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A Study Of Criteria Of Social Perception And Some Related Variables

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A Study Of Criteria Of Social Perception And Some Related Variables

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Content A STUDY OK CRITERIA OF SOCIAL PER C E P T IO N AND SOME RELA TED VARIABLES by Isabel H olderm an Handley Beck A D issertatio n P re se n te d to the FACULTY Oh THE GRADUATE SC1RX)L UNIVERSITY OP SOUTHERN CALI PORN IA In P a rtia l Pulfillment of the1 Requirem ents for the Degree Doctor of Philosophy (P sychology) June 1959 UNIVERSITY O F S O U T H E R N CALIFORNIA GU A DUATE S C H O O L U N IV E R S IT Y PARK LO S A N G E L E S 7, C A L I F O R N I A This dissertation, written by Is a be | Ho Ide r m an H and I e y B e c.k ........ under the direction of ii.^t- Dissertation C o m mittee, and up proved by all its members, has been presented to and accepted b \ the (iraduate School, in partial fulfillment of require meats for the degree of D O C T O R O F P H I L O S O P H Y Dean Date J u a e 1 b.ab DISSKRT.VJ'K)N COMMITTKK j l. . s .. / f C .h tn n n a n - V... - -} TABLE OF CONTENTS Page LIST OF T A B L E S ....................................................................................................... v LIST OF F I G U R E S ....................................................................................................... vn Chapter I. INTRODUCTION ............................................................................................ 1 P u rp o se Definitions Abbreviations II. MEASUREMENT OF SfX.'IAL P E R C E P T I O N .................................. f Stimuli for Judgment of Emotions Response C ategories m M easurem ent of Judgment of Emotions Reliability of C rite ria III. HYPOTHESES .............................................................................................. 28 Hypotheses Regarding C riterion Evaluation Spec i fie Hypotheses Regarding Social Perception and Related Variables IV. A S S U M P T I O N S ................................................................................................. 4f> V. METHODS OF S T U D Y ................................................................................. 51 Design Population and Sample C rite ria 'Test Variables P e rso n a l Data Variables Statistical P ro c e d u re s in Chapter VI. RESULTS lv Page 74 Results Regarding Test Evaluation G eneral Results Regarding Social Perception and Related Variables Specific Results of Correlation Study of Scores on Judging Emotional Behavior and Related Variables VII. DISCUSSION AND CO N CLU SIO N S......................................................... 122 Evaluation of J E B -v Variables Related to SP-b Variables Related to SP-c G eneral Conclusions VIII. SUMMARY AM) R E C O M M E N D A T IO N S ......................................... 138 APPENDIX A. Judging Emotional Behavior S t o r i e s .......................... 143 APPENDIX B. Instructions for Administering J E B - v ...................... 150 APPENDIX C. Instructions for Adm blistering J EB - s ...................... 155 APPENDIX D. D a ta s h e e t ................................................................................... 157 APPENDIX E . Means and Standard Deviations of Scores of College Students on Tests and Inventories Used in J E B -v C orrelation Study, and Published Reliability C o e f f ic ie n ts .......................... 1 5P APPENDIX I1 '. Means and Standard Deviations of Scores of College Students on Tests and Inventories in Study of J E B - s .............................................................. 162 R E E E R E N C E S ................................................................................................................. 164 LIST OK T \BRKS Table Page 1 . Distributions of Subjects in Study of Judging Kmotion_a l_^?havl'or ~~ Visual V e r s i o n .................................... 53 2. -^ge Distribution of Subjects m Study of Judging E motiona 1 Behavior — Sound V e r s i o n .................................... 54 3. Variety of Responses Given by 'Three Population Samples to Three Versions of .Judging Kmotiona_l Behavior ................................................................................................. 58 4. Means, Standard Deviations, and Reliability Coefficients from Scores of 'Three Sample Populations Taking Three Versions of.Judging Kmotional Be h a v 1 0 r . . . . 64 5. Internal Validity: Item Weights and Percentage of C o rre c t Responses bv High and !.ow Scorers on -Judging Kmotional Behavior - - Visual Version . . . 75 R. Item Difficulty: Responses to Individual Items on J udging K motiona 1 Behavior Visual Version . . . . 7R 7. " C o r r e c t ” and Modal Responses to Judging Kmotional Behavior Items in Visual Version, Sound Version, and Visual-Sound V e r s i o n ........................................................ 78 8. Validity, Reliability, and Uniformity of Response on Items of Jgdgm g K motional Behavior . . 78 S. Responses by 652 Subjects to Kmotional Behavior Shown m Judging Kmotional B e h a v i o r .................................... 84 10. Differences Between Means of Scores on Three Versions of Judging Kmotional B ehavior...................................................... 80 1 1 . Sex Differences in Mean Scores on Judging KmoUonrgt Behavior ................................................................................................. 8 5 12. Differences Between Means of \ge Groups on Judging K- nl°.tional BejTay lor without Knowledge of C ircum stances 8fi v vi Table Page 13. P a re n t Occupation and Scores on JKB Visual S e q u e n c e s .................................................................................................. 99 14. Occupational Mobility: Relationship between Occupational Objective and P a r e n t s ’ Occupations . . . 1 00 15. Differences between Sexes in Sibling Groups in Scores on Judging Emotional B e h a v io r— Visual Version . . . 102 16, Differences between Sibling Groups of Same Sex in Scores on Judging Emotiona l Behavior — Visual V e r s i o n ................................................................................................ . . 103 17. Com parison of Mean Scores of “ High Mobility” and “ Low Mobility” Judges on Judging Kmotional H ehavior— Visual V e r s i o n .............................................................. 106 IB. C o rrelatio n s between Scores on JKB-v and Test Variables and Age .............................................. 108 19. Cor relations between Scores on JK H -s and Test Variables and Age ............................................................................. MO LIST OK FIGURES Figure Page 1. Distribution of sc o re s by num ber of judges on Judging Emotional B e h a v io r—-visual v e rsio n ........................................ 60 2. Distribution of sc o re s by percentage of m ales and females on J udging Emotional Behavior — visual v e rsio n ............................................................................................................ 61 3. Distribution of sc o re s by percentage of three population sam ples on three versions of J u dging Emotional B eh a v io r........................................................................................................ 66 4. Distribution of sc o re s by percentage of three population sam ples on three versions of J u dging E m otional B eh a v io r........................................................................................................ 67 5. Confusion Between Emotions: D iagram of “ W rong” R esp o n ses..................................................................................................... 81 6. Reciprocal Confusion in J u d g m ent of E m o tio n s......................... 83 7. Number of schools attended in grades 1 to 1 2.............................. 1 U5 vii C hapter I Introduction P urpose This study is designed to evaluate methods of m easuring two kinds of social perception and to identify variables which may be related to both kinds. A sse ssm e n t of a dem onstration motion picture is undertaken with the objective of developing from it a standardized psychological test. The film d em o n strates a method of m easuring ability to judge the emotional content of the behavior of individuals. An audio tape taken from the film req u ires judges to predict responses of people in general to em otion-arousing c ircu m stan ces which are desc rib e d . Historically, studies of social perception have concentrated on stimulus qualities. Usually they sought to identify elem ents of facial expression which accompanied individual emotions. More recently, with the development in psychology of interest in individual differences, and dynamic factors in perception and behavior, the em phasis has changed. The p e rc e iv e r has become the object for study, and stimuli which he judges have become instrum ents of m easu rem en t. Modern re se a rc h into social perception has shown unsteady 1 2 p ro g re ss due to conflicting definitions, unreliable c rite ria (Taft, 1955, 1958) and other conceptual and methodological problem s sum m arized by Gage and Cronbaeh (1955). Reliable and valid instrum ents of m e a su re m e n t now are pub lished in a re a s of intelligence, tem peram ent, interests, and creativity. Each of these fields of human traits has been analyzed to determ ine component factors. Before such analyses were possible, explorations were n e c e ssa ry to hypothesize variables to be included in factor analytic batteries. This study is a sim ila r exploration for social p e r ception. It is a first step. A criterion of social perception and variables related to this criterion must lie identified before a factor analysis can proceed. This makes it necessary to accept or reject hypothesized m easurable c h a ra c te ristic s related to social perception. Tins is a report of basic research . No application is expected from it alone. If it leads to the development of satisfactory criteria and reveals variables which at some future time are factor- analyzed, it may contribute to the applied domain as relationships between factors of social perception and occupational success or mental health are d e te rm in e d . Definitions Recent literature of social psychology indicates increasing p r e occupation with perception and social relationships among people. 3 These articles discuss concepts or report re se a rc h on such subjects as “ social p e rc e p tio n /' “ interpersonal perception,” “ em pathy,” “ projection,” “ social sensitivity, ” “ insight,” “ diagnostic co m p e tence” (Gage and Cronbach, 1955), “ person perception” (Tagiuri and Petrullo, 1958), and “ m ote-beam - mechanism ” (Ichheiser, 1946). In examining the literature, it becomes obvious that w r i te r s ’ own p e r ceptions of these concepts are varied, but can be classified into two general areas: (a) social determ inants of perception, and (b) p e rc e p tion of social situations. Bruner and G oodm an’s (1947) much-cited study of com evaluation by c hildren from different socio-economic levels is an example of the form er. This study is concerned with the latter, and relevant reports are reviewed in Chapter Two. The following definitions represent a reasonable consensus of usage m the studies reported in this paper. Knglish and Knglish ( 1958) define social perce ption as “ 1. the perceiving of social objects, whether persons or social groups, 2. the perceiving of those behaviors of another person that reveal his atti tudes, feelings or intentions. Very often the behaviors thus perceived are minimal cues to which only slight direct attention is given” (p. 378). B runer and Postm an (1948) have used the term “ social p e rc e p tion” in their studies to cover social determ inants of perception and have pointed out that “ all perception lias a social component” (p. 114). They add, “ Perception . . . is seen as a com prom ise between 4 what the organism is given to s e e — excitation induced by the stimulus — and what the organism is set to see or, even what the organism wants to avoid seein g ” (B runer and P ostm an, 1948, p. 85), H e id e r’s (1958) usage is m ore restricted: “ We shall speak of ‘thing perception’ or ‘nonsocial perception’ when we mean perception of inanimate objects, and of ‘person perception’ or ‘social perception’ when we mean perception of another p e r s o n ” (p. 21 ). Brunswik (1956) a g rees with this distinction: ‘‘The situation peculiar to social p e r c e p tion as com pared with simple ‘physical’-object perception is that not only the subjects, but also the objects in the experim ental setup, are p e r s o n s ” (p. 26), English and Bnglish (1958) include some elem ents of B runer and P o s tm a n ’s usage in their definition of perception in general: 1. an event in the person or organism , prim arily controlled by tlit* excitation of sensory receptors, yet also influenced by other factors of a kind that can be shown to have originated m the life history of the organism . . . . 2. the aw areness, or the p ro cess of becoming aware, of extraorganie or intraorganic objects or relations or qualities, by m eans of sensory p ro cess and under the influence of set and of p rio r experiences, (p. 378) While English and English, Heider, and Brunswik all specify ‘‘social o b jects” or ‘‘p e r s o n s ” as the stimuli in social perception, they do not exclude the needs - values-set system s which also are d eterm inants of an individual’s perception. Brunswik (1956) writes of the ‘‘halo” effect in his su b je c ts’ judgments and Heider (1958) uses the phrase ‘‘perceptual styles — what the person ex tracts from his world 5 because of his m anner of perceiving” (p. 57). Gage and Cronbach (1955) have tended to favor the te rm “ in te r personal p erception" in describing “ the p ro cess . . . given such nam es as ‘em pathy,’ ‘social se n sitiv ity / ‘accuracy of social p e r c e p tion,’ ‘insight,’ and ‘diagnostic com petence’ ’’ (p. 411). In their reports, however, they seem to use “ social perception’’ as a suitable alternative te rm to give variation in literary style. In system atizing the studies conducted under the above te rm s they state: Various studies have used quite different objects of perception, asking Judges to predict: a. how persons in general will behave; b. how a particular category of persons deviates from the behavior of persons in general; c. how a partic u la r group deviates from the typical behavior of the category it belongs to; d. how an individual deviates from the typical behavior of the p articular group he belongs to; e. how an individual on a p artic u la r o c c a s ion will deviate from his typical behavior. (Gage and Cronbach, 1955, p. 43) B runer and Tagiuri (1954) in a chapter titled “ The Perception of P e o p le ’’ divide their discussion into two m ajo r sec tions — one on recognition of emotions and the other on judgment of personality. This study is concerned with the identification of emotions, and cites reports on judgment of personality only when justified by relevant methods or related findings. 6 A distinction also can be made among kinds of social perception on the basis of the kind of stimuli which the judges perceive. This study involves judgments of emotions based on observation of behavior of individuals on a particular o ccasio n , and is term ed Social Perception-behavior; data on another kind of social perception involve judgments of emotional resp o n ses of pe r s o n s in gen eral to a set of known c ir c u m s ta n c e s , and is term e d Social P e rc e p tio n -c irc u m sta n c e s. In applied psychology this may be an important distinction. The individual who can make accurate4 judgments on the basis of behavioral cues alone has an advantage in personal relationships over the indi vidual who m ust know the stim ulus field. C ircu m stan ce s are not known always, o r there may not be time to a s s e s s a situation before judgment and responsive behavior are needed. On the other hand, the individual who can predict m a ss response to known circu m stan ces may be more skillful in influencing group attitudes and behavior. E m pathy. English and English (1( J58) define empathy as “ appre- « hension of the state of mind of another person without feeling (as in sympathy) what the other feels” (p. 178). Dymond (1949) uses the term in one of her studies “ to denote the imaginative transposing of oneself into the thinking, feeling, and acting of another and so structuring the world as he d o e s ” (p. 127). Thus empathy is used to ex p ress a kind of role-playing in which 7 an individual places him self in the position of a person and infers the other p e r s o n ’s feelings from that point of view. An empathic response may be to “ persons in g e n e ra l” from a knowledge of circu m stan ces only, or to a specific individual. Guilford (1929) reports, “ Langfeld found that the sympathetic response was the chief cue to lidentifyingJ the [emotional] expression in other individuals. . . . One has only to watch the faces of subjects as the stimuli are flashed on the screen to observe imitative responses in them. Some of them, having hit upon that method, attempt quite intentionally a complete imitation of the fates before th em ” (p. 19G). I1 rojection. This term is distinguished from empathy by the opposite point of view of the judge. Here, the judge a ssu m es the other individual to be like himself in a given situation and a s c rib e s his own feelings to the other. English and English (1 958) write, “ the process of unwittmgly attributing one’s own traits, attitudes or subjective p ro c e sse s to o th e r s ” (p. 178), Hastorf and Bender (1952) define projection as “ the attribution to others of one’s personal needs, interests, and attitudes. . . . P r o j e c tion is m ore autistic and personal than empathy. . . . Empathic ability s e e m s m ore objective, m ore cognitive, and truly perceptive of the psychological stru ctu re of the other p e rs o n ” (p. 574). From the above definitions, empathy and projection are methods 8 of making the judgments which a re required in social perception. If empathy is m o re cognitive than projection, then some kinds of social perception are m o re cognitive than empathy. Empathy and projection may be effective techniques by which some individuals, given appropriate stimuli, a rriv e at judgments of other p e r s o n s ’ emotions, but objective observation of behavior and logical inference also m ay be important. Internal Validity. This term re fe rs to item -total correlation. Item weights computed from responses of high and Low scoring judges on a total test are used as indexes of internal validity. Abbreviations To facilitate reading, the following abbreviations for frequently repeated p h rases have been adopted: S P -b is used for Social P erception-behavior. SP -c is used for Social Perception - c ire u m s ta n c e s . J E B - v is used for Judging Emotional Behavior — visual version. J E B - s is used for Judging E m otional Behavior — sound version. J E B - v s is used for J u dging E m otional Behavior — visual-sound version. The first two te r m s are explained on page 6. The latter three a re described on page 2 8. Chapter II Vleasurement of Social Perception This chapter is devoted to past rese a rc h related to that area of social perception concerned with judgment of human em ouons. The review is presented in the context of m easu rem en t methods, since m e a su re m e n t of social perception is a central concern of this study, Reports by previous investigators are cited m the section on Stimuli for Judgment of Kmotions; the section on Resnon.se C ategories m M easurem ent of Judgment of Kmotions, and that on Reliability of C rite ria of Social Perception. It snould be noted that references cited here and in Chapter III, m support of hypotheses of this study, have been selected for their relevance to the judgment of emotional behavior of individuals and of majority response to a set of e motion - arous mg circum stances. Studies of ability to judge personality traits and intelligence, and to predict responses to questionnaires by other persons have been s u m m a riz e d in reviews of social perception by Taft (1956) and Tagiuri (1954), but only toose whose methods or results are relevant to this study are mentioned here. 9 10 Stimuli for Ju d g m en t of Kmotions A ttem pts to test the hypothesis that observable behavior of p e rso n s gives inform ation by which th e ir em otions can be judged have shown inconsistent and often conflicting resu lts. Some investigators have concluded that such judgm ents, without knowledge of c i r c u m stan c es, are possible and o th ers say not. One conclusion, however, is supported by a n u m b er of studies: knowledge of c ir c u m s ta n c e s which aro u se em otion brings forth high a g re e m e n t am ong judges.^ L ite ra tu re on judgment of em otions from behavioral cues and judgment of em otions with knowledge of c ir c u m s ta n c e s a re reviewed se p a ra te ly on the following pages. J ud g m en t of K m otions fro m B ehavioral (.hies Men long have been interested 111 facial e x p re ss io n s which are c h a ra c te ris tic of p a rtic u la r ('motions. \ r t i s t s , before psychology was se p a ra te from philosophy and physiology, showed co n sid e rab le skill m graphic definition of differences in behavior aro u sed by various em otions (L eB run, 1698, cCed in Holt, 1958). Karly psychological studies followed the a r t i s t s ’ p a tte rn s, but w ere m o re objective and used e x p e rim e n ta l methodology. Results were1 inconclusive. C h a r a c te r is tic s of em otional e x p re ssio n , as depicted by a r tis ts atu ^This conclusion is d isc u sse d on page 88. 11 e x p e r i m e n t e r s using g ra p h ic and v e r b a l d e s c r i p t i o n s , not the ju d g e s t h e m s e l v e s , w e r e stu d ied ( C o le m a n , 1 949 , S c h lo s b e r g , 1 9 4 1 ). E m p h a s i s on s o c ia l d e t e r m i n a n t s of p e r c e p tio n d u rin g the p a s t 15 y e a r s has r e o r i e n t e d e x p e r i m e n t a l e x p lo r a tio n so that the ju d g e s, as well as the judged, now b e c o m e the o b je c ts of study. T he d e t e r m in a n ts of p e r c e p tio n as d e s c r i b e d by B r u n e r and G o o d m an (1947) a r e au to c h th o n o u s and b e h a v io r a l. T he a u to c h th o n o u s c o m p o n e n t c o n s is t s of the o b jectiv e q u a litie s of the s tim u lu s ; the b e h a v io r a l c o m p o n e n t is a c o m b in a tio n of the n e e d s , v a lu e s, m o tiv a tio n , and e x p e c ta tio n s of the p e r c e i v e r . The p e r c e i v e r is as m uch a v a r ia b le in p e r c e p tio n as the objectiv e s tim u lu s , but has been e x p lo r e d le ss s y s t e m a t i c a l l y . S tim u li for ju d g m e n t of e m o tio n s through the h is to r y of p s y c h o l- ogy can be a r r a n g e d in a s e q u e n c e fro m s im p lic ity to c o m p le x ity , fro m c o n triv e d s tim u li to r e a l i s m , a s follows: 1. Line d r a w in g s (D a rw in , 1 872, P i d e r i t , 1080). 2. Line d r a w in g s with in te rc h a n g e a b le f e a tu r e s (B o rin g and T i t c h e n e r , 1 923; Buzby, 1 924, F e r n b e r g e r , 1 927 ). 3. A r t i s t s ’ d r a w in g s (L an g feld , 1918). 4. P o s e d still p h o to g ra p h s ( F e le k y , 1 924; F ro is - W itt m a n n , 1930; R u c k m ic k , 1921, Rudolph, 1903; S c h lo s b e r g , 1941, 1944, W o o d w o rth , 1938). 5. Still p h o to g ra p h s of l a b o r a t o r y - induced b e h a v io r ( L a n d is, 1 9 29 ). 1 2 6. Still photographs of “ n a tu ra lly ” induced behavior (Munn, 1940; Vinaeke, 1948-49). 7. Voice recordings (Sherm an, 1927). 8. Still and motion pictures of hands (C arm ichael, Roberts, and W essell, 1937). 9. Silent motion pictures of facial e x p re ssio n s (Coleman, 1949). 10. Silent motion pic tures of whole person (Sherm an, 1927). 11. Sound motion pictu re s of whole person (Beck, 1954). The early studies which involved judgm ents of em otions depicted by line draw ings, a r t is t s ' draw ings, and posed photographs were oriented toward identifying the c h a r a c te r is tic s of facial expression. Darwin (1 872) was interested in showing that facial e x p re ss io n s during emotion were residuals of g r o s s e r physiological m ovem ents inherent in survival of the o rg an ism under s t r e s s conditions. Fiderii (1 886) theorized that facial e x p re ssio n s th em selves were practical m ovem ents to facilitate sen so ry functioning. The Darwin and P id e rit hypotheses required support of the assum ption that em otions do elicit c h a r a c t e r istic m ovem ents, i.e.. facial ex p re ssio n s. Boring and Titchener (1923), Buzby (1924), and F e r n b e r g e r (1927) reported that som e d r a w ings elicited strong a g re e m e n t among judges and others very little. Langfeld (1918) found s im ila r variations using Rudolph photographs, as did Feleky (1924), Frois - Wittman (193U) and others using their sets of posed photographs. Woodworth (1938), using F elek y’s data, found that 13 “ wrong” judgments often were “ n ear m i s s e s , ” and was able to devise a scale of emotions which form a c irc u la r continuum of discrete categories. Schlosberg (1941) verified and refined the Woodworth scale, and cross-validated it using F r o i s -Wittman photographs He found that judgments evaluated on the scale w ere highly consistent.^ Landis (1939), in search of m u scu lar patterns which would identify emotions, made photographs of individuals experiencing laboratory-induced emotions, and concluded that his subjects did not show expressions consistently except for smiling. Coleman (1949), under sim ila r conditions but using motions pictures, found that some of his subjects showed expressions which were much m ore readily identified correctly than did other subjects. Sherm an (1927) using motion pictures and sound recordings in separate studies, concluded that emotions of infants cannot be judged accurately and consistently by cither stimulus, C arm ichael, Koberts, and Wesse 1 ( 1 937 ), using photographs and motion pictures of hands in movement, found that their subjects recognized emotions as well as subjects who judged facial expressions in other studies. The studies cited above tested an assumption of e a r lie r studies by Darwin and P id e rit that emotional experience is c h aracterize d by recognizable expressive behavior. Some findings support the 2 The Woodworth and Schlosberg studies are discussed additionally on pages 2 5 and '2 6. 14 assum ption, som e do not. M o re o v e r, they a s s u m e that the individuals o r a r tis ts who e x p r e s s em o tio n s in the stim ulus m a te r ia ls r e p r e s e n t “ ty p ic a l” behavior u n d er felt emotion. B runsw ik (1947) has c r i t i cized the lack of r e p re s e n ta tiv e n e s s which a r i s e s from using only one p e rso n to depict a given em otional e x p re ss io n . In past studies, re p re s e n ta tiv e s a m p le s of judges have been used, and their jud g m en ts pooled, to a s s e s s the reliability of the stim ulus p ic tu re s or sounds. T h e se studies did not attem pt to m e a s u r e indi vidual d ifferen ces among judges. They, in effect, a s su m e d that all judges w ere equally sensitive to the stim uli p re se n te d to them . This p a p e r takes the opposite position: it a s s u m e s that th ere are individual d iffe re n c e s am ong judges in m aking these judgm ents, and that for those who are sensitive to them , recognizable behavioral cues do exist for judging the em otions of other p e rso n s . Vinacke (1948-4!1) conducted the only e x p e rim e n ta l study related to this point of view which this investigator has located. He concluded that wide d ifferen ces exist am ong different ra c ia l groups judging the em otions e x p r e s s e d by C au c a sia n faces, that the judgm ents of women a r e m o re consistent with each o ther than a re the judgm ents of m en, and that individual d ifferen ces a r e g r e a t e r than group d ifferen ces. This review of e x p e rim e n ta l findings has included relevant e x a m p le s illu stratin g the developm ent of e x p e rim e n ta l design which led to this study of social perception. C o m p re h e n siv e s u m m a r i e s of the 15 above and other studies are given by Lindzey (1954, pp. 634-654), Woodworth (1938, pp. 242-256, and Woodworth and Schlosberg (1954, pp. 107 -132). Judgm ent of Kmotions with Knowledge of C irc u m sta n c e s While the visual and auditory stimuli used in studies of o b s e r v able emotional behavior have shown a somewhat orderly p ro g ressio n , developments on the inclusion of supplemental information have been less system atic. Some investigators have given judges no information on stunu lus-arousing circum stances (indeed, none exist when contrived photographs or drawings are used). Some* require that judgments be made first without, then with, knowledge of circ u m sta n c e s or cues from photographic backgrounds (\lunn, 1940, T urham , 1941; V inacke , 1 94 8 - 49 ). Investigators agree that judgments arc m ore a (.curate and reliable with knowledge of c ircu m stan ces than without, an indication that behavioral c ues may be m ore difficult to a s s e s s than e n v iro n mental ones. Some investigators, in fact, deny that accurate judg ments can be made in the absence of environmental cues (Landis, 1929; Sherman, 1927; T urham , 1 9 4 1 ). Munn (1940) quotes Landis, “ . . . it is practically impossible to name accurately the ‘em otion’ being experienced by a subject when one has only a photo graph of the face on which to base the judgment.” 1 6 The results of studies with posed photographs, articulated models of the face, and unposed expressions aroused in the la b o ra tory have often led to the conclusion that a knowledge of p re c ip i tating circ u m sta n c e s is essential to accurate judgment of emotions, (p. 325) An abstract of an article by T urham (1944) describ es the conclusions of the author: “ The real role played in interpretation is not that of the facial expressions, them selves, but of the situations that call these forth” (p. 145). Vinacke (1948-49) simply reported g re a te r agreem ent among judges of unposed photographs when surrounding environment was included than when faces alone were shown. Investigators who em phasize the importance of knowledge of c irc u m sta n c e s have not reported attempts to a s s e s s agreem ent in response among judges of c ircu m stan ces only. (This may be due m part to rese a rc h orientation toward stimulus c h a ra c te ristic s of facial expression rather than toward individual diffe ronces among judges, and m part because of an assum ption that judgment of circu m stan ces would show such high agreem ent that nothing would be m easured.) They report that judgment is difficult, if not impossible, without know ledge of c irc u m sta n c e s, and relatively “ e a s y ,” i.e., shows high agreem ent among judges, when visual stimuli are su pple m ented by knowledge of c ircu m stan ces. One part of this study reports on judges’ predictions of majority 17 response of people in general to hypothetical circum stances. Another part requires judgments of emotional responses of two people reacting under unknown circum stances, and a third part requires judgments based on observation of behavior and knowledge of circum stances. Distributions of responses under the three conditions are given in Figure 3, page fifi. Kesponse Categories in Measurement of Judgment of Emotions Just as the perceiver and perceived are interrelated parts of perception, items and modes of response are interrelated parts of m easurem ent, in measuring the “ judgeability” of emotions, stimulus m aterials have been emphasized. What characteristics of emotional behavior make one emotion identifiable as different from another? What is the most reliable way of depicting these ch aracteristics so that judges can agree on the emotion they represent? These questions of m easurem ent received g reater attention than did modes of response by judges. The problem of modes of response in judging emotions poses two critical questions: (a) How is the “ c o r r e c t ” response determined for scoring the judgments? and (b) In what form does the judge make his response? These questions are relevant to the development of a valid, 18 objective m e a su re of social perception, but they rarely have been m e n tioned in psychological publications. The following discussion of “ c o r r e c t ” response determ inants is derived from conversations with interested colleagues, with the exception of the Taft (1955) report cited on page 19. Review of the question concerning form of response is documented m ore firmly. Determ inants of “ C o r r e c t ” Response C o rre c tn e ss of response has a different meaning when the stimulus m ateria ls are being identified or classified than when indi vidual differences among judges is the subject of study. In the fo rm er situation, agreem ent among judges, or agreem ent of judges with the individual who contrived the stim ulus m aterial, is sought. To find out what c h a ra c te ristic s associate drawings and posed photographs with an emotion, agreem ent among judges is needed to verify the judgment of the contriver of the stimulus. If agreem ent is not re a d ie d the stimulus is said to be invalid, and in some studies this has led to the con clusion that judgment of emotions is not possible without knowledge of the precipitating circu m stan ces. In recent y e a rs, the reliability of the judges them selves has been questioned: if judgment of emotions from behavioral cues is an inherited or acquired ability, individual differences in this ability accounts for lack of agreem ent in responses. Different responses to 19 the same pictures may reflect differences in ability to make " 'c o rre c t” ju d g m en ts. This ra ise s the question of how to determ ine the c o rre c t response. When contrived pictures were used, the intent of the artist or actor was accepted. When laboratory - induced or " n a tu ra lly ” induced emotions were photographed, the precipitating c irc u m sta n c e s were examined and expert judgments accepted. Some studies used modal responses of experim ental populations. These three methods are deficient for a study of individual differences. \ s pointed out by Taft (1955), "T h e use of tins type of criterion suffers from the doubt whether we are m easuring ability to judge or simply the degree to which J (judge) conform s to the criterio n group, the non - conform ist would score poorly, but mignt, in fact, be a good judge” (p. 2). A modal response to behavioral cues may rep resen t the opinion of un- perceptive individuals- the m ore perceptive ones may be able to use cues not observed nor correctly evaluated by the majority. For a study which involves m e a su re m e n t of individual differences in judgment of emotional behavior, then, the fourth possibility appears n ecessary — the reports of individuals experiencing emotion. Since emotion is a subjective experience, this would give more authentic stimulus m aterial regarding specific emotions than devised or judged m aterial. The scoring key of one criterion m e a su re in this study is derived from reported emotions and is described at length in Chapter 20 Four of this report. F o rm s of Response required by test M easures involving judgments of persons and of social situations have employed rating, multiple-choice, and open-end response te c h niques. The rating method has been used in some studies of empathy. Multiple - choice and open-end responses have been required in studies involving judgments of behavior and social situations. Hating Method In studies of empathy judges have filled m questionnaires as they thought others would do. The Dymond Scale for M easurem ent of Empathic Ability (Dymond, 1940) req u ires that each person rate h i m self, rate another person as he sees him, rate the other person as he thinks he would rate himself, and rate him self as he thinks the other person would do. Dymond found that individuals’ sc o re s did not change significantly between the third and eighth se m in a r meetings, although on the second test women were somewhat m ore accurate than men. Using a different type of m e a su re , Hastorf and Bender (1952) developed a “ refin ed ” empathy sco re by subtracting a projection score (difference between o th e r-p e rso n response and subject response) from the “ r a w ” empathy sco re (response given by subject subtracted from 21 actual response of other person). They report projection m ore prevalent than empathy among fifty Dartmouth students taking the Study of Values. These studies are related peripherally to the re se a rc h reported in this paper. Citing them em phasizes an a re a for m ore specific investigation: sex differences in ability to a s s e s s emotional behavior and emotion arousing c ircu m stan ces as discussed in Chapters Five and Six. Empathy and projection may be significant particularly when making judgments of m e m b e rs of one’s own sex. This points up the kind of investigation which can be accomplished with the motion pic ture test which will be developed from the results of this study. By showing male behavior sequences and female behavior sequences separately to judges of both sexes, four sets of data could be secured: female judges - female subject, female judges - ma le subject; male judges - female subject; and male* judges-m ale subject. Scores of these groups seem worth investigating. M ultiple - choice Method T hree notable studies in social perception have employed the multiple-choice method of response, one involving judgment of social situations and the other two, judgments of behavior. Chapin, in his Social Insight Scale (1942), requires judges to choose one of four listed m echanism s which apply to descriptions of 22 social situations. He reports high validity and high level of d i s c r i m i nation among persons of different occupations. Sherm an (1927), using motion pictures of infants, found that judges were unable to distinguish behavioral differences under condi tions of restraint, loss of support, needle prick, and overdue feeding. He concluded that knowledge of c irc u m sta n c e s is needed for judging infant emotion, even with this sm all num ber of choices. Coleman (1949) used a list of brief descriptions of stimulus s it uations and asked judges to match them to motion picture sequences showing subjects experiencing laboratory induced emotions. He observed a wide range of individual differences in response by photo graphic subjects, but no sex differences in accuracy of judgments. He reports that “ identifiability of a given expression was dependent upon the facial region exposed, the subject viewed, and whether or not the pictures were of acted or natural e x p r e s s io n s ” (p. 2fi). The em phasis in this study was upon stimulus m ateria ls, not on the judges. The multiple-choice response method in testing has been accepted widely for its objectivity and practicality in scoring. Attempts to m easu re social perception have not always had these advantages. The development of multiple-choice response categories from open-end responses in judging facial expression is described in the next section of this chapter. A multiple - choice method for m e a su re m e n t of ability to judge emotional behavior is described in 23 Chapter Five. Open-end Response Method Many studies involving judgment of emotions or social situations have required judges to identify or name emotions (Ruckmick, 1921; Boring and Titchener, 1923; Feleky, 1924; F ern b erg er, 1928; F r o i s - Wittmann, 1930; Guilford, 1929, Kanner, 1931; Munn, 1940). While these studies using the open-end response method have certain disadvantages cited below, from them has been developed a multiple- choice method which appears adaptable to m easu rem en t of ability to judge emotional behavior. This section first reviews disadvantages of the open-end response method and then describ es its contribution to the selection of emotions which may be used as discrim inable response categories in a multiple - choice test. D isadvantages . Guilford (1929) has pointed out one difficulty of the open-end response; individuals may have difficulty finding suitable nam es for their own emotions. It follows that they may have even grea ter difficulty in naming o t h e r s ’ emotions unless they use the method of sympathetically responding to the o t h e r s ’ behavior and naming the emotion from their own synthetically aroused feelings. A second difficulty with the open-end response is the variation in fluency among judges. Some may have at their command a wider vocabulary of emotional te rm s and g r e a te r literacy in shadings of 24 meanings, an ability which Guilford (1953) has term ed “ associational fluency.’' A third difficulty, sem antics, applies both to the open-end and multiple-choice response. B runer and Tagiuri (1954) comment, “ There is no reason to assum e that different individuals are equally inclined to utilize the sam e categories for ordering emotional e x p re ssio n ” (p. 635). They suggest that labeling behavior, as well as what different people see as the expression of the sam e emotion, needs further investigation. They propose a developmental study of children “ to better understand the m anner in whic h differentiated verbal labeling develops” (p. 636). The sem antics involved in labeling has been avoided by Coleman (1949). He prepared a list of brief descriptions of stimulus situations and asked judges to match them to motion picture sequences. This, however, brings the discussion back to the' m u ltiple - choice method and the following section. Contribution to Mu It iple -choice Method. K anner(19 31), using the open response technique, required judges to make three responses to Feleky pictures: (a) the emotion ex p ressed in each pose, (b) the situation in which the emotion might be aroused, and (c)w h at verbalization might accompany the expression. Responses w ere scored on a 10-point scale. He concluded that they 25 w ere significantly m ore accurate than chance but m o re importantly he found wide variation in c o rre c tn e s s of response among different emotions, i.e ., s u rp rise was judged co rre c tly by 77 per cent of the judges, pity by 19 per cent. Hulin and Katz (1935) dispensed with labels entirely and required judges simply to sort Frois -YVittman pictures into unlabeled categories so that sim ila r appearing pictures would be together. While this method did not reveal either the c h a ra c te ristic s of specific emotions nor the perceptiveness of judges, it and K anner’s study did suggest the possibility of scaling facial expression. Woodworth (1933) developed a scale of emotions, revealed by facial expression, from judgments of the Feleky pictures by one hundred subjects. He used a Feleky (1924) study which required judges to name emotions associated with the pictures, then he computed relative “ d istan ce” between the various emotions by the amount of confusion shown in judging them. He found, for example, that d i s crimination among love, m irth, and happiness was no better than chance, but that these three were a discrim inable distance from s u r prise. His final scale has six categories: 1. Love - m irth-happine ss 2. Surprise 3. F ear-suffering 4. Ange r-dete rmination 26 5. Disgust 6. Contempt Schlosberg (1941) verified Woodworth’s scale with F rois- Wittmann pictures. His judges sorted the pictures into the categories listed above and dem o n strated circu larity in the scale: the lo v e -m irth ' happiness and tlie contempt ex p ressio n s often w ere confused, but neither tended to be confused significantly with the fear-suffering expression. Schlosberg then devised a method of plotting the pictures on a c irc u la r surface enclosing two axes. Attention - Rejection and P leasa n t-U n p leasan t. From the average ranking of the pictures on these two scales, he could predict judgments based on Woodworth c a te g o r ie s . The Woodworth and Schlosberg studies were not concerned with individual differences among judges, but did indicate that by using d isc re te mu It ip le - choice response categories, reliability not achieved in e a r lie r studies of the F ro is-W ittm an n and Feleky pictures was possible. With careful selection of authentic stim ulus m a te ria ls (test item s) to fit discrete response categories, it appears that a highly reliable m e a s u re of individual differences m ability to judge emotional behavior without knowledge of circ um stan ce s may be possible. Judges in the p resent study w ere given a list of thirteen emotions from which to select responses. Psychological distance between emotions on the list had not been scaled, which may account in p art for 27 some deficiency as a reliable m easuring instrument. F rom judges' responses, a rough scale sim ila r to that introduced by Woodworth and Schlosberg has been developed for the emotions depicted in film sequences. It will be used as one guide in developing new film items. Heliability of C riteria Taft ( 1955), in reviewing reliability of tests used in various studies related to social perception, concludes that tests in this a re a need to include a large num ber of item s to ensure reliability. He bases his conclusion in part on a report by Adams of a r e s t- re te s t r e liability of .55 for accuracy of rankings among sorority s is te rs in 63 personality traits, accomplished with a three-w eek interval. Taft and T r a v e r s obtained a split-half coefficient of .20 and .64 respectively on separate studies in which judges predicted percentage of a given popu lation who would answ er “ t r u e ” o r ‘‘false” to each of 25 items on a q uestionnaire. •\s reported later in this study, reliability is notably defic ient in m e a su re m e n ts of social perception, but addition of items without improving existing ones or designing better ones will not give, n ecessarily , a highly reliable test. Chapter III Hypotheses In o rd e r to identify variables related to Social P erception, a criterion with which to com pare m e a s u re s of hypothesized related variables was needed. Two versions of the film test Judging E m o tional Behavior (Beck, 1954), one with and the other without knowledge of circu m stan ces, had been produced as a dem onstration of how ability to judge emotions on the basis of behavioral rues might be m easured. It was not evaluated or standardized as a test, but was made available for re se a rc h purposes. A third version, giving c ircu m stan ces only, was transcribed from tlie film sound track onto audio tape and edited to delete voc al responses of the subject m the film and to provide appropriate time intervals between items. The three versions of Judging Em otional Behavior are J E B -v (film showing behavioral cues only), J E R - s (audio tape describing circum stances), and JEB~vs (film showing behavioral cues and describing circum stances). These abbreviations are explained on page J udging E m otional Behavior is described fully in Chapter Five, the section on C rite ria , page 55. This chapter gives formulations and discussion of three sets of 28 29 hypotheses, those related to evaluation of Judging Em otional Behavior, general hypotheses regarding related v ariables, and specific hypothe ses regarding related v ariables. Some of the hypotheses are supported by precedent; in such ca se s, re fe re n c e s a re cited. Many of the hypotheses are derived from reading, observation, lectures, and discu ssio n s with te a c h e rs, c o w o rk e rs, and fellow s tu d e n ts - - so u rc e s now im possible to trace. Although the absence of documentation may be open to c ritic is m , this investigator believes that a cloudy genetic history does not make a hypothesis unacceptable as long as it is stated in testable form. Hebb (1958), in a plea for less ritualization in re s e a r c h , p a r ticularly student re s e a r c h , states, No r e s e a r c h gets done by the man who m ust do only experim ents that are beyond c ritic is m . . . . A fertile investigation is m ore likely to end up with a hypothesis in testable form than to begin with one. The hypothesis, of course, can then be tested; I do not mean to deny that this is part of re se a rc h . But the m ore significant and difficult part is arriv in g at the idea that is to be tested, and what 1 think is bad . . . is that [schools | pay little attention to the way in which ideas a re arriv e d at, overlooking the fact that the better an idea, the m ore likely it is to have been extrem ely vague, inchoate, when experim entation began, and to have become definite only as a result of the experim ent, (pp. 463-464) Inaccurate observation, poor communication, and faulty logic may have contributed to some of the following hypotheses. One way to find out is to test them. F rom the resu lts better hypotheses can be formulated 30 H ypotheses R eg a rd in g C r ite r io n Evaluation 1 . E x a m in a tio n of r e s p o n s e s of a larg e n u m b e r of judges to J E B - v , J E B - s , and J E B - v s shows that s o m e ite m s a r e in tern a lly valid, of m o d e r a te difficulty, and s u b sta n tia l reliability, and that ite m s r e p r e s e n t d is c r im in a b le psychological d is ta n c e s betw een e m o tions . 2. Visual s e q u e n c e s and sound s e q u e n c e s will show d iffe re n c e s in r e s p o n s e s am ong judges although they w e r e designed to elicit the s a m e r e s p o n s e s . 3. J u d g e s of em otional r e s p o n s e s will s c o r e highest when given the m o st in f o r m a tio n — with knowledge of c i r c u m s t a n c e s and an o p p o r tunity to o b s e rv e b eh av io r. J u d g m e n t of b eh a v io r without knowledge of c i r c u m s t a n c e s will be the m o st difficult. This can be s u m m a r i z e d by saying that the d istrlb u tio n of s c o r e s u n d er the th re e conditions will show the following o rd e r: Low est s c o r e s - B e h a v io ra l c u e s alone Mid s c o r e s - Knowledge of c i r c u m s t a n c e s alone Highest s c o r e s - B e h a v io ra l c u e s and knowledge of c i r c u m s ta n c e s G e n e r a l H ypotheses R egarding Social P e r c e p tio n and Related V ariab les B asic hy p o th ese s te ste d are: 31 1. S P -b is correlated positively with tem peram ent and environ mental variables related to dependency. This hypothesis was developed on the following basis: individuals whose needs involve strong social components and who are highly dependent on others for expressions of love, approval, or help are likely to develop ale rtn e ss to sm all behavioral cues in order to find ways of inducing gratification of their needs. A child learns quite effectively when and how to secure parental attention. A dog, with incomplete understanding of words, learns to respond to tones of voict', and approaches or avoids humans accordingly. Both the child and the dog learn to a s s e s s the behavior of the adult, and adjust their own behavior according to the intensity of their needs and the chances of reward, be it cuddling, petting, or feeding. Some individuals become quite skillful at assessing the prevailing mood, others never seem to learn to do this. 2. S P -b is correlated positively with cognitive variables related to perceptual skills and logical reasoning. The ability to judge the emotions of others requires factors of intelligence that lead to valid conclusions from accurate observations. Discussion of these factors on pages 37 to 40 includes com m ents of other investigators in this area. Some of the variables m easured in this study are assum ed to be indexes of social dependency and some of cognitive factors. The 32 assum ptions, however, may them selves become hypotheses of a future study. Because SP-b is hypothesized to be different from SP-c (to r e quire different traits for accurate judgment), this study is designed to identify which variables are related to both p ro c e sse s and which are peculiar to each. Some ch aracteristic differences between good judges of behavior and good judges of circu m stan ces may become clear. This study tests the specific hypotheses that the variables listed 011 the? following pages are related to sc o re s on JKH-v. 1'or nurposes of com parison, the same variables are com pared with perform ance on JK K -s, but no specific hypotheses regarding outcome are formulated. It is expected that some differences wlII be observed. Specific Hypotheses Regarding Social Percention and Related Variables Sex Hypothesis: females will score higher than m ales on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. In our culture, independence is accepted among m ales m ore than among females (Mussen and Conger, 1956). if dependency is related to ability in judging the emotions of others, then females should score 33 higher. Coleman (1 9410 reported that, to the date of his study, reports indicated that women were better than men in identifying e x pressed emotions, although his study did not support this. Jenness (1932) found women slightly superior to men, and Vinacke (1948-49) reported that women agree on their judgments m ore consistently than do men. Kanner (1931) reported men superior to women in making judgments. Some investigators have found no sex difference in judging facial expression (A llport, 1924; Coleman, 1949; F e rn b e rg e r, 1928, Guilford, 192!'). Hypothesis: judges under age 20 and over age 30 will score lower than judges aged 20 to 30 on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of c i rcum stance s . These divisions were established before data were analyzed and for the following reasons. Individuals in the late “ teen” y ears consciously are striving for independence, and play an independent role as much as possible (Mussen and Conger, 1958). P e rso n s over 3(J generally have achieved independence. The y e a rs 20 to 30 are characterized by dependency upon em ployers and acquaintances in achieving economic and social stability. After age 30 the individual is likely to have achieved security in his position and to have developed feelings of self-reliance. 34 While Gates (1923) found a positive relationship between ages of children and “ c o r r e c t ” judgments of Ruckmick pictures, no study of the relationship between ages of adults and judgments of emotional behavior has been found. (•' a truly C hara cte r is t ic s If social perception is developed through learning, then the e n vironm ent of judges of emotional behavior may reveal relevant variables. The family c h a ra c te ris tic s listed below w ere selected for their possible relationships to social dependency. Soc 10 -economic Status Hypothesis: individuals whose p arents are or w ere engaged in menial or low paying jobs, who them selves are attending college, will score higher than individuals from high income families or high status fam ilies on a test of ability to judge the1 emotions of others on the basis of behavioral cues and without knowledge of c irc u m sta n c e s. Individuals from econom ically deprived backgrounds who show high levels of aspiration may be forced to develop social skills beyond those needed by individuals for whom mobility is not a goal. Occupat ional Mobility Hypothesis: individuals whose occupational objectives are higher than their p a r e n t s ’ occupations will sco re higher than will individuals 35 whose occupational objectives are at the sam e level or lower than their p a r e n ts ’ occupations on a test of ability to judge emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. People who are ambitious to “ better th e m se lv e s ” may tend to develop social skills which will aid them in achieving their objectives. Sibling Position Hypothesis: oldest siblings are expected to score better than only children on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. P e rfo rm a n c e of youngest siblings is expected to be unpredictable. Sears, Maccoby, and Levin, on completing a survey of child rearing p rac tices, r e p o r t , “ Within the family, the oldest child is often placed in tne position of having m ore knowledge, power, and authority and m ore responsibility for tasks and c h o r e s " (ld57, p. 41b). They also point out, “ In Ithree- and four-child families) there was quite a contrast between the treatm ent of the oldest and the youngest children. The oldest received m ore physical punishment, and affection was less openly shown th e m ” (p. 416). The adult-like role qualities expected of the oldest child added to the observation that youngest and middle siblings tend to show m ore ag g ressiv en ess toward them than would he expected from patterns of 36 p e rm issiv e n e ss within given families, may place the oldest child in competition with both adults and younger children. While aggression toward younger siblings is perm itted m ore than Sears, Maccoby, and Levin expected, the oldest child finds that aggressiveness toward parents usually is punished. The need to determ ine accepted behavior toward different people because of Ins intermediate position in the family may contribute to early development of qualities of social p e r ception in the oldest child. “ They alone,” re m a rk Mussen and Conger “ face the difficult adjustment, involved m losing ‘only child’ s ta tu s ’’ ( 1 9 5 6 , p . 3 4 0). Only children were found by Sears, Maccoby, and Levin to be m ore restricted in movement than other children. Their m others “ checked” on them m ore often. While this is interpreted as a m easure for control rather than indulgence, it docs point out the relative lack of competition for attention of the parent. Mussen and Conger cite studies which indicate that only children tend m ore than their p eers to be self-confident, gregarious, aggressive, m ore inclined toward flightiness, and higher in originality and initiative. Oldest children are more likely to be less self confident and m ore sensitive (Mussen and Conger, 1956). T reatm en t of youngest children varies with size of family, according to Sears, Maccoby, and Levin (1957). In three- and four- child families the youngest received little punishment, were not 37 expected to help with household chores, and their m others showed m ore w arm th toward them than toward middle or oldest children. In two-child families, parents were m ore stric t with the younger than with the older one, and he had no advantage in display of w arm th or freedom from punishment. Because of these conflicting observations, development of social perception in youngest siblings as a group is not expected to be predictable. F a mily Mobility Hypothesis: individuals from geographically mobile families will score better than individuals from stable families on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. Children whose families move frequently may find less security during their school y e a rs than children from stable families. They may, as a result, be forced to develop skills in gaming acceptance of a variety of new acquaintances. One such skill is quick, accurate a s se s sm e n t of the behavior of others. Intelligence Factors B runer and T a g iu n ( 1954) nave written, “ The evidence on the relationship between intel ligence and accuracy in judging others is somewhat ambiguous . . . While the range of intelligence in most 38 studies was relatively small, it se e m s as if very low intelligence c o m p ro m ises the accuracy of judgments, while high intelligence is no guarantee of good p e rfo rm a n c e ” (p. 644). The ambiguity mentioned may result from use of non-factored or omnibus type m e a su re s of intelligence. For this reason, three relatively “ p u re” intelligence factors were selected for this study. Verbal Comprehension Hypothesis: verbal com prehension sc o re s will show little relationship to sco res on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of c ir c u m s ta n c e s . Successful perform ance on m ost group tests requires some verbal ability, if only to aid m understanding instructions and giving intended responses. The individuals tested m this study have at least the minimum required for these functions. As SP-b requires a s s e s s ment of behavioral cues, verbal com prehension within the range m easured is expected to show little relationship to interpersonal p e r ception. A test of verbal ability usually is included in correlation studies as a convention to give them comparability to other studies. Addition ally, it may be important to identify some specific non-correlated test variables to use as re fe rra n ts in a factor analysis. As many tests 39 designed to m e a s u r e oth er aptitudes and a c h ie v e m e n t often c a r r y s u b stan tial v e rb a l loadings, so m e o th e rw ise unidentified re sid u a l loadings m ay be accounted for by including a v e rb a l m e a s u r e not related to the c r i t e r i o n . R easoning H ypothesis: judges with high reaso n in g ability will tend to s c o re higher than judges with less re a so n in g ability on a test of ability to judge the em o tio n s of o th e rs on the b a s is of beh av io ral cues and without knowledge of c ir c u m s t a n c e s . It is a s s u m e d that individuals with high reaso n in g ability a re able to d raw conclusions from m in im a l cues. R easoning is expected to be m o re significant for S P -b , which m ay re q u ire objective a s s e s s m e n t of p erc e p tu a l cues, than for S F - c , which s e e m s m o re adaptable to em pathy or- projection. S e v e ra l stu d ies a re cited by B r u n e r and T a g iu ri (1954 ) which show m o d e ra te relatio n sh ip betw een intelligence of the re a so n in g type and ability to judge facial e x p r e s s io n . They co m m en t: P e r h a p s the sa fe st conclusion to draw from this w ork is that the m o r e intelligent utilize cues m o re efficiently for m aking in fe re n c e s about the s ta te s o r conditions of things. W h eth er this capacity to d raw in fe re n c e s on e x te rn a l signs holds uniquely for judging em otional s ta te s in still p ic tu re s o r w h e th e r it is a g e n e ra l c h a r a c t e r is t i c of intelligence r e m a in s a moot point, (p. 639) M em o ry H ypothesis: individuals with good recognition m e m o r y using 40 so c ia l sy m b o ls will s c o r e h ig h e r than those with poor recognition m e m o r y on a te st of ability to judge the em o tio n s of o th e rs on the b a sis of b e h a v io ra l cues and without knowledge of c i r c u m s t a n c e s . A test of recognition ability m ay m e a s u r e a co m ponent of S P -b which involves a sso c ia tin g w ell-know n labels (e m o tio n s) with f a m ilia r b e h a v io r p a tte rn s (em o tio n al behavior). Individuals who have d i s c i plined th e m s e lv e s o r who have unusual innate ability in r e m e m b e r i n g n a m e s and faces of o tn e r p e r s o n s m ay re v e a l m otivation o r aptitude re le v a n t for d ev elo p m en t of skill in S P -b . In t e r e s t s Stereotyping in o u r culture a s s o c i a t e s s o m e in te r e s ts with specific t e m p e r a m e n t , b e h av io ral p a tte rn , or sex. T h is kind of ste re o ty p in g is su p p o rted by the fact that different n o rm a tiv e d ata for m a le s and fe m a le s invariably a re published with s ta n d a rd iz e d in te re st and t e m p e r a m e n t in v e n to rie s. In adults, for e x a m p le , w om en tend to s c o r e hig h er than m en in a e sth e tic in t e r e s t s and m en s c o r e h ig h e r in m e c h a n ic a l in te r e s ts . The differentiation by the s e x e s a p p e a r s e a r ly when boys r e je c t “ s i s s y " b e h a v io r and g irls re je c t a g g r e s s iv e and violent a c tiv ities. T y l e r s ta te s , “ The tr a it s that in te re st te s ts a r e m e a s u r in g m u st now be given a place in our thinking about p e rso n a lity . . . . D a rle y holds that in te re s ts a r e e x p r e s s io n s of basic p e rs o n a lity needs for 41 security, for achievement and recognition, for prestige or p o w er” (1956, p. 214). She adds that in recent factorial studies, clu sters of likes, d i s likes, and preferences centering around occupations show up as basic stable dimensions of personality, and quotes Bordin, “ ‘In answering a vocational interest inventory an individual is expressing his acceptance of a particular view or concept of him self in te rm s of occupational s te re o ty p e s’ ” (Tyler, 1956, p. 214). Aesthetic Hypothesis: individuals with high aesthetic appreciative interests are likely to score better than individuals with little aesthetic interest on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. The fabric of aesthetic enjoyment is perceptual organization. Thus, individuals with aesthetic interests may be m ore highly developed in their sensitivity to visual and auditory stimuli than individuals with dominant interests in other fields. They may therefore be m ore sensitive to minimal cues required for a high level of social p e r c e p tion. On the other hand, artists them selves, like other creative persons, are notably independent in their thinking and so m etim es in social behavior. P e rs o n s who profess aesthetic interests may be striving toward independence. There may be a difference between the 42 perso n who is a c re a tiv e a r t is t and the p erso n who is ap p reciativ e of the a rtis tic efforts of o th e rs but is not c re a tiv e him self. Both the creativ e and ap preciative p erso n , how ever, is a s s u m e d to e x p r e s s aesthetic in te re st on a relevant qu estio n n aire. B r u n e r and T a g iu ri <1954) in d isc u ssin g judgm ent of personality point out, “ G. W. Allport is of the opinion that one of the m o re i m p o r tant single qualities of the good judge is his aesthetic se n sitiv e n e ss and ability” (p. 644). In his s u m m a r y of studies on the ability to judge people, Taft (1955) concludes, “ The ability to judge o th e rs s e e m s to be higher in those p e rs o n s who have d r a m a tic and a rtis tic in t e r e s t s , but the relationship is not as c le a r - c u t in the case of a rtistic and d ra m a tic ability” (p. 13). Social Se rvice Hypothesis: individuals who e x p r e s s high in te re st in social s e rv ic e activities will sc o re h ig h er than individuals with le ss social se rv ic e in te re st in a test of ability to judge the em otions of o th e rs on the b asis of beh av io ral cues and without knowledge of c ir c u m s ta n c e s . P eople who e x p r e s s in te re s t in social s e rv ic e activities m ay be striving for social approval. T h e se in te re s ts m ay be extensions of e a r l i e r objectives of pleasing c o n te m p o r a rie s and adults and m ay be an e x p re ss io n of dependency. However, W esteen (1954), in a study of 43 personality factors co rrelated with social service interest, found some evidence of need to dominate among m ales and fem ales and hostility responses among m ales only, in a sample of subjects selected by high social service s c o re s on the Kuder P re fe re n c e Keeord. He concluded that m ales and fem ales may enter social service occupations for different reasons. The motivational patterns here are not clear, but it se e m s probable that ability in interpersonal perception may be used for social or anti-social objectives. Certainly the d esire to dominate others may begin the development of skills at assessin g the feelings and motives of others. Skill in interpersonal perception se e m s an asset in dominating others, although it may not be used, n ecessarily, for that purpose by all individuals. In either case, whether for p u r poses of domination or for approval, social service interests would seem abetted by high skills in social perception. T e m p e r ament Factors T e m p e ra m e n t as used here is a te rm applied to the need-drive- expectation pattern of an individual as inferred from his behavioral responses to his environment. The basic hypothesis of this study req u ires an examination of dependency and other tem p eram en t factors which may form need-drive-expectation patterns leading to strong social perception skills. 44 Dependency Hypothesis: socially dependent individuals will score higher than self-relian t individuals on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of c ir c u m s ta n c e s . Individual ability to perceive another p e rso n 's emotions probably is related to personality stru ctu re. Individuals whose needs involve strong social components, who are dependent on others for many re a s s u ra n c e s of love and approval, are likely to develop an alertness to sm all behavioral cues. They may perceive m ore because they spend m ore time looking, as they have learned to do in o rd e r to find ways of inducing gratification of their needs. A child who wants to be cuddled and loved learns that he has a better chance of success if he approaches his parents at the right t i me u s u a l l y not, for example, when the male parent is reading a newspaper. Some individuals become quite skillful at assessing the prevailing mood of persons on whom they are dependent or from whom they want something; others somehow never quite learn when or how to approach an individual to solicit a wanted objective. Objectivity Hypothesis: individuals who are objective in the sense of being non egoistic will score better than self-centered individuals on a test 45 of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circum stances. The individual who characteristically is objective m his o b s e rv a tion of his environment should be skillful in SP-b if he is motivated in this direction and has the reasoning ability to draw valid conclusions from his observations. Objectivity does not seem a n ecessary quality for empathic response, or SP-c. Bruner and Tagiuri <1958) observe: Detachment often has been mentioned m the literature as associated with the ability to judge others acc urately. . . . Taft lists the adjectives that, m the opinion of a psychological a s s e s s ment staff, were found to ch aracterize the good judge more often than the poor judge: alert, calm, capable1, cautious, c le a r-th inking, efficient, honest, intelligent, logical, organized, persevering, planful, practical, quiet, r e a listic , reliable, r e s e r v e d , s e rio u s , s in c e re , and thorough. (The adjectives italicized were significant at the .0001 level of confidence in distinguishing good and poor judges ) The good judge seem s, indeed, to have abundant capacity for cool-headed evaluation of others, (p. 844) While Landis' (1929) attempts to a sse ss facial expression objectively from photographs were reported by him as failures, it is believed that objective observation of total behavior of individuals may result in reliable judgments if motivation and reasoning ability also are present. Soc lability Hypothesis: sociable individuals will score lower than shy individuals on a test of ability to judge the emotions of others on the 46 basis of behavioral cues and without knowledge of circumstanc es. The distinc tion between sociability and social service interests should be em phasized here. The social individual may be active, communicative, and gregarious without the d esire to assist, serve, or dominate others. He is likely to be resourceful and independent and to develop group activities. He may desire group approval, leading toward development of empathic {group majority) responses rather than responses to feelings of individuals. In this study, it is expected that individuals with high SP-c sc o re s will show higher sociability sc o re s than individuals with high SP-b sco res. E m o t lona l_St ability Hypothesis: emotionally stable individuals will score higher than unstable individuals on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. P e r s o n s with wide fluctuations in mood tend to respond to their own variable feelings. They may not, therefore, be very alert to other individuals’ behavioral expressions of feelings. These individ uals, because they experience frequently a wide range of emotions in their own lives, may be able to empathize quite readily and predict responses to circ u m sta n c e s better than they are able to a s s e s s behavior of individuals without knowledge of circu m stan ces. 47 Thoughtfulness Hypothesis: thoughtful, reflective persons will score higher than active, impulsive individuals on a test of ability to judge the emotions of others on the basis of behavior and without knowledge of c ircu m stan ces. This hypothesis is based on the assumption that the reflective individual also is perceptive; that he is an o b se rv e r who works at drawing conclusions from his observations and experiences. Thus he may be motivated to develop perceptual acuity and may use whatever reasoning ability he has to a g re a te r extent than does the “ thoughtless e x tr o v e r t. ” R estraint Hypothesis: restrained deliberate, disciplined individuals will score higher than c a re fre e , happy-go-lucky individuals on a test of ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. Submissive ness Hypothesis: subm issive individuals will score higher than ascendant or dominant individuals on a test of ability to judge the emotions of others on the basis of behavioral cues and without know ledge of c ircu m stan ces. It is assum ed that subm issive and restrained individuals, like the thoughtful ones, may take time to observe others carefully and that, given adequate motivation and reasoning ability, they have the p e rc e p tual skills which help to a s s e s s c o rrectly the feelings of others. Chapter IV Assumptions The hypotheses listed in Chapter Two are based on the a s s u m p tions listed in this chapter. While these assum ptions, unlike the hypotheses, are believed to be true without testing, it may be n e c e ssa ry to test them as hypotheses in o rd er to substantiate fully findings of this study. Conclusions are subject to the validity of the assu m p tio n s. I. There is a range of m easurable individual differences in social perception. II. Social perception is a trait with hom oscedastie distribution in the general population. III. Social perception is a complex of fac tors including: A. Skill in perceiving minimal cues in other p e r s o n s ’ behavior. B. Ability to judge m inim al cues in behavior and conclude from them their emotional content. C. Ability to conclude from knowledge of circu m stan ces m ajority emotional response to a situation. IV. The film Judging Emotional Behavior (Beck, 1954) without narration m e a su re s ability to judge c o rrectly the emotions 50 of others on the basis of behavioral cues and without know ledge of c ircu m stan ces, re fe rre d to in this study as SP-b. V. The narration of Judging Emotional Behavior (Beck, 1954) without pictures m e a s u re s the ability to agree with m ajority opinion on the emotion which would be aroused by a given set of c ircu m stan ces, referred to in this study as S P-c. VI. Sex, age, socio-econom ic status of family, sibling position, family stability, social service interest, sociability, and su b m issiv en ess are indexes of social dependency. VII. Reasoning, verbal com prehension, m em ory, aesthetic interest, objectivity, emotional stability, thoughtfulness, and restrain t are indexes to success in drawing logical cone lusions. VIII. Tests and inventories used in this study art* valid m e a su re s of the traits with which they are labeled by their authors. Chapter V Methods of Study Design This study involves com parison of two criterion m e a s u re s with a num ber of variables on a population sample of adult human subjects. P a r t of the study is concerned with evaluation of the criterion m e a s u re s . Criterion tests, test variables, and a questionnaire giving data for non-test variables were given to subjects in college c l a s s room s over a period of a year. Data gathered were subjected to statistical pro ced u res described in the last section of this chapter. Conclusions were drawn from statistical relationships. Population and Sample Subjects are a large sample of literate male and female adults with a wide range of individual differences in ability, tem peram ent, in terests, family c h a ra c te ris tic s, and age. The sample for the part of study involving SP-b was secured in a northw estern non-resident state college located in the downtown a re a of a city. The college has an extensive evening p ro g ram , in addition to regular day c lasses, which a ttra cts students in a wide range of ages. Enrollm ent in the day p ro g ram requires high school graduation but evening c la sse s are open 51 52 to all m ature capable adults. All c la sse s in the first q u a rte r of g en e ra l psychology were tested during the period in which tests of S P-b w ere given. Some in s tru c to rs ’ cla sse s had high consistent attendance; other c la sse s showed e rra tic attendance which resulted in incomplete data on many students. Subjects on whom incomplete data were gathered were discarded. The discarded c ases which rep resen t poor attendance are believed to reflect “ holding” c h a ra c te ristic s of in stru cto r m o re than student c h a ra c te ristic s. The population sample, drawn princ ipally from high-attendance c la sse s, is acceptably unbiased as judged by com paring means and standard deviations of test sco res with published standardization data. All m e a s u re s were secured on 232 men and 21U women. The part of the study involving SP-c was c onducted in a Southern C'aliforma junior college'. High school graduates and m ature capable' adults are eligible to enroll. All day c la sse s in introductory psychology were tested during one s e m e s te r , with the same battery as used in the S P -b study with the exception of one personality inventory omitted for lack of time. Data on 66 m ales and 49 females were s e cured. Because of the sm all N, all data w ere used although some students m issed some tests. Age distributions of subjects in the correlation studies a re shown in Tables 1 and 2. Data for the evaluation of J E B -v were secured from the Age 17 18 19 2 0 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 53 Table 1 Age Distributions of Subjects in Study of Judging Emotional B e h a v io r— Visual Version Males F em ales . , r„ N = 232 N =210 Age MaleS *'e">al*s 0 8 37 2 1 25 44 38 1 4 41 63 39 0 0 30 26 40 0 2 22 14 41 0 0 1 1 3 42 2 1 26 0 43 1 3 25 3 44 1 1 1 7 2 45 0 2 7 3 46 0 2 4 2 47 0 1 4 4 48 1 0 0 2 49 1 0 0 2 50 0 0 4 2 51 0 2 1 3 52 0 1 2 0 2 3 59 0 1 1 3 60 0 1 1 1 M 22.8 23 Table 2 A g e Distribution of Subjects in Study of Judging Emotional Behavior — Sound Version Age Males N - 66 Fem ales N = 40 17 1 3 1 8 21 1 2 1 !) 1 5 12 2 0 10 5 21 3 0 22 4 0 23 3 0 24 3 0 25 2 0 26 1 0 27 1 0 28 1 0 2!) 0 1 30 0 I 31 0 2 40 0 2 42 0 1 46 0 1 U n re ported M 1 20.0 0 22.1 55 northw est population. An item an aly sis for com putation of item weights w as com pleted on 198 a n s w e r sh eets with high s c o r e s and 149 with low s c o r e s . T h e se p a p e rs r e p r e s e n t individuals who sc o re d one stan d a rd deviation or m o re above and below the m ean of a population of 680 students. Scaling of em o tio n s for psychological d istance w as c o m pleted by tabulating r e sp o n s e s to all ite m s on 652 a n s w e r sheets r e p re s e n tin g a com plete range of s c o r e s . T h e se p a rts of the study w ere conducted at different tim e s so the two population s a m p le s a re not identical, but the 680 c a s e s include the 652 c a s e s . C rite ria The c r ite rio n m e a s u r e s in this study a re found in the film Judging E m otional B ehavior {Beck, 1954),^ a test designed to m e a s u r e individual d ifferen ces in sensitivity to the em o tio n s of o th e rs. It has 22 sequences in which a young man and a young w om an, seated at a table facing the c a m e r a , re a c t to e m o tio n -stim u la tin g s to r ie s . Authenticity of b eh a v io r is introduced by use of hypnosis: the two people w e re hypnotized the m orning the film w as photographed and given post-hypnotic suggestion to re a c t to s t o n e s they would h e a r that ^An edited v e rsio n for use as a c l a s s r o o m d e m o n stra tio n is distributed by C h u rc h ill-W e x le r P ro d u c tio n s, Hollywood, C alifornia. C lo s e -u p s of the subjects have been in te r-c u t in this v ersio n , which is issued in two reels of 1 0 item s each. 56 a fte rn o o n a s if they w e r e e v e n ts in w hich they a c tu a lly w e r e involved. T he v isu a l s e q u e n c e s in th is study a r e unedited; both people a r e on the s c r e e n all the tim e , ph o to g ra p h ed f ro m a fixed c a m e r a which o p e r a te d c o n tin u o u sly f ro m s o m e s e c o n d s b efo re e a c h s to r y until s u b j e c t s ’ o v e r t b e h a v io r a l r e s p o n s e s d im in ish e d a f te r each s to r y . In the v e r s io n u sed to m e a s u r e S P - b the au d ie n c e does not h e a r the s t o r i e s ; it s e e s only the b e h a v io r a l r e s p o n s e s and h e a r s vocal r e s p o n s e s which o c c u r at the end of e a c h s to r y . T he s tim u lu s s t o r i e s c a m e fro m th r e e s o u r c e s : s o m e a r e fro m the g i r l ’s p a s t e x p e r i e n c e , s o m e from the m a n ’s, and s o m e w e re c o n triv e d by B eck. T he hypnotic s u b je c ts , d u rin g p r e l i m i n a r y in te rv ie w s , w e r e a sk e d to w r ite out d e s c r i p t i o n s of e v e n ts in th e ir lives in which they had felt v a r io u s e m o tio n s . S om e s t o r i e s a lso w e r e s e c u r e d fro m in te rv ie w s d u rin g hypnotic tra n c e . Eight of the m a n ’s s t o r i e s , seven of the w o m a n ’s s t o r i e s , and se v e n co n triv e d s t o r i e s w e re used m the film . T he full text of the s t o r i e s is given in Appendix A. A fter the film w a s c o m p le te d , e ach su b je c t d e s c r i b e d his e m o tio n a l r e s p o n s e s in an in terv iew . B eck r e p o r t s that the t e r m s which b ro u g h t out the e x p e r ie n c e ac c o u n ts w e r e c o n f irm e d and that s u b je c ts show ed g e n e r a l a g r e e m e n t in th e ir feeling r e s p o n s e to the 2 c o n triv e d s t o r i e s . T he s c o r in g key for the te st of S P - b w a s m a d e up U npublished notes taken d u rin g in te rv ie w s. 57 from these descriptions of emotional feelings, and the emotions for all sequences were listed as m ultiple-choice responses on the test answ er sheets. Thirteen emotions were expressed for the 22 items: Affection, Amusement, Anger, Despair, Disgust, F 'm b arrassm en t, Dear, Jealousy, Joy, Pain, P rid e , Shame, Sorrow. These thirteen emotions are listed on the answ er sheet as multiple-choice responses to the test items. Because prelim inary showings of the film indicated that a considerable variety of responses was given to most items, no scoring formula to c o rre c t for guessing seemed n ecessary . Table 3 shows the variety of responses given to the three versions of J u d ging P motional Behavior by the judges in this study. JK B-v was adm inistered by this investigator to c la s se s m general psychology. The students were told that they, like many p sy chology cla sse s before, were participating m a rese a rc h study, but that some of the test results would be used in c lass dem onstrations of statistical methods and som e individual test results would be returned to them in class with an explanation of n orm s. A brief description of other studies on judgment of emotions was given, followed by in stru c tions for taking this particular test. The full text of the instructions is given in Appendix B. The easiest item of the test, as shown by an item -analysis m 11)54, was placed first and used as a sim p le item. The other 21 items Table 3 Variety of Responses Given by Three Population Samples to Three Versions of Judging Emotional Behavior Item Affec - tion A m use ment Anger Despair Disgust E m b a r r a s s ment Fear Jealousy Joy Pain Pride Shame Sorrow *1 s s sx sx SX sx s 2 vsx V X V V vs VSX V VSX vs vsx vs V 3 v VSX vsx vsx vsx VSX sx V vsx s v V 4 vs v x vs vsx vs V V vsx vsx vsx 5 vsx vsx vsx vsx VSX sx vsx vsx vsx 6 vsx vsx s s s vsx vsx V V 7 s vsx vsx vsx vs VS vsx X sx SX V vsx 8 v vs vs vsx vsx vsx vs V V V vsx V 9 V vs vsx vsx vsx vsx V V vsx V vs vs 10 vs vsx vs vs V X vs V V vs V 11 V vsx vs V vsx V vs vsx vs V 12 V vsx vsx VSX v vsx V vsx vsx vsx vsx 13 V V s vs V VS V vsx vsx V V 14 V vs vsx vsx vsx vs V x vsx vsx V vsx VSX 1 5 V vs v v V vs v vsx V vsx V V 16 V vs vs V X VSX vsx V V V V vsx vsx 17 V vsx v vs V x vs sx 18 vsx vsx sx V VSX vsx V V vsx V vsx 19 V vsx vs vsx V V V s VSX s V vsx 20 VS vs VSX vsx vsx VSX V V X VS vsx vs 21 V vsx s V V vsx V V X s 22 V v VSX vsx V VSX V vs V V VS vsx A m ark is placed under each emotion used as a response by one or more judges: v = visual version (N = 442), s = sound version (N = 106), x = visual-sound version (N = 147), ♦Sample Item for visual version. cn oo 59 were scored at first on a simple wrong-right basis. Reliability coefficients for J E B -v are not as high as iesirable, but adequate for an exploratory study with a large N. In late 19 56 and 1957 the test was administered twice, ten weeks apart, with no d i s cussion of scores or responses between test periods, to three classes m introductory psychology. F a irs of raw scores were obtained and showed the following reliability coefficients: Group I N - 33 .429 Group II N = 27 .447 G roup III N - 25 .116 Total N - 105 .399 In order to improve reliability and increase the range of sco res for the present study, an item analysis of papers with high and low sco res selected from the 68U tests taken by males and females was made. \ 1 1 papers with scores one standard deviation or more above the mean, and all papers with one standard deviation or more below the mean were used in the item analysis. With a mean of 8 and a standard deviation of 2, the high group scored 10 or m ore, the low group 6 or less. This gave a high N of 198 and a low N of 149, 29 per cent and 22 per cent of the total group, respectively. Figures 1 and 2, r e p r e senting distributions of the males, females, and total group, show negative skew and a large number of subjects at the one-sigma scores, 6 and 1 0. 60 N um ber of Judge's 1 2 0 - 1 1 0 1 00 90 80 7 0 8 0 4 0 - 20 - 1 0- 1 4 (N - 8 80 8.27 S. I) Figure 1, Distribution of sc o re s by numbc r of judges on Judging Emotional Hehavior - v isual version. (Population sam ple used in c omputing item weights.) 61 P e r Cent of J u d g e s 1 8 16 14 I ____ 1 0 ____ i S co re 2 3 4 3 6 7 8 0 10 1112 13 14 M ales (N 410 Mean - 8.17 S .D . = 2 Kern a les (N - 27 0 Mean - 6.4 1 S.D . - - 2 F ig u re 2. D istrib u tio n of s c o r e s by pe r c e n t age of m a le s and fe m a le s on J u d g ing E m o tio n a l B e h a v io r visual v e r s io n . (P o p u latio n s a m p le used in c o m p u t a tion of item w eig h ts.) .08) .23) 62 Item weights w ere computed by the form ula reco m m en d ed by Guilford (1 954, p. 445): W - ♦ 4 pq All weights computed by this form ula w ere 4, 5, and 6, so the constant 4 was subtracted, giving the following individual rounded item w e ig h ts: 1 - - Sample 7 - - 1 1 3 - - 2 19 — 1 2 - - 2 8 - - 1 1 4 - - 1 20 — 0 3 - - 2 9 - - 1 1 5 - - 1 21 -— 2 4 - - 1 1 0 - - 1 16- - 2 22 — 2 5 ^ 1 1 1 - - 2 1 7 -- 2 6 -~ 0 1 2 - - 0 1 8 - 2 To tal possible Of the 680 students cited above, 176 m ales and 115 fem ales took the test a second time after a m inim um of ten weeks, with no d i s c u s sion of s c o re s or right re sp o n se s during the interval. Both p ap ers for them w ere sco red with raw s c o re s and with item weights and gave the following reliability coefficients: Males N = 176 Haw s c o re s .37 8 Weighted s c o r e s .412 F em ales N = 11 5 Raw s c o re s .411 Weighted s c o re s .447 Means, standard deviations and reliability coefficients of weighted and unweighted s c o re s for 101 m ales and 87 fem ales who supplied basic data for this study, took J E B - v twice, and all other 63 te s ts and in v e n to rie s given, a r e shown in T able 4 on the following page. The c r i te r i o n for S P -c is the s e r i e s of s to r ie s fro m the sound tra c k of J u d ging E m o tio n al B e h a v i o r . The sound w as t r a n s c r i b e d onto audio tape and edited to e lim in a te vocal r e s p o n s e s which could be h e a rd a f te r the s to r ie s concluded. T h is w as a d m in is te r e d to 66 m a le s and 40 fe m a le s who also took the s a m e te s ts and in v en to ries (with one o m is s io n ) and filled out the s a m e q u e s tio n n a ire as the group who took J E R - v . A d m in istra tio n p r o c e d u re is given in Appendix C. S plit-half reliability for the 66 m a le s is .24, c o r r e c t e d by the S p e a r m a n - B rown E o rm u la to .38. Eor 40 fe m a le s the sp lit-h a lf reliability coefficient is .28, c o r r e c t e d to .44. Although Judging E m otional B e h a v io r with full sound ac c o m p a n y ing the visual s e q u e n c e s was m ade to “ allow you to check y o u r ju d g m e n t s ” (Beck, 1054), p r e l im i n a r y show ings indicated that judge's d i s a g r e e in their r e s p o n s e s to so m e item s even with full knowledge of c i r c u m s t a n c e s and in full view of re su ltin g em o tio n al b eh av io r. The full sound v e rsio n w as a d m in is te r e d to 81 m a le s and 66 f e m a le s . Split- half reliab ility on th e se judges is .30 for m a le s , c o r r e c t e d by the S p e a r m a n - B r o w n F o r m u la to .46, and .08 for fe m a le s. The negligible coefficient for f e m a le s m ay be due partly to re lativ e ly s m a ll v arian ce as shown in Table 4. M eans, s ta n d a rd d ev iatio n s, and re lia b ility coefficients for th re e v e r s io n s of Judging E m o t io n al B e h a v io r taken by the* th re e 64 Table 4 Means, Standard Deviations, and Reliability Coefficients from S c o re s of T h re e Sample Populations Taking T h ree V ersio n s of Judging Em otional Be havior N M SD r ial V ersion Males 101 Raw S co res 8.20 1 .99 .1 85* Weighted S co res 12.37 3.49 .30 [•'em ales 87 Raw S co res 8.28 2.06 .40 Weighted S co res 12.70 3.44 .4!* T otal 1 88 Raw S co res 8.23 2.03 .29 Weighted S co res 1 2.53 3.47 .40 Sound Version Males 66 14.20 2.36 .38 + F em ale s 40 14.95 2.4 0 .44 Tota I 1 06 14.48 2.38 .41 Visual-Sound V ersion Males 81 14.64 2.09 .46 + F e m a le s 66 1 5.68 1 .55 .08 T ota 1 147 15.11 1 .98 .28 * T e s t - r e t e s t coefficients w ere computed for visual v ersion. ■fSplit half coefficients correc ted for attenuation w ere com puted for sound and visual-sound v ersio n s. 65 population sam ples in this study are given in Table 4. No weighting procedures w ere attempted with the sound and the visual-sound versions. Figure 3 shows distribution of sc o re s by percentage on the three versions of Judging Emotional B eh a v io r. Figure 4 shows relative distributions of m ales and females separately. Test Variables Six tests and inventories were selected to m e a su re hypothesized variables listed in Chapter Two: 1. Science R esearch Associates Test of P r im a r y Mental Abilities, Intermediate, Ages 11-17 (Thurstone and Thurstone, 1949). This is an adult level test of five factors. Two factors, N umber and Word Fluency, were omitted. The other three, which were a d m in is tered to all subjects, are: Verbal - - - a four-minute, 50 item, mu It iple - choice vocabulary test. S p a c e - a five-minute, multiple-choice test in which exam inees must distinguish between m erely rotated figures and figures which are both rotated and backward. It was included as an adm inistrative convenience because of its position in the test booklet. 66 P e r Cent of Ju d g e s 22 2 0 IB 16. ---- 14 1 2- 1 0- 9 3 4 5 6 7 B 9 1 0 11 12 13 14 15 16 17 18 19 2021 Score Visual V ersion (N - 442) Sound V ersion (N - 106) Visual-Sound V ersion (N ■ 147 Figure 3. D istribution of s c o re s by percen tag e of three population s a m p le s on th ree v e rsio n s of Judging Kmotional Behavior. 'e r Cent of J u d g e s MALES 24 - 2 0 - 1 8 - 1 6 - 14 - 1 2 - L J Score 3 5 13 15 17 19 21 7 9 - -- Visual V ersio n {N = • 232) ■ ■ ■ ■ • Sound V ersion (N - 66) Visual-Sound V ersion (N - 81) e r Cent of J udge FEM A L ES 24- 1 O' Score 3 11 13 15 5 7 17 19 21 VlsUal V ersio n (N = 210) Sound V ersio n (N = 40) Visual-Sound V ersion (N = 86) F ig u re 4. D istribution of s c o r e s by p e rc e n ta g e of th ree population s a m p le s on th re e v e rs io n s of Judging E m otional B ehavior. 68 R ea so n in g - a six m inute, 3U item , mu ltiple - chore e test with le tte r s e r i e s p r o b le m s . 2. K aetored Aptitude S e r ie s T e s t of M e m o r y (King, 1948). T h is 52 item test r e q u i r e s re co g n itio n of c o r r e c t n a m e s for faces which have been studied, and identification of fact's which have not been s e e n b e fo re . It w as a d m i n i s t e r e d with a tw o -m in u te study p erio d and four m in u te s w e r e allowed for m a rk in g m u ltip le -c h o ic e a n s w e r s . 3. B r a i n a r d O ccu p atio n al P r e f e r e n c e Inventory ( K r a in a r d and B r a i n a r d , 1 945). 'I'his inventory is an u ntim ed f r e e - c h o i c e list of a c tiv itie s connected with v a rio u s o c c u p a tio n s. f o r cacti item , tin* e x a m in e e a s s i g n s n u m e r ic a l w eights which m ay indicate his feeling about the activity: d islik e v e ry m uch, - 2 ; dislik e, 1; n e u tra l, 0; like, +1; like v ery m uch, -*-2. T h e r e a r e 140 ite m s , with 20 for each of sev en c a te g o r ie s : C o m m e r c i a l , P e r s o n a l S e rv ic e , A g ric u ltu re , M echanical, P r o f e s s i o n a l , K sth e tic ,^ and Scientific. 4. Study of Values (A llport and Vernon, 1951). T h is is an on- tim e d ipsative q u e s tio n n a ir e m which the e x a m in e e a s s i g n s n u m e r ic a l ra n k s and w eig h ts to m u ltip le -c h o ic e a n s w e r s to c o n t r o v e r s i a l q u e s tions involving attitu d es and opinions in the following a r e a s : T h e o r e tic a l, K co n o m ic, A e sth e tic , Social, P o litic a l, and R eligious. The c a t e g o r i e s a r e b a se d on S p r a n g e r ’s ( 1928) c la s s ific a tio n . 3 Spelling by a u th o rs of inventory. 5. The D -F Opinion Survey (Guilford, Christensen and Bond, 1956). This is an untimed inventory which m e a s u re s “ dynamic fa c to rs ." The examinee indicates agreem ent, disagreem ent, or in decision about 300 item s, with 30 in each of the following categories NA — Need for Attention L T —- Liking for Thinking AS — Adventure vs. Security SR — Self-reliance vs. Dependence A A — Aesthetic Appreciation CC — Cultural Conformity N F — Need for Freedom RT — Realistic Thinking NP — Need for P recision ND -- Need for Diversion 6. The G u ilfo rd -Z im m e rm a n T e m p e ram en t Survey ( 1949). This is an untimed inventory of 300 statem ents with which the examinee indicates agreem ent, d isagreem ent, or indecision. It m e a s u re s ten factors with thirty items each: G — G eneral Activity R — Restraint A — Ascendance S -- Sociability K — Emotional Stability 70 O — Objectivity p _ Friendliness T — Thoughtfulness P — P erso n al Relations ,V T — Masculine interest or Attitude P e rso n a l Data Variables Each subject who took the test batteries also was asked to fill out a short questionnaire designed to indicate occupational objective, parent occupation, sibling position in family, and family stability. The last was secured by asking, ‘'How many schools did you attend between the first and twelfth g ra d e s 9 " A copy of the full questionnaire is given in Appendix D. Occupational objectives and parent occupations were classified by number as defined in the Ho 1 1 ingshead Index of Social Position (Hoi lingshead and Redlieh, 1 D58). Subjects were divided into three groups: (a) students with occupational objectives higher than the o ccu pation of either parent; (b) students with occupational objectives at the sam e level as parent occupation, and (c) students with occupational objectives lower than parent occupation. In cases where both parents work, the higher level occupation was used as the basis of com parison. Subjects also were classified into groups according to sibling position: (a) only child, (b) oldest child; (c) middle child; (d) youngest 71 child. Family mobility is a comparative concept. The criterion for classifying subjects was set by computing mean and standard deviation of the distribution of num bers of schools attended by the subjects of this study. All those falling one standard deviation or more below the mean were placed in the “ low mobility” group; those falling one standard deviation or more above the mean were classified in the “ high mobility” group; the remaining subjects are in the intermediate group. Statistical procedures are given m the following section of this chapter. Results are given in Chapter Five. Statistical P ro ced u res C orrelations between criterion m easures, test variables, and age, and all reliability coefficients are computed by P e a rso n -P roduct Moment formula. Reliability was a sse sse d by the te st-re te st method for JE H -v and by the split-half method for J E B - s and J E B -v s. Correlations between c rite ria and variables were corrected for attenuation by a formula to predict possible relationships if m e a su re s were perfectly reliable (Guilford, 1956, p. 476). C om parisons between scores on JE B -v and sibling rank, family mobility, parent occupation, and age groups are made by computing z ratios for the difference between means of various subgroups 72 (Guilford, 19 56, p. 185). An item analysis for internal validity was c a rrie d out as d e scribed on page 59. item weights for J E B -v were computed as reported on page 62. Means and standard deviations were computed for all versions of Judging E m o tional Behavior and are given in Table 4 on page 64. Means and standard deviations on the variables com pared with sco res on J E B - v and J E B - s are listed in Appendixes E and F. Analysis of the criterion for S P -b to determ ine psychological distance between judged emotions follows a pattern sim ilar to the one described by Schlosberg (1941) and Woodworth and Schlosberg ( 1954). All responses of 652 judges on 21 item s of J E B -v were tabulated and converted to percentages. The items then were arranged in o rd e r of “ confusion” - items having the m ost overlap m responses were placed m adjacent positions Items 3, 12, and 29, which previous item analysis for internal validity had shown to be unpredictive, and item 14, which is excessively difficult, did not fit well m sequence with the other items and w ere discarded. Items which depict the sam e emotions were combined and percentages were computed. The final o rd e r of emotions with percentage responses is given m Table 9, page 84. Scale values for the various emotions were computed by a s s ig n ing values 1 to 1 1 to the sequence of response emotions. Medians 73 and distance values a re given in Table 9, page 84. This unsophisticated scaling method based on ordinal ra th e r than interval scale values gives only general information, but can be used as one of sev eral guides in developing new J E B - v sequences. Chapter VI Results Specific results of this study are presented in the pattern fol lowed in Chapter Two. They c a rry the sam e section and paragraph designations as the hypotheses with which they a re concerned. Results Regarding Test Kvaluation Interna 1 validity of J EB - v is satisfactory for 1 H of the 21 items as computed by the method described on pages 50 and f>2. Rercentages of c o rre c t responses by high and low s c o re rs and item weights are given in Table 5. No items show negative weights, but items 6, 12, and 20 were nonpredictive of total high or low perform ance. Item 14 is predictive m a limited way, but elicited so few c o rre c t judgments in either high o r low group that it was discarded. Tabulation of responses to a s s e s s item difficulty is given in Table fi. Items 5, 6, 12, 14, and 20 all elicited less than 20 per cent c o rre c t response from f?52 judges. These items rep resen t the follow ing emotions: Shame, Affection, Anger, Jealousy, and K m b a rra s s- ment. All these emotions excent Jealousy are represented m other item s which a re less difficult and have equal or better internal 74 75 Table 5 Internal Validity: Item Weights and P ercentage of C o rre c t Responses by High and Low S co rers on Judging Emotional Behavior — Visual Version tern “ C o r r e c t ” Response High % = 198 Low % N = 149 C omputed Weight Rounded Weight Sc or Wei 2 A f feet ion 38 11 ) 5.53 6 2 3 Amusement 81 41 5.68 6 2 4 Shame 83 37 5.04 5 1 5 Shame 17 7 4.95 5 1 6 ■Affection 19 13 4.4 5 4 0 7 Ange r 39 27 4.59 5 1 8 E m b a r r a s s m e n t 54 34 4.93 5 1 0 Ange r 47 28 4.81 5 1 10 Fe a r 77 41 5.37 5 1 11 Kmba rra s sm e u t 74 31 6.12 6 2 1 2 Anger 9 6 4.41 4 0 13 P ride 80 4 0 6.15 6 2 14 J ealousy 1 0 3 5.24 5 1 1 5 P ride 34 1 2 5.24 5 1 1 6 Disgust 73 3 0 5.72 6 2 17 Amusement 79 33 3 0 i n 6 2 18 Amusement 83 48 5.55 6 2 19 Sorrow 84 53 5.44 5 1 20 FI m b a rra s s m e n t 9 7 4.27 4 0 21 Joy 66 16 6.06 6 2 22 Despair 40 1 1 5.50 6 2 76 Table 6 Item Difficulty: Responses to Individual Items on Judging Emotional Behavior — Visual Version (N - 652) Item Right Responses N % Wrong Response N % 2 157 24 49 5 7 6 3 432 66 2 20 34 4 328 5 0 324 50 5 8:) 14 563 86 6 f*B 1 5 554 85 7 202 31 4 50 60 8 201 45 361 55 n 235 36 417 64 1 0 41 1 63 241 37 1 1 369 57 283 43 1 2 50 8 602 9 2 1 3 367 56 285 44 1 4 40 8 603 02 1 5 146 22 506 7 8 1 fi 3 50 55 203 4 5 17 30 9 61 253 30 1 8 441 68 21 1 32 If* 470 72 1 82 28 2 0 45 7 607 03 21 253 30 300 61 22 1 67 26 485 74 77 validity. Item s 5 and 14 w ere retained for scoring p u rp o se s because the pro p o rtio n s of c o r r e c t r e s p o n s e s among high s c o r e r s and low s c o r e r s produced positive weights. To im prove reliability of J E B - v as a test, they probably should be replaced with less difficult item s. Item s showing highest internal validity a re 2 (Affection), 3 (A m usem ent), 11 ( E m b a r r a s s m e n t ) , 13 (P rid e), 16 (Disgust), 17 (A m usem ent), 18 (A m usem ent), 21 (Joy), and 22 (D espair). Items of difficulty level to contribute m ost to reliability (having p ro p o rtio n s of correc t re sp o n s e s between 35 and 65) are 4 (Shame), 8 ( E m b a r r a s s ment), 9 (Anger), 10 (F e a r), 11 ( E m b a r r a s s m e n t ) , 13 (P rid e), 16 (Disgust), 17 (A m usem ent), and 21 (Joy). The best item s for both reliability and validity a p p e a r to be 1 1, 13, 16, 17, and 21. C ontributions of item s to reliability and internal validity of J E B - s and JE B ~ v s w ere not a s s e s s e d , but an item analysis was tabu lated to d e te rm in e modal re sp o n se s. Table 7 shows the' “ c o r r e c t ” re sp o n se and the modal r e s p o n s e s of judges in all three v ersio n s. Items 4, 8, 9, 10, 11, 13, 16, 17, 19, 21, and 22 each list the sa m e em otion in all four colum ns. All item s which show internal validity and which are likely to be m ost reliable, judging from pro p o rtio n s of c o r r e c t re s p o n s e s , also elicited the s a m e re sp o n se under the three v e rsio n s of Judging E m o t ional Be h a v i o r . Table 8 shows which item s contribute to validity and reliability of J E B - v , and those eliciting uniform modal re sp o n s e s 78 T ab le 7 “ C o r r e c t ” and Modal R esp o n ses to Judging Kmotional B ehavior Item s in Visual V ersion, Sound V ersion, and Visual-Sound V ersion Visual Sound Visual-Sound tern C U1 I U C . L Pi motion Em otion % Response Em otion % Response E motion % Response 1 Fain Sam ple Item F ain 68 Fa in 9 5 2 Affeo A mus Affer F ride 26 24 24 Affer 81 Affer 71 3 Amus A m us 66 Ange r Disg 35 32 Amus 72 4 Shame Shame 50 Sham e 42 Shame 87 5 Sham e Disg 2 2 Anger 37 A nge r 42 6 Affer F r ide 4 0 J oy 4 8 J ov 50 Affer 28 Affer 44 Affer 35 7 Anger Disg A nge r 5 3 1 A n g e r 72 A nge r 8 0 8 PI mb Emb 45 E m b 77 E mb 02 n Ange r Ange r Disg 36 33 A nge i' 60 Ange r 60* 1 I) F e a r Kea r 63 Fea r 0 3 Pea r 1 00 1 1 Kmb PI m b 57 E mb 86 p: m b 84 1 2 Vigor Sorrow 3 0 A ng o r a a Fain Anger 2 7 • > > 1 3 F ridi■ F ride 56 F r idr 70 F ride 0 6 14 J eal Sorrow Sname 32 21 J e a 1 74 J e a l 58 15 F ride Affer 37 F ride 75 F ride 0 6 1 6 Disg Disg 55 Disg 57 Disg 87 1 7 Amus Amus 61 Amus 84 A mus 9 7 1 8 Amus A m us 68 Disg 41 Amus 74 19 Sorrow Sorrow 72 Sorrow Desp 40 35 Sorrow D e s p 56 30 20 E mb Shame 43 Pi mb 47 Pi mb 47 21 Joy J oy 30 Joy 03 Joy 90 22 Desp De sp 2 6 Desp 67 Desp 78 F e a r i 1 tv i i ----- 70 Table 8 Validity, Reliability, and Uniformity of Response on Items of Judging Kmotiona 1 B ehavior Item Item 1 1 2 2 V 1 3 V R IJ 3 V 1 4 V 4 V R 1 1 1 5 V 5 V 1 6 V R u 6 1 7 V R u 7 V 1 8 V 8 V R u 1 0 V IJ p V R U 2 0 1 0 V R u 2 1 V R u 1 1 V R u 2 2 V - • I—-'- uz. _ U1 . _ ... . . ------------ .. — — ---------------- — --... v Internal validity item weight of 1 on visual ve rsion. V - internal validity item weight of 2 on visual version. R = 35% to 65% c o rre c t response on visual version. U - VTodal response uniform on all three versions and with scoring key. 80 on all three versions of Judging Emotional B eh a v io r. In developing new items for the test, it would seem profitable from these results to adm inister sound, visual, and visual-sound trial items to three groups of judges and to select those items which elicit the sam e modal responses. Responses to these item s could then be tabulated to d e t e r mine item difficulty and the best ones selected for a s se s sm e n t of internal validity. Item - response tabulations show wide differences in degree of confusion in judging emotions, but the emotions depicted in Judging Kmotional _Behavior can be arranged (as described on page 72) in a continuum that is reasonably consistent, if item s 6, 12, 14, and 20 are omitted.^ The o rd e r of arra n g e m e n t is P rid e , Affection, Joy, Amusement, E m b a rra ss m e n t, Shame, Anger, Disgust, Sorrow, D espair, and Tear. The link between the pleasant and unpleasant emotions is weak as shown by Figure a. The strongest link between the pleasant and unpleasant emotions is 8 per cent response of E m b a r ra s s m e n t for the Am usement items. AH other “ w rong” responses higher than 10 per cent for 652 subjects also are shown. A rrow s show direction of confusion, i.e ., on items depicting P rid e , 28 per cent of responses were Affection; on items depicting Affection, 24 per cent of responses w ere P ride and 17 per cent were Joy. Joy item s elicited See Table 9, page 84. 81 / vt P ride za A f feet ion A m usem ent K m barrassm ent ^ Fear Despair orrow Jealousy Anger Figure 5. Confusion Between Emotions: D iagram of “ W rong” Responses. A rrow s show direction of confusion. N um bers show percentage of total responses. For example, 28% of all responses to sequences showing P ride were given as Affection, 24% of responses to sequence's showing Affection w e r e given as P rid e. All e r r o r responses of 10% or m ore a re shown, with the 8% e r r o r of E m b a r r a s s m e n t for A m usem ent included to show connection between two groups of emotions. 82 Amusement responses 42 per cent of the time. Another progression of emotions is revealed by Figure 6, in which all “ wrong” responses of 5 per cent or m ore which are r e c ip rocal ( e r r o r in both directions) are plotted. Only the Anger item did not elicit responses of emotions which in turn elicited judgments of Anger, it appears, also, that Shame and D espair are related both directly and through mutual confusion with Disgust, Jealousy, Sorrow, and Fear. Scale values for the emotions were computed from the data given in Table 9. This table gives the num ber of responses for each emotion by R52 subjects. The num ber of items representing each emotion are indicated at the top of each column. The num ber of cases v aries for the columns because of differences in num ber of items r e p resenting eleven emotions, and because there were some responses of “ T ain” and “ J e a lo u sy ” and some om issions which were discarded m scaling the remaining responses. Medians for the responses were computed after assigning values from 1 to 1 1 to the response c a t e gories. Differences between medians are taken as rough indexes of distance between the emotions judged and indicate that, as Figure 5, page 81, also indicated, Amusement and E m b a r r a s s m e n t probably are the most widely separated of adjacent emotions on the continuum, with E m b a r r a s s m e n t and Shame next most widely separated, The closeness of P rid e , Affection, Joy, and Am usement shown by Figure 5 also is 83 Affection I P ride t Joy 1 A m usem e ill 1 h m b a r ra s s m e n t t S h am e ^ d i j c - Disgust J ealousy Sorrow F igure 6. R eciprocal Confusion m J udgment of E m o tio ns. D iag ram shows re sp o n s e s given by 5% o r m o re of 652 subjects to test item s showing em otional behavior. Anger is omitted as it showed no re c ip ro c a l confusion with other em otions. The an g er item elicited m o re than 5% resp o n se of D isgust, D e sp a ir, and J e a lo u sy . Shame elicited 5% re sp o n se of Anger. 84 Table 8 Responses by 652 Subjects to Emotional Behavior Shown in J udging Emotional Behavior Response (Categories P r i \ff Joy A m u Stimulus Dmb Sha K m otion A n g Disg Sor Desp 9' e a r (2) <1 ) (1) (3) (2) (2) (2) (1 ) (1 ) (1 ) (1 ) 1 . P rid e 513 159 62 1 5 47 26 16 7 0 4 12 2. Affec 360 157 26 9 55 1 1 2 3 10 3 3. Joy 81 1U9 2 53 463 1 3 0 0 1 0 2 0 4, \nnis 2 2 6 173 271 1272 9 6 0 ') 3 0 0 0 5. B m b 3 2 39 36 I 54 660 22 0 27 37 7 1 2 1 9 6. Shame 14 1 0 6 1 00 417 45 62 51 50 38 7. Anger 1 1 0 1 0 8 59 437 3 2 14 21 8. Disgust 8 4 0 1 6 37 175 439 359 8 30 16 9. Sorrow 5 3 0 U 35 1 39 26 64 470 89 26 1 U. Despair 7 ') 0 4 4 3 1 1 6 97 9!' 86 1 67 6 0 11. F ear 0 1 0 1 1 2 8 49 21 2 n 1 5 5 41 1 T ota 1 1247 649 64 8 19 5 U 1 222 1202 1111 639 636 533 606 Median 1 .31 2.08 2.93 3.38 4.61 5.85 7.06 7.57 8.52 9.33 1 0.26 Diff. between .77 Medians 85 .,45 1 .23 1 .24 1. 21 .!51 .95 81 .93 Note. — N um bers underneath the abbreviated stimulus emotions indicate the num ber of items containing each particular emotion. 85 supported by the relatively sm all differences between medians for these emotions. Distances between Amusement, E m b a r r a s s m e n t, Shame, and Anger, between Disgust and Sorrow, and between Despair and Dear are relatively great. Anger and Disgust, and Sorrow and D espair appear closer together. Woodworth and Schlosberg (11)38; 1 D4 1; 1 D5G> combined Dove, Mirth, and Happiness into one category because of closeness indicated by computing means of responses in a sim ila r m anner as used in this study. In developing a test to m easu re ability to judge emotional behavior, this would not be n ecessary if the too easily confused emotions were not represented by items in the sam e form of the test. For example, one form of the test might include items on P rid e, Joy, and Anger, and another form might include Affection, Amusement, and Disgust. C ontrary to the findings of Woodworth and Schlosberg, Anger and Disgust appear closely related in this study, but Fear as a r e l a tively independent emotion is supported by both studies. These results suggest procedures for developing a better test. It was shown in Table 8, page 7b, that items 11, 13, lfi, 17, and 21 show high internal validity, and m oderate difficulty which may contrib ute to reliability. These items depict E m b a r r a s s m e n t, P rid e, Disgust, Am usement, and Joy and it is suggested that they be retained. Items 4, 8, '), and 1U are moderately difficult and show m oderate internal validity. They represent Shame, E m b a r r a s s m e n t, Anger, and Fear 86 and can well be retained, particularly if item weights are used in scoring, item s 6, 14, and 22, representing Affection, Jealousy, and D espair, appear too difficult for efficient contribution to a total test, and item 19, representing Sorrow, appears too easy. Since some A m usem ent and P rid e items m J E B -v seem to be satisfactory test item s and others not, it may be worthwhile to attempt new items representing Affection, Jealousy, Sorrow, and D espair. Sorrow and D espair, particularly, are possibilities for parallel item s on alternate form s as the distance between their scale positions is m oderately small. In addition to designing better item s on some of the emotions already represented in Judging E m otional B ehavior, item s depicting S urprise and Contempt may be advisable as Woodworth and Schlosberg (1956) found them to be relatively independent. Surprise might be a link between Amusement and E m b a r r a s s m e n t. Other emotions to be depicted might be selected by supplying a set of 25 or 30 cards, eac h printed with a word for an emotion, to judges to a rra n g e in o rd e r of sim ilarity of emotional response. From these, the m ost consistently placed emotions could be selected for a reduced list, and every second or third (to provide adequate “ d istan ce ") used in developing additional test items. The foregoing results and discussion support Hypothesis 1 on page 30. Examination of resp o n ses to item s in J E B -v has revealed 87 information which may aid in designing item s for an improved test. Responses to T hree Versions of Judging Emotional Behavior Table 7 on page 78 shows “ correct*’ and modal responses to items in J u d ging Emotional Behavior visual sequences, sound sequences, and visual-sound sequences. Responses nearly equal to modal responses also are listed. Item 3 and item 18 elicited laughter from the subjects in the film, and are keyed to Amusement. Both stories present somewhat ludicrous situations* which brought forth responses of Anger and D is gust from the sound-only group. Where both visual and auditory stimuli were present, the behavior of the subjects dominated the story content and the modal response is Amusement. Item fi shows confusion among Affection, P rid e , and Joy, which was noted in the discussion of the Judging Emotional Behavior visual version in the first section of this chapter. The addition of knowledge of c irc u m sta n c e s modified the modal response from P rid e to Joy, with Affection a strong second mode. With knowledge both of circ u m sta n c e s and behavior, only 2 of 21 item s show e r r o r s in modal responses, with strong second modes See Appendix A for text. 88 being “ c o r r e c t ” in both c a se s. Item 6, Affection, was in terp reted as Joy and Affection, and Item 12, Anger, as P a in and Anger. The second hypothesis on page 30 is supported by re su lts. Some differences in modal re sp o n se s are found among visual, sound, and visual-sound v ersio n s of Judging Em otional B eh avior. O rd e r of Difficulty of T h re e V ersions of Judging Em otional Behavior Results reported in the section above and exam ination of p e r centages of modal resp o n ses given in Table 7, page 78, show that knowledge of c irc u m s ta n c e s does im prove a g re e m e n t with re sp o n se s of other judges and with p e rso n s reporting em otions, but that know ledge of c irc u m s ta n c e s does not, in all c a s e s , e n s u re a g re e m e n t or “ c o r r e c t ” judgm ents. Knowledge of c ir c u m s ta n c e s alone does not en su re a g re e m e n t with other judges of m ajo rity response. A c o m b in a tion of behavioral cues and knowledge of c ir c u m s ta n c e s p ro d u ces the g re a te st a g re e m e n t with other judges and with rep o rted emotional feeling. Significance of d ifferences between m ean s c o r e s on the various v ersio n s of Judging Emotional Behavior are shown in Table 10. Means on J K B -v a re significantly lower than m e a n s for J E B - s and J K B -v s, with 2 ratios beyond the one p er cent level. The m ean for the total population of m ales and fem ales on J E B - v s is significantly higher than 89 Table 10 D ifferences Between Means of Scores on T h re e V ersions of Judging Em otional Behavior N M < T z ratio Males J E B Visual 232 8.26 2.33 1 8.16* 1.18 JE B Sound 66 14.20 2.36 J E B Visual-Sound 81 14.64 2.09 F e m a le s JE B Visual 21 0 8.51 2.18 1 5.7 8* 1 .72 J E B Sound 40 14.95 2.40 J E B Visual-Sound 66 1 5.68 1 .55 T otal J E B Visual 442 8.38 2.20 23.92* 2.36| J E B Sound 106 14.48 2.41 J E B Visual-Sound 147 1 5.1 1 1 .98 JE B Visual Males 232 8.26 2.33 1 .17 F e m a le s 210 8.51 2.1 8 J E B Sound Males 66 14.20 2.36 1 .57 F e m a le s 40 14.95 2.40 JE B Visual-Sound Males 81 14.64 2.09 3.47* F e m a le s 66 15.68 1.55 ♦Significant above 1% level. tSignificant above 5% level. 90 the m eans for J E B -v and J E B - s . The mean score for females is significantly higher than the mean score for m ales on J E B - v s . The third hypothesis on page 30 is supported by results. The o rd e r of difficulty of the three versions of Judging Emotional Behavior is visual version, sound version, visual-sound version. General Results Regarding Social Perception and Related Variables This study tests the basic hypothesis that SP-b is correlated positively with tem peram ent and environmental factors which are related to social dependency. C h a ra c te ristic s assum ed to be indexes of dependency are sex, age, socio-econom ic status of family, sibling position, sociability, and subm issiveness, A second basic hypothesis tested states that S P-b is correlated positively with cognitive factors related to perceptual skills and logical reasoning. C h a ra c te ristic s assum ed to be indexes of these cognitive factors a re reasoning, m em ory, aesthetic interest, objectiv ity, emotional stability, thoughtfulness, and restraint. Results do not show that any of the above c h a ra c te ris tic s taken alone is a valid predictor of perform ance on the J E B -v , nor does either of the groups of c h a ra c te ristic s form a constellation of related predictors. There is some evidence, given in detail in the next main section of this chapter, that females under 20 and females who are 91 youngest siblings tend to score relatively high on JE B -v . Conversely, m ales who are under 20 and m ales who are youngest siblings tend to score relatively low on J E B -v . Socio-economic status, sociability, subm issiveness, and a direct m e a su re of dependency itself do not appear related to perform ance on JE B -v . Intelligence and tem p e ra m e n t factors which may be related to cognitive skills do not appear related to perform ance on JE B -v . C o rrelatio n s between aesthetic interest sc o re s and J E B -v sco res are significantly different from zero for both m ales and females, l'he other assum ed c o rre la te s of cognitive and perceptual skills do not appear to be significantly related to perform ance on J E B -v for either s e x . The first hypothesis on page 31 is supported partially by results in that some c h a ra c te ristic s which a re assum ed to be related to dependency appear related to perform ance on JE B -v . The nature of this relationship, involving sex differences which may stem from a cultural pattern, is discussed in Chapter Seven. The second hypothesis on page 31 is supported only by the con sistent relationship for m ales and females between aesthetic interests and perform ance on J E B -v . This se e m s to indicate that perceptual skills may be of m ore importance than logical reasoning in making the kind of judgments required in JE B -v . This result is disc ussed additionally in Chapter Seven. 92 Dependency and its assum ed c o rre la te s appears to be unrelated to perform ance on J F B - s , except that females with low social service interests tend to score relatively high, and there appears to be a p o si tive correlation between sc o re s by m ales on J K B -s and friendliness and personal relations interests. Cognitive factors related to perceptual skills and logical r e a s o n ing appear to be unrelated to perform ance on J F B - s except that higher scoring m ales also tend to score high on a tem peram ent scale m easuring emotional stability and objectivity. Specific results on variables related to SP-b and SP-c are given in the following section of this chapter. Specific Results of Correlation Study of Scores on J u d ^ in g ^ m o tio n a l Behavior and Related Variables JK B-v was adm inistered along with a test battery containing 37 test and 5 personal data variables; J F B - s was adm inistered to a different group with 27 test and 5 personal data variables. Test scores and data w ere analyzed for the sexes separately; variables show the following relationships with scores on JKB-v. F em ales tend to score higher on J F R -v than males, youngest female siblings tend to score highest of any sibling group, youngest male siblings the lowest; females under 20 tend to score highest of all 93 age groups, m ales under 20 the lowest, socio-econom ic status of family appears unrelated, subjects from geographically stable families tend to score slightly higher than subjects from geographically mobile families; verbal, reasoning, and recognition m em o ry abilities appear unrelated to sco res on J u dging Emotional Behavior, aesthetic interest appears significantly related; mechanical interest ap pears related for m ales only. P e rso n a l data, except for sex and age, gathered from subjects who took JK R -s were not analyzed because of sm all num bers in the various sam ples. Sex, age, and test variables show the following relationships with sco res on J hi B - s . Fem ales tend to score higher than males; coefficient of c o r r e l a tion between age and test score is negligible, verbal, reasoning, and recognition m em ory appear unrelated to perform ance on JK B -s, aesthetic interest score's show no relationship, but sco res on social service and political values are related for females only. Positively related interest and tem peram ent factors for m ales only appear to be economic values, general activity, emotional stability, objectivity, friendliness, personal relations, and masculinity. The results briefly noted here are described m ore fully and related to hypotheses in Chapter Two in the following sections of this chapter. They a re discussed for their social-psychological signifi cance in Chapter Seven. 94 Sex Differences Table 1 1 shows means, standard deviations, and z ratios for m ales and females on all three versions of Judging Kmotional B ehavior. These figures were computed from items 2 to 22. (Item 1, as a sample in the visual version and as a test item in the sound and visual-sound versions, was omitted for purposes of inte r-v e rsio n c o m p a ris o n s .) Means for females are higher than means for m ales on all three versions, but diffe rent es between the sexes do not reach a 5 per cent level of significance on visual or sound versions. The mean for females is higher than the mean for m ales at the 1 per cent level of significance on the visual-sound version. The hypothesis on page 32 is supported by results. F em ales tend to score higher', on the average, than males on tests involving judg ments of emotional behavior. Coefficients of correlation between age and JK B-v and between age and J E B - s are not significantly different from zero. The coeffi cients are given in Table 18, pages 1 1)8 and 109. Results of com parison of mean sc ores of various age groups are given in Table 1 2. 95 Table 1 1 Sex Differences in Mean Scores on Judging Emotional Behavior Visual Version Males Fem ales Sound Version Males Fem ales Visual-Sound Version Males Fem ales N M 232 210 8.2R 8.51 2.33 2.18 66 14.20 2.36 40 14.95 2.40 81 14.64 2.O f' 66 1 5.68 1.55 z ratio 1 .17 1 .56 3.47* ♦Significant above 1% level. 96 Table 12 Differences Between Means of Age Groups on Judging Emotional Behavior without Knowledge of C ircu m stan ce s N M rr z ratio Under 20 Males Fema le s 66 1 1 5 7.9 2 8.71 2.31 1 .86 2.37* Ages 2 0 to 3 0 Males 146 8.4 2 2.25 .25 F em ales 61 8.33 2.45 Over 30 M a le s 2 0 8.25 2.55 .01 Fema le s 34 8.15 2.47 Males Under 2 0 6 6 7.9 2 2.31 1 .45 Ages 20 to 30 146 8.42 2.25 F em ales Under 2 0 1 1 5 8.71 1 .86 1 .32 Over 30 34 8.1 5 2.47 ♦Significant above 5% level. 97 The most striking result of this com parison is a significant difference between the mean score of m ales under age 2(J and females under age 20. The females under 20 score highest of the six groups tested, and m ales under 20 score lowest of the six groups tested. Other differences do not reach the 5 per cent level of significance. Age groups within sexes were not tested additionally after it was determ ined that the greatest differences are not significant at the 5 per cent level. No significant differences w ere found between m eans of the various age groups with sexes combined. The hypothesis on page 33 is not supported by results. Judges over 30 tend to score higher than judges in the 20 to 30 age range; m ales under 20 tend to score lower and females under 20 tend to score higher than the middle group, but not at the 5 per cent level of signifi cance . Kamily C h a r a c te ris tic s Socio-econom ic Status P a re n t occupation classified on the Index of Social Position described by Hollingshead and Redlich (1958) was used to rate so cio economic status of subjects. The num ber of groups was reduced from seven to four to give sufficient num bers in subgroups to test differences in mean sc o re s on JhlB-v. (N’s on the sound version were too small for reliable results.) 98 The four groups are: 1 and 2: Professional and Executive 3 and 4: Supervisorial and S em i-professional 5: Skilled T rades 6 and 7: Sem i-skilled and Unskilled Distribution of the population sample by parent occupation and m eans and standard deviations for the various groups on J E B -v are shown in Table 13. No significant difference between m eans was found. College students whose parents work m occupations at levels 5, 8, and 7 show upward mobility and should score significantly higher on test of judgment of emotional behavior if the first hypothesis on page 34 were true. This hypothesis is not supported by results. P aren t occupation level appears to be unrelated to sco res on JE B -v . Occupational Mobility This hypothesis could not be tested as the population sample did not include enough cases in non-upward mobile categories for re lia bility of results. Table 14 gives the distribution showing occupational mobility. The second hypothesis on page 34, that individuals whose occupational objectives are higher than their p a r e n ts ’ will score higher on Judging E m o tion a l Behavior than others, rem ains untested. 99 Table 13 P arent Occupation and Scores on JF B Visual Sequences Occupation Level Males N Fem ales N for Combined Levels Males Fem ales M cr Males M cr Fem ales 1 19 12 47 41 8.28 2.1 7 8.78 1.90 2 2 8 29 3 36 39 80 66 8.09* 2.46 8.47 2.33 4 44 27 5 87 44 57 44 8.75* 2.21 B.34t 2.10 6 1 2 7 19 17 8.16 2.39 5*. UOt 1 .88 7 7 1 U 8 (Omitted) 25) 42 Total 232 210 ♦Difference between these means not significant at 5% level. •{•Difference between these means not significant at 5% level. 100 Table 14 Occupational Mobility: Relationship between Occupational Objective and P a r e n t s ’ Occupations Judging Hmotional Behavior Judges Visual Version Sound Version Males Fem ales Males Fem ales Higher Level Objective 138 1 1 1 20 16 Same Level Objective 1 8 18 1 1 8 Lower Level Objective !> 1 5 5 7 Om iss ions 67 66 21 ') Total 232 2 1 0 66 4 0 1 01 Sibling P o s i t i o n S u b je c ts of th is stu d y w e r e divided into g r o u p s by s ib lin g p o s i tion. F o u r c a t e g o r i e s w e r e u sed : only child, y o u n g e s t sib lin g , m id d le sibling, and o ld e s t sib lin g . T a b le 15 g iv es m e a n s , s ta n d a r d d e v ia tio n s, and z r a t io s fo r d i f f e r e n c e s b e tw e e n m e a n s on J E B - v for m a l e s and f e m a l e s . T a b le 16 g iv es s i m i l a r d ata fo r sib lin g g r o u p s of the s a m e s e x . Tw o d i f f e r e n c e s b e tw e e n m e a n s beyond the 5 p e r cen t level of sig n ific a n c e w e r e found: b e tw e e n m a le y o u n g e s t sib lin g s and fe m a le y o u n g e s t s ib lin g s , and b e tw e e n m a le y o u n g e s t s ib lin g s and m a le m id d le sib lin g s . The h y p o th e s e s on page 35, that o ld e r s ib lin g s would s c o r e h i g h e r than only c h ild re n , and that the y o u n g e s t sib lin g g ro u p would not v a r y sig n ific a n tly fro m o t h e r g r o u p s a r e not s u p p o rte d by r e s u l t s . A ctually, m a le you n g est s ib lin g s a v e r a g e the low est of all g r o u p s , and f e m a le y o u n g e s t s ib lin g s a v e r a g e the h ig h e st of all g r o u p s . T h e o r d e r of m a g n itu d e of m e a n s c o r e s on J E B - v is v e r y d i f f e r ent b e tw e e n the s e x e s . T he o r d e r of m e a n s , with 1 d e s ig n a tin g the h ig h e s t m e a n s and 4 the lo w e st, is: M ale F e m a l e O nly child 3 2 Y o u n g e st sib lin g 4 1 M iddle sib lin g 1 4 O ld e s t sib lin g 2 3 102 T able 15 D ifferen ces betw een Sexes in Sibling G roups in S c o re s on Judging E m o tio n al B e h a v i o r — V isual V ersio n Sibling P o sitio n N M cr z ratio Only Child Male 20 8.13 2.38 1 .25 F e m a le 23 8.19 2.06 Y oungest Sibling Male 66 7.82 2.15 2.69* F e m a le 47 8.9 8 2.34 Middle Sibling Male 56 8.66 1.87 1 .47 F e m a le 57 8.07 2.37 O ldest Sibling Male 81 8.40 2.50 .15 F e m a le 80 8.25 2.15 ♦Significant above 1% level. 103 T able 16 D iffe re n c e s between Sibling G ro u p s of Sam e Sex m S c o r e s on Judging E m o tio n al Be h a v io r — V isual V ersio n N M or z r a tio f M ales Youngest Sibling 66 7.82 2.15 2.34 + Middle Sibling 56 8.66 1 .87 Youngest Sibling 66 7.82 2.15 1 .50 O ldest .Sibling 81 8.4 0 2.50 Only Child 29 8.14 2.38 1 .03 Middle Sibling 56 8.66 1 .87 F e m a le s Only Child 23 8.91 2.06 1 .34 O ldest Sibling 80 8.25 2.15 Y oungest Sibling 47 8.9 8 2.34 1.9 6 Middle Sibling 57 8.07 2.37 Y oungest Sibling 47 8.9 8 2.34 1 .74 O ld est Sibling 80 8.25 2.15 ♦Significant above 5% level. fD iffe re n c e s betw een m e a n s of o th e r group p a i r s a r e of s m a l l e r m agnitude than those p r e s e n te d h e re ; th e re fo re z ra tio s w e re not com puted. 1 04 Results of age-group and sibling rank analyses are discussed in Chapter Seven, pages 122 to 137. Family Mobility Family mobility was assessed by asking subjects the number of schools attended in grades 1 through 12. The mean number of schools for both m ales and females was in the 3 step interval, with a standard deviation of 2. The distributions were divided for “ high mobility” and “ low mobility” at one standard deviation above the mean, making the “ low” group subjects who had attended 1 to 5 schools and the “ high” group subjects who had attended fi to 14 schools. Distributions for males and females are shown in Figure 7. No significant difference between “ high” and “ low” mobility groups for males, females, or total sample population was found in comparing mean scores on JfclR-v. Means, standard deviations, and z. ratios are shown in Table 17. The hypothesis on page 37 is not supported by results. Although differences are not significant at the 5 per cent level, the trend is in the reverse direction: mean scores of subjects from less mobile families are higher than mean scores of subjects from more mobile fam ilies. Intelligence F acto rs Coefficients of correlation between scores on JE B -v and four 1 05 N u m b er of P e r s o n s 70 65 60 55 50 45 40 35 3 0 2 5 2 0 1 5 1 0 5 0 Numbe r of Schools r L _ 1 2 3 4 5 6 7 8 <<10 111213 14 — F e m a le s (N - 207) -- Males (N = 232) Figure 7. N um ber of schools attended in g ra d e s 1 to 12. (Population sa m p le s used in c o rre la tio n study of Judginj Behavior visual version.) 106 Table 17 Com parison of Mean Scores of “ High Mobility’’* and “ Low Mobility’’ Judges on Judging Emotional B e h a v io r— Visual Version N M cr Males High Mobility 194 8.35 2.2 8 Low Mobility 38 7.82 2.40 Fem ales High Mobility 184 8.55 1.98 Low Mobility 23 8.22 2.42 1'otal High Mobility 37 8 8.4 5 2.19 Low Mobility 61 7.97 2.42 1 .31 .64 1 .46 ♦Mobility is based on num ber of schools attended in grades 1 to 1 2. 1 07 p rim a ry m ental abilities a r e given in Table IB. Two of these, Reasoning and M em ory, w ere hypothesized as related to S P -b , and V erbal ability was hypothesized as unrelated to S P -b. Coefficients of co rrelatio n between test v ariab les and s c o re s on JFlR-s a re given in Table 19. V erbal C o m prehension Coefficients of co rrelatio n between s c o r e s on J E B - v and the V erbal Meaning section of the SRA T e st of P r i m a r y Mental Abilities (Thurstone, 1949) a re not significantly different from z e ro for the size of the population sam ple. Coefficients of co rrelatio n between s c o re s on J E B - s and Verbal Meaning also are not significantly d iff e r ent from z e ro in the s m a lle r population sam ple. The hypothesis on page 3H is supported by re su lts. Verbal ability a p p e a rs unrelated to p erfo rm a n c e on Judging EmotionaJ Behav to r . Reasoning Ability Coefficients of co rre la tio n between m ean s c o re s on the P r i m a r y Mental Abilities T e st of Reasoning (Thurstone, 1949) and J E B - v and between Reasoning and J E B - s do not deviate significantly from zero for the population sam p les tested. The first hypothesis on page 39 is not supported by results. Reasoning ability a p p e a rs unrelated to p erfo rm a n c e on Judging Table 18 Correlations between Scores on JEB -v and Test Variables and Age U n w e i g h te d S c o r e s We i g h t e d S cor es Maies Females Males Females X - 232 X = 210 N = 232 X = 210 Corrected* Corrected* Corrected* Corrected* P rim a ry Mental Abilities Verbal .045 .057 .031 .089 Space .098 -.031 .078 . 0 0 8 Reasoning .071 .006 .070 .059 Factored Aptitude Memory . u53 .078 .057 .102 Occup. Pref. Inventory Commercial -.020 - .065 - .053 -.073 Personal Service -.005 .069 -.039 .090 Agriculture .066 -.030 .045 .037 Mechanical . 1 691 .304 -.068 .126 + .218 -.102 Professional . U47 .007 - .002 .033 Esthetic - .018 .133+ .230 - .012 .099 .175 Scientific - .036 -.032 - ,u8u -.035 Study of Values Theoretical -.053 .018 -.063 .000 Economic - . 15ut -.250 -.049 -.099 -.232 -.063 Aesthetic .146 + .254 .192 + .335 .120+ .200 .143 + .238 Social .078 -.034 .055 .018 Political - .u28 .011 -.002 -.003 Religious .004 -.114 - .007 -.074 DF Opinion Survey Need for Attention -.023 .008 -.018 -.021 Liking for Thinking -.001 -.103 -.039 -.108 Adventure vs. Security .069 .090 .054 .091 Self-Reliance vs. Dependency -.007 .069 .004 .091 1 08 Table 1 8 (continued) U n w e i g h t e d Scor es Males Females N i - 232 N = 210 Corrected* Corrected* Wei ght Males N = 232 Corrected* ed Scor es Females N = 210 Corrected* Aesthetic Appreciation ,04u -.004 .008 - .067 Cultural Conformity - .056 -.084 - .059 -.098 Need for Freedom -.021 -.061 -.011 -.053 Realistic Thinking .012 -.003 .001 .000 Need for Precision -.001 -.043 -.034 - .051 Need for Diversion .065 -.022 .072 -.037 G-Z Temperament Survey General Activity - .051 -.007 .018 .000 Restraint .050 -.106 .040 - .1 33* .222 Ascendance .115 -.004 .133+ .219 .032 Sociability ,0°6 .082 .109 .075 Emotional Stability .044 .000 .093 .014 Objectivity .044 .023 .084 .057 Friendliness .032 -.004 .059 .01 5 Thoughtfulness -.011 -.012 -.022 -.031 Personal Relations -.011 .022 .029 ,063 Masculinity .039 - .035 .039 .000 Age -.001 - .067 -.039 -.082 ^Significant r ’s corrected for attenuation. | r significant at 5% level = .13; at 1% level = .17. f r significant at 5'fo level = .135, at 1% level = .18. NOTE: Coefficients of correlation reported in this table are rounded to two decimal places in text discussion. Table 19 Correlations between Scores on J E B -s and Test Variables and Age Test or inventory A M A L E S r Corrected r* N F EMAL E S r Corrected r 3 P rim a ry Mental Abilities BO 31 Verbal . .121 - .014 Space .017 -.183 Reasoning -.113 -.304 Factored Aptitude Memory 33 - .006 20 .297 Occup. Pref. Inventory 51 22 Com m ercial .039 - .073 Personal Service - .065 - .237 Agriculture .176 -.137 Mechanical -.104 - .177 P rofessional -.104 .038 Esthetic -.120 .083 Scientific .029 .058 Study of Values 62 36 Theoretical .195 -.192 Economic- .140 .142 Aesthetic -.064 .078 Social -.089 -.338+ .57 Political -.022 .426 + .74 Religious -.166 .226 G-Z Temperam ent Survey 62 38 General Activity .269f .49 -.147 Restraint .116 -.048 Ascendance .053 -.184 Oil Table 19 (continued) Test or Inventory M ALES N r Corrected r* N F E M A L E S r Corrected r* Sociability .097 -.121 Emotional Stability .388* .70 -.194 Objectivity .439* .83 -.212 F riendliness .300* .57 -.238 Thoughtfu lness - .012 -.099 Personal Relations .302* .55 - .202 Masculinity .396* .70 -.120 Age 65 .161 40 -.093 ♦Significant r*s corrected for attenuation. ■^Significant at 5% level. tSigmficant at 1% level. NOTE: Coefficients of correlation reported m tins table are rounded to two decimal places in text discussion. 112 Emotional B e h a v io r. M emory Coefficients of correlation between s c o re s on the Industrial Psychology Factored Aptitude Series T est of Memory and both J E B -v and J E B - s do not deviate significantly from zero for the population sam ples tested. The last hypothesis on page 39 is not supported by results. Recognition m e m o ry as tested in this study ap pears unrelated to p e r form ance on J udging Emotional Behavior. Inte r e s t s Coefficients of correlation between sc o re s obtained on J E B -v and J E B - s and resp o n ses to the Occupation P re fe re n c e Inventory (Brainard and B rainard, 1945), the Study of Values (Allport, Vernon, and Lindzey, 1951), and the D -F Opinion Survey (Guilford, Christensen, and Bond, 2 1956) are given in Table 18, pages 108 and 109, and Table 19, pages 110 and 111. Two interest categories, Aesthetic and Social Service, were hypothesized as related to sc o re s on J E B -v . These are m e a su re d by the Occupational P re fe re n c e Inventory Esthetic and P e rso n a l Service item s, the Study of Values Aesthetic and Social Not given to JElB-s subjects. 11 3 scales, and the D -F Opinion Survey Aesthetic Appreciation scale. Aesthetic Scores of females on the Occupational P re fe re n c e Inventory Esthetic scale and of m ales and females on the Study of Values Aesthetic scale are correlated beyond the 5 per cent level of signifi cance with unweighted sc o re s on the JE B -v . Study of Values s c o re s on the Aesthetic scale also c o rre la te d beyond the 5 per cent level of significance with weighted sc o re s on J E B - v . C o rrelatio n s between the D -F Opinion Survey Aesthetic Appreciation scale and J E B -v , and between s c o re s of m ales on the Occupational P re fe re n c e Inventory Esthetic scale and the J E B - v approximate zero. C o rrelatio n s between the J E B - s and m e a s u re s of Aesthetic interest do not deviate significantly from zero. The hypothesis on page 41 is supported partially by results which are discussed in Chapter Seven, page 13F. Under some conditions, Aesthetic interest appears to be related to ability to judge emotional behavior without knowledge of circu m stan ces. Social Service Scores on the P e rso n a l Service scale of the Occupational P r e f erence Inventory and the Social scale of the Study of Values are not co rrelated significantly with sc o re s on J E B -v for the population sam ples tested. 114 Scores of 36 fem ales on the Study of Values Social scale show a correlation with J E B - s which is significantly different from zero at the 5 per cent level of significance. Because of the sm all N, conclu sions from this result must be tentative. The hypothesis on page 42 is not supported by results. Social service interest as m easu red in this study appears to be unrelated to ability to judge emotional behavior without knowledge of c ircu m stan ces. T e m p e ra m e n t f a c t o r s Coefficients of correlation between sc o re s on both the Guilford - Z im m e rm a n T e m p e ra m e n t Survey and the D-K Opinion Survey and J E B - v are given in Table 18, pages 108 and 109. Coefficlents of correlation between sc o re s on the GuUford - 7 imme rman T e m p e ram en t Survey and sc o re s on J E B - s are given in Fable 19, pages 1 10 and 111. Seven tem p eram en t factors were hypothesized to be related to social perception: dependency, m easured by the SeIf-Reliance vs. Dependency scale of the D -E Opinion Survey, and Objectivity, Sociability, Friendliness, Emotional Stability, Thoughtfulness, Restraint, and Subm issiveness (low score on Ascendance scale) all m e a su re d by the Guilford - Z im m e rm a n T e m p e ra m e n t Survey. Dependency Coefficients of correlation between sc o re s on the Self-Reliance 1 15 vs. Dependency scale of the D - F Opinion Survey and J E B - v do not deviate significantly from zero. The first hypothesis on page 44 is not supported by re su lts. Dependency, as m e a s u re d by the D -F Opinion Survey does a p p ear to be related to ability to judge em otional behavior without knowledge of c ir c u m s ta n c e s . Objectivity Coefficients of c o rre la tio n between Objectivity s c o r e s on the Guilford - Z im me rm an T e m p e r a m e n t Survey and s c o r e s on J K B -v do not deviate significantly from zero . The coefficient of c o rre la tio n between s c o r e s of 62 m en on the Objectivity scale and the J E B - s is .44, s ig n ifi cantly different from zero at the 1 p e r cent level. This b e c o m e s .83 when c o r re c te d for attenuation. The coefficient of c o rre la tio n for w om en is .21, not significantly different from zero. The second hypothesis on page 44 is not supported by resu lts. Objectivity as m e a s u re d m this study a p p e a rs to be unrelated ability to judge em otional behavior without knowledge of c ir c u m s ta n c e s . The a p p aren t relationship between Objectivity in m a le s and the ability to p red ict m ajority re sp o n se to known c ir c u m s ta n c e s is d isc u s s e d m C h a p te r Seven, pages 132 and 133. So c ia b ility Coefficients of c o rre la tio n between s c o re s on the Sociability and 116 F rie n d lin e ss s c a le s of the G u i l f o r d - Z i m m e r m a n T e m p e r a m e n t Survey (Guilford and Z i m m e r m a n , 1949) and s c o r e s on J K B -v do not deviate significantly from zero . The coefficient of c o rre la tio n between s c o r e s of 62 m en on the F rie n d lin e s s scale and J E B - s deviated significantly from zero at the 5 p e r cent level of significance. This c o rre la tio n is ,3t) and b e c o m e s .57 when c o r r e c te d for attenuation. The coefficient of c o rre la tio n for 38 w om en is .24, not significantly different from zero. The hypothesis on page 45 is not supported by re s u lts . S o c ia bility as m e a s u re d in this study a p p e a r s to be un related to ability to judge em otional behavior without knowledge of c ir c u m s ta n c e s . Some relationship between F rie n d lin e s s in m a le s and the ability to predict m a jo rity re sp o n se to known c i r c u m s t a n c e s w as found. E m otional Stability Coefficients of c o rre la tio n between s c o r e s on the Em otional Stability scale of the G u i l f o r d - Z i m m e r m a n T e m p e ra m e n t Survey and J E B - v do not deviate significantly from zero. 'The coefficient of c o rre la tio n between s c o r e s of 62 men on the E m otional Stability Scale and J E B - s is .39, significantly different from zero at the 1 p e r cent level. C o r r e c te d for attenuation, this b e c o m e s .70. The coefficient of c o rre la tio n for s c o r e s of 38 wom en is .19, not significantly different from zero. The hypothesis on page 46 is not supported by r e s u lts . Em otional 1 1 7 Stability as m easu red in this study appears to be unrelated to ability to judge the emotional behavior without knowledge of c ircu m stan ces. Thoughtfu Iness Coefficients of correlation between sco res on the Thoughtfulness scale and both J E B - v and J E B - s do not deviate significantly from zero. The first hypothesis on page 4 7 is not supported by results. Thoughtfulness as m e a su re d in this study appears to be unrelated to ability to judge emotional behavior without knowledge of circu m stan ces. He st raint Coefficients of correlation between sc o re s of m ales on the R estraint scale of the G uilford- Zirnme rm an T e m p e ra m e n t Survey and sc o re s on J E B -v do not deviate significantly from zero. Coefficients of correlation between s c o re s of females on the Restraint scale and weighted s c o re s on the J E B -v is .13, just under the 5 per cent level of significance. C o rre c te d for attenuation tins becom es - .22. The coefficient of correlation for m ales does not deviate significantly from ze ro. C o rrelatio n s between s c o re s on the Restraint scale and sc o re s on the J E B - s do not deviate significantly from zero. The second hypothesis on page 4 7 is not supported by results. Restraint as m easu red in this study ap p ears to be inversely related to ability to judge emotional behavior without knowledge of circ u m sta n c e s. 118 Subm is s_i ven es s Coefficients of correlation between sco res of males on the Ascendance scale of the Guilford - Zim m e rman T em peram ent Survey and scores on JE B -v approach the 5 per c ent level of significance: .12 using raw sco res and .13 using weighted scores. C orrected for attenuation, these coefficients become .20 and .22 respectively. Coefficients of correlation for women do not deviate* significantly from zero. Coefficients of correlation between sco res on the Ascendance scale and J E B - s do not deviate significantly from zero. The last hypothesis on page 47 is not supported by results. Submissiveness, as m easured in this study, appears to be unrelated to ability of women to judge emotional behavior without knowledge of circum stances, and to be inversely related to .ability of men to make these judgments. This completes a report of results of this study as related to the hypotheses set forth m Chapter Three. Because the tests and inven tories used in this study m easured factors other than those listed in the hypotheses, some incidental relationships were discovered in p r o c e s s ing all the information obtained from subjects. These are reported in the following section and are listed in Table 18, pages 1 U8 and 109, and Table 19, pages 1 1 0 and 111. 119 Incidental R esults Mechanical Inte resj: Coefficients of correlation between sco res of m ales on the Mec hanical scale of the Occupational P re fe re n c e Inventory (B rainard and B ra m a rd , 1945) and raw and weighted sc o re s on .JKB-v are .17 and .13, both significantly different from zero at the 5 per cent level. C o rrected for attenuation, these become .30 and .22. K_conornlc Va 1ues A coefficient of correlation significantly different from zero at the 5 per cent level was found between sc o re s of male's on the Study of Values fclconomic scale and raw sc o re s on JK ll-v, This is - .15, corrected for attenuation to - .25. The coefficient of correlation b e tween sco res of males on the Kconomu scale and weighted sc o re s on JKB v is .10, not significant at the 5 per cent level. Politica 1 Values A coefficient of correlation of .43, significantly different from zero at the 5 per cent level of significance, was found between sco res of 3R females on the Study of Values Political scale and sco res on JK K -s. C o rrected for attenuation, this is .74. 1 20 Social (Service) Values A coefficient of correlation of .34, significantly different from zero at the 5 per cent level, was found between sc o re s of 36 females on the Study of Values Social scale and sc o re s on J E B - s . C o rrected for attenuation, this is .57. Genera l Activity A coefficient of correlation significantly different from zero at the 5 per cent level was found between sc o re s of 62 m ales on the G eneral Activity scale of the Gu ilford - Zim m e rman T e m p e ra m e n t Survey and J K B -s. The obtained coefficient is .27, corrected for attenuation to .49. P e rso n a l R elations A coefficient of correlation significantly different from zero at the 5 per cent level was found between sco res of 62 mules on the P e rso n a l Relations scale of the G u ilfo rd -Z im m erm a n T e m p e ram en t Survey and the JK B -s. The obtained coefficient is .3(J, co rrected for attenuation to .55. Masculinity A coefficient of correlation significant at the 1 per cent level was found between sc o re s of 62 m ales on the Masculinity scale of the G u ilfo rd -Z im m e rm a n T e m p e ra m e n t Survey and the J E B - s . The 121 coefficient is .40, c o r re c te d for attenuation to .70. The foregoing incidental re su lts obtained in this study a r e d i s cu ssed in C h a p te r Seven, pages 122 to 137. C h a p t e r VII D is c u ss io n and C o n clu sio n s C o n clu sio n s fro m this study a r e c o n c e rn e d with th re e p rincipal lines of investigation: 1. E valuation of the J u dging Blmotional B e h a v io r v isu a l v e rsio n as a valid, re lia b le test. 2. V a ria b le s re la te d to Social P e r c e p t i o n - b , the ability to judge the e m o tio n s of o th e rs on the b a s is of b e h a v io ra l cu es and w ith out knowledge of c i r c u m s t a n c e s . 3. V a ria b le s re la te d to Social P e rception - c , the ability to p re d ic t m a jo rity r e s p o n s e to a set of known c i r c u m s t a n c e s . Evaluation of J E B - v C o n s tru c t validity of the visual and sound v e r s i o n s of J ud^ing E m o tio n al B e h a v io r is a s s u m e d , as they a p p ro x im a te a situational test in the use of m otion p ic tu re and sound m a t e r i a l s . P r e v io u s stu d ie s in judgm ent of em o tio n s using d ra w in g s and still p ic tu re s have given judges a m uch s m a l l e r b e h a v io ra l s a m p le on which to base ju d g m en ts. C o m p a r e d with J E B - v in which people a r e re a c tin g genuinely to s t r e s s situ atio n s (u n d er p o st-h y p n o tic suggestion), stu d ie s which e m p lo y still p h o to g ra p h s of a c t o r s s im u la tin g em o tio n provide ju d g es only 122 1 23 fragm entary information. J E R - s simply req u ires judges to predict how they think others will judge the sound stories which they th e m selves will hear. It is recognized that these two types of judgments are quite different from one another and may require quite different kinds of social perception, but they have been com pared for relative level of difficulty. Results show that it is much e a s ie r to predict m ajority response to simulated circ u m sta n c e s than it is to judge the feelings of individuals on the b asis of behavioral cues alone. The judgment task is made still e a s ie r by showing behavioral cues and providing know ledge of circ u m sta n c e s in each sequence. An unexpected finding is that J E B - v s has some discrim inating c h a ra c te ristic s of a test — it was at first thought that, given both lines of information, judges would agree completely in naming the emotions depicted. Even with total information, however, a considerable range of responses to the item s was given. Why is judgment e a s ie r with knowledge of c ir c u m s ta n c e s 9 It probably indicates that empathy and projection are e a s ie r p ro c e sse s for human subjects than are observational cognitive p ro c e sse s. Guilford (1929) noted that subjects may respond sympathetically to emotional behavior of others and name the emotion ex p ressed from their own feelings during this sympathetic response. This is an example of projection with stimuli which m ay be judged m ore 124 appropriately through observational-cognitive m ethods. Speculation by this investigator on the dynamic p r o c e s s e s in judgment of em otional behavior has suggested line'1 of study which would include in fra -re d motion p ictu re s of judges taken during a showing of J E B - v . Subjects later could be shown pictures of th em selv es taken during these sequences to see if they give the s a m e verbal resp o n se to their own em pathic image as they give to other p e r s o n s ' em otional behavior. Internal validity of J E B - v was a s s e s s e d by item analysis in which the contribution of each item to prediction of a high o r low total s c o re was tabulated. Items fi, 12, and 20 w ere reported by the s u b jects in the film as eliciting A m usem ent, Anger, and E m b a r r a s s m e n t , respectively, but their behavior drew m o re judgm ents of P r id e , Sorrow , and Shame than it did “ c o r r e c t ” re sp o n se s. These item s did not function in scoring J E B - v and w ere omitted in scaling relative weights of the various em otions and d istan ce s between them. Exam ination of the non-functioning item s of J E B - v suggests three c a u se s of poor item s in this test: 1. Use of em otions with too little “ d is ta n c e ” between them: Affection and P rid e w ere confused extensively in the two item s d e p ic t ing Affection. S im ila r consistent confusion was found between Joy and A m usem ent, and between Anger and Disgust. 2. One Anger item, which was judged as Sorrow, may be a poor item because of the stim ulus m a te ria l to which the post-hypnotic 125 subjects in the film reacted. The story to which they react is intoned by the n a r ra to r in even, unexcited d e liv e r y — the n a r ra to r him self may have ex pressed some sadness over the plight of a child beaten without m ercy by a parent, and the post-hypnotic subjects in their suggestible state may have responded m ore to his speech expression than to the story content. Judges hearing the story alone and seeing the pictures with the story responded with Anger and Pain m o re often than they gave other responses. Whatever the cause for confusion in judging the visual version, precautions should be taken to prevent the post-hypnotic subjects from reacting to the p e rso n a l feelings of the n a r ra to r at the time the film is made and reporting a felt response to the story content during p relim inary and follow-up interviews. In o rd er to eliminate the possibility of response to the n a r ra to r as a person when sequences are filmed, the stories to which the p o s t hypnotic subjects respond should be p re -re c o rd e d with a voice or voices not fam iliar to the subjects. 3. The third item, num ber 20, which elicited considerable con fusion in response, illustrates a semantic problem. Shame was given as the response to an item in which the subjects reported E m b a r r a s s ment. The subjects may have been depicting Shame although they reported E m b a rra ss m e n t. Examination of the story shows that it sta rts, “ You are 12 y e a rs old . . and continues to d escribe a non-violent conflict situation with 1 26 the m other. An adult reporting his feelings in this situation might well use the term E m b a rra s s m e n t, but E m b a r r a s s m e n t is not a child’s emotion — Shame is part of hts vocabulary rath er early in life. Whenever he does something of which adults disapprove, he is sup* posed to be asham ed. During the post-hypnotic state, the subjects were told to project them selves back to childhood and in this c i r c u m stance might well show childlike behavior under conditions which they report in te r m s of adult vocabulary in prelim in ary and follow-up non-trance interviews. Item 2, which depleted Affection, also projects the post - hypnotic subjects back to -childhood. Although it functions well as a d is c r im in a t ing item, it is very difficult, eliciting 24 per cent c o rre c t response and over 60 per cent in P ride and Amusement categories. It is interesting to note that Items 4 a id 10, m which the s u b jects were projected back to - hildhood. involve emotions whose labels are fam iliar both to children and adults, Shame and Pear. These two items show both m oderate internal validity and item difficulty. In designing future items, however, it may be best to use adult story situations with adult post-hypnotic subjects. On the assum ption that m oderately difficult items contribute most to test reliability, J E B -v has nine items which are too difficult, and three items which a re too easy. The group of most difficult items includes item s 6, 12, and 20, already discussed for low internal 127 validity, and Affection-P ride items 2, 15, and 6 which are confused consistently with each other. Item 14 ex p re sse s Jealousy, which in adults usually is an internalized emotion without well-defined external expression. This item was judged correctly by 8 per cent of 652 judges, making it and item 12 (Anger) the most difficult of the 21 in the test. Items 5, 7, and 22 expressing Shame, Anger, and Despair appear m ore difficult than desirable, but item 22 shows strong internal validity and may be worth retaining. Shame and Anger also are r e p r e sented by items 4 and 9 which are of acceptable difficulty and internal validity, so the quality of the items is not inherent in the nature of the emotion expressed. The sound and visual-sound versions of Judging Dmotional Behavior elicited “ wrong” answ ers for item 5, also, majority response given was Anger. Item 7 was misjudged only in the visual version, where \n g e r was judged as Despair. Items 4, 9, and 22 elicited modal “ c o r r e c t ” responses on all three versions. All items on JK B -v which show difficulty at the 35 to 65 per cent co rre c t response level, also show modal responses which are uniform for all three versions and are consistent with the report of the subjects in the film. These are items 4, 8, 9, 10, 11, 13, 16, 17, and 21. Of all the items outside the 35 to 65 per cent criterion, just two, items 19 and 22, show this uniform response pattern. Item 22, Despair as noted above, contributes strongly to internal validity with an item 128 weight of 2, and item 19, Sorrow, is the easiest item of the test with 72 per cent c o rre c t response. F ro m these observations, it se e m s that in developing additional item s for Judging Fmotional B eh a v io r, stimulus sto ries should be developed as they were in part in the p resent v e r s io n — from interviews with the subjects. These sto ries then can be judged for m ajority response as was done with the sound version in this study. Items which show modal response to be the sam e as the emotion reported by the subjects from whom they were obtained then can be developed into visual version sequences for further evaluation. This method may eliminate investment in stories which will not develop into m oderately difficult items which will contribute to test reliability. Variables Related to SP-b Social dependency and cognitive skills related to perception and logical reasoning were hypothesized to be related to perform ance on a test of one kind of Social Perception, the ability to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces. Results reported in Chapter Five give only f r a g m entary support to the basic hypotheses of this study, but suggest a relationship with sex roles in our culture. The most striking results, dealing with sample populations of 232 males and 210 females, are the differences in mean perform ance 129 of females under 20 and males under 20, and in mean perform ance of female Youngest Siblings and male Youngest Siblings. Of the six age- sex groups differentiated in this study (under 20, 20 to 30, over 30, with sexes separated), males under 20 scored lowest on JK B-v and females under 20 scored the highest. Of eight sibling position-sex groups (Only Child, Youngest Sib ling, Middle Sibling, Oldest Sibling, with sexes separated), the female Youngest Siblings scored highest and the male Youngest Siblings scored lowest. Differences between mean ages of males and females for the various sibling ranks are not statistically significant. Age and sibling rank appear to be independent factors as related to scores on the JKB-v attained by this population sample. The lowest scoring age group, males under 20, does not consist of the sam e individuals who are in the lowest scoring sibling group, male Youngest Children. The highest scoring age group, females under 20, does not consist of the sam e individuals who are the highest scoring sibling group, female Youngest Children. This contrast in scores between c omparable age and sibling groups of the two sexes may be the most important clue to the nature of SP-b to come out of this study. Conside red in r elationship to the original general hypotheses, that SP-b is related to social dependency and cognitive skills, the hypotheses might be formulated that females 130 under 20 are m ore dependent than m ales under 20, and that female Youngest Siblings are m ore dependent than male Youngest Siblings. M oreover, following this line of reasoning, it might be said that m ales under 20 probably are the most independent of all adult age groups, and females under 20 the most dependent; and that male Youngest Siblings are the m ost independent of all adult sibling groups, and female Youngest Siblings the most dependent. These suggestions, however, do not fit the cultural stereotype of the teen-age rebel, shared both by young males and females in quality if not in degree. The cultural stereotype may be wrong: females under 20 may be dependent, but not so much on adult approval as upon peer approval, and this would encourage development of social p e rc e p tion as much as would striving for adult approval. Also, it may be that little girls in our culture adjust to the whims of others as part of the female role, while little boys are trained for the independent male role. Thus, when they reach late adolescence these roles are well practiced, and judgment of emotions varies according to the sex -ro le for which the young person has been trained. Dependency, however, as m easu red by one inventory, and as a sse sse d by variables assum ed to be related to it, does not appear to be co rrelated with perform ance on JE B -v . T here may be other more important intervening variables between age and perform ance on J u dging Em otiona l Behavior and between sibling rank and perform ance 131 on J udging Emotional Behavior. Another peculiarity of the age-group sibling-rank p erfo rm an ces on Judging Emotional Behavior is that individuals change in their s e n sitivity according to age (if the population sample in this study is representative): females tend to become less socially perceptive after age 20, and m ales tend to become m ore socially perceptive after age 20. But when an individual lives to the age of 1 7 as the youngest child in a family he rem ains a youngest child as far as environmental in fluences during development are concerned. Apparently, with respect to perform ance on Judging Em otional Behavior, youngest siblings, re g a rd le ss of age at time of testing, tend to score high if they are females and low if they are m ales. These findings m e rit verification on another population sample and if found to be valid should be explored additionally. Attitudes and behavior of parents toward female youngest siblings and male youngest siblings m our culture is worth exploring also. Although low reliability of the criterion m e a su re may have d epressed correlations between Judging Emotional Behavior and other variables, som e results significant at the 5 per cent level w ere found. T here is som e evidence that high perform ance on J E B -v is related to high Mechanical interest, and low Economic interest in m ales, and may be related to Ascendance in males. Fem ales who are carefree tend to score high on J E B -v and both m ales and fem ales with strong Aesthetic 132 interests tend to score high. The fact that only one ch aracteristic — Aesthetic i n t e r e s t — is common to both m ales and females as related to Judging Emotional Behavior s c o re s supports the idea that S P-b has something to do with sex roles. If the sex roles are significant, however, there should be some apparent relationship between the G u ilfo rd -Z im m e rm a n Masculinity scale and J u d g ing E m o tional Behav- lor sc o re s, and none was found. Aesthetic interest, as was discussed on pages 41 and 42, seem s to be the most consistent of any ch ara c te ristic in showing relationship to social sensitivity m previous studies. These previous findings are supported by this study, and additional exploration in the area of Aesthetic interests and creativity as related to Social Perception should be pursued. Variables Related to SP-c Some correlations between J K B -s and test variables, listed in Table 19, pages 110 and 111, are statistically significant at the 1 per cent and 5 per cent levels, but sm all population sam ples preclude strong generalizations. The evidence as found is that tem peram ent characteristic s G eneral Activity, Emotional Stability, Objectivity, Friendliness, P e rso n a l Relations, and Masculinity are related to high sc o re s on J K B -s by m ales, but tem peram ent tra its appear unrelated for females. A significant negative correlation was found with Social 133 Service interest in females, and a significant positive correlation with Political interest in females. The latter finding, if valid, supports the idea that women may develop skills in Social P erception in o rd er to dominate rath er than to secure social approval. Males may tend to develop Social Perc eption as part of a total pattern of objective m a s culine concern with their environment, including the people in it. General Conclusions From the results given in Chapter Six and the above discussion, the following conclusions are drawn. T e sting Social P e rc e p tion of Behavior A valid, reliable, objective test of individual differences in a b il ity to judge the emotions of others on the basis of behavioral cues and without knowledge of circu m stan ces i an be developed. Objectivity can he achieved by using reports of adults in adult s tr e s s situations as the “ c o r r e c t ” responses to items. Validity is achieved by the situation test c h a ra c te ris tic s utilized in the p resent form of Judging E motional Beh av io r, and by developing items with internal validity as has been achieved with 18 items in the present form. Keliability can be i m proved by developing items of moderate difficulty, as has been done writh U items in the present form. P rev io u s rep o rts that knowledge of c ircu m stan ces is necessary 134 for the judgment of emotional behavior are not supported by the find ings of this study. Eleven items in J udging Emotional Behavior elicited verbal responses from the post-hypnotic subjects in the film, which agreed with modal responses from three population sam ples who judged the visual version, the sound version, and the visual-sound version. The range of sc o re s on the visual version is significantly lower than the range of sc o re s on the other two versions, indicating that judgment without knowledge of c ircu m stan ces is m ore difficult, but it is not impossible. Sex-Age Differences in Socia 1 Pe rc e p 11 on Sex differences in ability to judge the emotions of others probably are related to sex roles developed up to the time of maturity. As children and adolescents, m ales and females are guided by cultural p r e s s u re s into patterns of social behavior and social motives. These patterns of child rearing which differentiate acceptable boy - behavior from acceptable girl-behavior, and expected parent treatm ent of boys from expected parent treatm ent of girls have persisted into a time when adult roles and adult behavior have become mucn alike for both sexes. P a re n ts tend to r e a r their c hildren in sex-differentiated patterns long a part of our culture, while they them selves play in te r changing roles of hom em aker, breadwinner, n u rse-m aid , and c ook, as family economics and social needs vary. 135 This means that young adults represent a traditional cultural pattern which differentiates the sex m ore sharply than do older adults. The old social roles which require the female to be sensitive to m in i mal behavioral cues in o rd er to fulfill the* feminine “ duty" of meeting the needs of others, and which require the male to be goal-oriented in o rd er to achieve economm independence, the traditional male adult role, may lead quite naturally to the divergence shown in this study in perform ance on J udging Kmotional Behavior by m ales and females under age 2D. The m atter of high perform ance by Youngest O n ld females and low perform ance by Youngest Child males tempts the investigator to speculate that a boy who is “ baby of the fam ily" is pam pered and a girl who is “ baby of the fam ily" is just another baby. This certainly would place the bov in a non-competitive situation requiring no p a r tic ular sensitivity to other people m o rd er to gam attention and affec tionate response. It likewise would place the girl in a situation where she might need to be sensitive and responsive in o rd e r to meet the competition of older siblings for the affection of the parents. These hypotheses need further investigation. I'he evidence indi cates that investigation of Social Perception in children may show stro n g er sex differences than do studies of adults. 1 36 Aesthetic In te re s t and Social P e r c e p tio n Adults with A esthetic in te re s t probably a re m o re sen sitiv e to the em o tio n al b eh a v io r of o th e rs than p e r s o n s who do not have A esthetic in te re s ts . Speculation on c au sal fa c to rs alw ays is a risk . W hether people with Aesthetic in te re s ts develop social sensitivity, o r w h e th e r people who a r e socially sen sitiv e turn to A esthetic p u rsu its, or w h eth er so m eth in g e lse d e t e r m in e s both cannot be even g u essed from the evidence of this o r o th e r studies known to this in v estig ato r. H art of the total p ro b le m of investigation is the difference between ap p re c ia tio n and c re a tiv e tendencies. A p e rso n in te re ste d in Aesthetic p u rsu its m ay be in te re ste d in what o th e r people a r e doing in the a r t s , he may be in te re ste d in e x p r e s s in g his own needs and ideas through a rtis tic m edia, o r he m ay just like being around c re a tiv e people or people who talk about a rt. The significant c o r r e la tio n s between Aesthetic in te re s ts and J u dging E m o tional Be h a v ior p e r fo r m a n c e adds to a p e r s is te n t pattern of s i m i l a r findings in published r e s e a r c h by o th er in v e stig a to rs. When a reliable form of J udging E m o tional B e h a v ior has been developed, a s e r i e s of m e a s u r e s related to c re a tiv ity and evaluative p e rfo rm a n c e with r e s p e c t to the a r t s should be s e c u re d from a population sam p le for c o m p a r is o n with J u dging K m otional B ehav io r s c o r e s . Indeed, the factor a n a ly sis of Social P e r c e p tio n which w as su ggested at the 1 37 beginning of this paper may be m o st productively confined to m e a s u r e s in this a r e a . C ’ tin pte r VIII S u m m a ry and R e c o m m e n d a tio n s Judging Em otional Hetuivmr, a motion p ictu re designed to d e m o n s tra te the m e a s u r e m e n t of Social i'e rception, has been evaluated as a test. Reliability w as a s s e s s e d by test r e te s t method, and internal validity w as a s s e s s e d by item an aly sis, lie liability for the existing fo rm of the test gen erally ran g es from .30 to .45 for the v a rio u s g ro u p s tested. Reliability tends to be hig h er with fem ale groups than with malt' groups. Internal validity item a n aly sis showed that IB of 31 ite m s c o n tribute c o n siste n tly to high o r low total s c o re , in o r d e r to d e te r m in e psychological d istance between e m o tio n s as a method of evaluating item difficulty, a sim ple scaling p ro c e d u re was applied. It was fount! that Hride and Affet tion are difficult to d i s tinguish from one another, and probably both should not be included in the s a m e form of the test. S im ila r confusion to a l e s s e r d e g re e w as found between .Joy and A m u sem e n t, and between Anger and D isgust. E x a m in atio n of item s in the p r e s e n t form of J u d g ing E motional B e hav io r led to the conclusions that new item s of a p p ro p ria te difficulty and with good validity can be developed to rep lace “ non- w o rk in g ” item s and to add length (and reliability) to a new form . 13H 139 P r a c tic a l econom ics require careful planning before film s e quences are photographed. A method of p r e - a s s e s s i n g potential item s was developed by adm inistering a sound-only version and a visual-sound version of Judging Emotional Behavior to sam ple popula tions and completing an item analysis of re sp o n se s. It was found that the “ b e s t” item s in the visual version generally are those which elicited the sa m e modal resp o n ses on all three v ersio n s, and which also agree with re p o rt of felt emotions by subjects in the film. It is reco m m ended that a new form of Judging Fm otional Behavior be developed, retaining the best existing items and adding new o n es.' G r e a te r reliability can be achieved by improving quality of item s and adding to length of the test. The procedure for the development and presentation of item s used m the p resen t form should be followed: build sto ries on emotion- arousing events described by hypnotic subjects who are to appear m the film, then n a rra te them back to the subjects under post-hypnotic suggestion to react as if the events w ere p resen t experience. Adult situations should be used with adult subjects in o rd e r to en su re appropriate behavior. * Revision of J u d ging Em otional Behavior will be undertaken by this investigator and L. F. Beck with financial a ssistan c e from the K, C. Brown T ru st, P ortland, Oregon, a non-profit organization dedicated to social hygiene education. The K. G. Brown Trust gave partial financial support to computation and tabulation costs of this study. 140 Wlit’ii trial s to r ie s have been developed, they ra n be tried on a population s a m p le , with in stru ctio n s to judge how people in g e n e ra l will respond to the situations d e s c rib e d . Item s whose modal r e s p o n s e s coincide with r e p o rts of felt em o tio n s by su b jec ts m sto ry seq u en ces then would be developed into film seq u en ces. S to rie s should be p r e re c o rd e d to e n s u re re sp o n s e by post - hypnotic su b je c ts to the story situations, not e m o tio n al re sp o n se in advertently suggested by the hypnotist as he n a r r a t e s the s to r ie s . New film item s would re q u ire (‘valuation bv the m ethods d e s c rib e d briefly above before inclusion m a new form , and the total test then r e a s s e s s e d for internal validity and reliability. A second line of investigation in this study was an attem pt to identify v a ria b le s related to.Social P e rc e p tio n , using J udging_ 1 * 1 m o tional b e h a v io r as the c r ite rio n C o r r e la tio n s between Judging F v m o tional Behavior’ s c o r e s and the v aria b le s studied are low, a lm o st to the point of g e n e ra l insignificance . This m ay be due in p a rt to inadequate reliability of the < n t e r i o n . It also may be due, as suggested by Guilford (Ihhh), to a s e p a ra te position of social intelligence m the s tr u c t u r e of hum an intellect. Significant c o r re la tio n s between Aesthetic in te re st and Judging Kjnotional B eh a v io r s c o r e s for both m a le s and fe m a le s which support findings in p rev io u s studies related to Social P e rc e p tio n suggest a potentially productive a r e a for fu rtn er r e s e a r c h . It is r e c o m m e n d e d 141 that after a reliable form of Judging Emotional Behavior is developed, a new correlation study be initiated using variables related to Aesthetic interest, Creativity, and Evaluative abilities. A factor analysis from such a study may reveal the real answ er to the question, “ What are the ch a ra c te ristic s of the socially perceptive mdiv idun 1? '* A P P E N D I X E S A F i ; !■ : ND IX \ JlllJCilNG K VJOTION XL BKH W I O R STORIK S APPKNUIX \ JUDGING K MOTIONAL BKHAVIOK STOK IKS 1. Vou arc running and yon jump over a fence, landing with full force on the root of n tree that von hadn’t seen. You immediately know that you either sprained or broke your ankle. (Keported by Jim m a hypnotic tranc e as one of the most painful experiences of his life.) 2. You are a child. It is bedtime. Your m other takes you in ner a rm s. She pats your head, and holds you snug and close. She tells you now much she loves you and what a good child you are. (Imaginary, to produce affection.) 3. You are cooking breakfast. The honey jar is setting in hot water on the stove. As you lift up the' big jar to bring it to the table, it slips from your hand. The1 jar breaks and warm honey runs into your shoe. When you sit down to take off your shoe you discover that you have sat in the honey. Your dog com es and licks the honey on your foot. (Keported by Fay in a hypnotic trance as one of the funniest m om ents of her life.) 4. You are a young child. One of your friends asks to go to Sunday School with you. You offer a weak exc use and your friend s u s pects that you are not being truthful. The reason that you do not want 144 145 him to go with you is because he is poor and you don’t think that he would be able to d re s s up properly to go to church with you. (Reported by Jim in the waking state as one of the most guilty experiences of his life.) 5. You are in the fourth grade. You have a teacher who seem s to take delight in humiliating you. She criticizes you in front of the other children. She moves you to the back of the room because she says she is tired of looking at you. She says that you look like a foreigner and that foreigners can’t be trusted. (heporte 1 by Kay in a hypnotic trance as one of her most hum lliat mg expe rieno'.s ,) f> . You are dream ing. You dream you art' being showered by kisses by someone you love very deeply. You try half-heartedly to pull away, only to have the person c a r e s s you even more fondly. (I m agma r y .) 7. You a rc in a booth m a cafe. You overhear a conversation m the next booth. You recognize the voice. This person is saying things about you that are neither nice nor true1. (Imaginary to product' scorn or contempt.) 8. You are swimming in the ocean, attempting to get a rubber raft out beyond the b reak ers. You leap high with a large wave. The raft hits you and you find that your bathing suit has been ripped from your body. You notice that several hundred people on the beach are watching intently. 146 (Reported by Kay in the waking state as one of the most e m b a rra s sin g m om ents of her life.) 9. You are working in a hospital. There is a patient there you don’t like. One day, when your back is turned, this patient sneaks up and hits you from behind. (Reported by Jim m the hypnotic state as one of the angriest m om ents of his life.) 10. You are returning from a late movie, along a dark, rocky road and you pass a house where you know a large dog is chained. You try to get by without disturbing the dog but he begins to bark and you run but it seem s that tie is right at your heels. (Reported by Jim in both the waking state and hypnotic trance as being the most terrifying experience m his life.) 11. You are walking along the hallway of a hotel. You are looking for room 841. Hy mistake you open the door of 814. Standing in the middle of the room is a person without a stitch on. (imaginary to produce su rp rise.) 12. Your father is cruel to you. lie hits you and beats you and tries to force you to do things you don’t want to. Ue takes you in the hall and whips you and when he notices that you do not have te a rs in your eyes, he whips you some more. (Reported by hay in a hypnotic trance as one of the angriest m oments of her life.) 13. You are given an opportunity to read some poetry that you have written. Your teacher p ra ise s it very highly and says that you have great talent. You are advanced two c la sse s in o rd e r to be with the group c lo se r to your abilities. (Reported by Fay in the waking state, as one of her most satisfying experiences.) 14. You discover a photograph of your spouse m another p e rso n ’ a r m s . Even when you find out that the picture is a joke, you cannot get it off your mind. (Reported by Jim in a hypnotic trance as being one of the m ost jealous experiences of his life.) 15. You are a junior in high school and playing on the football team. On the very first play you take the ball fifty six yards for a touchdown. The next day, the local paper c a r rie s your name m big black headlines and p ra ise s you as a great athlete. (Keported by Jim m tne waking state as the most thrilling experience of Ins life.) 1G You are at a night club. A person m your party gets very drunk and obnoxious, talking loudly and profanely, lit' spills food on him self and you. He finally falls down helplessly, when he tries to leave the table. (Imaginary, to produce disgust.) 17. You are sitting on a porch with some young fellows who have been duck hunting. Nobody has killed anything. While you are sitting there a h e a rse pulls up and stops a c ro ss the street. Out steps the undertaker with a duck in each hand. You say, “ There goes a dead 148 d u c k .” (R eported by J im m a hypnotic tra n c e as one of the funniest e x p e r ie n c e s of his life.) 18. You a re at a beach, half a sle ep on the sand. The sun is pouring down on you. You can faintly h e a r the lapping of the w aves on the beach. Slowly you feel a p a ir of w a rm lips p r e s s e d tightly to y o u rs. You wait for s e v e ra l seconds, enjoying the e x p e rie n c e . Then you slowly open your eyes and recognize y o u r b ro th e r. (I m a g in a r y .) 18. You a re m a r r i e d and you find y o u rse lf in a position of having to choose between your m a r r i a g e and y o u r c a r e e r . You say you p r e f e r your m a r r i a g e only to d is c o v e r that your spouse has decided to leave you. M oreover, you find that y o u r p a r tn e r really did not m a r r y you for love in the first place. (R eported by f ay in a hypnotic trance as one of the c r u d e s t m om i mts of h er life .) 20. You a r e twelve1 y e a r s old. Y our m o th e r keeps asking you p e rso n a ! q u estio n s, e s p e c ia lly at night when you a r e in bed. You cannot easily a n s w e r y o u r m o th e r becau se they a re so very p e rso n a l. (Im a g in a ry to tap e a r ly guilt feelings.) 21. The telephone rings. You a n s w e r it. A voice sa y s, “ This is a radio quiz p r o g r a m . ” Som eone a s k s you if you know the word which m e a n s food for the gods. You say “ A m b r o s i a , ” and the voice sa y s “ T h a t's rig h t,” and you have won $2,400. 1 49 (Imaginary to produce j ° y ) 22. You are in a sm all hotel room with dim lights, alone with yourself. You ran only think of how you ran get away from yourself and escape from the hotel. Yet there d o e sn ’t seem to be any place to go; that, in fart, you are alone with yourself forever. (Reported by Fay in the waking state as one of the loneliest experiences of her life.) A PPEN D IX B INSTRUCTIONS KOR ADMINISTERING JK H -v APPENDIX B INSTRUCTIONS FOR ADMINISTERING J K B -v The test you are about to take is unusual in that the item s are motion picture sequences on which you will make judgments. On each test item you will see two people in various em otional situations and you a re to re c o rd on your answer- sheet which em otion you think they are e x p re ssin g . You will not know what is arousing the em otions. This tost is the latest in an historical s e r ie s in psychology d e a l ing with judgment of emotional behavior and facial e x p re ssio n . It started when som eone, so m e 50 y e a r s ago, drew som e sim ple line draw ings of faces and asked people to guess what em otions the draw ings se e m e d to e x p r e s s . As these w ere a pretty crude approach to re a lism , the next e x p e r im e n te rs in this field used photographs of a c to rs and a c t r e s s e s “ e m o tin g .” These photographs still are m existence and they look very “ h a m m y ” to us today. A step toward reality was a later laboratory study in which people w ere subjected to various pleasant, unpleasant, and frightening situations and photographed with all except their faces concealed by a black shroud. The idea of this study was to d e te rm in e if the eyes or the mouth w ere m o re im portant as e x p r e s s o r s of em otions. Results w ere not conclusive. 151 1 52 M l th o se s tu d ie s w e r e o r ie n te d to w a rd d e t e r m i n i n g the facial c h a r a c t e r i s t i c s which could he a s s o c i a t e d with v a r i o u s e m o t i o n s and w e r e la rg e ly u n s u c c e s s f u l e x c e p t th at the s o - c a l l e d p o s itiv e , o r p l e a s ant e m o tio n s w e r e d is tin g u is h a b le f ro m the n eg ativ e o r u n p le a s a n t o n e s. T he s u b t l e r d i f f e r e n c e s a m o n g s i m i l a r e m o tio n s could not be d e te c te d by judges v e ry c o n s i s t e n t l y . About 1 5 y e a r s ago the o r ie n ta tio n ch an g ed — p s y c h o lo g is ts b eg an to e x p lo r e d i f f e r e n c e s a m o n g people in th e i r a b ilitie s to judge e m o tio n s — the judges, not the people in the p i c t u r e s , b e c a m e the o b je c ts of study. One study m H awaii used still p h o to g ra p h s tak en fro m Life and o th e r p u b lic a tio n s, of people u n d e r a c tu a l e m o t i o n - a r o u s i n g c o n d i tions. T h is r e s e a r c h show ed that there* is le s s d if f e r e n c e in a b ility to judge e m o tio n s of o th e r people a m o n g d iffe re n t r a c ia l g r o u p s than betw een m a l e s and f e m a le s . The te st you will s e e today ta k e s an additional step to w a rd r e a l i s m . You will b a se y o u r j u d g m e n ts on two live, m o ving people w hom you can s e e c l e a r l y , sittin g at a table facing you. You will s e e not only t h e i r fa c e s a s they r e a c t, but th e ir h e a d s , h an d s, s h o u l d e r s , and a r m s , and you c l e a r l y can see p o s t u r a l c h a n g e s . O u r p u r p o s e in this te s t is to m e a s u r e the d i f f e r e n c e s a m o n g you in y o u r a b ilitie s to m a k e a c c u r a t e ju d g m e n ts . In e a c h te s t item you will se e o u r two people u n d e r post hypnotic s u g g e s tio n to feel and r e a c t a s if a s t o r y they a r e told r e a lly is h ap p en in g to th e m . B e c a u s e 1 53 they arc under posthypnotie suggestion, they feel compelled to comply, and the behavior you will see is a real expression of their feelings, not acted. Moreover, some of the sto ries are taken from their own pasts. In o rd e r to make your judgments as accurate as possible, watch the screen the whole time the two people are on it. You will be given time between sequences to m ark your answ ers. If you think m ore than one emotion is expressed, decide1 which is dominant and m ark it. It is important that you use your own judgment it may be better than you think and better than those around you. Don’t be discouraged if some items seem too hard - we know that some emotions are much m ore subtly expressed and that most people cannot judge them correctly. Now, let’s look at the mechanics of marking your answ ers. Notice that on your answ er sheet there is a list of 13 emotions at the top. They are numbered and in alphabetical order: 1. Affection 8. J ealousy 2 . Amusement n . Joy 3. Anger 1 U. Pa m 4. D espair 1 1 . P r id e 5. Disgust 12 Shame 6. K m ha r r as s me nt 13. Sorrow 7. h e a r test item, you will see a film sequence in which two people, a 1 54 young man and a young woman, are showing a pattern of emotional behavior. When the sequence is over, the film will be stopped, the lights turned on, and you will choose the m ost appropriate emotion from the list and write its num ber in the space for the item. We want you to have enough time to give considered judgments, so we will ask if anyone needs m o re time before we proceed to the next item. In choosing your answ ers, you may use any emotion m ore than once, or not at all. You have a free choLce on every item. You will receive further instructions m the film itself and there is one practice sequence which we will do together before we get to the test itself. After w'e do the practice item, you will hear im m e d ia te ly the story which stimulated the behavior. \ T PK M) IX C’ INS TKI T ’T ION'S FOR -\D V I IN LSTK H1NG .IF B - APPENDIX C INSTRUCTIONS FOR ADMINISTERING .IFB-s “ You are going to hear a series of descriptions of events in a perso n ’s life. You are to indicate on your answer sheet which emotion you think people in general would feel under these circum stances. Choose the emotion from the list at the top of the page and write its num ber in the space for each item. LAste_n_to_the whole description before you make your decision. You will have about 20 seconds after each item to write in your answer. Each emotion may lie used more than once or not at all.” 1 5fl APPENDIX I) DATA SHEET APPENDIX D DATA SHEET Name ________________________ S e x ______________B i r t h d a t e_____ P re s e n t O c c u p a t i o n _____________ Occupational O b je c tiv e ___________ Occupation of M o th e r ____________ Oc cupation of F a t h e r _ Occupation of adult who has influenced you most* No. of older brothers No. of older s is te rs No. of younger brothers No. of younger s iste rs How many schools did you attend between 1st and 12th grades? ♦This information not used in this study 158 APPENDIX E MKANS AND STANDARD DEVIATIONS OF*' SCORES OF COLLEGE STUDENTS ON TESTS AND INVENTORIES USED IN JE H -v COKRE RATION STUDY, AND UUBLLSHED RELIABILITY COEFFICIENTS APPENDIX E MEANS AxND STANDARD DEVIATIONS OP" SCORES O F C O L L E G E STUDENTS ON TESTS AND INVENTORIES USED IN J E B - v CO RRELA TIO N STUDY, AND PUBLISHED RELIABILITY COEI ICIENTS M ales P'emales T e s t or Inventory r N = 232 N = 210 M cr M cr SRA T e st of P r i m a r y Mental A b ilitiest V erbal .92 36.47 8.79 37.79 8.73 Space .96 30.75 9.60 24.81 10.60 Reasoning .93 19.33 4.73 20.98 5.46 F a c to re d Aptitude M em ory^ 38.39 9.73 42.64 8.80 O ccupational P r e f e r e n c e Inventory § C om m e rcial .81 46.59 11.08 50.38 1 1.39 P e r s o n a l Service 24.16 11.83 32.78 1 2.20 A g ricu ltu re 35.63 16.57 26.08 I 5.73 M echanical 47.88 14.28 29.63 14.41 P rofe ss lona 1 49.00 1 1.72 52.05 1 1 .63 [Os the tic * 43.09 12.99 48.66 13.56 Sc lent if ic 49.41 13.71 35.23 1 3.77 Study of Values U TheoreticaL .73 47.33 7.96 38.61 7.70 PI e onomic .87 43.00 8.78 3 8.96 6.85 A esthetic* .80 34.84 9.15 40.05 7 .29 Social .82 34.13 6.69 39.55 6.48 P o litic a l .77 41.70 6.92 37.9 7 6.60 Religious .90 38.93 10.42 44.79 8.72 D-P’ Opinion Surveyll Need for Attention .88 18. 01 6.02 15.47 5.84 Liking for Thinking .87 1 8.82 6.12 14.11 5.90 Adventure vs. Security .75 18.16 5.82 12.1 5 6.09 S elf-R eliance vs. Dependency .80 19.56 4.58 18.40 4.07 1 60 161 M ales F e m a le s T e st o r Inventory r N = 232 N - 2 1 0 M < T M cr A esthetic Appreciation .89 14.64 8.44 20.23 6.89 C u ltu ra l C onform ity .77 1 2,68 4 46 1 3.07 4.12 Need for F re e d o m .71 13.43 4.91 1 1 .38 4.34 R ealistic Thinking .78 15.13 5.91 16 33 5.20 Need for P r e c is io n .94 1 1 .60 8.00 7.39 6.25 Need for D iversion .83 1 5.09 5.89 15.69 5.54 G - Z T e m p e r a m e n t Survey** G e n e ra l Activity .79 16.60 5.71 17.63 5.72 R e stra in t .80 1 6.90 4.67 17.86 4.74 A scendance .82 1 5.51 5.53 13.82 5.30 Sociability .87 1 7.53 6.83 1 8.63 6.22 F m o tio n al Stability .84 1 7.46 5.41 17.12 5.42 Objectivity .75 1 8.58 5.78 1 8.35 5.05 Friend liness .75 1 5.00 5.41 1 7.82 5.02 Thoughtfulness .80 19 .9 0 6.27 19.11 4.43 P e r s o n a l R elations .80 17.70 5.82 20.15 4.96 Masculinity .85 20.34 3.90 1 0.20 3.96 ♦Spelling by au th o rs of inventories (H ra in a rd , 1045a and 1945b; Allport, Vernon, and Lindzey, 1951a and 1951b). +Spea rm an - B rown form ula (T h u rsto n e, 1 949). ^Specific coefficient not given in test m anual, but m anual s ta te s all tests in s e r i e s are ‘‘cheeked out” by split-half, odd-even, sp e e d -p o w e r, t e s t - r e t e s t , and K u d e r-R ic h a rd s o n m ethods and ‘‘have shown t h e m selv e s to be consistent m e a s u rin g s t i c k s ” (Industrial P sychology, 1948). §Ghiselli method for total test (B ra in a rd , 1945a). U Spht half method (Allport, Vernon, and Lindzey, 1951b). llOdd-even with S p e a r m a n -B ro w n form ula (Guilford, C h ris te n s e n , and Bond, 19 56). ♦ ♦ K u d e r-R ic h a rd so n fo rm u la s, odd-even, split-half. T h e se coefficients a r e listed by the au th o rs as a “ c o n s e n s u s ” (Sheridan Supply Co., 194ft). NOTK: All footnotes but the first r e fe r to the method used in com puting figures listed in column r. APPENDIX K MEANS AND STANDARD DEVIATIONS OR' SC ORES OF CO LLEG E STUDENT'S (AN TEST'S AND INVENTORIES IN STUDY OF J E l T s APPENDIX F MEANS AND STANDARD DEVIATIONS O F SCORES OF C O L L E G E STUDENTS ON TESTS AND INVENTORIES IN STUDY OF J E B - s „ ^ , Males F e m a le s T e st o r Inventory J N M c r N M cr SRA Mental T e st 60 31 V erbal 26 .87 1 0 .27 36 .13 8 .78 Space 27 .55 9 .59 25 .13 9 .18 Reasoning 1 5 .73 5 .51 19 .19 3 .96 F ac to re d Aptitude M em ory 33 4 0 .67 7 .66 2 0 44 .50 6 .91 Occupational P r e f . Inven 51 23 C o m m e r c i a l 4 8 .3 0 12 .9 6 47 .7 0 1 0 .02 P e r s o n a l Service 31 .70 1 0 .54 35 .61 1 1 .00 A griculture 37 .14 17,.1 1 23 .26 13 .39 M echanical 46 .86 14..74 29 .04 9 .40 P ro fessio n a I 48 .92 12..75 47 .52 12 .63 E sthetic 38 .92 13 7 3 48 .30 11 .40 Sc lentific 42 .84 14,.67 38 .17 14 .33 Study of Values 62 36 T h e o re tic a l 43 .42 8..51 38 .69 7 .23 Kconom ic 43 .29 6..74 37,.22 6..88 Aesthetic 33 .23 6 .58 39 .9 7 7..80 Soc ial 35 .23 7 .79 40..69 6 .76 Political 45..79 7..16 3 7 .67 5 .91 Religious 38 .19 7 ..88 47..25 7,.68 G -Z T e m p e r a m e n t Survey 62 38 G e n e ra l Activity 17 .60 4,.87 16 .29 5 .47 R e stra in t 14 .80 4..76 16 .18 4 .42 A scendance 17 .03 5..41 14 .9 7 5 .97 Sociability 19 .27 6,.29 21 .24 5 .76 Em otional Stability 17 .19 6..04 19,.16 5 .61 Objectivity 16 .42 6. 13 19..92 4..40 F rie n d lin e ss 1 2 .73 5,.50 19 39 4 .65 Thoughtfulness 17 .29 5 .62 1 8,.66 4 .41 P e r s o n a l R elations 16..81 5. 40 20..84 4..80 M ascu linity 19 .18 4..19 1 1 .50 3..93 163 K K K K H t'. 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FRINGE BENEFITS FOR CLASSIFIED EMPLOYEES OF LARGE-CITY SCHOOL DISTRICTS A D i s s e r t a t i o n P r e s e n te d to th e F a c u lt y o f th e Sch ool o f E d u ca tio n The U n i v e r s it y o l S outhern C a l i f o r n i a In P a r t i a l F u lliL lm e n t ot th e R equirem ents for th e D ecree D octor o f E d u ca tio n by Edgar Carl Egly June 19 b9 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Kducation in partial fulfillment of the require meats for the det/ree of Doctor of hducation. Date................ .. ... :...................... (luitlaru c ( annmittt c ('hflimitm h ;V : v t h a n ACKNOWLEDGMENT The w r i t e r w is h e s to e x p r e s s h i s s i n c e r e a p p r e c i a t io n to t h e many p e r s o n s and o r g a n i z a t i o n s who have g iv e n g e n e r o u s ly o f t h e i r tim e to c o n t r i b u t e to t h i s s tu d y . G r a t it u d e i s e x p r e s s e d to t h e many i n d i v i d u a l s who a g r e e d t o s e r v e as members o f th e r e a c t i o n p a n e l and to t h o s e who resp o n d ed to th e q u e s t i o n n a i r e . The A s s o c i a t i o n o f S c h o o l B u s i n e s s O f f i c i a l s o f th e U n ite d S t a t e s and Canada sp o n s o r e d t h i s s t u d y . A p p r e c ia t i o n i s e x p r e s s e d fo r th e w orth y a s s i s t a n c e g iv e n by th e o f f i c e r s and d i r e c t o r s o f th e A s s o c i a t i o n . P a r t i c u l a r m en tio n i s made o f t h e v a l u a b l e g u id a n c e and en cou ragem en t g iv e n t h e w r i t e r by R obert F i s h e r , P e r s o n n e l D i r e c t o r o f th e Los A n g e le s C ity S c h o o l s . W ithout h i s h e lp i t i s d o u b t f u l t h a t th e stu d y c o u ld have been c o m p le te d and h i s a s s i s t a n c e is d e e p ly a p p r e c i a t e d . Dr. H erb ert Popenoe, D i r e c t o r o f A d m i n i s t r a t i v e S e r v i c e s Branch, Los A n g e le s C ity S c h o o l s , and h i s s t a f f a l s o r e n d e r e d v a l u a b l e s e r v i c e s to th e s t u d y . The i n s p i r a t i o n and p a t i e n c e g iv e n by Dr. D, Lloyd N e ls o n , p r e v io u s to and d u r in g th e p r o g r e s s o f th e s tu d y , a r e g r a t e f u l l y a ck n o w le d g e d . TABLE OF CONTENTS CHAPTER EAGE I. THE PROBLEM AND ITS IMPORTANCE...................................... I The p r o b l e m .................................................................................. 1 S ta tem en t o f th e problem ............................................ 1 Im portance o f th e p r o b l e m ........................... 2 D e l i m i t a t i o n s ........................................................................ 5 D e f i n i t i o n s o f term s ............................................................. 6 H i s t o r i c a l background ....................................................... 9 O r g a n iz a tio n o f th e s t u d y ............................................ 13 I I . REVIEW OF RELATED LITERATURE ............................................ 14 I n t r o d u c t io n .................................................................................. 14 Emergence o f b e n e f i t s fo r c l a s s i f i e d e m p l o y e e s .................................................................................. 14 T eacher b e n e f i t s ....................................................................... 18 R etirem e n t p la n s .................................................................. 18 Group i n s u r a n c e .................................................................. 20 L eaves o f a b s e n c e ............................................................. 21 R est p e r i o d s ........................................... 22 B e n e f i t s f o r c l a s s i f i e d em p lo y e es ...................... 22 C r i t e r i a o f f r i n g e b e n e f i t a d m i n i s t r a t i o n . 27 C hapter summary ........................................................................ 28 I I I . THE PROCEDURE................................................................................... 32 i i i iv CHAPTER PAGE I n t r o d u c t io n ................................................................................... 32 D evelopm ent and d i s t r i b u t i o n o f th e q u e s t i o n n a i r e ........................................................................ 34 T reatm en t o f th e d a t a ....................................................... 36 IV. BENEFIT PAYMENTS REQUIRED BY STATE LAW AND THOSE LOCALLY AGREED U P O N ............................................ 40 D i s t r i c t p r a c t i c e s c o n c e r n in g sta n d a r d b e n e f i t s to c l a s s i f i e d em p lo y e e s ...................... 40 Workmen's C om pensation . . . 40 R e tir e m e n t premiums ....................................................... 43 H o s p i t a l , m e d ic a l and s u r g i c a l in s u r a n c e . 44 L i f e in s u r a n c e premiums ............................................ 34 S u p p lem en tary comments ....................................................... 38 C hapter summary ........................................................................ 6 3 V. PAYMENTS FOR TIME NOT WORKED DURING THE REGULAR W ORK Y E A R .................................................................. o7 I n t r o d u c t i o n ....................................................................................„ f > 7 A n a l y s i s o f e x i s t i n g p r a c t i c e s ................................. 68 Paid h o l i d a y s ........................................................................ 68 Court a t t e n d a n c e .................................................................. 70 Time o f f to v o t e .................................................................. 76 B ereavem ent l e a v e ............................................................. 76 Time o f f due to i l l n e s s o f a member o f th e im m ediate fa m ily .................................................. 80 M i l i t a r y le a v e ........................................................................ 83 CHAPTER PAGE S ic k l e a v e .............................................................. ... 86 V a c a tio n and s i c k le a v e pay fo r s e r v i c e - i n c u r r e d d i s a b i l i t y ............................... 97 O ther t y p e s o f p a id a b s e n c e s .................... 100 C hapter s u m m a r y ....................................................... 100 V I. ANNUAL VACATIONS ....................................................................... 108 I n t r o d u c t io n ............................................................................. 108 A n a l y s i s o f p r a c t i c e s ....................................................... 109 C hapter summary ............................................................. 119 V II. PERIODS OF NON-WORK AND MISCELLANEOUS SERVICES AND ALLOWANCES .................................................. 123 I n t r o d u c t io n ....................................................................... 123 A n a ly s is o f p r a c t i c e s ....................................................... 124 C o ffe e b r e a k s ....................................................................... 124 Paid lu n ch p e r i o d s ....................................................... 124 R est p e r io d s ................................ 128 C r e d it u n ion d e d u c tio n s ............................................ 129 Employee a s s o c i a t i o n dues d e d u c t io n s . . 134 U .S . S a v in g s Bond d e d u c t i o n s ................... 134 V o lu n ta r y p a y r o l l d e d u c t io n s fo r h e a l t h , a c c i d e n t and h o s p i t a l in s u r a n c e . . . . 133 Free or r e d u c e d - p r ic e m e a l s ........................ 135 Employee c o u n s e li n g ............................ . . . . . 139 Work improvement s u g g e s t i o n s . .. .. . 139 v i CHAPTER PAGE A n a l y s i s o f th e e x t e n t o f f r i n g e b e n e f i t a llo w a n c e s by s i z e o f c i t y and g e o g r a p h y ....................................................................... 140 C hapter s u m m a r y . . 143 V I I I . CRITERIA OF PUBLIC SCHOOL FRINGE BENEFIT PRACTICES . 149 I n t r o d u c t io n . ....................................................................... 149 Method o f s t u d y ....................................................................... 132 The i n s t r u m e n t .................................................................. 132 S e l e c t i o n o f the members o f th e p an el . . 153 T reatm ent o f th e d a t a ..................................................... 156 The c r i t e r i a : r e a c t i o n p a n e l r a t i n g s o f p u b l i c s c h o o l f r i n g e b e n e f i t p r a c t i c e s . 158 O v e r - a l l judgm ents ....................................................... 158 D e s i r a b le f r i n g e b e n e f i t p r a c t i c e s . . , 165 U n d e s ir a b le f r i n g e b e n e f i t p r a c t i c e s . . Lbb IX. COMPARISON OF INDUSTRIAL AND MUNICIPAL FRINGE BENEFIT PRACTICES WITH THOSE IN THE PUBLIC SCHOOLS....................................................... 169 P r o c e d u r e ........................... ............................................................ 169 P u r p o s e ........................................................................................ 169 S o u r c e s o f d a t a . 170 Com parisons o f s c h o o l and i n d u s t r i a l p r a c t i c e .................................................................................. 173 R etirem e n t . . . . . . . . . 173 v i i CHAPTER PACE S ick l e a v e ........................................................................................ 175 L i f e i n s u r a n c e ............................................................................. 175 Maximum v a c a t io n a llo w a n c e s ....................................... 178 Paid h o l i d a y s ............................................................................. 180 H o s p i t a l , s u r g i c a l and m e d ic a l in s u r a n c e . . 180 Comparisons o f s c h o o l and m u n ic ip a l p r a c t i c e . 182 V a c a t i o n s ..................................... ................................................. 182 S ick l e a v e ........................................................................................ 185 O p in io n s r e g a r d in g p o s s i b l e f u tu r e l i b e r a l i z a t i o n o f f r i n g e b e n e f i t s and r e l a t i o n s h i p s betw een s c h o o l, m u n ic ip a l, i n d u s t r i a l p r a c t i c e s ............................................................ 192 C hapter summary ............................................................................. 19 5 X. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ............................................................................. 202 Summary . . . . . . . . ............................................... 202 Summary o f f i n d i n g s .................................................................. 206 C o n c l u s i o n s ........................................................................................ 213 Recommendations ............................................................................. 214 BIBLIOGRAPHY........................................................................................................ 217 APPENDIX A. Q u e s t io n n a ir e D i r e c t e d to A d m in is t r a t o r s o f L a r g e -C ity S ch o o l System s o f th e N a t i o n ....................................... 222 v i i i PAGE APPENDIX B. Q u e s tio n n a ir e D ir e c te d to R eaction Panel fo r T h eir Judgments Concern in g C r i t e r i a fo r A d m in iste rin g F r in g e B e n e f i t s to C l a s s i f i e d Employees ........................... 231 LIST OF TABLES TABLE PAGE I. Workmen's Com pensation Premiums Paid fo r in Whole or in P art from S c h o o l D i s t r i c t Funds, as R eq u ired by S t a t e L a w ..................................................... 42 I I . Workmen's Com pensation Premiums Paid fo r in Whole or in Part from S ch o o l D i s t r i c t Funds E it h e r R eq u ired o r P e r m itte d by S t a t e Law or L o ca l R e g u la tio n ............................................................ 43 I I I . Workmen’ s Com pensation Premiums Paid fo r in Whole or in Part from Sch ool D i s t r i c t Funds E it h e r R equired or P e r m itte d by S t a t e Law or L ocal R e g u la t io n , D i s t r i b u t e d by S iz e o f C i t y ............................................................................................ 44 IV. Workmen's Com pensation Premiums Paid fo r in Whole or in Part from School D i s t r i c t Funds E it h e r R equired or P e r m itte d by S t a t e Law or Local R e g u la t io n , D i s t r i b u t e d by Geo g r a p h ic R e g i o n ........................... 46 V. R etir e m e n t Premiums P a id f o r in Whole o r in Part from Sch ool D i s t r i c t Funds, as R equired by S t a t e L a w ........................................................................... . 47 ix X TABLE PAGE V I. R e t ir e m e n t Premiums P a id f o r in W hole o r in P a r t from S c h o o l D i s t r i c t Funds E i t h e r R e q u ir e d o r P e r m i t t e d by S t a t e Law o r L o c a l R e g u l a t i o n ...................................................................................... 48 V I I . R e t ir e m e n t Premiums P a id f o r in W hole o r in P a r t from S c h o o l D i s t r i c t Funds E i t h e r R e q u ir e d o r P e r m i t t e d by S t a t e Law o r L o c a l R e g u l a t i o n , D i s t r i b u t e d by S i z e o f C i t y . . .80 V I I I . R e t ir e m e n t Premiums P a id f o r in W hole o r in P a r t from S c h o o l D i s t r i c t Funds E i t h e r R e q u ir e d o r P e r m it t e d by S t a t e Law o r L o c a l R e g u l a t i o n , D i s t r i b u t e d by G e o g r a p h ic R e g i o n ....................................................................................................... 81 EX. H o s p i t a l , M e d ic a l and S u r g i c a l I n s u r a n c e Premiums P a id f o r in W hole o r in P a r t from S c h o o l D i s t r i c t Funds, a s R e q u ir e d by S t a t e L a w ............................................................................................ bZ X. H o s p i t a l , M e d ic a l and S u r g i c a l I n s u r a n c e Premiums P a id f o r in W hole o r in P a r t from S c h o o l D i s t r i c t Funds E i t h e r R e q u ir e d or P e r m i t t e d by S t a t e Law o r L o c a l Law o r R e g u l a t i o n ............................................................................................ 53 X I . H o s p i t a l , M e d ic a l and S u r g i c a l I n s u r a n c e Premiums P a id f o r in W hole o r in P a r t from x i TABLE PAGE S ch ool D i s t r i c t Funds E ith e r Required or P e rm itted by S t a t e Law or Local R e g u la tio n , D i s t r i b u t e d by S iz e o f C i t y ...................................... 5b X U . H o s p it a l, M edical and S u r g ic a l Insurance Premiums Paid fo r in Whole or in Part from Sch o o l D i s t r i c t Funds E ith e r R equired or P erm itted by S t a t e Law or Local R e g u la tio n , D i s t r i b u t e d by G eographic Region ........................... 56 X I I I . L i f e Insurance Premiums Paid fo r in Whole or in Part from School D i s t r i c t Funds as Required by S t a t e L a w ...................................................... 57 XIV. L if e Insurance Premiums Paid fo r in Whole or in Part from S ch ool D i s t r i c t Funds E ith e r R equired or P e r m itte d by S t a t e Law or Local Law or R e g u l a t i o n ................................................. 59 XV. L i f e Insurance Premiums Paid fo r in Whole or in Part from Sch ool D i s t r i c t Funds E ith e r R equired or P e r m itte d by S t a t e Law or Local Law or R e g u la tio n , D i s t r i b u t e d by S iz e o f C i t y ................................................................................. 60 XVI. L i f e Insurance Premiums Paid fo r in Whole or in Part from S ch ool D i s t r i c t Funds E ith e r Required or P e rm itted by S t a t e Law or L ocal Law or R e g u la tio n , D i s t r i b u t e d by G eographic Region ................................................................. 61 x i i TABLE PAGE XVII. Frequency D i s t r i b u t i o n o f th e Number o f Paid H o lid a y s Among L a r g e -C ity S ch o o l D i s t r i c t s ....................................................................................... 69 X V III. Frequency D i s t r i b u t i o n o f th e Number o f Paid H o lid a y s , by S iz e o f C i t y ............................... 71 XIX. Frequency D i s t r i b u t i o n o f th e Number o f Paid H o lid a y s , by G eographic Region . . . . 72 XX. Payments t o C l a s s i f i e d Em ployees fo r Time Not Worked D uring th e R egu lar Work Year in L a r g e -C ity School D i s t r i c t s . . . . . . 73 XXI. D i s t r i b u t i o n o f Payments Made to C l a s s i f i e d Employees fo r Time Not Worked D uring the R egu lar Work Y ear, by S iz e o f C ity . . . . 74 XXII. D i s t r i b u t i o n o f Payments Made to C l a s s i f i e d Employees fo r Time Not Worked D uring th e R egu lar Work Y ear, by G eographic Region . . 73 X X III. Frequency D i s t r i b u t i o n o f th e Number o f Days A llo w ed per B e r e a v e m e n t ................................. 77 XXIV. Frequency D i s t r i b u t i o n o f th e Number o f Days A llo w ed Each B ereavem en t, by S i z e o f C ity ..................................... 78 XXV. Frequency D i s t r i b u t i o n o f th e Number o f Days A llow ed Each B ereavem ent, by G eograp h ic Region .................................................................. 79 x i i i TABLE PAGE XXVI. A n a l y s i s o f Paym ents f o r B erea v em en t L eave, by S i z e o f C i t y .................................................................... 81 XXVII. A n a l y s i s o f B er e a v e m e n t Pay P o l i c i e s , by G e o g r a p h ic R eg io n .............................................................. 82 X X V III. Pay A llo w a n c e s f o r Time O ff Due t o F am ily I l l n e s s , by S i z e o f C i t y ............................................. 84 XXIX. Pay A llo w a n c e s f o r Time O ff Due t o I l l n e s s o f Members o f Im m ediate F a m ily , by G e o g r a p h ic R eg io n .............................................................. 85 XXX. A n a l y s i s o f M i l i t a r y L eave B e n e f i t s . . . . 87 XXXI. A n a l y s i s o f M i l i t a r y L eave B e n e f i t s , by S i z e o f C i t y ............................................................................... 88 XXXII. A n a l y s i s o f M i l i t a r y L eave B e n e f i t s , by G e o g r a p h ic R eg io n .......................................................... . 89 XXXIIT. D i s t r i b u t i o n o f t h e Number o f Days o f F u l l y P a id S ic k L eave A llo w e d D u rin g th e F i r s t Y ear o f E m p l o y m e n t .................................. 90 XXXIV. C om parison o f S i c k L eave P r a c t i c e s , by S i z e o f C i t y ............................................ . . ........................... 91 XXXV. C om parison o f S ic k L eave P r a c t i c e s , by G e o g r a p h ic R e g io n .............................................................. 93 XXXVI. Summary o f P r a c t i c e s R e g a r d in g Unused P o r t i o n s o f S i c k L eave . . . . . 94 XXXVII. D i s t r i b u t i o n o f Maximum Number o f Days o f S ic k L eave A c c u m u l a t i o n ........................................ 95 x i v TABLE PAGE XX X V III. Use o f A c c u m u la te d and U nused P o r t i o n s o f S i c k L e a v e and V a c a t i o n a s a S u p p le m e n t t o W orkm en's C o m p e n sa tio n D u r in g W a i t i n g P e r i o d ................................................................................. 98 XXXIX. Use o f A c c u m u la te d and U nused P o r t i o n s o f S i c k L ea v e and V a c a t i o n L e a v e a s a S u p p le m e n t t o W orkm en's C o m p e n sa tio n D u r in g W a i t i n g P e r i o d , D i s t r i b u t e d by S i z e o f C i t y ................................................................................... 99 XL. Use o f A c c u m u la te d and U nused P o r t i o n s o f S i c k L ea v e and V a c a t i o n L e a v e a s a Su p p le m e n t t o W orkm en's C o m p e n sa tio n D u r in g W a i t i n g P e r i o d , D i s t r i b u t e d by G eo g r a p h i c R e g i o n ...................................................... 101 X L I. Number o f D ays V a c a t i o n A llo w e d a t t h e End o f C e r t a i n Y e a r s o f Em ploym ent . . . 1.10 X L II . Mean Number o f D ays o f V a c a t i o n A llo w e d , D i s t r i b u t e d by S i z e o f C i t y .................................... 112 X L I I I . Mean Number o f D ays o f V a c a t i o n Pay A l l o w e d , D i s t r i b u t e d by G e o g r a p h ic R e g io n . . . . . . . . . . . . . . . . . 113 XLIV. S u p p le m e n t a r y V a c a t i o n P r a c t i c e s ......................... 114 XLV. S u p p le m e n ta r y V a c a t i o n P r a c t i c e s , D i s t r i b u t e d by S i z e o f C i t y ........................................... 116 X V AGE 117 118 125 126 127 130 1.32 133 136 137 138 S u p plem entary V a c a tio n P r a c t i c e s , D i s t r i b u t e d by G eographic R egion ............................ D i s t r i b u t i o n o f Maximum A ccu m u la tio n o f V a c a tio n Days to Be C a rried Over from One Year to th e Next ....................................................... A n a ly s is o f A llo w a n c e s fo r C o ffe e B r e a k s, Paid Lunch P e r io d s and R est P e r io d s . . . A n a ly s is o f A llo w a n c e s f o r C o f fe e B rea k s, P aid Lunch P e r io d s and R e st P e r io d s , D i s t r i b u t e d by S i z e o f C ity ................................. A n a ly s is o f A llo w a n c e s fo r C o ffe e B rea k s, Paid Lunch P e r io d s and R est P e r io d s , D i s t r i b u t e d by G eographic Region ...................... V o lu n ta r y P a y r o ll D e d u c tio n s ....................................... V o lu n ta ry P a y r o ll D e d u c t io n s , D i s t r i b u t e d by S i z e o f C ity .................................................................. V o lu n tary P a y r o ll D e d u c tio n s, D i s t r i b u t e d by G eographic Region ....................................................... A n a ly s is o f M is c e lla n e o u s A llo w a n c e s or S e r v i c e s ........................................................................................ Comparison o f M is c e lla n e o u s A llo w a n c e s or S e r v i c e s , D i s t r i b u t e d by S i z e o f C ity . . Comparison o f M is c e lla n e o u s A llo w a n c e s or S e r v i c e s , D i s t r i b u t e d by G eographic R e g i o n ............................................................................................ xv i TABLE PAGE LVII. D i s t r i b u t i o n o f Maximum F r in g e B e n e f i t A llo w a n c e s , D i s t r i b u t e d by S i z e o f C ity and G eograp h ic R egion ....................................... 141 L V III. R e a c tio n P an el R a tin g s o f F r in g e B e n e f i t s and P r a c t i c e s in P u b lic S c h o o ls ............................ 159 LIX. R e a c tio n P a n el R a tin g s o f F r in g e B e n e f i t P r a c t i c e s : W eighted S c o r e s D i s t r i b u t e d by R espondent Groups ....................................................... 161 LX. Comparison o f th e P e r c e n ta g e s o f O f f i c e Workers in Ind u stry, and S ch o o l D i s t r i c t C l a s s i f i e d E m p loyees, Covered by R e t i r e ment P la n s in Each Labor M a r k e t ............................ 174 LXI. Comparison o f th e P e r c e n ta g e s o f O f f i c e Workers in I n d u s tr y , and S c h o o l D i s t r i c t C l a s s i f i e d E m p loyees, Covered by F u lly Paid S ick Leave in Each Labor Market . . . 176 LXII. Comparison o f th e P e r c e n ta g e s o f O f f i c e Workers in I n d u s tr y , and S c h o o l D i s t r i c t C l a s s i f i e d E m ployees, Covered by L i f e In su ra n ce in Each Labor M a r k e t ............................ 177 L X III. Comparison o f t h e P e r c e n ta g e s o f O f f i c e Workers in I n d u s tr y , and S ch o o l D i s t r i c t C l a s s i f i e d E m p loyees, R e c e iv in g Paid V a c a tio n A f t e r S p e c i f i e d L e n g t h - o f - S e r v i c e P e r io d s w it h th e Maximum Number x v i i TABLE PAGE A llow ed by th e S ch o o l L ocated in th e C ity N a m e d .................................................................................. 179 LXIV. Comparison o f th e P e r c e n ta g e s o f O f f i c e Workers in In d u str y and C l a s s i f i e d Em ployees in S ch o o l D i s t r i c t s Who R e c e iv e Paid H o l i d a y s ...................................... 181 LXV. Comparison o f th e P e r c e n ta g e s o f O f f i c e Workers in I n d u s tr y , and School D i s t r i c t C l a s s i f i e d E m ployees, Covered by Hos p i t a l , S u r g ic a l and M ed ical In su ra n ce Program in Each Labor M a r k e t .................. 183 LXVI, Comparison o f V a c a tio n P r a c t i c e s o f S ch o o l D i s t r i c t s and M u n i c i p a l i t i e s . . . 184 LXVII. Comparison o f V a c a tio n P r a c t i c e s o f S c h o o l D i s t r i c t s and M u n i c i p a l i t i e s , by S i z e o f C ity ....................................................... 186 LXVIII. Comparison o f V a ca tio n P r a c t i c e s o f S c h o o l D i s t r i c t s and M u n i c i p a l i t i e s , by G eographic Region ................................. 187 LXIX. Comparison o f S ic k Leave P r a c t i c e s o f S c h o o l D i s t r i c t s and M u n i c i p a l i t i e s . . . 189 LXX. Comparison o f S ic k Leave P r a c t i c e s o f S ch o o l D i s t r i c t s and M u n i c i p a l i t i e s , by S i z e o f C i t y .................................................. 190 x v i i i TABLE PAGE LXXI. Comparison o f S ic k Leave P r a c t i c e s o f S c h o o l D i s t r i c t s and M u n i c i p a l i t i e s , by G eograp h ic Region .................................................................. 191 LXXII. R esp o n d en ts' O p in io n s C on cern in g Trends in th e A d m in is tr a tio n o f F r in g e B en e f i t s and C o m p a r a b ility o f S c h o o ls to L ocal M u n i c i p a l i t i e s and In d u str y ........................ 193 CHAPTER I THE PROBLEM AND ITS IMPORTANCE I . THE PROBLEM S ta te m e n t o f t h e P roblem T h is s tu d y u n d e r to o k an i n v e s t i g a t i o n and a n a l y s i s o f p e r s o n n e l p r a c t i c e s o f p u b l i c s c h o o l d i s t r i c t s in c i t i e s o f 1 0 0 ,0 0 0 o r m ore p o p u la t io n w it h r e s p e c t t o t h e g r a n t in g o f f r i n g e b e n e f i t s t o r e p r e s e n t a t i v e c l a s s i f i e d (n o n c e r t i f i c a t e d ) e m p lo y e e s . An a tte m p t was made t o d e v e lo p a l i s t o f p r i n c i p l e s w h ich m ig h t s e r v e a s c r i t e r i a f o r th e e v a l u a t i o n o f p u b l i c s c h o o l d i s t r i c t p o l i c i e s c o n c e r n in g f r i n g e b e n e f i t s . F i n a l l y , on th e b a s i s o f p u b l i s h e d s t a t i s t i c s a v a i l a b l e , a c o m p a riso n was made o f p r a c t i c e s o f p u b l i c s c h o o l d i s t r i c t s and t h o s e o f b u s i n e s s and in d u s t r y and m u n ic ip a l govern m en t in t h e same co m m u n itie s in an e f f o r t t o d e t e r m in e , in g e n e r a l , w h e th e r p u b l i c s c h o o l s te n d t o l a g b e h in d , t o e q u a l, o r t o e x c e e d p e r s o n n e l p r a c t i c e s in t h e com m unity. More s p e c i f i c a l l y , t h e s tu d y s e a r c h e d f o r a n sw e r s t o t h e f o l l o w i n g q u e s t i o n s : 1 . What p aym en ts f o r in s u r a n c e o r o t h e r p r o t e c t i o n p la n s w ere r e q u ir e d by s t a t e law ? W hich, i f 1 a n y , w e r e p r o v id e d w h ic h w e r e n o t r e q u ir e d by s t a t e law ? 2 . What p a y m en ts w e r e made t o c l a s s i f i e d e m p lo y e e s f o r tim e n o t w ork ed d u r in g t h e r e g u l a r w ork y e a r ? 3 . What p a y m en ts f o r s p e c i f i c r e c o g n i z e d r e g u l a r p e r i o d s o f n o n -w o rk d u r in g t h e r e g u l a r work day w e r e made t o c l a s s i f i e d e m p lo y e e s? 4 . What m i s c e l l a n e o u s s e r v i c e s a n d /o r a l l o w a n c e s w ere made a v a i l a b l e t o c l a s s i f i e d e m p lo y e e s? 5 . What d id p u b l i c s c h o o l o f f i c i a l s b e l i e v e c o n c e r n i n g : a . The p o s s i b i l i t y o f h i s p u b l i c s c h o o l d i s t r i c t l i b e r a l i z i n g f r i n g e b e n e f i t p r a c t i c e s in t h e n e x t f i v e y e a r s . b . The r e l a t i v e p o s i t i o n o f h i s p u b l i c s c h o o l a s f a r a s f r i n g e b e n e f i t s a r e c o n c e r n e d t o b u s i n e s s , in d u s t r y and m u n ic ip a l g o v e r n m e n t. Im p o rta n ce o f t h e P roblem P u b l i c s c h o o l s i n t h e U n it e d S t a t e s a r e b i g b u s i n e s s . I t i s n o t u n u s u a l t o f i n d t h e p u b l i c s c h o o l e m p lo y i n g m ore p e r s o n s th a n an y o t h e r b u s i n e s s in t h e com m u n ity. The m anagem ent o f t h e c l a s s i f i e d p e r s o n n e l o f a s c h o o l d i s t r i c t i s o n e o f t h e m o st im p o r ta n t d u t i e s o f t h e s c h o o l 3 o f f i c i a l . The r e c r u i t m e n t , t r a i n i n g and s u p e r v i s i o n o f c l a s s i f i e d p e r s o n n e l and t h e f o r m u la t io n and o p e r a t i o n o f a p p r o p r ia t e p e r s o n n e l p o l i c i e s b y an y s c h o o l d i s t r i c t i s a j o b t h a t demands g r e a t s k i l l , and a k n o w led g e o f th e b e s t t h i n k i n g o f p e r s o n n e l s p e c i a l i s t s . In o r d e r f o r t h e s c h o o l s t o s e c u r e c o m p e te n t p e r s o n n e l , t h e y m u st b e in a p o s i t i o n t o co m p ete s u c c e s s f u l l y w i t h p r i v a t e i n d u s t r y i n an i n c r e a s i n g l y c o m p e t i t i v e la b o r m a r k e t. In c e r t a i n f i e l d s su c h a s t h o s e w h ic h come u n d e r t h e j u r i s d i c t i o n o f t h e c o n s t r u c t i o n u n i o n s , p u b l i c j u r i s d i c t i o n s , w h i l e n o t b e in g a b l e t o pay t h e same w age r a t e s , h a v e b ee n s u c c e s s f u l in r e c r u i t i n g w h ere e x c e p t i o n a l f r i n g e b e n e f i t s e x i s t . W h ile in m o st s c h o o l d i s t r i c t s t h e e f f o r t i s made t o p a y p r e v a i l i n g w a g e s , i t h a s b e e n a r g u e d s u c c e s s f u l l y t h a t t h e e x c e p t i o n a l f r i n g e b e n e f i t s and t h e p o s s i b i l i t y o f f u l l y e a r ' s em ploym ent o f f s e t s t h e d i f f e r e n t i a l in w age r a t e s . S t u d e n t s o f c o l l e c t i v e b a r g a i n i n g g e n e r a l l y h a v e o b s e r v e d t h a t u n io n s i n s i s t on a s a t i s f a c t o r y w age r a t e and s a t i s f a c t o r y f r i n g e s , n o t m e r e ly on a s u i t a b l e a g g r e g a t e w a g e . I t s h o u ld a l s o b e p o i n t e d o u t t h a t an u n u s u a lly l i b e r a l f r i n g e b e n e f i t program may n o t a lw a y s e x i s t , and t h a t t h e m ere a d d i t i o n o f f r i n g e b e n e f i t s t o a v o id p a y in g p r e v a i l i n g w a g es m ig h t u l t i m a t e l y l e a d t o h ig h e r p a y r o l l c o s t s . F or e x a m p le , c e r t a i n f r i n g e b e n e f i t s h a v e a " s n o w b a llin g " e f f e c t in c o s t t e r m s , in d e p e n d e n t o f c h a n g e s in w age r a t e s o r c h a n g e s in f r i n g e b e n e f i t s . F or e x a m p le , v a c a t i o n c o s t s a p p e a r t o b e m o u n tin g a s t h e t r e n d c o n t i n u e s to w a rd I n c r e a s i n g t h e am ount o f v a c a t i o n w it h i n c r e a s e d l e n g t h o f s e r v i c e . A ssu m in g t h e c o s t s o f an ad d ed f r i n g e b e n e f i t p r o gram r e q u i r e s c a r e f u l a n a l y s i s and c o n s i d e r a t i o n o f a l l t h e f a c t o r s and t h e i r i m p l i c a t i o n s . W r it e r s i n t h i s f i e l d r e f e r t o t h e te n d e n c y o f f r i n g e b e n e f i t s t o i n s t i t u t i o n a l i z e t h e m s e l v e s , and i t i s g e n e r a l l y c o n c e d e d t h a t i t i s m ore d i f f i c u l t t o c u t b a ck a f r i n g e b e n e f i t th a n a w age r a t e . The r e c o r d o f i n d u s t r y in term s o f r a p i d l y r i s i n g c o s t s o f f r i n g e b e n e f i t p rogram s p o i n t s t o t h e w isdom o f c a r e f u l s tu d y o f t h e p r o b le m . The E conom ic R e s e a r c h D ep a rtm en t o f t h e U n ite d S t a t e s Chamber o f Commerce r e p o r t e d t h e r e s u l t s o f a s u r v e y i n d i c a t i n g t h a t in d u s t r y i n c r e a s e d t h e c o s t o f f r i n g e b e n e f i t s , a s a p e r c e n t a g e o f t o t a l p a y r o l l , from 1 5 .1 p e r c e n t in 1947 t o 2 2 . 5 p e r c e n t in 1 9 5 6 . In 1 9 5 6 , t h e D ep artm en t o f Commerce r e p o r t e d a f i n d i n g o f i n c r e a s e i n c o s t o f c o m p e n sa tio n f o r i n j u r y , o l d a g e and s u r v i v o r ' s i n s u r a n c e , unem ploym ent i n s u r a n c e , p e n s i o n and w e l f a r e fu n d s o f 1 5 6 .9 p e r c e n t s i n c e 1947 ( 2 4 : 2 2 7 ) . H azard , w r i t i n g i n 1 9 5 7 , d e c l a r e d : . • . s o - c a l l e d f r i n g e p a y m en ts o t h e r th a n t h o s e w h ic h ca n b e d i r e c t l y r e l a t e d t o u n i t s o f p r o d u c t io n - t im e o r u n i t s o f p r o d u c t i o n - q u a n t i t y - - a r e o f s u b s t a n t i a l c o n s e q u e n c e . They v a r y from f i v e p e r c e n t t o f i f t y - f i v e p e r c e n t o f p a y r o l l . ( 1 2 : 3 7 ) The t r e n d to w a rd e x p a n s io n o f e x i s t i n g w a g e - r a t e 5 p rogram s i s a p ro b lem r e q u i r i n g c a r e f u l s t u d y . S t i e g l i t z r e p o r t e d : A 1947 s u r v e y o f 175 c o m p a n ie s show ed e i g h t y p e r c e n t o f t h e s e c o m p a n ies p l a c e d a tw o -w e e k s c e i l i n g on v a c a t i o n s f o r h o u r ly e m p lo y e e s . In t h i s y e a r ' s s u r v e y , tw o w e e k s i s t h e c e i l i n g on o n l y e i g h t e e n p e r c e n t o f t h e 273 co m p a n ies w it h h o u r ly e m p lo y e e s . W h a t's m o re, t h e p e r c e n t a g e o f s u r v e y e d c o m p a n ie s g r a n t i n g a f o u r - w e e k s maximum v a c a t i o n h a s d o u b le d in t h e p a s t two y e a r s . ( 3 5 : 2 7 6 ) As t h e c o s t s o f e d u c a t io n c o n t in u e t o m ou n t, i t i s b e c o m in g i n c r e a s i n g l y im p o r ta n t f o r t h e s c h o o l o f f i c i a l t o k e e p p a y r o l l c o s t s in l i n e , w h i l e a t t h e same tim e c o n t i n u in g t o b e c o m p e t i t i v e in t h e la b o r m a r k e t. K now ledge o f t r e n d s in f r i n g e b e n e f i t s i s a s im p o r ta n t t o w i s e p e r s o n n e l a d m i n i s t r a t i o n a s a r e w age and s a l a r y t r e n d s . D e l i m i t a t i o n s T h is i n v e s t i g a t i o n w as r e s t r i c t e d t o s c h o o l d i s t r i c t s in t h e U n ite d S t a t e s l o c a t e d in c i t i e s h a v in g p o p u l a t i o n s i n e x c e s s o f 1 0 0 ,0 0 0 a s r e p o r t e d in t h e 1950 f e d e r a l c e n s u s and c o r r e c t e d f o r an y s p e c i a l c e n s u s com p l e t e d by D ecem ber 3 1 , 1 9 5 6 . T h is s tu d y w as c o n c e r n e d p r i m a r il y w i t h c u r r e n t p u b l i c s c h o o l p r a c t i c e s ; in a d d i t i o n , some d a t a w ere s e c u r e d from t h e B ureau o f Labor S t a t i s t i c s c o n c e r n in g i n d u s t r i a l p r a c t i c e ; o t h e r s w er e s e c u r e d from t h e M u n ic ip a l Y ear Book o f 1957 (4 1 ) c o n c e r n i n g p e r s o n n e l p r a c t i c e s w i t h r e s p e c t t o m u n ic ip a l g o v e r n m ent e m p lo y e e s . The s tu d y w as l i m i t e d t o p u b l i c s c h o o l p e r s o n n e l p r a c t i c e s g e n e r a l l y known a s f r i n g e b e n e f i t s 6 a f f e c t i n g t h e t y p i c a l tw e lv e -m o n th p u b l i c s c h o o l e m p lo y e e . In m ak in g c o m p a r iso n s w i t h e m p lo y e e s in m u n ic ip a l g o v e r n m e n t. t h i s s tu d y w as l i m i t e d t o t h e a v a i l a b l e d a ta c o n c e r n i n g s i c k l e a v e and v a c a t i o n p r a c t i c e s f o r o f f i c e w o r k e r s . A number o f c l a s s i f i c a t i o n s n o t n o r m a lly fo u n d among s c h o o l e m p lo y e e s w e r e e l i m i n a t e d from c o n s i d e r a t i o n h e r e , i . e . , su c h c l a s s i f i c a t i o n s a s p o lic e m e n , f ir e m e n , and s k i l l e d and s e m i - s k i l l e d t r a d e s . W here c o m p a r iso n s w ere made b e tw e e n s c h o o l and i n d u s t r i a l p r a c t i c e s , t h e s e p r a c t i c e s w e r e l i m i t e d t o p a id h o l i d a y s , v a c a t i o n p r a c t i c e s , t h e s o - c a l l e d h e a l t h and w e l f a r e i t e m s , and t h e la b o r m a r k e ts n o r m a lly sa m p led by t h e Bureau o f Labor S t a t i s t i c s . The la b o r m ar k e t s c o v e r e d w ere a l l i n c lu d e d in t h e s c h o o l s u r v e y . The c o m p a r iso n w as f u r t h e r l i m i t e d t o o f f i c e w o r k e r s and w as sum m arized f o r a l l i n d u s t r y in t h e s e la b o r a r e a s . I I . DEFINITIONS OF TERMS F r in g e B e n e f i t s The term " f r i n g e , " a c c o r d in g t o T a y lo r ( 3 6 : 2 8 0 ) , w as o r i g i n a l l y u s e d b e c a u s e i t w as c o n c e i v e d a s any su p p le m e n t a r y w age p a y m en ts w h ic h d id n o t i n c r e a s e c o s t s . F or e x a m p le , v a c a t i o n s w e r e g r a n te d b e c a u s e , w i t h o u t th em , an e m p lo y e e w o u ld h a v e b ecom e l e s s e f f i c i e n t . T od ay, h o w e v e r , when t h i s same e m p lo y e e t e r m i n a t e s h i s em ploym ent in i n d u s t r y , h e g e t s p r o r a t e d v a c a t i o n pay b e c a u s e h e w as g r a n t e d an i n c r e a s e d v a c a t i o n a l lo w a n c e in l i e u o f a w age 7 i n c r e a s e . T a y lo r b e l i e v e s t h a t , s i n c e t h e c o n c e p t h a s ta k e n on a c o m p le t e l y new m e a n in g , t h e term s h o u ld b e r i g h t l y c a l l e d " c o l l a t e r a l p a y m en ts s u p p le m e n ta r y t o t h e b a s i c w age r a t e s c h e d u le " ( 3 6 ) . The c u r r e n t l i t e r a t u r e ab ou n d s w it h many d i f f e r e n t term s w h ic h h a v e a c o n n o t a t i o n s i m i l a r t o t h a t o f f r i n g e b e n e f i t s ; tw o term s seem t o b e g r o w in g i n u s a g e . T h e se a r e "wage su p p le m e n ts " and " su p p le m e n ta r y w age p r o v i s i o n s . " W ages and F r in g e B e n e f i t s A t t h e p r e s e n t t im e , some w r i t e r s a r e c o n c e r n e d o v e r p r o b le m s o f s e p a r a t e w age c o m p a r is o n s . A b a s i c q u e s t i o n a r i s e s a s t o w h e th e r "w ages" i n c l u d e s o r e x c l u d e s f r i n g e b e n e f i t s . P r a c t i c e s v a r y , w age d i f f e r e n t i a l s so m e tim e s b e i n g j u s t i f i e d by c o u n t e r v a i l i n g f r i n g e b e n e f i t s . B a s i c a l l y , u n io n s i n s i s t on a s a t i s f a c t o r y w age r a t e and s a t i s f a c t o r y f r i n g e s - - n o t m e r e ly a s u i t a b l e a g g r e g a t e . The l i s t o f it e m s in c l u d e d in w h a te v e r term i s u s e d i s e x t r e m e ly b r o a d , b e i n g l i m i t e d o n ly b y t h e im a g in a t io n o f b o t h la b o r and m anagem ent g r o u p s ; t h e l i s t i s e x p a n d in g c o n s t a n t l y . The N a t i o n a l I n d u s t r i a l C o n fe r e n c e B o a rd , in i t s s tu d y e n t i t l e d C om puting t h e C o st o f F r in g e B e n e f i t s . i d e n t i f i e d fo u r c h a r a c t e r i s t i c s o f " f r i n g e b e n e f i t s . " They w e r e : 1 . They a l l c o s t t h e e m p lo y e r m oney. 8 2 . T hey a l l e i t h e r ad d t o t h e e m p lo y e e 's p a y o r a r e o f som e b e n e f i t o r s e r v i c e t o h im . 3 . T h ey a r e a v a i l a b l e t o a l l o r m o st a l l o f t h e e m p lo y e e s . 4 . T h e ir c o s t g o e s up o r dow n, a s t h e s i z e o f t h e w ork f o r c e v a r i e s . The C o n fe r e n c e B o a rd s tu d y i n d i c a t e d g e n e r a l a g r e e m en t t h a t p r a c t i c e s w h ic h g i v e t h e e m p lo y e e p a y f o r tim e n o t w o rk ed a r e f r i n g e b e n e f i t s . P a y m en ts to w a r d e m p lo y e e s ' s e c u r i t y a r e u s u a l l y c o n s id e r e d f r i n g e b e n e f i t s ( 3 4 : 3 8 9 ) . F o r p u r p o s e s o f t h i s s t u d y , t h e a b o v e c o n s i d e r a t i o n s w e r e ta k e n i n t o a c c o u n t a n d t h e ter m e x p a n d e d t o i n c l u d e c e r t a i n m i s c e l l a n e o u s s e r v i c e s , s u c h a s d e d u c t io n s f o r e m p lo y e e a s s o c i a t i o n d u e s , e m p lo y e e c o u n s e l i n g s e r v i c e , an d w ork Im p ro v em en t s u g g e s t i o n s . I n d i r e c t l y , som e o f t h e s e it e m s may b e s a i d t o i n c r e a s e e m p lo y e e s e c u r i t y ; h o w e v e r , in t h i s s t u d y , su c h it e m s h a v e b e e n c l a s s i f i e d a s m i s c e l la n e o u s s e r v i c e s o r a l l o w a n c e s . F r in g e b e n e f i t s , a s u s e d i n t h i s s t u d y , h a v e b e e n d e f i n e d a s " n o n -w a g e p e r q u i s i t e s o f n o n - p r o f e s s i o n a l r e g u l a r e m p lo y e e s o f p u b l i c s c h o o l d i s t r i c t s , w h ic h a r e p a id e i t h e r i n w h o le o r i n p a r t a n d w h ic h r e p r e s e n t e i t h e r a b e n e f i t o r s e r v i c e t o t h e e m p lo y e e f o r w h ic h h e c o n t r i b u t e s no d i r e c t s e r v i c e . " I I I . HISTORICAL BACKGROUND 9 One o f t h e m o st s i g n i f i c a n t r e s u l t s o f t h e I n d u s* t r i a l r e v o l u t i o n a n d t h e i n c e p t i o n o f t h e f a c t o r y s y s t e m w a s a w id e s p r e a d c o n c e r n f o r t h e w e l f a r e o f t h e w o r k e r an d t h e p r a c t i c e s g o v e r n in g t h e u s e o f l a b o r . E c o n o m is ts an d o t h e r s o f a p h i l o s o p h i c a l b e n t , e a c h from h i s own v a n t a g e p o i n t , s t i m u l a t e d p u b l i c i n t e r e s t i n t h e d e g r e e t o w h ic h human b e i n g s w e r e b e i n g e x p l o i t e d f o r n a t i o n a l a n d e c o n o m ic r e a s o n s . One n e e d o n ly r e a d t h e w r i t i n g s o f n i n e t e e n t h c e n t u r y p o l i t i c a l e c o n o m is t s t o g a in som e id e a o f t h e i n t o l e r a b l e c o n d i t i o n s u n d e r w h ic h men w e r e b e i n g e x p l o i t e d an d t h e n e e d f o r l e g i s l a t i o n g o v e r n in g u s e o f l a b o r . The E n g l i s h F a c t o r y A c t o f 1 8 3 3 w as o n e o f t h e f i r s t e f f e c t i v e p i e c e s o f s u c h la b o r l e g i s l a t i o n . I t d e c l a r e d t h e o r d in a r y f a c t o r y w o r k in g d ay t o b e from h a l f - p a s t f i v e in t h e m o r n in g t o h a l f - p a s t e i g h t in t h e e v e n i n g . T he A c t a l s o p r o v id e d n o t l e s s th a n o n e an d o n e - h a l f h o u r s f o r m e a ls t o e v e r y p e r s o n . T he A c t p r o v id e d f o r f a c t o r y i n s p e c t o r s t o g u a r d a g a i n s t su c h u n f a i r p r a c t i c e s a s t h o s e c a r r i e d on b y t h e many f r a u d u l e n t m i l l o w n e r s who e x t e n d e d t h e l e g a l w ork d a y b y b e g i n n i n g a q u a r t e r o f an h o u r e a r l y and s t o p p i n g w ork a q u a r t e r o f an h o u r l a t e r th a n t h e l e g a l c l o s i n g t im e , o r b y s h o r t e n i n g t h e b r e a k f a s t p e r i o d b y t e n m in u t e s an d t a k in g tw e n ty m in u t e s o f f t h e d in n e r h o u r . T he r e p o r t o f o n e o f t h e f a c t o r y i n s p e c t o r s c o n c lu d e d b y s a y in g 10 t h a t t h e s e p r a c t i c e s w e r e n e a r l y t h e e q u i v a l e n t t o w o r k in g t h i r t e e n m o n th s In t h e y e a r . T h e s e I te m s a r e r e p o r t e d t o g i v e som e I n d i c a t i o n o f t h e c h a n g e s t h a t h a v e b e e n m ade s i n c e t h e e a r l y p a r t o f t h e n i n e t e e n t h c e n t u r y . Few c h a n g e s o r a d d i t i o n s t o t h e s o - c a l l e d f r i n g e b e n e f i t p r o g ra m , o t h e r th a n t h e g r a n t in g o f an a n n u a l v a c a t i o n t o s a l a r i e d e m p lo y e e s , cam e a b o u t u n t i l t h e e a r l y 1 9 3 0 * s . The d e p r e s s i o n , t h e N a t io n a l R e c o v e r y A c t an d t h e W agner A c t g r o w in g o u t o f t h e p r o b le m s o f unem p lo y m e n t , t h e d e s i r e t o s p r e a d e m p lo y m e n t, an d t h e f o r t y - h o u r w o r k in g w eek a l l c o n t r i b u t e d t o t h e r e v ie w o f f r i n g e b e n e f i t s . S t u d i e s In i n d u s t r i a l p s y c h o lo g y c o n c e r n in g m o t i v a t i o n an d o t h e r s c i e n t i f i c m anagem ent s t u d i e s i n d i c a t e d t h a t t h e e f f i c i e n c y o f e m p lo y e e s w a s a f f e c t e d b y t h e l e n g t h o f t h e w o r k in g d a y , b y v a c a t i o n s an d b y o t h e r f r i n g e b e n e f i t s . The r a p id g r o w th o f d e f e n s e p l a n t s d u r in g W orld War I I b r o u g h t a t i g h t e n i n g o f t h e la b o r m a r k e t an d t h e i n t r o d u c t io n o f c o s t - p l u s c o n t r a c t s . P l a n t s , c o m p e tin g w it h e a c h o t h e r f o r a v a i l a b l e l a b o r , s o u g h t t o b e t t e r t h e i r p o s i t i o n s b y g r a n t in g in s u r a n c e p l a n s , c o f f e e b r e a k s , r e s t p e r i o d s , f r e e o r r e d u c e d - c o s t m e a ls t o w o r k e r s , r e c r e a t i o n p r o g r a m s, s h i f t d i f f e r e n t i a l s an d many o t h e r " f r i n g e s . " T h e s e it e m s r e m a in e d a p a r t o f t h e e m p lo y e e f r i n g e p a c k a g e a f t e r t h e W ar. In 1 9 4 9 , j u s t p r i o r t o t h e K orean W ar, u n d e r t h e 11 T a f t - H a r t l e y I n t e r p r e t a t i o n s , t h e N a t io n a l L ab or R e l a t i o n s B o a r d , in t h e I n la n d S t e e l C a s e , h e l d t h a t e m p lo y e r s m u st b a r g a in w i t h u n io n s r e g a r d in g p e n s i o n s , i f t h e u n io n s s o d em a n d ed . In t h e c a s e o f t h e W. W. C r o s s Company t h a t sam e y e a r , i t w a s h e l d b y t h e sam e b o a r d t h a t a g r o u p - in s u r a n c e p ro g ra m w a s w i t h i n t h e s c o p e o f w a g e s a n d , h e n c e , a s u b j e c t o f c o l l e c t i v e b a r g a i n i n g . L a t e r r u l i n g s i n 1 9 5 2 s t a t e d t h a t s t o c k b o n u s e s , C h r is tm a s b o n u s e s , com pany h o u s in g an d r e n t a l w e r e p r o p e r s u b j e c t s f o r c o l l e c t i v e b a r g a i n i n g . In a m a t t e r o f t h r e e y e a r s , t h e e x p a n s io n o f s u b j e c t s o f c o l l e c t i v e b a r g a i n i n g i n c r e a s e d m a r k e d ly . Wage s t a b i l i z a t i o n l e g i s l a t i o n i n b o t h W orld War I I a n d t h e K orean c o n f l i c t a p p r o v e d t h e u s e o f i n d i r e c t m e th o d s o f i n c r e a s i n g f r i n g e s i n l i e u o f s a l a r y a d j u s t m e n t s . T he en o rm o u s e x p a n s io n o f t h e " f r i n g e p a c k a g e " h a s c o n t in u e d on t o t h e p r e s e n t t im e , an d no en d se e m s t o b e i n s i g h t . P r e v io u s r e f e r e n c e w a s m ade t o t h e f a c t t h a t i n 1 9 5 7 t h e c o s t o f f r i n g e p a y m e n ts a m o u n ted t o fro m 5 t o 55 p e r c e n t o f t h e p a y r o l l , d e p e n d in g on t h e i n d u s t r y . T he U n it e d S t a t e s D e p a r tm e n t o f Com merce e s t i m a t e d t h a t t h e i n c r e a s e i n c o s t t o t h e e m p lo y e r b e tw e e n t h e y e a r s 1 9 4 7 a n d 1 9 5 6 w a s 1 5 8 .9 p e r c e n t ( 3 3 : 3 8 6 ) . T a y lo r e s t i m a t e d t h a t t h e i n c r e a s e i n f r i n g e c o s t s p r o b a b ly e x c e e d e d t h e u p w ard m ovem ent o f w a g e s t h e m s e lv e s o v e r t h e sam e p e r i o d from t h e c l o s e o f W orld War I I t o 1 9 5 7 ( 3 5 : 2 8 0 ) . S t i e g l i t z , i n a s t u d y p u b l i s h e d i n 1 9 5 7 , r e p o r t e d 12 t h a t a n I n d u s t r i a l s u r v e y i n d i c a t e d t h e f o l l o w i n g r e a s o n s f o r e x p a n d in g f r i n g e b e n e f i t s : 1 . U n io n p r e s s u r e * 2 . F a v o r a b l e t a x r u l e s . 3 . E a r l i e r f r i n g e b e n e f i t s w h ic h p a id d iv id e n d s . 4 . A p l a n t o c a p t u r e l e a d e r s h i p , an d t o p r o v id e and m a i n t a i n a b e t t e r p l a c e t o w ork th a n t h e i r com p e t i t o r s ( 3 4 : 3 8 6 ) . O th e r j u s t i f i c a t i o n s o f e x p a n d e d f r i n g e b e n e f i t s in c lu d e d t h e a r g u m e n t t h a t e m p lo y e r s i n a h ig h e x c e s s - p r o f i t t a x b r a c k e t p ay b u t a s m a ll p o r t i o n o f t h e c o s t s o f an exp an d ed f r i n g e b e n e f i t p r o g r a m f o r p e n s i o n s , s t o c k b o n u s and p r o f i t - s h a r i n g p l a n s o r o t h e r m ea n s o f d e f e r r i n g com p en sa t i o n u n d e r t h e I n t e r n a l R e v e n u e C o d e . T h is o f f e r s a d v a n t a g e s t o b o t h : t h e e m p l o y e r ' s c o n t r i b u t i o n i s Im m e d ia te ly d e d u c t i b l e , a n d t h e e m p l o y e e ' s t a x l i a b i l i t y e x i s t s o n ly when t h e in c o m e i s r e c e i v e d . U n io n s a l s o f r e q u e n t l y w i s h f o r c e r t a i n f r i n g e s , s u c h a s p e n s io n f u n d s , a s t h e y a t t e m p t t o i n s t i t u t i o n a l i z e t h e u n i o n s . W age e a r n e r s s e e k h i g h e r f r i n g e b e n e f i t s a s a s t a t u s sy m b o l i n o r d e r t o r e d u c e t h e s o c i a l d i s t a n c e b e tw e e n th em a n d s a l a r i e d e m p l o y e e s . Many o t h e r s o c i a l and p s y c h o l o g i c a l f a c t o r s h a v e b e e n s u g g e s t e d ; h o w e v e r , i t see m s t o b e a f a i r s t a t e m e n t t h a t f r i n g e b e n e f i t s a r e an im p o r t a n t s e g m e n t o f p a y r o l l s o f b o t h p u b l i c and p r i v a t e em p lo y m en t a n d t h e r e i s n o i n d i c a t i o n o f a n y r e d u c t io n in 13 t h e p r e s e n t s i t u a t i o n . IV . ORGANIZATION OF THE STUDY T h is d i s s e r t a t i o n i s d e v e lo p e d a c c o r d in g t o t h e f o l lo w in g a r r a n g e m e n t o f c h a p t e r s . C h a p te r I h a s s e t f o r t h a s t a t e m e n t o f t h e p r o b le m , i t s im p o r t a n c e , t h e d e l i m i t a t i o n o f t h e s t u d y , a d e f i n i t i o n o f t h e ter m " f r i n g e b e n e f i t , " i n c l u d i n g i t s h i s t o r i c a l and c u r r e n t u s a g e , a h i s t o r i c a l b a c k g r o u n d , an d a s t a t e m e n t o f t h e o r g a n i z a t i o n o f t h e s t u d y . T he p r o c e d u r e u s e d in t h e s tu d y i s d i s c u s s e d in C h a p te r I I . T he s o u r c e s o f d a t a , t h e m eth o d o f g a t h e r i n g d a t a , t h e t r e a t m e n t o f t h e d a t a , an d t h e d e v e lo p m e n t o f t h e e v a l u a t i v e q u e s t i o n n a i r e a r e a l s o g i v e n i n t h i s c h a p t e r . S i x c h a p t e r s (C h a p te r s IV th r o u g h IX) a r e d e v o t e d t o a p r e s e n t a t i o n o f t h e d a t a . In s e v e n t y - t w o t a b l e s a r e p r e s e n t e d t h e r e s p o n s e s o f s c h o o l o f f i c i a l s from n i n e t y - f o u r p u b l i c s c h o o l d i s t r i c t s . T he r e s p o n s e s o f tw e n ty p e r s o n s who h e lp e d t o e s t a b l i s h c r i t e r i a f o r t h e s t u d y a r e a l s o a n a l y z e d . C o n c lu s io n s an d r e c o m m e n d a tio n s b a s e d u pon t h e f i n d i n g s o f t h e s t u d y a r e g iv e n i n C h a p te r X . CHAPTER I I REVIEW OF RELATED LITERATURE I . INTRODUCTION P e r s o n n e l a d m i n i s t r a t i o n , a c c o r d in g t o C h a n d le r an d P e t t y , i s a term w h ic h h a s n o t b e e n s e e n t o o f r e q u e n t l y i n t h e e a r l y l i t e r a t u r e o f e d u c a t i o n a l a d m i n i s t r a t i o n . I f o n e w e r e t o j u d g e from t h e e x t e n t o f l i t e r a t u r e on t h e s u b j e c t , o n e w o u ld c o n c lu d e t h a t r a r e l y h a s t h e r e b e e n a p la n n e d p rogram o f p e r s o n n e l a d m i n i s t r a t i o n i n p u b l i c s c h o o l s ( 1 : 3 ) . P e r s o n n e l a d m i n i s t r a t i o n h a s r e c e i v e d m ore a t t e n t i o n and s t u d y i n i n d u s t r y a n d p u b l i c s e r v i c e th a n i t h a s a s a p a r t o f e d u c a t i o n a l p o l i c y an d o r g a n i z a t i o n . C o n s e q u e n t ly , p r o b le m s r e l a t i n g t o e m p lo y e e w e l f a r e an d c o n d i t i o n s o f w ork in s c h o o l s h a v e n o t a lw a y s r e c e i v e d t h e c o n s i d e r a t i o n w h ic h w o u ld seem t o b e m e r i t e d . I I . EMERGENCE OF BENEFITS FOR CLASSIFIED EMPLOYEES A c c o r d in g t o M oore an d W a lt e r s , m o st a t t e n t i o n h a s b e e n g iv e n t o r u l e s , r e g u l a t i o n s an d s p e c i f i c r e q u ir e m e n t s and s c h e d u l e s . L i t t l e a t t e n t i o n h a s b e e n g i v e n t o t h e b a s i c a s p e c t s o f m o r a le f a c t o r s . In e d u c a t i o n , t h e 14 15 co m m o d ity o r e n d - p r o d u c t t h a t i s c r e a t e d - - e . g . , t h e e d u c a t i o n o f y o u n g p e o p l e - - i s d e p e n d e n t upon a s a t i s f a c t o r y l e v e l o f human r e l a t i o n s h i p s . The num ber and c o m p l e x i t i e s o f I n t e r r e l a t i o n s h i p s in e d u c a t io n a r e v e r y i n v o l v e d a n d , co m p a red t o t h e s e , t h e m a t e r i a l f a c t o r s s u c h a s b u i l d i n g s an d s u p p l i e s a r e r e l a t i v e l y I n s i g n i f i c a n t ( 6 : 3 6 ) . T he s t u d y o f f a c t o r s c o n t r i b u t i n g t o g o o d m o r a le r e q u i r e t h e f u l l a t t e n t i o n o f a d m i n i s t r a t o r s who h a v e g a in e d t h e i r t r a i n i n g in a s y s t e m a t i c an d c o m p r e h e n s iv e m a n n e r . The h i s t o r y o f e m p lo y e e b e n e f i t s i n e d u c a t io n h a s o f t e n b e e n c h a r a c t e r i z e d b y v a c i l l a t i o n an d p r o c r a s t i n a t i o n . No em p l o y e e ca n b e h a p p y and e f f e c t i v e w hen w o r k in g u n d e r c o n d i t i o n s w h ic h c a u s e a n x i e t y an d f e a r . S a t i s f a c t i o n and s e c u r i t y a r e p o s s i b l e w hen p o l i c i e s a r e i n s t i t u t e d w h ic h r e l i e v e e m p lo y e e s o f c o n c e r n s o v e r m a t t e r s o f r e t i r e m e n t , l e a v e s o f a b s e n c e , h e a l t h an d i n s u r a n c e . H i s t o r i c a l l y , t h e g r a n t i n g o f b e n e f i t s w a s o f t e n c i t e d a s j u s t i f i c a t i o n f o r lo w w a g e s . In t h i s c o n n e c t i o n , M oore an d W a lt e r s s t a t e d t h a t b e n e f i t s a r e in n o s e n s e an o f f s e t t o t h e n e e d f o r a d e q u a te s a l a r i e s ( 6 : 2 8 0 ) . As p e r s o n n e l a d m i n i s t r a t i o n a s s u m e s i t s p r o p e r r o l e i n s c h o o l a d m i n i s t r a t i o n , i n c r e a s i n g e m p h a s is a n d s tu d y w i l l h a v e t o b e m ade o f b e n e f i t s f o r a l l e m p lo y e e c l a s s i f i c a t i o n s . 16 C e r t i f i c a t e d V e r s u s C l a s s i f i e d E m p lo y ee B e n e f i t s B a s i c a l l y , many s c h o o l s h a v e h ad tw o s y s t e m s o f p e r s o n n e l p r o g r a m s: o n e f o r t h e p r o f e s s i o n a l e m p lo y e e an d t h e s e c o n d f o r t h e n o n - p r o f e s s i o n a l e m p lo y e e . As P i t t e n g e r h a s p o i n t e d o u t , m o st p e r s o n n e l p o l i c i e s e v o l v e d from e f f o r t s t o im p r o v e t h e t e a c h i n g s t a f f . T e a c h e r s an d o t h e r p r o f e s s i o n a l e m p lo y e e s a r e s t i l l t h e c h i e f c o n c e r n o f s c h o o l b o a r d s i n e s t a b l i s h i n g p e r s o n n e l p o l i c i e s . T h is f a c t i s r e p o r t e d o f t e n i n t h e l i t e r a t u r e and r e s u l t s , n o d o u b t, from t h e su p rem a cy o f t h e t e a c h e r i n t h e e d u c a t io n p r o c e s s . O th e r p e r s o n n e l a r e im p o r ta n t o n ly i n r e l a t i o n t o t h e s e r v i c e r e n d e r e d t h e i n s t r u c t i o n a l p ro g ra m ( 7 : 1 2 8 ) . C h a n d le r an d P e t t y rem a rk ed t h a t m ore a t t e n t i o n i s now b e in g g iv e n t o t e a c h e r p e r s o n n e l a d m i n i s t r a t i o n , an d t h a t s l o w l y t h e a d m i n i s t r a t i o n o f n o n - p r o f e s s i o n a l e m p lo y e e s i s m o v in g i n t h e sam e d i r e c t i o n ( 1 : 4 9 4 ) . To a d e g r e e , a s d e m o n s tr a te d by r e t i r e m e n t an d s i c k l e a v e , t h e s e m a t t e r s w e r e s t a r t e d b y an d f o r t e a c h e r s a n d , s u b s e q u e n t l y , w e r e m ade a v a i l a b l e t o c l a s s i f i e d e m p lo y e e s . I t m ig h t b e o f i n t e r e s t t o show t h a t t e a c h e r s fo rm ed m u tu a l a i d s o c i e t i e s i n t h e l a s t h a l f o f t h e n i n e t e e n t h c e n t u r y . O r i g i n a l l y , t h e p u r p o s e w as t o c o n t r i b u t e t o t h e w e l f a r e o f n e e d y t e a c h e r s , a s e m e r g e n c ie s a r o s e . L a t e r , t h e p r a c t i c e w a s t o c o l l e c t fu n d s i n a d v a n c e o f t h e n e e d . The f i r s t m u tu a l a i d w a s t h e New Y ork C it y T e a c h e r s ' M u tu a l L i f e A s s u r a n c e A s s o c i a t i o n , fo u n d e d i n 1 8 6 9 . O th e r c i t i e s 17 f o ll o w e d t h e l e a d o f t h e New Y o rk t e a c h e r s . T he f i r s t s t a t e - w i d e r e t i r e m e n t p la n w a s e s t a b l i s h e d in 1 8 9 6 . T h is s p r e a d u n t i l 1 9 4 5 w h en , O’ K e e f e r e p o r t e d , a p e n s io n p la n w as a p p r o v e d b y t h e l e g i s l a t u r e s o f f o r t y s t a t e s , b u t o n ly t e n s t a t e s h ad m ade a n y p r o v i s i o n f o r t h e c l a s s i f i e d em p l o y e e ( 3 0 : 2 5 ) . S i m i l a r i t i e s o f c o n c e r n s now c o n f r o n t b o t h t h e t e a c h e r a n d t h e c l a s s i f i e d e m p lo y e e r e g a r d in g t h e p o s s i b l e j o i n i n g o f l o c a l o r s t a t e p e n s i o n p la n s w i t h S o c i a l S e c u r i t y . T h is c o n f l i c t e x i s t s i n m any s t a t e s an d i t w o u ld a p p e a r t h a t t h e s o l u t i o n i s n o t i n s i g h t . I t a p p e a r s t h a t t h e t r e n d s a r e to w a r d a m ore com p l e t e i n t e g r a t i o n o f t h e tw o k in d s o f s c h o o l e m p lo y e e s in te r m s o f p e r s o n n e l p o l i c i e s . P i t t e n g e r w r o t e : P r i n c i p l e s l a i d down a n d p r o c e d u r e s a d o p te d f o r s c h o o l p e r s o n n e l m an agem en t s h o u ld c o v e r a l l e m p lo y e e s , n o t j u s t a p r e f e r r e d s e g m e n t . A l l a r e p e o p l e , and no o n e w ho i s u n im p o r t a n t t o t h e t a s k o f e d u c a t in g c h i l d r e n s h o u ld h a v e a p l a c e i n s c h o o l em p lo y m e n t. ( 7 : 1 2 4 ) M oore a n d W a lt e r s d e c l a r e d t h a t , i n c r e a s i n g l y , s c h o o l b o a r d s a r e f a c i n g e c o n o m ic an d w e l f a r e c o n s i d e r a t i o n s a s a t o t a l e m p lo y e e g r o u p p r o b le m . S u ch m a t t e r s a s s i c k l e a v e , h e a l t h a n d a c c i d e n t r e t i r e m e n t a r e b e in g t r e a t e d a s a common p o l i c y ( 6 : 1 3 9 ) . S i n c e i t a p p e a r s t h a t m o re a n d m ore so u n d p e r s o n n e l p r a c t i c e s r e q u i r e t r e a t i n g t h e s t a f f a s a w h o le , i t f o l l o w s t h a t a b r i e f r e v i e w o f t h e a t t i t u d e an d b e l i e f s o f w r i t e r s in t h e f i e l d o f t e a c h e r b e n e f i t s w o u ld b e a p p r o p r i a t e . I I I . TEACHER BENEFITS 18 M uch o f t h e d i s c u s s i o n i n t h e l i t e r a t u r e i s c o n f i n e d t o m a t t e r s o f r e t i r e m e n t , s i c k l e a v e , l e a v e s o f a b s e n c e f o r m any r e a s o n s , c r e d i t u n i o n s a n d i n s u r a n c e f o r m e d i c a l , s u r g i c a l a n d h o s p i t a l i z a t i o n . M ore r e c e n t l y , i t a p p e a r s t h a t t h e p r o b le m o f r e s t b r e a k s i s b e c o m in g m o r e o f a n i s s u e . E a c h o f t h e s e i t e m s o f b e n e f i t s f o r s c h o o l e m p lo y e e s i s d i s c u s s e d h e r e b r i e f l y . R e t i r e m e n t P l a n s M oore a n d W a l t e r s s t a t e d t h a t a r e t i r e m e n t p e n s i o n p l a n w a s u s u a l l y u n d e r t a k e n t o m e e t t h e p r o b le m s a r i s i n g fr o m ( 1 ) s u p e r a n n u a t e d e m p l o y e e s , ( 2 ) d i s a b l e d e m p l o y e e s , r e g a r d l e s s o f c a u s e , ( 3 ) d e p e n d e n t s o f e m p lo y e e s w ho d i e . T h e o b j e c t i v e o f a r e t i r e m e n t p l a n i s b o t h p e r s o n n e l a n d s o c i a l . From t h e p e r s o n n e l p o i n t o f v i e w , a r e t i r e m e n t p l a n : ( 1 ) r e m o v e s fr o m p a y r o l l t h o s e w ho a r e n o l o n g e r p h y s i c a l l y a b l e t o p e r f o r m t h e i r d u t i e s , ( 2 ) a s s i s t s i n r e c r u i t i n g , ( 3 ) m a k e s s e r v i c e s a t t r a c t i v e t o a v o i d t u r n o v e r , ( 4 ) k e e p s a d v a n c e m e n t a v e n u e s o p e n b y r e m o v in g s u p e r a n n u a t e d e m p lo y e e s a n d t h u s a i d s m o r a l e . T h e s o c i a l o b j e c t i v e s a r e t o : ( 1 ) p r o v i d e f o r s e c u r i t y i n o l d a g e i n a n e q u i t a b l e , e c o n o m i c a l a n d s y s t e m a t i c p l a n , ( 2 ) e l i m i n a t e n e e d f o r r e l i e f g r a n t s f o r s u r v i v o r s o f e m p lo y e e s ( 6 : 2 8 7 ) . R e e d e r s t a t e d t h a t t h e p u b l i c h a d a c c e p t e d t h e t h e o r y o f p e n s i o n s o r a n n u i t i e s f o r a l l w o r k e r s a n d t h a t b o t h s t a t e 19 a n d n a t i o n a l l e g i s l a t i o n h ad b e e n p a s s e d t o a c c o m p lis h t h i s o b j e c t i v e . He a l s o b e l i e v e d t h a t p e n s io n s s h o u ld b e v ie w e d a s d e f e r r e d p a y ( 8 : 2 1 0 ) . C h a n d le r an d P e t t y p o i n t e d o u t w h a t t h e y b e l i e v e d t o b e m a jo r t r e n d s in t e a c h e r p e n s io n p l a n s . T h e s e w e r e : 1 . The g r a n t in g o f o u t - o f - s t a t e s e r v i c e c r e d i t . New Y ork p e r m it s a t e a c h e r from o u t - o f - s t a t e t o t r a n s f e r h i s r e t i r e m e n t r e s e r v e t o t h e s y s t e m o f t h a t s t a t e an d a New Y ork t e a c h e r may t r a n s f e r h i s r e s e r v e t o a n o t h e r s t a t e . 2 . P r o v i s i o n s f o r s u r v iv o r s and d e a t h b e n e f i t . 3 . I n t e g r a t i o n o f S o c i a l S e c u r i t y w it h a s t a t e s u p p le m e n ta r y s y s t e m . 4 . R a i s in g u p p e r l i m i t s o f s a l a r y s u b j e c t t o r e t ir e m e n t d e d u c t io n s . 5 . P r o v is i o n f o r l i m i t e d s c h o o l w ork r e m u n e r a tio n a f t e r r e t i r e m e n t w it h o u t p e n a l t y . 6 . A d ju stm e n t o f a llo w a n c e s f o r r e t i r e d m em bers t o m e e t c o s t o f l i v i n g i n c r e a s e s . 7 . E s t a b l i s h i n g p e n s io n p la n s on an a c t u a r i a l b a s i s ( 1 : 3 6 9 ) . M oore an d W a lt e r s recom m ended t h a t s c h o o l b o a r d s and a d m i n i s t r a t i o n a c t i v e l y a s s i s t an d e n c o u r a g e s t a f f t o form c r e d i t u n i o n s . T he m a jo r p u r p o s e s f o r s u c h a s s o c i a t i o n s , t h e y p o i n t e d o u t , w e r e t o : 20 1 . T ea ch an d e n c o u r a g e h a b i t s o f t h r i f t . 2 . A s s i s t m em bers i n l e a r n i n g t o h a n d le fu n d s and e n c o u r a g e them t o l i v e w i t h i n t h e i r m e a n s. 3 . E s t a b l i s h c r e d i t an d le n d m oney t o m em bers a t r e a s o n a b le i n t e r e s t r a t e s ( 6 : 3 1 9 ) . G roup I n s u r a n c e G roup h e a l t h an d a c c i d e n t in s u r a n c e p la n s a r e g e n e r a l l y h a n d le d e i t h e r on a j o i n t c o n t r i b u t i o n b a s i s o r th r o u g h e m p lo y e e s ' a s s o c i a t i o n s o r m e m b e r s h ip s . R e e d e r c o u ld s e e n o r e a s o n why t e a c h e r s an d b o a r d s o f e d u c a t io n s h o u ld n o t s h a r e t h e c o s t o f g r o u p in s u r a n c e p r o g r a m s. He p o i n t e d o u t , h o w e v e r , t h a t som e s t a t e la w s p r o h i b i t t h e e x p e n d it u r e o f s c h o o l fu n d s f o r t h e s e p u r p o s e s ( 8 : 1 8 6 ) . L aw son s a i d t h a t t h e t r e n d to d a y w a s to w a r d c o n s i d e r i n g t h e i n s u r i n g o f t e a c h e r s a g a i n s t l o s s from i l l n e s s a s p a r t i a l l y t h e o b l i g a t i o n o f t h e s o c i e t y w h ic h e m p lo y e s th e m . He a l s o b e l i e v e d t h a t a d e d u c t io n o f a p o r t i o n o f t h e in s u r a n c e prem ium from t h e s a l a r y o f t h e t e a c h e r seem ed r e a s o n a b le ( 4 : 3 7 6 ) . M oore an d W a lt e r s s u g g e s t e d g r o u p in s u r a n c e p l a n s w h ic h p r o v id e p r o t e c t i o n a g a i n s t : 1 . L o s s o f l i f e . 2 . L o s s o f in c o m e d u e t o s i c k n e s s . 3 . L o s s o f in c o m e d u e t o a c c i d e n t . 4 . L o s s o f s i g h t o r lim b d u e t o a c c i d e n t . 3 . C o s t o f m e d ic a l c a r e . 21 6 . C o s t o f h o s p i t a l c o n f in e m e n t . 7 . C o s t o f s u r g i c a l c a r e . T h ey p o i n t e d o u t t h e f a c t t h a t i n d i v i d u a l in s u r a n c e i s much m ore e x p e n s iv e th a n a g ro u p p o l i c y ( 6 : 3 1 4 ) . P i t t e n g e r s a i d t h a t p r o v i d i n g h e a l t h s e r v i c e s a p p e a r e d t o b e m o v in g i n t h e d i r e c t i o n o f t h e s e r v i c e s o f t h e s c h o o l h e a l t h s t a f f t o a l l e m p lo y e e s . H is c o n c e p t o f h e a l t h s e r v i c e s e x p a n d ed t o i n c l u d e t h e m e n t a l and e m o t io n a l h e a l t h o f t h e t e a c h e r ( 7 : 1 7 2 ) . L e a v e s o f A b s e n c e C l o s e l y a s s o c i a t e d w i t h h e a l t h an d a c c i d e n t i n s u r a n c e p la n s a r e t h e v a r i o u s p l a n s o f l e a v e s o f a b s e n c e s f o r i l l n e s s , d i s e a s e and a c c i d e n t s . W eber s t a t e d t h a t " l e a v e s " a r e g e n e r a l l y r e c o g n i z e d a s e s s e n t i a l c h a r a c t e r i s t i c s o f a so u n d p e r s o n n e l p o l i c y ( 1 4 : 9 ) . M oore an d W a lt e r s d e v e lo p e d a l i s t o f g e n e r a l p r i n c i p l e s c o v e r i n g b r i e f a b s e n c e s d u e t o i l l n e s s , a s f o l l o w s : 1 . C o n s t r u c t i v e m e a s u r e s s h o u ld b e ta k e n t o k e e p a t a m inim um t h e am ou nt o f a b s e n c e d u e t o i l l n e s s . 2 . The c o n d i t i o n s u n d e r w h ic h l e a v e s w i t h p a y may b e g r a n t e d s h o u ld b e c l e a r l y s t a t e d . 3 . T he am ount o f c o m p e n s a tio n an d t h e num ber o f d a y s p a id a b s e n c e s h o u ld b e d e te r m in e d b y d i s t r i c t e x p e r i e n c e , f i n a n c i a l a b i l i t y an d t h e p r a c t i c e s o f o t h e r s c h o o l d i s t r i c t s . 22 4 . Som e f i n a n c i a l p r o t e c t i o n s h o u ld b e p r o v id e d f o r e x t e n d e d i l l n e s s . 5 . S a f e g u a r d s s h o u ld b e p r o v id e d a g a i n s t a b u s e . 6 . T h e e d u c a t io n o f c h i l d r e n s h o u ld b e in s u r e d b y p r o v i d i n g t r a i n e d c a p a b l e a n d w e l l - p a i d s u b s t i t u t e s ( 6 : 3 0 4 ) . A p o i n t m ade b y m any a u t h o r i t i e s i s t h a t t h e g r a n t in g o f s i c k l e a v e p r o t e c t s c h i l d r e n fr o m e x p o s u r e t o d i s e a s e , and t h e t e a c h e r fr o m p a y l o s s a n d r e s u l t i n g w o r r y ; i n a d d i t i o n , t h e s c h o o l d i s t r i c t b e n e f i t s fro m t h e b e t t e r s t a f f m o r a le . R e s t P e r io d s T he m a t t e r o f t e a c h e r r e s t p e r i o d s i s b e in g d i s c u s s e d w i d e l y b y b o t h t e a c h e r s a n d a d m i n i s t r a t o r s . M cAulay r e p o r t e d a r e c e n t s u r v e y o f e le m e n t a r y t e a c h e r s in w h ic h t h e m a j o r i t y b e l i e v e d t h a t t h e y s h o u ld h a v e a f r e e p e r io d o f f i f t e e n m in u t e s i n t h e m id d l e o f t h e m o r n in g ( 2 7 : 3 0 9 ) . An o p in io n p o l l c o n d u c t e d a n d r e p o r t e d by t h e e d i t o r s o f N a t i o n s S c h o o l s i n t h e O c t o b e r 1 9 5 6 i s s u e r e p o r t e d t h a t 8 4 p e r c e n t o f t h e s u p e r i n t e n d e n t s s u r v e y e d f a v o r e d a r e s t p e r i o d f o r t e a c h e r s ( 3 2 : 4 ) . IV . BENEFITS FOR CLASSIFIED EMPLOYEES T he t y p e o f d u t i e s p e r f o r m e d b y t e a c h e r s and t h e i r r e s p o n s i b i l i t i e s a r e s o d i f f e r e n t fr o m t h o s e p e r fo r m e d by c l a s s i f i e d e m p lo y e e s t h a t i t i s v e r y d i f f i c u l t t o e s t a b l i s h 23 i d e n t i c a l o r e v e n s i m i l a r t y p e s o f b e n e f i t p r o g r a m s. B e n e - f i t s m ade a v a i l a b l e t o t e a c h e r s s o m e tim e s c a n n o t b e made a v a i l a b l e t o c l a s s i f i e d e m p lo y e e s . T h is i s e s p e c i a l l y t r u e in t h e a r e a s o f c a s u a l a b s e n c e s , c o f f e e b r e a k s , c o n v e n t io n a t t e n d a n c e , p e r s o n a l a b s e n c e s f o r m e d ic a l o r d e n t a l a p p o in t m e n t s , an d t h e s c h e d u l i n g o f v a c a t i o n a llo w a n c e s an d p e r i o d s . Much g r e a t e r f l e x i b i l i t y i s p o s s i b l e in m e e t in g t h e n e e d s o f t h e c l a s s i f i e d e m p lo y e e . T he f a c t t h a t i n c e r t a i n s t a t e s t h e r e g u l a t i o n s r e g a r d in g s i c k l e a v e , s a b b a t i c a l l e a v e and r e t i r e m e n t , f o r e x a m p le , a r e e s t a b l i s h e d b y la w . L i a b i l i t y im p o sed on t e a c h e r s f o r t h e i r s u p e r v i s i o n o f c h i l d r e n a l s o c o m p lic a t e t h e p r o v i d i n g o f i d e n t i c a l p r o g r a m s; h o w e v e r , f o r t h e m o st im p o r ta n t it e m s su c h a s r e t i r e m e n t p e n s i o n s , s i c k l e a v e , h e a l t h an d w e l f a r e p r o g r a m s, an d c r e d i t u n i o n s , common p o l i c i e s a r e p o s s i b l e . Many o f t h e w r i t e r s in t h e f i e l d b e l i e v e t h a t s t a t e s h a v e l e g i s l a t e d in b e h a l f o f t e a c h e r s b u t h a v e , in many r e s p e c t s , ig n o r e d c l a s s i f i e d e m p lo y e e s . F i s h e r w r o t e t h a t p e r s o n n e l p ro g ra m s f o r c l a s s i f i e d e m p lo y e e s h ad la g g e d b e h in d o t h e r p u b l i c s e r v i c e s ( 5 : 7 7 ) . M oore an d W a lte r s i n d i c a t e d t h a t i n 1 9 5 5 a l a r g e p e r c e n t a g e o f c l a s s i f i e d e m p lo y e e s w e r e n o t c o v e r e d e v e n b y a r e t i r e m e n t p la n ( 6 : 1 4 0 ) . C l i f f o r d , In 1 9 4 5 , p o i n t e d o u t t h a t w o r k in g c o n d i t i o n s o f n o n - t e a c h in g e m p lo y e e s h ad n o t r e c e i v e d en o u g h a t t e n t i o n ( 1 8 : 4 8 ) . In 1 9 5 5 , L in n w r o t e t h a t , e v e n th o u g h t h e r e w e r e som e q u e s t i o n s i n c e r t a i n s t a t e s r e g a r d in g 24 e m p lo y e e in s u r a n c e p r o g r a m s, i t w as t h e r e s p o n s i b i l i t y o f s c h o o l s u p e r in t e n d e n t s t o a d v o c a t e c h a n g e s i n l e g i s l a t i o n t o a c h i e v e t h e n e c e s s a r y l e g i s l a t i o n ( 2 6 : 4 8 ) . The s p e c i f i c com m ents and r e c o m m e n d a tio n s c o n c e r n in g b e n e f i t s f o r c l a s s i f i e d e m p lo y e e s a r e r a t h e r l i m i t e d . O f t h o s e t h a t a r e p e r t i n e n t , i t i s o f i n t e r e s t t o n o t e t h a t m o st a r e d i r e c t e d t o t h e t y p e o f b e n e f i t s w h ic h a r e common t o b o t h t h e c e r t i f i c a t e d an d t h e c l a s s i f i e d s c h o o l e m p lo y e e . One o f t h e b e s t s t a t e m e n t s o f p r i n c i p l e s r e l a t i n g t o t h e n o n - t e a c h i n g o r c l a s s i f i e d e m p lo y e e w a s m ade b y D a v is in 1 9 3 9 . Two p o i n t s a r e s i g n i f i c a n t h e r e : (1 ) a v a c a t i o n w it h p a y s h o u ld b e p r o v id e d f o r a l l e m p lo y e e s ; an d ( 2 ) an a d e q u a te s y s t e m o f r e t i r e m e n t s h o u ld b e p r o v id e d f o r a l l e m p lo y e e s u n d e r c o n d i t i o n s t h a t s a f e g u a r d t h e i n t e r e s t s o f b o t h t h e s c h o o l a n d t h e e m p lo y e e ( 3 : 7 4 ) . L in n r e s t a t e d t h e s e tw o p r i n c i p l e s i n t h i s f a s h i o n : ( 1 ) i t i s t h e d u ty an d r e s p o n s i b i l i t y o f s c h o o l o f f i c i a l s t o p r o v id e f o r an a d e q u a te s y s t e m o f r e t i r e m e n t p e n s io n an d h e c h a r g e s t h e s c h o o l o f f i c i a l s w it h t h e r e s p o n s i b i l i t y f o r d o in g w h a te v e r i s n e c e s s a r y i n o r d e r t o a c c o m p lis h t h i s e n d ; an d ( 2 ) h e i s e m p h a tic t h a t p a id v a c a t i o n i s n o t an e x p e n s e t o s c h o o l s b u t a c t u a l l y r e s u l t s i n im p ro v e m en t o f s e r v i c e t o t h e s c h o o l a n d a b e t t e r a t t i t u d e on t h e p a r t o f t h e e m p lo y e e s ( 2 6 : 8 2 ) . W eber a d v o c a t e d t h e p r o v i s i o n o f r e t i r e m e n t a n d s i c k l e a v e p r o g r a m s, a s w e l l a s o t h e r f r i n g e b e n e f i t s , f o r 25 c l e r i c a l w o r k e r s ( 1 4 : 2 3 3 ) , From a c l o s e e x a m in a t io n o f h i s w r i t i n g s , i t may b e r e a s o n a b ly a ssu m e d t h a t i n t h e s e s t a t e m e n ts h e w a s n o t s u g g e s t i n g s p e c i f i c a p p l i c a t i o n s o f t h e s e p r i n c i p l e s t o o n e g r o u p o f c l a s s i f i e d e m p lo y e e s . An im p o r t a n t s e g m e n t o f a g o o d f r i n g e b e n e f i t p r o gram h a s t o do w i t h im p r o v e m e n t o f t h e q u a l i t y o f s e r v i c e r e n d e r e d b y c l a s s i f i e d e m p lo y e e s . M ost o f t h e r e f e r e n c e s w e r e d i r e c t e d t o c u s t o d i a l t r a i n i n g ; M oore an d W a lt e r s w e n t i n t o som e d e t a i l i n d e s c r i b i n g s u c h a p ro g ra m a n d a d v o c a t e d t h a t i t b e d o n e w i t h i n t h e s c h o o l d i s t r i c t ( 6 : 1 2 7 ) . L aw son b e l i e v e d t h a t i t w a s t h e o b l i g a t i o n o f s c h o o l a d m i n i s t r a t i o n t o s u p p ly o p p o r t u n i t i e s a n d m a t e r i a l t o im p r o v e q u a l i t y o f s e r v i c e . He a l s o s u g g e s t e d t h e a d v i s a b i l i t y o f p a y in g p a r t o r a l l o f a c u s t o d i a n ' s e x p e n s e i n c i d e n t a l t o a t t e n d i n g a summer s c h o o l , a " j a n i t o r s ' w o r k s h o p ," o r a s p e c i a l i z e d summer c o u r s e a t a u n i v e r s i t y ( 4 : 2 3 4 ) . W eber d e c l a r e d t h a t s c h o o l a d m i n i s t r a t o r s s h o u ld p r o v id e o p p o r t u n i t i e s t o a t t e n d u n i v e r s i t y e x t e n s i o n c l a s s e s o r s p e c i a l e d u c a t i o n a l a c t i v i t i e s d e s ig n e d t o p r o m o te t h e v o c a t i o n a l g r o w th o f s e c r e t a r i a l o r c l e r i c a l w o r k e r s ( 1 4 : 2 3 2 ) . H e a lt h a n d w e l f a r e p r o g r a m s a r e c u r r e n t l y a m a t t e r o f s t u d y on t h e p a r t o f s c h o o l o f f i c i a l s . D a v is r e c o m m en d ed t h a t a c o n s t r u c t i v e p ro g ra m f o r im p r o v e d h e a l t h a n d p h y s i c a l e f f i c i e n c y o f c l a s s i f i e d e m p lo y e e s , i n c l u d i n g a s i c k l e a v e p l a n , s h o u ld b e a d o p te d b y b o a r d s o f e d u c a t io n ( 3 : 8 0 ) . P i t t e n g e r recom m end ed t h a t t h e h e a l t h s e r v i c e s o f 26 s c h o o ls be made a v a i l a b l e to a l l em p loyees and urged t h a t boards o f e d u c a tio n c a r r y e i t h e r a p lan o f " c a s u a l t y i n s u r ance" o r a p la n o f s e l f - i n s u r a n c e f o r em p loyees ( 7 : 1 2 4 ) . Linn u rg ed c o n s i d e r a t i o n o f c o v e r a g e f o r Workmen's Compen s a t i o n , or e q u i v a l e n t in s u r a n c e , and a d o p tio n o f a p la n o f group h o s p i t a l i z a t i o n and a d e f i n i t e p o l i c y o f s i c k le a v e a f f e c t i n g em p loyees w it h ten d ays' a llo w a n c e p e r y e a r , w it h u n l i m i t e d a c c u m u la tio n o f th e unused p o r t io n ( 2 5 : 8 2 ) . Linn p r e s e n t e d p o s s i b l y th e m ost co m p reh en siv e p la n o f b e n e f i t s fo r c l a s s i f i e d em p loyees o f f e r e d by any w r i t e r . In 1940 he a d v o c a te d a u n iq u e p lan c o v e r in g a c o m b in a tio n o f s i c k le a v e and v a c a t i o n b e n e f i t s . His p la n a d v o c a te d e i t h e r a tw o-w eeks an n u al v a c a t i o n and two w eek s' s i c k le a v e a llo w a n c e , or a maximum o f fo u r w eeks p er y e a r w it h pay. The s i c k le a v e w ould be u se d e i t h e r d u r in g th e y e a r o r , i f n ot u se d th e n , w ould be combined w it h th e v a c a t io n and taken a t one t im e . H is seco n d a l t e r n a t i v e was to p r o v id e up to two weeks per y e a r , a l l o w i n g th e unused p o r t io n to a ccu m u la te up to a maximum o f t w e n t y - f o u r weeks (25:27). In 1955, a s shown in th e p r e c e d in g p aragrap h , he had m o d i f i e d h i s o r i g i n a l p r o p o s a l to te n days p er y e a r w it h u n l i m i t e d a c c u m u la tio n . The rem ainder o f L in n 's f r i n g e b e n e f i t program i s o u t l i n e d b r i e f l y b elo w : 1. A w r i t t e n s p e c i f i c p o l i c y o f th e number o f days o f p a id h o l i d a y s t o be g r a n te d each y e a r . 2. P aid a b se n c e f o r d ea th o r s e r i o u s i l l n e s s to 27 Im m e d ia te m em bers o f t h e e m p lo y e e 's f a m i l y . 3 . E x te n d e d l e a v e s o f a b s e n c e f o r f a m i l y i l l n e s s , b i r t h o f a c h i l d , f u r t h e r e d u c a t io n o r s p e c i a l t r a i n i n g , m i l i t a r y s e r v i c e , o r f o r a n e x t e n d e d v a c a t i o n . 4 . A p r o v i s i o n f o r s p e c i a l c l o t h i n g t o b e p r o v id e d e m p lo y e e s f o r s p e c i a l j o b s . 5 . P r o v i s i o n f o r j u r y d u ty w it h o u t l o s s o f p a y . 6 . A r e g u l a r v a c a t i o n a llo w a n c e f o r a m inim um o f t e n d a y s p e r y e a r w i t h p r o v i s i o n f o r a m ore e x t e n s i v e v a c a t i o n w i t h a d d i t i o n a l s e r v i c e . 7 . S e v e r a n c e p a y w h en , d u e t o no f a u l t o f t h e em p l o y e e , t h e d i s t r i c t no lo n g e r c a n u s e h i s s e r v i c e s ( 2 6 : 8 2 ) . V . CRITERIA OF FRINGE BENEFIT ADMINISTRATION N ow h ere i n t h e l i t e r a t u r e on e d u c a t i o n a l a d m i n i s t r a t i o n o r p e r s o n n e l a d m i n i s t r a t i o n h a s t h e r e b e e n fo u n d a g o o d d i s c u s s i o n o f t h e n a t u r e , c h a r a c t e r i s t i c s o r c r i t e r i a w h ic h m ig h t h e l p t o m e a su r e o r e v a l u a t e e m p lo y e e b e n e f i t s . To a d e g r e e , t h i s m ay b e b e c a u s e s c h o o l s , . i k e o t h e r p u b l i c s e r v i c e s , t e n d t o f o l l o w t h e b u s i n e s s p r a c t i c e s o f t h e c o m n u n ity . M ost o f t h e r e c e n t d e v e lo p m e n t s w i t h r e s p e c t t o f r i n g e b e n e f i t s h a v e b e e n n e g o t i a t e d a s a p a r t o f l a b o r c o n t r a c t s i n i n d u s t r y . C o m p e t it io n h a s f o r c e d p u b l i c j u r i s d i c t i o n s t o a d o p t f r i n g e b e n e f i t s w i t h o u t t h e 28 p o s s i b i l i t y o f c r i t i c a l a n a l y s i s . Y o d er h a s s u g g e s t e d f o u r c r i t e r i a t o e v a l u a t e e m p lo y e e s e r v i c e s : 1 . T he s e r v i c e m u st b e b e n e f i c i a l t o e m p lo y e e s . 2 . T he s e r v i c e m u st b e o f m ore o b v io u s a n d d i r e c t v a l u e t o t h e e m p lo y e e th a n t o t h e e m p lo y e r . 3 . The s e r v i c e m u st b e an a d d i t i o n t o o r su p p le m e n t t h e u s u a l c o m p e n s a t io n . 4 . S e r v i c e s m u st i n v o l v e a m e a su r e o f c o n t r i b u t i o n o r s u p p o r t from t h e e m p lo y e r ( 1 5 : 4 8 9 ) . Y o d er th e n o u t l i n e d som e o f t h e a t t r i b u t e s o f a g o o d f r i n g e b e n e f i t p rogram a s s u g g e s t e d b y t h e c r i t e r i a . Good p o l i c i e s s e e k t o p r o v id e s e r v i c e s o n ly when t h e r e i s : 1 . E v id e n c e o f d e m o n s tr a te d n e e d . 2 . E m p lo y ee a p p r o v a l. 3 . J o i n t s u p p o r t o f b o t h e m p lo y e e an d e m p lo y e r . 4 . S u p e r i o r i t y o f g ro u p a c t i o n . 5 . S u p e r io r q u a l i t y o f s e r v i c e . 6 . E con om ic s o u n d n e s s . 7 . No d u p l i c a t i o n o f o t h e r p r o g r a m s. 8 . A v o id a n c e o f p a t e r n a lis m ( 1 5 : 4 9 0 ) . V I . CHAPTER SUM M ARY The a u t h o r i t i e s h a v e s u g g e s t e d in t h e l i t e r a t u r e t h a t s c h o o l p e r s o n n e l a d m i n i s t r a t i o n an d p r a c t i c e s , p a r t i c u l a r l y t h o s e r e l a t i n g t o s c h o o l c l a s s i f i e d p e r s o n n e l , n e e d im p r o v e m e n t. One o f t h e b i g g e s t p r o b le m s t o o v e r c o m e i s 29 t h e c o n c e p t o f tw o p e r s o n n e l s y s t e m s a n d p o l i c i e s , o n e f o r t e a c h e r s an d o n e f o r c l a s s i f i e d w o r k e r s , e a c h h a v in g l i t t l e r e l a t i o n s h i p t o t h e o t h e r . M o r a le f o r t h e e n t i r e s t a f f w i l l b e l e s s th a n d e s i r a b l e u n t i l b a s i c u n i f o r m i t y i s a c h i e v e d . T he w r i t i n g s o f a u t h o r i t i e s i n t h e f i e l d o f e d u c a t i o n a l a d m i n i s t r a t i o n i n d i c a t e t h a t m o st a t t e n t i o n h a s b e e n d i r e c t e d t o t h e p r o b le m s o f t e a c h e r s , a n a t u r a l r e f l e c t i o n o f t h e r e l a t i v e im p o r ta n c e o f g r o u p s t o t h e p r im e o b j e c t i v e o f t h e e d u c a t io n o f t h e y o u t h o f t h e n a t i o n . T h i s , h o w e v e r , d o e s n o t j u s t i f y t h e la c k o f a t t e n t i o n g iv e n t o t h e c l a s s i f i e d p e r s o n n e l . I t a p p e a r s t h a t t h e im p e tu s t o b e n e f i t s f o r c l a s s i f i e d e m p lo y e e s h a s r e s u l t e d from t h e p ro g ra m s i n i t i a t e d b y an d f o r t h e t e a c h i n g s t a f f . T h is i s e s p e c i a l l y t r u e o f r e t i r e m e n t p e n s io n p l a n s , s i c k l e a v e , h e a l t h a n d a c c i d e n t in s u r a n c e , and c r e d i t u n i o n s . B eyon d t h i s p o i n t , f r i n g e b e n e f i t s f o r c l a s s i f i e d e m p lo y e e s h a v e b e e n b o r r o w e d from i n d u s t r y an d b u s i n e s s . B e c a u s e o f t h e s i m i l a r i t i e s o f j o b s , i t h a s b e e n e a s y t o c o p y d i r e c t l y from t h e tw o . B eyon d t h e f r i n g e b e n e f i t s f o r r e t i r e m e n t , s i c k l e a v e , c r e d i t u n i o n s , h e a l t h a n d w e l f a r e , w h ic h a r e common l y s h a r e d b y b o t h e m p lo y e e g r o u p s , a n d i n - s e r v i c e t r a i n i n g f o r c u s t o d i a l an d c l e r i c a l s t a f f , l i t t l e i s m e n tio n e d o r recom m en d ed , e i t h e r g e n e r a l l y o r s p e c i f i c a l l y , r e g a r d in g t h e r e m a in d e r o f t h e b r o a d g ro u p o f f r i n g e b e n e f i t s now com m only o f f e r e d i n i n d u s t r y . D i s c u s s i o n o f c r i t e r i a f o r 30 e v a l u a t i n g p r o g r a m s h a s b e e n fo u n d o n ly o u t s i d e t h e f i e l d o f e d u c a t i o n a l a d m i n i s t r a t i o n , S t a h l , w r i t i n g a b o u t p r a c t i c e s o f p u b l i c p e r s o n n e l a d m i n i s t r a t i o n , im p lie d t h a t t h e f e d e r a l , m u n ic ip a l an d s t a t e g o v e r n m e n ts h a v e n o t l i v e d up t o t h e i r r e s p o n s i b i l i t i e s a s g o o d e m p lo y e r s in t h e a r e a o f p r o v i d i n g b e n e f i t s t o e m p lo y e r s ( 1 1 : 3 9 6 ) , He e x p r e s s e d t h e h o p e t h a t " , , , t h e d a y i s n o t f a r o f f w hen p r i v a t e and p u b l i c e m p lo y e e s w i l l b e i n d i s t i n g u i s h a b l e s o f a r a s e n jo y m e n t o f h e a l t h an d w e l f a r e p ro g ra m i s c o n c e r n e d " ( 1 1 : 4 0 1 ) , It: i s p o s s i b l e t o e x t r a c t som e g e n e r a l c r i t e r i a p e r t i n e n t t o t h i s s tu d y from t h e w r i t i n g s o f a u t h o r i t i e s r e f e r r e d t o in t h i s c h a p t e r , w it h r e s p e c t t o f r i n g e b e n e f i t s a p p l i c a b l e t o c l a s s i f i e d e m p lo y e e s . T h e s e a r e : 1 . I t i s Che d u ty an d r e s p o n s i b i l i t y o f s c h o o l o f f i c i a l s an d b o a r d s o f e d u c a t io n t o p r o v id e a d e q u a te p e n s io n r e t i r e m e n t an d W orkm en's Com p e n s a t i o n p la n s t o a l l s c h o o l e m p lo y e e s . 2 . A p rogram o f s i c k l e a v e w h ic h p r o v id e s f o r s p e c i f i c p e r i o d o f p a id a b s e n c e f o r i l l n e s s o f a l l e m p lo y e e s . 3 . O p p o r t u n it ie s f o r g r o w th an d t r a i n i n g s h o u ld b e m ade a v a i l a b l e b o t h i n an d w it h o u t t h e s c h o o l f o r c l a s s i f i e d e m p lo y e e s . 4 . A p ro g ra m o f h e a l t h an d w e l f a r e b e n e f i t s s h o u ld b e m ade a v a i l a b l e t o a l l e m p lo y e e s , w i t h a p o r t i o n o f t h e c o s t b e i n g b o r n e b y t h e e m p lo y e e . A common p e r s o n n e l p o l i c y i n c l u d i n g s i c k l e a v e , h e a l t h an d w e l f a r e s h o u ld b e d e v e lo p e d f o r a l l s c h o o l e m p lo y e e s . A r e g u l a r p e r i o d o f p a id v a c a t i o n s h o u ld b e a l lo w e d f o r e a c h c l a s s i f i e d e m p lo y e e e a c h y e a r . CHAPTER I I I THE PROCEDURE X. INTRODUCTION The f i r s t s t e p in t h e p r o c e d u r e w as t h e a d o p t io n o f a s u i t a b l e d e f i n i t i o n o f t h e s u b j e c t o f s t u d y . A p r e c i s e d e f i n i t i o n o f f r i n g e b e n e f i t s w a s r e q u ir e d t o g i v e d i r e c t i o n t o t h e s t u d y an d k e e p i t w i t h i n p r o p e r l i m i t s . L i t t l e a g r e e m e n t e x i s t s am ong w r i t e r s an d i n v e s t i g a t o r s a s t o t h e p r e c i s e m e a n in g o f t h e term " f r i n g e b e n e f i t s . " F o r t h i s r e a s o n c o m p a r is o n s a r e v e r y d i f f i c u l t t o draw c o n c e r n in g v i e w p o i n t s o f p e r s o n n e l a u t h o r i t i e s . M o r e o v e r , t h e term " f r i n g e b e n e f i t s " i s n o t a ter m u n i v e r s a l l y u s e d . O th e r te r m s f o r n o n -w a g e p a y m e n ts h a v e b e e n u s e d , s u c h a s " h id d e n p a y r o l l , " " s u p p le m e n ta r y w age p r o v i s i o n s , " " i n v i s i b l e la b o r c o s t s , " "new c o n c e p t s o f c o m p e n s a t io n ," " s u p p le m e n ta r y p a y p r a c t i c e s , " " f r i n g e s , " "w age s u p p le m e n t s ," an d " b o t t o m le s s p i t o f b e n e f i t s . " H o w ev er, i t a p p e a r s t h a t " f r i n g e b e n e f i t s " i s t h e te rm u s e d m o st com m only t o d e s c r i b e n o n -w a g e p a y m e n ts . T h e r e f o r e , t h e te r m " f r i n g e b e n e f i t s " w as u s e d i n t h i s s t u d y . I t w as d e f i n e d ( s e e C h a p te r I ) a s n o n -w a g e p e r q u i s i t e s o f n o n - p r o f e s s i o n a l r e g u l a r e m p lo y e e s o f s c h o o l d i s t r i c t s w h ic h a r e p a id f o r e i t h e r i n w h o le o r i n p a r t an d 32 33 w h ic h r e p r e s e n t e i t h e r a b e n e f i t o r s e r v i c e t o t h e e m p lo y e e f o r w h ic h h e c o n t r i b u t e s no d i r e c t s e r v i c e . P la n o f S tu d y I t w a s d e c id e d i n c o n f e r e n c e s w i t h m em bers o f t h e G r a d u a te C o m m ittee an d w it h R o b e r t F i s h e r , C hairm an o f t h e P e r s o n n e l R e s e a r c h C o m m ittee o f S c h o o l B u s i n e s s O f f i c i a l s o f t h e U n it e d S t a t e s an d C a n ad a, t h a t d a t a c o n c e r n in g c u r r e n t s c h o o l p r a c t i c e s s h o u ld b e g a t h e r e d b y q u e s t i o n n a i r e . A q u e s t i o n n a i r e w a s d e v e lo p e d t o b e s e n t t o e a c h s c h o o l d i s t r i c t l o c a t e d in a l l c i t i e s o f t h e U n it e d S t a t e s h a v in g a p o p u l a t i o n o f 1 0 0 ,0 0 0 o r m ore a s shown i n t h e 1 9 5 0 f e d e r a l c e n s u s o f p o p u l a t i o n , w i t h a d j u s t m e n t s a s r e p o r t e d f o r s p e c i a l c e n s u s p o p u l a t i o n s m ade a s o f D ecem b er 3 1 , 1 9 5 6 . T h e r e w e r e fo u n d t o b e 109 s c h o o l s y s t e m s i n c i t i e s w i t h p o p u l a t i o n s o f 1 0 0 ,0 0 0 o r m o re; t h e s e w e r e c o n s id e r e d t o b e e l i g i b l e f o r p a r t i c i p a t i o n in t h i s s t u d y . The q u e s t i o n n a i r e w a s a d d r e s s e d , w h e r e p o s s i b l e , t o a member o f t h e A s s o c i a t i o n who w a s m o st l i k e l y t o b e a s s o c i a t e d w it h r e s p o n s i b i l i t i e s an d k n o w le d g e o f c l a s s i f i e d e m p lo y e e p e r s o n n e l p o l i c i e s a n d p r a c t i c e s . W here t h i s w as n o t f e a s i b l e , t h e q u e s t i o n n a i r e w a s s e n t t o t h e s u p e r in t e n d e n t . M em bers w e r e s e l e c t e d from t h e r o s t e r o f t h e A s s o c i a t i o n m e m b e r sh ip . A r e a c t i o n p a n e l o f s p e c i a l i s t s w as s e l e c t e d , i n c l u d i n g r e p r e s e n t a t i v e s o f u n i v e r s i t y a n d p e r s o n n e l r e s e a r c h g r o u p s ; e m p lo y e e , ch am b er o f com m erce an d t a x p a y e r 34 g r o u p s ; e m p lo y e r s an d r e p r e s e n t a t i v e s o f t h e g e n e r a l p u b l i c ; a n d , f i n a l l y , s c h o o l p e r s o n n e l a d m i n i s t r a t o r s . A l i s t o f recom m ended d e s i r a b l e a n d u n d e s i r a b l e p r a c t i c e s w as d e v e l o p e d . F i n a l l y , on t h e b a s i s o f s t a t i s t i c s a v a i l a b l e , b e l i e f s o f s c h o o l a d m i n i s t r a t o r s w e r e s o u g h t r e g a r d in g t h e r e l a t i o n o f s c h o o l e m p lo y e e b e n e f i t s t o t h o s e o f com m u n ity i n d u s t r i a l an d g o v e r n m e n ta l p r a c t i c e s , on t h e b a s i s o f w h ic h c o m p a r is o n s w e r e m ade in v e r y g e n e r a l t e r m s . I I . DEVELOPMENT AND DISTRIBUTION OF THE QUESTIONNAIRE A q u e s t i o n n a i r e w as d e v e lo p e d th r o u g h a s u r v e y o f t h e l i t e r a t u r e an d th r o u g h c o n f e r e n c e s w i t h a u t h o r i t a t i v e p e r s o n s . A t e n t a t i v e q u e s t i o n n a i r e w a s p r e p a r e d an d s u b m i t t e d t o s e l e c t e d a u t h o r i t i e s f o r c r i t i c a l a n a l y s i s an d s u g g e s t i o n . T h e s e a u t h o r i t i e s i n c lu d e d R o b e r t F i s h e r o f t h e N a t io n a l A s s o c i a t i o n , c e r t a i n l o c a l p e r s o n s c o n n e c t e d w it h p e r s o n n e l a d m i n i s t r a t i o n o f s c h o o l s , an d t h e C hairm an o f t h e G r a d u a te C o m m itte e . T h e s e p e r s o n s m ade s u g g e s t i o n s w h ic h r e s u l t e d in c h a n g e s i n w o r d in g an d fo rm ; m o d i f i c a t i o n s w e r e m ade a n d t h e q u e s t i o n n a i r e w as th e n c o n s id e r e d r e a d y f o r d i s t r i b u t i o n . I t w a s d e c id e d t o d i s t r i b u t e t h e q u e s t i o n n a i r e b y m a il t o t h e 109 p u b l i c s c h o o l d i s t r i c t s l o c a t e d i n U n it e d S t a t e s c i t i e s o f 1 0 0 ,0 0 0 o r m o r e . D i s t r i b u t i o n o f t h e q u e s t i o n n a i r e w as u n d e r t h e o f f i c i a l s p o n s o r s h ip o f R o b e r t 35 F i s h e r , C hairm an o f t h e P e r s o n n e l R e s e a r c h C o m m ittee o f t h e A s s o c i a t i o n . In o r d e r t o o b t a in a h ig h p e r c e n t a g e o f r e s p o n s e , a c o v e r i n g l e t t e r t o acco m p a n y t h e q u e s t i o n n a i r e w a s p r e p a r e d an d s ig n e d b y M r. F i s h e r a s C hairm an o f t h e P e r s o n n e l R e s e a r c h C o m m itte e . T h is l e t t e r w as a d d r e s s e d t o t h e i n d i v i d u a l i n e a c h s c h o o l d i s t r i c t who w as a member o f t h e A s s o c i a t i o n , o r t o t h e s u p e r in t e n d e n t in t h e e v e n t t h e d i s t r i c t d id n o t h a v e a member o f t h e A s s o c i a t i o n . T he l e t t e r r e q u e s t e d t h e c o o p e r a t io n o f t h e a d d r e s s e e in com p l e t i n g an d r e t u r n i n g t h e q u e s t i o n n a i r e w i t h i n a p e r i o d o f t e n d a y s a f t e r r e c e i p t . The l e t t e r f u r t h e r s t a t e d t h a t a p r e l i m i n a r y r e p o r t o f t h e r e s p o n s e s w o u ld b e made in O c to b e r o f 1 9 5 7 a t t h e N a t io n a l C o n v e n tio n in New O r le a n s . A p p r o x im a te ly 60 p e r c e n t o f t h e q u e s t i o n n a i r e s w e r e r e tu r n e d w i t h i n t h e t e n - d a y p e r i o d . F o llo w - u p l e t t e r s w e r e s e n t o u t a t t h e e x p i r a t i o n o f t h e p e r i o d an d f i f t e e n a d d i t i o n a l q u e s t i o n n a i r e s w e r e r e c e i v e d . A num ber o f p e r s o n a l i n t e r v i e w s w e r e c o n c lu d e d a t t h e c o n v e n t io n , y i e l d i n g a t o t a l o f 9 4 r e p l i e s from t h e 109 s c h o o l d i s t r i c t s i n i t i a l l y q u e r i e d . T h is r e t u r n r e p r e s e n t e d 8 6 . 2 p e r c e n t o f t h e t o t a l num ber d i s t r i b u t e d . T h is r e s p o n s e w a s c o n s id e r e d a d e q u a t e f o r t h e p u r p o s e o f t h i s i n v e s t i g a t i o n f o r s e v e r a l r e a s o n s : 1 . A t l e a s t o n e r e s p o n s e w as r e c e i v e d from e a c h o f t h e t h i r t y - s i x s t a t e s an d t h e D i s t r i c t o f C o lim b ia in w h ic h t h e r e w e r e c i t i e s o f 1 0 0 ,0 0 0 36 o r m o re p o p u l a t i o n . 2 . T he r e s p o n d in g s c h o o l d i s t r i c t s , i n a d d i t i o n , w e r e w e l l d i s t r i b u t e d am ong t h e f o u r p o p u l a t i o n c l a s s e s o f c i t i e s . I I I . TREATMENT OF THE DATA A s y s t e m o f n u m b e r in g w as a s s i g n e d t o e a c h r e t u r n w h ic h i n c l u d e d a d e s i g n a t i o n o f t h e r e g i o n , t h e s t a t e , t h e s i z e o f t h e c i t y a n d t h e s p e c i f i c c i t y f o r p o s s i b l e f u t u r e a n a l y s i s . E ach r e s p o n s e f o r e a c h it e m w a s k e y p u n c h e d on t a b u l a t i n g c a r d s an d a n a l y s e s w e r e m ade o f t h e r e s p o n s e s a s a w h o le a s w e l l a s a g r o u p in g b y s i z e o f c i t y . An a d d i t i o n a l d i s t r i b u t i o n w a s m ade i n t o f o u r m a jo r r e g i o n s o f t h e n a t i o n . T he f o u r r e g i o n s a n d t h e s t a t e s c o m p r is in g e a c h r e g i o n a r e p r e s e n t e d in t h e f o l l o w i n g l i s t i n g : S t a t e Number o f c i t i e s SOUTH (N -2 9 ) A labam a A r k a n s a s D e la w a r e F l o r i d a G e o r g ia K e n tu c k y L o u is ia n a M a ry la n d D i s t r i c t o f C o lu m b ia O klahom a T e n n e s s e e T e x a s N o r th C a r o lin a V i r g i n i a 2 1 1 1 3 2 1 2 1 1 2 4 7 1 37 Number o f S t a t e c i t i e s WEST (N -1 7 ) A r iz o n a 1 C a l i f o r n i a 10 C o lo r a d o 1 O regon 1 U tah 1 W a sh in g to n 3 NORTHEAST (N -2 1 ) C o n n e c t ic u t 2 M a s s a c h u s e t t s 4 New J e r s e y 4 New York 5 P e n n s y lv a n ia 5 Rhode I s l a n d 1 NORTH CENTRAL ( t ^ 2 1 ) ’ T l l l n o X i 3 I n d ia n a 4 Iowa 1 K an sas 2 M ic h ig a n 3 M in n e s o ta 3 M i s s o u r i 2 N eb r a sk a 1 O hio 7 W is c o n s in 1 The a b s e n c e o f a l i s t i n g o f a s t a t e in t h e a b o v e l i s t i s d u e t o t h e f a c t t h a t t h e s t a t e c o n t a i n s few e l i g i b l e c i t i e s , i f a n y , and t h a t w h e r e t h e y do e x i s t , t h e c i t i e s f a i l e d t o r e s p o n d . G ro u p in g by s i z e o f c i t y in w h ic h t h e s c h o o l d i s t r i c t i s l o c a t e d w as a s f o l l o w s : C l a s s I 1 , 0 0 0 , 0 0 0 p o p u l a t i o n and a b o v e (N »5) C l a s s I I 5 0 0 ,0 0 0 t o 1 , 0 0 0 ,0 0 0 p o p u l a t i o n (N -1 3 ) C l a s s I I I 2 5 0 ,0 0 0 t o 5 0 0 ,0 0 0 p o p u l a t i o n (N -2 2 ) C l a s s IV 1 0 0 ,0 0 0 t o 2 5 0 ,0 0 0 p o p u l a t i o n (N -5 4 ) 38 The b a s i s f o r c l a s s i f i c a t i o n o f c i t i e s by c l a s s w as t h e 1930 f e d e r a l c e n s u s a d j u s t e d t o i n c l u d e a l l s p e c i a l c e n s u s o f p o p u l a t i o n s made a s o f D ecem ber 3 1 , 1 9 5 6 . The term " C la s s I c i t y " i s u s e d i n t h i s s t u d y t o d e s i g n a t e t h e s i z e o f a c i t y a s shown a b o v e . IV. DEVELOPMENT OF EVALUATIVE QUESTIONNAIRE A f t e r a p r e l i m i n a r y e x a m in a t io n and a n a l y s i s o f t h e d a t a w e r e m ade, c e r t a i n p r a c t i c e s a p p e a r e d t o b e r a t h e r g e n e r a l . T h e s e , t o g e t h e r w i t h some t r e n d s w h ic h w e r e n o t e d among p r a c t i c e s , w e r e d e v e lo p e d i n t o a l i s t . I t w as a p p a r e n t t h a t i t w o u ld b e m o st im p o r ta n t t o e v a l u a t e t h e s e f i n d i n g s in te r m s o f a s ta n d a r d o f g o o d p r a c t i c e . S i n c e t h e r e w as l i t t l e t o b e fo u n d i n t h e l i t e r a t u r e i n t h e way o f c r i t e r i a o r s t a n d a r d s , a s commonly a c c e p t e d b y s c h o o l a u t h o r i t i e s , i t w as a l l t h e m ore im p o r ta n t t o a t t e m p t t o a s s e s s t h e v a l i d i t y o f c u r r e n t p r a c t i c e in te r m s o f t h e o r e t i c a l c o n c e p t s from t h o s e who w e r e b e s t q u a l i f i e d t o do s o . I t w as d e c i d e d , t h e r e f o r e , t o e n l i s t t h e s e r v i c e s o f a r e a c t i o n p a n e l c o n s i s t i n g o f f i v e g r o u p s , e a c h com p osed o f f o u r r e s p o n d e n t s . Group A c o n s i s t e d o f f o u r p e r s o n s t e a c h i n g i n u n i v e r s i t i e s o r a c t i v e l y e n g a g e d in n a t i o n - w i d e r e s e a r c h i n p e r s o n n e l m a t t e r s . Group B c o n s i s t e d o f e m p lo y e e r e p r e s e n t a t i v e s o f l a r g e g r o u p s o f s c h o o l c l a s s i f i e d e m p lo y e e s . Group C w a s made up o f p a i d s t a f f m em bers, t a x p a y e r g r o u p s , and t h e N a t i o n a l Chamber o f Commerce. 39 Group D c o n s i s t e d o f p u b l i c s c h o o l b o a r d m em bers, a s s o c i a t i o n s o f p u b l i c s c h o o l b o a r d m em bers, and n a t i o n a l a s s o c i a t i o n o f s u p e r in t e n d e n t s o f p u b l i c s c h o o l s . Group C w as l i m i t e d t o p e r s o n s a c t i v e l y e n g a g e d i n a d m i n i s t r a t i o n o f c l a s s i f i e d p e r s o n n e l in l a r g e p u b l i c s c h o o l s y s t e m s in t h e U n ite d S t a t e s . Each p a n e l member w as s e n t a q u e s t i o n n a i r e and from t h e r e t u r n s , an a n a l y s i s w as m ade. Rank o r d e r l i s t i n g s o f a g r e e m e n ts and d is a g r e e m e n t s w e r e p r e p a r e d . CHAPTER IV BENEFIT PAYMENTS REQUIRED BY STATE LAW AND THOSE LOCALLY AGREED UPON P r a c t i c e s o f s c h o o l d i s t r i c t s p a r t i c i p a t i n g i n t h i s s tu d y c o n c e r n in g p a y m en ts made b y them t o c l a s s i f i e d em p l o y e e s a r e r e p o r t e d in t h i s c h a p t e r , t o g e t h e r w i t h an a n a l y s i s o f t h e d a t a . The a n a l y s i s c o v e r s n o t o n l y t h e t o t a l r e s p o n s e , b u t a n a l y s e s on t h e b a s e s o f g e o g r a p h ic r e g i o n s and c i t y s i z e d i f f e r e n c e s o f r e s p o n d e n t g r o u p s . The d a t a on w h ic h t h e s e a n a l y s e s a r e b a s e d a r e p r e s e n t e d i n s i x t e e n t a b l e s . P aym ents t o c l a s s i f i e d e m p lo y e e s a r e l i m i t e d t o f o u r t y p e s o f in s u r a n c e : W orkm en's C o m p en sa tio n , r e t i r e m e n t , h o s p i t a l ( i n c l u d i n g m e d ic a l and s u r g i c a l ) , and l i f e i n s u r a n c e . The d i s c u s s i o n i n d i c a t e s t h e e x t e n t t o w h ic h t h e d i s t r i c t s a r e r e q u i r e d t o p r o v id e t h e s e i n s u r a n c e c o v e r a g e s and t h e p o r t i o n o f t h e e x p e n s e w h ic h i s b o r n e by t h e d i s t r i c t . I . DISTRICT PRACTICES CONCERNING STANDARD BENEFITS TO CLASSIFIED EMPLOYEES Workmen1s C o m p en sa tio n A t o t a l o f n i n e t y - f o u r q u e s t i o n n a i r e s w as r e c e i v e d , 40 41 n i n e t y - t h r e e o f w h ic h a n sw e r e d t h e p o r t i o n r e l a t i n g t o W orkm en's C o m p e n sa tio n . As i s shown i n T a b le I , s i x t y - f i v e s c h o o l d i s t r i c t s , o r 6 9 .8 p e r c e n t , r e p o r t e d t h a t t h e y w e r e r e q u i r e d b y la w t o p r o v id e W orkm en's C o m p en sa tio n f o r t h e t y p i c a l c l a s s i f i e d e m p lo y e e . Of t h e s e s i x t y - f i v e d i s t r i c t s , f i f t y - s e v e n , o r 6 1 . 3 p e r c e n t , p a id t h e t o t a l e x p e n s e , w h i l e e i g h t d i s t r i c t s , o r 8 . 5 p e r c e n t , p a i d s o m e th in g l e s s th a n t h e t o t a l prem ium c o s t . T h ree d i s t r i c t s r e p o r t e d t h a t paym ent o f a l l o r a p o r t i o n o f t h e W orkm en's C o m p en sa tio n prem ium was a p a r t o f t h e i r p r a c t i c e , a lt h o u g h t h e y w e r e n o t r e q u i r e d by law t o do s o ( s e e T a b le I I ) . Of t h e s i x t y - e i g h t s c h o o l d i s t r i c t s w h ic h p r o v id e d t h e i r e m p lo y e e s w i t h t h i s c o v e r a g e , fo u r q u a l i f i e d t h e i r r e p l i e s b y s t a t i n g t h a t e i t h e r t h e y w e r e s e l f - i n s u r e d o r t h e p a r e n t m u n ic ip a l g o v ern m en t p r o v id e d t h e c o v e r a g e . I t w as a ssu m ed t h a t t h e i r r e s p o n s e s c o n c e r n in g t h e p o r t i o n p a id by t h e d i s t r i c t a r e v a l i d f o r c o m p a r iso n p u r p o s e s , i r r e s p e c t i v e o f t h e m eth o d o f i n s u r i n g . A n a l y s i s by s i z e o f c i t y i n w h ic h t h e s c h o o l i s l o c a t e d ( s e e T a b le I I I ) show s t h a t W orkm en's C o m p e n sa tio n i s m ore p r e v a l e n t i n C la s s I c i t i e s th a n i n t h e r e m a in in g g r o u p s , i t h a v in g b e e n r e p o r t e d b y 80 p e r c e n t o f a l l d i s t r i c t s i n C l a s s I c i t i e s , w h e r e a s t h e a v e r a g e f o r a l l r e p o r t i n g d i s t r i c t s w as 7 3 .2 p e r c e n t . C l a s s I I I c i t i e s r e p o r t e d t h a t 6 8 .2 p e r c e n t o f s c h o o l s in t h i s g ro u p p r o v i d e d W orkm en's C o m p en sa tio n t o i t s e m p lo y e e s . TABLE I WORKMEN'S COMPENSATION PREMIUMS PAID FOR IN WHOLE OR IN PART FROM SCHOOL DISTRICT FUNDS, AS REQUIRED BY STATE LAW (N = 93) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o t a l o r l e s s th an t o t a l premium T o t a l r e s p o n s e P r o - Not p r o v i d i n g v i d i n g Number o f s c h o o l d i s t r i c t s 37 65 28 Per c e n t 3 .2 5 .3 6 1 .3 6 9 .8 3 1 .2 Isj TABLE I I WORKMEN'S COMPENSATION PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION (N * 93) Amount o f premium p a id by d i s t r i c t T o t a l r e s p o n s e More than O n e -h a lf h a l f b u t l e s s T o t a l P ro - Not pro- C l a s s i f i c a t i o n o r l e s s than t o t a l premium v i d i n g v id in g Number o f s c h o o l d i s t r i c t s 4 5 Per c e n t 4 . 3 5 .4 59 68 25 6 3 .5 7 3 .2 2 6 .8 TABLE I I I WORKMEN'S COMPENSATION PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY SIZE OF CITY (N * = 93) C l a s s i f i c a t i o n 1 C U S S I " ( N - 5 ) (S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 o r more) Number Per c e n t I I CLASS I I (N -12) ( S c h o o ls in c i t i e s o f 5 0 0 .0 0 0 t o 1 ,0 0 0 ,0 0 0 ) Number Per c e n t I I I CLASS I I I (N -22) ( S c h o o ls in c i t i e s o f 2 5 0 .0 0 0 to 5 0 0 ,0 0 0 ) Number Per c e n t IV CLASS IV (N -54) (S c h o o ls in c i t i e s o f 1 0 0 .0 0 0 to 2 5 0 ,0 0 0 ) Number Per c e n t Amount o f premium p a id ky d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o ta l or l e s s than t o t a l e x p e n se P ro - Not p r o v i d i n g v i d i n g 1 20.0 0 0 2 9 .1 1 1.8 0 0 0 0 2 9 .1 3 5 .5 3 6 0 .0 9 7 5 .0 11 5 0 .0 36 66.8 4 8 0 .0 9 7 5 .0 15 68.2 40 7 4 .1 1 20.0 3 2 5 .0 7 3 1 .8 14 2 4 .9 ■ P * As i s s e e n in T a b le IV, w id e r e g i o n a l d i f f e r e n c e s e x i s t e d , a n a l y s i s sh o w in g a r a n g e e x t e n d in g from a low o f 3 7 .9 p e r c e n t t o a h ig h o f 100 p e r c e n t . The d a t a show t h a t w h e r e v e r W orkm en's C o m p en sa tio n w as p r o v id e d , t h e m a j o r it y p r a c t i c e was t o pay f o r t h e t o t a l e x p e n s e from d i s t r i c t f u n d s . The b a s i s f o r t h i s s t a t e m e n t i s t h e f a c t t h a t f i f t y - n i n e o f s i x t y - e i g h t d i s t r i c t s p a id t h e t o t a l premium c o s t . Of t h e n i n e d i s t r i c t s w h ic h r e q u ir e d an e m p lo y e e c o n t r i b u t i o n , t h e p r a c t i c e w as d i v i d e d a b o u t e q u a l l y b e tw e e n t h o s e w h ic h p a id h a l f o r l e s s and t h o s e w h ich p a id m ore th a n h a l f b u t l e s s th a n t h e f u l l c o s t . R e tir e m e n t Premiums The q u e s t i o n n a i r e ite m a t te m p te d t o a s c e r t a i n t h e number o f s c h o o l d i s t r i c t s w h ic h had a r e t i r e m e n t premium paym ent p l a n . The d a ta i n d i c a t e d o n ly t h o s e w h ic h r e sp o n d ed t o t h i s s p e c i f i c q u e s t i o n , and d id n o t c o v e r d i s t r i c t s w h ic h com b in ed s t a t e o r p r i v a t e p e n s io n p la n s w i t h S o c i a l S e c u r i t y ( s e e T a b le V ). D ata g iv e n in T a b le V r e v e a l t h a t f i f t y - e i g h t , o r 6 3 .7 p e r c e n t o f a l l d i s t r i c t s , r e p o r t e d t h a t a r e t i r e m e n t program f o r c l a s s i f i e d e m p lo y e e s w as a l e g a l r e q u ir e m e n t. An a d d i t i o n a l f i v e d i s t r i c t s r e p o r t e d t h e e x i s t e n c e o f a r e t i r e m e n t program w h ic h w as o p t i o n a l on t h e p a r t o f t h e s c h o o l d i s t r i c t ( s e e T a b le V I ) . In o t h e r w o r d s , s i x t y - TABLE IV WORKMEN'S COMPENSATION PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY GEOGRAPHIC REGION (N - 93) C l a s s i f i c a t i o n Amount o f premium paTa oy More than O n e -h a lf h a l f b u t l e s s or l e s s th an t o t a l T o t a l premium T o t a l r e s p o n s e P ro - Not pro* v i d i n g v i d i n g I SOUTH (N * 2 9 ) : Number Per c e n t 2 6 .9 0 0 9 3 1 .0 11 3 7 .9 18 6 2 .1 I I WEST ( N - 1 7 ) : Number Per c e n t 1 5 .9 2 1 1 .7 14 8 2 .4 17 100.0 0 0 I I I NORTHEAST (N = 2 1 ): Number Per c e n t 0 0 2 9 . 5 17 8 1 .0 19 9 0 .5 2 9 .5 IV NORTH CENTRAL (N = 2 6 ): Number Per c e n t 1 3 .8 1 3 .8 19 7 3 .2 21 8 0 .8 5 1 9 .2 ■ p - C T > TABLE V RETIREMENT PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS, AS REQUIRED BY STATE LA W (N =91) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o ta l o r l e s s than t o t a l premium T o t a l r e s p o n s e P r o v id in g Not pro* v id in g Number o f s c h o o l d i s t r i c t s Per c e n t 42 4 6 .1 11 12.1 5 58 33 5 .5 6 3 .7 3 6 .3 TABLE VI RETIREMENT PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LA W OR LOCAL LAW OR LOCAL REGULATION (N = 91) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o ta l o r l e s s th an t o t a l premium T o ta l r e s p o n s e P ro v id in g Not p r o v i d i n g Number o f s c h o o l d i s t r i c t s 43 15 5 63 28 Per c e n t 4 6 .2 1 6 .5 5 .5 6 9 .2 3 0 .8 ■ p- O D 49 t h r e e d i s t r i c t s o f a t o t a l o f n i n e t y - o n e w h ic h a n sw e r e d t h i s se g m e n t o f t h e q u e s t i o n n a i r e ( 6 9 ,2 p e r c e n t ) p r o v id e d f o r t h e paym ent o f a l l o r a p o r t i o n o f r e t i r e m e n t p rem iu m s. F o r t y - t h r e e o f t h i s number p a id h a l f o r l e s s o f t h e t o t a l e x p e n s e . F i v e p a id t h e t o t a l prem ium , t h e r e m a in in g f i f t e e n d i s t r i c t s p a y in g m ore th a n h a l f b u t l e s s th a n t h e f u l l prem ium c o s t . As i s s e e n in T a b le V I I , s c h o o l s l o c a t e d in t h e l a r g e s t c i t i e s , t h o s e in C l a s s I and C l a s s I I c i t i e s , show ed a h i g h e r p e r c e n t a g e o f p a r t i c i p a t i o n th a n d id t h e o t h e r two c l a s s e s o f c i t i e s . C la s s I I c i t i e s r e p o r t e d t h a t 9 2 * 3 p e r c e n t o f s c h o o l d i s t r i c t s had a r e t i r e m e n t program f o r c l a s s i f i e d e m p lo y e e s . The mean f o r a l l d i s t r i c t s w as 6 9 .2 p e r c e n t . A w id e r a n g e o f p e r c e n t a g e s was s e e n in co m p a rin g g e o g r a p h ic r e g i o n s o f t h e c o u n t r y ( s e e T a b le V I I I ) ; r e s p o n s e s r a n g e d from a h ig h o f 8 8 . 3 p e r c e n t f o r t h e W e ste r n r e g i o n t o a low o f 4 8 . 2 p e r c e n t f o r t h e S o u th . A l l b u t t h e S o u th e r n r e g i o n r e p o r t e d p e r c e n t a g e s a b o v e t h e norm . H o s p i t a l . M e d ic a l and S u r g i c a l I n s u r a n c e As i s s e e n in T a b le IX, no s c h o o l d i s t r i c t w as r e q u ir e d b y law t o p r o v id e h o s p i t a l , m e d ic a l and s u r g i c a l i n s u r a n c e c o v e r a g e . D a ta g i v e n in T a b le X r e v e a l t h a t t e n d i s t r i c t s i n d i c a t e d t h a t t h e y had c h o s e n t o p r o v id e t h i s t y p e o f TABLE V II RETIREMENT PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY SIZE OF CITY (N = 91) C l a s s i f i c a t i o n CLASS I (N=5) ( S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 o r m ore) Number Per c e n t Amount o f premium p a id by d i s t r i c t T o t a l r e s p o n s e More than O n e -h a lf h a l f b u t l e s s T o ta l P ro - Not pro- o r l e s s than t o t a l premium v id in g v id in g 4 8 0 .0 0 0 0 0 4 8 0 .0 1 20.0 I I CLASS I I (N -13) ( S c h o o ls in c i t i e s o f 5 0 0 ,0 0 0 t o 1 ,0 0 0 ,0 0 0 ) Number Per c e n t 7 5 3 .9 4 3 0 .7 1 7 .7 12 9 2 .3 1 7 .7 I I I CLASS I I I (N*=20) (S c h o o ls in c i t i e s o f 2 5 0 ,0 0 0 to 5 0 0 ,0 0 0 ) Number Per c e n t 8 4 0 .0 4 20.0 1 5 .0 13 6 5 .0 7 3 5 .0 IV CLASS IV (N -53) ( S c h o o ls in c i t i e s o f 1 0 0 ,0 0 0 to 2 5 0 ,0 0 0 ) Number Per c e n t 24 4 5 .3 7 1 3 .2 3 5 .6 34 6 4 .1 19 3 5 .9 TABLE VIII RETIREMENT PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY GEOGRAPHIC REGION (N = 91) Amount o f premium p a id by d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o t a l o r l e s s th an t o t a l premium C l a s s i f i c a t i o n r e s p o n s e P r o - Not pro- v i d i n g v i d i n g I SOUTH (N = 2 9 ): Number Per c e n t 10 3 4 .5 3 1 0 .3 1 3 .4 14 4 8 .2 15 5 1 .8 I I WEST (N = 1 7 ): Number Per c e n t 12 7 0 .7 3 1 7 .6 0 0 15 8 8 .3 2 1 1 .7 I I I NORTHEAST (N«=20) : Number Per c e n t 9 4 5 .0 5 2 5 .0 2 10.0 16 8 0 .0 4 20.0 IV NORTH CENTRAL (N = 2 5 ): Number Per c e n t 12 4 8 .0 4 1 6 .0 2 8.0 18 7 2 .0 7 2 8 .0 TABLE IX HOSPITAL, MEDICAL AND SURGICAL INSURANCE PREMIUMS PAID FOR IN WHOLE OR IN PART FROM SCHOOL DISTRICT FUNDS, AS REQUIRED BY STATE LAW (N = 91) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More th a n O n e - h a lf h a l f b u t l e s s T o t a l o r l e s s th a n t o t a l premium T o t a l r e s p o n s e P r o - Not p r o v i d i n g v i d i n g Number o f s c h o o l d i s t r i c t s 0 0 0 0 91 Per c e n t 0 . 0 0 0 0 . 0 1 0 0 .0 on N > TABLE X HOSPITAL, MEDICAL AND SURGICAL INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL LAW O R REGULATION (N = 91) Amount o f premium p a id by d i s t r i c t T o t a l r e s p o n s e More than O n e -h a lf h a l f b u t l e s s T o t a l P r o - Not pro- C l a s s i f i c a t i o n or l e s s than t o t a l premium v i d i n g v id in g Number o f s c h o o l d i s t r i c t s 4 1 6 11 80 Per c e n t 4 . 4 1 .0 6 .6 1 2 .0 8 8 .0 L n U > 54 in s u r a n c e t o t h e i r e m p lo y e e s . Thus a t o t a l o f e l e v e n d i s t r i c t s , o r 12 p e r c e n t o f a l l d i s t r i c t s , p r o v id e d a h o s p i t a l , m e d ic a l an d s u r g i c a l I n s u r a n c e p rogram and assu m ed a t l e a s t a p o r t i o n o f t h e prem ium e x p e n s e . S i x o f e l e v e n d i s t r i c t s p a id t h e t o t a l prem ium ; o n e d i s t r i c t p a id m ore th a n h a l f b u t l e s s th a n t h e w h o le p r e mium an d fo u r r e p o r t e d t h a t t h e d i s t r i c t p a id h a l f o r l e s s o f t h e prem ium c o s t . W h ile a mean o f 12 p e r c e n t o f a l l d i s t r i c t s r e p o r t e d t h i s s o r t o f c o v e r a g e , c o m p a r iso n o f r e s p o n d e n t d i s t r i c t s on t h e b a s i s o f s i z e o f c i t y ( s e e T a b le X I) show ed a w id e r a n g e , v a r y in g from a maximum o f 3 3 . 3 t o 0 . 0 p e r c e n t . No s c h o o l d i s t r i c t among C l a s s I c i t i e s r e p o r t e d any paym ent o f prem ium s o f t h i s s o r t . A s i m i l a r d i f f e r e n c e w as n o t e d i n g r o u p in g t h e p o p u l a t i o n by r e g i o n s ( s e e T a b le X I I ) : i n t h e N o r t h e a s t r e g i o n 25 p e r c e n t o f d i s t r i c t s p r o v id e d t h i s t y p e o f b e n e f i t , w h i l e a l l o t h e r r e g i o n s w e r e b e lo w t h e m ean . I t w as i n t e r e s t i n g t o n o t e t h a t d i s t r i c t s in t h i s r e g i o n w e r e e q u a l l y d i v i d e d b e tw e e n t h e p r a c t i c e o f p a y in g t h e t o t a l e x p e n s e and t h a t o f p a y in g h a l f o r l e s s o f t h e prem ium c o s t . L i f e I n s u r a n c e Premium s One o f t h e n i n e t y s c h o o l s i n d i c a t e d a l e g a l r e q u i r e m ent t o p ay any p o r t i o n o f a l i f e in s u r a n c e prem ium f o r e m p lo y e e s ( s e e T a b le X I I I ) . TABLE XI HOSPITAL, MEDICAL AND SURGICAL INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY SIZE OF CITY (N = 91) C l a s s i f i c a t i o n CLASS I (N=5) ( S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 o r m ore) Number Per c e n t Amount o f premium p a id by d i s t r i c t T o t a l r e s p o n s e More than O n e -h a lf h a l f b u t l e s s T o t a l P r o - Not pro- o r l e s s than t o t a l premium v i d i n g v i d i n g 0 0 0 0 0 0 0 0 5 100.0 I I CLASS I I (N -12) ( S c h o o ls in c i t i e s o f 5 0 0 ,0 0 0 to 1 ,0 0 0 ,0 0 0 ) Number Per c e n t 2 1 6 .7 1 8 .3 1 8 .3 4 3 3 .3 8 6 6 .7 I I I CLASS I I I (N=21) ( S c h o o ls in c i t i e s o f 2 5 0 ,0 0 0 to 5 0 0 ,0 0 0 ) Number Per c e n t 0 0 0 0 2 9 . 5 2 9 .5 19 9 0 .5 IV CLASS IV (N=53) ( S c h o o ls in c i t i e s o f 1 0 0 ,0 0 0 to 2 5 0 ,0 0 0 ) Number Per c e n t 2 3 .8 0 0 3 5 .7 5 9 . 5 48 9 0 .5 TABLE X II HOSPITAL, MEDICAL AND SURGICAL INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL REGULATION, DISTRIBUTED BY GEOGRAPHIC REGION (N = 91) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More than O n e -h a lf h a l f b u t l e s s T o ta l or l e s s than t o t a l ______ premium T o ta l r e s p o n s e P ro - Not p r o v id in g v id in g I SOUTH ( N - 2 9 ) : Number Per c e n t 0 0 c 0 2 6.8 2 6.8 27 9 3 .2 I I WEST (N=15) : Number Per c e n t 1 6.6 0 0 0 0 1 6 .6 14 9 3 .4 I I I NORTHEAST ( N - 2 0 ) : Number Per c e n t 2 10.0 1 5 .0 2 10.0 5 2 5 .0 15 7 5 .0 IV NORTH CENTRAL ( N - 2 7 ) : Number Per c e n t 1 3 .3 0 0 2 6 .7 3 11.0 24 8 9 .0 L n O ' TABLE X I I I LIFE INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS, AS REQUIRED BY STATE LAW (N « = 90) C l a s s i f i c a t i o n Amount o f premium p a id by d i s t r i c t More th an O n e -h a lf h a l f b u t l e s s T o ta l o r l e s s than t o t a l premium T o t a l r e s p o n s e P ro v i d i n g Not p r o v id in g Number o f s c h o o l d i s t r i c t s 0 89 Per c e n t 1 .0 6 0 0 1 .0 6 9 8 .9 4 58 As i s shown in T a b le XIV, s e v e n d i s t r i c t s r e p o r t e d t h a t t h e y v o l u n t a r i l y a g r e e d t o p r o v id e a l i f e in s u r a n c e p la n f o r c l a s s i f i e d e m p lo y e e s . In a l l , i t w as fou n d t h a t e i g h t d i s t r i c t s had l i f e in s u r a n c e p rogram s and p a id some p o r t i o n o f t h e e x p e n s e from d i s t r i c t fu n d s ; t h i s w as 8 . 8 p e r c e n t o f t h e t o t a l d i s t r i c t s r e p o r t i n g . The m a j o r i t y o f t h e s e e i g h t d i s t r i c t s r e p o r t e d t h a t t h e y p a id h a l f o r l e s s o f t h e premium c o s t . A c o m p a r iso n on t h e b a s i s o f s i z e o f c i t y ( s e e T a b le XV) show ed t h a t a l i f e in s u r a n c e program w as m o st p r e v a l e n t in C la s s I c i t i e s w h ere 40 p e r c e n t p a r t i c i p a t i o n w as d i s c o v e r e d . C la s s I I I c i t i e s r e p o r t e d t h e lo w e s t p e r c e n t a g e o f p a r t i c i p a t i o n ( 5 . 6 p e r c e n t ) . As i s s e e n in T a b le XVI, t h e n o r t h e a s t e r n r e g io n r e p o r t e d 1 4 .2 p e r c e n t p a r t i c i p a t i o n , w h ic h w as t h e h i g h e s t o f t h e f o u r r e g i o n s ; th e W e ster n r e g i o n , t h e r e g io n w i t h t h e lo w e s t p e r c e n t a g e o f p a r t i c i p a t i o n , r e p o r t e d 5 .9 p er c e n t o f d i s t r i c t s p a r t i c i p a t i n g . I I . SUPPLEMENTARY COMMENTS T h is s e c t i o n o f t h e q u e s t i o n n a i r e e l i c i t e d c e r t a i n com m ents w h ic h w ere c o n s id e r e d s i g n i f i c a n t en ou gh t o r e p o r t . A c i t y in t h e S t a t e o f New York r e p o r t e d t h a t " t h e r e i s a p la n u n d e r f o o t t o su p p le m e n t r e t i r e m e n t w it h S o c i a l S e c u r i t y a t an e a r l y t im e ." The same c i t y a l s o r e p o r t e d TABLE X IV LIFE INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL LAW OR REGULATION (N * 90) Amount o f premium p a id by d i s t r i c t T o ta l r e s p o n s e C l a s s i f i c a t i o n More than O n e -h a lf h a l f b u t l e s s o r l e s s than t o t a l T o ta l premium P r o v id in g Not p r o v id in g Number o f s c h o o l d i s t r i c t s 5 1 2 8 82 Per c e n t 5 .5 1 .1 2 .2 8 .8 9 1 .2 U i \D TABLE XV LIFE INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL LAW OR REGULATION, DISTRIBUTED BY SIZE OF CITY (N - 90) C l a s s i f i c a t i o n CLASS I (N=5) ( S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 o r more) Number Per c e n t O n e -h a lf o r l e s s premium pal'd ky d i s t r i c t More than h a l f b u t l e s s than t o t a l T o t a l premium P r o - Not p r o v i d i n g v i d i n g 1 20.0 1 20.0 0 0 2 4 0 .0 3 6 0 .0 I I CLASS I I (N“ 12) ( S c h o o ls in c i t i e s o f 5 0 0 .0 0 0 t o 1 ,0 0 0 ,0 0 0 ) Number P er c e n t I I I CLASS I I I (N=20) ( S c h o o ls in c i t i e s o f 2 5 0 .0 0 0 t o 5 0 0 ,0 0 0 ) Number Per c e n t 1 8 .3 1 5 .0 0 0 0 0 0 0 1 5 .0 1 8 .3 2 10.0 11 9 1 .7 18 9 0 .0 IV CLASS IV (N»53) ( S c h o o ls in c i t i e s o f 1 0 0 ,0 0 0 t o 2 5 0 ,0 0 0 ) Number Per c e n t 2 3 .8 0 0 1 1.8 3 5 .6 50 9 4 .4 TABLE X V I LIFE INSURANCE PREMIUMS PAID FOR IN W HOLE OR IN PART FROM SCHOOL DISTRICT FUNDS EITHER REQUIRED OR PERMITTED BY STATE LAW OR LOCAL LAW OR REGULATION, DISTRIBUTED BY GEOGRAPHIC REGION (N = 90) Classification Amount o f premium p a id by d i s t r i c t T o t a l r e s p o n s e More than One-half half but less Total Pro- Not pro- or less than total premium viding viding I SOUTH (N*29): Number Per c e n t 2 6 .9 0 0 0 0 2 6.0 27 93.1 II WEST (N*=15) : Number Per c e n t 1 6.6 0 0 0 0 I 6.6 14 93.4 III NORTHEAST (N=20): Number Per c e n t 1 5 .0 1 5 .0 1 5 .0 3 15.0 17 85.0 IV NORTH CENTRAL (N=26) : Number Per c e n t 1 3.85 0 0 1 3.85 2 7.7 24 92.3 62 t h a t th e h ead c u s t o d ia n in e a c h s c h o o l i s g iv e n a lump sum b u d g e t t o em ploy a s many c u s t o d i a n s a s he d e s i r e s a t any l e v e l o r a b o v e t h e minimum w a g es e s t a b l i s h e d . The h ea d c u s t o d ia n p r o v id e s t h e W orkmen's C o m p en sa tio n f o r h i s em p l o y e e s o u t o f t h e lump sum b u d g e t w h ic h h e i s g i v e n . A n o th e r c i t y in t h e S t a t e o f New York h a s r e p o r t e d t h a t i t w as s e l f - i n s u r e d f o r Workmen’ s C o m p e n sa tio n . A s c h o o l d i s t r i c t in M a s s a c h u s e tt s r e p o r t e d t h a t "Workmen's Compensa t i o n i s p a id from t h e c i t y b u d g e t, n o t from t h e s c h o o l f u n d s ." A s c h o o l d i s t r i c t in C o n n e c t ic u t r e p o r t e d t h a t " r e t ir e m e n t and W orkmen's C om p en sation a r e n o t p r o v id e d f o r in t h e s c h o o l b u d g e t b u t a r e b u d g e te d in m u n ic ip a l fu n d s ; c l a s s i f i e d e m p lo y e e s a r e t r e a t e d a s a segm en t o f a body o f m u n ic ip a l e m p lo y e e s . F r in g e b e n e f i t s o b t a in e d , in g e n e r a l , o n ly a s u n io n s o f t h e s e e m p lo y e e s a r e a b l e t o f o r c e them a t e l e c t i o n t im e ." A c i t y in th e S t a t e o f P e n n s y lv a n ia r e p o r t e d t h a t th e y had e l e c t e d t o i n t e g r a t e t h e i r r e t ir e m e n t s y s te m w it h S o c i a l S e c u r i t y . A c i t y in C a l i f o r n i a r e p o r t e d p a y in g t h e d i f f e r e n c e b e tw e e n Workmen’ s C om p en sation and r e g u l a r pay f o r a p e r io d o f up t o s i x t y d a y s p e r y e a r . A s c h o o l d i s t r i c t in O hio r e p o r t e d t h a t O hio law p r o v id e d f o r l e v y i n g a t a x e q u a l t o t h e o b l i g a t i o n e a c h y e a r f o r W orkmen's C o m p en sa tio n . A c i t y in F l o r i d a r e p o r t e d t h a t t h e s t a t e p a y s f o r r e t i r e m e n t p a y m en ts on a m a tc h in g b a s i s . A c i t y in Oklahoma r e p o r t e d t h a t " e m p lo y e e s in j u r e d in l i n e o f d u ty and who c a n n o t work a r e e n t i t l e d t o up t o tw e n ty 63 d a y s w i t h pay o v e r and a b o v e s i x k l e a v e . H ow ever, t h e r e i s no W orkm en's C o m p en sa tio n a s s u c h . L o c a l la w s and s t a t u t e s h a v e n o t a llo w e d and h a v e n o t r e q u ir e d s c h o o l d i s t r i c t s t o g i v e p r o t e c t i o n in t h e form o f i n s u r a n c e o r c o m p e n sa tio n t o t h e i r e m p lo y e e s . H ow ever, c u r r e n t l y , many a t t e m p t s a r e b e i n g made t o e x t e n d W orkm en's C o m p en sa tio n and o t h e r b e n e f i t s t o s t a t e and m u n ic ip a l e m p lo y e e s ." I I I . CHAPTER SUMMARY T h is c h a p t e r h a s r e p o r t e d and a n a ly z e d t h e d a t a c o n c e r n i n g p a y m en ts r e q u ir e d by s t a t e law and l o c a l l y a g r e e d upon p a y m en ts t o p r o v id e in s u r a n c e o r p r o t e c t i o n p l a n s f o r c l a s s i f i e d e m p lo y e e s , and t h e p a r t p a id from s c h o o l d i s t r i c t f u n d s . F ou r d i f f e r e n t t y p e s o f in s u r a n c e and p r o t e c t i o n p la n s w e r e a n a ly z e d : (a ) W orkm en's C o m p e n sa tio n ; (b ) r e t i r e m e n t p l a n s ; ( c ) h o s p i t a l , m e d ic a l and s u r g i c a l p l a n s ; and (d) l i f e in s u r a n c e p l a n s . In a d d i t i o n , c e r t a i n com m e n ts r e l a t i n g t o t h e it e m s w e r e q u o te d from some o f t h e r e s p o n d e n t s . The a n a l y s i s w as made o f t o t a l g ro u p r e s p o n s e s in term s o f t h e r e g i o n a l c l a s s i f i c a t i o n s and s i z e o f th e c i t i e s in w h ic h t h e s c h o o l d i s t r i c t s w e r e l o c a t e d . The r e s u l t s o f t h e s u r v e y o f t h e s e in s u r a n c e p l a n s f o r c l a s s i f i e d e m p lo y e e s a r e sum m arized in some d e t a i l , and th e n a s a b r i e f g e n e r a l summary. S p e c i f i c a l l y , W orkmen's C o m p en sa tio n w as t h e m o st commonly p r o v id e d i n s u r a n c e c o v e r a g e w it h a t o t a l o f 64 s i x t y - e i g h t d i s t r i c t s , o r 7 3 .4 p e r c e n t , p r o v i d i n g t h i s s o r t o f c o v e r a g e . W orkm en's C o m p en sa tio n i s t h e m o st com mon form o f in s u r a n c e im p o sed by s t a t e la w . S i x t y - f i v e s c h o o l d i s t r i c t s , o r 6 9 . 8 p e r c e n t , w ere r e q u ir e d b y law t o p r o v i d e t h i s t y p e o f in s u r a n c e c o v e r a g e . Of t h i s num ber, f i f t y - n i n e d i s t r i c t s p a id t h e t o t a l premium c o s t . C la s s I c i t i e s r e p o r t e d t h e g r e a t e s t p e r c e n t a g e o f s c h o o l d i s t r i c t s w h ic h p r o v id e d W orkm en's C o m p en sa tio n (a t o t a l o f 80 p e r c e n t ) . The W e ste r n r e g i o n r e p o r t e d t h a t 100 p e r c e n t o f s c h o o l s p r o v id e d W orkm en's C o m p e n sa tio n . The q u e s t i o n n a i r e ite m a t te m p te d t o a s c e r t a i n t h e number o f s c h o o l d i s t r i c t s w h ic h had a r e t i r e m e n t premium p aym ent p l a n . The d a ta i n d i c a t e d o n ly t h o s e d i s t r i c t s w h ic h r e s p o n d e d t o t h i s s p e c i f i c q u e s t i o n , and d id n o t c o v e r d i s t r i c t s w h ic h com b in ed s t a t e o r p r i v a t e p e n s io n p l a n s w i t h S o c i a l S e c u r i t y . R e t ir e m e n t c o v e r a g e w as fo u n d t o b e t h e n e x t m o st common in s u r a n c e p r o v id e d by s c h o o l d i s t r i c t s ; s i x t y - t h r e e d i s t r i c t s , o r 6 9 . 2 p e r c e n t , p r o v i d i n g r e t i r e m e n t p la n s f o r c l a s s i f i e d e m p lo y e e s . F o r t y - t h r e e o f a t o t a l o f s i x t y - t h r e e d i s t r i c t s p a i d h a l f o r l e s s o f t h e c o s t o f r e t i r e m e n t, t h e b a l a n c e o f t h e prem ium c o s t b e i n g p a id f o r by t h e e m p lo y e e . S c h o o l d i s t r i c t s in C la s s I I c i t i e s r e p o r t e d t h e h i g h e s t p e r c e n t a g e o f d i s t r i c t s p r o v id in g r e t i r e m e n t c o v e r a g e , a t o t a l o f 9 2 . 3 p e r c e n t . The W e ste r n r e g i o n had t h e h i g h e s t p e r c e n t a g e o f r e t i r e m e n t p la n c o v e r a g e , o r a 65 p e r c e n t a g e o f 8 8 . 3 . R e tir e m e n t p l a n s w e r e t h e s e c o n d m o st common r e q u ir e m e n t im p o sed on s c h o o l d i s t r i c t s b y s t a t e la w . R e tir e m e n t p l a n s w e r e in e f f e c t in f i f t y - e i g h t s c h o o l d i s t r i c t s , o r 6 3 .7 p e r c e n t o f t h e t o t a l . E le v e n d i s t r i c t s w e r e fo u n d t o p r o v id e h o s p i t a l , m e d ic a l and s u r g i c a l i n s u r a n c e , prem ium s b e i n g p a id e i t h e r in w h o le o r in p a r t from s c h o o l d i s t r i c t f u n d s . S i x o f t h e e l e v e n d i s t r i c t s p a id t h e t o t a l premium f o r h o s p i t a l , m e d ic a l and s u r g i c a l i n s u r a n c e . S c h o o l d i s t r i c t s l o c a t e d i n C l a s s I I c i t i e s i n d i c a t e d t h e h i g h e s t p e r c e n t a g e o f s c h o o l d i s t r i c t s w h ic h p r o v id e d t h i s ty p e o f in s u r a n c e c o v e r a g e , a t o t a l o f 3 3 .3 p e r c e n t . On t h e b a s i s o f g e o g r a p h ic r e g i o n s , t h e n o r t h e a s t e r n r e g i o n r e p o r t e d t h e h i g h e s t p e r c e n t a g e , a t o t a l o f 25 p e r c e n t . One s c h o o l d i s t r i c t , t h e D i s t r i c t o f C o lu m b ia , r e p o r t e d t h a t a p o r t i o n o f l i f e i n s u r a n c e prem ium s w e r e p a id from d i s t r i c t f u n d s , in l i n e w it h f e d e r a l c i v i l s e r v i c e r e q u ir e m e n ts im p osed on t h e d i s t r i c t . Among i n s u r a n c e c o v e r a g e s d i s c u s s e d in t h i s c h a p t e r , h o s p i t a l , m e d ic a l, s u r g i c a l and l i f e in s u r a n c e w e r e l e a s t o f t e n r e q u ir e d by s t a t e r e g u l a t i o n . S ev en s c h o o l d i s t r i c t s r e p o r t e d t h a t t h e y p r o v id e d l i f e i n s u r a n c e c o v e r a g e f o r t h e i r e m p lo y e e s , m ak in g a t o t a l o f e i g h t d i s t r i c t s , o r 8 . 8 p e r c e n t o f a l l d i s t r i c t s r e p o r t i n g . F i v e o f t h e e i g h t d i s t r i c t s I n d i c a t e d t h a t t h e y p a i d h a l f o r l e s s o f th e premium c o s t from d i s t r i c t f u n d s . F o r t y p e r c e n t o f 66 schools located In Class 1 c i t i e s rep o rted that they pro* vlded life Insurance and paid some portion of the prem ium . T he northeastern region had th e h ig h e s t percentage am ong the four geographic regions; 1 A -• 2 p e r cent of schools In this region provided lif e in s u ra n c e coverage for classified employees • Briefly summarized, Workmen * s Compensation w as found to be the most common Insurance coverage Imposed on schools by state law. Retirement premiums a re the second m ost com m o n requirement Imposed on sch o o l d i s t r i c t s by state law. Hospital, medical, surgical and l i f e insurance are the types of insurance required l e a s t o fte n by state law. A greater percentage of d i s t r i c t s choose to provide hospital, medical and surgical Insurance th a n provide any other type of insurance covered In th is c h a p t e r . School districts located in Class I c itie s p ro v id e more coverage than do those In the other three sizes o f c i t i e s . Com paring insur ance coverage on the basis of g eo g rap h ic area, the W estern region was seen to be the most g enerou s with respect to the granting and providing for in s u ra n c e coverage for classi fied employees. CHAPTER V PAYMENTS FOR TIME NOT WORKED DURING THE REGULAR W ORK YEAR I . INTRODUCTION In t h i s c h a p t e r a r e p r e s e n t e d t h e s u r v e y f i n d i n g s p e r t a i n i n g t o p a y m en ts made t o c l a s s i f i e d e m p lo y e e s in l a r g e - c i t y s c h o o l d i s t r i c t s f o r tim e n o t w orked d u r in g t h e r e g u l a r work y e a r . P r a c t i c e s o f t h e n i n e t y - f o u r r e s p o n d e n t d i s t r i c t s a s a w h o le and a s g ro u p ed in term s o f s i z e o f c i t i e s and g e o g r a p h i c a l a r e a s w ere a n a l y z e d . The d a ta upon w h ic h t h e a n a l y s e s w e r e b a s e d a r e p r e s e n t e d i n t a b l e form . The it e m s c o n s id e r e d in t h i s c h a p t e r p e r t a i n e d t o e m p lo y e e a b s e n c e s from work t h a t w er e e s s e n t i a l l y o f an o c c a s i o n a l n a t u r e , i . e . , t h o s e t h a t c o u ld n o t b e p r e d i c t e d th r o u g h o u t t h e y e a r . T h e s e a b s e n c e s a r e u s u a l l y n o t s u b j e c t t o t h e c o n t r o l o f t h e e m p lo y e e and r e s u l t from p e r s o n a l i l l n e s s o r a c c i d e n t o c c u r r in g e i t h e r t o t h e e m p lo y e e o r t o h i s im m e d ia te f a m i l y , from su c h c i v i c r e s p o n s i b i l i t i e s a s c o u r t a t t e n d a n c e , from v o t i n g d u t i e s , o r from a n n u a l m i l i t a r y l e a v e . O th er a b s e n c e s su c h a s p a id h o l i d a y s a r e u s u a l l y a s s o c i a t e d w it h s o c i a l c u sto m , m ores and l e g a l r e q u ir e m e n t s . A f i n a l grou p o f a b s e n c e s from work 67 68 w as i d e n t i f i e d f o r i n c l u s i o n in t h i s p a r t o f t h e s t u d y , i . e . , m e e t in g s w h ic h p r e su m a b ly a r e f o r t h e b e n e f i t o f t h e e m p lo y e r s u c h a s c o n v e n t io n a t t e n d a n c e , i n - s e r v i c e t r a i n i n g o r e m p lo y e e a s s o c i a t i o n m e e t i n g s . W here a p p l i c a b l e , i n f o r m a tio n w as o b t a in e d c o n c e r n in g (1 ) t h e amount o f tim e o f f a llo w e d f o r e a c h o c c a s i o n a l a b s e n c e o r f o r e a c h y e a r , (2 ) w h e th e r t h e r e was a l i m i t a t i o n im p o sed on su c h a b s e n c e , (3 ) w h e th e r p ay was a l l o w e d , and (4 ) i f a l l o w e d , w h e th e r i t w as f u l l p ay o r p a r t p a y . R e g u la r v a c a t i o n a l l o w a n c e s w e r e n o t c o n s id e r e d in t h i s c h a p t e r s i n c e t h e y a r e r e g u l a r a l l o w a n c e s w h ich a r e g r a n t e d a n n u a l l y . O th er a llo w a n c e s f o r tim e o f f on a r e g u l a r l y s c h e d u le d o r d a i l y p e r i o d , su c h a s " c o f f e e - b r e a k s , " r e s t p e r i o d s , e t c . , a r e i n c lu d e d in a s u b s e q u e n t c h a p t e r . I I . ANALYSIS OF EXISTING PRACTICES P a id H o lid a y s S i x t y - t h r e e r e s p o n s e s w ere r e c e i v e d t o t h i s q u e s t i o n , th e o t h e r t h i r t y - o n e f a i l i n g t o g i v e an a n s w e r . As i s p r e s e n t e d i n T a b le X V II, a w id e v a r i e t y o f p a id h o l i d a y s w e r e r e p o r t e d l y g r a n t e d t o c l a s s i f i e d s c h o o l e m p lo y e e s . The minimum number r e p o r t e d w as f i v e d a y s p e r y e a r and t h e maximum w as f i f t e e n d a y s p e r y e a r . The mean number o f d a y s f o r t h e t o t a l g ro u p w as 9 . 2 d a y s p e r y e a r . A n a l y s i s by s i z e o f c i t y show ed t h a t t h e r a n g e o f m eans e x t e n d e d from a h ig h o f 1 0 .0 d a y s p e r y e a r t o a low o f 8 . 5 d a y s . 69 TABLE XVII FREQUENCY DISTRIBUTION OF THE NUMBER OF PAID HOLIDAYS AMONG LARGE-CITY SCHOOL DISTRICTS (N - 63) Number o f days Number o f p er y e a r d i s t r i c t s 5 2 6 10 7 10 8 9 9 5 10 6 11 7 12 6 13 3 14 2 15 3 Mean number o f days - 9 . 2 p e r y e a r . 70 A n a l y s i s on t h e b a s i s o f p o p u la t io n g r o u p s ( s e e T a b le X V III) show s t h a t C la s s I I I c i t i e s had t h e h i g h e s t mean number o f d a y s o f p a id h o l i d a y s p e r y e a r . A much w id e r r a n g e w as fou n d when co m p a rin g s c h o o l g r o u p s on th e b a s i s o f g e o g r a p h ic r e g i o n ( s e e T a b le X IX ); t h e r a n g e e x te n d e d from a minimum o f 7 .5 d a y s p e r y e a r f o r s c h o o l s in th e N orth C e n t r a l r e g io n t o a h ig h o f 1 0 .8 d a y s f o r t h e W estern r e g io n s c h o o l s . The mode in t h e W e ste r n r e g i o n was t h i r t e e n d a y s; t h a t f o r t h e N o rth C e n t r a l r e g i o n b e i n g s i x d a y s . C ourt A tte n d a n c e D ata g iv e n in T a b le s XX, XXI and XXII r e v e a l t h a t w it h r e s p e c t t o p a id a b s e n c e f o r r e q u ir e d c o u r t a p p e a r a n c e , s e v e n t y - t w o r e s p o n s e s w e r e r e c e i v e d , o f w h ic h s i x t y - t h r e e , o r 8 7 .5 p e r c e n t , r e p o r t e d p r o v i s i o n o f f u l l s a l a r y t o em p l o y e e s c a l l e d f o r c o u r t a t t e n d a n c e . Of t h i s num ber, t h i r t e e n had p o l i c i e s w h ic h p r o v id e d t h a t e m p lo y e e s b e g iv e n f u l l s a l a r y f o r t h e p e r i o d s p e n t in c o u r t , e i t h e r a s a w i t n e s s o r a s a j u r o r , l e s s t h e c o u r t f e e s r e c e i v e d by h im . N in e s c h o o l s , o r 1 2 .5 p e r c e n t , p a id s o m e th in g l e s s th a n f u l l p a y . O nly s c h o o l s in C l a s s IV c i t i e s r e p o r t e d p a y in g l e s s th a n f u l l s a l a r y f o r c o u r t a b s e n c e s ; 78 p e r c e n t o f t h e s e c i t i e s p a id f u l l s a l a r y . A r e g i o n a l a n a l y s i s show ed a r a n g e o f p e r c e n t a g e s from a minimum o f 8 2 . 3 t o a h ig h o f 9 3 .7 p e r c e n t . TABLE XVIII FREQUENCY DISTRIBUTION OF THE NUMBER OF PAID HOLIDAYS, BY SIZE OF CITY (N = 63) Number o f days o f C la ss I c i t i e s C la ss II c i t i e s C la ss I I I c i t i e s C la ss IV c i t i e s p a id h o lid a y s (N = 5 ) (N = 12) (N - 17) (N « 29) 5 0 0 1 1 6 1 2 1 6 7 0 2 3 5 8 0 3 0 6 9 0 0 4 1 10 2 0 0 4 11 1 3 1 2 12 1 0 4 1 13 0 1 1 1 14 0 0 0 2 15 0 1 2 0 Mean 9 .8 8 .5 1 0 .0 8 .5 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on d en t d i s t r i c t s were locat< I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 300,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 50,000 to 500,000 p o p u la tio n IV 100,000 to 25 0 ,0 0 0 p o p u la tio n TABLE XIX FREQUENCY DISTRIBUTION OF THE NUMBER OF PAID HOLIDAYS, BY GEOGRAPHIC REGION Number o f days o f South West N o rth ea st North c e n t r a l p a id h o lid a y s (N=17) (N=12) (N=12) (N=22) 5 1 1 0 0 6 2 0 I 8 7 1 I 1 6 8 6 0 0 3 9 I 2 1 1 10 1 I 3 1 11 0 1 3 3 12 9 I— 1 2 0 13 1 4 0 0 14 0 1 0 0 15 2 0 1 0 Mean 9 .2 8 1 0 .8 10.3 7. TA B L E XX PAYMENTS TO C L A S S I F I E D EMPLOYEES FO R T IM E NOT WORKED DURING THE REGULAR WORK YEAR IN L A R G E -C IT Y SCHOOL D I S T R I C T S A m o u n t o f s a l a r y p a i d T o t a l r e s p o n s e R e a s o n f o r t i m e o f f O n e - h a l f o r l e s s h a l f b u t l e s s t h a n t o t a l F u l l s a l a r y P r o v i d i n g N o t p r o v i d i n g C o u r t a t t e n d a n c e ( N = 7 2 ) Numb e r P e r c e n t 3 4 . 2 6 8 . 3 6 3 * 8 7 . 5 72 1 0 0 . 0 0 T i m e o f f t o v o t e ( N = 4 4 ) N u m b e r P e r c e n t 0 0 0 0 4 4 1 0 0 . 0 4 4 1 0 0 . 0 0 I l l n e s s o f m e m b e r o f i m m e d i a t e f a m i l y ( N = 6 0 ) N u m b e r P e r c e n t 4 6 . 6 1 1 . 6 4 6 7 6 . 8 6 0 * * 1 0 0 . 0 0 B e r e a v e m e n t l e a v e ( N = 8 2 ) Numb e r P e r c e n t 2 7 4 1 I . 2 72 8 7 . 9 8 2 * * * 1 0 0 . 0 0 T i m e o f f f o r a p p r o v e d p e r s o n a l r e a s o n s ( N = 4 7 ) 0 U 0 47 0 C o n v e n t i o n a t t e n d a n c e ( N = 6 8 ) 0 0 6 8 0 C o l l e g e a t t e n d a n c e ( N = 6 ) c 0 r 6 0 U n i o n o r e m p l o y e e a s s o c i a t i o n s ( N = 1 2 ) 0 1 0 12 0 I n - s e r v i c e t r a i n i n g ( N = 2 3 ) Q 0 2 3 0 C h r i s t m a s s h o p p i n g ( N = 8 ) 0 0 0 8 0 * I n c l u d e s t h i r t e e n r e s p o n s e s i n d i c a t i n g f u l l s a l a r y l e s s c o u r t f e e s ( 1 8 p e r c e n t o f t o t a l r e s p o n s e s ) . ■ * "* I n c l u d e s n i n e d i s t r i c t s r e p o r t i n g n o s e t r u l e r e l a t i n g t o p a y ( 1 5 p e r c e n t ) . * * * I n c l u d e s s e v e n d i s t r i c t s ( o r 8 . 5 p e r c e n t ) r e p o r t i n g n o s e t r u l e r e l a t i n g t o p a y a n d t w e n t y - o n e w h o d i d n o t r e p o r t t h e n u m b e r o f d a y s p e r b e r e a v e m e n t . TABLE XXI DISTRIBUTION OF PAYMENTS MADE TO CLASSIFIED EMPLOYEES FOR TIME NOT W ORKED DURING THE REGULAR W ORK YEAR, BY SIZE OF CITY C la ss I C la ss ill C la ss I I I C la ss IV Reason fo r tim e o f f ( 1 ,0 0 0 ,0 0 0 (5 0 0 ,0 0 0 (2 5 0 ,0 0 0 (1 0 0 ,0 0 0 ____________________________________________ p o p u la tio n ) p o p u la tio n ) p o p u la tio n ) p o p u la tio n ) B. COURT ATTENDANCE (N-63) F u l l pay 5 12 14 32 Per c e n t 100.0 100.0 100.0 7 8.0 More than one h a l f 3 Per cen t 7 .3 H alf or l e s s 6 Per c e n t 14.7 No r e sp o n se 1 8 13 C. TIME OFF TO VOTE (N«=44) 3 9 6 26 D. FAMILY ILLNESS (N-60) 3 11 13 33 F. PERSONAL (N-47) 2 9 9 27 G. CONVENTIONS (N-68) 4 12 15 37 H. COLLEGE ATTENDANCE (N-6) 0 2 0 4 I. UNIONS (N=12) 0 4 2 6 J . IN-SERVICE TRAINING (N*23) 0 5 5 13 K. CHRISTMAS SHOPPING (N«8) 1 3 0 4 - s i - P - TABLE XXII DISTRIBUTION OF PAYMENTS MADE TO CLASSIFIED EMPLOYEES FOR TIME NOT W ORKED DURING THE REGULAR W ORK YEAR, BY GEOGRAPHIC REGION Reason fo r tim e o f f South West N orth e a s t North c e n t r a l B. COURT ATTENDANCE (N=63) F u ll pay 21 13 15 14 Per c en t 8 4 .0 9 2 .9 9 3 .7 8 2 .3 More than o n e - h a lf 3 1 0 2 Per c e n t 12.0 7 .1 11.8 H alf or l e s s 1 0 1 1 Per c e n t 4 .0 6 .3 5.9 No resp o n se 3 5 10 C. TIME OFF TO VOTE (N=44) 16 10 9 9 E. FAMILY ILLNESS (N=60) 22 7 12 19 F. PERSONAL REASONS (N=47) 20 10 10 7 G. CONVENTION (N=68) 20 15 13 20 H. COLLEGE ATTENDANCE (N=6) 1 1 2 2 I. UNIONS--EMPLOYEE ASSOCIATIONS (N=12) 4 2 3 3 J . IN-SERVICE TRAINING (N-23) 10 4 4 5 K. CHRISTMAS SHOPPING (N-8) 2 2 2 2 76 Time O ff t o V o te A ls o shown in T a b le s XX th r o u g h X X II a r e t h e d a ta c o n c e r n in g p a id tim e o f f f o r v o t i n g . F i f t y d i s t r i c t s f a i l e d t o g i v e r e s p o n s e s t o t h i s it e m . The f o r t y - f o u r d i s t r i c t s w h ic h d id r e s p o n d , h o w ev er, i n d i c a t e d f u l l pay to e m p lo y e e s w h i l e t a k in g tim e o f f from work t o v o t e . B er ea v em en t L eave As may b e s e e n in T a b le XX, a t o t a l o f e i g h t y - t w o d i s t r i c t s r e p l i e d t o t h e q u e s t i o n c o n c e r n in g p o l i c i e s and p r a c t i c e s p e r t a i n i n g t o b e r e a v e m e n t l e a v e . T h is number in c lu d e d s e v e n d i s t r i c t s w h ic h r e p o r t e d no s e t r u l e r e g a r d in g p a y , and t w e n ty - o n e w h ic h d id n o t r e p o r t t h e number o f d a y s a llo w e d f o r e a c h b e r e a v e m e n t. A fr e q u e n c y d i s t r i b u t i o n o f t h e number o f d a y s g r a n te d f o r e a c h b e r e a v e m e n t ( s e e T a b le X X III) r e v e a l e d a r a n g e from two d a y s t o te n d a y s . The m od al a llo w a n c e was fo u n d to b e t h r e e d a y s f o r e a c h b e r e a v e m e n t, and a t o t a l grou p mean o f 3 .9 d a y s . As i s shown in T a b le XXIV, C la s s IV c i t i e s w ere m ore g e n e r o u s in t h e i r a ll o w a n c e s th a n w e r e th e o t h e r s i z e g r o u p s , r e p o r t i n g a mode o f f i v e d a y s and a mean o f 4 . 3 d a y s . In T a b le XXV, i t i s s e e n t h a t t h e N orth C e n t r a l r e g io n s c h o o l s r e p o r t e d a f i v e - d a y m odal a llo w a n c e and a mean o f 4 . 4 d a y s ; t h i s w as t h e h i g h e s t f o r b o t h m e a su r e s among t h e fo u r g e o g r a p h ic r e g i o n s . The m a j o r i t y o f d i s t r i c t s p a id f u l l s a l a r y w h i l e 77 TABLE XX III FREQUENCY DISTRIBUTION OF THE NUMBER OF DAYS ALLOWED PER BEREAVEMENT Number o f days Number o f p er b erea v em en t d i s t r i c t s (N - 51) 1 0 2 1 3 26 4 4 5 19 6 0 7 0 8 0 9 0 10 1 Mean - 3 .9 days p er b e r e a v e m e n t. Mode = 3 days p er b e r e a v e m e n t. TABLE XXIV FREQUENCY DISTRIBUTION OF THE NUMBER OF DAYS ALLOWED EACH BEREAVEMENT, BY SIZE OF CITY (N-51) Number o f days per bereavem ent C la ss I c i t i e s (N = 4). C la ss II c i t i e s (N-9) C la ss I I I c i t i e s (N-12) C la ss IV c i t i e s (N-26) 2 0 0 1 0 3 2 7 7 10 4 0 0 1 3 5 2 2 3 12 6 0 0 0 0 7 0 0 0 0 8 0 0 0 0 9 0 0 0 0 10 0 0 0 1 Mean days per bereavem ent 4 3 .4 3 .5 4 .3 S iz e c l a s s i f i c a t i o n s o f c i t i e s in w hich resp o n d en t d i s t r i c t s were lo c a te d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 500,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 5 0 ,0 0 0 to 500,000 p o p u la tio n IV 100,000 to 2 5 0 ,0 0 0 p o p u la tio n TABLE XXV FREQUENCY DISTRIBUTION OF THE NUMBER OF DAYS ALLOWED EACH BEREAVEMENT, BY GEOGRAPHIC REGION (N = 51) Number o I days South ^ West N o r th e a st North c e n t r a l per b ereavem ent________ (N«iO)_______________ (N=10)_______________ (N=*ll)_______________(N=20)_____ 1 0 0 0 0 2 1 0 0 0 3 6 8 4 8 4 0 0 2 2 5 3 ? 5 9 6 0 0 0 0 7 0 0 0 0 8 0 0 0 0 9 0 0 0 0 10 0 0 0 0 number o f days b ereavem ent 3 .3 3 .4 4 . 1 4 . 4 80 e m p lo y e e s w e r e on b e r e a v e m e n t l e a v e . H ow ever, 8 . 5 p e r c e n t r e p o r t e d no s e t r u l e r e g a r d in g t h i s t y p e o f p a y , and 3 .6 p e r c e n t p a id s o m e th in g l e s s th a n f u l l s a l a r y . C la s s I and C la s s I I c i t i e s r e p o r t e d t h e e x i s t e n c e o f e s t a b l i s h e d p o l i c i e s c o v e r i n g t h e s e pay p r a c t i c e s ( s e e T a b le XXVI), w h i l e s c h o o l s in C la s s I I I and C la s s IV c i t i e s a c c o u n t e d f o r a l l M n o - s e t - r u l e " r e s p o n s e s . C la s s I I w as t h e o n ly grou p t h a t r e p o r t e d a l l d i s t r i c t s p a y in g f u l l s a l a r y t o e m p lo y e e s on b e r e a v e m e n t l e a v e . The S o u th e r n r e g i o n had t h e g r e a t e s t p e r c e n t a g e o f s c h o o l s r e p o r t i n g no s e t r u l e g o v e r n in g pay p o l i c i e s f o r b e r e a v e m e n t l e a v e ( s e e T a b le X X V II), and t h e lo w e s t p e r c e n t a g e p r o v i d i n g f u l l s a l a r y f o r su c h l e a v e . W h ile 6 8 .3 p e r c e n t o f S o u th e r n d i s t r i c t s p r o v id e d f u l l p a y , a l l o t h e r r e g i o n s r e p o r t e d in e x c e s s o f 90 p e r c e n t w h ic h p a id f u l l s a l a r i e s t o e m p lo y e e s on b e r e a v e m e n t l e a v e . Time O ff Due t o I l l n e s s o f a Member o f th e Im n e d ia te F a m ily In T a b le s XX th r o u g h X X II a r e p r e s e n t e d t h e d a ta c o n c e r n in g p a id tim e o f f due t o i l l n e s s In t h e im m ed ia te f a m i l y . S i x t y d i s t r i c t s r e s p o n d e d t o t h i s it e m . A l l r e p o r t e d t h a t t h i s t y p e o f a b s e n c e w as p e r m it t e d w i t h f u l l p a y ; h o w e v e r , n in e s t a t e d t h a t t h e r e w as no s e t p o l i c y in t h e i r d i s t r i c t s r e g a r d in g t h e am ount o f p ay t o w h ich em p l o y e e s w e r e e n t i t l e d when a b s e n t b e c a u s e o f t h e i l l n e s s o f a member o f t h e im m e d ia te f a m i l y . F u l l pay w as a llo w e d in TABLE XXVI ANALYSIS OF PAYMENTS FOR BEREAVEMENT LEAVE, BY SIZE OF CITY (N - 82). C l a s s i f i c a t i o n Amount o f s a la r y p aid by d i s t r i c t More than O n e -h a lf h a l f b ut l e s s F u ll or l e s s than t o t a l _______s a la r y No s e t r u l e T o ta l p r o v id in g I CLASS I (N-5) (S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 or more) Number Per c e n t II CLASS I I (N=12) (S c h o o ls in c i t i e s o f 5 0 0 .0 0 0 to 1 ,0 0 0 ,0 0 0 ) Number Per c e n t I I I CLASS I I I ( N=19) (S c h o o ls in c i t i e s o f 2 5 0 .0 0 0 to 5 0 0 ,0 0 0 ) Number Per c e n t IV CLASS IV (N-46) (S c h o o ls in c i t i e s o f 100.000 to 2 5 0 ,0 0 0 ) Number Per c e n t 1 20.0 0 0 1 5 .2 0 0 0 0 0 0 0 0 1 2.1 4 8 0 .0 12 100.0 16 8 4 .3 41 8 9 ,2 0 0 0 0 2 1 0 .5 4 8 .7 5 100.0 12 100.0 19 100.0 46 100.0 TABLE XXVII ANALYSIS OF BEREAVEMENT PAY POLICIES, BY GEOGRAPHIC REGION (N = 82) C l a s s i f i c a t i o n Amount o f O n e-h a lf or l e s s s a la r y p aid by d i s t r i c t More than h a l f b ut l e s s F u ll than t o t a l s a la r y No s e t r u le T o ta l p r o v id in g I SOUTH ( N - 2 2 ) : Number 1 1 15 5 22 Per c e n t 4 . 5 4 .5 6 8 .3 2 2 .7 1 0 0 .0 II WEST (N = 1 6 ): Number 0 0 15 1 16 Per c e n t 0 0 9 3 .8 6 .2 100.0 I I I NORTHEAST (N— 1 9 ): Number 1 0 18 0 19 Per c e n t 5 .2 0 9 4 .8 0 100.0 IV NORTH CENTRAL (N-25) Number 0 0 24 1 25 Per c e n t 0 c 9 6 .0 4 .0 1 00.0 oo K ) 83 7 6 .8 p e r c e n t o f t h e r e s p o n d in g d i s t r i c t s . L e ss th an f u l l p ay was t h e p r a c t i c e in 8 . 2 p er c e n t o f th e d i s t r i c t s . No s e t r u l e was r e p o r t e d by th e r e m a in in g 1 5 .0 p e r c e n t o f r e s p o n d e n t s . In e x a m in in g t h e r e s u l t s , d i s t r i b u t e d by s i z e o f c i t i e s ( s e e T a b le X X V III), i t w as a p p a r e n t t h a t th e s c h o o l s in C la s s I c i t i e s had r u l e s g o v e r n in g t h i s p o l i c y , w h i l e th e p e r c e n t a g e r e p o r t i n g no su c h r u l e I n c r e a s e d a s th e s i z e o f th e c i t y d e c r e a s e d . C la s s I c i t i e s had th e lo w e s t number o f s c h o o ls ( 6 6 .7 p e r c e n t ) w h ich p a id f u l l s a la r y t o em p lo y e e s a b s e n t due to i l l n e s s in t h e im m ed ia te f a m i l y . As i s shown in T a b le XXIX, t h e N orth C e n tr a l r e g io n had t h e l a r g e s t p e r c e n t a g e o f a l l r e g io n s p a y in g f u l l s a l a r y ( 9 4 .8 p er c e n t ) . The S o u th er n r e g io n r e p o r t e d th e lo w e s t p e r c e n t a g e o f f u l l pay ( 5 0 .0 p e r c e n t ) . M i l i t a r y Leave T hree a s p e c t s o f m i l i t a r y le a v e w ere s t u d i e d : (1 ) t h e q u e s t io n o f a p o l i c y p e r m i t t i n g em p lo y e e s t o b e a b s e n t t o go on a n n u a l r e s e r v e t r a i n i n g ; (2 ) p r a c t i c e s in a p p r o v in g t h e u s e o f a n n u a l v a c a t io n f o r t h i s p u r p o se ; and (3 ) th e p o l i c y r e g a r d in g e x te n d e d m i l i t a r y l e a v e . W ith in p o i n t s o n e and t h r e e w ere q u e s t i o n s c o n c e r n in g pay p r a c t i c e s f o r em p lo y e e s on m i l i t a r y l e a v e . In t h e S t a t e o f C a l i f o r n i a , t h e V e te r a n s ' Code c o v e r s t h e s e q u e s t i o n s in d e t a i l . As f a r a s t h e group o f s c h o o l d i s t r i c t s u n d er s tu d y a r e c o n c e r n e d , s u r v e y r e s u l t s TABLE XXVIII PAY ALLOWANCES FOR TIME OFF DUE TO FAMILY ILLNESS, BY SIZE OF CITY (N = 60) ______ C l a s s i f i c a t i o n _________ I CLASS I (N=3) (S c h o o ls in c i t i e s o f 1 ,0 0 0 ,0 0 0 o r more) Number Per c e n t II CLASS I I ( N=11) (S c h o o ls in c i t i e s o f 5 00.000 to 1 ,0 0 0 ,0 0 0 ) Number Per c en t I I I CLASS I I I ( N=13) (S c h o o ls in c i t i e s o f 25 0 .0 0 0 to 5 0 0 ,0 0 0 ) Number Per c e n t IV CLASS IV (N=33) (S c h o o ls in c i t i e s o f 10 0 .0 0 0 to 2 5 0 ,0 0 0 ) Number Per c en t Amount o f s a la r y p a id W d i s t r i c t More than O n e -h a lf h a l f but l e s s F u ll or l e s s than t o t a l _______s a la r y No s e t T o ta l r u l e p r o v id in g 1 3 3 .3 1 9 .1 2 1 5.4 0 0 0 0 0 0 1 3 .0 6 6 .7 9 8 1 .8 9 6 9 .2 26 79.8 0 0 1 9 .1 z 1 5 .4 6 18.2 3 100.0 11 100.0 13 100.0 33 100.0 oo ■ c - TABLE XXIX PAY ALLOWANCES FOR TIME OFF DUE TO ILLNESS OF MEMBERS OF IMMEDIATE FAMILY, BY GEOGRAPHIC REGION (N = 60) C l a s s i f i c a t i o n Amount o f s a la r y p a id by d i s t r i c t More than O n e -h a lf h a l f but l e s s F u ll or l e s s than t o t a l _______s a la r y No s e t r u le T o ta l providing, I SOUTH ( N= 2 2 ): Number Per c e n t 3 1 3.6 ■4 . II 7 3 0 .0 3 1.9 22 100.0 II WEST ( N= 7) : Number Per c e n t C 0 6 8 5 .7 1 1 4 .3 7 100.0 I I I NORTHEAST (N = 1 2 ): Number Per c e n t 1 8 .4 0 o n 9 1 .6 0 0 12 100.0 IV NORTH CENTRAL (N = 1 9 ): Number Per c e n t 0 0 0 0 18 9 4 .8 1 5 .2 19 100.0 Oo L n 86 shown in T a b le XXX r e v e a l t h a t f i f t y - f o u r d i s t r i c t s , o r 7 0 .1 p e r c e n t , a llo w e d a b s e n c e w i t h pay f o r a n n u a l r e s e r v e t r a i n i n g . Of t h e s e f i f t y - f o u r d i s t r i c t s , f o r t y - f i v e p a id f u l l s a l a r y . T w e n t y - f i v e , o r 3 6 .2 p e r c e n t , a p p r o v e d t h e u s e o f v a c a t i o n a llo w a n c e f o r m i l i t a r y l e a v e . E x ten d ed m i l i t a r y l e a v e was a p p r o v e d by t w e n t y - s i x o f s i x t y - s e v e n s c h o o l d i s t r i c t s . A n a l y s i s b y s i z e o f c i t y ( s e e T a b le XXXI) show ed t h a t t h e l a r g e r t h e c i t y , t h e g r e a t e r t h e te n d e n c y t o g r a n t l e a v e f o r a n n u a l m i l i t a r y r e s e r v e t r a i n i n g . The s m a l l e r c i t i e s te n d e d t o c h a r g e a n n u a l m i l i t a r y r e s e r v e t r a i n i n g t o v a c a t i o n tim e m ore o f t e n th a n d id t h e l a r g e r c i t i e s . As r e v e a l e d in T a b le XXXII, few d i f f e r e n c e s w e r e fou n d b e tw e e n c i t i e s a s f a r a s e x te n d e d m i l i t a r y l e a v e was c o n c e r n e d . The S o u th e r n and N o rth C e n t r a l r e g i o n s w ere m ore g e n e r o u s in p e r m i t t i n g u s e o f v a c a t i o n a llo w a n c e f o r a n n u a l m i l i t a r y r e s e r v e t r a i n i n g th a n w ere t h e o t h e r two r e g i o n s . S ic k L eave S e v e n t y - o n e s c h o o l s p r o v id e d u s a b l e d a t a r e g a r d in g s i c k l e a v e p r a c t i c e s in t h e i r r e s p e c t i v e d i s t r i c t s ( s e e T a b le X X X I II ). The r a n g e o f a ll o w a n c e s e x t e n d e d from f i v e t o s i x t y d a y s p e r y e a r . The mean number o f d a y s f o r a l l r e p o r t i n g d i s t r i c t s w as fo u n d t o b e 1 3 .2 d a y s p e r y e a r . In a n a l y z i n g t h e r e s p o n s e s by s i z e o f c i t y ( s e e T a b le XXXIV), t h e mean number o f d a y s i n c r e a s e d a s t h e s i z e o f TABLE XXX ANALYSIS OF MILITARY LEAVE BENEFITS C l a s s i f i c a t i o n D i s t r i c t s which a llo w p a id le a v e Number Per c en t D i s t r i c t s which d is a llo w p a id le a v e Number Per c e n t Number f u l l s a la r y Per c e n t o f f u l l s a la r y p a id when le a v e i s a llo w e d T o ta l not r e p o r t in g Annual R eserve T r a in in g (N=77) 54 70.1 23 2 9 .9 45 8 3 .4 17 C hargeable to v a c a t io n (Ni =69) 25 56.2 44 6 5 .8 0 0 .0 25 Extended M ilit a r y Leave (N=67) 26 3 8 .8 41 6 1 .2 8 11.9 27 TABLE XXXI ANALYSIS OF MILITARY LEAVE BENEFITS, BY SIZE OF CITY C la ss I C la ss t l C la ss I I I C la ss IV C l a s s i f i c a t i o n c i t i e s c i t i e s c i t i e s c i t i e s ANNUAL RESERVE TRAINING: ( N= 5) ( N —11) (N=18) (N=38) "Yes" r e sp o n se s 5 9 13 22 "No" r e sp o n se s 0 2 5 16 Per c e n t o f "yes" r e sp o n se s 100.0 8 1 .6 72.1 57.9 Number o f f u l l payment 3 9 13 20 Number o f p a r t payment 0 1 0 2 Number o f no payment 0 2 2 11 CHARGEABLE TO VACATION: (N=3) ( N= 11) (N=18) ( N= 3 7) "Yes" r e sp o n se s 1 3 7 14 "No" r e sp o n se s 2 8 11 23 Per c e n t o f "yes" r e sp o n se s 3 3 .3 2 7 .2 3 8 .8 3 7 .8 EXTENDED MILITARY LEAVE: (N=5) (N=9) ( N=17) ( N= 3 6) "Yes" r e sp o n se s 2 5 6 13 "No" r e sp o n se s 3 4 11 23 Per c e n t o f "yes" r e sp o n se s 4 0 .0 5 5.6 3 5 .3 3 6 .1 Number o f f u l l payment 0 1 3 4 Number o f p a r t payment 0 0 i 2 Number o f no payment 2 6 6 20 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on dent d i s t r i c t s were lo c a t e d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 300,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 5 0 ,0 0 0 to 50 0 ,0 0 0 p o p u la tio n IV 100,000 to 250,000 p o p u la tio n TABLE XXXII ANALYSIS OF MILITARY LEAVE BENEFITS, BY GEOGRAPHIC REGION C l a s s i f i c a t i o n South West N o rth ea st North c e n t r a l ANNUAL RESERVE TRAINING (N=19) (N=14) ( N= 16 ) (N=23) "Yes*1 r e s p o n se s 10 10 11 18 "No" r e sp o n se s 9 4 5 5 Per c e n t o f "yes" r e s p o n se s 52. 5 71.5 6 8 .8 7 8.3 Number o f f u l l payment 9 10 11 15 Number o f p a rt payment 1 0 0 4 Number o f no payment 7 4 r > i- 2 CHARGEABLE TO VACATION (N=20) ( N=13) (N=1d) ( N=21) "Yes" r e s p o n se s 9 2 3 11 "No" r e s p o n se s II 11 12 10 Per c e n t o f "yes" r e s p o n se s 4 5 .0 1 5.3 2 0 .0 5 2 .4 EXTENDED MILITARY LEAVE ( N=16) ( N= 15) ( N=12) (N=24) "Yes" r e s p o n s e s 4 8 4 10 "No" r e s p o n se s 12 7 8 14 Per c e n t o f "yes" r e s p o n se s 2 5 .0 5 3 .2 3 3 .3 4 1 .7 Number o f f u l l payment 0 4 2 2 Number o f p a r t payment 1 1 1 0 Number o f no payment 13 5 7 9 C O 9 0 TABLE XXXIII DISTRIBUTION OF THE NUMBER OF DAYS OF FULLY PAID SICK LEAVE ALLOWED DURING THE FIRST YEAR OF EMPLOYMENT (N = 71) Number o f d a y s Number o f o f s i c k l e a v e d i s t r i c t s 3 - 9 13 10 - 14 39 15 - 19 13 20 - 24 1 25 - 29 0 30 - 34 3 35 - 39 0 40 - 44 0 45 - 49 0 50 - 54 0 55 - 59 0 60 _ 65 2 Mean = 1 3 . 2 d a y s p e r y e a r . TABLE XXXIV COMPARISON OF SICK LEAVE PRACTICES, BY SIZE OF (N = 71) CITY C l a s s i f i c a t i o n C la ss I c i t i e s (N-4) C la ss II c i t i e s (N-10) C la ss I I I c i t i e s _(N=15) C la ss IV c i t i e s (N -42) Mean number o f days per y ea r 1 1 .5 1 1 .8 1 2 .3 14.03 Range 10-12 6 -1 5 7-20 5-60 Number o f d i s t r i c t s which a l l o w a ccu m u lation o f unused s ic k le a v e 4 10 14 38 Per c e n t o f d i s t r i c t s which p r o v id e a ccu m u lation o f unused s ic k le a v e 100.0 100.0 9 3 .4 9 0 .5 Mean maximum number o f days o f a c c u m u la tiv e s ic k le a v e a llo w e d 146.6 9 3 .8 9 0 .0 6 2 .5 Range o f mean maximum days per year 120-180 60-132 30-130 24-250 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on d en t d i s t r i c t s were lo c a t e d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 3 0 0 ,0 0 0 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 5 0 ,0 0 0 to 500,000 p o p u la tio n IV 100,000 to 2 50,000 p o p u la tio n 92 t h e c i t y d e c r e a s e d : C la s s I c i t i e s r e p o r t e d a mean o f 1 1 .5 d a y s; C la s s I I , 1 1 .8 d a y s; C la s s I I I , 1 2 .3 d a y s; and C la s s IV, 1 4 .3 d a y s . T h is r e p r e s e n t s a d i f f e r e n c e o f 2 . 5 d a y s b e tw e e n C la s s I and C la s s IV c i t i e s . A w id e r ra n g e o f d i f f e r e n c e s in mean d a y s p e r y e a r w as fou n d when r e s p o n d e n ts w ere g ro u p ed by r e g i o n s ( s e e T a b le XXXV); i . e . , a mean r a n g e o f 4 . 8 d a y s . For S o u th e r n r e g io n s c h o o l s t h e mean number o f d a y s a llo w e d w as 1 5 .7 d a y s; w h i l e f o r W e ster n r e g io n s c h o o l s i t w as 1 0 .9 d a y s . S i x t y - s i x o f s e v e n t y - o n e d i s t r i c t s , o r 9 3 . 0 p e r c e n t , a llo w e d a c c u m u la tio n o f t h e u n u sed p o r t io n o f s i c k l e a v e from o n e y e a r t o t h e n e x t ( s e e T a b le XXXVI). The e x t e n t o f su c h a c c u m u la tio n r a n g e d from t w e n t y - f o u r t o 250 d a y s . I t i s n o t p o s s i b l e to d e te r m in e from th e d a ta to w hat e x t e n t t h e s e d i s t r i c t s p e r m it t e d u n l i m i t e d a c c u m u la t i o n o f s i c k l e a v e . The mean number o f d a y s c o n s t i t u t i n g t h e maximum a llo w e d a c c u m u la tio n o f s i c k l e a v e w as 8 9 .4 d a y s ( s e e T a b le XXXVII). I t i s o f i n t e r e s t to o b s e r v e t h a t , w h i l e in t h e a n a l y s i s o f t h e a llo w a n c e o f number o f d a y s o f s i c k l e a v e t h e mean number o f d a y s in c r e a s e d a s t h e s i z e o f t h e c i t i e s d e c r e a s e d ; in a n a l y z i n g t h e maximum a c c u m u la t io n , e x a c t l y t h e r e v e r s e w as fou n d t o b e t r u e . T h at i s , C la s s I c i t i e s had a mean maximum a llo w e d accum u l a t i o n o f s i c k l e a v e o f 1 4 7 .9 d a y s , C la s s I I c i t i e s had 94 d a y s , C la s s I I I c i t i e s had 90 d a y s , and C la s s IV c i t i e s had 8 2 . 1 d a y s . A s i m i l a r r e l a t i o n s h i p e x i s t e d when TABLE XXXV COMPARISON OF SICK LEAVE PRACTICES, BY GEOGRAPHIC REGION (N = 71) C l a s s i f i c a t i o n South (N=18) Vie s t ( N=15) N o rth ea st (N=15) North C e n tr a l (N=23) Mean number o f days per yea r 15.7 10.9 12.6 1 3 .1 Range o f mean days per y ea r 6-60 8-13 5-30 5-30 Number o f d i s t r i c t s w hich a llo w accu m u la tio n o f unused s ic k le a v e 13 15 15 23 Per c e n t o f d i s t r i c t s which a llo w a ccu m u la tio n o f unused s ic k le a v e 72.3 100 .0 100.0 1 00.0 Mean maximum number o f days o f a c c u m u la tiv e s ic k le a v e a llo w e d 6 3 .9 8 6 .5 107.5 9 3 .1 Range o f mean maximum days per y ea r 30- 120 r 4 - 140 25-250 30-190 v £ > 9 4 TABLE XXXVI SUMMARY OF PRACTICES REGARDING UNUSED PORTIONS OF SICK LEAVE (N » 71) P r a c t i c e R esp o n se Number o f d i s t r i c t s a l l o w in g a c c u m u la t io n o f u n u sed s i c k l e a v e 66 Per c e n t o f d i s t r i c t s p r o v i d i n g f o r a c c u m u la t io n 9 3 ,0 Mean maximum number o f d a y s o f a c c u m u la t i v e s i c k l e a v e a llo w e d 8 9 . 4 Range o f mean maximum number o f d ays 14 - 2 3 0 95 TABLE XXXVII DISTRIBUTION OF MAXIMUM NUMBER OF DAYS OF SICK LEAVE ACCUMULATION (N * 49) Number o f days o f s i c k l e a v e R esp o n se s 15 - 29 2 30 - 44 4 45 - 59 3 60 - 74 11 75 - 89 1 90 - 104 13 105 - 119 3 120 - 134 7 135 - 149 2 150 - 164 0 165 - 189 1 190 - 204 1 205 - 219 0 220 - 234 0 235 - 249 0 2 50 264 1 Mean number o f d ays p e r y e a r = 8 9 . 4 96 r e s p o n s e s w ere compared on a r e g i o n a l b a s i s : t h e S outhern r e g io n w h ich had th e h i g h e s t a n n u al s i c k l e a v e a llo w a n c e now was found t o have th e lo w e s t maximum a c c u m u la tio n , o r 7 0 ,8 d a y s . The N o r th e a s te r n r e g i o n , w h ich had t h e n e x t to lo w e s t rank o r d e r in a n n u al a llo w a n c e , was now found to have t h e h i g h e s t maximum a c c u m u la tio n mean o f 1 0 7 .8 d a y s. The North C e n tr a l r e g io n r e t a i n e d i t s seco n d rank o r d e r f o r b o th t y p e s o f a llo w a n c e ; and t h e W estern r e g io n changed from f o u r th t o t h i r d in rank o r d e r w it h 8 6 .9 days maximum a c c u m u la tio n a llo w a n c e . I t ap p eared t h a t th e d i s t r i c t s w hose ann u al a llo w a n c e was t h e lo w e s t ten d ed to have t h e h i g h e s t maximum a c c u m u la tio n o f th e unused p o r t i o n o f s i c k l e a v e . The p r a c t i c e o f p r o v id in g p a r t d ays o f s i c k le a v e d u r in g t h e f i r s t y e a r o f employment was r e p o r t e d by e l e v e n d i s t r i c t s . Of t h e s e e l e v e n , f i v e w ere l o c a t e d in th e W estern r e g io n ( 2 9 .4 p er c e n t ) , one in th e South ( 4 . 5 p er c e n t ) , t h r e e in th e N o r th e a s t ( 1 5 .8 p er c e n t ) and two in th e N orth C e n t r a l r e g io n ( 7 . 4 p er c e n t ) . T h is t y p e o f s i c k le a v e program e x i s t e d in a l l c l a s s e s o f c i t i e s . W h ile t h i s p r a c t i c e d id n o t ap p ear t o be w id e s p r e a d , r e s p o n d e n ts' comments i n d i c a t e d t h a t i t was d e s ig n e d to p l a c e a "brake" on p o s s i b l e a b u se by new e m p lo y e e s . Three d i s t r i c t s i n d i c a t e d t h a t t h e u n u sed p o r t i o n o f t h e p a r t - day o f p a id s i c k l e a v e w ould b e a llo w e d t o a c c u m u la te from y e a r to y e a r . The maximum a c c u m u la tio n o f p a r t - d a y p a id 97 s i c k l e a v e was f i f t y - f o u r d a y s . V a c a t io n and S ic k L eave Pay f o r S e r v i c e - I n c u r r e d D i s a b i l i t y Many Workmen's C om p en sation p l a n s p r o v id e f o r a " w a i t i n g p e r io d " a f t e r an a c c i d e n t r e s u l t i n g in an i n j u r y t o an em p lo y e e and a b s e n c e from work b e f o r e any " in l i e u " s a l a r y paym ents a r e r e c e i v e d . The a n a l y s i s shows t h a t o f t h e two m o st common m eth od s o f b r i d g i n g t h i s tim e span f o r t h e e m p lo y e e , u s e o f e m p lo y e e 's s i c k l e a v e i s t h e m o st com mon. As i s shown in T a b le XXXVIII, f i f t y - t w o s c h o o l d i s t r i c t s , o r 7 2 .4 p e r c e n t o f t h e t o t a l o f s e v e n t y - t w o d i s t r i c t s , r e p o r t e d t h a t t h e u s e o f any u n u sed p o r t i o n o f s i c k l e a v e c o u ld b e a p p l i e d t o c o v e r t h e i n t e r i m p e r i o d . N in e t e e n o f s i x t y d i s t r i c t s , o r 3 1 .7 p e r c e n t , r e p o r t e d t h a t th e un u sed p o r t i o n o f v a c a t i o n c o u ld b e u se d t o c o v e r t h e r e q u ir e d Workmen's C om pensation w a i t i n g p e r i o d . In i n s t a n c e s w here e i t h e r v a c a t i o n or s i c k l e a v e c o u ld be a p p l i e d , more th an f o u r - f i f t h s o f th e d i s t r i c t s p r o v id e d f u l l p a y . A n a l y s i s o f r e s p o n s e s by s i z e o f c i t i e s ( s e e T a b le XXXIX) i n d i c a t e d t h a t in t h e u s e o f v a c a t i o n and s i c k l e a v e s t o c o v e r i n t e r i m p e r i o d s , C l a s s I c i t i e s to o k t h e l e a d , 8 0 . 0 p e r c e n t o f t h e s e s c h o o l s p r o v i d i n g t h e s e two b e n e f i t s . The a v e r a g e f o r a l l d i s t r i c t s w as 7 2 .4 and 3 1 .7 p e r c e n t , r e s p e c t i v e l y , f o r u s e o f s i c k l e a v e and v a c a t i o n a l l o w a n c e s . R e g i o n a l l y , t h e W est l e d t h e r e s t o f 98 TABLE XXXVIII USE OF ACCUMULATED AND UNUSED PORTIONS OF SICK LEAVE AND VACATION AS A SUPPLEMENT TO WORKMEN'S COMPENSATION DURING WAITING PERIOD C l a s s i f i c a t i o n T o t a l USE OF SICK LEAVE (N * 72) Number o f n o - r e s p o n s e s 22 Number o f " yes" r e s p o n s e s 52 Number o f "no" r e s p o n s e s 20 Per c e n t o f "yes" r e s p o n s e s 7 2 .4 Number o f n o - r e s p o n s e s c o n c e r n in g paym ents 51 Number o f f u l l payment 38 Number o f p a r t payment 5 Per c e n t o f f u l l payment 8 8 .5 USE OF ACCUMULATED VACATION (N = 60) Number o f n o - r e s p o n s e s 34 Number o f "yes" r e s p o n s e s IV Number o f "no" r e s p o n s e s 41 Per c e n t o f "yes" r e s p o n s e s 3 1 .7 Number o f n o - r e s p o n s e s c o n c e r n in g paym ents 77 Number o f f u l l payment 15 Number o f p a r t payment 2 Per c e n t o f f u l l payment 8 8 .4 TABLE XXX IX USE OF ACCUMULATED AND UNUSED PORTIONS OF SICK LEAVE AND VACATION LEAVE AS A SUPPLEMENT TO WORKMEN'S COMPENSATION DURING THE WAITING PERIOD, DISTRIBUTED BY SIZE OF CITY ..,ij,lawgaaassgsa' rif i" ■ j i ■ -ta rfg 1 1 : C la ss I C lass II C lass I I I C la ss IV C l a s s i f i c a t i o n c i t i e s c i t i e s c i t i e s c i t i e s USE OF SICK LEAVE (N = 3) (N = 12) (N = 19) (N = 36) Number o f n o -r e sp o n s e s 0 1 3 18 Number o f "yes" r e sp o n se s 4 8 14 26 Number o f "no" r e s p o n se s 1 4 5 10 Per c e n t o f "yes" r e sp o n se s 8 0 .0 6 6 .6 73. 6 7 2 .3 Number o f n o -r e sp o n s e s co n c e r n in g payment 2 J 11 33 Number o f f u l l payment 3 8 9 18 Number o f p a rt payment 0 0 2 3 USE OF VACATION (N = 5) C - 7) (N = 16) (N = 32) Number o f n o -r e s p o n s e s 0 6 6 22 Number o f "yes" r e s p o n se s 4 I 5 9 Number o f "no" r e s p o n se s 1 6 11 23 Per c e n t o f "yes" r e sp o n se s 8 0 .0 14.3 31. 2 2 8 .1 Number o f n o -r e s p o n s e s c o n c e r n in g payment 3 10 20 44 Number o f f u l l payment 2 3 2 8 Number o f p a r t payment 0 0 0 2 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on dent d i s t r i c t s were l o c a t e d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 300,000 to 1 .0 0 0 .0 0 0 popu 500,000 popula l a t i o n I II 2 3 0 ,0 0 0 to t io n v O v O IV 100,000 to 25 0 ,0 0 0 p o p u la tio n 100 th e n a t io n In th e u s e o f a ccu m u la ted v a c a t i o n and s i c k le a v e ; 9 2 .9 p e r c e n t a l l o w i n g u s e o f s i c k l e a v e , and 50 p e r c e n t t h e u s e o f a ccu m u la ted v a c a t io n tim e ( s e e T a b le XL). O ther Types o f P a id A b sen ces As shown in T a b le s XX th rou gh XXII, d a ta f o r th e re m a in in g ite m s r e l a t i n g to p e r io d s o f tim e o f f f o r p e r s o n a l r e a s o n s , c o n v e n tio n a t t e n d a n c e , c o l l e g e o r u n i v e r s i t y a t t e n d a n c e , em ployee a s s o c i a t i o n o r u n io n m e e t in g s , i n - s e r v i c e t r a i n i n g s e s s i o n s and C h ristm as sh o p p in g was i n c o n c l u s i v e . W hile th e q u e s t i o n n a i r e r e q u e s t e d in fo r m a t i o n c o v e r i n g not o n ly th e p r a c t i c e o f p e r m i t t i n g such a b s e n c e s , b u t tim e a llo w a n c e s and t h e pay p r a c t i c e s a s s o c i a t e d , t h e o n ly d a ta r e c e i v e d s t a t e d sim p ly t h a t t h e p r a c t i c e was a p a r t o f d i s t r i c t p e r s o n n e l p o l i c i e s . No d i s t r i c t r e p o r t e d t h a t th e ite m was n o t a p r a c t i c e . T h e r e f o r e , th e t a b l e s show th e number o f d i s t r i c t s r e p o r t in g an a f f i r m a t i v e r e s p o n s e ; no o t h e r a n a l y s i s i s p o s s i b l e . T hese s t a t e m e n t s do n o t a p p ly t o ite m s c o v e r in g m i l i t a r y le a v e or s i c k le a v e pay p r a c t i c e s w h ich a r e c o v e r e d in a p r e v io u s d i s c u s s i o n . I I I . CHAPTER SUMMARY An a n a l y s i s o f e x i s t i n g p r a c t i c e s and p o l i c i e s r e g a r d in g payment t o c l a s s i f i e d em p lo y e es f o r tim e n o t a c t u a l l y worked d u r in g th e r e g u la r work y e a r was made in TABLE XL USE OF ACCUMULATED AND UNUSED PORTIONS OF SICK LEAVE AND VACATION LEAVE AS A SUPPLEMENT TO WORKMEN'S COMPENSATION DURING THE WAITING PERIOD, DISTRIBUTED BY GEOGRAPHIC REGION C l a s s i f i c a t i o n South West N o rth ea st North c e n t r a l USE OF SICK LEAVE Number o f n o -r e s p o n s e s Number o f "yes" r e s p o n se s Number o f "no" r e sp o n se s Per c e n t o f "yes" r e s p o n se s Number o f n o - r e s p o n s e s c o n c e r n in g payment Number o f f u l l payment Number o f p a r t payment USE OF VACATION Number o f n o -r e s p o n s e s Number o f "yes" r e s p o n s e s Number o f "no" r e s p o n s e s Per c e n t o f "yes" r e s p o n se s Number o f n o -r e s p o n s e s c o n c e r n in g payment Number o f f u l l payment Number o f p a rt payment (N-21) (N=14) (N=16) (N-21) 8 3 8 6 12 13 11 16 9 1 8 8 8 7 .2 9 2 .9 6 8 .8 7 6 .2 24 4 12 11 4 11 9 14 1 2 0 2 ( N=17) (N-10) (N-14) (N-19) 12 7 7 8 8 8 2 7 12 8 12 12 2 9 .4 8 0 .0 1 4 .3 3 6 .8 26 13 19 19 3 3 2 7 0 1 0 1 o 102 t h i s c h a p t e r . The a n a l y s i s w as b a s e d on t h e r e p o r t e d p r a c t i c e s o f n i n e t y - f o u r r e s p o n d e n t d i s t r i c t s and w as made by t r e a t i n g t h e d a t a in t h r e e w a y s : (1 ) a s a w h o l e , (2 ) by g r o u p i n g s o f c i t i e s on t h e b a s i s o f s i z e , and (3 ) by a n a l y s i s o f g e o g r a p h i c r e g i o n s . S p e c i f i c a l l y , f i n d i n g s r e v e a l e d t h a t t h e mean num b e r o f d a y s o f p a i d h o l i d a y s w as 9 . 2 d a y s p e r y e a r . The minimum number o f d a y s r e p o r t e d w as f i v e ; t h e maximum, f i f t e e n d a y s p e r y e a r . C l a s s I I I c i t i e s had t h e h i g h e s t mean number o f d a y s (1 0 d a y s ) . G e o g r a p h i c a l l y , s c h o o l s in t h e W e s te r n r e g i o n w e r e fo u n d t o h a v e t h e h i g h e s t mean number o f p a i d h o l i d a y s . F u l l p ay t o e m p lo y e e s w h i l e i n v o l v e d i n c o u r t a t t e n d a n c e , e i t h e r a s a j u r o r o r a s a w i t n e s s , w as t h e p r a c t i c e i n 8 7 . 5 p e r c e n t o f d i s t r i c t s . S c h o o l s in G roups I , I I and I I I c i t i e s a l l p r o v i d e d f u l l pay d u r i n g su c h l e a v e , w h i l e 78 p e r c e n t o f c i t i e s in C l a s s IV p r o v i d e d f u l l p a y . The r a n g e o f d i f f e r e n c e s f o r t h e v a r i o u s r e g i o n s ran from 8 2 . 3 t o 9 3 . 7 p e r c e n t . F o r t y - f o u r d i s t r i c t s r e p o r t e d t h a t e m p lo y e e s r e c e i v e d f u l l p ay w h i l e a b s e n t from w ork t o v o t e . F i f t y d i s t r i c t s f a i l e d t o a n sw e r t h i s q u e s t i o n , p o s s i b l y i m p l y i n g t h a t i n f o r m a l a r r a n g e m e n ts c o u l d b e made f o r e m p lo y e e s d u r i n g w o r k in g h o u r s w i t h o u t l o s s o f p a y . Tim e o f f r e s u l t i n g from t h e i l l n e s s o f a member o f 103 t h e im m e d ia te f a m i l y w as p r o v i d e d w i t h f u l l p a y i n 7 6 . 8 p e r c e n t o f t h e d i s t r i c t s . L e s s t h a n f u l l p ay w a s t h e p r a c t i c e in 13 p e r c e n t . The l a r g e s t c i t i e s r e p o r t e d t h e l o w e s t number w h ic h p a i d f u l l s a l a r y t o e m p lo y e e s a b s e n t f o r t h i s r e a s o n ( 6 6 . 7 p e r c e n t ) . The p r a c t i c e o f f u l l p a y w as m o s t p r e v a l e n t i n t h e N o r th C e n t r a l r e g i o n , w h e r e t h e p e r c e n t a g e w as 9 4 . 8 p e r c e n t . A m od al a l l o w a n c e o f t h r e e d a y s f o r b e r e a v e m e n t l e a v e and a mean o f 3 . 9 d a y s w a s fo u n d in a n a l y z i n g t h e r e s p o n s e s o f t h e e i g h t y - t w o d i s t r i c t s w h ic h r e p o r t e d t h e i r p o l i c i e s c o n c e r n i n g b e r e a v e m e n t l e a v e . The r a n g e o f a c t u a l number o f d a y s g r a n t e d e x t e n d e d from two d a y s t o t e n d a y s . The m a j o r i t y o f d i s t r i c t s p a i d f u l l s a l a r y t o e m p lo y e e s w h i l e on b e r e a v e m e n t l e a v e . F o r t y - s e v e n d i s t r i c t s r e p o r t e d p a i d t im e o f f f o r a p p r o v e d p e r s o n a l r e a s o n s ; s i x t y - e i g h t a p p r o v e d c o n v e n t i o n a l l o w a n c e ; s i x a l l o w e d c o l l e g e o r u n i v e r s i t y a t t e n d a n c e d u r i n g w o r k in g h o u r s ; t w e l v e a p p r o v e d u n io n o r e m p lo y e e a s s o c i a t i o n m e e t i n g s d u r i n g w o r k in g h o u r s ; t w e n t y - t h r e e r e p o r t e d t h a t e m p lo y e e s c o u l d a t t e n d i n - s e r v i c e t r a i n i n g s e s s i o n s ; and e i g h t had some p r a c t i c e r e g a r d i n g t im e o f f f o r C h r is t m a s s h o p p i n g . I t may b e t h a t t h e s e t y p e s o f a b s e n c e s a r e i n f r e q u e n t and i r r e g u l a r a n d a r e b a s e d on i n d i v i d u a l c i r c u m s t a n c e s , t h e r e b y r e q u i r i n g no p o l i c y . F i f t y - f o u r o f s e v e n t y - s e v e n d i s t r i c t s a p p r o v e d o r p e r m i t t e d e m p lo y e e s t o go on a n n u a l m i l i t a r y r e s e r v e 104 t r a i n i n g w i t h o u t l o s s o f pay* T w e n t y - f i v e d i s t r i c t s , o r 3 6 . 2 p e r c e n t , p e r m i t t e d e m p lo y e e s t o c h a r g e a t t e n d a n c e a t a n n u a l r e s e r v e t r a i n i n g t o e a r n e d v a c a t i o n . S e v e n t y - o n e d i s t r i c t s p r o v i d e d u s a b l e d a t a r e g a r d i n g t h e s i c k l e a v e p r a c t i c e s o f t h e i r d i s t r i c t s . The r a n g e o f a l l o w a n c e s e x t e n d e d from f i v e t o s i x t y d a y s , t h e mean b e i n g 1 3 . 2 d a y s p e r y e a r . S i x t y - n i n e p e r c e n t w e r e fo u n d t o a l l o w a c c u m u l a t i o n o f t h e u n u se d p o r t i o n o f s i c k l e a v e from o n e y e a r t o t h e n e x t . The e x t e n t o f a c c u m u la t i o n r a n g e d from t w e n t y - f o u r t o 250 d a y s . I t w as n o t p o s s i b l e t o d e t e r m i n e from t h e d a t a t h e number o f d i s t r i c t s t h a t p e r m i t t e d u n l i m i t e d a c c u m u la t i o n o f s i c k l e a v e . E le v e n d i s t r i c t s r e p o r t e d t h a t p a r t - d a y s i c k l e a v e w as a l l o w e d , b e g i n n i n g w i t h t h e f i r s t y e a r o f em p lo y m e n t. T h r e e d i s t r i c t s r e p o r t e d t h a t u n u se d p o r t i o n s o f p a r t - d a y p a i d s i c k l e a v e s w e r e a l l o w e d t o a c c u m u la t e from y e a r t o y e a r . The maximum a c c u m u l a t i o n o f p a r t - d a y p a i d s i c k l e a v e w as f i f t y - f o u r d a y s . F i f t y - t w o o f s e v e n t y - t w o d i s t r i c t s , o r 7 2 . 4 p e r c e n t , made i t p o s s i b l e f o r u n u se d s i c k l e a v e t o b e u s e d t o c o v e r t h e " w a i t i n g p e r i o d " p r i o r t o r e c e i p t o f W orkm en's C o m p e n sa tio n b e n e f i t s . N i n e t e e n o f s i x t y d i s t r i c t s , o r 3 1 . 7 p e r c e n t , r e p o r t e d t h a t u n u se d p o r t i o n s o f v a c a t i o n c o u l d b e u s e d t o c o v e r t h e w a i t i n g p e r i o d i n W orkm en's C o m p e n sa tio n c a s e s . C l a s s I c i t i e s l e d t h e o t h e r g r o u p s i n t h e number o f s c h o o l s w h ic h made u s e o f s i c k l e a v e and 105 v a c a t i o n p e r i o d s ; th e W estern r e g io n l e d o t h e r r e g i o n s w i t h r e s p e c t to th e u s e o f a ccu m u la ted v a c a t i o n s and s i c k l e a v e s . B r i e f l y summarized, t h e f i n d i n g s r e p o r t e d in t h i s c h a p te r w ere a s f o l l o w s : P aid h o l i d a y s g r a n te d to t y p i c a l c l a s s i f i e d em p loy e e s in d i s t r i c t s c o v e r e d in t h i s su r v e y v a r ie d w i d e l y , r a n g in g from a minimum o f f i v e t o a h ig h o f f i f t e e n days ea ch y e a r . The mean number o f days o f p a id h o l i d a y s was 9 . 2 days a y e a r . A p p ro x im a tely n i n e - t e n t h s o f th e d i s t r i c t s p a id f u l l s a l a r y w h i l e em p loyees w ere in a t t e n d a n c e in c o u r t , e i t h e r a s w i t n e s s e s or a s j u r o r s . A p p ro x im a tely o n e - f i f t h o f t h i s group r e q u ir e d t h a t f e e s r e c e i v e d by th e em ployee b e r e tu r n e d to th e s c h o o l d i s t r i c t . F o r t y - f o u r d i s t r i c t s r e p o r t e d t h a t em p loyees r e c e i v e d f u l l pay when g ra n te d le a v e to v o t e d u r in g w o rk in g h o u r s . F i f t y d i s t r i c t s d id n o t answ er t h i s ite m . A p p ro x im a tely t h r e e - f o u r t h s o f th e d i s t r i c t s p r o v id e d f u l l pay t o em p lo y ees who w ere a b s e n t due to i l l n e s s o f a member o f t h e im m ediate f a m i l y . F i f t e e n p er c e n t had no e s t a b l i s h e d r u l e r e g a r d in g such pay p r o v i s i o n s , w h i l e 8 . 2 p er c e n t p a id l e s s than f u l l s a l a r y . A l l s c h o o ls in C la s s I c i t i e s had r u l e s on t h i s m a tt e r , and t h e p e r c e n t a g e r e p o r t i n g no s e t r u l e i n c r e a s e d a s th e s i z e o f th e 106 c i t y d e c r e a s e d . C l a s s I c i t i e s had t h e l o w e s t p e r c e n t a g e o f s c h o o l s w h ic h p a i d f u l l s a l a r y . The number o f d a y s a l l o w e d f o r e a c h b e r e a v e m e n t r a n g e d from tw o t o t e n d a y s . The m o d a l a l l o w a n c e w as t h r e e d a y s f o r e a c h b e r e a v e m e n t . D a ta c o n c e r n i n g a b s e n c e a l l o w a n c e s f o r p e r s o n a l r e a s o n s , c o n v e n t i o n a t t e n d a n c e , c o l l e g e o r u n i v e r s i t y a t t e n d a n c e , e m p lo y e e a s s o c i a t i o n o r u n io n m e e t i n g s , i n - s e r v i c e t r a i n i n g s e s s i o n s and C h r is t m a s s h o p p in g w e r e i n c o n c l u s i v e . A p p r o x i m a t e l y s e v e n o f e v e r y t e n d i s t r i c t s p e r m i t t e d e m p lo y e e s t o p a r t i c i p a t e in a n n u a l m i l i t a r y r e s e r v e t r a i n i n g . The e x t e n t o f t h i s p r a c t i c e d e c r e a s e d w i t h t h e s i z e o f t h e c i t y . One i n t h r e e d i s t r i c t s p e r m i t t e d e m p lo y e e s t o c h a r g e t h i s k i n d o f t im e o f f t o e a r n e d v a c a t i o n . The number o f d a y s o f b a s i c s i c k l e a v e a l l o w a n c e p e r y e a r e x t e n d e d from f i v e t o s i x t y d a y s . The mean number o f d a y s a l l o w e d w as 1 3 .2 d a y s e a c h y e a r f o r a l l s c h o o l d i s t r i c t s . The mean number o f d a y s a l l o w e d i n c r e a s e d a s t h e s i z e o f t h e c i t y d e c r e a s e d . S e v e n o f e v e r y t e n d i s t r i c t s a l l o w e d a c c u m u l a t i o n o f u n u s e d p o r t i o n s o f s i c k l e a v e from o n e y e a r t o t h e n e x t . I t w as n o t l e a r n e d how many d i s t r i c t s p e r m i t t e d u n l i m i t e d a c c u m u l a t i o n o f s i c k l e a v e . E l e v e n o f s e v e n t y - o n e d i s t r i c t s p r o v i d e d p a r t - d a y s o f s i c k l e a v e , b e g i n n i n g w i t h t h e f i r s t y e a r o f e m p lo y m e n t. T h r e e d i s t r i c t s i n d i c a t e d t h a t t h e u n u s e d p o r t i o n o f t h e p a r t - d a y 107 p a i d s i c k l e a v e w a s a l l o w e d t o a c c u m u l a t e from y e a r t o y e a r . A lm o s t t h r e e - f o u r t h s o f t h e d i s t r i c t s p e r m i t t e d u n u s e d p o r t i o n s o f s i c k l e a v e t o b e a p p l i e d t o c o v e r w a i t i n g p e r i o d r e q u i r e d i n W orkmen*s C o m p e n s a tio n c a s e s , and o n e t h i r d p e r m i t t e d u n u s e d v a c a t i o n t im e t o b e a p p l i e d . CHAPTER VI ANNUAL VACATIONS I . INTRODUCTION R e s u l t s o f t h e s u r v e y o f a n n u a l v a c a t i o n p o l i c i e s o f n i n e t y - f o u r r e s p o n d e n t d i s t r i c t s a r e p r e s e n t e d i n t h i s c h a p t e r , t o g e t h e r w i t h a n a l y s e s o f t h e d a t a i n te r m s o f s i z e o f c i t i e s and g e o g r a p h i c a r e a s r e p r e s e n t e d . The d a t a upon w h ic h t h e a n a l y s e s w e r e b a s e d a r e p r e s e n t e d in t a b l e fo rm . An a n n u a l v a c a t i o n w as d e f i n e d t o i n c l u d e n o t o n l y t h e number o f w o r k in g d a y s a l l o w e d f o r v a c a t i o n f o r t y p i c a l n o n - c e r t i f i c a t e d ( c l a s s i f i e d ) e m p lo y e e s a f t e r t h e f i r s t y e a r , b u t a l s o i n c l u d e d a d e t e r m i n a t i o n o f t h e number o f w o r k in g d a y s a d d e d in r e c o g n i t i o n o f t h e e m p l o y e e ' s a d d i t i o n a l y e a r s o f s e r v i c e . O th e r i m p o r t a n t a s p e c t s o f v a c a t i o n p o l i c i e s p e r t a i n e d t o t h e d i s p o s i t i o n o f u n u s e d v a c a t i o n t im e ; i . e . , w h e t h e r i t c o u l d b e p a i d f o r i n c a s h o r c a r r i e d fo r w a r d t o t h e n e x t y e a r ; and w h a t l i m i t a t i o n s , i f a n y , w e r e p l a c e d on t h i s a c c u m u l a t i o n . A f i n a l q u e s t i o n c o v e r e d p r a c t i c e s f o l l o w e d when a p a i d h o l i d a y o c c u r r e d w i t h i n t h e v a c a t i o n p e r i o d . (W h e r e v e r t h e w ord "day" i s u s e d , i t r e f e r s t o a f u l l w o r k in g d a y . ) 108 I I . ANALYSIS OF PRACTICES 109 R e s p o n s e s t o t h i s s e c t i o n o f t h e q u e s t i o n n a i r e i n d i c a t e d t h a t v a c a t i o n p r a c t i c e s v a r i e d w i d e l y from d i s t r i c t t o d i s t r i c t . A m o d a l a l l o w a n c e o f t e n d a y s ' v a c a t i o n p e r y e a r p e r s i s t e d fr o m t h e e n d o f t h e f i r s t y e a r t h r o u g h t h e t e n t h y e a r . From t h e t e n t h y e a r t h r o u g h t h e t w e n t y - f i f t h y e a r o f s e r v i c e , t h e m o d a l a l l o w a n c e w a s f i f t e e n d a y s p e r y e a r . An e x t e n s i v e r a n g e o f num ber o f v a c a t i o n d a y s a l lo w e d e a c h y e a r w a s n o t e d ( s e e T a b l e X L I ) . A f t e r o n e y e a r * s s e r v i c e t h e r a n g e w as from f i v e t o t w e n t y - s e v e n d a y s . As t h e num ber o f y e a r s o f s e r v i c e i n c r e a s e d ( f o r e x a m p le , a f t e r f i v e y e a r s o f s e r v i c e ) , t h e num ber o f v a c a t i o n d a y s i n c r e a s e d fr o m t e n d a y s t o t w e n t y - s e v e n d a y s . The p e a k num ber o f v a c a t i o n d a y s w a s r e a c h e d b y t h e en d o f t h e f i f t e e n t h y e a r a n d c o n t i n u e d on a t t h e t w e n t y - s e v e n - d a y maximum t h r o u g h t h e t w e n t y - f i f t h y e a r . The mean num ber o f v a c a t i o n d a y s i n c r e a s e d r a p i d l y from 1 1 . 3 d a y s f o r t h e f i r s t y e a r t o 1 7 . 4 d a y s f o r t h e t w e n t y - f i f t h y e a r . T h i s c h a n g e i n t h e m ean num ber o f v a c a t i o n d a y s r e s u l t e d from p o l i c i e s w h i c h a d d e d t o t h e a n n u a l v a c a t i o n a l l o w a n c e a s t h e e m p l o y e e 1 s s e r v i c e i n c r e a s e d . T h i r t y - t w o o f n i n e t y - o n e d i s t r i c t s , h o w e v e r , d i d n o t i n c r e a s e t h e v a c a t i o n a l l o w a n c e a f t e r t h e f i r s t y e a r . F o r t y - t w o r e s p o n d e n t s r e p o r t e d t h a t o n l y o n e c h a n g e o c c u r r e d i n t h e e x t e n t o f a l l o w a n c e , t w e l v e d i s t r i c t s TABLE XI. I 'CUMBER OF DATS OF VACATION A L L O ' . - . ’ E D AT THE EC C D OF CERTAIIC TEAXS OF EMPLOYMENT CL = 9 1) L ’ u m b > e r r o f da v s of v a c 3 . t ion First % ■ o a n T h i r d y e a n Fifth y e a rr Tent h y oa t F ifteenth y ea rr Tv.'e n t i e t h year* Tw e n t f i f t y e a S g 1 O L I 1 3 1 3 14 1 5 1C 1 7 1 8 I 3 1 1 1 1 1 1 C 4 f . - 1 3 L 1 3 L I i 1 A > 1 A 1 1 3 1 1 L 38 3 9 3 C 1 M e a n 11. J 1 1 17.3 1 7 . A I l l p r o v id e d two i n c r e a s e s , and fou r made th r e e in c r e a s e s dur i n g t h e span o f t w e n t y - f i v e y e a r s ' s e r v i c e . The m o st common y e a r a t w hich changes took p la c e was a t t h e end o f th e f i f t e e n t h y e a r o f s e r v i c e . The n e x t most common y e a r s w ere a t t h e end o f th e f i f t h or the te n th y e a r s o f em ploym ent. A n a l y s i s o f v a c a t i o n a llo w a n c e s on th e b a s i s o f s i z e o f c i t y ( s e e T a b le XLII) showed t h a t th e mean number o f d ays p e r y e a r a llo w e d d e c r e a s e d w ith d e c r e a s e in th e s i z e o f t h e c i t y . T h is was found to be th e c a s e a t each o f th e s i x bench-m ark y e a r s u se d in th e s tu d y . A d i f f e r e n c e o f 5 . 3 d a y s p er y e a r was found betw een d i s t r i c t s in C la ss I and t h o s e in C la s s IV c i t i e s a t th e end o f th e f i r s t y ea r; a t t h e end o f th e t w e n t y - f i f t h y e a r , th e d i f f e r e n c e was found t o be 4 . 9 d a y s . In o t h e r w ords, a d i f f e r e n c e o f ap p r o x im a t e ly a f u l l f i v e - d a y week o f v a c a t io n a llo w a n c e e x i s t e d betw een th e means o f th e l a r g e s t c i t i e s and th o se o f t h e s m a l l e s t c i t i e s . The N o r th e a st r e g io n was found to h a v e t h e h i g h e s t mean number o f v a c a t io n days a llo w e d among th e fo u r r e g i o n s a t each o f th e s i x bench-mark y e a r s used ( s e e T a b le X L I I I ) . The r e l a t i v e mean p o s i t i o n s o f d i s t r i c t s in o t h e r r e g i o n s v a r i e d a t each y ea r o f s e r v i c e r e p o r t e d ; t h a t i s , som etim es above and som etim es below th e mean a llo w a n c e c a l c u l a t e d fo r a l l d i s t r i c t s . As i s shown in T a b le XLIV, e i g h t y - e i g h t o f n i n e t y - fo u r d i s t r i c t s w ould n ot approve payment in l i e u o f any MEAN NUMBER OF DAYS TABLE XLII OF VACATION ALLOWED, DISTRIBUTED BY SIZE (N = 91) OF CITY Year C la ss I c i t i e s C la ss II c i t i e s C la ss I I I c i t i e s C la ss IV c i t i e s 1 1 5 .4 12.4 1 1 .5 1 0 .1 3 1 5 .4 13.3 11.8 10.9 5 1 6 .4 15.1 12.7 1 1 .5 10 1 7 .3 15.3 1 3 .5 1 2.4 15 1 8 .4 17.6 1 4 .5 14.2 20 1 9 .4 18.0 14.6 1 4 .5 25 1 9 .4 18.0 14.9 14.5 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on d en t d i s t r i c t s were lo c a t e d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 5 0 0 ,0 0 0 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 5 0 ,0 0 0 to 500,000 p o p u la tio n IV 1 00,000 to 25 0 ,0 0 0 p o p u la tio n 113 TARLE XLIIf MEAN NUMBER OF DAYS OF VACATION ALLOWED, D ISTRIBITED RY GEOGRAPHIC EEC TON (N - S I ) — i— U ortV T* Y e a r S o u t h W e s t N o r t h e a s t c e n t r a l 1 i 11.1 12. 1 1 1 . 0 lu. 3 3 1 1 .9 1 i.v 12.4 11. 0 3 1.2. 7 14.4 13.4 11.3 10 1 3 . 4 14.7 14.7 12.2 13 14.2 13.4 17.3 14.3 2< > 1 4 . 9 13.7 13.7 14.!' 114 TABLE XLIV SUPPLEMENTARY VACATION PRACTICES (N = 94) V a c a t i o n p r a c t i c e R esp o n se CASH PAYMENT IN LIEU OF VACATION: "Yes" r e s p o n s e s 6 "No" r e s p o n s e s 88 Per c e n t o f "yes" r e s p o n s e s 8 .3 CARRY-OVER OF UNUSED PORTION OF VACATION: "Yes" r e s p o n s e s 17 "No" r e s p o n s e s 77 Per c e n t o f "yes" r e s p o n s e s 1 8 .1 ADDITIONAL VACATION ALLOWANCE W HEN PAID HOLIDAY FALLS WITHIN VACATION PERIOD: "Yes" r e s p o n s e s 72 "No" r e s p o n s e s 2 2 Per c e n t o f "yes" r e s p o n s e s 7 b .6 MAXIMUM ACCUMULATION OF UNUSED VACATION: Range in days 11-60 115 unused p o r t io n o f v a c a t i o n . In g e n e r a l , i t was o n ly th e s m a lle r d i s t r i c t s ( t h o s e in C la s s I I I and IV c i t i e s ) t h a t p e r m itt e d in l i e u paym ents ( s e e T a b le XLV). T h is p r a c t i c e was n ot c e n t r a l i z e d in any g e o g r a p h ic a l r e g io n ( s e e T a b le XLV I ) . The p r a c t i c e o f c a r r y - o v e r from one y e a r t o th e n e x t o f unused p o r t io n s o f v a c a t i o n a llo w a n c e s was u se d in s e v e n te e n o f th e n i n e t y - t h r e e d i s t r i c t s w hich r e s p o n d e d . The p r a c t i c e was n o t u n ifo r m ly d i s t r i b u t e d among th e v a r i ous s i z e g r o u p s. The p e r c e n t a g e w h ich p e r m itt e d c a r r y o v e r s d e c r e a s e d w it h a d e c r e a s e in th e s i z e o f t h e c i t y , p e r c e n t a g e s r a n g in g from a h ig h o f 8 0 .0 per c e n t to a low o f 1 1 .1 p er c e n t . Some d i f f e r e n c e s w ere d is c e r n e d b etw e e n r e g i o n s , th e p e r c e n t a g e s r a n g in g from a h ig h o f 2 3 .5 p e r c e n t to a low o f 1 4 .3 per c e n t . A t o t a l o f s e v e n te e n d i s t r i c t s r e p o r te d p o l i c i e s p e r m it t in g th e c a r r y - o v e r o f unused v a c a t io n a llo w a n c e s from one y ea r to th e n e x t; how ever, o n ly t w e lv e o f t h e s e s e v e n t e e n d i s t r i c t s i n d i c a t e d th e maximum number o f d ays o f c a r r y - o v e r a llo w e d ( s e e T a b le X L V II). The ra n g e f o r t h e s e t w e lv e was from e l e v e n t o s i x t y d a y s . The mean number o f v a c a t io n days was found t o be 2 8 .5 d a y s . The h i g h e s t number o f days was r e p o r te d by a C la s s IV c i t y l o c a t e d in th e W estern r e g io n ; th e lo w e s t number o f d ays was found in a C la s s TV c i t y in th e North C e n t r a l r e g i o n . S e v e n ty -tw o o f n i n e t y - f o u r r e s p o n d e n ts ap p roved t h e TABLE XLV SUPPLEMENTARY VACATION PRACTICES, DISTRIBUTED BY SIZE OF CITY (N = 94) V acation p r a c t i c e C lass I c i t i e s (N=5j Crass I T c i t i e s .(N-1.3). C la ss l i t ' c i t i e s (N=22) C lass TV c i t i e s (N=541 CASH PAYMENT IN LIEU "Yes" r e sp o n se s 0 0 3 3 "No" r e sp o n se s D 13 19 51 Per c e n t o f "yes" r e sp o n se s 0 .0 0 .0 13.6 5.9 CARRY-OVER OF UNUSED VACATION "Yes" r e sp o n se s 4 3 4 6 "No" r e sp o n se s 1 10 18 48 Per c e n t o f "yes" r e sp o n se s 8 0 .0 2 3.0 18.2 11.1 ADDITIONAL TIME W HEN PAID HOLI DAY FALLS WITHIN VACATION "Yes' r e sp o n se s 5 8 17 42 "No" r e sp o n se s 0 j 5 12 Per cen t o f "yes" r e sp o n se s 100.0 6 1 .5 7 7.3 77.8 MAXIMUM ACCUMULATION OF UNUSED VACATION Range in days 30-54 21-30 15-24 11-60 S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on dent d i s t r i c t s were lo c a te d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 500,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I II 2 90,000 to 900,000 p o p u la tio n IV 100,000 to 2 50,000 p o p u la tio n 116 TABLE XLVI SUPPLEMENTARY VACATION PRACTICES, DISTRIBUTED BY GEOGRAPHIC REGION (N = 94) V acation p r a c t i c e South (N=29) West ( N=17) N o rth ea st (N=21) North c e n t r a l (N=27) CASH PAYMENT IN LIEU "Yes" r e sp o n se s 2 1 2 1 "No" r e sp o n se s 2 7 16 19 26 Per c e n t o f "yes" r e s p o n se s 6 .9 5.8 9 .5 3 .8 CARRY-OVER OF UNUSED VACATION "Yes" r e sp o n se s 6 4 3 4 "No" r e sp o n se s 23 13 18 23 Per c e n t o f "yes" r e sp o n ses 20.7 e3.5 14.3 14.8 ADDITIONAL TIME W HEN PAID HOLI DAY FALLS WITHIN VACATION "Yes" r e sp o n se s 19 15 16 22 "No" r e sp o n se s 10 5 5 Per cen t o f "yes" re sp o n se s 65.3 88.3 76.2 81.5 MAXIMUM ACCUMULATION OF UNUSED VACATION Range in days 15-30 10-60 24-54 11-30 117 118 TABLE XLVII DISTRIBUTION OF THE MAXIMUM ACCUMULATION OF VACATION DAYS TO BE CARRIED OVER FROM ONE YEAR TO THE NEXT (N = 12) Number o f Number o f v a c a t i o n d ays r e s p o n s e s 10 - 14 1 15 - 19 1 20 - 24 5 25 - 29 0 50 - 34 3 35 - 39 0 40 - 44 0 45 - 49 0 50 - 54 1 35 - 59 0 60 64 1 Mean number o f d ays o f maximum a c c u m u la tio n o f v a c a t i o n = 28.5 d a y s. 119 p r a c t i c e o f g r a n t in g a d d i t i o n a l v a c a t i o n tim e when a h o l i day o c c u r r e d w i t h i n a s c h e d u le d p e r io d o f v a c a t i o n . T h is p r a c t i c e was f o llo w e d by a l l s c h o o l s in C la s s I c i t i e s . The W estern r e g io n was th e m ost g e n e r o u s o f a l l r e g i o n s , 8 5 . 3 p er c e n t o f W estern s c h o o l s g r a n t in g a d d i t i o n a l com p e n s a t o r y t im e . I I I . CHAPTER SUMMARY An a n a l y s i s o f v a c a t i o n p r a c t i c e s was made in t h i s c h a p t e r , b a s e d on th e r e s p o n s e s o f n i n e t y - f o u r s c h o o l d i s t r i c t s . A t h r e e f o l d a n a l y s i s was made: (1) tr e a tm e n t o f th e d a ta a s a w h o le , (2) co m p a riso n s b a se d on g r o u p in g s by g e o g r a p h ic r e g i o n s , and (3) c o m p a riso n s b a se d on s i z e o f c i t y . The r e s u l t s o f t h e a n a l y s i s o f v a c a t i o n p r a c t i c e s a r e sum m arized, f i r s t in some d e t a i l and th en in more g e n e r a l te r m s. S p e c i f i c a l l y , i t was found t h a t th e modal v a c a t i o n p r a c t i c e was t h e a llo w a n c e o f te n days p er y e a r d u r in g t h e f i r s t te n y e a r s o f em ploym ent. F i f t e e n days per y e a r was t h e mode b etw e e n te n y e a r s and t w e n t y - f i v e y e a r s o f s e r v i c e . A d i f f e r e n c e o f 5 .3 days p er y e a r e x i s t e d b etw een v a c a t i o n a llo w a n c e s o f C la s s X and C la s s IV c i t i e s a t th e end o f t h e f i r s t y e a r ; a t t h e end o f t h e t w e n t y - f i f t h y e a r 120 th e d i f f e r e n c e was found t o be 4 . 9 d a y s . T h is d i f f e r e n c e was somewhat u n ifo r m a t ea ch o f t h e s i x bench-m ark y e a r s on w h ich d a ta w ere o b t a i n e d . Among th e fo u r g e o g r a p h ic r e g i o n s s t u d i e d , th e N o r th e a s t r e g io n was found t o have t h e h i g h e s t mean number o f days o f v a c a t i o n a l l o w a n c e . The d i f f e r e n c e s b etw een h i g h e s t and lo w e s t r e g i o n s , in mean number o f d ays a llo w e d each year, v a r i e d from 1 .2 days f o r t h e f i r s t y e a r to 4 . 5 days a f t e r t h e t w e n t y - f i f t h y e a r o f s e r v i c e . The mean number o f v a c a t i o n days a llo w e d ranged from 1 1 .3 days a f t e r t h e f i r s t y e a r to a maximum o f 1 7 .4 days a f t e r t w e n t y - f i v e y e a r s o f s e r v i c e . F o r t y - n i n e d i s t r i c t s , o r 6 4 .9 p er c e n t o f th e t o t a l , in c r e a s e d t h e v a c a t i o n a llo w a n c e a f t e r th e f i r s t y e a r o f s e r v i c e . F o r ty -tw o d i s t r i c t s made one i n c r e a s e in v a c a t i o n a llo w a n c e a f t e r t h e f i r s t y e a r , t w e lv e p r o v id e d two i n c r e a s e s , and fou r in c r e a s e d v a c a t i o n a llo w a n c e s th r e e t im e s d u r in g a t w e n t y - f i v e - y e a r p e r i o d o f s e r v i c e . The end o f th e f i f t e e n t h y e a r was t h e tim e when m ost v a c a t i o n - a llo w a n c e ch a n g es w ere made. S ix d i s t r i c t s p e r m it t e d " in l i e u " paym ents f o r u n u se d v a c a t i o n a l l o w a n c e s . S e v e n te e n d i s t r i c t s , o r 1 8 .1 p er c e n t , p e r m it t e d c a r r y - o v e r o f u n u sed v a c a t i o n t im e . Tw elve o f th e s e v e n t e e n r e p o r t e d t h e maximum number o f days o f v a c a t i o n 121 c a r r y - o v e r a l l o w e d . T h ese maximums e x te n d e d from e l e v e n to s i x t y d a y s , t h e mean number o f d ays b e in g 2 8 .5 d a y s. S e v e n ty -tw o s c h o o l d i s t r i c t s , o r 7 6 .6 p er c e n t , w ould g r a n t a d d i t i o n a l v a c a t i o n tim e in t h e e v e n t a p a id h o l i d a y o c c u r r e d d u r in g a s c h e d u le d v a c a t i o n . B r i e f l y summarized in more g e n e r a l te r m s, v a c a t io n a llo w a n c e s w ere found t o i n c r e a s e g e n e r a l l y w it h t h e le n g t h o f s e r v i c e . The m odal v a c a t i o n a llo w a n c e c o v e r in g th e f i r s t t e n y e a r s o f employment was t e n w o rk in g d a y s; b etw een te n and t w e n t y - f i v e y e a r s o f s e r v i c e , f i f t e e n days o f v a c a t i o n a llo w a n c e was th e mode. A p p ro x im a te ly t w o - t h i r d s o f s c h o o l s i n c r e a s e d v a c a t i o n a llo w a n c e s a f t e r th e f i r s t y ea r o f s e r v i c e . The m ost common tim e when v a c a t i o n a llo w a n c e s w ere i n c r e a s e d was a t t h e end o f t h e f i f t e e n t h y e a r o f s e r v i c e . The d a ta showed t h a t t h e mean number o f days o f v a c a t i o n a llo w a n c e d e c r e a s e d w i t h t h e s i z e o f th e c i t y . The N o r th e a s t r e g io n was more g e n e r o u s in v a c a t i o n a l l o w a n c e s th an w ere o t h e r r e g i o n s . "In l i e u " paym ents f o r u n u sed p o r t i o n s o f v a c a t i o n a l l o w a n c e s w ere made a s p a r t o f d i s t r i c t p o l i c i e s in o n ly a few d i s t r i c t s . T h is p r a c t i c e was m ost p r e v a l e n t in c i t i e s o f 5 0 0 ,0 0 0 o r l e s s p o p u l a t i o n . C a r r y -o v e r o f u n u sed v a c a t i o n was n o t g e n e r a l l y p r a c t i c e d ; w here p r a c t i c e d , i t d e c r e a s e d w it h a d e c r e a s e in t h e s i z e o f t h e c i t y . T h r e e o f f o u r d i s t r i c t s r e p o r t e d t h e p r a c t i c e g r a n t i n g a d d i t i o n a l v a c a t i o n t im e i f a p a i d h o l i d a y c u r r e d w i t h i n a s c h e d u l e d v a c a t i o n . CHAPTER V I I PERIODS OF NON-WORK AND MISCELLANEOUS SERVICES AND ALLCWANCES I . INTRODUCTION S u r v e y r e s u l t s p e r t a i n i n g t o p r a c t i c e s a n d p o l i c i e s g o v e r n i n g s p e c i f i c r e g u l a r p e r i o d s o f n o n - w o r k d u r i n g t h e r e g u l a r w o r k d a y o f c l a s s i f i e d e m p l o y e e s , a n d m i s c e l l a n e o u s s e r v i c e s a n d a l l o w a n c e s a s r e p o r t e d fro m n i n e t y - f o u r r e s p o n d e n t s c h o o l s , a r e p r e s e n t e d i n t h i s c h a p t e r . T he d a t a w e r e o b t a i n e d fr o m S e c t i o n s IV a n d V o f t h e q u e s t i o n n a i r e ( s e e A p p e n d i x A ) . P a r t IV o f t h e q u e s t i o n n a i r e d e a l t w i t h p r a c t i c e s h a v i n g t o do w i t h c o f f e e b r e a k s , p a i d l u n c h p e r i o d s w h i c h a r e p a r t o f t h e w o r k i n g d a y a n d r e s t p e r i o d s f o r b o t h men a n d w om en. P a r t V h ad t o do w i t h v o l u n t a r y p a y r o l l d e d u c t i o n s c o v e r i n g s a v i n g a n d l o a n p l a n s , i n c l u d i n g c r e d i t u n i o n l o a n r e p a y m e n t s a n d s a v i n g s p l a n s , a s w e l l a s w i t h e m p l o y e e a s s o c i a t i o n d u e s an d h e a l t h , a c c i d e n t a n d h o s p i t a l p l a n s . A s e p a r a t e s e c t i o n i s c o n c e r n e d w i t h t h e m a t t e r o f f r e e o r r e d u c e d - c o s t m e a l s f o r n o n - c a f e t e r i a s c h o o l e m p l o y e e s . O t h e r q u e s t i o n s p e r t a i n e d t o t h e e x t e n t t o w h i c h s c h o o l d i s t r i c t s p r o v i d e d f r e e c o u n s e l i n g s e r v i c e s t o e m p l o y e e s c o n c e r n i n g i n d i v i d u a l 1 2 3 124 o r f a m ily p r o b le m s . The f i n a l s e c t i o n s o u g h t t o a s c e r t a i n t h e e x t e n t t o w h ic h s c h o o l s u s e d t h e p r a c t i c e o f p a y in g e m p lo y e e s f o r a c c e p t e d w o rk -im p ro v em en t s u g g e s t i o n s w h ich h a v e r e s u l t e d in t a n g i b l e s a v in g s t o t h e s c h o o l d i s t r i c t . I I . ANALYSIS OF PRACTICES C o f f e e B re a k s As i s s e e n in T a b le X L V III, e l e v e n r e s p o n d e n ts f a i l e d t o a n sw er t h e s e c t i o n r e l a t i n g t o c o f f e e b r e a k s . S i x t y - f o u r o f th e e i g h t y - t h r e e r e s p o n d e n t d i s t r i c t s r e p o r t e d t h a t t h e d i s t r i c t had a d o p te d a p o l i c y c o v e r in g t h i s it e m . The m o st common o r m odal tim e a l l o t t e d p e r day was o n e h a l f hour p e r d a y . A n a l y s i s by s i z e o f c i t y ( s e e T a b le XLIX) show ed d i f f e r e n c e s in p e r c e n t a g e s v a r y in g from a low o f 40 p e r c e n t in C la s s I c i t i e s t o a h ig h o f 8 5 .7 p e r c e n t in C la s s I I I c i t i e s . A mean o f 7 7 .1 p e r c e n t w as fou nd f o r a l l s c h o o l s . R e g io n a l d i f f e r e n c e s w ere found ( s e e T a b le L) , th e N o r t h e a s t r e g io n r e p o r t i n g 47 p er c e n t o f i t s member d i s t r i c t s w h ic h p r o v id e d c o f f e e b r e a k s , and t h e W e ste r n r e g io n r e p o r t i n g t h a t a l l i t s member d i s t r i c t s p r o v id e d t h i s b e n e f i t . P a id Lunch P e r io d s The d a ta r e c e i v e d in a n sw er t o t h e q u e s t i o n c o n c e r n i n g p a id lu n c h p e r i o d s a s p a r t o f th e w o r k in g day w ere i n c o n c l u s i v e , p o s s i b l y b e c a u s e o f d i f f e r e n c e s o f 125 ta ble xLvrrr ANALYSIS OF ALLOWANCES FOR COFFEE BREAKS, PAID LUNCH PERIODS AND REST PERIODS Paid non-work p e r io d s T o ta l COFFEE BREAK (N«=7 5) Number not r e sp o n d in g 11 "Yes" r e s p o n s e s 64 "No" r e s p o n s e s 19 Per c e n t o f "yes" r e s p o n s e s 77.1 Modal a llo w a n c e 1/2 hour PAID LUNCH ( N=3 5) Number not r e sp o n d in g 9 "Yes" r e s p o n s e s .12 "No" r e s p o n s e s 5J Per c e n t o f "yes" r e s p o n s e s J 7 .6 Modal a llo w a n c e 1 hour MANDATORY REST PER TO D FOR W OM EN Number not r e sp o n d in g J2 "Yes" r e s p o n s e s 10 "No" r e s p o n s e s 49 Per c e n t o f "yes" r e s p o n s e s 1 6 .9 Modal a llo w a n c e 1/2 hour TABLE XL IX ANALYSIS OF ALLOWANCES FOR COFFEE BREAKS, PAID LUNCH PERIODS AND REST PERIODS, DISTRIBUTED BY SIZE OF CITY Paid non-work p e r io d C la ss I c i t i e s C la s s I I c i t i e s C la ss I I I c i t i e s C la ss IV c i t i e s COFFEE BREAK Number not r e p o r tin g Number o f "yes" r e sp o n se s Number o f "no" r e sp o n se s Per c e n t o f Modal a llo w a n c e "yes" r e sp o n se s (N=5) 0 2 3 4 0 .0 1/2 hour (N=12) 1 8 4 6 5 .6 1/8 hour (N=21) 1 18 3 8 5 .7 1/2 hour (N=45) 9 36 9 8 0 .0 1/2 hour PAID LUNCH Number not r e p o r tin g re sp o n se s r e sp o n se s Per c e n t o f "yes" r e sp o n se s Modal a llo w a n c e Number o f "yes" Number o f "no" (N=3) 0 2 3 40 .0 1 hour ( N=12) 1 7 5 5 8 .3 1 hour (N=21) 1 6 15 2 8 .5 1 hour (N=47) 7 17 30 36 .1 7 1 hour MANDATORY REST PERIOD FOR W O M EN Number n ot r e p o r tin g Number o f "yes" r e s p o n se s Number o f "no" r e sp o n se s Per c e n t o f "yes" r e sp o n se s Modal a llo w a n ce (N=2) 3 0 2 0 0 (N=9) 4 4 5 44 4 3/8 hour ( N=16) 6 2 14 1 2 .5 1/2 hour (N=32) 22 4 28 12.5 1/2 hour S iz e c l a s s i f i c a t i o n s o f c i t i e s in which resp on d en t d i s t r i c t s were lo c a te d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 500,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 50,000 to 500,000 p o p u la tio n IV 100,000 to 250,000 p o p u la tio n 126 TABLE L ANALYSIS OF ALLOWANCES FOR COFFEE BREAKS, PAID LUNCH PERIODS AND REST PERIODS, DISTRIBUTED BY GEOGRAPHIC REGION Paid non-work p e r io d South West N o rth ea st North c e n t r a l COFFEE BREAK ( N=26) ( N -16) ( N= 17) (N= 24) Number not r e p o r t in g 3 1 4 3 "Yes" r e sp o n se s 21 16 8 19 "No" r e s p o n s e s 3 0 9 5 Per c e n t o f " y e s ” respon s e ■ ; 8 0 .7 100.0 4 7 .0 79 .2 Modal a llo w a n c e 1/2 hour 1/2 hour 1/4 hour 1/2 hour PAID LUNCH (N=2r>) (N=17) ( N=19) (N- 23) Number n o t r e p o r t in g 4 0 2 4 "Yes" r e sp o n se s 15 4 7 6 "No" r e s p o n se s 10 13 12 17 Per c e n t o f "yes" respon s e s 6 0 .0 2 3 .5 36.8 26 .1 Modal a llo w a n c e 1 hour 1 hour 1 hour 3 /4 hour MANDATORY REST PERIOD FOR W OM EN (N=29) ( N=13) (N=10) (N= 18) Number not r e p o r t in g 0 4 11 9 "Yes" r e s p o n se s 0 j 1 6 "No" r e s p o n se s 29 10 9 12 Per c e n t o f "yes" respon s e s 0 .0 2 3 .1 1 0.0 33 .3 Modal a llo w a n c e 0 1/2 hour 1 /4 hour 1 /2 hour MANDATORY REST PERIOD FOR M EN ( N=23) ( N=16) ( N=20) (N= 21) Number n o t r e p o r t in g 4 1 1 6 "Yes" r e s p o n se s 8 6 10 9 "No" r e s p o n s e s 15 10 10 12 Per c e n t o f "yes" respon se s 3 4 .7 3 7 .5 O • o 42 127 00 • 128 i n t e r p r e t a t i o n . N in e r e s p o n d e n t s f a i l e d t o a n sw er th e q u e s t i o n r e g a r d in g t h e p r a c t i c e o f p a y in g f o r th e tim e a llo w e d f o r lu n c h . T h i r t y - t w o , o r 3 7 .6 p e r c e n t , o f e i g h t y - f i v e d i s t r i c t s r e p o r t e d t h a t lu n c h p e r i o d tim e was p a id f o r by t h e d i s t r i c t . A n a l y s i s by s i z e o f c i t i e s show ed a r a n g e o f from 2 8 .5 p e r c e n t f o r C la s s I I I c i t i e s t o 5 8 .3 p e r c e n t f o r C la s s I I c i t i e s . The m odal a llo w a n c e w as a o n e -h o u r p a id lu n c h p e r i o d . W ide v a r i a t i o n s o f p r a c t i c e e x i s t e d b e tw een t h e v a r i o u s r e g i o n s o f t h e c o u n t r y . In t h e S o u th e r n r e g i o n , 60 p e r c e n t o f s c h o o l d i s t r i c t s had p a i d - f o r lu n c h p e r i o d s . In t h e W estern r e g i o n , h o w e v e r , 2 3 .5 p e r c e n t o f s c h o o l d i s t r i c t s r e p o r t e d t h i s p r a c t i c e . R e s t P e r io d s D ata r e g a r d in g p e r m i s s i v e r e s t p e r i o d s f o r women and a l l r e s t p e r i o d s (b o th m a n d atory and p e r m i s s i v e ) f o r men w ere in c o m p le t e and c o n t r a d i c t o r y . T h e r e f o r e , t a b u l a t i o n o f f i n d i n g s w as n o t a t t e m p t e d . N e v e r t h e l e s s , t h e d a ta r e c e i v e d c o n c e r n in g m a n d a to ry r e s t p e r i o d s f o r women w ere s u f f i c i e n t l y c o m p le te t o p e r m it a n a l y s i s . F i f t y - n i n e r e s p o n s e s w ere r e c e i v e d t o t h e q u e s t i o n o f m a n d a to ry r e s t p e r i o d s f o r women. The term m a n d a to ry w as u s e d t o c o v e r any s t a t e o r l o c a l r e g u l a t i o n w h ic h r e q u i r e d t h a t women m u st b e g iv e n s p e c i f i c r e s t p e r i o d s d u r in g t h e d a y . F our o f n in e s c h o o l d i s t r i c t s in C la s s I I c i t i e s r e p o r t e d h a v in g 129 a m a n d a to ry r e s t p e r i o d r e g u l a t i o n . No d i s t r i c t s in C la s s I c i t i e s r e p o r t e d m an d atory r e s t p e r i o d s . The N orth C e n t r a l r e g io n r e p o r t e d 3 3 .3 p e r c e n t , w h ic h w as t h e h i g h e s t p e r c e n t a g e among g e o g r a p h ic r e g i o n s . No S o u th e r n r e g i o n s c h o o l had a r e g u l a t i o n r e q u i r i n g t h a t women b e g iv e n r e s t p e r i o d s d u r in g t h e s c h o o l d a y . C r e d it U nion D e d u c tio n s The h i s t o r y o f f r i n g e b e n e f i t s h a s shown t h a t , w h i l e e m p lo y e e s h a v e n o t a lw a y s p a id d i r e c t l y f o r c e r t a i n e m p lo y e e b e n e f i t s , v e r y f r e q u e n t l y o p t i o n a l p rogram s h ave b e e n made a v a i l a b l e t o them th r o u g h some form o f v o lu n t a r y p a y r o l l d e d u c t io n p l a n . T h u s, th r o u g h grou p a c t i o n , b e n e f i t s a r e made a v a i l a b l e t o e m p lo y e e s w h ic h th e y c o u ld n o t o t h e r w i s e a f f o r d o r o b t a in a s i n d i v i d u a l s . The c r e d i t u n io n , w it h i t s s a v in g s and lo a n f e a t u r e s , h a s had a s t e a d y g ro w th s i n c e i t s i n c e p t i o n d u r in g t h e d e p r e s s io n y e a r s . As i s shown in T a b le L I, tw e n ty -tw o d i s t r i c t s , o r 2 4 .7 p e r c e n t o f t h o s e r e p o r t i n g , p e r m it t e d e m p lo y e e s t o h a v e p a y r o l l d e d u c t io n s made in c o n n e c t io n w it h c r e d i t u n i o n s . T h is p r a c t i c e w as fo u n d e x c l u s i v e l y in c i t i e s o f l e s s th a n 1 , 0 0 0 ,0 0 0 p o p u l a t i o n ; C la s s I I c i t i e s r e p o r t e d t h a t o n e t h i r d o f s c h o o l s m a in t a in e d t h i s p o l i c y . Some d i f f e r e n c e s b e tw e e n r e g i o n s w e r e n o t e d : t h e S o u th e r n r e g io n r e p o r t e d t h e p r a c t i c e t o b e m ore w id e s p r e a d th an TABLE LI VOLUNTARY PAYROLL DEDUCTIONS Purpose o f p a y r o ll d ed u ctio n T o ta l not r e p o r tin g Number o f "no" r e sp o n se s Number o f "yes" r e sp o n se s Per cen t o f "yes" r e s p o n se s C red it union (N * 89) 3 67 22 2 4 .7 Savin gs p la n s (N = 86) S 66 20 2 3 .2 Loan repayment (N = 73) 21 30 23 3 1 .5 Employee a s s o c i a t i o n dues (N = 36) 38 41 15 2 6 .8 U. S. S a vin gs Bonds (N = 62) 32 6 56 9 0 .3 H ea lth , a c c id e n t and h o s p it a l in su r a n c e (N “ 87) ■ i i r n i " > i m . ■ i m .n --------a - V L i . f - ■ ■ 1 j : ■ r ■ l i t w r 7 6 b ■ s « , s a s s a g w a a a 81 L . - — JL< ■ 9 3 .1 130 131 d id o t h e r r e g i o n s . The number o f d i s t r i c t s r e p o r t i n g p a y r o l l d e d u c t io n s f o r s a v in g s p la n s in c o n n e c t io n w it h c r e d i t u n io n s was s l i g h t l y low er than th e number t h a t r e p o r t e d c r e d i t u n io n d e d u c t io n s . Twenty o f s i x t y - s i x d i s t r i c t s , or 2 3 .2 p er c e n t , g r a n te d t h i s r i g h t to t h e i r e m p lo y e e s. A n a l y s i s by s i z e o f c i t i e s ( s e e T a b le L II) showed v ery l i t t l e d i f f e r e n c e among g r o u p s. One d i s t r i c t in th e l a r g e s t - c i t y group showed an i n c o n s i s t e n c y o f r e s p o n s e , i n d i c a t i n g t h a t no d e d u c t io n s fo r c r e d i t u n io n s w ere made fo r e m p lo y e e s, y e t t h a t t h e r e was a s a v in g s d e d u c tio n f e a tu r e w i t h in a c r e d i t u n ion p la n . For t h i s r ea so n i t i s u n c e r t a in as to w hich r e s p o n s e was c o r r e c t . R e g io n a l a n a l y s i s ( s e e T ab le L III) showed th e N o r th e a s te r n r e g io n to have th e h i g h e s t number o f s c h o o ls ( 3 7 .3 per c e n t ) p r o v i d i n g p a y r o l l d e d u c t io n s fo r s a v in g s p la n s in c o n n e c t io n w it h c r e d i t u n io n s . Loan repaym ent d e d u c tio n s were somewhat more p r e v a le n t than s a v in g s p lan d e d u c t io n s , t w e n t y - t h r e e o f a t o t a l o f s e v e n t y - t h r e e d i s t r i c t s r e p o r t i n g such a p la n . One r e sp o n d e n t q u a l i f i e d h i s r e p ly by s t a t i n g t h a t loan r e p a y m ents f o r em ployee lo a n s made in " r e s p e c t a b le " banks or le n d in g i n s t i t u t i o n s was a u t h o r iz e d . E x c lu d in g t h i s r e s p o n s e as n o t b e in g v a l i d w ith r e s p e c t to c r e d i t u n io n s , th e number becom es tw e n ty -tw o , or 3 0 .5 p er c e n t o f d i s t r i c t s . No s c h o o l s in C la s s I c i t i e s p e r m itt e d t h i s s o r t o f p a y r o l l d e d u c t io n . A gain , th e h i g h e s t p e r c e n t a g e was TABLE LIT VOLUNTARY PAYROLL DEDUCTIONS, DISTRIBUTED BY SIZE OF CITY Type o f v o lu n ta r y p a y r o l l d e d u ctio n C las s X c i t i e s C la ss IX c i t i e s C la ss I I I c i t i e s C la ss IV c i t i e s C RED IT UN ION '' No" r e sp o n s e s ’’Yes" r e sp o n s e s Per c e n t o f "yes'' r e sp o n se s T o ta l n o t r e p o r t in g (N=4) 4 O 0 1 (N=12) 8 4. 3 3.3 1 (N=22) 1 7 5 22 . 7 O (N=51) 38 13 2 5 .3 3 SAVINGS PLAN "No" r e sp o n s e s "Yes" r e s p o n s e s Per c e n t o f "yes" r e sp o n se s T o ta l n ot r e p o r tin g (N=4) 3 1 20.0 1 ( N = l l ) 8 3 2 7 .2 2 (N=21) 16 5 2 3 .8 1 ( N= 50 ) 39 11 22.0 A LOAN REPAYMENTS "No" r e sp o n s e s "Yes" r e sp o n s e s Per c e n t o f "yes" r e sp o n s e s T o ta l n o t r e p o r t in g ( N= 3 > 3 O O 2 C N=11) 6 5 4 5 .4 2 (N=20) 15 5 2 5.0 2 C N= 39 ) 26 13 33 . 3 15 EMPLOYEE ASSOCIATION DUES "No" r e s p o n s e s "Yes" r e sp o n s e s Per c e n t o f "yes" r e sp o n se s T o ta l n ot r e p o r t in g C N= 3 ) 3 O o 2 ( N = 8 ) A A 50 .O 5 ( N=14) 14 O O 8 (N=31) 20 11 3 5.4 23 U .S. SAVINGS BONDS "No" r e sp o n s e s "Yes" r e sp o n s e s Per c e n t o f "yes" r e sp o n s e s T o ta l n ot r e p o r tin g <N-4) 0 4 100 . O 1 < N=9 ) O 9 ICO .O 4 (N=13) 1 14 9 3 .3 7 ( N= 34) 5 29 8 5 .2 20 HEALTH ACCIDENT AND HOSPITAL "No r e sp o n s e s "Yes" r e sp o n s e s Per c e n t o f "yes" r e sp o n s e s T o ta l not r e p o r tin g <N-3) O 5 100 .O O ( N=13) 1 12 9 2 .3 O ( N=20) 1 19 9 5 .0 2 C N=49) 4 45 9 1 .8 5 S iz e c l a s s i f i c a t i o n s o f c i t i e s in w hich resp o n d en t d i s t r i c t s were lo c a te d : I 1 ,0 0 0 ,0 0 0 + II 5 00 ,0 00 to I I I 2 5 0 ,0 00 to IV 1 00 ,0 00 to p o p u la t ion 1 ,0 0 0 ,0 0 0 p o p u la tio n 5 00 .0 00 p o p u la tio n 2 5 0 .0 0 0 p o p u la tio n u ro TABLE LIII VOLUNTARY PAYROLL DEDUCTIONS, DISTRIBUTED BY GEOGRAPHIC REGION Type of volun tary „ r, .. . p a y r o ll deduction South Nest N ortheast North c e n tr a l CRED IT UN ION "No" resp on ses "Yes" resp on ses Per cen t o f "yes" resp onses T otal not rep o rtin g SAVINGS PLANS "No" resp on ses "Yes" resp on ses Per cen t o f "yes" responses T otal not rep o rtin g LOAN REPAYMENT "No" resp onses "Yes" resp on ses Per cen t o f "yes" responses T otal not rep ort ing EMPLOYEE ASSOCIATION DUES "No" resp on ses "Yes" resp o n ses Per cen t o f "yes" resp onses T otal not rep o rtin g U.S. SAVINGS BONDS "No" resp on ses "Yes" resp on ses Per cent o f "yes" resp onses T otal not rep o rtin g HEALTH, ACCIDENT: AND HOSPITAL "No" resp on ses "Yes" resp on ses Per cen t o f "yes" resp onses T otal not rep o rtin g C N= 2 9 ) 20 9 31.0 0 (N=28) 2 1 7 25.0 1 ( >• = 2 2 ) 14 8 36 . 3 0 ( N = l7) 15 2 1 1 .7 12 (N=19) 3 16 84 . 2 lO (N=28) 3 25 89 . 2 1 C N=1 6 ) 1 3 3 18 . 7 1 ( N = 1 6 ) 13 3 18.7 1 (N=15) 12 3 20.0 (N=12) lO 2 1 o . 6 0 =13) o 13 1 0 0 . o C N=16) 0 16 100 . O 1 (N=19) 14 5 26.3 2 ( N = 1 8 ) 12 6 37.5 3 ( N=18) 11 7 38 .8 3 (N=14) 8 6 42 . 8 7 (N=16) 2 14 87.5 5 0 = 20) 1 19 95.0 1 ( N«=2 5) 20 5 20 .O 2 0 = 2 4 ) 20 4 16 . 6 3 ( N= 2 1 ) 16 5 23.8 6 0 = 1 4 ) 8 6 42 . 8 13 0 = 1 4 ) 1 13 92.8 13 0 = 2 3 ) 2 21 9 1.3 4 134 fo u n d i n C l a s s I I c i t i e s ( 4 5 . 4 p e r c e n t ) , A c o r r e c t i o n f o r t h e a b o v e -m e n tio n e d r e s p o n s e c o n c e r n in g lo a n r e p a y m en ts t o r e p u t a b l e b a n k s o r l e n d i n g i n s t i t u t i o n s (made by a s c h o o l in a C l a s s I I I c i t y ) r e d u c e s t h e p e r c e n t a g e from 25 t o 21 p e r c e n t . The N o r t h e a s t r e g i o n i n d i c a t e d t h e h i g h e s t p a r t i c i p a t i o n ( 3 8 .8 p e r c e n t ) . A g a in , c o r r e c t i n g f o r o n e e x c lu d e d r e s p o n s e , t h e r e p o r t o f t h e S o u th e r n r e g i o n i s c h a n g e d from 3 6 .3 t o 3 3 .3 p e r c e n t . E m ployee A s s o c i a t i o n D ues D e d u c t io n s P a y r o l l d e d u c t io n s f o r e m p lo y e e a s s o c i a t i o n d u e s was a p r a c t i c e fou n d in f i f t e e n o f a t o t a l o f f i f t y - s i x d i s t r i c t s , o r 2 6 .8 p e r c e n t . No a t t e m p t w as made t o d e te r m in e t h e n a t u r e o f t h e e m p lo y e e a s s o c i a t i o n . One d i s t r i c t ad d ed a n o t e t o t h e e f f e c t t h a t p a y r o l l d e d u c t i o n s f o r u n io n d u e s w e r e a p p r o v e d when i t w as n e c e s s a r y to em p loy o u t s i d e m e c h a n ic s on a te m p o r a r y b a s i s . T h is p r a c t i c e w as n o t fou n d in s c h o o l s in e i t h e r C la s s I o r C l a s s I I I c i t i e s . One h a l f o f t h e d i s t r i c t s in C l a s s I I c i t i e s made p r o v i s i o n f o r t h i s b e n e f i t t o e m p lo y e e s . S i m i l a r p e r c e n t a g e s o f 4 2 . 8 w e r e fo u n d f o r s c h o o l s in t h e N o r t h e a s t and N o rth C e n t r a l r e g i o n s . The p r a c t i c e w as l e s s common in t h e S o u th e r n and W e s te r n r e g i o n s , U .S . S a v in g s Bond D e d u c t io n s D e d u c t io n s f o r p u r c h a s e o f U .S . S a v in g s Bonds w e r e p r o v id e d in f i f t y - s i x o f s i x t y - t w o r e s p o n d e n t d i s t r i c t s . 135 T h is number r e p r e s e n t e d 9 0 . 3 p e r c e n t o f t h e t o t a l . P ay r o l l d e d u c t io n p r a c t i c e s w e r e r e p o r t e d by a l l s c h o o l d i s t r i c t s in C la s s I and C l a s s I I c i t i e s , s m a l l e r c i t i e s h a v in g fe w e r s c h o o l s w h ic h p r o v id e t h i s b e n e f i t . A l l s u r v e y e d c i t i e s in t h e W e ste r n r e g i o n made t h i s p r o v i s i o n f o r t h e i r e m p lo y e e s , a t l e a s t 8 4 p e r c e n t o f o t h e r r e g i o n s a l s o m a k in g t h i s p r o v i s i o n a v a i l a b l e . V o lu n ta r y P a y r o l l D e d u c t io n s f o r H e a l t h . A c c id e n t and H o s p i t a l I n s u r a n c e The p r a c t i c e o f a p p r o v in g v o l u n t a r y p a y r o l l d e d u c t i o n s f o r h e a l t h , a c c i d e n t and h o s p i t a l i n s u r a n c e w as t h e m o st common o f a l l v o l u n t a r y p a y r o l l d e d u c t i o n s . E i g h t y - o n e o f e i g h t y - s e v e n d i s t r i c t s , o r 9 3 . 1 p e r c e n t , p e r m i t t e d t h i s p r a c t i c e . A l l C la s s I c i t i e s r e p o r t e d t h i s t o b e a p r a c t i c e and a l l o t h e r C la s s g r o u p s r e p o r t e d a t l e a s t 90 p e r c e n t p a r t i c i p a t i o n . F r e e o r R e d u c e d - p r ic e M eals An a t t e m p t w as made t o d e t e r m in e p r a c t i c e s o f s c h o o l d i s t r i c t s w i t h r e s p e c t t o f r e e o r r e d u c e d - p r i c e m e a ls t o n o n - c a f e t e r i a e m p lo y e e s ( s e e T a b le s LIV, LV and L V I ). I t w as fo u n d t h a t s i x o f e i g h t y - s e v e n r e p o r t i n g d i s t r i c t s p r o v id e d f r e e o r r e d u c e d - p r i c e m e a ls t o n o n c a f e t e r i a e m p lo y e e s . T h is number r e p r e s e n t e d an a f f i r m a t i v e r e s p o n s e o f 6 . 4 p e r c e n t . T h is p r a c t i c e w as fo u n d t o b e m o st p r e v a l e n t in C l a s s IV c i t i e s . H ow ever, t h e TABLE LIV ANALYSIS OF MISCELLANEOUS ALLOWANCES OR SERVICES C l a s s i f i c a t i o n Number o f "yes" r e s p o n se s T o ta l n ot r e p o r t in g Per c e n t o f "yes" r e s p o n se s Number _ c ii „n or no r e s p o n se s Free or r e d u c e d - p r ic e m eals to n o n - c a f e t e r i a em ployees (N = 87) 6 7 6 .4 81 Employee c o u n s e lin g s e r v i c e (N « 87) 10 7 1 1 .3 77 Payments fo r work improvement s u g g e s t io n s (N = 94) 3 0 3 .2 91 136 TABLE LV COMPARISON OF MISCELLANEOUS ALLOWANCES OR S E R V IC E S , D IST R IB U T E D BY S IZ E OF CITY C l a s s i f i c a t i o n C la ss I c i t i e s C la ss I I c i t i e s C la ss I I I c i t i e s C la ss IV c i t i e s FREE OR REDUCED-PRICE MEALS TO NON-CAFETERIA EMPLOYEES (N-5) (N-13) (N-20) ( N-49) Number o f "yes" r e sp o n se s 1 1 1 3 Number o f "no" r e sp o n se s 4 12 19 46 Per c e n t o f "yes" r e s p o n se s 2 0 .0 7 .7 5 .0 6 .1 T o ta l n ot r e p o r t in g 0 0 2 5 EMPLOYEE COUNSELING SERVICE (N-5) (N-13) (N-20) (N-49) Number o f "yes" r e s p o n s e s 0 2 2 6 Number o f "no" r e s p o n se s 5 11 18 43 Per c e n t o f "yes" r e s p o n s e s 0 1 5 .4 9 .5 1 2.2 T o ta l n o t r e p o r tin g 0 0 2 5 PAYMENT FOR W ORK IMPROVEMENT SUGGESTIONS (N-5) (N-13) (N-22) (N-54) Number o f "yes" r e s p o n se s ? 1 0 0 Number o f "no" r e s p o n se s 3 12 22 54 Per c e n t o f "yes" r e s p o n se s 4 0 .0 7 .7 0 .0 0 .0 T o ta l n o t r e p o r t in g 0 0 0 0 S iz e c l a s s i f i c a t i o n s o f c i t i e s in w hich resp on d en t d i s t r i c t s were lo c a t e d : I 1 ,0 0 0 ,0 0 0 + p o p u la tio n II 5 00,000 to 1 ,0 0 0 ,0 0 0 p o p u la tio n I I I 2 5 0 ,0 0 0 to 500,000 p o p u la tio n IV 100,000 to 2 5 0 ,0 0 0 p o p u la tio n TABLE LVI COMPARISON OF MISCELLANEOUS ALLOW ANCES O R SERVICES, DISTRIBUTED BY GEOGRAPHIC REGION C l a s s i f i c a t i o n South West N o rth ea st North c e n t r a l FREE OR REDUCED-PRICE MEALS TO NON-CAFETERIA EMPLOYEES (N=27) (N=17) (N=20) (N-23) "Yes" r e s p o n s e s 3 2 1 0 "No" r e s p o n s e s 24 13 19 23 Per c e n t o f "yes" r e s p o n s e s 1 1 .1 1 1 .7 5 .0 0 .0 T o t a l n ot r e p o r t in g 2 0 1 4 EMPLOYEE COUNSELING SERVICE (N=28) (N-16) (N-20) (N=25) "Yes" r e s p o n s e s 4 2 3 1 "No" r e s p o n s e s 24 14 17 24 Per c e n t o f "yes" r e s p o n s e s 1 4 .3 1 2 .5 1 5 .0 4 .0 T o ta l n o t r e p o r t in g 1 1 1 2 PAYMENT FOR W ORK IMPROVEMENT SUGGESTIONS (N=29) (N=17) (N-21) (N-54) "Yes" r e s p o n se s 1 1 1 0 "No" r e s p o n s e s 28 16 20 27 Per c e n t o f "yes" r e s p o n s e s 3 .4 3 .8 4 . 7 0 .0 T o ta l n o t r e p o r t in g 0 0 0 0 139 number o f " y e s" r e s p o n s e s w as s o s m a l l In e a c h g ro u p a s t o make p e r c e n t a g e c o m p a r is o n s o f l i t t l e m e a n in g . A r e g i o n a l c o m p a r iso n o f r e s p o n s e s t o t h i s q u e s t i o n w as f e l t t o b e e q u a l l y v a l u e l e s s . B n p lo y e e C o u n s e lin g C o u n s e lin g s e r v i c e s f o r e m p lo y e e s t o a i d them in m e e t in g i n d i v i d u a l o r f a m ily p r o b le m s w as r e p o r t e d by t e n o f a t o t a l o f e i g h t y - s e v e n r e s p o n s e s . A g a in , p e r c e n t a g e c o m p a r is o n s on t h e b a s e s o f c i t y s i z e o r g e o g r a p h ic r e g i o n w o u ld a p p e a r t o h a v e l i t t l e m e a n in g . I t s h o u ld b e a d d e d , h o w e v e r , t h a t s i x o f t h e t e n a f f i r m a t i v e r e s p o n s e s w e r e r e p o r t e d by C la s s IV c i t i e s , and fo u r w e r e l o c a t e d in t h e S o u th e r n r e g i o n o f t h e n a t i o n . Work Im provem ent S u g g e s t i o n s P aym en ts f o r a c c e p t e d w ork im p rovem en t s u g g e s t i o n s w h ic h r e s u l t in t a n g i b l e s a v i n g s t o t h e s c h o o l d i s t r i c t w e r e r e p o r t e d by t h r e e o f t h e n i n e t y - f o u r r e s p o n d e n t d i s t r i c t s . Two o f t h e t h r e e a f f i n n a t i v e r e s p o n s e s w e r e r e p o r t e d by C l a s s I c i t i e s . R e g i o n a l l y , r e s p o n s e s w e r e s c a t t e r e d . 140 I I I . ANALYSIS OF THE EXTENT OF FRINGE BENEFIT ALLOWANCES BY SIZE OF CITY AND GEOGRAPHY T h r o u g h o u t t h e p r e v i o u s c h a p t e r s , i n c l u d i n g t h e su m m a r ie s, a n a l y s i s h a s b e e n made o f t h e r e s p o n s e s o f n i n e t y - f o u r s c h o o l d i s t r i c t s w i t h r e s p e c t t o e a c h f r i n g e b e n e f i t g r o u p ed by s i z e o f c i t y and g e o g r a p h y . The same a n a l y s i s h a s b e e n i n c l u d e d in t h i s c h a p t e r . In o r d e r t o a s c e r t a i n w h at p a t t e r n , i f a n y , m ig h t b e fo u n d w i t h i n t h e r e s p o n s e s o f t h e s c h o o l d i s t r i c t s g r o u p e d b y s i z e o f c i t y a n d by g e o g r a p h ic r e g i o n s , a t a b u l a t i o n o f f r i n g e b e n e f i t s i n c l u d e d in t h i s s tu d y w as m ad e. T h e se d a t a a r e shown in T a b le L V II. C e r t a in f r i n g e b e n e f i t s a r e e x c lu d e d b e c a u s e o f t h e i n c o n c l u s i v e n a t u r e o f t h e d a t a r e c e i v e d . T h e s e it e m s a r e tim e o f f f o r (1 ) C h r is tm a s s h o p p in g , ( 2 ) p e r s o n a l r e a s o n s , ( 3 ) c o n v e n t io n a t t e n d a n c e , ( 4 ) i n - s e r v i c e t r a i n i n g , (3 ) j o b - c o n n e c t e d a t t e n d a n c e a t c o l l e g e o r u n i v e r s i t y c l a s s e s , and (6 ) p a id lu n c h p e r i o d s . The o n l y m e a su r e u s e d w as t h e maximum e x t e n t o f f r i n g e b e n e f i t o f f e r e d . The r e s p o n s e s w e r e t a b u l a t e d by g r o u p s p r e v i o u s l y e s t a b l i s h e d and u s e d t h r o u g h o u t t h i s s t u d y , t h a t i s , b y s i z e o f c i t y and by g e o g r a p h ic r e g i o n . W ith in t h e g r o u p in g s b y t h e s i z e o f c i t y and g e o g r a p h ic r e g i o n s , t h e g r o u p r e p o r t i n g t h e g r e a t e s t e x t e n t o f f r i n g e b e n e f i t s w as a s s i g n e d t h e number 1 . I t w as t h e n p o s s i b l e H |P H i U H H U 1 2 1 1 u H k (ij 10 rl U>i 0 M tipi mh III ®H 0 up H ffl 02 HU < z< H H N O llH M ftH 'H M H « » H W rl u I | P U U It h n 0 I I ]z I/I M > H 0 M flH H H u * H rl H * H H H H H rl rl H H H H * rl * rl < w E N U H 1 tl 1 H I * 1 H M 3 ■ h y 3 3 1 X 1 I H M 3 3 (0 ftM P H rl 'H M H tl u (1 H i (1 OU 0 0 0 3 £ H 60 3 H H •H M m M H (1H U P 3 H H tl 0 >< H H U H 'rl £ 3 M 3 3 3 > ft'H 3 H U U U U 3 Z f l c H ■H 3 •H H 60 H (1 N E 3 H tl tl 'f I 0 0 X •H ftM H 3 jj ft U f t 3 ft H tl rl ft H OH U H y rl 3 HH 3 H H U M ft ■ H 0 0 •HE •HE H ft r i f t Oft (1 tl tj tl 0 0 ti) U f t H £) 0 H OU 'H u tl 0 U O H 3 > u > H > P 'rl H tl H P S H Z 0 rl U tl H 3 3 U i H O P H ft 0 M'H h * £ u fcU U to H > 0 tl H u M E U u M M 3 U (1 tl E H M 01 3 60 M M M M 00 tl •H 1 M j M M 3 60 3 0 H 3 !HU H U t > 0 3 3 E H 0 M E H U 1). 1 • E H 3 H H H £ (1 tl M H'H tl (1 0 H U H •H •H •H H tj 'H H •HH (1 > 3 I 3 H H 3 U U H U H U X ft > HU U M 0 M U U U u y U HH U I H (1 H 3 H U U U U U U « 3 H H ft H tl H'H H H 'HE ■ H •rl * p j ■ H ftM ■Hi 3 H g O E H tl ‘rl H 3 3 M f t f t f t £ ft u M U 3 H 0 y > 0 > > u > X H > u E h J2 •Hi! > > H E U O E 0 0 0 H U 3 H U H rl O'H 0 OH 0 H * O'H 3 i H U H 0 H OU H H H H ft ft M H E > U f t ft H U H H £ H H M u X 0 HO H > H 3 HU U HH H H H 3 H E 0 •H fttl ftM ft ft HH ft u U ? U S fttl ftH f t (OH H U H U HH 3 i L rl q M to U A > H ft ti •H tl H M M H X H P E P 3 P H 3 H>iO M U 3 U'H U 3 U t l f t u o MU > U U H U P M U H H u 1 A 1 ti E H 0 0 3 H'H (1 0 H 3 f t 3 0 3 H 3 E H 0 0 3 3 < 1 H 3 O H H 9 S 3 * H ft OU u H ft HH H'H H H rl M H 3 3 > ft'H 3 f t H 3 H U H 3 H H H 60 3 0 3 0 3 0 H H H H o u E y o u u u u 1 >, 0 0 E tl 0 H 0 O H O y 3 U HH U >iU H H rl H ft M U H U 0 H to 3 X tl rl H H H'H HH H OH (t)H 3 E H E H E H H H H 0 H HU HO H X HH UU HU XH H ftU H ftU H E H f t H H ft ftM (1 (1 tl tl tl ft H ^ U P > H H H H •rl H J M M H H H H H H tl H U ft ft ft ft w ft e 0 D ft ft ft E E E ft U < ii p h u oo n c g « m h h n » o H U u 'HU e u U H H H ■ H C ^ 'O 0 3 > H H C H o n u u HU U t l > o, h m u h 1)11 H E e u p p 0 H C •rl 03 OH Ml) 'HO H U *U H 3 U 3 H rl H H 40 0 U > > H H X'H O H P H H OH ft 1)1)0 ig H H U H h H a M P f i l l O H Hv H 1 1 U U tl 1 •( m u m u H H 3 3 0 J3 H O to H U MU >, U H E U H H ■ rl I'M H U U U O U H H M 0 1 U ( U to P M H 0 U U -H 3 0 H H U M U ft MHO 0 M C H H • U f t C U H 'H H 3 0 N4-t > a O ' H •H H 'H M 1) H M 3 M v I H H 3 P f t H p H « 0 X y 6 0 'n P U H 3 3 U M 0 'H a 3 > ,3 U ftm 3 P 'H 3 O ' H H'H 0 lift z * u H (U 0) O O -f H f t H P 3 H 3 j: 4J M'H ft OH too H H E ' H a M'H 0 G q] fN 0 M H'-' to H ’H U U U M H U U E 3 . C U 0 H H UU U (J H U (J <H U X H a > * til H p H H 00 rl ^ H 3 UUt O (O'H MU H I U rl Hrl o 3 0 0 4J H H M H *H > 141 3 0 'H 3 3 U 0 0 tl H'H rl U U 3 (1 to ftrlrH 0 3 3 ft ft ft 0 0 0 o o a f t •HO UQO O ( J »00 H O O O 3 0 » » f t O O O 0 « o t n ftrllO M M ft +0 0 0 3 M o u u u 0 0000 "0 0 0 0000 Q t * * 0000 •Q iO O H i O H J r l u 3 H u 3 0 ft M H H £ U •p i z s 3 0 H H 'H M l U •H £ u u o tu XI o H H H 3> H H H £ H O ' U a a U H H f t < f P 1 /1 60p 0 ^ y •H tl ft 'H M 10 U to 3 H H H m y H H H ft N H 'H 0 1 W * TABLE LVXI (C o n tin u e d ) DISTRIBUTION OF MAXIMUM FRINGE BENEFIT ALLOWANCES, DISTRIBUTED BY SIZE OF CITY AND BY GEOGRAPHIC REGION S i z e o f c I t y R e g i o n ___________ C l a s s i f i c a t i o n C la s s C la s s C la s s C la s s N o r th - No I I I I I I IV S ou th W est e a s t cen Per c e n t p e r m i t t i n g c o f f e e b r e a k s P er c e n t p r o v i d i n g m a n d a to ry r e s t p e r i o d s f o r women P er c e n t a p p r o v in g a n n u a l r e s e r v e t r a i n i n g w i t h o u t p ay l o s s Per c e n t a p p r o v in g u s e o f v a c a t i o n tim e f o r a n n u a l r e s e r v e t r a i n i n g P er c e n t p e r m i t t i n g c o u r t a t t e n d a n c e w i t h o u t p ay l o s s Per c e n t a p p r o v in g C r e d it U nion d e d u c t i o n s Per c e n t a p p r o v in g p a y r o l l d e d u c t i o n s f o r p u r c h a s e o f U.S. S a v in g s Bonds P er c e n t a p p r o v in g lo a n rep a y m en t th r o u g h p a y r o l l d ed u c t io n 1* 1* 1* 1* P er c e n t a p p r o v in g e m p lo y e e a s s o c i a t i o n d u e s th r o u g h p a y r o l l d e d u c t i o n s P er c e n t p r o v i d i n g f r e e o r r e d u c e d - p r i c e m e a ls to n o n — c a f e t e r i a e m p lo y e e s P er c e n t p r o v i d i n g p e r s o n a l cou n s e 1 in g Per c e n t p r o v i d i n g e m p lo y e e s u g g e s t i o n p la n P er c e n t a p p r o v in g p a y r o l l d e d u c t i o n s f o r s a v i n g s p l a n s o t h e r th a n U.S. b on ds T o t a l s 13 13 r f n 143 t o a r r i v e a t a t o t a l f o r e a c h g r o u p an d ra n k t h e g r o u p s i n te r m s o f t h e e x t e n t o f f r i n g e b e n e f i t s p r o v i d e d . Any t i e s o r i n s t a n c e s o f i d e n t i c a l s c o r e s w e r e n o t e d a n d e x c l u d e d fro m t h e n u m e r ic a l t o t a l s f o r t h e g r o u p s . The t o t a l s c o r e s f o r t h e g r o u p o f c i t i e s , a r r a n g e d i n r a n k o r d e r , w e r e fo u n d t o b e a s f o l l o w s : C l a s s I , C l a s s I I , C l a s s I I I a n d C l a s s IV . The t o t a l s c o r e s f o r e a c h g e o g r a p h i c r e g i o n , a r r a n g e d i n r a n k o r d e r , w e r e fo u n d t o b e : W e s te r n , N o r t h e a s t e r n , N o r th C e n t r a l a n d S o u t h e r n . IV . CHAPTER SUMMARY An a n a l y s i s o f m i s c e l l a n e o u s s e r v i c e s an d a l l o w a n c e s and p e r i o d s o f n o n -w o r k w a s m ade in t h i s c h a p t e r . T he a n a l y s i s w a s b a s e d on t h e r e s p o n s e s o f n i n e t y - f o u r s c h o o l d i s t r i c t s t o S e c t i o n s IV a n d V o f t h e q u e s t i o n n a i r e . The d a t a w e r e t r e a t e d i n t h r e e w a y s : ( 1 ) a n a l y s i s o f t h e t o t a l s a m p le , ( 2 ) c o m p a r is o n o f s i z e g r o u p s , an d ( 3 ) c o m p a r is o n o f r e g i o n a l g r o u p s . R e s u l t s o f t h e a n a l y s i s o f m i s c e l l a n e o u s s e r v i c e s a n d a l l o w a n c e s a r e h e r e s u m m a r iz e d , f i r s t , i n t e r m s o f s p e c i f i c f i n d i n g s , a n d , s e c o n d , i n m ore g e n e r a l t e r m s . S p e c i f i c a l l y s u m m a r iz e d , c o f f e e b r e a k s w e r e r e p o r t e d l y a p a r t o f g e n e r a l p o l i c y in s i x t y - f o u r o f e i g h t y - t h r e e d i s t r i c t s . The m o d a l a l l o w a n c e f o r a l l r e s p o n d e n t d i s t r i c t s w a s a h a l f h o u r p e r d a y . C l a s s I I I c i t i e s 144 r e p r e s e n t e d t h e h i g h e s t p e r c e n t a g e ( 8 5 , 7 p e r c e n t ) . T he c o f f e e b r e a k w a s r e p o r t e d b y a l l s c h o o l d i s t r i c t s In t h e W e s t e r n r e g i o n . T h i r t y - t w o o f e i g h t y - f i v e d i s t r i c t s p a i d f o r t h e lu n c h p e r i o d . T h i s p r a c t i c e w a s m o s t p r e v a l e n t i n C l a s s I I I c i t i e s a n d i n s c h o o l s i n t h e S o u t h e r n r e g i o n o f t h e n a t i o n . Ten o f f i f t y - n i n e s c h o o l d i s t r i c t s w e r e r e q u i r e d , b y s t a t u t e , t o p r o v i d e r e s t p e r i o d s e a c h d a y f o r women e m p l o y e e s . T he m o d a l a l l o w a n c e s w e r e o n e h a l f h o u r e a c h d a y . T he p r a c t i c e w as m o s t com m only fo u n d i n C l a s s I I I c i t i e s a n d i n t h e N o r th C e n t r a l r e g i o n . A p p r o x im a t e ly o n e f o u r t h o f r e p o r t i n g d i s t r i c t s p r o v i d e d p a y r o l l d e d u c t i o n s f o r c r e d i t u n i o n p u r p o s e s . T h i s p r a c t i c e w a s n o t fo u n d i n t h e l a r g e s t ( C l a s s I) c i t i e s . The S o u t h e r n r e g i o n h a d t h e h i g h e s t p e r c e n t a g e o f d i s t r i c t s p a r t i c i p a t i n g . T h i s b e n e f i t w a s fo u n d t o b e l e a s t coranon i n t h e W e s te r n r e g i o n s . D e d u c t i o n s f o r s a v i n g s p l a n s c o n n e c t e d w i t h c r e d i t u n i o n s w a s p r o v i d e d i n 2 3 . 2 p e r c e n t o f a l l d i s t r i c t s . T he N o r t h e a s t r e g i o n sh o w e d a g r e a t e r p a r t i c i p a t i o n t h a n d i d o t h e r r e g i o n s . Loan r e p a y m e n t p l a n s t h r o u g h p a y r o l l d e d u c t i o n s w e r e r e p o r t e d b y t w e n t y - t h r e e o f s e v e n t y - t h r e e d i s t r i c t s . No d i s t r i c t i n C l a s s I c i t i e s r e p o r t e d t h i s a s a p r a c t i c e ; C l a s s I I c i t i e s r e p o r t e d t h e h i g h e s t p e r c e n t a g e o f s i z e 145 g r o u p s . The N o r t h e a s t r e g i o n r e p o r t e d a h i g h e r p e r c e n t a g e th a n o t h e r r e g i o n s . P a y r o l l d e d u c t io n s f o r e m p lo y e e a s s o c i a t i o n d u e s w as a p r a c t i c e i n 2 6 .8 p e r c e n t o f r e p o r t i n g d i s t r i c t s . The p r a c t i c e w as n o t fo u n d in C l a s s IV c i t i e s b u t w as fo u n d m o st p r e v a l e n t l y i n C l a s s I I c i t i e s w h e re h a l f o f t h e d i s t r i c t s a r r a n g e d f o r t h i s t y p e o f p a y r o l l d e d u c t i o n . The N o r t h e a s t and N o rth C e n t r a l r e g i o n s r e p o r t e d i d e n t i c a l p e r c e n t a g e s ( 4 2 . 8 p e r c e n t ) . P a y r o l l d e d u c t io n s f o r U .S . S a v in g s Bonds w e r e r e p o r t e d by 9 0 . 3 p e r c e n t o f a l l r e s p o n d in g d i s t r i c t s . A l l s c h o o l s in C la s s I and C l a s s I I c i t i e s made t h i s s e r v i c e a v a i l a b l e t o c l a s s i f i e d e m p lo y e e s . A l l d i s t r i c t s i n t h e W e ste r n r e g i o n r e p o r t e d t h i s t y p e o f d e d u c t io n a s a p r a c t i c e . H e a lt h , a c c i d e n t and h o s p i t a l in s u r a n c e w as fo u n d in 9 3 . 1 p e r c e n t o f a l l r e p o r t i n g d i s t r i c t s . A l l d i s t r i c t s in C la s s I c i t i e s made p a y r o l l d e d u c t io n s f o r h e a l t h and a c c i d e n t i n s u r a n c e a v a i l a b l e t o t h e i r e m p lo y e e s . A g a in , a l l s c h o o l s in t h e W e ste r n r e g i o n p r o v id e d t h i s b e n e f i t . F r e e o r r e d u c e d - p r i c e m e a ls t o n o n - c a f e t e r i a e m p lo y e e s w e r e r e p o r t e d by s i x o f e i g h t y - s e v e n d i s t r i c t s . Ten s c h o o l d i s t r i c t s I n d i c a t e d t h a t t h e y p r o v id e d an e m p lo y e e c o u n s e l i n g s e r v i c e . T h ree o f n i n e t y - f o u r d i s t r i c t s had a d o p te d a p o l i c y 146 o f r e w a r d in g e m p lo y e e s f o r w ork im p ro v em en t s u g g e s t i o n p l a n s . Two o f t h e s e t h r e e d i s t r i c t s w e r e in C l a s s I c i t i e s , t h e o t h e r in a C l a s s I I c i t y . In a d d i t i o n , a f a c t o r a n a l y s i s o f t h e e x t e n t o f f r i n g e b e n e f i t s w as made a s r e p o r t e d i n t h i s s t u d y . T h is t a b u l a t i o n o f r e s p o n s e s o f t h e n i n e t y - f o u r s c h o o l d i s t r i c t s w as o r g a n i z e d on t h e b a s i s o f s i z e o f c i t y and g e o g r a p h ic r e g i o n . The t o t a l s c o r e s f o r t h e g r o u p s o f c i t i e s , a r r a n g e d i n ran k o r d e r , w e r e fo u n d t o b e a s f o l l o w s : C l a s s I , C l a s s I I , C l a s s I I I and C l a s s IV. The t o t a l s c o r e s f o r e a c h g e o g r a p h ic r e g i o n , a r r a n g e d in ra n k o r d e r , w e r e fo u n d t o b e : W e s te r n , N o r t h e a s t e r n , N o r th C e n t r a l and S o u th e r n . B r i e f l y su m m arized i n m ore g e n e r a l t e r m s , s l i g h t l y m ore th a n t h r e e - f o u r t h s o f s u r v e y e d s c h o o l s p r o v id e d c o f f e e b r e a k s . The m od al a l l o w a n c e w as fo u n d t o b e o n e h a l f h o u r e a c h d a y . The p r a c t i c e w as r e p o r t e d m ore com m on ly in C l a s s I I I c i t i e s and i n t h e W e ste r n r e g i o n th a n i n o t h e r r e g i o n s o r s i z e s o f c i t i e s . A p p r o x im a te ly o n e t h i r d o f s c h o o l d i s t r i c t s p r o v i d e d p a i d lu n c h p e r i o d s f o r c l a s s i f i e d e m p lo y e e s . A b ou t o n e s i x t h o f s c h o o l d i s t r i c t s w e r e r e q u i r e d t o p r o v i d e r e s t p e r i o d s f o r a l l women e m p lo y e e s ; w h er e t h i s w as r e q u i r e d , t h e m od al a l l o w a n c e w as o n e h a l f h o u r e a c h d a y . 147 M ost d i s t r i c t s l o c a t e d in c i t i e s o f 1 0 0 ,0 0 0 o r m ore p o p u l a t i o n made i t p o s s i b l e f o r c l a s s i f i e d e m p lo y e e s v o lu n t a r i l y t o r e q u e s t p a y r o l l d e d u c t io n s f o r h e a l t h , a c c i d e n t and h o s p i t a l in s u r a n c e p rem ium s. A l l s c h o o l s in c i t i e s a b o v e 1 ,0 0 0 ,0 0 0 p o p u l a t i o n f o ll o w e d t h i s p o l i c y , a s d id a l l s c h o o l s in t h e W este rn r e g i o n . M ost d i s t r i c t s l o c a t e d i n c i t i e s o f 1 0 0 ,0 0 0 o r m ore p o p u l a t i o n h a v e made a r r a n g e m e n ts w h ereb y c l a s s i f i e d em p l o y e e s may p u r c h a s e U .S . S a v in g s Bonds th r o u g h v o l u n t a r y p a y r o l l d e d u c t i o n s . T h is w as a u n i v e r s a l p r a c t i c e among s c h o o l s in C la s s I and C la s s I I c i t i e s , a s w e l l a s in a l l c i t i e s in t h e W ester n r e g i o n . A bout o n e f o u r t h o f a l l d i s t r i c t s r e p o r t e d t h a t em p l o y e e a s s o c i a t i o n d u e s may b e d e d u c te d th r o u g h a r r a n g e m e n ts made w i t h t h e p a y r o l l o f f i c e o f t h e i n d i v i d u a l s c h o o l . A s i m i l a r p r o p o r t io n o f s c h o o l d i s t r i c t s made p o s s i b l e p a y r o l l d e d u c t io n s f o r c r e d i t u n io n p u r p o s e s , i n c l u d i n g s a v in g p la n s and lo a n r e p a y m e n ts . L e s s th a n 7 p e r c e n t o f d i s t r i c t s p r o v id e d f r e e o r r e d u c e d - p r i c e m e a ls t o n o n - c a f e t e r i a e m p lo y e e s . L e s s th a n 10 p e r c e n t o f d i s t r i c t s h a v e made a r r a n g e m e n ts f o r c o u n s e l i n g s e r v i c e t o b e made a v a i l a b l e t o c l a s s i f i e d e m p lo y e e s f o r i n d i v i d u a l o r f a m ily p r o b le m s . V ery few d i s t r i c t s (3 p e r c e n t ) h a v e a d o p te d p o l i c i e s g r a n t i n g p a y m en ts f o r a c c e p t e d work im provem ent 148 s u g g e s t i o n s w h ic h r e s u l t in t a n g i b l e s a v i n g s t o t h e s c h o o l d i s t r i c t . The r a n g e and t h e am ount o f f r i n g e b e n e f i t s p r o v id e d b y s c h o o l d i s t r i c t s t e n d t o i n c r e a s e p r o p o r t i o n a l l y w i t h t h e s i z e o f t h e c i t y in w h ic h t h e s c h o o l d i s t r i c t i s l o c a t e d . The s c h o o l s l o c a t e d in c i t i e s i n t h e W e ste r n p a r t o f t h e n a t i o n p r o v id e m ore e x t e n s i v e f r i n g e b e n e f i t s th a n do s c h o o l s l o c a t e d in o t h e r s e c t i o n s . CHAPTER V III CRITERIA OF PUBLIC SCHOOL FRINGE BENEFIT PRACTICES I . INTRODUCTION The d e t e r m i n a t i o n o f p r a c t i c e s and p o l i c i e s o f p u b l i c s c h o o l d i s t r i c t s i n t h e U n it e d S t a t e s w i t h r e s p e c t t o f r i n g e b e n e f i t s f o r c l a s s i f i e d e m p lo y e e s w as t h e f i r s t m a jo r p h a s e o f t h i s i n v e s t i g a t i o n . The r e s u l t s o f t h i s p a r t o f t h e s tu d y w e r e p r e s e n t e d in p r e c e d i n g c h a p t e r s . The s e c o n d p h a s e o f t h e s tu d y w as an e v a l u a t i o n o f t h e s e f i n d i n g s in te r m s o f s t a n d a r d s o f g ood p r a c t i c e . Any c o n c l u s i o n s drawn from t h e f i n d i n g s m u st b e made on t h e b a s i s o f su c h s t a n d a r d s , o r c r i t e r i a ; w i t h o u t th em , m ean i n g f u l c o m p a r is o n s c o u ld n o t b e m ade, n o r r e s u l t s i n t e r p r e t e d . The t o t a l s u b j e c t o f p e r s o n n e l p o l i c y an d p r a c t i c e s , o f w h ic h f r i n g e b e n e f i t s a r e an im p o r ta n t f a c e t , i s a s b r o a d a s j o b - r e l a t e d human n e e d s . Many p o l i c i e s and p r a c t i c e s a f f e c t i n g f r i n g e b e n e f i t s grow o u t o f s p e c i a l human n e e d s ; t h e s e , i n t u r n , a r i s e i n many d i v e r s i f i e d g e o g r a p h ic a r e a s and i n many s o c i a l s e t t i n g s . U r b a n iz a t io n f a c t o r s a r e r e c o g n i z e d in t h e p a s s i n g o f s t a t e l e g i s l a t i o n , w h e th e r 149 150 m a n d a to ry o r p e r m i s s i v e . J u s t a s no tw o i n d i v i d u a l s ' n e e d s a r e t h e sam e, s u r v e y r e s u l t s show ed t h a t f r i n g e b e n e f i t s a r e n e v e r t h e same f o r an y tw o g e o g r a p h ic r e g i o n s , e v e n th o u g h a g r e a t many s i m i l a r i t i e s may e x i s t . The r e s p o n s i b i l i t y o f p e r s o n n e l o f f i c e r s and o t h e r a d m i n i s t r a t o r s i s t o f o r m u la t e p o l i c i e s and p r a c t i c e s w h ic h w i l l p r o v id e t h e b e s t p o s s i b l e e n v ir o n m e n t in w h ic h c l a s s i f i e d e m p lo y e e s may s e r v e p u b l i c e d u c a t io n in t h e l o c a l com m unity t o t h e b e s t o f t h e i r a b i l i t y . I t i s p r o b a b ly u n d e s i r a b l e and i m p o s s i b l e t o e s t a b l i s h u n ifo r m s t a n d a r d s o f c o n d u c t f o r a l l p r o b le m s c o n n e c t e d w i t h t h e a d m i n i s t r a t i o n o f a f r i n g e b e n e f i t p ro g ra m . H ow ever, w i t h t h e r a p id g ro w th o f f r i n g e b e n e f i t p rogram s s i n c e t h e c l o s e o f W orld War I I , a s s e e n in n a t i o n a l w age s t a b i l i z a t i o n p r o g r a m s, and t h e e m p h a sis w h ic h u n io n s h a v e p l a c e d on t h e s e m a t t e r s , i t a p p e a r s t h a t s t a n d a r d s o r c r i t e r i a a r e h i g h l y d e s i r a b l e . A s tu d y o f t h e l i t e r a t u r e and t h e r e s u l t s o f t h e p r e s e n t i n v e s t i g a t i o n so f a r h a v e i n d i c a t e d t h e f o l l o w i n g : 1 . F i e l d s o f c o n s i d e r a b l e u n i f o r m i t y o f p r a c t i c e and o p i n i o n e x i s t among t h o s e a c t i v e in t h e a d m i n i s t r a t i o n o f p u b l i c s c h o o l c l a s s i f i e d em p l o y e e s . 2 . A r a t h e r l a r g e a r e a e x i s t s i n w h ic h o p i n i o n s and p r a c t i c e s v a r y w i d e l y b e tw e e n s c h o o l d i s t r i c t s . 3 . G e n e r a l a g r e e m e n t e x i s t s among a u t h o r i t i e s c o n c e r n i n g some b r o a d p r i n c i p l e s fu n d a m e n ta l t o t h e 151 e s t a b l i s h m e n t o f f r i n g e b e n e f i t p o l i c i e s , 4 . T h e r e I s a n eed f o r s ta n d a r d s by w h ic h p u b l i c s c h o o l o f f i c i a l s may e v a l u a t e t h e i r own p o l i c i e s and p r a c t i c e s in f r i n g e b e n e f i t m a t t e r s . T h ere i s p r o b a b ly no a r e a , a s i d e from t h e s e t t i n g o f w age r a t e s c h e d u l e s , w h ere t h e p u b l i c s c h o o l o f f i c i a l i s m ore i n f l u e n c e d by com m unity p r a c t i c e s th a n in t h e f i e l d o f f r i n g e b e n e f i t s , s i n c e many s c h o o l p e r s o n n e l c l a s s i f i c a t i o n s a r e a l s o fo u n d i n b u s i n e s s and i n d u s t r y . N e v e r t h e l e s s , r e q u e s t s f o r e x p a n s io n o f f r i n g e b e n e f i t p rogram s a r e c o n s t a n t l y b e in g m ade, and e v a l u a t i o n o f t h e s e r e q u e s t s r e q u i r e s some s t a n d a r d s by w h ic h t h e s c h o o l b u s i n e s s o f f i c i a l may e v a l u a t e in o r d e r t o f u l f i l l h i s t a s k o f p r o t e c t i n g t h e d i s t r i c t ' s f i n a n c i a l and e d u c a t i o n a l w e l f a r e . I t w as d e c i d e d , t h e r e f o r e , t o a t te m p t t o e s t a b l i s h s ta n d a r d s w h ic h m ig h t a p p ly t o t h e a d m i n i s t r a t i o n o f f r i n g e b e n e f i t program s f o r p u b l i c s c h o o l c l a s s i f i e d p e r s o n n e l s o t h a t e x i s t i n g p r a c t i c e may b e i n t e r p r e t e d in te r m s o f s ta n d a r d s recom m ended a s a c c e p t a b l e . T h e se s t a n d a r d s , i t w as h o p ed , w o u ld a p p ly t o b o t h g e n e r a l and s p e c i f i c a s p e c t s o f f r i n g e b e n e f i t s . I I . METHOD OF STUDY 152 I t w as d e c id e d t o s e e k t h e o p i n i o n s and ju d g m e n ts o f s e v e r a l g r o u p s o f s p e c i a l i s t s , e a c h o f whom w as q u a l i f i e d t o s p e a k w i t h a u t h o r i t y f o r h i s own s p e c i a l f i e l d , i n o r d e r t o e v a l u a t e t h e p o l i c i e s and p r a c t i c e s u n d e r s t u d y . A r e a c t i o n p a n e l w as s e l e c t e d t o ex a m in e v a r i o u s f r i n g e b e n e f i t p r a c t i c e s in an a t t e m p t t o d e t e r m in e some c r i t e r i a upon w h ic h r e a s o n a b l e a g r e e m e n t c o u ld b e r e a c h e d . The I n s tr u m e n t An e v a l u a t i o n q u e s t i o n n a i r e w as d e v e lo p e d in w h ic h t h e m a jo r a r e a s o f p r a c t i c e s w e r e s t a t e d in te r m s o f i t e m s , e a c h o n e a s t a t e m e n t o f a p r i n c i p l e c o v e r i n g i n d i v i d u a l p r a c t i c e s o r p o l i c i e s . T h e s e s t a t e m e n t s w e r e d e v i s e d from t h e r e s u l t s o f t h e m a jo r s tu d y a n d t h e r e v ie w o f l i t e r a t u r e . The e v a l u a t i v e q u e s t i o n n a i r e had c o n s i s t e d o f tw o p a r t s , o n e h a v in g t o do w i t h g e n e r a l e x i s t i n g p r a c t i c e and t h e o t h e r w i t h some p o s s i b l e f u t u r e t r e n d s . P a n e l members w e r e a s k e d t o r a t e e a c h s t a t e d p r a c t i c e o r p o l i c y by i n d i c a t i n g w h e th e r h e : a . A g reed b . D i s a g r e e d c . A g r e e d a s m o d i f i e d . The q u e s t i o n n a i r e w as p r e p a r e d s o t h a t t h e r e s p o n d e n t had o n l y t o p l a c e a c h e c k mark i n t h e a p p r o p r i a t e s p a c e o p p o s i t e t h e i t e m . S p a c e w as p r o v id e d f o r t h e r e s p o n d e n t t o 153 e x p l a i n h i s r e s p o n s e In t h e e v e n t he " a g r e e d a s m o d i f i e d ." S e l e c t i o n o f t h e Members o f t h e P a n e l In s e l e c t i n g t h e members o f t h e r e a c t i o n p a n e l to s e r v e In t h i s Im p o rta n t p h a se o f t h e I n v e s t i g a t i o n , I t was d e s i r e d t o o b t a i n t h e o p i n i o n s o f p e r s o n s q u a l i f i e d t o e x p r e s s t h e p o i n t s o f v ie w o f t h o s e i n t i m a t e l y c o n c e r n e d w i t h t h e p r o b le m . C e r t a i n l y , i t was b e l i e v e d t h a t t h i s grou p s h o u ld i n c l u d e e m p lo y e e s , e m p lo y e r s , t h o s e in u n i v e r s i t i e s , o t h e r p r o f e s s i o n a l p e r s o n n e l en g a g e d i n r e s e a r c h in p u b l i c p e r s o n n e l m a t t e r s , r e p r e s e n t a t i v e s o f cham bers o f commerce and ta x p a y e r g r o u p s , and p e r s o n s a c t i v e l y en g a g e d in t h e a d m i n i s t r a t i o n o f p u b l i c s c h o o l c l a s s i f i e d em p lo y e es. F iv e m ajor c a t e g o r i e s w ere d e f i n e d , and an o u t s t a n d in g a u t h o r i t y in e a c h c a t e g o r y was s e l e c t e d w i t h t h e co u n s e l o f t h e chairm an o f t h e p e r s o n n e l r e s e a r c h c o m m itte e o f th e N a t i o n a l A s s o c i a t i o n o f S c h o o l B u s i n e s s O f f i c i a l s . S p e c i a l i s t s i n c l u d e d on t h e p a n e l w e r e a s f o l l o w s : 1 . U n i v e r s i t y and p e r s o n n e l r e s e a r c h : a . A r e p r e s e n t a t i v e o f a p u b l i c p e r s o n n e l a s s o c i a t i o n . b . A r e p r e s e n t a t i v e o f a C i v i l S e r v i c e Commis s i o n . c . A p r o f e s s o r o f p u b l i c a d m i n i s t r a t i o n w i t h a s p e c i a l t y i n t h e f i e l d o f p e r s o n n e l a d m in i s t r a t i o n . d . A r e p r e s e n t a t i v e o f t h e N a t io n a l C i v i l S e r v i c e L eagu e. Em ployee g r o u p s : a . A b u s i n e s s a g e n t o f n a t i o n a l u n io n r e p r e s e n t i n g s c h o o l e m p lo y e e s . b . The p r e s i d e n t o f a l a r g e s t a t e c l a s s i f i e d em p loyee g ro u p . c . The p r e s i d e n t o f a n a t i o n a l o r g a n i z a t i o n r e p r e s e n t i n g p u b l i c s c h o o l c l e r i c a l and s e c r e t a r i a l e m p lo y e e s . d. A la b o r c o n s u l t a n t em ployed by a n a t i o n a l l y known firm o f i n d u s t r i a l r e l a t i o n s c o u n s e l l o r s . Chamber o f Commerce and t a x p a y e r s ' g r o u p s: a . A r e p r e s e n t a t i v e o f t h e U n ite d S t a t e s Cham b e r o f Commerce. b . A v i c e - p r e s i d e n t in c h a r g e o f p e r s o n n e l f o r a m a n u fa c tu r in g company h a v in g p l a n t s in s e v e r a l s t a t e s . c . A r e p r e s e n t a t i v e o f an i n c o r p o r a t e d t a x p a y e r s ' g ro u p . d . A r e p r e s e n t a t i v e o f an a s s o c i a t i o n s p e a k in g f o r l a r g e numbers o f p r o p e r t y o w n e r s. Em ployer and g e n e r a l p u b l i c : a . The p r e s i d e n t o f a n a t i o n a l o r g a n i z a t i o n o f s c h o o l a d m i n i s t r a t o r s p e r s o n n e l made up 155 l a r g e l y o f s c h o o l s u p e r i n t e n d e n t s . b . An o f f i c e r o f a s t a t e a s s o c i a t i o n o f s c h o o l b o a rd members. c . An o f f i c e r o f a n a t i o n a l a s s o c i a t i o n o f s c h o o l t r u s t e e s . d . A s c h o o l b o a rd member who a l s o i s a p e r s o n n e l o f f i c e r o f a l a r g e p u b l i c u t i l i t y . 5. P u b l i c s c h o o l p e r s o n n e l a d m i n i s t r a t o r s : a . A p u b l i c s c h o o l a d m i n i s t r a t o r in c h a r g e o f c l a s s i f i e d e m p lo y e e s in s c h o o l l o c a t e d in a c i t y o f 1 , 0 0 0 ,0 0 0 p o p u l a t i o n o r m ore. b . A p e r s o n n e l d i r e c t o r o f p u b l i c s c h o o l l o c a t e d in a c i t y o f 5 0 0 ,0 0 0 t o 1 ,0 0 0 ,0 0 0 p o p u l a t i o n . c . A p e r s o n n e l d i r e c t o r o f a p u b l i c s c h o o l l o c a t e d in a c i t y o f 2 5 0 ,0 0 0 t o 5 0 0 ,0 0 0 p o p u l a t i o n . d. A p u b l i c s c h o o l b u s i n e s s m anager whose r e s p o n s i b i l i t y i n c l u d e s t h e a d m i n i s t r a t i o n o f c l a s s i f i e d e m p lo y e e s in a c i t y o f 5 0 ,0 0 0 t o 1 0 0 ,0 0 0 p o p u l a t i o n . Each p r o s p e c t i v e p a n e l member was s e n t a l e t t e r o u t l i n i n g t h e p u r p o se o f t h e q u e s t i o n n a i r e and i n c l u d i n g i n s t r u c t i o n s f o r a n s w e r in g . The l e t t e r c o n t a in e d a r e q u e s t f o r r e s p o n s e w i t h i n on e week o f t h e r e c e i p t o f t h e 156 l e t t e r . Both e n v e lo p e s and q u e s t i o n n a i r e s w e r e cod ed by group and by i n d i v i d u a l p a n e l members, and t h e n o t e s t a t e d t h a t e v e r y e f f o r t w ou ld be made t o k eep r e p l i e s i n s t r i c t e s t c o n f i d e n c e . Of t h e tw e n ty o r i g i n a l l e t t e r s and q u e s t i o n n a i r e s s e n t o u t , s i x t e e n r e p l i e s w ere r e c e i v e d w i t h i n t h e s p e c i f i e d p e r io d o f tim e ; f o l l o w - u p l e t t e r s w e r e s e n t to t h e r e m a in in g f o u r . A l l b u t on e r e s p o n s e was r e c e i v e d p ro m p tly a f t e r th e f o ll o w - u p l e t t e r . S e v e r a l lo n g d i s ta n c e c a l l s w ere r e q u i r e d t o s e c u r e t h e r e s p o n s e o f t h e f i n a l p a n e l member. T reatm en t o f th e Data S in c e t h e r e w ere r a t h e r w id e d i f f e r e n c e s in b a c k ground among p a n e l i s t s , i t was f e l t d e s i r a b l e t o group t h e i r r e s p o n s e s by t y p e o f i n t e r e s t o r s p e c i a l i z a t i o n , s i n c e i t was im p o r ta n t to i n t e r p r e t t h e i r o p i n i o n s in terms o f t h e i r i n t e r e s t s . For t h i s r e a s o n , ea ch p a n e l i s t was a s s i g n e d a co d e l e t t e r (A th ro u g h E) c o r r e s p o n d in g t o th e f o l l o w i n g l e t t e r e d c a t e g o r i e s : A. U n i v e r s it y and p e r s o n n e l r e s e a r c h g r o u p s . B. S c h o o l e m p lo y e e s . C. Chamber o f Commerce and t a x p a y e r g r o u p s . D. Employer a n d g e n e r a l p u b l i c g r o u p s . E. S c h o o l p e r s o n n e l a d m i n i s t r a t o r s . A l l a n s w e r s w ere th en t a b u l a t e d . A s c o r i n g d e v i c e w as u sed w h ic h a r b i t r a r i l y a s s i g n e d a p l u s o r m in u s n u m e r ic a l w e i g h t i n g t o t h e a n sw e r s, a s f o l l o w s : 157 R a tin g A gree D is a g r e e A gree a s m o d if ie d W eig h ted s c o r e +3 - 3 0 I t was th en p o s s i b l e t o a r r i v e a t a w e ig h t e d t o t a l f o r ea ch ite m and t o a r r a n g e ite m s in rank o r d e r o f d e s i r a b i l i t y , a s ju d g e d by t h e p a n e l . s c o r e s e x p r e s s e d p r i n c i p l e s and p r a c t i c e s w h ich w ere ju d g e d t o be h i g h l y d e s i r a b l e , and t h a t t h o s e w h ich r e c e i v e d h ig h m inus s c o r e s r e p r e s e n t e d u n d e s i r a b l e p r a c t i c e s o r p r i n c i p l e s . I t was f u r t h e r assum ed t h a t t h e p a n e l members w ere q u a l i f i e d t o speak w it h a u t h o r i t y r e g a r d in g t h e v a lu e o f v a r i o u s p e r s o n n e l p r a c t i c e s a f f e c t i n g f r i n g e b e n e f i t s . I t was a l s o assum ed t h a t p r a c t i c e s w h ich r e c e i v e d a t w o - t h i r d s w e ig h t e d a f f i r m a t i v e r e s p o n s e o f a l l p a n e l members r e p r e s e n t e d d e s i r a b l e p r a c t i c e s . C o n v e r s e ly , ite m s w h ich r e c e i v e d l e s s than a o n e - t h i r d w e ig h t e d a f f i r m a t i v e r e s p o n s e r e p r e s e n t e d u n d e s i r a b l e r e s p o n s e s . I t was assum ed t h a t ite m s w h ich r e c e i v e d h ig h p l u s 158 I I I . THE CRITERIA: REACTION PANEL RATINGS OF PUBLIC SCHOOL FRINGE BENEFIT PRACTICES O v e r - a l l Judgm ents The ju d g m e n ts o f p a n e l i s t s a r e h e r e w it h summarized and p r e s e n t e d In T a b le s L V III and LDC. I t s h o u ld be o b s e r v e d from t h e r e s u l t s shown in T a b le LIX t h a t t h e g r a n t i n g o f a p a i d v a c a t i o n t o ea ch em p lo y e e a f t e r on e y e a r o f s e r v i c e w as t h e o n l y l i s t e d p r a c t i c e ju d g e d by a l l p a n e l i s t s t o b e e n t i r e l y d e s i r a b l e . T h is c o n c l u s i o n r e s u l t s from t h e f a c t t h a t t h i s c r i t e r i o n was th e unanim ous c h o i c e o f a l l tw e n ty p a n e l members, t h a t t h e w e ig h t e d s c o r e w as " 6 0 ," and t h a t i t h e l d a rank o r d e r o f "1" among l i s t e d s t a t e m e n t s . The p r a c t i c e w h ic h r e c e i v e d t h e l o w e s t r a t i n g - - a n d t h e r e f o r e r e j e c t e d a s u n d e s i r a b l e - - w a s t h a t o f p a y in g a d d i t i o n a l s a l a r y i n c r e m en ts f o r c o m p le tio n o f d i s t r i c t - s p o n s o r e d t r a i n i n g u n i t s . The o p i n i o n s and ju d g m en ts o f t h e r e a c t i o n p a n e l c h o se n from f i v e d i f f e r e n t f i e l d s may be sum m arized b r i e f l y a c c o r d i n g t o w h e th e r t h e r e was i n t e r g r o u p and in t r a g r o u p a g r e e m e n t o r d is a g r e e m e n t . I t s h o u ld b e n o te d a t t h e o u t s e t t h a t some i n t e r e s t i n g r e l a t i o n s h i p s b e tw e e n group a t t i t u d e s and ju d g m e n ts w ere o b s e r v e d . The f o l l o w in g n o te w o r th y c o m p a r iso n s w ere e v i d e n t in t h e d a ta : 1. The w e ig h t e d a v e r a g e f o r t h e f i v e g r o u p s w i t h TABLE LVIII REACTION PANEL RATINGS OF FRINGE BENEFIT PRACTICES IN PUBLIC SCHOOLS Ag r e e' Disagree' As we i ghted Ag r e e as modified Criteria numb rfesp e r of ons e s Num ber We ighted response Num — b e r We i ghted response Total Rank o r de r Num- be r Per cent Rank orde r APPROPRIATE SCHOOL DISTRICT PRACTICES: 1. Sick leave should toe provided to employees at toll pay for- a reas onable period of ti me , based on an allowance for each year of s ervice 1 7 5 1 O O 3 1 2 3 1 3 - OO t o 2 „ The unu sed portion of sick, leave shoo Id be permitted to accumulate indefinitely for the period of emp1oyme nt 2 (J 12 3b 3 - 9 2 7 9 3 2 3 . OO < 4 - 3 . Art annual vacat ion should be pro vided to each employee after at least one year of service 2 . v > 20 b O G O b O 1 O O . OO 12 4 . The complete vacation allowance s hoL; 1 d t*e LisecJ each year and nor ma 1ly no t be allowe d to a c c umulate from one year to the next - ( 1 3 -4 3 O * 4 . 3 4 3 2 3 . OO 3 , The length of paid vacation should be in a reasonable ratio to the e mp loyee's length of service 2 Cj 1 t o 3d 1 - 3 5 1 2 1 3 . OO 1 1 b . Regular coffee breaks or rest periods, limited to definite intervals, should be provided to each employee daily 20 1 5 4 5 2 - b 39 b 3 1 3 . OO to 7 . School districts should make it possible for employees to have payroll deductions for savings plans such as purchase oi U . S. Savings Bonds 2 O lb 4 t o — 6 42 5 2 lO . OO lO Employees required to attend court either as juror or witness should receive full pay wh tie in court, but fees received for such at tendance should be returned to t he s c : hoo 1 district I ^ 1 3 45 V . ’ G ^ 5 • 4 -4 2 1.03 b 9 . A definite period of paid be reavement leave should be al— lowed when death occurs in the emp 1 oy e e 1 s i nrtme d i a t e f am i ly 2 U lb 4 to O O • 4 - to 3 <4 20 . OO 7 lO . A specific period of paid leave should be granted when serious illness occurs in the emp 1oy e e * s i mme d i a t e f am i ly o I t o - 1 5 3 1 3 9 4- 3 . OO 1 1 1 . Employees should be permitted to be absent from work without loss of pay for approved me d i c a 1 or dental appoint men t s 2 G 1 1 3 3 2 - b 2 7 9 7 3 3. OO 2 1 2 . Sc hoo1 districts should provide , in addition to annual vacation allowances , a mini mum of seven hoiidays per year 1 to 1 2 3b o O 3 6 7 6 33.33 3 TABLE LV1I1 (cont i nued) REACTION PANE L RATINGS OF FRINGE BENEFIT PRACTICES IN PUBLIC SCHOOLS Total number o f responses Num — her Ag ree We ighted response Disagree' As weighted Num- Weighted Rank her response Total ordei Agree as rood i f ied Num- Per Rank her cent order SOME POSSIBLE FUTURE TRENDS FOR SCHOOL DISTRICTS: 1 . Employees s hou1d be granted an additional salary inc reme n t up on c omp letion of a district: — sponsor d training unit Lv 3 15.79 7 Similar fringe benefits should be granted to certiticated (teaching) and class!tied (non teaching) employees alike L 5 . Ou 1 1 Health and be provided either part or all borne by the districc eliare bener its she t o employees , with > u 1 Districts system of suggest io bus iness t r i c t s hou L d award s ns deal ope rat ions establish a for bene f ic i a 1 ng with the of t he d i s - O o .OO 12 Lo c a1 r e t i rement systems should be integrated or s up p 1eme n t e d with Social Security 2 10.53 6. Sabbatical leave privileges with either full or part pay should b e made available to classified employees where the leave may directly benefit the employee's service to the district 1U.OO 1o School districts or arrange lor personal in g services to should ? r s o n a 1 e mp 1 o y e « : provide c o u n s « _ * . If a district cannot c omp arable to p r e v a i 1 in private i n du s t ry , funds should be used salaries rather than f i t s pay wages ing pracc it aval lablr_- to increase f ringe bene Employees should bo permitted c . attend university or other clasi during working hours without lo: of pay if such training is o: benefit to the e mp1oyer A shift different work should be pa is prevailing ial lor night i d wh ere this ororou nity practxc U.lHl 13 Emp1oye e s attending Ai d where c ours o f emp 1oyme n t s houId be paid for such courses as First are a c ond i t ; < 2 0. OO Districts should pay of recjuired uni forms S o r the 3 15-79 Additions to fringe benefit p r o - g r am s should include increased protection to employees (group life, health, accident, hospitui- i z : a t ion and me dical insurance) 5 2 5.OO E X B c o b E x o I I 13 0 0 H I 0 b u e E£ 0 y to o >W to < 0 3 is (N m vt 0 0 0 0 0 El IN N n IN IN O' N £ H rH IN 1 0 IN N ■ N r l 1 rH H H ic 1 0 N N N 1 rH r-i H O' El N 'N r l iH IN v D N O' r l H 1 /1 w 1 • u 0 X3W 0 1 U 1 H jj y q 0 1 1 E JJ 1/ j t r H (0 E . n - i I B 0 0 0 0 U 13 B E 4 1 Irl : ( j c 1 0 < 4) J B > 13 O i 0 E a n < u B (0 g T) Id 5 1 « E p n o ’ ? 0 0 C 4J. £ ■ E « > . E P E jj • c to o r 0 E 0 > E 0 B 0 ‘E -o h y - i u a "1 0 H 0 0 E £ £ £ n " I f - t u u B >• U E W i u 3 !fl 0 0 P 'E (0 (0T3 0 B 0 H C l U B E 0 0 > 0 0 U U E H g * 4 1 H X ) BXJ £ 4) E C >N^ b e a H 4) B W 0 4 1 r l 0 1 0 >,4) 0 0 u > E « .0 a o E 3 P 'E 0 1 0 XI H ( Q 4 ) 4 1 H 0 r. o i e E H i i U H O J 13 £ • c T JH X JW O H 5 4 ) o aw to C to >•' ■ E 4 1 4 1 H r l 0 •E r i y ci ' E g O U ( U B T 3 £ y rJ P P'E 0 u t u E 0 til ii d j [PH JJ 'E 0 0 E e E U E B 4 1 B E > "0,0 c P > 0 £ 4) E 0 1 0 £ U £ B 1 ) o W 0 0 E 33 1 0 E O .B C E O U B y 4 1 1 1 to JJ 0 £ U 4) U B 3 U • > B >i u 3 o g 1 0 (0 ID 0 4) 0 X) 4) E U 0 0 C O £ 0 p II) r l r l 4 1 >13 0 C H 4 1 H O U U O 'E W W B 4 ) £ r l • 1 0 B 41H 4 ) B 0 C a,o >m o cy u o H oi oi td id fli P 4 IU g P U O B H E C B 1 H > ,E U E H J J > ,!* E O X IH 4 1 4 1 B E £ H 0 0 E 'E P H H 0 E X) U U rH Id JJ h 3 u g g r l 1 0 B > x e o h B 4J (0 P g B 0 4 1 60 C h y a B E 4i y e e a V B 0 0 E H 5 ) H r l E 0 'E £ 4 1 E O J £ 'E 4 1 ■ E g E 'E 4) £ £ 0 P £ H £ 4 1 g 0) 4) E 0 1 0 H < 0 d E 4 ) ^ H H * E E H B B h a C h * • 1 # 1 < H < N st J) O' n .n <f 00 vf IS N OJ I U O O ' 1 0 'E U >• III C C . r - 1 U 'E 'rl l « - i j C D E li £ V 0X3 •o 0 1 I I ) H M 0 X 0 * 0 0 0 0 H I E £ H c to a £ij E 0 > < v O lU tl 1 M E £ w g w u W W * j « 0^ o y W * 0 0 V j « E b d x i H 0 013 3 'E -E 0 1 ■ M S -i ETJ 01 O J 41 'r l g a a > £ m 0 O' 0 0 0 00 N p-i N N N rH £ ,rr N 1 0 1 0 IN r l 1 1 rH N O' O' m £ £ H i n N O' “i O' y Q r-l O' O' N i N r. rH i N O' £ •o O' '■ n r l (0 4 i 1 0 1 0 u b O X ) > >• 4) 1 0 E 1 0 y ■ E 4 J E * 1 ) X) B O > 'E 1 0 E TJ E > 'E M (/) H C 4 1 4 1 4JH B >, X JH o •E 0 C D J ID > * 13 B 3 13 E £ E H a O J 4 1 0 y > H y g £ BE) c W p y p 1 / 1 'rl P H E H E E h O E > B 1 0 4) E H > E h c jj 5 3 y a E 3 B e b y r 0 '+i jj C S 'E 4 1 rH ’ rl C X 3 £ g ■ E 0 U a o io U B C JJ > O J 4 1 E £ H 4 1 4 1 ■ E E 4) g £ H B X ) H l f l E E U • B 4 1 E £ B E E X ) X) >W h io E 4 1 E 4J 'E 4) 4 ) JJ E X I B E • a c y ■ y w y H Q P 4 1 0 1 0 0 0 U £ E J3 U » > >s y £ >, a 3 B P H 0 4IW B U E V 3 'E 4J B B E h W £ E H t 0 B E £ >> £ P E in T P E 4 1 E 'E 0 3 'E y g x ) to £ P 3 1 0 0 1 0 U X ) 'n 13 4 lh e B E E E c g £ E y E to c E • H E E y tp o 4) p v ) £ 0 4 1 1 0 B Xl T P -E C O 0 > E E 'E E io a o p E 1 0 H 'E W 0 'E W £ E W o y w u 3 o y (0 B C B u g 'E a •E B P E £ V V 3 ■ E E 1 0 H E g E E « y o u • 3 0 4 1 >sin H 1 0 X) U 4 1 E E to y p E a E y o e * ■ E y io io f f E £ a C h 3 4 1 'E 0 E y b y u o o a c •E E E E i P B X I 4) 4) ifl B 1 0 0 0X3 B 0 B d E E B £ E B 'E E B E U 0X3 E E £ 4) 4 1 0 £ E a h M H 'E to w o E E y J I E J P O U n £ JJ Q J £ 1 0 > £ X) y h t j e a io o * a ■ E T P U 02 1 0 H (0 JJ p >, y OW E 4 ) • e y r l 4 1 to e o a ■E'E y T P U P 4) 4) 4) £ 0 1 0 CsE 0 B E W £ s y c w b 1 3 e y to r l r l (0 1 0 4) (0 E H y f t o i E •E 1 0 E y y E C X H £ H 00 >> -10 0 K a 4 ) •E X) X 3 'E U T P p H >s 0) ts H H T J B B O 'E O « E 0 JJ 4) W E P £ h £ 0 y n o 0 £ B B OT3 3 T P 0 1 0 E E 'E H E E E 4) U o y H c * a p H to H B d E O B O 'E £ 1 0 D-.B > a p u > ,3 d 'E E 4J- 1 1 ) 0 E - a c £ H r l 0 0 B H B e o h b o *0 £ 0 £ 4 £ 4 1 4 1 g y w y U C H o lo a a aw f l u 3 a u £ u < 3 a 3 4 < io io y w £ 0 X ) l/l'E B £ £ u e 0 0 (I) 0 1 ID E e am P ’E H 0 0 0 ) W i 0 lM i d 0 0 u 0 E u ( I ) c tI H 0 0 j: u in w o 1 0 c 0 •rl 60 U ) I I ) E « ID 0 ) l M J 0 ) BE a am X 1 3 B 1 0 E E (J 0 T 3 J 3 ( i ) o i E E MOO) 0 'rl g E 0 C 0 ID Id T O E E DOE (fl E E B E 10 o o u •E ,Q 1 0 C D 'E ■ E C H E e H O E ^ °i i d y £ x3 0 U B U E 1 0 •E 4) H tE g lH 4) J3 B 0 E P 0 E a o » o E II) )E El 0 E E 1 0 0 •E 0 " 'E 4 1 U 1 (0 1 0 4 1 E 4) 00 E > i 41' E r l 4 1 O i 0 0 > H g 0 0 ■E a ID 10 £ E g £ 1 0 0 awucw E C B U Q U w WtA SB H O 0 o i 2° fc f - i 4 xz w o Zh W C D U EW s' O d w X O H w Z B W H X Q W WW W ^ E W J < O E H h tfl 9! O H Z ifl H H H O H w < X Z 0 H H U < W X 4 X 9 1 C "0 (9 4 X 0 0 1 U 60 9 ) 9 ) e g 4J h 4 £ o II 60 o > H 9 1 k ( 1 ) 3 162 IS < N 0 < N O' I £ I M c 1 u c 0 0 1 9 U H 0 0 £ X U 3 E H 4J 0 U UH O H oi 0 • w O J C 4 £ U • U H H U U 9) U 9) OJU O j H a o O tfl E £ 9) • u oia H E H p (J (U H U 9) 1 9 H H O OJH u Z 4 1 4 U H U U H H E H U w 60 0 C H H H (9 O 0 (9 9 ) X E (J 3 H H 9 ) £ U H H 9JH OH 9) 9) H U ,0 H 60 E U (9 91 OU 0 W H O E O UH 91 4 0 9 1 O S 9 4 'rl £ O 0 H (9U U £ D H 1 9 E c O O H H U 4J t " 3 H OH O U H H > C J 3 9 ) 0 t9 H (9 6 0 0 c a o j o a n W H £ 9) u 4 E4J 1 9 E 3 v £ U 9) 91U H O a u U H H H U U / s u 0 0 W W 9) i9 a u H 9 ) 60/s E 1 > £ C E H Htfl H I E E O J U C 60 (9 £ 41 U at 0 0 V i 4i E H C H 0 tfl H HH 0 0 (J C9£H £ U 01 £ B)Q O U 9) H 4 1 ) £ U H 0 H H c E H 00(9 O H 3 £ 41 a w a u o o E O < 9 (9 0 41 9) 0 wo g u a a W oj 3 9 ) H O J U O tfl £ 9 I£ H o £ to 5 u 2 a o u • i 1 tfl w H C M 0 c N I 0 I in H O' > -4 o r-l H I S O 0 .Q E ( 3 -1 9 ) U 4H C «o m o O J H U H •3 U 13 9 ) (J H U 9 ) 4 0 H C w 0 (9 0 0 £ JH o 9 ) (J U 9 ) 9 ) ■ 9]H O J 9 ) 0 ] 4 0 600) U y 60c u W fi 3 H H 4 $ 9 ) 9 ) 4 U U 3 4 1 (I) 9 )H £ (I) 'rl H W 'rl U 9 ) H 9 1 U U £ H (J'rl 4 JH O H O O O 9 1 £ O £ » ) E U £ U H 9 ) 'rl O W H 0 ^ 9 1 O (N 0 C N £ I I 0 l £ I N H I < N H E O j H u U 9 ) U H £ 60E 9 1 9 1 0 > 0 £ m 60 U O E (9 u 1 U U H H 1 9 3 1 ) U OJH C X O J (9 6J)H H J k, O J 0 £ 6t)H .1) 9 ) £ 4 H H H a IJ f U U 1 ) 9 ) O J C H fn a 3 60H J ) U H 3 ( 9 6C E H £ O U 1 ) U H id 4 9 ) 1 1 1 ) (9 0 ) 3 H H > C 0 U H u H U > U £ . U H 60U > 1 9 H H H H > H > H I) 9 ) O J U • 9 ) E U 1 1 (9 U £ > a • 4 £ 0 r* O 4 3 £ 9 ) E H 0 H £ 4 0 ) 0 J t ) ( 9 £ u 9 J 4 4 u u a u U U 5 tfl H O W £ U ( 9 9 ) S o £ 4 C X O J a E E U < 9 H U 1 1 > U U 1 9 0 ) H H U O 9 ) I J I l'r I U H 9 ) £ £ H H U H E W 1 1 U H U U £ 3 9 ) 9 1 H 4 J U C D 1 l l £ U 0 1 tfl H 0 0 0 9)U 0 ) 0 H C B U 'rl a 9 ) (9 9 1 E £ W 9 ) D E E E H U £ H O J H ? U £ £ 0 W H . U O H E H 0 (9 9 ) 4 £ 4 1 3 1 ) C HW C U U 9 1 4 £ H (9 4 U > (9 C O U > H U H U H 'I I H U 3 9 1 H U (9 H 9 ) H H 0 1 £ O J e g 0 9 3 U H 4 4 |l O 0 9 ) H H 4 U (9 60 g 9 9 JJ 1 )£ U 3 U 1 1 9 1 £ H 9 1 . 0 u to to a c 9 1 C 5 ) c H (J 9 ) ^ 0 U £ E U 4 O J 9 ) 3 U tfl 3 3 H U .9) 0 ) £ H S 1 1 U 4 U 0 H C E H 1 1 4 H U E H H H U 9 1 H £ 0 9 ) C O * 4 6011 H 9 ) 4J U 9 ) 5 • (9 0 0 H H 9 ) U H E 9 ) 9 1 U E O J (9 9 ) ‘rl H H U £ H W 0 1 H u j E H v 9 ) H tfl O J H 9 J H 4 x a w ■ J f f U I J i t O H l 0 O J 1 9 H W H U O £ 4 0 u a w u E o i u a t O H w u H 60 C H U W H H (9 () H 3 U CdH 0 0 ) H O t J H 0 4 E O 0 (JH U H E H (9 H tn 3 £ U a w u U H 1 ) > 0 H 1 0 9 ) H C O > 0 ) O H H tfl o « a £ u u a u u £ O J 4 4 a 0 ) C C d (9 E Q £ U O J ( 9 ( 9 3 0 td O £ W O J 0 £ 4 0 1 E H 4 O J 4 > 0 H W U Otfl ( fls r jX u a u H U to tfl u to a 5 h a £ a t o u a in £ t fN # 90 O' i O' i N H o u 0 U 4 H 4 I 1 ) 0 6 0 H U C u U HH "H •rl U x H H E r l 4 9 ) 9 ) 4 9 ) 0 XE 9 1 4 3 9 ) C L 9 ) H o > 600 9IH E H £ C H 9 ) 0 3 4 9 ) U 3 0 9 ) H H H 3 1 5 OU 9 ) U tO • £ 0 ) 3 E 4 9) U 9 ) 0 H 9 ) 4 « £ C >, 9 ) (9 (9 U H 0 9 1 X H H (9 H O U S H C L HU 4 1 £ 0 C H tn 0 H 1 ) U 4 £ Q.U£ 3 U 0 E U U 0 3 £ W (9 0 £ 9 ) U 0 (N I 0 I 3 4 * OH I H H g H£,i 0 Q 9) 4 (J H 0 1 9 3 t o U C H 60 U H 3 C £ H 0 H 60'rl £ H H (J 9H9 C > a o j 9) 4 4 ' U H o a 9 ) O OH (J H 9) H 4 9 ) H H U U U 1 9 O 9) H H 9) (9 H 4 4 H 4 u u c £ a SO U 4 4 4 H o am oiu 0 H U H £ 9JH 1) E 0 £ H £ 3 tfl UU 3 E TABLE LIX (Concluded) REACTION PANEL RATINGS OF FRINGE BENEFIT PRACTICES: WEIGHTED SCORES DISTRIBUTED BY RESPONDENT GROUPS A verage A B C D E N w e ig h te d Rank s c o r e ord er B. SOME POSSIBLE FUTURE TRENDS FOR SCHOOL DISTRICTS (C ontinued) : 11. Employees who a r e r e q u ir e d , as a c o n d it io n o f employment, to ta k e c o u r s e s such a s F i r s t Aid shou ld be p a id f o r tim e i n v o lv e d in a tte n d a n c e in such c o u r s e s . - 0 - 12 -3 -6 9 20 12 5 12. Where u n iform s a re r e q u ir e d , th e d i s t r i c t shou ld e i t h e r p r o v id e th e uniform no charge to th e em ployee or p r o v id e a s p e c i f i c uniform a llo w a n c e . 13. A d d itio n s , i f any, to the sc h o o l d i s t r i c t f r i n g e b e n e f i t program probably sh o u ld be in th e d i r e c t i o n o f p r o v id in g in c r e a s e d p r o t e c t i o n to th e em ployee, such as a group p lan c o v e r in g l i f e , h e a lt h , a c c i d e n t , h o s p i t a l i z a t i o n and m ed ic a l in s u r a n c e . 0 19 30 12 20 39 1 o n 164 r e s p e c t to th e m ajor c u r r e n t p r a c t i c e s o f s c h o o l d i s t r i c t s i n d i c a t e d a ra n g e from 90 to 9 9 , o r a h ig h l e v e l o f a g r e e m e n t. 2 . The w e ig h t e d a v e r a g e f o r t h e f i v e g rou p s in j u d g in g f u t u r e t r e n d s v a r i e d from -1 8 to + 96, i n d i c a t i v e o f v e r y l i t t l e a g r e e m e n t. 3. The w e ig h t e d a v e r a g e f o r b o th p a r t s o f th e q u e s t i o n n a i r e com bined, h ow ever, r e p r e s e n t e d a ran ge o f 73 t o a h ig h o f 193. 4 . The com bined ju dgm en ts and o p i n i o n s o f th e em p loyee group w ere in g r e a t e r c o n t r a s t w it h t h e Chamber o f Commerce and ta x p a y e r group than w it h any o t h e r gro u p . 3. The ju d gm en ts and o p i n i o n s o f th e em p loyee group more in c l o s e a greem en t w it h t h o s e o f th e p e r s o n n e l a d m i n i s t r a t o r s group than w i t h any o t h e r . The com bined judgm ent and o p in io n o f th e r e a c t i o n p a n e l was a n a l y z e d . I t was assum ed t h a t t h o s e ite m s w h ich r e c e i v e d r e l a t i v e l y h ig h p l u s s c o r e s r e p r e s e n t i n g th e a g reem en t o f 65 p er c e n t o f th e t o t a l r e a c t i o n p a n e l, or a w e ig h t e d a v e r a g e o f a t l e a s t + 3 9 , e x p r e s s e d p r a c t i c e s and p r i n c i p l e s w h ich w ere ju d g e d t o be h i g h l y d e s i r a b l e . I t was a l s o assum ed t h a t t h o s e ite m s w h ich r e c e i v e d m inus s c o r e s , o r w e ig h t e d a v e r a g e s o f +21 o r l e s s , r e p r e s e n t e d u n d e s i r a b l e p r a c t i c e s o r p r i n c i p l e s . I t was a l s o assumed 165 t h a t t h o s e p r a c t i c e s o r p r i n c i p l e s w hose w e ig h t e d s c o r e s f e l l in b etw een t h e s e two c u t - o f f p o i n t s r e p r e s e n t e d p r a c t i c e s o r p r i n c i p l e s a b o u t w h ich t h e r e a c t i o n p a n e l members w ere u n c e r t a i n . I t was f u r t h e r assum ed t h a t , in c a s e s where th e number o f r e s p o n s e s was l e s s than 20 fo r each ite m , no a llo w a n c e or c o r r e c t i o n sh o u ld be made f o r such d e v i a t i o n . D e s i r a b l e F r in g e B e n e f i t P r a c t i c e s The f o l l o w i n g p r a c t i c e s w ere ju d g e d t o be h i g h l y d e s i r a b l e : 1. An a n n u al v a c a t i o n sh o u ld be p r o v id e d t o each em p loyee a f t e r a t l e a s t one y e a r o f s e r v i c e . 2 . S ic k l e a v e sh o u ld be p r o v id e d t o e m p lo y e es a t f u l l pay fo r a r e a s o n a b le p e r io d o f t im e , b a se d on an a llo w a n c e f o r ea ch y e a r o f s e r v i c e . 3. The l e n g t h o f p a id v a c a t i o n a llo w a n c e sh o u ld be in a r e a s o n a b le r a t i o to th e e m p lo y e e 's le n g t h o f s e r v i c e . 4 . S c h o o l d i s t r i c t s sh o u ld f o l l o w th e p r a c t i c e o f p a y in g a s h i f t d i f f e r e n t i a l f o r n i g h t work w here t h i s i s p r e v a i l i n g community p r a c t i c e . 5. A p o l i c y s h o u ld be e s t a b l i s h e d w h ich p r o v id e s fo r a d e f i n i t e p e r io d o f p a id b erea v em en t l e a v e when d e a th o c c u r s in t h e e m p lo y e e 's im m ediate f a m ily . 166 6 . The c o m p le te v a c a t i o n a llo w a n c e s h o u ld b e u se d ea ch y e a r and n o r m a lly n o t be a llo w e d t o accumu l a t e from one y e a r t o th e n e x t . 7. Em ployees r e q u ir e d t o a t t e n d c o u r t , e i t h e r a s a j u r o r o r as a w i t n e s s , s h o u ld r e c e i v e f u l l pay f o r th e p e r io d w h i l e in c o u r t , b u t any f e e s r e c e i v e d by th e em p lo y ee sh o u ld be r e tu r n e d to t h e s c h o o l d i s t r i c t . 8 . S c h o o l d i s t r i c t s s h o u ld make i t p o s s i b l e fo r e m p lo y e e s t o have p a y r o l l d e d u c t io n s f o r a s a v in g s p la n such a s th e p u r c h a se o f U .S . S a v in g s B o n d s. 9 . R eg u la r c o f f e e b r e a k s or r e s t p e r i o d s , l i m i t e d to a d e f i n i t e p e r io d o f t im e , sh o u ld be p r o v id e d t o ea ch em p loyee d a i l y . 10. A d d i t i o n s , i f an y, t o th e s c h o o l d i s t r i c t f r i n g e b e n e f i t program p r o b a b ly s h o u ld be in th e d i r e c t i o n o f p r o v i d i n g i n c r e a s e d p r o t e c t i o n t o th e em p lo y e e , su c h a s a group p la n c o v e r i n g l i f e , h e a l t h , a c c i d e n t , h o s p i t a l i z a t i o n and m e d ic a l i n s u r a n c e . U n d e s ir a b le F r in g e B e n e f i t P r a c t i c e s The f o l l o w i n g p r a c t i c e s , in th e judgm ent o f t h e mem b e r s o f th e r e a c t i o n p a n e l , w ere c o n s id e r e d to be u n d e s i r a b l e : Em ployees sh o u ld be g r a n te d an a d d i t i o n a l s a l a r y in c r e m e n t upon c o m p le tio n o f a s c h o o l d i s t r i c t sp o n s o r e d t r a i n i n g u n i t . Em ployees s h o u ld be p e r m it t e d t o a t t e n d p a r t - day u n i v e r s i t y or o t h e r c l a s s e s d u r in g w ork in g h ou rs w it h o u t l o s s o f p a y , i f such t r a i n i n g i s o f b e n e f i t t o th e e m p lo y e r. I f a s c h o o l d i s t r i c t c a n n o t p r o v id e p r e v a i l i n g s a l a r i e s and f r i n g e b e n e f i t s e q u a l to th e p r e v a i l i n g p r a c t i c e in p r i v a t e in d u s t r y , any a v a i l a b l e funds sh o u ld be s p e n t to i n c r e a s e s a l a r i e s a t th e e x p e n s e o f f r i n g e b e n e f i t s . A s p e c i f i c p e r io d o f p a id le a v e s h o u ld be g r a n te d when t h e r e i s a s e r i o u s i l l n e s s in th e e m p lo y e e 's im m ed iate f a m ily . S a b b a t i c a l l e a v e p r i v i l e g e s (a tim e o f a b s e n c e from duty fo r p u r p o se s o f stu d y and t r a v e l g iv e n to t e a c h e r s ) w it h e i t h e r f u l l or p a r t pay s h o u ld be made a v a i l a b l e t o c l a s s i f i e d em p loy e e s w here th e l e a v e may d i r e c t l y b e n e f i t th e e m p lo y e e 's s e r v i c e t o t h e s c h o o l d i s t r i c t . S c h o o l d i s t r i c t s , e i t h e r th ro u g h t h e i r own r e s o u r c e s or by o t h e r a r r a n g e m e n ts, s h o u ld p r o v i d e p e r s o n a l c o u n s e l i n g s e r v i c e s t o e m p lo y e e s . E m ployees who a r e r e q u i r e d , a s a c o n d i t i o n o f em ploym ent, t o ta k e c o u r s e s su ch as f i r s t a i d 168 s h o u ld be p a id f o r th e tim e i n v o l v e d in a t t e n d an ce in such c o u r s e s . 8 . L o c a l r e t i r e m e n t s y s t e m s , w here th e y e x i s t , sh o u ld be i n t e g r a t e d o r su p p le m e n te d w it h S o c i a l S e c u r i t y . 9 . H e a lth and w e l f a r e b e n e f i t s s h o u ld be p r o v id e d to e m p lo y e es w i t h e i t h e r p a r t or a l l o f th e c o s t b orn e by th e d i s t r i c t . A n a l y s i s o f t h e r e s p o n s e s o f t h e p a n e l i s t s to t h e q u e s t i o n n a i r e r e v e a l e d l a r g e a r e a s o f a g reem en t c o n c e r n in g e x i s t i n g f r i n g e b e n e f i t p r a c t i c e s , b u t v e r y l i t t l e a g r e e ment as f a r a s recommended a n d /o r u n t r i e d p r a c t i c e s w ere c o n c e r n e d . The o n ly ite m s r e c e i v i n g a m a j o r i t y a p p r o v a l o f a l l g rou p s in P a r ts A and B w ere Item s A-3 and B -1 0 , d e a l i n g w i t h th e g r a n t in g o f a n n u a l v a c a t i o n t o ea ch em p l o y e e and s h i f t d i f f e r e n t i a l pay f o r n i g h t work. CHAPTER DC COMPARISON OF INDUSTRIAL AND MUNICIPAL FRINGE BENEFIT PRACTICES WITH THOSE IN THE PUBLIC SCHOOLS The t h i r d m ajor p h a se o f t h i s i n v e s t i g a t i o n was an a tte m p t to compare t h e f r i n g e b e n e f i t p r a c t i c e s o f th e pub l i c s c h o o l s i n c lu d e d in t h i s su r v e y w i t h t h o s e o f i n d u s t r i e s and m u n i c i p a l i t i e s . The o p i n i o n s o f s c h o o l o f f i c i a l s w ere a l s o so u g h t r e g a r d in g a n t i c i p a t e d tr e n d s in th e d i r e c t i o n o f l i b e r a l i z i n g f r i n g e b e n e f i t s w i t h i n t h e n e x t f i v e y e a r s , and t h e i r e s t i m a t e s o f t h e p e r c e n t a g e s o f s c h o o l s , g o v e r n m e n ta l a g e n c i e s , and i n d u s t r i e s in t h e l o c a l communi t i e s w h ich have a c c e p t a b l e f r i n g e b e n e f i t p r a c t i c e s . The d a ta upon w h ich t h e a n a l y s i s i s b a se d a r e p r e s e n t e d in t a b l e form. I . PROCEDURE P u rp ose The t h i r d p u rp o se o f t h i s s tu d y was s t a t e d t o b e: "On th e b a s i s o f s t a t i s t i c s now a v a i l a b l e t o compare p r a c t i c e s o f th e s c h o o l d i s t r i c t w it h g o v ern m en ta l a g e n c i e s , b u s i n e s s and i n d u s t r y in i t s community t o d e te r m in e , in 169 170 g e n e r a l , w h e th e r s c h o o l d i s t r i c t s l a g , e q u a l o r e x c e e d th e community p r a c t i c e . " I t was assu m ed , a f t e r some i n v e s t i g a t i o n , t h a t t h e o n l y r e l i a b l e s o u r c e o f d a ta c o n c e r n i n g wage p r a c t i c e s in t h e co m m u n itie s s e l e c t e d f o r s tu d y was t h e M u n ic ip a l Y ear Book o f 1 9 5 7 , p u b l i s h e d by t h e I n t e r n a t i o n a l C i t y Managers A s s o c i a t i o n ( 4 1 ) . The Y ear Book d a ta w ere s e c u r e d by q u e s t i o n n a i r e from t h e same c i t i e s s u r v e y e d in t h e p r e s e n t s t u d y , and w ere r e p o r t e d in t h e s e c t i o n e n t i t l e d " P e r s o n n e l Data f o r C i t i e s Over 1 0 ,0 0 0 : 1 9 5 7 ." Q u e s t i o n n a i r e s f o r th e p r e s e n t p u b l i c s c h o o l s t u d y , i t w i l l be r e c a l l e d ( s e e C hapter I I I ) , w ere o r i g i n a l l y m a ile d o u t in June 1 9 5 7 , and a l l w ere r e t u r n e d by th e m id d le o f O cto b e r 1 9 5 7 . I t can b e c o n f i d e n t l y assu m ed , t h e r e f o r e , t h a t t h e d a t a from b o th s o u r c e s c o v e r e d t h e same p e r i o d o f t im e . S o u r c e s o f Data The l i s t o f c i t i e s w it h p o p u l a t i o n s o f 1 0 0 ,0 0 0 or more was ta k e n from t h e l i s t p r e p a r e d by Che I n t e r n a t i o n a l C it y M anagers A s s o c i a t i o n . T h is l i s t was b a s e d on th e 1950 F e d e r a l C en su s, and a l l d a t a up t o A p r i l 1, 1955 w ere u s e d t o keep p o p u l a t i o n s up t o d a t e . T h ese d a ta i n c lu d e d a l l s p e c i a l c e n s u s e s up t o t h a t d a t e . The p e r s o n n e l d a ta i n c l u d e d in t h e M u n ic ip a l Y ear Book w ere l i m i t e d t o b a s i c v a c a t i o n and s i c k l e a v e a l l o w a n c e s , t o g e t h e r w i t h in fo r m a t i o n r e g a r d i n g s u p p le m e n ta r y p r a c t i c e s s u r r o u n d in g 171 v a c a t i o n and s i c k l e a v e . I t was r e c o g n i z e d t h a t com para b i l i t y w ould b e d i f f i c u l t a t b e s t and t h a t , a t w o r s t , i t w ould b e p o s s i b l e o n ly t o compare p r a c t i c e s f o r t h e s e few m e a su r e s a v a i l a b l e . I t was assum ed t h a t , s i n c e v a c a t i o n and s i c k l e a v e a r e fu n d a m en ta l p a r t s o f a l l f r i n g e b e n e f i t program s, a n a l y s i s o f th e d i f f e r e n c e s m ig h t g i v e some h i n t as t o w h e th e r s c h o o l s and m u n i c i p a l i t i e s w ere s i m i l a r or d i s s i m i l a r a s f a r a s f r i n g e b e n e f i t s w ere c o n c e r n e d . I t was f u r t h e r assum ed t h a t t h e s c o p e o f th e p r o b lem was s a t i s f i e d by u s e o f d a ta c o n c e r n in g m u n ic ip a l j u r i s d i c t i o n s and t h a t su ch j u r i s d i c t i o n s w e r e , in d e e d , e s s e n t i a l l y th e g o v e r n m e n ta l a g en cy in ea ch community s t u d i e d . The f u r t h e r a ssu m p tio n was made t h a t , a lth o u g h t h e su r v e y sam ple f o r th e p r e s e n t stu d y was r e d u c e d by f i f t e e n s c h o o l s from w h ich no r e t u r n s w ere r e c e i v e d , t h i s w ould n o t e s s e n t i a l l y d e s t r o y t h e p o s s i b i l i t y o f making c o m p a r i so n s . Data u s e d p e r t a i n e d to c l e r i c a l and a d m i n i s t r a t i v e p e r s o n n e l, b e c a u s e t h e p r e s e n t s u r v e y o f s c h o o l s was d i r e c t e d t o t h e " t y p i c a l n o n - c e r t i f i c a t e d ( c l a s s i f i e d ) e m p lo y e e ." T h is group was c o n s id e r e d t o b e s i m i l a r to c l e r i c a l and a d m i n i s t r a t i v e g rou p s r a t h e r than t o such o t h e r em p lo y e e s a s p o lic e m e n and f ir e m e n . I t was assum ed t h a t t h e s e m e a su res w ould p r o v id e a r e a s o n a b le b a s i s fo r com p arison b etw een s c h o o l s and i n d u s t r i e s . F i n a l l y , i t 172 was assum ed t h a t 51 p er c e n t r e p r e s e n t e d a m a j o r i t y p r a c t i c e in i n d u s t r y , f o r p u r p o se s o f com paring p r a c t i c e s o f s c h o o l s and i n d u s t r i e s . D ata c o n c e r n in g i n d u s t r i a l p r a c t i c e on a n a t i o n a l b a s i s w ere found in many c u r r e n t p u b l i c a t i o n s . S in c e t h e s e r e p o r t s g e n e r a l l y p r o v id e d no d i r e c t b a s i s o f com p a r is o n w it h s c h o o l s , i t a p p ea red t h a t th e Bureau o f Labor S t a t i s t i c s B u l l e t i n No. 1202, Wages and R e la t e d B e n e f i t s , S e v e n te e n Labor M a rk ets. 1 9 5 6 - 5 7 . was th e b e s t a v a i l a b l e s o u r c e o f i n f o r m a t i o n . The e s t a b l i s h m e n t s c o v e r e d by t h e Bureau o f Labor S t a t i s t i c s in t h e s e v e n t e e n a r e a s p r o v id e d employment f o r an e s t i m a t e d 7 ,0 0 0 ,0 0 0 w o r k e r s , o f whom 5 .7 m i l l i o n w ere p l a n t and o f f i c e w o rk ers in th e f o l l o w i n g s i x b road i n d u s t r i a l d i v i s i o n s . 1 . M a n u fa c tu r in g . 2 . T r a n s p o r t a t io n ( e x c l u d i n g r a i l r o a d s ) , communi c a t i o n s and o t h e r p u b l i c u t i l i t i e s . 3. W h o le sa le t r a d e . 4 . R e t a i l t r a d e . 5. F in a n c e , in s u r a n c e and r e a l e s t a t e . 6 . S e l e c t e d s e r v i c e s . F u r th e r e x c l u s i o n s w ere g o v e r n m e n ta l i n s t i t u t i o n s and c o n s t r u c t i o n and e x t r a c t i v e i n d u s t r i e s . The s e v e n t e e n la b o r m a r k e ts c o v e r e d w ere found to i n c l u d e t h e same c i t i e s from w h ic h d a ta w ere s e c u r e d f o r 173 t h e p r e s e n t s c h o o l s u r v e y ; in a d d i t i o n , th e y w ere grouped a c c o r d in g t o t h e same r e g i o n s u s e d in t h e s c h o o l s u r v e y . C om parisons w ere made u s i n g o f f i c e w o r k e r s o f a l l i n d u s t r i e s in ea ch s e l e c t e d c i t y . I I . COMPARISONS OF SCHOOL AND INDUSTRIAL PRACTICE R e tir e m e n t As i s shown in T a b le LX, in t h e s e v e n t e e n la b o r m a rk ets su r v e y e d by t h e Bureau o f Labor S t a t i s t i c s , from 61 to 85 p er c e n t o f a l l o f f i c e e m p lo y e es in i n d u s t r y w ere c o v e r e d by a p e n s io n p la n w h ich was s e p a r a t e from F e d e r a l S o c i a l S e c u r i t y . Assum ing t h a t 51 p e r c e n t or more r e p r e s e n t e d m a j o r i t y p r a c t i c e , i t a p p e a r s t h a t th e p r o v i s i o n o f p e n s io n p la n s f o r o f f i c e e m p lo y e e s r e p r e s e n t e d p r e v a i l i n g i n d u s t r i a l p r a c t i c e in a l l s u r v e y e d c o m m u n itie s. Four s c h o o l d i s t r i c t s l o c a t e d in t h e s e s e v e n t e e n la b o r m a rk ets f a i l e d t o p r o v id e p e n s io n p l a n s , w h i l e t h i r t e e n d id s o . It i s s i g n i f i c a n t t h a t , o f th e s c h o o l s w h ich d id n o t p r o v i d e r e t i r e m e n t b e n e f i t s , th e community ra n g e o f i n d u s t r i a l o f f i c e p r a c t i c e was from 63 p e r c e n t t o 85 p e r c e n t . I t w ould appear t h a t p e n s io n p la n s a r e somewhat more common among i n d u s t r i a l o f f i c e w o r k e r s th an among s c h o o l d i s t r i c t c l a s s i f i e d e m p lo y e e s in t h e s e s e v e n t e e n c i t i e s . I t i s a l s o im p o r ta n t to n o t e t h a t , o f t h e s c h o o l s r e s p o n d in g t o t h i s s u r v e y , 6 9 .2 p e r c e n t p r o v id e d 174 TABLE LX COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY, AND SCHOOL DISTRICT CLASSIFIED EMPLOYEES, COVERED BY RETIREMENT PLANS IN EACH LABOR MARKET Labor m ark et, by g e o g r a p h ic r e g io n s In d u str y * (p er c e n t ) S c h o o l* * NORTHEAST REGION: B oston 7 8 .0 Yes B u f f a lo 8 1 .0 Yes New York 7 8 .0 Yes P h i l a d e l p h i a 8 1 .0 Yes P it t s b u r g h 8 3 .0 Yes SOUTHERN REGION: A t la n t a 8 5 .0 No Birmingham 6 3 .0 No D a lla s 6 9 .0 No Memphis 6 1 .0 Yes NORTH CENTRAL REGION: C hicago 7 5 .0 No C le v e la n d 7 4 .0 Yes Kansas C ity 7 4 .0 Yes M i n n e a p o l i s - S t . Paul 7 4 .0 Yes WESTERN REGION: Los A n g e le s-L o n g Beach 8 0 .0 Yes P o r tla n d 7 4 .0 Yes San F r a n c isc o -O a k la n d 7 2 .0 Yes S e a t t l e 7 2 .0 Yes N ote: "YesM o r "No" i n d i c a t e s w h eth er or n o t th e s c h o o l d i s t r i c t p r o v id e s t h i s b e n e f i t . S o u rces o f d a ta : ^Adapted from Wages and R e la te d B e n e f i t s : S e v e n te e n Labor M a r k e ts. T 9 5 6 -5 7 (W ashington, D .C .: Bureau o f Labor S t a t i s t i c s , 1957, B u l l e t i n No. 1 2 0 2 ). * * O r ig in a l su rv ey data* 175 r e t i r e m e n t p e n s io n p l a n s , w h i l e 3 0 .8 p e r c e n t d id n o t . S ic k Leave In T a b le LXI i t i s s e e n t h a t s i c k le a v e w i t h f u l l pay and w it h o u t a w a i t i n g p e r io d was r e p o r t e d by t h e Bureau o f Labor S t a t i s t i c s t o a p p ly in th e s e v e n t e e n la b o r mar k e t s , such c o v e r a g e r a n g in g from 28 p er c e n t t o 83 p e r c e n t o f a l l o f f i c e em p lo y e es in a l l i n d u s t r i e s . Assum ing t h a t 51 p e r c e n t or more r e p r e s e n t s m a j o r i t y p r a c t i c e , t h i s p r a c t i c e was found t o b e p r o v id e d f o r t h e m a j o r i t y o f o f f i c e em p lo y e es in e i g h t o f t h e s e v e n t e e n la b o r m a rk ets s t u d i e d . T h ir t e e n o f s e v e n t e e n s c h o o l d i s t r i c t s p r o v id e d f u l l - p a y s i c k - l e a v e b e n e f i t s to e m p lo y e e s . S ix o f t h e s e t h i r t e e n s c h o o l s p r o v id e d t h i s b e n e f i t , even though th e p r a c t i c e was n o t p r e v a i l i n g i n d u s t r i a l p r a c t i c e in t h e c o m m u n itie s. In t h e s e s e v e n t e e n la b o r m a r k e ts, th e g r a n t in g o f p a id s i c k l e a v e was more common among s c h o o l d i s t r i c t s than among i n d u s t r i a l o f f i c e s . L i f e In su ra n ce L i f e in s u r a n c e c o v e r a g e was p r o v id e d f o r from 88 to 98 p er c e n t o f a l l o f f i c e w o r k e r s in a l l i n d u s t r i e s in th e s e v e n t e e n la b o r m a rk ets ( s e e T a b le L X II ). One o f th e s e v e n t e e n s c h o o l d i s t r i c t s p r o v id e d l i f e in s u r a n c e c o v e r a g e . I t i s o f i n t e r e s t t o r e c a l l t h a t t h i s s tu d y p r e v i o u s l y r e p o r t e d t h a t 8 . 8 p e r c e n t o f a l l s c h o o l d i s t r i c t s p r o v id e d l i f e in s u r a n c e c o v e r a g e . S c h o o ls in t h e s e 176 TABLE LXI COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY, AND SCHOOL DISTRICT CLASSIFIED EMPLOYEES, COVERED BY FULLY PAID SICK LEAVE IN EACH LABOR MARKET Labor m a r k e t, by g e o g r a p h ic r e g i o n s I n d u s tr y * (p e r c e n t ) S c h o o l* * NORTHEAST REGION: B oston 6 0 .0 Yes B u f f a lo 7 5 .0 Yes New York 8 2 .0 Yes P h i l a d e l p h i a 6 9 .0 No P i t t s b u r g h 8 3 .0 Yes SOUTHERN REGION: A t l a n t a 4 4 .0 Yes Birmingham 4 0 . 0 No D a l l a s 3 9 .0 No Memphis 2 8 .0 Yes NORTH CENTRAL REGION: C hicago 3 9 .0 Yes C le v e la n d 4 4 .0 Yes Kansas C ity 4 5 . 0 Yes M i n n e a p o l i s - S t . P aul 4 2 . 0 Yes WESTERN REGION: Los A n g e le s -L o n g Beach 6 8 .0 Yes P o r tla n d 3 9 .0 No San F r a n c is c o -O a k la n d 5 3 .0 Yes S e a t t l e 6 0 .0 Yes N ote: "Yes" o r "No" i n d i c a t e s w h e th e r or n o t th e s c h o o l d i s t r i c t p r o v id e s t h i s b e n e f i t . S o u r c e s o f d a ta : ^Adapted from Wages and R e la te d B e n e f i t s : S e v e n te e n Labor M a r k e ts , 1 ^ 5 6 -5 7 (W ash in gton , D .C .: Bureau o f Labor S t a t i s t i c s , 1 957, B u l l e t i n No. 1 2 0 2 ) . * * O r ig in a l su rv e y d a ta . 177 TABLE LXII COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY, AND SCHOOL DISTRICT CLASSIFIED EMPLOYEES, COVERED BY LIFE INSURANCE IN EACH LABOR MARKET Labor m a r k e ts I n d u s tr y * by g e o g r a p h ic r e g i o n s (p e r c e n t ) S c h o o l* * NORTHEAST REGION: B o sto n 8 9 . 0 No B u f f a l o 9 3 . 0 No New York 9 3 . 0 No P h i l a d e l p h i a 9 4 . 0 Yes P i t t s b u r g h 9 5 . 0 No SOUTHERN REGION: A t l a n t a 9 8 . 0 No Birmingham 9 4 .0 No D a l l a s 9 2 . 0 No Memphis 9 1 . 0 No NORTH CENTRAL REGION: C h icago 9 5 . 0 No C le v e la n d 9 4 . 0 No K ansas C it y 9 1 . 0 No M i n n e a p o l i s - S t . Paul 9 1 . 0 No WESTERN REGION: Los A n g e le s -L o n g Beach 9 7 . 0 No P o r tla n d 8 8 . 0 No San F r a n c is c o -O a k lan d 9 4 . 0 No S e a t t l e 9 8 . 0 No N o te: "Yes" or "No" i n d i c a t e s w h e th e r o r n o t th e s c h o o l d i s t r i c t p r o v i d e s t h i s b e n e f i t . S o u r c e s o f d a ta : *A dapted from Wages and R e la t e d B e n e f i t s : S e v e n t e e n Labor M a r k e t s . 1 9 5 6 -5 7 (W a sh in g to n , D . C . : Bureau o f Labor S t a t i s t i c s , 1957, B u l l e t i n No. 1 2 0 2 ) . * * 0 r i g i n a l su rvey d a ta . 178 s e v e n t e e n la b o r m a r k e ts a p p ea red t o l a g b e h in d a l l in d u s t r i a l o f f i c e w o r k e r s w i t h r e s p e c t t o l i f e in s u r a n c e c o v e r a g e . Maximum V a c a tio n A llo w a n c e s In com p aring i n d u s t r i a l v a c a t i o n p r a c t i c e f o r m a x i mum v a c a t i o n a l l o w a n c e , i t was assum ed t h a t when th e p r a c t i c e was r e p o r t e d by t h e Bureau o f Labor S t a t i s t i c s in a t l e a s t 51 p e r c e n t o f c a s e s , i t r e p r e s e n t e d p r e v a i l i n g o r m a j o r i t y p r a c t i c e . No g e n e r a l s ta t e m e n t c o n c e r n in g t h e i n d u s t r i a l group i s p o s s i b l e . However, i t i s p o s s i b l e t o s t a t e t h a t s e v e n o f t h e s e v e n t e e n s c h o o l d i s t r i c t s e x c e e d e d th e m a j o r i t y p r a c t i c e f o r o f f i c e e m p lo y e e s , w h i l e in one s c h o o l t h e maximum v a c a t i o n a llo w a n c e was l e s s than t h e community p r a c t i c e in i t s la b o r m arket ( s e e T a b le L X I I I ) . N ine s c h o o l s a p p ea red t o be in l i n e w i t h m a j o r i t y p r a c t i c e in t h e i r r e s p e c t i v e c o m m u n itie s . F i f t e e n days was th e modal number o f maximum days a llo w e d f o r v a c a t i o n by th e s c h o o l s . W h ile Bureau o f Labor S t a t i s t i c s d a ta showed t h a t , in t h e a r e a s s u r v e y e d , a lm o s t t h r e e - f o u r t h s o f a l l i n d u s t r i a l o f f i c e w o r k e r s w ere e n t i t l e d t o a maximum o f t h r e e o r more w e e k s' p a y . S c h o o l d i s t r i c t s a p p ea r a t l e a s t t o e q u a l th e p r e v a i l i n g i n d u s t r i a l p r a c t i c e . 179 TABLE LXIII COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY, AND SCHOOL DISTRICT CLASSIFIED EMPLOYEES, RECEIVING PAID VACATION AFTER SPECIFIED LENGTH-OF- SERVICE PERIODS WITH THE MAXIMUM NUMBER ALLOWED BY THE SCHOOL LOCATED IN THE CITY NAMED O f f i c e w o r k e r s in i n d u s t r y * P a id v a c a t i o n a llo w a n c e S c h o o ls * * Maximum Labor m a r k e ts , by g e o g r a p h ic r e g i o n s One week Two w eeks Three w eeks Four w eeks v a c a t i o n a llo w e d NORTHEAST REGION: B o sto n 1 0 0 .0 9 9 .0 9 1 .0 2 9 .0 20 B u f f a l o 1 0 0 .0 9 9 .0 8 9 .0 2 6 .0 15 New York 9 9 .0 9 9 .0 9 0 .0 4 9 .0 27 P h i l a d e l p h i a 9 9 .0 9 9 .0 8 7 .0 3 2 .0 20 P i t t s b u r g h 9 9 .0 9 9 .0 9 2 .0 1 5 .0 15 SOUTHERN REGION: A t l a n t a 1 0 0 .0 9 9 .0 6 8 .0 2 6 .0 12 Birmingham 1 0 0 .0 9 4 .0 5 9 .0 7 .0 15 D a l l a s 9 9 .0 9 8 .0 6 0 .0 1 6 .0 15 Memphis 1 0 0 .0 9 9 .0 6 4 .0 1 5 .0 10 NORTH CENTRAL REGION: C hicago C le v e la n d Kansas C ity M i n n e a p o l i s - S t . Paul 9 9 .0 9 9 .0 8 8 .0 3 2 .0 20 1 0 0 .0 1 0 0 .0 9 0 .0 1 4 .0 15 9 9 .0 9 9 .0 7 8 .0 2 9 .0 15 9 9 .0 9 9 .0 8 5 .0 3 1 .0 22 WESTERN REGION: Los A n g e le s -L o n g Beach 1 0 0 .0 P o r tla n d 1 0 0 .0 San F r a n c is c o -O a k la n d 1 0 0 .0 S e a t t l e 1 0 0 .0 1 0 0 .0 8 5 .0 1 8 .0 15 1 0 0 .0 7 5 .0 2 1 .0 20 1 0 0 .0 8 8 .0 2 4 .0 15 1 0 0 .0 5 0 .0 2 2 .0 20 S o u r c e s o f d a ta : *A dapted from Wages and R e la t e d B e n e f i t s : S e v e n te e n Labor M a r k e ts, T 9 5 6 -5 7 (W a sh in g to n . D .C .: Bureau o f Labor S t a t i s t i c s , 1957, B u l l e t i n No. 1 2 0 2 ) . * * O r ig in a l survey d a ta . 180 P a id H o lid a y s The g r a n t in g o f s i x p a id f u l l h o l i d a y s was t h e m ost common p r a c t i c e among i n d u s t r i a l o f f i c e w o rk ers a c c o r d in g t o a Bureau o f Labor s t u d y . A com p arison o f la b o r m a rk ets w i t h s c h o o l d i s t r i c t s in s e v e n t e e n c i t i e s ( s e e T a b le LXIV) showed t h a t t e n o f s e v e n t e e n s c h o o l d i s t r i c t s w ere in a d v a n ce o f i n d u s t r i a l p r a c t i c e in t h e i r r e s p e c t i v e commu n i t i e s in term s o f t h e number o f p a id h o l i d a y s p e r y e a r . In f a c t , one s c h o o l d i s t r i c t e x c e e d e d i t s com m u n ity's i n d u s t r i a l p r a c t i c e by as much a s s i x f u l l h o l i d a y s p er y e a r . The r e m a in in g s c h o o l d i s t r i c t p r a c t i c e s a p p ea red to be in l i n e w i t h m a j o r i t y i n d u s t r i a l p r a c t i c e in t h e i r com m u n i t i e s . For t h e t o t a l s c h o o l grou p , s i x and s e v e n days o f p a id h o l i d a y s was th e m ost common a llo w a n c e ; how ever, in t w o - t h i r d s o f s c h o o l s s u r v e y e d , more than s e v e n p a id h o l i d a y s p e r y e a r w ere g r a n t e d . W ith r e s p e c t t o p a id h o l i d a y s , th e p r a c t i c e s o f s c h o o l s e x c e e d e d t h o s e o f i n d u s t r i e s t o a g r e a t e r e x t e n t than in any o t h e r p h a se o f f r i n g e b e n e f i t p r a c t i c e s . H o s p i t a l , S u r g i c a l and M e d ic a l In su r a n c e S c h o o ls w ere s u r v e y e d t o d e te r m in e w h e th e r th e y p r o v i d e d a t l e a s t p a r t o f t h e c o s t o f premiums f o r h o s p i t a l , s u r g i c a l and m e d ic a l I n s u r a n c e p l a n s . For t h e group o f s e v e n t e e n s c h o o l s b e in g compared w it h i n d u s t r i e s in t h e c o m m u n itie s, t h r e e s c h o o l s w ere found to p a r t i c i p a t e in TABLE LXIV COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY AND CLASSIFIED EMPLOYEES IN SCHOOL DISTRICTS WHO RECEIVE PAID HOLIDAYS Labor markets, by geographic regions Industry (per cent)*__________________ C u m u I a t r v e a a y s 5 or 6 or 7 or 8 or 9 or 10 or II or 12 or more more more more more more more more Schools*"* Number of annual paid holidays NORTHEAST REGION: Boston 99 .0 99 .0 99 .0 96 .0 86 .0 79 .0 56.0 2.0 11 Buffalo 99 .0 99 .0 75.0 29 .0 21.0 17.0 14.0 1.0 N.D. New York 99 .0 99 .0 99.0 85.0 75.0 63.0 53.0 12.0 12 Philadelphia 99 .0 99 .0 78.0 57.0 33.0 29 .0 23.0 22.0 11 Pittsburgh 99 .0 99 .0 65.0 20.0 8.0 4.0 3.0 1.0 6 SOUTHERN REGION: Atlanta 98.0 64.0 33.0 13.0 3.0 1.0 - 12 Birmingham 98.0 73.0 57.0 8.0 8.0 8.0 8.0 8.0 N.D, Dallas 92.0 64.0 28.0 6.0 1.0 - 5 Memphis 96.0 42.0 28.0 6.0 - - - - N.D, NORTH CENTRAL REGION: Chicago 99.0 99.0 58.0 24.0 17.0 11.0 9.0 1.0 10 Cleveland 99.0 99.0 44.0 5.0 2.0 2.0 *** *** 7 Kansas City 99.0 97.0 51.0 20.0 3.0 3.0 - 7 Minneapolis-St. Paul 100.0 100.0 42.0 16.0 6.0 - - - 7 WEST Los Angeles-Long Beach 100 .0 99.0 5j .O 23.0 7.0 4.0 3.0 o • H 10 Portland 99 .0 99 .0 54.0 16.0 1.0 1.0 - - 7 San Francisco-Oakland 99.0 99.0 98.0 50.0 16.0 4.0 3.0 2.0 11 Seattle 100 .0 100 .0 99 .0 43.0 6.0 3.0 - - 9 N.D. = No data. *Adapted from Wages and Related Benefits: Seventeen Labor Markets, 1956-57 (Washington, D .C . : Bureau o f Labor Statistics, 19 5 7, Bulletin No. 'L202.'). **Original survey data. ***Less than 0.5 per cent. oo 182 su ch a program ( s e e T a b le LXV). The Bureau o f Labor S t a t i s t i c s found t h a t th e m a j o r i t y o f i n d u s t r i a l o f f i c e em p lo y e e s w ere c o v e r e d by h o s p i t a l and s u r g i c a l in s u r a n c e b e n e f i t s . M ed ica l in s u r a n c e was p r o v id e d t o c o v e r l e s s than h a l f o f i n d u s t r i a l o f f i c e e m p lo y e e s . C o n s id e r in g a l l s c h o o l s s t u d i e d , 12 p er c e n t p r o v id e d h o s p i t a l , s u r g i c a l and m e d ic a l in s u r a n c e . I I I . COMPARISONS OF SCHOOL AND MUNICIPAL PRACTICE V a c a tio n s C om parisons b etw een s c h o o l d i s t r i c t s and m u n ic i p a l i t i e s may be made in s e v e r a l w a y s: (1) by com paring t o t a l p o p u l a t i o n s ; (2) by com paring g e o g r a p h ic r e g i o n s ; and (3 ) by g r o u p in g on th e b a s i s o f s i z e o f c i t y . Item s o f c o m p a r iso n s w ere t h e mean number o f days o f b a s i c v a c a t i o n a l l o w a n c e s , e x c l u s i v e o f a llo w a n c e s f o r le n g t h o f s e r v i c e ; t h e number o f s c h o o l and m u n ic ip a l j u r i s d i c t i o n s p r o v id in g a d d i t i o n a l v a c a t i o n a llo w a n c e s f o r l e n g t h o f s e r v i c e ; and th e number o f d ays o f b a s i c v a c a t i o n a l l o w a n c e s . The mean number o f d ays o f b a s i c a llo w a n c e f o r a l l s c h o o l s in t h e su r v e y ( s e e T a b le LXVI) was found t o be 1 0 .9 days p er y e a r , w h i l e th e m u n ic ip a l go v ern m en ts w ere found t o h a v e a mean o f 1 1 .5 days p e r y e a r . The ran ge o f b a s i c v a c a t i o n a llo w a n c e f o r a l l s c h o o l s was found t o be 183 TABLE LXV COMPARISON OF THE PERCENTAGES OF OFFICE WORKERS IN INDUSTRY, AND SCHOOL DISTRICT CLASSIFIED EMPLOYEES COVERED BY HOSPITAL, SURGICAL AND MEDICAL INSURANCE PROGRAM IN EACH LABOR MARKET Per cent of industry* Labor markets, providing insurance by geographic regions Hospital Surgical Hedical School** NORTHEAST REGION: B oston 7 8 .0 7 6 .0 3 9 .0 No B u f f a lo 8 7 .0 8 2 .0 5 3 .0 No New York 7 7 .0 7 4 .0 5 3 .0 Y es P h i l a d e l p h i a 6 6 .0 5 7 .0 3 5 .0 Y es P i t t s b u r g h 7 9 .0 7 8 .0 4 5 . 0 No SOUTHERN REGION: A t la n t a 8 4 .0 8 2 .0 4 5 .0 No Birmingham 6 1 .0 6 1 .0 3 2 .0 No D a l l a s 7 8 .0 7 5 .0 5 5 .0 Yes Memphis 8 5 .0 8 5 .0 4 4 .0 No JORTH CENTRAL REGION: C hicago 8 0 .0 8 0 .0 5 3 .0 No C le v e la n d 7 4 .0 7 1 .0 3 3 .0 No K ansas C ity 7 5 .0 7 5 .0 5 8 .0 No M i n n e a p o l i s - S t . Paul 7 6 .0 7 5 .0 6 0 .0 No 7ESTERN REGION: Los A n g e le s -L o n g Beach 8 9 .0 8 9 .0 7 4 .0 No P o r tla n d 8 3 .0 8 2 .0 7 4 .0 No San F r a n c is c o -O a k la n d 8 0 .0 8 0 .0 6 8 .0 No S e a t t l e 5 5 .0 5 5 .0 4 8 .0 No N ote: "Yes" o r "No" i n d i c a t e s w h e th e r o r n o t t h e s c h o o l d i s t r i c t p r o v i d e s t h i s b e n e f i t . S o u r c e s o f d a t a : *A dapted from Wages and R e la t e d B e n e f i t s : S e v e n te e n Labor M a r k e ts . 1 9 5 6 -5 7 (W a sh in g to n . t).C .: Bureau o f Labor S t a t i s t i c s , 1 957, B u l l e t i n No. 1 2 0 2 ) . * * O r ig in a l su rv e y d a t a . 184 TABLE LXVI COMPARISONS OF VACATION PRACTICES OF SCHOOL DISTRICTS AND MUNICIPALITIES S c h o o l* M u n i c i p a l i t y * * V a c a tio n p r a c t i c e s (N - 91) (N * = 102) Mean number o f d ays o f v a c a t i o n g r a n t e d f i r s t y e a r 1 0 .9 1 1 .5 Range o f days 5 -3 0 10-20 Number w h ich i n c r e a s e v a c a t i o n a llo w a n c e w i t h i n c r e a s e d s e r v i c e 45 65 Per c e n t w h ich i n c r e a s e v a c a t i o n a llo w a n c e w it h i n c r e a s e d s e r v i c e 4 9 . 4 6 3 .5 S o u r c e s o f d a ta : ♦ O r i g i n a l su r v e y d a t a . * * 0 r in F. N o l t in g and D avid S. A rn o ld ( e d s . ) , The M u n ic ip a l Y ear Book. 1957 ( C h ic a g o : The I n t e r n a t i o n a l C it y M anagers' A s s o c i a t i o n , 1 9 5 7 ) . 185 from f i v e to t h i r t y d a y s' v a c a t i o n a llo w a n c e ; th e range f o r m u n ic ip a l governm ents was found to be from ten to tw en ty d a y s. The c o n c e p t o f i n c r e a s i n g b a s i c v a c a t i o n a llo w a n c e s in r e c o g n i t i o n f o r i n c r e a s e d le n g th o f s e r v i c e was found to be o p e r a t i v e in 4 8 .3 p er c e n t o f t h e s c h o o l s su r v e y e d , w h i l e in t h e m u n i c i p a l i t i e s 6 4 .5 p er c e n t f o llo w e d t h i s p r a c t i c e . As shown in T ab le LXVII, in b o th s c h o o l s and m u nic i p a l i t i e s , th e mean number o f days o f b a s i c v a c a t io n a llo w a n c e d e c r e a s e d w it h th e s i z e o f th e c i t y . R e c o g n i t io n o f y e a r s o f s e r v i c e d e c r e a s e d w it h th e s i z e o f th e c i t y fo r m u n ic ip a l j u r i s d i c t i o n s , w h i l e t h i s p a t t e r n d id n o t a p p ly t o s c h o o l d i s t r i c t s . As shown in T a b le LXVIII, th e mean number o f days o f b a s i c v a c a t io n a llo w a n c e was found to be h ig h e r in th e W estern r e g io n than in o t h e r r e g io n s o f th e n a t io n f o r b o th s c h o o l d i s t r i c t s and m u n i c i p a l i t i e s . S ic k Leave A g r o u p in g o f d a ta s i m i l a r to t h a t u se d in th e p r e c e d in g ite m was a p p l i e d in making co m p a riso n s betw een s c h o o ls and m u n i c i p a l i t i e s w it h r e s p e c t to (1) th e range o f b a s i c a llo w a n c e s f o r th e f i r s t y e a r ; (2) t h e mean num b er o f b a s i c s i c k le a v e a llo w a n c e s d u r in g th e f i r s t y e a r ; (3) c o m p a r a tiv e p r a c t i c e s w it h r e s p e c t to p e r m i t t i n g TABLE LXVII COMPARISON OF VACATION PRACTICES OF SCHOOL DISTRICTS AND MUNICIPALITIES, BY SIZE OF CITY T J T a s s i cities M u n ici- C la ss I I c i t i e s Munici- )Iass I I I c i t i e s ______ M u n ici- C la ss TV c i t i e s V a ca tio n p r a c t i c e s M u n lci- S ch ool p a l i t y S ch o o l p a l i t y S chool p a l i t y Sch ool p a l i t y Mean number o f days o f v a c a t io n g r a n te d f i r s t y ea r 15.4 12.0 1 2 .4 1 1 .8 11.6 1 1 .5 1 0 .2 1 1 .4 Number w hich in c r e a s e v a c a t io n a llo w a n c e w ith in c r e a s e d s e r v i c e 2 5 10 12 11 13 33 35 Per c e n t w hich i n c r e a s e v a c a t io n a llo w a n c e w ith in c r e a s e d s e r v i c e 4 0 .0 100.0 8 3 .5 9 2 .3 5 3 .4 6 1 .9 4 0 .7 5 5 .5 Range o f days 10-27 10-20 10-26 10-15 5-22 10-15 5-30 10-17 S o u rces o f d a ta M u n ic ip a lit y = Orin F. N o lt in g and David S. A rnold ( e d s . ) , The M u n icip al Year Book, 1957 (C hicago: The I n t e r n a t i o n a l C ity Managers' A s s o c i a t i o n , L $ 5 7 ). S iz e c l a s s i f i c a t i o n s o f c i t i e s in w hich r e sp o n d e n t d i s t r i c t s were lo c a t e d : I 1 ,0 0 0 ,0 0 0 + population II 5 0 0 ,0 0 0 to 1 ,0 0 0 ,0 0 0 population I I I 2 5 0 ,0 0 0 to 5 0 0 ,0 0 0 population IV 1 0 0 ,0 0 0 to 2 5 0 ,0 0 0 population 00 O ' TABLE LXVIII COMPARISON OF VACATION PRACTICES OF SCHOOL DISTRICTS AND MUNICIPALITIES, BY GEOGRAPHIC REGION South West N o rth ea st North c e n t r a l M u n ici- Murtici- M u n ici- M unici- V acation p r a c t i c e s Sch ool p a l i t y School p a l i t y Sch ool p a l i t y S ch o o l p a l i t y (N=29) (N-32) ( N=17) (N=17) (N=19) (N=27) (N-26) (N-26) Mean number o f days o f v a c a tio n g ra n ted f i r s t y e a r 11.1 1 1 .4 1 2 .3 1 1.7 10.9 1 1 .3 1 0 .3 1 1 .2 Number w hich in c r e a s e v a c a t io n a llo w a n c e w ith in c r e a s e d s e r v i c e 12 12 12 12 16 20 19 21 Per c e n t which in c r e a s e v a c a tio n a llo w a n c e w ith in c r e a s e d s e r v i c e 4 1 .4 3 7 .6 7 0.6 7 0 .6 8 4 .3 7 4 .0 7 3 .0 8 0 .9 Range o f days 3-26 10-17 10-24 10-15 5-30 10-20 6-2 2 10-15 Sources o f data Sch ool = O r ig in a l su rv ey d a ta . M u n ic ip a lity = Orin F. NoLting and David S. Arnold ( e d s . ) , The M u n icip al Year Book, 1957 (C h icago: The I n t e r n a t io n a l C ity Managers' A s s o c i a t i o n , 195 T) . 188 a c c u m u la tio n o f unused s i c k le a v e from y e a r to y e a r ; (4) th e mean maximum days o f a ccu m u la ted s i c k le a v e p e r m itte d ; and (5) t h e range o f maximum days o f a ccu m u lated s i c k l e a v e . The r a n g e s o f f i r s t - y e a r s i c k - l e a v e a llo w a n c e s f o r b o th s c h o o l s and m u n i c i p a l i t i e s w ere i d e n t i c a l f o r b oth em ployee g r o u p s, i . e . , from te n to s i x t y days each y ea r ( s e e T a b le s LXIX th rou gh LXXI). The mean number o f days o f b a s i c a llo w a n c e f o r a l l m u n i c i p a l i t i e s was 1 4 .7 d a y s, w hich was 1 .5 days lo n g e r than t h a t f o r s c h o o l d i s t r i c t s . Some 93 per c e n t o f a l l s c h o o l d i s t r i c t s p r o v id e d fo r a c c u m u la tio n o f unused s i c k le a v e , w h i l e 78 per c e n t o f m u n i c i p a l i t i e s in c o r p o r a t e d t h i s p r a c t i c e . The mean number o f days o f maximum a c c u m u la tio n o f s i c k le a v e f o r m u n ic i p a l i t i e s was 9 1 . 5 d a y s, w hich was 2 .1 days more than th a t found fo r s c h o o l d i s t r i c t s . The range o f maximum number o f days o f a c c u m u la tio n fo r s c h o o ls was from 24 to 250 d a y s, w h i l e th e range fo r m u n i c i p a l i t i e s e x te n d e d from 14 to 300 days a y e a r . 189 TABLE LXIX COMPARISON OF SICK LEAVE PRACTICES OF SCHOOL DISTRICTS AND MUNICIPALITIES S c h o o l* M u n ic ip a lit y * * S ic k le a v e p o l i c i e s (N = 71) (N « = 109) Range f i r s t y e a r 5-60 5 -60 Mean number o f days o f s i c k le a v e 1 3 .2 1 4 .7 Number p r o v id in g a c c u m u la tio n s 66 71 P e r c e n ta g e p r o v id in g a c c u m u la tio n s 7 0 .3 7 8 .0 2 Mean number o f days o f a c c u m u la tio n s a llo w e d 8 9 .5 9 1 .5 Maximum range o f days 24 -2 5 0 14-300 S o u rces o f d a ta : * O r ig in a l su r v e y d a ta . * * 0 r in F. N o lt in g and D avid S. A rnold ( e d s . ) , The M u n ic ip a l Year Book. 1957 (C h ica g o : The I n t e r n a t i o n a l C ity Managers* A s s o c i a t i o n , 1 9 5 7 ) . TABLE LXX COMPARISON O F SICK LEAVE PRACTICES OF SCHOOL DISTRICTS AND MUNICIPALITIES, BY SIZE OF CITY Class I c i t i e s Class II c i t i e s Class III c i t i e s Class IV c i t i e s Sick leave p o lic ie s School (N=4) Munici p a lity (N-5) School (N=10) Munici p a lity (N=12) School (N=15) Munici p a lity (N=21) School (N=42) Munici p a lity (N=53) Range in days o f sick leave granted each year 10-12 5-20 5-15 10-24 7-20 7-15 5-60 10-60 Mean number o f days of sick leave per year 11.5 13.8 11.8 14.6 12.3 12.9 14.03 15.2 Number providing accu mulation o f sick leave 4 e ; 10 9 14 17 38 40 Percentage providing accumulative sick leave 100.0 100.0 100.0 75.0 93.3 80.9 90.4 75.4 Mean number o f days of maximum accumulative sick leave 146.6 124.0 93.8 98.4 90.0 80.0 62.5 84.5 Range o f maximum days 120-180 45-200 60-132 24-300 30-130 14-300 24-250 30-150 Sources o f data: School = Original survey data. M unicipality = Orin F. Nolting and David S. Arnold ( e d s .) , The Municipal Year Book, 1957 (Chicago: The International City Managers1 A ssociation , 1957). Size c l a s s i f i c a t i o n s of c i t i e s in which respondent d i s t r i c t s were located: I 1,000,000+ population II 500,000 to 1,000,000 population III 250,000 to 500,000 population IV 100,000 to 250,000 population TABLE LXXI COMPARISON AND OF SICK LEAVE MUNICIPALITIES PRACTICES OF SCHOOL DISTRICTS , BY GEOGRAPHIC REGION South West N o rth ea st North c e n t r a l S ick le a v e p o l i c i e s School (N-18) M u n ici p a l i t y (M-25) School (N-15J. M un ici p a l i t y ..(N-16J School (N=15) M u n ici p a l i t y (N=24) School (N*=23) M u n ici p a l i t y (N=26) Range in days o f s ic k le a v e g ra n ted each yea r 6-60 1 0.60 8 -1 3 5-15 5-30 10-30 5-30 7-30 Mean number o f days o f s ic k le a v e g ra n te d each y ea r 15.7 14.8 10.9 1 2 .1 12.6 1 6 .3 1 3 .1 15.2 Number o f days o f a c c u m u la t iv e s ic k le a v e 13 23 15 16 15 22 23 22 P e r c e n ta g e p r o v id in g a c c u m u la tiv e s ic k le a v e 7 2 .3 9 2 .0 100.0 100.0 100.0 9 1 .4 100.0 8 4 .5 Mean number o f days o f maximum a ccu m u la tio n 6 3 .9 6 3 .7 8 6 .5 9 5 .9 1 0 7 .5 9 3 .5 9 3 .0 5 8 5 .5 Range o f maximum days o f a c c u m u la tiv e s ic k le a v e 30-120 10-120 24-140 30-150 25-250 10-300 30-190 14-130 S ou rces o f d ata: S ch ool = O r ig in a l survey d a ta . M u n ic ip a lit y = Orin F. M olting and David S. A rnold ( e d s . ) , The M u n icip al Year Book. ^ 1957 (C h ic a g o : The I n t e r n a t io n a l C ity Managers' A s s o c i a t i o n , 1 9 5 7 ). t-* 192 IV. OPINIONS REGARDING POSSIBLE FUTURE LIBERALIZATION OF FRINGE BENEFITS AND RELATIONSHIPS BETWEEN SCHOOL, MUNIC IPAL, INDUSTRIAL PRACTICES In r e s p o n s e t o t h e q u e s t i o n , "Do you b e l i e v e yo u r s c h o o l d i s t r i c t w i l l l i b e r a l i z e f r i n g e b e n e f i t s w i t h i n t h e n e x t f i v e y e a r s ? " f o r t y - n i n e s c h o o l o f f i c i a l s r e p o r t e d t h a t t h e y b e l i e v e d t h a t t h i s w ould happen ( s e e T a b le L X X II). T h is number r e p r e s e n t e d 5 2 .1 p er c e n t o f t h e t o t a l g ro u p . F o r t y - f i v e s c h o o l o f f i c i a l s , or 4 7 .9 p e r c e n t , r e p o r t e d th e y f e l t t h a t t h e i r s c h o o l d i s t r i c t w ould n o t l i b e r a l i z e f r i n g e b e n e f i t s w i t h i n t h e n e x t f i v e y e a r s . In r e s p o n s e t o t h e q u e s t i o n , "Do you b e l i e v e y o u r s c h o o l d i s t r i c t , in g e n e r a l , i s ah ea d , b e h in d , or e q u a l to th e g o v ern m en ta l a g e n c i e s in you r community in r e l a t i o n s h i p to f r i n g e b e n e f i t s ? " 2 8 .7 p er c e n t o f t h e s e s c h o o l o f f i c i a l s r e p o r t e d t h a t th e y b e l i e v e d t h e i r s c h o o l was ahead o f g o v e r n m e n ta l a g e n c i e s ; 2 6 .6 p er c e n t t h a t t h e s c h o o l s w ere b e h in d ; 32 p e r c e n t t h a t b o th w ere e q u a l; and 1 2 .7 per c e n t t h a t th e y d id n o t know. I t w ould ap p ea r t h a t s c h o o l o f f i c i a l s w ere somewhat e v e n ly d i v i d e d b etw een t h o s e who b e l i e v e d s c h o o l p r a c t i c e s t o be s u p e r io r and t h o s e who b e l i e v e d th e y w ere l a g g i n g o r no more than e q u a l t o p r a c t i c e s o f g o v e r n m e n ta l a g e n c i e s . The o p i n i o n s o f s c h o o l o f f i c i a l s c o n c e r n in g a 193 TABLE LXXII RESPONDENTS1 OPINIONS CONCERNING TRENDS IN THE ADMINISTRATION OF FRINGE BENEFITS AND COMPARABILITY OF SCHOOLS TO LOCAL MUNICIPALITIES AND INDUSTRY Q u e s t i o n n a i r e ite m Answer Number o r p e r c e n t Do you b e l i e v e y o u r s c h o o l YES Number 49 d i s t r i c t w i l l l i b e r a l i z e Per c e n t 3 2 .1 f r i n g e b e n e f i t s in t h e n e x t f i v e y e a r s ? NO Number 45 Per c e n t 4 7 . 9 AHEAD Number 27 Per c e n t 28. 7 Do you b e l i e v e y o u r s c h o o ] BEHIND d i s t r i c t in g e n e r a l i s a h ea d o r b e h in d o r e q u a l to Number 25 Per c e n t 2 6 . 6 t h e g o v e r n m e n t a l a g e n c i e s in y o u r com m unity in r e l a EQUAL t i o n s h i p t o f r i n g e b e n e f i t s ? Number 30 Per c e n t 3 2 . 0 DON'T KNOW Number 12 Per c e n t 1 2 .7 AHEAD Number 29 P er c e n t 3 0 .9 Do you b e l i e v e y o u r s c h o o l BEHIND Number 41 d i s t r i c t i s a h e a d o r b e h in d P er c e n t 4 3 . 6 o r e q u a l t o i n d u s t r y in y o u r com m unity in r e l a t i o n EQUAL s h i p t o f r i n g e b e n e f i t s ? Number 17 Per c e n t 1 8 .1 DON’ T KNOW Number 7 Per c e n t 7 .4 194 com parison o f t h e i r s c h o o ls w it h in d u s t r y in t h e i r com m u nity w ere a s f o l l o w s : 3 0 .9 p er c e n t b e l i e v e d t h a t th e y w ere ahead o f p r i v a t e in d u s t r y ; 4 3 .6 p e r c e n t t h a t th e y w ere b eh in d ; 1 8 .1 p er c e n t t h a t th e y w ere eq u a l t o ; and 7 .4 per c e n t t h a t th e y d id n o t know. On a b a s i s o f th e a n a l y s i s made in t h i s c h a p t e r , i t w ould appear t h a t , to th e e x t e n t t h a t t h e s e s e v e n te e n la b o r m ark ets and th e s e v e n te e n s c h o o l d i s t r i c t s s t u d i e d a r e t y p i c a l o f a l l s c h o o l s and o f a l l i n d u s t r i e s , s c h o o l s ten d t o la g b eh in d th e f r i n g e b e n e f i t p r a c t i c e s o f in d u s t r y in t h e f o l l o w i n g r e s p e c t s : 1. R e tir e m e n t. 2 . L i f e in s u r a n c e . 3. H e a lth , m e d ic a l and s u r g i c a l in s u r a n c e . S c h o o ls were b e l i e v e d to be ab ou t eq u a l to in d u s t r y i n s o fa r as b a s i c v a c a t i o n a llo w a n c e s a r e c o n c e r n e d , and ahead o f in d u s t r y w it h r e s p e c t to p a id h o l i d a y s and s i c k l e a v e . W ith r e s p e c t to such f r i n g e b e n e f i t s a s b a s i c v a c a t i o n a l lo w a n c e s , in c r e a s e d v a c a t i o n due to le n g t h o f s e r v i c e , b a s i c s i c k l e a v e a llo w a n c e s and maximum s ic k le a v e a c c u m u la t io n s , p r a c t i c e s o f s c h o o l d i s t r i c t s la g g e d b eh in d t h o s e o f m u n i c i p a l i t i e s ; in f a c t , o n ly in th e r e c o g n i t i o n o f s c h o o l s i c k le a v e a c c u m u la tio n d id p r a c t i c e s o f s c h o o l d i s t r i c t s e x c e e d t h o s e o f m u n i c i p a l i t i e s . V. CHAPTER SUM M ARY 195 In t h i s c h a p te r w ere p r e s e n t e d th e o p in io n s o f s c h o o l o f f i c i a l s r e g a r d in g th e p o s s i b i l i t y o f l i b e r a l i z a t i o n o f f r i n g e b e n e f i t s in t h e i r d i s t r i c t s w i t h in th e n e x t f i v e y e a r s . A d d it io n a l stu d y was made o f co m p a r a tiv e d ata a v a i l a b l e fo r s c h o o l d i s t r i c t s w it h i n d u s t r i a l p r a c t i c e in s e v e n te e n la b o r m ark ets and w ith v a c a t io n and s ic k le a v e p r a c t i c e s found in m u n i c i p a l i t i e s . The a n a l y s i s was b a se d on r e s p o n s e s o f 94 o f 109 s c h o o l d i s t r i c t s l o c a t e d in c i t i e s o f 1 0 0 ,0 0 0 or more, on d a ta taken from th e M u n icip a l Year Book o f 1957 c o v e r in g 109 m u n i c i p a l i t i e s l o c a t e d in c i t i e s o f 1 0 0 ,0 0 0 or more, and on d a ta c o n t a in e d in th e Bureau o f Labor S t a t i s t i c s B u l l e t i n No. 1202 e n t i t l e d , Mages and R e la te d B e n e f i t s - - S e v e n t e e n Labor M a rk ets, 1 9 5 6 - 5 7 . R e s u lt s o f t h i s a n a l y s i s a r e summarized h e r e , f i r s t , in s p e c i f i c term s and, se c o n d , in more g e n e r a l t e r m s . S p e c i f i c a l l y , a m a j o r it y o f o f f i c e em p loyees in th e s e v e n te e n la b o r m ark ets w ere c o v e r e d by a p e n sio n plan o v e r and above F e d e r a l S o c i a l S e c u r i t y . T h ir te e n s c h o o l d i s t r i c t s l o c a t e d in th e same s e v e n t e e n la b o r m arkets a l s o p r o v id e d such p e n s io n p l a n s , w h i l e fo u r d id n o t . A m a jo r i t y o f o f f i c e em p lo y ees w ere c o v e r e d by f u l l - p a i d s ic k le a v e in e i g h t o f th e s e v e n te e n la b o r m a r k e ts . T h ir t e e n s c h o o l d i s t r i c t s l o c a t e d in th e same c i t i e s p r o v id e d 196 f u l l - p a y s i c k le a v e to th e em p lo y e es; s i x o f t h e s e t h i r t e e n s c h o o ls p r o v id e d t h i s b e n e f i t , even though i t was n o t th e p r e v a i l i n g p r a c t i c e in th e community. L i f e in s u r a n c e c o v e r a g e was th e m ost common f r i n g e b e n e f i t , a c c o r d in g to th e Bureau o f Labor S t a t i s t i c s r e p o r t . Coverage in th e la b o r m arkets ranged from 88 p er c e n t to 98 per c e n t in two la b o r m a r k e ts. One s c h o o l o f th e s e v e n te e n s c h o o l d i s t r i c t s p r o v id e d l i f e in su r a n c e c o v e r a g e . Seven o f th e s e v e n te e n s c h o o l d i s t r i c t s e x c e e d e d th e m a jo r it y v a c a t io n a llo w a n c e p r a c t i c e o f i n d u s t r i a l o f f i c e e m p lo y e e s, w h i l e th e maximum a llo w a n c e in one s c h o o l d i s t r i c t was l e s s than th e m a j o r it y o f i n d u s t r i a l p r a c t i c e ; n in e s c h o o ls appeared to be in l i n e w i t h th e m a jo r it y p r a c t i c e in t h e i r r e s p e c t i v e c o m m u n itie s. Ten s c h o o l d i s t r i c t s l o c a t e d in t h e s e v e n te e n la b o r m arkets e x c e e d e d t h e i r r e s p e c t i v e community p r a c t i c e s w ith r e s p e c t to th e number o f p a id h o lid a y s per y e a r ; in f a c t , one s c h o o l d i s t r i c t e x c e e d e d i t s community p r a c t i c e by as much as s i x f u l l days per y e a r ; th e r e m a in in g sev e n s c h o o l d i s t r i c t s ap p eared t o be in l i n e w it h t h e m a j o r it y o f i n d u s t r i a l p r a c t i c e s in t h e i r c o m m u n itie s. In th e s e v e n te e n la b o r m arkets c o v e r e d by th e Bureau o f Labor S t a t i s t i c s , th e m a j o r it y o f o f f i c e em p loyees were c o v e r e d by h o s p i t a l and s u r g i c a l b e n e f i t s . M ed ica l i n s u r ance c o v e r a g e a p p l i e d to l e s s than h a l f o f a l l o f f i c e 197 e m p lo y e e s. T hree s c h o o l d i s t r i c t s in t h e s e s e v e n t e e n la b o r m a rk ets p r o v id e d some s o r t o f h o s p i t a l , m e d ic a l and s u r g i c a l p la n . The mean number o f d ays o f b a s i c v a c a t i o n a llo w a n c e f o r a l l s c h o o l s was 1 0 .9 days p er y e a r , w h i l e th e mean was 1 1 .5 days p er y e a r f o r c o r r e s p o n d in g m u n ic ip a l governm ent e m p lo y e e s . The c o n c e p t o f i n c r e a s i n g b a s i c v a c a t i o n a l l o w a n ce in r e c o g n i t i o n f o r i n c r e a s e d l e n g t h o f s e r v i c e was a p p l i e d in 4 8 . 3 p er c e n t o f th e s c h o o l s s u r v e y e d , w h i l e in t h e m u n i c i p a l i t i e s 6 4 . 5 p e r c e n t f o ll o w e d th e p r a c t i c e . The le n g t h o f f i r s t - y e a r s i c k - l e a v e a llo w a n c e f o r b o th s c h o o l s and m u n i c i p a l i t i e s was found to be from f i v e to s i x t y d a y s . The mean number o f days o f b a s i c a llo w a n c e f o r a l l m u n i c i p a l i t i e s was 1 4 .7 d a y s , w h ich was 1 .5 days lo n g e r than th e p r a c t i c e in s c h o o l d i s t r i c t s . N i n e t y - t h r e e p er c e n t o f s c h o o l d i s t r i c t s p r o v id e d f o r a c c u m u la tio n o f unused s i c k l e a v e , w h i l e 78 p er c e n t o f m u n i c i p a l i t i e s in c o r p o r a t e d t h i s p r a c t i c e in t h e i r p e r s o n n e l p o l i c i e s . The mean number o f days o f maximum s i c k le a v e f o r m u n i c i p a l i t i e s was 9 1 . 5 , w h ich was 2 .1 days more than t h a t found f o r s c h o o l d i s t r i c t s . Some 5 2 .1 p e r c e n t o f r e s p o n d e n t s c h o o l o f f i c i a l s b e l i e v e d t h a t s c h o o l d i s t r i c t s w ould l i b e r a l i z e f r i n g e b e n e f i t s w i t h i n t h e n e x t f i v e y e a r s . W hile 2 8 .7 p e r c e n t o f t h e s e s c h o o l o f f i c i a l s b e l i e v e d t h a t f r i n g e b e n e f i t p r a c t i c e s w ere g r e a t e r than 198 t h o s e o f g o v ern m en ta l a g e n c i e s in h i s community, 2 6 .6 p er c e n t b e l i e v e d t h a t th e s c h o o l ' s p r a c t i c e s la g g e d b e h in d t h o s e o f m u n i c i p a l i t i e s . Alm ost th r e e tim e s as many o f f i c i a l s b e l i e v e d t h a t s c h o o ls w ere eq u a l to govern m en tal o f f i c e s in t h e s e p r a c t i c e s than r e p o r te d t h a t th ey d id n o t know. W hile 3 0 .9 p e r c e n t o f s c h o o l o f f i c i a l s b e l i e v e d t h a t s c h o o ls w ere ahead o f i n d u s t r i a l p r a c t i c e , 4 3 .6 per c e n t b e l i e v e d t h a t t h e i r s c h o o ls la g g e d b eh in d i n d u s t r i a l p r a c t i c e . An a d d i t i o n a l 2 5 .6 per c e n t b e l i e v e d t h e i r s c h o o l p r a c t i c e to be eq u a l to i n d u s t r i a l f r i n g e b e n e f i t s or r e p o r t e d t h a t th e y d id n ot know. F o r t y - n in e s c h o o l a d m in i s t r a t o r s b e l i e v e d t h a t t h e i r j u r i s d i c t i o n s w ould p ro b a b ly l i b e r a l i z e f r i n g e b e n e f i t s w i t h in th e n e x t f i v e y e a r s , w h i l e f o r t y - f i v e f e l t t h a t no l i b e r a l i z a t i o n w ould ta k e p l a c e . The l a r g e s t d i s t r i c t s were th e m ost o p t i m i s t i c ; th e s m a lle r th e d i s t r i c t , th e l e s s o p t i m i s t i c . R e g io n a l d i f f e r e n c e s in d e g r e e s o f optim ism w ere n o t e d . The West was th e m ost o p t i m i s t i c and th e South th e l e a s t . In com paring s c h o o l p r a c t i c e s w it h t h o s e o f o t h e r g o v ern m en ta l a g e n c i e s in t h e i r co m m u n itie s, 2 8 .7 p er c e n t e s t im a t e d t h a t th e s c h o o ls w ere a h ea d . The l a r g e s t d i s t r i c t s f e l t t h a t th e y w ere eq u a l and c o n f id e n c e l e v e l s dropped d i r e c t l y w it h th e s i z e o f th e c i t y . A l l s c h o o ls in th e l a r g e s t c i t i e s e s t im a t e d t h a t th e y w ere e i t h e r eq u a l 199 to or ahead o f governm ent a g e n c i e s in t h e i r c o m m u n itie s. The number o f r e s p o n s e s w hich i n d i c a t e d no know ledge o f th e r e l a t i v e p o s i t i o n i n c r e a s e d w it h t h e d e c r e a s e in s i z e o f c i t y . R e g i o n a l l y , th e S outhern s c h o o ls r a t e d th e m s e lv e s a s b e in g f a r t h e r b eh in d governm ent a g e n c i e s than a l l o t h e r s , th e N o r th e a st b e in g t h e m ost c o n f id e n t o f b e in g e q u a l or ahead o f govern m en t. None o f th e s c h o o ls in th e West was in doubt about t h e i r p o s i t i o n s , w h i l e t h o s e in th e South, a g a in , ap p eared to be l e a s t aware o f t h e i r p o s i t i o n s or w ere l e s s w i l l i n g to g u e s s . The e s t im a t e d r e l a t i o n s h i p o f s c h o o l s to in d u s t r y in th e community i n d i c a t e d a 2 8 .7 p er c e n t e s t i m a t e th a t s c h o o l d i s t r i c t s w ere ahead o f th e g o v ern m en ta l a g e n c i e s in t h e i r c o m m u n itie s, and a 3 0 .9 per c e n t b e l i e f t h a t s c h o o ls w ere ahead o f i n d u s t r y . A gain , th e l a r g e r th e d i s t r i c t th e g r e a t e r th e d e g r e e o f c o n f id e n c e about b e in g eq u a l to or ahead o f i n d u s t r y . R esp on ses ranged from 80 p er c e n t fo r t h e l a r g e s t d i s t r i c t s to 38 per c e n t fo r th e n e x t s m a lle r d i s t r i c t . S ch o o l a d m in i s t r a t o r s in C la s s I c i t i e s w ere th e o n ly o n es who e s t i m a t e d t h a t s c h o o l f r i n g e b e n e f i t s w ere ahead o f governm ent f r i n g e b e n e f i t s and tu rn ed o u t to be c o r r e c t a c c o r d in g to s u p p o r t iv e d a t a . A l l o t h e r s i z e g r o u p s, as a w h o le , la g g e d b eh in d govern m en t, b u t th e e s t i m a t e s o f t h e r e s p o n d e n ts ap p eared to b e a r l i t t l e 200 r e l a t i o n s h i p to t h e f a c t s . In more g e n e r a l term s, th e f in d i n g s o f t h i s c h a p te r may be b r i e f l y summarized as f o l l o w s : P e n sio n p la n s a re more common among o f f i c e i n d u s t r i a l w ork ers in th e s e v e n te e n la b o r m ark ets under stu d y than in s c h o o l d i s t r i c t s in th e same s e v e n te e n a r e a s . In t h e s e v e n t e e n la b o r a r e a s s t u d i e d , th e g r a n t in g o f s i c k le a v e was more common in s c h o o l d i s t r i c t s than in i n d u s t r i a l o f f i c e s . S c h o o ls in th e s e v e n te e n la b o r m arkets appeared to la g b eh in d a l l i n d u s t r i a l o f f i c e w orkers w ith r e s p e c t to l i f e in s u r a n c e c o v e r a g e . S ch o o l d i s t r i c t s appeared a t l e a s t to eq u a l th e p r e v a i l i n g p r a c t i c e o f i n d u s t r i a l com m u n ities in terms o f maximum v a c a t i o n a l l o w a n c e s . S c h o o ls e x c e e d e d i n d u s t r i a l p r a c t i c e as fa r as p a id h o l i d a y s were c o n c e r n e d . The maximum a llo w a n c e f o r s c h o o ls in th e s e v e n te e n la b o r m arket groups was tw e lv e days per y e a r , w h i l e t h a t f o r in d u s t r y was s i x p a i d - f o r h o l i d a y s . Ten o f s e v e n te e n s c h o o l d i s t r i c t s e x c e e d e d t h e i r r e s p e c t i v e community p r a c t i c e s in term s o f number o f p a id h o l i d a y s per y e a r . The m a j o r it y o f i n d u s t r i a l o f f i c e e m p lo y e e s, a c c o r d in g to th e Bureau o f Labor S t a t i s t i c s , w ere c o v e r e d by h o s p i t a l and s u r g i c a l in s u r a n c e . M ed ical in su r a n c e was 2 0 1 p r o v id e d f o r a b o u t h a l f o f a l l o f f i c e e m p lo y e e s . Three s c h o o l d i s t r i c t s p a r t i c i p a t e d in programs f o r h o s p i t a l , m e d ic a l and s u r g i c a l in s u r a n c e f o r t h e i r c l a s s i f i e d em p l o y e e s . M u n ic ip a l c o v e r a g e s e x c e e d e d t h o s e o f s c h o o l d i s t r i c t s by a p p r o x im a te ly a day and a h a l f o f b a s i c v a c a t i o n a l l o w a n c e . M u n i c i p a l i t i e s a r e ahead o f s c h o o l s ' p r a c t i c e in i n c r e a s i n g th e a llo w a n c e f o r v a c a t i o n s w i t h i n c r e a s e d le n g t h o f s e r v i c e . M u n i c i p a l i t i e s e x c e e d e d s c h o o l s in th e mean days o f b a s i c a llo w a n c e o f s i c k le a v e by a day and a h a l f p er y e a r . A p p r o x im a te ly n i n e - t e n t h s o f s c h o o l d i s t r i c t s p r o v id e d a c c u m u la tio n o f unused s i c k l e a v e , w h i l e a b o u t f o u r - f i f t h s o f m u n i c i p a l i t i e s i n c o r p o r a t e d t h i s p r a c t i c e . S c h o o l o f f i c i a l s w ere ab ou t e q u a l l y d iv i d e d b etw een t h o s e who b e l i e v e d t h a t t h e i r d i s t r i c t s w ould l i b e r a l i z e f r i n g e b e n e f i t s and t h o s e who d id n o t . More s c h o o l o f f i c i a l s b e l i e v e d t h a t s c h o o l s w ere l a g g i n g b e h in d in d u s t r y than b e l i e v e d t h a t th e y la g g e d b e h in d g o v e r n m e n ta l a g e n c i e s . More s c h o o l o f f i c i a l s b e l i e v e d t h a t th e y w ere eq u a l t o g o v e r n m e n ta l a g e n c i e s in t h e i r co m m u n itie s than b e l i e v e d t h a t th e y w ere e q u a l t o i n d u s t r i a l p r a c t i c e in t h e i r com m u n i t i e s . CHAPTER X SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS I . SUMMARY F r in g e b e n e f i t s c o n s t i t u t e a la r g e and im p o rta n t segm ent o f th e p e r s o n n e l p o l i c i e s f o r c l a s s i f i e d em p lo y e es o f s c h o o l d i s t r i c t s in th e U n ite d S t a t e s . Some o f th e b e n e f i t s , such as r e t ir e m e n t o r p e n s io n p l a n s , Workmen's C om pensation, and th e l i k e , a r e founded in e i t h e r m andatory or p e r m i s s i v e l e g i s l a t i o n o f i n d i v i d u a l s t a t e s . However, community p r a c t i c e s in i n d u s t r y w h ich r e s u l t from c o l l e c t i v e b a r g a in in g and th e custom s and a t t i t u d e s o f c i t i z e n s toward p u b l i c s e r v i c e ap p ear to be im p o rta n t f a c t o r s in h e l p i n g to d e te r m in e th e e x t e n t t o w hich f r i n g e b e n e f i t s a r e c o n s id e r e d a p a r t o f community wage s t r u c t u r e s . S t u d i e s have shown t h a t t h e e x t e n t and amount o f b e n e f i t s g r a n te d em p lo y ees in in d u s t r y have i n c r e a s e d v e r y r a p i d l y s i n c e th e end o f World War I I . I t a p p e a r s t h a t t h e same change has o c c u r r e d in s c h o o l d i s t r i c t s a s a w h o le . W h ile some o f th e m o t iv e s and c a u s a l f a c t o r s p r e s e n t in in d u s t r y a l s o a r e p r e s e n t in s c h o o l s , th e m ajor i n f l u e n c e , no d o u b t, has been i n d u s t r i a l la b o r a g r e e m e n ts . 2 0 2 203 E s p e c i a l l y i s t h i s t r u e in s c h o o l d i s t r i c t s w h ic h , by p o l i c y , a tte m p t to m eet p r e v a i l i n g community p r a c t i c e . The Problem T h is stu d y h as u n d e r ta k e n an i n v e s t i g a t i o n o f p e r s o n n e l p r a c t i c e s o f p u b l i c s c h o o l d i s t r i c t s in c i t i e s o f 1 0 0 ,0 0 0 or more p o p u la t io n w it h r e s p e c t to th e g r a n t in g o f f r i n g e b e n e f i t s to r e p r e s e n t a t i v e c l a s s i f i e d ( n o n - c e r t i f i - c a t e d ) e m p lo y e e s . In a d d i t i o n , an a tte m p t was made to d e v e lo p a l i s t o f p r i n c i p l e s w h ich m ig h t s e r v e a s c r i t e r i a f o r th e e v a l u a t i o n o f p u b l i c s c h o o l d i s t r i c t p o l i c i e s c o n c e r n in g f r i n g e b e n e f i t s . F i n a l l y , on th e b a s i s o f pub l i s h e d s t a t i s t i c s a v a i l a b l e , a com p arison was made o f p r a c t i c e s o f p u b l i c s c h o o l d i s t r i c t s and t h o s e o f b u s i n e s s and in d u s t r y and m u n ic ip a l governm ent in th e same communi t i e s in an e f f o r t to d e te r m in e , in g e n e r a l , w h eth er p u b l i c s c h o o l s ten d t o la g b e h in d , to e q u a l, o r to e x c e e d p e r s o n n e l p r a c t i c e s in th e com munity. More s p e c i f i c a l l y , th e stu d y s e a r c h e d fo r an sw ers to th e f o l l o w i n g q u e s t i o n s : 1. What paym ents f o r in s u r a n c e o r o t h e r p r o t e c t i o n p la n s w ere r e q u ir e d by s t a t e law? Which, i f an y, w ere p r o v id e d w h ich w ere n o t r e q u ir e d by s t a t e law? 2 . What paym ents w ere made t o c l a s s i f i e d e m p lo y e es f o r tim e n o t worked d u r in g th e r e g u la r work year? 3. What payments f o r s p e c i f i c r e c o g n iz e d r e g u la r p e r io d s o f non-work d u rin g t h e r e g u la r work day w ere made to c l a s s i f i e d em p loyees? 4 . What m i s c e l l a n e o u s s e r v i c e s a n d /o r a llo w a n c e s w ere made a v a i l a b l e to c l a s s i f i e d em p loyees? 3. What d id p u b l i c s c h o o l o f f i c i a l s b e l i e v e c o n c e r n in g : a . The p o s s i b i l i t y o f h i s p u b l i c s c h o o l d i s t r i c t l i b e r a l i z i n g f r i n g e b e n e f i t p r a c t i c e s in th e n e x t f i v e y e a r s . b. The r e l a t i v e p o s i t i o n o f h i s p u b l i c s c h o o l a s f a r as f r i n g e b e n e f i t s a r e co n cern ed to th e b u s i n e s s , in d u s t r y and m u n ic ip a l g o v e r n m ent. Procedure A q u e s t i o n n a i r e was p rep a red in c o n s u l t a t i o n w ith p e r so n s a c t i v e l y engaged in a d m in i s t e r i n g c l a s s i f i e d p e r s o n n e l in th e p u b l i c s c h o o l s . C o p ies w ere m a ile d to each o f 109 s c h o o l d i s t r i c t s l o c a t e d in c i t i e s in th e U n ited S t a t e s w it h p o p u la t io n s o f 1 0 0 ,0 0 0 o r more; n i n e t y - f o u r co m p leted q u e s t i o n n a i r e s w ere r e c e i v e d from t h i s m a i l i n g . Each r e s p o n s e f o r each ite m was key punched on t a b u l a t i n g ca r d s and an a n a l y s i s made o f t h e r e s p o n s e s as a w h o le; in a d d i t i o n , th e d ata w ere a n a ly z e d t a k in g i n t o a c c o u n t th e 205 s i z e o f c i t y and th e fo u r g e o g r a p h ic a l r e g io n s o f th e n a t i o n . A f t e r th e a n a l y s i s was c o m p le te d , c e r t a i n p r i n c i p l e s and tr e n d s ap p eared to be s u g g e s t e d by th e d a ta c o n c e r n in g c u r r e n t wage p r a c t i c e s a f f e c t i n g c l a s s i f i e d e m p lo y e e s. T h ese, t o g e t h e r w it h some tr e n d s w hich d id n o t y e t appear to be in g e n e r a l p r a c t i c e , w ere in c o r p o r a t e d i n t o an e v a l u a t i v e q u e s t i o n n a i r e c o n s i s t i n g o f two p a r t s : (1) a l i s t i n g o f p r e s e n t t r e n d s , and (2) p r a c t i c e s w hich were r e p r e s e n t a t i v e o f p o s s i b l e f u t u r e t r e n d s . A r e a c t i o n p a n e l o f f i v e grou p s o f fou r r e s p o n d e n ts each was p r e p a r e d . Group A c o n s i s t e d o f fo u r p e r s o n s t e a c h in g in u n i v e r s i t i e s or a c t i v e l y engaged in groups d o in g r e s e a r c h in p e r s o n n e l m a t t e r s . Group B c o n s i s t e d o f e m p lo y e e s. Group C c o n s i s t e d o f t a x p a y e r s and members o f chambers o f commerce. Group D c o n s i s t e d o f board members and members o f a s s o c i a t i o n s o f b oards o f e d u c a t io n . Group E c o n s i s t e d o f p e r s o n s a c t i v e l y engaged in th e a d m in i s t r a t i o n o f c l a s s i f i e d p e r s o n n e l in s c h o o l d i s t r i c t s . Each p a n e l member was s e n t a q u e s t i o n n a ir e and from th e r e t u r n s , an a n a l y s i s was made. Rank o r d e r s w ere p rep a red o f ite m s on w hich a g r e e m e n t, d i s a g r e e ment and " a g r e e - a s - m o d if ie d " r e s p o n s e s w ere r e c e i v e d . The r e g io n s c o n s i s t e d o f fo u r g e o g r a p h ic a l a r e a s : W est, S o u th , North C e n tr a l and N o r t h e a s t . G roupings by s i z e o f c i t y in w h ich t h e s c h o o l d i s t r i c t was l o c a t e d were as f o l l o w s : 206 C la s s I 1 ,0 0 0 ,0 0 0 p o p u la t io n , and above C la s s I I 5 0 0 ,0 0 0 to 1 ,0 0 0 ,0 0 0 p o p u la t io n C la s s I I I 2 5 0 ,0 0 0 to 5 0 0 ,0 0 0 p o p u la t io n C la s s IV 1 0 0 ,0 0 0 to 2 5 0 ,0 0 0 p o p u la t io n I I . SUMMARY OF FINDINGS Throughout t h i s stu d y numerous f i n d i n g s w ere p r e s e n t e d . T h ese a r e in c lu d e d in th e c h a p te r sum m aries. The f o l l o w i n g f i n d i n g s , b r i e f l y sum m arized, r e s u l t e d from th e su r v e y c o n d u c te d f o r t h i s i n v e s t i g a t i o n . 1. Among non-w age b e n e f i t s fo r c l a s s i f i e d em p lo y e e s p r o v id e d by l a r g e - c i t y s c h o o l d i s t r i c t s o f th e n a t i o n , Workmen's C om pensation was th e b e n e f i t p r o v id e d m ost o f t e n . W h ile t h e p r a c t i c e was u n i v e r s a l among l a r g e - c i t y s c h o o l d i s t r i c t s in t h e W est, t h r e e - f o u r t h s o f a l l d i s t r i c t s s t u d i e d p r o v id e d t h i s b e n e f i t , a la r g e m a j o r it y p a y in g th e t o t a l c o s t o f th e premiums. 2 . W h ile s i z e o f c i t y was p o s i t i v e l y r e l a t e d to th e fr e q u e n c y w i t h w h ich s c h o o l d i s t r i c t s p r o v id e r e t i r e ment b e n e f i t s to e m p lo y e e s, t h e r e w ere s t i l l a lm o s t one t h i r d o f s c h o o l d i s t r i c t s in th e n a t i o n ' s l a r g e s t c i t i e s w h ich f a i l e d t o p r o v id e r e t i r e m e n t program s. 3 . The p r o v i s i o n o f h o s p i t a l i z a t i o n and m e d ic a l in s u r a n c e was n o t a g e n e r a l p r a c t i c e among l a r g e - c i t y 207 s c h o o l d i s t r i c t s . Among th e 12 p er c e n t w h ich d id p r o v id e t h i s ty p e o f in s u r a n c e , more than h a l f p a id th e f u l l c o s t o f th e premium. 4 . L i f e in s u r a n c e b e n e f i t s w ere p r o v id e d w i t h even l e s s f r e q u e n c y - - e . g . , by 8 o f 93 r e s p o n d e n t d i s t r i c t s , o n ly two o f w h ich a c t u a l l y p a id th e f u l l premium c o s t . 5. N a t i o n a l l y , th e mean number o f p a id h o l i d a y s was 9 . 2 days ea ch y e a r . 6 . A la r g e m a j o r i t y o f d i s t r i c t s p e r m itt e d em p lo y e e s to be a b s e n t , u s u a l l y w it h o u t l o s s o f pay, fo r such p e r s o n a l r e a s o n s a s b e r e a v e m e n t, c o u r t a t t e n d a n c e when r e q u i r e d , v o t i n g , m i l i t a r y r e s e r v e l e a v e , and i l l n e s s o f a member o f t h e im m ed iate f a m ily . 7. S ic k l e a v e a llo w a n c e s ranged from 3 to 60 d a y s, th e mean b e in g 1 3 .2 days a y e a r . The mean number o f days a llo w e d d e c r e a s e d w it h i n c r e a s e in th e s i z e o f th e c i t y . 8 . A l a r g e m a j o r i t y o f d i s t r i c t s a llo w e d un u sed v a c a t i o n tim e to a c c u m u la te from y e a r to y e a r , th e maximum a llo w e d a c c u m u la tio n r a n g in g from 24 to 230 d a y s . A su b s t a n t i a l m a j o r i t y o f d i s t r i c t s w h ich a llo w e d such accum u l a t i o n p e r m it t e d t h i s tim e t o be a p p l i e d to c o v e r th e w a i t i n g p e r io d p r i o r to r e c e i p t o f Workmen's C om p en sation . 9 . V a c a tio n a llo w a n c e s ran ged from an a v e r a g e o f 208 1 1 .3 days th e f i r s t y ea r to 1 7 .4 days th e t w e n t y - f i f t h y e a r o f s e r v i c e . R e l a t i v e l y few d i s t r i c t s a llo w e d th e a c c u m u la tio n o f unused v a c a t io n t im e . Most d i s t r i c t s e x ten d ed th e v a c a t io n to com pensate f o r p a id h o l i d a y s w hich o ccu r w i t h in th e s c h e d u le d v a c a t i o n . 10. A la r g e m a jo r it y o f d i s t r i c t s p r o v id e d c o f f e e b reak s w hich a v e r a g e d o n e - h a l f hour in le n g th ; t h i s p r a c t i c e was m ost common in s c h o o ls in th e W estern r e g io n . 11. O n e -th ir d o f s c h o o l d i s t r i c t s p r o v id e d p a id lunch p e r io d s fo r c l a s s i f i e d w o rk ers, and h a l f t h a t p r o p o r t io n were r e q u ir e d to s c h e d u le r e s t p e r io d s fo r a l l women e m p lo y e e s. 12. V o lu n ta ry p a y r o l l d e d u c tio n s fo r h e a l t h , h o s p i t a l and m e d ic a l in su r a n c e premiums c o u ld be arran ged in most s c h o o l d i s t r i c t s , th e p r a c t i c e b e in g u n i v e r s a l in th e l a r g e s t c i t i e s ( t h o s e w it h more than 1 ,0 0 0 ,0 0 0 p o p u la tio n ) and in a l l d i s t r i c t s in th e W estern r e g io n . 13. Arrangem ents fo r p a y r o l l d e d u c t io n s fo r th e p u rch a se o f governm ent s a v in g s bonds c o u ld be made in m ost s c h o o l d i s t r i c t s ; t h i s was a u n iform p r a c t i c e among s c h o o ls in th e h i g h e s t p o p u la tio n g r o u p s, and among W estern r e g io n d i s t r i c t s . 14. P a y r o ll d e d u c tio n s fo r c r e d i t u nion s a v in g s and em ployee a s s o c i a t i o n dues c o u ld be a rran ged in o n e - 209 f o u r t h o f l a r g e - c i t y s c h o o l d i s t r i c t s . 1 5 . A number o f c r i t e r i a w e r e j u d g e d by a p a n e l o f s p e c i a l i s t s t o c h a r a c t e r i z e d e s i r a b l e f r i n g e b e n e f i t p r a c t i c e s and p o l i c i e s f o r c l a s s i f i e d e m p lo y e e s : ( a ) an a n n u a l v a c a t i o n a f t e r o n e y e a r o f s e r v i c e ; (b) r e a s o n a b l e s i c k l e a v e a l l o w a n c e s w i t h a n n u a l i n c r e m e n t s ; ( c ) p a i d v a c a t i o n a l l o w a n c e s b a s e d on l e n g t h o f s e r v i c e ; (d ) a s h i f t d i f f e r e n t i a l f o r n i g h t w o rk ; ( e ) a d e f i n e d p e r i o d o f p a i d b e r e a v e m e n t l e a v e ; ( f ) a r e a s o n a b l e v a c a t i o n a l l o w a n c e w h ic h s h o u ld n o t b e a l l o w e d t o a c c u m u la t e from y e a r t o y e a r ; (g ) f u l l pay l e s s any f e e s r e c e i v e d f o r r e q u i r e d c o u r t a t t e n d a n c e a s j u r o r o r w i t n e s s ; (h) v o l u n t a r y p a y r o l l d e d u c t i o n s f o r s u c h s a v i n g s p l a n s a s r e g u l a r p u r c h a s e o f s a v i n g s b o n d s , c r e d i t u n i o n , and a s s o c i a t i o n d u e s ; ( i ) s c h e d u l e d c o f f e e b r e a k s o r r e s t p e r i o d s ; and ( j ) a f r i n g e b e n e f i t program e x t e n d e d in t h e d i r e c t i o n o f i n c r e a s e d p r o t e c t i o n t o t h e e m p lo y e e , s u c h a s a g r o u p p la n f o r l i f e , h e a l t h , a c c i d e n t , h o s p i t a l i z a t i o n and m e d i c a l i n s u r a n c e . 1 6 . The f o l l o w i n g p r a c t i c e s w e r e j u d g e d by s p e c i a l i s t s t o b e u n d e s i r a b l e f r i n g e b e n e f i t s : ( a ) a d d ed s a l a r y i n c r e m e n t s f o r c o m p l e t i o n o f i n - s e r v i c e t r a i n i n g ; (b ) p a id a b s e n c e s t o a t t e n d s e l f - i m p r o v e m e n t c l a s s e s ; ( c ) i n c r e a s e o f s a l a r y a t t h e e x p e n s e o f e x i s t i n g f r i n g e b e n e f i t a l l o w a n c e s ; (d ) i l l n e s s a b s e n c e due t o i l l n e s s in t h e e m p l o y e e ' s f a m i l y ; ( e ) s a b b a t i c a l l e a v e ; ( f ) p e r s o n a l c o u n s e l i n g 2 1 0 s e r v i c e s ; (g) d i s t r i c t f i n a n c i n g o f c o u r s e s ta k e n a s a c o n d i t i o n f o r em ploym ent o r c o n t i n u a t i o n o f em p loym en t; (h) i n t e g r a t i o n o f l o c a l r e t i r e m e n t s y s t e m w i t h S o c i a l S e c u r i t y ; and ( i ) j o i n t o r f u l l d i s t r i c t f i n a n c i n g o f h e a l t h and w e l f a r e b e n e f i t s . 1 7 . F r in g e b e n e f i t p r a c t i c e s o f s c h o o l s w e r e fo u n d t o l a g b e h in d t h o s e o f m u n i c i p a l i t i e s w i t h r e s p e c t t o v a c a t i o n and s i c k l e a v e b e n e f i t s . 1 8 . O f f i c e e m p lo y e e s h a v e m ore l i b e r a l b e n e f i t s th an do c l a s s i f i e d e m p lo y e e s o f s c h o o l d i s t r i c t s in t h e m a t t e r o f p e n s i o n p l a n s , i n s u r a n c e c o v e r a g e . S c h o o l s e x c e e d b u s i n e s s and i n d u s t r y w i t h r e s p e c t t o b e n e f i t s f o r s i c k l e a v e and p a id h o l i d a y s . L i t t l e d i f f e r e n c e e x i s t s b e tw e e n s c h o o l s and i n d u s t r y w i t h r e s p e c t t o maximum v a c a t i o n a l l o w a n c e s . E v a l u a t i o n o f E x i s t i n g P r a c t i c e s in Terms o f C r i t e r i a C o n s i d e r a b l e a g r e e m e n t e x i s t e d b e tw e e n e x i s t i n g p r a c t i c e s , a s r e p o r t e d in t h i s s t u d y , and t h e o p i n i o n s o f s p e c i a l i s t s c o n c e r n i n g recom m ended p r a c t i c e s . In o r d e r t o show t h e a r e a s o f a g r e e m e n t and d i s a g r e e m e n t b e tw e e n t h e o r y and p r a c t i c e , t h e r e a c t i o n p a n e l ' s o p i n i o n s a r e sum m arized b r i e f l y , ite m by it e m , and com pared w i t h r e p o r t e d p r a c t i c e s o f l a r g e - c i t y s c h o o l d i s t r i c t s g e n e r a l l y . 211 1. The o p in io n was e x p r e s s e d by t h e p a n e l members t h a t ea ch em ployee s h o u ld be g r a n te d a v a c a t i o n a f t e r a y e a r ’ s s e r v i c e , t h a t v a c a t i o n a llo w a n c e sh o u ld be i n c r e a s e d w it h l e n g t h o f s e r v i c e , and t h a t t h e c o m p le te v a c a t i o n s h o u ld be u se d each y e a r . T h is p r a c t i c e was found t o be f o llo w e d by a p p r o x im a te ly t w o - t h i r d s o f t h e d i s t r i c t s . 2 . The p a n e l members b e l i e v e d t h a t s i c k l e a v e sh o u ld b e p r o v id e d f o r ea ch em ployee a t f u l l pay b a s e d on an a llo w a n c e f o r ea ch y e a r o f s e r v i c e . D i s t r i c t s f o ll o w e d t h i s p r a c t i c e a lm o s t u n i v e r s a l l y . 3. The o p i n i o n s o f th e p a n e l members w ere t h a t a d e f i n i t e p e r io d o f p a id b ereavem en t l e a v e s h o u ld be p r o v id e d when d e a th o c c u r s in th e e m p lo y e e 's im m ed iate f a m i l y . A l a r g e m a j o r it y o f d i s t r i c t s f o ll o w e d t h i s p r a c t i c e . 4 . It was recommended by t h e members o f th e p a n e l t h a t e m p lo y e es c a l l e d to a t t e n d c o u r t r e c e i v e f u l l pay l e s s any f e e s r e c e i v e d . A p p r o x im a te ly 90 p er c e n t o f d i s t r i c t s made u s e o f t h i s p r a c t i c e . 5. The p o l i c y o f a l l o w i n g v o lu n t a r y p a y r o l l d e d u c t i o n s f o r s a v in g s p la n s was s t r o n g l y recommended by th e r e a c t i o n p a n e l . T h is was a common p r a c t i c e among s c h o o l d i s t r i c t s . 6 . The p r a c t i c e o f p r o v i d i n g f o r a r e g u l a r c o f f e e 212 break was c o n s id e r e d h i g h l y d e s i r a b l e . A p p ro x im a tely t h r e e - f o u r t h s o f th e s c h o o ls r e p o r t e d t h i s custom . 7. Excused a t te n d a n c e w it h o u t pay a t u n i v e r s i t y or c o l l e g e c o u r s e s d u rin g w ork in g h o u rs was s t r o n g l y r e j e c t e d by p a n e l members. A v e r y sm a ll m in o r it y o f s c h o o l d i s t r i c t s r e p o r te d t h i s a s a p r a c t i c e . 8 . The r e a c t i o n p a n e l r e j e c t e d th e c o n c e p t o f p r o v i d i n g c o u n s e li n g to em p loyees f o r p e r s o n a l or fa m ily prob lem s. A s m a ll m in o r it y o f s c h o o l d i s t r i c t s made t h i s s e r v i c e a v a i l a b l e to c l a s s i f i e d e m p lo y e e s. 9 . D i s t r i c t s ' payment f o r a l l or p a r t o f th e c o s t o f h e a l t h and w e l f a r e b e n e f i t s was s t r o n g l y r e j e c t e d by members o f th e p a n e l . Very few d i s t r i c t s p a r t i c i p a t e d in t h i s ty p e o f program, a lth o u g h a la r g e m a j o r it y (93 per c e n t ) r e p o r te d v o lu n ta r y p a y r o l l d e d u c t io n s fo r t h e s e p u r p o se s . 10. The p a n e l members d id n o t recommend pay fo r a b se n c e due to i l l n e s s o f members o f th e im m ediate f a m ily . A la r g e m a j o r it y o f d i s t r i c t s , h ow ever, made t h i s ty p e o f p a id a b se n c e p e r m i s s i b l e . I I I . CONCLUSIONS 213 Based on a stu d y o f th e l i t e r a t u r e , p u b l i c a t i o n s o f p r o f e s s i o n a l o r g a n i z a t i o n s , a su r v e y o f c u r r e n t p r a c t i c e , and a sa m p lin g o f e x p e r t o p i n i o n , th e f o l l o w i n g c o n c l u s i o n s a r e p r e s e n t e d : 1. The g r a n t in g o f f r i n g e b e n e f i t s i s a n a t i o n a l l y a c c e p t e d p r a c t i c e in s c h o o l d i s t r i c t s a s w e l l as in b u s i n e s s and i n d u s t r y . 2 . Measured in term s o f th e c r i t e r i a e s t a b l i s h e d in t h i s i n v e s t i g a t i o n , many s c h o o l d i s t r i c t s a r e p e r fo r m in g a c c e p t a b l y in m ost a r e a s o f f r i n g e b e n e f i t p r a c t i c e s . 3. The p r a c t i c e s o f s c h o o l d i s t r i c t s in g r a n t in g f r i n g e b e n e f i t s vary w i d e l y . Some g r a n t v ery few b e n e f i t s w h i l e o t h e r s p r o v id e e x t e n s i v e f r i n g e b e n e f i t s . 4 . The ran ge and amount o f f r i n g e b e n e f i t s p r o v id e d by s c h o o l d i s t r i c t s ten d to i n c r e a s e p r o p o r t i o n a l l y w it h th e s i z e o f th e c i t y in w hich th e s c h o o l d i s t r i c t i s l o c a t e d . b. The s c h o o ls l o c a t e d in c i t i e s in t h e W estern p a r t o f th e n a t io n p r o v id e more e x t e n s i v e f r i n g e b e n e f i t s than do s c h o o l s l o c a t e d in e t h e r s e c t i o n s . 6 . O f f i c e em p lo y e es in b u s i n e s s and in d u s t r y have a b r o a d e r b e n e f i t program f o r r e t i r e m e n t p l a n s , and l i f e , h o s p i t a l i z a t i o n , m e d i c a l and s u r g i c a l i n s u r a n c e th an do t h e c l a s s i f i e d e m p lo y e e s o f s c h o o l d i s t r i c t s . IV. RECOMMENDATIONS S ic k l e a v e s h o u ld b e p r o v id e d a t f u l l pay f o r a r e a s o n a b l e p e r i o d o f t im e , b a s e d on a c e r t a i n a l l o w a n c e f o r e a ch y e a r o f s e r v i c e . V a c a t io n s h o u ld b e g r a n t e d in some r e a s o n a b l e r a t i o to t h e e m p l o y e e ' s l e n g t h o f s e r v i c e . V a c a t io n s h o u ld be u s e d and s h o u ld n o t be a l l o w e d t o a c c u m u la t e from y e a r t o y e a r , n or s h o u ld em p l o y e e s r e c e i v e pay in l i e u o f v a c a t i o n . R e g u la r c o f f e e b r e a k s o r r e s t p e r i o d s l i m i t e d to a d e f i n i t e p e r i o d o f tim e s h o u ld be p r o v id e d t o e a ch e m p lo y e e d a i l y . S c h o o l d i s t r i c t s s h o u ld make i t p o s s i b l e f o r e m p lo y e e s t o h ave p a y r o l l d e d u c t i o n s made f o r a s a v i n g s p l a n , su ch a s t h e p u r c h a s e o f U.S. S a v i n g s B o n d s. E m p loyees s h o u ld b e p e r m i t t e d t o a r r a n g e f o r a p a y r o l l d e d u c t i o n f o r group h e a l t h and a c c i d e n t p l a n s when none i s p r o v id e d by t h e s c h o o l . A b o a r d p o l i c y s h o u ld b e e s t a b l i s h e d w h ic h p r o v i d e s f o r a d e f i n i t e p e r i o d o f p a id b e r e a v e m e n t 215 l e a v e when d eath o c c u r s to a member o f th e imme d i a t e f a m ily . 8 . G e n e r a lly sp e a k in g , a l l c l a s s i f i e d em p loyees sh o u ld be e n t i t l e d to r e c e i v e s i m i l a r f r i n g e b e n e f i t s . E x c e p tio n s sh o u ld be made when hazard ous c o n d i t i o n s o r o t h e r u n u su a l c o n d i t i o n s d i c t a t e a d i f f e r e n t form or d e g r e e o f b e n e f i t s . 9 . Frequent s t u d i e s sh o u ld be made to d e te r m in e th e overh ead c o s t o f a d m in i s t e r i n g each b e n e f i t or program. 10. Extreme c a r e sh o u ld be used in a d d in g new b e n e f i t s or e x te n d in g o ld o n e s , s i n c e i t i s e x c e e d i n g l y d i f f i c u l t to red u ce or e l i m i n a t e one a lr e a d y g r a n te d . 11. C on stan t e v a l u a t i o n o f th e program sh o u ld be c a r r i e d on t o make c e r t a i n th a t a b u se s o f th e o r i g i n a l p u rp o ses do not d e v e lo p . 12. S ch ool d i s t r i c t s sh o u ld remain c o g n iz a n t o f p e r s o n n e l p r a c t i c e s o f in d u s t r y and governm ent in t h e i r co m m u n itie s. 13. The ty p e s and e x t e n t o f f r i n g e b e n e f i t s sh o u ld f o ll o w th e custom and th e m ores o f th e community in w hich th e s c h o o l i s l o c a t e d . 14. S t u d ie s sh o u ld be made w hich c l e a r l y d e f i n e th e g o a l s to be a c h ie v e d through th e g r a n t in g o f f r i n g e b e n e f i t s , and sh o u ld d e term in e how w e ll 216 p r e s e n t programs a re a c h i e v i n g t h e s e g o a l s . 15. The a ssu m p tio n s t h a t f r i n g e b e n e f i t s (a) a id d i r e c t l y in im proving m o r a le , (b) a t t r a c t and h o ld th e h i g h e s t ty p e o f p erso n to p u b lic s e r v i c e , and (c ) e v e n t u a l l y r e s u l t in b e n e f i t to th e p u b l i c , sh o u ld be v a l i d a t e d . 16. F r in g e b e n e f i t s sh o u ld not be g r a n te d a t the ex p en se o f ad eq u a te w ages and s a l a r i e s . 17. Any i n c r e a s e in f r i n g e b e n e f i t s sh o u ld be d i r e c t e d toward p r o v id in g in s u r a n c e c o v e r a g e fo r c a t a s t r o p h i c i n c i d e n t s . 18. Care sh o u ld be taken to s e e t h a t f r i n g e b e n e f i t s fo r c l a s s i f i e d em p loyees a r e s i m i l a r to t h o s e g r a n te d to c e r t i f i c a t e d p e r s o n n e l, ta k in g i n t o c o n s i d e r a t i o n d i f f e r e n c e s in r e s p o n s i b i l i t y and t r a i n i n g . 19. Care sh o u ld a l s o be taken to make c e r t a i n th a t f r i n g e b e n e f i t s fo r c l a s s i f i e d em p loyees do n ot e x c e e d , to any s i g n i f i c a n t e x t e n t , th o s e p r o v id e d fo r c e r t i f i c a t e d p e r s o n n e l. 2 0 . S ch o o l d i s t r i c t s sh o u ld c a r e f u l l y c o n s id e r th e e s t a b lis h m e n t o f a w e l l p lan n ed work improvement s u g g e s t i o n program w hich p r o v id e s ca sh b o n u ses fo r s u g g e s t i o n s w hich r e s u l t in s a v in g s to th e d i s t r i c t . BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS C h an d ler, E• J . , and Paul V. P e t t y . P e r s o n n e l Manage ment in S c h o o l A d m i n i s t r a t i o n . Y onkers on Hudson, New York: World Book Company, 1955. D a n k ert, C lyde D. An I n t r o d u c t io n to L a b o r. New York: P r e n t i c e - H a l l , I n c . , 1 9 5 4 . D a v is , H a z e l. P e r s o n n e l A d m in is t r a t io n in T hree Non- T e a c h in g S e r v i c e s o f t h e P u b lic S c h o o l s . New York Bureau o f P u b l i c a t i o n s , T e a c h e r s C o l l e g e , Columbia U n i v e r s i t y , 1 939. Lawson, D o u g la s E. S c h o o l A d m in is t r a t io n P r o c e d u r e s and P o l i c i e s . New Y o r k : O d yssey P r e s s , 1 953. Linn, Henry H. S c h o o l B u s in e s s A d m i n i s t r a t i o n . New Y o r k : The Ronald P r e s s Company^ 1956. Moore, H arold E ,, and N ew ell B. W a l t e r s . P e r s o n n e l A d m in is t r a t io n in E d u c a t io n . New York: Harper and B r o t h e r s , 1955. P i t t e n g e r , Benjam in F lo y d . 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" F r in g e Labor C o sts W i l l R i s e ," N a t i o n 's B u s i n e s s , 4 3 : 9 8 - 1 0 0 , Septem ber 1 9 5 5 . "Hidden P a y r o l l , " F o r tu n e , 4 9 : 8 0 , F ebruary 1954. "How Much Do F r in g e B e n e f i t s C o s t," F o r tu n e , 5 4 :2 2 7 , December 19 56. L in n , Henry H. " P e r so n n e l P o l i c i e s f o r B u i l d i n g - S e r v i c e E m p lo y ees," American S c h o o l Board J o u r n a l , 1 0 0 :7 4 , February 1945^ _________ . " P e r s o n n e l P o l i c i e s f o r N o n - P r o f e s s io n a l E m p lo y ees," N a t i o n 's S c h o o ls , 5 6 : 8 2 , A ugust 1955. 27. 28. 29. 30. 31. 32. 33. 34. 35. 3 b . 37. 38. 39. 4 0 . 220 McAulay, John D. " T ea ch ers' Week," Peabody Journal o f E d u c a tio n , 3 3 : 3 0 8 -1 0 , March 1956. "More P r e s s u r e fo r F r in g e s ," B u s in e s s Week, 3 4 -3 6 , June 2, 1951. "New F r in g e S a v in g P la n s ," B u s in e s s Week, 54, Septem b e r 6, 1958. O 'K eefe, Thomas G. " R etirem en t P la n s fo r N o n -te a c h in g P e r s o n n e l," N a t io n 's S c h o o l s , 3 5 : 2 5 - 2 8 , June 1945. "Pay I s n ' t E v e r y t h in g - - F r in g e s Keep G row ing," U. S . News and World R eport, pp. 82 f f . , September 12, T5W . "R est Breaks fo r T ea ch ers H ig h ly F a v o r ed ," N a t io n ' s S c h o o l s , 5 8 :4 , O ctober 1956. R oss, A rthur M. "New Concept o f Compensation?" Man agement R ecord , XIX (A ugust 1.957), p. 277. S t i e g l i t z , H arold. "The Trend in F r in g e B e n e f i t C o s ts ," Management R ecord , XIX (November 1.957), pp. 386 -9 8 and 3 9 9 -4 0 0 . _________ . " V a c a tio n s and H o lid a y s : 1 9 5 6 ,) Management R eco rd , XVIII (August 1 9 5 6 ), pp. 276-7W~, T a y lo r , George W. "Wages, I n c e n t i v e s and P r o d u c t iv i t y , " Management R ecord , XIX (A ugust 1 9 5 7 ), pp. 2 8 0 -8 2 . "Taxmen Eye Wage F r in g e s ," B u s in e s s Week, 120, J u ly 18, 1953. "Where F r in g e B e n e f i t s Are Headed," N a t io n 's B u s i n e s s , 4 5 : 4 2 , November 1957. Gray, R obert D. " A p p r a isin g and I n t e g r a t i n g Employee B e n e f i t s , " B .I .R .C . P u b l i c a t i o n Number 3 , O ctober 1956, I n d u s t r i a l R e l a t i o n s S e c t i o n , C a l i f o r n i a I n s t i t u t e o f T ec h n o lo g y , P asad en a. H enderson, Robert D. " F rin g e B e n e f i t s - - A 1956 S tu d y ," P e r so n n e l and G uidance J o u r n a l, December 1957, ppTJ59-7S2\ 221 C. PUBLICATIONS OF PROFESSIONAL ORGANIZATIONS 4 1 . N o l t i n g , 0 . F . , and D avid S. A rnold ( e d s . ) . The M u n ic ip a l Year Book o f 1 9 5 7 . C h ic a g o : The I n t e r n a t i o n a l C it y M anagers1 A s s o c i a t i o n , 1957. 4 2 . "Survey o f B e n e f i t s and P e r s o n n e l P r a c t i c e s f o r Non- exempt Em ployees in Los A n g e le s County F a l l , 1957," C it y o f Los A n g e le s , County o f Los A n g e le s , Los A n g e le s C ity S c h o o l s , Los A n g e le s C ity H ousing A u t h o r i t y . 4 3 . "Survey o f S a l a r i e s - - C l a s s i f i e d Em ployees in C a l i f o r n ia P u b lic S c h o o l s , 1 9 5 7 ," C a l i f o r n i a S ch o o l Em ployees A s s o c i a t i o n and C a l i f o r n i a A s s o c i a t i o n o f P u b lic S c h o o l B u s in e s s O f f i c i a l s . 4 4 . Mages and R e la t e d B e n e f i t s : S e v e n te e n Labor M a r k e ts, 1 9 5 6 -5 /^ W a sh in g to n , D .C .: Bureau o f Labor S t a t i s t i c s , 1957, B u l l e t i n No. 1202. D. UNPUBLISHED MATERIALS 4 5 . G ideon, L. P. " F r in g e B e n e f i t s : H is t o r y and Economic A n a l y s e s ." U n p u b lish ed M a s t e r 's t h e s i s , The U n i v e r s i t y o f S o u th ern C a l i f o r n i a , Los A n g e le s , January 19 58. 4 6 . S t i e r , J u l i u s H. " F r in g e B e n e f i t s as a Per Cent o f P a y r o ll in 1 9 5 3 ." R esea rch R eport Number 10, Santa Monica U n i f ie d S c h o o l D i s t r i c t . APPENDIX A QUESTIONNAIRE DIRECTED TO ADMINISTRATORS OF LARGE-CITY SCHOOL SYSTEMS OF THE NATION 223 FRINGE BENEFIT PRACTICES I . PAYMENTS REQUIRED BY STATE LAW P le a s e check payments w hich th e s c h o o l d i s t r i c t i s r e q u ir e d to make by s t a t e law ( e i t h e r in w h o le o r in p a r t) to p r o v id e in su r a n c e o r o t h e r p r o t e c t i o n p la n s fo r i t s n o n - c e r t i f i c a t e d ( c l a s s i f i e d ) em p loyees and i n d i c a t e th e p a r t p a id from s c h o o l d i s t r i c t fu n d s. F u l l 'P H a lf or l e s s a r t More tRan h a l f Not r e q u ir e d A. Workmen's Compensatior premium B. R etirem en t premium payment C. H o s p i t a l , m e d ic a l and s u r g i c a l in su r a n c e premium D. L if e in su r a n c e premiums E. Any o t h e r not men t io n e d above P le a s e mark X in th e a p p r o p r ia te colu m n s. Your answer should d e s c r ib e on ly the t y p i c a l n o n - c e r t i f i - c a ted ( c l a s s i f i e d ) employee o f your sch o o l d i s t r i c t . 224 I I . LOCALLY AGREED UPON PAYMENTS (n o t r e q u ir e d by s t a t e law) Check t h o s e paym ents made by y o u r s c h o o l d i s t r i c t w h ich a r e n o t r e q u ir e d by s t a t e law b u t w h ich have been u n d e r ta k e n by you r d i s t r i c t t o p r o v id e in s u r a n c e o r o t h e r p r o t e c t i o n p la n s f o r t h e b e n e f i t o f non c e r t i f i c a t e d ( c l a s s i f i e d ) e m p lo y e e s. Whole P art Not p r o v id e d H a lf or l e s s More than h a l f A. Workmen's Compensa t i o n premiums B. R e tir e m e n t premium paym ents C. H o s p i t a l , m e d ic a l and s u r g i c a l i n s u r an ce premiums D. L i f e in s u r a n c e premiums E. Any o t h e r paym ents P l e a s e mark X in th e a p p r o p r ia t e c o lu m n s. Your answer sh ould d e s c r ib e o n ly th e t y p i c a l n o n - c e r t i f i - c a te d ( c l a s s i f i e d ) employee o f your sc h o o l d i s t r i c t . 225 I I I . PAYMENTS FOR TIME NOT WORKED DURING THE REGULAR W ORK YEAR No Yes i F u l l s a la r y P art s a la r y No. o f work days per y e a r H a lf or l e s s More than h a l f A. H o lid a y s p a id B. Court a tte n d a n c e fo r ju r y duty or as a w i t n e s s C. Time o f f to v o t e D. Time o f f due to i l l n e s s o f member o f im m ediate fa m ily --------- I i E. Bereavem ent le a v e F. Time o f f fo r a p proved p e r s o n a l r e a s o n s such as m e d ic a l or d e n t a l appointm ent G. Work c o n n ected c o n v e n tio n a tte n d a n c e r ~ — — i ------------ 1 H. C o lle g e o r u n i v e r s i t y a t t e n d ance I. Union or o t h e r em ployee a s s o c i a t io n m e e tin g s . . J . I n - s e r v i c e t r a i n in g e i t h e r in p a r t or w h o lly a f t e r w ork in g hours K. C hristm as shop p in g 226 I I I . PAYMENTS FOR TIME NOT WORKED DURING THE REGULAR W ORK YEAR (C o n tin u ed ) F u l l P art No No Yes pay pay pay L, M i l i t a r y l e a v e 1. Annual r e s e r v e t r a i n i n g ____ ____ _____ _____ ____ a . C h a rg ea b le t o v a c a t i o n 2 . E xten d ed m i l i t a r y duty M. S ic k l e a v e pay I . N o n - i n d u s t r i a l ( e x c l u d e s e r v i c e in c u r r e d d i s a b i l i t y ) a . Em ployees w it h 6 months s e r v i c e b. Em ployees w it h 1 y e a r s e r v i c e c . Em ployees w it h 3 y e a r s s e r v i c e d . Em ployees w it h b y e a r s s e r v i c e e . Em ployees w i t h 10 y e a r s s e r v i c e f . Other N. S ic k le a v e pay 2 . I n d u s t r i a l ( s e r v i c e in c u r r e d d i s a b i l i t y ) Supplem ent to Workmen's C om pensation d u r in g w a i t i n g p e r io d a . U ses a cc u m u la te d s i c k le a v e b . U ses a c c u m u la te d v a c a t i o n le a v e P l e a s e mark X in t h e a p p r o p r i a t e co lu m n s. Your answer sh ould d e s c r ib e o n ly the t y p i c a l n o n - c e r t i f i - c a te d ( c l a s s i f i e d ) employee in your s c h o o l d i s t r i c t . IV. VACATIONS Annual V a c a t io n s (w ork in g days) 1. P aid v a c a t io n a f t e r one y e a r days 2 . Paid v a c a t i o n a f t e r t h r e e y e a r s ______ 3. Paid v a c a t i o n a f t e r f i v e y e a r s ______ 4 . P aid v a c a t i o n a f t e r te n y e a r s _____ 5. Other ( s p e c i f y ) _______________________________ Yes 6 . Cash payment a n n u a lly in l i e u o f unused v a c a t i o n ____ 7. C a r r y -o v e r o f unused v a c a t i o n p e r m itt e d ___________________________________________ ____ 8 . Maximum a c c u m u la tio n o f v a c a t i o n No. o f days 9 . Is a d d i t i o n a l tim e o f f g iv e n i f p a id h o l i d a y f a l l s w i t h i n v a c a t i o n p e r io d ? ____ P l e a s e mark X in t h e a p p r o p r ia t e c o lu m n s. Your answer should d e s c r ib e o n ly th e t y p i c a l n o n - c e r t i f c a te d ( c l a s s i f i e d ) employee in your s c h o o l d i s t r i c t . 228 V. PAYMENTS FOR SPECIFIC RECOGNIZED REGULAR PERIODS OF NON-WORK DURING THE REGULAR WORK DAY A llo w a n c e - - C l o s e s t p er day in f r a c t i o n o f h ours Not more than A. C o ffe e break A l l non c e r t i f i c a t e d ( c l a s s i f i e d ) B. Paid lu n ch p e r io d (p a r t o f w ork in g day) A ll non c e r t i f i c a t e d ( c l a s s i f i e d ) C. R est p e r io d Women Mandatory P e r m is s iv e Men M andatory P e r m is s iv e No Yes i Z T 1 2 3 2 * 1 4 A 2 * 2 Other P l e a s e mark X in t h e a p p r o p r ia t e co lu m n s. Your answer sh ould d e s c r ib e o n ly th e t y p i c a l n o n - c e r t i f i c a te d ( c l a s s i f i e d ) employee in your s c h o o l d i s t r i c t . VI. MISCELLANEOUS SERVICES AND/OR ALLOWANCES 229 Yes No A. V o lu n ta r y p a y r o l l d e d u c t io n s 1. C r e d it u n io n s_______________________________________ ____ ____ S a v in g p la n s ________________________________________ _____ ____ C r e d it u nion loan repaym ents________________________ ___ 2 . Employee a s s o c i a t i o n dues _____ ___ 3. U .S . S a v in g s Bonds________________________________ _____ ____ 4 . H e a lth , a c c i d e n t and h o s p i t a l p la n s _____ ____ 3. O th ers________________________________________________ ___________ B. Free or reduced p r i c e m ea ls fo r non- c a f e t e r i a s c h o o l em p loyees A l l ____________________ _____ ____ C. Employee c o u n s e l i n g s e r v i c e f o r i n d i v i d u a l or fa m ily problem s_____________________ _____ ____ D. Payments fo r a c c e p t e d work improvement s u g g e s t i o n s r e s u l t i n g in a t a n g i b l e s a v in g s to th e s c h o o l d i s t r i c t _____ ____ P l e a s e mark X in t h e a p p r o p r ia t e co lu m n s. Your answer sh ould d e s c r ib e on ly the t y p i c a l n o n - c e r t i f i - c a te d ( c l a s s i f i e d ) employee in your sc h o o l d i s t r i c t . 230 VII. TRENDS Yes No 1. Do you f e e l your s c h o o l d i s t r i c t w i l l l i b e r a l i z e f r i n g e b e n e f i t s in th e n e x t f i v e y ea rs? L i s t a r e a s o f change Ahead Behind 2. Do you b e l i e v e your s c h o o l d i s t r i c t in g e n e r a l i s ahead or b eh in d or eq u a l th e governm ent a g e n c i e s in your community in r e l a t i o n to f r i n g e b e n e f i t s ? 3. Do you b e l i e v e your s c h o o l d i s t r i c t in g e n e r a l i s ahead or beh in d or eq u a l th e b u s i n e s s and in d u s t r y in you r community in r e l a t i o n to f r i n g e b e n e f i t s ? COMMENTS: P le a s e mark X in th e a p p r o p r ia te colu m n s. Your answer should d e s c r ib e o n ly the t y p i c a l n o n - c e r t i f i - cated ( c l a s s i f i e d ) employee in your sc h o o l d i s t r i c t . APPENDIX R QUESTIONNAIRE DIRECTED TO REACTION PANEL FOR THEIR JUDGMENTS CONCERNING CRITERIA FOR ADMINISTERING FRINGE BENEFITS TO CLASSIFIED EMPLOYEES 232 INSTRUCT IONS I f your answer i s " a g ree as m o d if ie d ," p l e a s e n o te your m o d i f i c a t i o n in th e sp a c e p r o v id e d b elo w th e q u e s t i o n . I f more sp a c e i s n eed ed , u se th e r e v e r s e s i d e o f th e q u e s t i o n n a i r e . 233 FRINGE BENEFIT QUESTIONNAIRE A. P r e s e n t Common P r a c t i c e s o f Large S c h o o l D i s t r i c t s . 1. S ic k l e a v e sh o u ld be p r o v id e d t o em p lo y e e s a t f u l l pay f o r a r e a s o n a b le p e r io d o f tim e , b a se d on an a llo w a n c e fo r ea ch y e a r o f s e r v i c e . A g r e e D i s a g r e e A gree as m o d if i e d _____ 2 . The u n u sed p o r t io n o f w h a te v e r s i c k le a v e i s a llo w e d s h o u ld b e p e r m it t e d t o a c c u m u la te i n d e f i n i t e l y f o r th e p e r io d o f em ploym ent. A g r e e______ D is a g r e e _______ A gree as m o d if i e d ______ 3. An a n n u a l v a c a t i o n sh o u ld be p r o v id e d to each em p loyee a f t e r a t l e a s t one y e a r o f s e r v i c e . A g ree__________ D is a g r e e _______ A gree as m o d if ie d 4 . The c o m p le te v a c a t i o n a llo w a n c e s h o u ld be u se d each y e a r and n o r m a lly n o t be a llo w e d t o a c c u m u la te from one y e a r to th e n e x t . A g r e e D i s a g r e e ______ A gree as m o d if i e d _______ 3. The l e n g t h o f p a id v a c a t i o n a llo w a n c e s h o u ld be in a r e a s o n a b le r a t i o to th e e m p lo y e e 's l e n g t h o f s e r v i c e . A gree______ D is a g r e e A gree as m o d if ie d 234 QUESTIONNAIRE - 2 6 . R egular c o f f e e b rea k s or r e s t p e r i o d s , l i m i t e d to a d e f i n i t e p e r io d o f tim e , sh o u ld b e p r o v id e d to each em ployee d a i l y . A gree D is a g r e e Agree as m o d if ie d ____ 7. S ch o o l d i s t r i c t s sh o u ld make i t p o s s i b l e f o r em p loyees to have p a y r o l l d e d u c tio n s fo r a s a v in g s p la n such as p u rch a se o f U .S . S a v in g s Bonds. A gree D is a g r e e Agree as m o d if ie d ______ 8 . Em ployees r e q u ir e d to a t t e n d c o u r t , e i t h e r as a j u r o r o r as a w i t n e s s , sh o u ld r e c e i v e f u l l pay fo r th e p e r io d w h i l e in c o u r t , b ut any f e e s r e c e i v e d by th e em ployee sh o u ld be r e tu r n e d to th e s c h o o l d i s t r i c t . A gree______ D is a g r e e ______ A gree as m o d if ie d ______ 9 . A p o l i c y sh o u ld be e s t a b l i s h e d w hich p r o v id e s fo r a d e f i n i t e p e r io d o f p a id bereavem en t le a v e when d ea th o c c u r s in th e e m p lo y e e 's im m ediate f a m ily . A gree D is a g r e e Agree as m o d if ie d _____ 10. A s p e c i f i c p e r io d o f p a id le a v e sh o u ld be g ra n ted when th e r e i s s e r i o u s i l l n e s s in th e e m p lo y e e 's im m ediate f a m i ly . A gree D is a g r e e Agree as m o d if ie d ______ 11. Employees sh o u ld be p e r m itte d to be a b se n t from work w it h o u t l o s s o f pay fo r approved m e d ic a l or d e n t a l a p p o in tm e n ts . A gree D is a g r e e A gree as m o d if ie d ______ 12. S ch o o l d i s t r i c t s sh o u ld p r o v id e , in a d d i t i o n to annual v a c a t i o n a llo w a n c e , a minimum o f sev en h o lid a y s per y e a r . Agree D is a g r e e Agree a s m o d ifie d 233 QUESTIONNAIRE - 3 B. Some P o s s i b l e F u tu re Trends fo r S ch o o l D i s t r i c t s . 1. B n p loyees sh o u ld be g r a n te d an a d d i t i o n a l s a la r y in crem en t upon c o m p le tio n o f a d i s t r i c t - s p o n s o r e d t r a i n i n g u n i t . Agree D is a g r e e A gree as m o d if ie d _____ 2 . S im ila r f r i n g e b e n e f i t s sh o u ld be g r a n te d to c e r t i f i c a t e d ( t e a c h in g ) and c l a s s i f i e d ( n o n - t e a c h in g ) em ployees a l i k e . A gree D is a g r e e Agree as m o d if ie d _____ 3. H ea lth and w e l f a r e b e n e f i t s sh o u ld be p r o v id e d to em p loyees w ith e i t h e r p a r t or a l l o f th e c o s t borne by th e d i s t r i c t . A gree D is a g r e e Agree as m o d if ie d ______ 4 . S ch o o l d i s t r i c t s sh o u ld e s t a b l i s h a system o f awards fo r b e n e f i c i a l s u g g e s t i o n s d e a l i n g w ith th e b u s i n e s s o p e r a t io n s o f s c h o o l d i s t r i c t s . Agree D is a g r e e Agree as m o d if ie d ______ 3 . Local r e t ir e m e n t s y s te m s , where th e y e x i s t , sh o u ld be i n t e g r a t e d or sup p lem en ted w it h S o c i a l S e c u r i t y . A gree D is a g r e e Agree as m o d if ie d ______ 6 . S a b b a t ic a l le a v e p r i v i l e g e s (a tim e o f a b se n c e from duty f o r p urpose o f stu d y and t r a v e l g iv e n to t e a c h e r s ) w it h e i t h e r f u l l or p a r t pay sh o u ld be made a v a i l a b l e to c l a s s i f i e d ( n o n - t e a c h in g ) em ploy ee s w here th e le a v e may d i r e c t l y b e n e f i t th e em ploy e e ' s s e r v i c e t o th e d i s t r i c t . Agree D isag ree Agree as m o d ified 236 QUESTIONNAIRE - 4 7. S ch o o l d i s t r i c t s , e i t h e r through t h e i r own r e s o u r c e s or by o t h e r a r r a n g em en ts, sh o u ld p r o v id e p e r s o n a l c o u n s e l in g s e r v i c e s to e m p lo y e e s. A gree D is a g r e e Agree as m o d if i e d ______ 8 . I f a d i s t r i c t can n ot p r o v id e p r e v a i l i n g s a l a r i e s and f r i n g e b e n e f i t s eq u a l to th e p r e v a i l i n g p r a c t i c e in p r i v a t e i n d u s t r y , any a v a i l a b l e funds sh o u ld be sp e n t to i n c r e a s e s a l a r i e s a t th e e x p e n se o f f r i n g e b e n e f i t s . A gree D is a g r e e Agree as m o d if ie d ______ 9 . Employees sh o u ld be p e r m itt e d t o a t t e n d p a r t day u n i v e r s i t y o r o t h e r c l a s s e s d u rin g w orking hours w it h o u t l o s s o f pay, i f such t r a i n i n g i s o f b e n e f i t to th e e m p lo y e r . A gree______ D is a g r e e ____________Agree as m o d if ie d _______ 10. S ch o o l d i s t r i c t s sh o u ld f o ll o w th e p r a c t i c e o f p a y in g a s h i f t d i f f e r e n t i a l fo r n ig h t work where t h i s i s p r e v a i l i n g community p r a c t i c e . A gree D is a g r e e Agree as m o d ifie d 11. Employees who a r e r e q u ir e d , as a c o n d i t i o n o f em p loy m ent, to ta k e c o u r s e s such as F i r s t Aid sh o u ld be p a id fo r tim e in v o lv e d in a tte n d a n c e in such c o u r s e s . A gree D is a g r e e Agree as m o d if ie d ______ 12. Where u n ifo rm s a r e r e q u ir e d , th e d i s t r i c t sh o u ld e i t h e r p r o v id e th e u n iform a t no ch a rg e to th e em ployee or p r o v id e a s p e c i f i c u n iform a llo w a n c e . Agree D isa g ree Agree as m od ified 237 QUESTIONNAIRE - 5 13. A d d i t i o n s , i f any, t o th e s c h o o l d i s t r i c t f r i n g e b e n e f i t program p r o b a b ly sh o u ld be in t h e d i r e c t i o n o f p r o v i d i n g i n c r e a s e d p r o t e c t i o n to th e em p lo y e e , such as a group p la n c o v e r i n g l i f e , h e a l t h , a c c i d e n t , h o s p i t a l i z a t i o n and m e d ic a l in s u r a n c e . A gree D is a g r e e Agree as m o d if ie d

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Creator Beck, Isabel Holderman Handley (author)

Core Title A Study Of Criteria Of Social Perception And Some Related Variables

Degree Doctor of Philosophy

Degree Program Psychology

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,psychology, general

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Guilford, Joy P. (committee chair), [illegible] (committee member), Finn, James D. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-41481

Unique identifier UC11357774

Identifier 5904385.pdf (filename),usctheses-c18-41481 (legacy record id)

Legacy Identifier 5904385.pdf

Dmrecord 41481

Document Type Dissertation

Rights Beck, Isabel Holderman Handley

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA