Television by State Edu- cation Associations . . . . . . . . Part II. Development of an Ideal Program.of Television Activity for State Edu- cation Associations . . . . . . . . Section A. What are the Essential Char- acteristics of a Television Page 10 11 18 21 23 25 25 26 28 Activity Within the Prams-work of the Public Relations Pro- gram?............ 1. Executive leadership . . . . 2. The Public Relations Director a. Clearly Defined Goals . . . . . Levels of Operation . . . . 5. Size of the Public Relations Staffeeeeeeeeeeee 6. necessary Equipment . . . . . . 55 55511.5 5 iii £2. . CO ”'3 CHAPTER Section B. 1. 2. E: Page The Development of an Ideal Program of Television Activity for Use by the State Education ASBOOIBDIODB e e e e e e e e 0 Spot Announcements . . . . . . . mm eeeeeeeeeeeee Live Programs . . . . . . . . . NEAFilms eeeeeeeeeee Sumnlry'. e e e e e e e e e e e e e e e e e 0 III. THE NATURE AND EXTENT OP‘TELEVISION ACTIVITIES IN THE STATE EDUCATION ASSOCIATIONS . . . . . . . Part I. The Nature of Television Activity within the 50 State Education Associations . . . . . . . . . . . . 1. 2. 3. he 5. Explanation of Association Policy on the Use of Television. Explanation of Association Philosophy on the Use of Tele- vision . . . . . . . . . . . . . Rank of Importance of Television in the Association Program . . . Selfbevaluation of’Previous Use OfTeleVialon eeeeeeeee On-going Evaluation of Tele- vision by'State Associations . . Part II. State Association Activity in TOIQViBian e e e e e e e e e e e e 0 Summary e e IV. ANALYSIS OF TELEVISION ACTIVITY IN THE STATE EDUCATION.ASSOCIATIONS . . . . . . . . . . . . . Filmed Presentations. . . . . . . . . . . . . Live Presentations. . . . . . . . . . . . . . Spot Announcements. . . . . . . . . . . . . . iv 50 it 57 60 6h 67 72 7h 75 82 83 87 91 95 10h 11h 3! Hat Sch Ave V. ”“3"“ P81“ P81 CHAPTER National Education Association Series "The SChOOlStorfleeeseeeeeeeeeeo Average Effectiveness . . . . . . . . . . . V. 'INTERPRETATION OF'THE DATA. . . . . . . . . . . Part I. EXplanation of Association Policy on the Use of Television . . . . . EXplanstion of Association Philosophy on the Use Of Telefl31°n e e e e e 0 e 0 Rank of Importance of Television in the Association Program . . . . . . . . . . Selfbevaluation of the Previous Use of Television . . . . . . . . . . . . . . . State Association Activity in Television Part 11.. . . . . . . . . . . . . . . . . . Filmed Presentations . . . . . . . . . . Live Presentations . . . . . . . . . . . Spot Announcements . . . . . . . . . . . National Education Association Series "ThOSOhOOIStOPyneeeeeeeeeee Summary . . . . . . . . . . . . . . . . . . VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . Statement of the Problem . . . . . . . . . Importance of the Problem.. . . . . . . . . Mbthedolegy . . . . . . . . . . . . . . . . Summary and Conclusions . . . . . . . . . . . Recommendations . . . . . . . . . . . . . . . Page 126 133 136 137 139 1111 1113 M9 150 156 162 170 171+ 181 181 151 182 18h 201; 71.3133 T":" fit? A D: .OJ“ Undo? D o o- TQM? #:I—JJ“: As $.18]. 30 Verl Rese. Assol Co The Latin Replf Join‘l 3- Veri: in p] E' State Netlc 5" State CHAPTER General Recommendations . . . . . . , Suggestions for Further Research. . BI BII OGRA PHY . O O O O O C O C O O C C O C O O O APPENDIXES A. Qualitative Survey Questionnaire. . . . B. Verification on.Available Literature From the Research Division of the National Education A83001at10n o e e e e e e e e e e e e e C. The Panel of’Experts . . . . . . . . . Letter to Panel members . . . . . . . . Replies From Panel members. . . . . . . Joint Statement by Panel. . . . . . . . . . . . . D. Verification and Support for the Procedure Used in Presenting the Data in this Investigation. . . E. Statement by John T. Cox, Television Coordinator, National Education Association . . . . Ft State Education Associations Responding to the questionnair. e e e e e e e e e e e e e e vi Page 20h 208 212 217 227 229 230 231 2&0 2’42 2&5 251 331.933 KL 1. 2. IL 10, 11, 13. Asso Spon Rees Spon Area Data atiO‘ PrOCc the 1 Vari duct: Math. Meth. Gene: What Vari: Planj The 4 or A Resu What A880 Resu WhatI A830 Var: Resu' CHAPTER III. IV. 1. 2. 3. 1. 2. 3. )1. 5. 6. 7. 8. 9. 10. 11. 12. 13. TABLE OF‘CHARTS Association Activity on Television Programs Sponsored by Other Groups . . . . . . . . . . . Reasons for Association.Activity on TV. Sponsored by other Agencies or Groups . . . . . Areas of Television Activity Nest Successful as Determined by the 50 State Education Associ- ations. O O O O O O O O O O O O O O O O O O O 0 Procedures for Evaluation as Recommended by the State Associations. . . . . . . . . . . . . Various Aspects of Planning as Related to Pro- duction of Films by States. . . . . . . . . . . methods of Production . . . . . . . . . . . . . Methods of Approach . . . . . . . . . . . . . . General Results of Films. . . . . . . . . . . . What the Films Do for the Associations. . . . . Variance in the Comparative Effectiveness of Planning for the Live Production. . . . . . . . The Comparative Effectiveness of the methods OprprOGCh................... Results of'Live Programs . . . .. . . . . . . . What the Live Programs Did for the State A850018t10n3e . e e e e e e e e e e e e e e e e Results of Spot Announcements . . . . . . . . . What Spot Announcements Did for State Associations. . . . . . . . . . . . . . . . . . variances in Effectiveness of Planning for the REA series 0 0 O O O O O O O O O O O O O O O 0 Results of the NEA Series . . . . . . . . . . . vii Page 71 73 78 81 97 99 101 103 105 107 110 113 115 123 125 130 13h Televish remarkable e1: otcomnicatf Iscientific 4| to most Ameri is been unbe station: and “Pr: all tn). MM States Such sat Public leads 3131' in Qduc Vision, Prime station, and CHAPTER I I NTRODUCTI ON Television has come of age. Since the late l9h0's this remarkable electronic medium.has emerged as the major avenue of’cemmmnications to the public. Television has grown from a scientific experiment to a household commodity as familiar to most Americans as a bar of soap. Its growth literally has been unbelievable. Today'hoo commercial television stations and 60 educational television broadcast centers carry all types of programs to h6:million homes in the united States.1 Sueh.saturation and accessibility to the American public leads to much speculation on the role television plays in education. Today educators place emphasis on tele- vision, primarily through the 60 educational television stations and hundreds of’closed-circuit installations to (1) reduce teacher work-load, (2) free classroom.space by' teaching large groups with television and (3) to experiment and determine what other applications can be made in 1Walter Emery. Broadcastin and Government: Res onai- bilities and Re lations. as using: c gan a e UEIversIty FFess, I951, p. 38. maul“: 1‘ The nova television, a longer auPPor‘ far what it 3 education has the field can report by the The repo 1. At 1 mtary and a regular daily uhool year b 3. As I: fixed 'snrich ”9511: but cc the Curriculr 3c Abot curriculum, instruction and human relations.2 The novelty of television is long past, and educational television, approaching the close of its first decade, is no longer supported for its good intentions and I'potential“ but for what it actually brings to the screen. Television in education has grown so rapidly that a statistical anatomy of the field can only be approximate, according to a 1961 report by the Tbrd Foundation. The report reveals these facts:3 1. .At least three million students in about 7,500 ele- :mentary and secondary schools were receiving part of their regular daily instruction by television as the 1961-62 school year began. 2. As many individual students were receiving tele- vised "enrichment" programs, material not counted as academic credit but considered by educators a valuable supplement to the curriculum. 3. About 250 colleges and universities were giving credit courses on television to about 250,000 students. 2”Teaching by Television." A report from.the Ferd Ibundation and the Fund for the Advancement of’Education, my! 1959, Pa Se 3ETT3 A Pbrd‘Pbundation Pictorial Re ort. Prepared by the ‘Fb'r'd'fiundation, CITIce of Reports, 11?; Edison Ave., New York 22, N. Y., March, 1961, p. 15. h. Abox careers and 1 £23m» in ac” alleges and :21 Classrooz Wk, the cox viewers not 1 S. The (IRS), witt Operating 11]! 57!!! among 1 leans or deli 6. Stat for inetructi varh linked bIiidootapg “Rh Carolin M118 organm 1310mm st "80:1 Texas 7' The tion (MPATI) den . "00k 1 139000 “1100i 3 h. About 8,000 college students preparing for teaching careers and high-school teachers working for advanced degrees in education were or had been enrolled through 300 colleges and universities in courses taught over "Continen- tal Classroom." Telecast over a national commercial net- work, the courses are watched by an additional h00,000 viewers not enrolled for credit. 5. The Rational Educational Television and Radio Center (RETRO), with whom the 60‘ETV stations are affiliated, was operating like a ”fourth network," exchanging recorded pro- grams among its affiliates by'mail or other non-electronic means of deli very. 6. State and regional networks were developing, both for instructional television and adult programming. Ret- works linked by coaxial cable or microwave transmission or by videotape exchange are in Operation in Alabama, Oregon, north Carolina, Florida and part of'Rew England. Others are being organised among colleges and universities in Michigan, 13 western states, six states in the Upper Midwest and central Texas. 7. The Ridwest Program.on Airborne Television Instruc- tion (MPATI) began televizing courses six hours a day, four days a week from.an airplane flying over Indiana. Began in September at 1961, the telecasts will cover an area including _13,000 schools and colleges enrolling five million students. fizitially 11111 on a nafiect i matribut By a eiucators ttion's Educa of ma cons: ences Still child and t doub] Duri such Pap} State to: Fhfisea o: 1133, s: ‘fiional children. \a IE? 'Initially financed with Pbrd Foundation grants of 5.5 million and funds from other foundations and industry, the project is designed to be self-sustaining ultimately with contributions from participating school systems.h By and large, television has been used successfully'by [ educators for instruction and to communicate with a select and pre-determined audience. On this point, the'Fbrd Fbun-/ dation's 1961 report on educational television states: Educational television cultural programs, free of'msss-audience compulsion toward a lowest common denominator, seldom.command the audi- ences of commercial network 'Spectaculars.' Still, millions of American men, women and children regularly view educational television, and the chances are that it will at least double its audience in the decade to come.5 During the past few years while television experienced such rapid growth one type of educational organization, the state teachers' association, initiated and expanded various phases of television programming.6 These associations differ substantially from.the local school system.or edu- cational television facility because their program of service reaches out to every part of a state where there are schools, children, parents and teachers. Without regard to hIbis. SIbid. 6John T. Cox. TV and the Public. New York: McGraw- Hill, 1961, p. 5. II I' a h ”‘3’”? Int?" 'T i . ..,-M“" A .t. - " ‘ 1-- u-. 0... .‘fl, . -.-,.—n PA 4 \ ‘i‘uaa. U m e O C " “A ‘ ' F" .~‘ a.-. ' I !. eye. “‘1‘- . .,.._..., 0‘ . .,..,-- m e ..¢.... --....‘,... "- .4.N .J." ' - Chart 1 .-—4_ VARI OTB ASPECTS OF PLANNING AS RELATED TO of states respondin KEY: R 1 9 17‘ 6 1 Group process used in planning 2 Planned by an individual Planned for well in advance Planning period limited between prepa ations and by cant value tc associations illustrates t | 3e Met} State associa over-all eff: networks uti' te°hn1que on it seems the Preach and h most effect: Some 2C "this: 17 1 rated the d« Other appro 896°”) at . th Sta tes Ghee The St on four . mEthod 1‘ or \ln TV 98 between preparation and production of films by state associ- ations and by commercial firms or ETV stations is of signifi- cant value to warrant closer attention to this factor as associations expand film usage in the future. Chart 2 illustrates this section. 3. Methods of Approach. The style or method used by a state association in production of a film plays a part in the over-all effectiveness of the project. Because the major networks utilize the dramatic, documentary and news report technique on practically all their educational programs,11 it seems the state associations have shifted into this ap- proach and have subsequently rated those three methods the most effective. Some 20 associations give the dramatic method a 3.80 rating; 17 rate the news report technique at 3;?6 and 2h rated the documentary approach at 3.66. Six states gave other approaches (such as sound-on-film interview and formal speech) at h.00, however, this figure cannot be compared to the other areas because of the difference in the number of states checking the particular areas. The speech segment or film clip received a 3.25 rating from.four states. Sixteen states checked discussion as a method for film production which had been used in their 11"TV'News" Look. November, 1961, p. 33-3h. } ‘v- 5.01 4.5- 4.0. ass 3.0. LS. JLO‘ hf. I.O< .5. 99 Chart 2 METHODS OF PRODUCTION sass i——JI 5L5? iAZ ‘ l 535 . ,____1, 3J3 -—* 2.9: ""7F b—J—— —-——a——b————h——.+.—ub———.—.———-—. L_h 1. g 3 h S 6 Num- ber respon- ding 12 17 23 23 7 7 KEY} 1 Script prepared by commercial firm 2 film produced by commercial firm a Script prepared by state association Tilm.produced by state association 5 Script prepared by non-profit organization 6 Film.produced by non-profit organization -..4~..- res. associations 7: $2.37. [eweI six different breakdown of .I On the b. associations faction are; l 2 3 he Exnc -—-“ 100 associations but gave this approach a below-average rating of 2.37. Lowest effectiveness given in this section was a 1.83 rating to the role playing method reportedly used by six different state associations. Chart 3 illustrates a breakdown of this area. On the basis of weight of measurement by the reaponding associations the three most effective methods in film pro- duction are: l Dramatic 3.80 20 states 2 News Report 3.76 17 states 3 Documentary 3.66 2h states h. Ex203ure The 26 state associations which have ex- perienced some activity in film production and distribution rate the exposure of their films on commercial TV stations at 2.69 or poor. Factors involved in their answer were air time and day of the week the film was programmed. The evaluation of effectiveness of air time concerned two points (1) were films run in Class A or Class B time or (2) were films run in time slots other than Class A or Class B. week days were con- sidered to be more desirable than Saturdays or Sundays. The same 26 state associations reveal that only some of the television stations in their respective states programmed the films (a 3.15rating).12 Only five states indicated that 12In this case the scale is: l-none; 2-few; 3-some; h-majority; and 5-all. am r53; 1. Chart 3 METHODS OF APPROACH 101 Sea " 4.5 . 4.0 4 3.80 4.00 .,____. 2&76 -——-—- 5166' —————m is I IELzST LO 4 ‘5' 257 F—-__ 2.0 ‘ ass . LS - LO . .5 . O 1 2 3 ll 5 6 N 7 Number responding 2h 16 17 6 ii 6 KEY} Dramatic Documentary Discussion «(Numeral-4 News Report Role playing Speech segments Others all the state cast schedule book films or gain coopera‘ The ass: ingness by T — ' _ — — i 1 Some 18 ease their films. 01‘ late at 1: ations repor Which would "eek‘nights ; 26 asSociati educational 59? of Week, their films Solis state 3880c: I 2057 and dET: 102 all the state TV stations worked the films into their bread- cast schedule. Two associations reported they could not book films on any of channels and four indicated they could gain cOOperation from only a few (less than one-third.) The associations also reported a general lack of will- ingness by TV stations to allot a good time for the films. Some 18 associations indicated they received poor times for their films. (Poor air times are considered early morning or late at night primarily on week-ends.) Some 8 associ- ations reported they received good air times for their films which would be those hours from 5 p.m. through 10 p.m. on week-nights; from 3 p.m. through 10 p.m. on week-ends. A11 26 associations agreed that the poorest time for films of an educational nature is in the morning hours regardless of the day of week. The preferred time by the associations for their films is Class A time or from 6 p.m. through 10 p.m. 5. Results of Films While the combined staffs of 28 state associations rank the general results of the films at 2.57 and determine the public's response to the films as 2.82; the television stations programming the films rank them at 3.98. This variation in effectiveness regarding the general results of the films is shown illustratively by the broken-line graph shown in Chart h on the following page. 6. What did films do for the Association: The notice- able variance in this section is the difference between the C PETA lea 103 Chart h GENERAL RESULTS OF FILMS 5.0 ‘ (4-.5 ‘ (4.0 3.5 3.0 2.5 2.0 ‘ 1.5 i 1.0 ‘ .5 ‘ .o KEY: 1 Public response to films 2 Membership response to films g TV stations! response to films Association staff reaponse to films rating given it to assist films' role i public of ads associations average (3.62 their organiz- sits must be the status 0. state associ dis‘Cllfised in “33 Of what State a ted more in DPOduction. ciatior18 has This fact 1? 1653 (1) ma equipment . 10h rating given by the associations to what they felt the films did to assist in increasing membership (2.71) and to the films! role in aiding in the over-all program to inform the public of educational activities (3.6h). The 28 state associations also felt the films contributed better than average (3.62) in improving the public relations program.of their organizations. Another significant figure by neces- sity must be the rating of 2.85 given the category "raising the status of education in the eyes of the public" by the state associations. The implications of these results are discussed in Chapter V. Chart 5 illustrates the effective- ness of what the films "do" for state associations. Live Presentations State association activity in television is concentra- ted more in the live presentation than in any other phase of production. Thirty-six (or 72 per cent) of all state asso- ciations have participated in some form of live presentation. This fact is true because to do a live program it requires less (1) money, (2) time, (3) professional help and (h) equipment. In general, the majority of state associations doing a live program will merely provide a guest or talent and utilize a commercial television station's studio. 1. Planning_ All 36 state associations reporting par- ticipation in a live program indicate they have prepared the r\ 105 Chart 5 WHAT THE FILMS DO FOR THE ASSOCIATIONS 5.0 1, h-S . h.0 . ‘ 3.64, w 3.62 305 «a _—'1 IJS‘ 2.7! 2.85 (Ave.) 2.5 d 1.0 .5 .0 1 ' 2 3 h 85* 5 Number of states responding (28) (28) (3) (28) (28) (28) KEY} Help to increase membership? Aid in goal to inform.public? Strict educational project for instruction? Contribute to improving public relations for association? Increase status of.Association? Raise status of education in eyes of the public? crUt Ffi»r0h' I ‘ Eggs-mn- h... - 7W» x _.,.V ,-. _._ A e-.- n r- I ._-..i... --._....... .. .-.. a FPS“. . ”5‘ a: a atio thos gran pro: 1111 of; “a u a is St. 106 program well in advance and rate such advanced planning at 3.63, or well above average. Some 2h associations (members of the group discussed above) have utilized the group process in planning and grade the effectiveness of this method at 3.29. Planning by an individual was used by 18 associations, but this approach to preparation of a live program was given an average rating of 3.00 effectiveness. Only six associ- ations reported that the planning period was not adequate and those states placed in the position of preparing a live pro- gram on limited notice rate the effectiveness of such an ap- proach at 2.66, or significantly lower than average. Chart 6 illustrates this variance in the comparative effectiveness of planning for live presentations. 2. Production. Twelve state associations report they have prepared live programs in advance (this would include writing the script, rehearsing and general production) and rate the effectiveness of this approach at 3.h1, midway between an average and high rating. Another 27 have partici- pated in a live program without a script, using the'hd lib" or rough outline approach. While this method seems to be the most frequently used, the participating state associ- ations indicate this is average (3.05) in effectiveness. Apparently the most desirable approach to the live presen- tation is the method in which the commercial television station creates and produces the program and asks the state 1 De ulnnueltmwn'. . f 3.5 3.0 2.5 2.0 1.5 1.0 .5 .0 Chart 6 VARIANCE IN THE COMPARATIVE EFTECTIVENESS OF'PLANNING FOR THE LIVE PRODUCTION ...J Number of states reaponding 36 KEY 2h 18 6 Planned for well in advance Group process used in planning Planned by individual Planning not adequate enough Ffi»POh' 107 55 oil . ll)!nv|l|..|li-.i., II (I cilli uiollll. ~ U a a i! i 111‘: ~ 0 1 -' giftels'e rso. . .Iilriailvt 108 association to be represented. Twelve state associations using this technique rate it at 3.58 effectiveness. The final category in this section, the association and the com- .mercial station working cOOperatively with a limited plan- ning period, was rated less than average (2.90) by six state associations. The comparative rank in effectiveness for method of production would be as follows: 1 Prepared by TV station 3.58 (12 states) 2 Prepared by Association 3.hl (12 states) 3 Ad lib program 3.05 (27 states) A ‘ COOperative program with limited planning 2.90 (6 states) 3. Method of Approach The technique used on the live production determines, to a large extent, the success or failure of the particular project.13 A great deal of thought and planning must go in to the live presentation because a "one-time" exposure to the audience must capture the group and hold them. Eight different methods are available to the state associations in the production of live programs. Se- lecting the technique, according to John Cox (television coordinator for the National Education Association), is the major decision facing state associations either participating in television or about to enter the medium.1h 13Look, pp. cit. . lustatement by Jehn Cox made to the author in a tele- vision seminar in New Yerk City, July'h-B, 1961. 109 As many as 21 state associations made use of one or all of the eight different approaches, or techniques, fbr production of a live television program. The methods are: dramatic, documentary, discussion, news report, role play- ing, I'ad lib", speech segments, debate or interview. Twentybone states rated the documentary technique the most effective of any used with a h.10 rating. Eight state as- sociations considered the dramatic technique nearly as ef- fective with a h.00 rating which is significant even though the reporting states represent only 16 per cent of all as- sociations. (Restriction on the dramatic approach would be need for dramatic actors, rehearsal time and expense to cover those two factors.) Other effective methods as determined by the associations are: news report (3.08) and role playing (Baku). Three state associations (California, Michigan and New Jersey) rated the debate or interview ap- proach at h.33. Rated least effective by those associ- ations participating in live productions are: speech seg- ments (2.33), discussion (2.h7), and "ad lib” (2.80). Chart 7 illustrates the comparative effectiveness of the eight techniques for production of a live program as deter- mined by state associations. h. ‘Exposure. The 36 state associations which have experienced activity in live program.production rate the THE COMPARATIVE EFFECTIVENESS OF‘THE Chart 7 METHODS OF APPROACH 110 5.0 1 ms . 19.1. 4‘00 IGJO . Lho - '—--' 1330‘ 3m5 ‘ .Ezflfl. 300 " 2.5 .4 2.47 _-__" 1333‘ 2.0 d 1.5 . 1.0 . .S ‘ .0 1 2 3 h 5 7 8 States Re- sponding 8 21 21 13 9 9 3 KEY: l Dramatic 5 Role Playing 2 Documentary 6 Ad lib & Discussion 7 Speech segments News Report 8 Debate or interview (U I. I (V | ‘h I) l‘ a! Iii IIIII x IA {111). D‘- Ill‘ll'lsl- a .1 v.. . L lll exposure of their presentations on commercial television stations at 2.75 effectiveness. Criteria for evaluation of effectiveness on "air time and day of week" include (1) hour televized and (2) day of week televized. Fer purpose of clarity it should be pointed out that state associations evaluated whether five programs were televised in Class A or B time or in times other than 01838 A or B. Week nights be- tween 6 and 10 p.m. were considered to be more desirable than Saturdays or Sundays. The same 36 state associations report that only a few of the available television stations in their respective states programmed the live presentations (a 2.63 rating).15 Only five states indicated that all the state TV stations tele- vized the live programs. Seven associations could not book live presentations on any of the state TV channels and 13 could set up broadcast agreements with Just a few of the available channels. When asked whether the live programs should have been filmed, 13 state associations replied with a 3.5h effective- ness rating or an indication that because the programs were better than average they should have been filmed. Eight states reported they would have liked to have seen the live programs videotaped for future use (a 3.50 rating). When 1glin this case the scale is: l-none; 2-few; 3-some; h-majority; and 5-all. 112 asked whether the live programs were worth doing over, 28 state associations indicated a 2.6h rating of effectiveness which is a poor rating and would indicate a less-than- enthusiastic desire to do the programs over. The trend in this area continues to the next question which asked the state associations, "Should the live program.have been pre- served on film?" The responding 36 state associations rated this prOposal 2.hl, or "poor." 0n the basis of this figure it would appear there is little value in preserving a live program.for future use. Only six state associations gave the preposal a better-than-average rating. 5. Results of live programs A similar pattern emerges here as deve10ped in the same section under "Films." Inter- estingly enough, the ratings given the four areas within this section are nearly the same. While the public response to the live programs sponsored by the state associations was poor at 2.63, the membership's response to the results of the live programs was average at 3.02 and the association staff.mem~ bar's response was two-tenths of a point off at 3.00; the commercial television stations actually programming the live presentations rated their effectiveness at 3.90.16 This rating of effectiveness given the results of the live programs concerns the general reaction of the four above mentioned ——— 16For a comparison of the figures given on the effective- ness of the results of films see page 102 of this chapter. 113 groups to the films. The figures do not necessarily indi- cate the over-all success or failure for other factors enter into a final evaluation of effectiveness. The broken-line graph in Chart 8 illustrates this section. Chart 8 RESULTS 0? LIVE PROGRAMS MO . 3.5 . 3.0 . 2.5 1 2.0 _L, L 1 2 (36 state associations responding in all four areas) KEY: 1 Public response to live programs 2 membership response to live programs 3 TV stations response to live programs Association staff response to live programs 6. What did the live programs do for the Association? A pattern of similarity also deve10ps in this section. Again the general ratings of effectiveness on what the pro- grams did for the association are within the same range as those given in the section on "Films."l7 This final section 17For comparison of figures between live programs and films see page 10h of this chapter. .- it‘ll; vii: “ VIJ 11h in the discussion of live programs includes an analysis of the state associations' rating of effectiveness on (1) role of live program in helping to increase membership, (2) role of live program in aiding to inform public, (3) use of live program as an instructional tool, (4) role of live program in improving the associations' public relations program and (5) role of live program in raising the status of the state association in the eyes of the public. The 36 reaponding state associations indicated that as a means of increasing membership in the organization the live programs rate at 1.69 effectiveness, or very poor. As a tool to aid in reaching the goal of informing the peeple of edu- cational activities, the live program rates 3.52, or slightly better than average. The most desirable accomplishment of the live program, on the basis of the evaluation given by the state associations, is its role in improving the public relations program of the organization (3.69 rating). The re- porting states indicate the live program rates slightly bet- ter than average (3.19) in helping to increase the status of their associations. As an instructional tool, two associ- ations rate the live program at 2.50, average. Chart 9 illustrates the breakdown of this section. Spot Announcements Spot announcements have been used by 26 different state LL05 " 3.5 - 3.0 a 115 Chart 9 WHAT TPE LIVE PROGRAT’E DID FOR THE STATE ASSOCIATIONS ‘ 3.69 w as: 2.5 Tb- ————— c1 F—-2049-|--I Inn-1 b-— 2.0 1.5 . 1.0 .5 .0 I1 2’ #73 ’n 5 States responding: 36 in all five areas. KEY: U‘L-F‘wmI-J Help to increase membership? Aid in goal to inform.public? Educational project only used for instruction? Contribute to improve public relations program? Increase status of association? 116 associations according to data collected in this study. Three basic kinds of spot announcements are available: (1) 2 x 2 slide, (2) filmed spot, or (3) slide and station identification. The methods of production of such spot an- nouncements are basically similar and can be prepared by either a well-equipped state association, a commercial film company, or a non-profit organisation such as an educational television station. While the use of the spot announcement has increased throughout the state associations, it still is used the least of any of the four television activities exams ined in this study. The live program, the NEA series and the film are used more frequently by state associations, although this does not necessarily mean that the spot an- nouncement is the least desirable. In most cases the simple spot announcement can be manu- factured more easily and for less money than any of the four other areas discussed in this study. John Cox, NEA tele- vision coordinator, explains the lack of use of the spot:18 The spot is a gimmick and more-or-less confined to the commercial field. Once a non-commercial agency gets started with spots, however, they make great use of it. I foresee the state as- sociations doing more and more wiig the spot announcement as budgets increase. Primsry'reasons for the lack of use of the spot announcement 18A statement made before the public relations directors of6the state associations in Ocean City, New Jersey, June 20, 19 l. 117 by state associations are: (1) lack of facilities to pre- pare them at low cost, (2) unaware of the availability of such a technique, and (3) unfamiliar with the best procedures. 1. Planning. Preparation and planning of the Spot an- nouncement can be handled in one of two ways by the state associations. The staff itself can produce the spot or it can be manufactured by a commercial film company. Of the 26 state associations responding to this section of the questionnaire, 2h report having had the eXperience of pro- duction (planning) of spots and rate this method at 3.28 effectiveness. Another 13 state associations (some also in- volved in preparation of their own spots) have turned the preparation of Spots over to commercial companies and rate this procedure at 3.8M, or better-than-average. On the basis of this comparison it would appear the state associ- ations consider it more effective to have the spots prepared by commercial firms. 2. Production There are three basic kinds of spot an- nouncements that can be used by the state association. They are: (1) 2 x 2 slide, (2) filmed spot and (3) slide and sta- tion ID. The rating of effectiveness given these three tech- niques vary considerably. Sixteen states rate the slide and station identification combination at h.02, or high. Some 2h states identify the filmed spot as highly effective at 3.80, and 23 associations consider the 2 x 2 slide used with ‘1 I driller...“ , Lb 118 out the station ID tie-in ranks at 3.30 effective, or slightly better than average. The implications of these re- sults and a broader definition of the techniques will follow in Chapter V. 3. Slides Because the slide is easier and less expen- sive to produce, it receives considerable use by the state associations. The states have three methods to get the slides manufactured. The association itself can do the processing, it can be done by a commercial film firm or by a non-profit organization such as an educational television station. Some of the reporting state associations have had experience in each of the three areas. The commercial firm has been used by 23 state associations and this procedure is given an effectiveness rating of 3.7M: or mid-W3? between average and high effectiveness. Sixteen states have planned and produced their own slides and this procedure is con- sidered Just a little better than average (3.18). The non- profit organization (mainly an educational television sta- tion) has been used by eight state associations for prepar- ation of the slides and these states report this procedure as highly effective (h.25). h. Filmed spots A simdlar pattern emerges in this section as it did in the previous discussion of preparation of the 2 x 2 slide. The use of the educational television station for preparation of the filmed Spot appears to be the 1 r. .s.y.a.rrbu..,n.br. .i v 119 most effective as determined by 16 state associations who rate this procedure at h.18 (high). Twenty states indicate the commercial firm or film company is nearly as effective and these states rate this method at 3.75, just one-tenth of a point off from the rating given commercial film companies on preparation of slides. The state associations consider the preparation of filmed Spots to be a bit different and somewhat more effectively done by themselves as 21 organi- zations rate this procedure at 3.30. (vs. 318 on slides). 5. Budget All the 26 state associations utilizing the Spot announcement as a television activity report some kind of budget for this activity. However, the amounts vary from one state to another and the amount does not necessarily in- dicate how much is being done or what is being done by any one state association. Because this type of activity is comparatively new to the state associations it is impossible to identify what may be considered as an ideal budget for the preparation of spot announcements. The varying amount set aside for Spots by the different state associations are indi- cated as follows: Amount Number of states with that size budget n) U o o o HHHHNHHH 120 Amount Number of states with that size budget 5 700 600 00 00 200 100 gm NHUu-H-l *Other five states report money for slides and filmed spots come from the general public re- lations budget with nothing authorized speci- fically for spot announcements. 6. Eflosure. One of the most important phases of the discussion on the exposure given the spot announcements is the period during the broadcast day when the spots are actu- ally televized. The 26 state associations reporting use of the spot announcement indicate commercial television sta- tions in their states utilize the spots at anytime during the broadcast day. All states have had spots televised from “tween 7 a.m. and 12 mid-night. The majority of exposures “I. during peak audience hours (5 p.m. to 10 p.m.) because this time is generally sold out to sponsors. Exposure is generally good after the 10 p.m. hour with greater frequency of lhowings coming between 11 p.m. and 12 p.m. State associations using the spot announcement technique "POI‘t a 3.53 rating when asked how many stations in the stat. are using the spots. The 3.53 rating indicates an area “tween "some" and the ”majority" of channels in the states “Sins spot announcements.19 This figure is significantly -\ s 19In this case the scale would be: l-none; 2-few: 3- °“: 11.-majority; and 5-all. it... 31...». n it: Is 121 higher than the data reported by states in the "Films" and "Live" sections of’this chapter. Live programs are used by 2.63 stations (a few stations) and filmed programs are used by 3.15 stations (some). When asked how many times the spot announcements were used by commercial TV stations, the 26 reporting states evaluated this area at 3.61 effectiveness. This means the frequermy'of exposures for Spots was better than average, neardaug the rating of a high number of exposures. .Another important factor in the utilization of the spot annouuncement is the length of its usefulness, or does it re- tain zany timeliness. The state associations expressed a 2.91 rating in this category which is just about an average ratirug. This would imply that the Spot announcements are getting used as long as could be hOped for by either the state associations or the commercial TV station. The normal effective life-time of a spot announcement is 90 days. 7. Results of spot announcements. The pattern which has emerged,1n previous sections of this chapter dealing with results of filmed and live presentations continues here. 1mg commercial TV stations give the apot announcements a high rating (3.73) while the state association staff members indicate a low rating of effectiveness at 2.07 and 2.3h re- Spectively. The public response to the over-all effective- ness of the Spot announcements, as reported by the 26 state 122 associations, is 3.15 (better than average). This wide variance in the evaluation of effectiveness is eXplained by John Cox, NEA television coordinator, in Chapter V. When asked the measure the effectiveness of the spot announcement in relation to the total cost of the project, the 26 state associations indicated a 2.814. rating, not quite average. On the basis of the number of states reporting to this inquiry, it would be reasonable to classify their evaluation as "aver- age." Chart 10 illustrates the wide variance in comparative effectiveness of spots as weighed by the public, the member- Ship, state staffs and commercial TV stations. 8. What did spots do for the Association? A trend has develOped in reSponse to this question after data has been Presented in the first two sections of this chapter, "Films" and "Live" presentations. Again the membership response or evaluation of the effectiveness of the spot announcements is low and is consistent with ratings presented in the dis- cussion of films and live programs. Membership rating of the Spots is very poor at 1.68 effectiveness. (Membership rating of live programs was 1.69). As an aid to inform the public, the spot announcement received a better-than-average rating 0f 3-53 which, too, is a part of an emerging pattern. When BSde to evaluate how effective the Spot is in improving their public relations program, the 26 reporting states w“Shed it at 3.33 (a little over average rating.) This 123 Chart 10 RESULTS OF‘SPOT ANNOUNCEMENTS 500 ‘ h.o ' , 173 305 4 3J5 1*l 3'0 ‘ 2.84 2.5 ———--d b——---1 mm-— 2.34 2.0 : £2. 1.5 . 1.0 .5, .0 1 2 3 h S (26 states reaponding in all cases) KEY: Public reaponse Membership response TV stations response Association staff reaponse Effectiveness of spots in relation to cost \n-F‘wmi-J ... H II. 17. III... 12A response continues the pattern. Major variance in response to this question in how the Spot helps to improve the status of the state association. In the previous sections, the states' evaluation of effectiveness was better-than-average but in the spot announcement category they rated it at 2.50, or poor. When asked if the Spot announcement helped to stimulate action by local associations (on the issue pre- sented in the Spot) the state associations measured its ef- fectiveness at 1.15 (very poor). Chart 11 illustrates the variances in evaluation of effectiveness on what the spot did for the state association. 125 Chart 11 WHAT SPOT ANNOUNCEMENTS DID FOR STATE ASSOCIATIONS 5.0 ‘ 405 ‘ Limo “ $53 305 ‘ $35 3.0 a 2.5 ..__.___J _- _-. 2'50 ------ his .0 1 2 3 1+ S (26 state associations responding in all cases) KEY: 1 Help to increase membership? 2 Aid in goal to inform public? 3 Improve public relations program? Improve status of state association? 5 Did the spots stimulate local association action? ‘Q }\\L(’ . nu A'.J‘.i( . .zi 0".I 5‘3;le I 129‘ .v oils: . .ailuh 1.00:1..1lw I is s. - al a . ‘il‘ed‘ll'li'ln. I (I'- 126 National Education.Association Series "The School Story" Ute of the National Education Association's annual filmed series, "The School Story,” is the second most used television activity by the state education associations. The NEA makes available to the states this l3~week filmed series at no cost and with little effort needed on the part of the state associations. It is entirely possible that a state association can get credit for participating in the NEA series yet not doing anything to assist in getting the series on the air. This is explained by the fact that the NEA, when requested, will arrange for and book the series on any television station regardless of its location. Fbur states report having let the NEA do the booking fer them. In the majority of cases, however, the state associ- ations (22) handled the promotion, correspondence and book- ing of the NEA series. Eight associations indicated they handled the booking but did not visit the state TV channels to do so. Booking was done by correspondence. The NEA began this service to state associations in 1960-61. The national organization handled the complete production of the filmed series, which cost $200,000. The sole purpose of the project was created, according to the NEA, for states that had never before participated in some form of television activity. ,To tie-in 127 the relationship between state and national,the NEA put ap- prOpriate state credits on each of the films. To facilitate distribution of the series, the NEA engaged the Medern Talk- ing Pictures Company of Chicago, Illinois, to make duplicate prints of each film and to distribute them across the coun- 20 try. During the 1961-62 series, the NEA had its films televized in 378 commercial TV outlets in the United States and Canada.21 By develOping and making available such a project the NEA was able to increase state association participation in television from 18 per cent (9 states) to 68 per cent (3h states). The NEA estimates that by the time the 1962-63 series is ready for distribution some to states will be using "The School Story." Exposure to such educational films has reached a significant figure after two years of activity in this area. The NEA reports more than he million Americans have seen at least one of the films in the filmed series.22 The NEA series is an important contribution to the state association program of service. Because of the cost factor and production requirements, relatively few of the 2PCredits would read, "Produced by the Michigan Educa- tion.Association and the National Education Association." 21In a report by the NEA's Division of Public Relations dated June, 1961. 'Purnished by Roy K. Wilson, director. 221b1d. 128 state associations could undertake such a project. Only Michigan, California and New Jersey have done some work in filmed series. Michigan was the first to originate and dis- tribute a state-wide television network. In 1959-60 the Michigan Education Association produced and distributed 20 one-half films on 1h of the state's 16 television outlets. During the 1960-61 school year, the same association pro- duced and distributed a 13-week series. California and New Jersey produced and distributed films on an individual basis and did not deve10p a state-wide network. 1. Planning. Planning for the National Education Asso- ciation's filmed series, "The School Story," was begun in ad- vance by all 3h participating state associations. Such plan- ning would vary from complete effort by a state association to merely a letter from a state association to the NEA author- izing them to book the series on TV channels in that particu- lar state. The 3h reporting associations indicate that the advanced planning was highly effective (h.05) which would point to the value of an ample preparation period. Three possible avenues were open to the state associ- ation for booking the NEA series: (1) visit each station and book the series, (2) write the stations and book by corres- pondence, or (3) let the NEA handle booking the series. Twenty-two (22) state associations sent personnel into the field to visit each station and arrange for booking of the 129 series. These state organizations weighed the effectiveness of this approach at 3.63, or fairly high. Eight state asse- ciations attempted to book the NEA series by correspondence and they indicated the effectiveness of this method at 2.50, or poor. Tour associations turned over the booking process to the NEA and subsequently rated this method at 1.25, or very'poer. All 3h state associations later followed up on the series by checking with the TV stations running the series and evaluated this procedure at 3.58, middway between average and high effectiveness. Chart 12 illustrates the comparative effectiveness of the different methods for book- ing the NEA series. 12. Egposure. The pattern established earlier concern- ing the effectiveness of exposure of films and live presen- tations does not follow in this section. The evaluation of air time and day of week given to the NEA series by the 3k state associations is significantly higher than similar ratings given the air time and day of week for films and live presentations. The NEA series received a rating of 3.58 by the 3h associations which indicates that nearly the majority of available TV channels in the states carried the project. Effectiveness ratings given this same category in the film section was 2.69; and 2.75 in the live section. The number of stations using the NEA series compared to the number televizing state association films and live ‘4. film i. e.‘l-inl I. .v n . ... s 130 Chart 12 VARIANCES IN EFTECTIVENESS OF PLANNING FOR THE NEA SERIES 5.0 « LL-S ~ 4.05 LL00 '— 3.65 . 3.58 3.0 1 2e0 J 1.5 . n.25 _ 1.0 .5 .0 l 2 3 h 5 (3h state associations reaponding in all cases) KEY: 1 Planning begun in advance 2 State association visited TV stations and booked the series a Association booked by correspondence NEA booked the series by correSpondence 5 State associations followed upon series to check how its running .1: Old I lei 131 program also varies. The 3h state associations reported that 3.h6 TV stations were using the NEA series (nearly a majority of all available channels) while comparable ratings in film and live program utilization were 3.15 and 2.63 respectively.23 The 3h state associations using the NEA series were asked to evaluate the value of the filmed project. This evaluation involved only how the state associations felt about the series, not taking into account such items as: number of stations using the series, various air times and days of week televized or public response to the films. Rather, this rating is designed to determine the association's own evaluation of the series. The 3h state associations using the NEA series recorded a h.02 evaluation or rating of effec- tiveness. This is a "high" rating. 3. Content of Series. The 3h state associations were asked to determine the general effectiveness of the content in the 304minute films. Based on the fact that the associ- ation staff members are professional educators, and such are experts in their field, they should be able to weigh accu- rately the effectiveness of the story content. The rating given the content of the NEA series was 3.6h, or mid-way between average and high. The association staff members also 23In this case the scale would be: 1-none; 2-few; 3- .some; h-majority; and 5-811. 132 were asked to evaluate the effectiveness of the films! story line, or plot. The rating given this category was 3.10, or slightly better than average. Final question in this sec- tion on "Content" was to determine the associations' evalu- ation of the effectiveness of the acting in the NEA filmed series. The 3h reaponding states weighed the acting in the films at 2.50, or less-than-average and more nearer to poor. The combined average of the effectiveness ratings given these three categories by the state associations is 3.08. In other words, the states using the NEA filmed series rate the over-all content at average effectiveness. h. Results of the NEA Series Only one minor variation occurs in this section which otherwise would continue the pattern created in the three previous similar sections in films, live presentations and spot announcements. The 3h reporting state associations re- veal a somewhat higher public response (3.05) the effective- ness of the NEA series than to films (2.82) and live pro- grams (2.63). Public evaluation of effectiveness of spot announcements was highest of any of the four categories at 3.15. The other three sources for responses to the results of the NEA series, the membership, TV stations and state associations staff members, remained in the same pattern as in the previous discussions of films, live presentations and spot announcements. Membership evaluation of the resulting 1.. .3 ..... .514... 3.454.. . 133 effectiveness of the NEA series was 3.15; commercial tele- vision stations' weighed analysis was 3.6h; and state asso- ciation staff members rating at 2.67. Chart 13 illustrates the variance in this section. 5. Total effectiveness of the NEA series The final item on the questionnaire in this study was designed to identify a composite analysis of the 3h state associations! rating on the total effectiveness of the NEA series. Included in the evaluation of this point were all the factors contributing to or hindering the effectiveness of the filmed series. This would involve consideration of all the ratings recorded by the state associations in the four previous sections of this discussion on the NEA series. The 3h state associations using the NEA series evalu- ated the effectiveness of the series and the composite figure was a rating of 3.35, or better-than-average. Average Effectiveness By totaling all the individual sub points within each of the four major sections of this chapter and dividing by the number of sub points an over-all average can be determined. This would be a composite analysis of the effectiveness of (1) films, (2) live programs, (3) Spot announcements and (h) NEA series as determined by the reporting state associ- ations. The results of such computation are: (In the order 13A Chart 13 RESULTS OF'THE NEA SERIES 5.0 " (4-05 "‘ (+00 ‘ . 3.“. 3.5 a 3J5 305 ————1. 3e0 q F—fl 1L6” 2.5 .i. .n ---1 n..- 2.0 d 1.5 d 1.0 .q .5 ‘ .0 1 2 (3h state associations responding in all cases) KEY 1 Public response 2 Membership response & TV stations response State association staff members reaponse of effectiveness) 1 2 3 h NEA filmed series Films Spot announcements Live presentations 3.35 3.19 3.16 3.15 135 136 CHAPTER V INTERPRETATION 01" THE DATA The purpose of this chapter is to collate and analyze selected data presented in Chapters III and IV. .A collection of information regarding the evaluation of the effectiveness of television as weighed by the state education associations provides a group of facts which need to be related to other data and to each other in order to complete the analysis stated in the problem of this study.1 This chapter will be divided into two parts. Part I is concerned with the interpretation of the data presented in Chapter III from the first section of the questionnaire which deals with the nature and extent of television activities within the 50 state associations. Part II is concerned with the interpretation of the data presented in Chapter IV which covers the second section of the questionnaire. Included in the interpretation of the data on the ideal program of tele- vision activity as evaluated by the state associations are the four major areas: (1) filmed presentations, (2) live presentations, (3) Spot announcements, and (h) the National Education Association filmed series, "The School Story." 1The statement of the problem is presented in Chapter I, Page.1l. 137 PART I This part of Chapter V is concerned with the interpre- tation of the data presented on the nature and extent of television activities within the 50 state associations in Chapter III. Collection of the data on the nature and ex- tent of television activities in state associations was ac- complished through the first section of the questionnaire.2 (Appendix A.) The data collected from the first section of the questionnaire and presented in Chapter III reveals the attitudes of the state associations toward television and clarifies the scOpe of eXperience of the associations. The information is necessary in order to identify the factors of eXperience, policy and philoSOphy relative to the state as- sociations' influence on, and relationship to, the evalu- ation of the effectiveness of television as used by the state associations.3 Explanation of Association Policy on the Use of Television The interest of most state associations in television is reflected in the discussion of whether or not the state groups have a formal, written policy on the utilization of 2The method of information gathering and collecting is discussed in Chapter I, page 13. 3The justification for this procedure is discussed in Chapter III, page 6h, and in Chapter I, page 7-10. 138 television. Only three state associations, Michigan, New Jersey and California, have a formal policy on television. The remaining #7 state associations operate in varying de- grees of television activity without a formal statement on what they hOpe to accomplish through such activity. On this point, John Cox, Television Coordinator for the NEA, stated:4 I would encourage state association officials to draft and adOpt a formal policy on television.... failure to do so would indicate to me, at least, a lack of interest in television. It would appear that the primary reason for the state associations not adOpting a formal, written policy on tele- vision is that the state groups have not entered into a full- scale program of television activity. Of the 50 state asso- ciations, 35 have participated in some form of television > activity Sponsored by other educational or non-educational groups; 15 state associations have not participated in any way in television. Information revealed on this subject in Part II of this chapter points out that only 10 state asso- ciations allocate money Specifically for television; sub- stantiating the statement by John Cox above.5 It seems, therefore, that the lack of self-initiated television uln a speech delivered at a conference of public re- lations directors and television coordinators in Ocean City, New Jersey, June 21, 1961. . SFbr a complete discussion on this point see page 1&8 of this chapter. 4 Is.I.II ICE. .1 139 activity tends to delay state association adOption of a formal policy on television, although absence of a policy does not necessarily curtail state association activity in television in general. The 35 state associations active in some form of tele- vision sponsored by another educational or non-educational agency (including the 10 associations with a formal policy and program of television), make their most frequent appear- ances on locally conceived programs as guests or resource persons. Concentrated activity also is reported in the areas of (a) serving as consultants for television productions, and (b) participating in debates, panels or discussion programs. Such activity is available to the state associations without a great deal of preparation or expenditure of time and money for deveIOpment of television. Continued access to guest appearances on local television programs will hinder state association expansion of the medium of television. EXplanation of.Association PhiloSOphy on the Use of Television Investigation of the philosOphies held by the state associations on television tends to indicate a keener aware- ness by those groups of television's potential than the previous discussion of "policy." The state associations apparently recognize the value of television as a mass com- ~munications medium but, at the same time, explain why 1110 deve10pment of television activity has been slow. The 35 state associations active in some form of television activity sponsored by other agencies cite eight (8) key reasons why they are participating in television. Twentybfive associ- ations agreed that the main objective for television activity was to develop public interest and understanding of educa- tion. The second most frequently checked objective was to gain greater public support of education. Both objectives have been achieved with varying degrees of success by those agencies which have used educational and/pr commercial television facilities.6 Such unity on the part of a major- ity of the state associations would indicate a sound under- standing of the value and potential in television. It is reasonable to presume, on the basis of the data collected, that more state associations would be actively supporting their own program of television if they could. It has already been established that television is still comparatively new to even the commercial television indus- try and that this lack of familiarity by pioneers in the field has discouraged whole-sale development.7 Some state associations have been able to provide for some kind of éETV. A special report by the Ferd Fbundation and the Aszociatfon for the Advancement of'Education, New Ybrk City, 19 l. 733. Chapter II, page 35. Il..li.w§. or..- lhl television activity. Others have not been able to for varying reasons. Twenty-one state associations report a lack of development in the field of television because of inadequate budgets. Many of these stats units have small membership and operate on a restricted budget.8 Only the larger, wealthier states have been able to branch out into television shortly after its acceptance in the commercial industry. The remaining 1h states that have participated in some way in television charge off slow development to a lack of interest by some members of the organization, a lack of understanding of television, a small staff or to the fact that there are no available television stations. The 15 state associations not active in any way in television give no reasons for lack of activity in television. It would ap- pear, however, upon examination of those 15 states that their reasons for lack of activity would be similiar to those 1h who reported inability to develOp a program of television. Such items would be: budget, lack of interest, no available staff member to handle television, geographical reasons or lack of available television facilities. Rank of“Importance of Television in the Association Program Television has impact and realism, is welcomed into the —_._~ BNEA Handbook. Published by the National Education As- .50018131'01‘1, Wéshlngton 6, De Co, 1961, page 100 lh2 home, and is readily available as a publicity medium for the practitioners who will take the time and trouble to learn 9 how to use it. Educational television audiences increase daily and will double in the next decade.10 The 50 state education associations are aware of these facts and express concern about the future development of television within their respective programs. Yet, in 1961, the rank of impor- tance given television by the state associations is below average. (2.8h) Conflicting views were stated by the ex- ecutive secretaries of the state associations on the impor- tance of television. One faction stated:11 Television is developing rapidly in our associ- ations' program. In time it will become an in- tegral part of the organizations' activity. It is an avenue of communication we must explore. Another faction, however, had this to say about the importance of television in the association program:12 Television will never become an important part of the Associations! program because it is not a direct, tangible service to the membership. They want a direct return on their dues invest- ment and TV doesn't deliver. 9Gordon MCC1oskey. Education and Public Understanding. New York: Harper and Brothers, 1959, p. Eh6. 10Teaching_by_Television. A report from the Ferd Foun- dation and the Fund for the Advancement of Education. New York, 1959, p. 7e 11Statement made by a group of executive secretaries at a meeting of state association staff members in Ocean City, N.J., June, 1961. 12Ibid. 1. !I|.ll.rl'lb I. I . C _ V. 11.3 It should be noted that 13 states consider television important or very important. This conforms closely to the fact that 10 associations support an active program of tele- vision activity. In fact, the 10 associations active in television are among the 13 states that ranked the importance of television as greater than average. On the other hand, 19 state associations ranked television not important or of some importance. This parallels significantly the figure of 15 associations not active in any way in television. It is possible to conclude, therefore, that the over-all degree of activity by a state unit in television determines the rank of importance given television. Seldevaluation of the Previous Use of Television The feet that a state association is active or inactive in self-initiated program of television activity has little bearing on the associations' ability to determine successful or unsuccessful areas of television participation. The ef- fectiveness of a particular area of television activity is another problem.to consider and is discussed in Part II of this chapter. The significant factor at this point is that the state associations have indicated some apparently suc- cessful areas of television which are consistent with those areas established by the panel of experts as an ideal program Ila-It'll; .. .vJ 1AA of television activity for state associations.13 Many of the executive secretaries have indicated an awareness of the areas of television activity that have appeared to be successful but they desire to find a way to measure the ef- fectiveness of the activity. The consistency in the utili- zation of particular television activity would tend to es- tablish a pattern of those considered successful. Of the 35 state associations reporting some form of television activity, 80 per cent (28) consider the special program, either live or film, to be successful. Fiftybfour per cent (19) expressed the feeling that the spot announce- ment is a successful television activity. Ferty per cent (1h) felt the NEA's film.series, ”The School Story," suc- cessful. In most cases a state association checked more than one area as successful which would account for a total greater than 35. The over-all response to this category copies significantly the ideal program of television activ- ity created by the panel of experts. The panel selected these four areas as ideal for state associations: (1) films, (2) live programs, (3) spot announcements, and (h) the NEA filmed series. It would seem, therefore, that there is common agreement among the state associations on what appears 138” discussion of this point in Chapter II, page 50. as 1&5 to be a successful program of television activity. It re- mains to be seen how effective the areas are as evaluated by the state associations. The 35 state associations active in some form of tele- vision activity consistently reported three areas which ap- peared to be unsuccessful. They are: (1) a regular series of programs produced by the state association, (2) odd-length spot announcements (2-h%-minutes), and (3) discussion and panel programs. Four state associations that tried the regular series of live programs indicated the project did not accomplish the intended goals. Reasons attributed to lack of success were: (a) ameteurishly done, (b) not televized at a good time, and (c) not consistent or reliable.1h Spot announce- ments more than one-minute in length have gone out of use except in one-station markets. There is a general lack of appeal for the spot which approaches ”feature-length? pro- gram style.15 Discussion and panel shows have been all but forgotten by commercial and educational television interests except for a select few which have retained a high rating. 1H'Report by Michigan, Minnesota, Pennsylvania and Cali- fornia associations to the author in interviews in Ocean City, N. J., June, 1961. All four states tried the series approach, live and at less desirable air-times. 15*Selling with Spots," BroadcastingeTelecasting. . Washington, D. 0., November 17} 1960, p. 56. 1 n y ' . l v at a o a. u .1 x '\ _ e e . e s . s Q e . u u 4 ‘ a .. a 4 P\ . a I‘ p . e. O i I o . . O . o . . / A n I \ O .. _ a . r . . o . g . o . 1A6 (Such as "Meet the Press.") Host local television affiliates have discarded the discussion or panel type program.because of limited public appeal.16 ‘It is possible to conclude, than, that the state associations, regardless of the degree of television activity, have recognized the diminishing in- terest in the panel or discussion program. Through 1961 the state associations had not used any coordinated, comprehensive system of evaluation for checking on the value of television activities.17 Only 3h per cent (17) of the state associations used some form of evaluation; the remaining 33 states (66 per cent) reported no method of evaluation whatsoever. Colbert Cushing, Director of Public Relations for the Colorado Education Association, stated on this point:18 If some of the states did try to evaluate what they're doing in television chances are its spasmodic and uncoordinated. In Colorado we haven't found a method yet that we can use. Of the 17 states utilizing some form.of evaluation, 88 per cent (15) indicated a most commonly practiced procedure 16”Death of the Panel," New York Times, April 23, 1960, p. (4.6. 17Survey'completed by the National Education Associ- ation, in cooperation with the Michigan Education Associ- ation, January 1960. Unpublished and on file at NEA Head- quarters, Washington, D. C. 18A statement to the author in an interview during a conference of public relations directors in Ocean City, He J.’ June, 1961. 1 I .L|Q,‘IFLI.. . u. L. uLvi u .,.. {i fix 1A7 of soliciting comments from.membership, staff personnel and the public. However, this is an unacceptable procedure for authentic evaluation because it is (l) biased on behalf of the comments received from persons associated with the cr- ganization, and (2) the reports from the public do not rep- resent a suitable representation of the total pepulation.19 It would seem, then, that any current evaluation by the 17 states in superficial and satisfies a desire for internal examination by the staff and membership of the particular organizations. The state associations are definitely aware of the need for accurate and acceptable evaluation of their television activities. While they may not necessarily be using the methods, the state associations have recommended three principle means for effective evaluation: (1) use of some mereial polling firms, (2) public epinion polls, and (3) questionnaires distributed and supervised by a central agency. These suggestions represent the recommended prece- durcs of the National School Public Relations Associations on the subject.20 It must be pointed out, however, that to be effective, evaluation of the state association television activity must be concerned with a program familiar to all 19"Feel Their Pulse: Guide to School Opinion Polling." Wbshington D. 0.: National School Public Relations Associ- Ition. 1956. 2°Ibid. 0.x lhB participating states. Evaluation can not be done effectively when the areas of television activity vary so greatly from one source to another, in this case from.one association to another.21 This fact helped point to the need for creation of an ideal program of television activity which could be evaluated in this study. Seven state associations are carrying out some ferm.of on-gcing evaluation of television activities. Only two, North Carolina and Pennsylvania, have used methods accept- able in terms of an accurate, responsible evaluation.22 The two states have used a research project coordinated by a commercial cpinion polling agency and a state-wide public opinion poll conducted by a state research agency. State Association Activity in Television Seventy per cent (35) of the 50 state associations have participated in some form of television activity. The re- maining 30 per cent (15) of the state associations reported no activity in television. Out of the total of 35 state associations active in television, 29 (53 per cent) reported having a public relations budget. This figure would indi- cate that those state associations with a public relations 21Patten, Mildred. Surve Polls and Samples. New Yerk: Harper and Brothers, I950, p. 158. 22"‘ileel Their Pulse: Guide to School Opinion Polling,” ' 22c cit., p. 190 .\ em 1149 budget would be more apt to participate in television than those state associations without a public relations budget. The point is even more significant on the basis that only five of the 15 states reporting no activity in television have public relations budgets. Then four of the five allo- cate less than $2,000 per year to public relations. Only Arkansas, which apprOpriates $15,000 to public relations, Operates a program equal to those states with large public relations budgets and that are active in television. The interest of state associations in television, to data, is revealed by the fact that only 10 of the state units allocate money specifically to television. Of this 20 per cent, only two appropriate enough money to conduct any kind of comprehensive television activity.23 They are: Michigan ($15,000) and California ($13,000). The remaining eight state associations apprOpriate less than $7.000 per year for television activity. PART II This part of Chapter V is concerned with the interpre- tation of the data on the analysis of television activity within state associations presented in Chapter IV. Col- lection of information and gathering of data was accomplished ZBGriswold, Glenn. Your Public Relations. New‘YOrk: Tunk and wagnalls Company, l95h,fChapter 2h. FN 150 2h dix.A.) Data presented in Chapter IV identifies the state through the second section of the questionnaire. (Appen- associationsl evaluation of the effectiveness of the four major areas of television considered an ideal program.of television activity by a panel of experts.25 Filmed Presentations Of the 35 state associations active in television, 56 per cent (28) have participated in the preparation and dis- tribution of films. The 28 state associations have taken advantage of the flexibility and potential of film for use on television. Knowledgeable use of 16 mm film provides an educational organization one of the most reliable communica- 26 Evaluation of the tions avenues to the general public. effectiveness of filmed presentations as used by the state associations covered the following areas: (1) planning, (2) production, (3) methods of approach, (A) exposure given the films. (5) results of the films, and (6) what the films did for the associations. The interpretation of the evalu- ation follows. 1. Planning State associations prefer the group process in planning for filmed presentations and indicate the need for 2“The method of information gathering and collecting is discussed in Chapter I, page 13. 25The creation of the ideal program of television activ- ity‘by the panel of experts is discussed in Chapter I, p. 15. . 26Gloria Weldon. ”Information Through Film," Public Re- lgtions Journal, 5:8-12, 30-31, August, 1959. 1 I... .i..!_irl.v Pb. 7; 151 ample planning periods. The associations rate the group, long-range planning more effective than that done by an indi- vidual on the spur of the moment. Comparative ratings were 3.21 to 2.82, respectively. On this point, Kindred states:27 The schedule of telecasts for the year should be planned for well in advance. It should be de- velOped by the person in charge of public rela- tions, assisted by staff members assigned to television work and by special committees during a sufficient planning period. There seems to be a significant difference between the 3.21 rating and the 2.82 rating to conclude that the state associations consider the group process with long-range planning to be the most effective. 2. Production The majority of state associations using filmed presentations favor preparation and production of scripts by commercial film.companies. Executive secre- taries indicated that lack of adequate facilities, equipment and experienced staff personnel prevented the associations from preparing their own films. Production of films by comp mereial film companies was rated at 3.h6 (well above average) compared to a 3.0h given production of films by state asso- ciations. However, the highest rating was given by seven states to production of films by a non-profit organization, such as an educational television station. The rating given 27Leslie‘W. Kindred. School Public Relations. gzglewood Cliffs, New Jersey: Prenticeiflill, Inc., 1957. p. l. 1 3 has. text; a 152 this method of production was 3.h9, three-tenths of a point higher than the rating given commercial film companies. The state associations concluded that, in most cases, films should be scripted and produced by cbmmercial companies, or ‘by an educational television if it is available and equipped to do so. While the cost would be substantially higher to have the film prepared by a commercial company it appears the associations favor such investment to insure a profes- sional production.28 3. Methods of Approach fer a filmed presentation the state associations evalu- ate the dramatic, news report and documentary methods the nest effective. This is in keeping with a trend established in the commercial television industry. There appears to be waning public interest in the discussion, speech or role playing techniques.29 However, to capitalize on these ef- fective techniques the state associations must be prepared to pay more fer the initial production of the films and to spend more time in research and preparation of scripts. The dramatic, documentary and news report require thoroughly written scripts with careful attention to detail. Most executive secretaries that report previous experience in !Public Relations Handbook. Published by the National Education.lssociation, Wbshingten, D. 0., 1960. 291w Guidg, May 18, 1961, p. h. (I 153 filmed presentations apparently are prepared to make the financial sacrifice for quality programs. h. Exposure State associations received the same re- sponse from most commercial television stations on the re- quest for air time as other non-commercial interests. The general lack of concern by commercial broadcasters to the needs of education is reflected in the air times they have 30 allocated to educational programs. The state units using filmed presentations evaluated the air time given them.by commercial stations at 2.69 or poor. This rating is a result of having unappealing air time set aside for associations filme. The continued "side-tracking" of educational films has generated a trend of activity among educators designed to cover three areas: (1) continue to impress broadcasters of the need for airing public service programs at prime time periods, (2) budget association money for the purchase of prime television time, and (3) televize the films, when and where possible, on educational television stations. In addition to receiving poor air time for their films, the state associations found the cooperation of commercial stations on the initial request to televize the films just average. Less than half of the state associations utilizing 30James B. Tintera, "An Analysis of the Administration of Educational Television in Institutions of Higher Educa- tion.” (An unpublished doctoral dissertation) Michigan State university, 1955. 15h the filmed presentation received cooperation from.more than just a few of the available stations in their respective states. Six states could not book their films on any of the stations in their state. It would appear that state associ- ations should turn their attention to arranging for more do- sirable air time for their films whether it involves pro- ducing better films, buying air time or winning the confi- dence of the commercial broadcasters. 5. Results of‘Tilms The evaluation of the effective- ness of the filmed presentations identifies some significant factors. Out of the four groups measuring the effectiveness of films (l-public, 2-membership, 3-staff personnel and h-TV stations), the highest rating (3.98) was given to the films by the television stations airing the programs. The filmed presentations were considered far less effective by associ- ation staff members (2.57) and members (3.10). This unusu- ally large variance can be attributed to the fact that many association staff personnel were not able to see the films and, consequently, could not evaluate their effectiveness. The general public, on the other hand, gave the films a 2.82 rating. Executive secretaries expressed the feeling that this rating was due primarily to two factors: (1) the films were televized at poor times, and (2) there is a general dis- interest by the public in educational films. Those factors notwithstanding, the associations should pay attention to 155 the significantly high rating given their films by the tele- vision stations. This is an indication the films are of good quality and have the potential to accomplish the job for which they were intended. The total success of the films, than, would be incumbent upon the administrative and organizational efforts of the state associations. 6. What the films accomplish for the Associations The state associations evaluate television as an aid to informing the public the most effectively accomplished through the use of the medium. The state units place little value in the filmed presentation as a means of increasing membership. This fact is not surprising for, in general, the films are not produced to solicit membership. Membership campaigns are conducted within the internal organization of the associ- ation and not through a medium accessible to the general pub- lic. The films accomplish precisely what they are intended for: (l) to inform the public, and (2) to make the state association look better in the eyes of the public. Suffi- ciently'high ratings were given to these purposes by the state associations using films which would indicate accep- tance of the film method by the associations with a predic- tion of even greater use of films in the future.31 31Annual Re ort. Published by the National Education AssociatIon. Wasfifngton 6, D. C., 1960. 156 Live Presentations All the 35 state associations active in television have participated, at one time or another, in a live television program. This is contrasted to the 28 (56 per cent) state associations that have produced a filmed presentation. The state units would be more apt to participate in a live tele- vision program than any other becausc it requires of the state association less (1) time, (2) money, (3) professional help, and (h) equipment and facilities. Evaluation of the effectiveness of the live presenta- tions as used by the state associations covered six areas: (1) planning, (2) production, (3) methods of approach, (h) exposure, (5) results of the live programs, and (6) what the live programs did for the associations. Interpretation of the six areas follows: 1. Plannigg_ As in the planning of the films,32 the state associations evaluated the group, long-range planning process as more effective than planning by an individual and over a short period of time. The effectiveness rating of 3.h6 (average) given the group process and long-range plan- ning procedure by the state associations was the highest given in this category of the four major areas making up the ideal program of television activity. The executive 32Tbr a discussion of planning for films see page 150 of this chapter. 1‘ 157 secretaries have established the need for thorough planning with ample time for pre-planning on each production. 2. Production A significant trend emerges from the study of production techniques as evaluated by the state associations. The most effective procedure for the live presentation production follows the same pattern as in the production of the filmed presentation: that is, having the production done by a commercial firm or television station. Twelve state associations stressed the effectiveness of co- Operating with a television station on the production of a live program to the extent that the state association pro- vides representation. The finished product by this method appears to be more professional and appealing.33 This parallels the trend set in the section on production under filmed presentations where state associations evaluated films as more effective when produced by commercial firms. Most of the state units, 27, have participated in live pro- grams where there is little advanced preparation and the ef- fectiveness rating given the ad lib procedure was average. The conclusion would be that the live programs should be adequately planned and produced by trained, professional television personnel. This fact should not discourage, how- ever, thosc state associations with experienced television BB'FOO]. Their W130," 22. (Bits, Do me 158 personnel on their staffs who could handle the production if air time is made available. 3. Method of Approach The methods of approach rated as effective for live presentations are consistent with those for filmed presentations. The 35 state associations which have experienced some type of live television presen- tation evaluate the documentary, dramatic and news report methods as the most effective. The same three techniques were evaluated as most effective for films by the state associations with previous film.cxpericnce. It is again important to note that this evaluation of effectiveness is in keeping with, and a result of, the trend away from.the discussion or panel type show.3h By considering other methods such as: role playing, speech segments, discussion and the ad lib, as less effective the state associations in- dicate as an interest in the professionally done, expensive television program. Several of the executive secretaries interviewed by the author pointed out that their educational programs must be good enough to compete with commercial shows and if this is to happen the associations must be prepared to spend the necessary money for quality productions. It would be the conclusion, than, that future association activity in ”live television" should center around the documentary, 311TV Guide, 22, cit., p. 5. 159 dramatic and news report techniques. h. Exposure The air time given state association live productions is poor according to the evaluations by the 35 state units. The rating of effectiveness given available air time for the live productions was nearly identical to that given the film presentations, 2.75 to 2.69, respectively. Only those few state associations accessible to an educa- tional television station evaluated the time slots given their programs better than poor. This condition is due, as discussed in the section on films on page 152 in this chap- ter, to the over-all lack of interest by commercial broad- casters in programs of an educational nature, or the unwill- ingness to forfeit sponsored programs to public service pro- gramming. In either case, it is incumbent upon the state associations to produce programs that are competitive and interesting.35 The state associations also have their ef- forts stalled by the lack of cOOperation by most of the come mereial television stations in their states. The majority of state units found it difficult to just get their programs on the air. No more than five state associations indicated a genuine cooperative attitude by stations in their states. The remaining 31 state associations struggled to even get 35hr. Newton Minow, Commissioner of the FCC, in a speech bgforeba regional meeting of the NAEB, Minneapolis, October 1 , l9 1. he. . .. I‘I-IPI- .- 160 their programs on the air and then had to produce the pro- grams at times when the audience is at a minimum. It oc- curred to some of the executive secretaries responding to the instrument for this study that it is the responsibility of the state association to negotiate for (1) air time, and (2) better air time. Less than 15 per cent of the state associations that have participated in live television productions would favor the recording of such programs for future use. By the rating of effectiveness given this area it would indicate, primarily, that the programs were not worth preserving. Thirteen state associations did indicate it would have been effective to do some of the programs over, but not necessarily on film. It would seem, in most cases, the live program would be of such a nature that it would not be profitable or necessary to film, kinescope or videotape the program for future use. Such live programs are usually on a special current tepic and state association participation is, on the whole, restricted to an appearance by one staff member for a portion of the total program. unless the live production presents a sub- Ject that is timeless and would warrant recording, the state associations reveal through their effectiveness rating a de- sire to do the live productions on a "one-time” basis. 5. Results of live programs Live productions and films appear to get the same reception by the public, state 161 association membership, state association staff members and the television stations. The first three groups, the public, membership and staff.members, have expressed sufficient re- action thus enabling the executive secretaries to evaluate the results of live presentations as average. 0n the other hand, the television stations broadcasting the programs rate the productions as highly effective. These evaluations are practically similar to the ratings given the results of filmed presentations. 0n the basis of the associations! re-sponses to this section, it would appear that the low evaluation given the live presentations by the public would be a lack of interest in educational programs; by the member- ship and the staff members, a lack of opportunity to see the programs. The high evaluation of effectiveness given the live presentations by the television stations reflects an examination of content and production techniques. It would be significant to observe here that state association tele- vision activity is directed at two different groups, the public and the membership, yet such emphasis is incompatible because of large variance in sise of the groups. It would seem that the associations concentrate on two, but unrelated, purposes. 6. What the live_programs did for the Association The 35 state associations utilizing the live television pro- gram.rank the effectiveness of such a production as a public 162 relations technique better than average. The trend, as seen in the discussion of films on page 15h of this chapter, is toward utilization of television productions by state asso- ciations for public relations purposes. Continued low ra- tings of effectiveness for the television activities as means to increase membership reveal state associations con- sider the productions as primarily infbrmation tools. It seems that the state associations recognize now that tele- vision programs, per se, don't pay off in dollars and cents or in membership but rather as an effective way to inform the public of education's problems and progress.36 Spot Announcements Fewer state associations have used the spot announce- ment than those state units using the three other major parts of the ideal program of television activity presented in this study. Twentybsix (52 per cent) of the state associations have had experience in the use of the spot announcement; 28 states (56 per cent) have utilized films; 3h states (68 per cent) have used the NEA filmed series; and 35 states (70 per cent) have participated in live productions. Although the Spot announcement has been used less by the state associations, * 36John Cox, NEA television coordinator, made particular reference to this point in a speech before the state associ- 1356;!“ staff members in Ocean City, New Jersey, J‘une 20-214, 163 it is not considered less effective by the associations.37 Evaluation of the effectiveness of the spot announcement as used by the state associations covered eight areas: (1) planning, (2) production, (3) slides (as a method), (h) filmed spots (as a method), (5) budgets for spot announce- ments, (6) exposure, (7) results of the spot announcements, and (8) what did the spots do for the associations? 1. Planning The 28 state associations experienced in the use of the spot announcement evaluate preparation of the spots by commercial film companies as more effective than if the spots are produced by the association itself. This fits into the pattern which has already emerged in the previous discussions on filmed presentations and live productions.38 There is a general trend by all the state associations ac- tive in television toward production of such activity by commercial film.companies. Some of the associations pointed to the fact that spot announcements can be prepared inexpen- sively by commercial firms with the quality guaranteed to make the spots competitive on the commercial television market. Those state associations equipped to prepare their 37The state associations rank spot announcements as the third most effective television activity; live presentations are ranked fourth. See figures in Chapter IV, page 38Tbr the discussion on film planning see page 3 for the discussion on planning for live programs, see page 156 of this chapter. i1" 16h own.spot announcements have found this procedure effective. These particular states caution, however, that production of spot announcements should not be attempted unless proper equipment and trained personnel are available. 2. Production Three types of spot announcements can be ‘used by the state associations: (1) 2 x 2 slide, (2) filmed spot, and (3) slide with station identification. All three types were given better-than-average ratings of effective- ness by the 28 state associations which would indicate any one or all could be used with satisfactory results. The 2 x 2 slide used with the station identification break appears to be the most effective. This can be explained by the fact that television stations are more willing to use a public service announcement at a time which could not be sold for commercial purposes. The half-hour (and frequent quarter- hour) station breaks provide an ideal opportunity to come bine the ID with a public service announcement. Such tie- ins also make possible exposure in prime viewing hours whereas other spots used by themselves appear at less de- sirable times during the broadcast day. In some cases, however, it is impossible to merge a public service announce- ment with a station identification break. It would seem that the state associations consider the spot announcement as an effective part of any television activity. 3. Slides The slide, because it is easier and less 165 expensive to prepare, receives the greatest use by the state associations. Those state associations near an educational television facility rank the preparation of slides by those non-profit organizations as highly effective. The highest evaluation of effectiveness (n.25) in this study was re- corded on this point. The state associations again ranked the preparation of slides by commercial film companies as very effective, continuing the trend established in earlier sections of this study. Meet state associations will utilize the commercial film company for only eight state organiza- tions are near educational television facilities. State units should prepare slides only if they are adequately equipped and staffed by trained personnel, according to the views of the state executive secretaries. h. Filmed Spots The feelings of the state associations on the effectiveness of filmed spot preparation compares sig- nificantly to that on the preparation of slides (above). The state associations consider the production of the filmed spots as most effective when done by educational television stations. Again, the majority of the state organizations evaluated the effectiveness of the commercial film company because they are not near an educational television station. Only two states, New Jersey and Califbrnia, have prepared their own filmed spot announcements. Such a procedure is possible if the state association is equipped with a mmtion 166 picture camera and a trained photographer. Several states have hired a free-lance photographer to produce Spot announce- ments. In the end, those states indicated that if they are going to pay someone to do the spots, it is better to go di- rectly to a commercial film company. S. Budgets No set pattern emerges in the study of state association budgets for spot announcements. Meney is set aside for spot announcements by 21 of the 26 state associ- ations in amounts ranging from $100 to $h,000. Because of the flexibility in methods of production of spot announce- ments, it is difficult to establish what may be considered an ideal budget.39 Quality spot announcements can be prepared for a small amount whereas less effective spots may cost con- siderably more. No specific figures were recommended by the state associations for a budget but some organizations did stress the need for experimentation by an association on different methods of production before a budget is set. 6. Exposure Any public service television activity is subject to the scheduling whims of the commercial television station. The time that an educational production, for ex- ample, is scheduled will depend primarily on whether or not (1) the time can be sold to an advertiser or (2) the audience is larger for another program thus bringing about a shift in 39"The Plight of the Educational TV Pr0gram," CTA Jaurnal. Burlingame, California, March, 1961, p. 3E-35. 167 time by the commercial broadcaster. Spot announcements dis- tributed by the state associations have been subjected to this fate. The majority of associations revealed that the periods of greatest exposure came between 9 a.m. and h p.m. very few state association spot announcements were televized during prime viewing time (5 p.m. to 10 p.m.) thus substanti- ating the general practice of commercial broadcasters of disrupting any continuity for educational programs. Spot announcements are used more by commercial tele- vision stations than films or live programs. While just some of the channels in various states utilized 30-minute programs, the majority of TV stations worked the state association spot announcements into their broadcast schedule. The state asso- ciations found this to be true because the commercial broad- casters can program a 20-second spot announcement much easier than a 30-minute show. In addition, the spot may be tele- vized in a more desirable time slot and receive frequent exposures contrasted to the one-time exposure of a long program. The frequency of exposure is a prime determinant of the success of a spot announcement. The 26 state associations that have used the spot announcement found it superior to the film or live program because (1) the spot announcement is used more than once, (2) it is televized at more desirable times, and (3) it is, in most cases, timely over a longer period of 168 time. It should be noted, however, that all four areas within the ideal program of television activity fulfill a definite need and one cannot be considered more effective than another because of the different purposes, according to the state associations involved in television activity. 7. Results of the spot announcements A significant trend has deve10ped from the examination of state associ- ation evaluation of the results of television activity. In all three sections studied thus far, films, live programs and spot announcements, high ratings of effectiveness were given the results of the specific television activities by the television station and the general public. Low ratings were indicated by the membership and staff personnel of the state associations. Such a trend is due primarily to the fact that the association affiliated peeple did not have an opportunity to see the television programs or spots on tele- vision. John Cox, NEA Television Coordinator, commented on that point:l"'O State association peeple work all day and attend meetings at night. They have very little Oppor- tunity to watch TV. If you want them to see what the state association is preparing for TV, show it to them at a meeting when they're together. But count on the public for a frank and objective evaluation. The continued low rating of the effectiveness of state _ “Din a seminar with public relations directors and tele- Vision coordinators of state associations in Ocean City, N. 30: June 22, 1961. 1 ‘.v .rlnar in: 9. car v N\ 169 association television activity by the organization's peeple should not be misunderstood as a condemnation of the project. Rather, it should be noted that association membership and staff personnel did not have the Opportunity to see the pro- grams or spots on the air. The success of the television activity is reflected in the consistent high ratings of ef- fectiveness by the television stations actually broadcasting the associations' projects. 8. What the spot announcements did for the Association Television activity for the state associations appears to serve a definite function as a public relations medium, but not as a means to implement the internal program of the state associations. The states have singled out the effectiveness of television activity, including spot announcements, as a tool to inform the public but indicate it is nearly ineffec- tive for internal association projects. Because many spot announcements are used during campaigns it was felt by some state associations that the spots would stimulate local asso- ciation action. The state associations found this was not true and rated the spot announcements' effectiveness as a stimulus for action as very poor. Reasons for this were discussed in the previous section on the ”results of spot announcements." 170 National Education Association Series "The School Story" The National Education Association's filmed series, "The School Story,” is the second most used television activity by the state associations, next to the live presentation. The l3-week, filmed series is made available at no cost and has been used by as many as 3h state associations. By preparing and distributing the series, the NEA hopes to accomplish what many state associations cannot: get the state associations involved in some form of television activity. The fact that the series was televized on more than MOO commercial TV‘mar- kets in 1960-61 testifies to the fact that the NEA is near- ing its goal. Evaluation of the effectiveness of the NEA's filmed series covered five areas: (1) planning, (2) exposure, (3) content of the series, (A) results of the NEA series, and (5) total effectiveness of the NEA series. 1. Planning The 3h state associations using the NEA's filmed series preferred to book the series themselves on television stations within their state. The administrative heads of the organizations seemed to feel the personal con- tact was much more effective than attempting to arrange for the series by mail or through the NEA. The 22 state associ- ations that booked the series themselves recorded better co- OPOration from the television stations, and the majority 171 seemed to feel the personal contact was directly responsible for better air times being assigned the series. Particular emphasis also was placed on the need for follow-up by the state associations after the series went on the air. Such activity was a public relations technique designed to main- tain a working relationship with the commercial stations. 2. Exposure The NEA's filmed series received greater exposure on commercial television stations than did the three other major portions of the ideal program of television activity. The difference in the evaluation of effectiveness relative to the exposure of the series was significant enough to prompt executive secretaries to consider reasons why the NEA series was better received. Analysis of the fact affirmed previously'held beliefs that if educational agencies make available quality television programs to sta- tions they will be televized and at desirable air times.""1 The NEA series was a high-budget, quality project that ap- pealed to a cross-section of the viewing audience. State associations found the series practical and effective to use. The executive secretaries were favorable toward such factors as the series being done by another agency and distributed to television stations by a professional booking firm but id th the state education association credits attached to the hlAnnual Re ort. Published by the National Education Association, 120% 15th St. N.W., Washington 6, D. 0., 1961. I‘ J.|l.1|r‘ .2 .. a 172 opening and closing segments of each film. It seems the as- sociations are becoming more interested in the NEA films and, except for only a few state associations, production of all films by another agency. 3. ggntent of the series The content, plot and acting in the NEA filmed series received a rating of average effec- tiveness by the 3k state associations. Content received a high evaluation which would seem to indicate a general satis- faction by the state associations on the subject presented in the films. Plot and acting, however, were considered less effective which points to several implications. The state associations expressed the feeling that the plots were a bit to "trite" and that the acting was, in general, amateurish. In the final analysis, the NEA films were evaluated as con- siderably better than most of the films prepared by the state associations yet not of the same caliber as those done by professional film.companies or professional actors. h. Results of the series Public response to the NEA series increased sufficiently over that to films, live pro- grams and spot announcements. To the state associations this was an indication that the films were more effective. Par- ticular attention was drawn to the fact that the profession- ally produced, dramatic films were more interesting to the public. Many of the executive secretaries expressed the view that they favor a film which is entertaining as long as the 173 educational value is not destroyed. This appears to be a feeling shared by those 3h associations utilizing the NEA's filmed series. 5. Total effectiveness of the series The 3.35 rating given the total effectiveness of the NEA series by the 3M state associations establishes a better-than-average response by the organizations to the filmed series. Executive secre- taries seemed to express general acceptance of the filmed series and have encouraged their staff members to expand use of the project. The significant point from this rating is the fact that the NEA series is considered more effective than any of the other three major sections of the ideal pro- gram.of television activity. The rank of effectiveness of the ideal program of television activity follows: Over-all effectiveness of television activigy .A com- posite analysis of the four sections of the ideal program of television activity places the NEA filmed series first. The order of effectiveness and the rating given each of the four areas was: 1. NEA Series 3.35 2. Films 3.19 3. Spot announcements 3.16 A. Live presentations 3.15 It appears that the NEA series ranks sufficiently higher in effectiveness than the other three areas of television 17h activity so that there is no question that the state associ- ations consider it the leading activity. Only four-tenths of a point separate the other three areas which would lead to the observation that any one of the three or all are better than average in effectiveness and can be utilized success- fully in the state associations' television program of activ- ity. It should be noted that while the NEA series ranks higher in effectiveness it also is the only one of the four areas of television activity that does not require an exten- sive program by the state associations. Because of this it is possible to surmise that for the great difference in ef- fort required of the associations to implement the NEA series contrasted to the other three areas, the effectiveness ra- tings are surprisingly similar. Summary of Chapter V The purpose of the chapter is to analyze the data re- ported in Chapters III and IV. A coordinated and quality program of television activity within the state education association will be restricted until preper and serious consideration is given to the adep- tion of written policies. Until such time, development of television activity will be delayed. The state associations seem to express a degree of unity On why they are participating in some form of television 175 activity. Educators in the state associations have accepted, to a large extent, the potential of television for deve10ping public interest in, and support of, education. The lack of progress by some state associations in de- velOpment of television activity seems attributable to the following factors: lack of budget, lack of interest in television by administrators and members; lack of understand- ing of television, lack of staff and time, and lack of tele- vision stations in the area, lack of interest by local tele- vision stations. Television is considered of average importance in the associations' program. It would appear the rating of "aver- age“ would be based mainly on the lack of develOpment or in- terest by the association itself rather than on the potential effectiveness of the television activity. At this time there is no clearly identified program.of successful television activity although the state associ- ations indicate what they consider to be a successful pro- gram which parallels significantly the ideal program of television activity created by the pgnel of experts. Emphasis on evaluation of television activities does not seem.to be a common practice among the state associations. The 17 state associations performing some type of evaluation use varied methods but do not indicate a preference for one over the other. On-going evaluation is practiced by only a .Ifl.‘lscl.:'lrf'c:. It. . ... . .e. . 176 few state associations. Only 20 per cent of the state associations are imple- menting an organized program of television activity. Only 68 per cent set aside funds for a public relations budget. ‘All.other state association activity is uncoordinated, in- consistent, and in most cases, made possible through the fa- cilities of other educational agencies or non-educational television stations. State association administrators place a great deal of emphasis on deve10ping a uniform.program of activity which will lead to continued growth and development of television activity for associations. In over-all effectiveness, the 50 state education asso- ciations rank the NEA filmed series the most effective. Fellowing in their order of effectiveness are the other three areas: filmed presentations, spot announcements and live presentations. Several unique factors appear to contribute to the asso- ciations' ranking of the NEA series as the most effective: use of the series requires only minimal effort by the asso- ciations and for little expense the associations can boast of some form of television activity. Effort to correct weaknesses in the series appear to be underway. The other three areas within the ideal program of tele- vision activity impose more severe and complex burdens upon the participating state associations. They require extensive 1 .3.) lwulllrlllhl. .IDJ . . ... , . 177 planning, production, reproduction, distribution, implementa- tion, follow-up and analysis. Filmed presentations appear to have won the favor the state associations because: the film.can be purchased with- out staff effort, planning or participation; commercial companies and educational television stations can be hired to produce television projects; films provide greater quality than live programs: films appeal to the general public: com- mercial television stations prefer the quality film to live productions; films have a great value as a public relations tool; and films have great residual value. Low ratings of effectiveness on filmed presentations appear to indicate lack of state association activity in that particular field of television activity. Tectors condition- ing the low ratings of effectiveness are: state associ- ations do not have adequate budgets, staffs or available time to work on films; no facilities for production of films in the state; no television stations in the state; lack of interest in films by state association administrators; and a lack of direct, tangible return on the investment in film production. State association officials express the concern that ample planning time be allowed for film preparation and that the planning be delegated to a group of qualified persons rather than to an individual. Emphasis also is placed on 178 the desirability of having the films and other television activities produced by educational television stations when ever possible. The spot announcement was evaluated as the third most effective form of television activity by the state associ- ations, although it was not rated significantly higher than the live presentation. While at this point the spot announce- ment is used the least of any of the four television activi- ties, it appears to offer specific advantages: it is easily produced and at little expense; the educational spot announce- ment copies the commercial spot announcement which is a pepu- lar medium and thus helps to insure the success of the proj- ect; the spot announcement receives greater use by the comp mercial television station than any of the other three areas within the ideal program of activity; the spot can be pro- duced inexpensively by a commercial film company or educa- tional television station which is a convenience to the state association; and the spot is evaluated as an effective public relations tool. UBe of the apot announcement is delayed by association and NEA emphasis on filmed presentations. As with films, the spot announcement received ratings of less effectiveness. Fectors contributing to this appear to be: state associ- ations do not have an adequate budget to cover the project; many of the associations are unaware of the spot's potential; 1.. .1... «J‘s-LED ‘ .bJ 179 some state associations emphasized unfamiliarity with the procedures for preparing spots; and a lack of direct, tangible return on the investment (such as increasing mem- bership). The live presentation is considered the least effective form of television activity by the 50 state associations al- though it is the most frequently used. Its great usage seems to be attributed to the following factors: any state asso- ciation can participate on a live program with a minimum of planning, staff involvement and association eXpense, special programs on current issues can be televized in a short period of time; the live presentation can be an effective public relations tool if produced in a method which appeals to the public. The low rating of effectiveness given the live presen- tation by the 50 state associations probably indicates that the state units have more obstacles to overcome with this method than any of the other three. The lower rating seem to be attributable to the following reasons: audience ac- ceptance of the live program appears to be limited; most as- sociations emphasize the desirability of allowing for ample planning periods which are not generally available during the production of a live production; commercial television stations are less receptive to the typical live production; the live presentation has no residual value; and there is no 180 - ' I xvi: Ws' “—- i. 54 207 Third, develOp a budget for television activities and imple- ment a basic program. Expand the program after the initial effort is organized and functioning. 8. All the state associations should cOOperate with the NEA as soon as possible on the distribution of the NEA's filmed series. The series is of high quality and appeals to the public and can be the beginning of a comprehensive pro- gram of television activity for any state association. $2 9. Those state associations with large budgets and ~ staffs should make every use of the other three areas within the ideal program of television activity: spot announce- ments, films and live presentations. Smaller state associ- ations should cooperate with the larger ones and the NEA on develOpment in this area. At first the smaller associations might borrow the finished products of the bigger state asso- ciations, make the necessary changes in credits and apply the television activity to their own particular program. 10. The state associations should use the services of commercial film companies or an educational television sta- tion for production of films, spot announcements and live presentations when ever possible. This will help to insure the quality of the productions and will save the associations great expense in the purchase of television (film) equipment and hiring Of skilled communications technicians. 11. The state associations should insist on ample plan- ning periods for any television activity, except, of course, 208 for special emergencies. Unplanned, spur-of-the-moment pro- ductions hinder the success of the state association program more than they help. It is highly recommended that the state associations do not sacrifice quality of television activity for quantity of television activity. 12. The state associations, in cooperation with the NEA, should conduct a comprehensive, nation-wide program to develOp better relations with the management of commercial television stations. Since the success of association tele- vision activity depends primarily on the willingness of com- mercial stations to allocate public service air time, every effort should be made to encourage the stations to set aside such time and, then, to justify the stations' confidence in the television activity. What is needed is a more effective public relations program between the state associations and the commercial television stations. 13. The state associations need to be actively in- volved in the research and planning necessary to improve the general standards of the association program of television activity. 1h. The state associations should develOp a clear con- cept of "why" they should use television; "how" to use it, and "what" they hOpe to accomplish. Suggestions for further research This investigation revealed Specific problems in the use 209 of television by the 50 state education associations which might be solved if research supplies answers to the following questions: 1. It is suggested that a study of possible effective methods for evaluation of television activities within the state associations would be of value. A study of this type would be concerned with such questions as: what television activities appear to be the most successful in a particular state? What is the best method for determining the effec- tiveness? Who should do the evaluation? How much should the general public be involved in the evaluation? How elaborate and extensive should the program of television activity be? 2. What are the full implications of the relationship between the National Education Association and the 50 state education associations? How can the organization work to- gether more effectively?- How extensive should the relation- ship be? 3. What criteria should be used for selecting the pub- lic relations director or television coordinator to head the association's program of television activity? What experi- ence and training are necessary for the position? Should an educator be hired and trained in public relations or should a public relations man be hired and be placed in the educa- tion field? How can the television program of activity be integrated into the associations' total program of service? u. What factors hinder the acceptance of the advantages w 210 of television by some of the state education association administrators? What do the state association administra- tors think of television utilization in relation to the organization's philOSOphy and program of service? 5. How can the state associations work more cOOpera- tively with the commercial television stations for the pur- pose of getting air time? Better air time? What affect on such an association program do the other non-profit organi- zations have who are also looking for public service air time? 6. How can the members of the state associations as- sist in making television an integral part of the organiza- tion program of service? Should the membership appear on the television programs? Should they assist in the planning and production of television activities? 7. What kind of programs could the state associations produce that would have more appeal to the average tele- vision viewer? How can the associations combat the stereo- type of "just another educational program?” 8. What are the most practical and functional methods for preparation of a specific television activity? Should the association purchase necessary equipment and hire staff personnel to direct the service or should the associations use commercial film companies or educational television stations exclusively? 211 9. Is the state association philOSOphy on education and television consistent with that of the surrounding community? That is, the state as a whole. How can the association be of greater service to the state rather than just to the member- ship or related organizations? The problems in the foregoing areas appear significant enough to warrant further research. State education associ- ations could make more significant contributions to the mem- bership and to the general field of education if provided with extensive research into these vital areas. Research in the area of television utilization by state education associations has been practically non-existent. Literature in this field should be concerned with the devel- Opment Of policies, practices, and procedures for state as- sociation use of television. This research would make pos- sible a more realistic approach to the utilization of the various television activities by the 50 state education associations. 1.. 212 BIBLIOGRAPHY Books Abbott, Waldo, Handbook of Broadcasting. (hth ed.). New York: McGraw-Hill Book—Company,‘1955. Barnouw, Erik, Kass Communications. New York: Rinehart and Company, 1956. Callahan, Jennie V., Television in School, College, and Com- munity. New YOrk: HoGraw-Hlll Book Company, 1953. Chester, Giraud and Garnet Garrison, Radio and Television: An Introduction. New York: Appleton-Century, Crofts, Inc.,1950. Chester, Giraud and Garnet Garrison, Radio and Television. (Rev.). New YOrk: Appleton-Century-CrOTts, Inc., 1957. Cox, John T., Television and the Public. New York: MoGraw- Hill Company, 1961. Cutlip, Scott M. and Allen H. Center, Effective Public Re- lations. Englewood Cliffs, N. J.: PrentIEe-Hall, Inc., I/EO e Emery, Walter, Broadcasting and Government: Resnonsibilities and Regulations. East lensing, Mich.: Iflchigan State—— University Press, 1961. , EncyOIOpedia of Educational Research. Good, Carter V., A. S. Barr and D. M. Scates, The Methodology of Educatipnal Research. New YOrk: Appleton-Century- Crofts, 19h1. Griswold, Glenn, YOur Public Relations. New York: Ennk and Wagnalls Company, 195M. Harlow, Rex F., and Marvin M. Black, Practical Public Re- lations, New York: Harper and Brothers, 1951. Henry, Nelson B., ed., Mass Media and Education. The 53rd Yearbook, National Society for the Study of Education. Chicago: University of Chicago Press, 1954- 1:.) ~..\L.I»..v .H... a... I L. 1.. '0' 213 Kieffer, Robert de, and Lee W. Cochran, Manual of Audio- Visual Technioues. anlewood Cliffs, N. J.: Prentice- Hall, Inc., 1955. Kindred, Leslie W., School Public Relations. Englewood Cliffs, N. J.: Prentice-Hall, Inc.,—1957. Lieberman, Kyron, Education as a Profession. Englewood Cliffs, N. J.: *PrentIEe-Hall, Inc., 1956. HcCloskey, Gordon, Education and Public Understanding. New YOrk: Harper and Hrothers,‘1959. Newsom, Carroll V., ed., A Television Policy for Education. Washington. D.C.: American Council on Education,*1932. , National Education Association Handbook. Washington, .C.: National Educatlbn Assoclation, 1201'l6th St., N.W., Washington 6, D. C. “ .J Patten, Mildred, Surveys, T>olls and Samples. New York: Harper and Rrothers, 195C. , Public Rotations for America's Schools. 28th Annual “V— v T f‘ T _ T . Tcarbook, lashington, D.C.: American ASSOOlation of School Administrators, 1950. , Public Relations Handbook, (2nd ed.,) Lansing: mlchlian Education AssoClatlon, 1961. Travers, Robert H. T., An Introduction to Educationgl Re- search. New York: The Eacmillan Company, 1958. Wetter, Allen H., and Martha A. Gable, Report of Radio-Tele- vision Activities. Philadelphia: The Board offPublic Education, l95h. Articles and_:gmnhlets , "Annual Report," National Education Association. Jashington, D.C.: National Education Association, 1961. TKPoadcasting-Telecastins, "Selling With Spots," November 7. I960. Eg‘oadgastind-Telecasting, "The Rising Cost of Film," April 8, 1966. 211+ "Death of the Panel," New Ybrk Times, April 23, 1960. A Word “bundation Renort., Prenared by the Ford Foun- dation, Office of‘RenorEE, #77 Madison Ave., New York, 22, N.Y., Karch, 1961. ETV: Faderal Communications Commission, Dublic Service Resoonsi- bility of Broadcast Licensees, Government T’rinting Offide, Hashin§5557757“5., I952. "Fbel Their Pulse: Guide to School Ooinion Polling," Jashington, D.C.: National School Public Relations Association, 1953. Hearn, Norman 3., "School Story A Success," NEA TESS, July 20, 1960. Look "Television News: A New Fbrmat " November 15 1961. 3 ’ 9 , "PTA Acts on Television," NEA FRVS, August, 1958. Public Relations Goldmine, "Goals of the State Association PubliclRelations Program," National Education Associ- ation, 19600 "88 Technioues in School Public Relations for “-75-. " u. ' . 1"? ° 0 leachers ano Administrators," .ational School Public Relations Association, 1961. :ublic Relations Ideas, National School Public Relations Association, 960. , "A Resort on ETV Lefislation," Joint Council on Educational Rroadcasting, December, 1961. , "Radio and Television," Public Relations Ideas for 'eacher Rducation, American AEsociation of—COIleges for TeaCher Education, 1961. fiesearch Bulletin #12, National‘Rducation Association, 1960. 1960. fiesearch Bulletin #15, Iational Education Association, liesearch Bulletin #18, National Education Association, 1960. Rcbsdamn, Harry, "The Plight of the ETV Program," CTA Journal, Ebbruary, 1961. I»! 'l(llf 1'! 3‘1}. n r. sir L _‘ 215 "Teaching by Television," A Resort of the Word Tbundation and the FUnd for the Advancement of Education, 1999. Trends in Rublic Relations, National School Public Relations Association, Tbbruary 15, 1961. TV Guide, May 18, 1961. Weldon, Gloria, "Information Through Film," Public Relations Journal, August, 1956. Minutes and Proceedings Minutes of the National Association of Secretaries of State Teachers Associations, Oklahoma City, Okla., Hay, 1959. (On file at NASSTA headquarters in Washington, D.C.) Minutes of the National School Public Relations Association Convention, July, 1939, Detroit. (On file at NSPRA headquarters in Washington, D.C.) Soeeches Cox, John T., Television Coordinator for the National Educa- tion Association, at a meeting of the state education association staff members, Ocean City, N.J., June, 1961. Iiinow, Newton, Commissioner, Federal Communications Commis- sion, at Northwestern University, June, 1961. 'Jilson, Roy K., Director of Press and Radio, National Educa- tion Association, at the National School Public Relations Association convention, Detroit, July, 1959. (Recorded in the minutes of that meeting.) Dissertation TiAntera, James B., "An Analysis of the Administration of Education Television in Institutions of Higher Educa- tion," Michigan State University, 1955. 216 A PPEI’D IX A (3.11fo LI TA TI W S UR Vi? Y CITIES TI OT‘TTTA IRE April 27, 1961 To: All State Association Executive Secretaries From: Jack H. White Subject: Follow-un questionnaire on survey of Association Television activities Enclosed is a follow-us questionnaire to a survey we did last year on television activiti_es within the 50 state associa ations. YOu'll note this is a bit longer and more detailed. The information you give us will be valuable in determining what is nresently beinv done with TV, but what's more imnortant...what can be done by those associations not now supporting any kind of television activity. What has nroven successfulto you can act as a suide for it won't be too long before all associations will be entering into some phase of television narticioation. If you have a PR man on your staff, he'd be the one to fill out the attached questionnaire. However, if you don't, would you please fill it out as completely as you can, as soon as yOLl can, and return it to: Jack M. White Public Relations Director Ifichigan Rducation Association Box 5007 Lansing S, Michigan Your cooperation is anpreciated. Thanks so much Jack M. White 218 Part I Exclanation of Association nolicy;on use of Television 1. Does your Assoc1ation have a formal written policy on the use of, or nmsticioation in, TV? Yes No 2. If yes, would you cooy the nolicy below. (OFT—if you choose, attach it to this questionnaire.) 3. Do you narticinate in any TV actiVities other than those sponsored or produced by your Association such as other , educational or non-educational groups. 1 A. If so, what? (Describe) RXplanation of Association philosoohy on use of TV ,w l. If‘your Association is narticinating in some area of A television (whether sponsored by your or another agency) please indicate why you are narticipating 8. C. b. d. 2. If your Association is NOT particinating in any phase of television (whether sponsored by another agency or not) please indicate whv you are NOT particinating. List all factors which conditioned your decision not to enter into television. (Such things as budget, size of staff and state, etc.) a. d. b. e. C. re Rank of Imnortance of TV in Association Program Rank the order of imnortance of television in your Associ- ation's nrogram of services by using the scale below: Not Some Average Very moortant Imnortance Imoortance Imnortant Imnor- tant l. 2. 3. u. 5. Self evaluation of nrevious us e of TV 1. *If your association has narticinated in some area of TV, could you determine what area of TV was successful? 2. Uhsuccessful? 3. What procedure of selfeevaluation did you use?’ ‘4" .rthACKLv..-ln L- L o .n 1’ 219 A. What procedures would you recommend for continued evalu- ation of Association use of TV? S. If you are unable to answer any of the above, please state why? On-going Evaluation 1. what is your Association doing to evaluate its use of TV? 2. That needs to be accompiished by state associations in the way of evaluation of TV? Fvaluation of total narticioation 8. b. 0. Evaluation of f to determine mo 8. b. C. 1. If you are unable to answer any of the above, state wh , , live, soots, TVA Series within TV effective An Analysis of the Comparative Effectiveness of Television as used by the SC State Education Associations. The following questionnaire is designed to evaluate the comparative effectiveness of television as used by the state education association. The results of this study should reveal what areas of television are most useful in advancing the program of the profes- sional organization. Television nlays a major role in the program of many state associations and it is hOped that this study will heln inform those associ- ations, not yet making use of TV, what should and can be done. Exalanation Check the blank to the left of each item listed ORLY if you have used or narticioated in that nhase of television activity. Those items aonearing without a blank to the left should be answered by all associ- ations if work has been done in film, live nrogram— ming, snot announcements or the NRA annual series. 220 After checking the blank to the left (on the points requiring a check) move to the right and weight the ef fectiveness (value) of each point as applied to the total project by usins the l throuqh 5 scale. The scale equals: l-very low 2-low 3-average h-hirh S-very high l-very poor 2-poor 3-average L-high S-very high In many instances you may have done more than just one project in any of the four areas. If so, evalu- ate on the basis 0° an average or overall evaluation of all effort. Tbr example, if you had a script done by a commercial firm use the 1- 5 scale to tell us how effective you thousht the script was. If you used role playing on a live show, how effective was it? Measure with the scale. The entire project is desisned to he ave the associ- ations weight television activity usins a oasic in- strument common to all. Remember that we're striving to find out how YOU'refard the effectiveness of these areas of TV as applied to your association's total program. NOTE: The following questionnaire should be filled out by the Executive Secretary if the Association has no Public Relations Director or Television Co- ordinator. 221 AREAS (Produced by or for State Associations) EVTFCTIVENESS Very Very Planning Poor Poor Ave. High Figh 1. Group process used in planning 2. Planned by an individual i. Planned for well in advance . Planning period limited . Script prepared by comm. firm _—2. 711m produced by a comm. firm 0 O Script prepared by state asso. ’Tilm produced by state asso. 5. Script prepared by non- 6 profit organization . Film produced by non-profit organization Method of Approach 1. Dramatic -—2. Documentary ::£. Discussion . News Report "3; Role playing -_6. Speech segments (clips) . Others (indicate) (use other side if‘necessaryi Exposure (time and day televized) 1. Air time and day of week a. Number of stations allofling you a poor time b. Number of statiofit—allotting you a good time c. What hours do you‘donsider to be poor ones d. What hours do yofi‘donsider to be good ones 2. Number of stations Ifi—state using films (l-none; 2-few; 3-some; A-mej; 5-811) 3. Exceptions to the above (please indicate) Results of Films 1. Public response to films (if any) 2. Membership resnonse to films 3. TV stations' resuonse to films A. Association staff response What did films do for the Association 1. Help to increase membership? 2. Aid in goal to inform public? 3. Strict educational project for instruction purposes only? A. Contribute to improving PR for Association? 5. Increase status of Association as a whole? 6. Raise status of education in eyes of the public? 3. LIVE PROGRAMS (Produced by or for state associations) 1. Planned for well in advance _-2. Group process used in planning ‘_3. Planned by individual or '—_ committee __J+. Planning not adequate enough Production 1. Prepared in advance by Assoc. ::?. No script, ad lib or rough outline __3. Program created by commercial TV station, Assoc. appeared on show __#. Assoc. staff member asked to participate but with Assoc. planning Method of Approach __1. Dramatic (prepared script) a. Prof. Talent b. Amat. Talent 2 Documentary Discussion News Report Role Playing Ad Lib Speech (segments) Others (Indicate) L 14101ny 222 Very Very Po or Poor Ave . Hi gh Ri gh Very Very Low Low Ave.Righ High t!“ I l EXposure (same as on film) I. Air time and day of week N program Pi med? O‘W—F—‘MJ . Should it on film? . Number of stations using Videotaped? Worth doing ever? have been preserved Results of live programming 1. Public Reaponse liitanyi— 2. Membership resuonse 3. TV Station response . Association staff reaponse What did live program do for Asso. 1. Relp to increase me .abersnip 2. Aid in goal to inform public? 3. Educational project for in- structional purposes only A. Contribute to improve as for Association 5. Increase status of state assoc. SPOT AIII‘TC ’ Planning (j) 1. Conceived by state assoc. staff *2. Idea pre firm sented by commercial Very Low Low Ave. 223 Very High Riah Very Poor Poor Ave. Very High High (Check only if you have used them) Production (use scale to weifht one type over the other for effectiveness) _10 2X2 Slide __2. Filmed spot __3. Slide and station ID Slides I. Done by 2. Done by :3. Done by filmed Spots 1. Done by . Done by 0 Done b1." . Promos y; m: commercial firm state assoc. staff non-profit org sanization (or Videotaped) commercial firm state assoc. staff non-profit organization Rudset I. Amount budgeted to cover project a. For production b. 7hr equipment c. For films Very Very Low! Low Ave. Figh Righ EXposure I. Time of day most frequently scheduled ANOTHER TIME also used frequently? _ 2. Number of stations usin? soots (l-none; 2-few; 3-some; u-maj; 5-811) Frequency (number of times used) Timeliness (how long used by stations) O Results of Spot announcemen a Public response Membership resnonse TV stations' rcsnonse Assoc. staff resoonse Effectiveness of spots in relation to cost 1"!” MAJ What did spots do for Association? #2 Help to increase membersfiiz ‘ Aid in coal to inform public Contribute to improving PR for association Improve status of association? Did it stimulate local action? \fl¥7 \pnow O TEA FTIEED STRIPS Iglannin: for use of series __1. Begunfln advance __2. Visited each TV station and booked series 3. Your.Assoc. booked by __' correspondence __J+. Let UTA book the series by cooreSpondence 5. Followed up bookin: to check on how series was running * Exposure 1. Air time and day of week 2. Rumber of stations using it 3. Value of series 225 Very Very Poor Poor Ave. Good_Good Content of series I. Over-Ell content *4 2. Story line !‘ 1 3. Acting _ Results of NRA Series Very Very Long Low Ave. Hi?h High |-‘ 0 Public resnonse ._2. ihvmership reaponse . TV stations' resnonse A . Association staff response I A) Total effectiveness of series 226 APPENDIX B VERIIICATch-r ON AVAIL/48.33 LITT-TRATURE “FROM THE RESEARCH DIVISION OF TIE I‘IATIOITAL 139713111110? ASSOCIATION 227 Letter from the Rational Education Association Research Division in response to the author's request for infor- mation on literature pretaining to this study: February 17, 1961 Dear Mr. White: We have checked, thoroughly, our library and files for any possible literature concernins the use of tele- vision by the state education associations. We also have checked with the U. S. Office of Education and the Congressional Library. We regret that there is no available literature in Washington, D. C. on that subject. Perhaps you will want to contact each of the 50 state education associations to see if they have knowledge of such literature. REA Research Division Sam Lambert, Director APPENDIX C PANEL OF‘EXPRRTS Panel members Letter to panel members Replies from panel members Joint statement by panel 228 229 PANEL OF’EXPERTS John T. Cox, Television Coordinator, National qucation Association. (1959- ) Vermer commercial broad- caster and administrator in Dayton, Ohio. William Hayward, Director of Radio and Television, New Jersey hdfiCation Association. (1956- ) Active in radio and television on the East coast for the past 15 years. Writes, produces and acts in NJEA films. Mabel Perryman, Director of Television Coordination, Cal- ifornia Teachers' Association. (1955- ) A veteran in broadcasting, Miss Perryman writes, produces and directs the majority of television activities in California for the CTA. Colbert Cushing, Director of Public Relations, Colorado Education Association. (l9h6- ) A pioneer in school public relations and in association use of television. Jack M. White, Director of Public Relations, Michigan Edu- cation Association. (1958-1961) Produced and dis- tributed the first state association Sponsored state- wide television series on film. The method of selection of the Panel of Exnerts is discussed in Chapter I. 230 Letter to the Panel of EXperts from the author asking for recommendations on what could be considered an ideal pro- gram of television activity for the 50 state education associations. April 20, 1961 Dear Panel Member: Congratulations on your appointment by NSPRA as a member of a Panel of RXperts to create what could be con- sidered an ideal program of television activity for the 50 state associations. As you know, it is the purpose of this letter to ex- plain what I would like you to do. I would like to do an analysis of television activities as used by the state as- sociations. However, it seems unrealistic to try and ana- lyze all phases of television activity. It would seem reasonable to get a fairly accurate ana- lysis of state association television activity we should prepare what could be called a practical, functional pro- gram. Therefore, I ask you: (1) what do you consider to be an ideal program of television activity for the 50 state education associations? and (2) What other Specific recom- mendations would you have about such a program? EXplain. You may so into detail in your answer or merely out- line as long as I have enoufih data to construct this "ideal" program. I susnect we could help the future develOpment of television in the state associations if we could present a guide for television develOpment, etc. What do you think? I would appreciate hearing from you in advance of our meeting in Ocean City in June. Cordially yours, Jack R. White 231 April 26, 1961 To w} om it raay concern: Television is a medium that th state education associ- ations have not yet recognized thorouahly or capitalized on its potential. It is a public relations tool es ssential to the total over-all program of any state education associ- ation. Here in New Jersey we have develoned one of th e more comprehensive pronrams of television activity amons the state associations. Portions of the proaram have met with uneXpected success; Mt era with eoual failure. However, in view of wha t the associations hOpe to accomplish throueh their program of service I would recommend an ideal program OI television activity to consist of: TPilms Unouestionably, the best method of approach for state associations on television. While financins the pro- duction of films may limit the number of associations that utilize the medium, it appears to offer the best results here in the metrOpolitan “ew Jersey, Ne ew York area. I would state, though, that the films sh iould be of hifh quality in all respects. Careful attention should be given to the preparation of scripts selection of actors and actresses (when necessary), production and distribution. Associations should not attempt to enter a progra m of filmed productions on a.meager budget. Rews shows If a state association has the time, staff and money, the daily or weekly news show seems to be effec- tive. Line up several television stations in the area of the headquarters building and do a five-minute news show on education at least once a week. Associations should write the scripts but let a staff announcer do the broadcasting. This type of program has great appeal. Spot announcements By and large, most associations should—be able to support a program of spot announcements. The Spats are easy to prepare, ineXpensive and highly appeal- ing to commercial television stations. The stations can drop the spot into the broadcast log without difficulty. This is not true of the longer program (five to thirty minutes). The Spots have impact and can be used over and over. If the association headquarters is equipped to pro- duce th dam all the better but it doesn't cost that much to have them prepared by a commercial film company. Pbr campaigns and a daily public relations program, the Spot 232 is unequaled in effectiveness. I would consult with Kr. John Cox of the ERA for additional information on the spot announcement. Interviews The live or canned interview doesn't have the appeal that it used to have but, on occasions, it is still effective. Here in New Jersey we use it to present special issues to the citizens. Generally, the associ- ation should contact available commercial television sta- tions to arrange for a time for such programs. If the association has no trained television personnel be sure to use the services of the stations' employees. Try to script the entire when possible for tLis enhances the Opportunity for success. An ad lib show is deadly. Avoid the use of amateurs because this is the first step to failure. NRA Services Of course, all state associations should utilize the excellent services provided by the REA. The NRA has films, filmed series, spot announcements and film clips which are provided the associations at no cost. Fbr those states who cannot afford to develon their own TV pro- gram of activity at the present I would encourage them to use the NEA services. The NE- will even go as far to book films on local television stations if the association ‘ staff does not have the time or "know-how" to do so. I would recommend each state association employ a full time staff member, trained in television, to coordinate the public relations program. I would hire a technician from the communications field and eXpose him to education; give him a liberal budget and a free administrative hand. The success of television in state association work depends on creativity and ACTION. If you would like any additional ideas or recommenda- tions do not hesitate to write me. William Hayward New Jersey Education Associ- ation 233 Dear or. 'thite: Thana you for the Opportunity to eXpress my views on what I consider to be an ideal program of television ac- tivity for state education associations. As you know, we have been most active in California with television and feel it has much to offer our Association program. I think that the best way to present this information is by an outline form. I will make all my recommendations in statement form. If you need more detail I can sunply it in a subseouent letter. Here is what I consider to be an ideal procram of TV activity: I. Film/Live Programs or Series A. Films 1. Most effective for CTA because of appeal to public 2. Have Treat residual value (use on TV and by members) . Can insure higher quality than live show g. Should be done by a commercial film company or educational television station 5. Received enthusiastically by commercial tele- vision stations 6. DevelOp a large film library B. Live programs 1. Effective in some cases but should be used primarily for the special show (bond issues, etc.) 2. A live series can be effective on a commercial station that will copperate in the production and will promote it to the audience. 3. Avoid the use of persons who can not Speak intelligently on the subject being presented. A. Try to get the program on at a time when peeple will watch it. 5. Script the shows if you can. II. Spot ann uncements A. Effective in most any area 1. Vary the Spots in length but do not exceed 2 minutes 2. Have them produced by a commercial film company to insure quality. 3. Ise the slide/ID combination and filmed spots for best results. a. Provide the stations with new slides at least once every three months. 23h 5. Buy good time if you have to for a Special campaign, such as constitution revision, legislative referendum. III. NEA Series A. Best for states that have not develOped a pro- gram of television activity. 1. The NEA series is an ideal program of TV activity for the states that are unable to organize a comprehensive program of TV. 2. It can be obtained with little effort and at little cost. These are two factors which would appeal to the smaller states. 3. The NRA will book the series if the associ- ation cannot free a staff member to do so. A. Since the NEA puts the state credits on the films it's just like the association pro- ducing the films itself. It's a wonderful service that all state associations should take advantage of. IV. Methods of approach A. Be careful that all films and live productions be done in such a way that they're appealing to the public. 1. It appears that in California the dramatic and documentary approaches are the most effective. Of course, this will make the films or live shows cost more but, in the end, the addition- al expense is worth it. The news technique is good also. Try and set up an arrangement with some commercial tele- vision stations to do a news insert periodically. Make sure you provide for ample planning time. Place the reaponsibility for planning in the hands of a committee if you have the time. Make sure the state association creates the prOper administrative and organizational ma- chinery before it begins television activity. I\) o ‘01 4:1» 0 I would consider the above comments to be my recommen- dations on the ideal program of television activity for state education associations. Ihbel Perryman California Teachers' Association 235 Kay 10, 1961 An Ideal Program of Television Activity for State quca- tion Associations: It's difficult to say what an ideal program of tele- vision activity should be for ALL state associations because they vary so greatly in size, location and philosOphy. How- ever, it has become increasingly apparent that, in order to develon the use of television by the associations, some kind of standard or norm is needed by which we can be guided. Therefore, I would recommend the following incredients for an ideal program of television activity on the basis of my eXperience in Colorado and familiarity With television activities carried on in other mid-western and wes stern states. The ideal program should be centered around: 1. VFA Tnilms I realize that most of the states are still in the pioneer stage re: television develOpment. This would mean they would consider using what some other agency or association could put in their hands. The PEA makes available hish quality films and film clips which can be used effectively by any state association. The “FA will put the state association credits on the films boolc them and handle distribution. ‘Wat better way to set a pro2ram of television started? Write John Cox for help at the YFA. 2. Live programs Any state as ssociation gets the op- portunityfto participate on a live television program at one time or another. No one in association work should turn down an invitation to do so unless it is absolutely neces- sary. Live shows, in most cases, cost nothing except a little effort on the part of the association staff member. Also consider using the live program for presentation of Special shows. We used this technique effectively on bond issues and millaee campaigns. Local units would write us for help and we would set up special shows for them on area television stations. He tried to use local talent for appeal purposes but always worked in a professional from t’1e station to keep t'e show moving. Don't overdo the live program idea, it can be a "bomb." Allow plenty of time for planning and get out plenty of promotion on the program. Try, if you can, to get it on the air during a decent day- light hour. 3. Film clips Some state associations may want to do something with film clips. I guess some states call these 236 Spot announcements. An1aay, if you have time after you set up the TT:A series and work in some 200d live programs you might want to consider usin2 the film clip. Keep them short and to the point. If you can't afford film clips then try the old fashioned 2 x 2 slide. Host of us in association work are primarily educators so 2et the technical assis- tance you need from a com Mercial film company. It doesn’t cost that much and in the end you have a quality product. Keep in 2ood relations with the pro2ram mana2ers of the television stations so when you w nt to work in some clips you will be aole too. Don' t for2et tie men in the commer- cial stations when you aren't doing something in television. They need to be in contact with you all the time. If the association can a ford it, hire someone to direct and co- ordinate television activities. If the state ass sociation uses the three technicues mentioned above they'll be plenty busy and will have a 200d pro2ram of television activity. I would mention, however, that not all the states are "oin2 to do anythin2 with TV. Some are isolated 2eo2raphically and some have no tele- v1sion stations. In cases like that the LTA and the lar2er state associations should pitch in and help them out. We could also use a central office (probably in the “FA) to serve as a coordination center for all state association activity in television. This would make possible sharin2 of ideas, 2uidin2 states in the pioneerin2 sta2es of tele- vision development and to lay plans for the future. Any additional information on the material discussed in th is letter can be expand ed upon if you so desire. Thank you for the Opportunity to COOperate on this worth- while effort. Colbert Cushing Colorado qucation Association 237 Recommended pro2ram of television activity for state edu- cation associations: Thc ideal pro2ram of television activity for the SO state education associations shopld be set up in varyin2 stages and for three different sized associations. Category I Associations with membership to 20,000 Financially, this size association can afford only a basic pr07ram of television activity. DevelOpment of tele- vision activity should consist of the followin2 elements in two sta2es: Stafie l: Utilization of the FFA filmed series. a. This can be done with little effort and eXpense. b. Book the series locally or let the VFA do it if the association can't. c. Promote it state-wide and use prOper follow-up. d. The PTA will take care of all details. e. The state association 2ets credit for the series which is part of he reason for such television activity. Stafie 2: Utilization of live programc. a. Fncourage staff personnel and local asso- ciation members to accept invitations to appear on live programs whenever possible. b. Set aside a minimum bud2et for materials, eXpenses and professional assistance. c. Try to set up Special programs when cur- rent issues need promotion. (Such as: bond issues or referendums.) d. Use professional talent when possible. e. Keep the program consistent on as many television stations in the state as possible. Cate2ory II Associations with membership from 20,000 to 50,000 These states are better equipped to exnand a program of television activity. Located primarily in heavier penulated areas the pro2ram of activity should be more comprehensive. Development should consist of the following stages: Stage 1: Same as above Cate2ory III 238 Same as above Utilization of spot announcements 8. Establish a program of spot announcements for distribution to all TV stations in the state. Have them prepared by a commercial film company or educational television station. Send cooperating television stations new Spots every 2 to 3 months. Use the 2 x 2 slide technique tied in with the station ID. Use filmed Spots if you can afford it and have the available facilities to 2st them produced. Buy 200d air time for them in case of Spe- cial issues or election. Don't try to do them on a shoe-string inni2et. Associations with membership over 50,000 These state associations will be competin2 in an area where it will be essential to have a comprehensive program of television activity. Uith adequate finances available, the state association should operate a TV program of activity on the followin2 four-stage plan: Same as above Same as above Same as above Utilization of films produced and distributed by the state education association. 8. b. Produce and distribute your own films. Try several methods to determine which is more effective: a filmed series of 13 weeks or distribution of 3 to 5 high quali- ty films for special telecastin2 on state TV channels. Both methods can be effec- tive if properly administered and organized. Have a staff member available to handle the production of the series. Us careful to select content which is per- tinent and appealing. Fave the films produced by a commercial film company or an educational television station (if one is available.) 239 f. Have the scripts written by a professional scrint writer or a free-lance writer who is talented. n‘. Amateur, home-shun films are not effective. In all cases five the television coordinator authority to make decisions and imelenent the nroqrams. Keen adminis- trative involvement to a minimum. Don't be nanny-wise and bound-foolish. Set us an adequate budiet to do a quality job. Jack M. White Michigan Education Association 2&0 Statement by Panel of Exnerts for need to evaluate tele- vision activities of state education associations. Following the develonment of the ideal nrogram of television activity, he Panel of Rxnerts met with the author at a meeting of state association staff members in Ocean City, New Jersey in June, 1961. The nurnose of this study was discussed at which time the nanel members drafted this statement in suoport of the need for some kind of eval- uation of state association television activities: "It would be valuable to know how the state associ- ations feel about television and which ones, if any, are active in television before their eval- uation of the effectiveness of television is weighed. It would be helpful to know what kind of background aromots the evaluation." "There is no question that television should nlay an immortant role in the state association nro- gram of service. If develonment of this great medium is to be effective, it is necessary to know what can or can't be done. An evaluation of what has been done will most certainly deter— mine the direction future television develOpment will take." A P‘DEI‘ID IX D ‘FJRIFICATION AT‘TD SUPPORT FUR TEE PROCEDURE USED IN PRESET‘TTIITG THE DA TA I}? TEI S I I‘IVES T IGA TI OI‘I 21m November 1h, 1961 To: Jack White From: Harvin Uolmgren, Director, Bureau of Research Subject: S atistical treatment of data. In reaponse to your request for some assistance in treating the data which you collected throuqh your questionnaire, I have done a little studying. My first impression was that there is little that you can do to treat these data statis- tically. After doing so 10 thinlzing and readin: about the matter, I am quite certain that your data do not lend them- selves to statistical tests of siNnificance. You mentioned the possibility of usin: chi-square or analysis of variance. Basically, tests of sienificance involve the hypothesis that there is no diI fference between the information that you ob- tained and the information obtained from soae oth er sample or the total ponulation involved. In your case, you have no outside sample with WllCh to. compare your results; actually, since you have obtained information from each of the fifty states, you have information about the total pOpulation. The descriptive statistics that you find from the data that you have collected will, in my judgment, actually represent parameter values. If I am correct, a test of significance will not be apprOpriate. If there is question about whether the reaponses were given purely by chance, I suppose it would be possible to use a chi-square in which case you would use your obtained fre- quencies and those that you could expect if you want to test the hypothesis that the reaponses were made in a chance fashion. I ca annot see how doin: this will yield anything of value to you because I am certain that you will find that, in most cases, the hypothesis ca annot be accepted. I am saying simply that in a few cases it is possible that the responses will not vary sijnificantly from a chance arrange- ment. This, we can eXpect simply because the odds indicate it. However, it would not be reasonable to say that a few items were treated in a random fashion while the fireat bulk of them were not. I fiuess what I am tryin: to say is that chi—square does not seem to offer much of any value to you. Since the analysis of variance involves the treatment of a number of groups of homOfeneous data and since the responses to the various items in your Questionnaire are discrete and therefore cannot be meaningfully combined, I do not think .you can use this tool either. Why don't you simply weight 211.3 the items and find the mean for each one? Then you could develOp a kind of profile chart for the items in each section of your questionnaire. This chart would point up areas of strengths and weaknesses. I think that, if I understand your problem correctly, such a profile chart would help you to locate the information that will be most valuable from your data and give you an effective way of reporting it. If you have any more questions about this matter, I shall be happy to consult again other members of our staff who may be helpful in solving the problem. APPENDIX E STATEMENT BY JOHN T. COX Television Coordinator Uational Education Association 21w 2&5 I would think the first inqredient for a wood program would be prOper executive leadership. I would want the chief ex- ecutive and the advisory group or board to whom he reports to have a preper attitude abozt public relations, possess some knowled~e or sensitivity about its workines and pos- sess confidence in the man who is selected to actually ex- ecute public relations on a day to day basis. I think this group should make clear-cut decisions regarding policy and budeet as these tJo things are concerned. I would hepe their knowledge would tell them that they can't allocate a small amount of money and eXpect large programs, that what- ever they do allocate for such an operation they have a preper knowledge of what returns or what kind of a program to eXpect for their money. They should have the confidence that the public relations director is Spending the money wisely and accept his recommendations regarding the manner in which the money should be Spent. I would hepe that the advisory group or executive board would limit itself to Spelling out policy, determining seas of the needs or long range goals of the organization, the executive aware of these things would then work on a somewhat more practical level with the public relations man. But the basic formu- lation of what to do about the problems the board sees would be left to the PR man himself. My own experience has been that too many boards spend a ereat deal of time with the detail of public relations programs without the exneri- ence or ability to do so effectively, while at the same time they ignore the very reason they are broueht together- --that is, the policy and decision making reSponsibilitieS that are theirs. The second ingredient I think would be the public relations man himself. In Specific reference to state associations, I feel that too many of the peeple who are engaced in pub- lic relations have neither the backjround nor inclination for such activities. I do not believe it is a simple mat- ter of taking a classroom teacher and giving him a title of public relations man. In some surveys that have been made, the question has been raised as to which is more suitable, takinfi a man from communications and having him do public relations for an educational group or taking a man from education having him do public relations. I strongly support moving a man from the communications field into public relations for the educational group. I think that the work necessitates an eXperience and a demonstrated ability in executing the techniques of the job. I think these are acquired best by full time work in this field rather than full time work in education, trying to pick up the techniques and the knack of public relations. There is more to it than that. Obviously there are some who are in the classroom who can move to public relations work and 2A6 do exceedingly well. I'm sure there are a number of ex- ceptions to my position. However, as a general rule, I think the sc11ools would be much better off to 70 outside the school systep in hirin7 puiolic relations people. I believe t17e public relations . an should have a confidence in himself which allows him to be in the position at all times of seein7 the association and its problems from an outside point of view. He Should be the kind of person who tells the board and hi 1s executive leadership the kind of things that most other peeple are afraid to tell them. He Should have not only practical ability in the execution of vari1ous kinds of materials needed in the PR job but also the administrative and executive ability to supervise others. The third in7redient of a 700d program, I believe, would be the pr07ram itself which Should come out of a combination of the first two in7redients properly applied. It would be prepared by the PR man from clear-cut desires exnressed by the executive. I would think that throu7hout a course of one year a pro7ram, re7ardless of bud7et but somewhat determined by budget, should contain some of the following A.) Spot announcer1ents. If budget is low, then can be pri- marily slides and c0py and limited in number. If bud7et permits, they could go into film. Some, I think, Should be of a general nature usuable all year long. These would be the film Spots if such are possible. Some of them should also be on slides. Specific Spot announcement cam- pai7ns, mostly on slides, should be produced in connection with such thin7s as American Education Teek and Teaching Career Month. Some Spots should be produced of a service nature to parents so that they will 7st the feelin7 that the association is tryin7 to help them. Care should be exercised not to deal exclusively with ma fitters standing before the legislature or teachers' salaries or things of this sort but some le7itimate service to the public should be performed throu7h these spot announcements. )‘resh COpies should be supplied to stations that are sin7 them often to keep them up to date. And a 7ood doalu 0: care should be exercised to know e: {actly what's 7oin7 to which stations and what's happening to it after it 7ets there. B.) Some pro7ram material. Some kinds of pro7ra m material should be distributed by the state. Those with lo: bud7ets mir7 ht devote themselves entirely to distributin7 ideas on paper. Then as the bud7et 7oes up, the ma aterial can move from radio scripts into simple television productions all the way up into a canned film pro7ram such as "The Challen7e." If a 7reat deal of money is availa able, I think that the first -concern should be given to providin7 insert material for, 2&7 more or less, a canned series. But as th is need is met, some attention should be siven to nroviding insert material for local associations who in turn might obtain the air time and nrogram oartially live and nartia 1y with insert material. The state should nrovid e some leaders hio and some material so that the orozrams which would result from the work of the local association would be a little bit snaopier and oeopier than the ey might be c herwise. I think that attention in this matter, as well as with soots, should be given to both radio and television and that one should not be robbed for the other. II bud ”at is limited and decisions must be made as to what to do, I would thinl: that a oarallel nrogram should always exist with some Mn .mu.n amount 0? material moving to both radio and television. I do not tsink that one should be favored over the other. C.) Tews service. I thinl. some material should be coming out of t‘e association in t a form of a news service. Either stra i ‘:t written releases, nerhaos still shots, and maybe even film: in bud~ct oer its. This service can be broken into two oarts also; one bein: a service directly from the state to each o_ the television stations, the other being one o“ wlci ch tTe state worls throuéh the locals or e assists the locals or cocs local ti D.) Station knowledfe. I hink the association should have a oublic relations man who knows all of the stations in his state, not just the ones with wt ich he's coonerating but have some sort of relationshio with every station so that he would also alway know whom to write in any given situation or whom to contact regarding some matter which he wishes to discuss. It is difficult, of course, with the large number of stations in some states to keen us to da ate on t‘is but an attempt should be made. In the orocess of coooeration with the sta- tions on orojects, the PR man should make sure the station gets to know him so they know what kind of a oersontthey are working with, how much he can be relied unon and the kind of material he delivers. I think it's imoortant for stations to recognize the name of the PP man and associate with him cer- tain nrograms, preferablv good ones, so that he sets doors Open a lot quicker when he makes contact with the station. In general, wiatever is carried on by the state, I think, should be carried on on two levels. One should be a state to station level with son materials for ezcvediency or ef- ficiency or because of their nature novingc irectly from the association to the stations throughout the state. The state should be geared for this and the PR man knowledgable of the stations and the oeoole at them in order to make this effective. At the same tine, work should do on to assist 2118 locals so that when they contact stations they have material to helo the“. Exnerienced euidance so the state will not comoletely let its nroqram be in the hands of a local, which usually has the lesser exnerienced PR man, is a necessity. Nor should it concentrate so stronély on its own orogram that it innores these oeoole who have imnortant contacts in their local community and a hood nosition from which to bargain with the station. The nrogram above in assisting locals would nrobably be a mechanical thin" on a short range basis -- who do you mail to and who do y01 ti e in on local activities In addition to this, I think, there s.ould be sole Itind of lon'T range orogram --- seminars, news letters or materials which w01ld go to PR neonle in local associations to try and increase their knowledee and understanding of what they're about to engage in. Where ever the local association has a oermanent staff or emoloyed staff care should be taken to try and cul- tivate their understandine and knowledee of PR, oarticularly in those cases where an executive secreta ary handles all the duties of the local association. The PR man should work so that th is executive secretary oavs attention to PR programs and does something about them rather than soend all his time lobbying or on arofessional ethics or on teachers' salaries. I think also that all of these things that I have talked a- bout are thinjs wzich the association would send out to sta- tions whether the stations want them or not. At the same time, I believe the associations should be nrenared to heln their locals to he in a oosition to assist stations when an- proached by them; particularly the state P. man, I believe, should be one to whom stations might go when they need as- sistance on oroblems or when they're looking for orogramming or have an onen soot in their schedule and want a one time only film or anythinv of this sort. They should know the PR man well enoumh and ha-ve sotten "cod enoueh service from him or know that they can set it so that they will call him or contact him when these thinms come un. In this connection, I think it is well for the state to nush very strongly for some kind of an audience alert whenever stations notify them that they are runni n” nroerammin: wiich would be of interest to educators. .Then the state or local nlaces their own nro- gramming on a station, they should at the same time work very hard to alert all the educators in the area, all the narents if nos sible, and everyone tiat they can nossibly r690h thPOUSh soecia alized raeans, not necessarily throueh the ourchase of newsoaoer ads. At the same time, effort should be made to notify the station, make them aware of what is being done to alert a ootential audience for the nrogramminq they are carry1ng. I would think that tie PR man would try to attend meetings and those kind of conventions, etc., where he could stand to learn or nick un some of the latest information and tech- niques in communications, and he in turn would conduct pro- grams from the state level for these local neonle as I men- tioned above. I have not touched on either the size of staff nor the nos- sible equipment that may be necessary for I do not think that this is really extremely imnortant. A one man PR staff, if he's got the budget to do a number of different things, should also have the budget to hire the neonle to do them, either on nermanent staff or on a free lance basis as the need arises. As nroduction of materials for newSpaper, radio and television increases either the canacity to ero- duce within the organization or to hire from without must also accomnany this. It would he the decision of the PR man based on his own exacrience and on the need that he sees whether or not it is wiser to hire a nroduction organization to oroduce a film or whether he should hire a camera man to work on the staff and buy the eouinment with which to nro- duce the show himself. This is a decision I think that can only be made as a drosram sets under way or as it's in oner- ation in the light of the situations that exist. Equinment is really the least imnortant thing of all. The ideas and the execution of ideas are the thing which really nroduce or fail to nroduce the results desired. APPENDIX F‘ STATE EDUCATION ASSOCIATICI‘TS RES DOE-TD ING- TO TEE CUES TI 03‘??fo 137.33 Alabama Education Association Arkansas Education Association Arizona Education Association California Teachers! Association Colorado Education Association Delaware Education Association Iowa State Teachers' Association Illinois Education Association Kansas State Teachers! Association Kentucky Education Association Maryland State Teachers' Association Massachusetts Education Association Michigan Education Association Minnesota Education Association Montana Education Association Nebraska State Teachers' Association North Carolina Education Association Horth Dakota Education Association New Lexico Education Association Ohio Education Association Oregon Education Association Pennsylvania Education Association Rhode Island Education Association South Carolina Education Association South Dakota Education Association 251 Tennessee Education Association Texas State Teachers' Association Utah Education Association Washington Education Association Wisconsin Education Association I I“! ‘ 1 .330... . .I. .. F. d . 2‘. ’0 .4. 3k