A STUDY OF CHARACTERISTICS OF THE MICHIGAN PUBLIC SCHOOL TEACHING POPULATION BY ECONOMIC AREAS OF THE STATE By Carol L. Lutey A DISSERTATION Submitted to the School of Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services 1955 i“ 5’/.) 65/ 5‘ 7 ‘7, A1 5'3... ACKNOWLEDGEMENTS The author wishes to express gratitude to the Michigan Council of State College Presidents and to its sub-committee on Teacher Education for permission to use raw data and to quote from.the completed research which was basic to the present study. Special appreciation is due to Dr. Milosh Muntyan with whom the writer‘uorked in the preparation of the original studies and who gave invaluable aid in the development of the present study. The author'wishes to thank Dr. Willard'warrington for suggestions in regard to the use of statistics, Dr. John F. Thaden for current information about population trends and Mrs. Alice A. Moore of the State Department of Public Instruction for assistance in collecting data relative to school finance. Grateful appreciation for helpful suggestions is also due to Dr.'Walter F. Johnson, Chairman of the Doctoral Committee, Dr. Chester A. Lawson and Dr. Daniel J. Sorrells. Carol L. Lutey candidate for the degree of Doctor of Philosophy Final examination, June 10, 1955, 9:00 a.m., Room 17, Morrill Hall Dissertation: A Study of Characteristics of the Michigan Public School Teaching Population by Economic Areas of the State Outline of Studies Major subject: Guidance and Counseling Minor subjects: Higher Education, Educational Psychology Biographical Items Born, March 2, 192h, Marquette, Michigan Undergraduate Studies, Northern lflchigan College of Education, 19112-1411, University of Minnesota, l9hh-h6 Graduate Studies, University of Minnesota, l9h6-hB, Michigan State University, 1952-55 Experience: Mathematics Teacher, Minneapolis Public Schools, 19h6-h7, Graduate Fellow, University of Minnesota, 19147-16, Counselor, Northern Illinois State Teachers College, 19148-52, Graduate Assistant, Michigan State University, 1953-55 Menber of Phi Beta Kappa, Pi Lambda Theta, American Psychological Association, American Personnel and Guidance Association, American Association of University Women A STUDY Ol‘ CHARACTERISTICS 03‘ THE MICHIGAN PUBLIC SCHWI. TEACHING POPULATION BY ECONOMIC AREAS OF THE STATE 3? Carol 1.. Int ey AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PH ILOSWHY Department of Administrative and Educational Services Year 19 55 Approved /7’/éééi7i //fl‘/ér11€m C . L. Lutey A STUDY OF CHARACTERISTICS OF THE MICHIGAN PUBLIC SCHOOL TEACHING POPULATION BY ECONOMIC AREAS OF THE STATE An Abstract The purpose of this study was to provide basic and detailed in- formtion about the public school teaching population of Michigan by geographic sub-divisions of the state. A secondary objective was to indicate the use of such data in the identification and analysis of educational problems in the separate regions of the state. The state was divided, on the basis of counties, into nine Metro- politan and thirteen Non-metropolitan Economic Areas which are substan- tially the same as those used for federal census tabulations. Teaching populations of Metropolitan, Non-metropolitan and separate Economic Areas were analyzed by the following factors: (a) types of school dis- trict in which teachers were employed; (b) dates of certificate; (c) types of certificate; (d) amomts of training; (9) institutions where work was completed for certificates; (1') teaching assignments; and, (g) fourfactors of teaching experience. These data were obtained from records maintained by the County Superintendents of Schools. Detroit teachers were excluded from these analyses. The 39,935 teachers included in the study were estimated to represent 99.6% of the Out-state public school teaching population. Records for over 90% of C . L. Lutey these teachers were for the school year 1952-53, the remainder for 1953-Sh. For every characteristic analyzed, data 'were complete for at least 92% of the total teaching population, 90% of the teachers of each Metropolitan.Area and 72% of the teachers of each Non-metropolitan Area. Rank order correlation coefficients were computed for relationships between selected categories of most of the factors analyzed. Implica— tions of the results of the study were discussed for the problems of: (a) school district organization; (b) present and future demands for teachers; and, (c) teacher training in state-supported higher education during the period of high demand for teachers. Data relative to school and community finance, population trends, and rates of school attendance for each Area were introduced into these discussions. General Findings and Conclusions 1. Teaching populations of separate Economic Areas vary to a marked degree in most of the characteristics examined. In general, teaching populations of Metropolitan Areas include higher percentages of fullyh qualified teachers and teachers having longer'years of experience. 2. Teaching populations of most of the Areas tend to rank rather consistently as high, medium.high, medium low or low for a majority of the characteristics examined. 3. Current problems of education vary to a marked degree in terms of their importance and their difficulty of solution in the various Areas of the state. c. L. Lutey h. Reorganization of school districts is indicated for a number of Areas as a method of more efficient utilization of available funds. 5. Every Area of the state will experience problems in satisfying the increasing need for teachers, the combination of factors producing the need being unique for each Area. 6. lAll state-supported institutions which train.teachers will be taxed beyond their present facilities if the increased demands for teachers are to be met. The extent of the demands upon each of these institutions will vary according to: (a) the nature and.location of the institution; and, (b) trends in the percentage of the teaching population supplied by the institution over the past several decades. TABLE OF CONTENTS CHAPTER I. II. III. INTROUJCTION.. .................... . GenesisoftheStudy................... Geographic Division of the State ...... . ...... CollectionoftheData.................. Description of the Data and Sample Obtained . . . . . . . TreatmentoftheData AccuracyofResults PresentationofResults ................. ANALYSES OF TEACHER POPULATIONS BY TYPES OF SCHOOL DISTRICT AND FACTORS OF CERTIFICATION . . . . . . . . . . TypesofSchoolDistrict................. DatesofCertificate................... Types of Certificate . . . . . . . . . . . . . . . . . . . ANALYSES OF TEACHER POPULATICNS BI FACTORS OF TRAININGANDTEACHINGASSIGNMENT............. AmountofTraining.................... Institution where Work was Completed for Certificate . . . TeachingAssignment ANALYSIS OF TEACHER POPULATIONS BY FACTORS OFTEACHINGEXPERIENCE.................. Toul Isa r8 0 f TeaChj-ng O O O O O O O O O O O O O O O O O Page O‘U'lwl-JH 15 15 22 31 37 37 1:3 52 S9 61 CHAPTER V. Tears of Teaching in the Present School Years of Teaching in Other Schools ............ Whether the Teacher had Taught the Previous Year ..... DISCUSSION AND IMPLICATIONS OF RESULTS . . Implications for School District Organization Implications for Future Teacher Supply and Demand Implications for State-supported Higher Education SUMMARY OF FINDINGS FOR SEPARATE ECCNOMIC AREAS Area A - Saginaw County . . Area B - Kent County . . . Area C - Muskegon County . Area D - Genesee County Area E - Ingham County . . Area Fl - Oakland County . Area F2 - Macomb County . Area F3 - Wayne County (Exclusive of DetrOit) . . . C O C C O The City of Detroit the City of O ”68G-mamzoocomty eeeeeeeee Area 1 - Western Half of the Upper Peninsula Area 2 - Eastern Half of the Upper Peninsula Area 3 - Northwestern Lower Peninsula Area ha- North Central Lower Peninsula . ..... . . . . Area hb- Northeastern Lower Peninsula Page 68 75 82 86 91 100 109 118 120 121 123 12h 125 127 128 129 131 133 13h 136 138 139 lho vi. CHAPTER AreaSa-CentralLowerPeninsula . . . . . . . . . . . . Area Sb -Thumb Area of Lower Peninsula . . . . . . . . . Area 63 -West Central Lower Peninsula . . . . . . . . . . Area 6b - Southwestern Corner, Lower Peninsula . . . . . . Area 7 - South Central Louver Peninsula . . . . . . r . . Area 8 - Southeastern Lower Peninsula . . . . . ..... Area 9a - South Central Border of Lower Peninsula . . . . Area 9b - Southwestern Border, Lower Peninsula . . . . . . VII. SUMRIANDCONCIUSIONS ...... APPENDn O O O O O O O O O O I O O O O O O O O O O O O O O O O 0 Table 1. Number of Teachers in each Economic Area Employed in each Type of School District . . . . Table 2. Per cent of Teachers in each Economic Area Employed in each Type of School District . . . . Table 3. Numerical Distribution of Teachers in each Economic Area by Date of Certificate . . . . . . Table )4. Percentage Distribution of Teachers in each Economic Area by Date of Certificate . . . . . . Table 5. Numerical Distribution of Teachers in each Economic Area by Type of Certificate . . . . . . Table 6. Percentage Distribution of Teachers in each Economic Area by Type of Certificate . . . . . . Table 7. Numerical and Percentage Distributions of Teachers in each Economic Area by Amount of Training Showing Average Amounts of Training . . Table 8. Numerical Distribution of Teachers in each Economic Area by Training Institution . . . . . Page 1112 1th 1115 In? 1118 11:9 151 152 15h 159 160 161 162 165 166 167 168 169 I]: l. l I I II I l I l l l )‘1‘ vii. CHAPTER Page Table 9. Percentage Distribution of Teachers in each Economic Area by Type of Training Institu- tion e e e e e e e e e e e e e e e e e e e e e 17 3 Table 10. Percentage Distribution of Those Teachers in V each Economic Area from State-supported Institutions by Institution . . . . . . . . . . 17h Table 11. Numerical Distribution of Teachers in each Economic Area by Teaching Assignment . . . . . 175 Table 12. Numerical Distribution of Teachers in each Economic Area by Teaching Assignment (Full- and Part-time Assignments Combined) . . . . . . 182 Table 13. Percentage Distribution of Teachers in each Economic Area by Major Category of Teaching ASSignment O O O O O O O O O O O O O O O O O O 185 Table 1h. Numerical Distribution of Teachers in each Economichrea by Total Tears of Teaching . . . 186 Table 15. Percentage Distribution of Teachers in each Economic Area by Total Tears of Teaching . . . 189 Table 16. Numerical Distribution of Teachers in each Economic Area by Tears of Teaching in the Present School . . . . . . . . . . . . . . . . 190 Table 17. Percentage Distribution of Teachers in each Economic Area by Years of Teaching in the Present School . . . . . . . . . . . . . . . . 193 Table 18. Numerical Distribution of Teachers in each Economic.Area by Tears of Teaching in Other SCh 0013 C O C O O O O C O C C C O O O O O O O 0 19h Table 19. Percentage Distribution of Teachers in each Economic Area by Tears of Teaching in Other Sch0013eeeeeeeeeeeeeeeeeeee 197 Table 20. Number and Per Cent of Teachers in each Economic Area who Had and Had Not Taught the Hefi 0118 Year 0 O O O O O O O O O O O O O O 0 198 \‘ ll‘l TIE-PIT!" l‘! {It‘ll viii. CHAPTER Page Table 21. Per Pupil Expenditures for Education, Per Pupil Teacher Salaries and Per Capita Bank Deposits for Each Economic Area . . . . . . . . 199 Table 22. Data Relative to Rates of Population Change, School Attendance, Teacher Retirement and Re-entry for 68611 Economc Area e e e e e e e e 200 Table 23. Distribution of Teachers from each State- supported Institution by Economic.Area . . . . 201 LIST OF mom 0 O O O O 0 O O O O O O O O O O O O O O O O O 202 LIST OF TABLES TABLE Page 1. Distribution of Study Sample of Teachers by Economic Area . . . . . . . . . . . . . . . . . . . . . . . 8 2. Teachers for‘Whom.1953-5h Records were Used . . . . . . . . 9 3. Number and Per cent of Metropolitan, Non-metropolitan and Total Teachers for whom Data were Available for each Item . 10 h. Distribution of Teachers by Type of School District . . . . 16 5. Number and Per Cent of Teachers Employed in each Type of School District who were Located in Metropolitan and Non- metropolitan Areas . . . . . . . . . . . . . . . . . . . . 17 6. Distribution of Teachers by Date of Certificate . . . . . . 2h 7. Number and Per cent of Teachers Certified in Selected Periods of Years who were Employed in Metropolitan and NOD-MtrOpOII‘ban Areas e e e e e e e e e e e e e e e e e e 25 8. Distribution of Teachers by Type of Certificate . . . . . . 31 9. Number and Per cent of Teachers Holding each Type of Certificate who were Located in Metropolitan and Non- Metropolitan.Areas . . . . . . . . . . . . . . . . . . . . 32 10. Chart Showing Method of Coding for Amount of Training . . . 37 11. Distribution of Teachers by Amount of Training . . . . . . 38 12. Number and Per cent of Teachers having each Amount of Training who were Located in Metropolitan and Non- netropolitan Areas . . . . . . . . . . . . . . . . . . . . 38 13. Distribution of Teachers by Institution . . . . . . . . . . Ah 1h. Number and Per cent of Teachers from.Various Types of Institutions who were Employed in Metropolitan and Non- mtrOPOlimn ”888 e e e e e e e e e e e e e e e e e e e e 1‘5 TABLE 15. 16. 17. 18. 19. 20. 21. 22. 23. 25. 26. 27. 28. Distribution of Teachers by Teaching Assignment . . . . . Number and Per cent of Teachers in each Category of Teaching Assignment who were Employed in Metropolitan and Non—metropolitan Areas . . . . . . . . . . . . . . . Distribution of Teachers by Total Years of Teaching . . . Number and Per cent of Teachers who had Taught Selected Numbers of Years who were Employed in Metropolitan and NOD-m tr0p011tan Areas e e e e e e e e e e e e e e e e e Distribution of Teachers by Years of Teaching in the Present School . . . . . . . . . . . . . . . . . . . . . Number and Per cent of Teachers who had Taught Selected Numbers of Years in the Present School who were Located in Metropolitan and Non-metropolitan.Areas . . . . . . . Distribution of Teachers by Years of Teaching in Other 30110018 0 O O O O O O O O O O O O O O O O O O O O O O O 0 Number and Per cent of the Teachers who had Taught Selected Numbers of Tears in Other Schools who were Located in Metropolitan and Non-metropolitan Areas . . . . . . . . . Distribution of Teachers by Whether They Had or Had Not TaughtthePreviousYear ................ Number and Per cent of the Teachers who Had and Had Not Taught the Previous Year who were Located in Metropolitan and Non—metropolitan Areas . . . . . . . . . . . . . . . Rank Order Coefficients of Correlation Obtained for Rela- tionships between Selected Categories of various Items . Rank Order Coefficients of Correlation Obtained for Rela- tionships between Selected Study Items and Selected Measures of School and Community Finance . . . . . . . . Rank Order Coefficients of Correlation Obtained for Rela- tionships between Rate of Re-entry into Teaching and selected Factors 0 O O O O O O O I O O O O O O O O O O 0 Rank Order Coefficients of Correlation Obtained for Rela- tionships between Factors Related to Teacher Supply and Demand and Factors Related to Distribution and Retention of Teachers . . . . . . . . . . . . . . . . . . . . . . . Page St 55 62 63 69 70 76 77 82 83 89 95 106 108 TABLE 29. 30. Page Distributions of the Total Supply and of New Teachers Trained at State-supported Institutions by Institution . . 113 Summary of Ranks on Selected Teacher Characteristics, School and Comunity Finance and Factors Related to Teacher Supply and Demand for each Economic Area . . . . . 119 FIGURE I. II. III. VII. VIII. X. XI. III C XIII. XIV. LIST OF FIGURES Economic Areas of the State of Michigan . . . . . . . . Distribution of Teachers in each Economic Area by Type of School District . . . . . . . . . . . . . . . . Distribution of Metropolitan and Nonpmetropolitan Teachers by Date of Certificate . . . . . . . . . . . . Distribution of Teachers in each Economic Area by Date of Certificate . . . . . . . . . . . . . . . . . . Distribution of Teachers in each Economic Area by me Of @rtificate I O O O O O O O O O O O O O O O C 0 Distribution of Teachers in each Economic.Area by Amt Of Tra ining O O O I O O O O O O O O O O O O O O 0 Distribution of Teachers in each Economic Area by Institution at which work was Completed for Certificate Distribution of those Teachers in each Economic Area Trained at State-supported Institutions who Completed ‘Work for Certificates at each State-supported Institu- ti on O O O O O O O O O O O O I C O O O O O O O O O O O 0 Distribution of Teachers in each Economic Area by Teaching Assignment . . . . . . . . . . . . . . . . . . Distribution of Metropolitan and Non-metropolitan Teachers by Total Years of Teaching . . . . . . . . . . Distribution of Teachers in each Economic Area by Total years Of TeaChing O O O O O O O O O O O O O O O O O O 0 Distribution of Metropolitan and Non-metropolitan 7 Teachers by Tears of Teaching in the Present School . . Distribution of Teachers in each Economic Area by Tears of Teaching in the Present School . . . . . . . . Distribution of Metropolitan and Non-metropolitan Teachers by Tears of Teaching in Other Schools . . . . . Page 20 27 29 3h h? 50 S7 65 67 72 73 79 xiii . FIGURE Page XV. Distribution of Teachers in each Economic Area by Years of Teaching in Other Schools . . . . . . . . . . 80 XVI. Distribution of Teachers in each Economic Area by Whether the Teacher Taught the Previous Year . . . . . . . 8h I. INTRODUCTION Genesis of the Study The present stuly was an outgrowth of a larger research project undertaken for the Michigan Council of State College Presidents by its Sub-committee on Teacher Education (1h, 15). This project included a study of teacher supply and demand in Michigan andan analysis of the characteristics of Michigan public school teachers. The project includ- ed no analyses of the teaching population by geographic sub-divisions of the state. The Council of Presidents and the Sub-connittee on Teacher Education granted permission to the writer to :use previously unanalyzed data, pertaining to the distribution of teachers by county, in the de- velopnent of the present study. Due to the close relationship between these studies, it has been necessary to quote from and reproduce sows of the descriptions and results reported in the earlier study. Permission to use the raw data an! tolquote from the original study is gratefully acknowledged by the writer. Typically, studies of the characteristics of Michigan teachers have been undertaken as necessary bases for investigations of specific educational problem, particularly the problem of teacher supply and dental. Such stuiies have tended to appear near the beginning of each decade, following the release of federal census data. A pioneer stay by Moehlnn (ll), appearing in 1922, surveyed the needs of the Michigan State Moral Schools and analysed some of the characteristics of the 2. registrants at the llornl Schools, the potential teacher supply. In 1931 the lichigan Conference of City Superintendents of the Michigan Education Association authorised studies of teacher certificatha and teacher supply and dennd. The final reports (7, 10), prepared by a sub-connittee of the organisation and by Eugene B. Eliott included rather extensive data on a variety of characteristics of the llichigan teaching population. ‘ (A sequel to the 1921 and 1931 studies was done in ma by Vanholl (18). This analysis of teacher supply and demd was one of the inves- tigations basic to the Iichigan Cooperative Teacher Education Study. In 1953 Nelson (12) inclnied amlyses of various characteristics of lichi- gan teachers in his study of selected factors related to teacher supply and den’nd. Although nest of these studies have been primrily concerned with the problen of the dennd for and supply of teachers, the analyses of teacher characteristics have been very useful in the study of a variety of related problem; for example, needs and practices of teacher-training A institutions, policies and practices of teacher certification, profes- sional and financial status of teachers, teacherfrecruitnmt and select- ion, effects of econonic conditions on education. None of the studies that have been mentioned included analyses of teacher characteristics by separate geographic areas of the state. In sons cases teachers were characterised by the type of school district in which they were enployed or analyses were nade separately for the De- troit and Oat-state teaching populations. In consideration of the tra- ditional preference of the people of llichigan for local control of and responsibility for the organised education of their children, a carer!!- 3. study of the teachers of separate areas of the state seens essenttal to the successful identification and solution of local problens. The pri- nary purpose of this study was to provide such basic information. A secondary objective was toillustrate the use and-inplications of such data, particularly as they relate to the identification and analysis of some of the current problons of education in separate areas of the state. Solutions of such problem not ro-in with the people. Geographic Division of the State For the purpose of amlysing the teaching population by geographic areas, teachers have been placed into sub-divisions corresponding to the Econonic Areas of the state. These Economic Areas are based on the groupings of counties used for federal population and agricultural tabu- lations (3). The amp of lichigan in Figure I shows the location and boundaries of each Area. “he types of Areas are recognised: (a) "let-- ropolitsn State Econonic Areas'lwhich consist of a city of 50,000 or nore, together with the comty in which the city is located and other contiguous counties which are closely integrated with the city; and, (b) 'lon-netropolitan State Economic Areas“ which consist of poupe of the renining counties. . Iotropolitan Areas are designated by capital letters and. Hon-- netropolitan Areas are designated by numers. Oakland, Ihcofl: and wane counties are all part ofa single Area. However, due to the large nun- bar of teachers enployod in this Area, these three comties have been considered separate Econonic Areas for the purposes of this study and ONT 0 NAOON MARGUETTE CHIPPEWA ANTRIM ALCONA R05- 1 CW \ (SENAW IOSCO “ ARENAC Lax: ‘ oscsou CLARE \ MEG OSTA WNTCALM GRA‘HOT ALLEGAN CALWUN JACKSON LENAWEE 9a F39. I Economic Areas of the State of Michigan 5. labeled 1'1, 1'2 ad F3 respectively. Sons of the lon-mtropolitan Areas are separated into 'a' and 'b' parts. In order to nxinise the value of the results for local use, each of the parts of these Areas has been considered a separate Area for the purposes of this study. As a result of these divisions, there are a’total of nine letro'politan Areas and thirteen lion-an tropolitan Areas. The nunber and letter designations of Aroas shown in Figure I have been used throughout this report. The division of the state into Economic Areas was selected as the nest appropriate nethod of geographic division for the following rea- sons: (a) Division on the basis of single counties was rejected in the belief that such a division would lead to a reduction in the value of results due to the very snsll teaching populations of sons counties; (b) The use of pro-established areas lakes possible comarisons of re- salts with other types of data which have been accunulated using the sane nethod of geographic division; and, (c) Use of these Econoadc Areas pemts not only comparisons of the teaching population of one Area with others, but comparisons between the teaching populations of Metropolitan and lon-notropolitan divisions as well. Collection of the Data lost of the initial procedures followed in this study were the sane as those used in the second part of the stuiy for the Council of Presi- dents. he description of such sinilar procedures has been quoted direct— ly fron‘ the original study. Thefvarious county and state sources of data about the teach- ing personnel of the state were surveyed and it was found that the records maintained by the County superintendents of Schools con- tained the nest couplets and current data available. In the fall of each year a Personnel Report Fern Humor 1 '. . . is completed “ for the teachers of each large school district of the county and a Personnel Report Forn‘lunber 2 . . . is coupleted for each person teaching in a sun rural school district. these detailed report ferns are anintained in the County Superintendents' offices and a sumary of the data is subnitted to the State Departmt of Public Institution. 3 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O . Each County Superintendent . . . was contacted, and tenporary loan of these records was requested. Sinilar records for the teaching personnel in non-public schools were not available. The contents of this report apply to teaching personnel in public schools only (15:1). description of the Data and sequ- Obtained Of the data contained in 'Personnel‘ Report Porn 1, the follow- ing itens were recorded for each teacher: 1. County in which the teacher was enpleyed 2.’ Date certificate was issued 3. Kind of certificate h. Institution where work was conpletod for certificate 5. Degrees held or total college credits in senator hours 6. Teaching assignnent 7. lunber of years of previous teaching in the present ' school 8.‘ lunber of years of novices teaching in other schools 9. lhether the teacher had taught full tins the previous year. Through use of records at the Depart-ant of Public Instruction, it was also possible to classify each teacher according to the type of school district in which he or she was enployed. By adding itens 7 and 8 above, it was possible to obtain total years of teaching experience for each teacher. For teachers esployed in snall rural school districts, the data contained on Personnel Report Porn 2 were in nest cases not as couplete as that listed above. ' In many counties record ferns had been devised which were different fron the fern suggested by the ‘ Department of Public Instruction. As law of the itens of infer.- tion listed above as could be obtained were recorded for teachers reported on Porn 2 (1531-2). 7. ' Personnel Report Porn are not nintained by the School District of the City of Detroit. In the original study, informtion about Detroit teachers was (obtained fren IBI records used by the Board of Education of Detroit. The items of information obtainable fron these records were in nest cases not directly conparable to those recorded for Out-state teach- ers. The teaching population of theCity of Detroit has not been in- cluded in the analyses in this study. A brief description of the Detroit teaching population has been included in Chapter v1 following the M of the characteristics of teachers of Area F3, ‘Iayne County. Throughout this report, discussions of the teaching population refer to Out-state teachers only, mless otherwise indicated. The request for the use of records was ends in the Fall of 1953. Since it was believed that the then current records (for the school year‘ 1953-510 would still be in use by the County " ' superintendents, the use of records for the previous year (1952-53) was requested. For various reasons these records were not avail-‘- able fron all counties and in these cases the records for 1953-51; were substituted. Records for 1953-51: were used" for the following counties: Barry, Calhoun, Grand Traverse, Iosco, and Kalanasoo; and for Honroe'City in llonroo County and the City of Saginaw in Saginaw County. . . he ‘ ‘ ' ‘ Personnel Reports were received fron all eighty-three coun- ' ties. The records for only one county are known to be incomplete; data for the rural teachers of Allegan County are not included in this report. There is a possibility that a few teachers were not reported in acne counties. Such teachers would in all probability be fron snall rural school districts, since it is‘known that rec- ords were received for all large school districts. It is also possible tint a few too new teachers say have been included for acne school districts due to variations in reporting substitute teachers (1533)e The estintod total population, including 8 ,9h7 Detroit teachers . omitted fron the study and the 11:6 teachers for when infer-tion was not received, anounts to £35,028. The sanple of 35,935 teachers for when records were received and used represents 79.85 of the total estinated 8. population and 99.6% of the estinted Out-state population. Table 1 shows the nunber and per cent of the study sample of teach- ers included in each Dcenonio Area and lists the names of the counties included in each tree. m1 DISTRIBUTION (1' STUDY SAMPLE CF TEACHERS BI EBONCNIG AREA Econ. Area Counties Included , I S i Saginaw 1,013 2.8 3 Kent ‘ 1.897 5.3 C luskegen 1,085 3.0 D Geness‘se 2,027 5.6 F1 Oakland 3311”: 9.6 12 llaconb 1.1.72 h.l F3 Wayne [£3596 12.8 G Kalanasee '983 2.7 fltropo {tan 11.55? 119.3 Total . . 1 Baraga , Dickinson, Goegcbio , Heughton, 1,1;15 h.1 Iron, Keewensw, Ontonagen ‘ ‘ 2 Alger, Chippewa, Delta, Inc, inclines, 1,009 2.8 ' leneninee , Schoelcraft ' 3 Donnie, Grand Traverse, Leelcnau, 81h 2.3 'llanistee, llasen, Oceans ' ' ' he Astrid, Charleveix, be, Kalkash, 1,269 3.5 Labs, lecosta, lissaukee, Nowaygo, Osceola, Otsege, Iexford ‘ hb Aloona, upena, lrenee, Chebeygan, Clare, 1,090 3.0 Crawford, Gladwin, Iosco, Mentnerency, . Ogeuw, Osceda, Presque Isle,‘Rosce.on ' 5. Day, Gratiot, Isabella, lldland, lentcaln 1,161; h.9 Sb Huron, Sanilac, Tusoola 839 2.3 6a Allegan, Ottawa ’ '813 2.3 7 Clinton, Eaton, Ienia, Jackson, Lapeer, 2.61.6 7.14 Livingston, Shiawassee ' 8 lenme’, St. Clair, lashtenaw 2,187 6.1 9a Branch, Hillsdale, Isnawee 1,102 3.1 - 93 ~ Barry, Calhoun, Cass, St. Joseph 1,791: 5.0 Ion-net. 15,107 50.1: Total ' Total 35,933 100.0 . s D d s s e 0 I e . . e . e. a, e» . . I\ e e a P. o o e . e P. e a. I e n C l C 9,. . e Ox e fix. I; o 1 s Q 0 . D I o e . I. l\ '. I e e w a . D» e at .. e ’x. 0.. V I a. a. e e s e, ’d . n 9. The population of teachers in each Area is considered to be substanti- ally conplete, except for Area 61 which is sppromintely 851 couplets and Area F3 which is approximtely 31d couplets. I It is acknowledged that the necessary substitution of 1953-51: rec- ords _ for the teachers of cone counties creates certain variations in the data. The use of 1953-51. data affected only six of the twonty-twe Eco- sonic Areas. Table 2 shows the percentage of teachers in each of these six Areas for when 1953-9: data were substituted fer 1952-53 data. um 2 means an men 1953-51: moans ms new ' aces. - 1953-51.; Records :— Area _——1 T A 626 61.8 e 983 100.0 ,3 206 25.3 ‘hh 118 10.8 a '195 8.9 9b.. 1,255 69.9 TO“). 39383 9J5 The number of teachers for when 1953-51: records were used anemts to 9.“ of the total nunberincluded in the study, 9.01 of the total in lletropolitan Areas and 9.8% of the total in Ion-netrepolitan Areas. Since the yearly turnover rate in any given county or Econenic Area is relatively snall, variations introduced into the results by substi- tution of 1953-9; records are considered of ninor inportance. nthonghtho total timer (f mailers bull!“ in this It‘tfiy anounts to 99.61 of the estinted Out-state teaching population, every 10. iten of inferntion was not available for every teacher. is has already been indicated, data were least cenplete for rural teachers reported on l’ersennel Torn 2. Every teacher could be classified by county and, therefore, every teacher could be classified in the proper Econonic Area. Table 3 shows the under and per cent of letropslitan, len-netrepelitan and total teachers for when data were available for each iten used in this study. m3 mmmcm (l' momma, non-meereumm TOTAL MOW PCB IHOI DATA HERE AVAILABLE FOR EACH 11‘“ ‘ Teachers for Ihon Data were Record: Iten JAE—KEEL-S— Nen-Ket;ego tan No il- Type of school district 17,828 100.0 18,107 100.0I35,935 100.0 Date of certificate 17,7140 99.5 17,626 97.): 35.366 98.1: Type of certificate 17.750 99.6 18,025 99.6 35.775 99.6 Amt of training 17,553 98.5 17,022 9h.0 3h,575 96.2 Institution where wet-k was 17AM 97.8 16,920 93.5 3t.361 95.6 conpleted for certificate , _ . , . Teaching assignment 17,757 99.6 18,010 99.5 35,767 99.5 Total years of teaching 17,556 98.5 16.11% 90.8 3h,002 9h.6 Tears in present school I 1'7,th 97.8 15,983 88.3 33,h23 93.1 Tears in other schools 17,1123 97 .7 15,709 86.8 33,132 92.2 Ihether taught previous year 17,5“ 98.}; 16,223 89.6 33.765 9h.0 Table 3, p. 5. adapted 'fren Sub-ce—ittee en Teacher Education Report, Part II, W\ .9. . s eh I t C s e . 9 . D e n . It may be observed fron Table 3 that, while data were available for at least 92% of the total group for every iten, data were available for no less than 97% of the Ictropelitan group on every iten and less than 90% of the Non-netropolitan group for several itens. This disproportionate 3 distribution is even lore pronounced when the Economic Areas are consid- ered individually. Data were complete for at least 90% of the teachers of each letropolitan Area for every item. Data were complete for at . least 721 of the teachers of every Hon-ntropolitan Area for every iten. hast numbers and percentages of the teachers of each Area:.for when data were unavailable have been included in the tables showing couplets dis- tributions for the various itens. Treatneut of the Data In the interest of string the nest complete and efficient use of the infornatien obtained, the data were coded and recorded on ID! cards. in ID)! card was punched and verified for each teacher and re- sults were tabulated. From the tabulations, distributions of the total teaching population and the group of teachers in each Econenio Area were set-up for every iten of the data collected. For those itens hav- ing relatively few categories; for ennple , aneunt of training, the percentage of teachers in each category was calculated for total and sub-groups. For itens having a large nunber of categories, teachers were classified into nJor categories; for exasple, on the iten of teaching assignnent, teachers were classified as Adninistrative, Special Education, monastery and Secondary. (h such itens percentages were cal- culated for najer categories only. 1 1" I. III In 12. Accuracy of Results The possible sources of error which any have led to inaccuracies in the results of this study are several. The results can, of course, be no nere accurate than the original reporting of the data by the teachers and the recording of the data on the Personnel Ferns. In working with these reports, it becane apparent that the instructions for conpleting then were occasionally nisundersteod or nisinterpreted. Other possible sources of error were in the processes of coding, IBM card punching and tabulating, and the final development of tables fren the tabulations. The following specific precautions were taken to assure the highest possible accuracy of results: (a) It was frequently possible to detect errors in the original recording of the data and almost all errors undo . in coding and ID! operations were detectable in the final analysis of the data. In each step of the process, when an error was detected, an effort was node to deternine the teacher's correct classification on that iten and to nuke a re-classificaticn. If the correct classifica- tion was inpossible to determine, the teacher was classified with those for when no .infernation' was available on that iten; ‘ (b) The coding of some itens required the making of certain Judgnents. To Ilium" in- accuracies due to differences in Judgmnt, all of the coding for both the original study and the present study was done by the sane person; (s) More in card punching and tabulating are believed to have been alnest nil, since every card punched was verified by another operator and all nachine operatiens were carried out by experienced personnel; (d) In the final operation of recording the data in tabular and graphic fern, as they are presented in this report, all calculations were checked cadres-checked. In view of the large number of teachers included in this study and _ thcprecautiens taken to assure accuracy, it is estimated that aw_ inaccuracies are insignificant in the total results. In the discussion of results, nention has been nude of a possible lowered accuracy on those few item which were nest subject to nisinterpretation. Special attentienhas also been called to results which may be spurious due to reduced availability of data. Presentation of Results Chapters II, III, and IV present analyses of the teaching popula- tions for each of the itens of data collected. These analyses include a description of the nethod of coding used, the distribution of all teachers for the given iten, comparison of the Ictropelitan and Non- netropelitan populations, and distributions by separate Econonic Areas for the given iten. Discussions of the total distributions have. been kept to a nininun, since all such distributions, along with interpret- ive discussions, havebeen included in the original study for the Council of Presidents. Chapter 7 discusses inplicaticns of the results for cone of the current n3 or problsns of education in lichigan. Additional data re- garding school and unity finances, population trends, and school attendance have been introduced, a description of the sources and treat-est of these additional data being included in the discussions. ‘Ghapter Y1“ presents sun-rise of. the distinctive characteristics of the‘teachin'g populationacf the separate Econolic Areas. The final chapter offers a brief eumry of the total study and lists the major conclusions which have been drawn from the results. II. ”ELISE OF TEACHER POPULATIONS BI TYPES OF SCHOOL DISTRICT AND FLOW OF CERTIFICATION The present chapter includes analyses of the teaching populations for the following characteristics: (a) the types of school districts in which teachers were enployed at the tine of the study; (b) dates certif- icates were received; and (c) types of certificates held. Types of School District In a direct sense, the analyses of types of school districts in which teachers were enployed, contributes less to the description of the teaching population than to an understanding of the composition and organisation of the various Econonic Areas. Although in acne cases a teacher is linited by type of certificate or kind and anount of training to teaching in a specific type or limited types of school districts, nest teachers are qualified to teach in an type of district an! my easily love fron one type to another with few or no changes in other characterb istios. in analysis of types of school districts has its; greatest value in the resulting inpl-ications for district organisation, which have been included in a later chapter. It was possible to classify every teacher by the type of school district in which he or she was enployed. The systen by which classifi- cation was snds is that used by the State Depart-ant of Public Instruc- tion. Table '4 lists the letter designations and descriptions of the 16. types of school districts and shows the number and per cent of teachers employed in each type of district. Type 1 district, which includes only the City of Detroit, has been excluded. TABIzh DISTRIBUTICI G’ TEACHERS BI TIPE OF SCHOOL DISTRICT Letter Mueuiot Designation Based on General Population-I ll 1 a 100,000 to 500,000 2,0h8 5.7 c 1 50,000 to 100,000 h,080 11.1: p 25,000 to 50,000 3,129 8.7 a 10,000 ts 25,000 lent? 11.6 1 2,500 to 10,000 3,775 10.5 a 1,000 to 2,500 1,850 5.1 H thder 1,000 with 6 or nore teachers 762 2.1 1 Under 1,000 with less than 6 teachers 3,086 10.3 1. Large districts outside of corporate 2,9h8 8.2 11:11;- _ I Rural agricultural schools 7,088 19.? Township school districts other than 2,1322 6.? rural agricultural T Districts sending their children to -- --- other schools shcspt 'for' large districts outside of’ corporate lilits, rural agri- cultural schools, township school districts, and districts sending their children to other schools. 17. Table 5 shows the nusber and per cent of the teachers enployed in each type of district who were located in Metropolitan and Non-metropol- itan Areas. The relationship of types of school district to Economic Areas is, of course, partially limited by definition. Any county includ- ing a city of 50,900 population or sure is automtically classified as a htropolitan Area. All teacher‘s employed in B and C type districts should be located in Metropolitan Areas. The 71:6 teachers of C type school districts located in lon-netropolitan Areas are teachers of the TABIES sum AID PER cm (F TEACHERS mom II EACH TIPS CF SCHOOL DBTRICT '30 um LOCATED II METROPOLITAN AID NOI-E‘ROPOLI‘I‘AI AREAS Darwit launch—tin HgFimmutu . Total 3 2,0178 100.0 -- ~7- 2.0178 c . 3,331; 81.7 7&6 18.3 11,080 0 2,121 67.8 1,008 32.2 3,129 n 1,720 171.5 2.1127 58.5 11.1117 1' 1,000 26.5 2,775 73.5 3.775 0 660 35.7 1,190 611.3 1,850 n 123 16.1 -639 83.9 . .762 x . 787 21.; 2,829 78.7 3,686 1. 2,355 79.9 . 593 20.1 2 ,m I 2 ,kh7 3h.5 n.6h1 65.5 7,088 J 1,233 50.9 1,189 119.1 2,h22 Total 17,828 119.6 18,107 50.1. 35,935 18. cities of Jackson and Bay City. The federal census for 1950 lists each of these cities as having populations slightly over 50,000. It is ap- parent that the classification of Econonic Areas was done previous to the tin when these cities attained populations which would have classi- fied then as Metropolitan Areas and has not as yet been revised. It my be observed fron Table 5 that of the teachers enployed in types of districts supported by comities of 25,000 or over and in large districts outside of, corporate lilits (L) the percentages located in hetropolitan Areas are higher than in the distribution of all teach- ers. Correspondingly, cf the teachers in types of districts supported by conunitiee of 25,000 or less, rural agricultural districts (I), and Township districts (J) the percentages enployed in lon-Istrepolitan Areas are higher than 1. the total distribution. Tables 1 and 2 in the appendix show the couplets nunrical and per- centage distributions of teachers in each Economic Area by type of school district. For the purposes of analysing these data and present- ing than graphically, the types of school districts were grouped into three categories: I. Types of districts supported by oo-unities of 2,500 population or over (B through 1"). The More of these districts, as well as the nunbers of teachers enployed in than, have, in general, been increasing over the past few years}. l ( gee Annual Financial Reports of the Departnent of Public Instruc- tion 9 s 19. II. Rural agricultural districts, large districts outside of corporate linits, and township districts (1., I, J). The nunbers of these districts, as well as the numbers of teachers enployed in then, have, in general, been increas— ing over the past few years.1 In nest cases, the districts included in this category represent the result of sons fern of consolidation of schools . III. Types of districts supported by comities of 2,500 popu- lation or less (G, H, K). The nunbers of these districts, as well as the miners of teachers enployed in than, have, in general, been decreasing over the past few years. Such decreases nay be largely accounted for by successful efforts at consolidation and district re-organisation. Figure II shows the percentage of teachers in each Bccnodc Ares who were enployed in each of the groups of districts described above. The following general conclusions nay be drawn fron these results: 1 . Colparing the total ”tropolitan population to the distribution of all teachers , it nay be seen that the percentage of Istropolitan teachers employed in districts classified in Group I is higher than in the total distribution, the percentage of Etropolitan teachers enployed in districts of Group II is about equal to the percentage of the total teachers in the corresponding category, and the percentage of Istropoli- tan teachers employed in Group III districts is lower than in the total distribution. 1Loo. cit. 20 Type of School District Type of School District I.“ I II III I II III B-F L, I, J G,H,K L, G,H,K 7 Y ‘x B -F J Area Area ers in each Economic Area by Type F- OJ F- Per Cent of School District. , ._ :\\ has. 90 @Z/W/AKQQiJ 0 {o 46 6’0 .8 .oo Per Cent 21. 2. Comparing the distribution of teachers of separate metropoli— tan.Areas to the distribution of all teachers shows that in every Metro- politan.Area: (a) the percentage of teachers employed in districts of Group I is higher than in the total distribution, except in.Areas F2 and G; (b) the percentage of teachers employed in districts of Group II is lower than in the total populatiOn, except in Areas F1, F2 and G; and, (c) the percentage of teachers employed in districts of Group III is lower than in the total distribution, except in Areas A and B. 3. A comparison of the distribution of teachers in the Non-metro- politan population to the distribution of all teachers shows that the percentage of Non-metropolitan teachers employed in districts of Group I is lower than the percentage in the total distribution, the percent- age of Non-metropolitan teachers employed in districts of Group II is about equal to that found in the total group, and the percentage of Non-metropolitan teachers in districts of Group III is higher than in the total distribution. h. A comparison of the distribution of teachers in each separate Non-metropolitan Economic Area to the distribution of all teachers shoes that in every Non-metropolitan.Area: (a) the percentage of teachers employed in districts of Group I is lower than the percentage in the total distribution, except in Areas 6a, 8, and 9b; (b) the percentage of teachers employed in districts of Group II is higher than in the total distribution, except in Areas 5a, 6a, 6b, 7, 8 and 9b; and, (c) the percentage of teachers in districts of Group III is higher than in the total group, except in Areas 1, 2, and 8. 22. 5. The unavailability of data for 1116 rural teachers of Area 6A distorts the distribution of the teachers of this Area. It is likely that almost all of these unreported teachers were enployed in districts of Group III. Dates of Certificate Coding of teachers by date of certificate was relatively automatic, except in cases where the teacher was reported as having more than one certificate. In such cases, the certificate coded was the one under which the teacher was then teaching and the date coded was the one re- ferring to the certificate in force. This choice could be nde in almost all cases by reference to teaching assignment and type of school district. In the process of coding, certain discrepancies in reporting becane apparent. In general, these discrepancies were of two kinda: (a) Since State Board Special certificates must be renewed each year, all such certificates should have been reported as having been issued in 1952 or 1953. In a number of cases Special certificates were reported as having been issued previous to 1952. It is likely that in these cases the date recorded is the year in which the Special certificate was first awarded rather than the date of current renewal; and, (b) In a number of cases the date of certificate given was previous or subsequent to the tine dur- ing which the given type of certificate could legally have been issued. For example, one or nore Life certificates was reported for every year since 1939, the last year in which Life certificates were awarded. In 23. such cases, it has been assumed that the teacher held two or nore certif- icates in succession and for types of certificates no longer issued, the date reported applies to a nore recent certificate, while for those types issued since the dates reported, the year refers to a previous certifi- cate. It my be concluded that a teacher lie-classified on this iten, did, in all probability, receive a certificate in the year reported, but that the date does not refer to the certificate (or renewal) currently in use. Such lisfclassifications represent less than 2% of the total group of teachers. Table 6 shows the nunber of teachers who received certificates each year and the per cent who received certificates before 1913 and for each five-year period since 1912. 21:. rm 6 DBTRIBUTIW (1' THCHES BI DAT! G‘ CERTIFICATE!- E‘ *— nm of hat. of Certificate I S Certificate I S 1901 3 1928 1,012 1902 2 1929 1,101 ' 1903 h 1930 978 13.0 133‘; 5 53% "23% 1 10 1906 11 L—W W 1907 17 .9 1931: 1.11 ' 1908 18 1935 £528 6.3 1909 31 1936 1:98 1910 ha 193? 1.62 1911 75 WT 1912 116 1939 I581 ' ' , ”I913 335 19150 no 3.6 19115. 131 ‘ 19%: no 191 1 9 2.7 19 110 1916 223 ‘ 1953 §3 1917 279 19% 178 ‘ 183— 1916 236 3.8 555 55 555; 555 1 . ' 1921 380 ‘ s 1922 502 19h9 1,8150 ‘ " T581; 1950 3.355 159.7 5.55 :55 n. 5555 5555 - 1926 92? . ‘ * 4533— L‘TJF— 192? 893 lo info. #569 . Total 35,935 100.0. adapted ' fron Sub-ce-ittee on Teacher Education Report, Part II, Table 5.1, no 80 25. Table 7 shows the nunber and per cent of the teachers who received certificates in selected periods of years who were employed in Metropol- itan and llon-utropolitan Areas. TAKE! 7 mm LID PER cm W TEACHERS CERTIFIED IN SELECTED ERICDS 01' YEARS '30 ms EMPLOYED IN WOMAN DID NON-MEIROMITLI AREAS 32:13:... h___ulstropoli$tan A}:N_eje::netropolita—;-— Total 1901.12 151 uu.u 189 55.6 3&0 1913-17 523 53.8 . 1.1.9 1.6.2 ’ 972 1918-22 962 56.h 7&3 h3.6 1,705 1923-27 2,219 52.h 2,006 h7.6 h,216 1928-32 2,266 h8.5 2,h08 51.5 h,67h 1933-37 1,272 55.6 1,017 hh.h 2,289 1938-h2 6&6 50.1 6&3 h9.9 1,289 19173-57 773 56.6 . 592 1.3.1: 1,365 Since 0.7 8,937 2.8.3 9,579 51.7 18,516 lo Info. 88 15.5 h81 8h.5 569 Total 17,828 h9.6 18.107 50.h ’35;935 It is interesting to note that, conpared to the total distribution, higher percentages of teachers certified in all periods, except the in- itial period of the century, the period which lost closely coincides with the depression years (1928-32) and the final period (since 19h?) 26. were enployod in Hetropolitan Areas. It my further be observed that of the relatively ssnll number of teachers for when a date of A certifi- cate was not available, about 85% were employed in lon-nstropolitan Areas. Figure III affords an opportunity to exanine the Metropolitan and Non-netropolitan distributions by single years. The outstanding feature of the total pattern shown in Figure III is the relative proportions of teachers in the 1952 population who received. certificates in the periods 1922-31 and 1932-117. It is obvious that this pattern is largely a re- sult of the influences of the depression and of Iorld War II, reflecting a period of tins in which few teachers could be hired because of finan— cial limitations, followed by a later period in which even fewer teach- ers could be hired because they were unavailable. Certain factors of certification also affect this pattern, particularly the years of the l9h0's 8‘ 1950's. The nost important of these factors concerns renewal of certain types of certificates, nest notably the State Board Special. With the exception of a few unis-classifications, all Special certifi- cates were recorded as issued in 1952. Hosever, nany of the teachers teaching under Special certificates began teaching during theil9h0 's and have continued on annual renewals of this type of certificate. Through cosplisnce with certain requirements, renewals are also possible for County Linted and State Limited certificates. he not effect of the certificate renewal factor upon the pattern shown, is a reduction of the MOI of teachers certified in the 19h0's and a swelling of the numbers certified in the 1950's. 27 2022.80 do 200 3 228$. 553952-52 oco 528855. 5 8:35:55 H .9“. O. F N 2| l3 2l09%765434 098765432IO 876543Mal0 43 I moo... . 5554 44444 44333333333 $222222 2 wwflmwmwmnm 7 . .:8 mm m. m. m m . wwwomwoomom no 200 1N is -0 .0 10. T. s d Le. m m L _ U m H 1w. .m . 5 .ON 05. . m the .8 c . . w .3 T .8 .m r new m s m N 4.6 [ .vn L no». n _ l _ cock—U c 28. A nusber of distinct periods of years emerge from a comparative ex- amination of the distributions of the Metropolitan and Non-entropolitan populations by single years. Of the teachers certified in each year fron 1901 through 1913, the nunber elployed in Hon-mtropolitan Areas was equal to orhigher than the number esployed in Metropolitan Areas. This situation also obtains for the periods fro-1930 through 1932, who through 19153, and for the year 1952. The opposite situation, in which the nunber of teachers in Metropolitan Areas is equal to or higher than in Ion-metropolitan Areas, holds true for the intervening periods of years. It soon safe to conclude that the teaching population of the lletropolitan Areas suffered the more drastic reductions of teachers dur- ing the stress periods of the depression and lorld Iar II. The higher . number of Non-netropolitan, as compared to Metropolitan, teachers certi- fied in 1952 is probably a reflection of disproportionate nusbers of teachers holding renewable certificates in the two kinds of Areas. Table 3 in the appendix shows the conplete distributions of teach- ers in separate Economic Areas by dates of certificate. Table 1; in the appendix shows the per cent of teachers in each Economic Area who were certified in selecud periods of years. Figure IV presents these data grafinically showing the per cent of teachers in each Econonic Area who were certified in each of three nJor periods of years. Iith the excep- tion of Area I, which has a very high percentage of teachers certified before 1928 and a correspondingly low percentage of teachers certified since 1911?, variations among the Econonic Areas are not great. The fol- lowing general conclusions any be drawn free these results: ISOI- I927 I928— Since I947 I947 07 29 20 40 60 ‘ 80 IOO Per Cent Fig N. Distribution of Teach- ers in each Economic Area by Date of Certificate. I901- l927 Date of Certificate I928- Since I947 I947 4o 60 Per Cent 30. 1. The distribution of teachers in Iotropolitan Areas includes a slightly higher percentage of teachers certified before 1928 and before 19118 than does the distribution of all teachers. 2. A conprison of the distributions of separate Hstropolitan Areas to the distribution of all teachers shows that in every lletropoli-f tan Area: (a) the percentage of teachers certified before 1928 is about equal to or higher than the percentage for the corresponding groupin the distribution of all teachers, except in Area r2; (b) the percent- age of teachers certified in the period fron 1928 through 19h? is higher than'in the total distribution, except in Area F13 and, (c) the percent- age of teachers certified since 19h? is lower than in the total distri- bution, except in Areas F]. and F2. 3. The total Non-metropolitan population includes a slightly lower percentage of teachers certified’before 1928 and before 19118 than does the distribution of all teachers. II. A conparison of the distributions of the separate Hon-netropol- itan Areas to the distribution of all teachers shows that in every lion- netropolitan Area: (a) the percentage of teachers certified before 1928 is lower than in the total distribution, except in Areas 1, 2 and 33 (b) the parentage of teachers certified in the period fron 1928 through 19147 is equal to or lower than the percentage for the corresponding group in the distribution of all teachers, except in Areasl, Se, and 6a; and, .(c) the percentage of teachers certified since 19h? is higher than in thetotal distribution, except in Areas 1 all 9a. 5. 'me humor of teachers for when date of certificate was not available anounted to Is as than 21 of the population in every bin-opolitan 31. Area and less than about M of the population of every Non-netropolitan Area, except Areas 5b and 9a, data having been unavailable for about 9% of the teachers of each of these Areas. Types of Certificate is nentioned in the discussion of the coding of teachers by date of certificate, there were sons cases in which the date given for issuance of a Life certificate was subsequent to the tine in which Life certifi- cates were legally awarded. In such cases, it was assuned that the date reported was correct, but that it referred to a certificate received subsequent to the Life recorded. Such nis-classifications of types of certificate were found to repreth about 1% of the total teaching popu- lation. In cases where nore than one certificate was reported for a teacher, the certificate presently in force was coded. Table 8 shows the nunber and per cent of teachers who held each type of certificate. TABLE 8 DISTRIBUTIOI W moms BI rm (1' GETIFICATB‘I I” of Certificate I 3 Any Life 15,501 153.1- Henenta‘ry Provisional 11,157 11.6 mono ntary remnant 1,h62 8.1 Secondary Revisional 6,113 17.0. Secondary Pernanent ‘ ‘ 2,122 5.9 Jmior College Pernnent . ' :61: .2 State Board Special ' 3.971 - 11.0 County Linited and renewal 'hl9 1.2 State Linited and renewal 1,966 5.5 to Infernation 169 , ° .7 , , “dapted fron Sub-co-ittee on Teacher Education Report, Part II, Table 6, pg. 114. 32. Table 9 shows the nunber and per cent of the teachers holding each type of certificate who were located in lletropolitan and lon-netropoli- m ”0". IABIE 9 mm AID ER cm (F TEACHERS HOLDING EACH TYPE CF CBTFICAT! '80 um MATE I] mom” AI) lG-ITROPOLITAI AREAS Sp. of Certificate Total ‘notrgmiim um-infioflizg in m. 7,931. 51.2 7,567 no.8 15,501 Elenentary Provisional 2,679 5 68.}; 1,Ii78 35.6 1,157 llanentary Per-neat . 956 65.1: .506 311.6 1,1362 Secondary Provisional 2,828 16.2 3,289 53.8 6,113 ‘ Secondary Perennent 1,125 53.0 997 Moo 2,122 Junior 0.11.3. Pernsnent 38 59d: 26 no.6 ’ 6i, sue. Board Special 1,588 39.9 2,387 60.1 3,971 County Idnited and mm 28 6.7 391 93.3 I519 State Linited and Renewal 582 29.6 1,38). 70.1 1,966 lie Infor-tion 78 “.8 82 51.2 160 1.15.1 17,828 19.6 18,107 50.h 35,935 This table indicates that, oonpared to the total distribution, higher percentages of teachers holding Life, Ilenentary Provisional, and all types of per-neat certificates were enployed in letropolitan Areas. Of the teachers holding the renaining types of certificates, percentages employed in Ion-5n tropolitan Areas were higher than in the distribution of all teachers. [I /‘I 1‘ 33. Tables 5 and 6 in the appendix show the nunerical and percentage distributions of teachers in separate Economic Areas by types of certif- icate. For the purpose of analyzing these results and presenting then graphically, types of certificates were classified into three groups similar to the categories used in the previous study: I. All Life certificates Teachers of Group I were certified previous to 191:0 mder laws requiring fron two years of college training to the Bachelor's degree. The number of teachers included in this group will diminish yearly and within approxintely thirty years all teachers of this group will have retired fron teaching (15:36). II. All povisional and pennant certificates Teachers in Group II are those who are fully qualified under current certification law. As a nininian, holders of‘these certificates " nust have earned a Bachelor's degree” fron'an institution approved for teacher train- m (15337)e III. A11 Linited and special certificates Certificates in Group III are, in general, issued to persons with less than’ four years of college training, are linited in use and, in the case of Special certifi- cates, are awarded when legally qualified persons are not available (15:37). Figure V shows the per cent of teachers in each Econonic Area who were inclined in each of the certificate groups described above. The following general conclusions nay be drawn fron these results: 1. A oonparison of the distribution of the total Hetropolitan population to the distribution of all teachers shows that the percent- ages of Istropolitan teachers in certificate Groups I and II are higher than the percentages for the corresponding Groups in the total distri- bution, while the percentage of teachers holding the sub-standard certif- icates of Group III is lower than in the total distribution. 34 Certificate Group Area ./z27//////\\\\\\\ V 55::///////////\\\\\\\\ a ///////////u\\\\\\ - CW/\\\\\\ //////////\\\\\\ \ 7 \\\\\\\\ ‘Fe/ fl/W F- /////////\\\\\\\\\V ‘ f , I 20 60 I00 Per Cent 5* 4 F. OJ Fig.1. Distribution of Teach- ers in each Economic Area by Type of Ceriificoie. Tot. Tot 4a 4b 50 5b 60 6b 9a 9b Area Cerfificoie Groug II ////// W ' /////////n\\\\\8 ////////// u\\\\\ 7/////// u\\\\\ /////////A\\\\\\\ //////// k\\\\\‘ 7mm /////// \\\\\\ V//////\\\\ \ ////\\\\\\\' W\\\\\\ V////////a\\\\\\ 7///////A\\\\\\\\V ////////\\\\\\ ///////. r I O 20 40 Per Cent ' I 0 .oo 35. 2. A comparison of the distributions of separate Iotropolitan Areas to the distribution of all teachers shes that in every Istropoli- tan Area: (a) the percentage of teachers holding Life certificates is higher than in the total distribution, except in Areas F1 and F2; (b) the percentage of teachers holding the provisional and pernnent certif- icates of Group II is higher than in the total distribution, except for Areas A, B, C and D; and, (c) the percentage of teachers holding sub- standard certificates is loser than the corresponding percentage of all teachers, except in Areas 1 and t3. 3. A comparison of the distribution of the total lion-netropolitan population to the distribution of all teachers shows that the percent- ages of teachers holding certificates in Groups I and II are lower than in the distribution of all teachers, while the percentage of those hold- ing sub—standard certificates is higher than in the total distribution. h. A comparison of the distributions of separate Non-metropolitan Areas to the distribution of all teachers shoes that in every Nou-netro- politan Area: (a) the percentage of teachers holding Life certificates is about equal to or lower than the percentage of this group in the total distribution, except in Area 1; (b) the percentage of teachers included in certificate Group II is lower than in the total group, except in Area 8; and, (c) the percentage of teachers holding sub-standard certificates is higher than in the total distribution, except in Area 1e 5. There were very few teachers for when type of certificate held was not available, anounting to Is as than 13 of the teachers of every letropolitan Area and less than 1.2% of the teachers of every Non-metro- politan Area. The unavailability of date for the lh6 rural teachers in 36. Area 6a results in a distorted distribution of types of certificates for this Area. It is likely that a very high percentage of these unrecorded teachers were teaching under sub-standard certificates. III. WISE (F HIGHER POPUIA'IIONS BI FACTORS OF TRAINING AND TEACHING ASSIGNMENT This chapter includes analyses of the teaching populations in terns of two factors of training, anount of training and institution where work was completed for certificate and in terns of teaching assign-ant. inount of Training Coding of teachers by anount of training was done according to the following chart. TLBIE 10 CHART BEGIN G METHOD W CODING m1 AMOUNT G TRAINING-X- Classification Ieers of Senester Hours: 'rern He'srs Degree _ Training of Credit of Credit 1 year 0 - 1} o - as o - 72 2pm 3.2} he- 75 73-120 3years 2;..3} 76-105 121 -168 h years 3% - It; 106 - 135 169 - 216 Bachelor 's 5 years Over 1:} 136 or nore 217 or nore Eater's . Doctorate adapted fron Sub-co-ittee en Teacher Education Report, Part II, P. 20. According to this systen of coding, it is apparent that it cannot be assuned that a persen classified as having four years of training necessarily holds a Bachelor's degree. in teacher 38. I who was recorded as having a Bachelor's degree or a nunber of semester or tern hours of credit anounting to between 3} end It; years of training was classified under four years of training (15:20). Table ll shows the nunber and per cent of teachers having each nuflaer of years of training. tLhLBLii DISTRIBUTION Cl" TEAC- BT AMOUNT Cl" TRAINIIGI _- ‘r‘ l 2 3 h 5 ' Not? it Tear Years Years Tears Years Info. Per cent“ 1.9 7.5 8.8 56.9 21.1 3.8 fldapte’d fron Sub-oonaittee on Teacher Education Report, Part II, hbl. gel, Po 20s Table 12 shows the division of teachers having each nunber ofyears of training by location in letropolitan and lon-netropolitan Areas. 1131.812 “MAID MOMCF Tncms HAVIIGEACHAIOUIT OFTMIIIIG '30 ms menu I! IETROPOLITAI AID IOU-METROPOLITAN IRES inount of Training Ietropolitan Ion-no tro tan Total x “'1 n , 1 year 9h 1h.2 ‘56? 85.8 ’661 2 years .887 32,8 1,816 67.2 2,703 3 years , 1,21i1 39.0 1,9h2 61.0 3,183 n years 10,963 53.6 94.95 h6.h 20.1.50 75 years was 57.7 3,202 1.2.3 7,570 No inferential 275 20.2 1,085 79.8 1,360 Total 17,828 h9.6 18,107 50.h 35,935 (I 39. hble 12 shows that of the groups who had 1, 2 and 3 years of training, the percentages of teachers enployed in Hetropolitan Areas are lower than in the total distribution, while the percentages of teachers enployed in lon-netropolitan Areas are higher than in the total distribution. The reverse situation Obtains for groups of teachers having 1; and 5 years of training. It is further interest- ing to note that tin lower the anount of training, the higher the . percentage of the mp who were employed in Non-netropolitan Areas. Alnost 80% of the teachers for when amount of training was not avail- able were elployed in Ion-netropolitan Areas. Table 7 in the appendix shows the o onplete distributions of teachers in each Economic Area by anount of training and _ gives the average anount of training for the teachers of each Area. The fol- lowing caution applies to the interpretation of average anounts of training: It should be recalled that in the coding of anount of training,any person having 3} to 18‘} years of college was classifiedmy as having four years of training. It would be neat correct to consider the averages discussed here as the nid-points of a range; i.e., an averag of h.2 is best in- terpreted as an estimte falling in the range from 3.? to h.7 years (15237). g . . The average anouat of training for all teachers was found to be 3.91 years, while the average for the total of Iatropolitan teachers was h.06 and the average for the total of lon-nstrepolitan teachers was 3.76. It my be observed fron Table 7 in the appendix that the aver- age anonnts of training for teachers of separate lletropelitan Areas range fron 3.78 to £3.21, the average for every lietropolitan Area be- ing higher than the average for all teachers except for Areas A and 1:0. 0. Average anounts of training for teachers of lon-netropolitan Areas range from 3.h6 to.h_.l9, the averages being lower than the average for all teachers for every Non-netropolitan Area except Areas 6a and 8. Figure VI shows the per cent of teachers in each Econonic Area included inthe groups having 1, 2 and 3 years, 1; years and 5 years of training. The following general conclusions any be drawn fron these results: 1. A conparison of the distribution of the total Metropolitan population to the distribution of all teachers shows that the percent- ages of Istropolitan teachers having 1; and 5 years of training are higher than the percentages of the corresponding groups in the distri- butien of all teachers. 2. A comparison of the distributions of teachers in separate Econonic Areas to the distribution of all teachers shows that in every Istrepolitan Area: (a) the percentage of teachers having 1, 2 or 3 years of training is lower than in the total distribution, except in Areas A and G; (b) the percentage of teachers having h years of train- ing is higher than the percentage of the corresponding group in the distribution of all teachers, except in Area A; and, (e) the percent- age of teachers having 5 years of training is higher than in the total distribution, except in Areas A, 0 and E. 3. A comparison of the distribution of the total teachers on- ployed in Non-netropolitan Areas to the distribution of all teachers shows that the percentages of lon-netrepolitan teachers having I: and 5 years of training is lower than in the total distribution and the Years of Training 7 Area 5 ' 4 Tot. Met. Tot // WEI W\\\\\\\\\\\\\ V» \\\\\\\\\\ 7//\\\\\\\\\\\ ///\\\\\\\\\\\\V 7//// \\\\\\\\ /// k\\\\\\\\\\\\V F-l F—2 . re 0 ///;\\\\\\\\\\\:\\\\ W/ //////u\\\\\\\\\\\V ‘20 ‘ I I 60 ' I00 Per Cent 80 Fig. 31:. Distribution of Teach-T ers in each Economic Area by Amount of Training. 4| Area Tot. N-Met Tot. 40 4b 50 5b 60 6b 7 8 90 9b Years of Training - 5 4 ‘No l" 3 Info. W W //AX\\\\\\\\\V ///\\\\\\\\\\\\ / \\\\\\\\\\ // \\\\\\\\\\\\ / /\\\\\\\\\\\V //W ////\\\\\\\\\\ /\\\\\\\\\\ / 7//A \ ///h\\\\\\\\\\ "ll,“ / \\\\\\\\\\ //// \\\\\\\\\\\‘ 7Aa\\\\\\\\\\\V ///\\\\\\\\\\\ r O 20 4'0 6'0 Per Cent I 1 80 IOO h2. percentage of Nen-netropolitan teachers having 1, 2 or 3 years of training is higher than for the corresponding group in the distribu- tion of all teachers. 14. A colparison of the distributions of separate Non-netropolitan populations to the distribution of all teachers shows that in every lion-netrepolitan Area: (a) the percentage of teachers having 1, 2Hor 3 years of training is lowerthan in the total distribution, except in Areas 6a and 8: (b) the percentage of teachers having 1: years of train- ing is lower than in the total distribution; and, (c) the percentage of teachers having 5 years of training is lower than the percentage for the corresponding group in the total distribution, except in Areas'8 and 9b. 5. The nunber of teachers for when informtion was not available for the iten of amount of training amounted to less than h.3% ofthe population of every Metropolitan Area and less than 7.7% of the popula- tion of every Non-metropolitan Area, except Areas ha and 6a: infomtion having been unavailable for about 11% and 28% respectively of the teach- ers of these two Areas. The distributions and average amounts of train- ing for teachers in Areas 6e and ha must be looked upon with caution. Since data were least available for rural teachers, and it is known that the average anount of training for rural teachers is well below the average for all teachers (15:39), distributions by anount of training in Areas having higher percentages of teachers unaccounted for, would tend to show spuriously high percentages of teachers with higher amounts of training. This caution applies doubly to Area 6a, from which the 11:6 rural teachers of Allegan County are nissing. 1:3. Institution where Work was Conpleted for Certificate In coding teachers by the institution at which work was completed for a certificate, it was found that in a nunber of cases two or more in- stitutions were recorded for a teacher. In such cases it was alnest al- ways possibls to determine atthich of these institutions work had been completed for the certificate. For example; (a) if two or more Michigan institutions were listed, only one of which is included among the 23 colleges approved for teacher training, the approved institution was coded; (b) If a teacher was listed as having a Life certificate, a nun— ber of years of experience and as having attended two institutions, one of which recently awarded the teacher an advanced degree, the institu— tion attended earlier was coded, since the earning of an advanced degree was not acconpanied by a change in certification. 0f the institutions in Michigan, only the 23 approved colleges and the county nornls were given individual code numbers. All other lichi- gan institutions were coded as "other Michigan college." In cases of teachers trained in other states, the state was coded rather than the specific institution. For the purpose of analysing the distributions of teachers on this iten, institutions were classified into four types: (a) all institu- tions located outside of Michigan; (b) state-supportedcolleges and universities in Iichigan approved for teacher training; (c) private cel- leges and universities in Michigan; and, (d) county nornals in Michigan. In this classification, Iayne University was included with the state- supported institutions, since it derives partial support fron state funds and since no separate category was established, for nunicipal col- leges. The table in the appendix showing distributions for separate Econonic Areas includes conplete results for each state, including a category of these teachers trained outside of the United States, and for each state-supported and private institution approved for teacher train- ing in llichigan. Since the nunber of teachers in the total group who were trained at the eleven county norlnls was-very snall, results for this type of institution were lunped tog ether. Table 13 presents a partial breakdown of the distribution of teach- era by training institution, showing the number and per cent of teaches trained at each of the :four major types of institutions and at each of the state-supported institutions. mm 13 DISTRIBUTION or worms 3! mar-mines. Institution N ‘6 Outside of Michigan ' 5,359 ' lh.9 llichigan State Normal 6, 286 17.5 Western Michigan College 6,038 16.8 Central Michigan College 1:“, 730 13.2 Northern Michigan College 1’, 998 5.6 Michigan State College 2,595 7.2 University of Michigan 2.11:1 5.9 Iayne University 1, 835 5.1 Ferris Institute 26).; ' .7 ' Total state-supported 25,887 72.0 Total private 2 ,9h2 8.2 Total County normls 173 “ . .5 ' Total in llichigan 29,002 80.7 No Information 1.578 luli Total 35. 935 100.0 fldapted fron Sub-connittee on Teacher Education Report, Part II, T‘bl. Bel, Po 16. /‘ 145. Table 11; shows the undaer all per cent of teachers trained at each type of institution who were enployed in lletropolitan and Non-netropol- itan ”“8; netslh mm AND PER cm (I TEACMRS FROM VARIOUS mm W INSTITUTst '30 ms mom) I! momxm AID lfl-E'ROPOLITAN AREAS Type of Institution ‘ hetropolitan Imiutrouolirten__ ‘ Total Outside of llichigan 2,792 52,1 2,56? 1:7.) 5,359 State-supported 13,0h1 50.1; 12,8116 139.6 25. 837 - Private 1,592 9,1 1,350 15.9 2,952 County neml - 16 9.2 .157 90.8 .. 173 Total in lflchiaen 1h,6h9 50.5 1h,353 2.9.5 29,002 llo internatien 387 21;.6 1,187 75.1: 1,571; Total 17,828 1.9.6 18,107 50.1. 35,935 Percentages of teachers trained at each of the four major types of in- stitutions, except county nomls, are higher along groups enployed in lletropolitan Areas than in the total distribution. About three-fourths of the teachers for when a training institution was not rederded were ewployed in len-cetropolitan Areas. Table 8 in the appendix shows the couplets nunerical distribution of teachers in each Bcononic Area by training institution. Table. 9 in the appendix shows the percentage of teachers in each Economic Area who were trained at each type or institution. The analysis of the relation- 1:6. ship between Economic Areas and training institutions revealed that location is a mJor factor in the distribution of teachers from a given institution in the various Areas of the state and, conversely, in the composition of a given Area in term of profinity to. the various insti- tutions approved for teacher training and to the surrounding states. Figure VII shows the per cent of teachers in each Area who were trained at each type of institution. In general, the following conclu- sions nay be drawn from these results: ‘ l. A conparison of the distribution of the total Metropolitan population to the distribution of all teachers shows that the percent- age of Istropolitan teachers trained at each type of institution, except county normls, is slightly higher than the percentages of the corres- poMing groups in the distribution of all teachers. 2. A comarison of the distribution of separate Metropolitan Areas to the distribution of all teachers shows that in every lletropolitan Area: (a) the percentage of teachers trained outside of Michigan is about equal to or higher than in the total distribution, except for Areas B, 3, F2 and G; (b) the percentage of teachers trained at state- supported institutions is about equal to or higher than in the total distribution, except in Area B; (c) the percentage of teachers tron private llichigan institutions is higher than in the total distribution, except for Areas A, B and F33 and, (d) the percentage of teachers train- ed at county nornls is lower than in the distribution of all teachers, except for Area A. 3. A conparieon of the distribution of the total Non-metropolitan population to the distribution of all teachers shows that the percentage 47 Institution State Supported State Supported o 23 ~ 4'0 6'0 so :60 Per Cent Pug. III. Distribution of Teach- ers in each Economic Area by insti— tution at Which Work was Completed for Certificate. fir V O 20 40 Per Cent 6'0 so 1 1:8. of Non-metropolitan teachers trained at each type of institution, ex- cept county normals, is slightly lower than the percentage in the dis- tribution of all teachers . h. A conparison of the distribution of separate Hon-netropolitan populations to the distribution of all teachers shows that: (a) the percentage of teachers trained outside of Mchigan is lower than the percentage of the corresponding group in the distribution of all teach- ers in every Area, except Areas 1, 2, 6b, 8 and 9b, all of which are Areas bordering on other states 3 (b) the percentages of teachers train- ed at stats-supported institutions is lower than in the total distribu- tion in Areas 1, 2, 6a, 6b, 9a and 9b, and higher than in the total distribution in the renining Ion-netropolitan Areas 3 (c) the percentage of teachers trained at private Michigan colleges is lower than for all teachers inevery lon-netropolitan Area, except Areas 6a, 9a, and .9“ and, (d) the percentage of teachers trained at county normls is about equal to or higher than in the total distribution in every Area, except Areas 1, 2 and 9a. 5. The nulber of teachers for when infer-tion was unavailable for this iten anounted to less than 5.“ of each of the Metropolitan popula- tions and to nore than 5.1.: of each or the Hon-netropolitan populations, except those of Areas 2, hb, 6b, 8 and 9b. the nunbers of teachers for when no intonation was available anounted to from 5.5 to 10% of the populations of Areas 1, 3, 5a and 7 and Iron 10 to lhfl of the popula- tions of Areas ha, 5b, 6a and 9a. Distributions of teachers by institu- tion mat be viewed with sons caution for Areas included in these latter group. e 149. Table 9 shows that acre than half of the teachers of each Econonic Area were trained at state-supported institutions. A closer examination of the distribution in each Econonic Area of teachers fron the various state-supported institutions seens warranted. Table 10 in the appendix shows the per cent of those teachers tron state-supported institutions in each Econodo Area who were trained at each of the state-supported institutions. The data of this table were based on at least 53% (as in Area 9a) and up to alnost 80% (as in Area G) of the population of every Area. Figure VIII presents these data graphically. The variations shown in the distributions in Figure VIII offer a rather striking illu- stration of. the operation of the previously sectioned factor of loca- tion. In every Area, except Area 7, the number of teachers tron a sin- gle institution anounts to at least about one-third and up to as nuch as 86% of the total teachers trained at state-supported institutions. The amber of teachers trained at, a coutbination of two institutions amounts to over half of the teachers from state-supported institutions in every Area. A closer exanination of the group in each Area who were trained at eta te-eupported institutions shows that: 1. Teachers trained at Horthem Iichigan College represent 78% of the group in Area 1, the Area in which Northern is located, and 63% or A the group in Area 2, the only adjacent Area. 2. Teachers trained at Central llichigan College represent 63% of the group in Area Se, the Area in which Central is located, and from bl to 63% of the groups in the adjacent or near-by Areas, 3, ha, hb, and A. 50 Institution Institution 0 m w u.i 3 Z 0. 0 Q 0' 5 cfé’ x U? 5. 2 E (“I “5; ‘” 4 2 3 o 2‘ 2 3 State Supp Tot. Tot. Met N-Met. Tat; Tot. A l B 2 C 3 D 40 E 4b H 50 FE ' 5b F- 60 G 6b v v V— I ' ‘fi 0 20 40' 60 80 I00 Per .Cent 7 Fig. III]: Distribution of those Teachers in each Economic Area 8 Trained at State-supported Institutions who com Ieted Work for Certificates at each tote-supported Institution. 9 0 9b 6 20 46 6'0 3'0 .60 Per Cent 51. 3. Teachers trained at Western mohigan College anoint to 86% or the group in Area G, the Area in which Western is located, and Iron 53 to 76% of the groups in the surromding or near-by Areas, 6a, 6b, 9b, B and <.=- . _ 1;. Teachers trained at Michigan Normal College and the University of lliohigan represent 53 ani 19% respectively of the group in Area 8, the Area in which both of these institutions are located. 5. Teachers trained at Michigan State College anount to 35% of the group in Area E, the Area in which Michigan State is located, while another 22% of the group in this Area were trained at Iichigan Norml, located in an adjacent Area. 6. Teachers trained at Wayne University represent 23% of the group in Area F3 where Iayne is located, and about 22% of the groups in each of the two adjacent Areas, F1 and F2, while teachers iron the nearby Michigan Normal anount to another 33 to 38% of the groups in each of these three 1" Areas. 7. The relatively anall number of teachers trained at Ferris Institute anouuts to 3.55 of the group in Area ha where Ferris is located, and sinner percentages of the groups in other Areas. 8. About 35$ of the group in Area 5b were trained at each of two institutions, llichigan Nornal and Central. 9. 0f the grow: in Area 9a about I415 were trained at Michigan Noml and about 33% at Iostern, both located in adjacent Areas. 10. 0f the group in Area D, about 111% were trained at Michigan lorual an! about 21% at Central lichigan College. 52. 11. The group in Area 7 displays the nest varied pattern, having 18% or nore of the group from each of four institutions, Michigan Nor- ml, Iestern, Central and Michigan State. Teaching Assignnent There were certain difficulties involved in coding teachers by teaching assignment. According to the directions given on the Personnel Porn, persons teaching grades 9 to 12 were to be classified by subject taught and persons teaching in kindergarten through 8th, by grade taught. School districts of Michigan are organised according to several different plans and in nu school districts, especially the larger ones, persons teaching above the 6th grade were recorded by subjects rather than by grades. As a result, the data for the junior high school level could not be classified separately fren both the elsnentary and secondary levels. Sons of these teachers were classified as teaching 7th, 8th and 9th grades and the reminder were included anong those teaching secondary subjects. This sane situation was true of persons teaching in public junior colleges, nost of when were classified by subject and the rennin- der by level. Persons teaching secondary subj acts in adult education progress were classified by eubj ect.. Secondary subjects were coded by subject fields: for onnple, chenistry, physics, science, biology, etc., were classified in the cate- ‘ gory "science.'I Many teachers were coded as teaching two subject. fields, but in cases of persons teaching subjects is sore than two fields, the person was coded as teaching the conbination of the two fields in which 53. nest subjects were taught. At the elenentary level a teacher could be coded as teaching a sin- gle grade, a conbination of two grades or a grade and special subject like music, art or physical education. If nore than tale assignnents were listed, the teacher was included in the category of 'elenentary, non- specified." Teachers teaching all grades in a one-roan school were the exceptions to this procedure. These teachers were classified as teaching 'kindergarten through 6th“ or “kindergarten through 8th.' Sons school districts recorded all elementary teachers by level rather than grade and these persons were included in the 'elonentary, non-specified" classifi- cation. ‘Ihe adsdnistrative classifications include persons who hold these positions full-tine as well as those who held an adninistrative position and taught a grade or subject part-tine. These categories also include persons who were listed as assistants in these positions. Personnel classified in the special education categories were those for whnm the njor assignment involved working with individuals or groups presenting special problem. For exanple, a person whose work was specifically the counseling of individual students was classified as "counselor," while a person teaching secondary students in courses having guidance purposes was classified mder "guidance." In the tables appearing in the appendix the dis tributiotn of teachers by teaching assignnct have been presented in two fem: the detailed results including conbinations of subjects; and, a sumarised fern in which persons teaching coininations of subjects or grades were divided 5h. ' and a part added to the totals of each of the grades or subjects taught. All conbinations except that of “kindergarten through 8th" were simply divided in half; that is, of the nunber of persons teaching the conbi- nation of 1st and 2nd grades, half were assigned to the 1st grade total and half to the 2nd. In the case of persons teaching I'kindeu-garten through 8th,” seven-ninths were assigned to the "kindergarten through 6th" and one-ninth each to the 7th and 8th grade totals. This nude pos- sible an arbitrary division betwoen the elementary level, designated as kindergartenthrough 6th, and the secondary level, designated as 7th through lhth. In this sun-ry fora, all adninistrative personnel have been grouped into one total an! all special education personnel into another total. Table 15 shows the number and per cent of teachers classified in each of the four najor categories of teaching assignent. m 15 owner or moms B! TEACHING realm. reaching AWt Cam I; if Administrative 2,997.0 8.3 Special Education 281.0 2.2 menentary (K-6) 18,579.5 51.7 Secondary (74h) 13,h09.5 37.3 No inferntion x 168.0 .5 Total ‘ 35535.0, 100.0 _ adapted fren Sub-connittee on Teacher Education Report, Part II, Table 10, p. 21. 55. Table 16 shows the Mr and per cent of teachers in each najor category of teaching assignment who were employed in lletropolitan and Nen-nstropolitan Areas. IABLBl6 m AID PER CENT CF TEACHERS IN EACH CATEGORY G TEACHING ASSIGNMENT '30 m mmm IN ETROPOLIIAJ 'AND NON-IETROPOLITAN AREAS r“ :— i'eaching Assignnent r:— Istropolitan Non-netropolitan Total Catggog fif- # #T-T ‘ g __ Adninistrative 1,518.0 50.1 1,h79.o v.3 2,997.0 Special Education .Shh.0 69.7 “237.0 30.3 ’781.0 nonentary (Ii-6) 9,135.8 149.2 9,hh3.7 50.8 18,579.5 Secondary (7-lh) 6,559.2 1.8.9 6,850.3 51.1 13,ho9.5 lo informtion 71.0 Md 97.0 57.7 168.0 Total 17,828.0 h9.6 18,107.0 50.1; 35.935.0 The distribution of teachers in the adninistrativo, elensntary and sec- ondary categories differ very slightly fron the distribution of the total group, the percentage of administrative personnel being slightly higher in the Ietrepelitsn population, while the percentages of elensntary and secondary personnel are slightly higher in file Ion-no tropolitan popula- tion. Conpared to the total distribution, the percentage of special education personnel who were enployed in the lstropolitan Areas is consid- erably higher than the percentage of teachers in this category who were enployed in lon-netropolitan Areas. Of the relatively s-ll nunber of teachers for when teaching assign-nu were not available, about 58% were onployed in lion-netropolitan Areas. ,‘I I. 56. Table 11 in the appendix shows the complete distribution for each Scenario Area by teaching assignnent, including single and conbination assignnsnts. A sumnry of these data, combining full and part-tin as- sign-ants for each- Boononic Area is presented in Table 12 of the appen- dix. The per cent of teachers in each Boone-is Area who were included in each njor category of teaching assignnent is shown in Table 13 in the appendix and in Figure 11. The patterns of distribution shown in Figure IX display fewer variations than those shown for most of the itens exam- ined thus far. n1. following general conclusions nay be drawn fron these results: 1. A conparison of the distribution of the total Metropolitan popu- lation to the distribution of all teachers shows that the percentages of the letropolitan group classified in the adulnistrative and special edu- cation categories are higher than in the total distribution, while the percentages of teachers classified in the elensntary and secondary cate- gories are lower than for the corresponding categories in the distribu- tion of all teachers. '2. A conparison of the distributions of teachers in separate Iatro- politan Areas to the distribution of all teachers shows that in every Iotropolitan Area: (a) the percentage of addnistrative personnel is higher than in the total distribution, except in Areas A, O, D and G; (b) the percentage of special education personnel is about equal to or higher than the percentage of this group in the total distribution, except in Area 0; (c) the percentage of elensntary teachers is about equal to or lower than in the total distribution, except in Areas A, C and G; and (d) 57 Teaching Assignment To . //////An\\\\\\\\VE '0 A “4::- /////A\\\\\\ ‘2 a ma\\\\\\\u= c 7////////a\\\\\\\\\\ D / /////A\\\\\\\\ 5 F. ///////An\\\\\\\\\\\5 F-2 ///// /\\\_\\\\\\= 7///////An\\\\\\\‘i H F. 0| GMAXW 1 _ Fig. 12. Distribution of Touch- ers in each Economic Area byTeoch- ing Assignment. Area Tot N-Mei. Tot 1 4a 4b .50 5b 6b 90 9b Teochi Ass nmeni Sec. Elem. T j Y 20 4O 60 Per Cent 80 58. the percentage of secondary teachers is about equal to or lower than in the distribution of all teachers . 3. A comparison of the distribution of the total Non-metropolitan population to the distribution of all teachers shows that the percentages of the Hon-netropolitan population included in the administrative and special education categories are lower than in the total distribution, while the percentages of elensntary and secondary teachers are slightly higher than in the distribution of all teachers. It. A comparison of the distributions of teachers in separate Non- metropolitan Areas to the distribution of all teachers shows that in every Non-netropolitan Area: (a) the percentage of administrative per- sonnel is about equal to or lower than in the total distribution, except in Areas 1 and 3; (b) the percentage of special education personnel is lower than in the distribution of all teachers, except in Area 9b; (c) the percentage of elementary teachers is higher than in the total distri- bution, except in Areas 1, 2, he and 5b; and (d) the percentage of sec- ondary teachers is higher than in the total distribution, except in Areas 53. 6a, 7, 8, 9a and 9b. 5. The number of teachers for whom a teaching assignnent was not available anounted to ZS or less of the population of every Area. IV. WISE C!“ THE TEACHER POPUIATIONS BY FACTCRS CF TEACHING EXPERIENCE The present chapter includes analyses of the teaching populations in terns of the four items of intention relating to teaching exper- ience; total years of teaching, years of previous teaching in the present school, years of previous teaching in other schools and whether the teacher had taught the previous year. The coding of all of theseiteus, except total years of teaching, was relatively automtic and could be done directly from the original Personnel Report Form. In nost cases, total years of teaching was de- termined by the addition of the number of years taugltin the present school and the number of years taught in other schools. 0n records for some school districts, especially rural districts, total years of teaching was reported instead of these two separate totals. ‘lhis nade it possible to obtain data for a higher percentage of teachers for total years of teaching, but reduced the percentages of teachers for when data were available for years in the present school and years in other schools. In table 3 of the Introduction, it was shown that data were less couplets for item or teaching experience than for anyother item of data collected. Ihile data were available for tron 92.2 to 9&6} of the total group on all four of the itens relating to teaching experience, as in the case of lost of the item examined thus far, intonation was available for higher percentages of teachers in the Hetropolitan popula- 60. tion than in the Non-metropolitan population for each of these item. A comparison of percentages of teachers for when data were available for these item in the separate Economic Areas shows an even less proportion- ate distribution. In the case of each of the four item, information was unavailable for about 6 to 9$ of the teachers in one or more of the Ietropolitan Areas and for over 25% of the teachers in one or more of the lon-netropolitan Areas. This disproportionate distribution, as well as the effects of reduced percentages of available data upon the distri- butions of some Areas, creates difficulties in making comparisons be- tween the various Areas. Therefore, sone of the analyses presented in this chapter are based on adjusted results; that is, in a given analy- sis, the distributiene of teachers in sons or all of the Areas have been recalculated on the basis ef known data only. If it could be assumed that the sample of teachers for when data were available in each Area as representative of the total teaching population of the Area, these adjust-ants would in all likelihood yield highly accurate distributions. However, there is no way in which such an assunptien can be supported and, in fact, ‘it is probably not a valid assunption for the data under consideration. For sxanple, in an analysis of the relationship of total years of teaching to date of certificate, it was found that of these teachers in the total group for when total years of teaching was not available, about 60% had received certificates since 19h? (153100). This suggests strongly that the group of teachers for when total teach- ing experience was not recorded includes a high percentage of relative- ly inexperienced teachers; that is, with less than five years of teach- ing. The usefulness of even this general conclusion is reduced, however, 61. when it is known that of all the teachers nhc received certificates since 191:7, alnest hot had had more than four years of teaching experience (15:93). It may be concluded that the adjmtnent of data does not elimi- nate distortions in the distributions, but that it tends to nininise these distortions. The adjusted distributions will, of course, be least reliable for those Areas in which distributions were derived fron the lowest percentages of known data, and whatever distortions remain are probably in the opposite direction than those for the unadjusted dis- tributione. Total Tears of Teaching Table 17 shows the nunber of teachers who had taught each nuiier of years and the per cent of teaches she had taught 35 or more years and for each period of five years fron 31; to 0 years of teaching. III ’.e. 62. TABUIJI? Drama (1' means BI TOTAL ms 01" TEACHING-l- W Tears of I 1 Tears of N ‘ Teac Teaching: 5h 1 2k 685 53 2 23 73h ' - $2 2 22 652 9.6 51 l 21 678 so u w 20 712 In t ‘19 75? M 9 18 811 " h? 12 17 807 11.3 a: *9 ' 9: u 12 3e? 1 Mt 35 h3 58 13 901 '* 1:1 68 11 89k to 1.13 10 910 39 no “"1 W 38 11:5 8 866 ' ' 37 198 7 859 13.0 9: :96: 2 9*: 3 ~ 1‘ 0 277 . h 3 33 329 ’ 3 13839 " 32 35h 5.2’ 2 23393 30.5 31 391 1 2', 501; g 526 e 2, 880 . 55? is 28 619 ' Info. 1’ 933 5 '1‘ 27 636 8.8 ' *1 ' ‘ I 26 6h? Total 35,935 100.0 25 710 fldapte'd fron Sub-ce-ittee on Teacher Education Report, Part II, Table 13’ Pa 27s Table 18 shows the number and per cent of the teachers who had taught each period of years who were snploysd in lletrcpelitan and Non-netropoli- tan Areas. MAIDERCMG‘TEACHERSWHOHADTAUGHTSEEMWIBESOFEARS TABIE 18 IHO m mom IN METROPOLITAN AID NON-METROPOLITAN AREAS Tears of lletro tan Hon-netropolitan Total Teachins T a fi 0 - 1; 5,668 51.8 5,279 mm 10,9h7 S - 9 2,353 50.5 2,303 10.5 h,656 10 - 11, 2.2119 50.0 2,2h1 50.0 11,1196 15 -,- 19 2,025 119.7 2,053 50.3 11,078 20 - at 1,735 50,1 1,726 1,9,9 3,1161 25 g- 29 1,719 SL6 1,102 115.11 3,151 30 - at 1,083 57.7 79h 112.3 1,877 35 ,- St 721; 511.2 .612 £15.13 1,336 No info. 272 1h.1 1,661 85.9 1,933 Total 17,828 119.6 18,107 50.11 35,935 mama - ' 9 ' * 9 Total 17,556 51.6 16,hh6 118.1: 311,002 Conparing the distributions for the various periods of years to the ad- Justed total distribution, it nay be seen that higher percentages of teachers included in the groups who had taught over 2h years were en- ployed in Metropolitan Areas, and that higher percentages of these teachers included in periods from 5 through 21; years of teaching were employed in Non-metropolitan Areas. The distribution of teachers in the group who had taught less than 5 years, is about the sane as for the distribution found in the adjusted total population. An examination of Figure I permits a nore detailed comparison of the dis tributiona of the letrcpelitan and Non-metropolitan populations by years of teaching experience. Except for ninor variations, years of teaching tend to fall into several distinct periods. 0n the basis of the adjusted totals, it was found that, of the teachers who had taught over 50 years and from 25 to 112 years, percentages enployed in Metropolitan Areas are higher than in the total distribution. Correspondingly, of the teachers who had taught 112 through 52 years did 7 through 211 years, percentages employed in Non-metropolitan Areas were higher than in the f total distribution. Of these teachers who had taught less than 7 years, the division between letrcpolitan and lon-netrepolitan Areas is not as distinct. It seen safe to assume that for most teachers, total years of teaching means continuous teaching; that is, a teacher who has taught 15 years began teaching about 15 years ago. On the basis of this as- sumption, it appears that, of the teachers who began teaching before 1902, fron 1911 through 1927 and for nest years since 19115, percentages enployed in letrepolitan Areas are higher than in the total distribu- tion. Correspondingly, of the teachers who started teaching fron 1902 through 1910 and fron 1928 through 19115,, percentages enployed in Non- netrcpolitan Areas are higher than in the total distribution. These relative distributions tend to support a conclusion drawn earlier, that the Metropolitan Areas were affected nore adversely during the stress periods of the depression and World Far II than the Non-metropolitan ”“0. 65 0:288. no 98> 66» E mcezooek 52:89:02....02 oco 52:898.). ho 8:39:20 N .9“. 45678 23 9.2000... mm fi44444®wm55fi *0 300% IIIIIII i _ 1N 01234567 8 soungwmn new NO INFO. 8 2 I234567 2222222 Z<_tnoaoml_.m2-zoz ¢ 1 w ZSFDOQOmeS. 5n to. 1N. in Hundreds 1v. .m. fiL Lo. tom 1mm - Number of Teachers tmN Law Table 11: in the Appendix shows the complete distribution of the teachers of each Iconenic Area by total years of teaching. Table 15 in the appendix shows the per cent of teachers in each Economic Area who had taught selected nunbers of years. Table 15 reveals that in two of the nine Metropolitan Areas and in nine of the thirteen Nen-netropelitan Areas, data were unavailable for M or nere of the populations. In Fig- ure II, which shows the per cent of teachers in each Economic Area who had taught 25 years or nere, 5 to 25 years, and less than 5 years, the distributions are based on adjusted data for all Areas in which data were unavailable for hi or nere of the teachers. The following general conclusions nay be drawn from these results: 1. A comparison of the distribution of the total lletropelitan pop- ulation to the distribution of all teachers, shows that the percentage of hetrepolitan teachers who had taught 25 years or nere is higher than in the total distribution, the percentage of teachers who had taught 5 to 25 years is lower than in the total distribution, and the percentage of Metropolitan teachers who had taught less than 5 years is about equal to the percentage of the corresponding grow in the distribution of all teachers. 2. A conparisen of the distributions of the teachers of separate Metropolitan Areas to the distribution of all teachers shows that: (a) the percentage of teachers who had taught 25 years or nere is higher than in the total distribution in every lletrepolitan Area, except Areas F1 and P23 (b) the percentage of teachers who had taught 5 to 25 years is lower than in the total distribution in every Metropolitan Area, except Area F2; and (c) the percentage of teachers who had taught less Years of Teaching ‘25 or 5-24 Than More 5 Tot. Tot A B A _ . C D F! Less No Info 67 G F 23 46 6'0 8‘0 Per Cent Fig. XI. Distribution of Touch- j IOO ers in Each Economic Area by Total Years of Teaching. *Adjusted Doio Yea rs of Teaching 25 Less 9N0 8 or 5-24 Thon info <1 More 5 / \‘\ ‘\\.v \Yx \ ‘\T \ _ To?” //// §\§\\ \\\§:\\§ 999* 9/// \\\\u\\\\ Tot. * 9% nude HI //c\\\\\\\\\\\ 7/u\\\\\\\\\\ Vu\\\\\\\\ J11 7//\\\\\\\\\\ 7A\\\\\\\\\\\\‘ /A\\\\\\\\\ /AW WW //A\\\\\\\\\\V O 20 //9> \\\\\\,\\ 40 Per Cent I 80 fl IOO 68. tun 5 years is lower than the percentage of the corresponding group in the distribution of all teachers in every Metropolitan Area, except Areas 1:, r1, F2, and r3. 3. A comparison of the distribution of the total Non-metropolitan population to the distribution of all teachers, shows that the percent- age of Non-metropolitan teachers who had taught 25 or were years is lower than in the total distribution, the percentage of Non-netrepolitan teachers who had taught 5 to 25 years is higher than in the total dis- tribution, and the percentage who had taught less than 5 years is about equal to the percentage of that group found in the total distribution. ‘ h. A comparison of the distribution of teachers of separate Non- netropolitan Areas to the distribution of all teachers shows that in every Non-metropolitan Area: (a) the percentage of teachers who had taught 25 years or nere is about equal to or lower than in the total distribution, except in Area 1; (b) the percentage of teachers who had taught 5 to 25 years is higher than in the total distribution, except in Areas 1 and 83 and, (c) the percentage of teachers who had taught less than 5 years is about equal to or hiaer than for the corresponding group in the total distribution, except in Areas 1, 3, ha, 6b, 7 and 9b. Years of Teaching in the Present School Table 19 shows the mflaer of teachers who had taught each number of years in the present school and the per cent of teachers who had taught 35 or nere years and for each period of five years fron 0 to 35 years in the present school. DISTRIBUTION CF TEACHERS BI IEARS OF TEACHING IN THE PRESENT SCHOOL* 69. TABLE 19 Years of Years of Teaching N % Teaching N i 51 1 at 1427 50 2 23 h39 149 1 22 33h ins h8 2 21 230 h? 6 20 178 h6 3 I9 210 hS 6 18 315 hh 7 .8 17 331 h.3 h3 7 16 330 1.2 11 15 367 hl 20 1k 319 ho 27 13 325 39 30 12 370 6.7 38 33 11 510 37 35 10 '889 36 hS 449 1,055 35 57 8 1,107 3h 78 7 15h16 19.3 33 132 6 1,588 32 179 2.2 5 ~3,769 31 19h h m 30 200 3 2.196 ”' 29 2 2,927 50.7 28 30k 1 h.h27 2g 3;; h.6 0 ' 6,636 ‘ 2 3 3; m0. ‘, l. 6.9 25 1108 Total 35, 935 100“) itdapted from Sub-cowldttee on Teacher Education Report, Part II, Ihble 1h, p. ho. Table 20 shows the nuaber and per cent of the teachers who had taught for selected periods of years in the present school who were an- ployed in Istropolitan and Non-netropolitan Areas. 70. {MEI-I20 1mm LED PER cm 01" TEACHERS WHO HAD nUGl-fl‘ SELECTE NJHBERSG‘IEARS IlTHBPRE‘SENTSCHOOI-IHOWERB HEATED Ill BTROPOLITAN AND NOI-ETROMITU AREAS , :21: of _n_e_itr_gpo_l_i_ztan N on-fifinggofllétané Total 0 - 8 9,031; 89,6 9,168 50,}: 18,198 5 - 9 3,603 51.3 3,333 18,1 6,936 10 - 11. 1,319 SIM 1,091; 15,3 2,83 15 - 13 .818 52,7 735 87,3 1,553 20 -.- 28 1,001: 62,1. 608 37,6 1,608 25 . 29 1,058 611,6 581 35.8 1,639 30 - ab 862 59,0 321 81.0 783 35 - 51 112 ms 151 51,5 293 n. 1.2.. 388 15,1 2,121 88,6 2,532 Tetal 17,828 1.9.6 18,10? 50,11 35,935 $213“ 17.110 52.2 15,983 147.8 33,823 Conparing the distributions for the various periods of years to the ad- Justed total distribution, it my be seen that the percentages of Metro- politan teachers who had taught in the present school in the periods from 10 to 35 years are higher than in the total distribution, while the percentages of Neu-netropolitan teachers who had taught in the present school in the periods or less than 5 years and over 31; years are higher than in the total distribution. The division of teachers who had taught in the period tron 5 to 10 years is about the sane as that found in the adjusted total distribution. 1‘ 71. An examination of Figure XII permits a non detailed comparison of Istropolitan an! Non-metropolitan distributions by number or years of teaching in the present school. Except for minor variations, these dis- tributions display three distinct periods of years when compared to the adjusted total distribution. Of those teachers who had taught less than 9 and over 38 years in the present school the percentages employed in lion—netropolitan Areas are higher than in the total distribution. 01‘ the teachers who had taught iron 9 through 38 years in the present school, the percentages enployed in Iotropolitan Areas are higher than in the total distribution. Table 16 in the appendix shows the conplete distributions of the teachers in separate Econonic Areas by years or teaching in the present school. Table 17 in the appendix shows the percentage of teachers in each Remote Area who had taught for selected periods of years in the present school. This table reveals that in three of the nine Ietropoli- tan Areas and in all but one of the thirteen Non-netropolitan Areas, data were unavailable for 115 or nere of the teachers. Figure 1111’..wa shows the per cent of teachers in each Econonic Area who had taught in the present school for 20 or lore years, 5 to 20 years and less than 5 years, is based on adjusted data for all Areas in which data were un- available for hi or nere of the teachers. lhe following general conclu- sions nay be drawn tron these results: 1. A comparison of the distribution of teachers in the total Iatro- politan population to the distribution of all teachers shows that the percentage of lletropolitan teachers who had taught 20 or nore years in RD INFO. 72 .628 Edmond 2: c. 0:288. no $09.3 Succumb coEocoteZIcoz ecu 1.2.6355. do 5.5955 HM .91.. 9:58P I I OI23 56 89 l234567 9 I23456789 I O 23456789mlmwmwmflmGZZZZMZZW.22w3333333m3m444444444$5 do 88> zqcnoeomemz N v 1m m no. 1N. IIIzqtnoaomemz 1e. 1? 3? in Hundreds 10a . N... enema . - em 8 1 8 l 10» Number of Teachers .. Nn . 9m 1 on 1 on 40v . NV E Lee [74 once Years of Teaching 20 or 5-l9 Less than N0 Info O 8 4 More * TOT . 7 3\\\\\\\ hrflat / Am A' 7////n\\\\\ - 3 A m c‘7//\\\\\\ 0- W/ \\\\\\ II E//\\\ F-I 7/\R\\\\ F-2 \\\\\\ II F3 7 M\ Gn/// \\\\ 6 at of Teaching in the Present School. 48 6'0 Per Cent e'o Fig XIII. Distribution of Teach- ers in each Economic Area byYears *Adjusted Data Years of Teaching 20 or More 5-l9 Less than 5 N0 Info. 90* Area / \\.\\\\Q Ngoet. //\\\\\\ I*//// e\\\\\ 2 71 \\\\\\ 3*7 \\\\\ .' \W\ 4b*/\\\\\ a \ \\\\\\ 50 / 01 0' \\‘ * a\\\\\ A 8,3! 1V \\\\\\ a; \\ \\\\\\\‘ ‘1 * \\ \k\\\\\ e’0\\\\\ \ *’/\\\\\\\\ O 98* /A\\\\\\\ 40 1 60 Per Cent T 80 1 I00 71s. the present school is higher than in the total distribution, the percent- age of teachers who had taught 5 to 19 years in the present school is about equal to the percentage of the corresponding group in the distribu- tion of all teachers, and the percentage of Metropolitan teachers who had taught loss than 5 years, in the present school is lower than in the total distribution. 2. A conparison of the distributions of teachers in separate Iotropolitan Areas to the distribution of all teachers shows that in every Metropolitan Area: (a) the percentage of teachers who had taught in the present school for 20 or acre years is higher than in the total distribution, except in Areas F1 and F2 3 (b) the percentage of teachers who had taught 5 to 19 years in‘ the present school is about equal to or lower than in the total distribution, except in Areas 1, 1'2 and F3; and (c) fie percentage of teachers who had taught in the present school for less than 5 years is lower than in the total distribution, except in Areas F1 and F2. 3. A comparison of the distribution of teachers in the total Non- metropolitan population to the distribution of all teachers shows that the percentage of lion-metropolitan teachers who had taught 20 or more years in the present school is lower than in the total distribution, the percentage who had taught 5 to 19 years in the present school is about equal to the percentage of that group in the distribution or all teach- ers, and the percentage of Non-metropolitan teachers who had taught less than 5Nyears is higher than in the distribution of all teachers. it. A comparison of the distribution of teachers in separate Non- netropolitan Areas to the distribution of all teachers shows that in 75. every Non-metropolitan Area: (a) the percentage of teachers who had taught 20 years or nere is about equal to or lower than in the total distribution, except in Area 1; (b) the percentage of teachers who had taught 5 to 19 years in the present school is about equal to or higher than in the total distribution, except in Areas hb, 5a, 5b, 6b and 8; and, (c) the percentage of teachers who had taught in the present school for less than 5 years is higher than in the total distribution, except in Areas 1, 2 and 68. Tears of Teaching in Other Schools Table 21 shows the number of teachers who had taught each number of years in other schools and the per cent of teachers who had taught in other schools 35 or nere years and for each period of 5 years Iron 0 to 35. 76. TABIEZl DISTRIBUTION OF TEACHERS BI YEARS OF TEACHING IN OTHER SCHOOLS-x- Iears of Tears of Teaching N S Teaching N Z h6 2 2k 172 '45 - 23 213 m, 3 22 218 3.3 1.3 3 21 257 1:2 2 20 328 In 2 ““19 332 he 3 .2 18 399 ' 39 9 17 I06 6.2 38 3 16 1169 37 9 15 606 36 6 ' 632 35 15 13 675 ' “'51: 19 12 797 11.0 32 33 '5 18 1' 62: e 1 ' 31 to 9 13539 30 65 8 1,1h8 " _2'9 68 7 1,218 18.0 =8 :2 ‘6 2 1:122 27 1 1e 1' 1 26 uh h 1,? 9 25 158 3 2.206 ‘ 2 2,5h5 Sleh 1 2,1536 0 * 9' 7 ' Total '35,935 . 100.0 Adapted Tron Sub-comttee on Teacher Education Report, Part II, Thble 15’ P. 350 Table 22 shows the nunber and per cent of the teachers who had taught for selected periods of years in other schools who were enployed in letropolitaa and Hon-netropolitan Areas. 77- TABIB22 mmmmcnrmmmcmswnomuuamsnmmmms OF TEARS IN arm SCHOOLS WHO m LOCATE) II METROPOLITAN AND NON-METROPOLITAN AREAS gears in IstropoflLi? waft-31.20213“ Total 0 - I, 10,123 58.8 8,3Iio 1:5.2 18,h63 5 - 9 3351" 52,8, 3,052 h7,2 6,1166 10 o n, 1,9h2 89,0 2,025 51,0 3,96? 15 -_- 19 1,050 116.8 1,192 53,2 2,2h2 20 - 22 51.6 “,0 6&2 54,0 1,188 25 - 29 21:5 h3.7 316 56,3 561 30 -,- BI. 79 h2,0 109 58,0 188 35 ,- t6 21: Ma , 33 57,9 , 57 no info. 1,05 114.1: 2,398 85.6 2,803 Total , 17,828 h9.6 18 ,107 50.1; 35,935 232.1“ 17,h23 52.6 15,709 It“. 33,132 Conparing the distributions for these various periods to the adjusted total distribution, it my be seen that the percentage of btropolitan teachers who had taught in the period of less than 5 years in other schools is higher than in the total distribution, while the percentages of the Non-netropolitan teachers who had taught in each of the paiods of 10 or nere years in other schools are higher than in the total dis- tribution. The division of teachers who had taught in the period iron 5 to 10 years in other schools is about the sane as that found in the ‘total distribution. 78. An examination of Figure XIV permits a nere detailed comparison of the Metropolitan and Non-netropolitan distributions by number of years of teaching in other schools. Except for ninor variations, these dis- tributions fall into two distinct periods of years when conpared to the adjusted total distribution. or the teachers who had taught any nusber less than 6 years in other schools, percentages emloyed in Metropoli- tan Areas are higher than in the total distribution. (If the teachers who had an nunber over 5 years of teaching in other schools, percent- ages enployed in Non-netropolitan Areas are higher than in the total distribution. Table 18 in the appendix shows the couplets distributions of the teachers of separate Econonic Areas by years of teaching in other schools. Table 19 in the appendix shows the percent of teachers in each Econoadc Area who had taught for selected nunbers of years in other schools. This table shows that in three of the nine Metropolitan Areas and in all but two of the thirteen lon-nstropolitan Areas, data were un-F available.for 11% or nere or the teaching populations. In Figure XV, which shows the per cent of teachers in each Boone-is Area who had taught in other schools for less than 5 years, 5 to 20 years and 20 years or lore, the distributions are based on adjusted data for all Areas in which data were unavailable for III or nere of the teachers. The following gen- eral conclusions may be drawn tron these results: 1. A colparison of the distribution of teachers in the total Metro- politan population to the distribution of all teachers shows. that the , percentage of Metropolitan teachers who had taught less than 5 years in 79 NOWW. .2028 350 c_ ochoon. no 28> E 89.02:. canoaotozucoz nco 5530sz no 539th HR .9“. 0|234567890I23456789m 8 0I2 456789 |23 5 7 IIIIIIIII N2fi333£33 333w444M4%4 Zdtnoaomk ME I 202 I.z’.1.._._.._onom._.ME 1L and? [:2 Ed 8 4 l A 9 Q E 9 9 ON NN QN 8 8 On 05:03... no floor in Hundreds Number of Teachers 2'0 4b ob ab :60 Per Cent 6 Fig. 11. Distribution of Teach- ers in each Economic Area by Years of Teaching in Other Schools. 3.: ,Adjusted Data 80 Years of Less 26 70 Per r 60 Cent 81. other schools is higher than in the total distribution while the per- centages of Metropolitan teachers who had taught 5 to 20, and 20 or nere years in other schools is lower than in the total distribution. 2. A comparison of the distribution of teachers in separate Metro- politan Areas to the distribution of all teachers shows that in every Metropolitan Area: (a) the percentage of teachers who had taught loss than 5 years in other schools is about equal to or higher than in the total distribution, except in Area F2; (b) the percentage of teachers who had taught in other schools iron 5 to 20 years is about equal to or lower than in the distribution of all teachers, except in Area B; an! (e) the percentage of teachers who had taught 20 or nere years in other schools is about equal to or lower than the percentage of the correspon- ding group in the total distribution, except in Areas A, B, and F2. 3. A oonparison of the distribution of teachers in the total lion- netrepolitan population to the distribution or all teachers shows that the percentage of Mon-netropolitan teachers who had taught less than 5 years in other schools is lower than in the total distribution, while the percentages of Hon-netropolitan teachers who had taught 5 to 20 years and 20 or nere years are higher than in the total distribution. h. A conparison of the distributions of teachers in separate Non- nstropolitan Areas to the distribution of all teachers shows that in every Non-netropolitan Area: (a) the percentage of teachers who had taught in other schools for less than 5 years is lower than in the total distribution, except in Areas 1, 2, 6a and 8; (b) the percentage of teachers who had taught 5 to 20 years in other schools is higher than in the total distribution, except in Areas 1, 2, 6a and 83 and, (c), the 82. percentage of teachers who had taught 20 years or ncre in other schools is about equal to or higher than in the distribution or all teachers , except in Areas 1, 2 and 6a. Ihother the Teacher had Taught the Previous Tear Table 23 shows the nunber and per cent of teachers who had and had not taught the previous year. TABIE 23 DISTRIBUTION OF TEACHERS B! W THE! HAD OR HAD NOT TAUGH'I' THE PREVIOUS IEARit N i Taught the previous year 28,750 80,0 Did not teach the previous year 5,015 1h.0 lo intonation 2,170 6.0 Total 353 935 ,100o0 {Adapted fron Bub-coalittee on Teacher Education Report, Part II, 1.161. 16, p. 35. Table 2h shows the nunbor and per cent of these teachers who had or had not taught the previous year who were ‘ enployed in Metropolitan and lon-ntropolitan Areas. Conparing these distributions to the dis- tribution of the adjusted total group, it my be seen that, of the teachers who had taught the previous year, the percentage enployed in Metropolitan Areas is slightly lower than in the total distribution, while the percentage enployed in Non-netropolitan Areas is slightly 83. higher than in the total distribution. The reverse situation is the case for these teachers who had not taught the previous year. 111313th mmmrmcmwrnnmcmsmommmmr TAUGHT THE PREVIOUS YEAR WHO m MATE!) Ill ETROPOLITAN AND NON-HE TROPOLITAN AREAS Metropolitan Non-netroooli Total ‘ N 1 N Z Taught the previous year 1’4, 837 51.6 13,913 h8,h 28,750 1318 not teach the 2,705 53.9 2,310 1.6.1 5,015 previous year , _ No infer-tion 286 13.2 1,888; 86.8 2,170 Total 17,828 h9.6 18.107 50.1; 35,935 A sted ‘ ' ‘ ‘ ' 23.21 17,512 52.0 16,223 218.0 33.765 Table 20 in the appendix shows the minor and per, cent of teachers in each Econonic Area who had or had not taught the previous year. This table indicates that in two of the nine Metropolitan Areas and in all but two of the thirteen Non-notropolitan Areas data for h! or nere of the populations were not available. Figure XVI, which shows the per cent of teachers in each Econonic Area who had and had not taught the previous year, is based an adjusted distributions for all Areas in which infornation was unavailable for 11% or nere of the teachers. Variations in the pattern presented in Figure XVI appear to be rather negligible , but the following general conclusions nay be drawn tron these results: Taught Previous Year o (No 93 No Yes Info. 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Edam—m mmoaodh Q24 Hugh E23350 2 Hoomom .mOHamHEogo Eng «Hanna 20 g ho Hg on HHS 120. the rank of the given population for the item.represents a marked departure from.the over-all pattern displayed for the characteristics of the teaching population of the Area. Included in each summary is a brief synopsis of factors relating to future teacher supply and demand in the Area. Area A - Saginaw County Data were complete for at least 90% of the teachers of Area A for every item examined. Distinctive characteristics found for the teaching population of this Area are: 1. A lower average amount of training and a higher percentage of teachers with less than four years of training than for any other Metro- politan Area. 2. An unusually high percentage of teachers holding Life certifi- cates mmian unusually low percentage of teachers holding provisional and permanent certificates. 3. Compared to other Metropolitan.Areas, a high percentage of teachers holding sub-standard certificates, especially State Limiteds. h. Over 60% of the teaching population located in type 0 district schools of the City of Saginaw. 5. An unusually low percentage of teachers employed in L, I and J districts, especially in rural agricultural districts. 6. Compared to other Metropolitan Areas, a high percentage of teachers employed in districts of types G, H and K, especially in the rural K dis- tricts. 121 O 7. A lower percentage of administrative personnel and a higher per- centage of elementary teachers than for any other Area. 8. About.h0% of the teaching population trained at Central Michi— gan College and another 13% training at Michigan Normal College. 9. A high percentage of teachers certified before 1928 and before 19h8, with a correspondingly low percentage of teachers certified since 19h7. 10. Unusually high percentages of teachers having long years of total teaching experience and long years of teaching in the present school. 11. A relatively high percentage of teachers having long years of teaching in other schools. Factors related to future teacher demand in this Area include: 1. A medium low predicted rate of population change, with an esti- mated general population for 1960 of approximately 185,000, an increase of about 31,000 over 1950. 2. ,A very high rate of school attendance. 3. An unusually high predicted rate of teacher retirement. h. An unusually low estimated rate of re-entry into teaching. Area B - Kent County Data were complete for over 96% of the teachers of Area B for every item.examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. Compared to other Metropolitan Areas, a low average amount of train- ing and a high percentage of teachers with less than four years of training. 122. 2. An unusually high percentage of teachers holding Life certifi- cates. 3. Compared to other Metropolitan Areas, a low percentage of teachers holding provisional and permanent certificates especially secon- dary certificates, and a high percentage of teachers holding sub-standard certificates. h. Over half of the teaching population employed in the B type school district of the City of Grand Rapids. 5. Compared to other Metropolitan.Areas, a low percentage of teachers employed in L, I and J districts and the highest percentage of teachers employed in districts 0, H and K, with a very high percentage in rural K districts. 6. An unusually high percentage of special education personnel. 7. An unusually high percentage of teachers trained at private institutions, with about 8% of the teaching population trained at Calvin and Aquinas Colleges, both located in this Area. 8. Over 35% of the teaching population trained at'Western Michigan College and about 8% of the teachers from each of two other institutions, Michigan State College and Michigan Normal. 9. An unusually high percentage of teachers certified before 1928 and an unusually low percentage of teachers certified since 19h7. 10. Unusually high percentages of teachers with long years of total teaching, long years of teaching in the present school, and long years of teaching in other schools. Factors related to future demand for teachers in this Area include: 1. A medium low predicted rate of population change, with an 123. estimated general population for 1960 of approximately 3h1,500, an increase of about 53,000 over 1950. 2. A medium.high rate of school attendance. 3. An unusually high predicted rate of teacher retirement. h. A medium high estimated rate of re-entry into teaching. Area C - Muskegon County Data were complete for over 93% of the teachers of Area C for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. Compared to other Metropolitan Areas, a low average amount of training, and the lowest percentage of teachers having over four years of training. 2. Compared to other Metropolitan Areas, a low percentage of teachers holding provisional and permanent certificates and the highest percentage of teachers holding sub-standard certificates, with an unusu- ally high percentage of teachers holding State Board Special certificates. 3. Over half of the teaching population employed in districts of types D and E. h. An unusually low percentage of administrative personnel and an unusually high percentage of elementary teachers. 5. Compared to other Metropolitan Areas, the lowest percentage of special education personnel. 6. An unusually high percentage of teachers trained at institutions located outside of Michigan. [ill \\[II I: I.II|| l I.) if: I.{\ ,7 7 I 2'1: ./ 12h. 7. About 38% of the teaching population trained at'Western Michigan College and another 10% trained at Central Michigan College. 8. Distributions of teachers by date of certificate and factors of teaching experience which are similar to the total distribution of teachers on these items. Factors related to future teacher demand in this Area include: 1. A high predicted rate of population change, with an estimated general population for 1960 of approximately 155,700, an increase of about 3h,000 over 1950. 2. A medium high rate of school attendance. 3. A medium high predicted rate of teacher retirement. h. A medium high estimated rate of re-entry into teaching. Area D - Genesee County Data were complete for over 96% of the teachers of Area D for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. A high average amount of training. 2. An unusually high percentage of teachers holding Life certifi- cates and, compared to other metropolitan.Areas, a relatively low percen- tage of teachers holding provisional and permanent certificates, especially elementary certificates. 3. Over half of the teaching population employed in the B district schools of the City of Flint, and a low percentage of teachers employed in G, H and K districts. 125. b. An unusually low percentage of elementary teachers and a per- centage of special education personnel that is higher than for any other Area. 5. Over 30% of the teaching population trained at Nflchigan Normal College and another 16% trained at Central Michigan College. 6. An unusually high percentage of teachers certified before 1928 and before 19h8. 7. Unusually high percentages of teachers with long years of total teaching experience and long years of teaching in the present school. 8. An.unusually'low percentage of teachers having more than four years of teaching in other schools. Factors related to future teacher demand in this Area include: 1. A.medium.high predicted rate of population change, with an esti- mated general population for 1960 of approximately 327,300, an increase of about 56,000 over 1950. 2. A medium.high rate of school attendance. 3. An.unusually high predicted rate of teacher retirement. h. A medium high estimated rate of re-entry into teaching. Area E - Ingham.County Data were complete for over 9h% of the teachers of Area E for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. .An average amount of training that is below the average for the Metropolitan population. 126. 2. A percentage of teachers in districts B through F that is higher than for any other Area, with over 55% of the teaching population employed in the C district schools of the City of Lanaing. 3. An unusually low percentage of teachers in L, I and J districts and, compared to other Metropolitan.Areas, a relatively high percentage of teachers employed in G, H and K districts. h. High percentages of administrative and special education personnel. 5. An.unusually high percentage of teachers from state-supported institutions, about 27% of the teaching population having been trained at Michigan State College, located in this Area. 6. About 17% of the teaching population trained at Michigan Normal College, and another lh% trained at'Western Michigan College. 7. Compared to other Metropolitan Areas, the lowest percentage of teachers from outside of Michigan and a relatively low percentage of teachers from private institutions. 8. Unusually high percentages of teachers with less than 5 and more than 2h years of teaching experience. 9. An.unusually low percentage of teachers with long years of teach- ing in other schools. Factors related to future teacher demand in this Area include: 1. A high predicted rate of population change, with an estimated general population for 1960 of approximately 223,700, an increase of close to 50,800 over 1950. 2. A rate of school attendance that is higher than for any other Area. 3. A medium.high predicted rate of teacher retirement. h. .A medium high estimated rate of re-entry into teaching. 127. Area F1 - Oakland County Data were complete for over 99% of the teachers of Area F1 for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. A higher average amount of training than for both the total and Metropolitan populations. 2. Over 90% of the teachers having four or five years of training. 3. Low percentages of teachers holding Life and sub-standard cer- tificates. h. A percentage of teachers holding provisional and permanent cer- tificates that is higher than for any other Area. 5. Almost 20% of the teaching population holding elementary provi- sional certificates, a percentage that is higher than for any other Area. 6. An.unusually high percentage of teachers employed in districts of types L, I and J, especially in rural agricultural schools and large districts outside of corporate limits. 7. An unusually low percentage of teachers employed in districts of types G, H and K. 8. A relatively high percentage of special education personnel. 9. .A high percentage of teachers trained outside of Michigan. 10. About 2h% of the teaching population trained at Michigan Normal College, over 16% at wayne University and about 9% at the University of llichigan. 11. An unusually low percentage of teachers certified from 1928 to l9h8, and a very high percentage of teachers certified since 19b7. 128. 12. Relatively high percentages of teachers having less than five years of total teaching and few years of teaching in the present school. Factors related to future teacher demand in this Area include: 1. A very high predicted rate of population change, with an esti- mated general population for 1960 of approximately 577,000, an increase of about 181,000 over 1950. 2. A very high rate of school attendance. 3. A medium high predicted rate of teacher retirement. h. A.medium.low estimated rate of re-entry into teaching. Area F2 - Macomb County Data were complete for over 9b% of the teachers of‘Area F2 for every item.examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. An average amount of training that is higher than for the total population, but lower than for the Metropolitan population. 2. An unusually low percentage of teachers holding Life certificates, and an.unusually high percentage of teachers holding provisional and per- manent certificates, especially secondary certificates. 3. A low percentage of teachers employed in districts of types B through F, compared to other Metropolitan Areas. h. An.unusually high percentage of teachers employed in districts of types L, I and J, especially in large districts outside of corporate limits. 5. An unusually high percentage of administrative personnel. 129. 6. About 27% of the teaching population trained at Michigan Normal College, 15% at'Wayne University and over 7% at Central Michigan College. 7. An unusually low percentage of teachers certified before 1928 and an.unusually high percentage of teachers certified since 19h7. 8. Unusually low percentages of teachers who have had long years of total teaching and of teaching in the present school. Factors related to future teacher demand in this Area include: 1. A predicted rate of population change that is higher than for any other Area, with an estimated general population for 1960 of about 302,000, an increase of 117,000 over 1950. 2. A medium low rate of school attendance. 3. A low predicted rate of teacher retirement. 1:. A high estimated rate of re-entry into teaching. Area F3 - Wayne County (Exclusive of the City of Detroit) Data were complete for over 97% of the teachers of Area F3 for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. A very high average amount of training. 2. Over 91% of the teaching population having four or five years of training. 3. An unusually high percentage of teachers holding provisional and permnent certificates, especially elementary certificates. ’4. An unusually low percentage of teachers holding sub-standard certificates. 130. 5. A very high percentage of teachers employed in districts of the group B through F. 6. A percentage of teachers employed in districts of types G, H and K that is lower than for any other Area. 7. A high percentage of teachers in large districts outside of cor- porate limits. 8. Relatively high percentages of administrative and of special education personnel. 9. A relatively high percentage of teachers from outside of Michi- gan and a relatively low percentage of teachers from private institutions. 10. About 19% of the teaching population trained at wayne University and about 2% from.Marygrove, Mercy and the University of Detroit, all institutions located in this Area. 11. About 26% of the teaching population trained at Michigan Normal College and another 9% at the University of Michigan. 12. A very high percentage of teachers certified from 1928 through 19h7, and a low percentage of teachers certified since 19h7. 13. A relatively high percentage of teachers having long years of teaching in the present school. 1h. .A percentage of teachers having less than 5 years in other schools that is higher than for any other Area. Factors related to future teacher demand in this Area include: 1. A medium high predicted rate of population change, with an esti- mated general population for 1960 of approximately'2,975,h00, an increase of about 5h0,200 over 1950.1 1Includes Detroit. 131. 2. A high rate of school attendance. 3. A medium.high predicted rate of teacher retirement. h. A medium low estimated rate of re-entry into teaching. The City of Detroit Although the teachers of Detroit were excluded from this study, a brief summary of the general characteristics of the Detroit teaching population may make possible comparisons of this population to those of Out-state Areas. Analyses of the Detroit population were included in the study prepared for the Council of Presidents (15% The information pre- sented below was summarized from that report, and is based on data for at least 97% of the 1953-5h Detroit teaching population for every item.of information collected. Since the available data for Detroit teachers were not comparable to data for Out-state teachers for all items, comparisons between the Detroit and Out-state populations should be considered as estimates only for non-comparable items. It was not possible to obtain an average amount of training for Detroit teachers. However, the percentage of Detroit teachers who had no degrees was slightly lower than the percentage of teachers in the Out- state population'who had less than four years of training. The percentage of Detroit teachers who held Bachelors degrees was lower than the percenp tage of the Out-state population who had four years of training. The per- centage of Detroit teachers who held advanced degrees (h3.5%) was higher than the percentage of teachers who had more than four years of training in any Out-state Area. 132. The Detroit teaching population included a lower percentage of teachers holding sub-standard certificates than in any Out-state Area, and a higher percentage of teachers holding Life certificates than in any Area except Area 1. The percentage of Detroit teachers who held provisional and permanent certificates was exactly equal to the percentage of teachers in the total Out-state population who held these types of certificates, although the percentage of Detroit teachers who held elemen- tary certificates was higher than for any Out-state Area. All Detroit teachers are classified in school district type A. The distribution of Detroit teachers by teaching assignment, compared to the distribution of all Out-state teachers, included a relatively high per— centage of administrative personnel and a slightly higher percentage of elementary teachers. The percentage of Detroit teachers employed at the secondary level was lower than for any Out—state Area, while the percen- tage of Detroit special education personnel (8.9%) was much higher than the percentage of special education personnel in any Out-state Area. Information regarding training institutions was not comparable for the Detroit and Out—state groups. It is known, however, that a high percentage of Detroit teachers had received their highest degrees from state-supported institutions, especially'Wayne University, the University of Michigan and Michigan Normal College. It was not possible to record information regarding dates of certi- ficate, and teaching experience for Detroit teachers. It was possible to record the date of highest degree (date of certificate fer those teachers holding no degrees). From.the results obtained on this item, it can be estimated that the Detroit population has a high percentage of 133. teachers with long years of teaching experience and a high future rate of teacher retirement. ‘Wayne county, including Detroit, ranks in the medium high group in terms of predicted rate of population change. Con- sideration of the average teacher salaries of the various types of school districts (lh:9), indicates that Detroit may have less difficulty meeting the demand for teachers than other types of districts. As of 1950, the average salary of Detroit teachers was considerably higher than the average salary of teachers in any other type of school district and amounted to 138% of the 1950 average industrial wage in.Michigan. Area C - Kalamazoo County Data were complete for over 95% of the teachers of Area G for every item.oxamined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. An average amount of training that is higher than for any other Area, almost 93% of the teaching population having four or five years of training. 2. An.unusua11y high percentage of teachers holding Life certifi- cates and a percentage of teachers holding sub-standard certificates that is lower than for any other Area. 3. About h6% of the teaching population employed in the C district schools of the City of Kalamazoo. h. Compared to other Metropolitan.Areas, relatively high percentages <>f teachers employed in the group of districts G, H and K and the group of Clistricts L, I and J, especially in rural agricultural schools. 13b. 5. An unusually high percentage of special education personnel and an unusually low percentage of secondary teachers. 6. Almost 80% of the teaching population trained at state—supported institutions, including over 68% trained at'Western Michigan College, located in this Area. 7. About 5% of the teaching population from Kalamazoo and Nazareth Colleges, both located in this Area. 8. An.unusually high percentage of teachers certified before 1928 and an unusually low percentage of teachers certified since l9h7. 9. A high percentage of teachers with over 2h years of teaching experience and an unusually low percentage of teachers with 5 to 25 years of teaching. 10. A high percentage of teachers with long years of teaching in the present school and very few years of teaching in other schools. Factors related to future teacher demand in the Area include: 1. .A high predicted rate of population change, with an estimated general population for 1960 of approximately 158,900, an increase of about 32,200 over 1950. 2. A medium.low rate of school attendance. 3. An unusually high predicted rate of teacher retirement. h. A high estimated rate of re-entry into teaching. Area 1 - Western Half of the Upper Peninsula Data were complete for over 9h% of the teachers of‘Area l for every item.examined. Distinctive characteristics found for the teaching 135. population of this Area include: 1. An average amount of training below the average for all teachers, but above the average for the Non—metropolitan population. 2. A percentage of teachers holding Life certificates (62%) that is higher than for any other Area and an unusually'low percentage of teachers holding sub-standard certificates. 3. A percentage of teachers holding provisional and permanent cer- tificates that is lower than for any other Area, with an especially low percentage of elementary certificates. A. An unusually low percentage of teachers employed in G, H and K districts and a lower percentage of teachers in the rural K district schools than fer any'other‘Area. 5. .A percentage of teachers employed in the group of districts L, I and J that is higher than for any other.Area, including especially high percentages of teachers in rural agricultural and township districts. 6. Percentages of administrative and secondary personnel that are higher than in any other Area and a percentage of elementary teachers that is lower than for any other Area. , 7. An unusually high percentage of teachers from outside of Michi- gan, over 10% of the teachers having been trained in'Wisconsin. 8. A low percentage of teachers from state-supported institutions, but a high percentage (almost 55%) of its teachers fromLNorthernIMichigan College, located in this Area. 9. A percentage of teachers from private institutions (less than 2%) that is lower than for any other Area. 136 e 10. A highly unusual distribution of teachers by date of certificate, with over one-third of the teaching population certified before 1928, about 30% certified between 1928 and l9h8 and less than a third certified since 19h7. 11. A higher percentage of teachers with 25 or more years of teach- ing experience and a lower percentage of teachers with less than 5 years of teaching than.for any other Area. 12. Almost a fourth of the teaching population having 20 or more ' years of teaching in the present school, a higher percentage than for any other Area. 13. A lower percentage of teachers having less than 5 years in the present school than for any other Area and an unusually high percentage of teachers with less than 5 years of teaching in other schools. Factors related to future teacher demand in this Area include: 1. .A very low predicted rate of population change, with an estimated general population of about 177,900 in 1960, a decrease of about hOO from 1950. 2. A medium.low rate of school attendance. 3. An extremely high predicted rate of teacher retirement. h. A very low estimated rate of re-entry into teaching. Area 2 - Eastern.flalf of the Upper Peninsula Data were complete for over 96% of the teachers of Area 2 for every item examined. Distinctive characteristics found for the teaching population of this Area include: 137. 1. An unusually low average amount of training and an unusually high percentage of teachers with less than four years of training. 2. A low percentage of teachers holding provisional and permanent certificates and an especially low percentage of teachers holding elemen- tary certificates. 3. A relatively high percentage of teachers holding sub-standard certificates, especially State Board Specials. b. An unusually low percentage of teachers employed in districts of types G, H and K and an unusually high percentage of teachers employed in districts of the L, I and J types, with a higher percentage of teachers in township districts than for any otherNArca. 5. An unusually low percentage of elementary teachers and an un- usually high percentage of secondary teachers. 6. A higher percentage of teachers from outside of Michigan than for any other7Area, almost 12% of the teaching population having been trained in'Wisconsin. 7. Over h3% of the teaching population trained at Northern Michigan College. 8. An.extremely'1ow percentage of teachers from private institutions. 9. An unusually low percentage of teachers with 20 or more years of teaching in other schools and a high percentage of teachers with less than 5 years in other schools. Factors related to future teacher demand in this Area include: 1. A medium low predicted rate of population change, with an esti- mated general population of about 150,200 by 1960, an increase of about 26,200 over 1950. 138. 2. A medium.low rate of school attendance. 3. A medium high predicted rate of teacher retirement. h. A medium low estimated rate of re-entry into teaching. Area 3 - Northwestern Lower Peninsula Data were complete for over 92% of the teachers of Area 3 for every item examined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1.. A low average amount of training. 2. An unusually low percentage of teachers holding provisional and permanent certificates and an unusually high percentage of teachers holding sub-standard certificates. 3. A high percentage of teachers employed in.districts G, H and K. h. An.unusually high percentage of administrative personnel and an unusually low percentage of special education personnel. 5. A relatively low percentage of teachers from private institutions. 6. About 30% of the teaching population trained at Central Michigan College and another 15% trained at‘Western.Michigan College. 7. An unusually low percentage of teachers with less than 5 years of teaching experience and an unusually high percentage of teachers with 5 to 25 years of teaching. 8. An unusually low percentage of teachers certified between 1928 and l9h8. 9. .An unusually low percentage of teachers with less than 5 years of teaching in other schools and an unusually high percentage of teachers with 5 to 19 years of teaching in other schools. 139e Factors related to future teacher demand in this Area include: 1. A low predicted rate of population change, with an estimated general population for 1960 of approximately 117,000, an increase of about 16,300 over 1950. 2. A medium low rate of school attendance. 3. A medium high predicted rate of teacher retirement. h. A high estimated rate of re-entry into teaching. Area ha - North Central Lower Peninsula Data were complete for over 88% of the teachers of Area be for every item examined. Data were unavailable for over 10% of the teaching popula- tion for the items of amount of training, training institution, total years of teaching and years of teaching in other schools. Distinctive charac- teristics found for the teaching population of this Area include: 1. A low average amount of training and an unusually low percentage of teachers having more than four years of training. 2. A relatively low percentage of teachers holding provisional and permanent certificates, including an unusually low percentage of teachers holding elementary certificates. 3. An unusually high percentage of teachers holding sub-standard certificates. b. An unusually high percentage of teachers employed in districts L, I and J, including a percentage of teachers in rural agricultural schools that is higher than for any other.Area. 5. A high percentage of secondary teachers and an unusually low percentage of special education personnel. 1140. 6. Unusually low percentages of teachers from outside of Michigan and from.private institutions, with a correspondingly high percentage of teachers from state-supported institutions. 7. About 36% of the teaching population trained at Central Michigan College, another 1h% at Hestern.ufichigan College and about 2.6% trained at Ferris Institute, an institution located in this Area. 8. A low percentage of teachers with 25 or more years of teaching and an unusually high percentage of teachers with 5 to 25 years of teach- ing. 9. Unusually low percentages of teachers with long years of teaching in the present school and with only a few years of teaching in other schools. Factors related to the future teacher demand in this Area include: 1. A low predicted rate of population change, with an estimated general population for 1960 of about 157,300, an increase of approximately 19,900 over 1950. 2. An.unusually high rate of school attendance. 3. A medium low predicted rate of teacher retirement. 1:. A medium low estimated rate of renentry into teaching. Area hb - Northeastern Lower Peninsula Data were complete for over 9h% of the teachers of Area hb for every item.oxamined. Distinctive characteristics found for the teaching popula- tion of this Area include: 1. An average amount of training that is lower than for any other Area, about a third of the teachers having less than four years of training. 2. A percentage of teachers holding Life certificates that is lower than for any other Area. 3. An unusual distribution of provisional and permanent certifi- cates, with an unusually high percentage of teachers holding secondary certificates and an unusually low percentage of teachers holding elemen- tary certificates. ‘4. A percentage of teachers holding sub-standard certificates that is higher than for any other Area, having the highest percentages of teachers holding State Board Special and County Limited certificates of any Area. 5. Unusually high percentages of teachers in the groups of districts G, H and K, and L, I and J. 6. An unusually high percentage of secondary teachers and a per- centage of special education personnel that is lower than for any other Area. 7. An unusually high percentage of teachers trained at state- supported institutions, a low percentage of teachers trained at private institutions and a percentage of teachers from county normals that is higher than for any other Area. 8. Almost half of the teaching population trained at Central Michi- gan College with another 10% trained at Michigan Normal College. 9. Compared to other Areas, the lowest percentages of teachers certified before 1928 and before 19148, with about two—thirds of the population certified since 1911?. 11:2. 10. An unusually low percentage of teachers with 25 or more years of teaching experience and an unusually high percentage of teachers with less than five years of teaching.‘ 11. Compared to other Areas, the lowest percentages of teachers with 20 or more, and 5 or more years of teaching in the present school, over 67% of the teachers having had less than 5 years of teaching in the present school. 12. A percentage of teachers with less than 5 years of teaching in other schools that is lower than for any other Area. Factors related to future teacher demand in this Area include: 1. .A low predicted rate of population change, with an estimated general population of about 139,900 by 1960, an increase of approximately 19200 over 1950. 2. A medium.high rate of school attendance. 3. A low predicted rate of teacher retirement. h. A medium low estimated rate of re-entry into teaching. Area 5a - Central Lower Peninsula Data were complete for at least 82% of the teachers of Area 5a for every item.examined. Data were unavailable for more than 10% of the teach- ing population for each of the three items relating to years of teaching experience. Distinctive characteristics found for the teaching population of this Area include: 1. An.unusually low average amount of training, over 30% of the teaching population having less than four years of training. 1h3. 2. An unusually low percentage of teachers holding provisional and permanent certificates and an unusually high percentage of teachers holding sub-standard certificates, with a percentage of teachers holding State Limited certificates that is higher than for any other Area. 3. An unusually low percentage of teachers employed in L, I and J districts, and an unusually high percentage of teachers employed in G, H and K districts, with a percentage of teachers in the rural K districts that is higher than for any other Area. h. A high percentage of secondary teachers and a percentage of elementary teachers that is lower than for any other Area. 5. Almost half of the teaching population trained at Central Michigan College, with another 2.6% trained at.Alma College, both institutions located in this Area. 6. An.unusua11y low percentage of teachers from.outside of Michigan, and an unusually high percentage of teachers trained at state-supported institutions. 7. An unusually high percentage of teachers certified between 1928 and l9h8. 8. Relatively low percentages of teachers with long years of teach- ing experience and with long years of teaching in the present school. 9. An unusually high percentage of teachers with 20 years or more of teaching in other schools. tasters related to future teacher demand in this Area include: 1. .A medium.low predicted rate of population change, with an esti- mated general population for 1960 of approximately 259,300, an increase of about h1,750 over 1950. 2. A medium.high rate of school attendance. 3. A medium.low predicted rate of teacher retirement. h. A low estimated rate of re-entry into teaching. Area 5b - Thumb Area of Lower Peninsula Data were complete for over 7h% of the teachers of.Area 5b for every item examined. Data were unavailable for over 20% of the teaching popula- tion for each of the four items of teaching experience and for over 10% of the teachers for the item of training institution. Distinctive charac- teristics found for the teaching population of this Area include: 1. A very low average amount of training, only 6h% of the teaching population having four or five years of training. 2. An unusually low percentage of teachers holding Life certifi- cates and a very high percentage of teachers holding sub-standard certi- ficates, especially State and County Limited certificates. 3. An unusual distribution of provisional and permanent certificates, 'with a very high percentage of teachers holding secondary certificates compared to a very low percentage of teachers holding elementary certifi- cates. h. A higher percentage of teachers in G, H and K districts than for any other.Area and an unusually low percentage of teachers employed in districts of types B through F. .5. An unusually low percentage of special education personnel and an unusually high percentage of secondary teachers. 1h5. 6. A percentage of teachers from outside of Michigan that is lower than for any other Area. 7. About a fourth of the teaching population trained at each of two institutions, Central Michigan College and Michigan Normal College. 8. Unusually low percentages of teachers certified before 1928 and before 19h8. 9. A percentage of teachers with 25 or more years of teaching ex- perience that is lower than for any other Area, and an unusually high percentage of teachers with less than 5 years of teaching. 10. A very low percentage of teachers with long years of teaching in the present school and a very high percentage of teachers with less than 5 years in the present school. Factors related to future teacher demand in this Area include: 1. A low predicted rate of population change, with an estimated general population for 1960 of approximately'llh,600, an increase of about 12,h00 over 1950. 2. A rate of school attendance that is lower than for any other .Area. 3. A low predicted rate of teacher retirement. h. A medium.high estimated rate of re-entry into teaching. Area 6a - west Central Lower Peninsula All results for the teaching population of this Area must be viewed ‘with some caution due to the omission of 1Lh6 rural teachers for whom :records could not be obtained. Items which would tend to be most influenced 1h6. by this lack of data would be amount of training, type of certificate, type of school district and teaching assignment. Inclusion of these un- recorded teachers would tend to lower the average amount of training, increase the percentage of teachers holding sub-standard certificates, increase the percentage of teachers employed in districts G, H and K and increase the percentage of elementary teachers, especially those teaching all grades. 0f the teachers for whom.records were available, data were complete for over 72% of the teaching population for every item.oxamined. Data were unavailable for over 20% of the teaching population for items of amount of training, years in the present and other schools, and whether the teacher had taught the previous year, and for over 10% of the teachers for the item of training institution. Characteristics found for the teaching population of this Area include: 1. A spuriously high average amount of training. 2. Unusually high percentages of teachers in districts of the groups B through F and G, H and K. 3. An unusually high percentage of elementary teachers and an un- usually low percentage of secondary teachers. h. A percentage of teachers from private institutions that is higher than for any other Area and unusually low percentages of teachers from outside of Michigan and from.etate-supported institutions. 5. Over 16% of the teaching population trained at Hope College, located in this Area, and about h0% of the teaching population trained at 'Western.Michigan College. 6. A low percentage of teachers certified before 1928 and a high percentage of teachers certified since 19h7. 1h7. 7. A.very high percentage of teachers with less than 5 years of teaching in other schools. Factors related to future teacher demand in this Area include: 1. A medium high predicted rate of population change, with an esti- mated general populationibr 1960 of about lh7,000, an increase of approxi— mately 25,800 over 1950. 2. .A low rate of school attendance. 3. A low predicted rate of teacher retirement. h. A low estimated rate of re-entry into teaching. Area 6b - Southwestern Corner, Lower Peninsula Data were complete for over 8h% of the teachers of Area 6b for every item.examined. Data were unavailable for over 10% of the teaching popula- tion for each of the four items of teaching experience. Distinctive characteristics found for the teaching population of this Area include: 1. An average amount of training that is higher than the average for the total Non-metropolitan population. 2. Compared to other Non-metropolitan.Areas, a relatively low per- centage of teachers holding sub-standard certificates. 3. An unusually high percentage of teachers employed in districts of types G, H and K, especially in the 0 type districts. h. Unusually low percentages of administrative and special education personnel. 5. .An unusually high percentage of teachers from outside of Michi- gan, almost 8% of the teaching population having been trained in Illinois. 6. An unusually low percentage of teachers from state—supported 1h8. institutions, but over half of the teaching population trained at was- tern Hichigan College. 7. About 2.6% of the teachers trained at Emmanuel Missionary College, located in this Area. 8. Unusually high percentages of teachers with less than 5 years of teaching in the present school and 20 or more years of teaching in other schools. Factors related to future demand for teachers in this Area include: 1. A medium high predich rate of population change, with an esti- mated general population for 1960 of approximately 192,900, an increase of about 38,000 over 1950. 2. A medium.low rate of school attendance. 3. A medium.low predicted rate of teacher retirement. h. A high estimated rate of re-entry into teaching. Area 7 - South Central Lower Peninsula Data were complete for at least an: of the teachers of Area 7 for every item examined. Data were unavailable for over 10% of the teaching population for each of the four items of teaching experience. Distinctive characteristics found for the teaching population of this Area include: 1. A low average amount of training. 2. An unusually high percentage of teachers employed in G, H and K districts. 3. An unusually high percentage of teachers holding sub-standard certificates, especially State Limited certificates. 1&9. h. Relatively low percentages of teachers trained at private in- stitutions and outside of Michigan. 5. About 1% of the teaching population trained at Olivet College, located in this Area. 6. About 22% of the teaching population trained at Michigan Normal, 16% at'Western Michigan College and 1h% at Central Michigan College. 7. A low percentage of teachers having more than 2h years of teach- ing experience and an unusually high percentage of teachers having 5 to 25 years of teaching. 8. Low percentages of teachers with 20 or more years in the present school and less than five years of teaching in other schools. Factors related to future demand for teachers in this Area include: 1. A medium.low predicted rate of population change, with an esti- mated general population for 1960 of approximately 381,800, an increase of about 56,000 over 1950. 2. A low rate of school attendance. 3. A.mediumrlow predicted rate of teacher retirement. h. A medium.low estimated rate of re-entry into teaching. Area 8 - Southeastern Lower Peninsula Data were complete for at least 90% of the teachers of Area 8 for every item.oxamined. Distinctive characteristics found for the teaching population of this Area include: 1. A high average amount of training, about 80% of the teaching population having four or five years of training. 150. 2. An unusually low percentage of teachers holding Life certifi- cates and an unusually high percentage of teachers holding provisional and permanent certificates, especially elementary certificates. 3. Compared to other Non-metropolitan Areas, the lowest percentage of teachers employed in districts G, H and K. h. A low percentage of secondary teachers and, compared to other Non-metropolitan Areas, a high percentage of special education personnel. 5. An unusually high percentage of teachers from outside of Michi- gan, over 6% of the teachers having been trained in Ohio. 6. An unusually low percentage of teachers trained at private in- stitutions. 7. About 1h% of the teaching population trained at the University of Michigan and another 39% trained at Michigan Normal College, both located in this Area. 8. An unusually high percentage of teachers certified since 1914?. 9. A percentage of teachers having less than 5 years of teaching experience that is higher than for any other Area. 10. A very high percentage of teachers having less than 5 years of teaching in the present school. Factors related to future teacher denand in this Area include: 1. A high predicted rate of population change, with an estimated general population for 1960 of approximately 108,700, an increase of about 106,800 over 1950. 2. A low rate of school attendance. 3. A medium low predicted rate of teacher retirement. 1;. A low estimated rate of re-entry into teaching. 151. Area 9a - South Central Border of Lower Peninsula Data were complete for over 82% of the teachers of.Area 9a for every item.examined. Data were unavailable for more than 10% of the teaching population for the item of training institution, and each of the feur items of teaching experience. Distinctive characteristics found for the teaching population of this Area include: 1. An average amount of training that is lower than the average for all teachers. 2. A percentage of teachers holding sub-standard certificates that is higher than that found in the distribution of all teachers. 3. A percentage of teachers employed in districts C, H and X that is higher than that found in the distribution of all teachers. b. An unusually high percentage of elementary teachers. 5. A percentage of teachers from.etate-supported institutions that is lower than for any other Area. 6. A very high percentage of teachers trained at private institu- tions, over 16% of the teaching population having been trained at Adrian, Hillsdale, and Siena Heights Colleges, all located in this Area. 7. About 22% of the teaching population trained atiMichigan Normal, another 18% at western.lfichigan College and about 8% of the teaching population trained at institutions in Ohio. 8.. An unusually low percentage of teachers certified before 1928. 9. Low percentages of teachers with long years of total teaching experience and long years of teaching in the present school. 152. 10. A percentage of teachers having 20 or more years in other schools that is higher than for any other Area. Factors related to future teacher demand in this Area include: 1. A medium.low predicted rate of population change, with an esti- mated general population for 1960 of approximately 151,800, an increase of about 25,000 over 1950. 2. A low rate of school attendance. 3. A low predicted rate of teacher retirement. h. A medium high estimated rate of re-entry into teaching. Area 9b - Southwestern Border, Lower Peninsula ) Data were complete for at least 76% of the teachers of Area 9b for every item examined. Data were unavailable for about 20% or more of the teaching population for items of years of teaching in the present and in other schools, and whether the teacher had taught the previous year. Distinctive characteristics found for the teaching population of this Area include: 1. An average amount of training that is lower than the average for all teachers. 2. A percentage of teachers holding sub-standard certificates that is higher than that in the distribution of all teachers. 3. Compared to other Non-metropolitan Areas, a high percentage of teachers in the group of districts, B through F. h. A percentage of Special education personnel that is higher than for any other Non-metropolitan Area and an unusually low percentage of secondary teachers. «warn... “bat < “Sim 1‘ If _.° :‘ If'fira. . . 153. 5. Almost h% of the teaching population trained at Albion College, located in this Area. 6. About h7% of the teaching population trained at'Western Mishigan College. 7. Distributions of teachers for date of certificate and items of teaching experience that are very similar to the distributions of all teachers for these items. Factors related to future teacher demand in this Area include: 1. A medium.high predicted rate of population change, with an esti- mated general population for 1960 of about 260,000, an increase of approximately'h9,800 over 1950. 2. A medium high rate of school attendance. 3. A medium low predicted rate of teacher retirement. h. A high estimated rate of re-entry into teaching. VII. SUMMARY'AND CONCLUSIONS This study analysed the characteristics of the public school teach- ing population of Michigan by geographic sub-divisions of the state. Teachers were grouped into nine Metropolitan and thirteen Non-metropolitan Economic Areas, these Areas being substantially the same as those used for federal census and agricultural tabulations. Total populations of the Metropolitan and Non-metropolitan Areas and the populations of separate Economic Areas were analyzed for each of ten items of data. Detroit teachers were excluded from these analyses. The 35,935 teachers included in the study were estimated to represent 99.6% of the Out-state public school teaching population. Records used for 9.1.: of these teachers were for the school year 1953-5h,'while records for the re- maining teachers were current as of the Fall of 1952. Fbr every charac- teristic analyzed, data'were complete for at least 92% of the total teach- ing population, 97% of all teachers located in.Metropolitan.Areas, 86% of all teachers located in Non-metropolitan Areas, 90% of the teachers of 1 each Metropolitan Area and 72% of the teachers of each Non-metropolitan Area. It was found that, compared to the distribution of all teachers, the total Metropolitan population included higher percentages of teachers: (a) employed in types of school districts supported by communities of 2,500 population and over, (b) certified before 1928 and before 19h8, (c) holding Life certificates, and provisional and permanent certificates, 155. (d) having four or five years of college training, (e) who completed work for certificates at institutions outside of Michigan, state- supported and private institutions in Michigan, (f) who were classified as administrative and special education personnel, (g) who had had 25 or more years of teaching experience, (h) who had had 20 or more years of teaching experience in the present school, (1) who had had less than 5 years of teaching in other schools, and (3) who had not taught the previous year. Compared to the distribution of all teachers, the total Non— Metropolitan population included higher percentages of teachers: (a) ems ployed in types of school districts supported by communities of less than 2,500 population, (b) certified since 19h7, (c) holding sub-standard cer- tificates, (d) having less than four years of college training, (a) who completed work for certificates at county normals, (f) who were classified as elementary and secondary teachers, (8) who had had 5 to 25 years of teach- ing experience, (h) who had had less than 5 years of teaching in the present school, (1) who had had 5 to 20 years and 20 or more years of teaching in other schools, and (j) who had taught the previous year. Summaries of findings for each Economic Area were included in Chapter VI. The extent to which the characteristics of the teaching populations of separate Economic Areas differed from one another is illustrated by the following ranges found for selected categories of some of the items examined: 1. In average amount of training the populations ranged from 3.h6 to h.21 years of college education. 2. The percentages of teachers, (a) holding Life certificates ranged fron.29.2 to 62.0%, (b) holding provisional and permanent 156e certificates ranged from 28.2 to h9.6%, (c) holding sub-standard certifi- cates ranged from 7.0 to 37.7%. 3. The percentages of teachers in types of school districts sup- ported by communities of 2 ,500 population or less ranged from 1.5 to 50.1%. h. The percentages of teachers employed, (a) in administrative assignments ranged from 6.8 to 12.1%, (b) in special education assignments ranged from .2 to 14.5%, (c) in elementary assignments ranged from hh.3 to 5h.9%, and (d) in secondary assignments ranged from 35.0 to h2.h%. 5. The percentages of teachers, (a) from state-supported institu- tions ranged from 53.0 to 79.7%, (b) from.institutions outside of Michigan ranged from 7.5 to 2h.9%, and (c) from private institutions ranged from 1.6 to 22.0%. 6. The percentages of teachers, (a) certified before 1928 ranged from 10.3 to 33.6%, and (b) certified since 19h? ranged from 32.5 to 66.3%. 7. The percentages of teachers, (a) who had had 25 or more years of teaching experience ranged from 9.6 to 28.2%, and (b) who had less than 5 years of teaching experience ranged from 20.9 to 130.2%. Rank order correlation coefficients were computed for relationships between selected categories of most of the items of data analysed. Medium to high correlations were found for a number of the relationships examined, the more important of these being between: 1. High average amount of training and a. Low percentage of teachers holding sub-standard certificates. b. Low percentage of teachers employed in school districts of types supported by conmunities of 2,500 population or less, 157. c. High percentage of special education personnel. 2. Low percentage of teachers holding sub-standard certificates and a. Low percentage of teachers in school districts of the types supported by communities of 2,500 population or less. b. High percentage of special education personnel. The implications of the results of this study were discussed for three current problems of education in Michigan: (a) school district organization; (b) present and future demands for teachers; and, (c) teacher training in state-supported institutions during the period of 'M'. H afi'tr-s. l“ ;w.! \ high demand for teachers. Additional data relative to school and come munity finance, population trends, and rates of school attendance for each of the Economic Areas were introduced into these discussions. Conclusions Conclusions drawn from.the results of this study have been included throughout the presentation and discussion of results. Some of the more general conclusions which may be drawn from the findings of this study are: 1. The teaching populations of separate geographic areas of the state vary to a marked degree in a number of characteristics, the teaching population of each.Area presenting a unique pattern.of characteristics. 2. Teaching populations of most of the Areas tend to rank rather consistently as high, medium high, medium low or low for a majority of 'the characteristics examined in this study. 158. 3. Current problems of education in Michigan vary to a marked degree in terms of their importance and their difficulty of solution in the various geographic areas of the state. h. Reorganization of school districts is indicated for a number of Areas in which the returns from.relatively'high expenditures for educa- tion are being dissipated by the high cost of operating a large number of small schools as separate administrative units. 5. Although the future demand for teachers, due to increased school enrollments, will not affect all areas of the state to the same extent, every Area will experience problems in satisfying the need for teachers, the combination of factors producing the need being unique for each.Lrea. 6. All of the state-supported institutions which train teachers 'will be taxed beyond the limits of their present facilities if the in- creased demands for teachers are to be met. However, the extent of the demands upon these institutions, for'both new teachers and in-service training of teachers in the present supply3'will probably vary rather 'Iidely according to, (a) the nature and location of the institution, and (b) the trends in percentages of the teaching population supplied by the institution over the past several decades. Iran-fl--.“ to; 1"” iii: 1|.qu- r-th.' } It .IJ'IEI M vb d a! .‘ APPENDIX 160. mean «2.... 30... 3a; 3»; an. em»: he; 53 him So... 32a 33 55” 33 as... am as.“ as an.” E.“ a...“ as; a: .sifinm fl? 3 a. a a“ m a an. a 5. , a 31a 3 5n «a mu 8 43 an a $3 one an one 3... «3 Sn Sn cm o 3a..“ 3 8.. 3” as a: a an 5 an a mom..." 8 8... ed 3“ 8 a.” a can . no 3 ad em a. n2 an 8 a3 22 3 an». a t.“ 8... q: 8H and em 42.: 3 an R as 3 .3 Eu 2... .3 .m o8..." 8a fin «ma ma 8..“ 3 a a: a2: e. as on“ «m a. a: .a 3 48. mm «nu an." on . me and R." n as: R« an . me a «3 3n a. 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H E .3 o... 3... a E o... m... an... a a a... a... 3.... 3 n n... o... .3... m o .2. a... 2.... 3 m .3 1 ..mm E 4 3-..... 3.3...3 Nam.” +32...» 3 2.3 . u 9.3.... 33 33 3a a 33.3.3 S... 3 89.333 83.3.3 .3 8.: khan—733 mo of; 3am psoaohvflmll Hoowwm no Bum ovum you! 3 om-odoww 35 8.6.68 .83 mo. ngnm 82 g5 .525 624935 32.8 .83.. 232.58. .o 3.4. 8 Egg 3.3 «mama. 201. o 33 fig 05 ~33 oi. «.2 . m5 Sm 0.6 summon m3 0:: m. n4 a. «.« w; «A ”A a n& «.n % 03 Q fin km a: m.. am «6 m4 m3 oz: #6 £3 9:. an as J o .3. «.6 9.. :6 o: «R «5" .3 a; s in «5 Q a: 9. 3 a.“ .1 9. 6 h...” .3 u... m. «a «4 3H dd 3 6 .1». m1 9. m..." 3 fin awn flu m3 pm flm n: «1“ «3 06 «an um fin «A ”A S“ .3 «4n a. km 02.. o; Sm m3” 3“ 3 n3 n: a..." H.« as ««m n kw «Am on n: fim S a on. m._ on B mun M.“ mu ”Woe 4.0m o.m~ 3h me n44 QR 2&— o.n u. m. o: o. o 0.2 3. 53 m6 ”6 ««m E .3 «A in ma“ fin n3. E 5“ do 012 o; a; «R E 3 H.« 3 m5 :3 mg a 3m 0....“ «R 0.» 8n fie n o3 mod 1H 04 .3 Q“ o .3 8 .1... ed 3 .3 m Mom H.H Hum mom 0 MOD 4 33 92.382 dish: 6.3. . 8.: mangansg 8333 an oicnmoh a ogozoom Hm ZOHEHBMZH Exam—hogan mug 30E _mmmmoaa ho zen—Hagan MN an. . C 12. LIST OF REFERENCES Arkin, Herbert and Colton, R. R. .An Outline of Statistical Methods. New York: Barnes and Noble, Inc., 1939, 22h pp. Beegle, J. A. and Thaden, J.F . Population Change in Michigan with Special Reference to RuraléUrban Migration. E. Lansing: Muchigan Agriculturalj Experiment Station, Special Bulletin No. 387, 1953. Bureau of.Agricultural Economics. State Economic Areas of the United States, Washington, Census-RAE, No. 15. Bureau of Census, United States Department of Commerce. Pro actions of the Population by States: 1955 and 1960. washington, eries P-ZS, No. 56, 1952. . County and City Data Book, 1952.1 Statistical Abstract Supplement,'Washington, 1953, 603*pp. . Provisional Estimates of the Population of States, July 1, 1953. Washington, Series P-ZS, No. 108, 1955. Committee on Teacher Training, Michigan Conference of City Superin- tendents of the Michigan Education Association. Certification and Training of Teachers in Michigan. Michigan Education.Ass'n., 1933. Department of Public Instruction, Division of Finance and Child Accounting. Unpublished records of financial receipts and expendi- tures for public school education by county, 1952-53. Department of Public Instruction, State of Michigan. An.Analysis of the Receipts and Expenditures of the Michigan Public Schools. Lansing: Clair L. Taylor, Annual Reports. Elliott, Eugene B. A Study of the Supply of and Demand for Teachers in Michigan. Michigan Education Association, 1933, 2&7—pp. Moehlman, L. B. A Survey of the Needs of the Michigan State Normal Schools. Lansing: Department of’Public Instruction, 1922, 250 pp. Nelson, Bruce K. ‘A Study of Selected Factors Relatin to the Demand for and Supply'of’TEachers in Michigan. UnpubliShed B.D. thesis, University of Michigan, 1953. 13. 15. 16. 17. 18. 203 o Strolle, R. S. A Study of School District Reorganization in Michi- an. Unpublished doctoral thesis, Michigan State University, 1955, 2 pp. Sub-committee on Teacher Education, Michigan Council of State College Presidents. Unpublished report, Part I on the demand for and supply of teachers in the State of Michigan, 195h-1970, 53 pp. . Unpublished report, Part II on the characteristics of the teaching population of Michigan public schools, 116 pp. Thaden, J. F. Oral communication. Thaden, J. F. and Taylor, C. L. "Potential Michigan Public School Enrollments." QuarterlLBulletin, Michigan Agricultural Experiment Station, E. Lansing, 313556-1465, 1952. Van Zwoll, J. A. Chapter VI. “Teacher Supply and Demand.“ Trout, D. 11., Editor. 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