politan areas are more disadvantaged with respect to the age of the texts used.

2.22 Special school services

The special school services discussed in this section also come from the questions in the principal's questionnaire. The data on these questions are presented in tables 2.22.1 through 2.22.4.

Free lunches and free milk.-Minority pupils generally receive free lunches and free milk somewhat more often than white pupils but perhaps not to the extent one might expect in view of their lower average economic status. Both elementary and secondary school Negroes in the nonmetropol

services than whites in the same counties, but in the metropolitan South the situation is reversed (except for free milk in secondary).

Attendance. Attendance seems to be reasonably well demanded in schools attended by all groups except Negroes. In the South, however, there appears to be much less attention given school attendance, both in schools attended by Negroes and those attended by whites. In the nonmetropolitan South, a lower percent of Negroes are in schools with well-enforced laws. It should be noticed that although 82 percent of all white pupils were in elementary schools with a wellenforced attendance law, only 52 percent of them were in schools with an attendance officer; the corresponding figures for Negro pupils are 58 and 68 percent.

School nurse.-A higher percent of Negro pupils in the country, at both the elementary and secondary levels, attend schools where there is a full- or part-time nurse than do the whites in the same county. Elementary and secondary school

nurse than whites in the metropolitan South and Southwest regions.

School pshychologist.-There are no noticeable differences in the Nation between the services of school psychologists available to the different races with the exception of the Puerto Ricans (low) and Oriental Americans (high) in elementary schools. On both the elementary and secondary school level the Negro students in the metropolitan Northeast have less access to a school psychologist than the whites in the same county. The South and Southwest regions are far below the rest of the Nation in the frequency of schools with psychologists-both in schools attended by Negroes and those attended by whites.

2.23 Curriculum

Free kindergartens. -Tables 2.23.1 and .2 show that for the Nation as a whole, only 48 percent of all elementary pupils attend schools having free kindergartens. The children in the nonmetropolitan areas, especially in the South, are those most often without kindergartens.

A higher percentage of white pupils generally attend both regional- and State-accredited schools than that for any minority. For example, only 57 percent of all Negro elementary pupils in the Nation attend such schools, compared to 66 percent of white pupils living in the same county. For Negroes a major source of this difference, both for elementary and secondary pupils, is found in the South both in metropolitan and nonmetropolitan areas. In some other parts of the country, Negro elementary pupils are more often attending regionally or State-accredited schools than are white pupils.

Art and music teachers.-Tables 2.23.7, .8, .9, and .10 present the data concerning art teachers and music teachers in the schools. Only 16 percent of elementary pupils attend a school in which there is a full-time art teacher. Nationwide, white pupils tend to have more art music teachers than minority pupils, but the minorities have a slight tendency to have more than whites in the same county.

Generally, secondary school pupils have available both full-time music and art teachers to a much greater degree than elementary pupils, and metropolitan areas generally provide a greater percentage of their pupils with both art and music teachers than do nonmetropolitan areas. Differences between racial and ethnic groups are very small.

School time and homework.-In elementary schools (tables 2.23.11 and .12) there appears a definite tendency for the schools throughout the South and Southwest to be in session for a longer time each day and to expect more homework. At the secondary level (tables 2.23.13 and .14) this tendency doesn't show for either of these measures. Nationally, secondary school pupils have an average academic day of about 6.4 hours, or 0.5 hour longer than elementary school pupils, and are expected to do about 1.8 hours of homework daily, as compared to 0.9 hour for elementary school pupils.