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INCREASING WEATHER AWARENESS - HURRICANES An Assessme nt Study of School-Based Hurricane Education in the Gulf and Atlantic Coastal States * ~~~~~~~~~~~Final Report Ira W. Geer National School Weather Project State University College * ~~~~~~~~~State University of New York Brockport, New York 1~4420 Submitted to: Office of Disaster Preparedness National Weather Service National Oceanic and Atmospheric Administration United States Department of Commerce December 1978 QC 944 .G4 1 1978 00 0 �t ~ ~~INCREASING WEATHER AWARENESS - HURRICANES An Assessment Study of School-Based Hurricane Education 'p#~~ ~in the Gulf and Atlantic Coastal States �*~~~~~ ~~Final Report COASTAL ZONE * d~j4 ~~iNFORMATION CENTER .C * � ;~ |~ ~This report completes work in -' Contract No. 01-8-MO01-2671 38 ~~~~~~Ira W. Geer U S DEPARTMENT OF COMMERCE NOAA ci_~~ - ~ National School Weather Project COASTAL SERVICES CENTER *<~ 6~~ ~State University College 2234 SOUTH HOBSON AVENUE * <~~~ < ~State University of New York CHARLESTON SO 29405-1<3 s _Brockport, New York 14420 go awo Submitted to: Office of Disaster Preparedness National Weather Service o<~~ ~National Oceanic and Atmospheric Administration United States l)epar'ment of Com.rmerce ~~Z t s~D~ ~December 1978 * c (50 -- o ~ ~~~Property of CSC Library S 5 ACKNOWLEDGEME~NTS * ~~~~The author wishes to express his sincere appreciation to those persons who contributed to the collection of information, offered valuable comments, and assisted in the completion of this report. A number of National Weather Service personnel, including Neil L. Frank, H. Michael Mogil, Glenn Taylor, Paul J. Herbert, and * ~~~Walter R. Anderson, provided valuable background information on hurri- canes and hurricane preparedness. Members of the Council of State Science Supervisors played critical roles in locating and analyzing information on the school systems of the Gulf and Atlantic coastal states. Joseph J. Huckstein (Texas), Donald W. McGehee (Louisiana), Michael J. Carothers (Mississippi), Robert S. Lumsden (Florida), Dallas Stewart (Georgia), Fred L. Beyer (North Carolina), Edwin P. White (Virginia), James W. Latham (Maryland), Douglas E. Macbeth (Delaware), John L. Harris (New Jersey), Douglas S. Reynolds (New York), Sigmund Abeles (Connecticut), William B. Ewert (New Hampshire), and Douglas A. Stafford (Maine) 0 ~~~gave substantial assistance to the study, Sally Davenport (Texas Coastal and Marine Council), Joseph Strehie (Education Service Center IV, Houston), and James E. Buckley (Fern-bank Science Center, Atlanta) must also be numbered among those who provided information and insight. The efforts of Carol Kuenzig, Jean Purdy, and Donald Kriete in organizing statistical data and preparing the final draft of this report are gratefully acknowledged. Special thanks are extended to Herbert S. Lieb and Herbert S. Groper for their recognition that systematic school-based instruction is a necessary prerequisite to adequate disaster preparedness and in making this study possible. V CONTENTS Page Acknowledgements ...................iii Abstract .......................vii CHAPTER I. Introduction .................. 1 II. Procedure .................... 9 III. Findings .....................13 IV. Summary of Findings and Conclusions ....... 55 V. Recommendations .................67 APPENDIX: Public School Student Populations (K-12) and Numbers of Schools in Gulf and Atlantic Coastal Counties by State, 1976-77 ............. 71 vii INCREASING WEATHER AWARENESS - HURRICANES An Assessment Study of School-Based Hurricane Education in the Gulf and Atlantic Coastal States ABSTRACT The assessment study determined there were 18.5 million public school students enrolled in some 31,000 schools in the coastal states extending from Texas to Maine during the 1976-77 school year. In spite of the vulnerability of the Gulf and Atlantic coastal areas to major hurricane landfalls, almost none of the coastal states offered hurricane instruction beyond that found in conventional curricular materials. State education department personnel inter- viewed in the study were in agreement that the need exists for addi- tional school-based hurricane instruction in their states. The con- sensus was that relatively short instructional units containing at least some locally-oriented materials would have excellent potential for widespread implementation in existing courses taught in coastal * ~~~schools. It was also concluded that hurricane instruction should be approached from a broad perspective including scientific and social aspects and, preferably, after learning experiences on general weather awareness have been presented. The study also found that in the * ~~~majority of states information and expertise exist for the develop- ment of locally-based curricular material components, and key educa- tion personnel are available to assist in implementation efforts. The study concludes by recommending that a pilot study be undertaken * ~~~to develop curricular materials and devise implementation strategies leading to eventual school-based hurricane awareness instruction in all threatened coastal areas. * ~~~~~~~~~~~ChapterlI INTRODUCTION Background A great need exists to raise the level of public understanding and awareness of the weather and its impacts. This is especially * ~~~true in areas prone to hazardous weather occurrences, where life and property and particularly susceptible. In view of the urgency of the problem of the vulnerability of Atlantic and Gulf coastal areas to the effects of major hurricanes, a study was undertaken to * ~~~(1) assess the status of school-based hurricane educational activity in the Atlantic and Gulf coastal states and (2) outline a plan of action for the development and implementation of education programs leading to adequate public hurricane awareness, preparedness and * ~~~response. The American Meteorological Society, in a " S aemn of Concern on the Hurricane Problem" (Bulletin of the American Meteorological Society, Vol. 57, No. 8, August 1976, pp. 996-97), succinctly describes * ~~~the problem of rapid population growth in hurricane-prone coastal areas with little regard or preparation for coping with the myriad problems associated with a major hurricane's landfall. The "iStatement"? asks (a) whether individuals and families will respond properly to hurricane * ~~~warnings and advice and (b), even if they do respond, how many people can be evacuated ahead of a fast-moving storm in locations where little, if any, consideration has been given to hurricane preparedness. The "iStatement"? is a plea for realistic planning at state, county and local * ~~~levels. It calls for accelerated efforts to promote proper hurricane awareness and response to the hurricane threat. It ends with the com- ment, "If we do not initiate ways of informing our coastal communities of the hurricane problem, Mother Nature will impose her own education * ~~~program which is swift and severe." 2 Hurricane Hazard in the United States: A Research Assessment (Waltraud A. R. Brinkman, NSF-RA-E-75-007, 1975) examined the problem of developing adequate hurricane preparedness and response. A survey0 of research into the various aspects of the hurricane threat showed that over an 18-year period (1955-1972) the research emphasis has been on the physical aspects of hurricanes. The record shows only minimal research activity on the social aspects of these phenomena. The study points out that losses from hurricanes can be either borne or reduced. Losses may be reduced in three major ways -- by modifying the hazard, by strengthening the physical environment, or by altering the traditional organizational and individual behavior. Five areas of research were identified and ranked in order of priority as necessary to ameliorate the effects of hurricanes as follows: (i) land use management, (2) warning systems, (3) insurance, (4) hurricane modification, and (5) relief and rehabilitation. The most promising0 areas of research were judged to be those concerned with damage- mitigating adjustments: land use management; improved warning system involving detection, dissemination,and response; and the adoption of building codes and community preparedness plans. Emphasis was made that human b~ehavior is necessarily involved in both modifying the hazard and in strengthening the environment. The study indicated an effective hurricane warning system is the best immediate line of defense against massive loss of life within the increasingly crowded coastal areas. A major component of an adequate warning system is individual and family response to hurricane-threat information. The report recommends new research attempts to determine what impact, if any, various types of public education efforts have on0 response behavior. The study Reactions to Storm Threat During Hurricane Eloise (Gerald 0. Windham, Ellen I. Posey, Peggy J. Ross, and Barbara G. Spencer, Social Science Research Center Report 51, Mississippi State University, March 1977) was an attempt to learn more about the perceptions and reactions of persons to a hurricane threat and related warning messages. The study concluded that coastal residents lack adequate understanding of the nature of the hurricane and its dangers. Persons interviewed 3 in the study indicated little or no knowledge of the immensity of a hurricane, the location of the strongest winds, or the existence and danger of the storm surge. The results of the study showed that short-term residents of the area were more likely to heed warnings to evacuate than were those who had resided in the area for a number of years and had adjusted to the hurricane experience or "culture" of the area. Apparently, the newcomer was aware of his/her limited knowledge about and lack of ex- perience with hurricanes and had made the decision in advance to evacu- ate if told to do so. The long-time resident, relying on an artificial hurricane experience from others or having had personal peripheral hurri- cane experience, had apparently been lulled into a false sense of secu- rity and was therefore less likely to evacuate during a storm. To para- phrase a Chinese proverb, the long-time resident "did not know he/she did not know." The newcomer, on the other hand, knew he/she did not know and acted accordingly. ~"Another finding in the study was that the typical stayer was appar- ently less knowledgeable about wind and storm surge predictions than most of those who evacuated. These same less informed persons were also less satisfied with the information and warnings issued by the National Weather Service. In other words, the more knowledgeable the person was about hurricanes the better equipped he/she was to interpret and use weather information and warnings. It was a major conclusion of the study that residents of coastal /a reas need at least some understanding of the nature of hurricanes if (a) thyare to correctly interpret hurricane information and adequately * ~ ~repn (t o warnings, and (b) the number of potentially dangerous mis- conceptions people have about hurricanes are to be reduced. The study recommends that efforts be taken to educate the public on basic know- * ~~~ledge about hurricanes such as storm size, location of maximum winds and the storm surge. Human behavior in crisis-threatening situations is complex. Re- educating individuals and the community to accept new values and prac- * ~~~tices is not an easy task. But it does seem reasonable that prerequi- sites to adequate preparedness and response are public awareness and 4~~~~~~~~~~~~~~~ understanding of the threatening condition and the means for mitigat- ing the effects of the condition. The purpose of this study is to outline a plan of action by which a basic understanding of hurricanes could be systematically and routinely developed and maintained so that adequate preparedness and response actions are likely to follow. It is assumed that the elementary and secondary schools provide the environment in which the above objective can be attained. It has therefore been proposed that an effort targeted at the Atlantic and Gulf coastal areas be undertaken to initiate school instruction for the purpose of improving public awareness and understanding of the hurricane threat. This proposal is based on the premise that success- ful disaster preparedness and response programs depend on the exist- ence of an educated and aware public. It seems obvious, as the Windham et al study suggests, that an enlightened public is more likely to adequately face a disaster threat than an uninformed or poorly informed one. It appears logical that community disaster preparedness efforts are most likely to succeed when there is widespread awareness of the need and when there is broad democratic participation in program de- cision-making, development, implementation and ongoing operation. Finally, as Frank (Neil L. Frank, "The Hard Facts About Hurricanes," NOA-A, Vol. 4, No. 3, July 1974) suggests, it is reasonable to expect that education plays an increasingly greater role in preparedness and response efforts as public experience with the specific hazard decreases. The lack of hurricane experience by most persons living in the Atlantic and Gulf coastal areas therefore calls for the development and imple- mentation of widespread educational processes. Only when school instruc- tion is made a significant part of the public hurricane education pro- gram is an aware and educated citizenry likely to evolve and be main- tained. General Project Objectives The major purpose of this study is to lay the groundwork for (a) introducing hurricane education programs in Atlantic and Gulf coastal area schools, (b) attempting a determination of what impact, if any, school learning experiences have on individual, family and community behavior in terms of hurricane preparedness and response, and (c) devising a model for the development and implementation of school instructional programs aimed at promoting adequate public prepared- ness and response for other specific natural hazards. The findings of the project are expected to lead to activity aimed at producing over the long term: 1. A greater public awareness and understanding of the nature of hurricanes and hurricane-related phenomena including fun- damental. scientific knowledge of their occurrence and their impacts on society; 2. An improvement in individual, family and community decision- making regarding hurricane preparedness and response, and; 3. A widespread and continuing awareness of the need to adequate- ly prepare for hurricane and hurricane-related hazards. Specific Project Objectives Two decades of experience gained from numerous national curriculum projects supported by the National Science Foundation have shown that successful programs are broad comprehensive efforts. The development of quality curricular materials must be coupled with adequate mar- keting and implementation processes if there is to be reasonable * ~~~expectation that the curricular materials will be widely accepted and used. Furthermore, such curriculum projects must be based on the realities of curricular, organizational, and economic constraints. In other words, the successful introduction of curriculum materials * ~~~into schools requires careful planning. Therefore, this project was directed towards efforts to (a) deter- mine the present status of hurricane education in Atlantic and Gulf coastal schools, (b) identify ways to upgrade hurricane education * ~~~in these states, and (c) outline a plan of action to develop and im- plement hurricane instruction materials in hurricane-threatened areas. Information gathered and analyzed included: 1. Demographic data on student and teacher populations in the * ~~~Atlantic and Gulf coastal states and in school districts located in potential hurricane landfall impact areas. 6 2. A state-by-state analysis of existing school hurricane edu- cation programs, including the grade levels in which these programs are taught and the quality of instructional materials available. 3. A state-by-state analysis of science, social science and civil defense curricula, a determiniation of how such curricula are evolved, and the identification of ways in which hurricane instruc- tional materials could be incorporated into existing courses of study. 4. A state-by-state inventory of existing educational delivery systems and available equipment (educational television, closed cir- cuit television, videotape players, individualized instruction equip- ment, film and slide projectors, science equipment, etc.) of poten- tial use in hurricane instruction activity. 5. A state-by-state analysis of resources (financial, expert personnel, etc.) likely to be available for use or assistance in devel- oping and implementing hurricane education program. 6. A state-by-state analysis of inservice teacher training prac- tices, incentives and resources, including the identification of key training personnel. 7. A preliminary compilation of those fundamental scientific, preparedness and response facts, concepts and understandings about hurricanes and related phenomena which should be included in hurricane education materials. 8. A determination of practical and economical ways to produce and market hurricane instructional materials assuring widespread dissemination. 9. The development of evaluation processes to be used in curri- cular material development and in determining the impact of school hurricane education with the materials developed on individual, family and community hurricane preparedness and response behavior. Based on these findings, a plan of action was written for the actual development and implementation of hurricane education programs in schools located in Atlantic and Golf coastal areas. The plan provides recommendations for upgrading hurricane education based realistically on quantitative and educational information acquired in the project. 7 Limitations of the Study 1. This study was made during the time period April 1978 through November 1978. 2. The study emphasized the gathering of information from argencies and individuals in the Gulf and Atlantic coastal states involved directly in public elementary and secondary school education. Selected agencies known to be involved or interested in public hurricane aware- ness education were also contacted and persons interviewed as time and resources permitted. 3. Eighteen states, each with a multitude of potentially inter- ested organizations, rendered an exhaustive study unrealistic. * ~~~~~~~~~~Chapter II PROCEDURE Introduction The Office of Disaster Preparedness, NWS, has for some time recog- nized the potentially significant role school-based instruction can * ~~~play in developing adequate public disaster preparedness and response behavior. This recognition first led to the development of prepared- ness literature ("Owlie Skywarn" booklets, posters, etc.) targeted directly at the child and intended for school use. The experiences * ~~~gained from this modest effort indicated that it is very likely schools could play important roles in laying the foundations for adequate public preparedness and response behavior if appropriate weather education materials were designed, disseminated and implemented. * ~~~~The need exists to upgrade public knowledge about several major hazardous weather phenomena. However, the hurricane was identified as the major topic for initial efforts to develop, dissiminate and implement school-based weather education materials in view of (a) * ~~~the potential for major disasters resulting from hurricane landfalls ,in Gulf and Atlantic coastal areas, (b) the relatively limited geo- graphical area which is threatened by the most devastating effects of hurricanes, and (c) budgetary constraints. It is intended that * ~~~should the hurricane education program prove successful, it would be used as a prototype for the development of school-based instructional materials on other forms of hazardous weather. * ~~~Method of Study This study was undertaken for the purpose of gathering enough information to formulate a plan of action which, if implemented, could be reasonably expected to introduce or upgrade hurricane awareness * ~~~instruction in threatened coastal areas. Because of the inherent 10 complexities of dealing with eighteen independent state educational systems and numerous Federal, state and local governmental agencies, along with private efforts, no attempt was made to make an exhaustive study on the status of school-based hurricane education. Rather the focus was on school systems, their personnel, curricula and resources, and other organizations known to be involved or interested in school- based hurricane awareness education as a major objective. Primary attention was given to school systems and teachers as the success of any school-based hurricane education will ultimately be decided by them. Data and information collected for this study were acquired by direct interview, survey by letter and telephone, and literature searches. Each coastal state from Texas to Maine was investigated. Statistical data were compiled from Federal and state publications and through personal communications with state education department personnel. The Council of State Science Supervisors (CSSS) membership was uti- lized in most cases to make direct contact with state school officials. CSSS members in all the eighteen states were contacted and most were interviewed directly or by telephone. Visitations were made to Texas, Louisiana, Mississippi, Florida, North Carolina, Virginia, Delaware and New York by the chief investigator. A consultant to the project made contacts and collected information in Alabama, Georgia and South Carolina. National Weather Service personnel in Texas, Florida (in- cluding NHC), North Carolina and Maryland were interviewed or contacted by the chief investigator as were persons associated with the Texas Hurricane Awareness Program, state-level Marine Advisory Service offices, the Office of Coastal Zone Management, civil defense offices, and the Insurance Information I~nstitute. The chief investigator, drawing on the information gathered and relying heavily on the recommendations of persons interviewed or contacted, and on his own professional experiences as a curriculum material developer and implementor, then proceeded to outline a plan of action. It should be noted that informal interview and survey techniques were used with open-ended questions to solicit as much in- formation as respondents thought would be relevant and useful. As data collection and interviewing progressed, suggestions and recoimmendations which came to light were included in subsequent inter- views. The attempt was to let as many persons as possible react to findings to obtain their interpretations and recommendations. 13 * ~~~~~~~~~~Chapter III FINDI NGS The development of a plan of action proposing the development and implementation of school-based hurricane education materials begins with an assessment of the current status of hurricane instruction. * ~~~Also, those factors which are likely to have impact on actual develop- ment and implementation need to be identified and described. This chapter contains findings dealing with those factors thought to be especially pertinent to the task of formulating a realistic plan of * ~~~action. Demographic data on teacher and student populations are presented and followed by a state-by-state review of relevant findings. Finally, a brief summary is given describing organizations which could become significant participants in school-based hurricane education * ~~~activity. A Demographic Overview Student populations and numbers of schools in public school sys- * ~~~tems in the Gulf and Atlantic coastal states and coastal counties are summarized in Table I. Additional data, broken down to the coastal county local school district level, are presented in the Appendix, Herbert and Taylor's study (Paul J. Hebert and Glenn Taylor, Hurricane * ~~~Experience Levels of Coastal County Populations - Texas to Maine, Community Preparedness Staff and Southern Region, National Weather Service, NOAA, July 1975) was used as the basis for identifying coastal counties. Williams and Warf (Jeffrey W. Williams and Sallie L. Warf, * ~~~Education Directory, Public School Systems, 1976-77, National Center for Education Statistics, Education Division, Department of Health, Education and Welfare, U. S. Government Printing Office, Washington, D.C., 1977) was utilized to acquire student and school data. * ~~~~The data show that in the 1976-77 school year there were approxi- mately 18.5 million public school students (K-12) attending over Table I PUBLIC SCHOOL SYSTEMS, K-12 1976-77 Atlantic and Gulf Coastal States Student Population Number of Schools TEXAS: Coastal County 716,154 1,020 State Total 2,750,161 5,291 LOUISIANA: Coastal County 282,158 441 State. Total 809,674 1,505 MISSISSIPPI: Coastal County 59,533 103 State Total 505,342 1,063 ALABAMA: Coastal County 78,836 100 State Total 751,669 1,370 FLORIDA: Coastal County 1,182,740 1,449 State Total 1,551,538 1,985 GEORGIA: Coastal County 56,360 84 State Total 1,068,854 1,770 SOUTH CAROLINA: Coastal County 92,803 165 State Total 601,513 1,103 NORTH CAROLINA: Coastal County 93,327 164 State Total 1,165,964 2,023 VIRGINIA: Coastal County 304,761 434 State Total 1,094,136 1,781 MARYLAND: Coastal County 478,694 685 State Total 870,974 1,352 DELAWARE: Coastal County 125,906 198 State Total 125,906 198 NEW JERSEY: Coastal County 699,103 1,194 State Total 1,429,517 2,444 NEW YORK: Coastal County 1,868,898 1,967 State Total 3,381,925 4,388 CONNECTICUT: Coastal County 393,942 670 State Total 640,255 1,116 RHODE ISLAND: Coastal County 176,008 355 State Total 176,008 355 MASSACHUSETTS: Coastal County 598,233 1,184 State Total 1,189,874 2,425 15 Table I (continued) Student Population Number of Schools 0 ~~~NEW HAMPSHIRE: Coastal County 29,373 65 State Total 169,022 451 MAINE: Coastal County 110,170 384 State Total 241,256 815 TOTAL: COASTAL COUNTY 7,346,999 10,662 STATE TOTAL 18,523,588 31,435 From: Jeffrey W. Williams and Sallie L. Warf, Education Directory, Public School Systems, 1976-77, National Center for Education Statistics, Education Division, Department of Health, Education * ~~~~~and Welfare, U.S. Government Printing Office, Washington, D.C., 1977. 31,400 schools in these coastal states. At the coastal county level, there were 7.3 million students in approximately 10,700 schools. Table II shows, as reported in Foster and Carpenter (Betty J. Foster and Judi M. Carpenter, Statistics of Public and Elementary and Secondary Day Schools, Fall 1976, National Center for Education Statis- tics, Education Division, Department of Health, Education and Welfare, NCES 77-149, U.S. Government Printing Office, 1976, p. 38), the approxi- mate numbers of teachers and pupil/teacher ratios. Using the student population for Massachusetts as reported in Table I and a 20-1 pupil/teacher ratio to arrive at an approximated teacher population of 59,500 in Massachusetts, it can be seen there were an estimated 943,000 teachers (K-12) in the Gulf and Atlantic coastal states. An initial assumption of this study was that instructional units might be developed for specific grade levels. Consequently, data are presented in Table III for grades 2, 5 and 8 as representative of pri- mary, intermediate and early secondary school levels. These data were reported in the Foster and Carpenter study for all the coastal states except Massachusetts. Assuming approximately 100,000 students and 5,000 teachers at each grade level in Massachusetts, it appears that in the neighborhood of 1.4 million students and 70,000 teachers were to be found at each elementary school grade level. It seems there were a significantly larger number of students and teachers at the early secondary level with about 1.55 million students and 78,000 teachers at each grade level. Hurricanes pose the greatest threat to life and property in coastal areas subjected to the ravages of storm surges. An attempt was therefore made to determine the numbers of students and teachers of grades 2, 5 and 8 in coastal counties or coastal school districts. This required the use of statistical data obtained directly from state departments of education. Unfortunately, not all states report educational data suitable for such an analysis. Tables IV-XII show available data for nine Gulf and Atlantic coastal states. In the majority of tables, numbers of teachers were determined by using student enrollment figures and reported pupil/teacher ratios. 17 Table II Pupil Membership and Teacher Data by State Fall 1976 Total Classroom Pupil/Teacher Enrollment Teachers Ratio Alabama 752,507 37,259 20.2 Connecticut 635,000 36,299 17.5 Delaware 122,273 6,235 19.6 Florida 1,537,336 73,505 20.9 Georgia 1,095,142 46,451 23.6 Louisiana 839,499 40,428 20.8 Maine 248,822 13,230 18.8 Maryland 860,929 42,891 20.1 Massachusetts - Not reported - Mississippi 510,209 24,130 21.1 New Hampshire 175,496 9,624 18.2 New Jersey 1,427,000 80,010 17.8 New York 3,378,997 178,480 18.9 North Carolina 1,191,316 52,906 22.5 Rhode Island 172,373 9,162 18.8 South Carolina 620,711 30,917 20.1 Texas 2,822,754 142,400 19.8 Virginia 1,100,723 59,538 18.5 Totals 17,491,087 883,465 From: Betty J. Foster and Judi M. Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976, National Center for Education Statistics, Education Division, U.S. Department of Health, Education and Welfare, NCES 77-149, U.S. Government Printing Office, 1978, p. 38. Table III co Pupil Membership in Public Elementary and Secondary Schools Grades 2, 5, and 8, by State Fall 1976 Pupil Teacher Ratio Students Teachers Students Teachers Students Teachers Alabama 20.2 57,393 2,841 57,706 2,857 66,169 3,276 Connecticut 17.5 42,979 2,456 44,703 2,554 50,498 2,886 Delaware 19.6 7,793 398 7,917 404 9,620 497 Florida 20.9 108,931 5,212 113,085 5,411 132,424 6,335 Georgia 23.6 85,085 3,605 84,634 3,586 95,787 4,059 Louisiana 20.8 60,931 2,929 60,894 2,928 67,157 3,229 Maine 18.8 17,706 942 18,096 963 20,897 1,112 Maryland 20.1 51,050 2,540 54,730 2,723 72,467 3,605 Massachusetts - Not Reported - Mississippi 21.1 41,312 1,958 40,491 1,919 45,852 2,173 New Hampshire 18.2 13,265 723 13,603 747 15,408 847 New Jersey 17.8 96,000 5,393 102,000 5,730 114,000 6,404 New York 18.9 239,730 12,684 242,127 12,811 262,619 13,895 North Carolina 22.5 88,326 3,926 87,740 3,900 100,955 4,487 Rhode Island 18.8 10,635 566 11,241 598 14,190 755 South Carolina 20.1 44,461 2,212 46,365 2,307 53,790 2,676 Texas 19.8 203,362 10,271 216,334 10,926 237,919 12,016 Virginia 18.5 83,287 4,502 79,875 4,318 93,262 5,041 Totals 1,252,245 63,158 1,281,541 64,682 1,453,014 73,294 From: Betty J. Foster and Judi M. Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976 National Center for Education Statistics, Education Division, U.S. Department of Health, Education and Welfare, NCES 77-149, U.S. Government Printing Office, 1978, p. 38. 19 Table IV Mississippi Coastal County Student and Estimated Teacher Enrollments * ~~~~~~~~~in Grades 2, 5, 8, 1977-78 Grade 2 Grade 5 Grade 8 Unit Students Teachers Students Teachers Students Teachers Hancock County 170 8 158 7 116 5 Bay St. Louis 165 8 148 7 186 9 Harrison County 890 42 826 39 833 39 Biloxi 615 29 503 24 611 29 Gulfport 588 28 532 25 652 31 Long Beach 301 14 260 12 347 16 Pass Christian 96 5 122 6 142 7 Jackson County 522 25 540 26 595 28 Moss Point 590 28 576 27 596 28 Ocean Springs 336 16 298 14 392 19 Pascagoula 826 39 711 34 770 36 Totals 5,099 242 4,674 221 5,240 247 From: Public School Enrollment (End of First Month), 1977-1978, Division of Administration and Finance, Mississippi 'Department of Education, * ~~~~~Jackson, Mississippi. Note: Pupil/teacher ratio of 21.1:1 reported in Foster and Carpenter, Statistics of Public Elementary and. Secondary Schools, Fall 1976 used to calculate approximate numbers of teachers. 20 Table V Alabama Coastal County Student and Estimated Teacher Enrollments in Grades 2, 5, and 8, 1977-78 Grade 2 Grade 5 Grade 8 Students Teachers Students Teachers Students Teachers Baldwin County 1,279 63 1,185 59 1,502 74 Mobile County 4,981 247 5,942 294 6,443 319 Totals 6,260 310 7,127 353 7,945 393 From: Direct correspondence with school systems. Note: Pupil/teacher ratio of 20.2:1 reported in Foster and Carpenter, Statistics of Public Elementary and Secondary Schools, Fall, 1976 used to calculate approximate numbers of teachers. 21 Table VI Florida Coastal County Enrollments and Estimated Numbers of Teachers in Grades 2, 5, and 8, Fall 1977 Grade 2 Grade 5 Grade 8 County Students Teachers Students Teachers Students Teachers Bay 1,530 69 1,332 60 1,797 81 Brevard 3,373 153 3,300 149 4,593 208 Broward 10,390 470 10,165 460 11,647 527 Charlotte 360 16 356 16 674 30 Citrus 488 22 486 22 627 28 Collier 1,039 47 925 42 1,139 52 Dade 16,756 758 17,533 793 21,615 978 Dixie 136 6 117 5 172 8 Duval 9,094 411 7,354 333 9,453 428 Escambia 3,383 153 3,236 146 3,987 180 Flagler 143 6 132 6 144 7 Franklin 143 6 106 5 184 8 Glades 99 4 96 4 106 5 Gulf 194 9 198 9 241 11 Hendry 362 16 344 16 356 16 Hernando 461 21 458 21 512 23 Hillsborough 8,909 403 8,010 362 9,777 442 Indian River 625 28 601 27 809 37 Jefferson 181 8 181 8 195 9 Lee 2,177 99 1,987 90 2,549 115 Levy 275 12 269 12 368 17 Manatee 1,676 76 1,377 62 1,677 76 Martin 663 30 556 25 712 32 Monroe 681 31 581 26 769 35 Nassau 578 26 543 25 688 31 Okaloosa 1,813 82 1,631 74 2,255 102 Okeechobee 346 16 293 13 377 17 Palm Beach 5,248 237 5,012 227 6,127 277 Pasco 1,674 76 1,719 78 2,048 93 Pinellas 6,852 310 6,446 292 7,939 359 Saint Johns 631 29 597 27 700 32 Saint Lucie 1,090 49 956 43 1,081 49 Santa Rosa 877 40 842 38 1,103 50 Sarasota 1,773 80 1,686 76 2,006 91 Taylor 251 11 298 13 297 13 Volusia 2,661 120 2,472 112 3,168 143 Wakulla 181 8 174 8 204 9 Walton 284 13 256 12 352 16 Total 87,397 3,941 82,625 3,737 102,448 4,635 From: Pupils by Race/Ethnic Group, Staff by Sex and Race/Ethnic Group, 1977-1978, Department of Education, State of Florida. Note: Estimated numbers of teachers based on 22.1:1 ratio determined by total classrooms in state K-12 divided into total K-12 unweighted enrollment. Table VII South Carolina Coastal County Public Student Enrollment and Estimated Numbers of Teachers, Grades 2, 5, and 8, 1977-78 Grade 2 Grade 5 Grade 8 Student- Faculty Unit Students Teachers Students Teachers Students Teachers Ratio Beaufort County 636 34 605 32 880 47 18.9 Charleston County 3,707 186 3,594 181 4,238 213 19.9 Georgetown County 749 39 686 36 835 43 19.3 Horry County 1,483 69 1,415 66 1,609 75 21.5 Colleton County 428 22 447 23 573 30 19.3 Totals 7,003 350 6,747 338 8,135 408 From: Data based information provided by Office of Research, Department of Eduction, State of South Carolina. Table VIII Virginia Coastal County Student Enrollments and Estimated Numbers of Teachers, Grades 2, 5, and 8, 1977-78 Elementary Secondary Student/Teacher Grade 2 Grade 5 Student/Teacher Grade 8 School District Ratio Students Teachers Students Teachers Ratio Students Teachers Accomack County 23.45 460 20 440 19 16.12 487 30 Gloucester County 22.38 279 13 263 12 16.81 321 19 Isle of Wight County 18.46 354 19 335 18 18.57 462 25 Lancaster County 19.85 105 5 133 7 19.51 181 9 Mathews County 19.87 102 5 104 5 16.45 138 8 Middlesex County 17.29 86 5 92 5 16.75 179 11 Northhampton County 19.12 195 10 192 10 16.43 271 16 Northumberland County 18.87 110 6 120 6 15.16 185 12 Richmond County 17.50 106 6 98 6 17.49 132 8 Surry County 14.5,4 105 7 91 6 14.28 175 12 Westmoreland County 19.04 173 9 200 11 18.63 180 10 York County 23.23 740 32 693 30 17.25 780 45 Chesapeake City 23.27 2,132 92 1,836 79 19.09 2,347 123 Hampton City 22.10 2,088 94 1,838 83 17.24 2,516 146 Newport News City 22.06 2,508 114 1,979 90 19.15 2,403 125 r\) Table VIII (continued) Elementary Secondary Student/Teacher Grade 2 Grade 5 Student/Teacher Grade 8 School District Ratio Students Teachers Students Teachers Ratio Students Teachers Norfolk City 20.88 3,757 180 3,127 150 16.75 3,626 216 Poquoson City 19.85 160 8 143 7 25.14 217 9 Portsmouth City 21.40 1,742 81 1,468 69 16.98 1,837 108 Suffolk City 20.37 812 40 701 34 18.77 1,109 59 Virginia Beach City 23.56 4,567 194 3,851 163 20.01 4,906 245 Williamsburg City & James City County 18.36 388 21 367 20 17.21 484 28 Coastal Total 20,969 961 18,071 830 22,936 1,264 From: 1977-78 Fall Membership - Division Summary, copy of Computer print-out, supplied by Howell L. Grumer, Supervisor of Statistical Services. 25 Table IX Maryland Coastal County Public School Student Enrollment and Estimated Numbers of Teachers, Grades 2, 5, and 8, 1977 Grade 2 Grade 5 Grade 8 Unit Students Teachers Students Teachers Students Teachers Anne Arundel 4,558 228 4,629 230 6,553 326 Baltimore City 9,135 454 9,415 468 11,640 579 Baltimore County 3,956 .197 4,434 221 9,845 490 Calvert County 537 27 547 27 647 32 Caroline County 384 19 369 18 442 22 Cecil County 1,034 51 935 47 1,168 58 Dorchester County 435 22 415 21 557 28 Harford 2,591 129 2,530 126 2,966 148 Kent 200 10 225 11 284 14 Queen Anne's 235 12 354 18 434 22 Somerset 39 2 297 15 370 18 St. Mary's 909 45 842 42 1,017 51 Talbot 120 6 62 3 415 21 Wicomico 947 47 951 47 1,137 57 Worcester 389 19 457 23 558 28 Totals 25,469 1,268 26,462 1,317 38,033 1,894 From: Statistics of Enrollment and Number of Schools Public and Non-Public: September 30, 1977, State of Maryland - Maryland State Department of Education, 1978. Note: Numbers of teachers calculation based on 20.1 pupil-teacher ratio found in Foster and Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976. 26 Table X Delaware Coastal Count Public School Student Enrollment and Estimated Numbers of Teachers, Grades 2, 5, and 8, 1977 Grade 2 Grade 5 Grade 8 Unit Students Teachers Students Teachers Students Teachers Kent County 1,657 85 1,600 82 1,960 100 New Castle County 4,904 250 5,060 258 6,042 308 Sussex County 1,232 63 1,257 64 1,618 83 Total 7,793 398 7,917 404 9,620 491 From: Delaware Department of Public Instruction Documents. Note: Numbers of teachers calculation based on 19.6 pupil/teacher ratio found in Foster and Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976. 27 Table XI New York State Coastal Areas Public School Enrollments and Estimated Numbers of Teachers, Grades 2, 5, and 8, Fall 1976 Grade 2 Grade 5 Grade 8 Unit Students Teachers Students Teachers Students Teachers New York City 78,326 4,144 77,433 4,096 75,893 4,015 Nassau County 16,578 877 18,765 992 22,479 1,189 Suffolk County 23,706 1,254 24,826 1,313 27,098 1,433 Westchester County 10,600 560 11,083 586 12,718 672 Totals 129,210 6,835 132,107 6,987 138,188 7,309 From: Survey of Enrollment, Staff and Schoolhousing, Fall 1976, The State Education Department, Albany, New York. Note: Pupil/Teacher ratio of 18.9 taken from Foster and Carpenter, Statistics of Public Elementary and Secondary Day Schools, -Fall 1976. 28 Table XII New Hampshire Coastal Public School Student Enrollment and Estimated Numbers of Teachers, Grades 2, 5, and 8, 1977-78 Grade 2 Grade 5 Grade 8 Unit Students Teachers Students Teachers Students Teachers Hampton 158 6 140 5 149 6 Hampton Falls 19 1 17 1 26 1 Newington 10 1 10 1 0 0 North Hampton 53 3 55 3 68 4 Portsmouth 423 17 329 13 394 16 Rye 65 3 67 4 78 4 Totals 728 31 618 17 715 31 From: General Fall Reports submitted by schools to New Hampshire Department of Education. Received from Division of Education. 29 Rhode Island reported coastal school district enrollments and numbers of students for all public elementary and secondary grades 0 ~~~combined. These data are shown in Table XIII. In recognition of the fact that not all elementary and secondary students attend public schools, an effort was made to determine the numbers of non-public schools and their enrollments in coastal states and/or counties. Such data were not readily available as many states do not compile and report such information. Tables XIV-XIX are presented for those states from which data were acquired. It is thought Louisi-ana probably had the largest proportion of its elementary and secondary students enrolled in non-public schools. State Educational Systems, Curricula and Resources Each Gulf and Atlantic coastal state was examined in the attempt to determine the organizational structure of its educational system, school curricula and how they are determined, the present status of school hurricane education activity, the extent of instructional re- sources, factors relating to teacher training and curricular implemen- tation, and other information which might be of significance in upgrading hurricane instruction. Much of the information gathered was from state education department personnel-, from persons identified by state edu- cation department personnel and from others known to be actively in- volved in some form of hurricane awareness activity. As stated earlier, the focus of the assessment study was on the educational systems of the various states as it is assumed they hold the keys to successful hurricane curriculum innovation and implementation. Texas: Texas possesses a three-tiered educational system consisting of local school districts, regional education service centers and the Texas Education Agency. The State, through the Texas Education Agency, establishes broad curricular guidelines and requirements. A uni(Ite aspect of the Texas education system is the regional education service center. Each service center assists its member school districts in 30 Table XIII Rhode Island Coastal School District K-12 Student Enrollments (Fall 1977) Numbers of Teachers (1976-77) 1976-77 F.T.E. Fall 1977 Classroom County Coastal School District Enrollment Teachers Bristol: Barrington 3,766 237.5 Bristol 3,328 180.3 Warren 1,833 108.0 Kent: East Greenwich 2,539 157.0 Warwick 17,124 1,020.0 Newport: Jamestown 509 27.2 Little Compton 458 24.0 Mittletown 3,574 189.6 Newport 5,182 310.0 Portsmouth 3,347 186.5 Tiverton 2,824 164.8 Providence: Cranston 12,718 741.8 East Providence 9,177 470.0 Pawtucket 10,391 604.0 Providence 19,493 1,130.0 Washington: Charlestown 440 23.2 Narragansett 1,732 91.9 New Shoreham (Block Island) 101 9.7 North Kingstown 5,206 273.4 South Kingstown 2,840 170.5 Westerly 3,881 201.4 Chariho Regional 1,874 98.0 112,337 6,410.8 From: Personal Communication from Danley R. Taft, Educational Statistics, Department of Education, State of Rhode Island and Providence Plantations, June 22, 1978. 31 Table XIV Louisiana Coastal Parish Public and Non-Public School Enrollments and Numbers of Schools 1976-77, Grades K-12 Public Non-public Parish Students Schools Students Schools Cameron 2,219 7 - - Iberia 16,543 28 1,989 5 Jefferson 72,300 82 30,339 65 Lafourche 19,488 31 2,498 7 Orleans 95,794 145 40,198 118 Plaquemines 5,664 8 2,262 5 St. Bernard 12,513 17 2,201 5 St. Mary 15,382 32 2,618 9 St. Tammany 20,664 33 3,229 13 Terrebonne 23,189 41 2,907 11 Vermillion 10,151 21 1,180 4 Coastal Parish Total (11) 293,907 445 89,421 242 From: Louisiana School Directory, 1977-1978, Bulletin 1462, State Department of Public Education, Baton Rouge, Louisiana. 32 Table XV Florida Coastal County Public and Non-Public School Enrollments and Numbers of Schools 1976-77, Grades K-12 Public Non-Public Student Student Name of Unit Population Schools Population Schools Bay County 19,905 29 1,184 7 Brevard County 54,325 71 3,059 20 Broward County 138,626 146 21,624 100 Charlotte County 5,826 10 282 3 Citrus County 6,669 13 96 3 Collier County 12,660 21 518 4 Dade County 244,805 245 39,643 189 Dixie County 1,686 3 - - Duval County 111,490 138 16,254 58 Escambia County 47,985 66 6,254 27 Flagler County 1,471 2 - - Franklin County 1,863 4 39 1 Glades County 1,197 2 - - Gulf County 2,644 5 28 1 Hendry County 4,154 7 - - Hernando County 5,595 8 220 3 Hillsborough County 116,554 134 14,504 68 Indian River County 8,933 14 813 5 Jefferson County 2,481 3 387 1 Lee County 27,826 40 2,105 13 Levy County 4,043 8 51 1 Manatee County 19,853 29 1,528 9 Martin County 8,039 11 856 6 Monroe County 9,565 15 862 9 Nassau County 7,420 12 116 1 Okaloosa County 26,545 36 408 4 Okeechobee 4,140 5 28 2 Palm Beach County 70,926 85 13,911 68 Pasco County 21,631 24 482 4 Pinellas County 92,078 113 12,286 54 Saint Johns County 7,532 16 834 5 Saint Lucie County 12,564 14 2,118 11 Santa Rosa County 12,163 22 411 2 Sarasota County 23,475 23 1,958 14 Taylor County 3,816 7 - - Volusia County 36,052 54 2,972 23 Wakulla County 2,311 4 - - Walton County 3,892 10 87 1 Coastal Total 1,182,740 1,449 145,918 717 From: Public School data from Williams and Warf, Education Directory, Public School Systems 1976-77. Non-Public School data from Profiles of Florida School Districts, 1976-77, Profile VII, Vol. II, Department of Education, State of Florida. 33 Table XVI Maryland Coastal County Non-Public School Systems September 1977 Student # of County or City Grade Span Population Schools Anne Arundel County Pre K-12 7,952 47 Baltimore City 26,722 101 Baltimore County 25,756 124 Calvert County 644 5 Caroline County 145 3 Cecil County 1,609 13 Dorchester County 396 4 Harford County 2,877 14 Kent County 170 2 Queen Anne's County " 193 3 Somerset County 67 3 St. Mary's County 2,505 15 Talbot County " 882 4 Wicemoco County 748 8 Worcester County 343 3 Totals 71,009 349 From: Statistics on Enrollment and Number of Schools Public and Nonpublic: September 30. 1977, State of Maryland, Maryland State Department of Education, Baltimore, Maryland, April 1978. 34 Table XVII Delaware Coastal County Student Enrollments and Estimated Numbers of Teachers in Public and Non-Public Schools, Grades 2, 5, and 8, 1977 Grade 2 Grade 5 Grade 8 Students Teachers Students Teachers Students Teachers Public 7,793 398 7,917 404 9,620 491 Non-Public 1,588 88 1,659 93 1,621 91 Total 9,381 486 9,576 497 11,241 582 From: Student data source was Delaware Department of Public Instruction documents. Note: Estimates of non-public school teachers based on total K-12 enrollments divided by total numbers of teachers giving a pupil/teacher ratio of 17.9. Public school teacher estimates based on 19.6 pupil/teacher ratio reported in Foster and Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976. 35 Table XVIII New York Public and Non-public School Enrollments, 1975-76 Total Public (statewide) 3,382,369 Non-public (statewide) 621,345 New York City Public 340,827 New York City Non-public 1,096,460 From: Annual Educational Summary Nineteen Seventy-Five--Seventy-Six, The State Education Department, Albany, N.Y. Table XIX Connecticut Statewide Public and Non-Public School Enrollments 1976, Grades 2, 5, and 8 Grade 2 Grade 5 Grade 8 Students Teachers Students Teachers Students Teachers Public 42,979 2,455 44,703 2,544 50,498 2,885 Non-public 4,050 N.A. 5,933 N.A. 7,848 N.A. Total 48,029 50,636 58,346 From: Enrollment data from Digest of Education Statistics 1977, Department of Education, State of Connecticut, December 1977. Pupil/faculty ratio of 17.5 from Foster and Carpenter, Statistics of Public Elementary and Secondary Day Schools, Fall 1976. 37 a variety of ways including the development, introduction and implemen- tation of innovative programs. Texas Education Agency sbetn~tu specialists also work with teachers, school districts and regional education centers as appropriate to implement new instructional mate- rials. The only known instruction dealing with hurricanes in Texas schools 0 ~~~is based on information found in conventional textbooks. No civil defense course or unit is taught throughout the state. Along with typical offerings in social studies, most junior high schools offer an eighth grade earth science course. Schools have been used in some coastal areas to disseminate Hurricane Awareness Program leaflets. The schools of Texas are generally well-equipped with conventional audiovisual equipment, i.e., 16-mm. motion picture projectors, and slide and filmstrip projectors. Many schools have videotape players but they are of many different configurations. Funds for the purchase of instructional materials are available in modest amounts with decisions concerning purchases being made at the local school level. Expert personnel are generally available in the regional service centers and in the Texas Education Agency to assist in the implementation of curricular materials. Such persons have indicated interest and willingness to participate in hurricane education activity. Teachers are required to complete ten days of inservice training each year. Ty-pically, such training is conducted through colleges and universities although Texas Education Agency personnel do conduct in- service training programs when funds are provided. Schools sometimes will pay teachers extra compensation for inservice training partici- pation and they may offer salary increment incentives. Teachers often voluntarily undertake training on their own to upgrade their teaching. The Hurricane Awareness Program of the Texas Coastal and Marine Council and cooperating organizations is probably the best adult hurri- cane education effort in the United States. It has played a vital role in the development and implementation of hurricane awareness and prepar- edness materials based on local coastal environments. It is also a 38 model for the drawing together of public and private organizations and groups to provide expertise and resources. An important component of the Hurricane Preparedness Program is the role played by the pri-0 vate T~exas Catastrophe Property Insurance Associationthg its Texas Insurance Information Center. The Association has made a sub- stantial contribution through the development and dissemination of media materials and brochures. The Texas Sea Grant program has been active in the preparation of background informational materials on Texas hurricanes (Hurricanes on the Texas Coast, Texas A & M University, 1975). Its Marine Advisory Services Program has become a pa rtner in the Hurricane Awareness Program. The Southern Region National Weather Service office has been promoting hurricane educational activity in the state and has indicated a willingness to cooperate in school-based educational efforts. Texas is one of several states in which there is a need for the development of bilingual curricular materials. The Hurricane Aware- ness Program has already initiated efforts in this regard through the preparation of at least one brochure in Spanish. Through the efforts of organizations mentioned earlier, there exists in Texas much of the "raw" material needed for the development of locally oriented hurricane instructional materials. Louisiana: The State of Louisiana has a centralized public school system in which the Department of Education exerts considerable control through mandating courses and the amount of instructional time to be spent in each subject matter area. The relatively large number of non- public schools in the state follow these guidelines to assure proper accreditation. There is no known schooll-based instruction on hurricane topics in Louisiana excepting materials found in conventional textbooklu. There is no required civil defense instruction in the schools. Science instruction is mandated by the state at the elementary school level and a one-half year earth science course is typically taught at the 39 eighth grade level. Instructional television is in the developmental stage in Louisiana. 0 ~~~Schools are required to have basic conventional audiovisual equipment and many apparently have adequately equipped media centers. Most instructional materials are purchased with State funds and must be selected from an approved list which is updated every four years. Some local money is available for the purchase of non-approved materials if, in the opinion of the local school districts, such mate- rials are needed and worthwhile. In most cases, teachers initiate the decision-making process regarding the purchase of materials. 0 ~~~~Teachers are required to take two days of inservice training each year and must earn a minimum of six graduate credit hours every five years to remain certified. While there are substantial numbers of non-public schools in 0 ~~~Louisiana, the implementation of new curricular materials in these schools is promoted by the participation of their teachers in training activities conducted by State Education Department specialists. The State Science Consultant has indicated a willingness to cooperate in the implementation of hurricane education materials. Mississippi: The State Education Department exerts some centralized control over 0 ~~Mississippi schools through the establishment of curricular guidelines and accreditation standards. The State recommends time to be spent on particular subjects, and in the case of civil defense, it has required that a unit consisting of 8 to 12 hours of instruction be presented (typically at the sixth and ninth grade levels). Some hurricane instruction does take place in Mississippi schools. The required civil defense instruction includes hurricanes, and an educational television series entitled Weather Matrix includes programs 0 ~~"Weather on a Rampage" and "Watches and Warnings"1 which treat hurri- canes. While not mandated, the State Department of Education provides an elementary school science guide and recommends an Earth-Space Science course at the junior high school level. 140 The Mississippi educational television network is well developed and is *equipped to flash warnings issued by the National Weather Service. Every school must have a up-to-date disaster plan for emer- gencies caused by natural or man-made disasters. The State Education Department has had valuable experience in the development and implementation of its civil defense instructional units. One-day training sessions were held, and procedures for printing and distributing brochures (including the "Owlie Skywarn" booklets" were devised and implemented. However, the civil defense education program is no longer funded and has ceased to exist as a function of the State Education Department. Alabama: Alabama has been one of the more active states in school-based instruction in the area of disaster preparedness. The eighth grade Social Studies course of study requires the inclusion of disaster preparedness as outlined in publications entitled The Challenge ol' Survival and The Challenge of Survival, Teacher's Guide- developed in a national pilot for the Defense Civil Preparedness Agency. Fifth and sixth grade teachers in the State are supplied "Owlie Sky-warn" booklets on hurricanes and tornadoes. Films such as "A Hurricane Called Camille" are made available to schools and are shown from time to time on state- wide educational television both during the school day and after school. The student's The Challenge of Survival includes a section on hurricanes (pp. 17-27) which mentions storm surge, fresh water flooding, watches and warnings, and hurricane safety rules. The publication is of high quality but individual topics are necessarily brief as an encyclopedic approach is taken to cover pollution, energy problems, and crime as well as natural and man-made disasters. Statewide educational television shows programs from the What on Earth series ("Cyclones and Anticyclones") and from the Weather Matrix series ("Watches and Warnings")f. Howvever, statistical data for the 1977-78 school year suggest that a relatively small proportion of 4i the junior high school population to whom these programs are directed actually view them. 0 ~~~~It does appear that Alabama has been quite active in school-based preparedness education in association with State and county civil de- fense groups. 0 ~~~Florida: Florida possesses a school organization based on local school district autonomy. The State does not require any specific courses to be taught in its elementary and secondary schools. Curricular decisions are left entirely to the local school districts. The only State control of schools is through the use of competency examinations which students must pass in order to graduate from high school. The only known instruction dealing with hurricanes is that which is included in conventional textbooks. There are no known civil de- fense courses or units taught. The State allocates funds for instructional materials on a per capita student basis. Decisions regarding the purchase of curricular materials are the responsibilities of principals although teachers often participate by making recommendations. The implementation of new curricular materials are assisted by district-level subject matter supervisors (where they exist) and/or through the cooperation of State Education Department consultants. Florida's schools are generally well-equipped with conventional audiovisual equipment and about one-half have videotape recorders. Each local school board in the State of Florida is required to conduct an educational training program for its teachers. A sum of $5 per student is set aside each year to conduct inservice teacher education. Such activity is conducted by individual school districts and teacher education centers at universities, colleges, and selected community colleges. Groundwork for school-based hurricane education has been laid in the State of Florida. National Hurricane Center staff have devel- oped a preliminary instructional unit as has a group working with State Department of Education personnel. An active Marine Advisory Service has also been investigating ways of promoting hurricane edu- cation. The presence of the National Hurricane Center, the Marine Advisory Service and interested science supervisors in the State Department of Education provides a sound basis for hurricane education material development in the State of Florida. Georgia: The State of Georgia has a decentralized school system in which practically all decisions are made at the local level. There are general State mandates on subjects to be taught but otherwise local- school districts determine curriculum matters. State Department of Education personnel interact with schools on consultant bases only. Georgia has a State-approved textbook list. If they wish, schools may purchase, with local funds, books not on the list. There is no known special hurricane instruction going on in Georgia. Social studies and science are taught in the elementaryt and early secondary schools. Typically earth science is taught at the eighth grade level. There are no known courses or units on civil defense. Some hurricane preparedness activity as part of school safety occurs in coastal Chatham County. The Director of Security for the county meets periodically with principals concerning severe weather procedures. Some principals are designated as shelter commanders for both hurri- canes and tornadoes. A printed handout is used to advise teachers of emergency procedures. Chatham County is attempting to start some instruction at the middle school level concerning natural disasters. They intend to use the Your Chance to Live materials by the Defense Civil Preparedness Agency. There is state-wide educational television in Georgia but the extent of its use varies considerably throughout the state. Schools do have available to their teachers all the conventional audiovisual equipment. The purchase of curricular materials is made at the local school 43 level with decisions typically being made by the teacher, media special- ist or curriculum committee. While funds are not plentiful, they appear to be sufficient to purchase limited quantities of instructional materials. Staff development is mandatory. College credit or equivalent inservice staff development credit in approved programs can be used to meet the requirements. South Carolina: South Carolina's State Department of Education works with county school districts to carry out elementary and secondary instruction. Textbooks are provided by the State from an approved list. Counties do have the option of buying texts with county funds. Existing school curricula in grades I through 6 include weather topics as do life/earth science courses at the seventh and eighth grade levels. Apparently, the only hurricane instruction in the schools of South Carolina is that which is part of conventional texts or films * ~~~or through civil defense activity. The South Carolina Disaster Preparedness Agency has been active. In each of the 46 counties there is a Disaster Preparedness Contact School Director who visits schools and talks to students about severe * ~~~weather, its effects and how to cope with it. The Your Chance to Live film series is directed towards the middle school level. All schools are required to have information on severe weather posted and must have drills for evacuating buildings or finding the best protected * ~~~area. South Carolina has the reputation for having one of the best educational television systems in the country. The ratio of one tele- vision receiver to every 2.84 classrooms (1977-78) reflects the high * ~~~degree of development. Educational television broadcasts weather conditions in open and closed circuit. It has a direct line from the Disaster Preparedness Agency Command Center which is used in instances of severe weather conditions F'or warnings and preparedness messages. * ~~~Educational television has also been involved in proposing the purchase and installment of NOAA. Weather Radio receivers in schools. No action has been taken on this proposal due to the lack of funds. Inservice teacher training is carried out through the colleges, universities, the Department of Education, local school districts, and private contractors. Typical incentives are the earning of college credit and certificates. North Carolina: North Carolina has a centralized educational system headed by the State Department of Public Instruction. The State is divided into eight regions; each of which maintains a regional office which includes subject matter consultants. Weather topics are generally taught in grades K-6 as part of science instruction. Earth science is widely taught by about 900 teachers at the eighth grade level with current enrollments of about 100,000 students. Many earth science students receive some instruction on hurricanes as part of the televised What on Earth series which was developed in North Carolina. North Carolina does not have a required civil defense course or unit. However, State civil defense personnel are developing a K-12 instructional program under Defense Civil Preparedness Agency funding which will include some treatment of hurricanes. North Carolina's educational television system is one of the better developed systems in the country. Approximately 85% of the schools have access to educational television. A large portion of the coastal areas is not covered by educational television at the present time, but it is expected the entire coast will receive educational televis- ion signals in the near future. Because of the centralized organization of North Carolina's educational system, the implementation of hurricane education materials is likely to be most successful by working directly with the State Superintendent and the State Board of Public Instruction. Cooperation with various agencies within the State seems very likely. Virginia: The public school system of Virginia is organized on the basis of local school automony. The State Education Department is primarily 45 advisory in its functions but is assuming an increasingly regulatory role through the accreditation process. There are State textbook adoptions but they are mainly for screening pur-ooses as schools may r~ usI the list with justification. There is State financing of schools. There is no known instruction on hurricanes except that based on material appearing in conventional textbooks. There is no known civil defense course or unit requirement. Science is taught in most elementary school classrooms and in 1977-,78 approximately 58% of all ninth grades were taking an earth science course. The schools of Virginia are serviced by five educational tele- vision stations which operate independently in terms of programmning. One dollar per year per student must be spent on instructional tele- vision equipment. Most schools possess videotape players. All are equipped with conventional audiovisual equipment. Decisions concerning the purchase of instructional materials is made at the local level. The current budget constraints in Virginia are such that to implement a new program, instructional materials might have to be supplied with outside funds. Teachers must -undergo training for recertification purposes. This training is partially accomplished through State Education De- partment consultants and science education centers located at local universities and colleges. An effective dissemination network has evolved in Virginia for-elementary and early secondary science through State Education Department science consultants. Maryland: Maryland's public school systems operate primarily by local decision with some minimum standards imposed by the State. The major role of the State Education Department in curricula is one of leader- ship. There is no known special instruction on hurricanes in Maryland's schools. Weather units are taught at the elementary level and in ninth grade earth science. There is no required civil defense instruc- tion. All schools are equipped with educational television and have 46 conventional audiovisual equipment. The purchase of instructional materials is made at the local level. Limited funds are typically available for worthwhile purchases. Delaware: School districts in Delaware have local automony with their boards of education determining curricula. There are some State-mandated high school graduation requirements such as one unit of science and three of social studies. The State Department of Public Instruction does recommend courses of study and time to be spent on instruction at all levels as suggested guidelines. Therea is no State textbook selection process. The primary functions of the State Department of Public Instruction are to provide leadership and service. State science supervisors spend about one-half time working directly with local school districts. There is some interaction between the State Department of Public Instruction and private schools. There is no known special instruction on hurricanes taking place in the schools. However, there has been limited distribution of printed information on hurricanes to teachers. Educational television does not cover the entire State of Delaware nor is it widely used. All schools do own conventional audiovisual equipment. The Department of Public Instruction has no funds budgeted to purchase and implement instructional materials. Ordinarily, purchases are made at the local level with decisions being made by elementary school principals and secondary department heads. Teachers must renew their certificates every ten years. Each school district is permitted five inservice training days at State expense each year. Incentives for taking part in inservice training includes the meeting of re-certification requirements and the appli- cation of study credits towards salary increases. Some schools offer stipends to teachers for after-school involvement in training activities. Qualified groups can offer inservice credit at the rate of fifteen instructional hours per inservice credit hour. 147 New Jersey: The organizational structure of the New Jersey educational system is one of local board of education rule balanced by State rules and regulations. Currently, there are very few State curricular require- ments but the trend is towards an emphasis on the "basics". Twenty- one county offices of the State Department of Education are being strengthened to monitor local schools. There is no known special hurricane instruction in New Jersey schools. However, "Owlie Skywarn" booklets have been distributed in the State. About two years ago, civil defense instructional efforts ceased in New Jersey. Because of the return to "basics'" trend, con- tent areas such as science are presently given low priority with little curriculum development and implementation taking place. There are four public television channels in New Jersey which apparently receive only scattered use in the schools. All the schools own conventional audiovisual equipment. The initial decision on purchases of instructional materials is made at the local level. These determinations are subject to review by the county offices of the State Department of Education. Inservice teacher training is conducted at the local level with State approval. It appears that the county offices of the State De- partment of Education play a major role in teacher training and curri- culum implementation. New York: In New York education is the responsibility of the State. The State mandates what subject matter areas are to be taught and at what levels but the details are largely left to the local school districts. Three units of social studies and one of science are required for high school graduation. A Regents diploma has somewhat more stringent requirements. New York is a non-textbook adoption state. There is no special hurricane instruction going on in the schools of New York State. The State Education Department is, however, incilud- ing disaster preparedness concepts in its list of basic competencies 48 students should have to graduate. Students must take examinations based on these competencies. Science and social studies must be taught in the elementary schools but the amount of instructional time to be devoted to the subject is not mandated. Science and social studies are also required at the early secondary level. Typically, most students take earth science or physical science including weather units in the eighth or ninth grade. New York has educational television but its use if far from uni- versal in the schools. Numerous schools have videotape players and schools often maintain videotape libraries. A unique program exists in the State Education Department called G.I.F.T. (Governmental and Industrial Films for Teachers). Permission has been received to tape certain films so that teachers providing blank videotapes can receive copies for their school's use. Local school districts make decisions concerning the purchase of instructional materials with teachers typically initiating requests. Printed materials exclusive of workbooks can be published with rela- tively plentiful State funds. Other instructional materials are pur- chased with local funds which frequently are limited. The intent of the State Education Department to include prepared- ness understandings and basic competencies which help citizens to take proper courses of action could provide a major impetus for implementing hurricane education materials in New York. Inservice teacher training in New York State takes place in a variety of settings in which teachers earn academic or inservice credits approved by their local school boards. Salary increments, certifica- tion requirements, and the desire of the teacher to improve profession- ally are major incentives for undertaking inservice training. State science education consultants have indicated a willingness to cooperate in hurricane education implementation activity. Connecticut: The public educational system in Connecticut is characterized 149 by almost complete local automony. State funding is based on a per student rate with an adjustment for town need. Only English is re- quired by the State for high school graduation Curricular matters are left to the local school district. There is no known special hurricane instruction. No civil defense course or unit is required although there may be some local. programs. It is estimated that approximately one-quarter of the early secondary school population takes earth science, typically at the ninth grade. There are several independent public television stations ser- vicing Connecticut schools but it is thought that educational tele- vision receives limited use. Schools are generally well-equipped with conventional audiovisual equipment. Inservice teacher training is left to the local school districts. There are regional educational centers which house curricular materials which are loaned out to member school districts. Rhode Island: Rhode Island's public education system is based on local school district autonomy. The State does set some broad curricular requirements for secondary education but content is left to local districts. There are no known special school-based hurricane education pro- grams nor are there required civil defense courses or units. Schools have conventional audiovisual equipment. There is no requirement for teachers in Rhode Island to partici- page in inservice training after obtaining a permanent certificate. School districts do, however, offer salary increment incentives for graduate academic credit or inservice depending on local policy. Rhode Island is somewhat unique by having a Bureau of Technical Assistance within its Department of Education. This Bureau provides curriculum development specialists who work directly with the schools. Massachusetts: Local schools in Massachusetts have complete autonomy. The State Department of Education has no control over curricula. State Department 50 of Education personnel have no role in determining curricula, imple- mentation of curricula, or teacher training. There is no special instruction on hurricanes nor is there any required civil defense unit or course. Local funds are available generally if teachers and department heads feel curricular material purchases are worthwhile. The schools are generally well equipped with audiovisual equipment including videotape players. There is educational television in Massachusetts but the extent of its use is left entirely up to local school districts. Teachers are encouraged to undergo inservice training as salary increases are related to the number of credits earned. Inservice training is typically conducted by the local school district. New Hampshire: New Hampshire public schools enjoy local autonomy and have the responsibility of making all curricular decisions. There is no known special instruction on hurricanes although there is some reported- use of Your Chance to Live materials in grades 4, 8 and 9. However, there is no known civil defense course as such. Conventional audiovisual equipment is generally available. Funds usually exist for purchases of curricular materials on the recommenda- tion of teachers. New Hampshire teachers must complete 50 clock-hours of staff development every three years for recertification Purposes. They may take college courses, locally designed workshops, and programs spon- sored by the State Department of Education and various teachers' asso- ciations such as the New Hampshire Science Teachers Association. State Department of Education consultants participate in teacher train- ing activity on request. Maine: The schools of Maine operate with almost total autonomy. Aside from the meeting of some general State statute requirements, curriculum 51 matters are left *to local school districts. The only hurricane instruction going on in Maine schools is pro- 0 ~~~bably that based on what is found in conventional textbooks. However, there is a possibility of additional instruction in some oceanography programs in coastal schools. There is no known civil defense instruc- tion. All elementary and early secondary schools teach social studies and science. Earth science is typically taught at the ninth or tenth grade level. There is state-wide educational television. Schools are typically well-equipped with conventional audiovisual equipment. School funds in Maine are controlled at the local level. The principal usually determines what curricular materials will be pur- chased. Inservice teacher training is required for recertification pur- poses. College or inservice credit may be applied towards recertifi- cation. In many cases, local school districts conduct their own train- ing programs which have been approved for inservice credit. Sea Grant and the Marine Advisory Service During the information-gathering phase of this study, mention by persons contacted of Sea Grant programs and state-level Marine Advisory. Service Offices was frequent. Further investigation showed that a number of these programs and offices have either developed, assisted in the development, or are contemplating the development of educational materialIs related to hurricanes in their respective areas. This information was acquired through direct interview and responses to letters o'f inquiry. The Texas Sea Grant Program has been actively involved in the hurricane problem for some time. It has published studies on Texas hurricanes and supports research studies dealing with the hurricane threat. Its Texas A & M Marine Advisory Services Program has become an.-active partner in the Hurricane Awareness Program of the Texas Coastal and Marine Council, primarily through the efforts of county marine agents and specialists along the coast. 52 The Florida Marine Advisory Program has also been involved in hurricane education. It has prepared and distributed leaflets such as "Building Construction on Shoreline Property" which alert prospective buyers or current owners of shore properties of storm surge and wind problems associated with hurricanes. The Program has also shown a strong interest in school-based educational activity on hurricanes [and other weather hazards. It has apparently already initiated a pilot study with schools in one county of Florida dealing with hazardous weather. The Program's commitment to dealing with weather hazards is evidenced by having on its staff a National Weather Service meteor- ologist experienced in disaster preparedness activity. The Marine Advisory Services in other states are known to have supported various studies and publications on hurricanes and related phenomena. In addition to the Texas and Florida Marine Advisory Services, those in Alabama, Georgia, North Carolina, Virginia, Maryland, Delaware, New Jersey, New York, and the New England Marine Advisory Service (regional association of Marine Advisory Services in Maine, New Hampshire,, Massachusetts, Rhode Island, Connecticut and New York) have all indicated positive interests in (a) the possibility of working with other organi- zations in the implementation of hurricane awareness instructional units in coastal schools and (b) assisting in the development of hurricane awareness instructional units specifically targeted for use in coastal schools of their respective states. Other Agencies and organizations Civil defense or disaster preparedness agencies in a number of states have been and/or are active in hurricane activity. The extent of their activity varies a great deal from state to state. It is known, for example, that in Mississippi, Alabama, and South Carolina there has been significant interaction with schools directly or through their respective state education departments. Currently, the North 0ar~jjin.a Office of Civil Preparedness is developing an emergency prepar- edness educational program, K-12, to be integrated into existingr cuirri- cula. There is considerable potential for cooperative efforts with 53 state civil defense or civil preparedness agencies in the development and implementation of hurricane education materials. This is especially 0 ~~~true if the assumption can be accepted that a broad and general under- standing of the nature of potential threats is of primary importance and prerequisite to the development of adequate preparedness and response behavior. 0 ~~~~The resources necessary to widely implement a hurricane awareness education program are obviously substantial. Successful curriculum and implementation efforts by the National Science Foundation over the last two decades have shown the necessity of involving non-govern- 0 ~~~mental organizations. Specifically, private educational publishers need to be involved to assure widespread and continuing marketing efforts. The use of commercial publishers also diffuses the public cost of in- structional materials by placing part of the burden on local school 0 ~~~districts. To date, at least one commercial publisher has indicated an interest in marketing general hurricane awareness educational materials developed by government funding. Hurricane awareness education in the schools could and probably should utilize consumable instructional materials which would find their ways into the homes of school children. Such materials, especially if locally-oriented, could contribute towards family and community hurricane preparedness and response education. It is thought that at least some of these materials could be provided or subsidized by private corporations or associations as a public service. One such\ organization, the Insjaiirce Information Institute, has indicated interest in exploring this kind of cooperation. It is likely, as evidenced by the accomplishments of the Texas Coastal and Marine Council in receiving private assistance in its Hurricane Awareness Program, that such support would be forthcoming from a number of sources. 55 Chapter IV SUMMARY OF FINDINGS AND CONCLUSIONS An assessment study was undertaken to (a) determine the status of school-based hurricane awareness education in the Gulf and Atlantic coastal states and (b) gather information to be used as the basis for * ~~~outlining a plan of action to develop and implement hurricane education programs in these states. The purpose of this chapter is to summarize the major findings of the assessment study and to draw some conclu- sions which are thought to be pertinent to the task of developing and implementing adequate school-based hurricane awareness instruc- tional units in threatened areas. Target School Populations: * ~~~~Of the 145 million students in the 90,000 public elementary and secondary schools of the United States (Williams and Warf, Education Directory, Public School Systems, 1976-77, 1977), about 18.5 million were enrolled in 31,1400 Gulf and Atlantic coastal state schools staffed * ~~~with some 9143,000 teachers. In these coastal states there were about 1.14 million students and 70,000 teachers at each elementary grade level and approximately 1.55 million students and 78,000 teachers at each early secondary grade level. * ~~~~In the coastal counties of these states there were 7.3 milltioni students in 10,700 schools. It is estimated that at each grade level there were somewhere between 550,000 and 600,000 students and 27,000 to 30,000 teachers. * ~~~~Whi'le not attempted in this study, a determination of the numbers of students, teachers and schools living directly on the coasts and in areas most vulnerable to the destructive effects of hurricane land- falls would show them to be substantially smaller than the figures * ~~~stated above. 56 Student populations in the non-public schools of coastal states are significant. Non-public school enrollment figures were not ob- tainable in the majority of the states examined. However, based on the available data, it appears that Louisiana may be the coastal state with the greatest proportion of its student population in non- public schools. In its coastal parishes, about 23% of its total student population (K-12) were enrolled in non-public schools during the 1976-77 school year. In Florida, about 11% were in non-public schools; in Maryland, 13%; and in Delaware, 16% (see Tables XVI-XVII). The data indicate the need to consider non-public schools in any curri- culum development and implementation effort whose objectives are direc- ted towards the general public. Organization of School Systems: The organizational structures of state school systems are as varied as the number of states involved. These structures cover a wide spectrum from those that are strongly controlled at the state level to those which leave practically all decisions to local school dis- tricts. Most states exert some control over local school districts through various mandates or statutes, state funding, approved text- book lists, accreditation, and teacher certification. A few states exert strong controls through their departments of education and stipulate what subjects should be taught and for how long. But regard- less of the extent of central control, the details of curriculum con- tent and day-to-day instructional objectives in all the states are left up to the local school districts and the teachers themselves. School Curricula: The state-by-state analysis of science, social studies and civil defense curricula strongly suggest that science and social studies are taught throughout the elementary and early secondary grades. It appears that social studies textbooks largely dictate what is taught in that subject. In science, instruction at the elementary level is less structured and taught to a large extent based on available resources, 57 local curricula, and teacher choice. At the early secondary level, ear~th science is taught at the eighth or ninth grade level for the major- ity of students. This course usually devotes one-quarter to one-half of its content to the study of the atmosphere. Students not taking earth science typically take general science courses which include weather topics. Textbooks usually determine what is taught~. Civil defense units are seldom taught except in one or two states where such instruc- tion is mandated. Then, teaching appears to be based on state or Defense Civil Preparedness Agency instructional materials. States which have approved textbook lists probably exert the strongest control over curriculum. However, these states allow flexi- bility by approving a variety of textbooks and other instructional mate- rials in any particular subject. Further flexibility is allowed as, apparently in all states which utilize approved textbook lists, schools can purchase texts not on the lists with state funds if justified and/or they may utilize local funds. The instructional time available in schools is fully allocated and utilized. Time allotments to various subjects and activities have resulted from years of fine-tuning by mandates, needs, competi- tive interests, and pedagogical considerations. Consequently, those curricular innovations (even if mandated) which require the assign- ment of new and separate blocks of time and associated resources face extreme difficulties in implementation. Curricular innovations which can be introduced within existing courses have greater implementation potential. But they must be considered highly worthwhile and necessary as they too must displace something which is already being taught. Existing School Hurricane Education Programs: None of the states surveyed is known to have what could be called a bona fide school-based hurricane awareness education program. Some hurricane awareness education is going on in science and civil defense instructional units in several states. At best, the instruc- tion seems to be restricted to a few pages of reading and/or the viewing of a film or television program. Civil defense materials 58 generally treat hurricanes in a minimal and cursory manner. The safety rules" approach typical of civil defense materials appears to prevent their widespread acceptance and use unless mandated. Very little, if any, instructional material focusing on the local as- VO ~ pects of the hurricane is known to exist. Also, there are very few ~.commercially available instructional materials on hurricanes avail- able. There is a dearth of appropriate student-oriented printed matter kc, on hurricanes (the "Owlie Skywarn" booklet on hurricanes being the major exception). General descriptive articles on hurricanes and related phenomena written at levels for teacher use are few and gener- ally unavailable or unknown to teachers. A school which wanted to develop its own hurricane awareness education unit would find it extremely difficult to find resource materials with which to work. It must be mentioned that the majority of state education depart- ment personnel interviewed did not perceive any great urgency to imt- plement hurricane education programs on statewide bases. Most did see a need to direct efforts specifically to coastal area schools, leaving the schools in the rest of each state to acquire and imple- ment general hurricane curricular materials as more or less part of routine upgrading of instruction. State department science consultants and other educators inter- viewed were almost unanimous in stating that short instructional units containing at least some locally-oriented materials which could be integrated into existing courses would have the greatest potential for widespread use. At the elementary school level, such units could and probably should cut across subject matter areas as (a) children do not think in isolated and compartmentalized subject matter areas, (b) all major subjects are usually taught by the same teacher, (c) elementary school teachers often prefer to teach broad, comprehensive units cutting across several subject matter areas, and (d) the content of hurricane awareness educational materials draws from both the physi- cal and social realms of knowledge. At the secondary level, the cross- disciplinary approach to hurricane awareness education is hampered by the departmentalization of subject matter areas with teachers ordinarily 59 teaching only one subject. Ideally, science and social studies teachers would team-teach a hurricane awareness instructional unit. In practice S ~~~this would seldom happen because of scheduling and other problems. Consequeptly, units tied to specific subjects would have the greatest potential for implementation at the early secondary school level. Separate units in science and social studies which could be taught 9 ~~~simultaneously or independently might well prove to be the best approach at this level. There was general agreement that hurricane awareness education should be approached from a broad perspective. It was suggested that hurricane awareness might, by itself, be too narrow a topic to gain widespread acceptance. Instead, an introductory unit on general weather awareness might precede hurricanes as a topic. This would give students the opportunity to directly relate to something current and observable in their own surroundings. Once introduced to the day- to-day happenings of the atmosphere, they could be easily led into meaningful hurricane education learning experiences. The point was made by several persons interviewed that an introductory general weather awareness experience could have universal application in school-based preparedness education efforts. For example, in tornado-prone areas it could precede a unit specifically on tornadoes. Or in Florida it could lead to successive units on hurricanes, tornadoes, and thunder- storms and lightning. There was also widespread agreement that the subject matter con- tent of any hurricane awareness unit should focus on general aware- ness of the nature of hurricanes and the potential impacts of hurri- canes on people and property. It was felt that it would be very important to build a foundation of understandings and attitudes which would hopefully lead to adequate long-term and short-term hurricane preparedness decision-making and actions. The teaching of hurricane safety rules and the like would be relegated to (a) activities in which students would develop their own guidelines rationally based on their own understandings of the crisis they might someday face, and (b) printed materials designed to be taken home and perused by the family after school use. 6o Educational Delivery Systems and Audiovisual Equipment: The public schools in the states examined in the study appear to be universally equipped with filmstrip and slide projectors, 16-rmn. motion picture projectrs, and audio tape players. Holdings of special- ized individualized instructional equipment, film-loop projectors, television receivers, videotape players, and basic science equipment vary a great deal from state to state and from school to school within states. It was recommended by numerous state department of education personnel that only the most economical audiovisual materials which utilize the most common equipment be developed. Several states have highly developed educational television sys- tems, but the majority do not. The difficulties of using educational television as a vehicle for hurricane awareness education are compounded as in some states the coastal areas are not completely covered by educational television and/or the schools are inadequately equipped. Those states with sophisticated systems often operate with statewide programming. Problems could be encountered in scheduling suitable viewing times in these states if a hurricane education program targfeted at coastal areas were implemented. It has been concluded that instructional material on hurricanes might best be developed with filmed materials which, if desired, could be used in television program production at a later time. It does appear that videotapes could be used in teacher training as locations where such activities are likely to take place would have or could be temporarily equipped with videotape players of a common configura- tion. Available Resources: Resources in the various coastal states for educational purposes are somewhat limited. In a number of cases, state funds for the purchase of instructional materials are either not available or re- stricted to the acquisition of certain kinds of materials (textbooks, printed matter used more than once, etc.) or materials appearing on state-approved lists. However, it does appear that all states allow the use of locally generated school funds to be used as the district decision-makers see fit. Unfortunately, coastal areas are sometimes the least able to afford the purchase of materials with local funds because of their low tax bases. Discussions with state education department personnel have led to the conclusion that the majority of coastal schools could afford and probably would purchase modest amounts of hurricane education in- structional materials if they felt they were needed. However, it appears some schools would have to be supplied instructional materials if a widespread hurricane education program were to be implemented. Overall, evidence suggests that in the majority of states there are likely to be governmental and private sources of support to carry out a success- fulL development and implementation program. There is every indication that in all coastal states there are expert personnel available and interested in developing and implementing hurricane education programs. State education department personnel have shown genuine concern about the hurricane problem and appear ready to actively participate. Generally, state Marine Advisory Service offices have shown interest in the development and implementation of locally oriented instructional materials. And there seems little doubt that local National Weather Service personnel, civil defense offi- cials, and the like would willingly participate. Also, it can be expected that persons involved in teacher training at colleges, uni- versities and education service centers would become actively involved. It is also expected that National Hurricane Center personnel would make significant contributions, especially in the development of background technical information for-the production of materials on general hurricane topics and in the critical review of proposed instructional materials. Teacher Training: The successful implementation of new curricular materials requires adequate inservice teacher training. An analysis of inservice teacher * ~~~training practices shows that the majority of states require teacher 62 involvement in staff development activity. In these states, teachers must spend a specified amount of time in staff development activity or accumulate inservice or college credit in order to retain their positions and teaching certificates. Numerous school districts offer salary incentives to encourage continuing education activity by teachers. Many teachers, of their own initiative~as dedicated professionals, take advantage of staff development opportunities to upgrade their teaching. The statistical data collected in this study show that the numbers of teachers at specific grade levels in coastal states and coastal school districts are substantial. States such as Florida have large numbers of coastal school teachers at each grade level while Mississippi, Alabama, Georgia, Rhode Island and New Hampshire are among those with relatively few. These numbers dictate that teacher training strategies be tailored to each state. In some locations, training workshops open to all teachers at a specific grade level would probably be appropriate. In most states, however, mechanisms in which educators at local teacher training institutions, curriculum supervisors or master teachers are trained to teach teachers, and/or self-instructional train- ing kits in which teachers learn while actually implementing hurricane units would probably be the best vehicles for implementation. Obviously, a number of factors besides teacher population including availability of resources and expertise and the extent to which locally-oriented instructional material is included must be taken into account when devising the implementation phase. Content of Hurricane Awareness Education Materials: The consensus of persons interviewed in this study was that instructional materials should deal with both the physical and social aspects of hurricanes and related phenomena. After successfully completing a comprehensive learning experience on hurricane aware- ness, the student should be able to: 1. Demonstrate the acquisition of general scientific knowledge about the physical characteristics of hurricanes and related phenomena including size, shape, dynamics, variability, frequency, and relative 63 positions of the most extreme conditions with special emphases on storm surge, high winds and fresh water flooding. 2. Apply these understandings in gathering and analyzing infor- mation to describe the impact of hurricane landfalls of various inten- sities an people and property, with special emphasis on landfalls in the local geographical area. These descriptions will include the review of actual historical events as well as the development of scenarios of possible future occurrences. 3. Show evidence of being able to utilize basic understandings about hurricanes and related phenomena to propose rational short- term and long-term preparedness actions which could be taken by indi- viduals, families, and communities to mitigate the devastating, effects of hurricane occurrences. 4. Apply developed hurricane preparedness recommendations to his/her environment and show evidence of having made efforts to pro- mote adequate hurricane preparedness at the individual, family and community level. 5. Demonstrate knowledge of individual, family and community preparedness plans and actions designed to mitigate the effects of a hurricane landfall. 6. Show evidence of being able to adequately interpret hurricane watch and warning messages. Production and Marketing of Hurricane Instructional Materials: The evidence gathered indicates the need to develop both general and locally-~oriented instructional materials. There is a nationwide need for general instructional materials on hurricanes due to the '2 high mobility of the U. S. population and the current lack of such materials through commercial channels. There is need for locally- oriented materials in coastal areas because of the diversity of envi- ronmental conditions and the desirability of focussing educational efforts on those threatening conditions most likely to be encountered. The numbers of schools and classrooms involved in a widely imple- mented hurricane awareness education program, even if limited to 64 coastal areas, is large, The financial resources and marketing mechan- isms which would assure adequate program implementation require the combined efforts of Federal, state and local governments and private enterprise. The experiences of the National Science Foundation in curriculum material development and implementation show that the process can be enhanced by utilizing Federal funds to develop materials which are produced and marketed by commercial publishers. Schools then purchase the materials with their own funds routinely set aside for the acquisition of instructional materials. Developed material is sometimes purchased with Federal funds for pilot projects and to equip persons who conduct teacher training programs. Only general instructional materials could be expected to be commercially marketed. Locally-oriented materials would have to evolve and be distributed with government or private funding. It seems reasonable that through the combined efforts of a number of agencies such a task could be accomplished. The Texas Coastal and Marine Council has shown that non-govern- mental interests can be called upon to support the production and dissemination of hurricane awareness education materials. The Council's experience indicates that for reasons of vested interest and/or public service, trade associations and the like are receptive to assisting in hurricane awareness education efforts. Contacts made with commercial publishers and trade associations indicate that working relationships could be developed which would promote the development, production and implementation of general and locally-oriented hurricane instructional materials. Hurricane Awareness Education Material Evaluation: All materials developed should be subjected to evaluation pro- cesses (a) during their development to assure technical and pedagogical quality, and (b) during or after implementation to attempt a deter- mination as to whether or not the use of the-materials result in the learning of desirable understandings about hurricanes and hurricane 65 preparedness. The overall quality of materials should be assured through a reviewing process by an advisory board composed of technical and educational specialists. All materials should be developed with input from teachers and students and trial-tested in classrooms before becoming finished products. S ~~~~Pre- and post-testing should be done in selected classrooms be- fore and after implementation to determine the educational benefits of the hurricane awareness instructional units. Should an actual hurricane landfall take place in areas where testing has taken place, follow-up studies should be undertaken to determine what effect, if any, school-based instruction had on individual and family hurricane preparedness and behavior. 67 Chapter V RECOMMENDATIONS The recommendations and suggested plan of action contained in this chapter are based on the assumption that school-based educational activity is fundamental to the development of adequate public weather * ~~~disaster preparedness and response behavior. The following general recommendations or guidelines for action have evolved from the assess- ment phase of this study: 1. The keys to successful school-based preparedness education * ~~~are the schools, school personnel and school curricula. Efforts to introduce or upgrade school-based preparedness education must be approached from the perspective of the educational systems involved and must take into account the realities of today's elementary and * ~~~secondary schools. 2. Schools and school personnel are more likely to be receptive to curricular innovations which focus on broad educational goals and include opportunities for student activity, investigation and inquiry * ~~~rather than those curricula based on narrow training objectives. 3. School-based preparedness education should be directed towards the development of understandings and attitudes which lead to both long- and short-term preparedness considerations. Positive approaches * ~~~to preparedness concepts should be utili zed with attention given to actions which if taken over the long term could lessen or even elimi- nate the need for some short-term preparedness and response actions. 4. School-based preparedness education should be coupled with * ~~~instruction which increases general awareness and understanding of the day-to-day weather experienced by the student. Study of weather as it happens will (a) promote desirable habits of listening to weather forecasts, (b) provide experience in interpreting and utilizingp avail- * ~~~able weather information, andltc~)_set the stage for the study of' 68 infrequent but potentially devastating hazardous weather events. 5. School-based weather preparedness education programs should include (a) materials of general enough interest to be commercially marketable to assure widespread distribution, and (b) materials based on local environmental and social conditions, historical occurrences and scenarios of possible future events. 6. Strong implementation and teacher training efforts are nec- essary if curricular innovations are to gain widespread acceptance and utilization. Specific recommendations or guidelines for action directed towards the development and implementation of hurricane awareness education programs are as follows: a. Key public educational system personnel in the Gulf and Atlantic coastal states perceive a genuine need to establish hurricane education programs in coastal areas most susceptible to the destructive *forces associated with hurricane landfalls. These same persons have indicated willingness to participate in program implementation. b. Mechanisms, expertise and resources exist or are poten- tially available for the development and implementation of school- based hurricane education programs in coastal schools. c. The educational content of materials likely to be devel- oped should be broadly based, deal with physical and social aspects of hurricane occurrences, and be of relatively short duration. The materials should be economical and largely self- contained. d. Instructional materials should be identified with specific school subjects at the fifth-sixth grade and/or junior high school levels. It is recommended that they be implemented as Ifscience" e. Technical expertise from the National Hurricane Center,0 National Weather Service offices, and elsewhere should be en- couraged to develop background information on hurricanes and related phenomena for use in the development of general and locally-oriented instructional materials.0 69 f. The actual development of hurricane awareness education programs should proceed with at least one pilot project involving * ~~~~schools, teachers and students in a vulnerable coastal area. Plan of Action: 1. Establish and fund a School Weather Preparedness Education * ~~~Program with (a) the short-term objective of introducing and/or im- proving hurricane awareness education in Gulf and Atlantic coastal schools to promote adecluate hurricane preparedness, and (b) the long- term objective of upgrading weather education in the-schools of the * ~~~United States to promote weather disaster preparedness throughout the country. 2. Initiate, through the School Weather Preparedness Education Program, (a) the development of general instructional materials on * ~~~introduction to weather study and hurricanes, (b) the operation of at least one pilot project (Texas and/or Florida) to develop locally- oriented instructional materials, trial test all instructional mate- rials developed, and devise and trial-test implementation and teacher * ~~~training strategies, (c) develop procedures for the development and implementation of hurricane awareness education programs in other Gulf and Atlantic coastal states, and (d) encourage the development of background technical and information on hurricanes suitable for * ~~~teacher use and curriculum material development 3. The following outline is presented to suggest activity for the purpose of developing and implementing school-based hurricane awareness programs in Gulf and Atlantic coastal schools: Phase I: Assessment Study (completed) Phase II: Curricular Material and Implementation Strategy Development via Pilot Study A. Curricular Material Development 1. Introduction to Weather Study Uniib a. General Component b. Local Component 2. Hurricane Awareness Unit a. General Component b. Local Component 70 B. Implementation Strategy Development 1. Teacher Training Mechanisms a. Self-instruction kits.S b. Workshop format 2. Implementation Processes a. Selection of appropriate teacher training mechanism b. Identification and training of key personnel c. Identification of cooperating agencies and resources Phase III: Implementation and Evaluation A. Pilot Study State B. Other Coastal States0 C. Evaluation of Instructional Units Time Table: Phase I -One year Phase II Two years Phase III-Two to three years Pilot Study: Texas (Recommended) Joint National School Weather Project and Education Service Center IV, Houston, effort to carry out Phase II objectives. 71 APPENDIX PUBLIC SCHOOL STUDENT POPULATIONS (K-12) AND NUMBER, OF SCHOOLS IN GULF AND ATLANTIC COASTAL COUNTIES BY STATE, 19 7 6-77. Source: Jeffrey W. Williams and Sallie L. Warf, Education Directory, Public School Systems, 1976-77, Nat-iornal Center for Education Statistics, Education Division, U.S. Department of Health, Education, and Welfar-, U.S. Government Printing Office, Washington, D.C., 1977. 72 Public School Systems 1976-77 Texas Grade Student # of Name of Unit Span Population Schools Aransas County: Aransas County ISD K-12 2,132 5 Brazoria County: Alvin ISD K-12 7,026 9 Angleton ISD " 4,290 6 Brazosport ISD " 10,371 16 Columbia-Brazoria ISD " 2,668 7 Damon ISD K-8 149 1 Danbury ISD K-12 524 2 Pearland ISD " 4,598 5 Sweeny ISD " 1,858 4 31,1484 50 Calhoun County: Calhoun County ISD K-12 4,824 12 Cameron County: Brownsville ISD K-12 21,875 28 Tarlingen ISD " 11,172 18 LaFeria ISD "t 1,826 5 Los Fresnos Cisd " 2,281 5 Point Isabel ISD "I 1,662 4 Rio Hondo ISD 1 1,283 3 San Benito Cons. ISD t 6,260 12 Santa Maria ISD K-8 298 1 Santa Rosa ISD K-12 822 2 South Texas ISD -407 2 47,886 80 Chambers County: Anahuac ISD K-12 1,118 3 Barbers Hill ISD I" 850 3 East Chambers ISD T" 1,080 3 3,048 9 Texas (continued) Galveston County: Clear Creek ISD K-12 14,975 15 Dickinson ISD " 4,234 5 Friendswood ISD " 2,794 4 Galveston ISD PK-12 10,880 16 High Island ISD K-12 257 2 Hitchcock ISD " 1,654 4 La Maraue " 5,925 10 Santa Fe ISD " 2,955 4 Texas City ISD " 6,046 8 49,720 68 Harris County: Aldine ISD K-12 30,994 29 Alief ISD 8,631 12 Channelview ISD " 4,054 5 Cypress-Fairbanks ISD " 12,701 13 Deer Park ISD PK-12 7,632 9 Galena Park ISD K-12 i0,916 14 Goose Creek ISD " 14,383 20 Houston ISD t 2014,410 23; HIuffman ISD " 1,328 Humble ISD " 5,044 7 Katy ISD " 3,054 6 Klein ISD " 8,197 8 LaPorte ISD " 4,994 8 North Forest ISD " 17,051 16 Pasadena ISD 35,656 38 Sheldon ISD " 3,281 6 Spring Branch ISD " 39,277 39 Spring ISD " 6,921 11 Tomball ISD " 2,014 5 420,538 ll8l Jackson County: Edna ISD K-12 1,845 5 Ganado ISD " 728 2 Industrial ISD " 723 5 3,296 12 Jefferson County: Beaumont ISD K-12 11,953 19 Hamshire-Fannett ISD " 1,281 5 Nederland ISD " 5,894 7 Port Arthur ISD " 12,932 18 Port Neches ISD " 6,032 9 Sabine Pass ISD " 240 South Park ISD " 11,396 17 49,728 77 (continued) 74 Texas (continued) Kenedy County: Kenedy-County Wide CSD K-8 79 2 Kleberg County: Kingsville ISD K-12 6.090 10 Laureles Risd 1-6 34 1 Ricardo ISD K-8 312 1 Riviera ISD K-12 556 2 Santa Gertrudis ISD 1-8 115 1 7,107 15 Matagorda County: Bay City ISD K-12 3,766 8 Matagorda ISD K-5 39 1 Palacios ISD K-12 1,237 4 Tidehaven ISD " 810 4 Van Vleck ISD " 959 3 6,811 20 Nueces County: Aqua Dulce ISD PK-12 388 2 Banquete ISD K-12 600 3 Bishop Cons ISD " 1,505 5 Calallen ISD " 2,461 5 Corpus Christi ISD i" 40,384 61 Driscoll ISD K-8 178 1 Flour Bluff ISD K-12 3,386 5 London ISD K-8 124 1 Port Aransas ISD " 212 1 Robstown ISD K-12 4,826 6 Santa Cruz ISD K-6 64 1 Tuloso-Midway ISD K-12 2,166 4 West Oso ISD " 2,388 5 58,682 100 Orange County: Bridge City ISD K-12 2,788 4 Little Cypress-Mauricevil ISD tt 2,905 5 Orangefield ISD " 1,255 4 Vidor ISD " 5,757 5 West Orange Cove Cons. ISD PK-12 6,303 16 19,008 34 Refugio County: Austwell-Tivoli ISD K-12 356 3 Refugio ISD i" 1,245 3 Woodsboro ISD " 769 3 2,370 9 (continued) 75 Texas (continued) San Patricio County: Aransas Pass ISD K-12 1,921 4 Gregory-Portland ISD " 3,697 5 Ingleside ISD " 1,405 4 Mathis ISD " 2,362 5 Odem ISD " 1,046 4 Sinton ISD " 2,320 5 Taft ISD it 1,867 5 14,618 32 Willacy County: Lasara ISD K-8 274 1 Lyford ISD K-12 1,479 5 Raymondville ISD " 2,798 6 San Perlita ISD " 272 2 4,823 14 Coastal County Total (98) 716,154 1,020 State Total 2,750,161 5,291 76 Public School Systems 1976-77 Louisiana Grade Student # of Name of Unit Span Population Schools Cameron Parish K-12 2,136 7 Iberia Parish " 15,872 28 Jefferson Parish " 68,663 82 Lafourche Parish " 18,825 31 Orleans Parish " 92,257 142 Plaquemines Parish " 5,351 7 St. Bernard Parish 12,598 17 St. Mary Parish " 14,910 32 St. Tammany Parish " 19,028 33 Terrebonne Parish " 22,629 41 Vermilion Parish 9,889 21 Coastal Parish Total (11) 282,158 441 State Total 809,674 1,505 77 Public School Systems 1976-77 Mississippi Grade Student # of Name of Unit Span Population Schools, Hancock County: Bay Saint Louis Mun. Sep. 1-12 1,969 . Hancock County " 1,796 4 3,765 8 Harrison County: Biloxi Mun. Sep. 1-12 7,669 13 Gulfport Mun. Sep. " 7,42' 16 Harrison County " 9,676 16 Long Beach Mun. Sep. " 3,403 5 Pass Christian Mun. Sep. " 1,486 4 29,659 54 Jackson County: Jackson County 1-12 6,448 8 Moss Point Mun. Sep. " 6,780 9 Ocean Springs Mun. Sep. i t 4,214 8 Pascagoula Mun. Sep. " 8,667 16 26,109 Ila, Coastal County Total (11) 59,533 103 State Total 505,342 1,063 78 Public School Systems 1976-77 Alabama Coastal School Units Student Name of Unit Grade Span Population Schools Baldwin County 1-12 14,565 18 Mobile (City- County) 1-12 64,271 82 78,836 100 Total State School Units 751,669 1,370 79 Public School Systems 1976-77 Florida Student Name of Unit Grade Span Population Schools Bay County K-12 19,905 29 Brevard County " 54,325 71 Broward County " 138,626 146 Charlotte County I 5,826 10 Citrus County " 6,669 13 Collier County " 12,660 21 Dade County " 244,805 245 Dixie County " 1,686 3 Duval County " 111,490 138 Escambia County " 47,985 66 Flagler County " 1,471 2 Franklin County " 1,863 4 Glades County " 1,197 2 Gulf County " 2,644 5 Hendry County " 4,154 7 Hernando County " 5,595 8 Hillsborough County " 116,554 134 Indian River County " 8,933 14 Jefferson County " 2,481 3 Lee County " 27,826 40 Levy County It 4,043 8 Manatee County " 19,853 29 Martin County " 8,039 11 Monroe County " 9,565 15 Nassau County " 7,420 12 Okaloosa County " 26,545 36 Okeechobee t 4,140 5 Palm Beach County " 70,926 85 Pasco County " 21,631 24 Pinellas County " 92,078 113 Saint Johns County " 7,532 16 Saint Lucie County " 12,564 14 Santa Rosa County " 12,163 22 Sarasota County " 23,475 23 Taylor County " 3,816 7 Volusia County " 36,052 54 Wakulla County " 2,311 4 Walton County " 3,892 10 Coastal Total 1,182,740 1,449 State Total (67 units) t 1,551,538 1,985 8o Public School Systems 1976-77 Georgia Coastal School Units Student Name of Unit Grade Span Population Schools Byran County K-12 2,223 4 Camden County K-12 3,070 4 Chatham County K-12 34,350 55 (Savannah) Glynn County K-12 10,697 11 Liberty County K-12 3,984 6 McIntosh County K-12 2,036 4 Total Coastal County (6) 56,360 84 Total State School (127) 1,068,854 1,770 81 Public School Systems 1976-77 South Carolina Coastal School Units Grade Student # of Name of Unit Span Population School3 0 Beaufort County 1-12 9,092 19 Charleston County 1-12 50,612 79 Georgetown County 1-12 8,8541 19 Horry County 1-12 17,966 32 Colleton County 1-12 6,279 16 Coastal School Unit Totals 92,803 165 Total State School Units (92) 601,513 1,103 .1 82 Public School Systems 1976-77 North Carolina (.' adc St3u( tluit #I o ' Name of Unit Span Population Schools Beaufort County K-12 4,552 9 Washington City 3,954 5 Bertie County 5,391 10 Brunswick County 7,641 11 Camden County i 1,467 3 Carteret County 7,208 12 Chowan-Edenton 2,667 5 Currituck County " 2,324 6 Dare County 1,988 4 Hyde County t 1,272 4 New Hanover County " 20,011 33 Onslow County 15,200 24 Pamlico County 2,332 4 Pasquotank County: Pasquotank-Elizabeth 5,866 9 Pender County 4,773 12 Perquimans County 1,951 4 Tyrrell County 934 2 Washington County 3,796 7 Coastal County Total (18) 93,327 164 State Total 1,165,964 2,023 83 Public School Systems 1976-77 Virginia Grade Student # of Name of Unit Span Population Schools Accomack County K-12 6,213 14 Cape Charles H 364 1 Chesapeake City " 27,033 34 Colonial Beach " 513 1 Gloucester County " 3,420 6 Hampton City " 29,931 37 Isle of Wight County " 1,613 6 Lancaster County " 1,952 3 Mathews County " 1,407 4 Middlesex County " 1,423 4 NewPort News " 29,976 38 Norfolk City " 46,891 66 Northampton County " 2,878 8 Northumberland County " 1,881 7 Poquoson City 1,923 3 Portsmouth City " 22,300 33 Richmond County " 37,487 62 Suffolk City 11,270 21 Surry County " 1,406 4 Virginia Beach City " 55,226 54 Westmoreland County " 2,569 6 Williamsburg City-James City County " 5,035 7 York County " 9,050 1.5 Coastal County Total 304,761 434 State Total 1,094,136 1,781 84 Public School Systems 1976-77 Maryland Grade Student # of Name of Unit Span Population Schools Anne Arundel County K-12 77,203 108 Baltimore County: Baltimore County K-12 122,820 161 Baltimore City PK-12 165,101 201 Calvert County " 6,829 15 Caroline County K-12 5,189 9 Cecil County " 13,089 25 Dorchester County " 6,020 15 Harford County PK-12 33,659 39 Kent County K-12 3,517 8 Queen Annes County " 4,726 9 Somerset uounty PK-12 4,289 17 St. Marys County " 11,885 25 Talbot County K-12 4,580 13 Wicomico County 13,519 25 Worcester County " 6,268 15 Coastal County Total (15) 478,694 685 State Total 870,974 1,352 85 Public School Systems 1976-77 Delaware Grade Student # of ~Kent County: Span Population Schools Ceasar Rodney K-12 7,775 11 Capital " 6,441 10 Lake Forest "i 3,539 5 Milford " 3,809 6 Smyrna " 3,093 5 24,657 37 New Castle County: Alexis I. Dupont K-12 3,254 7 Alfred I. Dupont " 10,280 16 Appoquinimink t 2,358 5 Claymont " 3,261 6 Conrad Area it 5,227 9 De La Warr " 3,073 6 Marshallton-McKean 3,655 5 Mount Pleasant " 4,805 6 New Castle County Voc. Tech. 10-12 1,601 1 New Castle-Gunning Bedford K-12 8,890 12 Newark it 16,878 23 Stanton i 5,296 9 Wilmington it 13,877 22 82,455 127 Sussex County: Cape Henlopen K-12 3,751 9 Delmar 7-12 718 1 Indian River K-12 6,432 11 Laurel it 2,150 3 Seaford it 3,706 6 Woodbridge " 2,037 4 18,794 34 Coastal County Total (24) 125,906 198 State Total 125,906 200 86 Public School Systems 1976-77 New Jersey Grade Student # of Name of Unit Span Population Schools Atlantic County: Absecon K-8 1,077 2 Atlantic City K-12 8,301 14 Atlantic Co. Vocational ~ 9-12 542 1 Brigantine K-8 899 2 Buena Regional K-12 2,564 7 Corbin City K-8 116 2 Egg Harbor City " 480 2 Egg Harbor Township " 2,773 11 Estell Manor " 148 1 Folsom " 291 1 Galloway Township " 1,493 6 Greater Egg Harbor Reg. High 9-12 2,783 2 Hamilton Township K-8 1,225 2 Hammonton K-12 2,498 3 Linwood K-8 1,002 4 Longport " 108 2 Mainland Reg. High 9-12 1,721 1 Margate City K-8 1,067 3 Mullica Township " 1,261 4 Northfield " 1,340 4 Pleasantville K-12 3,161 6 Port Republic K-8 99 1 Somers Point " 1,133 3 Ventnor City " 991 2 Weymouth Township " 198 1 37,271 87 Bergen County: Allendale K-8 1,087 2 Alpine " 230 1 Bergen Co. Vacational 9-12 2,349 8 Bergenfield K-12 5,090 7 Bogota " 1,715 4 Carlstadt K-8 757 3 Carlstadt E. Rutherford Reg. 9-12 818 1 Cliffside Park K-12 2,706 5 Closter K-8 1,192 3 Cresskill K-12 1,793 3 Demarest K-8 634 3 Dumont K-12 3,956 5 (continued) 87 New Jersey Bergen County (continued) East Rutherford K-8 781 4 Edgewater " 356 2 Elmwood Park K-12 2,684 5 Emerson " 1,750 3 Englewood PK-12 3,940 6 Englewood Cliffs K-8 776 3 Fair Lawn K-12 5,948 12 Fairview K-8 883 3 Fort Lee K-12 3,410 6 Franklin Lakes K-8 1,385 4 Garfield K-12 3,305 8 Glen Rock K-12 2,342 5 Hackensack PK-12 5,678 7 Harrington Park K-8 714 1 Hasbrouck Heights K-12 1,763 4 Haworth K-8 529 1 Hillsdale K-8 1,481 3 Ho Ho Kus " 583 1 Leonia K-12 1,581 2 Little Ferry K-8 996 3 Lodi Borough K-12 3,482 8 Lyndhurst " 2,904 8 Mahwah K-12 2,434 6 Maywood K-8 1,095 3 Midland Park K-12 1,545 3 Montvale K-8 1,163 2 Moonachie K-8 311 1 New Milford K-12 2,842 7 North Arlington K-12 1,825 5 Northern Highlands Reg. High 9-12 1,417 1 Northern Valley Reg. High 9-12 3,051 2 Northvale K-8 855 2 Norwood K-8 670 1 Oakland K-8 2,330 4 Old Tappan K-8 852 2 Oradell K-6 769 1 Palisades Park K-12 1,721 2 Paramus K-12 5,986 10 Park Ridge K-12 2,092 3 Pascack Valley Reg. High 9-12 2,924 2 Ramapo-Indian Hills Reg. High 9-12 3,425 2 Ramsey K-12 3,126 5 Ridgefield K-12 1,720 5 Ridgefield Park " 2,661 4 Ridgewood K-12 6,540 10 River Dell Regional 7-12 2,083 2 River Edge K-6 970 3 River Vale K-8 1,523 3 Rochelle Park K-8 508 1 Rutherford K-12 3,073 6 Saddle Brook Township " 2,640 5 Saddle River Borough K-8 352 1 South Hackensack K-8 275 1 (continued) 88 New Jersey Bergen County (continued) Teaneck K-12 6,809 11 Tenafly " 2,980 6 Upper Saddle River K-8 1,561 3 Waldwick K-12 2,636 4 Wallington K-12 1,168 3 Westwood Regional " 4,504 7 Wood Ridge 1,535 5 Woodcliff Lake K-8 1,054 2 Wyckoff Twp. " 2,444 5 157,067 295 Burlington County: Beverly City K-8 408 1 Bordentown City " 839 2 Bordentown Regional 9-12 818 1 Bordentown Township K-6 661 1 Burlington City K-12 2,583 6 Burlington Township " 2,550 6 Burlington Voc. Tech. 9-12 1,138 1 Chesterfield Township K-6 296 1 Cinnaminson Township K-12 4,544 7 Delanco Township K-8 553 3 Delran Township K-12 2,968 6 Eastampton K-8 496 1 Edgewater Park Township " 1,403 3 Evesham 3,180 5 Fieldsboro PK-6 70 1 Florence Township K-PG 1,454 3 Hainesport Township K-8 475 1 Lenape Reg. High 9-12 4,665 3 Lumberton Township K-8 553 1 Mansfield Township K-6 289 1 Maple Shade Township K-12 2,935 4 Medford Lakes K-8 991 2 Medford Township K-8 2,320 4 Moorestown K-12 3,576 6 Mount Holly Township K-8 1,676 4 Mount Laurel Township K-8 2,603 6 New Hanover Township t 129 1 North Hanover Township K-6 1,626 5 Northern Burlington Co. Reg. 7-12 1,997 2 Palmyra K-12 1,745 4 Pemberton Borough K-8 193 1 Pemberton Township K-12 8,163 12 Rancocas Valley Reg. High 9-12 1,874 1 Riverside Township K-12 1,393 2 Riverton K-8 444 1 Shamong Township K-8 427 1 Southampton Township " 937 1 Springfield Township K-6 312 1 (continued) 89 New Jersey Burlington County (continued) * Tabernacle Township K-8 633 2 Washington Township " 129 1 Westampton Township " 397 2 Willingboro Township K-12 13,112 14 Woodland Township K-8 147 1 0*~~~~~~~~~ ~~~~77,702 132 Cape May County: Avalon K-8 219 1 Cape May City K-6 333 1 Cape May County Voc. 8-PG 539 1 * Dennis Township K-8 498 1 Lower Cape May Regional 7-12 1,558 2 Lower Township K-6 1,337 2 Middle Township K-12 2,430 5 North Wildwood K-8 444 1 Ocean City K-12 2,259 3 * Sea Isle City K-8 213 1 Stone Harbor " 74 1 Upper Township " 770 2 West Cape May K-6 64 1 Wildwood City K-12 1,010 3 Wildwood Crest K-8 477 2 * Woodbine " 374 1 12,599 28 Cumberland County: Bridgeton K-12 6,205 10 * Commercial Township K-8 746 2 Cumberland Co. Voc. Board 10-PG 467 1 Downe Township K-8 318 3 Hopewell Township K-8 710 2 Lawrence Township " 429 1 MauriceRiver Township " 642 3 * Millville PK-PG 6,162 10 Vineland City PK-PG 11,937 23 27,616 55 Hudson County: �0 Bayonne K-12 8,570 14 East Newark K-8 203 1 Guttenberg " 555 1 Harrison K-12 1,727 3 Hoboken K-12 6,903 9 0 ~Hudson Co. Voc. 9-12 257 1 Jersey City K-12 36,379 37 (continued) 90 New Jersey Hudson County (continued): Kearny K-12 6,031 7 North Bergen K-12 7,179 7 North Hudson Jtr. Commission SP-SP 98 1 Secaucus K-l11 1,824 3 Union City K-12 8,801 9 Weehawken " 2,206 4 West New York " 6,237 7 86,970 104 Middlesex County: Carteret K-12 4,309 7 Cranbury Township K-8 274 1 Dunellen K-12 1,185 3 East Brunswick Township " 10,218 15 Edison Township " 13,678 22 Helmetta K-6 110 1 Highland Park K-PG 2,144 5 Jamesburg K-12 865 3 Metuchen K-12 2,689 5 Middlesex Borough " 3,101 6 Middlesex Co. Vocational 9-PG 2,156 4 Milltown K-8 904 2 Monroe Township K-l11 2,125 5 New Brunswick PK-PG 4,951 14 North Brunswick Township K-12 3,914 6 Old Bridge " 12,879 17 Perth Amboy " 5,929 11 Piscataway Township PK-12 8,141 12 Sayreville K-12 6,717 10 South Amboy " 929 2 South Brunswick Township PK-12 4,029 10 South Plainfield K-12 4,729 7 South River " 3,081 5 Spotswood K-8 1,155 3 Woodbridge Township PK-12 18,029 30 118,241 206 Monmouth County: Asbury Park PK-12 3,494 6 Atlantic Highlands K-6 385 1 Avon K-8 235 1 Belmar " 644 1 Bradley Beach " 579 1 Brielle " 594 1 Coltt Neck Towns;hip " 1,417 3 Deal " 224 1 Eatontown " 2,115 5 Fair Haven " 927 2 Farmingdale " 189 1 Freehold Borough " 1,276 4 (continued) 91 New Jersey Monmouth County (continued) Freehold Regional 9-12 6,665 5 * Freehold Township K-8 3,653 7 Hazlet Township K-12 5,945 9 Henry Hudson Regional 7-12 805 1 Highlands K-6 371 1 Holmdel Township K-12 2,555 4 Howell Township K-8 4,477 8 * Keansburg K-12 2,069 3 Keyport it 1,797 4 Little Silver K-8 890 2 Long Branch K-12 5,312 10 Manalapan-Englishtown Reg. K-8 4,269 6 Manasquan K-12 1,976 2 * Marlboro Township PK-8 3,548 6 Matawan Regional K-12 6,435 8 Middletown Township K-12 13,166 16 Millstone K-8 549 3 Monmouth Beach K-8 347 1 Monmouth (Cty.) Loc. Sch. 9-PG 715 1 * Monmouth Regional 9-12 1,291 1 Neptune City K-8 601 2 Neptune Township PK-12 6,355 11 Ocean Township K-12 4,831 6 Oceanport K-8 815 2 Red Bank PK-8 1,282 3 Red Bank Reg. High 9-12 1,116 1 Roosevelt Borough PK-4 124 1 Rumson K-8 927 2 Rumson-Fair Haven Reg. High 9-12 1,245 1 Sea Bright K-6 106 1 Sea Girt K-8 269 1 Shore Regional 9-12 1,174 1 Shrewsbur Borough K-8 440 1 Spring Lake Borough " 264 1 Spring Lake Heights "I 423 1 Tinton Falls " 1,212 3 Union Beach PK-8 1,113 1 0 Upper Freehold Regional K-12 1,679 3 Wall Township K-12 4,138 7 West Long Branch K-8 901 2 107,929 176 * Ocean County: Bay Head K-8 173 1 Beach Haven K-6 134 1 Berkeley Township K-6 1,575 3 Brick Twp. K-12 10,696 11 * Central Regional 7-12 2,786 1 Eagleswood K-6 103 1 Island Heights K-6 162 1 (continued) 92 New Jersey Ocean County (continued): Jackson Township K-12 6,611 7 Lacey Township K-6 1,454 2 Lakehurst K-8 731 1 Lakewood K-12 5,524 6 Lavallette K-8 176 1 Long Beach Island K-6 584 2 Manchester Township K-8 886 2 Ocean Co. Vocational 6-PG 636 4 � Ocean Gate K-6 158 1 Ocean Township " 351 1 Plumsted Township K-8 766 1 Point Pleasant Beach K-12 1,119 2 Point Pleasant Borough " 3,519 4 Seaside Heights K-6 183 1 0 Seaside Park i" 153 1 Southern Co. Regional 7-12 3,019 2 Stafford Township K-6 760 1 Toms River K-PG 16,960 14 Union Township K-6 757 2 59,976 74 Salem County: Alloway Township K-8 447 2 Elmer " 246 1 Elsinboro " 1 Lower Alloway Creek " 282 1 Mannington Township I" 248 1 Oldmans Township " 326 3 Penns Grv. - Upper Penns Neck Reg. K-12 2,817 7 Pennsville I" 3,389 7 Pittsgrove Township K-8 836 2 Quinton Township K-8 409 1 Salem City K-12 2,157 3 Salem Vocational 11-PG 241 2 Upper Pittsgrove Township K-8 510 3 Woodstown-Pilegrove Reg. K-12 1,690 3 13,732 37 Coastal County Total (298) 699,103 1,194 State Total 1,429,517 2,444 1 93 Public School Systems 1976-77 New York Grade Student # of Name of Unit Span Population Schools New York City K-12 1,096,460 946 (N.Y.C. includes the counties of Bronx, Kings, New York, Queens, and Richmond) Nassau County: Baldwin K-12 7,985 13 Bellmore K-6 1,836 3 Bellmore-Merrick H.S. 7-12 10,608 7 Bethpage K-12 4,977 5 East Meadow " 11,612 11 East Rockaway 1,904 3 East Williston " 1,725 3 Elmont PK-6 3,519 6 Farmingdale K-12 10,584 8 Floral Park Bellerose K-6 1,626 2 Franklin Square "2,042 3 Freeport K-12 7,631 7 Garden City " 4,652 7 Glen Cove PK-12 4,495 8 Great Neck " 7,916 15 Hempstead " 5,447 10 Herricks K-12 4,777 6 Hewlett Woodmere " 4,658 6 Hicksville "i 9,142 10 Island Park K-8 1,562 3 Island Trees K-12 4,335 6 Jericho " 3,005 6 Lawrence PK-12 6,912 8 Levittown K-12 13,383 16 Locust Valley " 3,161 4 Long Beach PK-12 5,857 8 Lynbrook K-12 3,686 7 Malverne " 2,691 4 Manhasset "i 2,512 3 Massapequa "it 14,214 11 Medical Center "i 14 1 Merrick K-6 2,518 3 Mineola K-12 4,039 7 New Hyde Park K-6 1,614 4 North Bellmore "I 2,833 6 North Merrick "t 1,413 3 North Shore K-12 3,113 5 Oceanside " 9,504 10 Oyster Bay - East Norwich PK-12 2,276 5 S~~~~~~~~~~~~~~~,7 94 New York Nassau County (continued) Plainedge K-12 5,478 7 Plainview - Old Bethpage " 8,280 11 Port Washington " 6,309 9 Rockville Centre " 4,274 8 Roosevelt PK-12 4,247 6 Roslyn " 3,442 7 Seaford K-12 4,276 5 Sewanhaka 7-12 10,948 6 Syosset K-12 7,246 13 Uniondale " 6,533 8 Valley Stream CHS 7-12 6,181 4 Valley Stream Hempstead 24 K-6 1,246 4 Valley Stream Hempstead 30 " 1,319 3 Valley Stream Hempsted 13 " 2,312 4 Wantagh K-12 4,760 6 West Hempstead " 3,616 5 Westbur PK-12 3,890 6 280,135 365 Suffolk County: Amagansett K-8 126 1 Amityville K-12 4,209 5 Babylon " 2,511 3 Bay Shore "T 6,548 7 Bayport - Blue Point t 3,382 5 Brentwood PK-12 20,631 18 Bridgehampton K-12 250 1 Center Moriches " 1,218 2 Central Islip i" 7,754 8 Cold Spring Harbor " 2,045 4 Commack " 14,031 20 Comsewogue " 5,807 7 Connetquat " 10,332 11 Copiague " 6,040 6 Deer Park " 7,964 8 East Hampton " 1,511 3 East Islip " 7,291 8 East Moriches K-8 571 1 East Quogue K-6 313 1 Eastport K-12 888 1 Elwood " 4,457 5 0 Fishers Island " 95 1 Greenport " 898 1 Half Hollow Hills " 13,077 16 Hampton Bays 1,538 2 Harbor fields "4,851 6 Hauppauge 7,805 7 Huntington 7,343 10 Islip 5,015 5 95 New York Suffolk County(continued) Kings Park K-12 6,507 7 Laurel 1-6 69 1 Lindenhurst K-12 10,362 11 Little Flower PK-8 99 1 Mastic Beach - Wm. Floyd K-12 6,381 5 Mattituck - Cutchogue " 1,302 2 Middle Country " 16,694 16 Middle Island " 6,492 6 Miller Place " 2,394 3 Montauk K-8 296 1 Mount Sinai K-6 960 1 New Suffolk " 21 1 North Babylon K-12 9,214 10 Northport - E. Northport " 9,572 11 Ocean Beach - Fire Island PK-1 41 1 Oysterponds K-6 124 1 Patchogue - Medford K-12 10,992 11 Port Jefferson PK-12 2,360 3 Quogue K-6 85 1 Remsenburg Speonk " 168 1 Riverhead K-12 4,483 7 Rocky Point " 2,503 2 Sachem " 19,138 17 Sag Harbor " 771 2 Sagaponack 1-4 22 1 Sayville K-12 5,118 6 Shelter Island " 250 1 Shoreham - Wading River K-ll 1,917 5 Smithtown K-12 15,001 19 South Country " 4,530 6 South Haven K-6 76 1 South Huntington K-12 10,392 10 South Manor K-6 379 1 Southampton K-12 1,706 3 Southold " 1,003 3 Springs K-8 365 1 Three Village K-12 10,811 9 Tuckahoe K-8 148 1 Wainscott 1-4 13 1 West Babylon K-12 6,715 8 West Islip " 8,969 12 Westhampton Beach " 1,504 3 Wyandanch PK-12 2,735 5 331,183 391 Westchester County: Abbott House 1-12 286 1 Ardsley K-12 2,378 4 Armonk " 2,185 5 (continued) 96 New York Westchester County (continued) Bedford - Mount Kisco PK-12 4,429 7 Blind Brook-Rye K-12 1,329 2 Briarcliff Manor " 1,324 3 Bronxville " 1,361 2 Chappaqua " 3,995 5 Croton-Harmon " 1,698 3 Dobbs Ferry " 1,406 3 Eastchester " 3,177 6 Echo Hills 5-9 304 1 Edgemont K-12 1,782 3 Elmsford " 987 3 Greenburgh PK-12 3,475 8 Greenburgh-Graham 2-12 157 1 Harrison K-12 3,729 6 Hastings-On-Hudson I" 1,897 3 Hawthorne Knolls 3-11 351 1 Hendrick Hudson K-12 2,968 6 Irvington " 1,750 3 Katonah-Lewisboro " 3,496 6 Lakeland " 8,016 10 Mamaroneck PK-12 6,073 6 Mount Pleasant-Cottage 1-12 338 1 Mount Vernon PK-12 11,011 14 Mt. Pleasant K-12 2,700 5 New Rochelle PK-12 10,682 13 North Salem K-12 1,454 4 Ossining PK-12 5,092 6 Peekskill K-12 3,433 6 Pelham i" 2,852 6 Pleasantville " 1,738 4 Pocantico Hills K-8 405 1 Port Chester K-12 3,836 7 Public Sch. of the Tarrytowns PK-12 2,772 6 Rye K-12 3,030 4 Rye Neck " 1,567 4 Scarsdale " 4,931 7 Somers " 2,990 4 St. Christophers " 70 1 St. Peters -- 100 1 Tuckahoe K-12 1,047 2 Valhalla I" 1,897 4 White Plains PK-12 7,673 15 Yonkers PK-12 27,786 45 Yorktown K-12 5,028 6 Yorktown-Wiltwyck K-8 135 1 161,120 265 Coastal County Total (17?) 1,868,898 1,967 State Total 3,381,925 4,388 97 Public School Systems 1976-77 Connecticut Grade Student # of Name of Unit Span Population Schools Fairfield County Bethel K-12 3,552 6 Bridgeport PK-12 24,046 38 Brookfield K-12 3,158 5 Danbury PK-12 11,116 16 Darien K-12 4,999 9 Easton K-8 1,379 2 Fairfield PK-12 11,076 16 Greenwich PK-12 10,857 16 Monroe K-12 3,945 5 New Canaan " 4,335 6 New Fairfield " 2,599 3 Newtown " 4,447 5 Norwalk PK-12 15,505 15 Redding K-8 1,847 2 Ridgefield K-12 5,976 8 Shelton K-12 6,909 13 Sherman K-8 436 1 Stamford PK-12 19,227 24 Stratford K-12 9,267 18 Trumbull PK-12 8,166 11 Weston " 2,354 3 Westport t 6,644 14 Wilton K-12 4,366 6 1.66,206 242 Middlesex County: Chester K-6 663 1 Clinton K-12 2,850 4 Cromwell " 1,832 3 Deep River K-6 845 1 East Haddam K-12 1,089 2 East Hampton " 2,103 5 Essex K-6 877 I Middletown K-12 6,291 14 Old Saybrook 2,106 4 Portland " 1,912 5 Regional Dist. 13 " 2,387 7 Regional Dist. 17 K-9 2,230 4 Regional H.S. 04 7-12 1,170 2 Westbrook K-12 1,077 2 27,432 55 98 Connecticut (continued) New Haven County: Ansonia PK-12 3,299 8 Bethany K-6 1,109 2 Branford K-12 4,430 9 Cheshire PK-12 5,178 8 Derby K-12 2,298 6 East Haven " 5,440 12 Guilford PK-12 4,063 7 Hamden " 8,814 16 Madison K-12 3,310 5 Meriden PK-12 10,590 14 Milford K-12 11,249 20 Naugatuck 5,576 10 New Haven PK-12 21,017 46 North Branford K-12 3,156 7 North Haven t 5,330 9 Orange K-6 3,351 5 Oxford K-8 1,469 2 Regional Dist. 15 K-12 2,900 6 Regional Dist. 16 K-8 2,541 4 Seymour K-12 2,853 6 Wallingford PK-12 8,398 14 Waterbury 17,162 33 West Haven 8,964 16 Wolcott " 3,969 7 Woodbridge K-6 1,840 3 148,306 275 New London County: Bozrah K-8 536 1 Colchester K-12 1,908 3 East Lyme " 3,660 5 Franklin K-8 362 1 Griswold K-12 1,689 2 Groton PK-12 8,322 17 Lebanon K-12 1,294 2 Ledyard " 3,955 6 Lisbon K-8 714 1 Montville K-12 4,340 8 New London " 4,454 9 North Stonington " 1,129 2 Norwich PK-8 7,813 15 Preston K-8 972 3 Reg. Dist. 018 K-12 1,690 4 Salem K-8 464 1 Sprague " 607 1 Stonington K-12 3,418 9 Voluntown K-8 364 1 Waterford K-l? 4,307 7 51,998 - 8 Coastal County Total (82) 393,942 670 State Total 640,255 1,116 99 Public School Systems 1976-77 Rhode Island Grade Student # of Name of Unit Span Population Schools Bristol County: Barrington K-12 4,298 9 Bristol " 3,472 9 7,770 18 Kent County: Coventry K-12 5,801 11 East Greenwich " 2,564 5 Warwick " 18,600 33 West Warwick " 4,299 6 31,264 55 Newport County: Jamestown K-8 714 1 Little Compton " 61414 1 Middletown K-PG 3,720 8 Newport "i 5,288 ]2 Portsmouth K-12 3,356 7 Tiverton " 2,995 6 Warren " 2,091 6 18,808 41 Providence County: Burrillville K-PG 2,722 5 Central Falls K-12 2,668 6 Cranston " 13,750 29 Cumberland " 7,143 17 East Providence " 9,722 20 Foster Elem. K-4 314 3 (continued) 100 Public School Systems 1976-77, Rhode Island Sheet 2 Providence County (continued): Foster-Glocester Reg. High 5-12 1,593 2 Glocester Elem. K-4 608 3 Johnston K-12 4,602 10 Lincoln " 3,642 7 North Providence I t 4,579 10 North Smithfield " 2,210 4 Pawtucket " 11,159 16 Providence " 20,889 41 Scituate " 1,852 4 Smithfield " 3,469 6 Woonsocket " 8,668 20 99,590 203 Washington County: Chariho Reg. High 7-12 1,510 1 Charlestown Elem. K-6 466 1 Exeter-West Greenwich K-8 1,252 Hopkinton Elem. K-6 1,001 3 Narragansett K-9 1,710 2 New Shoreham K-12 105 1 North Kingstown K-12 4,824 9 Richmond Elem. K-6 524 1 South Kingstown K-12 3,067 9 Westerly K-12 4,117 8 18,576 38 Coastal County Total 176,008 355 State Total 176,008 355 101 Public School Systems 1976-77 Massachusetts Grade Student # of Name of Unit Span Population Schools Barnstable County: Barnstable K-12 5,594 11 Bourne " 3,051 8 Chatham " 1,021 3 Dennis-Yarmouth 9-12 1,495 1 Falmouth K-12 5,394 8 Harwich " 1,684 3 Nauset 5-12 1,607 2 (Supervisory Unions): Union 10: Mashpee K-6 264 1 Sandwich K-12 1,148 2 Union 11: Dennis K-8 1,255 2 Yarmouth " 2,386 4 Union 14: Provincetown K-12 746 4 Truro K-6 189 1 Union 54: Brewster K-4 254 1 Eastham K-4 194 1 Orleans " 228 1 Wellfleet " 162 1 26,672 54 Bristol County: Acushnet K-9 1,282 3 Attleboro K-12 7,517 15 Dartmouth " 4,547 6 Dighton-Rehoboth 9-12 1,134 1 Easton K-12 3,661 8 Fairhaven " 3,433 8 Fall River " 14,069 43 Freetown-Lakeville Region 5-12 1,718 3 Mansfield K-12 3,115 8 New Bedford " 16,806 31 North Attleborough " 4,559 10 Norton " 2,433 3 Raynham K-8 1,633 5 Seekonk K-12 3,146 7 Somerset i" 4,852 8 Swansea " 2,937 10 Taunton " 8,133 18 Westport " 2,513 7 (continued) 102 Massachusetts Bristol County (continued) (Supervisory Unions): Union 34: Freetown K-4 563 1 Lakeville " 543 3 Union 37: Berkeley K-8 490 2 Dighton " 939 2 Gosnold 3 1 Rehoboth " 1,500 4 91,526 207 Dukes County: Martha's Vineyard Reg. 9-12 483 1 (Supervisory Unions): Edgartown: Edgartown K-6 21 1 Edgartown K-8 252 1 Edgartown K-6 61 1 Edgartown K-8 256 1 Edgartown K-8 421 1 1,494 6 Essex County: Amesbury K-12 2,707 3 Andover " 6,362 9 Beverly t" 8,425 17 Danvers t" 5,658 12 Georgetown T 1,687 4 Gloucester " 6,536 14 Hamilton-Wenham Reg. 9-12 899 1 Haverhill K-12 9,213 23 Ipswich " 2,567 8 Lawrence " 9,309 19 Lynn " 16,004 30 Lynnfield " 3,239 6 Marblehead T" 4,607 10 Masconomet Reg. 7-12 2,196 1 Methuen K-12 6,546 16 Middleton K-6 603 2 Nahant K-9 721 4 Newburyport K-12 3,350 6 North Andover I" 3,499 7 Peabody " 11,097 11 tl' .I t . tic l� t1 I{, . '/-1 1,505 ;> Rockport K-12 99, 5 Salem "T 6,973 17 Saugus " 6,278 15 Swampscott " 3,138 6 Triton 7-12 1,352 1 103 Massachusetts (continued): (Supervisory Unions): Union 48: Essex K-8 482 1 Manchester K-12 1,332 2 Union 53: Groveland 1-6 889 2 Merrimac K-6 662 2 West Newbury I" 413 2 Union 57: Hamilton K-8 1,204 3 Wenham " 561 2 Union 58: Boxford K-6 711 2 Topsfield " 986 2 Union 68: Newbury K-6 557 3 Rowley " 473 2 Salisbury " 786 2 134,520 277 Nantucket County: Nantucket K-12 928 4 Norfolk County: Avon K-12 1,373 3 Bellingham " 4,102 5 Braintree it 9,108 18 Brookline " 6,340 11 Canton 1-12 4,442 8 Cohasset K-12 1,967 3 Dedham " 6,350 11 Dover-Sherborn Reg. 7-12 1,086 2 Foxborough K-12 4,013 6 Franklin " 5,496 11 Holbrook " 2,874 7 King Philip Reg. 7-12 2,035 3 Medfield K-12 3,006 5 Medway " 2,611 5 Millis " 1,783 3 Milton " 4,504 7 Needham " 7,339 13 Norfolk K-6 826 2 Norwood K-13 7,392 11 Plainville K-6 772 2 Quincy K-14 16,047 29 Randolph K-12 7,333 11 Sharon " 3,597 6 Stoughton " 6,533 9 Walpole " 5,043 9 Wellesley " 6,690 14 Westwood " 3,734 9 Weymouth K-14 14,428 28 (continued) o104 Massachusetts Norfolk County(continued): Wrentham K-6 833 3 (Supervisory Unions): Union 50: Dover K-6 587 2 Sherborn " 634 2 142,878 258 Plymouth County: Abington K-12 3,194 6 Bridgewater K-8 2,020 5 Bridewater- Raynham 9-12 1,408 1 Brockton K-12 19,751 27 Duxbury " 3,030 4 East Bridgewater " 2,523 4 Hanover " 3,351 6 Hanson K-8 1,827 4 Hingham K-12 5,339 9 Hull It 2,991 4 Marshfield " 5,605 8 Middleborough " 3,588 14 Norwell " 2,613 6 Old Rochester 7-12 1,182 2 Plymouth-Carver i" 3,144 2 Rockland K-12 3,992 6 Scituate if 5,372 7 Silver Lake 7-12 2,947 2 Wareham K-12 3,272 8 West Bridgewater " 1,691 5 Whitman K-8 2,605 8 Whitman - Hanson 9-12 1,635 1 (Supervisory Unions): Union 31: Halifax K-6 734 1 Kingston "I 909 2 Pembroke i" 2,267 4 Plympton " 261 1 Union 55: Marion K-6 512 1 Mattapoisett " 727 2 Rochester " 253 1 Union 62: Carver K-5 622 2 Plymouth K-6 2,929 9 92,294 162 (Continued) 105 Massachusetts: Suffolk County: Boston K-13 91,973 186 Chelsea K-12 4,388 7 Revere K-12 7,795 17 Winthrop " 3,765 6 107,921 216 Coastal County Total (152) 598,233 1,184 State Total 1,189,874 2,425 106 Public School Systems 1976-77 New Hampshire Grade Student # of Name of Unit Span Population Schools Rockingham County: (Supervisory Unions): Derry Coop Derry Coop 1-8 2,345 5 Londonderry Londonderry " 1,555 3 Epping Chester " 285 1 Epping 1-12 684 2 Fremont 1-8 184 1 Newmarket 1-12 671 2 Exeter Brentwood 1-6 192 1 East Kingston " 141 2 Exeter 1-PG 3,054 5 Kensington 1-6 129 1 Newfields 95 1 Stratham " 243 1 Hampton Hampton K-8 1,245 3 Hampton Falls 1-7 185 1 North Hampton 1-8 558 1 Seabrook 1-8 773 1 South Hampton 86 1 Winnacunnet Coop 9-12 1,339 1 Portsmouth Greenland 1-8 315 1 New Castle 1-6 68 1 Newington K-6 58 1 Portsmouth K-PG 6,021 11 Rye 1-8 537 2 Timberlane Reg. Hampstead 1-8 497 1 Timberlane Regional 1-PG 2,780 6 Salem Salem 1-PG 5,333 9 Coastal County Total (26) 29,373 65 State Total 169,022 4151 107 Public School Systems 1976-77 Maine Grade Student # of Name of Unit Span Population Schools Cumberland County: Brunswick K-12 3,410 6 Cape Elizabeth " 872 4 Falmouth " 1,527 5 Freeport " 1,346 5 Gorham " 2,005 6 Portland " 11,135 22 Raymond K-8 356 1 Scarborough K-12 2,520 8 School Adm. Dist. 15 " 1,602 4 School Adm. Dist 51 " 1,937 7 School Adm. Dist 61 " 2,015 7 School Adm. Dist 62 K-8 214 1 South Portland K-PG 5,055 15 Westbrook K-12 3,593 9 Windham " 2,413 7 Yarmouth " 1,336 4 41,336 111 Hancock County: Airline Com. Sch. Dist. K-8 58 1 Deer Isle - Stonington CSD K-12 619 4 Flanders Bay CSD 9-12 423 1 Mt. Desert CSD " 664 1 Sch. Adm. Dist. 26 K-8 63 1 Sch. Adm. Dist. 76 i" 38 1 Schoodic CSD i" 391 4 (Supervisory Unions): Union 076: Brooklin 2-8 135 2 Sedgwick K-1 63 2 Union 091: Bucksport K-12 1,457 4 Orland K-8 224 1 Orrington " 558 3 Union 092: Ellsworth K-12 1,404 3 Hancock K-8 239 1 Lamoine " 14 1 Surry " 122 I Trenton " 67 1 Union 093: Blue Hill " 217 1 Brooksville " 101 1 Castine " 96 1 Penobscot 1-8 153 1 (continued) 108 Maine Hancock County: (continued) Supervisory Union 096: Gouldsboro K-8 213 1 � Steuben " 194 1 Winter Harbor " 208 1 Union 098: Bar Harbor K-8 515 2 Cranberry Isles " 21 2 Long Island Pit. K-12 6 1 Mt. Desert K-8 337 1 Southwest Harbor " 314 1 Tremont " 169 1 9,212 47 Knox County: Apl-Hp-Lnvl CSD 1-8 379 3 Isle Au Haut K-8 4 1 Sch. Adm. Dist. 05 K-12 2,245 7 Sch. Adm. Dist. 07 " 83 1 Sch. Adm. Dist. 08 " 250 1 Sch. Adm. Dist. 28 " 1,585 4 Sch. Adm. Dist. 50 " 1,164 6 Sch. Adm. Dist. 65 K-8 14 1 5,724 24 Lincoln County: Boothbay-Boothbay Hbr. CSD K-12 889 4 Great Salt Bay CSD 1-8 313 2 Monhegan Plt. K-8 12 1 Sch. Adm. Dist. 40 K-12 2,254 9 (Supervisory Unions): Union 048: Dresden K-8 123 2 Georgetown K-6 67 1 Phippsburg K-8 225 1 Wiscasset K-12 959 3 Woolwich K-8 378 1 Union 049: Edgecomb K-6 71 1 Southport K-8 76 1 Union 074: Bremen K-8 65 1 Bristol " 239 2 Nobleboro " 175 1 South Bristol 1-8 101 1 5,947 31 (continued) 0 109 Maine (continued) Sagadahoc County: Sch. Adm. Dist. 75 K-12 2,981 9 (Supervisory Unions): Union 043: Litchfield K-8 309 2 Monmouth K-12 1,027 2 Richmond " 594 3 Wales " 129 2 Union 047: Bath " 2,593 8 West Bath 1-8 169 1 7,802 27 Waldo County: Isleboro K-12 94 1 Sch. Adm. Dist. 03 " 1,727 8 Sch. Adm. Dist. 34 " 2,187 11 Sch. Adm. Dist. 56 i" 1,101 6 5,109 26 Washington County: East Range Li. CSD 1-8 25 1 Moosabec CSD K-12 481 4 School Adm. Dist. 14 " 349 1 Sch. Adm. Dist. 19 " 483 3 School Adm. Dist. 37 " 1,058 6 School Adm. Dist. 77 K-8 520 6 (Supervisory Unions): Union 102: Jonesboro 1-8 824 2 Machias K-12 732 4 Wesley K-8 24 1 Union 104: Charlotte K-8 28 1 Eastport K-12 584 3 Pembroke 1-8 130 1 Perry " 108 1 Robbinston K-8 57 1 Union 106: Alexander K-8 47 1 Calais K-12 1,074 3 Union 107: Baileyville K-12 789 2 Princeton 1-8 238 1 (continued) 110 Maine Washington County (continued) Union 108: Vanceboro 1-8 72 1 7,623 43 York County: Acton 108 120 1 Biddeford K-12 3,108 7 Kittery " 1,824 5 Sanford " 3,703 9 Sch. Adm. Dist. 06 " 3,610 13 Sch. Adm. Dist. 35 " 2,039 4 Sch. Adm. Dist. 57 if 2,132 9 Sch. Adm. Dist. 60 it 2,277 5 Sch. Adm. Dist. 71 If 2,078 5 Wells 1,256 3 York " 1,585 4 (Supervisory Unions): Union 00'7: Dayton K-6 110 1 Saco K-8 2,004 4 Union 008: Arundel K-8 328 1 Old Orchard Beach K-12 1,243 4 27,417 75 Coastal County Total (114) 110,170 384 State Total 241,256 815