Number of Teachers in State
The last issue of School Facts, published by the Superintendent of Public Instruction in North Carolina, shows from figures taken from school budgets of the year 1925-1926, the number of teachers in the State at the close of the school year ending June 30, 1926. The issue also compares the number of city and rural teachers, their classifications, etc.
At present there are 22,901 school teachers employed in the public elementary and high schools of the State. In 1924-1925, there were 22,341 teachers. This is an increase of 560, or 2.51 per cent in one year.
Of the teachers employed at present, 17,332 are white and 5,269 are colored; 17,340 are rural and 5,561 are city teachers.
Perhaps the two most interesting groups into which teachers may be divided are the standard and non-standard. By standard is meant a teacher who holds a certificate based upon graduation from high school or upon higher training, including the professional training required with each certificate of the various grades. A non-standard teacher I sone who holds a certificate based upon less academic training than graduation from a standard high school.
Of the 22,901 teachers employed in 1925-26, 19,785 or 86.39 per cent held standard certificates, and the remaining 2,116 or 13.61 per cent hold non-standard certificates.
Since 1919-20, when the county school budget system was first inaugurated and when the training of the teachers was first made direct for their remuneration, both the number and the proportion of non-standard teachers has decreased each year. The number of non-standard teachers employed in 1919-20 was 8,502. These non-standard teachers were 51.04 per cent, or more than half of the total number of teachers employed that year. At present, 1925-26, there are only 3,116 non-standard teachers.
In 1925-26, there were 13,072 rural white teachers. Of this number, 1,012 held non-standard certificates, that is their training was less than graduating from a standard high school; 6,354 teachers were either graduates of standard high schools or had completed as much as one year in college; and 5,706 had training equivalent of two or more years of college credit.
It is shown that of the 4,260 city white teachers only 20 held non-standard certificates, 364 held certificates based on training equivalent to high school graudation or one-year college, and 3,876 held certificates based on training equivalent to two or moe years of collegiate work.
It is shown also that rural white teachers held a larger percentage of elementary B certificates (29.79 per cent) than any other grade, and that city white teachers held a larger percentage of high school A certificates (26.46 per cent) than of any other grade.
It is also shown that 48.60 per cent of the rural white teachers held elementary certificates, whereas 8.56 per cent of the city white teachers held elementary certificates—a difference of 40 per cent. The A certificates, representing four years or more of college training, are distributed as follows: rural white, 45.60 per cent; city white, 43.96 per cent; rural colored, .98 per cent; city colored, 8.38 percent. The difference in training in the two groups under comparison, rural and city, is readily seen from these percentages. It is evidence that in the case of both the white and the colored races that much better trained teachers are located in the city schools than in the rural schools.
If comparisons are made between the rural and the city colored teachers, great differences will likewise be found between the training of the teachers in these two groups. Practically 47 per cent of the rural colored teachers hold non-standard certificates, while only 6 percent of the city colored teachers hold this type of certificate. Forty-one percent of the rural colored teachers hold elementary certificates, whereas 37.58 percent of the city colored teachers hold this type. The greatest difference, however, between rural and city colored teachers is in the third or highest group of certificates. Of the rural colored teachers only 12.12 per cent hold certificates representing training equivalent to two or more of college work, whereas 56.12 per cent of the city colored teachers are in this group.
County second-grade certificates have decreased considerably—white from 1,502 to 265; colored from 1,546 to 809. The same tendency may be noted in case of the provisional certificates, much more decided in the case of white teachers than in the case of colored teachers. Temporary certificates held by teachers have decreased since 1923-24 in the case of white teachers and increased from 47 in 1921-22 to 710 in 1925-26 in the case of colored teachers.
From page 4 of the Concord Daily Tribune, Oct. 15, 1926
newspapers.digitalnc.org/lccn/sn92073201/1926-10-15/ed-1/seq-4/