STATEMENT OF CHAT PATERSON, NATIONAL LEGISLATIVE REPRESENTATIVE OF THE AMERICAN VETERANS COMMITTEE (AVC), on FEDERAL AID TO EDUCATION Mr. Chairman and members of the committee: The American Veterans Committee is earnestly interested in Federal aid for the public school systems of this country. At our national convention last June our membership endorsed a plank on education which urged national legislation to bring about improved educational facilities for all. Our members approved Federal aid on a per capita and not a State matching basis, with safeguards to prevent Federal control of what is taught. The convention urged, specifically, that the teachers of our Nation receive salaries commensurate with their position as leaders in the community. Federal aid to education is nothing new. In the ordinance of 1785, 2 years before the Constitution was adopted, parts of every township in the Northwest Territory were set aside for the support of public schools. I need not review for the members of this committee this history of Federal participation in school aid except to say that the policy of making land grants has been supplemented by money grants to add to State support of public education. Today this Nation faces a crisis in education, dramatically illustrated by the acute shortage of teachers, which calls for direct and courageous action by Congress. The present crisis in education, like the housing crisis, has beveloped over a considerable period, but it has been sharpened and made of emergency proportions by the war. Attracted by high salaries in nonprofessional fields during the war, our teachers have left the classrooms in droves. The exodus from the teaching profession is estimated to have totaled 350,000 since 1939. Approximately 60,000 positions have not been filled and thousands of teaching positions are now held by persons who are in no sense qualified for the responsibility of teaching the Nation's youth. A recent survey by the New York Times was highlighted by the story of a class taught by a "female ancient mariner" who informed the pupils in a discussion of "civics": "Wait until women get the right to vote and you will see an end to corruption in politics." There is no doubt that the major cause of the present crisis is the teacher's salary. In 1939 the average teacher's salary in this country, including the relatively high-paid principals and superintendents, was $1,408. Recently it has been raised to $1,950, although this gain is partially off-set by the fact that whereas most teachers formerly paid little if any income tax, they now pay approximately $250 in Federal taxes. I might add that in a bill introduced by Senator Pepper it is estimated that a bonus of $800 would be a reasonable grant to teachers to compensate for the increase in the cost of living. It is true that there is a great disparity in our State educational systems. However, it is also true that the States with the poorest schools are also in many cases the States that are spending the highest proportion of their income for education. If we wish to improve our State educational systems we cannot escape the conclusion that Federal aid is demanded. In investigating the question of Federal aid to education AVC was told by one nationally known educator that $1,000,000,000 a year for this purpose would not be excessive. In S. 199 introduced by Senator Aiken I understand that provisions are made for $400,000,000 for 1948 with yearly increases until aid reaches $1,200,000,000 by 1952. It would appear to us that this amount is the minimum needed to make a real frontal assault on the deterioration in our educational system, so vivildy illustrated by the teacher crisis previously described. In regard to the other issues involved in the question of Federal aid, AVC supports the provisions of S. 472, introduced by Senator Taft and others. We believe that the apportionment of the funds among the States should be made on the basis of the number of potential pupils rather than on the basis of the actual attendance in the schools, since the latter provision would operate to the detriment of some of the States where aid is most desperately needed. We do not believe that public funds should be used for the support of private schools. We believe, rather, that all our efforts must be concentrated upon improving our public school systems. We are therefore opposed to the provisions for aid to private schools in both the Aiken and Taft bills, but would endorse as the more conservative proposal the provisions of the Taft bill limiting the allotment of funds to private schools in States where State aid to these schools now exists. We are glad to see provisions in both bills for an equitable apportionment where separate public schools are maintained by law for minority races. Our national platform opposes any segregation in schools, and we feel that until it is possible to eliminate any discrimination in our schools because of race, creed, color, or national origin, we must make every effort to see that minority groups are guaranteed equal educational opportunities in the facilities afforded them. The veterans of this country are grateful to Congress for affording them an opportunity to attend college under the GI bill, I am sure that they will be equally grateful to Congress if it assures that their children will be offered not a second or third rate education, but education which is in keeping with the great heritage of our country. WEST VIRGINIA STATE EDUCATION ASSOCIATION, Hon. GEORGE D. AIKEN, Senate Office Building, Washington 25, D. C. DEAR SENATOR AIKEN: The West Virginia State Education Association, acting on behalf of its 15,000 teachers and the 40,000 school children of this State, submits to you as chairman of the Senate Subcommittee on Education a statement concerning the need for Federal aid to education. It is our hope that this statement will be incorporated in and made a part of the printed hearings on S. 472. During the past 20 years West Virginia has put forth great effort to improve its public-school system. We know that we have made progress, but the facts provide conclusive evidence which shows that far greater effort must be exerted if we are to rise above our relatively low educational rank. WEST VIRGINIA'S FINANCIAL EFFORT According to information provided by the United States Office of Education and by the National Education Association, West Virginia in 1943-44 ranked second among the 48 States in effort to support its public elementary and secondary schools. Effort as measured for the States was based upon the percentage which the total current expenditures for education was of the total income payments. At that time, New Mexico, which was spending 2.61 percent of its total income payments for education, ranked first among the States in effort to support education. West Virginia, spending 2.47 percent of its total income payments for education, ranked second. Over the Nation as a whole the percentage was 1.53. The least effort was put forth in Maryland, where the percentage was 1.08. In other words, West Virginia's effort to support education at that time was over one and one-half times the average effort put forth throughout the United States and approximately two and one-half times the effort put forth in Maryland. Even with this high degree of effort in financial support West Virginia lagged far behind the United States average and the State of Maryland. In 1944-45, West Virginia's expenditures for education amounted to $93.18 per pupil as compared to a national average of $125.41 and a Maryland average of $113.98. The same year West Virginia's average teacher's salary was $1,526 as compared to a national average of $1,846 and a Maryland average of $2,080. Next year's expenditures for education will greatly increase in West Virginia. The increase is due largely to a $14,700,000 increase in State aid to counties granted by the 1947 legislature. Extra tax levies voted by the counties during the present year also will serve to increase school expenditures. Expenditures next year are estimated at $53,500,000, an increase of 80 percent over the $29,742,512 spent in 1943-44. It is estimated that in 1947-48, West Virginia will be spending for education 3.24 percent of our estimated total income payments. In comparing this percentage with our effort in 1943-44, it seems quite probable that West Virginia in 1947-48 will rank first among the States in effort to support education. Even with this greatly increased effort, it is not likely that West Virginia will exceed the national average in school support. In spite of the strong financial effort that is being exerted, there is much evidence that West Virginia has not provided and, on the basis of her economic ability, cannot provide a thorough and efficient system of free schools. According to 1940 census data, West Virginia adults rank low educationally. The average adult did not finish the seventh grade. The State ranks forty-seventh in the percent of adults who completed 1 year of high school. The erosion of West Virginia's human resources continues. Today, out of every three boys and girls who enter the first grade, one quits before reaching high school and another quits before finishing high school. Why don't we have better schools-schools that will hold our boys and girls? The No. 1 reason lies in West Virginia's economic inability to provide sufficient money to buy the better schools. We can have better schools only when we solve these problems: (1) Better teachers; (2) modern buildings; (3) adequate program of maintenance and operation; (4) additional supervisory services. None of these problems can be solved unless a much greater investment in education is forthcoming. We are convinced that West Virginia cannot do the job without Federal assistance. Problem 1-Better teachers How well trained are West Virginia teachers? Of the 15,000 teachers employed for the 1946-47 school year, 308 did not finish high school, 662 more have never gone to college, 500 more have less than 1 year's college training, 2,000 in all have less than 2 years' college training. One out of every seven boys and girls in this State has a teacher with substandard training- a teacher who could not qualify according to 1940 training requirements. How many teachers are leaving their jobs? Since July 1, 1941, 8,509 teachers have resigned-a 56-percent turn-over in the entire teaching force. Within the current year, if resignations continue at the present rate, 2,548 teachers will have quit the profession. The resignation rate for this year is up 43 percent over last year. Problem 2-Modern buildings Most of West Virginia's school buildings are of wood-frame construction. An estimated 100,000 boys and girls are housed in substandard school buildings. Many of these are a constant threat to the health and safety of our children. West Virginia ranks thirty-sixth in its investments in school property. On the basis of a school-building survey, it is estimated that $50,000,000 would be necessary to provide for the needed school building construction program. Practically all money made available for educational purposes must be turned into the current school program rather than into permanent improvement. Only through Federal aid can the pressure for current school needs be released so that a reasonable school building construction program can be got under way. Problem 3-Adequate program of maintenance and operation The need of paint, the leaky roofs, broken windows, and general run-down conditions of many of our school buildings are evidence of the effect of a starvation diet in maintenance and operation funds. The cost of maintaining and operating our schools has increased as much as the cost of living. Salaries of nonteaching personnel are also miserably low-too low to maintain efficient service. The only solution to this problem is that of additional money. Problem 4-Additional supervisory services Although adequate training is the foundation for good teaching, it is true that teachers learn to teach while teaching. The guidance and assistance of a staff of supervisory experts is a wise investment. The average supervisor of instruction in West Virginia has the impossible task of guiding and helping 250 or more teachers. To a large extent this problem can be solved with adequate financial aid. WEST VIRGINIA'S INVESTMENT IN EDUCATION West Virginia is short $32.23 per child in current school expenditures. As previously pointed out, the Nation spent an average of $125.41 per pupil in 1944-45. We were spending $93.18 per pupil. West Virginia's unit for school administration is the county. Out of our 55 county districts, 51 counties with 95 percent of West Virginia's 400,000 school children provide below national average investments in education. Eric A. Johnson, speaking in Chicago, March 1946, stated: "Business needs trained workers which only education can supply, and education must have operating funds which business can provide." There is set forth herein conclusive evidence that West Virginia, through its local and State effort, has recognized its responsibility for providing a thorough and efficient system of free schools. The evidence also pointed conclusively to the fact that West Virginia is making an effort to financially support her schools that is second only to one other State. Again it should be pointed out that in spite of this effort we are not providing the kind of educational opportunities that must be provided if America is to 60144-47-pt. 1—38 continue her greatness as an example of democracy at work. It is hoped that the Eightieth Congress will write into the law the principles of equal educational opportunities as set forth in S. 472. Sincerely yours, PHARES E. REEDER, STATEMENT OF THE EXECUTIVE COMMITTEE OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION The Executive Committee of the American Educational Research Association is favorably impressed with the thoughtful consideration now being given by the Senate Committee on Labor and Welfare to the bills for general aid to public elementary and secondary education. Both the number and quality of these proposals are convincing proof that many Members of the United States Senate are aware of the critical status of the Nation's schools. During the past 3 decades, many members of the association have served on national commissions and in national and State research agencies which have explored the need for general Federal aid to education. These studies have revealed the inadequacy of the expenditures for education in many States, the great variations in the financial ability of States to support education, the wide differences in the educational opportunities available to America's children, and, in recent years, the destructive inroads of various economic factors. The members of the association have also participated in numerous local and State surveys of education. They have studied the constructive effects of good education in raising the social and economic levels of individuals and communities. They have examined the developing needs of children and youth, planned educational opportunities to meet these needs, and prepared school finance programs designed to utilize public tax resources with effectiveness and efficiency. From these experiences the members of the association have, through their research reports, recommended that Federal aid to education should be based upon such principles as the following: (a) Federal aid should be in the form of general grants to the States rather than for specific personnel and areas of instruction. (b) Federal funds should be paid to the official State educational agencies for distribution by State authorities in accordance with State constitutions and statutes. (c) The enactments providing Federal aid should include prohibitions to prevent Federal officials and agencies from exercising control over administration and instruction in the schools of the States receiving the Federal funds. (d) The allotment of Federal funds should be on the basis of an objective formula which does not include any requirement for the matching of Federal funds with State funds. (e) The major portion of Federal grants should be designed to equalize educational opportunity among the States, but when Congress deems it advisable and possible, it should provide additional flat grants of revenues to all of the States in such amounts as to encourage pioneer effort to develop better educational programs and methods. (f) Federal grants to public education should not be given either to provide tax relief to the States or to reduce the efforts of the States and communities in meeting their financial obligations to public education. Many members of the association believe that Congress is faced today with a major public decision. Either it can permit the educational opportunities of the present generation to be impaired or it can give public education new impetus by providing the necessary Federal funds. The decision should not be postponed. A statesmanlike decision to grant Federal funds will be recognized as a positive contribution to the security, productiveness, and welfare of the American people. DOUGLAS E. SCATES, President, American Educational Research Association. STATEMENT ON NEED FOR FEDERAL AID FOR SOUTH DAKOTA SCHOOLS The Educational Policies Commission of the South Dakota Education Association, in its last report to the general assembly, included a statement on Federal support to public education, which is as follows: "10. Federal Support of Education: The citizenry must increasingly be brought to the realization that education is the responsibility of all the people. If there is to be equality of educational opportunity, the financial support of education must be secured wherever it may be found and spent where it is needed. This assumes the acceptance of responsibility not only on the part of the local school unit but also on the part of the State and the Nation. "Support of public education in the United States is not a new function of the Federal Government; for example, the Smith-Hughes Act of 1917, the GeorgeDeen Act of 1937, the Lanham Act of 1941, and the GI bill of rights. "It is recognized that the Nation as a whole must continue to increase its support of public education. It should be emphasized, however, that 'in its relations to education in the States, the Federal Government should limit its action to two broad functions: (a) Financial assistance, and (b) leadership of a stimulating, but noncoercive character.' The report was adopted by the delegate assembly and thus the above is an adopted principle of the South Dakota Education Association. In various surveys South Dakota has been ranked first in effort in the matter of support of public education. This means that in comparison, or contrast, with other States, South Dakota makes greater effort to support public education from State and local resources. The 1947 session of the South Dakota Legislature concerned itself very much with the problem of school finances and among other enactments made the following: 1. A $3,000,000 appropriation for State support of schools. 2. An appropriation of $750,000 to reimburse counties and school districts which have nontaxable public-owned lands. 3. Increased the tax levy of independent and consolidated school districts from a maximum of 25 mills to a maximum of 40 mills. This is an emergency measure and will terminate in 1949. 4. Appropriated $40,000 for distressed school districts. 5. Increased maximum high-school tuition from $15 to $20 per month and placed such tuition on a county-wide basis. 6. Liberalized and extended provisions for transportation and for board and The above measures will aid school districts financially and are additional proof of continued and increased effort on the part of South Dakota to provide adequate education for its children and youth. The above appropriations and laws will increase the taxes paid by the people of South Dakota for school purposes and are evidence of the need for Federal aid for schools. School costs have greatly increased and will continue to increase because of the necessity to pay teachers higher salaries to retain them and to meet all other increased school costs-instructional supplies, buildings, and equipment. APRIL 28, 1947. S. B. NISSEN, Executive Secretary, South Dakota Education Association. NEW HAMPSHIRE STATE TEACHERS' ASSOCIATION, Senator GEORGE D. AIKEN, Washington, 25, D. C. DEAR SENATOR AIKEN: This association has as yet had no opportunity to take an official position on the question of Federal aid to education. However, I wish to state my own position as a private individual and that of the executive board as follows: We are in favor of Federal aid to education provided that it avoid aid to sectarian institutions and private schools, and provided that the money is channeled through the U. S. Office of Education direct to the State agencies of education without controls over the manner of its use. "The educational system of the United States is one of great inequalities. States least able to afford it have the greatest need for educational advance. The flow of population throughout the country makes urgent an equalization of educational opportunity. This can be achieved only through Federal aid. Local tax resources are becoming exhausted in a vain effort to meet the rising cost of schools. Here in New Hampshire the tax on real property—our chief basis |