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:EnucATIoIIAL BULLE__TIII
THE STATUS OF HEALTH AND
PHYSICAL EDUCATION IN THE
,. SECONDARY SCHOOLS OF KENTUCKY
' ” (1953—54)
Published by
DEPARTMENT OF EDUCATION
Wendell P. Butler
Superintendent of Public Instruction
\_—_
ISSUED QUARTERLY
, , 1 Entered as second- class matter March 21,1933,at the post office at
\
Frankfort, Kentucky, under the Act of August 24,1912.
VOL. XXII SEPTEMBER, I954 No.3
SE4
THE STATUS OF HEALTH AND
PHYSICAL EDUCATION IN THE
SECONDARY SCHOOLS OF KENTUCKY
0953-54)
THESIS
I
I A thesis submitted in partial fulfillment of the
requirements for the degree of Master of Arts
I at the University of Kentucky
|
By
WILLIAM L. KRUSE
Pine Hill, New Jersey
Lexington, Kentucky
1954
FOREWORD
This material is the result of a study of the health and physical
education programs in 100 Kentucky High Schools, for the year
1952—53. The school programs which were studied are located
throughout the state and are representative of various sizes and
types of high schools.
This study is a part of a national study, and affords bases and
opportunities for comparing the health and physical education prO-
grams of Kentucky High Schools with those of other states. This
opportunity for comparison constitutes one of the major values of
this research.
Credit for the materials and preparation of this study belont:TS to
Mr. William L. Kruse, graduate student in physical education at the
University of Kentucky. The character of this study is such that it
is now accorded strong recommendation by the State Department
of Education for publication as an educational bulletin.
August 1954
WENDELL P. BUTLER,
State Superintendent of
Public Instruction
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ABSTRACT OF THESIS
A surv '
secondary £3110sz tealth and phys1cal education in 100 Kentucky
cooperation With e ected by random sampling was undertaken in
Curriculum Reseaa Eatéonal survey sponsored by the Committee on
Realizing the ne 36f o the College Physical Education Association.
veloped the La 1: ‘ orwa standardlzed program the committee de—
health and ph S. 011te beore Card No. ll as a means of evaluatintr
score card Whylilea education programs in secondary schools. This
and phySical (:3 covers the ten recognized major areas of health
schools. The t‘ 1:lcation was applied to the Kentucky secondary
ec niques outlined by the Score Card and Committee
on Currieulunl R e W e y y
es arch ' Y .
t ' re emp10_ ed b the Author 111 COHduC ing
Accor ' '
ranks apprilzgl‘ntaot tlhe findings of fifteen cooperating states Kentucky
Examination and flyleighth in all the major areas except the medical
to New York ‘Bef ea E1 servrce in which the schools ranked second
Status in health antareh entueky Secondary schools can improve their
better indoor and oufldysmafl education it will be necessary to provide
DFOgram in physical eggzatéilgillities and adopt a minimum standards
BIOGRAPHICAL SKETCH
The author of this thesis was born May 3, 1923 in Delair, New
Jersey. He attended the Pine Hill Grammar School, Pine Hill, New
Jersey and graduated from the Lower Camden County Regional High
School, Lindenwold, New Jersey, in June 1941. In August, 1950, he
received his B. 8. degree in physical education at the State University
of Iowa, Iowa City, Iowa. In the spring of 1952 he began his work
for a master degree in physical education at the University of Ken-
tucky, Lexington, Kentucky.
WILLIAM L. KRUSE
{ Dr.
{ ant
‘ gra
lair, New
Hill, New
011311 High
, 1950, he
Iniversity
his work
y of Ken-
IRUSE
Th ' ACKNOWLEDGMENT
Dr. C. %‘V;;:eils greatly indebted to the assistance obtained from
and to the I{e:t(:::rl§i‘1,1§mdimte AdViSOF’ Univmity Of Kentmky
u ercu osis Association , h
grant enabled the author to conduct this surve; 056 very generous
TABLE OF CONTENTS
Page
LIST OF TABLES ________________________________________________________________________________________________
LIST OF ILLUSTRATIONS ..............................................................................
Chapter
I.
II.
INTRODUCTION .................................................................................. 413
Statement of the Problem
Need for the Study
Significance of Study
CHOICE OF MEASURING DEVICE ............................................ 420
Procedure for Selection of Schools
Method of Study
Treatment of Data
III. AN EVALUATION OF THE PROGRAM OF ACTIVITIES
IN 100 KENTUCKY SECONDARY SCHOOLS .......................... 426
IV. AN EVALUATION OF OUTDOOR AND INDOOR AREAS
IN 100 KENTUCKY SECONDARY SCHOOLS ........................ 433
V. AN EVALUATION OF SPECIFIC FACILITIES IN 100
KENTUCKY SECONDARY SCHOOLS ........................................ 440
VI. AN EVALUATION OF THE HEALTH PROGRAMS IN 100
KENTUCKY SECONDARY SCHOOLS ........................................ 448
VII. AN EVALUATION OF THE MODIFIED PHYSICAL
EDUCATION PROGRAMS IN 100 KENTUCKY
SECONDARY SCHOOLS .................................................................. 456
VIII. AN EVALUATION OF THE ORGANIZATION AND
ADMINISTRATION OF PHYSICAL EDUCATION
CLASSES IN 100 KENTUCKY SECONDARY SCHOOLS ...... 463
Ix. AN EVALUATION OF THE INTRAMURAL AND
INTERSOHOOL ATHLETICS IN 100 KENTUCKY
SECONDARY SCHOOLS .................................................................. 470
X. RESULTS OF AN EVALUATION OF HEALTH AND
PHYSICAL EDUCATION PROGRAMS IN 100
KENTUCKY SECONDARY SCHOOLS ........................................ 431
XI. SUMMARY EVALUATION OF THE STUDY AND
RECOMMENDATIONS ...................................................................... 497
APPENDIX A ________________________________________________________________________________________________________ 501
APPENDIX B ________________________________________________________________________________________________________ 503
BIBLIOGRAPHY __________________________________________________________________________________________________ 503
Ta]
LIST OF TABLES
Table
1. Result of the Random Sampling Based on Town and School
Size of 553 Kentucky Secondary Schools ............................................ 12
Page
Average item and Area Scores for High School Health and
Physical Education Programs, According to the La Porte Score
Card in Illinois, Iowa, Minnesota, Mississippi, Tennessee, West
Virginia, compared with the State of Kentucky ............................ 118
10.
LIST OF ILLUSTRATIONS
Figure Page
1.
Distribution of the 100 Kentucky Secondary Schools selected
by the Random Sampling Method according to County .............. 424
Total Raw Scores of Kentucky Secondary Schools
(Independent Schools) 483
Total Raw Scores of Kentucky Secondary County Schools ........ 484
La Porte Score Card Area Scores, based on Illinois, Iowa,
Minnesota, Mississippi, Tennessee, West Virginia in comparison
with Kentucky . 486
Preliminary Total Raw Scores analysis of National Survey of
Health and Physical Education in Secondary Schools by means
Of the La Porte Score Card Number II .............................................. 487
A Kentucky ‘Ogive Curve in comparison with a Tentative Ogive
Curve showing Percentile Ranks Corresponding to per cent of
total La Porte Score Card Scores Based upon 1125 Visited
Schools, 1951-1953 ....... 433
1952 La Porte Score {Card Area Scores based upon Colorado,
Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Minnesota,
Mississippi, Missouri, Montana, New York, Ohio, Tennessee
and West Virginia ......... 490
Preliminary Total Score Analysis of National Survey of Health
and Physical Education in Secondary Schools by means of the
La Porte Score Card No. II 1950-1953 ................................................ 492
Cumulative Frequency Curve of Percentage of Total Score on
Health and Physical Education using the La Porte Score Card
No. II, for 1528 High Schools in 15 states, 1950—1953 ...................... 493
Rank Order of Mean Area Scores of States Surveyed by Means
of the Health and Physical Education Score Card, No. II:
1950—1953 .. ........... 494
Page
ielected
.............. 424
.............. 483
ls ........ 484
, Iowa,
parison
.............. 486
e Ogive
cent of
Visited
.............. 488
)lorado,
mesota,
CHAPTER I
INTRODUCTION
A survey of health and physical education programs in Ken-
tucky secondary schools was undertaken in cooperation with a
national study sponsored by the College Physical Education Asso-
ciation with Dr. Karl W. Bookwalter, Director of the Bureau of
School Services, Indiana University as director. In the beginning,
1953, six states agreed to cooperate in the national survey and, by
the middle of 1954, a total of fifteen states had completed surveys
of the status of health and physical education programs in the sec-
ondary schools. Kentucky was one of the last nine states to agree to
conduct a survey.
The College Physical Education Association through the long
standing Committee on Curriculum Research, guided by Dr. Ralph
La Porte, Chairman, has attempted to analyze and evaluate health
and physical education programs in both elementary and secondary
schools with these objectives in mind:
1. To set up standards for a sound educational program in health
and physical education available to every child and adolescent
in the United States.
2. To set up standards in health and physical education programs
flexible enough to meet variations of geographic location, climate
and facilities.
3. To set up standards on a nation-wide basis in health and physical
education programs of such a nature that a pupil might easily
transfer from one school to another in any area of the United
‘States without loss of time or repetition.
Realizing the need for a standardized program the Committee
On Curriculum Research of the College Physical Education Associa—
tion developed a score card which evaluates programs of health and
thSical education in elementary and secondary schools. This score
card known as the La Porte Score Card Numbers I and II,1 covers
the ten recognized major areas of health and physical education
Which include the following: ( 1) Program of Activities, (2) Outdoor
Are“, (3) Indoor Areas, (4) Locker and Shower Areas, (5) Swim-
ming 13001, (6) Supplies and Equipment, (7) Medical Examinations
\
1.
William R. La Porte, The Physical Education Curriculum (Los Angeles: Uni-
Verslty of California Press, 1951, pp. 72-86.)
413
and Health Service, (8) Modified-Individual (Corrective) Activities,
(9) Organization and Administration of Class Programs and (10)
Administration of Intramural and Interschool Athletics. This score
card was developed after twenty-three years of intensive study by
the Committee on Curriculum Research of the College Physical
Education Association assisted by hundreds of representative phy-
sical education supervisors throughout the United States. The La
Porte Card Number H is intended as a measuring device for the
purpose of evaluating the physical education program and general
health, recreation, and safety provisions of secondary schools. The
purpose of the card is to center attention upon the characteristics
of a good program and to provide the school an opportunity to
compare what it is offering somewhat objectively with these char-
acteristics. This evaluation should show obvious weaknesses that
need improvement rather than to show a critical rating of a school.
This score card was the evaluation device utilized by the author in
surveying the health and physical education programs of Kentuckys’
secondary schools.
The Kentucky Tuberculosis Association became interested in
this project and aided the study by contributing a generous grant
to the author enabling him to complete the survey for the State of
Kentucky. This study was further aided by the Department of
Physical Education, University of Kentucky, which purchased the
necessary score cards for the survey.
STATEMENT OF THE PROBLEM
The problem of this study is to determine the status of boyS’
and girls’ health and physical education programs in Kentucky
secondary schools with the standards set forth in the La Porte Score
Card Number II.
NEED FOR THE STUDY
A six year period has elapsed since the last statewide survey 9f
health and physical education programs of secondary schools 111
Kentucky was undertaken. This lapse of time should be sufficient
to determine whether or not Kentucky has advanced in the programs
offered now in comparison with the last statewide survey and pre-
vious ones.
In the past twenty years there have been four statewide surveyS
of the status of health and physical education in Kentucky secondary
schools. Three smaller surveys of a local nature have been made but
these will not be reviewed as they are not representative of the State-
414
19
Piggy:
3tivities,
1d (10)
.is score
:udy by
?hysical
ve phy-
The La
for the
general
is The
teristics
inity to
so char-
;es that
school.
ithor in
Ltuckys’
ssted in
.5 grant
itate of
nent of
.sed the
)f boys’
antucky
:e Score
.rvey of
1001s in
ifficient
-ograms
nd pre-
surveyS
30ndal‘y
ade but
e State-
C. H. Jones,2 in 1933, made the first statewide survey of physical
education programs in the secondary schools of Kentucky. The
results of his survey which included 125 secondary schools may be
best summarized in his own words:
In this chapter it was pointed out that an extremely small
number of schools possessed efficient programs in physical educa-
tion; it was shown that very few administrators carefully supervised
the examination and classification of students for physical education;
quotations of statistics indicated that the facilities were very poor
and that those which were available obviously were designed to
further the interests of interscholastic activities was scant and ill-
adapted to the needs of general physical education; and finally an
examination of the records of one hundred and fifty teachers of
physical education in Kentucky were poorly trained and were se-
lected for positions on the basis of their achievements in and
knowledge of competitive athletic activities rather than for the
amount of professional training they had received.3
Regarding the status of physical education in Kentucky during
1933 Jones in his Summary and Recommendations has this to say:
And last but not least, he (author) has rather definitely inti—
mated that the excessive popularity of interscholastic athletics
has in many ways, reacted with extreme disfavor upon the possi-
bility of organizing a more comprehensive physical activity program
for all the pupils in all the high schools of the state.“
The second statewide survey of health and physical education
in Kentucky secondary schools was conducted during 1945-46 by
C. H. Wyatt.5 Through the assistance of the Kentucky State Depart-
ment of Education, Division of Health and Physical Education and
the University of Kentucky, Department of Physical Education,
Wyatt was able to complete his survey of health and physical educa-
.t1011 in secondary schools. The results of his study are best summar-
IZed in the educational bulletin published by the Kentucky State
Department of Education:
The present physical education program in the secondary
schools of Kentucky (which is marked by the small per cent of
the total number of students being provided for) with its lack of
mEdical examinations prior to assignment to classes, lack of uni-
\.
2~ C. H. Jones, “Survey of Physical Education in Kentucky and the Need for a
State School Program,” Unpublished Master’s thesis, Lexington: University
of Kentucky, 1933.
“Mid” pp. 168-69.
11ml, p. 171.
' H- Wyatt, “The Status of Health and Physical Education in Secondary
Schools in Kentucky.” (1945-46), p. 471 State Department of Educational
Bulletin No. 5.
3;:ng
415'
forms, lack of opportunity for showers following activity periods,
lack of sufficient time for receiving instruction, lack of variety
programs, lack of equal opportunity for girls, lack of provision for
the handicapped student, lack of adequate facilities and equipment;
lack of credit recognition and lack of trained personnel for con-
ducting the program fails woefully to measure up to the standards
of even the most conservative program.“
Listed below are ten specific facts in Wyatt’s survey that present
the true picture of the physical education and health programs in
Kentucky secondary schools at the time of this survey.
1.
10.
6. Ibid., p .
7- Rome Rankin, “A Survey of Physical Education for Secondary Schools In
K831t‘10ky With a Suggested Program,” Unpublished Doctor’s Dissertatlon:
University of Kentucky, 1947.
Out of. the 484 schools reporting in the survey one—third or 163
offered physical education and 15.9 per cent made it a require-
ment.
Eight schools gave credit for physical education.
Physical education classes met two periods per week with the
average class meeting of forty~five minutes.
The physical education program consisted of team games,
seasonal sports, and calisthenics. There was more variety
of activity in city and private schools than in county schools.
Attendance was the factor most frequently checked as the
basis for determining grades, followed in order by efiort, co-
operation, conduct, improvement, skill tests, and posture.
*Of the 163 schools reporting, 55.2 per cent required uniforms
in classes; 57.2 per cent required showers after class activity;
33.1 per cent furnished towels and soap; 2 per cent conducted
special classes for handicapped pupils; and 12.7 per cent re-
quired physical examinations prior to assignment to activity
classes.
In coeducational high schools the physical education programs
for girls were frequently limited to what could be organized
after the boys’ needs were met.
Of the 308 physical education teachers, 252 were on part time
and fifty-six on full time. Slightly over one-half (50-5 per
cent) of the teachers had majors or minors in physical educa-
tion.
One hundred and ninety—eight schools, or 40.3 per cent said
that they sponsored an intramural program. The three chief
activities of the intramural program were basketball, softball:
and volleyball.
Basketball was played interscholastically by more than three
times as many high schools as any other game. In county and
private schools the next best most popular sport was baseball
and in the city schools it was football.
Rankin,7 in 1947, completed a statewide survey of health and
. 471.
416
si:
se
ei‘
-°°I
v periods,
f variety
vision for
luipment;
for con-
standards
t present
grams in
rd or 163
. require-
with the
a games,
a variety
i schools.
d as the
:fiort, co-
ure.
uniforms
activity;
onducted
cent re-
D activity
programs
>rganized
)art time
150.6 per
31 educa-
:ent said
ree chief
softball,
an three
inty and
baseball
rm and
Lchools in
sertatlon’
l
physical education programs in Kentucky secondary schools. Rankin
surveyed sixty-six schools selected by random sampling, through
visitation, inspection of the school plant and interviews with school
administrators. The results of Rankin’s survey substantiated those
of Wyatt’s and the facts of his study may be summarized as follows:
1. Fifty—five of the sixty—six schools visited had an outdoor play
area which averaged two acres.
2. The gymnasiums conformed to the minimum standards estab-
lished by the American Association for Health, Physical Educa-
tion and Recreation, but were lacking in facilities for an ade-
quate physical education program.
3. Less than half the schools had the locker rooms well ventilated
and well lighted, but a few more than half had them well heated.
4. Only twenty-four schools provided a physical education pro-
gram for boys and fifteen provided a program for girls.
5. None of the schools provided a health examination, a modified
program for the physically handicapped, and a program of
intramural sports for girls and boys.
6. Only one school had a course of study in physical education.
7. All of the schools engaged in interscholastic sports, but only
thirty-eight schools considered athletics a part of physical edu-
cation.
3. Less than one-third of the schools required the parents consent
and less than one—half made a health examination prerequisite
to interscholastic competition.
9. Fewer than one-third of the schools insured participants in in-
terscholastic competition against injury.
' Hackensmith,8 in 1948, made a survey of health programs in
SIXtY-eight secondary schools of Kentucky. This survey covered the
health problems; the field of physical education occupied a small
Section of this survey. Hackensmith found the following eight spe—
elfic POints in regards to health and physical education which were
not conducive to the childs’ health.
1- One of five schools surveyed did not have sufiicient space about
the immediate school site to furnish a play area.
2- Approximately 20 per cent of the schools had an unsatisfactory
water supply.
3. According to standards of the American Institute of Architects
too many Kentucky school buildings were in the lower classifi-
cation.
\
8' C. W. Hackensmith, “Health Problems in the Secondary 30110013 0f KGDEUCKY
and Sllggestions for Implementing Health Services, Instruction, and Policies,’ ’
issertation, Columbus: Ohio State University, 1948.
417
Forty per cent of the schools surveyed complied with the Amer-
ican Standard Association requirements for good lighting, 8-12
foot candles, and only 23 per cent satisfied the recommended
standard of 15 foot candles.
Eighteen per cent of the schools provided outdoor toilets which
were not maintained according to the sanitary standards rec—
ommended by the State Board of Health.
Gymnasiums, in general, were constructed to house and accom-
modate basketball, and shower and locker room facilities were
found inadequate for the conduct of a satisfactory program of
physical education for boys and girls.
Seven per cent of the schools used stoves as a source of heat
and the majority of the schools with a modern heating system
did not operate them efficiently.
Approximately 1 per cent of the schools were constructed of
fire resistent materials and 16 per cent were devoid of fire
protection.”
If the surveys of Jones, Wyatt, Rankin, and Hackensmith may
be used as a criteria for evaluating the physical education and health
programs in the State of Kentucky, then it can be said that these
programs have been slow to develop and that the programs are
inadequate.
The following points were agreed upon by each of the surveyors
in their reports:
1.
9. mm,
In coeducational secondary schools the physical education and
health programs for girls were frequently limited to what could
be organized after the boys’ needs were met.
Facilities were below standard and those that were available
were obviously designed to further the interests of interscholaS-
tic athletics.
Lack of trained personnel with an interest in physical education
The physical education programs failed to measure up to even
the minimum standards.
There is an over—emphasis of basketball in the school programs-
None of the schools surveyed provided a modified program for
the physically handicapped or an adequate program of mtra-
mural sports for girls and boys.
Facilities were woefully inadequate for a varied program aimed
at meeting the needs and interests of the majority of the PuPllS'
(Abstract) pp. 6-7.
418
the Amer-
:hting, 8-12
ommended
ilets which
Ldards rec-
md accom-
lities were
)rogram of
cc of heat
ing system
;tructed of
Did of fire
;mith may
Lnd health
that these
grams are
surveyors
cation and
what could
: available
terscholas—
education.
IP to even
programs.
‘ogram for
l of intra-
ram aimed
the pupils.
SIGNIFICANCE OF STUDY
The results of this survey should serve as a means of stimulation
to the state legislature and educational leaders of the State of Ken-
tucky in that they might promote the best possible health and phys-
ical education programs or at least improve the significant weak-
nesses.
From the results of this survey the State of Kentucky can make
comparisons with the results obtained by other states included in
the national survey. Area and individual items scores can also be
compared.
Since a minimum standard program in physical education has
never been established for the secondary schools of Kentucky, edu-
cational leaders may now establish such standards from the items
employed in this survey.
CHAPTER II
CHOICE OF MEASURING DEVICE
To the author’s knowledge only three types of score cards other
than the La Porte Score Cards I and II have been developed to
evaluate health and physical education programs for secondary
schools. These score cards include (1) Dearborn Check List,10 (2)
California Score Card,11 and (3) Utah Revision of the California
Score Card.12
The Dearborn Check List pertains only to health items and
healthful aspects of the school environment. Conferences are re-
quired with health workers in a school, from the school physician to
the custodian. Physical education occupied but a small section of this
check list.
A score card edited in 1931 by Neilson called the California
Score Card was also developed to evaluate health and physical edu—
cation programs in secondary schools. This card measures such
abstract items as sense of humor, honesty, social adaptability, and
trustworthiness. One of the weaknesses of this score card is that it
measures the physical fitness of instructors and uses class records as
well as grade sheets of previous years in order to score the items.
This technique involves too much paper work and the practicability
of the card is diminished.
The Utah Revision of the California Score Card was developed
by Hall and other physical educators in Utah. This score card iS
similar to the California score card but is slightly different in that
points are scored for each item and the number of items emp10y9d-
For this survey this card is not appropriate because:
The score card (Utah Revision of the California Score Card) is
not intended for use by inspectors. It should be used voluntarily by
10. T. H. Dearborn, A Check List for the Survey of Health and Physical Educa‘
iiflhfwgmms in 3900’"de Schools, (California: Stanford University Press,
, p. 23. .
11. California State Department of Education, A Score Card for Evaluating
Physical Education Programs for High School Boys, (California: State Pruit-
ing Office, 1931), p. 46. ,
12. Vaughn Hall, A Score Card for the Evaluation of Physical Education 1770'
{$079738 for High School Boys, (Utah: Department of Public Instructlon:
4 , p. 7.
420
mow-47mm
ll
rds other
aloped t0
econdary
ist,10 (2)
Ialifornia
Lems and
s are re-
vsician to
)n of this
lalifornia
:ical edu—
res such
lity, and
is that it
acords as
he items.
ticability
evelopcd
a card is
t in that
nployed-
Card) is
[tarily by
all Educa-
gity Press,
Evaluating
:ate Print-
ztlon 1370'
1structlony
schools on a check list to locate particular points where improve-
ment in their programs can be made. The value of the score card
is not so much in the total score as in the analysis of the detailed
score of each unit.”
PROCEDURE FOR SELECTION OF SCHOOLS
As this study is part of a national survey on health and physical
education programs in secondary schools employing the La Porte
Score Card Number II, it was necessary to follow the recommended
procedures established by the Committee on Curriculum Research
of the College Physical Education Association in the selection of
schools. The following rules were established by this committee.
1. There shall be no less than 100 schools surveyed in each co-
operating state.
2. The schools shall be senior high schools or at least shall contain
grades 10, 11, and 12 in the student population.
3. The school sizes of each school in the state and the township,
town or city sizes shall be recorded for each school surveyed.
4. The number of schools picked at random for the state sample
in each “school size-town size” cell shall be in proportion to
the number of schools in each cell in the entire state population
of schools.“
Utilizing the basic categorizations suggested by the Research
Bulletin of the National Educational Association15 and adjusting by
aubdividing to fit distributions in Kentucky, the schools were classified
in terms of town size and by school size. The sizes of the towns in
which the schools were located were secured from the 1950 census
1:POrt from the Rand McNally Commercial Atlas and Marketing
aide.16
The size of the particular school was secured from the Kentucky
Pilblic School Directory17 provided by the Kentucky Department of
\
13. Ibr'd., p. 9.
14- K. W. Bookwalter, (Program Report Number 3, National Survey of Secondary
School Programs of Health and Physical Education by La Porte Score Card)
School of Health, Physical Education, and Recreation, Indiana University,
Bloomington, Indiana. Sept, 1952.
Research Division, N.E.A., Holland, Frank W., Director, ‘ ‘Excerpts from
Questionnaire Sent to Teachers,” Research Bulletin, 20:49, February, 1951.
Rand McNally and Company, Rand MoN ally Commercial Atlas and Marketing
Grade, Eighty-Third Edition, Rand McNally and Company, New York, 1952,
DD. 174-176.
Kentucky Department of Education, Kentucky Public School Directorr,
195953: Department of Education, State of Kentucky, Frankfort, 1952.
15.
16.
17.
421
Education. The stratification of all schools formed the group of cells
shown in Table I (page 12).
One hundred schools comprized approximately 18 per cent of the
total of 553 schools in Kentucky. Lindquists’ Statistical Analysis in
Educational Research18 was employed to secure the table of random
numbers in order to determine the number of schools to be surveyed
from each cell. The 100 secondary schools selected for the State of
Kentucky may be found in Appendix A.
The number of schools representing 18 per cent of the schools
in each cell was calculated and that figure specified the number of
schools to be chosen by random sampling in a particular cell; for ex-
ample, in cell one, 18 per cent of fifty schools was found to be nine,
so nine schools was the number designated to be chosen at random
from cell number one. The distribution of the selected schools is
shown on the map of Kentucky in Fig. 1, page 424.
TABLE I
RESULT OF THE RANDOM SAMPLING BASED ON TOWN AND
SCHOOL SIZE OF 553 KENTUCKY SECONDARY SCHOOLS
Town Size
School 10,000
Size 0—499 500—1499 1500-9999 and up
0 to Cell No. 1 Cell No. 2 Cell No. 3 Cell No. 4
99 50 Schools 33 Schools 36 Schools 13 Schools
18%~9 18%—6 l8%-7 18%-2
100 to Cell No. 5 Cell No. 6 Cell No. 7 Cell No.8
199 71 Schools 53 Schools 36 Schools 12 Schools
18%-13 18%-10 18%-7 18%-2
200 to Cell No. 9 Cell No. 10 Cell No. 11 Cell NO- 12
299 36 Schools 26 Schools 40 Schools 13 Schools
18%-6 18%—4 18%—7 18%-2
300 to Cell No. 13 Cell No. 14 Cell No. 15 Cell No. 16
399 9 Schools 11 Schools 20 Schools 11 Schools
18%-2 18%-2 18%—4 18%-2
400 to Cell No. 17 Cell No. 18 Cell No. 19 Cell No. 20
499 1 School 8 Schools 13 Schools 4 Schools
13%—1 18%~1 18%-2 18%-1
500 up Cell No. 21 Cell No. 22 Cell No. 23 Cell NO- 24
3 Schools 9 Schools 10 Schools 25 50110015
13%-l 18%—2 18%—2 18%-5
18. E. F. Lindquist, Statistical Analysis in Educational Research, (Chicago:
Houghton, Mifilin Company, 1940), pp. 262-264.
422
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