xt7wwp9t4x8w https://exploreuk.uky.edu/dips/xt7wwp9t4x8w/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1946-04 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.), "1. Improving Quality of School's Program Through New Accrediting Regulations, 2. Granting Credit for Military Experience, 3. Kentucky High Schools, 1945-46", vol. XIV, no. 2, April 1946 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "1. Improving Quality of School's Program Through New Accrediting Regulations, 2. Granting Credit for Military Experience, 3. Kentucky High Schools, 1945-46", vol. XIV, no. 2, April 1946 1946 1946-04 2022 true xt7wwp9t4x8w section xt7wwp9t4x8w MyIIBLIC Ky

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Lexington, Ky.

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
_

l. Improving Quality of School's Program
Through New Accrediting Regulations

 

 

 

 

2.Granting CreditforMilitary Experience
3. Kentucky High Schools, 1945-46

 

Published by

DEPARTMENT OF EDUCATION
JOHN FRED WILLIAMS
Superintendent of Public Instruction

R
ISSUED MONTHLY

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

 

 

VOL. XIV APRIL, 1946 No. '2

 

   

FOREWORD

 
 
  
   
    
   
 
 

Each year, the State Department of Education, through the
Division of Supervision, prepares and issues a bulletin designed to
give pertinent information for the high schools of the state. This
bulletin is intended for this purpose.

H1 The material is divided into three parts. Part I presents a
j discussion of new Standards for Accrediting that have been adopted
; i by the State Board of Education. Part II presents the regulations of
J; i the State Board of Education regarding the matter of granting high
‘ |‘ school credit on the basis of educational training and experience in
the armed services. Part III gives a brief statement of facts regarding
our high schools, and also a list of the public and private high schools
’of the state. Here one will find the accredited rating of each high
school.

\f-dflxr—A‘HH.H.~-_A

It is hoped that principals and superintendents will study the
material in this bulletin. The material was prepared by Mark Godman
and Sam Taylor of this Department.

t4

JOHN FRED WILLIAMS
Superintendent of Public Instruction

  

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Part I

NEW ACCREDITING STANDARDS FOR IMPROVING THE
QUALITY OF A SCHOOL’S WORK

During the past year the Committee on Research in Secondary
Education of the Kentucky Association of Colleges and Secondary
Schools prepared a revision of the high school standards t’or accredit-
ing. The Association at its October meeting at the University of
Kentucky approved these standards. On December 12, 1945 the
revised standards were approved by the State Board of Education.

One of the most important regulations in these revised standards
plovides in substance that beginning with the school year 1940-47
every accredited high school shall, through its principal and faculty,
begin to make a study of its pupil population, and out of the knowledge
gained formulate a statement of its philosophy to serve as a basis for
improving the quality of the school ’s curriculum. To aid the schools
in making a, study of their pupil population, the Committee on
Research prepared two schedules or forms for studying pupil—
populatiou. Form 1 was devised for the local school to gather informa—
tion regarding the educational intmztions of its pupils, and Form ll
was devised for gathering information regarding the mmfiontll
intentions of pupils.

The following are the new standards and forms for gathering
information regarding the pupils7 educational and vocational in-
tentions.

1. Quality of the School Program

A. Developing the School Program

Recommendation: Beginning with the session 1946-47, every ac-
credited high school shall, through its principal and faculty,

a. Study the needs of the pupil population and of the community

which it serves.

b. Formulate a statement of its philosophy which shall be con—
sistent with the needs of the pupils and of the community, the
needs and characteristics of youth and the adult population of
the community.

c. Continuously re—examine and re-state and modify its philosophy
and plans in the light of changes in pupil and community needs.

d. Submit a statement of the school’s philosophy, plans and progress
with the annual high school report. The first statement should
be submitted with the 1946-47 report and shall include the plans
developed during the previous year. This statement shall be
accompanied by such basic data as shall be required by the State
Board of Education. In subsequent years this statement may in-
clude only modifications of former plans, new plans, and progress
made the previous year. New principals will submit the first re-
port with the annual report of the year after first taking office.

e. Offer a curriculum consistent with the philosophy formulated
by the school.

29

 

  

EDUCATIONAL PLANS OR INTENTIONS OF PUPILS

(To be submitted with the statement of the school's philosophy)

 

(Name of High School)

(Post Office) (Principal) (Date)

Enrollment

Boys .............................. _
Girls ________________________________

 

 

Plan or Intention

. To complete high school

9th Grade 11th Grade 12th Grade

 

BiG’T BlGiT

 

. To attend a Liberal Arts College
a. For the purpose of general training

| l
l
l

 

 

 

c. For training as a teacher

 

 

. To attend 3. Teachers College

a. For training as a teacher

 

For Dre—professional work

 

c. For the purpose of general training

 

. To attend a Technical College

(Agriculture, Engineering, Industrial
Chemistry, Metallurgy, etc.)

 

 

 

 

 

 

 

 

 

 

. To attend a Business College

 

 

. To attend a School of Nursing

. To attend a Trade School

 

 

. To enter Industrial Training
(Educational programs conducted by
industrial concerns for the purpose
of training prospective employees)

 

 

 

 

 

 

 

 Form II

VOCATIONAL PLANS OR INTENTIONS OF PUPILS

(To be submitted with the statement of the school‘s philosophy)

 

 

 

 

 

 

 

 

Enrollment
»——— tNii'ffi'e'BE‘hi’g’r'if's'éii'éfii'j" "ifié’éFo'ffiééS """"" (' ifiifiéi‘fiéfi’j """ 6552;? Girls ___
Total ______________ _
' “ I 9th 10th 11th 12th
. . i a a Grade TOtal
Type of Occupational Act1v1ty Grade (,ra Ie Gra e
the Student Ex ects to Enter I
‘ ~ p .BIGITIBGITBGTBGTBGIT

 

 

 

7—— tenant, manager, laborer, etc.) I

|
I I I

BUILDING TRADES (Carpenter,| I I
I

I

I

 

plumber, electrician. brick I

l l I l I I I
AGRICULTURE (Farm owner. I I I I I I
I
and stone mason, etc.) I

 

I
CLERICAL (Clerk. stenographer,

I
I ‘ '

77#—— bookkeeper. accountant, etc.)

 

I
I I I
COMPETITIVE BUSINESS
(Salesman, insurance agent,
real estate agent, banker, I
I
I

merchant. etc.)

 

 

————— DOMESTIC AND PERSONAL
(Nurse, dressmaker, tailor,
barber, beauty operator, etc.)

I I I
*“7' HOMEMAKING I

— MANUFACTURING (Owner, I
manager. or laborer) . I

 

 

 

 

 

 

 

 

 

MINING (Owner. manager, or I I
laborer) I I

 

I

I

I

PROFESSIONS. SCIENTIFIC I I
_— (Engineer, chemist, I

physician. dentist) I I

 

 

 

 

PROFESSIONS. LITERARY I
(Reporter or editor. clergy- I
man, lawyer. librarian, I
teacher) I

I

 

 

 

 

 

PROFESSIONS, OTHERS I
(Actor, artist. musician,
social worker. etc.)

 

I

I

I
PUBLIC SERVICE (Public I
official. inspector, policeman, I
I

I

A . “Hunt:

fireman. etc.)

 

SKILLED TRADES (Mechanic,
boilermaker, designer, I
draftsman. machinist,
toolmaker, etc.)

 

 

 

I

I

I

TRANSPORTATION AND COM-I

MUNICATION (Railway. avia—I

tion, shipping employee,
telephone or telegraph
operator, bus or truck

company employee, etc.)

(Educational programs conducted by

industrial concerns for the purpose
of training prospective employees)

 

 

 

 

 

 

 

 

 

 

 

 A. Studying the Pupils and the Community

During the months of January and February a series of regional
conferences were held for the purpose of discussing these new stand-
ards and forms. Attending the conferences were superintendents of
county and independent school systems, high school principals, and
one or more members of each high school faculty. The staff for each
conference consisted of representatives of the State Department of
Education and of institutions of higher learning. The representatives
of institutions of higher learning cooperated with the State Depart-
ment in presenting the program to the school people of the state be-
cause it was realized that the successful development of this program
requires that the leadership in both high schools and colleges must
unite in developing it.

PURPOSES FOR THE STUDY OF PUPIL—POPULATION AND COMMUNITY

The question may be asked, Why should a school make a study of
its pupil-population and community? The purposes are many. A few
are listed below:

1. To help teachers better understand their pupils. (No teacher can
consider himself prepared to really teach pupils unless he has an
understanding of them and their home and community life.
Teachers should welcome the opportunity to participate in this
study.)

2. To aid in determining the educational program and the offering
of the school. (Specifically, the guidance program, the classes
and courses offered, the provision for part-time, evening, and
adult classes, and the health and recreational program of the
school and community will grow out of this study and should be
determined largely in the light of its findings.)

3. To provide valuable teaching materials.

4. To use as a basis for planning the proper use of the school plant.
(The plant should be adapted to the possibilities of the enroll-
ment and educational program. This study is necessary to proper
planning and wise expenditure of public funds.)

5. To provide a basis for initiating and developing a sound guidance
program.

6. To employ in coordinating and unifying a community program

to the end that overlapping and duplication of effort may be
eliminated.

  

    

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PLANNING AND FIxING TIIE LIMITs or THE STUDY

The procedure of studying the pupils and the community should
be carried over a period of years. Such a procedure should be viewed
as a way of providing basic data for a program of long-term planning
and should be continuous. New courses should be added and needed
modifications should be made gradually. Consequently, data should
be secured for only a small number of areas in any one year. The
criteria for selection should be (1) significance, and (2) immediate
importance. \Ve are asking that data be gathered in only two fields:
(1) educational intentions of pupils, and (2) vocational intentions of
pupils. It is believed that data regarding these two items are essential
t'or all schools. Next year it is hoped that we may be able to suggest
other areas in which information may be gained. For example, (1) a
study of graduates and drop-outs; (2) the occupational status of
youth and adults; (3) the total population trends; (4) the social-
economie conditions including maps, health and recreational status,
and the like. Forms will be devised and distributed for these purposes.

Attention should be called to certain data that the schools are now
gathering regarding their pupils. This important information is con-
tained in the age—grade and grade-progress distribution reports that
are made each year to the State Department. These reports will give
the local school a picture of enrollments by age, grade, and sex, and
also the number of years spent in school. A comparison of the above
factors will indicate whether pupils are progressing normally through
school and the extent of ove ‘—ageness in school. A study of the data
included in these reports should be made along with the study of the
data gathered through the two forms printed in this bulletin.

INTERI’RETIN} AND USING DATA

Simply collecting the data is not a difficult task. The more dif-
ficult task is interpreting and organizing the data that is collected
.into an interrelated picture of the school and community. To get a
picture of the total situation one must scrutinize each item and group
of data. Then in the light of the findings begin to plan and rebuild
the program. By studying data over a period of time, definite trends
will be shown and reasons for these trends may be discovered. Often
items or groups of data. fit themselves together to establish a general
conclusion. For example, the age-grade and grade-progress tables
show a high degree of over—ageness and a high degree of elimination.
The school also has a high failure rate. These facts taken together in-
dicate that the educational program of the school may be poorly
adapted to its pupils’ needs.

33

 

    

Again, the study of the educational and vocational intentions of
the pupils shows that they tend to stop their education with the high
school course and to enter trade, industrial, and commercial vocations.
A study of the curriculum discloses a narrow offering of the college
preparatory type. These facts led to the conclusion that the school’s
program is poorly adjusted to the needs of the pupils and should be
revised to include vocational training. The cause for over-ageness,
failure, and elimination from school becomes apparent.

The two forms or schedules printed herein are the only ones so far
devised for gathering data regarding high school population. Be-
fore the information requested on these forms is gathered, the pupils
should be advised of the nature and purpose of each form. Naturally,
the question will be asked, “That are the procedures that the school
can follow in gathering the information? A number were suggested
at the regional conferences. Perhaps the most popular one suggested
was for the local school to mimeograph the forms and place them in
the hands of the home-room teachers or the class sponsors. These teach-
ers can gather this information from the pupils through personal in-
terviews. The pupils may want to discuss the matter with their par-
ents before filling them out. They should be permitted to do so. The
data gathered should be kept by the school for comparison with future
studies along these lines.

The collecting of data and the interpretation of the same should
be followed by careful planning. The findings of the study should be
made available to all teachers. Pertinent information reached through
the study should be made available to all community agencies that
desire it, such as the board of education, women’s clubs, etc. Certainly
the findings should be employed to organize the instructional program
in such a way as to improve both school and community.

B. Philosophy

The new standards which we are now discussing place the chief
emphasis upon qualitative rather than quantitative phases of the
processes of education. The starting place in achieving quality is the
development of an agreed upon and explicitly stated philosophy.

“That is a philosophy“? The philosophy of an individual or of a
group is a “set of beliefs or values that serve as a guide to action or
as a basis for making choices and decisions.” The school ’s philosophy
is a statement of what the school believes it should do for the people
who are affected by it. A detailed analysis of this philosophy is its
aims or objectives.

 
 
  
  
 
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
   

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Everybody has a philosophy. In general, however, individuals and
groups have one of two types of philosophy. The first and most typical
one is characterized by an uncritical acceptance of things as they are.
Naturally, such a type of philosophy rarely leads to improvement. In
fact, it generally retards improvement. Frequently, in the case of
teachers, the uncritical type of philosophy is hidden in their practices.
\Vith them, this type of philosophy operates unconsciously and is the
most potent influence in guiding their \\'01‘{ and determining values
and choices.

The second type of philosophy is derived by a critical appraisal
of practices, values, beliefs, ideas, and existing ways of doing things.
For the teacher in the school, this means a continuous evaluation of
practices and a study of the extent to which the school is meeting
pupil and connnunity needs. It means ways in which teachers and
school officials can improve themselves and their services and of
possible ways in which the school can better discharge its functions.
The. type of philosophy that is derived by a critical appraisal takes into
account the results of research and discoveries in the fields of phy-
chology, sociology, biology, and other fields that have value in improv—
ing teaching. An individual, or group that is guided by a type of
philosophy that is based on critical appraisal and evaluation formu-
lates a statement of philosophy that is clear and usable.

Superintendents, principals, teachers, and parents should de-
velop and formulate a philosophy that is based on reflective thinking,
not one that is merely appropriated from a book or from another per-
son. The philosophy must be organized for use and actually used when
a. decision is to be made.

The individual. teacher and the entire school group should utilize
various sources in developing their philosophy. The philosophy should
be developed gradually and revised from time to time. Some of the
sources that may contribute to the philosophy of the teachers of the
school are: studying the nature of the individual, studying the nature
of the processes of learning, studying the needs and behavior of the
pupils, discussing the purposes of education with parents, superin—
tendents, and people of the community, studying the conditions and

the needs of the school community, examining their own teaching
practices and school practices, etc.

A critically formulated philosophy should be the school’s guide
in shaping its practices. There can be little hope for improvement
when the teacher’s or school’s philosophy is so imbedded in its prac-
tice that the assumptions which support this practice are not con-
sciously recognized. The first step in moving from an unconsciously

35

 

  

used to a consciously used philosophy is a careful analysis of present
practices. The teacher should make a list. of his procedures—methods
of teaching, discipline, attitude towards pupils, and the like. The fac-
ulty as a group should check the offerings of the school against the
discovered needs of the pupils in the community and the offerings of
other schools. Through such a process, a critical appraisal of the teach-
ing, offerings, and policies of the school is made.

This can be organized and stated as the beginning of the philoso-
phy of the school. This will doubtless result in changing some of the
practices. The results of these new practices will in time modify the
school ’s philosophy. The modified philosophy will itself in turn indi-
cate further changes toward better practices. The inter-action between
philosophy and practice goes on continuously. In short, in a program
of improvement the school officials and the teachers spend much time
in keeping their philosophy alive by modifying it and improving it to
keep abreast of changing needs on the part of the pupils in the school
and of the community that supports the school.

\Vhat are some of the suggestions for formulating a philosophy?
It is suggested that the principal, through conferences with teachers,
committee work and faculty meetings, follow such procedures as the
following in formulating a philosophy for the school :

1. Interest the teachers in the desirability of formulating an ex-
plicitly stated philosophy for the school.

2. Lead the teachers in a critical appraisal of their present prac-
tices for the purpose of deciding which practices are desirable
and which are undesirable.

3. Help teachers to clarify their present beliefs and ideas. Each
teacher may write a statement of his own philosophy—what he
does and Why he is doing it. A committee of teachers may then
organize the individual statements into a statement of the total
school philosophy.

4. Provide opportunities for reading recent publications which have
a bearing on educational philosophy. One recent publication
should be a required reading along this line. It is “Education
for All American Youth is All America’s Business.” This book
is available from the Educational Policies Commission at $1 per
copy, 1201 Sixteenth Street, N. W., Washington, D. C.

5. Interest laymen and pupils in helping to formulate the school’s
philosophy.

6. Plan with layman, teachers, and pupils for a study of significant
phases of community life.

7. Study and freely discuss with the faculty such matters as how
pupils learn, the nature of adolescence, ideals of a democracy,
the needs, background, behavior, and possibility of improvement
of pupils.

8. Continuously study, critically evaluate and revise the philosophy

in terms of changing practices and in the light of pupil and com-
munity needs.

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AVAILABLE SOURCES OF HELP

Experiences of other schools.

Professional literature.

Accrediting agencies. Excellent aids are “Evaluative Criteria”
and the manual, “How to Evaluate the Secondary School.” These
may be secured from The Cooperative Study of Secondary School
Standards, 744 Jackson Place, Washington, D. C

State Department of Education. The State Vocational Division
has made a number of studies of counties in Kentucky. These
may be secured from Mr. Watson Armstrong, Director, Frankfort,
Kentucky.

Teacher-education institutions. Faculty members from these in—
stitutions may be secured to help in planning the program.
Community agencies and individuals. An effort should be made
to find out what the community wants and expects from the
school. Community participation in formulating and administer-
ing the school philosophy should materially aid its development
and acceptance.

United States Census reports.

Leaders in the community.

EVALUATION OF PHILOSOPHY

Opinions of teachers, pupils, and patrons. Pupils participate

more actively in school work when their wishes and future plans

are considered. An effective curriculum consistent with the
philosophy increases community support.

Follow—up study of graduates and drop-outs. This enables schools

to check their products. Forms for making this study are being

prepared.

Results of standardized tests. Tests are only one of several

methods of evaluation and should not be considered as con—

clusive proof.

Research studies. Examples are:

a. “The Effectiveness of Secondary School Curricular Offerings
in the Occupational Activities of Graduates Who Do Not At—
tend Accredited Institutions of Higher Learning,” T. 0. Hall,
Graduate School, University of Kentucky.

b. “The Utilization of Potential College Ability Found in the
June, 1940, Graduates of Kentucky High Schools,” H. L.
Davis. Bulletin of the Bureau of School Service, College of
Education, University of Kentucky, Vol. XV, No. 1, Sep-
tember, 1942.

Comparison of the new philosophy with the old.

Comparison with standards set up by educational leaders.

Comparisons with philosophies which have successfully guided

the activities in similar schools.

CHARACTERISTICS OF A SUCCESSFUL SCHOOL PHILOSOPHY

1.

HQP‘FPN

It is developed specifically for the particular school. A study of
existing philosophies will aid in forming a school’s philosophy
but no philosophy can be transplanted without some change.

It is written in understandable language.

It is actually used.

It meets the needs of the community.

It changes to meet changing needs.

It actually guides the school program.

It is democratically developed and carried out.

3'7

 

  

8. It links the secondary school with the elementary school and with
higher education or education outside the school.

9. It leads to suitable programs for all children.

10. It opens the way to cooperation with other community agencies.

11. It increases the vision of education.

How can the principles of the philosophy be carried out in the
school program?

1. Regularly scheduled meetings in the community to discuss the
school and its program.

2. Faculty meetings. An active, cooperative faculty cannot be over
emphasized.

3. Modification of the curriculum.
4. Flexibility of schedule and administration.
5. Broader training for teachers. Emphasis should be placed on

effective education for life in the total community.

From the outline above it is evident that a school’s philosophy
cannot be developed and put to use in a short time. Yet lack of time is
one of the greatest problems of school administrators and teachers.
However, a faculty which realizes and accepts its responsibilities can
find the necessary time to work out a statement of beliefs that to the
faculty is clear, sound, and workable.

Part II

HIGH SCHOOL CREDIT TO BE AWARDED ON BASIS OF
EDUCATIONAL TRAINING AND EXPERIENCE
IN THE ARMED SERVICES

1. Regulations

Many requests come to the State Department of Education re-
garding the adopted policies of the State Board of Education that have
to do with the granting of high school credit for the educational train—
ing- and experience received by persons while in the armed services.
The following policies were adopted by the State Board of Education
on February 25, 1946:

1. High School credit may be given for training and experience
receive while in military service to any person who has not
graduated from high school.

2. Superintendents of schools and high school principals are urged
to use. the Handbook that has been prepared by the American
Counc1lon Education for the purpose of determining the amount
of credit that should be granted for the various courses and
types of training in the armed services. The name of this publi-
cation is A Guide to the Evaluation of Educational Experiences
in the Armed Services.

3. High schools may issue regular diplomas according to either of
the following plans:

a. The high school. may issue a regular diploma to a person
in military serVice or to a veteran who has completed 12

38

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or more units in regular high school attendance and who
presents sufficient additional units of credit from the United
States Armed Forces Institute, from Service Schools, and
from other educational programs in the armed forces to
complete the school’s requirements for graduation. Varia-
tions from this Standard are subject to the approval of the
Director of Supervision.

b. The high school is permitted to issue a regular diploma, re—

gardless of the number of units that a person in the service
or a veteran has earned in high school, provided he has
established through use of the General Educational Develop-
ment Tests educational progress equal to or above that re-
quired for the high school.
It is further recommended that the high school require the
examinee to satisfy either (not necessarily both) of the fol—
lowing requirements: (1) that he make a standard score of
35, or above, on each of the five tests in the battery, or (2)
that he make an average standard score of 45, or above, on
the five tests in the battery.

4. The diploma granted on the basis of military credits or on the
basis of results on the General Educational Development Tests
must be granted by the school in which the student last earned
credit. In the case of a person with no high school credits and
who has passed the General Educational Development Tests
satisfactorily, he may be granted a diploma from a high school
that is designated by the school authorities of the district in
which he, if a veteran, now resides 'or in which he as a person
in active service may designate as his residence.

5. The General Educational Development Tests will be given by
the U. S. Armed Forces Institute or by the designated testing
centers in the state that are approved by the State Board of
Education.

6. Two units may be allowed for the successful completion of the
basic or recruit training course in the Armed Services or the
Merchant Marine.

2. Discussion and Explanation

Many thousands of our young men and women are returning from
the armed services. Some of them left the college classrooms, others
left high school, still others went into the service even before they
entered high school. Three to five years have been taken out of the
lives of these young men and women and they are back among us try-
ing to find their places. Regardless of their chronological ages, they
are no longer youths. They have come back to 11s adults. Very few of
these young men and women will want to return to the regular high
school. Their continued education will be determined by whether they
can be grouped with other adults. This means that these young people
are by age ready for college but have not completed their high school
course. \Vhile they were away they had experiences and training
which matured them considerably and, in a large number of instances,
these experiences have paved the foundation for continued study at
the college level.

We must find ways of placing these young men and women at, the
school level suitable to their adult life. Some of them can accumulate

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enough credits to meet college entrance in the regular way. The abil-
ity of others must be measured in other ways. In the statement that
follows suggested ways and means are presented by which the school
may aid returned veterans to determine their ability to do college
work. The obligation and the burden of doing this falls very largely
upon local superintendents and principals.

In order to make the evaluation of military educational training
and experience as easy and accurate as possible, the regional accredit-
ing associations and the armed forces some two years ago worked out
a fairly satisfactory accreditation program. This program was based on
the principle that reliable records or demonstrated educational com-
petence of individual members of the armed forces represent the only
sound basis for such a program. Three practical instruments were
worked out for applying this principle:

The first is a reference Handbook, A Guide to the Evaluation of
Educational Experiences in the Armed Forces, compiled by the Amer-
ican Council on Education.

The second is a simplified credit application form prepared by the
United States Armed Forces Institute, Madison, Wisconsin. This is
known as USAFI Form No. 47, Application for Credit for Educational
Achievement during Military Service. On this form, members of the
armed forces report certified records of their in-service training and
experience direct to the school from which they desire high school
credit. '

The third consists of a series of tests devised by the United States
Armed Forces Institute measuring in—service training and general
educational competence.

The Handbook, the Application Form, and the USAFI Tests are
the three instruments that provide the information regarding in-
service educational training and experience which the American
Council 011 Education and the Armed Forces believe that the school
needs for a fair and intelligent evaluation of credits. Each of the
above instruments more or less supplements the other, and all deserve
more consideration than their mere listing.

A. HANDBOOK FOR. DETERMINING CREDIT.

Schools throughout the nation are using the A Guide to the Evalu-
ation of Educational Experience in the Armed Services as their
“Bible”