In the long run we feel that H. R. 9948, the Elementary and Secondary School Construction Act of 1965 upon which extensive hearings have been held, will do more to assist in recruiting competent personnel for the low-income communities. However, both H. R. 10590 and H. R. 9627 are important factors in the commendable frontal attack on the educational problems of low-income, impacted communities, and are necessary supplements to Public Law 89-10. The problem of recruiting able teachers for slum schools is in no small measure accentuated by the frustrating teaching conditions which exist in the antiquated, evil-smelling. rat-infested, poorly lighted, unsafe buildings which characterize far too many neighborhoods in the central cities and in some rural areas. The point should be spelled out clearly in H. R. 10590 that the program can be implemented only in those school attendance areas of a district in which there are large concentrations of low-income children. It should not be permitted to be used as districtwide or countywide program. We feel that while this is undoubtedly the intent of H. R. 10590, it should specifically so state in the law. Finally, because the concept of providing special educational aid to schools with concentrations of children from low-income families is so new, there is a serious lack of factual information concerning the availability of teachers for such schools, the reasons for failure-and the factors which produce the successes that exist the reasons for teacher turnover in such districts, the untapped resources that may exist, and other factors related to the problems of staffing schools in low-income, impacted areas. We urge the committee to add an additional title to H.R. 10590, providing for a comprehensive, congressionally sponsored, study into the area of teacher supply and demand in school communities with large concentrations of low-income families. We believe that such a study, similar in scope to the school facilities survey in 1952, will be of great value to the Congress, and to the State and local districts, as they proceed along the course, at long last begun, of cooperation in attacking the now well publicized, though not new, problems of American education. We hope these comments will be useful to the committee. Sincerely, JOHN M. LUMLEY, Director, Division of Federal Relations. FOREWORD The opinions of 1.6 million classroom teachers in the American public schools are important. Before 1960 there was much speculation but little known about teacher opinion regarding educational problems. In 1960 the NEA Research Division initiated its Teacher Opinion Poll to provide prompt, accurate, and continuous sampling of teacher opinion on important issues 'in education. The scientific probability sampling procedures used in the Teacher Opinion Polls were developed through experimentation and application of the best in modern sampling theory. The procedures are under constant surveillance and are subjected to rigorous statistical checks. Improvements are made in light of new developments and experience. Today, more is known and reported about the opinions of teachers than any other professional group in the nation. The results of the NEA Research Division Teacher Opinion Poll are widely respected and used by members of the teaching profession who read the findings published regularly in the NEA Journal. The general public has shown much interest in the many Teacher Opinion Poll findings reported in the public press. This volume summarizes the results of Teacher Opinion Polls reported during the past five years. The opinions expressed by teachers in these polls do not necessarily solve a problem or settle a controversy. On the other hand, the opinions expressed do provide significant insight into the views of classroom teachers who are in close contact with educational problems and are in a position to have informed opinions. Special acknowledgement is due Glen Robinson who has coordinated the technical development of the sampling procedures used in the Teacher Opinion Polls. Dr. Robinson is also responsible for the preparation of the survey instruments used in the polls and for writing the reports of the findings. In the preparation of this summary of Teacher Opinion Poll findings, Dr. Robinson has been assisted by Dr. David Iwamoto and Mrs. Beatrice C. Lee. 57-880 0-66— 4 HAZEL DAVIS |