12-Grade School Districts, with Approximately Equalassessed Valuations And

DOCUMENT RESUME ED 025 348 RC 002 926 Br Dunham, Paul C. Geographical Areas and Plant Facilities for Educational Purposes inVermont. Vermont Univ. and State Agricultural Coll., Burlington. Ver:nontAgricultural Experiment Station. Spons Agency-Department of Housing and Urban Development,Washington D.C. Pub Date Aug 64 Note- 1043p. EDRS Price MF-S0.50 HC-S5.50 Descriptors- kiministrativeOrganizationAssessedValuationEducationalAdministration*Educatic.nal Facilities.Financial Support. Geogrvhic Location Grade OrganizationPopulation Growth. *School Redstricting, *Small Schools. State Aid Taxes. Teacher Retirement Identifiers-*Vermont School districts in Vermont are organized generallyalong town boundary lines with no dear distinction between town and schoolgovernmental units. Statefinancial distributions are usually made to the town, and taxes arebilled and collected by the town. There is a need for school district reorganizationin terms of largerunified or 12-grade school districts, with approximately equalassessed valuations and the power of taxation beingthe two most important considerations.Additional criteria concern social and economicfactors.transportation. geography. and minimum enrollment. (JH) E D025348 Report 1 15

Geographical Areas and Plant Facilities for Educational Purposes

in Vermont

£0025348

Agricultural Experiment Station University of Vermont Burlington, Vermont GEOGRAPHICAL AREAS AND PLANT FACILITIES

FOR EDUCATIONAL PURPOSES IN VERMONT

Paul C. Dunham Research Associate

Vermont Resources Research Center Report 15 Vermont Agricultural Experiment Station University of Vermont Burlington, Vermont

U.S. DEPARTMENT Of HEALTH. EDUCATION WWII OffICE Of EDUCATION

TINS DOCUMENT NIS Iffil REPRODUCED EXACTLY AS RECEIVED NON TR

PERSON OR ORAINIZATION OMOINATING IT.POINTS Of VIEW OR OPINIONS STAB 10 NOT NECESSARILY REPRESENT OFFICIAL Offiri Of EDUCATION

POSITION OR POLICY.

The preparation of this report was financially aided through a Federal grant froM the Urban RenewalAdministration to the Housing and HomesFinance Agency, under the Urban Planning Assistance Program authorized by Section 701 of the Housing Act of 1954, as amindéd.

August 1964 GOVERNOR'S PLANNING COUNCIL

Governor Philip H. 11041, Chairman Rep. W. Arthur Simpson,Vice-Chairman, Lyndonville Senator John J. Boylan.,Brighton Senator Samuel W.Fishman, Vergennes Rep. Willis L. Curtis,Hartland Walter N. Cook, Johnson J. Walter Herlihy,Rutland John S. Hooper,Brattleboro Andrew E. Nuquist,Burlington Robert H. Slocum,Burlington Ralph E. Williams,Rutland Paul H. Guare, Secretary

CENTRAL PLANNING OFFICE

Richard G. RuBino, Directorof Planning William L. Wheaton,Director of Research Bernard D. Johnson, AssistantDirector of Planning

This is one ofa number of reports being prepared forthe State Central Planning Officeby the Vermont Resources Research Centeras part of the inventory stage of the comprehensive planningprogram for the State of Vermont. For information about thecomprehensive state planning program or other reports, contact the CentralPlanning Office, State of Vermont, 118State Street, Montpelier, Vermont. FOREWORD

The scope of this study was to provide the basis for determining the appropriate and most effective geographical areas for educational administration by analyzing the.present system, relating to this analysis certain factual data, such as projected enrollment, building requirements, student- teacher ratios, supervisory and other administrative requirements, financial requirements, and other relevant matters.

The research project was therefore designed to:

1. Survey the present system of geographical areas for educational purposes and the relationship of the present facilities, educational services, and educational administration to this system;

2. Identify and analyze the problems inherent in the present geographical system;

3. Identify the trends apparent in the changes that have been effected in the educational system and also the changes in conditioning factors;

4. Identify the legal, administrative, financial, and other obstacles to overcoming the problems; and

5. Catalog and assess the means and methods of deal- ing with the problems.

The author wishes to express his gratitude to the many individuals, both in the public service and outside, without whose assistance, advice, and counsel this report could not have been prepared. Special recognition should be given to the Commissioner of Education, Dr. A. John Holden, Jr., and his staff for their assistance.

All conclusions in this report are the author's. Some of them are partially based on results of other studies in which the author was engaged. The editorial staff of the Vermont Resources Research Center edited the manuscript.

P. C. D.

iii CONTENTS

Page

FOREWORD

SUMMARY 1 t I SURVEY OF THE PRESENT SYSTEM.OF GEOGRAPHICAL AREAS FOR EDUCATION , 6 , Legal Basis'ofEducational Syqtem 6 Number and Kirids of Districts 7 Town School District System 8 Incorporated School DistrActs 8

Joint, Contract, or Conso4dated Schools . 12 Union High School Districts 12

Union Elementary School Districts . 18 Interstate High School Districts 18 Supervisory Uhion Districts 18

INTERNAL ORGANIZATION OF SCHOOL DISTRICTS 25

Governing Boards 4 25 Terms of Office. 27 Method of Appointment or Election 27 Types and Classification of Schools 28 Elementary Schools 28 Secondary Schools 28

Standards for Approval of Secondary Schools . 29

THE SERVICE PATTERN 30 Population 30 Population Change 1900-1960 31 Population Change 1950-1960 31 School Population 34 Enrollments 1953-1962 34 Enrollments 1963-1980 34 Method for Estimating Public School Enrollment 34 Vermont High Schools 41 Number of High Schools 41 Enrollment by Grades 41 High School Operation 41

PHYSICAL FACILITIES FOR PUBLIC ELEMENTARY AND SECONDARY EDUCATICN 48

COMPARISON OF THREE PLANS FOR EQUALITY IN EDUCATIONAL OPPORTUNITIES 50 Fair Market Valuation 50 Average Daily Membership 52 Paoe

School Tax 53 Total Tax 53 Pupil Census 54 Conclusions 54

. EDUCATIONAL FINANCING' 55 Agencies Involved 55 Provision of Funds 55 Application of Funds 56 State Department Activities 58 State Grants to Local Agencies 59 Local District Source of Funds 60

TEACHERS RETIREMENT SYSTEM ...... 63 Membership. 63 Service Retirement 64 Retirement Benefits 64 Service Retirement 64 Disability Retirement 64 Contributions 65 Exempt Provisions 65

APPENDIX 66

vi SUMMARY

The author concludes from ths project that the present system of public education at the elewcntary and secondary level in Vermont is a confusing, illogical, andunnecessary hodgepodge of organization, administration, finance, and personnel. It is not conducive to high-quality education for the children of the state. Several cities in the United States have more students to educate than the combined school districts of Vermont, yet they educate them with a far less complicated maze of organization, administration, and personnel.

The total Vermont system has never been adequately analy- zed in terms of its supposed function and the means necessary to fulfillment. Since 1892 new organizational legislation in the state has often been makeshift. Tied to the absence of objective analysis of the system is the age-old problem of malapportionment of the legislature.

Although the school district is legally a separate governmental unit in Vermont by declaration of the courts, in actual- ity and practice it is not really separate. In most instances the boundaries of the town and the town school district are coterminous. Although the town meeting is generally recessed while the school district meeting takes place, the warrants for the two meetings are published simultaneously and generally appear together in the joint report of the town and town school district. The treasurer of the town may be the treasurer of the school district. Taxes for town and school opera- tions are generally billed and collected together. The town moderator may preside at the school district meeting unless a member of the school board does so. The selectmen of the town may fill vacancics in town school district offices. Finally, the votars of the town are generally the same as in the school district.

What is the real difference between the town and the town school district? The only one appears to be that the governing bodies are different and that the taxes are voted separ- ately (even though they may be billed and collected together). The board of selectmen is an administrative and legislative branch of the town while the board of school directors is an administrative and legislative branch of the school district.

Even in the case of union districts the primary relationship is with the individual towns. A proposed union district must be approved by a majority of the voters in each town, rather than by a majority of all voters, in the proposed district. The most important requisite for a governmental unit is withheld from union districts -- namely, the power to tax. Union districts do not have this power because the archaic system of listing ratios in the various towns made it impossible. So the vital power to tax remains with the tmns. The expenses of the dittrict are not borne equit- ably by all the taxpayers. Instead, assessments are based on the number of students from each individual townwithin the district. Even state aid for education is granted to the towns within the district rather than to the district itself. Finally, present union districts do not include all the grades, but only a few of them.

The town system of school administration has been in effect since 1892 -- nearly 75 years.While the town may have been a sufficient base for school administration in 1892, it no longer remains so. Until this fact is recognized by the people of the state -- but more importantly by the legislature -- our educational system will not meet the needs of the present, to say nothing of the future.

The union district movement, an attempt to remove some of the defects of the town system, is deficient because it is tied completely to the old system it was trying to escape from. The principle of larger districts was accepted, but the means of making these larger districts efficient educational systems were withheld. Thus Abe principle, good as it may be, has not been implemented.

The idea of larger adminIstrative districts was supported by the Educational Task Force', and although proposals emana- ting from that report would have alleviated certain of the defects of both the town system and the union district, still it withheld the power of taxation. In effect, while pro- posing larger administrative districts, the report and sub- sequent bill effectively tied the system to the towns, the cause of many of the present difficulties.

The main trends in educationaldistricting todayare:2

1. Elimination of nonoperating school districts by jointure with another district either voluntarily or involuntarily.

2. Establishment of unified or 12-grade districts.

1Vermont Governor'-s Planning Council. Report of Task Force Committee to Study Vermont Public Educational System. October 15, 1963.

2From presentation by Dr.: Chaile.s Fitzwater, U.S. Department of Health, EducatiOn,'and Welfare, before State Board of Education, June 29, 1964.

2 3. Requirement that all state territory be a part of a 12-grade district.

4. Establishment of larger 12-grade units by combining small 12-grade units.

Standards used generally throughout the country today include:

1: More territory in districts than formerly.

2. Disregard for boundary lines of other governmental units.

3. Two or more population centers with open country between.

4. Larger tax base and elimination of local inequities.

5. Larger units to permit more effective spending of tax revenues and improved utilization ofteachers.

The following general aspects are important to any reorganized system of educational districts:

1, The school organization must be integrated within each district and within the state as a whole.

2. Individual districts must be large enough to provide instruction most efficiently.

3. Individual districts must have the proper powers including taxation to maintain a balanced and integrated program.

4. Supervision should be directed primarily toward the individual district and not over many districts with diverse problems and natures.

5. Individual districts should be laid out to takeinto account sociological, economi,;,. and otherfactors of modern life includingtransportation and geography.

6. Districts must be provided with sufficientstaff and teachers, well paid to accomplishtheir tasks.

7. State assistance to the individual districtsshould be well defined and directed towardincreasing their maximum effectiveness and'efficiency within the integrated system so as tomaiiMize the state's total educational p6tential.

3 8. The state elementary and secondary educational system must.bear some relationship to the other educational institutions which affect its operation, such as the teacher-training institutions and the colleges and university which the students may ultimately attend.

The research conducted under this project indicates that the power to tax and an approximately equal fair market valuation in each district, regardless of the number of districts, are the two most important considerations in forming educa-. tional districts.. Of course, transportation, geography, social and economic factors must be considered in arriving at the final districts. Secondly, the number of districts is relatively immaterial if they are based upon recognized and fairly applied criteria.

The criteria below are in addition to the eight listed above:

1. Reduction in the number and kinds of districts from the present 254 school districts, 8 union high school districts, 1 interstate union high school district, and 58 other supervisory unions.

2. An equalized grand list in each district with no deviations greater than 20 percent from the average, except where a regional district includes only one town or city, when the restriction should not apply.

3. Average daily enrollment not less than 1,200 students. This restriction should not apply when only one town or city is involved or in very sparsely settled areas.

4. Provision for an integrated educational system within the districts from grades 1 through 12, with optional kindergartens.

5. Direct taxing power, including some provision for regional assessment records.

6. Certain maximum time/distance factors for the transportation of students, especially elementary students.

7. A local educational committee in each town to advise the regional school district and assist in promoting the educational objectives.

8. Provision that when the districts have been delineated by the State Department of Education, the present districts be allowed five years in which to organize; that at the end of the grace period all those districts not voluntarily organized shall be involuntarily organized according to law.

4 9. Authorization of the State Department of Education to reorganize these educational districts when it has ascertained the need or when the distric's have petitioned.

10. Where necessary,drawing of the reorganized districts without regard to existing town or other boundary lines.

11. Inclusion of income as well as property in the mea- surement of an unit's ability to support #s".schnols.

12. At least one economic and/Or social area within each district (may be composed of more than one):

In the following sections of this report, particular attention should be paid to the comparison of selected factors under the present system of organization, the reorganization scheme proposed by the Governor's Educational Task Force, and a system utilizing approximately equal fair market valuations in each district.

5 SURVEY Of THE PRESENT SYSTEM CT GEOGRAPHICAL AREAS FOR EDUCATION

The whole educational system of the State of Vermont is composed generally of two levels: elementarY and secondary education and higher education. This report is concerned primarily with the first part, the elementary and secondary level. It is also concerned primarily with the publicseg- ment, rather than the private. But it is recognized that actions taken within the private sphere immediately and directly affect the public school sector.

Legal .Basis of Educational System

The legal basis of the educational system and educational organization of the State of Vermont is derived from the Vermont Constitution, laws enacted by the legislature, decisions of the courts, opinions of the attorney general, decisions, rules, and regulations of the State Board of Educa- tion, and the actions of the local school districts.

Chapter II, section 64, of the Vermont Constitution is the only constitutional provision concerning educational organization in Vermont. That section reads as follows:

Laws for the encouragement of virtue and prevention of vice and immorality, ougnt to be constantly kept in force, and duly executed, and a competent number of schools ought to be maintained in each town, or by towns jointly with the consent of the General Assembly, for the convenient instruction of youth. All religious societies, or bodies of men that may be united or incorporated for the advancement of religion and learning, or for other pious and charitable purposes, shall be encouraged and pro- tected in the enjoyment of the privileges, immuni- ties, and estates, which they in justice ought to enjoy, under such regulations as the General Assem- bly of this State shall direct.

A constitutional amendment passed by the 1961 General Assembly changed this section to read: N. a competent number of schools ought to be maintained in each town unless

6 the general assembly permits other provisionsfor the convenient instruction of youth."

Chapter I, article 7, of the Vermont Constitution,ilthough not directly concerned with schoolsas such, indicates the basic purpose of the governmentas follows:

That government is, or ought to be,instituted for the common benefit, protection, and security ofthe people, nation, or community, and not for the particular emolument or advantage- ofany single man, family, or set of men, who-area part only of that community; and that the community hathan indubit- able, unalienable, and indefeasible right,to re- form or alter government, in suchmanner as shall be, by that community, judgedmost conducive to the public weal.

A Vermont Supreme Court decision in 1898said that the legislature might conferupon cities, villages, and school districts divers privileges andpowers without infringing the principle that government is instituted forthe common benefit of the community and not forthe:particular advantage of a part-of it. (Town School District ofBrattleboro v. School District No. 2 of BrattliRIF(T898)72 Vt. 451, 48 At1.70)7-mb

Under the generalpowers given to it by the Constitution, the legislature provides the general framework ofthe educational system of the state. The basic unit is the town school district, with various other kinds of organizationhaving been developed as the needarose.

Although the judiciary is not generally responsiblefor educational organization, the decisions it makes, inthe various cases before it, do havesome bearing on the development of the state's educational system.

Number and Kinds of Districts

Vermont laws provide forseven major types of public school district organization: town school districts; incorporated school districts; joint, contract,or consolidated districts; union high school districts; union elementary school districts; interstate high school districts; and supervisory union districts. With the exception of the latter, all types may operate and maintain schools toone degree or another.

7 Town School District S stem. Prior to 1892 when the present 1750 Wgrell WiiYETTia e , the district system was in effect. A Vermont law passed October 31, 1797, provided that each town should maintain one or more schools for the in- Ftruction of youth. If one school within the town could not accommodate all the students,,the town was authorized to divide itself into districts.-3

By an act passed on November 5, 1808, two or more towns were permitted to join together to establish a school district.

In 1870 the legislature authorized towns to abolishAthe district system of schools, and install the town system.' In 1884 the legislature directed each town at its annual town meetings in 1885 and 1886 to vote upon the question of abolish- ing the district system and adopting the town system.'

In 1892 the legislature fc:mally abolished the district system of schools effective April 1, 1893, excepting school districts organized under special acts of the legislpture and school districts in unorganized towns and gores.° The town system is the basis of the present educational structure in Vermont.

Incorporated School Districts. In addition to the town school districts, there are at present 17 incorporated school districts, sometimes embracing only a part of a town and some-, times apparently including a whole town or parts of tmo towns.' These districts have essentially the same pow.n.s as town districts, unless the legislature provided otherw:se. They were all created by special act of the legislature. It appears that they may have been created to take advantage of special provisions of law relating to finances.

The present incorporated school districts, with some legislative background for their existence, are as follows:

1. Barton Incorporated District. In 1854 Barton Academy was established in Barton as a highschoo1.8 In 1886 portions of the town of Barton lying within the limits of School District No. 1 were incorporated as a school district under the name of Barton Academy

3Act of October 31, 1797. !Acts of 1870, #10. 'Acts of 1884, #27. 6Actsof 1892, #20. 7Since thiswas written, the incorporated districts in the town of Lyndon have voted to combine with the town district?, 0Acts of 1854, #76.

8 and Graded School District. Property of Barton Academy became the property of Barton Academy and Graded School District.Y

2. Wells River Graded School District (now called Wells River Incorporated District). In 1886 School District No. 1 in the town of NeWbury was incorporated as Wells River Graded School District.lu

3. Orleans School District. In 1894 School District No. 7 (existing prior to 1893) was incmorated as Barton Landing Graded School District." In 1910 the distrIct was renamed Orleans Graded School District.12In 1929 the name was again changed to Orleans School District.13 It is presently known as Orleans Incorporated Distiict.

4. Bennington Graded School District. Territory within the town of Bennington situated in the village of Bennington was constituted and incorporated a graded school district in 1870. It acquired the property of school district Nos. 17, 18, and 23 in the town.14 It was authorized to become enlarged or contracted as the village enlarged or contracted and was to receive the share of four districts in the distri- bution of public monies. In 1917 the legislature provided that voters within the graded school district could participate in town school district meetings after surendering the charter of the graded district.' An act of 1955 provided for seven school trustees.16

5. North Bennington Graded School District. In 1870 School District Nos. 10 and 22 in the town of Ben- nington were incorporated as the North Bennington Graded School District.if In 1925 the boUndaries were extended to take in all of the town of Ben-

9Acts of 1886, #169. 10Acts of 1886, #168. 11Acts of 1894, #204. 12Acts of 1910, #326. 13Acts of 1929, #177. 14Acts of 1870, #121. 15Acts of 1917, #321. 16Acts of 1955, #310. 17Actsof 1870, #124.

9 nington included within the incorporated village of North Bennington.10 In 1959 the boundarieswere further extended.19

6. Greater Bennington School, Inc. In 1935 the town school district of Bennington, except for territory in the North Bennington Graded School.Districtand the Bennington Graded SRhool District,was incorporated as a distriAt. 2u In 1959 this district was reduced in size"; in 1961 the distrUtwas rt.:named Greater Bennington Schools, Inc."

7. Underhill Graded Schlol District. In 1892 School District No. 2 in Jericho and No. 3 in Underhill were incorporated as the Underhill Graded School District. The trustees of Bell Institutewere authorized to trmsfer property to this graded school district."

8. North Pownal Graded School District. This graded school district was established in 1892 from School District No. 3 which consisted of School,District Nos. 3 and 10, joined together in 1887.'

9. Essex Junction Graded School District. In 1872 all of the town of Essex included in School District No. 1 prior to March 1, 1071,was incorporated as a graded school district.4 In 1925 the district was extended to include lands between Essex Junction Graded School District and Fort Ethan Allen,situated southerly of a brook running westerly fromland now owned by the Champlain Valley Exposition, Inc.26 In 1939 the districtwas reconstituted to include the village of Essex Junction.27

10. Milton Graded School District. In 1872 District Nos. 4, 11, 14, and part of 7 in thetown of MIlton were incorporated as a graded school district.446 In 1874 and 1878 as,wellas 1884 and 1892 the district was enlarged. In 1953 the legislature

18Actsof 1925, #167. 24Acts of 1892, #155. 19Actsof 1959, #312. 25Actsof 1872, #113. 20Acts cf1935, #240. 26Actsof 1925, #178. 21Actsof 1959, #312. 27Acts of 1939, #281. 22Actsof 1961, #298. 28Acts of 1872, #115. 23Actsof 1892, #159. 29Actsof 1874, #114, #115; Acts of 1878, #171; Acts of 1884, #259; Acts of 1892, #151.

10 authorized the merger of the town district and the graded school district; it was approved by the voters on December 4, 1952, and February 5, 1953.30

11. Enosburg Falls Graded School District. In 1892 Dis- trict No. 7 in EQQsburg was incorporated as a graded school district.41 In 1953 the legislature authorized the merger of the town district and the graded school district; it was accepted January 19, 1954.34

12. Brandon Incorporated District. School District No. 2 of the village of Brandon was incorporat20 as the Brandon Graded School District in 1886."

13. Lyndon Incorporated District No. 1. In 1872 School District Nos. 13, 14, and 2 were incorporated as School District.No. 1 named Lyndon Academy and Graded School.' The,Caledonia County Grammar School was authorized to transfer property to this school. In 1910 the n4me was changed to Lyndon Incorporated School No. 1."

14. Lyndonville Graded School District, Territory comprising Lyndonville village and some other land was incorporated as the Lyndonville Graded School Dis- trict in 1900.36

15: Proctor Incorporated District.

16. Middlebury Incorporated District. School District No. 4 in Middlebury was authorized in 1866 to receive the share of two districts in the distribu- tion of public monies.3 In 1876 it wakauthorized to receive the share of four districts.' An act of 1953 authorized the merger of District No. 4 with tin town school district; this evidently took place.."

30Actsof 1953, #313. 31Acts of 1892, #147. 32Acts of 1953, #304. 33Acts of 1886, #170. 34Actsof 1872, #110. 35Acts of1910, #333. Sincethis report was written, the incorporated districts in thetown of Lyndon have combined with the tamn district. 36Actsof 1900, #196. Sincethis information was prepared the-incorporated districtsin Lyndon have combined with the town district. 37Acts of 1866, #89. 3QActs of 1876, #156. 3vActs of 1953, #312.

11 17. Winooski Incorporated District: Part of the town of Colchester (School District No. 6) was incouorated as Winooski Graded School District in 1872.4u In 1880 the district was divided into three wards for the purpose of electing trustees.41 In 1925 it was constituted the Winooski Graded School District as part of the City of Winooski with the same boundaries as thecity.44

Joint,_ Contract. or Consolidlted Schools. In 1949 the legislature authorized town districts or incorporated districts to enter into contracts forAthe operation of joint, contract, or consolidated schools.'a There appears to be one such school in the state -- the Barstow Joint School. For a fuller discussion of this law, see the following discussion under union high school districts.

Union High School Districts. The beginning of the modern "union school movement" in Vermont can be seen in 1945. In his inaugural address to the legislature on Janu- ary 4, 1945, Governor Mortimer R. Proctor said:

Consolidation of rural schools in some cases is desirable, but this should be undertakfa only after careful consideration by the Departulent of Education, the municipality involved, and thote living in the area affected."

The.Governor then recommended the passage of an enabling act by the legislature which would permit adjacent towns to combine into one high sahool district if they voted to do,ao, in order to provide more adequate hijh school facilities.'

Evidently this act could cot have been very controver- sial because it was signed by the Governor on February 28, 1945. The act permitted theAlajority of the voters In a town school district to authorize their directors to form a union high school district with other towns for the maintenance and operation of a high school. It also provided that the expenses of maintenance and operation of the high school should be apportioned among the districts on the basis of the

"Acts of 1872, #112. 41Acts of 1880, #165 42Actsof 1925, #175. 43Acts of 1949, #95. 44Inaugural Message of Mortimer R. Proctor, Governor of the State of Vermont, to the General Assembly, January 4, 1945, p. 7. 4DIbid.,P. 8-

12 grand lists of the towns comprising each district. It provided that the high school should be under the control ofa joint board appointLd by the directors of the several tomns."

It can be surmised that even though such permissive legislation had been enacted, itwas in such form that it probably could not have been effective. Two major defects might have been that the statute did not indicate the size of the joint.school board and also, as shall beseen latei, that wide variation existed among the towns in t method of arriving at "grand lists".a.s a basis for taxatioli. The latter defect arose because: (1) different listing zatios could be used in the separate towns;or (2) the appraisers in the various towns employed different methods;or (3) it probably was not possible to measure either the need or the ability of the individual tomns to support the district high school.

At the Fifth Annual High School Principals Conference held in Montpelier on September 23or 24, 1948, Dr. Ralph Noble, then Commissioner of Education. foresaw "additional consolidation of high schools due to the high costper pupil.

In the matter of regional high schools . . . the location of such schools and the types of buildings should be determined by joint conferences of 194a1 school boards and the State Department of Education."'

On February 27, 1948, in addressing the Vermont Rural Policy Committee, Dr. Max W. Barrows stressed the need for the consolidation of secondary schools. He indicated that greater opportunities would be provided for children under a centralized system. Also that in Vermont only 39 percent of the high schools having between 50 and 100 pupils were able to offer courses in agriculture and only 63 percent in home economics. He went on to state that there were no plans for the centralization 9f elementary schools in the state, except on a town basis.40

In 1949 the legislature passed several acts concerning union districts. The 1945 act was amended to change the method of apportionment of expenses from a grand list basis to the ratio of persons between 12 and 18 years of age whoAO were residents in each school district comprising the union."'

46Actsof 1945, #66. "The Rutland Daily Herald, September 24, 1948. 421b1d., February 28, 1948. 49Actsof 1949, #93.

13 Another act of thesame year authorized union highschool districts to issuebondslor land acquisition,construction of school buildingsand other facilities, and/oradditions to or remodeling ofexisting facilities.50

It will be notedthat the 1949 legislationprovided for union high schooldistricts only; provisionsfor union districts for elementarygrades were conspicuouslyabsent.

Another act of 1949provided that the votersof a town school districtor incorporated school districtcould authorize its directorsto enter into a contractwith other towns "for the financing,construction, maintenanceand operation of a competent schoolor schools to providemeans and facilities for the convenientand adequate development,education and training of the youthof such town."51 Thisparticular act did not specificallyprovide for eitherelementary or high schools, thusimplying either.

Another act providedthat the control of joint,contract, or consolidatedschools established bytwo or more towns should be vested ina joint school board of not less than three members chosenannually from the electedschool boards of the respectivetowns. Membership on the joint board was to be determinedby the proportion of thenumber of pupils from eachtown to the total enrollmentof the joint, contract,or consolidated schoo1.52

It is not evident fromthe act itself whetherthe legislation was intended to;applyto union schools. It would seem this would be the onlypurpose of the act, but itnever became an integral part of the unionschool legislation. In- deed, union school legislationprovided a different methoa for the election of itsdirectors. Actually, this piece of general legislation hadthe%effect of speciallegislation because it was probablyenacted for theexpress purpose of remedying a situation inone town in the state.

On June 27, 1949, justa few days before he was tore- tire, Dr. Ralph E.Noble,-Commissioner of Education,indicated that the need forlarger school districtswhich would disregard town lineswas one of the most challenging ofVer- mont's present dayeducational problems. He indicated that this type of school districtwould solve Vermont'scritical school building problemsand, by providing betterbuildings

"Acts of1949, #94. 51Acts of1949, #92. 52Actsof 1949, #95.

14 more favorably located, would make for better teachers an0 improved curriculum and sensible transportation systems.5.5

At the third annual meeting of the Vermont PublicEdu- cation Council in Castleton on August 23, 1949, John S. Hooper of Brattleboro, chairman of the State Board of Educa- tion, stated that the board was not convinced eitherway regarding consolidation.

On September 18, 1949, the State Board of Education is- sued the following statement regarding consolidation:

The State Board of Education recognizes the problem of school consolidation is one of the most important and difficult facing Vermont's educational system. For good schools we need good teachers. The supply of teachers with full professional preparation is still not adequate. For good schools, particularly at the secondary level, we need enough pupils to warrant a wide variety of subject offerings. The change in the state aid law has cut out the premium on maintaining small one-room schools. The cost of repairing school buildings is high. All these facts support a trend toward consolidation.

On the other hand, travel during the winter months is difficult in many parts of the state. Parents sometimes object to having their children schooled several miles away from home. In cases where young children are involved, these objections are occa- sionally justified. Neighborhoods frequently fear that social activity in the immediate community will die out if the school is closed. These facts combine in many localities to maintain schools as they are.

The State Board of Education is definitely and un- animously of the opinion that no one pattern of local school organization-- consolidation or de- centralization-- would under present conditions be good for the State of Vermont as a whole. But though no one pattern may be good for the whole state, each locality is faced with the nedessity of working out its own pattern of school organization. Good business dictates that no building should be erected until a careful study has been made to determine as nearly as possible: (1) the probablearea that

53Burlington Free Press, June 27, 1949.

15 building will serve, and (2)the probable educational program that building should house twentyyears in the future. Already studies of this sortare in progress in several parts of the state.

In order to provide help for schoolofficials and local citizens' groups in makingsuch studies, the Board has assigned this functionto the Division of Education. This Division stands ready to supply not only pertinent facts and figuresbut also con- sultant services, inso far as the resources of the Depaftment permit, to authorized localgroups which are working on problems of local school organization. The BOard believes that along thisline of local- state cooperation lies the path to Ibesolution of Vermont's problem of consolidation.4

In 1951 the old law (1945)was repealed, and new legislation was passed to establish union highschool districts.55 The 1951 lawwas repealed in 1953, when a new unien high school district lawwas enacted, but it provided that any union high school,created priorto the 1953 enactment should not be affected.°

Following is a list of the establishmentand disestab- lishment of union high school districts:

1. Union-High School District No. 1, comprisingBen- nington Graded I.D. and Bennington Rural School,Inc., was organized in 1952 and dissolved by the legislature April 28, 1955.

2. Braintree-Randolph Union High School DistrictNo. 2, comprising Braintree Town School Districtand Ran- dolph Town School District,was organized in 1954. The building was constructed in 1955-56 andserves grades 9-12.

3. Union High School District No. 3, comprisingBrid- port, Cornwall, Middlebury, Ripton, Salisbury,and Weybridge, was organized in 1954. The building was constructed during 1955-57. It was occupied Sep- teMber 1957 and serves grades 7-12.

4. WOodstock Union High School DistrictNo. 4, comprising Bridgewater, Pomfret, and Woodstock,was organized in 1954. The building was constructed

54RutlandDaily Herald, September 18, 1949. 55Acts of 1951, R857-' 56Actsof 1953, #202. 16 in 1955-57 and occupied September 1957. It serves grades 9-12.

5. Union High School District No. 5, comprising the districts of Addison, Ferrisburg, Panton, Ver- gennes, and Waltham, was organized in1956. The building was constructed in 1957-1959. Classes began September 1959. It serves grades 7-12.

6. Brattleboro Union High School No. 6, comprising the towns of Brattleboro, Dummerston, Guilford, Putney, and Vernon, was organized in 1956. The Brattleboro High School was purchased. A junior high school wing was built in 1957-1958. Grades served: 7-12.

7. Union High School District No. 7, comprising High- gate and Swanton, was organized in 1958. The bond issue was rejected April 1959. District is now inactive. Grades to have been served: -7-12.

8. Otter Valley Union High School District-No. 8, comprising Brandon Town, Brandon Incorp6fated District, Goshen; Pittsford, and Sudbury,was 'organized in 1959. The building was constructed in 1960-61 and occupied in September 1961. Grades served: 7-12.

9. Union High School District No. 9, comprising Rye- gate and Wells River Incorporated District, was organized in 1959. A bond issue was voted May 1960. Ryegate voted to abolish the union in March 1961. The union was dissolved by the 1961 Legis- lature. It would have served grades 1-12.

10. Union High School District No. 10, comprising Barton, Irasburg, and Orleans, was organized in 1960. Orleans and Irasburg withdrew effective July 1, 1962.

11. Union High School District No. 11,comprising Barre Tamn and Williamstamn, was organizedin 1960. Williamstown withdrew effective July 1, 1962.

12. Union High School District No. 12, comprising Lowell, Newport Tamn, Troy, and Westfield, was organized in 1960. Newport Town voted to with- draw February 1962.

13. North Country Union High School(No. 13), comprising Coventry, Irasburg, NewportCity,- Newport Town, and Orleans School District,Inc.,was organized in 1962.

17 14. Mt. Anthony Union High School District No. 14, comprising Bennington Graded School District, Inc., Greater Bennington School District, North Ben- nington Graded School District, Pownal, Shaftsbury, and Woodford, was organized in 1962.

15. Champlain Valley Union High School District No. 15, comprising Hinesburg, Williston, Shelburne, and Charlotte, was organized in 1962.

16. Union High School District No. 16, comprising Benson, Orwell, Fair Haven, West Haven, and Cas- tleton, was organized in 1962.

17. Union High School District No. 17 comprises Jericho, Underhill Incorporated District, and Underhill Town.

18. Lamoille Union High School District No. 18com- prises Cambridge and Johnson.

Union Elementary School Districts. Union school districts for elementary schools are authorized under 16 VSA 691 as enacted by the 1955 Legislature, but at presentno such districts exist. Also, no union districts are opera- ting all grades from kindergarten or 1 through 12,even though the laws of the state do not forbid it.

Interstate High School Districts. The Dresden School District (Interstate) is the only such district, authorized under the laws of Vermont,57 New Hampshire, and the United States, established to date. It consists of the towns of Norwich (Vermont) and Hanover (New Hampshire).

Supervisory Union Districts. The last type of structure in the educational system of the state to-be discussed is the Supervisory Union. This organization may not actually operate and maintain schools as may the other six types, but its function is to supervise varying numbers of school districts.

In 1827 the legislature provided that each town should elect a superintending committee of 3, 5, or 7 persons to have general Eharge and superintendence of all public schools in the towns.° This law was repealed09 in 1833.

57 16 VSA 731 et 19.2. 58Acts of 1827, #23. 59Acts of 1833, #19.

18 In 1845 the legislature providedthat towns could elect one or more superintendents of common schoolt-,Ahat there should be a county superintendentof commoh schbols -a.ppointed by the judges of the countycourts, and that there shOdld be a state superintendent ofcommon schools appointed annually by the joint assembly.6u

Lags of 1858 providedthat towns were to electone superintendent ofcommon schools annually .61 In 1892 the town superintendepXwas to be appointed by the board of school directors.°4Two or more townswere authorized to unite to employa superintendent of schools, if therewere not more than 60nor less than 30 schools,63The lower figure was reduced to 20 schoolsin 1896.°4

The State Board of Educationwas authorized to appoint superintendents in 1915 and designatethe schools over which they should have supervision.65The superintendents had in- definite terms of office. This act did not apply to districts having 25or more legal schoolsain whichcase the district appointed thesuperintendent."

In 1923 the local schoolboards were directed to vote whether to employa town superintendent, to employa super- vising principal,or to form a uniqn district with other towns to employ a union superintendent. The State Board of Edu- cation was to confer withtowns voting to forma union district, and with the adviceand consent of the directorscon- cerned, to combine the townsinto districts. The directors of the union districtwere to elect a superintendent, but the State Board of Educationwas to determine the standards of qualification forsuperintendents and issue certificates.68

In 1935 the State Board ofEducation was directed to combine the state!s school districtsinto supervisory unions as soon as possible, each union approximating50 teachers, with districts grouped forconvenience and efficiency. An exception was made for townor city districts employing 40 or more teachers; they might remain districts. The supervisory union was to electa superintendent, subject to the

. . 60Acts'of1845,#37. 61Actsof 1858,#1. 62Actsof 1892,#21. 63Actsof 1892,#21. 64Actsof 1896,#19. 65Actsof 1915,#64,Sec.34. 66Actsof 1915,#64,Sec.37. 67Actsof 1923,#32,Sec.2. 68Acts of1915,#64,Sec.9 8.12.

Ir approval of the CommisSioner of Education. The State Board of Education determined the standards of qualification of the superintendents and was authorized to passupon the qualifi- cations of candidates.69

In 1953 the legislature established,,a commission to study the problems of supervision of schools.fuThis commission consisted of nine members and,*ubmitted its report to the legislature in December 1954." The recommendations of the commission are listed below:

We recommend that the Legislature--

1. Enact legislation to strengthen the supervisory union board by permitting it to hold property, establish a district treasury, and employ staff members other than the superintendent.

2. Enact legislation to permit union boards to contract with a superintendent for a period longer than one year, as at present specified in law.

3. Enact legislation ptoviding state aid for supervisory unions employing clerical, administrative, or supervisory assistants for superintendents.

4. Enact legislation permitting the joint operation of two or more school districts to implement the amendment to Section 64 of the Constitution rati- fied in 1954.

We recommend that the State Board of Education--

1. As soon as convenient and appropriate, regroup the districts of the several supervisory unions to effect more natural social and economic units of a size large enough to permit efficient specialization of services, particularly supervisory services, at a reasonable cost to the member districts.

2. Employ two to six, but not over six, additional helping teachers to provide leadership in the

69Acts of 1935, #86. 70Acts of 1953, #R-54. 71Vermont. Commission to Study Supervision of Schools. Report of the...,December 1, 1954.

20 improvement of teaching and the study of teaching materials and to coordinate such workamong the several districts as outlined in the main body of this report.

We recommend that Board of School Directors, and particularly those in supervisory unions--

1. Study with their superintendentg theirrespec- tive responsibilities in the conductof their school systems witha view toward achieving an efficient division of time and duties.

2. Study carefully the need for clerical assistance and adequate office facilities for the superintendent. We believe that the work required of superintendents justifies the employment of at least one full-time office secretary in every superintendency.

We recommend that Superintendents of Schools, both in- dividually and in groups--

1. Continue the cooperative study of their jobs as they have been doing during the past year.

2. Continually acquaint the school directors of all districts with the results, and enlist their cooperation.

In addition to specific recommendations, the commission made the following comments relative to "What Constitutes a Good Unit":

There are at least six important attributes of a good local unit for the administration of schools that are agreed upon by all authorities, and all six have important bearing on the problem in Ver- mont. A satisfactory local system ought to cover an area in which there is a large degree of social and economic unity. Such an area usually centers around a larger town or city with its stores, churches, theatres, and industrial plants. A pre- liminary study of this problem shows that there are around forty such areas in the state. Some cover as many as ten or more towns and therefore ten or more independent school systems. In a number of cases, as brought out above in discussing the geographical features of towns, portions of towns lie in different areas. In such districts there is little in common between those sections of a town where the interests and occupations of residents draw them to different centers although

21 they are joined politically for the purpose of con- ducting schools.

Next, a good unit will provide a tax base suffi- ciently broad to iron out some of the inequalities now found in the abilities of town districts to support schools. This means that all the taxable wealth within the unit, comprising the several towns and parts of towns, will support the schools of the srea. It will result in the richer parts contributing to the schools in the poorer sections. Lest this proposal come as a shock to some, the reader should be reminded that this is just what has always been done, even under the small district system. It is based on the premise that public schools are the concern of all the people, and all the people's property are taxed for their support. Poor schools in one town are a distinct liability for the whole state as well as for the adjoining towns. A natural social and economic area, comprising usually several towns andparts of towns, would seem a much fairer unit for school taxation and expenditure than the present town unit which has become artificial.

Upon the matter of size of local unit a considerable amount of research has been conducted over the past few years, some of it having to do with Vermont schools. The ideal unit will be large enough to provide nearly complete educational services at a minimum cost and one which will make complete and economical use of special services. Considerable evidence has accumulated to indicate that school systems enrolling fewer than 1,300 pupils in all grades can provide these services only at a higher per pupil cost or by cur- tailing the educational offering or desirable specialization within the staff. Further economy results as the school systemincreases in size up to 2,250 pupils, but beyond thatfigure an increase in size brings relativelysmall decreases in unit costs. Vermont school syttems, then, that approximate 1,300 pupils in size can provide rea- sonably complete educational programs together with specialized services and organization at a fairly low cost. Those smaller than this size tend to increase rapidly in unit cost as the size decreases or to curtail the programof education which is offered or its quality.

There are now only five school systems in Vermont which enroll 1,300 or more pupils and therefore may be expected to achieve scme of theeconomies due to

22 large size depending on-the degree of cooperation among the towns.While some areas of the state would of necessity have relatively small and expen- sive educatianal systems due to sparsity ofpopula- tion under any plan of districting, the organization of-the state into school units based onpri- mary trading areas, assuggested above, would change the statewide picture markedly. Of the 41 areas only 17 would haveenrollments below 1,300 pupils. The area unit has other features which make for economy and efficiency. It would have a single lay board of'school directors, men andWomen chosen from and by the entire area.. Theywould' employ a single superintendent of schools. Their functions woula be similar to those of the present school directors except that more of theirtime would be spent in consideration of broadproblems of policy. Since the superintendent would be working with only one board and one school system,much time would be freed for strictly educationalwork.

Tmo other desirable features of this typeof school district are the flexibility of schoolattendance areas and the economy andefficiency to be gained from planning transportation service for the area as a whole instead ofsmall sections of it, as at present. Attendance at other than a school within the town of residence is now a complicated pro- cedure, to be avoided if possible. It involves permission, tuition, and often special arrangements. Most problems of this nature are simplifiedwith the "natural area" district.

What is the bearing of this discussion ofthe basic local unit on the problem of supervision? Simply this: This plan frees much of thesuperintendent's time for matters having greater effect onthe instruction of children than is possiblewith so many boards and systems as presently constituted. With- out much addition to the costof overhead, specialized workers, particularly in the field of supervision, can be employed in the larger"natural area" districts. They will work not in many but in one school system and with a singlestaff of teachers. There would still be the problemof travel from school to school, but eventhe number of school attendance areas,particularly elementary, would be likely to becomesmaller in time under the larger "natural area" districtplan.

The only apparent action of the 1955 GeneralAssembly was to add another sectionto the "supervisoryunion" laws

23 authorizing school districts to.apply to the Board of Educa- tion for revision of the supervisory Union of which it was a part or allowing the board to take-the initiative in alter- ing districts. However, it does not appear that the legislature gave any consideration to the proposal to establish school administrative districts on "natural area" or social and economic bases.

Effective September 31, 1963, there were 57 supervisory unions in the State of Vetmont, of which 12 were single- member districts. In addition, one of the single member districts was formally allied through the medium of an interstate district to the State of New Hampshire. These supervisory unions included from one to eleven individual town or incorporated districts which were authorized to operate and maintain schools.

24 INTERNAL ORGANIZATION OF SCHOOL DISTRICTS

The following section of this report indicates the com- position, terms of office,.methods of appointment, and types and classes of schools of the various school districts in the state. It also indicates the standards for approval of hitjh schools adopted by the State Board of Education.

Governing Boards

Each of the eifferent kinds of administrative organization has a governLng board composed of several school directors.

1. State Board of Education.. The State Board of Edu- cation consists of seven members (twowomeh), appointed by the Governor with the advice and consent of the Senate for overlapping, six-year terms. These members are supposed to be generally representative of the various sectors of the state.

2. Town School Districts. Each town School district has a board.of School directors of three or mogft members elected for either one or three years.4 '4 Generally, only three directors arereguired,/3 but one.or twg additional directors may beelected The chairman and clerk of-the -for one year./4 75 board are elected by the board from itsmembership. The town clerk is elex of the-school district by virtue of his.office.'° The board annually ap- points one or two truantofficers.77 The super- visors in unorganized towns and gores perform the duties of school directors.

.7216 VSA 381

VSA 381 a . Z16 VSA 381 b . 16 VSA 383. 7616VSA 411. 16 VSA 414.

25 3. Incorporated School Districts. Trustees of the prudential committee of the incorporatedschool district are generally stipulated inthe special act incorporating the district. Other officers are generally the same as for towndistricts. At the annual meeting, the incorporateddistrict elects a moderator,collector, treasurezA one or three auditors, and may elect a clerk./44

4. Joint, contract, or consolidatedschools. The joint board is composedof.members of the local school boards as follows: The town with the largest number of pupils attendinghas three members. Each of the other towns has atleast one member and its total membershipis determined by dividing the number of pupilsfrom the town with the largest enrollment bythree, rounding off the quotient to the nearest wholenumber (called factor), dividing pupil enrollment of each ofthe other towns by the factor, androunding off to the nearest whole number --this number being the number of school directogA onthe joint board for each of the other towns."

5. Union High School Districts. The number of school directors may be agreed uponin advance, or in the absence of such agreement, willbe not less than three nor more than eleven,including at least one from each member district,elected by the member districts. The district also electsArpoderator, clerk, treasurer, and threeauditors.°' .

6. Union Elementary Districts. Directors are elected in the same manner as forunion high school districts.

7. Interstate Union High SchoolDistricts. A moderator, clerk, treasurer,and three auditors are to be elected by the districtdirectors.- There are two conflictingrequirements for membership on the board of school directorsof the interstate district under Vermont law:

a. The first provision ofVermont statutes is that the board cf schooldirectors, unless otherwise as:eed,consists of from five to eleven directors, atleast three of whom shall be electedfrom each member district in the interstateunion district. The total number of directorsand the

7816 VSA 491. 7216 VSA 572. 8016 VSA 613 (b). 26 number from each district may be deteg; mined by the meeting itself, however."

b. A second section of the same statute :provides that the number of directors from each member district is to be pro- portionate to the number of pupils from the district. The proportion is to be one director for each 50 students or parts thereof. Each member district is entitled to at least one director of the interstate union high school district. Two auditors shall be elected from the member district having the smallest number of intRAstate union high school directors."

8. Supervisory Union Districts. A majority of towns comprising a sUpervisory union constitutes aquorum.83 Each school board within the supervism union may elect a.single member to represent 5.t.°4 School boards with more than three members elect from their boards three members t9Lrepresent them at supervisory unionmeetings.tS The supervisory union directors meet between March 15 and May 15 to select a superintendRgt, fix his salary, andprovide for his expenses.°°

Terms of Office

The term of office of members of the State Board of Edu- cation is six years. Persons serving six-year terms are not eligible for reappointment. The terms of office of the directors of town school diStricts, incorporated districts, union high school districts4 and interstate union high school districts are three years.81 The term of office of joint school directors is one year. There is no specific legal indication of the term of office of supervisory union representatives, but presumably this would depend upon the term of the individual in his member district.

Method of Appointment or Election

Members of the State Board of Education are appointed by the Governor with the advice and consentof the Senate.

8116 VSA 737. 21116 VSA 265. 2316 VSA 738. 2!1.6 VSA 266. °'16 VSA 263. 0616 VSA 301. 87Town districts may in some instances have two additional directors with one-year terms.

27 Members of the town school districtboard and incorporated district board are elected by thevoters of the districts. School directors of union highschool boards, joint boards, and interstate high school boardsare elected by the member districts. Representatives from member districtsto supervisory unionsare elected by the school boards of the member districts.

Types and Classification of Schools

The public schools of the State of Vermontare divided into two major categories, elementaryand secondary, with certain divisions within eachcategory. A kindergarten is described as a school which receiveschildren under six years of age. It may be established bx the board of school directors on the vote of the district.'"

Elementary Schools. These offer instruction in the rural or elementary schoolcourse as promulgated by the State Board of Education. They may include a kindergarten and the ninth grade with the approval of theState Board of Education.89

Rural schoolmeans an elementary school with not more than two teachers in thesame building in which there are regularly employed no other elementaryor high school teachers (exclusive of part-timeor special subject teachers) 3nd offering instructin for at least the first sixyears of the elementary course.e/u

Elementary schools must havean eight-year course except for rural schools or other elementarycourses with six or more grades.91

Secondary Schools. These offer instruction to pupils who have completed the elemerltary schoolcourse or, in the case of junior high or junior-senior high schools, who have completed the rural schoolcourse. A legally incorporated educational institution offering instruction equivalentto that of a high school isan academy. The Board of Education determines the standards and mustapprove the establishment of each secondary schoo1.92Private secondary schools are often referred to as approved private schools.

8816 VSA 791 (3). 89 2,1,16 VSA 791 (9). 16 VSA 791 (1. VSA 791 (7).

9016 VSA 791 (6 .

28 Secondary schoolsare divided into four classes:

1. Junior high schools with three-yearcourse -- grades 7, 8, and 9.

2. Junior-senior high schools with six-yearcourse -- grades 7, 8, 9, 10, 11, and 12.

3. Four-year high schools with four-yearcourse --* grades 9, 10, 11, and 12.

4. High schools having twoor more years in courses only when approved by the State Boardof Education.93

Standards for ApproVal of SecondarySchools

The State Board of Educationestablishes minimum stan- .dards for the approval of publichigh schools. From time to time these standardsare kevised. By the latest-ievision, March 12, 1964, the schooliwere granted a three-year period in which to comply with theminimum standards, providedrea- sonable progress is shown eachyear.

Generally, the revised standardsraised the minimum level.by increasing the number offull-time teachers required in the various classes of high schools,providing maximum (and, ofcourse, arbitrary) teaching loads, and providing specific requirements for school libraries.

9316VSA 791 (8).

29 THE SERVICE PATTERN

Many different kinds of data indicatethe overall service pattern of the Vermont educationalsystem. Factors include population, size of schools,enrollments, student- teacher ratios, projections of enrollments,etc. This section will attempt to indicate the trendsin some of these patterns.

Population

The population of the state and the trendsindicated by changes in population are factors to beconsic red in educational planning. From various sources it ir;possible to discover major populationtrends.94 Generally, it is believed that the total population of the statewill increase'in the next 20 years, but that theincrease will not be very great and will probablybe centered inChittenden, Rutland, Benning- ton, and Windsor counties with aslight increase in Windham and Washington counties. The increase will be reflected primarily in the group from 0-24 yearsand in that segment over 65. Prob(bly the population age groupfrom 25-64 will decrease.

94Squire, Horace H., and Scheele, Karl A., "A Projec- tion of the VermontPopulation," Central Planning Office, Montpelier, Vt., 1964. Stockwell, Edward G., "Age Compositionof the North- east Region," Universityof Conn., 1962.

Stockwell, Edward G., "Populationof the New England States," University of Conn., 1963.

Vermont Department of Health,"State of Vermont, Pcpulation Characteristics orPublic Significance," Mont- pelier, Vt., 1963.

Woodward, Florence M.,"The People of Vermont," Ver- mont DevelopmentCommission, Montpelier, Vt.,1958.

30 The number-of "towns with population below 500 will likely increase; those with population between 500 and 5,000.will likely decrease; and those with population over 5,000 will probably increase.

-7 The population of the state will likely continde to move from rural to rural nonfarm and urban areas.

Because the school districts in Vermont are presently coterminous with town boundaries, these population trends are important to the educational system; also, the .trends

in towns apply directly to -most educational units_in_the . state.

Population Change 1900-1960. -OnlTseven towns -(3-Ter- cent) increased in population atevery census from 1900- 1960; 32 towns (13 percent) showed no population increade at any eensus. Of these latter toWns, 50-percent had parti- cipated in a school study since 1952.Of the 246 towns and cities comprising town school districts, 149 had had school study committees since 1952. Table 1 shows these compari- sons.

Table 1. Population Change, 1900-1960, and School Studv Participation Gain in- town-population----- Number of Number of Percent ofNumber of towns census periods towns towns that had school ---study committee

0 32 13.0 16 1 50 20.3 26 2 67- 27.2 42 3 42 17.1 29 4 30 12.2 22 5 '18 "7.3 10- 6 7 2.9 4.

Population Change 1950-1960e., FrOm 1950-1960, 145 towns lost or gained 0-10 percent population; 72 lost or gained 10-20 percent. During the same- period the towns with population from 251-500 showed the greatest change, while those from_501-750, 0-250, and 1001-1500 shmed the next greatest changes (Table 2). Table 2 tion C 1950-1960

Town population, 1950 0- 251-501-751- 1,001- 1,501- 2,001-5,001- 10,000 Total Percent changea 250 500 750 1,0001,5002,000 5,000 10,000 and +

4 72 0 - + 4 9 10 7 15 7 U 5 1 Z3 10 13 159 14 7 7 5 2

1 22 10- 2 3 2 1 4 6 3 50 20 6 14 14 8 5 1 2 20- 1 2 1 1 5 30 14 8 1 1 1 1 2 30- 2 40 2 1 5o

So- 1 60 1

60- 70 MID

70- 8o 1 80- 1 90

90- + 1 100 -

100- 100+ - 6 4 105 Total+ 7 1413 8 22 14 17 2 1 141 Total - 27 3724 23 12 8 7

8 5 2146 Grand 34 5137 31 34 22 24 total 2.0 Percent 13.820.715.012.613.8 8.9 9.8 3.3

aPercent charge from 1950 to1960 census: +Increase in population from1950. -Decrease in population from1950.

32 The Agricultural Experiment Station at the University of Connecticut has prepared a New England-wide population projection. The results of that projection as it relates to the State of Vermont indicate that the population of the state may be expected to increase from 390,000 in 1960 to 451,000 in 1980 (Table 3).

Table 3. Projection of the Population of Vermont by Age

, 1960-1980a Age 1960 1965 1970 1975 1980

All ages 389,881 401,100 416,600 433,500 450,700

0-4 43,873 48,700 53,800 57,100 59,500

5-9 40,732 41,700 46,500 51,400 54,300 10-14 37,996 38,100 39,100 43,800 48,300 15-19 31,717 36,400 36,400 37,400 41,900 2a-24 22,413 28,600 32,500 31,900 33,000

Total 5-24 132,858 144,800 154,500 1E4,500 177,500

25-29 21,043 19,200 25,600 28,600 27,600 30-34 22,903 18,900 17,500 23,900 26,300 35-39 23,882 21,400 17,600 16,400 22,900 40-44 23,131 22,700 20,300 16,700 15,600 45-49 22,225 21,800 21,400 19,100 15,500 50-54 20,938 20,900 20,400 20,000 17,800 55-59 18,748 19,500 19,500 19,100 18,700 60-64 16,539 17,000 17,700 17,600 17,200

Total 25-64 169,409 161,400 160,000 161,400 161,600

65 43,741 46,200 48,300 50,500 52,100 asource: Connecticut. University of.... Agricultural Experi- ment Station. Illustrative Projection of the Popu- lation of the New England States by Age and Sex, 1960 to 1980. Progress Report No. 51. Connecticut Population Report No. 7 (by Edward G.Stockwell) (no date), pp. 29. Data have been combined and subtotals-drawn from original data here. School Population

Although the total state populationis important in an analysis of educational service, a moreimportant factor is the school population.

Enrollments 1953-1962. From 1953 to 1962 elementary enrollment increased approximately16 percent or an average of 1.6 percent per year, rangingfrom -0,01 to +2.93 percent.

In the same period high schoolenrollments increased approximately 45 percent or an averageof 4.2 percent per year, rangingfrom +2.73 to +6.28 percent. The overall increase was +2.6 percent per year. See Table 4.

Enrollments 1963-1980. To indicate present andfuture adequacy one needs to have someidea of the future size of the student population. Since there does not appear tobe any official projez- tion of school populationin Vermont, it was necessary to project the present schoolpopulation in order to have a general idea of the approximatesize of the schools' clien- tele in the years to come.

This rising trend is based uponpast birth rates. A sliahtly increasing birthrate was projected forthe State of Vermont for the years1963-1975.

The range of possible errorin population predictions is great. But if the projections are even50 percent accurate, the implications forthe State of Vermont areprofound.

ONE OBSERVATION DERIVEDFROM THIS STUDY IS THATNO PROJECTION OF SCHOOL AGEPOPULATION IS AVAILABLE TO PERSONS RESPONSIBLE FOREDUCATIONAL PLANNING THROUGH- OUT THE STATE. SUCH A PROJECTION, UPDATEDTO REFLECT THE ACCUMULATION OF NEWDATA, SHOULD BE UNDERTAKEN.

Method for Estimating Public SchoolEnrollment. To project the public school populationfrom 1963-1980, the following method was employed.

1. The school census taken annually ineach town appears to be the mostreliable basis for estimating school enrollment. From the school census data a projection was made and fromthis the numbers of public school students wereestimated. 2. A survival-migration ratio was established for each age group in the census for each year from 1952 through 1962 to determine what percentage of the original entering class continued through the various grades. The number of seven-year-olds one fall was divided by the number of six-year- olds the.previous fall, etc., to establish these percentages (Appendix Table I).

3. .A projection of the birth rate from 1963to 1972 was also necessary in order to indicate the number of six-year-olds from 1969 to 1980. Appendix Table II gives the number of births in Vermont from 1930 to 1963.

4. After establishing the survival-migration ratios for each age, these ratios were applied to theappro- priate age groups in succeedingyears. This application produced figures indicating the number ofa particular age that would survive throughout the several school years. If there was a trend evident in the survival-migration ratios, the trendwas used; if not, the averaqe ofthe ratios wis used. 5. Vermont laws provide that five-year-old childrenmay be enrolled in the public schools at the beginning of the school year (September) if their sixth birth- day occurs before January 1. So it was desirable to add, to the previously obtained results, thenumber of children between 5 3/4 and 6years.

6. The percentage of private and public enrollmentwas calculated and applied to the projection of thecen- sus to determine the number of public school students. Finally, the number of public high school students was estimated. Table 5 gives the results of this projection.

As a check upon the first projection high school enrollments were estimated by another method (Table 6). The results of this projection are included in Table 7 andcompare rea- sonably well with the first projectionon a survival-migration method.

35 CA) Table 4. Vermont Pupil Census, Age6 19526044 19538158 19547760 19557649 19567507 19577692 1952-1962a 19587805 19597931 19607944 19618019 19628115 7 6256 6621 8374 793 7694 7692 7807 7976 ' 7890 7952 8263 1011 89 6573633659426170 6259672264496450 6851642065736480 614ee643664488528 6372643184177859 6382839678227645 8263778777817624 83157723769275417862 76837553773579067594 78587885759075727713 79498112757777527883 1615141312 45594855506153795601 53395905480049995659 56135948628748355278 53454985583361246809 52165750602567806395 64155496593566586363 56276532622963266420 6221607661346334 5865619359938113 5858604879057647 5879793977337593 6-18Total1817 68,945 39142255 74,364 42292774 77,678 30054254 79,795 43192938 82,048 31744428 84,670 220.4788 86,615 34824932 88,679 36985176 89,888 38285591 91,309 40705192 93,815 37805210 65 3/4- 2297 2445 2144 2561 2558 nig 2410 2518 2673 24801) 2540D TOTALbEstimated.aSource: 71, 242 yrs. Adapted from Vermont Department of Education, "Annual76,809 80,122 82,356 84,606 87,025 89,025 School Census Reports." 91,197 92,561 93,789 96, 355 Year Table 5. Private Actual and Projected Rate of Growth in Vermont High School Enrollments, ratioGrowth1951-1980 Log. Public Actual ratioGrowth Log. Total ratioGrowth Log. 19551952195419531951 4,3734,2094,1654,0604,161 101.2102.6 99.9 1.99962.01662.00522.0111 18,44417,93617,27216,78716,9 11 103.8104.1102.8102.9 2.01202.01622.01242.0174 22,14520,95221,43320,179 102.3103.3103.8 2.01412.00992.0162 1959195819571956 5,9635,2054,7855,649 108.5108.8103.9105.6109.4 2.02372.03542.03662.0390 19,44018,651!20,71420,108 103.0103.4104.2101.1 2.10452.01782.00472.0128 26,67725,7572416)g23,43922,817 103.6104.5105.1102.7103.0 2.01912.02162.01152.01282.0153 Total196219601961 6,7026,4196,180 104.4103.9103.6 2.01872.01662.0153 24,42621,49822,872 106.8106.4103.8 2.02862.02702.0162 31,13029,29127,678 106.3105.8103.8 2.02652.02452.0162 G4lean(Continued on page 38) 104.7 22.2178 103.8 22.1796 104.0 22.1877 Table Actual and Pro ected Rate of Growth in Vermont HU"), Ih.ojected School Enrollments41.251-1980(Cont.) Year19643.9631965 Private 7,6927,0177,3147 25,35627,32026,320 32,37535,01733,670 19701969196819671966 9,24148,05149,6788,8298,1433 32:92131,71630,55529,143628,358 140,96639,39037,87536,418142,605 197519714197319721971. 11,10e12,17711,63010,13310,609 39,67038,21836,81935,471314,172 149,814147,92451,835146,081144,309 19781977198019791976 15,320114,63213,97513,34e12,7149 1414,366142,7142147,802146,052111,177 63,06560,63958,30756,061453,908 Table 6. Total Elementary and High School Enrollments, 1953-1963a 1953-54 Year enrollmentElementary 44,601 Percentincrease enrollmentHigh school 21,433 increasePercent enrollment Total66,034 Percentincrease 1955-561954-55 46,84445,909 1.112.042.93 22,81722,145 3.033.322.73 69,66168,054 1.643.062.36 1956-571957-58 48,65047,365 2.71 23,439214,6145 5.15 73,29570,804 3.522.23 1959-601958-59 50;15949,171 1.072.502.01 26,67725,757 3.754.513.57 74,92876,836 2.932.55 1961-621960-61 51,40551,66351,411 -0.01 0.bh 31,13029,29127,678 6.285.83 80,69682,79379,089 2.602.03 AverageaSource:1962-63 Basic data, State Department of Education. 1.64 4.23 2.55 Table 7. Projection of School Oensua, State of Verna*, 1963-19804 c)4 Age6 I 19638065 19640017 80661965 80471966 80211967 78391968 [ 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 87 82968335 53688253 82868204 82378254 82878154 81870208 8241gig' 7991 813181778069 82578147 . 83378226 84188306 85008387 85828468 85511665 87505633 88348717 89208801 1110 +0) 5 'rI 7756785879598092 810282757934 7938807682858347 825883578265 824782758216 824982268266 827681678200 825081778220 815182308034 \e14 820480448210 \8121 501881898290 N8095 819982698370 8173827983498452 8253835984318534 8441851386168332 8414852385948700 8496860487850678 857613868888698763 4?il 21 15141312 46 la 754974747522 7335740b,769?7862 726675787805 7437768280807880 7539802177568262 8251761278958202 7748807381918253 7923806281938204 7912806481448254 7914819481558016 7867806580958208 7915796881488022 \,8 802078207'..3 I. 787181777838 769281178257794.4 \ 7767819783367990 7841806882758418 814585004479188357 1" tg 6-18 181716 jg e 95693 272k52937660. 97322 21468977322 98543 121165937077 98680 48.2163727010 98905 40.4263127175 99265 412664607274 99684 472465507344 100031 422266137475 100356 481667307644 100669 100936 101180km6883 7633101518 101950 102492 121168737635 129168757590 22.06683147636 68757545 122k679475914 nano 103871 10147164241683871421 \ 42126682g/14914 N1/46748 14667565 Total5 3/4- 21.12jua .44* 1142 .624 111§ 240.2 1422 1117 1142 11§§ 1221 2616 10.41 10/ Ag22 2719 rig 277? 2799 Estimated pUblic schotil enrollment from projection83407 of school 44803 85835 . Mamma 9986212021012061=10211210220112=1060=1.212.U.VgltalOaLnigiajnig3.061= SINIMEMB 8944 86067 86413 UMMIIIMM 86789 87104 eiwi 87688 census: 87936 88165 88474 88863 89345 89892 90561 91302 Estimated public high 3 6 25320 27320 scho4'dilrollmentat 28358 29436 30555 31716 32921 34172 35471 36819 38218 39670 41177 42742 414366 46052 47802 Vermont High Schools

In addition to the total number of students enrolled or expected to be enrolled in the State of Vermont, one might want to know something about the schools these students are or will be attending. This can be indicated by enrollments, teachers, physical size, curriculum offerings, etc.

Number of High Schools. From 1952 to 1962 the number of public high schools in the state has remained relatively stable, varying from 80 to 85. The majority of the high schools have had an enrollment between 50 and 249 students, the next largest category being between 250 and 449(Appendix Table III).

Table 8 shows public high school enrollment by sizeof school for the 'school years 1952-53 to 1962-63..The table gives both the number of schools in each Category andthe percentage of the total. The number of schools with enrollments under 50 and between 50 and 249 has decreased,while the number with enrollments between 250-449,450-649, and 650-849 has increased. The number of schools with over850 enrollment, although not static, has not changed appreciably.

Enrollment by Grades. One may learn something about the size of the schools by checking the enrollment amongthe grades included. Table 9 gives these data for public and private high schools from 1951 through 1962.

High School Operation. Table 10 shows the number of public high school teachers per 100 students inVermont from 1952 to 1962. The largest number of schools have a ratio between 5.0 and 5.9. Appendix Table IV gives the number of teachers in each public high school in the statefrom 1952 to 1962. The student-teacher ratios(number of teachers per 100 students) for the same schools and timeperiods are shown in Appendix Table V. High school tuition rates for the same years are listed in AppendixTable VI.

41 3717---Rumber Table 8 PUblic Hi School Enrollment SCHOOL YEAR 1 2 1 3 49 nchoolor of Actualpercent and 19531952- 19541553- 19551954- 8 19561555- 6 19571956- 19581957- 6 19591958- 19601959- 19611960- 2 19621961- 12631962.- 449less250249 o - ActualPercentPercent ercenctual 11 6 6 2 14111111a111111&1111111111111115 9 9 13 7. 1 4 9 12 4 27 2 1 6 10 16 15 o.o 17 147 16 2 4 15 02 2 4 18 2 450 0 - - ActualPercent I I I I I I MI 1 1 1 I I I I 20.0 Ili I I I I I I I I I ei7 19.0 6 17.9 11 21.7 849850 .- ActualPercent 1.r-amm-o.o 21 1.2 12 I I I "WA 0.0 0 2.4 2 MT 2.4 2 IM 3 11111111111111.. ; Wit 1 3 9 7 124910501049 .- ActualPercentPercent 0.02 0 0.0 03 0.02 2.51.3 2 1.2 1 02.4 2 1.21.2 1 1.2 1 12 1:2 9 1 0.0 10 Total1250over & ActualilercentActualPercent 100.0 81.2 1 100.0 1.2 81 1 100.0 1.2 81 1 100.0 1.3 80 1 100.0 1.2 82 1 10083 1.2 1 100.g 1.2 8 1 100.g 1.2 8 1 100. 1.21.2 8 1 100.0 0.02.14 84 2 100.0 1.22.Li 83 2 Yearb Numberschools of Grade 7 TableGrade 9. 8 Grade High9 School Enrollments,Grade 101951-19 2a Grade 11 Grade 12 P.G. Sp. Total Percent 1951 TotalPrivatePublic 105 81214 1278312820 37 1,7e712736 51 4,882120563,26 10012323444,356 3,9082,922 986 3,3822,479 903 341024 10 5 16211920,179 4,060 79.920.1 1952 .Total PrivatePublic 104 2381 1286712855 12 1288712845 42 520811,13032951 323794239012011 3204542038 993 3263722682 955 3325 8 1419 5 16,787202952 42165 19.980.1 1953 TotalPrivatePublic 104 8123 1290412870 34 1298112938 43 1211752201b..084 120753250042575 4201432041 973 3267022779 891 571938 3122 9 17,27221,483 4,161 19.h80.6 1954 PrivateTotalPUblic 104 8123 2,0032,022 11 129642,000 36 5,3721213442238 12067326674,734 120253220742232 3,72222798 924 451134 167 17293622,145 4,209 19.081.0 1955 PrivatePublic 8023 2,048 18 2,095 31 1,1794,235 3280612118 1203432324 22897 976 1328 11 4 182444 42373 19.280.8 1956 TotalPrivatePublic 103 82 1,90722066 1293422126 4248452414 3285342924 324304,358 320033,873 3041 1513 18265422,817 79.6. bIndicates fall enrollment.Total: urce: Enrollment."ermont106 24 epartment12955 o 48 12965 31 ducation, 5292312439 5,02812175ivision of Instruction: 412103 533 -3 978 975 1040 Comparative 17 --23 439'4 4,785 igh chool 20.4 Year schoolsNumber of Grade Table7 9. Grade 6 High School Enrollments, 1951-1952 (concluded)Grade 9 Grade 10 Grade 11 Grade 12 P.G. Sp. Total Percent 1957 TotalPrivatePUblic 107 8324 2,0352,024 11 2,0662,047 19 6,2324,7551,477 5,5231,4954,028 4,5561,1553,401 4,1421,0113,151 481731 432023 19,44024,645 5,205 21.178.9 1958 TotalPrivatePublic 108 2484 2,1902,143 147 2,0932,050 34 6,1721,5374,635 5,8684,3971,471 5,1301,4513,679 3,1384,1961,058 672443 411427 25,75720,108 5,649 21.978.1 1959 TotalPrivatePublic no 8525 2,5072,474 33 2,2112,143 68 60°661,4834,583 1,529=5,67314,144 5,4921,4714,021 4,6561,3583,298 324917 1923 4 26,67720,714 5,963 22.477.6 1960 TotalPrivatePublic 109 8425 2,5492,497 52 2,4632,407 56 6,6784,9671,711 5,5121,4064,106 5,2921,5043,788 5,0581,3983,660 914051 351322 27,67821,498 6,180 22:377.7 1961 TotalPrivatePUblic 109 8425 2,6412,577 64 2,6532,593 .460 7;6451,8655,780 6,1861,6194,567 5,2021,3523,850 3,4264,8341,408 105 3966 131225 29,29122,872 6,419 21.978.1 1962 TotalPublicPrivate 107 2483 2 2,556583 27 2,7532,716 37 .717161,82651890 7,2681,8765,392 1,59351_8294,236 4.8451,3093,536 117 2889 1913 6 31,13024,4286,702 78.521.5 Ratio Table 10. 1952- Number of Public Hi SCHOOL1953- FREQUENCY (NUMBER OF SCHOOLS) 1954- :-, 1955- Teachers er 100 Students 1956- YEAR 1957- 1958- 1 1959-2-1962 1960- 1961- less1.9 or O - ActualPercent ctual 1953 1954 1955 1956 1957 1958 1959 1 1960 1961 1962 4.04.93.93.02.9 - - ActualActualPercent 3.7 20 1.2 17 1 2.5 22 2 1.3 20 1 23.2 19 9.6 8 1.2 13 1 1.2 23 1 6.0 24 5 2.4 27 2 6.96.0 S' O - ActualPercentPercentctual 30.92 14 7 332321.0 2 28,427.2 2 32 0 2 0 2 32.526 22er 18.1 0 1 2127.1 2 28.6 1 0 26 32.1 128 Boo8.979 O - ActualPercent ctual 13.617.3 2.5 11 2 7.4 6 21 0 8.6 5 188 7.5 3 23 2 8.1 7 13 8.4 57 15.719 13 7 21 9.4 72 23 3.6 8 11.9 9. i ; i'05.109.0 - ActualPercent 4.9 it 7.4 1 6.2 1 6.33.8 5 9 6.01.2 i 1.28.4 1 5.98.2 5 3.6 3 6.02.4 2 10.9 - ActualPercent 1 3.71.2 3 1.2 3 2 3i 2.14 2 2 1 1 111.011 - 0 - PercentActual ctual 1.2 1 1 2 1 13.7 2 1 2.5 3.7 2.4 1.2 12 1.2 Total12.9 + .0 Actual.-PercentActualPercent 100.0 1.2 100.0 100.0 100.0 100.0 100 0 100.0 2 100.0 2.4 100.0 100.0 1 PrOjects Table 11. School Building Projects Completed in Vermonta July 1, 1953-June Number Student Cost for stateb Amount of state 30, 1962 New elementaryhigh scheol buildings 16 capacity 7,035 aid $12,200,464.48purposes 0,517,727.88aid paid Elementary additionsandbuildings alterations 113 74 12,941 12,143,858.864,963;163.25 1,352,538.923,270,162.31 High school additionsand alterations 35 WOMB. 8851368.47 1Source:Totalsin Vermont, July 1, 1953 through June 30, 1962." .January 3, 1963. Department of Education, Division of Administration. 235 $32,273,416.75 2,965,930.16 School Building Projects Completed 49,025,797.58 endingbFtomschool.tions.3 new July Junehigh 1, 30,schools, 1962 1964. 10 elementary additions Additional classroomsFor costs involvedprovided see Biennial Report of the State to June 30, 1964, building projects completed were: or alterations, and 4 71high elt_ school _.ntary, additions 68 high or school altera- and 28 special high Board of Education for the two years were: 10 new elementary schools, Class of school Elementary Table19511950- 12. 19521951- Trends in Numbers of Schools._ 1950-1962a19531952- 19541953- 19551954- 19561955- 1957b1956- 19591958- 19601959- 1961-1960- 19621961- 2-room1-room(1r. school1-6 or 1-8) 43e 388 376 347 257 211 197 115 86 70 61 (Gr. 1-6 or 1-8) : 100 102 96 94 88 75 74 61 91 .77 79 3 (Gr.or more 1.6 rooms or 1-8) 187 187 198 206 , 214 213 201 222 225 223 235 4-year(Gr. high9-12) school Secondary"7 35 35 35 35 2-year high school 34 36 41 45 45 43 .) 45 Junior(Gr. high 9 and school 10) 2 2 1 1 1 1 1 1 1 . ...2 0" 0 Senior(Gr. high7-9) school 0 0 1 1 :.% 1 D 1 2 4 5 6 6 Jr.-Sr.(Gr. high10-12)7-12 school& Gr. 8-12) 44 0 43 0 0 0 0 0 1 2 3 3 . 2 bsource:agaurce: TOTAL SourceVermont did Department not pralride of Education, data for yearEducation 1957-1958. Research & Statistics 806 757 749 42 726 43 636 40 575 38 554 37 482 Section.32 487 31 March 26, 1963. 454 32 459 31 PHYSICAL FACILITIES FOR PUBLIC ELEMENTARY AND SECONDARY EDUCATION

From July 1, 1953 through June 30, 1962 a total of 235 school building projects were completed at a total cost for state aid purposes of $32,273,416.75; $9,025,797.58 in state aid wqs paid for these projects. Included were 16 new high school facilities with a total student capacity of 7,035; 74 new elementary buildings with a total student capacity of 12,941. In addition, 113 elementary and 35 high school projects involved additions and alterations. Table 11 sum- marizes these data (page 46).

From 1950 to 1961 the number of schools was reduced from 806 to 459, or 43 percent. Most of this reduction resulted from the elimination of one- and two-room schools, but an increase in the number of elementary schools with one or more rooms made the achievement appear less dramatic than it actuelly was. The number of one-room elementary schools dropped from 438 in 1950 to 61 in 1961 -- 86 percent. Table 12 presents these data (page 47).

There appears to be a serious shortage of classroom facilities to accommodate the increasing numbers of students. Two primary factors are the obsolesdence of old facilities and the increasing student population. In 1961-1962 there were over 5,000 students in excess of the normal capacity of public schools in Vermont (Table 13).

Table 13 Pu ils in Excess of Normal Plant Capacit 1961-1962a 1961 1962 Elementary 3,411 2,793 Secondary 1,871 2,618

Total 5,312 5,411 aSolorce: U.S. Bureau of the Census. Statistical Abstract of the United States. 1962 and 1963 editions.

Looked at in another way, the number of additional class- rooms needed approximates 9-13 percent of the present total. About 50 percent of the need is to accommodate excess enrollment. The other half is to replace unsatisfactory facilities. Table 14 shows statistics for three years concerning these needs.

48 Table 14. Instructional Rooms in Public Elementary and Secondary Schools 1960-1963a 1960- r961- 1962- 1961 1962 1963 Number rooms available at beginning 3,197 3,325 3,368

Number rooms completed during 'year 161 98 69 , Numbex rooms abandoned 48 63 26

Available end of year 3,310 3,360 3,411

Additional rooms needed 315 320 447

To accommodate excess enrollment 199 192 227

To replace unsatisfactory facilities 116 128 220

Instructional rooms scheduled for completion next year 83 32 104 aSource: Office of Education, U.S. Department of riealth, Education, and Welfare. Digest of Educational Statistics.

-The last item in Table 14 shows that thefacilities to be completed annually do not adequately meet the needs. There are not enough data to indicate whether the situation is improving or deteriorating from year to year. However, data should become available so that trends can becomputed.

49 COMPARISON OF THREE PLANS FOR EQUALITY

IN EDUCATIONAL OPPORTUNITIES

There are tNo major goals to be considered in creating school distrir-l-s: (1) to achievea district large enough to permit economies of scale and (2) to develop a district with characteristics that insure equality of educational opportunity.

We shall consider the second of these two goals in this section. We have developed the hypothesis that to achieve equality of educational opportunity in Vermont, it is necessary to plan school districts relatively equal in five major characteristics. These characteristics are: fair market value of the assessed property in the district, average daily membership, total school tax, total property tax, and the total number of pupils. If these factors are approximately equal from district to district, then educational opportunities also will be approximately equal as far as can be achieved through district division. In this section, then, we will compare three different sizes of educational districts with reference to the degree of equality obtained in these five characteristics. Compared are the 12-district plan proposed by the Governor's Task Force on education, the 28adistrict plan suggested in this report, and the present system of 257 town or incorporated school districts.

Fair Market Valuation

Because the tax base appears to be one of the factors which should be considered in planning educational districts, the theoretical fair market valuation under the three plans is compared here. Under the present plan (257 districts), the mean (average) fair market valuation of all districts is $5,867,617; under the 12-district plan., $124,197,895; under the 28-district plan, $53,228.135.93

95When this comparison was made no figures were available concerning the actual fair market value in each town in Vermont. Therefore, the theoretical fair market valuation presented in the 1962 Biennial Report of the State Tax Commissioner was used for comparative purposes.

50 Under the 257-district plan, individual valuations in the districts vary from the'mean from 0.18 to 2282 percent; under the 28-district plan; from 46.50 to 251.55 percent; under the 12-district plan, from 29.54 to 221.71 percent.

Table 15 shows t'ae number and percent of districts that fall within each 10-percent deviation from the mean under each plan. The modal (most common) class for each plan is:

12-district plan -- 30-40 or 40-50 percent deviation 28-district plan -- 10-20 percent deviation 257-district plan -- 80-90 percent deviation

Table 15. Fair Market Valuation Deviations From the Mean for Each Plan Percent 12-District 28-District 257-District deviation No. %7 No. 94.- No. 2r 0 - 10 1 8.3 10 35.7 11 4.4 10 - 20 1 8.3 11 39.3 10'. 4.0 20. - 30 3 25.0 2 7.1 10 4.0 30 - 40 3 25.0 2 7.1 16 6.4 40 - 50 1 8.3 31 12.3 50 - 60 1 8.3 1 3.6 30 '11.9 60 - 70 1 8.3 27 10.7 70 - 80 29 11.5 80. - 90 42 16.7 90 -100 23 9.1 100+ 1 8.3 2 7.1 23 9.1

Table 16 shows the cumulative number and percent of districts with deviations less than specified percentages from the mean for each plan. Under the 12-district plan 42 percent of the districts deviate less than 30 percent; cent deviate less than 20 percent. Under the 28-district plan over 82 percent of the districts deviate lessthan 30 percent; 75 percent deviate less than 20 percent. Under the 257- district plan, 12 percent of the districts.deviate less than 30 percent; only 8 percent deviate less than 20 percent.

The cumulative number and percent of districts with deviations greater than specified percentages from the mean under each plan are shown in Table 17. Under the 12-district plan, 58 percent of the districts deviate more than 30 percent from the mean. Under the 28-district plan, 18 percent of the districts deviate more than 30 percent. Under the 257-district plan, 88 percent of the districts deviate more than 30 percent. The reason the 28-district plan appears more favorable is that the districts areorganized on the basis of an approximately equal valuation and with reference to major highway interconnections.

51 Table 16. Cumulative "Less Than" Fair Market Valuation Deviations From the Mean for Each Plan Percent 12-District 28-District 257-D istrict less than No. No. g- No. 10 1 8.3 10 35.7 11 20 2 16.7 21 75.0 21 8.4 30 5 41.7 23 82.1 31 12.4 40 8 66.7 25 89.2 47 18.8 50 9 75.1 25 89.2 78 31.1 60 10 83.4 26 92.8 108 43.4 70 11 91.7 26 92.8 135 53.7 80 11 91.7 26 92.8 164 65.2 90 11 91.7 26 92.8 206 81.9 100 11 91.7 26 92.8 229 91.0 3000 12 100.0 28 100.0 252 100.0

Table 17. Cumulative "More Than" Fair Wrket Valuation Deviations From the Mean for Each Plan Percent 12-District 28-District 257-District more than No_ No_ 9fir- No_ C-

0 12 100 0 28 100.0 252 100.0 10 11 91..6 18 64.5 241 95.7 20 10 83.3 7 25.2 231 91.7 30 7 58.3 5 18.1 221 87.7 40 4 33.3 3 11.0 205 81.3 50 3 25.0 3 11.0 174 69.0 60 2 16.6 2 7.4 144 57.1 70 1 8.3 2 7.4 117 46.4 80 1 8.3 2 7.4 88 34.9 90 1 8.3 7.4 46 18.2 100 1 8.3 2 7.4 23 9.1

Average Daily Membership

Under the 12-district plan the average (mean) daily membership (ADM) is 6,191; under the 28-district plan, 2,653; under the 257-district plan, 302.

Under the 257-district plan, the ADM in each district varies from the mean from 1.45 to 1502 percent. Under the 28-district plan the ADM in each district varies from the mean from 48.95 to 171.06 percent. Under the 12-district plan, the ADM in each district varies from the mean from 49.58 to 169.52 percent.

52 Table 18 shows thenumber and percent ofdistricts that fall within each 10 percentdeviation from the mean under each plan. The modal class for eachplan is: 12-district plan --10-20 or 20-30 percent deviation 28-district plan -- 10-20percent deviation 257-district plan -- 40-50 or50-60 percent deviation

Table 18. Average Daily MembershipDeviations From the Mean for EachPlan Percent 12-District 28-District 257-District deviation No. g- No. %r- No. %r- 20 8.1 0-10 1 8.3 8 28.6 17 6.9 10-20 3 25.0 11 39.3 22 8.9 20-30 3 25.0 3 10.7 12 4.9 30-40 2 16.7 1 3.6 26 10.6 40-50 1 8.3 2 7.1 7.1 26 10.6 50-60 2 16.7 2 25 10.2 60-70 27 11.0 70-80 1 3.6 32 13.0 -90 80 6.1 90-100 15 24 9.8 100+

School Tax

Under the 12-districtplan the mean schooltax is $1,641,729.19; underthe 28-district plan,$703,241.55; plan, $80,084.35. (This comparison under the 257-district each assumes thatthe taxes for theindividual towns within district can becombined to arrive at thetotal for the district.)

Under the 257-districtplan, the school taxin each district varies from notax to 1848 percentof the mean; under the 28-districtplan, from 40 to210 percent; under the 12-districtplan, from 41 to 213percent.

Total Tax

Under the 12-districtplan, the meantotal tax is $3,074,304.99; under the28-district plan,$1,317,632.47; plan, $149,966.10. (This compari- under the 257-district within son assumesthat the taxes forthe individual towns

53 each district can be combined to arrive at the total for the district.)

Under the 257-district plan, the total tax in each district varies from 2.95 to 2385 percent of the mean; under the 28-district plan, from 40.53 tm 271.40 percent; under the 12-district plan, from 35.80 to 220.32 percent-.

Pupil Census

Under the 12-district plan the mean 'pupil census-is 7,608 in 1961 and 7,813 in 1962; under the 28-district plan, 3,261 in 1961 and 3,348 in 1962; under the 257- district plan, 371 in 1961 and 381 in 1962.

Under the 257-district plan, the pupil census in each district varies from the mean from 2.43 to 1432 percent in 1961 and from 1.57 to 1721 percent in 1962. Under the 28- district plan, the pupil census in each district varies from the mean from 49.89 to 162.96 percent in 1961 and from 48.84 to 195.91 percent in 1962. Under the 12-district plan, the pupil census in each district varies from the mean from 43.22 to 203.69 percent in 1961 and 42-.19 to 223.09 percent in 1962.

ConcliMions

In this study we have assumed the desirability of achieving as high a degree of equality as possible in five factors -- fair market value, average daily Jlembership, school tax, total tax, and pupil census. The closer the fair market value in each district is to equality, the closer the other factors are to equality. All factors become more nearly equal in the 28-district plan than in the 12-district plan proposed by theGovernor's Task Force or in the existing257-district system.

The present system of 257 educational districts in Vermont cannot adequately provide equal educational opportunity. With deviations as large as 80 percent from the mean in the majority of thedistricts under the present system, there is slight probability of equality.

Although the proposal of the Governor's Task Force provides less disparity than the present system,those districts probably will not provide the maximumin equality of educational opportunity.

54 -EDUCATIONAL FINANCING

The financing of elementary and secondaryeducation in Vermont is based primarily Upon the lawsof the state. This financing reflects federal, state, and localactivity as well as the activity of various intermediate units of education. The financing of education is alsoreflected in particular activities relating to education: general state aid, state aid for building constructiog, localtaxes, tuition payments and reimbursements, transportation charges,federal aid for particular activities,e.g., construction, vocational education, vocational.rehabilitation, schoollunches, federal forestry receipts, etc.

Agencies Involved

The federal, state, and local agencies involved in financing education in Vermont include: (1)governor, (2) legislature, (3)state treasurer, (4) director of finance, (5) state auditor-, (6) board of education, (7) commissioner of educationand'department of education, (0 257 town and incorporatO.schooldistrict:boards, (9) the several boards ofselectmen, village, trustees, and prudential committees of the various towns,,.cities,villages, etc. within the state, (10) local boards of listers, (11) school district treasurers, (12) 50some odd superintendents of schools, (13) union high school da.s.tricts, (14) interstate high school districts, and (15T"the variouscomponents of the federal government.

Total state funds appropriated fox...education In the State of Vermont have increased from approximately $5 million in 1952 to $13 million in 1963. In 1952, of the total $5 million, approximately $3 million was appropriated for elementary and secondary education, in 1963 approximately $6 million was appropriated (Appendix Table XVIII).

Provision of Funds

The governor's role in the financing of education is, of course, that of recommending to the legislature the amounts he believes are required-to support educational activities for the next biennium. He does this on the basis of budget requests submitted by the Department of Education and other educational agencies, analyses made

55 by the Budget and ManF,gement Division within the Department of Administration, and the hearings held in connection with the budget. Finally, he submits his budget to the legislature.

Various committees of the legislature hold hearings on educational financing proposals. If the proposal requires new taxation, the House Committee on Ways and Means and the Senate Finance Committee consider the measure. If it is merely, an appropriations measure, the Appropriations Com- mittees of the two houses consider it. In addition, the Education Committees of the two houses may consider some of these measures, An appropriations bill is finally in- troduced into the legislature by the Appropriations Com- mittee of the House of Representatives. After debate in both houses of the legislature, it is finally passed and sent to the governor for his approval.

The role of the State Department of Education in rev lation to the financing of education is varied. Initially, it must submit a budget request to the governor. Uathr 16 VSA 1, the Department of Education is given the power to supervise and direct the execution of all laws relating to education. Under 16 VSA 143 the Board of Education is directed to supervise the expenditure of all state money for educational purposes, and under the same statute it is also authorized to inspect all institutions in which that money may be used. It may receive and use money from private persons and other sources. This provision does not extend to educational institutions such as colleges and universities, which are not under the control of the De- partment of Education..

Application of Funds

The funds provided for educational purposes are applied in vnlous ways depending upon the level of governmentof the expeftding agency,particular provisions of law, andactions of the expending agency. The funds supplied by the legislature to the State De- partment of Education are expended for tmogeneral objects: (1) to carry on the activities of the State Department of Education and (2) to grant money to localeducational agencies. Not all funds expended by the State Departmentof Education are directly educational in nature,but are more of the type of special activities, such as artsand crafts expenditures, vocational rehabilitation, etc. Also, some of these activities may be carried on by theDepartment of Education because of the requirements offederal laws.

56 Percept Percent 100 ,100 Debt Service

General 90 90 f-

80 80 Teachers' Retirement 1-

70 70 _ L _ 1 _ i -1 _ 1- r 1--- -1 -1 i 1 1

1 i i 1 1 1 Higher Education 60 60 _ _ r -1 -- I- 4- I I I 1 I I I I 5 _- I 5o

40 Ito

State Aid 30 30_ -4 - I - I - - _ -

201 - - -I 20

10 +- -I - I 1 10- -I- i --1 --I - 1--

1 I i I I I I 4 i I

I f I I i 0 1 i_ 0 152 '53 '54 '55 '56 '57 '58 '59 '6o '61 '62 163 Fiscal Year

Figure 1.Percentages of State Appropriations for Education, by Major Categories,1952.1963

57 State De artment Activities

The following special provisions relate to theexpen- diture of funds to carry out theprograms of the Department of Education, in addition to the provisionsof the biennial eopropriations acts.

1. Expenses of the advisory councilon alcohol education (16 VSA 41)

2. Alcohol education scholarships (16 VSA 43)

3. $20,000 appropriated annually for alcoholeducation activities from the net receipts of the liquorcon- trol board (16 VSA 44)

4. Per diem ($8.00) andexpenses of the members of the Arts and Crafts Advisory Council (16 VSA 81;32 VSA 1008)

5. Director of arts and crafts (16 VSA 83)

6. Arts and crafts revolving fund of $1500 (16 VSA 84)

7. Use of special gifts and donations by the Board of Education (16 VSA 85 16 VSA 143)

8. Salary of commissioner fixed byemergency board (32 VSA 1007)

9. Per diem ($10.00) andexpenses of members of the Board of Education (32 VSA 1008)

10. Visual aid--$5000 biennially to be allocated from appropriation (16 VSA 144a)

11. Use of funds (royalties) from sale of textbook (16n VSA 146)

12. Cooperation for vocational training for veterans (16 VSA 149a)

13. Employment of deputy commissioners and helping teachers (16 VSA 203)

14. Payment for instruction of state wards at Weeks School (16 VSA 802)

15. Payment for education of children of certain de- ceased veterans (16 VSA 803)

58 lb. Acceptance of federal funds for school lunch and milk programs (16 VSA 1263)

17. Annual appropriation of $10,000 from board funqs for physical education activities (16 VSA 1385)

18. Instruction of handicapped children (16 VSA.2944)

19. Expenses of members of Advisory Coiincil on Special Education (16 VSA 2945)

20. Withholding of state aid on account of reimbursement for education of handicapped children (16 VSA 2948)

21. Interstate agreements for specialists in reference to handicapped children (16 VSA2949)

22. Transportation for handicapped children (16 VSA 2951)

23. Payment of U.S. deposit moneys (16 VSA3301)

24. Supervision of certain funds of permanent school fund (16 VSA 3345)

25. Supervision of consolidated school fund (16 VSA 3382)

26. Administration of funds from federal government for reducing educational inequalities(16 VSA 3541)

27. Acceptance of federal funds for school construction (16 VSA 3581)

28. Payment to towns from community schoolhouse funds (16 VSA 3745)

State Grants to Local A encies

The following provisions relate to thegrantihg of state funds to local.educationalagencies:

29. Payment of part of tuition at vocationalschools outside district (16 VSA 1026)

30. Reimbursement for installation of equipmentfor school lunches (16 VSA 1261)

59 31. Construction (building) aid- regular(16 VSA 3448)

32. Construction aid- in reference to facilities for the retarded (16 VSA 3457)

33. Special construction aid (16 VSA 3449)

34. -Státe aid- regular(16 VSA 3464)

Local District Source of Funds

The basic source of educational funds in Vermont is from local taxes. Each town school district (and incorporated district) supports its schools to theextent determined by the voters of the district. On the basis of its grand list (1 percent of the listed value of the realand personal estate and polls) the district votes a tax in specific amounts or as a rate -on a dollar of its grand list (16 VSA 3222).

If a district is also a member ofa union high school (or elementary school) district, itmust assess upon the grand list its share of the expenses of the union district (16 VSA 641). If the district is a member of an interstate high school union district, it must do likewise (16 VSA 749).

If a town district does not maintain a high school, it must furnish secondary instruction to its pupils at other high schools approved by the State Board of Education.

Of the various administrative units for educationalpur- poses, three types do not actually have taxing ability, although two of these receive tax support indirectly through the member districts. Union high school districts and interstate districts cannot tax directly; supervisory union districts cannot levy taxes, direct or indirect.

- Tied somewhat loosely to thi basic form of finance (local taxation)are various forms of state aid to local school districts..

General state aid may be used without limitation only for current expenses, which are defined as transportation, advanced instruction., supervision, and teacher salaries (16 VSA 3445). In order to receive state aid, school districts must comply with legal provisions relating to teachers' salaries, appointment of superintendents, and reporting pro- cedures (16 VSA 3444 (a) ). However, state law also provides

60 that state aid may not be' denied unless the districtunreason- ably refuses to comply with legal requiremnts (16 VSA 3444 (b) ). There is no definition of "unreasonably."

A new general state aid formula adopted by the 1964 legislature in special session is based on the concept of the ability of the district to support its schools. A deter- mination of the equalized grand list (actual fair market valuation of property) must be made by the Tax Commissioner and the foundation program cost must be determined by adding the costs of elementary and secondary education, which are based on average daily membership multiplied by average current expenditure. Local capacity is determined by adding to 100 percent of the equalized grand list 50 percent of national forest moneys received during the precedingyear and all nonmatching federal funds received during the preceding year.

Basic need of each school district is then computed by ascertaining whether in the preceding year. the district expended for its resident pupils more or less than the foundation program cost. If the district expended less, its basic need is the actual expenditures, but if the district expended more, its basic need is considered the foundation program cost. State aid is generally the amount by which basic need exceeds local capacity. To prevent any undue hardships because of the adoption of this formula the legislature proVided four years before its fu.11 effects could be felt. Ifstate appropriations are greater or lesser than the amounts required under this formula, the state aid is prorated (16 VSA 3463-3467).

State aid for construction is authorized to 30 percent of the approved cost of the construction (16 VSA 3448). Building construction aid is also provided to public and nonprofit educational institutions for construction for the education of retarded pupils up to 30 percent of the approved cost (16 VSA 3457).

Union high schools and interstate high schools may receive building construcion aid, also.

Various other provisions of law relating to the financing of education are:

1. Special taxes of not over $8 may be assessed on the polls in the grand list in each year for improve- ments, interest, and principal payments on current indebtedness and prior improvement bonds, or for paying tuition for students going out of the district (#40, Acts of 1963).

61 2. If a rural school raises moneyother than by taxation for improvement ofits building or grounds, the state may supply anequal amount not in excess of $100 in any year to thatdistrict provided certain requirements are met(16 VSA 3745).

3. Amounts expended by theState Board of Education for special education maybe withheld from thestate aid due the school district(16 VSA 2948).

4. The Board of Education mayreimburse school districts up to 50 percent ofthe amount expended for installing facilities and equipmentfor school lunches (16 VSA1261).

5. The state reimburses towndistricts not having vocational courses for 50 percentof their tuition expenditures for sendingpupils to schools having such courses (16 VSA 1026).

6. In certain circumstancesthe state will pay the expenses of studentsunder 21, whose fathers were veterans killed in the warsof the United States, up to $150in any year for anystudent and not more than $1500 in any one yeartotal (16 VSA8030).

7. Provision is made forreimbursement, under certain conditions, by the :JcialWelfare Department for state charges it placesin the school district (16 VSA 801). to 8. Towns pay up to $475tuition for students who go school .in other districts(16 VSA 793).

62 TEACHERS RETIREMENT SYSTEM

Ln Vermont a State Teachers' Retirement system provides retirement and disability benefits to its members. The following pages indicate the,scope of coverage(membership), retirement and disability benefits, ccntributions by individuals and the state, and the financing of the system over a period of years.

Mintalhi296

Membership is required:of ali persons entering the teaching profession in Vermont after July I, 1947, except those who join a local system and waive state benefits within 75 days after becoming a teacher(16 VSA 1933 (a)). Membership is also required of those who were already teachers unless the benefits of the system were waivedwith- in 75 days after July 1, 1947(16 VSA 1933 (b)). Members of systems existing prior to July 1, 1947 havetheir accumulated savings transferred to the new system(16 VSA 1934 (a)). Credit is given towards membership service for-militaryduty (16 VSA 1936 (a)). An absence of more than six years in a seven-year period terminatesmembership (16 VSA 1933 (d)).

"Theterm teacher as used in the lawsrelating to the system is defined as follows(16 VSA 1931): "Teacher" shall mean any teacher, principal, supervisor, or superintendent regularly employed in a public day school within the state, orin any school or teacher-traininginstitution located within the state, controlled by the state board of education, and supported wholly bythe state, or in any nonsectarian privateschool which serves as a high school for the town or city in which the same is located, provided such school is not conducted forpersonal pro- fit. It shall also mean any pe,:son employed 'in a teaching capacity in certain public or quasi-public institutions designated forsuch purposes by the board oftrustees in accordance with section 1935 of this title . .

63 Service Retirement

Members may retire at age 60 (16 VSA 1937 (a)(1)), but they are required to retire at the end of the school year in which they become 70 (16 VSA 1937 (a) (2)). however, the board may allow a member to remain on a year-to-yedr basis up to five years after he hasreached the-age of 70.

A member who is not 60 but who has completed 35 years of creditable service may retire on a special retirement allowance (16 VSA 1937 (c)).

Teachers with 15 years' service, including five most recent years in Vermont,.may be.entitled to a disability pension in case of physical or mental inability to continue teaching (16 VSA 1938 (a)). If the member has reached the age of 60 he receives a serviceretirement allowance; otherwise, a disability retirement allowance (16 VSA 1938(c)).

Retirement Benefits

Service Retirement. Upon service retirement, the allowance consists of(1) an annuity which-is the actuarial equivalent of the member's accumulated contributions;(2) a pension equal to 1/140 of his average final compensation times number of yeazs of membership service not in excess of 35 years; and (3) if a prior service certificate is in effect an additional pension equal to 1/70 of his average final compensation not less than $1800 times number of years of prior service not exceeding numbers of years which, when added to membership service, shall equal 35years.(16 VSA 1937). Regulation for retirement after 35 years of service when member has- not reached 60 years of age provides an annuity which is the actuarial equivalent of accumulated contributions at date of retirement; plus a pension which is actuarial equivalent of a pension payable at age 60 equal to service retirement pension accrued to date; and if he has prior service certificate an additional pension (16 VSA 1937).

Disability Retirement. If member has reached the age of 60 he receives a service retirement allowance and if not a disability retirementallowance consisting of (1) an annuity which is the actuarial equivalent of accumulated contributions; (2) a pension equal to9/10 of 1/140 of average final compensationtimes number of years of membership service not in excess of 35; and if he had a prior service certificate, an additional pension equal to1/10 of 1/70 of average final compensation not less than $1800 times number of years of prior service not exceeding the number of years which, when added to years ofmembership service, equal 35 years(16 VSA 1938). Contributions

. The members of the system contribute to the annuity savin9s fund according to actuarial determinations. The, contribution of each member is made by payroll deduction; except in certain instances, such as members who have Iliad service outside the itate and Oersons who wish to reinvest certain funds previously withdrawn.

The amounts paid by the state into the pension fund consist of the "normal contribution" and the "accrued liability contribution" rates, whichare determined_after each actuarial valuation. They are based upon theitotal compensation of the flembers. After June 30, 1960 the amount of the state's annual accrued liability contribution must be at least 3 percent larger than the preceding annual accrued liability contribution.

In addition to the normal and accrued liability coif-. tributions by the state, the state pays for the expense of administration of the system.

Exempt Provisions

Members' compensation deducted for contribution to the system and rights to annuity, pension, and retirement allow- ances are not subject to taxation by the state (16 VSA 1946).

I";

65 ci* Aelr 19531952- 19541753- 19551954- Table I. 19561955- Survival-Migration Ratios. 1952-1962a 1956-1957 19581957- 1958-1959 19601959- 19611960- 19621961- Average P-97-86-7 101.7P103.10109.55 102.65 99.5399.28 1C1.84101.71 98.71 100.59 98.7099.57 102.45 99.3699.53 101.78101.50 99.12 100.70102.19 98.91 98.3P99.1299.48 100.10 103.0499.3999.94 102.33 102.01 100.81 100.40 99.75 11-1210-11 9-10 101.44102.27 99.38 101.921on.48 100.44 99.32 99.3698.8299.12 100.67 99.2499.75 100.60 98.4299.55 100.63 9P.8699.18 100.70 98.1999.48 100.49 99.7199.72 100.07100.51100.32 100.05100.12 99.68 12-1313-14 101.04 99.26 100.73100.45 99.19 98.0797.4199.39 98.3899.57 98.2099.50 .98.6197.89 96.9698.66 97.5797.77 99.5397.44 101.12 100.04 9P.4399.27 16-1715-1614-15 92.7698.8798.77 88.7396.7298.86 89.3394.4595.23 88.8397.5998.58 91.7995.5898.51 89.7494.8198.11 91.9995.2497.54 89.8796.5397.70 88.5397.7597.66 100.43 88.9497.21 90.0496.4e98.14 eitatiosvived17-18census from figure one censusfor the period same ageto thegroup next. minus one year to determine the percentageare obtained 70.87by dividing one year's census figure 71.06 69.06 73.49 See discussion under 76.47'Method." 72.72 for each age group by the previous year's 74.98 73.96 of72.80 students whc sur- 72.80 72.82

..M11,1101.111111611111...M. Table II. Rate of Increase in Vermont Births,1930-1963 Percent

Year Number of of previous . Cumulative births year average 1930 6,789 ..... owl ea, 1931 6,795 100.09 100.09 1932 6,.351 93.47 96.78 1933 6,186 97.40 96.99 1934 6,429 103.93 '98.72

1935 6,586 102.44 99.47 1936 6,405 97.25 99.10 1937 6,313 98.56 9902 1938 6,330 100.27 99.18 1939 6,344 100.22 99.29

1940 6,677 105.20 99.88 1941 6,719 100.67 99.95 1942 6,893 102.59 100.17 1943 7,052 102.31 100.34 1944 6,519 92.44 99.77

1945 6,569 100.77 99.84 1946 7,985 121.56 101.20 1947 9,327 116.81 102.12 1948 9,001 96.50 101.80 1949 9,051 100.56 101.74

1950 8,754 96.72 101.49 1951 8,934 100.42 101.44 1952 9,010 102.49 101.49 1953 9,166 101.73 101.50 1954 9,120 99.56 101.42

1955 9,200 100.81 101.39 1956 9,082 98.72 101.29 1957 9,300 102.40 101.33 1958 9,245 99.41 101.26 1959 9,301 100.61 101.24

1960 9,279 99.76 101.19 1961 9,249 99.68 101.14 1962,_ 9,039 97.73 101.03 1963P 8,748 96.78 100.90 aSource: State of Vermont. Health Department. Division of Vital Statistics. Vital Statistics (annual report). bPreliminary figure.

67 High School 1952- Table III. '1953- 1954- Public High School Enrollments1955- 1956-1957 1957-1958 1958-1959 19601959- 1960-1961 19621961- 1962-1963 AlburgArlington 1953 154 69 1954 157 74 1955 166 86 1956 172873 82 168833 80 159815 64 647160 80 682165 82 690153 76 162728 70 183826 64 BartonBarreBellows Falls 532882594 87 620512880 88 639506107846 566530104 521557115 476569116 136477621 498635135 613511135 638139536 588148700 BradfordBethelBenningtonBrandon Rural 248212 85 253241 92 250247 87 106255283 119294264115 123124265288 137131307278 311137286 138139316298 160137291 164153273 BristolBrattleboro 196818 186851 945209 1091 f.36 1045 223 1097 208 1146 222 1179 654228 1208 651225 1286 578255 1329 635287 BurlingtonBurlington Jr.-Hunt Jr.Sr. 1551 1596 36 1661 1643 45 1682 44 1725 47 929 38 937481 40 534964 54 602900 56 1066 625 63 CanaanCabotConcordChesterChelsea 236 32616252 269 656471 302 39677775 226 646387 236 657774 253 647694 256 547793 261 559477 233 629498 104244 7699 111115269 82 DerbyDanvIlleCmftsbury 147102 56 187146116 58 113150200 67 159118253 68 152125245 69 162253 7280 243291 8777 256297 8878 245293 9779 302Ica248 74 317119270 74 FairfaxEssexEnosburg Junction Falls 312191127231 319141231 349146232 136375239 138422245 319146 378184258 186388268 130360280 431328147 503346152 FairFranklinGrotonGreensboro Haven 533267 534466 625045 1434558 1415374 66 6314875 8262149 506583 648076 506767 645583 High School 19531952-Table III. 19541953- Palic High School19551954- Enrollments (Continued) 19561955- 19571956- 19581957- 19591958- 1959- 1960 19611960- 19621961- 19631962- HighgateHartfordHartfnrdHardwick Jr.Sr. 111204276205 111215261202 107208270238 227279247 87 115318147223 84 126312163230 132360150287 131136372154293 142379120153288 135163320303196 143188330341219 HydeHinesburgIsland Park Pond 123107 56 115112 50 113118 57 131125 6362 6170 102 877170 125 8680 121 8783 118 8276 118 8379 109 7697 JerichoJeffersonvilleJacksonville 126115 6159 124110 5870 125137 6860 138152 63 134154 6556 160137 60 140125114 67 147126 73 126147 83 150133 91 163142 98 MiddletownMarshfieldJohnsonMiddleburyLudlow Springs 300263 6959 302255 5580 290265 4945 325280 4486 328285 5047 526308 4947 602283 6124 626292 6342 666283 45 663296 38 662315 34 MorrisvilleMontpelierMilton 354461157 348442181 474375207 460392227 376493251 383524261 67 562230273 68 564282230 69 583231289 67 630329226 67 330276701 71 NewportNewNewburyNewport Haven City Center 170 445680 161 649038 180 436494 167101 5760 179112 6268 112201 86 188 6475 193108 77 203 7193 211 6758 244 7596 NorthfieldNorth TroyBennington 109171207 174119241 125179231 137171239 161147242 162246 84 183,277 914 190278 914 181299 93 199298 90 285200 93 High School 1953Table1952- III. 19541953- Public High School Enrollments19551954- (Continued) 19561955- 19571956- 19581957- 19591958- 19601959- 19611960- 19621961- 19631962- PittsfordOtterOrleansOrwell Valley 117152 29 134157 33 127149 30 141136 28 152 25 160168 29 146174 25 148180 25 147157 5e 566187 52 554211 ProctorPoultneyPlainfield 125223 60 125239 88 255 59 255 81 2146 7h 141235 61 179239 57 181239 58 188109242 197116254 loF215279 RochesterRichmondRandolphRichford 226275 5577 231259 76 132220271.1 73 135206296 76 150239236 81 231246 90 2562414 90 2622/44 91 254277 97 102255280 123305252 ShelburneRutlandSt. JohnsburY Sr.Jr. 152536 4e 164559 55614 171619 6475 629166 6776 163667 6383 162481547 74 164588570 6671 168584593 71 163592608 72 152600646 66 175666631 84 SouthSouthShoreham Royalton Burlington 142 47 130 43 128 42 130 133 67 141 72714 143 83 145 9069 105141 70 605103 76 163115688 87 SwantonStoweSpringfield 159886 67 139983 70 1045 129 67 1146 151 72 1184 9478 1233 149 85 1337 161 90 1355 164 93 1340 106178 1270 145177 1264 170 WaterburyWallingfordWhitsfieldVergennes 308166252 93 173299272 84 169288269 91 304165291 85 168319295 74 305190315 73 336391227 80 345231412 83 370414230 73 364463238127 69 38251514525h 66 Table III. Public High School Enrollments (Continued) Wells River High School 19531952- 68 19541953- 58 1954-1955 1955- 46 1956 44 19571956- 19581957- 19591958- 19601959- 19611960- 19621961- 19631962- WindsorWilmingtonWilliamstownWest Rutland 102143144424 449101158142 482109177162 113162520158 525120164189 50 564125189 8948 658144loo148 39 151148672lol 39 653144106146 36 681151119146 40 676132111172 40 WoodstockTotalsWinooski 16087 294289 17,272 300291 17,936 18,444 326313 342301 18,654 265294 19,440 300252 20,108 417257 20,714 446257 21,498 445263 22,872 289512 24,428 350543 High School Table 17. 19531952- 19541953- 1954-Number 1955- of High 1956- Sdhool Teachers, 1952-1962 1955 1956 1957 1957-1958 19591958- 19601959- 1960- 1961 19621961- BenningtmBennington Jr. 3527 3828 3728 3727 3229 5 2625 6 3228 7 2829 9 2828 8 2820 e BradfordBrattleboroBethelBrandon 421113 14 461113 6 501213 6 541413 6 531614 7 461413 7 166115 8 5715 9 155515 8 6015 8 BurlingtonBristol Jr.Sr. (Hunt) 6411 6911 6811 7113 1473 6811 1578 44132428 33142225 14432529 ChelseaCanaanCabot 43 14414 14414 41114 1414 514 654 656 145 514 CraftsburYConcordChester 12 34 13 514 14 514 13 55 13 5 12 55 15 56 13 67 13 65 13 65 EssexEnodburgDerbyDanville Junction Falls 1410 6 1010316 6 lo1710 6 10la17 6 1.3.1710 7 151010 6 1211420 6 1141812 7 121316 6 191235 6 High School Table TV. 19531952- Number of High School Teachers. 1952-1962 (Continued)19541953- 19551954- 19561955- 19571956- 19581957- 19591958- 19601959- 19611960- 19621961- FranklinFairFairfax Haven 12 6t, 13 47 13 47 13 67 14 57 12 57 14 57 14 68 13 56 15 57 HardwickGrotonGreensboro 10 43 11 43 11 53 12 4 944 945 469 10 67 569 854 HinesburgHartfordHighgateHartford Sr. Jr. 1411 65 1214 65 1314 65 1314 65 13 5 11 56 1616 56 1215 78 1516 67 1219 77 JacksonvilleHydeIsland Park Pond 64 646 64 64 457 457 75 11 66 11 5 10 56 JeffersonvilleJohnsonJericho 56 41/2 6 64 648 578 874 747 84 958 857 69 MarshfieldMiddleburyLudlow 1812 /I 1811 5 1318 4 1912 6 1912 6 1223 4 1530 5 1327 5 1128 6 3012 6 MontpelierMiltonMiddletown Springs 23 84 24 94 1026 4 1024 4 1024 5 1122 5 1228 5 1328 5 1226 5 1328 5 MorilavilleNewNewbury Haven 16 44 16 44 17 5 19 146 19 55 15 6 -20L 57 12 67 10 66 11 46 Table IV. Nuthber of Higli School Teachers. 1952.1962 (Continued) High School . 19531952- 1953- 1954 19551954- 19561955- 19571956- 1957- 1958- 1959- 1958 1959 1960 19611960- 19621961- NewportNewport Center City 12 85 12 6 12 86 12 96 12 69 NorthOrleansNorthNorthfield Bennington Troy 11 87 11 e87 11 97 11 97 12 87 10 59 1510 5 1411 6 1012 5 1012 6 OtterOrwellPlainfieldPittsford Valley 149 519 419 519 159 149 159 10 15 39 26 3 Pbultney 11 12 13 14 13 12 14 13 13 ' 13 RichmondRich.fordRandolphProctor 101312 5 101213 5 101312 5 1113 5 1113 5 1012 5 1214 5 141113 7 131112 6 111214 6 RutlandRochester Jr.Sr. .: 1039 4 1138 5 1039 5 1033 5 1034 5 2025 59 112333 5 112529 6 112725 5 113229 5 SouthShorehamShelburneSt. Johnsbury Burlington 43 53 35 5 54 54 614 68 68 28 67 StoweSpringfieldSouth Royalton 46 87 52 97 1155 8 58. 8 8 59 88 1253 7 121074 6311 8 1161 8 1161 8 Table IV. Number of High School Teacherl 1952-1962 (Concluded) Swanton High School 19531952- 19541953- 6 .1955 1954- 1955- 1956- 1956 1957 6 19581957- '1959 1958- 7 19601959- 1960- 1961.8 1961 1962 7 WallingfordWaterburyWaitsfieldVergennes 1410 665 1513 68 1513 865 1513 58 1514 58 1214 468 1617 69 141118 6 141119 65 151120 6 WilmingtonWilliamstownWestWells RutlandRiver 10 857 597 984 849 498 9549 749 10 65 794 6914 WoodstockWindsorWinooski 181121 '12 1821 181223 191224 1?1224 131222 18n1230 1617n29 15171029 1518n31 Table V. Teachera.Student Ratios' - Public High Schools, 1952-1962 High Sohool 19531952- 19541953- 1954- 1955- 1956- 1555 1956 1957 19581957- 1958- 1959 19601959- 1960- 7.31961- 1961 6.6 1962 7.1 ArlingtonAlburgBartonBarreBellows Falls 5.25.14.87.28.0 4.95.16.85.58.0 6.55.84.85.5 6.16.74.75.1 5.05.46.35.26.1 6.04.45.74.47.8 6.15.66.35.25.9 4.66.75.3 5.45.95.94.6 5.16.24.46.5 BenningtonBethelBennington High Junior School 5.94.7 6.16.5 5.P6.9 6.55.7 6.15.35.94.3 5.54.55.74.8 5.35.95.8 6.65.26.65.6 5.85.55.05.8 5.25.05.25.8 BrattleboroBrandonBristolBradford 5.15.25.6 5.95.44.3 4.85.35.3 5.15.54.9 6.35.45.1 5.35.34.2 6.85.34.9 5.74.8 6.24.64.7 5.54.7 Burlington Jr.JuniorSenior (Hunt) 4.1 4.3 4.1 4.3 4.3 3.9 8.4 5.04.34.7 4.13.83.49.3 4.25.04.88.9 CanaanCabotChesterChelsea 12.5 6.65.14.8 11.1 6.34.86.2 10.3 6.05.34.6 5.86.38.9 5.56.25.29.1 6.35.38.54.7 13.2 6.55.97.47.8 15.0 5.06.49.17.8 6.55.15.35.6 5.35.14.8 CraftsburyConcordDanville 5.95.46.87.7 6.85.28.65.6 6.75.35.27.5 6.35.15.77.4 6.86.65.67.2 6.66.26.97.5 6.96.54.8 4.78.09.0 4.46.27.6 5.85.08.1 aTeacher-studentEssexEnosburgDerby Junction Falls ratio indicates the number 4.55.2 5.05.3 4.950 of teachers per 100 students. 4.54.3 4.04.5 4.74.0 5.34.9 . 4.64.7 4.44.9 4.84.4' Table V. Teacher-Student Ratio& - Public High Schools, 1952-1962(Cont.) Fairfax High School 19531952- 4.7 19541953- 5.0 19551954- 4.8 19561955- 5.1 19571956- 5.1 19581957- 4.8 19591958- 3.8 19601959- 4.3 1960-1961 4.6 19621961.- 4.8 FranklinGrotonGreensboroFair Haven 6.05.29.47.5 6.86.15.67.5 10.0 6.75.66.5 10.3 5.48.993 5.45.79.89.4 8.36.77.94.7 5.48.18.27.3 12.0 8.49.25.2 6.34.67.97.8 4.68.07.57.5 HartfordHardwick Junior 5.45.14.9 5.65.4 4.76.35.24.6 5.75.04.9 4.35.84.16.1 4.83.55.5 4.55.64.46.0 4.14.06.5 5.94.95.24.2 4.33.86.34.1 HydeHighgateHinesburgIsland Park Pond 4.55.64.97.1 4.58.05.45.2 5.15.37.0 4.65.76.54.8 6.66.07.1 4.64.97.0 5.84.08.8 5.96.95.37.2 6.15.06.6 6.05.27.6 JerichoJeffersonvilleJacksonville 10.2 6.65.2 10.3 5.75.5 10.0 5.95.8 5.39.57.9 10.8 5.27.1 10.0 6.74.45.1 6.06.16.4 6.36.16.89.1 6.05.65.49.3 6.66.04.58.5 MiddleburyMarshfieldLudlawJohnson 6.05.84.64.4 6.06.34.34.87.3 8.26.24.94.88.9 5.84.35.19.17.0 10.012.8 5.84.25.2 10.6 4.48.23.9 20.8 5.05.35.78.2 4.34.57.9 11.1 4.23.9 13.2 4.14.5 MontpelierMiltonMiddletownMorrisville Springs 4.55.05.16.8 4.65.45.0 4.55.54.8 4.85.24.4 5.14.94.0 3.94.2 5.08.74.4 11.9 5.25.04.6 4.34.54.2 4.94.44.0 .4.j aTeacher-studentNeltHavenNewbury ratio indicates the ruMber of teachers per 100 students. 9.17.1 10.5 6.3 11.6 7.8 10.0 7.0 7.48.1 5.49.0 10.3 7.8 10.1 5.6 6.59.0 6.99.0 Table V. 1952-Teacher.Student Ratio°. 1953- 1954- 1955- Pliblic High Schoolk, 1952-1962(Cont.)1956- 1957- 1958- 1959- 1960- 1961- Newport CityCenter High School 1953 7.16.3 1954 6.77.5 1955 6.76.4 1956 7.25.9 1957 6.75.4 1958 5.55.8 1959 6.49.3 1960 6.29.1 1961 5.45.6 1962 5.27.5 NorthNorthfield BenningtonTroy 6.44.75.3 5.94.6 5.64.F4.5 6.65.35.14.6 5.04.85.6 5.46.04.14.9 5.44.45.75.3 5.06.16.45.3 5vo5.144.0 5.36.74.05.0 OrleansPittsfordOtterOrwellPlainfield Valley 6.73.45.37.7 6.73.05.75.1 3.36.06.87.1 6.46.23.6 6.85.95.34.0 6.65.63.4 6.24.08.8 6.88.64.0 5.56.15.26.4 4.65.25.t RichfordRandolphProctorPoultney 4.44.74.99.6 10.4 5.04.34.6 4.54.49.85.1 5.34.45.59.6 4.75.34.68.7 5.14*.34.97.1 6.75.75.94.7 5.35.44.27.7 6.45.44.34.7 5.14.35.06.1 RutlandRochesterRichmond JuniorSenior 6.57.3 6.86.67.8 6.36.76.8 5.26.6 5.16.06.2 3.75.26.85.6 4.05.67.0 4.34.98.57.7 4.44.26.96.2 4.55.35.97.6 SouthShorehamShelburnest, JohnsburYBurlington 6.48.36.6 6.77.09.1 5.87.17.8 6.07.5 6.36.17.5 6.95.65.4 6.16.77.2 6.58.98.7 11.4 5.76.7 4.65.89.27.2 aTeacherStoweSpringfieldSouth Royalton -student ratio indicates the number of teachers ner 100 students. 5.05.24.9 6.55.45.3 8.56.35.3 5.35.16.2 10.3 6.05.0 8.14.35.0 7.55.57.0 6.74.65.5 6.25.74.6 5.64.85.5 High School Table V. 1952- 1953-Teacher-Student Ratioa 1954- 1955- PUblic High Schools, 1952-1962(Concluded)1956- 1957- 1958- 1959- 1960- 1961- VergennesSwanton 1953 4.09.0 1954 4.88.6 1955 4.87.5 1956 6.94.5 1957 4.46.4 1958 4.47.1 1959 4.37.8 1960 4.48.6 1961 4.65.7 1962 4.35.5 WaterburYWallingfordWaitsfieldWells River 3.65.47.44.5 5.04.67.1 6.65.24.78.7 5.94.94.8 5.16.84.8 3.94.25.5 10.3 7.54.84.0 4.14.87.2 3.86.8 4.18.7 WindsorWilmingtonWilliamstownWest Rutland 5.04.96.97.8 4.78.94.46.38.6 4.88.34.54.9 4.68.05.15.69.1 4.64.97.54.88.0 3.97.25.64.e8.3 6.14.67.67.0 12.8 4.35.96.87.3 11.1 4.46.96.66.2 10.0 6.24.67.35.0 WoodstockWinooskiaTeacher -student ratio indicates the nuMber of teachers per 100 students. 6.13.8 6.04.1 5.53.8 5.64.0 7.24.1 5.24.0 7.02.9 6.23.8 3.85.7 5.23.5 Table VI. PUblic High School Tuition Rates, 19$2=1962 Alburg High School 195,1952- 19541953- 19551954- 19561955- 19571956- 19581957- 19591958- 19601959- 19611960- 19621961- ArlingtonBellowsBartonBarre Falls 175.00200.00175.00230.00 200.00240.00220.00225.00225.00 250.00235.00225.00256.00 250.00272.00245.00225.00 275.00280.00245.00225.00 300.00300.00329.10260.00250.00 315.00325.00300.00425.00290.00 335.00325.00420.)4357.00 368.52 375.00325.00 401.55 400.00325.00 490.00 503.00 390.00 BradfordBenningtonBenningtonBethel High Junior 175.00225.00 300.00200.00 300.00225.00 300.100250.00 300.00250.00 345.00225.00275.00 345.00325.00295.00 315.00400.00350.00 350.00440.00390.00 350.00 440.00400.00 BristolBrattleboroBrandon 200.00225.00 225.00250.00240.00 235.00275.00215.502145.00 245.00275.00250.00255.00 260.00290.00275.92265.00 270.00400.00290.58285.00 325.00597.16325.00 340.00648.70338.09350.00 620.38370.00375.00 396.37395.00 641.80 CabotBurlingtonBurlington Junior Jr.Senior (ilmat) 200.00 225.00 235.00 245.00 265.00 270.00 290.00 325.00 36540 431.18 365.00365.00 431.18 431.18 ConcordChesterChelseaCanaan 175.00150.00200.00 225.00175.00190.00225.00 190.00.225.00241.29225.00 225.00225.00258.94225.(0215.00 225.00275.00225.00 300.00225.00285.37250.00 325.00300.00275.00225.00 325.00336.00350.00315.57225.00 325.00350.00 330.98350.00 346.16325.00225.00 360.00 425.00225.00 EssexEnosburgDerbyDanvilleCraftsbury Junction Falls 195.00190.00175.00 195.00190.00200.00225.00 190.00200.00200.00225.00 190.00,225.00225.00-250.00 225.00205.00225.00 300.00215.00250.00230.00250.00 350.00325.00215.00325.00275.00 373.00250.00325.00275.00 325.00 397.49 400.00280.00322.01300.00 .325.00300.00 325.00400.00 Table VI. PUblic High School Tuition Rates, 1952-1962 (Continued) Fairfax High School 1952-1953 19541953- 19551954- 19561955- 19571956- 19581957- 19591958- 19601959- 19611960- 19621961- GrotonGreensboroFranklinFair Haven 175.00:175.00200.00175.00 225.00225.00220.00200,00 245.00225.00225.00250.00205.00 225.00275.00250.00215.00 225.00225.00250.00 175.00250.00250.00225.00 250.00175.00300.00270.00 250.00175.00300.00257.82 300.00175.00315.00255.31 325,00325.00275,00270,00 275.00 300.00 . 325.00 350.00 390.00 475.00 HinesburgHighgateHartfordHartfordHardwick Junior Senior 175.00225.00225.00175,00 259.00225.00259.00 185.85294.02198.50294.02 185.85300,00300.00198.50 185.85300.00239.84 185.85239.58298.00 185.85298.00250.00 185.85315.00275.00 185.85325.00325.00300.00 340.00303.73251.41 . 170.00 200.00 225.00 . 235.00 231.53 . 260.00 325.00 324.96 314.14 . 340.00 JeffersonvilleJacksonvilleHydeIsland Park Pond 175,00175.00200.00 175.00200.00 175.00200.00225.00200.00 225.00175.00200.00 175.00225.00250.00 175.00242.78225.00250.00 325.00265.00300.00250.00 325.00300.00265.00275.00 300.00325.00275.00 315.00325.00325.00275.00 MarshfieldJohnsonLudlowJericho 175.00200.00 175.00210.00200.00 175.00225.00200.00200.00 240.00200.00200.00 200.00250.00200.00 251.40225.00225.00 265.00250.00265.00 279.42275.00275,00 306.17290.00320.00 325.00335.co34o.00 MiltonMiddletownMiddldbury Springs 175,00175.00240.00 225.00200.00260.00 225,00225.00280.00 225.00300.00225.00 320.00250.00225.00275.00 229.82525.00225.00275.00 525.00240.00275.00350.00 525.00350.00260.00275.00 306.00492.84350.00275.00 300,C0$25.00?51.74 NewburyMorrisvilleMontpelierNew Haven 175.00200.00225.00 200.00225.00260.00 200.00245.00225.00260.00 225.00245.00242.00280.00 245.00260.00250.00280.00 335.00260.00245.00262.55 325..00325.00335.00 350.00325.00355.00 375.00325.00420.00 3 125.0040000428.0025.00 High School Table VI. 19531952- Public High Schcol Tuition 19541953- 19551954- 19561955- Rates, 1952-1962 (Continued)1956-1957 19581957- 1959195e- 19601959- 19611960- 19621961- NorthfieldNorthNewport Bennington CityCenter 200.00175.60200.00 250.00215.00200.00225.00 246.48215.00200.00225.00 229.91220.00225.00 260.00225.00250.00 300.00217.89255.12250.00 325.60295.00275.00 310.00325.00300.00 325.00 325.00350.00 325.00 OrwellOrleansNorth Troy 175.00150.00 225.00200.00 145.75200.00225.00 145.75250.00225.00 225.00275.00 226.12291.83275.00 325.00300.00275.00 325.00235.00325.00306.48 375.00 325.00340.16 390.00 350.00375.00 230.00 235.00 OtterPoultneyPlainfieldPittsford Valley 175.00200.00 225.00225.00 225:00224.00225.00 225.00250.00 275.00290.00 300.00290.60 325.00290.00 375.00315.00 400.90365.00 409.18550.00 RichmondRichfordRandolphProctor 175.00190.00210.00150.00 190.00150.00200.00225.00 190.00200.00240.00200,00 190.00200:00295.00225.00225.00 330.00225.00205.00 350.00225.00215.00255.00225.00 350.00275.00215.00 350.o0300.00275.00250.90 350.00 325.00300.00 375.00300.00 416.60280.60 425.00 300.60425.00 RutlandRochester SeniorJunior 225.00175,00 250.00175.00 275.00225.60 285.00250.00 300.00275.00 325.00318.14 400.00 37755:(6)g400.00 400.00 425.00 440.00400.00 ShorehamSt,Shelburne Johnsbury Trade 175.90135.00215.00 225.00175.90225.00 175.00225.00245.00 250.00200.00250.00 200.00275.00 300.90275.00200.00 350.003(c))..gg275.00 400.00275.03 425.60 450.00 425.00275.60 440.00 275,00 StoweSpringfieldSouthSouth Royalton- Burlington 225.00200.00200.00 245.00260.00200.00 285.00240.00225.00 300.00225.00250.00 320.00275.00275.00 340.00300.00275.00 370.00340.00275.00 385.00322.00275.00325.00 400.00 340.00 350.00 430.00 350.00 361.10 275.00 400.00275.00 11. High School Table VI. 19531952- PUblic High School Tuition Rates. 1952-1962 (Concluded) 19541953- 19551954- 1955-1956 1956-1957 1957-1958 19591958- 1959.-1960 19611960- 19621961- WallingfordWaitsfieldVergennesSwanton 175.00200.00175.00 195.00215.00200.00225.00 225.00225.00218.00 235.00225.00240.00225.00 25o.00260.00250.00225.00 242.85245.69256.00225.00 285.00300.00285.00225.00 280.48340.00520.00275.00 400.00520.00 550.00 280.01275.00 310.10325.00 45o.00 WilliamstownWestWellsWaterbury RutlandRiver 175.00150.00200.00195.00 194.00225e00200.00225.00 206.49250.00200.00224.00 194.23239.00225.00275.00 210.00225.00275.00245.00 300.00192.52225.00256.60 325.00325.00275.00295.00 350.00330.00275.00286.54 390.00 360.00300.00314.33 475.00 380.00350.00 312.61 WindsorWoodstockWinooskiWilmington 150.00243.91225.00200.00 175.00268.00240.00200.00 175.00285.00225.00250.00 305.00175.00290.0022540 305.00175.00290.00250.00 300.00498.00175.00291.82 175.00300.00350.0o498.00 315.00368.50498.00230.00 325.00368.5o 350.00386.45 498.00230.00 498.00270.00 Table VII shows the cumulativenumber and percent of districts with deviations less thanspecified 'percentages from the mean under each plan. Under the 12-district plan, 58per- cent deviate less than 30 percent; 33percent deviate less than 20 percent. Under the 28-district plan, 78 percent of the districts deviate less than 30percent; 68 percent deviate less than 20 percent. Under the 257-district plan,, 24 percent deviate less than 30 percent;15 percent deviate less than 20 percent.

Table VIII shows the cumulative numberand percent of districts with deviations greater than specifiedpercentagos from the mean under each plan. Under the 12-district plan, 42 percent deviatemore than 30 percent; all districts deviate less than 60 percent. Under the 28-district plan, 21 percent deviate more than 30 percent; alldistricts deviate less than 80 percent. Under the 257-district plan, 76 percent deviatemore than 30 Percent; 29 percent deviate more than 80 percent.

Table IX shows the number and percent of districtsthat fall within each 10 percent deviation fromthe mean under each plan. The modal class for each plan is:

12-district plan-- 30-40 percent deyiation 28-district plan-- 0-10 or 10-20 percent deviation 257-district plan-- 80-90 percent deviation

Table X shows the cumulative number andpercent of districts with deviations lesS than specifiedpercentages from the mean under each plan. Under the 12-district plan, 42 percent of the districts deviate less than 30percent; 25 percent deviate less than 20 percent. Under the 28-district plan, 82 percent of the districts deviate less than30 percent; 64 percent deviate less than 20 percent. Under the 257-district plan, 15 percent of the districts.deviate less than 30 percent; 10 percent deviate less than 20 percent.

Table XI shows the cumulative number and percent of districts with deviations greater than specified percentages from the mean under each plan. Under the 12-district plan, 58 percent of the districts deviate more than 30 percent. Under the 28-district plan, 18 percent of the districts deviate more than 30 percent. Under the 257-district plan, 85 percent of the districts deviate more than 30 percent.

Table XII shows the number and percent of districts that fall within each 10 percent deviation from the mean under each plan. The modal class for each plan is: 12-district plan -- 20-30 percent deviation 28-district plan -- 0-10 percent deviation 257-district plan -- 80-90 percent deviation

84 Table XIII shows the cumulative number and percent of districts with deviations less than specified percentages from the mean under each plan. Under the 12-district plan, 50 percent of the districts deviate less than 30 percent; 8.3 percent deviate less than 20 percent. Under the 28- district plan, 85.7 percent of the districts deviate less than 30 percent; 67.8 percent deviate less than 20 percent. Under the 257-district plan, 14.2 percent of the districts deviate less than 30 percent; 7.3 percent deviate less than 20 percent.

Table XIV shows the cumulative number and percent of districts with deviations greater than specified percentages from the mean for each plan. Under the 12-district plan, 50.percent of the districts deviate more than 30 percent. Under the 28-district plan, 14.3 percent of the districts deviate more than 30 percent. Under the 257-district plan, 85.8 percent of the districts deviate more.than 30 percent; 47.7 percent deviate more than 70 percent.

Table XV shows the number and percent of districts that fall within each 10 percent of the deviation from the mean under each plan. The modal class for each plan is:

12-district plan -- 20-30 percent deviation 28-district plan -- 0-10 percent deviation 257-district plan -- 80-90 percent deviation

Table XVI shows the cumulative number and percent of districts with deviations less than specified percentages from the mean under each plan. Under.the 12-district plan, 50 percent deviate less than 30 percent; 25 percent deviate less than 20 percent. Under-the 28-district plan, 75 percent of the districts deviate less than 30 percent; 64.3 (1961) and 67.8 percent (1962) deviate less than 20 percent. Under the 257-district plan, 21.9 (1961) and 19.9 percent (1962) deviate less than 30 percent; 14.6 (1961) and 13.8 percent (1962) deviate less than 20 percent.

Table XVII shows the cumulative number and perceht of districts with deviations greater than specified percentages from the mean under each plan. Under the 12-district plan, 50 percent deviate more than 30 percent; 25 percent deviate more than 50 percent. Under the 28-district plan, 25 percent deviate more than 30 percent; 7 percent deviate more than 50 percent. Under the 257-district-plan, 78 (1961),and 80 percent (1962) deviate more than 30 percent; 63.8(1961) and 63.4 percent (1962) deviate more than 50 percent.

Table XV shows the deviations from the mean for each factor for each plan. Table XVI shows cumulative "less than" deviations from the mean for each factor for each plan. Table XVII shows the cumulative "more than" deviations from the mean for each factor for each plan.

85 Table VII. Cumulative "Less Than" Average Daily Membership Deviations from the Mean for Each Plan 12-District 28-District 257-District Less than No. of No. of No. of percent Dist. Dist. Dist. 10 1 8.3 8 28.6 20 6.1 20 4 33.3 19 67.9 37 15.0 30 7 58.3 22 78.6 59 23.9 40 9 75.0 23 82.2 71 28.8 50 10 83.3 25 89.3 97 39.4 60 12 100.0 27 96.4 123 50.0 70 12 100.0 27 96.4 148 60.2 80 12 100.0 28 100.0 175 71.2 90 12 100.0 28 100.0 207 84.2 100 12 100.0 28 100.0 222 90.3 1600 12 100.0 28 100.0 246 100.0

Tible VIII. Cumulative "MoreThan" Average Daily Membership Deviations from theMean for Each Plan 12-District 28-District 257-District More than No. o No. of No. of percent Dist. Dist. Dist. 0 12 100.0 28 100.0 246 100.0 10 11 91.7 20 71.4 226 91.9 20 8 66.7 9 32.1 209 85.0 30 5 41.7 6 21.4 187 76.1 40 3 25.0 5 17.8 175 71.2 50 2 16.7 3 10.7 149 60.6 60 0 1 3.6 123 50.0 70 0 1 3.6 98 39.8 80 0 0 71 28.8 90 0 39 13.8 100 0 24 9.7 1600 0 0

86 Table IX. School Tax Deviations from the Mean for Each Plan 12-District 28-District-- 257-District Percent No. of No. of No. of deviation Dist. Dist. Dist.

0-10 1 8.3 9 32.1 11 4.5 10-20 2 16.7 9 32.1 14 5.8 20-30 2 16.7 5 17.9 12 4.9 30-40 3 25.0 3 10.7 16 6.5 40-50 2 16.7 16 6.5 50-60 24 9.8 60-70 1 3.6 18 7.3 70-80 37 15.0 80-90 43 17.5 90--100 29 11.8 100+ 1 8.3 1 3.6 26 10.6

Table X. Cumulative "Less Than" School Tax Deviation from the Mean for Each Plan 12-District 28-District 257-District Less than No. of No. of No. of percent Dist. Dist. Dist. 56 10 1- 8.3 9 32.1 11 4.5 20 3 25.0 18 64.2 25 10.2 30 5 41.7 23 82.1 37 15.1 40 8 66.7 26 92.8 53 21.6 50 10 83.4 26 92.8 69 28.1 60 11 91.7 26 92.8 93 37.9 70 11 91.7 27 96.4 111 45.2 80 11 91.7 27 96.4 148 60.2 90 11 91.7 27 96.4 191 77.7 100 11 91.7 27 96.4 220 89.5 1900 12 100.0 28 100.0 246 100.0

87 Table XI. Cumulative "More Than" School Tax Deviation frcm the Mean for Each Plan 12-Distric4 28-District 257-District More than No. of percent Dist. Dist; Dist.

0 12 100.0 . 28 100.0 246 100.0 10 11 91.7 19 67.9 235 95.5 20 9 75.0 10 35.8 221 89.8 30 7 58.3 5 17.9 209 84.9 40 4 33.3.- 2 7.2 193 78.4 50 2 16.6 2 7.2 177 71.9 60 1 8.3 2 7.2 153 62.1 70 1 8.3 1 3.6 135 54.8 80 1 8.3 1 3.6 98 39.8 90 1 8.3 1 3.6 55 22.3 100 1 8.3 1 3.6 26 10.5

Table XII. Total Tax Deviations,from the Meanfox:'"Each Plan 12-District 28-Di9trict 257-District Percent No. of No. of No. of deviation Dist. % Dist. Dist.

0 - 10 1 8.3 10 35.7 7 2.8 10 - 20 9 32.1 11 4.5 20 - 30 5 41.7 5 17.9 17 6.9 30 - 40 3 25.0 1 3.6 21 8.5 40 - 50 1 3.6 20 8.1 50 - 60 1 3.6 20 8.1 60 - 70 2 16.7 33 13.4 70 - 80 35 14.2 80 - 90 36 14.6 90 -100 22 8.9 100+ 1 8.3 1 3.6 24 9.8

88 Table XIII. Cumulative."Less Than" Total Tax Deviations from the Mean for Each Plan . . 12-District 28-District 257-District Less than No. of No. of No. of percent Dist. % Dist. % Dist. %

10 1 8.3 10 35.7 7 2.8 20 1 8.3 19 67.8 18 7.3 30 6 50.0 24 85.7 35 14.2 40 9 75.0 25 89.3 56 22.7 50 9 75.0 26 92.9 76 30.8 60 9 75.0 27 96.5 96 38.9 70 11 91.7 27 96.5 129 52.3 80 11 91.7 27 96.5 164 66.5 90 11 91.7 27 96.5 200 81.1 100 11 91,7 27 96.5 222 90.0 2400 12 100.0 28 100.0 246 100.0

Table XIV. Cumulative "More Than" Total Tax Deviations from the Mean for Each Plan 12-District 28-District 257-District More than No. of No. of No. of percent Dist. % Dist. % Dist. %

o 12 100.0 28 100.0 246 100.0 10 11 91.7 18 64.3 239 97.2 20 11 91.7 9 32.2 228 92.7 30 6 50.0 4 14.3 211 85.8 40 3 25.0 3 10.7 190 77.3 50 3 25.0 2, 7.1 170 69.2 60 3 25.0 1 3.5 150 61.1 70 1 8.3 1 3.5 117 47.7 80 1 8.3 1 3.5 82 33.5 90 1 8.3 1 3.5 46 18.9. 100 1 8.3 1 3.5 24 10.0

89 12-DistrictTable XV, Pupil Census Deviations fran the Mean for Each Plan 28-District 2S7-District deviationPercent No. 1 9 6 1 e10 No. 1 9 6 2 % No. 1 9 6 1 % N o. 1 9 6 2 do No. 1 9 6 1 1 1 9 6 2 %. 10 - 20 0 - 10 1 2 16.7 8.3 12 16.7 8.3 11 ,7 . 39.325.0 10 9 32.135.7 1620 6.8. 11 3020 . -40 30 32 16.725.0 32 16.725.0 3 . 10.7 2 7.17.1 1018 4.17.3 i 5;1315 6.15.3 6050408070 - 80 -. -70 90 6050 .1 2 16.7 8.3 12 16.7 8.3 15 17.9 3.63.6 31 10.7 3.6 3431252822 13.811.412.610.2 8.9 262829 11.810.611.4,:i1.14 U 100+ 90 -100 1 8.3 1 8.3 1 3.6 1725 10.2 6.9 2423 . 9.89.3. Lest) than Table XVI. ,. Cumulative "Less Than" Pt il Census Deviations from the Mean for Etch Plan percent 103020 .2 63 50.016.725.0 362 50.025.016.7 181121 64.339.375.0 191021 67.835.775.0 543620 14.621.9 8.1 344923 19.913.8 9.3 40605070 11 89 66.791.791.775.0 1111 98 66.791.775.0 27212826 100.0 96.592.975.0 272623 82.196.592.9 111142 6489 45.136.257.726.0 144116 6290 47.20.636.625.2 1800 100 8090 1211 100.0 91.7 1112 100.0 91.7 28a28 100.0 282728 100.0 96.5 170204246221 100.0 89.882.969.1 1991702146223 100.0 69.284..090.8 Table XVII. Cumulative Itare Than"12-District Pupil Census Deviations from the 28-District Mean for Each Plan 257-District percentMore than No. 1961 .1 9 6 2 % No. % No. 196. % No. f 9 6 2 % No. 1 9 67------1962 % No. 5; 1020 0 1012 9 100.0 75.083.3 1210 9 100.0 75.083.3 101728 7 100.0 60.735.7 1828 79 100.0 32.264.325.1 192226210246 100.0 85.491.978.1 197212223246 100.0 86.290.780.1 50403060 . 3614 50.033.325.0 8.3 6134 50.033.325.0 8.3 127 25.0.25.0 3.57.1 152 18.0 3.77.3 157182135 54.963.874.0 130156184 63.452.874.8 1CO 908070 1 8.38.3 11 8.38.3 0 101 3.73.7 104 254276 30.942.310.217.1 102 472376 19-.030.841.4 9.2 Table XVIII. Analysis of 1952Appropriations for Educational Purposes, 1953 1952-1963 BALANCELessTotal Appropriations Appropriationsto Higher Education $5,122,5693,581,9531,540,616 $5,223,459itajsig $6,387,2781,969,521 1954 $6,513,1391,999,995 1955 LessBALANCELess rebt Teacher Service RetirementContributions 2,960,753 621,200 0 3,017,020 652,200 0 3,641,3574,417,757 776,400 0 3,698,7444,513,144 814,400 0 BALANCELessBALANCE NoneducationalActivitiesa p,906,220, 2,960,753 54,533 t494_2110973,017,020 514,923 t$3,568,367, 3,641,357 72,990 10,§25/§19 3,698,744 73,125 VocationalCommunitySpecialDept.State Education AidEducation EducationSchool House 2,700,000 117,720 76,0004,000 0 2,750,000 121,597 80,000 0 3,320,000 136,120 85,247 0 3,370,000 137,800 90,819 0 WarFortVoc.ETV Orphan Training-ApprenticeEthan Allen Grant 1,5006,0001,000 0 1,5004,0001,0004,000 0 20,0001,0004,0002,000 0 20,000 20001,0004,000 i 0 PersonalSuppliesStateOBJECT Aid CATEGORYServices 0,90622202,700,000 105,369 9,665 $2,962,0972,750,000 109,714 9,500 09568,3673,320,000 141,312 10,040 43,625,6193,370,000 145,290 10,060 LessMiscellaneousEquipmentGrantsContractual Estimated ReceiptsServices 54,17328,6535,0003,360 55,12829,7155,0003,040 209,308 39,495 5,0005,150 212,14239,905 5,0005,160 aVocationalpriationsFigures Rehabilitation do bills not includeare included appropriations in the total and Arts &Crafts. 0,906,220 for free public library0 and for education. 12736§7027 0 recreation which 13;568;361 (11L228) in the appro- $ 3,625,619 (161,930 0 Table XVIII. Analysis of Appropriations for Educational Purposes, 1952-1963 (Continued) 1956 1957 1958 1959 LessTotalBALANCE TeacherAppropriations Appropriations Retirement toHigher Education $8,070,3095,544,2402,526,069 4,531,174$8,219,68950607,1114 $9,588,7256,477,4973,111,228 $10,170,058 3,163,4997,006,559 BALANCELess Debt Service Contributions 4,136,3674,336,3671,207,873 200,000 4,211,8614,411,8811,275,233 200,000 4,951,0635,151,0631/326,434 200,000 ...265 22205,213-M35,578,2031,428,356 BALANCELessDepartmentState Noneducational Aid EducationActivitiesa p4,045,0903,550,000 90,377 -370671156111112EA60O 106,281 -;197,000si.t 6.411.439 114,624 85,091,059)4,422,00 122,144 VocationalEtvCommunitySpecial Education EducationSchool House 110,000200,540159,450 4,000 o 130,000164,800184,800 4,000 o 145,097193,342275,000 1000 o 167,958199,601275,000 4,000 o Voc,WarFort OrphanTraining-Apprentice Ethan Allen Grant *4,045,990 20,000 1,500 500 $14,105,600 20,000 1,500 500 04,836,439 20,000 1,500 500 $5091,059 20,000 1,500 500 ContractualSuppliesPersonalStateOBJECT Aid CATEGORY Services Services $3,550,000 189,848 46,34110,440 $3,600,000 199,029 46,17510,530 $4,197,000 233,118 10,670 $4,422,500 243,249 10,745 MiscellaneousLessEquipmentGrants Estimated Receipts (187,444)425,380 5,5005,925 (204,284)442,720 5,5005,930 (250,284)582,395 53,540 5,5004,500 (266,284)617,054 53,895 5,5004,400 Lo aVocationalpriatiorsFigures do bills not includeare included appropriations in the total for for Rehabilitation and Arts & Crafts. free public library and recreation education. which in the apnro- Table XVIII. Analysis of Appropriations for Educational Purposes, 1952-1963 (Continued) LessTotal Appropriations Appropriations to $10,778,452 1960 $11,177,372 1961 $12,407,675 1962 $12,700,343 1963 LessBALANCEBALANCE Teacher RetirementHigherContributions Education 6,096,0591,327,7243,354,6697,423,783 6,293,8391,456,7573,426,7767,750,596 6,85b,8791,628,3603,928,4366,479,329 1,739,703,919,0567,041,7178,781,287 BALANCELessLess Debt Noneducational Service Activitiesa 5,731,059 117826365,000 5,928,839 1182.211365,000 $6 270 0966,395,879 125,781455,000 $6,351,755 555,00o134,962 7 VocationalSpecialDepartmentState Aid Education Education Education 1179567566 , 350,900151,396193,287613 ;--03 157510;5271;71667555 341,500153,390197,187 $5,480,000 393,030159,027235,541 $5,540,000 396,628179,060233,567 Voc.WhrFortETVCommunity OrphanTraining-Apprentice Ethan AllenSchool Grant House 15,000 2,000 150 0 15,800 2,000 150 0 1,5001,000 0 1,5001$000 00 PersonalStateOBJECT Aid CATEGORYServices $4,900,00009613,233 265,599 500 $5,100,000$5 810 527 272,093 500 Atidnaat$5,48os000 295,306 $5,5140,00046,3512E; 298,050 MiscellaneousGrantsEquipmentContractualSupplies Services 660,695 51,P97 2,1357,4002,150 695,695 51,P07 2,1502,1357,400 803,457 10,75046,020 1.5904,900 846,76010,75042,175 1,9504,850 aVocationalLess EstimatedFigures Rehabilitation Receipts do not include and Arts appropriations & Crafts. for free public library and recreation. 45,613,233 (276,643) $51810,527 (320,843) $6,270,00 (371,925) 302 7.0) INFORMATION CONCERNING THEORETICAL BASE FOR REVISION OF SCHOOL DISTRICTS

A major assumption in this analysis is thatany revision of presently existing school districts should be based on the ability of the district to raise revenues. In other words, the district must have the authprity to tax directly.

Our first step was to take the total theoretical fair market value of the real and persocial estate and, assuming that there should be 30 Aistricts,' divide the total by 30 to discover the approximate fair market value for each district. In doing so, we discovered that, basedon 1962 figures, there would be approximately $50 million fairmar- ket valuation in each district.4,By coMbining the presently existing towns, it appeared thata total of 28 districts would be more feasible.

Tables XIX-XXII give information concerning revised school districts.

The first three columns in Table XIX show the fairmar- ket value of the grand list of each proposed district, indicating the value for the town with the smallest grand list, the town with the highest, and the overall total for the district (based on 1962 figures).

The second three columns indicate average daily membership for the school year 1959-60 according to districts with the low, high, and total for each.

In Table XX the first three columns give the school tax raised in 1959 for each district, indicating the low, high, and totals.

The second three columns show the total tax raised in 1959 for all town purposes within each of the proposed districts.

'The figure 30was used because this appeared to be commonly agreed upon as the number of school districts which might suffice.

2Of course, it would be desirable to disregard town lines when forming these theoretical districts and instead use individual property records, but these were not available. 95 In Table XXI the first three columns list stateaid grouped according.to proposed district(state aid distri- buted December 1960).

The second three columns indicate the percentagewhich the school tax is to the total tax in eachdistrict.

The third three columns show state aid as apercentage of school tax. The fourth three columns give per capitaschool tax.

In Table XXII the first.three columnsindicate per capita total tax. The second three columns show percapita state aid for each proposed district.

The third three columns give an index ratiofor each of the proposed districts. Theindex ratio (Average Daily Membership x $70.61 4 StateAid) if multiplied by actual state aid will indicate what the town orcity should have received in state aid if state aid weredistributed on a purely equitable basis according to averagedaily membership. In comparing the index ratios, figures under1.000 indicate that the town received too much stateaid on an equity basis, while figures over 1.000indicate that the town received too little state aid on anequity basis. The last three columns show 1950 population.

96 TRICTDIS- 1 Table XIX. $50,063,540THEORETICAL FAIR MARKETLOW VALUE GRANDInformation LISTEREYMERSHIPAV Concerning Theoretical Base for Revision of School Districts $50,063,540 HIGH $50,063,540 TOTiL 2,044.79 LOW 2,044.79 HIGH 2,044.79TOTAL 5432 60,630,9936,969,9051,143,030 205,211 60,630,99342,317,60123,282,9257,292,622 60,630,99349,287,50663,173,05046,269,315 2,438.42 294.65 59.3922.00 1,016.562,438.42 490.44281.15 1,311.211,444.992,438.422,851.64 10 9876 1,459,2571,681,314 435,296578,775259,980 33,478,34411,326,30230,674,61478,434,1654,544,970 43,789,15445,362,90351,118,11854,967,65224,750,855 405.13 37.2755.9876.76 6.00 1,662.641,446.94 370.61715.71267.57 3,032.663,325.661,298.842,789.002,948.37 1514131112 15,748,377 816,520889,680125,358877,401 45,167,61010,988,86418,808,8548,217,8677,782,180 46,584,94960,915,98735,427,16032,994,69148,369,246 812.79 64.9030.4794.7258.49 1,731.15 572.35550.38882.49752.55 3,009.473,566.393,009.652,543..942,539.31 1918172016 133,895,66712,376,4231,979,8281,006,545 915,561 133,895,66734,779,90026,004,80428,700,5009,770,532 133,895,66747,156,32358,740,44941,241,27155,316,111 4,539.12 981.42175.31 44.46 1,29U4714,536.0121,653.201,098,19 670.55 4,539.123,876.512,272.122,333.93 24222123 1,449,502 597,390625,110264,480 36,338,98516,347,6128,462,1058,044,173 45,684,07549,095,15545,701,86549,225,069 178.26 17.3331.5455.0442.24 1,353.90 605.58868.42882.50 3,135.782,788.06-2,628.562,262.062,629.57 28272625 4831,243,282 392 888 658,378544,075 4812,194,47014,912,10581,243,282 392 888 4855,851,79665,025,66481,243,282 392 888 1 929.192,253.04 36.93 4.39 1 2,253.04929.19 493.81547.70 1 3,149.66929A92,321.022,253.04 .0 1°1959-060aBased on School1962 theoretical values as contained in the Biennial Report of the Tax Commissioner. year data. ^ 03 TRICT1DIS. Table XX. LOW S C H O O LInformation Concerning Theoretical Base HIGH ------/MAL T A X for Revision of LOW TOTA 1 School Districts T A X TOTAL 1 32 893,873 10,79,968 72 2,731_ 145,6140127,142893,873377,177 457,145653,454489,036893,873 12468,368 139,33310260524,745 1,1468,368 7314,31452512801229,748 1,1468,3681,248,148 873,678963,932 68759 21,70121,1884,5002,946 199,449414,0314 50,1401492,662 639,172843,916809,404280,363 37,23544,37623,472 4,272 189,338356,374756,856 914,888 1,262,8961,431,9041,525,414 5314,048 10131211 1,0495,4177,3059,852 543,559195,1581232805202,067 599,047601,266591,262783,563 66200819,03421,224 7,359 3114,o3.141461,566889,160222,1476 1,0814,6711,230,82141,283,675 969,981 151141716 206,726 12,24224,144 9,702 472.309110,965520,932266,764 65629715,3,357973,293727,659 440,322 146,09017,53325,376 12212,993 668,712665,855208,302 12148829081,127,145141,269,5651,653,314 18192120 1,480,314 263,309342256 9,662 1, 14214,762152,065359,212480,3114. 12480,314 604,955599,997622,521 3,576,087 446,572 66,72018,327 3,576,087 168,396539,226911,514 12245,81012015,6623,576,087 985,798 2142322 4,9723,8237,294 172,185277,848200,281 669,205647,592769,856 15,23310,420 5,297 453,52330142220287,876 12194,1321430,8711,249,367 27262825 763,223894,551 3,4481,336 763,223160,2781144,1618914,551 667,574593,613894,551763,223 1,304,5841,918,305 4,0347,130 1,3041,918,305 544 323286210,575. 110162,78512185,7261,918,305 304,584 Table XXI. Information Concerning Theoretical Base for Revision of School Districts A I D SCHOOL TA AL TAX STATE AIDLSCH. TAX P. CAP. SCH. TAX TRICTDIS. 1 $ 92,375 125148,512 STATE 41 92,375 Tran----nrarre $ 92,375 153,762 57.34 LOW HI157.314 TOTAL57.3450.73 10.68 tao 10.68 dIGH TOTAL31.4410.68 75.014LOA 155.81HIGH75.014 TOTAL75.014 14532 214,845 5,14145 310,288 148,1414.331429223,765 110,288261,975 73,288 60.8851.3634.7125.0/4 57.3960.8859.7272.014 60.8852.3552.32 12.31412.81415.9525.10 109.44 12.31431.0779.02 19.8840.0912.3416.03 57.1231.2230.6997.27 68.5973.5297.27 66.2651.7797.2777.92 10 6879 110,288 16,56011,2314 5,0056,039 673 372838614,67628,22222,613 1142,683160,916288,220275,7214 38.83314.81419.17143.14647.75 63.2765.8562.4565.3282.11 52.5050.6156.5255.3261.014 35.8714.3118,1519.1115.62 134.2161.69 06.3934.7892.39 50.8945.0932.6720.69 15.85314.69142.0428.2128.06 59.71486.91478.8071.05 65.85514.36140.31445.54514.77 1141312D. 3,6929,0607,733 143,58634,55039,52777,772 162,683224,421267,1477239,876 98458 31.5538.9119.99 62.1970.7490.44 1414.0154.51148.6761.99 19.5622.3327.91 124.621814.61 105.86 1.3.14937.3245.2440.04 22.3124.20 66.038.93 66.08 71.2358.50 53.10140.146140.60 161517 12,149539,245 7,100 141,68258,91332,224 162,1152148,036279,1450 148.95140.06147.91142.95 57.414/46.9559.0970.63 65.3745.5351.75 11.33.17.61415.6327.22 102.068.03 18.9898.8273.18 8.03 31.58142.51425.148 31.1935.25147.70214.35 120.15 1414.5552.82149.87 141434.143.35.7648.2971.28 .65 1918222120 118,856 17,62350,85917,861 4,1198,135 118,856 53,85966,33839,04483,309 136,523118,856117,197210,377 46.5951.0958.96141.39 59.5165.7766.62141.39 148.5659.0763.15141.39 12,6818.14725.68 53..14519.3295.86 35.c618.8322,57 8.03 1414.65.38.7939.1026.114 109.55 103.22 1414.65149.140714.03 147.8050.7362.1756.79 2423 8,1925,134 48,755148,75777,720 2146,0146259,826259.513 35.36142.4626.35 62.6669.9664.47 * 56.0457.2661.62 21.9717.5524.34 112.31112.79 128.56 36.77140.0733.75 32.6723.1222.53 65.6555.147 149.9150.70 26252827 88,77577,720 1,36114,585 30,84835.45537,83188,775 212,3145276,65088,77577,720 33.1258.5113.75146.63 68.146146.6358.5168.148 ' 58.5156.3046.6351.0/4 .23.7311.6319.25 3143.16 113.398.69 11.63 8.69 11.6335.7741.29 8.69 50.6661.5027.07 50.66 61.500.00 66.09 75.20 61.5050.49141.2950.66 DI3 TablP XXII. PER CAP. TOTAL TAX Information Concerning Theoretical Base for Revision of School Districts PER CAP. STATE AID INDE Xa 1950 POPULATION TRICT LOW HIGH TOTAL Earmww-REITTOTE LOW --nor- TOTAL LOW HIGH TOTAL 411111111MIONIIINImm 312 130.86 54.1471.72 150.43130.86247.61 130.86153.59 98.88 12.9316.89 8.02 41.4734.75. 24.508.02. 20.75 8.02 1.10321.00521.5629 1.5629 1.5629.430.4028 11,522 11,522 .7686.6636 252 89 2,4287,169 12,62311,522 6,276 6547 159.78 85.1699.52 133.54129.89159.78 116.49159.78126.64 99.01 1048111.1012.00 32.8612.008.81 17.75 13.0912.00in 62 1.57971.4817 1.5612 1.5612 .4825.6506.8374 1.2633 1.29371.5612 .8517 1,4009,190 439504 3,4995)8275,4999,190 15,40712,292 6,8999,190 98 66.9773.03 113.58136.39 89.98 10.0511.81 37.0537.7629.70 17.90 1.3356 20.53 .8355.9639 .5202.2574 .6428.7403 410 1,667 14,06 71 6,950 \ 121110 44.6748.3363.35 147.69114.18184.79 Y5.69 83.1489.0676.8474.48 10.48 6.777.58 34.6631.8226.44 11.24 18.3716.20 1.5765 1.18271.4732 .4893.4863.5139.5258 1.2150 .7989.8859.7945 11631211992243 2,2253,2985)2179:62'92 11,32314,56414,80514,414 1615141317 106.23 67.2859.4357.3448.70 170.11111.05114.54 92.0596.04 109.04109.73 69.1175.5685.66 11.0019.17 36.204.877.865.39 18.16 29.0625.7629.04 9.47 10.8615.2119.82 6.51 1.40121.86041.2o591.21912.0749 1.4624 .4422.6931.5353 1.105 1.01661.8299 .9062 4,145 685485295 10,922 15,0673,7403,9318,552 18,370 14,921 13,655 19182120 lo7.86 66.3280.3651.17 126.11164.45107.86106.00 107.86 98.4598.4485.88 6.269.137.553.58 32.2022.1820.23 3.58 10.7917.79.11.70 1.37381.77491.21273.58. 2.6966 1.36252.6966 .7142.5961 1.16991.36892.6966 .8826 33,155 3,279 301883 33,155 8,5994,2766,734 12,65510,013 11,82733,155 252322 108.63 65.3841.8045.27 108.63118.71156.45114.94 108.63 88.5389.0592.16 11.4510.2011.30 39.674.40 41.5076.23 18.354.40 19.1720.32. 1.25764.40. 2.0469 1.12661.2761 2.0469 .4826.4045.5001 2.0469 .8001.7152.8521 17,569 17,569 17,569 117225 94 4,778313044,314 13,55613,409 12,774 aSee262827 text for discussion of the meaning of this index. 105.12 56.1521.89 105.12363.64216.88 105.12 98.9073.35 7.150.009.86 38.32 28.28 7.15 18.0617.05 7415 1.53441.13031.0908 1.5344 1.5344 12,411 .4371.4792 .7718.8068 186 54 12,411 2,4252,487 11,75716,16612,411 AGE 1952 Table XXIII.1953 1954 Vermont Pupil Census Information.1955 1952-1962 1956 1957 1958 1959 1960 1961 1962 67 625660144 66218158 83747760 78937649 76947507 7692 78077805 79767931 7906789079144 801978857952 814581128263 98 65736336 64496450 64206573 64888528 84177859 839678227645 778777817624 786276927541 75947735 77137858 78837949 121110 560159426170 625959056722 685164806287 680964486436 639563726431 64156382 64208253 83157723 76837553 75907572 77527577 1314 53795061 53395659 56135948 61245833 60256780 591566586363 653262296326 633460766134 599361938113 6048764779C5 793975937733 151617 391445594855 599942294800 527842544835 431949855345 575044285216 54964788 49325627 51766221 55915865 58585192 52105879 6Totil18 - 18 68945 2255 74364 2774 77678 3005 79795 2938 82048 3174 84670 3386 86615 3482 88679 3698 89888 3828 91309 4070 93815 3780', 6aSource:9 1-1 OTAL 8 Vermont. 712 2 2297 Department7.;09 of2445 Education. 0122 ;23 2 61 ; .o 2 ',Annual School Census8 Reports." 70223 9022 o 91197 2 18 9 267 1 Table XXIV. Year high schoolgraduatesNumber of Total freshmanVermont enrollment Students Enrolling in Colleges the Year of High Scilool Graduation colleges All Out-of-state colleges Vermontcolleges Ail Universityof Vermont Enrolling in Vermont colleges teachercollegesState Vermontcolleges Other 19491952195119501948 3,2873,1943,3393,3293,290 692704675778740 239271249232267 455443511501 251255262273 111111 9499 110138117 89 1956195519541953 3,6973,5413,5013,473 868818700789 297299297286 571521414490421 287225243272 133112100104 86 103122114 9289 1960195919581957 4,45o3,9933,9313,787 1,134 981944 450351392340 630622604 383384366345335 143126158132 120127158 98 1964196119631962 5,2614,6164,6234,772 1,4641,2421,1421,197 473510567530 684 669687897712 550442378402 228166154157 119104128137