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The Organization, Administratiye
, :.Practices,and Teaching Personnei of the

Four-Year and Six-Year High
Schools of Kentucky 1

‘ LIBRARY
a? umvznsm/ OF KENTUCKY

Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

ISSUED MONTHLY

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

V°l-V 0 May, 1937 0 No.3

LIBRARY
UNIVERSITY OF KENTUCKY

FOREWORD

The information contained in this bulletin was submitted by

J. Dorland Coates in partial fulﬁllment for the Degree of Doctor of

Philosophy in

indicates, it contains information on the organization, administrative ‘

the Colorado State College of Education. As the title

practices, and teaching personnel of the four-year and six—year high

schools of Kentucky. After a careful examination of the material ‘
I
contained in this study, it appeared that it contained valuable infor- ‘

mation for the use of school people of this Commonwealth. Ihave, ,

therefore, secured the consent of. the author to publish it as an ofﬁciall

bulletin of this Department. I recommend it for your careful,

consideration.

l
H. W. PETERS,
Superintendent Public Instruction. 4

submitted by 1

e of Doctor of
I. As the title
administrative

l six-year high

f the material ‘

valuable infor-
ealth. I have,
it as an ofﬁcial

your careful

zstmetton.

COLORADO STATE COLLEGE OF EDUCATION
Greeley, Colorado.

THE ORGANIZATION,
ADMINISTRATIVE PRACTICES, AND TEACH-
ING PERSONNEL OF THE F OUR-YEAR
AND SIX-YEAR HIGH SCHOOLS
OF KENTUCKY-

LIBRARY
UNIVERSEIY OF KENTUCKY

FIELD'STUDY NUMBER 1

Submitted in Partial Fulfillment of the Requirement
for the Degree of Doctor of Philosophy in
Colorado State College of Education
Greeley, Colorado.

by
J. DORLAND COATES
1

Division 131° maﬁa;
1936

APPROVED BY:

Major Profcm 21'. WM. L. WRINKLE

F
I . Research Profewnz ‘WM. L. ‘NRINKLE
. 1 ‘
‘r;
1.13 1
11.1 .
3.}
. ,
”j ; Adv1s01'y Professor, 0. L. TROXEL

Director of the Graduate School, F. L. WHITNEY

Examination on Field Study Number One. Date, August 10, 1936'

all
1°01
de}
ed]

tra
thl

Re
St;

11121

1st 10, 1936.

ABSTRACT

COATES, J. DORLAND. The Organization, Administrative Practices,
and Teaching Personnel of the Four-Year and, Six-Year High
Schools of Kentucky. Field Study No. 1. Unpublished Doctor’s
Field Study, Colorado State College of Education, Greeley, Colo-
rado, 1936.

1. Purpose

The chief purposes of this study are: (1) To make an analysis
of the organization and the administrative and teaching forces of the
four and six—year high schools of Kentucky; (2) to determine the
dilferences, if any, that exist between the two. types of organizations
or between different size schools of the same organization with par—
ticular reference to length of school year, length of school day, length
of class periods, library personnel, pupil-teacher ratio, preparation,
experience, tenure and salaries of the principals and the teachers
in the four and six-year schools in Kentucky.

The ﬁndings of this study will serve two purposes, namely:
(1) They will enable the author to discuss accurately with his staff
and the prospective high school teachers the conditions found in the
four and six—year high schools of the state; (2) the ﬁndings will
depict to the State Department of Education and the local boards of
education the present condition of the four and six-year high schools
of the-state with particular reference to organization and adminis-
trative and teaching forces, as compared with the high schools
throughout the United States.

2. Procedure

The data for this study were secured from the Organization
Reports of the high schools of Kentucky for 1935—36, found in the
State Department of Education, Frankfort, Kentucky. Approxi—
mately 75 per cent of the four-year and six—year high schools in
Kentucky are represented in this study. The schools were selected at
random and later checked to assure a representative distribution of
all areas of the state. The latter check was necessary since various;
parts of the state differ in their educational programs.

These schools were classiﬁed into ﬁve groups according to size.

e SlZe groups and group titles used in this study for the purpose
of comparlsons are the same as are found in “The Smaller Secondary
“110015”? a portion of the National Survey of Secondary Education.
lleueverpossible, the tables including the data were arranged to
folncuie With those of this national survey. This arrangement enabled
6 author to make direct cemparisons of the high schools in Ken—

tucky with the hi h h . - -
United States g sc 001s of corresponding Sizes throughout the
\

‘Ferriss‘ Emer ' G ‘
School _ . . y, aummtz, W. H.; Bramme], Roy. The Smaller Seconrdar
. C45 lsgéllletm No. 17, 1932. United States Office of Education, Washington?

3. Conclusions

This study shows that from the point of view of organization
administrative practices, and teaching personnel, the four and sixi
year high schools (litter in few respects. It was found that the real
differences are between the various size groups in each class of schools.
rl‘he data show that in both classes of schools in Kentucky, the larger
schools tend to have the better prepared and better paid principals
and teachers. The salaries of the principals and teachers, as a whole,
are very low. The distribution of the teaching load indicates better
working conditions in the larger schools.

4. Reconnnendations

This study has indicated very clearly the general superiority of
the larger schools over the smaller schools. The majority of the high
schools in Kentucky are of the smaller type schools, those enrolling
fewer than 150 pupils. It is generally conceded that all the children
of the state should have opportunities for an adequate education. In
Kentucky this may be done in two ways: First, by increasing the
efﬁciency of the high schools by the granting of state funds to those
communities unable to ﬁnance good schools; and second, by consolida-
tion of the extremely small schools into a central or regional school
large enough to provide an adequate program.

auih
G0(l1’
Dept
coopt
tion 1
and ‘
sugg<

could

organization,
)ur and six-
;hat the real
ss of schools.
y, the larger
.d principals
2 as a whole,
.lcates better

iperiority of
' of the high
we enrolling
the children
.ucation. In
creasing the
nds to those
)y consolida-
gional school

ACKNOWLEDGMENTS

To all those who have aided in the development of this study the
author wishes to extend grateful thanks. He is indebted to Mr. Mark
Godman, State Supervisor of High Schools of the Kentucky State
Department of Education, and members of his staff for their hearty
cooperation and assistance. He also wishes to express his apprecia—
tion to Dr. W. L. Wrinkle for his valuable help in directing this study,
and to Dr. 0. L. Troxel and Dr. F. L. Whitney for their valuable
suggestions. Without the cooperation of these individuals this study
could not have been completed.

J. D. C.

TABLE OF CONTENTS

Page
ABSTRACT V
ACKNOWLEDGMENTS ........................................................ vii
LIST OF TABLES . Ix
CHAPTER I. INTRODUCTION 1
1. Types of Schools in Kentucky .................................. 1
2. Purpose 1
3. Previous Studies 1
4. Source of Information ................................................ 3
5. Procedure 3
6. Summary 3
CHAPTER 11. GENERAL FEATURES OF ORGANIZATION ................ 4
1. Scope of the Chapter ............................ 4
2. Number and Size of Schools... 4
3. Number of Teachers 011 Staff.... 4
4. Number of Pupils Per Teacher 7
5. Types of Schools Studied ........... 9
6. Length of School Year 9
7. Length of School Day ....... 11
8. Length of Class Periods ............................................ 12
9. Size of Classes , 13
10. Retention of Pupils .. .. 14
11. Full-Time Librarians .......... 16
12. Availability of the Library 16
. 13. Summary 18
CHAPTER III. THE PRINCIPAL 20
1. Scope of the Chapter .................................................. 20
2. The Principal’s Professional Preparation 20
3. Date of Highest Degree ............................... 22
‘ 4. College Granting Degrees .................... 24
5. Training in the Professional Subjects. 26
6. Total Years of Experience ........................................ 28
7. Tenure 30
8. Length of Service in High School ........................ 32
9. Teaching Load 33
10. Salary 34
11. Summary _ 36
CHAPTER IV. THE TEACHERS .. . 38
- 1. Scope of the Chapter .................................................. 38
2. Degrees Held .. 38
3. Date of Degree 40
4. College Granting Degrees .......................................... 41
5. Professional Preparation 43
6- Total Teaching Experience ...................................... 45
7. Amount of Experience in High School Teaching 45
8. Tenure 48
9. Teaching Load 48
10. Relation of Preparation to Instructional Duties 51
11. Salary 52 ‘
C 12. Summary * 55
HAPTER V. SUMMARY AND RECOMMENDATIONS ........................ 56
1. Summary 56
2. Recommendations 59
AP 3- Problems for Future Study ________________________________________ 59
PENDIX A ANNOTATED BIBLIOGRAPHY .......................................... 61

1. A4” ._ L 1.1;”. :_A<,‘,AA_‘. , 3.; c A “:2“ 1” ‘ x...“ A.

TABLE I.

TABLE 11.

TABLE 111.

TABLE IV.

TABLE V.

TABLE VI.

TABLE VII.

TABLE VIII.

TABLE IX.

TABLE X.

TABLE XI.

LIST OF TABLES

Pae

The Size of 233 Four-Year and 224 Six-Year Highg

Schools of Kentucky, 1935-36, and of 505 Unselected
Four-Year High Schools as Reported by the National
Survey of Secondary Education, 1932 ..............................

Distribution of the 233 Four-Year and 244 Six-Year
High Schools of Kentucky, 1935-36, and 490 Unselected
Four-Year High Schools as Reported by the National
Survey of Secondary Education, 1932, According to
the Number of Teachers on the Staff ..............................

Distribution of 233 Four-Year and 224 Six-Year High
Schools of Kentucky, 1935—36, According to the Num-
ber of Pupils Per Teacher .......................... ,.

The Number and Per Cent of the 233 Four-Year and
224 Six-Year High Schools of Kentucky Which Are
County Schools and Which Are Independent City
Schools

Distribution of 232 Four-Year and 212 Six-Year High
Schools of Kentucky, 1935-36, and 491 Unselected Four-
Year High Schools as Reported by the National Sur-
vey of Secondary Education, 1932, According to the
Length Of the School Year in Days __________________________________

Distribution of the 226 Four-Year and the 213 Six-
Year High Schools of Kentucky, 193536, According
to the Length of School Day in Hours Exclusive of
Recesses and Lunch Period ..............................................

The Number and Per Cent of the 234 Four-Year and
224 Six-Year High Schools of Kentucky, 1935-36, and
of 505 Unselected Four-Year High Schools as Reported
by the National Survey of Secondary Education, 1932,
with Forty—Minute Class Periods or Less and Wlth
Class Periods of More Than Fifty Minutes ....................

Distribution of the Four—Year and Six-Year'High
Schools of Kentucky, 1935-36, According to Size of
Classes

Percentage Retention of the Pupils in Grades 10,1}:
and 12 on the Basis of 100 for Grade 9 as Found 111
the 233 Four-Year and 223 Six-Year High 80110015 0?
Kentucky, 1935-36, and of the 496 Unselected Foul.-
Year High Schools as Reported by the National SUI-
vey of Secondary Education, 1932 -------------------------------

The Number of the 233 Four-Year Schools and 233
Six-Year High Schools in Kentucky, 1935-36, and Sir
Unselected Four—Year High Schools as Reported 32)
the National Survey of Secondary EducatIon. 19 v

Having No Full-Time Librarian and Having One N 1

More Full-Time Librarians ..............................................

Distribution of the 228 Four-Year and 221, SIX-YE:
High Schools of Kentucky, 1935-35: According to to
Number of Class Periods the Library 15 open

Pupils -------------------------------------------------------------------------------

TA]

TAE

TAB

TABI

TABL

Page
ar High
iselected
National

Six-Year
iselected
National
»rding to

213 Si):-
According
slusive of

1es 10. 1'1,

Found 111
schools of
cted F011“

‘ ur-
“°_“..‘.‘”3..§ ..... 15

ls and 223
;6, and 3138
epol‘ted Y
ttiOIly 1932’
ng One 01'

:1 set-Ye”
iing t0 the
5 099” to 13

TABLE XII.

TABLE XIII.

TABLE XIV.

TABLE XV.

TABLE XVI.

TABLE XVII.

TABLE XVIII.

TABLE XIX.

TABLE XX,

TABLE XXI.

LIST OF TABLES—Continued.

Page

The Number and Per Cent of the Principals of the
227 Four-Year and 222 Six-Year High Schools of Ken-
tucky, 1935-36, and of 454 Unselected Four-Year High
Schools as Reported by the National Survey of Sec-
ondary Education, 1932, Grouped According to the
Highest Degree Held ............................................................

Distribution of the Principals of 223 Four-Year and
217 Six-Year High Schools of Kentucky, 1935-36, and
of 395 Unselected Four-Year High Schools as Re-
ported by the National Survey of Secondary Educa-
tion, 1932, According to the Year in‘ Which Their
Highest Academic Degrees were Received ..................

The Per Cent of the Principals of 228 Four~Year and
220 Six-Year High Schools of Kentucky, 1935-36, Who
Received Their Highest Degree from the Various
Colleges of Kentucky and from Out-of-State Colleges

Distribution of the Principals of 201 Four-Year and
192 Six-Year High Schools of Kentucky, 1935-36, and
of 389 Unselected Four-Year High Schools as Reported
by the National Survey of Secondary Education, 1932,
According to the Number of Semester Hours of
Preparation in the Professional Subjects ......................

Distribution of the Principals of 218 Four-Year and
216 Six-Year High Schools of Kentucky, 193536, and
of 457 Unselected Four-Year High Schools as Re-
ported by the Nation‘al Survey of Secondary Educa-
tion, 1932, According to the Number of Years of their
Teaching and Administrative Experience ......................

Distribution of the Principals in 231 Four—Year and
219 Six-Year High Schools of Kentucky, 1935-36, and
of 455 Unselected Four-Year High Schools as Re-
ported by the National Survey of Secondary Educa-

tion, 1932, According to the Number of Years in their
Present Position

Distribution of the Principals of 227 Four-Year and
214 Six-Year High Schools of Kentucky, 1935-36, Ac-
cording to the Number of Years of Teaching Experi-
ence in High School

The Teaching Load of the Principals of 218 Four-Year
and 204 Six-Year High Schools ,of Kentucky, 1935—36;
the Teaching Load Being Equal to the Number Pupils

Taught Each Day Multiplied by the Number of Days
Taught .

Distribution of the Principals of 222 Four-Year and
203 Six-Year High Schools of Kentucky, 1935-36, and
of 430 Unselected Four-Year High Schools as Re-
D_orted by the National Survey of Secondary Educa-
tion, 1932, According to the Salaries Received ............

The Number and Per Cent of 872 Teachers of the“
Four-Year High Schools and 1,218 Teachers of the
SIX-Year High Schools of Kentucky, 1935-36, and of
1,874 Teachers of the Unselected Four-Year High
Schools as Reported by the National Survey of Sec-
($313”, Education, 1932, According to Highest Degree

TAB LE XXII.

TABLE XXIII.

TABLE XXIV.

TABLE XXV.

TABLE XXVI.

TABLE XXVII.

TABLE XXVIII.

TABLE XXIX.

TABLE XXX.

LIST OF TABLES—Continued.
P
Distribution of 817 Teachers of. the Four-Year andage
1,144 Teachers of the Six-Year High Schools of Ken.
tucky, 1935-36, According to the Year in Which their
Highest Academic Degrees were Received .................... 40

The Per Cent of 844 Teachers of the Four-Year High
Schools and 1,184 Teachers of the Six-Year High
Schools of Kentucky, 1935-36, Who Received their
Highest Degree from the Various Colleges of Ken-
tucky and from Out-of-State Colleges

Distribution of 765 Teachers of the Four-Year High
Schools and 1,057 Teachers of the Six-Year High
Schools of Kentucky, 1935-36, and of 1,540 Teachers
of the Unselected Four-Year High Schools as Re-
ported by the National Survey of Secondary Educa-
tion, 1932, According to Number of Semester Hours

of Preparation in the Professional Subjects .................. 44

Distribution of 829 Teachers of the FourYear High
Schools and of 1,170 Teachers of the Six-Year High
Schools of Kentucky, 1935-36, and of 1,856 Teachers
of the Unselected Four—Year High Schools as Re-
ported by the National Survey of Secondary Educa-
tion, 1932, According to the Number of. Years of their
Teaching Experience ..............................................................

Distribution‘ of 754 Teachers of the Four-Year High
Schools and 1,178 Teachers of the Six-Year High
Schools of Kentucky, 1935-36, According to the Num-
ber of Years of Teaching Experience in High

Distribution of 823 Teachers of the Four-Year High
Schools and 1,176 Teachers of the Six-Year High
Schools of Kentucky, 1935-36, and of 1,846 Teachers
of the Unselected Four-Year High Schools as Re-
ported by the National Survey of Secondary Educa-

tion, 1932, According to the Number of Years in their 49

Present Position ______________________________________________________________________

The Teaching Load of 832 Teachers of the Four-Year
High Schools and 1,124 Teachers of the Six-Year H15h
Schools of Kentucky, 1935-36; the Teaching L03
Being Equal to the Number of Pupils Taught E3011
Day Multiplied by the Number of Days Taught ------------

The Per Cent of 755 Teachers in the Four-Year High
Schools and 1,184 Teachers of the Six-YeanH'sh
Schools of Kentucky, 1935-36, Who are Teaching 13
their Major Field of Preparation, their M11101‘ F19

of Preparation or Other Fields ---------------------------------------
Distribution of 809 Teachers in the FUN-Year mg}:
Schools and 1,109 Teachers of the Six-Year £11135
Schools of Kentucky, 1935-36, and of 1,860 Teac ﬁle-
of the Unselected Four-Year High 30110015 “(1 a-

ported by the National Survey of Secondary E “C .
tion, 1932, According to the Salaries Received.r....-»---

School 47

Ken
50110
9 to
thre

priv
pub]
schor
Thei
the i
year

Ol'gai
in K
schot
that
enabi
of ti
teach
(.2)
heart
state
teach
State

U
the a‘
Catlm
surve
the p;
of Set
Ship
Schoo
Chlca
00ml]
\
1 Ii
CatiOna

21”
Bullet;

Page
Year and
s of Ken-
iich their
.................. 40

Tear High
'earIHigh
ved their l
i of Ken-

................... 42 i.

Year High
Year High
Teachers
ls as Re-
.i'y Educa-
ter Hours
5 .................. 44

Year High
Year High
. Teachers
’15 as Re-
try Educa-
.rs of their 46

Year Hi311
Year High
i the Num'
:igh School 47

Year High
Year High
5 Teachers
013 as Re-
an! Educa-
n‘s in their 49

z Four-Year
:-Year High
:hing Load
aught Each 7
aught ............ 50 l

:-Year High
-Yeai' Hiéh
reaching “1
Vlinor Fle

7-Year Hit:11

;-Year Hig11 ‘
30 Teachers
)015 85 Re-
iarY Educa'

:eived ............ 53

Chapter I
INTRODUCTION

1. Types of Schools in Kentucky

Practically every type of high school organization is found in
Kentucky;1 junior high schools, grades 7, 8, and 9; six-year high
schools, grades 7 to .12; traditional four-year high schools, grades
Mo 12; three-year senior high schools, grades 10 to 12; and two and
three-year high schools, grades 9 to 10 or grades 9 to 11.

There are 848 high schools in Kentucky. Of this number 89 are
private schools, 75 public high schools for colored children, and 684
public high schools for white children. Only 14 strictly junior high
schools and 7 strictly senior high school organizations are found.
There are 275 high schools of the six-year organization and 340 of
the four-year plan. The remainder of the schools are two and three-
year high schools, grades 9 to 10 or grades 9 to 11.

2. Purpose

The chief purpose of this study is to make an analysis of the
organization, administrative and teaching forces of the high schools
in Kentucky. The author of this study is employed in the secondary
school of one of the state-supported teachers colleges. It is believed
that this study will serve two purposes, namely: (1) The study will
enable the author and his staff to discuss accurately the conditions
of the high schools in Kentucky with the prospective high school
te2achers of the state who. receive their preparation in this institution;
l(ML‘éLhefstudy will depict to the State Department and the local
stt so education the present. conditions of the high schools of the

ac With reference to organization, and the administrative and

Eating forces, as compared with high schools throughout the'United

3. Previous Studies

he aalgﬁoavailable literature pertinent to this study was reviewed by
cation wei- tMost of the data in studres pertaining to secondary edu-
Survey we :3 recited-in such a manner that direct relationships to this
the proble e imposs1ble. Probably the best and most recent survey of
of Secondeins agilifronting secondary education is the National Survey
Ship of thzyN ucation.2 This study was instigated by the member-
Schools and 03th Central Association of Colleges and - Secondary

icaoo undcontﬁicted by_ Dr. Leonard V. Koos, of the University of
Comniission er c direction of William John Cooper, United States
\ er of Education. The section of the survey entitled “The

lRiChmond . .
cational Bulletth' H‘ orﬂamzanoai and Rating of Kentucky High Schools. Edu-

LiKOOSv Leonifg 5. Department of Education, Frankfort, Kentucky, July, 1935_
Bulletin No. 17, 1932" 3%“1 Others° National Survey of Secondary Education.

nited States Ofﬁce of Education, Washington, D. C., 1932.
1

Smaller Secondary Schools”, written by Ferriss, Gaumnitz, and
Brammell,3 undertook to make comparisons of the several sizes of
high schools with a View of throwing into relief the outstanding
characteristics of the education found in them. The study was based
on 614 schools located chieﬂy in rural and semirural areas. A portion
of these schools was selected because of outstanding achievements
while the remainder of the schools were selected at random. The
conclusion of this survey was that “size is a more important factor
than selected in making for constructive differences among small
schools”.

Rufi,4 after an intensive study of ﬁve high schools in Pennsyl-
vania, concludes: “There is a general feeling that the rural boy and
girl are being deprived of many of the educational advantages to
which they are rightfully entitled. Very much adverse criticism has
been directed toward the small rural or village high school and serious
charges have been made against its efﬁciency. More than one-half
million of our youth receive their secondary education in these small
high schools, hence their importance as a part of our educational sys-
tem cannot be questioned. The boys and girls in these schools are
not receiving a square deal educationally.”

Ferriss,5 in a study of the rural high schools, states: “One of
the signiﬁcant phases of popularization of secondary education has
been the growth of high schools in rural and semi-rural communi-
ties. To place a high school within reach of every child in such com-
munities has necessarily meant the establishment of large numbers
of small high schools with small staffs of instruction. The most
pressing problems spring entirely or in part from one source, namely:

the smallness of the rural and semi-rural high schools. The smaller 3

the school, the more serious the problem becomes.”
Romer,‘I in a paper read before the Department of Rural Edu-

cation of the National Education Association, stated: “When we 001: ;

sider the small high schools and try to devise a plan of improvemell
we realize how baffling the problem is. In the ﬁnal analysn most
of these evils are due to either a real or imaginary ﬁnancial problem
Better teachers, lighter teaching-load, more supervision, Wldel‘ 0111'-
ricula offerings, better equipment, etc., all mean more moneY- The
crux of the whole matter is that nowhere in the economy of our edu-
cational thinking can we justify the ﬁnancial outlay necessary to tilt
bringing of these conditions up to standard under our present organ-
zation. By eliminating a great number of these useless 111;;‘11591193S
scheme as the Illinois community high school plan, or by establlall-
through consolidations, or through the inauguration of some 511911
ment of more junior high schools to feed centrally locatecl’and “9
organized senior high schools, can this problem be solved

Smaller Secondary
tion, Washington

“Ferriss, Emery; Gaumnitz, W. H.; Brammell, Roy. The
School. Bulletin No. 17, 1932. United States Ofﬁce of Educa
D. C., 1932. . V0 235.

4Ruﬁ, John. The Small High School. Contributions to Education, ‘ -
Teachers College, Columbia. University, New York, 1926. ‘ted Stats:

5Ferriss, Emery. The Rural High School. Bulletin No. 10; 1925' Um
Ofﬁce of Education, Washington, D. C., 1925. . I 015" Pm

6Romer, Joseph. "A Comparison of Large and Small High Scaashmgma
103566557108; Volume 62, pp. 702—706. National Education Assoc1ation,

Gmgrﬁmmﬁhg...

an
sel
dii
Th
scl-
tea
are
we

Sch

'raumnitz, and
averal sizes of
ie outstanding
udy was based

as. Aportion
achievements,
random. The
portant factor
among small

uls in Pennsyl-
rural boy and
advantages to
e criticism has
001 and serious

than one-half ‘

in these small
ducational sys
ese schools are

ates: “Oneof
education has
ural communi-
_d in such c0111-
large numbers
on. The most
source, MW)“
5. The smaller

0f Rural Edu-

‘When We 0011' L
f improvement ,

l analysis 1110St
ancial problem.
ion, wider 6111"
'e money. The

i
I

my of our edu- 3

recessary ’60 ﬁle

resent organl- .

3 s hi h seller]S
3: bygestabllsll-
_ of some 511Ch
)cated and well
rived.”

1!
alter Secondol
is’d’dn, Washington,

ducation, No. 235.
.925, Uﬁiie“ States

v Pro
Schools. ,
Egon. “735th

4. Source of Information

The data for this study were obtained from the Organization
Reports of the high school principals for 1935-36, found in the Divi-
sion of the Secondary Education of the State Department of
Education, Frankfort, Kentucky. The author was given access to
all the ﬁles in this division.

5. Procedure Used in This Study

This study is devoted to the public high schools for white chil-
dren on the six-year plan and the four-year plan of organization.
From the ﬁgures given it will be noted that these two types of organi-
zation constitute 89 per cent of the public high schools for white
children. In this survey approximately 75 per cent of the four-year
and six-year schools have been included. In order to make the pic-
ture as complete as possible, the study has included high schools with
enrollments ranging from fewer than 20 pupils to a group of schools
enrolling more than 300 pupils. With respect to the number of
teachers, the schools studied range all the way from a four-year
high school with one teacher to schools with more than 25 teachers.
The locations of these schools were checked to assure a geographical
distribution throughout Kentucky. This was essential since differ-
ent regions of the state differ in their educational programs.

The description of the general status and the characteristics of
the high schools are based on the information of 233 four-year high
schools and 224 six-year high schools. Throughout this study they
are referred to as four-year schools and six-year schools. The data
on unselected four-year high schools reported in this study are taken
from the National Survey of Secondary Education, “The Smaller
Secondary Schools”.7 The grouping and group members of the four
and s1x-year schools studied, for the purpose of comparisons, are the
same as are found in the National Survey of Secondary Education.
For the purpose of analysis and comparisons, these schools are classi—
ﬁedinto ﬁve size groups: Group IA contains those schools with 40
pupils or fewer; Group IB contains those schools with enrollments of
41 to 75 pupils; Group II those schools enrolling 76 to 150 pupils;
Group IIIA those schools enrolling 151 to 300 pupils; and Group IIIB
those schools enrolling more than 300 pupils.

6. Summary

Th1s study shows that from the point of view of organization,
an]? the administrative and teaching forces, the four and six-year high
EEEOOIS, as a. class, diﬁer in few respects. It is found that the real
heerlmtces are between the various size groups in each class of schools.
Schodla it show that In both classes of schools in Kentucky the larger
t s end to have the best prepared and best paid principals and
eachers. The salaries of the principals and teachers, as a Whole,
are very low.. .The distribution of the teaching load indicates better
llgconditlons in the larger schools.

7 Ferries,

30110013. Emery; Gaumnitz, W. H.', Brammell, Roy. The Smaller Secondary

Chapter II

GENERAL FEATURES OF ORGANIZATION
1. Scope of the Chapter

The present chapter will be concerned with certain more general
characteristics of the organization of the four and six-year schools.
The topics included will be: Size of the schools studied; number of
teachers; pupil-teacher ratio; length of the school year; length of
the school day, length of class periods; size of classes; retention of
pupils; librarians; and the amount of time the library is available ‘
to the pupils.

2. Number and Size of Schools i

The number and size of schools studied are given in Table I. On
the basis of pupil enrollment, the schools range from one school with
10 pupils to one with 861. Between these two extremes, the schools
of each size group are well distributed over the state of Kentucky,
The average enrollment ranges in the four-year schools from 33.8 in
the group of schools enrolling fewer than 40 (Group IA) to 402.9 in
the group of schools enrolling more than 300 pupils (Group lIlAl.
In the six—year schools, the range is from 59.1 in schools enrolling ll ‘
to 75 pupils (Group IE) to 486.5 in the schools enrolling more than
300 (Group IIIA). It is noted here that there is no six-year school
with an enrollment of fewer than 40 pupils. The range of the enroll-
ment of the four-year schools is less than that of the unselected four-
year schools. The range of the average enrollment for the unselected
four—year schools is 25.9 in schools enrolling fewer than 40 pupils
(Group IA) to 471.7 in schools enrolling more than 300 pupllS
(Group IIIB). The six-year schools have a somewhat higher enroll-
ment than four-year schools of a similar group, with the except“)11
of those schools enrolling 76 to 150 pupils (Group II) in whlchWt
ﬁnd the reverse situation. The general average enrollment for fill
groups is 123.]. pupils per school for the four-year schools and 210.6
pupils per school for the six-year