xt7j3t9d878m https://exploreuk.uky.edu/dips/xt7j3t9d878m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1934-04 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Defective School Administration Penalizes Pubils, Teachers and Taxpayers", vol. II, no. 2, April 1934 text Educational Bulletin (Frankfort, Ky.), "Defective School Administration Penalizes Pubils, Teachers and Taxpayers", vol. II, no. 2, April 1934 1934 1934-04 2021 true xt7j3t9d878m section xt7j3t9d878m
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gnu: DEPARTMENT OF EDUCATION
JAMES H. RICHMOND
Superintendent of Public Instruction
for
7 of
the
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mm _
1341(1); ISSUED MONTHLY
:ribe Entered as second-class matter March 21, 1933, at the post office at
arty, Frankfort, Kentucky, under the Act of August 24, 1912.
_ . Vol. ll 0 April, 1934 O No. 2
LIBR ' ‘
HMVER my
31“ 05 KENTUCKY
TIME TO BEGIN BUILDING
Good school laws do not automatically produce good schools. The
efficient and economical operation of any school system depends upon
wise administration, careful planning, competent teaching, and a close
relationship between the people and their schools.
The new school code is an excellent foundation for our educa-
tional structure, but it is only a foundation. It is now time to begin
building upon it. Superintendents and board members must evaluate
and readjust their school programs in order to promote the welfare
of the children and at the same time to safeguard the interests of the
taxpayers. .
Taking into consideration the old school laws and the’meager
financial support given them, Kentucky schools, on the whole, have
been operated with a remarkable degree of efficiency. No agency of
government has given a better accounting of its stewardship during
the financial crisis; none has demonstrated a greater willingness to
practice the most rigid economy.
This does not mean, however, that all of our schools are being
effectively administered, nor does it imply that every dollar is being
spent in the wisest possible way. You will find no school leader worthy
of the name who will not admit that some schools are inefficiently
managed. It is to their lasting credit that those responsible for the
operation of our public schools have openly and candidly admitted
the shortcomings of the school system and have sought to correct them.
There has not been, and there must never be, any attempt to “White-
wash” education.
The facts set out in this bulletin reveal one of the principal de-
fects in our school system, namely the lack of long-time planning with
respect to the school program, the frequent surrender to expediency,
and the need for improvement of administrative procedure, particu-
larly in the county districts. Superintendents and boards of educa-
tion should study the following pages in the light of their own prob-
lems and, in cooperation with all the people in the district, should seek
to operate the schools in such a way as to insure equal educational
Opportunities for the children, equal distribution of load 'upon the
teachers, and economical expenditure of money supplied by the tax-
payers. It is time to begin building not schools, but a school system.
JAMES H. RICHMOND, .
Superintendent of Public Instruction.
Defective School Administration
Penahzes
)1: Pupils, Teachers and Taxpayers
se The subdistrict organization in most county school districts is the
root of more controversies than all other issues requiring the con-
a- sideration of county boards of education. It really challenges the
in serious consideration and courage of all county school district officials.
rte They must yield often to expediency or exercise unusual courage in
.re administrative procedure.
he When the problem of determining the revenue for the support
of schools is under consideration, taxpayers are exercised about hav-
:er ing an efficient and an economical school program. They rightly insist
.ve upon the lovvest tax rate possible to finance adequately their public
of schools. A proposition to readjust the subdistrict organization of a
ng district provokes even more insistence from some residents of subdis-
to tricts. The temptation to yield to expediency then insidiously sug-
gests itself to members of the county board of education.
. The purpose of this article is to bring together and interpret in-
ng formation bearing directly upon the teacher-loads (pupil-teacher
Kg ratios) in the elementary schools employing only one teacher and those
y employing more than one teacher. It reveals the unfair situations re-
tly sulting from poor subdistrict organizations. It shows that the tax-
the payer is severely penalized in many instances by the continued main-
ted tenance of many undersized classes; it shows that thousands of pupils
em. and hundreds of teachers are severely penalized because of over-
lte‘ crowded classes, necessarily lowering the efficiency of the pupils and
teachers.
de- It is assumed that a member of a district board of education is
ith essentially an outstanding citizen, and that he has a keen appreciation
.cy, of the responsibility involved. His acceptance of membership on such
cu- board adds to his responsibility as a private citizen the exacting duty
ca- to cooperate with his associates in—
VOb- (1) Developing a public school program calculated to assure the best
eek possible educational facilities for his district; and
naI (’2) Administering this program so as to provide as nearly as possible
the ”equal educational opportunities.”
ax-
It is the duty or responsibility of a board of education to set up
em. orprom'de a. public school program for its district and policies of ad-
' rmmstering same that assure as nearly as possible—
ion. (1) ”Equal educational, opportunities”;
(2) Equitable distribution of the teacher-loads; and
(3) Economical and equitable disbursement of the public school funds;
_. .—.
A detailed analysis of the'general organization reports for the cur-
rent school year of 45 county school districts has been made. It ap-
pears in this article as Tables I and II. In each table, the informa-
tion taken from reports showing the number of elementary pupils en-
rolled early in the school term is assembled or organized under 4
groups or brackets. Table I shows for each of the 45 counties the
number of elementary teachers in one-room schools who enrolled—
(1) From 1 to 34 pupils;
(2) From '35 to 49 pupils;
(3.) From 50 to 59 pupils; and
(4) Sixty (60) or more pupils.
Table II gives similar information arranged after the same plan
about the elementary teachers of these counties who are employed
in schools of more than one room.
This analysis reveals many instances of unfairness to pupils,
teachers, and taxpayers, growing out of unfair subdistrict organiza-
tions and programs of administration otherwise defective. It is ap-
parent from a cursory reading of these tables that the taxpayer is
penalized severely by the maintenance of many undersized classes,
that thousands of. pupils and hundreds of teachers are severely penal-
ized because of overcrowded conditions. In so far as the number of
pupils enrolled is concerned, the administrative programs of county
boards of education for the current school year do not provide such
distribution of pupils in one-room schools as will assure~—
(1) “Equal educational opportunities”;
(2) Equitable loads for teachers; and
(3) Legal disbursement of school funds.
This contention is sustained by the following comparisons:
Of’the 74,147 pupils enrolled in one—room schools in 45 county
school districts during the current school year——
(1) 5,597 were enrolled with 82 teachers, average 68;
(2) 10,289 were enrolled with 193 teachers, average 53;
(3) 29,889 were enrolled with 734 teachers. average 41;
(4) 28,372 were enrolled with 1,129 teachers, average 25.
In the fourth group (28,372 pupils) is a smaller group of pupils
more favored by the administrative programs. It consists of—
9,600 pupils enrolled with 490 teachers, average 19+.
Comparing this smaller group with groups (1) and (2) above,
emphasizes the conclusion that pupils and teachers in many over-
crowded one-room schools are penalized, while taxpayers are penal-
ized by the continuance of many small districts. ()vcrc-rowded school-
rooms that penalize pupils and teachers and undersized classes that
.——.
4
)_ ‘ 'TABLE I.—*DI“SPARITIES IN TEACHIE‘R-LOADS
1_ ENROLLMENT IN ONE-ROOM ELEMENTARY SCHOOLS—1933-34
2 Range of Enrollment
1-34 35-49 50-59 60-.___
he County I l I |
School I Pupils I Pupils I Pupils Pupils
Districts No. I Enr’d No. I Enr’d No. I Enr’d No. Enr’d
of I of of | of I
Tchs No. I Av. Tchs No. I Av. Tc hs IN 0. I Av. TchsI No. I Av.
J | I I I I I l I I I
1. Adair ............ 54 1271 24 26 1041 40 3t 162 54 3 204 68
2. 34 880 26 41 1721 42 11I 584 53 1 60 60
3. Bracken ._ ._.. 12 301 25 3 128 43 1I 56 56 0 0 0
m 4. Breathitt .___._ 30 871 29 27 1078 40 4 212 53 4 299 75
5. Bullitt .__ 23 549 24 8 331 41 31 156 52 0 0 0
a 6. Butler _ 70 163 3 9 358 40 5 262 52 0 0 0
7. Caldwell . 32 757 24 5 193 39 0 0 0 0 0 0
8. Campbell _. 1.7 408 24 1 35 35 0 0 0 0 0 0
Is 9. Crittenden _ 20 556 28 21 848 40 5 255 51 0 0 0
9 10. Daviess 47 1180 25 14 570 41 3 157 52 0 o 0
a— 11. Estill _ 34 902| 7I 20| 805 40 5 269 54 1 62 62
12. Floyd . 9 269 30I 38 1600 42 18 952 53 10 709 71
p- 13. Franklin 21 483 23 2 83 42 0 0 0 0 0 0
is 14. Fulton 13 312 24 1 36 36 1 52 52 3 203 68
15. Grant _ 20 456 23 4 162 41 1 53 53 o 0 0
gs 16. Graves 44 1064 24 8 298 37 2 109 5:) 1 63 63
’ 17. Greenup 25 647 26 27 1107 41 12 630 53 1 72 72
11- 18. Hardin 51 1288 25 21 841 40 7 386 55 1 60 60
of 19. Harlan .. . 3 91 30 6 241 40 3 159 53 1 67 67
20. Henderson L-.. 22 505‘ 23l 6| 2321 39 0 0' 0| 0 OI 0
I I
ty 21. Knott __._._._.___.,__ 10 287 29 14 600 43 10 548 55 6 391 65
ch 22. Lanence 44 1099 25 30 1219 41 7 372 53 1 67 67
23. Lee .. 14 350 25 28 1110 40 3 151 50 1 60 60
24. Letche _ 10 286 29 20 813 41 2 107 54 1 61 61
25. Lewis 1 _________ 37‘ 963l 26I 20 786 391 2 110| 5o 3 194 65
I
26. Lincoln ....... 13 483 27 18 740 41 7 370 53 0 0 0
27. Logan .___ 34 710 21 4 144 36 0 0 0 0 o 0
28. Lyon _____ 23 611 27 12 486 41 0 0 0 0 0 0
29. Madsion .. . 24 659 27 19 785 41 2 103 52 1 74 74
30. McCracken __. 23 562 24 14 576 41 1 51 51 0 0 0
31. McCreary L__ 23 536 23 23 949 41 3 160 53 0 0 0
32. McLean EL... 28 683 24 12 471 39 0 0 0 0 0 0
33. Monroe _____ 15 386 26 15 601 40 9 475 53 4 269 67
.ty 34. Nelson 34 812 24 3 109 36 0 0 0 0 0
35. Owsley _. 6 171 29 13 544 42 6 327 55 3 206 69
36. Perry _-_. 15 437 29 24 1007 42 14 762 54 15 1033 69
37. Powell ..... 8 238 30 10 405 41 8 435 54 5 341 68
38. Rockeostle .__ 13 370 28 38 1593 42 10 545 55 10 697 70
39. Russell L....... 9 284 32 41 1678 41 5 256 51 0 0 0
40. Slm1)son.____ 27 612 23 10 426 43 2 105 53 0 0 0
41. Todd L..___ 26 627 24 8 313 39 0 0 0 0 0 0
42- Trlgs ...L__.__. 35 866 25 17 700 41 4 214 54 1 78 78
43. Washlngton _.. 25 652 26 16 630 39 1 5o 50 0 0 o
. 44. Wayne ._. _____ 36 928 26 22 900 41 5 263 53 o 0 0
.11s 45. Wolfe _. ______ 11 336 31 15 596 40 8 431 54 5 327 65
| l
Totals _______. 1129|I28372 25 734 29889I 41 193|10289 53 82 5597 68
ve, penalzze the taxpayer through excesswe pupzl costs are undeswable
er- products of defectwe admzmstmtwe programs——
al-
'0l_ (1) 6,597 pupils were enrolled with 82 teachers, average 68;
half 02) 10,289 pupils were enrolled with 193 teachers, average 53;
9,600 pupils rwere enrolled with 490' teachers, average 19+.
_. O—fl.
5
Unfair subdistrict organizations and administrative programs
otherwise defective account for employing——
(3) 7314 teachers for 29,889 pupils, average 41;
(4) 1,129 teachers for 28,372 pupils, average 25.
, Thus, 395 more teachers were employed for a group having 1,517
fewer pupils. The distribution of teachers (1 teacher to an average
of 41 pupils) to the group of 29,889 pupils (group 3) is perhaps
more consistent with conditions usually found in county school dis-
tricts than the teacher-distribution made in any one of groups (1),
(2) or (4-). The same distribution of teachers (1 teacher to an average
of 41 pupils) to the group (4) of 28,372 pupils would have provided
692 instead of 1,129 teachers, thus leaving a marginal number (437)
of teachers, some of whom should have been used to relieve conges-
tion in the 275 one-room schools enrolling from 50 to 96 pupils each.
Considering the totals of Table I leads necessarily to the con—
clusion that the inequitable teacher-loads in (me-room schools during
the current school year result lu—
(1) Unfairness to pupils, dissipating their activities, rendering educa-
tional opportunities unequal;
(2) Unfairness to teachers. impairing effectiveness of service—some
enroll 15, 20, 25 or 30 pupils, others 50, 60, 70 or even more;
(3) Unfairness in disbursement of school funds—paying some teachers
30, 35 or 40 dollars per month, others 50, 60, 7‘5 dollars or more.
This conclusion is sustained by other illustrations; for instance,
the organization reports of the elementary (one-room) schools of
Campbell, Franklin, Henderson, Logan, and NelSon county school
districts, combined, for the current school year show that—
144 teachers reported enrolling 3,621 pupils, average 24.
The organization report for Floyd County shows that—
7‘5 teachers reported enrolling 3,530 pupils, average 47.
A detailed analysis of the reports of these 5 counties and that
of Floyd follows—-
Range of Enrollment
1-34 35-49 50—59 60-....
} County .
School Pupils Pupils Pupils Pupils
Districts No. Enr’d No. Enr‘d No. Enr'd No. Enr’d
of of of of
Tchs No. Av. Tchs No.1Av. Tchs No. l Av. Tchs No. I Av.
| |
I l
“Campbell __._.. 17 408 24 1 35 35 0 0 0 0 0 0
Franklin .._____ 21 483 23 2 83 42 0 0 0 0 0 0
Henderson ., 22 505 23 6 232 39 0 0 0 0 0 0
Logan __ -m 34 710 21 4 144 36 0 0 0 0 0 0
Nelson . | 34 812] 24! 3| 109ll 36] 0 OI 0| 0 0| 0"
Totals ;i__.;1_. 128 2918 23 16 603' 38 0 0 0 0 O 0
"Floyd _____________________ 9 269 30 3S 1600]I 42 18 952!' 53 10I 709|l 71”
.fl.
— O
ams The incredible range in teacher—loads is revealed from a refer-
ence to the above quotation from Table I; for instance—
(a) :34 Logan Co. teachers reported enrolling 710 pupils, av. 21;
34 Nelson Co. teachers reported enrolling 812 pupils, av. 24;
'17 38 Floyd Co. teachers reported enrolling 1,600 pupils, av. 42,;
0
Sage (b) 21 Franklin Co. teachers reported enrolling 483 pupils, av. 23;
laps _ 10 Floyd Co. teachers reported enrolling 709 pupils, av. 71;,
dis- (c) 17 Campbell 00. teachers reported enrolling 408 pupils, av. 24 ;-
(1) 18 Floyd 00. teachers reported enrolling 952 pupils, av. 52.
7
rage Does the number of teachers employed in one-room schools sug-‘
lded gest the probable number of pupils a teacher may enroll?
4‘37) The detailed analysis of the organization reports does not show
igelsl- this. Check the following with Table I—
3ac . ~
(3011- (a) 30 Breathitt 00. teachers reported enrolling 871 pupils, av. 29 ;:y-
wing 30 Lawrence 00. teachers reported enrolling 1,219 pupils, av. 41;,
(b) 27 Simpson Co. teachers reported enrolling 612 pupils, av. 23;
lduca- 27 Greenup Co. teachers reported enrolling 1,107 pupils, av. 41;
01‘—
some (a) 12 Bracken Co. teachers reported enrolling 301 pupils, av. 25;
h 12 Lyon Co. teachers reported enrolling 486 pupils, av. 40;
:3 era 12 Greenup Co. teachers reported enrolling 630 pupils, av. 53;
(b) 10 Letcher Co. teachers reported enrolling 286 pupils, av. 29;_
:ance, 10 Simpson Co. teachers reported enrolling 426 pupils, av. 43;
)1s of 10 Rockcastle Co. teachers reported enrolling 545 pupils, av. 55;
;(311001 10 Rockcastle Co. teachers reported enrolling 697 pupils, av. 70;
(c) 23 ‘McCreary Co. teachers reported enrolling 536 pupils, av. 23;
23 Lyon Co. teachers reported enrolling 611 pupils, av. 27;
23 EMcCreary 00. teachers reported enrolling 949 pupils, av. 41.
Does the number of pupils to be enrolled (census enumeration)
have the proper consideration in determining the number of teachers
1 that to be employed?
The number of teachers employed for relatively the same sized
_.___ groups of pupils does not suggest this. Check the following with
__ Table I—
GROUPS RANGING FROM 949 TO 1,033 PUPILS
P ‘1
511111;}: (a) 15 Perry 00. teachers reported enrolling 1,036 pupils, av. 69;'
l A 18 Floyd 00. teachers reported enrolling 952 pupils, av. 63;
0' | v' ’23 M‘cCreary 00. teachers reported enrolling 949 pupils, av. 41;
| 37 Lewis 00. teachers reported enrolling 963 pupils, av. 26.
0 0
3 g GROUPS RANGliNG ‘lFROM 709 T0 762 ‘PUPILS
o 0
01 0" (b) 10 Floyd 00. teachers reported enrolling 709 pupils, av. 71;
77 14 Perry Co. teachers reported enrolling 762 pupils, av. 54;,
18 Lincoln‘ Co. teachers reported enrolling 740 pupils, av. 411;
{091 71" 32 Caldwell Co. teachers reported enrolling 757 pupils, av. 2‘4.
._J___
O ——— O
— 0
7
. .- GRIOUPS RANGING FROM 312 TO- 327‘PUPILS
(c) '5 Wolfe 00. teachers reported enrolling 327 pupils, av. 65;
6 Owsley Co. teachers reported enrolling 327 pupils, av. 54;
8 Todd Co. teachers reported enrolling 313 pupils, av. 39;
13 Fulton Co. teachers reported enrolling 312‘ pupils, av. 24.
From instances cited, it is obvious that defective administrative
programs are responsible for overcrowded conditions in many one-
room schools; the cflicicncy of pupil-activities, teacher-service, and
the school service in general, including disbursement of school finances,
are seriously impaired, defective administrative programs are re-
sponsible for the excessive pupil-cost in many one—room schools, where
teachers report enrolling from only 4 to 24 pupils each.
The general organization reports submitted from the 45 county
school districts included in this study show that 2,138 elementary
teachers were employed in one-room schools and 1,579 in schools of
two or more rooms, a total of 3,717. These reports likewise show that
74,147 pupils were enrolled in the one-room schools and 60,598 in the
schools of two or more rooms, a total of 134,745.
The analysis of the teacher—loads in elementary schools employ-
ing two or more teachers reveals undesirable results somewhat similar
to those revealed in the one-room elementary schools. Again, defective
administrative programs are responsible for many overcrowded rooms
and for the continuance of many undersized classes. Of the 60,598
elementary school pupils enrolled in schools having more than one
room (Table II) in the 45 county school districts—
(1) 6,127 were enrolled with 92 teachers, average 66;
(2) 10,517 were enrolled with 196 teachers, average 54;
(3.) 25,858 were enrolled with 626 teachers, average 41;
(4) 18,096 were enrolled With 665 teachers, average 27.
Unsound administrative programs and unfair policies of ad-
ministration account for employing—-
(3) 626 teachers for 25,858 pupils, average 41, and
(4) 665 teachers for 18,096 pupils, average 27.
Thus, we find that 39 more teachers were employed for a group
(18,096) having 7,762 fewer pupils. As in the group of one-teacher
schools, we find that the distribution of teachers to the group of 25,858
pupils (group 3) is perhaps more consistent with conditions usually
found in county districts than the teacher-distribution made in any
one of groups (1), (2) or (4). The same distribution of teachers (1
teacher to an average of 41 pupils) to group (4) of 18,096 pupils
would have provided 444 instead of 665 teachers, thus leaving a
marginal number (221) of teachers, some of whom should have been
used to relieve congestion in the overcrowded rooms of elementary
schools, where from 50 to 96 pupils each were enrolled.
8
TABLE II.-—-DISPARITIES IN TEACHER- LOADS
._ ENROLLMENT IN ELEMENTARY SCHOOLS, TWO OR MORE ROOMS EACH—
'f 1933- 34
'; Range of Enrollment .
*' 1—34 35-49 50-59 60-....
County I |
"Q School Pupils Pupils Pupils Pupils
Districts No. Enr’d No. Enr’d No. Enr'd N0. Enr‘d
3- of of of
. Tchs No. | Av. Tchs No. l Av. Tchs No. l Av.
d I I I
S, I I |
I, 1. 3 311 39 2 113 56 0 0 0
f 2. 3 124 41 1 53 53 0 0 0
'e 3. 5 209 42 3 162 54 0 0 0
4. 24 971 40 1 56 56 0 0 0
5. 3 115 33 0 0 0 g 0 0
6. 0 0 0 o 0 0 0 0
;y 7. Caldwell 5 140 23 3 123 43 0 o o 0 0 0
3. Campbell . 7 243 35 5 200 40 0 o 0 0 0 0
‘y 9. Crittenden 7 189 27 12 475 40 2 107 54 0 0 0
)f 10. Daviess 23 602 26 13 711 39 2 102 51 o 0 0
11. Estill _. 21 599 29 11 450 41 1 54 54 1 69 69
11; 12. Floyd ...1 24 703 29 63 2855 42 39 2132 54 20 1398 70
13. Franklin 25 703 23 12 490 41 2| 105 53 0 0 0
1e 14. Fulton 12 314 26 7 290 41 3 156 52 0 0 0
15. Grant . 10 303 30 12 490 41 0 0 0 0 0 0
16. Graves 32 374 27 34 1519 45 2 107 53 2 124 62
_ 17. Greenup 16 480 30 12 439 41 3 154 51 0 0 0
V- 13. Hardin 1 2 53 29 6 213 36 0 0 0 0 0 0
1r l9. Harlan .111... 21 615 29 81 3513 4,3 55 2934 53 21 1354 64
20. Henderson ..... 31 860 23 12 ‘507 42 5 265 53 2 131 66
:e. I
21. Knott . 11111... 211 537’ mil 20 344 42 7 330 54 5 355 71
18 . 22. Lawrence 13 405i 31| 12 456 38 1 54 54 0 0 0
)8 23. Lee .11... 11 316 29! 7 263 33 0 0 0| 0 o 0
24. Letcller 34 966 23| 34 1383 41 11 533 53I 6 376 63
1e 25. Lewis ........ 1 3 205 26|I 9| 373 41 1| 53' 53: 0| 0 o
26. Lincoln 1.111_ 13 391 30 20 349 42 3 mm 55! 1 65 65
27. Logan . 71 1546 22 7 265 33 0 o 0 0 0 0
23. Lyon 1 3 88 29 3 115 33 0 0 0 0 0 o
29. Madison ....... 33 844 26 25 1007 40 5 262 52 2 129 64
30. McCracken 22 605 23 7 260 37 0 0 0 o 0 0
31. McCl‘eary ...... 13 380 29 10 414 41 5 267 53 1 6o 60
32. McLean 1. 14 412 29 10 374 37 1 50 50 0 0 0
33. Monroe .. 2 51 26 4 153 40 0 0 0 0 0 o
34. Nelson 1 13 336 26 1 35 35 0 0 0 0 0 o
d- 35. 0ws1ey .. .. 7 210 30 13 533 41 2 100 50 2 123 62
36. gerryu 1.. 1 13 522 29 43 1310 3% 2; 151,33 55,3 21 14:33 g3
. owe 1... 0 0 0 2 77
33. Rockcastle ..... 5 150 30 3 347 43 1 53 53 4 261 65
39. Russell ________ 1 30 30 24 971 40 1 50 50 0 0 0
40. Simpson 6 149 25 2 72 36 0 0 0 0 0 0
41. Todd .1 4 101 25 1 40 40 0 0 0 0 0 0
42. Trigg . . 2 60 30| 2 30 40 0 0 0 0 0 0
1p 43. Washington 28 634 23 9 372 41 3 159 53 0 0 0
or 44. Wayne 11111 L 15 422 28 10 423 43 3 160 53 0 0 0
'8 45. Wolfe _____________ 3 96 32 7 267 38 1 55 55 3 187 62
3
1y Totals .. 665 18096 27 ' 626 25358 41 196 10517 54 92 6127 66
1y
(1 The administrative programs of Floyd, Harlan, and Perry coun-
ils ties penalize the taxpayer by providing for the operation of a few
small classes in schools of two or more rooms each; the enalize
a
en pupils and teachers more severely because of overcrowded conditions
ry in many rooms. Of the teachers employed 1n schools of two or more
rooms each in these three “counties, 184 report having enrolled 10,782
Q”.
1 pupils, an average of 59 each; 63 report having enrolled 1,840 pupils,
an average of 30 each.
The teachers and pupils of Daviess, Graves, Henderson, Logan,
and Washington counties are penalized in a few instances because
of overcrowded rooms; the taxpayers of these counties are penalized
severely because of administrative programs providing for the main-
tenance of many undersized classes. 0f the teachers employed in these
counties, 185 report having enrolled 4,516 pupils, an average of ap-
proximately 25 each; 14 report having enrolled 764, an average of 55
each.
1 The organization reports from Floyd, Harlan, and Perry coun-
ties show that—
184 teachers reported enrolling 10,782 pupils, average 59,
1 63 teachers reported enrolling 1,840 pupils, average '30,
1 while the organization reports from Daviess, Graves, Henderson,
; 1 Logan, and Washington counties show that——
185 teachers reported enrolling 4,516 pupils, average 25~,
14 teachers reported enrolling 764 pupils, average 55.
Reports of the number of pupils enrolled in the elementary
schools are for the early part of the school term. In many instances,
superintendents adjusted overcrowded conditions in schools of two or
more rooms by transferring pupils. Information available, however,
does not warrant the conclusion that the correction of overcrowded or
undersized classes in schools employing two or more teachers has had
the serious attention that should be given by superintendents and
'boards of education.
A cursory inspection of the organization reports from the other 75
county school districts reveals that many undersized and many seri-
ously overcrowded classes are being maintained in these districts dur-
ing the current school year. It may be consistently assumed that the
situations revealed through Tables 1 and H in the 45 county school
districts used as a basis of this study are duplicated frequently in
the other 75 county school districts.
The seriously overcrowded elementary classes in Pike County
school district illustrate the many instances where pupils and teachers
are penalized. The average teacher-load for all elementary schools in
this district is 47. The Pike County Board of Education provided—
(1) 2-02 teachers for 8,717 pupils, average 43;
(2) 108 teachers for 5,914 pupils, average 515.
The detailed analysis of the enrollment in the elementary schools
of this district bespeaks unfairness to pupils and teachers. Because
of congestion the pupil-activities are dissipated and the effectiveness
of teacher-service seriously impaired. The analysis follows—
O—m.
pils, PIKE COUNTY SCHOOL DISTRICT
Range of Enrollment
gan, 1-34 35-49 50—59 60—._.
ruse I I
.1Zed Pupils . Pupils Pupils Pupils
- Schools No. Enr‘d NO. Enr’d NO. Enr‘d NO. Enr’d
laln' Of of of of
hese Tchs No. Av. Tchs NO. Av. Tchs NO. Av. Tchs No.}Av.
£3535 One-room _ , 9| 275. 31| 71| 3066 43 42 2274I mi 12 768 64
Two or more I
rooms ______ _.__ 4 129. 32 131 5651 43 52 2747 53: 2 125 62
oun— Totals ___.__ 13 404 31 202 8717 43 94 5021 53 14 893 64
KENTON COUNTY SCHOOL DISTRICT
One-room .......... .375 25 136 36 0 0 0 o 0 0
Two or more
rooms _ ............ 10 255 26 26 1062 41 2 112 '56 2 128 64
rson, Totals __________ 13 330‘ 25 27 1098 41 2| 112 56 2 123 64
The average teacher-load for all elementary schools of Kenton
County district is 39. Four (4) teachers and 240 pupils are penalized
t because of seriously overcrowded classes; the taxpayers are penalized
l ary by providing 30 per cent of the teachers to instruct 20 per cent of the
Flees, pupils enrolled, an average of about 25 pupils for each of these
vo or teachers. The brief analysis of the enrollment in the elementary
Eager," schools of Kenton County school district appears above.
:11ch Anderson, Hart, and Taylor County school districts, considered
f d separately or collectively, ait'ord numerous instances of the mainte-
an nance of undersized elementary classes. Exceptional attendance may
compensate in some instances for the small subdistricts or the few
.er 7.5 pupils enrolled. Considered collectively, only 58 per cent of the pupils
seri- enrolled in the elementary schools of these districts during the cur-
» (1111” rent school year are registered with 70 per cent of the teachers; this
It the group of 142 teachers enrolled an average of fewer than 27 pupils
(311091 each. Thirty (30) per cent of the teachers (62) of these 3 districts
-ly 111 enrolled an average of 42 pupils each, forty-two (42) per cent of the
total enrollment. A detailed analysis of the enrollment follows:
)unty Table III gives an analysis of the enrollment in the elementary
.chers classes of 10 other county school districts. The situations revealed in
ols in Tables I and II recur frequently in Table III; for illustration, there
led— are 10 teachers in this group of counties who enrolled 617 pupils, an
average of approximately 62 each; 353 teachers enrolled 9,256 pupils,
approximately average 26.
Comparing the totals of Table III with, the totals of Tables I
3hools and II leads definitely to similar conclusions; for illustratiOn, the
:cause average teacher-load in one-room schools for teachers enrolling 1 to
reness 34 pupils in the group of 45 counties is 25; it is 25 for the group of
10 counties.
m 0 O ————_——— O
11
ONE-ROOM SCHOOLS
Range of Enrollment
1-34 35-49 50—59 60-____
Name of l . I I
School Pupils Pupils Pupils Pupils
District No. Enr'd No. Enr’d No. Enr‘d No. Enr’d
of of of _ of
Tchsi No. i Av. Tchs No. E Av. Tchs No. l Av. TchslI No. II Av.
Anderson .. 5 131 26 3 125 42 0 0 0 0 0
Hart _________ - 52 1432 28 18 737 41 2 105 53 0 0 0
Taylor 1.-.“. 47 1130 24 15 611 41 1 53 53 0 0 0
Totals _.._..~_._ 125 3225 26 39 1591 41 5 266 53 0 0 0
I SICHOOLS, TWO OR hIIIOREI ROOIMS I I I I
Anderson .............. 5 131 26 3 125 42 0 OI 0 0 0 0
Hart .m..............« 6 185 31 12 479 40 O 0 0 0 0 0
Taylor _________ ..__ 6 176 29 1 43 43 2 104 52 0 0 0
Totals -____._ 17 492 29 16 647 40 2 104 52 0 0 0
l
The wide range in teacher—loads in these 10 county school dis-
tricts cannot be justified. The average teacher-load for each is:
Laurel 42, Boyd 39, Morgan 39, Fayette 37, Harrison 35, Union 32,
Spencer 31, Breckinridge 30, Taylor 30, and Henry 29. Taking the
average teacher-load of the Fayette Board (37 pupils per teacher) as
a basis for determining the number of elementary teachers, the Henry
Board would have employed 42 instead of 53 teachers, the Spencer
Board 36 instead of 43, the Union Board 49 instead of 57, and the
Scott Board 52 instead of 64. Conversely, had the Fayette Board
taken the average teacher-load of any one of these districts as the
basis for determining the number of elementary teachers, it would
have increased materially the number of teachers employed in that
district.
Taking the Breckinridge County average teacher-load (30 pupils
per teacher) as a basis for determining the number of elementary '
teachers, the Laurel Board would have employed 158 instead of 114
teachers; the Morgan Board 140 instead of 108; and, the Boyd Board
57 instead of 44. Conversely, had the Breckinridge Board taken the ,
average teacher—load of Boyd County (39 pupils per teacher) as a
basis for determining the number of elementary teachers, it would
have employed 76 instead of 98 teachers; taking the Laurel County
average teacher-load (42 pupils per teacher), it would have employed
70 instead of 98 teachers.
General information coming to the State Department of Educa-
tion reveals many distressing results that ariSe from overcrowded
conditions in many schoolrooms. Teachers despair of approaching
ideals set up at the beginning of the school term; the activities of
pupils are dissipated; they conclude that they have a “poor teacher,”
Of.
12
0—.
_ 0
TABLE Ill.—DISPARITIES IN TEACHER-LOADS
ENROLLMENT IN ELEMENTARY SCHOOLS—1933-34
___. Range of Enrollment
'1-34 35—49 50-59 60-____
pus i County I . I . I . I .
r‘d School | Pupils ’ Puplls I Pupils I Pupils
Districts No. l Enr’d No. Enr’d No. l Enr’d No. Enr‘d
IAV of | of l of I of
l ‘ Tchsll No. Av. ’l‘chsll No. Av. TchslI No. I Av. Tchs No. } Av.
0 II ‘ l
g ELEMENTARY SCHOOLS—ONE ROOM
_‘0 1. Boyd _____________ 6 149 25 9 364 40 2 110 55 0 0 0
2. Breckinridge .. 52 1256 24 20 302 40 1 57 57 0 0 0
3. Fayette _ _______ 9 262 29 4 153 33 1 55 55 1 61 61
l 4. Harrison 4 85 21 0 0 0 1 50 50 0 0 0
‘ 0 5. Henry __._ 24 620 25 3 106 35 1 51 51 o 0 o
0 6. Laurel .__L _ 21 566 27 31 1319 42 7 331 54 4 247 62
0 7. Morgan _____ 17 510 30 39 1537 41 11 571 52 1 61 61
3. Scott __.~___.. 23 550 24 3 334 42 1 59 59 0 0 0
0 9. Spencer _ 16 393 25 11 429 39 o 0 0 0 0 0
10. Union _________ 23 553 24 6 241 40 2 107 53 0 0 0
Total ___._ 195‘ 4954 25 131 5355 41 27 1441 53 6 369 61
. | l
d}S‘ ELEMENTARY SCHOOLS—TWO OR MORE Roous
. l
1 18' 1. Boyd _._.________ 9 273 31 13 545 42 5 261 52 0 0 0
1 32, 2. Breckinridge .. 14 386 23 9 333 38 2 103 51 0 0 9
r th 3. Fayette 31 332 23 44 1772