xt7cz892c404 https://exploreuk.uky.edu/dips/xt7cz892c404/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1938-03 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A Comparison of Resident and Non-Resident Teachers in Village and Small City School Systems of Kentucky", vol. VI, no. 1, March 1938 text Educational Bulletin (Frankfort, Ky.), "A Comparison of Resident and Non-Resident Teachers in Village and Small City School Systems of Kentucky", vol. VI, no. 1, March 1938 1938 1938-03 2021 true xt7cz892c404 section xt7cz892c404 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

A Comparison of Resident and
Non-Resident Teachers in Village and
Small City School Systems

of Kentuc

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Published by

\5‘3' DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24 1912

Vol.V| a March, 1938 0 [No.1

F 0 R E W O R D

The information contained in this bulletin was
submitted by Emmet Evart Bratcher as a dissertation
to the faculty of the Division of Social Sciences,
Department of Education, University of Chicago, in
candidacy for the Degree of Doctor of Philosophy.
This study has assembled information on comparison
of resident and non-resident teachers in village and
small city school systems of Kentucky. A careful
examination of this study indicates that the infor~
mation will be of value to the school officials of
this Commonwealth. It is an outstanding piece of
work on the training of resident and non—resident
teachers. I recommend that it be studied by all
officials who have authority to recommend the em-
ployment of teachers. I have secured the consent of
the author to have it published as an official bulletin

of this Department.

H. W. PETERS

Superintendent Public Instruction

ACI

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS ............... . ........... ................ 11

LIST or TABLES ....... .. .......... ................. ...... .J v
Chapter

I. INTRODUCTION ... ....... ......... ..... .... ...... ...... 1

The Statement of the Problem
The Data Used in the Analysis of the Problem
Source of data
Geographical distribution of the co—opereting schools
Method of collection of data
Nature of data
Classification of data
A Summary of the Evidence from Current Educational

Literature
II. RELATION OF ZONES 0F RESIDENCE AND LEVELS OF TEACHING
POSITIONS ........ ....... ....... . ....... ....... .. 10

Distribution of Teachers on the Bases of Level of
Teaching Position and Zone of Residence

Correlation between Zone of Residence and Level of
Position Held at the Time these Data were Collected

III. VARIABILITY AMONG TEACHERS OF DIFFERENT ZONES OF RESI—
DENCE WITH RESPECT TO LENGTH OF SERVICE ......... . 22

Total Amount of Teaching Experience

Teaching Experience in Present School System

Teaching Experience in other Systems

Previous Teaching Experience Limited to Those Who
have Actually Taught in other Systems

Number of Other School Systems in which these
Teachers have Served

Mean Length of Service in Other Systems

Tendencies Revealed by Recent Withdrawals and
Recruitments of Teachers

IV. VARIABILITY AMONG TEACHERS OF DIFFERENT ZONES OF RESI—
DENCE WITH RESPECT TO PROFESSIONAL TRAINING ...... 48

Undergraduate and Graduate Degrees

Semester Hours of Training

College Attendance, Summer School Attendance, and
Training through Home— Study Courses

V. PROFESSIONAL ATTITUDE AS REVEALED BY PROFESSIONAL
ACTIVITIES ....................................... 89

-111-

—iv-
Chapter Page

Punctuality in Teaching Hours

Recent College Attendance and Credits Earned

MemberShip in Professional Organizations

Attendance and Participation in Educational
Meetings

Professional Articles Written and Published

VI. PARTICIPATION IN THE COMMUNITY LIFE OUTSIDE OF THE
SCHOOL ......................................... 115

Week-ends in the Community

Visits to Homes of Pupils

Identification with Church Life of the Community

Affiliation with other Community Organizations -
Clubs, Societies, Fraternities, Drives, Fairs,
Contests, etc. '

Buying from Local Business Firms

VII. RATING OF TEACHERS BY ADMINISTRATIVE OFFICERS IN
RELATION TO LENGTH OF SERVICE .................. 153

0f Teachers Now in Service
or Teachers Who have Recently Left the Service

VIII. RESIDENCE STATUS IN RELATION TO CERTAIN ECONOMIC
FACTORS ........................................ '146

Annual Salary

Relationship between Salary and Prevailing Zone of
Residence

Other Sources of Income

Relationship between Salary and Sex

Relationship between Salary and Marriage Status

Relationship between Salary and Personal Responsi-
bility for Dependents '

Combined Influence of Sex, Marriage Status, and
Dependents on Salary

Annual Savings

IX. CONCLUSIONS ...............................,....... 174
APPENDIX ................................................ 19o
Tables .

Forms
Map
BIBLIOGRAPHY ......

d..................................... 206

*age

Table
115 I.

II.

III.

IV.
155

'146
VI.

VII.

VIII.

IX.

174
190

XI.

206 XII.

XIII.

XIV.

LIST OF TABLES

Page

Distribution of the 1097 Teachers according to
Teaching Position and Zone of Residence ............ 11

Percentage Distribution of the 1097 Teachers
according to Teaching Position and Zone of
Residence .......................................... 12

Percentage Distribution of Teachers of each Level
of Position among the Three Zones of Residence ..... 15

Percentage of the Teachers from each Zone of
Residence Employed in each of the Three Levels of
Positions .......................................... 14

Relationship between Zone of Residence and Level
of Teaching Position as Measured by the Coefficient
of Contingency (C) ................................. 19

Average Years of Teaching Experience of Resident
and Non-Resident Teachers .......................... 24

Average Years of Teaching EXperience of all Resident
and Non—Resident Teachers in Present Positions only. 27

Average Years of Teaching Experience of all Resident
and Non-Resident Teachers in all other School Sys-
tems Previous to the First Year in Present Systems.. 50

The Mean Number of Years of Previous Teaching Ex-
perience of Resident and Non-Resident Teachers in
other School Systems ............................... 52

Mean Number of other School Systems in which Resi—
dent and Non-Resident Teachers have Previously been
Employed ........................................... 55

Mean Years of Service of Resident and Non-Resident
Teachers in other School Systems ................... 55

Percentage of Teachers from each Zone of Residence
without Previous Teaching Experience in other School
Systems ............................................ 56

Percentage of the Teachers from each Zone of Resi-
dence Teaching first School Term in the Year 1950 .. 58

Percentages of the Different Groups Employed at
Present and Withdrawn during Past Year ............. 41

-v-

XVIII.

XIX.

XX.

XXII.

XXIII.

XXIV.

XXVI.

XXVII.

XXVIII.

XXIX.

XXXI.

-vi—

Page

Percentage of Different Groups Employed at Present

and Recruited for Current Year 45

Percentages of Different Groups Withdrawn and

Recruited during Past Year .......................... 45
. Distribution of Resident and Non-Resident Teachers

on the Basis of: The Number now Employed, the Num-

ber with the Bachelor's Degree, the Number with

Graduate Credit, and the Number with the Master's

Degree .............................................. 50

Proportions of Resident and Non-Resident Groups who

are Graduates of Standard Four-Year Institutions of

Higher Learning ..................................... 52

Proportion of College Graduates from Resident and

Non—Resident Groups which have Pursued Graduate Study 54

Proportion of all Graduate Students from the Resident

and Non-Resident Groups who hold the Master's Degree 56

Persistency of Resident and Non-Resident Groups in

Securing the Bachelor's Degree, in continuing Train-

ing in Graduate Work, and in obtaining the Master's

Degree .............................................. 56

Mean Number of Semester Hours of Graduate and Under-

Graduate Training (Combined) in each Group .......... 59

Mean Number of Semester Hours of Graduate Study of

each Group .......................................... 61

Mean Number of Semester Hours of Training in Major

Subjects in each Group .............................. 62

Mean Number of Semester Hours of Training in Minor

Subjects in each Group .............................. 64

Mean Number of Semester Hours of Professional Train-

ing in each Group ................................... 66

Mean Number of Years since Graduation from a Stand—

ard Four-Year College by each Group ................. 69

Mean Number of Weeks of the Combined Undergraduate

and Graduate Attendance of each Group ............... 70

Percentage of the Teachers of the Various Groups

who have Attended Summer School ..................... 75

Mean Number of Weeks of Summer School Attendance

by each Group ....................................... 74

Mean Percentage of College and University Attendance

of each Group obtained in Summer Schools ............ 76

Page

. 43

. 50

Table
XXXII.

XXXIII.

XXXIV.

XXXVI.

XXXVII.

XXXVIII.

XXXIX.

XLI.

XLII.

XLIII.

XLIV.

XLV.

XLVI.

—vii-
Page

Percentage of each Group who have Earned some
College Credit by Extension ........................ 79

Mean Number of Semester Hours of College and Uni-
versity Credit Earned through Extension by all
Teachers Providing Information ..... ................ 81

Mean Number of Semester Hours of College and Uni—
versity Credits Earned by each Group through
Extension Courses ....... ........ . ................. 82

Percentage of the Total Training Earned by each
Group through Extension Courses ................ .... 84

Percentages of the Various Resident and Non-Resi—
dent Groups who have Attended Institutions of
Higher Learning within the Past Five Years ......... 92

Mean Number of Weeks of Attendance by each Group
at Institutions of Higher Learning within the
Past Five Years .................................... 95

Percentage of each Group who have Earned some
College or University Credits within the Past Five
Years .............................................. 95

Mean Number of Semester Hours of College and Uni-
versity Credit Earned by each Group within the Past
Five Years ......................................... 96

Mean Number of Semester Hours of Professional Train-
ing Acquired by each Group within the Past Five
Years .............................................. 98

Mean Number of Memberships in Professional Clubs,
Fraternities, and Associations held by each Group ..100

Percentage of each Group who have Attended One or
More Educational Meetings within the Past Year ..... 102

Mean Number of Professional Meetings Attended by
each Group within the Past Year .................. ..105

Percentage of each Group who have Participated in
preparing Programs for Educational Meetings within
the Preceding Five Years ............ . ..... . ........ 104

Percentage of each Group who have Appeared on One
or More Educational Programs within the Past Year
(inclusive of Elementary and Regional Totals only)..108

Mean Number of Appearances of each Group on Edu—
cational Programs within the Past Five Years (in—
clusive of the Elementary and Total Comparisons

only) .............. ..... ...........................109

.__...__._~‘..V.. ".1“. VVAH....WWW_¢T__ WW.,.,_..,_,._

XLVIII.

XLIX.

LI.
LII.

LIII.

LIV.

LV.

LVI.

LVII.

LVIII.

LIX.

LXII.

—viii-

Percentage of all Teachers from the Different
Resident Groups who have Written and Published

One or More Professional Articles within the Past
Five Years ..........................................

Distribution of the Teachers of each Group who have
PubliShed One or More Articles in Professional
Journals within the Past Five Years .................

Mean Number of Week—ends per Month spent by each
Group within the District in which Teaching Posi—
tions are Held ......................................

Mean Number of Visits by each Group to Homes of
Pupils within the Past Year .........................

Percentage of each Group Holding Church Membership ..

Percentage of each Group Identified by Membership
with a Local Unit of a Church within the District
of the Position .....................................

Mean Number of Church Services Attended per Month
by each Group in the District of the Teaching Posi—

tion ................................................

Percentage of each Group making the Major Portion of
their Financial Contributions to Local Church Units
within the District of the Teaching Position ........

Percentage of each Group holding Offices in Local
Churches ............................................

Mean Number of Local Church Auxiliary Organizations
with which each Group is Identified by Attendance or
Participation .......................................

Mean Number of Community Contacts made by each Group
through Memberships in Community Clubs, Fraternities,
and Associations, and through Participation in Com-

munity Contests, Drives, Pairs, etc..................

Mean Percentage of the Cost of Purchases, exclusive
of Board and Rent, made during the Past Year within
the District of the Teaching Positions...............

Percentage of the Teachers of each Group Rated by
Administrators and of "Merits" Awarded Them .........

Proportion of the Teachers of each Group Rated by
Administrators and "Demerits" Received ..............

Percentage of the "Merits" Awarded and of the
"Demerits" Given the Various Groups by the Ratings
of Administrators ..;................................

Percentage of each Group withdrawn the Previous Year
who were Considered Satisfactory by Administrators ..

Page

111

117

118
120

121

124

126

127

128

129

131

156

159

142

144

Page

. 111
. 111

. 117

. 118
. 120

. 121
. 124

. 126

. 127

. 128

. 129

. 151
. 156

. 159

. 142

,. 144

Table
LXIII.

LXIV.

LXVI.

LXVII.

LXVIII.

LXIX.

LXXI.
LXXII.

LXXIII.

LXXIV.

LXXVI.

LXXVII.

LXXVIII.

LXXIX.

-1x.

Page

Mean Annual Salary of each Group at the Time
the Data were Collected ........................... 147

Mean Annual Salaries of all Teachers in the 59
and 21 School Systems ............................. 149

Mean Present Annual Salary of Teachers of the
59 and 21 School Systems of each Regional Group ... 150

Mean Annual Salaries of all Elementary, Secondary,
and Administrative Groups of the 59 and 21 School
Systems ...... ........... ................. ....... .. 152

Mean Annual Salary of Elementary Teachers of each
~Regional Group .................................... 155

Mean Annual Salary of Non-Resident Teachers at
each Level of Position ............................ 154

Percentage of each Group having other Sources of
Income ............................................ 155

Percentage of each Group doing other Work for Pay
during Out-of—School Hours ................. ..... .. 156

Percentage of Men Teachers in each Group .......... 157

Mean Salaries of male and Female Teachers at each
Level of Position in all Regions Combined ......... 159

Percentage of Unmarried Resident and Non-Resident
Teachers in each Group ............................ 160

Mean Salaries of Married and Unmarried Teachers at
each Level of Position for all Zones Combined ..... 162

Percentage of Teachers of each Group having One or
More Dependents ................................... 165

Mean Annual Salary of Teachers with or without
Dependents at each Level of Position .............. 165

Mean Salary of Married Men with Dependents and of
Single Women without Dependents at each Level of
Position .......................................... 167

Summary of Differences between Mean Annual Salaries
at each Level on Basis of Sex, Marriage, and De-
pendents in Relation to Zone of Residence ......... 168

Mean Annual Savings of each Group for the Year
Prior to that for which the Data were Collected ... 169

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CHAPTER I
INTRODUCTION

In recent years numerous cases involving the employment
of teachers have been brought before the courts of Kentucky. In
the main these cases have originated in rural school districts,
and the action is usually based on charges of nepotism.

Under the provisions of the law, the trustee of the rural
sub-district nominates the teacher, whose formal election by the
county board of education is thereby made mandatory. In consol-
idated districts which maintain high schools the county superin-
tendent nominates the teacher for election by the board. In the
independent graded-school districts and in cities of the first,
second, third, and fourth classes, the independent boards or edu-
cation usually select the teachers. In the more progressive of
these independent districts, the local principal is permitted to
nominate his faculty. In the better independent city systems.
the superintendent likewise nominates his teachers, and the board
approves or rejects the recommendation. Whenever a recommenda-
tion is not approved, the principal or superintendent may make
other nominations. The courts have repeatedly ruled that in
rural school sub-districts which do not maintain high schools the
county board of education must elect the teacher recommended by
the district trustee.

In independent graded school districts and in cities of
the first four classes there are no sub-district trustees to make
nominations to the independent graded and city boards of educa-
tion. Unless the responsibility for the nomination of teachers
is delegated to the county superintendent in the case of consol-
idated districts which maintain high schools, to the principal in
the case of independent graded districts, and to the city super-
intendent in the case of the cities of the first four classes,
the selection of teachers is wholly in the hands of the board of
education. Since the boards either initiate the nominations or
delegate the responsibility to principals or superintendents whom
they have elected, cases involving objections to the employment
of teachers are less frequently carried into the courts from
these districts than from the rural districts.

Some or the boards have rules or agreements which favor
the employment of local teachers. If a majority of the various

-1-

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-2-

boards which legally control the nomination of teachers favors
the election of local teachers only, court action arising from
such discrimination is of rare occurrence. The matter in such
school systems is entirely in the hands of the board. Nomina-
tions by principals or superintendents may be rejected until
local teachers are nominated. Likewise, if all trustees of rural
sub-districts favor the local applicants for the teaching posi-
tions, few cases will be carried to the courts. Probably hun—
dreds of cases of discrimination in favor of local teachers exim
for the one case that reaches the courts. Only the act of an
occasional dissenting sub-district trustee becomes the basis of
a case in court.

-The Statement of the Problem

The educational implications of any such discriminatory
practice on the part of boards of education are obvious. The
number and character of cases actually tried in the courts of
Kentucky indicate that the practice is sufficiently widespread in
this state to warrant an inquiry concerning the effect of this
practice on the recruiting of the teaching staff of the state
school system. The present study is therefore based on a compar-
ison of resident and non-resident teachers employed in represent-
ative districts throughout the state.

The problem of the study can best be stated in the form
of a series of questions:

(1) Are there more resident than non—resident teachers
employed in elementary, secondary, and administrative positidns?

(2) Are there significant differences between the resi—
dent and non-resident teachers with respect to essential charac-
teristics or criteria, such as amount of teaching experience,
kind and amount of training, professional attitude. community
activities, and economic conditions?

(3) Are such qualitative differences as are found to
exist between resident and non-resident teachers related to dif—
ferences in the relative proportions of the two groups employed?

(4) What general conclusions and educational implications
are suggested by the evidence presented in the analysis of the
data?

While the finding of satisfactory answers to the four
comprehensive questions is set up as the purpose of the study,

numerous other questions which have a bearing on the questions am
considered.

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The Data Used in the Analysis of the Problem

Source of data.- All data were collected in the state of
Kentucky. Sixty-two school systems selected at random co-oper-
ated in the study. These co—operating school systems, a list of
which is given in the appendix, are of several types: (1) county
consolidated schools, (2) independent graded schools, (5) school
systems of cities of the fourth class, and (4) school systems in
cities of the third class. They vary in size from a consolidated
school with six teachers to a city school system of sixty-nine
teachers. The term 'teacher' throughout the study includes both
classroom teachers and administrators, unless otherwise stated.

In the schools studied, forms were provided for the col-
lection of the necessary data from the teachers themselves. In
addition to these data, the administrative group also supplied
certain other information needed. or the sixty-five school sys-
tems invited to participate in the study, only three failed to
respond. Among the sixty-two co-operating schools, the degree of
co-operation varied. Twenty-two schools gave a 100 per cent re-
sponse from their teachers. One principal of a twelve-teacher
school returned his own personal data sheet only. Approximately
85 per cent of the entire group of teachers responded, that is,
1097 out of the 1285 teachers invited supplied the needed infor-
mation.

Geographical distribution of the coaoperating schools.-
The co-operating schools are widely distributed over the state as
follows: (1) One group of schools is located within a radius of
fifty miles from Shelbyville in the Louisville area; (2) another,
along a line drawn from Erlanger in the extreme northern point to
Burnside, south of Somerset; (5) another, along a line from Stan-
ford in the central part of the state to Harlan and Middlesboro
in the south eastern portion; (4) another, across western Ken-
tucky from Madisonville to Hopkinsville; (5) another, along a
line from Hopkinsville to Lexington by way of Central City,
Ieitchfield, Elizabethtown, and Frankfort; (6) another, along
United States Highway Number 60 from Lexington to Ashland in the
north eastern section; and (7) another, from Russell and Catletts-
burg up the Big Sandy River to Pikeville, the capital of the most
eastern county of the state. A map showing the location of all
co-operating schools is included in the appendix.1

Method of collecting the data.- The data used in the study

lMap, p. 205. Appendix.

-4—

were collected during the closing weeks of the school year 1929- A tam
50 and during the month of September of the school year 1930-31. resim

All co-operating school systems were visited in person to "m1
and the teacher-data sheet was explained to the superintendent or istra
principal who, in most cases. filled out the form during the of ma
interview. In thirteen schools the data sheets of the entire teach¢
teaching staff were filled out under personal supervision of the cured
investigator on the occasion of the visits. In the remaining by th!
forty-nine schools. the co-operating administrator assumed re- tors:

sponsibility for collecting the information from the rest of the the a
faculty. Usually the teachers assembled in a single classroom at theti
the end of the school day for the purpose of filling out the

forms. of thl
Nature of data.- Three types of information were collect- 16791
ed on three different forms: the m
(1) Each of the 1097 persons co-operating in the study
filled out a uniform data sheet which was adopted after experi- the 1!
mental tests of the serviceability of preliminary drafts with two the h
groups of subjects numbering fifty and one hundred twenty-five taryl
persons. respectively. A copy of this final form used in the eral:
collection of the major portion of the data is given in the appem lower
dix.1 The form is divided into six major parts: training, ex- and 35
perience and length of service, salary, professional attitude, the 35
community activities, and zone of residence. the t}
(2) A second form2 which was filled out by the investi- r3381!
gator during the interview with the administrator of each co; istrai

operating school provides additional information. This form con-
tains a list of the teachers who had dropped out of the schools grade:
within the past year or two. Such teachers were classified at ity °1
the time of the interview on the basis of their zones of residenu elude:
as reported by the administrators. The form also contains confi-
dential information supplied by the administrators as to the real
reason why such teachers are no longer members of the faculty. ity 01
(5) A third form5 filled out by a number of the adminis-
trators pertains to the quality of teaching service. A teacher elemen
rating sheet which was developed by classes in supervision at Of put
Washington State College in 1919-'20-'21 constituted this third ere.
form. Approximately the upper ten per cent and the lower ten

grade:

per cent of the teachers of the school unit were selected sepa- ;; inc
rately by the administrator for each point on the score card. thett:
a
to stu
lSee Form 1, Pp. 199-202. Appendix. b
See Form II. p. 203. Appendix. “‘15
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5See Form III. Pp. 203—204. Appendix.

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-5-

A tabulation of these scores provides a means of determining how
resident and non-resident classroom teachers compare with respect
to "merits" and "demerits" given by administrators. The admin-
istrator's choice of his best and poorest teachers is apparently
of more value in this study than his judgment in rating each
teacher on each item of the score card. The information thus se-
cured is probably a more objective type of evidence than is secured
by the usual method of using rating schedules. The administra-
tors supplied the information later in the year, in the case of
the schools visited in September. as they were not familiar at
that time with the qualities of teachers new to the system.

Classification of data.- In most of the tables and charts
of the study, the data have been classified (1) on the basis of
level of position held by the teacher, and (2) on the basis of
the zone of residence of the teacher.

1. On the basis of level of position.— On the basis of
the level of position held at the time these data were collected.
the individual teachers are divided into three groups - elemen—
tary teachers. secondary teachers, and administrators. As a gen—
eral rule, the training and salary of the elementary teachers are
lower than for the secondary teachers; and in turn, the training
and salary of the secondary teachers are usually lower than for
the administrators. Thus on the basis of training and salary,
the three kinds of positions are thought of as three levels,
ranging from that of the elementary teacher to that of the admin-
istrator.

(a) The elementary group includes those who teach in
grades one to eight inclusive and also those who devote a major-
ity of their time to teaching in these grades. This group in-
cludes also kindergarten teachers.

(b) The secondary group includes those who teach in
grades nine to twelve inclusive and also those who devote a major-
ity of their time to teaching in these grades.

(0) The administrative group includes superintendents.
elementary principals. secondary principals, and a few supervisors
of public school music who are really supervisors and not teach-
ers.

(d) The combination of the three groups Just described
is included in a fourth division designated as the entire group.
The three groups of teachers differ so greatly in many respects
that it appears even more necessary to study them separately than
to study them as a single group.

2. 0n the basis of the zone of residence.— The principal
basis of classification of the teachers included in this study is
that of residence. On this basis they were divided first into

-5-

two groups, the resident and the non-resident. After a partial
tabulation and analysis or the data had been made, it appeared
advisable to make a further division of the resident group into
two sub-groups, the district group and the commuting group. It
is thus possible to make comparisons between the non-resident
group and the total-resident, district. and commuting groups. and
also between the district and commuting groups separately. An
explanation of the basis of classification into these three resi-
dential groups is necessary for a clear understanding or these
terms.

A. The district group.- This group includes all teachen
and administrators who are actually identified in some significam
way with the district in which they teach. They are teaching at
home in the real sense of the word. This group includes the
following teachers: (8) those who were born or reared within the
district; (b) those who have lived within the district so long
that they are no longer regarded as being identified with any
other place of residence; (c) those who have married bone-ride
residents of the community; (d) those who have received a major
portion of their elementary and high-school training within the
district; (e) those who would continue to regard the district in
which they were teaching at the time this information was collect
ed as their actual home even though they were to teach elsewhere
later.

B. The commuting group.- This group includes all per-
sons who. on the basis of the points mentioned under the "distrim
group." were identified in a similar way with the commuting zone
of the district in which they were teaching at the time these
data were collected. The commuting zone is defined for the pur-
poses of this study as that territory which lies outside of the
boundary of the district in which an individual is teaching but
which is within commuting distance of his school. It is suffi-
ciently close, by reason of roads and available methods of trans-
portation, to enable the teacher to be at home at night during
the school term. The commuting teacher, however. may not actu-
ally commute daily between school and home. He may board within
the district in which.he teaches but it must be possible at
least for him to commute daily.

0. The total resident group.- This group includes the
district and commuting groups combined.

D. The non~resident group.- This group is composed of
all not included in the resident group. The individuals are
identified on the basis of points listed under the district
group with neither the district in which they teach nor with its
commuting zone. Their homes are somewhere beyond the outer

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