increased to 70 to 80 percent, because money isn't available to fund more programs.

Mrs. BARRETT. The numbers of school nurses, psychologists, and guidance counselors were also reduced, as were school administrative and supervisory personnel, principals, and clerical and maintenance workers.

Senator MONDALE. So that the teaching conditions are just part of it. In addition to that, the teachers aides and other kinds of assistants were also cut?

Mrs. BARRETT. And I can't speak too strongly about the need for the teacher aide in the inner-city school. The teacher aide in so many ways during a day frees the teacher to do the actual job of teaching. Senator MONDALE. Right.

Mrs. BARRETT. And in some instances do it on an individual basis, which is basic to the whole problem. Teacher aides other than those funded by Federal programs have been eliminated in some systems and cutback drastically in others. The aide is an indispensable asset in the large urban classroom. The aide works in clerical, custodial, and learning situations under the teacher's supervision. The aide frees the teacher to work individually with pupils or with smaller groups of pupils, and in addition-and this is very important--the aide is a vital liaison between the school and the community. Most often we try to draw those aides from the individual school community at large.

Funds to pay substitute teachers have been eliminated or severely curtailed. You cannot leave a class unattended nor can you send children home if the regular teacher is sick.

REDUCED HOURS FOR STUDENTS

A reduced number of course hours for secondary pupils, split sessions, and a shortened school year are other ways school systems will cope with the financial crisis. If the Ohio Legislature does not come up with relief before adjourning, schools in Dayton will be out of money and will close about October 15. They will not reopen until January when the new fiscal year begins. Chicago pupils will lose 2 weeks.

Of the systems reporting cuts, 18 have reduced budgets for instructional materials. In many systems there are both staff and instructional materials cutbacks.

Now, I can dramatize for you the effect of cutbacks in materials. As a teacher, I have had the experience of walking into my office to register and to indicate that I needed a supply of something as simple as chalk. Two sticks of chalk were handed to me as my allotment for the next few days because there was a shortage of instructional supplies. This happened before this year's cutback. The incident dramatizes a little bit, I believe, of what we are talking about in cutbacks of instructional materials.

EDUCATION PROGRAM "GONE TO POT"

May I describe the situation reported in a Southern system. President Nixon has said that Federal funds may not be used for busing. The Governor of the Southern State is setting the same restriction on use of State funds. The Supreme Court has ordered busing. The funds for

busing obviously must come from local funds, which will eat up virtually all the local resources. Hence, there will be no funds for teaching supplies for pupils, except those who are in a Federal program. The parents cannot be compelled to supply teaching supplies for their children who are elementary pupils. Thus, some children will have supplies and some will not. There will be no teacher aides. The teachers will get no salary increases. The general education program was described quite adequately, I would think-as "gone to pot."

A system in New England reported that maintenance of school plant was eliminated except for repairs essential to the health and safety of the pupils.

A western system which is increasing in number of pupils will increase class size and eliminate teacher aides. The allocation for instruction is cut back to the 1966 level despite an increase of 30 percent in costs of these materials since 1966.

I urge you to read the reports from the system which are attached. As a teacher, of course, I am shocked and utterly dismayed.

Since 1966, when ESEA went into effect, State and local taxes have supplied an additional $15.7 billion for schools, raising the total revenue collected from their own tax sources to $39 billion. Over the same period funds from the Federal Government for public schools have increased $900 million to a total of $2.9 billion.

It is clear that States and their local school systems cannot continue their heroic effort to supply additional funds to support the increase in educational costs. This year, many pupils will get less education than last year and far less than they need. The time has come when a large increase in Federal funds is critically needed to maintain a reasonable rate of improvement in educational services. The NEA believes the Federal share should be at least one-third of the cost of public schools, and we hope that members of the committee will help us achieve this goal.

Thank you very much.

Senator MONDALE. Thank you very much for a most useful statement, and particularly for the efforts to which the NEA went to procure these really dramatic, and indeed heartbreaking figures on the disastrous cutbacks being visited upon the American school systems in this country.

PREPARED STATEMENT OF CATHARINE BARRETT

I am Catharine Barrett, President-Elect of the National Education Association, representing some 1.1 million of the nation's teachers. My classroom teaching position is with the Syracuse City School System in the heart of the city's lowest income area. I appreciate this opportunity to draw this Committee's attention to the current fiscal crisis facing our schools.

With me are Glen Robinson, Director of the NEA Research Division, and Stanley J. McFarland, Assistant Executive Secretary for Government Relations and Citizenship. We are here to report on a quick survey of the nation's largest school systems which we conducted to determine some facts about the extent of the financial crisis which is undermining the education of our school children. Without reference to many numbers, I would like to describe the kinds of cutbacks which are taking place this year and what they mean in terms of pupil learning and well-being. If the Committee wishes, Dr. Robinson will follow me with an explanation of how the survey was made, how reliable the information is, how many school systems are cutting different kinds of staff and programs, and a report on the education manpower situation this year.

We are also presenting for your information two additional NEA studies. The study entitled School Bond and Budget or Tax Referenda indicates the local taxpayer's record in voting for bonds to build schools and tax referenda to pay the increasing costs of public education. About one-half of the referenda are failing.

The second study is the NEA's annual survey of Teacher Supply and Demand. For the first time since World War II we have almost enough qualified teachers to provide adequate educational services. It is ironic that in many of our great city school systems there are not funds forthcoming to maintain even last year's minimal levels of service.

Now, a box score on the crisis. On September 14 the NEA Research Division sent telegrams asking the superintendents of 103 school systems, including all of the largest systems enrolling 50,000 pupils or more and a few others if there were financial cutbacks in staff and school program this year because of a financial crisis. Within four days, administrative officers in 63 systems responded: 41 systems reported some kind of rollbacks taking place because of financial limitations; 13 systems reported a "hold the line" budget of no cutbacks but no improvements either. Some of these indicated they would be in crisis by the end of this school year or next if additional revenues were not forthcoming; and 9 systems reported they had adequate funds to support last year's program and to make a little progress toward improving education.

At the outset I want to make the record clear that the culprit in these cutbacks is not the increase in teachers' salaries. Teachers' salaries have indeed gone up-but at a pace which is just behind, and not ahead of, other professional workers, both men and women (See table 1).

This is the beginning of the school year. It is confusing enough in normal times. These times are abnormal and chaotic. A financial crisis is compounded by court-ordered integration in many of these systems. Pupils and teachers are transferred from schools where they expected to be assigned to other schools for the worthy purpose of achieving racially balanced classrooms. Some school systems still do not know how many pupils or teachers will actually be on their rolls. In two or three states, the state legislatures are still meeting on questions of raising taxes to increase state funds for schools.

The last minute regulations of the Department of Agriculture which reduce the funds available for lunches for needy children further complicate the situation, throwing the cost back on the local level-where funds do not exist.

Then there is the wage-price freeze and the confusion over its application to teachers' salaries.

I have no doubt that in some communities citizens and civic leaders will rally and find funds to mitigate some of the losses cited here. In others they will notand the crises will deepen.

Of those school systems polled, 23 cut back a total of 4,388 regular teaching positions. There was one system which indicated cutbacks but was unable to give the number. Other systems indicated that a job freeze is in effect. No vacancies which come up during the year will be filled. This means larger classes, less individualized instruction, less time to meet the pupils' needs. Especially in ghetto schools, time with the individual child is the most important element in instruction. This is when we make him feel important.

As you know, we really get through to many of our so-called slow learners through special programs in art, music, drama, industrial arts, and physicial education. Pupils who do not achieve quickly in basic subjects frequently achieve remarkably well here and this success is a key to faster learning in other subjects. Special teachers for arts, music, drama, industrial arts, and physical education are not frills. Yet teachers of these subjects were cited as those most frequently cut.

The numbers of school nurses, psychologists, and guidance counselors were also reduced, as were school administrative and supervisory personnel, principals, and clerical and maintenance workers.

Teacher aides other than those funded by federal programs have been eliminated in some systems and cut back drastically in others. The aide is an indispensable asset in the large urban classroom. The aide works in clerical, custodial, and learning situations under the teacher's supervision. The aide frees the teacher to work individually with pupils or with smaller groups of pupils. In addition, the aide is a vital liaison between the school and the community. Funds to pay substitute teachers have been eliminated or severely curtailed. You can not leave a class unattended nor can you send children home if the regular teacher is sick.

A reduced number of course hours for secondary pupils, split sessions, and a shortened school year are other ways school systems will cope with the financial crisis. If the Ohio legislature does not come up with relief before adjourning, schools in Dayton will be out of money and will close about October 15. They will not reopen until January when the new fiscal year begins. The Dayton pupils will lose more than two months learning time this year. Chicago pupils will lose two weeks.

Of the system reporting cuts, 18 have reduced budgets for instructional materials. In many systems there are both staff and instructional materials cutbacks. May I describe the situation reported in a southern system. President Nixon has said that federal funds may not be used for busing. The governor of the southern state is setting the same restriction on use of state funds. The Supreme Court has ordered busing. The funds for busing obviously must come from local funds, which will eat up virtually all the local resources. Hence, there will be no funds for teaching supplies for pupils, except those who are in a federal program. The parents can not be compelled to supply teaching supplies for their children who are elementary pupils. Thus some children will have supplies and some will not. There will be no teacher aides. The teachers will get no salary increases. The general education program was described as "gone to pot."

A system in New England reported that maintenance of school plant was eliminated except for repairs essential to the health and safety of the pupils.

A western system which is increasing in number of pupils will increase class size and eliminate teacher aides. The allocation for instruction is cut back to the 1966 level despite an increase of 30% in costs of these materials since 1966. I urge you to read the reports from the systems which are attached. As a teacher, I am shocked.

Since 1966 when ESEA went into effect, state and local taxes have supplied an additional $15.7 billion for schools, raising the total revenue collected from their own tax sources to $39.0 billion. Over the same period funds from the federal government for public schools have increased $900 million to a total of $2.9 billion.

It is clear that states and their local school systems cannot continue their heroic effort to supply additional funds to support the increase in educational costs. This year many pupils will get less education than last year-and far less than they need. The time has come when a large increase in federal funds is critically needed to maintain a reasonable rate of improvement in educational services. The NEA believes the federal share should be at least one-third of the cost of public schools, and we hope that members of this Committee will help us achieve this goal.

Senator MONDALE. I have a statement here from Glen Robinson. Perhaps, in light of this data, you might comment briefly or read this statement, whichever you prefer.

Let's see, on September 14, you sent a wire to these school systems. How many school systems?

Mr. ROBINSON. There were 113 in all, Senator.

Senator MONDALE. One hundred thirteen, and asked the information as set forth in your statement, and you received an immediate response from 63 systems. That itself is unusual and that's an expression, too, of the emergency, isn't it?

Mr. ROBINSON. Yes, especially with the District of Columbia telephone system in our sector being out for a morning. We missed a number of calls on that day, we're sure.

These calls supplying us the data were made mainly either by the superintendent or an assistant superintendent or close staff member who was knowledgeable of the situation at the time.

We would like to stress, though, that these data were based on the facts available at the time and that these conditions can and do change, so this was a very quick study.

Senator MONDALE. Quick.

Mr. ROBINSON. And we would not want to add any more validity and reliability to the study than is implied with this quick telegram and telephone response.

Senator MONDALE. I think you did that at our request?

Mr. ROBINSON. Yes, we did, Senator.

Senator MONDALE. And we're greatful for it. I think we'll place the full statement of Dr. Robinson in the record as though read; parts 1, 2, and 3, the tables that set forth your findings, will be found in the appendix of the record.*

PREPARED STATEMENT OF GLEN ROBINSON

On September 14, the NEA Research Division received the request to "collect hard data" on the extent of the financial crisis in the public schools. The request for the information was urgent and needed within a week. That afternoon a night letter was sent to superintendents of the 83 largest local school systems enrolling 50,000 or more pupils and 20 additional systems so that the survey would cover at least one city (either the major system or the capital city) in each state. The night letter read as follows:

"Urgently need information for Senate hearings about effects of financially induced cutbacks in public schools. Disregard cutbacks related to enrollment reductions. Telephone collect 202/833-5469, 5468 or 5458 before noon September 17.

"A. Have you had financial cutbacks this school year?

"B. If so to what extent have the following been reduced: regular teachers, substitutes, specialized teachers, other professional staff, teacher aides, teaching materials, etc.

"C. Cite outcomes such as larger classes, shortened day, program reductions, service reductions, staff reassignment, shortened year, etc.

"D. Which sources of funds are cut back: federal, state, local.

"GLEN ROBINSON, Director, NEA Research Division."

The response was surprising; in only four days we received telephone calls from 63 systems. Time was too short to use a random sample of school systems or to make follow up calls to school systems which did not phone back. We no doubt lost some responses as a section of the Washington D.C. telephone system was blacked out because of rain on Friday, September 17.

It should be stressed that the information reported here is based on the best information the school superintendents had at the time they or their staff members telephoned us. Some systems did not have final budgets or contracts with teachers and other employees at the time of the survey. At least 3 state legislatures are still meeting. Some federal funds, such as school lunch funds, are still uncertain. The wage-price freeze is uncertain in its application for many teachers and we do not know yet what effect it will have on school finances. You will note that the survey asks the superintendents to cite cutbacks related to financial conditions and not to enrollment reductions which some systems are experiencing this fall.

The systems reported here enroll a total of 6 million pupils and employ onequarter million teachers or about 1 in 8 of the total pupils and teachers in the public elementary and secondary schools of the nation. They represent largely metropolitan areas including center city systems such as Boston and Chicago, and county wide systems, such as Duval County, Florida and Baltimore County, Maryland. One state system, Hawaii is included.

The data collected for individual school systems are attached to Mrs. Barrett's statement. The following data summarize the kinds of reductions which are taking place in the 63 school systems reporting:

38 systems reported one or more types of professional staff reductions-classroom teachers, specialized teachers, and/or other professional staff.

24 systems reported reductions in the number of regular classroom teachers employed. One of the systems had not yet determined the number of teaching position cuts which would be made. A total of 4,388 teaching positions were eliminated.

8 systems reported reductions in funds to hire substitute teachers.

17 systems reported reductions in the number of specialized staff such as teachers of art, music, reading, drama, industrial arts counsellors, etc.

*See Part 16D, Appendix 3.