Et) 010 772 SP ODD 309A STUDY OF SUPPLYAND DEMAND FOR NEW YORK TEACHER$ OF HOMEECONOMICS, WITH IMPLICATIONA FOR TEACHER PREPARAION,.

1NEW -YORK STATE EDUCATION DEPARTMENT,, ALBANY

OAPUB DATE FEB 455:EDRS,PRICE NF-40409 HC -$1.36 , 34P.

DESCRIPTORS- *HOME ECONOMIC$ EDUCATION, *TEACHER5EDUCATION,*TEACHER SUPPLY AND DEMAND, ALBANY.

SUPPLY AND ,'DEMAND DATA ON SECONDARY SCHOOL HOME*ECONOMICS TEACHERS IN'NEW YORK STATE WERE FURNISHED BYQUESTIONNAIRE RESPONSES FROM 82 PERCENT OF 783 SCHOOLADMINISTRATORS,YLI/E-UuNDRED REPLACEMENT TEACHER'S AND 49? NEWTEACHERS W1LLBE NEEDED'OuRING THE PERIOD 1964-66.CERTiFICATION.STATUS AND EDUCATIONAL BACKGROUND INFORMATIONWAS FURNISHED BY QUESTIONNAIRE. RESPONSES FROM 80 PERCENT OF1,964 HOME ECONOMICS TEACHERS. ONE-HALF HELD. PERMANENTCERTIFICATES, ONE - THIRD HELD PROVISIONAL CERTIFICATES,, HILETOE REMAINING' ONE -SIX H WERE NOT CERTIFIED (HALF OF THEM.BECAUSE DEGREES 'WERE EARNED OUT OF STATE). A LACK orACCESSIBLE, LOW TUITION PROGRAMS, IN HOME ECONOMICS WAS CITED.IF THE SHORTAGE IS NOT TO BEe0MElpREAT, MORE HOME ECONOMICSPROGRAMS MUST BE SET UP. (CC)

41"

Kr

opAinglit or NE TH..lg1ICATION 1 MEM*OFFICE OF EDUCATION

THII DONIMt:VTPERSON Oft OROP.

PATIO° CliffPOSITIOWOR POLI

sP 000369cheftl

4)1

S PEEN ,REPRODUCED EXACTLY AO oteriveo PROM tiltION .9ftictNATING IT., POINTS .01 WAY ON OP

WARILY REPRESENT OFFICIAL OM O

-1HE UNII(ARSITY or THE sT4TE or NEW YORKThe State Edtication ."Department

Office of Occupotional Education and Manpower ResourcBureau of Home Economics Education

N.1

U.S DEPARTMENT OF HEALTH, EDUCATION & WELFARE

WO OF ;EDUCATION

1111i DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OVEDUCATION

POSITION OR POLICY. .

.1-

A STUDY of SUPPLYAND DEMAND FOR NEW YORKTEACHERS OF HOME ECONOMICS, WITH IMPLICATIONS

FOR TEACHER PREPARATION

4

February 1965

.

.,.

THE UNIVERSITY OF THE STATE OF itIEWYORK

Regents of the University with years when terms expire)

Edgar W. Couper, A.B. LL.D. , L.H.D. Chancellor, BinghanOn 1968

Thad L. ollum C.E. Vice7Chancellor, Syracuse, 1967

Alexander J. Allan, Jr., LL.D., Litt.D.,.Troy, 1978

Charles W. Millard,'Jr. , A.B., LL.D., Buffalo, 1973

Everett J. Penny, B.C.S., D.C.S., White Plains, 1970

Carl H. Pforzheimer,, Jr., A. B. , M. B.A. , D. C. S . Purchase, 1972

Edward M. M. Warburg, B.S., L.H.D., New YOrk, .197g..r.

3. Carlton Corwith, B.q., Water Mill, 1971

Joseph W. McGovern A.B., LL.B. , .H.D. LL.D. , New York, 1969

Joseph T. King, A.B.; Ur B., Queens, 1977

Joseph'C. Indelicato M.D., Brooklyn, 1974

Mrs. Helen B. Power; A.B., Litt.D., Rochester, 1976

Francis W. MtGinley, 4.B. , Glens Falls, 1979

President of the University and Commissioner of EducationJames E. Allen, Jr.

Deputy Commissioner of EducationEwald B. Nyquist

Associate Commissioner for Research and EvA4uationLorne H. Woollatt

AsfistAnt Commissioner for Instructional Services Vocational.EducationJoseph H. StrObel

Chief Bureau of School and Cultural ResearchEdmund H. Crane

Chief Rai= of Home Economics Eduction -

Dorothy S. Lamson

y.

Abdtract

.1ArStudi of Supply and Demand for Mew York. State Teachers of

Rome Economics', with implications for Teacher Preparation

Aistudy conducted 19 1962-64 by .the New Yorks8tate.Education Department)

Bureau of SChOolt'and Cultural Research and tte Bureauof Home Economics,

lathe; evidence' tov subitantiate (1) he 'appaent need. for additional home

economics teachers, (2)

'hoMe economics graduate

teaching forte.

J

the need for strategically located facilities offering

courses, (3)the need for updating trainag oft present

Two questionnaires were'sent out(1) .to all known secondary school home

ceconamics teachers in the State,'and (2) school administrators employing one or

more home economics teachers. The teachers' questionnaire'included items dealing

with certification status, record of preparation, plans for further

study, years and type of experience, frequency and duration of interruptionein

teaching, identification of last calendar year of teaching service. The adminis-

traitors' questionnaire included its sui:h as the number of teachers employed

in 1962-63 academic year, and the number employed.in 1957-58 the anticipated

number'of home economics positions in 1967-68 ,the existing vacancies and

problems encountered in hiring qualified teachers.

The data obtained from the responses wee grouped according to the

standard economic area classification system developed by the Department of

Commerce which splits the State into 11regions, New York City being a separate

entity. After machine tabulation, the data Wiranalyzed. A number of questions

arose, indicating the need fora person-by-person analysis. A comparison was

then made of the information given by the teacher, on the questionnaire form and

on her Professional Personnel Card filidfinJthe Bureau of Rome Economics. IP

addition a study was made of the Professional Personnel Cards of those teachers

currently employed (1963-64) who did not participate in the study, either because

7

t

2-

4WW., 1% .

theylailed4to ser!tihi,a reiponse or because they were not then employed at that

school.

Supply and Douai

There were 1,964 questionnaires sent to teachers and of this number 1,580

or 80 percent reiponded.-Questionnaires were se c.. to 783 administrators and'

82. percent.responded. The:findings in this study indicate that during the period

of September l964June-1968 there will be 369 new p itionsjn upstate Nev YOrk4

. 0

and: 1284n New York City... Coupled with the. rate of t hover found in this study,

during this 1.year period over 500replacement teachers ill be neededin

addition:to the497 teachers needed to fill new positions. When this toal. .

nlecClOr approximately 1,000 teachers, compared. with the une 19!64 output of

hone :iContimics teachers from the colleges and universities in New York State,

thiteriouiiess4f-the .teacher shortage'becomes apparel*.

Of the 1,580 responses', "50 percent hold permanent or life ertificates,

35-percent hold 10-year provisional and 15percent are not certifi d, the

greatest number of noncertified appearing in Long Island aid RoOest r.' Half

of thole noncertified were so.classified because degrees.had,been eat ed out of

Stet* and 18 percent of this group had lapsed 10-year prior certificat

SASSESAZOBASSAtall

The number of teachers doing graduate work appears to be rising. Twenty-

nine portent of those respoiding reported no graduate study but this incl ed

first-year teaChers who had Just completed the4 B.S. degree. e areas.other

than home ecOnOlics in which graduate worle,had been undertaken, indicated the

inaccessibility, either geographically, or of low tuition graduate programs, or

a change of educational interest field. Because more than half the teachers

S.

4

report no graduate study,' this means they Will seek graduate study. Colleges. .

and universities stint be prepared to meet thip potintialsproforaionel need.

'enure:

There was no clearcut picture on tenure-because of inconsistency of

available information., Of the 581 teachers reporting tenure, the need for

refresher courses for updating and retrainingmas emphasised.

Ten tables and wasp show regional ireakdowns for 'a more complete study

of area needs and trends.

Y.

/

4.

17-

A STUDY OF SUPPLY AND DEMAND FOR NEW YORK. TEACHERS OF HOME ECONOMICSWITH IMPLICATIONS FOR TEACHER PREPARATION

''Introduction

A primarq concern in home economics over the past few years has beenthat the demand for qualified home economics teachers has far exceeded thesupply. This is believed to be attributed to many factors, such as: aninsufficient number of graduates in teacher education to meet the heavilyincreasing numbef oflobs available; large turnover of,teaching pefsonfieldue toearly marriages and young children in the family; families orindividuals. moving in and out of. the Staterloss of possible teaching personnelthrough failure to meet New ,York State certification requirements because ofout-ofstate preparation and/or time lapse before completing the graduateprOgram.

In 1962 plans were made by.the Bureau of Home Economics Education,Hew York State Education Department, to conduqt a study to gather evidenceto substantiate the apparent need for additional home economics teachers inNew York State. The four-fold problem identified was to determine the needto: ,..

;

prepare additional hOme economics teachers inNew York State .as the present supply does notbegin to meet.the demand

expand existing facilities in'present home economics.Units-tothat an increased number ofteachers,canbe prepared

establish idditiOntl ficilities to make possible the''preparation of teasher4 in strategie geographical:'',areas

update training of'the present teaching force

The study was undertaken by the Bureau of School and Cultural Research,with the assistance of the Home EconOmicikEducafion state supervisory staff,Hiss Dorothy Lawson, Chief. Analysis of data and the development of thisreport was conducted:by Alan Robertson, Associate in Vocational EducationResearch, assisted by Theresa Matk, HomeTEcondmics Research Consultant.

a

-.4.4.4,77'..41gr, ,:.^..1111tw.,11:ir..- ..44 *4,0' 7,47-14,-,- t

4

Conclusions and Implications,

The findings in this study indicate that a serious.shortage of qualifiedHome EconOmics teitchers will exist by the fail of 1967 unless an immediateeffort is made to increase.the supply. This can be done by increased enrollmentof new teacher candidates; retraining and certifying former Home Economicsteachers,prepared in New York State, and,out of state; certifying teachersprepared out-of-state; training and certigying those persons formerly employedin business and industry who have aHoMe economics degree in areas other the.teaching. A large proportion of this shcirtage will becdntered.in4downstate

700.,paktiqularly in Long Island.- ; .

Ftirthermore, the proportion of veterareachers w!to have not undertakenany refresher or graduate study in the past 15. years indicates an existing needfor updating. Although the data is stitl'being studied, preliminary indicAionsare that the present lack .of loW tuition,acC'essibility of graduate courses is,a factor,. and might well apply to those numbers of teachers who are not as yetfully certified.

A bold, forward-looking) program of action in expanding.teacher educationopportunities if hope economics is called for. ,Following'are a,series ofrecommendations for consideration by those in-leadership positions. A numberof these recOmmendations grew out of a giour/m4iting involving Home Economicsteacher educators, state supervisors and research personnel, who discussedimpliCations of some of the' preliminary finengs of the study. These werepresented verbally at a conference of leadershiP persoAnel held duringNoveMber 1964; in Albany, New York:

'Program'Expansion to SecTure Additioi Unaergraduates in Home EconoeticsEducation

An increase of,effo is necessary for,greater recruitmentfor-enrollment of undergraduates by the 10 colleges anduniversities offering approved programs. Admissions criteriashould be scrutinized and re-evaluated, at the State

. Untversity Colleges and by secondary school guidance counselors,since a significant number of college students are droppingout of home economics education programs because of failuresin college general education subjects, such as English andscience. The establishment ofdmissions quotas to each ofthe three State University programs in home economics educationneeds to be re-evaluated, revised upwards, and reconsidered-in light of the proportion of each institution's output of'graduates who enter teachingpas well as statewide projectedneeds.

Teacher-education curriculums need to be open-ended and restructured to suggest continuation, rather than terminationof home economics education study, upon completion of thebachelor. egree.

A, .

atatewide*periodib updating ,of Information okformer programgrachiates, not presently in teachin, should he conductedthrqugh Coordinated specific follOw7up studies.lby the New York-State Home Ecpnomics Association,,by the college . departments,and by examination of College alumni association records,in'order to determAne reserve teacher potential. )-

It 1. 6 y.I'

.. Further exploration of tranefer programs shoUld be undertakenin which potential Home Ecohomics teachers could complete their

N. general education requirements by attending two years at anyNew York State University Teachers or Community College.'Transfer for the -final two years' to a State University Collegetome "Economics' educatiOn, program at either Plattsburg, Oneonotior Buffalo, as well as Cornell, should be possible without lossof cre4j.t or the necessity of :extending the normal four yeartime, to meet B.S. requirements.

P

II. Progritm, Expansion ;to Update and Upgrade Presently Employed HomeEconomics Teacher&

A strong in-service program is essential emphasizing degree creditcourses which provide both depth and scope, and which will serve.to update learnings and understandings as well. This should bescheduled in both fate afternoon, "evening, intensive and regularsummer sessions, in both on-campus and off-campus centers in locationsto serve those teachers who cannot enroll in present programsbecause of travel distance. This should be a dual. program geared-to:

1. The'experienced.teachtr who has permanent certificationand needs updating in co tent and new methods of teaching,particularly in thewage- arning courses.

The,inexperienced teacher, either prdvisionally certified,or working toward certification, who needs immediate'assistance with claistoom management, pUrchasing, equipment;budgets, and Other related problems.

This in-service progtam needs to be developed according to ,a statewideplan involving all-teacher training institutions, to foster a coordina-tion of effort.

A. part-of this,, the establishment of an Extension Center for HomeEconomics Teacher\Education under'State University sponsorship isstrongly recomthended for Long Island. This should include bothundergraduate and gtaduate preparation.

A, study of the content' of graduate courses in HomeHome Economics Education is indicated.* This studythe availability of such'courses, do that teachers30 hours necessary for permanent certification canEconomics field rather than being forced to obtainother disciplines in education.

Economics andshould-also includeworking toward thestudy in the Homegraduate credits in

s 1

;.:rrrAr.crmr.arrAr....ormr*oa.rarr.r.rrr.rW4imioiworMrir4eror..rrr470

rr

/ 4.

A ieaPt4a-al- undergraduate anitjr;iaiiittedit,"iiiiilEifer'liic4iailiIifirAild ':._ , ,.., ,,.be' developed between all Home4EcOnOmics teacher' training'ifi'the:State so thlt Undergraduate and.daduate'credita.oVpresent.teadhera working toward degrees or -dertificatiOn'will not be jeopardiz4Aif they have to move:, ThisAhpe beeh'e deterrent to in- service trainingof- teachera.who expect to . move, because of changes in their .husband'splace of empldyMent:

I,

An expansion of the existing reciprocal certification programs betweenseveral New England states, New Jersey and New York tab include otherswith similar standards, should be pursued so, that graduates of accreditedcollege Home Economics Education programs in other statesmay morereadily obtain-New York certification.

A follow-up to determine keelhit recently-announced state aid penaltiesfor a disiKictiecOntinued employment of nonpertified teachers oncertificates of defaUlt, will serve to eliminate theig-uncertified-*teachera not interested In eventually being certifieir.

III. Program Expansion to Encourage Home Economists Who Are in Industry.or.Full-Time Homemakers to Enter Teaching

A. Home Ed4aomists who are in industry or who have becomglulb-tim6 home-7makers.,phould.beIdentified and this.can,be.done through professionalassociation memberships,:publication subscription lists and alumnirecords, etc:,.to determine if there is sufficient interest and humberof such persons to establish a series of intensive regional programs inthe necessary methods and content courses, 'credit bearing,, which willprepare forprovisional teaching certification in the shorteSt possible'time.

B. Coupled with.the abbve recommendations, a study of the total HomeEconomics program at the secondary level is suggested to determinewhether part-time employment of qualified hojmakers as. teacherand fUll-time employment offormer Home Economiits enrolled in localteacher training courses working toward certification 'could be utilizedto enrich or enlarge the program. In the case of the latter group,who have preparation in content but lack education courses, a pilotprogram involving part -time paid teaching under supervision coupledwith part-time teacher preparation, similar to the Harvard GraduateSchool of Education Intern Program for academic teachers might beexplored, by an interested teacher training institution. Such a program'mighi'be feasible particularly in the new wage-earning home economicssubject matter areas:

IV. Program Expansion to Promote Home Economics Teaching as a)Profession

A strong pilot program should be undertaken by acooperating institution,or professional association,to develop effective, techniques in interpretingHope Economics Education'to the public, and-particularly to high schoolstudents and their paren s. Such a program should focus dpon the identifi-cation and' publicizing o the goals images status, and rewards 4n HomeEconomics teaching.

r ,77.7.7777,17r

'While all of the details oi the data concerning characteristics ind needs(of the teaching force,haire not been presented in this report; they tie readily,available, in regional breakdowns; to"those who "might be concerned with itsimplementation.'

Part I Procedures

Collecting- the ,Data

To collect data for the study it was decided to survey all knownsecondary home economics teachers in the State,and school administratorsemployitg one or more home economics teachers.

Accordingly, two questionnaires were designed one for teachers ad onefor administrators covering the following items:

A. Teachers' Questionnaire

1. Identification of teacher by position and school system

'Certifilpation status_ for hdme economics and record of teacher,preparation.

Plans for further study and optimum time for course schedulings.

Years of experience in teaching at different levels and otherhome economics jobs in business and industry.

Frequency and duration of interruptions in home economics teachingservice.

Identification of newly created teaching positions, and,level andtype of employment in previous year of the.teachers filling them.

7. Identification of last calendar year of elementary or secondaryteaching service for all *teachers.

I. Administrators' Questionnaire

1. Number of HomeEconomics Education.Teachers employed in.,the r.school in 1962-63 academic Year, and number employed in '195 58.

Anticipated number of'teaching positions in Home Economics Educationin the academic year 1967-68.

Home Economics teaching positions now, vacant, and vacanciesoccurring in thepresent year.

4, Ptoblgms encountered in securing qualified teachers:

It was planned that data would be tabulated on a regional basis andcompared with the information submitted annually to the Bureau of HomeEconomics Education by each approved home economics teacher traininginstitution.. This would assist in determining if possible geographicdifferences in teacher certification and preparation could be related tothe proximity of opportunities for 'college study., .,

-71111P-WIF"---

- 10-

Therefore, the-standard economic area classification system developed,

by the Department of Commerce which splits the Stiqe into 11 regions was,.

used ,to group data, from teachers and administrators; NeW York City was

treated as a separate entity. Each of these 'regions comprised from two to

nine counties, and they may be identified from'the map which appears as

Table IX of this report. *(Page 25)

The p4rcentige's of teacher questionnaire returns were. computed regionally

in order to more accurately project.data on a 100 percent area basis,:and

were as follows:

Long-Island 8.2% Northern - 79% Rochester - 81%

Westchester - 76% Mohawk 82% Elmira 85%

Mid Hudson 937 Binghamton - 88% Buffalo 75%

Capital District,- 81% SyracUse r 87%

Statewide Teacher Return - 80%

The percentage of return of the administrators' questionnaire was-82 percent statewide, and regional differences in percentage of returnwere not particularly significant.

After coding, and punching, totals on each item' were obtained through aseries of IBM machine runs, and these were examined and interpreted by staffpersonnel from the Bureau of Home Economics Education, and Vocational4Education Research, in light of the personal-knowledge of education prograulsand,personng1,possessed by the Bureau field seervisors.

As a result of this initial analysis of the-data, a number of questionsand problems were identified which seemed to indicate the need for further,more intensive study, as follows:

1. Was the number of teachers tabulated as "not certified"'accurate(it seemed somewhat high) sand was there misunderstanding in're-

.

re-

porting frequency of teaching career interruption?

2. 14,ac the preparationcertification, an&preferences for schedulingof in-service training of those teacheis who did not respondto -the_questionfiaire consistent with that of the teachers who didrespond?

What were the net numbers of teachers by rcgion,who were interestedin evening, Saturday, ancLsummer session courses?

3. Was there a trend toward further study as' evidenced by teacherschanging certification status between 1962-63 and 1963-64, andby teachers reporting'graduate study?

4. What ,was the pattern of teacher turnover? Were there regionaldifferences+,

patternturnover pattern?

To seek answers torthe above questions and more clearly understand the ditaobtained by machine tabulation, it was decided to do a person-by-person comparisonof the 1 580 responses on the Teacher Questionnaire with the infoimation reported

r

far --"" sfe rr-r*.s.

11-

by each teacher on her "Professional Personnel*Card" (hereafter referred to as"Personnel Card") file4 in the Bureau of Home Economtcs. These are standardizedcards developed by the Edudation Department and must be submitted by'eachteacher whenever her school employment status changes. In addition, the statewidelist of Home Economics Teachers for 1963-64 was studied to determine: (1) Whowere'the teachers, by name, who did not respond to the quedtionnaire in 1962-63.,arkdswho'were still teaching; (2) teacher .turnover, by name and teaching position;(3) the training and certification status of replacement teachers. Furthermore,'in a person-bY-person comparison of questionnaire returns with personnel cardsa respondent's data-could be cross-checked, and regiOnal trend lines determinedwither respect to preparation and in-service study.

The method of procedure in the hand tabulation, and problems which arose aresummarized below:

The responses to the questionnaire survey were arranged by counties in11 economic groups. Within the counties each response as received was placedin numberical order. In, setting up the sheets for hand tabulation, the samegroupings were used. When each teacher's questionnaire and personnel cardswere compared, the most recent information was recorded., In addition, the names .

of those who had not participated in the study, but were teaching at the school(1963-64), were listed separately and the information regarding them was tabulatedin the same manner. When all the responses had been compared, tables were setup summarizing the_ data and from these conclusions were made and implicationsdrawn.

\.1t was found that the information repotted on the personnel card was not

consistent. Forma change each year. In 1961-62 there was dated information,regarding type of certificate held, college degrees, courses taken, whetherdegrees were earned in or out,of State. In 1963-64, the personnel card had beensimplified so that only general information was available.

Since a new card was filled out in most instances only when a teacherchanged positions, the most recent data was not always available.

Teachers in soMe.cases were uncertain of kind of degree held (BS vs, BA,or simply noted "Masters degree" or tenure status.) Thus their informationwas not always useable;

As.a result of.the person by person analysis, some of the data obtainediby-'machine tabantionWas modified and some, confirmed. Data obtained -about theseteachers not covered in questionnaire is presented in Part III.

.Part.II'a. findings - Part I - Analysis of Teacher Data of Those Beturning'QUestionnaire

Certification

The person -by- person comparison revealed that the certification statusof teachers could be summarized-as folloWS:.

12-

'1,580 (T. of total 1964 teachers)

797 (50%) with permanent or life certificate548 (35%) with 10 year provisional

235 - 15%19 holding 5 year. provisional14 - holding 10 year provisional pending

114 - degree earned out-of-state1,9 - no Home Economics Eddcation19 - no degree43 - degree outdated .(lapsed 10 years provisional)7 - other reasons

-Information received from New York City reported all,Bome EcouomiCs teacherias "certified" but a breakdown of the types of certificates held was notavailable.

Noricertified,

The greatest number =of nancertified. teachers Appeared in the 'Long Island (197.)..and Rochester,(18%) regions. -These are both areas 'where industry.createdemployment turnover. This in turn is reflected in teacher certification, turnoverand length of employment, because of a teacher's residence and place of servicebeing dependent upon that of her husband's.

Those who claimed .a 5-year provisional certificate either had eakned it out--of-state or were confused with the degree granted in academic areas. those whoiddicated "No Home Economics cation" were those who had.a Home Economics'background in areas other th eaching. The number 43E teachers who had noHome Economics background was insignificant, and these were usually members ofa religious community, in private schools"who taught academic as, well as homemakingcourses. In most cases, teachers who were not certified nOw taking coursesfor certification.

Fourteen teachers claimed "10-year provisional certikicatei pending,"indicating that certification requirements had been Met, or that a 10-yearprOvisional certifiCate was held, and application was pending for permanentcertification. In table,I is found the complete breakdown by region. (Page 13)

B. Date of Most Recent College. Study

The number of teachers doing graduate work appeared to be rising. Onlytwenty-nine percent or 452 teachers ,reported "do graduate study." Thisnumber includes first year teachers. Forty percent or 630 teachers reported'study in 1960-64, twenty-three pelcent or 370 teachers reported study in1950-59. Depressionand war years affected graduate study from 1930500but for fivepercent the last study occurred between 1940-49, and for fourpercent between 1930-39.

Distinctive pockets or clusters showed up in the

Buffalo region - a group who earned degrees in the 30's and -'. \.

pceived permanent certificatpn reported no graduate studyelipept a recent two-point course. Previous employment in theSoaitl Welfare Department was also reported more often bythisIroup.

4

Table

NEW YORK STATE HOME ECONOMICSTEACHER TURNOVER, SUPPLY AND

DEMAND. STUDY

Certification _Status of_ teachers

Res

pond

ing

to QuestiOnnai:-

.-

-Area

Res

pons

esCertified

Not Certified

Peru.

10 yr.

Prov.

1.

Long

/s/aind

2.

Westchester

Nid-Hudson-

4.

Capitol Dist.

5.

Northern

6.

*hawk

7.,

Bingha;iton

'8.

Syracuse

9.

Rochester

.10

11:

'Wife lo

12.

New YOrk City*.

350

133

115

133

85

80

86

123

147

83

245

155.

76

48

'50

43 av

i)

75

66

50

133

127

36

48

62 .

-37

21

26

36

54

20

81

5 yr..0

yr..

out

Prov. Pend.

ofState

0 0 1 1: 0 0 4 3 0 3

8 .1 1 2 0 0

-0 0 0 1

46

12

10 1 2 -4 2

11.

6

"7

No R. E.

Educ.

No

De

ee

-Other

Degree 0 dated Reasons

Not Certified

Total; percent

Total Upstate

1580'

*A11 New York City .teacheri

reported as "Certified"

797

50%

548,

35%

19 8%

14 6%

11448%

8 3 1 0 0 0 1 1 4 1 0

3

35.

5*

0.

2

2 0 1 3

3 4 4, 6

33

55

2 .0

-2- 0 1 0

19

19

43

1

68

-19_

'Ntr

16

19

16

21

16

506

810

10

12

12

10

27

18

13

16

31

13

235

15

The certification stiitus of the 235,t- chers reported as "not

certified"

is broken 'down above.

There is no "5 yr. Provisional" Hose Economies

Teaching certification

inNew York Stage,,

"Vr

- 14 -

2.,

IZZE5ieEILLEMLLI .6 More consistent graduate study. There weremore teachers with a masters degree plus additional creditsranging as high as'72 credits beyond masters. It Is possiblethat this pattern, could be traced to the accessibility,ofgraduate couisestat. Syracuse University.

Suburban New York. City region - More reported previous'experience in dietetics and busineis.

The areisin which graduate had been undertaken were fragmentarilyreported, taut Guidance was predominant with. Elementary Education, the dis-advantagedehild and institutional 'Management appearing frequently ,(See page 15,Table This frequency of study in-areas,otherithinlhome.economics could1bflect the relative inaccessability of low tuition graduate programs, ora change of educational interest field.

C. Study

Table III, page 16,0hows a breakdown'by areas of the degrees earned,and Tattle IV, page 17, inditates dates of most recent graduate study.Masters degrees were held by 25 percent of the teachers and 12 percentheld the BS plus 30 additional credits: It can be-assumed that thisgraduate study was for certification purposes and mayaccount for theincrease of study reported in 1960-64 from 23"percent to 40 percent.

Twenty-eight percent of the teachers held BS degrees without additionalgraduate' study, and 29 percent report no ',graduate study. Thus, more thanone half of the teachers may seek graduate study. Colleges and universities_must be prepared to-meet this, potential professionAl need.

Table X shows the output of colleges and universities in the State withapproved home economicg education programs for the past three years. Forexample, in 1964, 211 seniors were graduated with aclielors degrees (TeachersCollege has a graduate piogram only,) but of these only 127 actuallyaccepted New York City and State,Home Economics teaching posifions.

Assuming that this output is constant; against the same assumption .

regarding continuing of this rate of turnover, we can expect that the totalof four year supply of new. teachers ('64,. '.65, '66, '67) will be approximately508 against.a.demand during the same period for over 1,000!

Information was not available by way of the quealionnaires fromindividual New yority HOme Economics teachers. e admini'strators';questionnaire did, however, indicate aysteM-Wide vreSent and projected.teacher'needs..,

Findings,- Part II - Home Economics Teacher \Who Did Not Participate in Study

There were 629 teachers whose names appeared'on the 1962-63 Bureau of HomeEconomies teaehers'list, and who did not participate in the. study.' Tables V,VI, VII, on pages 18, 19, and 20 show a breakdown of certification status, degreesheld, and graduate study for this group. Since there was no information on

Tab

le I

I

NE

W Y

OR

K S

TA

TE

-H

OM

E E

CO

NO

MIC

S T

EA

CH

ER

_TU

RN

OV

ER

SU

PPL

Y A

ND

DE

MA

ND

ST

UD

Y

Mos

t Rec

ent G

radu

ate

itudy

. Rep

orte

d by

Tea

cher

s

Are

a"

Res

pons

esB

.S.

B.S

.fI.

Lon

g Is

land

350

125

46

2.W

estth

este

,r:1

3334

19

3.M

id-B

udsO

n11

545

21

4,C

apito

l Dis

tric

t13

338

.45

5.N

orth

ern

8517

28

6.M

ohaw

k80

2024

Bin

gham

ton

8622

'

27'z

.Sy

racu

se12

317

40, -

9.R

oche

ster

147

42*7

10,-

Elu

ira

8311

39

11.

Buf

falo

245

76v/

61

12-

New

Yor

k C

ity

Tot

al U

psta

te15

8044

739

728

%25

%T

each

er C

ensu

s.1

964

'196

2-63

(ex

clud

es N

YC

)

*Spe

tial -

3 y

ear

Not

ual S

choo

l

B.S

$'30

Mas

ters

Mas

ters

+E

d. D

.N

o D

e re

e

3410

836

01

746

270

0%

1920

70_

3

2118

91

1

-13Y

1512

-0

0.

2011

30

2

8'

1712

0/0

(1*

1331

'20

f_

- 1

(Spe

cial

)..

2619

1.0

'3

525

0

2062

21

(Not

Rep

orte

d)

186

372

157

127.

247

19

Table III

NE

W'YORK: STATE HOME ECONOMICS TEACHER TURNOVER; SUPPLY AND DEMAND_ TUDY

Degrees Earned by Teachers (80% Return)

.

Area

Response

.

.

1.

-Lon

gIsland:

350

2.W

estc

hest

er13

3_.

Mid

ulhi

llsO

n11

5.

Cap

itol_

Dis

tric

t -13

3o

.

liort

lititr

85

6.M

ohaw

k

..74,

Din

essa

too

86

_..

Slu

ms'

s*12

3

9.

.

Roc

host

er'

147

;.

10.

Elm

ira-

83

11.

Buf

falo

245

Before

1930

1930

1940

'1950

'1960.-

03

15

7413

3

'25,

1137

.44

0,

45

2533

..

05

...

i29

.56

-'

00

k.

323

42

14.

1-,17

29,

1,

3.

221-

37,

.

24

7..3

$.

55

.

06

10

24

65

04

229

37

.;

1553

99

12.

Nov

Yor

kNot

?

*,

NO Study,

-:thimber ,

-...

,Percent

--,

.

-125

.35

'

34.2

4

'48

.41

la.

g.

.28.-

17

.20

1-4

22

...

127

a,

22

.25

17

.14

42

.2$

-4_,

11.1

3

76.3

1

Total Upstate

1580

*. Includes first yearteachers

(VI rjears)

4082

370

-63

045

229

%

eir4

44.+

4411

1414

1141

444,

444

0.11

4441

0441

4414

1.4

C

Table-IV

-

NEW YORK STATE HUME ECONOMICS TEACHERTURNOVER, SUPPLY AND DEMAND STUDY

reacher Tenure (Limited Return)

Are

a-Re Spensei

1.

;Ana

Isl

and

Westchester

350

133

3.Mid-Hudson

115

4.

Capitol District

133

5.

Northern

85

6.

Mohawk.

80

.-7.

Binghamton

86

8.

Syracuse

.,,,

123

-'

9.

Rochester

147

10.

Elmira

.83

11.

Buffalo

245

12.

New York City

4.

Tenure*

109

53

34

44

24

-33

41 54

51

41

101

.

-Total -

:..585

Less Than

5-9

.10-14

5Years

Years

Y.

15-19

Years

.

20-29

Years

30-39

Years

4p Years

or More

25

44

,16

10

7.15

711

13-

95

42

5'

13

.3 -

56

2--

7_13

98

43.

..

29

34

i5

.-

39

ll

6.11_

1.4

*.4

715

94

5--

.

.23

14

3'6

5--

918

12

7.

4--

17

8

15

28

14

13

13

17

NO INFORMATION,

87

202

110

74

53

49

'ported Tenure - but did not always indicaie number of

years

ti

Are

a

Lon

g Is

land

2.

Win

ches

ter

3.

_Mid

-Hud

son

4. -

Cap

ital D

istr

ict

5.'N

orth

ern

Moh

awk

Val

ley

7.B

ingh

amto

n

8.Sy

racu

se

.R

oche

ster

10:

Elm

ira

11.

Buf

falc

;:

12: "

Nei

'Yor

k

Tot

al

Tab

le V

New

Vor

k St

ate

Hom

e E

cono

mic

s T

each

ers

.

on 1

963-

64 T

each

ersList Who Did Not.

Part

icip

ate

in S

tudy

(Eith

er-

"New

"'br

Did Not Respond to

ques

tionn

aire

in 1

962-

63)

Cer

tific

atio

n

No.

of

teac

hers

'No

infe

rmin

ion

.Non

-E

irst

yr.

Pe

rman

ent

cert

ifie

dte

dche

rvo

172

6333

3325

5214

16

169

41

56'2

',1"

,10

11:

46-',

'-8

,7

16

-730

.86

37

338

312

-8

,o-

4318

54

9

5515

68

15

295

48

9

yr'

426

20

NO

IN

FOR

MA

TIO

N

629-

-21

121

192

;7;

99 23%

.137

34%

418

Pere

ents

'bas

ed o

n 4/

8 re

turn

s

10

yr.

5 yr

..pr

ovis

iona

l pro

visi

onal

12 2. 13 15 9

.14 10 '18 9

25

2

172

16

41%

4%

f.V

AM

IIIP

P"4S

,..r

Table VI

New York State Rome Economics'Teacheri

. on 1963-64 Teachers List Who Did. Not. Participate in Study

(Either "Reif or Did Not Respondto Westionnaire 1,n 1962-63)

Degrees. and Tenure

Area

Long Island

liestatester.

109

11

19

38

38

511

4.

612

7-

-5

2

35

220

38

,20

22

9

25 -

12

2i

712

25

.4

513

40

32

25

24

15

55

13

28-

No. of

Masters

BS plus

BS

No

No R.E.

teachers

B.S.

plus

Masters

*40

plus

degree education

total

peas

ions

arsu

raut

atim

asie

slia

issa

mai

siam

niza

ticag

ansi

emsa

msi

scat

asaa

sses

tais

ista

imm

aciE

ssaa

sam

man

saam

itim

airs

arsa

mar

asss

amar

Degree

out of

State

418

25

48.

30.

76

194

6%

127.

7%

18%

46%

NO INFORMATION

Temire.

719

47

43

613.

15 3 8

43

5.10 4

17

37

102

9%

24%

.3.

Mid-Hudson

4.

Capititl District

5.

Northern

6.

Mohawk Valley

Binghamton

8. Snacusi

9.

Rochestef

0. .:11mira

1.

Buffalo:

12.

New fork

I:e41

1111

M

'Total

1.0

Table VII'

New York State Home Economids Teachers

on 1963-64 Teachers List Who Did Not Partfcipate in Study.

Eithet "New" or Did Not Respond to Questionnaire in 1962-63)

-Area

1.

Long Island

2.

Westchestef

3.

Mid-Hudson_

4.

Capital

Districi

5.

Northern

6. -Mohawk Valley

7.

Binghamton

8:

Syracuse

9..

10.

Elmira

11.

Buffalo

12.

New York

Last Year of Graduate Study.

YIL

MIL

XIE

VIZ

ZW

RIIL

Xta

nntla

ali

Graduate study

but no dates

given

No of

teachers

193R-39

1940-49

.1950-59

1960-61

21

20

11

13-

5

72

12.

2.

-1

10

4

7

.13gfoRmATIoN ..

. .

4WD

' 11=

1. +

7,

Total,

114

15

38

53

70

--/1-11.e.

,amirraarot+hbawse+aitaormWeirrOorrrobt

-21-

211 of the 629 teachers, results are incomplete, but some comparisons and_All conclusions can be made.based on the data secured for 418 teachers. Since

4'93 in this'group were not certified (not counting "5-year provisionals") Plusthe 235 reported not certified 'in the study, it appears that additionalnmmeertified teachers were hired in 1963 -64.

Eveit ifNthose reported as "5-year provisional and lOryear provisional"pending are not counted in the combined total for both groups of teachers, itcan be safely estimated that over 300 home economics teachers were employed

'"without proper New York State certification. In one group 35 percent and inthe other 41 percent held 10-year provisional certificates. Since first yearteachers comprised 23 percent of the teachers employed in 1963-64 (and notsurveyed) additional graduate study resources are needed to Serve this group.

reIn a study of the degrees held, 46 percent held BS degrees

,

with nofurther study. This number includes first year teachers. The number holdingdegrees beyond the BS, or reporting graduate study, is gonsistently smallerthan in the 1962-63 questionnaire study.

There were 102 teachers repoxted holding tenure, therefore it appearsthat they were teaching in the sake schoolin 1962-63, but did not respond tothe Teacher Questionnaires. (See Table VI)

The summary of graduate study Table VII, is very fragmentary since on thenewest form of the personnel card, there is no information regarding recencyand depth of study. Of the 114 about wham information was available, 53reported some course work between 1960-64 and 38 studied between 1950-59.Certification requirements, again, may have boosted the number enrolling.

,Findings- Part III - AdministratorS' Questionnaire Returns)vs TeacherTraining Output.

With 82 percent of the public school admiaistrators,employliag_memHome -Economics teachersreplyth-GWeiffates of teacher needs were computedregionally and then projected to a regional 100 percent return for 1967-68;the present number of teachers employed was subtracted from this, projectionand new teacher positions which would open up in the period from SeiItember 1964through June 1968, thus determined. Table VIII indicates that there will be369 new teaching positions in Home Economics upstate by 1967-68, 128 inNew York City, a total of 497. (See page 23)

PTable IX which appears as a map, shows the component counties of the

11 economic areas, with the present and projected new numbers of teachingpositions listed for each region. It is significant that downstate New. York,including the Mid-Hudson, Westchester, New York City, and Long Island regions, ,accounts for over three-fifths (N=304) of the new teaching positions (N=497).

This indication of new positions, pointing up a demand for new teachers,not presently in the State's Home Economics teaching force, must be coupledwith annual teacher turnover figures. The person-by-person analysisof thequestionnaires vs the list of teachers employed in 1963-64 indicated thatover 180 teachers in Home Economics positions had in 1962-63 resigned forvarious reasons, and were not teaching Home Economics in any, other public or

e

,.

22'

ff.

private school in the Stafe. Thialigure of '180 plus is not a projected one,but.is based on only thogie'teachetsAiho returned the questionnaire. The actualuniXdoler leaving teaching no doubt, higher.

If thii rate of turnover continues for the years :of1964-65, 1965-66, and

1966-67, we can cOnsetvatively'estimate that over 500 malacement teachers willbe needed in this three year periolLin Addition to the.497 teachers to fillthe new positions.

Again,the greatest need will be in the downstate area, partiCularly inLong Island where low tuition accessible teacher training facilities arelacking.

When.thfi total need for approximateli 1,000 teachers is compared withthe June 1964 output of home economics teachers from the teacher trainingcolleges and universities in New Tork State,'the seriousness of the teacheriihortage,becomeg apparent.

7

14

"P.

4P,

Table VIII

NEW YORK STATE HOME ECO OMICS TEACHER TURNOVER,

SUPPLY,AND DEMAND STUDY

,8

Estimated New Public School Teaching Poiitions- by Economic Area' from

Administratoril Questionnaires (82% return)

A_.,,_

II

-C,

Projected Number positions

Number employed

1967

-68

(pro

ject

ed .-

1963

-64

Pro

pose

d 10

Positions

1967

-68

to 100% return)

(Bureau census)

(A -S)

1.

Long Island

559

,

445

2.

:

iiest

ches

tet

-18

916

9

3.M

id-H

udso

n17

112

9.-

.44

Cap

itol D

istr

ict

191

173

Nor

ther

n12

411

0

Mim

ic' V

alle

y11

710

1

7.B

ingh

amto

n.

129

102

SyraOuse

'

*174

150

9.

...

'Roc

hest

.er

219-

180

10.

Elm

ira,

117

9S

:114

-20

.42

18

14

16

27.

24.

39 22

11.

Buf

falo

359

(inc.

74

City

326

Buf

falo

rep

orts

no

new

teachers

-

285

Non

-City

)ne

eded

in 1

967-

6833

2349

1980

369

'upstate

12.

New York City (100%

repo

rted

)96

083

212

8 N

.Y .0

.33

09.2

812

Additional Teachers

will

be

Req

uire

d to

Rep

lace

Tho

seRetiring, Entering Non-Teaching Fields, and Going

"On Leave."

- 49

7 N

ewpo

sitio

ns

XE! TO SYMBOLS

e CollegecillUniyersities with;Approlied

.-,1ROme Economics Teacher-Education Programs -

Economic Region Boundarieis

,1 -12 - Region Number

.8 - Number Employed 196364

C - Proposed New-Positions 1967-68

B -173

C -18

-169,

C20

-LO

NG

ISLA

ND

SO

UN

D

By

Economic Region

45

CL114

IC O

CE

AN

THE UNIVERSITY OF THE -STATE OF NEW YORK

The State _Education Department

Bureau of Home, Economics Education

AlbanYi New -York 12224

Table .X

Placement of Graduating Seniors

--(Home Economics Education).

1964

1963

# Teaching Hobe

# Graduated

EConomics- in .NYS

N.Y.C.

Upstate

# Graduated

# Teaching tome

Economics in NYS

N.Y .C.

Upstate

# Graduated

ti

#Teaching Home

Economics in IfYS

N.Y.C.- Upstate

Brooklyn

Buffalo-State Univ.

Cor

nell

Hunter

-a

AN

ew Y

orkUniversity

20

39

27

12

1'

Oneonta State Uity.

12

37

1

2

29

plattsbuighState Univ.

53

38

0

34 12

1 1

30

12

2 0'

11

2,

S.

Queens

Russell Sag

10

'*

Syracuse

Teachers College

Columbia Univ.

Total

10

12.

211

(36% did no

enter teach-

ing in N.Y.)

17.

12%

110

171

52%

,(40% did not

rater- teach-

ing in. N.Y.)

101

196

59%

(41% didnot

11%

-

enter teaCh-

ing.in N.Y .)

r

w.

THE UNIVERSITY'OF THE:STAXE OF .NEW fORK

The. State-EdUcation apartment'Bureau of Home Economics Education

Albany, 1

t

March 1963'

Memorandum tot School Building Princiimls .$

. , . .

Subjects ,.. Homemaking,Educatien Queationnairee'for "A Study of-Turnover, Supply'and DeMand for feathers of Homemaking.

...,

Education"

It is important for no to secure some current data to helpproject our needs forhomemaking teacher:` inAhe immediate' future. The'enclosed qUestionnaires are designed to produce the inforMation required.,Two forms have been developed, one for teachers, and one for administra-tors.

We would appreciate having you giie each homemaking teacheron your staff a coPy of the "Teacher's Questionnaire" to be completedby her and returned to-the Bureau by May 1. Mly we ask you to completethe administrator's. form and return it to us by the same date.

Thank you for your cooperation in this important,studr.

. .

Joseph A. Strobel Dorothy S. Lawson, 'chiefAssistant Commissioner for Bureau of Home EconomicsInstructional Services Edudation(Vocatiohal Education)

""

MIK

- 27-

THE UNIVERSITY OF. THE 'STATE OF NEW YORK.The State EdUcation Department

Bureau of Home Economics EducationAlbany 1

March 19631963

TO: City Village and District Superintendents

SUBJECT:. Homemaking Education Questionnaire "A Study of',Turnover, Supply and Demand for Teachers ofHomemaking Education"

.It is important for us to secure some current data to

help project our needs for homemnkthg teachers in theimm#diate future. We are concerned over the lack of wellqualified homemaking teachers and. in order to make plantsto correct the situation, we.need data from homemakingteachers and school principals.

We have prepared two questionnaires, copies .of whichare enclosed. These are being sent to building principals.We wanted you to know about the study and will welcome anyideas you may have that would,help us with this problem.

Joseph R. Strobel-Assistant Commissioner forInstructional Services(Vocational Education)

Dorothy S. Lawson.Chief, Bureau of Home'Economics Education

28 -

77-4144fOorriglirt*V11,14Witipilitopairr,'.4

'THE. UNIVERSITY ,OF THE STATE OF Hai YORKInstructions The State Education Department

Complete and ter Bureua of Home Economics EducationMay 1."1 r Many 1

4

,

.1111.16.1111.111M.1111111111111DFor Office Use Only

No.

:A STUDY OF 'TURNOVER, SUPPLY AND DEMAND.FOR TEACHER'S OF HOME ECONOMICS EDUCATION

Adminiatrator Questionnaire

Io, GENERAL INFORMATiON

A. *School Name B. County

O. Public* Non-Public

D. If Public, Name of School District

E. Title of Administrative Position

II. INNIRMATION CCNCERNING EMPLOYMENT OF TEACHERS OF HOMEHAKINO EDUCATION

A4 Please indicate the nuMber ofHomemaking teachers younow employ

Homemaking teachers you eiployed in 1957-58

Homemaking teachers you expect"to employ in 1967-68

Homemaking teacher positions now vacant

Homemaking teacher vacanoies which have occurred during this school year

B. What problems? if any, haze you encountered in securing qualified homemakingteachers?

4

4

4#4,

Impructionsomplete and return b

May 1, 1963

'a

-. 29 -

THE UNIVERSITY OF IME STATE OP.NEW YORK'The State. Education Department

Bureau of Home Economics EducatimmAlbany 1

A.

A STUDY OF TURNOVER, SUPPLY AND DEMAND FOR TEACHERS OF HOME ECON 6 EDUCATION

Teacher Questionnaire

GENERAL INFORMATION

A. Teacher Name B Social Security Number

C. School Name D. County

E Public . Non-Public -

rd 117-7.F. If Public, Name of School District

aw Title of your positional Teacher cv Department Chairmaq0 Other (Specify)Administratorww Supervisor

w11 91111111111111110

H. Level (s) at which now Teaching w Elementary Junior High Senior High.....-

.I. Check ( ;If') your certificatioh status for homemaking'educationlw Not certified

Application pendingApplication not pending

16=fear Provisional 41

pit Prmanent or Life"".......e

, .mi........

Other (Specify),,,,..

II..

EDUCATAAL INFORMATIONA. Comiiletemmtjecondary educational background in reverse chronolegiCal orderName and Location of University, Attended fibm.to Years 1 Major Degree of

........g.a....___As_I.,a1SchoolotdolleeTech,ther. Year Year Completed Smibject Hours Earned

'Y

0.....10111111.111.1

Do you have any plans for further study? Yes :NoIf yess check ( vt ) the scheduling pattern whiErUest moot your needs?.

Regular summer SessionConcentratidtloOks in summer session

176"."-- During school yearAfternoon

-77Evening/

SaturdayOther. (P#ase Specify)

I

III .BkIPLOYMENT INFORMATION

"7-711"."-"41-71111114r- Tyr-

.4

A. itlive'tOtal nOmber of years experience, including'picient:year

TeaChing home economics it elementary or pecondary'levat/

-College,teadhingExtension service:Home economics Jobs in business and industry

Other (Please' specify):

B Have you had any interruption (s) in your home, economics teaching ''

service? Yes No

If Yes 1. Hormany'inter Odom? ,

2. How many years do hese interruptions total?

IV. QUESTIONS FOICTEACHERS NEW IN PRESENT POSITION ..

A4 Please check ( J )- the following information

1. Is this a newly created position? Yes

2. What did you do last year?Tiught-in another school?

(0New York State public school

(A)New York State non.public schoolSchool outwiae New York State

(41)Taught.in college

Attended college

(0Undergraduate level

COGraduate level

del FoctensionperviceBusiness or Industry

0 Homemaker at home(,) Other (Please specify)

-B. If you previously have taught home economics at the elemptiry or

secondary levels during'what school year did you last teach?

*st 0