Fall 1954 statistics on enrollment, teachers, and school housing, ir full-time public elementary and secondary day schools-Continued

Dr. BROWNELL. The purpose of this chart is to indicate the classrooms needed so far as the States are concerned.

The circles indicate the number of classrooms needed; and the larger the circle, the more classrooms needed.

As to the difference in color, the dark green indicates enrollment increases. And the light green indicates thhe portion needed to replace substandard classrooms; that is, classrooms which should be replaced. Now more than a half of the listed deficit is found in 8 States. That is, of the total national need for classrooms more than half of it is located in 8 States, and you can see by the size of the circles on your chart that those 8 States are California, Texas, Georgia, Pennsylvania, Michigan, Alabama, Florida, and Tennessee.

Of the classroom needs, about 60 percent is for increased enrollment and increased capacity, while about 40 percent is for replacement. But if you will notice from State to State, the problem is quite different. For instance, in the State of Maryland 93 percent of the need for classrooms is to take care of increased enrollment whereas in another State, Kentucky, 79 percent of the need is for replacement classrooms. It varies from State to State all the way from a very small amount for replacement to a very large amount. So when you know what the total enrollment is in a State, that fact doesn't indicate the classroom needs.

May I have the next chart, please.

SOURCES OF INFORMATION

1. 1940-52 Population Increase, United States Bureau of Census, Estimates of the Civilian Population by States, by Broad Age Groups, July 1950, 1951, and 1952. Series P-25, No. 87. (1950 census data from series P-25, No. 41.)

2. State by State analysis of Phase II, School Facilities Survey.

Dr. BROWNELL. If you will notice on that previous chart, the indication of the greatest need for enrollment is in the fast-growing States where there is a population shift. And the same thing is true State by State.

If you take the 5 States, California, Florida, Oklahoma, Oregon, and Maryland as examples, California has the largest classroom need of any of the States, and 88 percent of the need for classrooms in California is located in these metropolitan areas which are indicated in color. If you go to the State of Florida, 67 percent of the classroom need is located in 9 of the counties. In the State of Oklahoma, where the school population has decreased 14 percent from 1940 to 1952, 25 percent of Oklahoma's classroom need is located in 2 metropolitan

areas.

In Oregon you will find the same situation-that 64 percent of Oregon needs are in certain fast-growing areas of the State.

And in the State of Maryland 75 percent of the need for classrooms is located in the 4 counties which are adjacent to Baltimore and Washington.

I point this out to indicate that, so far as the problem is concerned both in the country at large and in the States, the problem is not just. the number of children but the location of the children. And that is true also in the cities.

For instance, I would like to read a paragraph from a recent news magazine concerning New York City. I think it reports a fairly typical situation:

Movement of younger families out of the older sections of Manhattan and Brooklyn and the Bronx into the outlying areas of Queens and Staten Island has evoked a pattern of underoccupied schools in the older areas and jampacked schools in the newer districts. For example, when there was a 63,363-pupil overload in the Queens, Staten Island areas there were 123,130 extra seats, but in the wrong schools.

The three charts which I have just presented point to the fact that, insofar as the school need is concerned, it is centered to a considerable extent, in the fast-growing areas within the States and in the fringe areas of the metropolitan communities.

Mr. BAILEY. May I ask a question at this point, Mr. Chairman? It will be very brief.

The Government's activities in the concentration of their war potential has a certain part of the responsibility for this situation you have just described. We do not have a diversity of our war efforts. They are concentrated in certain areas.

I am trying to point out the fact that there is a Government responsibility for a lot of these situations that you are just describing. The Government cannot escape a certain responsibility because they did not diversify and have their war potential carried on throughout the Nation generally, but concentrated in the Detroit area and southern California and parts of Oklahoma. That is particularly true as to the situation in California.

Mr. GWINN. Mr. Chairman, just one question.