Mrs. COLUZZI. Are you referring to our District Classroom Teachers, or throughout the country?

Mr. CABELL. We are talking about the District.

Mrs. COLUZZI. In the District I am not sure. Not in my memory.

Mr. JACKSON. My own concern here would be that all teachers would seek to develop the highest skills, whether they be at the kindergarten level, elementary grades or at the junior or senior high school levels. I think that we should have good teachers all the way through our school system, and I do not think that you should overemphasize one area of the school system as opposed to the other.

ADMINISTRATIVE PERSONNEL

Mrs. GREEN. Do you feel that the D.C. schools are-do the classroom teachers feel, has it ever been discussed, that the D.C. schools are top heavy with administrative personnel?

Mr. JACKSON. We have been, in the past, very concerned about the administrators in the District of Columbia Public Schools as opposed to the wellbeing of teachers in the school system.

Mrs. GREEN. Are you satisfied with the proposed increases in terms of where the classroom teacher is at the present time in salary and where the administrator or supervisor is in salary, and the step increases that have been recommended in this proposal?

Mr. JACKSON. No. We do not feel that there is equity between those who are at the helm of this ship, and that is the classroom teacher who is doing the day-to-day chores of educating children, as opposed to the administrators who have a very large salary in comparison to what the classroom teacher is given. I think it should be brought closer together. Mrs. GREEN. Your prepared statement was silent on this. Why?

Mrs. COLUZZI. Mainly because I think we were working with the bills as they are presented, rather than a bill we ourselves put together. Mr. JACKSON. You see, in the past

Mrs. GREEN. Well, you were not entirely silent on some changes. You recommended some other changes in the bill. Why didn't you recommend a change in this?

Mr. JACKSON. Well, in working over our concerns and observations with our board, these are the points that they were more vocal on, as opposed to those which we did not take a position on. However, we have, as individuals, have taken a position on every item that is in each one of these bills. But

Mrs. GREEN. Then you have taken no position on the thing you just expressed, that there was too big a gap between the classroom teacher and the administrator?

Mr. JACKSON. That is correct, as a group.

Mr. CABELL. I think you have raised a very interesting question here. I believe you said that-or maybe inferred, or maybe I got the wrong impression that--NEA approved of the proposed bill or the thinking that there should not be that differential between the bachelor's and a master's.

Mr. JACKSON. No, we did not say that.

Mr. CABELL. Well, I noticed-but you were saying somewhat, I believe, I got the inference now, and correct me if I am wrong

Mrs. COLUZZI. We said simply that while the requirements for the

master's degree, page 5. has caused problems in recruitment, we do not believe these problems are best solved by the lowering of academic standards, and that the proposal should be given careful consideration, and that was as much as we said on that particular subject.

Mr. CABELL. Now, several years ago I worked for quite some time with a group of educators, and both from the teaching and the administrative level on this subject, and whether the academic hours and the extra degree should be the criteria of increased earnings, or whether a merit rating system ought to be devised.

MERIT RATING

You keep comparing the teaching situation to the construction industry or other forms of industry, and I know some old boys that never got out of high school, but who because of their ambition and their energy, can turn out more and better work than the next guy, and they get a promotion and are earning considerably more than those with a degree. Now, do you think that is applicable to the teaching profession? Do you want to get into merit rating as to how your pupils test out at the end of the teaching year, or how many of them go on to college and make it there, or, I mean, I am serious.

Do you think that there is any merit to a merit rating system? Mrs. COLUZZI. I think merit rating is one of those things which is a wonderful idea, but making it practicable is quite a different matter. One reason that I believe the educational systems have basically salary increases and salary levels on the amount of education is that here at least is something concrete rather than something that could be based on arbitrary decisions by those in charge.

Here, at least, is something concrete, not necessarily that the teacher with the master's might be more successful than another. But, here is something that relates directly to the business we are involved in. and is at least concrete.

Mr. CABELL. You cannot always draw true comparisons, is that not true?

Mrs. COLUZZI. No. No, indeed.

Mr. CABELL. Well, that is the point I wanted to make.

Mr. Fauntroy?

Mr. FAUNTROY. No questions. Thank you. Mr. Chairman.

Mr. CABELL. Thank you very much. We appreciate your courtesy and your patience.

Is Mr. Norman Anthony here, of the Council of School Officers? Well, ladies and gentlemen, may I say that if there are others in the hearing who would like to file statements, the record will be kept open for ten days at least, at a minimum, and if Mr. Anthony would like, also his statement shall be filed for the record.

And on that, may I thank all of those who have participated in these hearings, and I would adjourn this hearing, subject to the call of the Chair.

(Thereupon, at 1:45 p.m., the hearing was adjourned, subject to call of the Chair.)

(Subsequently, the following materials were received for the

record :)

Mr. JAMES CLARK,

GOVERNMENT OF THE DISTRICT OF COLUMBIA,

EXECUTIVE OFFICE, Washington, D.C., September 15, 1972.

Clerk, Committee on the District of Columbia, House of Representatives, Washington, D.C.

DEAR MR. CLARK: This letter is in response to information you requested on September 15, 1972. The material has been included under the following subject headings: Autumn 1971 Urban Family's Budget for Washington, D.C., Window Pane Replacement Program for Schools, Authorized Paraprofessional Positions, and Authorized Teacher Aid and School Assistant Positions.

Average FY 1973 salaries for positions shown in Chart are as follows: GS-4, $7,085; GS-2, $5,329.

Should you desire additional information please do not hesitate to contact me. Sincerely yours,

DONALD H. WEINBERG,

Chief, Pay Systems and Labor Relations Division.

1 Data from the Bureau of National Affairs, Inc. The family consists of an employed husband, age 38, a wife not employed outside the home, an 8 year old girl, and a 13 year old boy.

2 Cheaper plastic material used at present time.

Up to 1967 trust funds included some Federal grants.

Source: District of Columbia government, Office of Budget and Executive Management, Jan. 18, 1971.

The foregoing tabulation shows that in the period 1965-70, the total District of Columbia spending budget of $806.4 million for 1970 represents an increase of more than 100 percent over its 1965 spending budget of $397.3 million.