An evaluation of the health and physical education programs in the secondary schools of Kern County, California

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AN EVALUATION OP THE HEALTH AND PHYSICAL EDUCATION PROGRAMS IN THE SECONDARY SCHOOLS OP KERN COUNTY, CALIFORNIA

A P ro je c t P re se n te d

to

th e F a c u lty o f th e S ch o o l o f E d u c a tio n The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r tia l F u lfillm e n t o f th e R e q u ire m e n ts f o r th e D eg ree M a ste r o f S c ie n c e i n E d u c a tio n

fey Jack E l l i o t T ro u t A u g u st 1950

UMI Number: EP46627

All rights re se rv e d INFORMATION TO ALL U S E R S T he quality of this reproduction is d e p e n d e n t upon th e quality of th e copy subm itted. In th e unlikely e v e n t th at th e a u th o r did not s e n d a co m p lete m anuscript a n d th e re a re m issing p a g e s , th e s e will b e noted. Also, if m aterial had to b e rem oved, a no te will indicate th e deletion.

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Th is p r o je c t report, w ri tt en un der the direction of the candidate’s advise r an d a p p r o v e d by him, has been p r es e nt e d to an d a c c e p te d by the F acu lty of the Sc ho ol of E du c atio n in p a r ti a l fu lfillment of the requirements f o r the de gre e of M a s t e r of Science in Education.

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^ ..................

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TABLE OP CONTEH TS CHAPTER I.

PAGE INTRODUCTION.......................... .

.............................. .

1

The p r o b l e m .....................................................

3

Im p o rta n c e o f th e

4

s t u d y .......................

R e la te d i n v e s t i g a t i o n s .

..........

. . .

The P a b e r s t u d y

4

..............................

N i c o l d i n v e s t i g a t i o n ................................. The T u e l l e r s t u d y

5 6

...............................................

The S w e e t i n v e s t i g a t i o n T he J o n e s s t u d y

7

. . . . . . .

7

..........................................

The S o r e n s o n s t u d y ...................................... The M u s ic k s t u d y

.

.

.

8 8

.........................

9 10

O r g a n iz a tio n o f th e re m a in in g

11

.

M eth o d o f p r o c e d u r e ..............................

II.

c h a p te rs.

THE PROGRAM OP A C T I V I T I E S ............................ Types o f c l a s s

in stru c tio n .

P a rtic ip a tio n

in in tra m u ra l

14

. . . . .

15

sp o rts. .

16

D e t a i l e d y e a r l y p r o g r a m ...............................

16

C o u r s e o f s t u d y c o m m i t t e e ..................

17

M a in te n a n c e and s a n i t a t i o n o f s c h o o l g ro u n d s

. . . . .

.........................................

H e a l t h i n s t r u c t i o n .........................

17 18

iii CHAPTER

III.

PAGE S a f e t y e d u c a t i o n .........................................................

18

F & c u l t y r e c r e a t i o n ....................................................

19

S u m m a r y ...................................................................................

19

OUTDOOR AREAS .

.

.

.

S p a c e a v a i l a b l e ..............................................

22

M a r k in g a n d e q u i p m e n t o f p l a y i n g f i e l d s

22

M ark in g a n d e q u ip m e n t o f c o u r t a r e a s .

.

23

S u rfa c in g

.

23

J u m p in g p i t s a n d a p p a r a t u s ..........................

24

F ie ld ,

24

of f ie ld

and c o u r t a r e a s .

c o u r t an d d ia m o n d a r e a s .

.

. . . .

M a i n t e n a n c e w o rk on f i e l d s a n d c o u r t s

.

25

F e n c i n g o f p l a y a r e a s ..........................................

25

L a n d s c a p i n g o f p l a y a r e a s ...............................

25

L ig h tin g

o f p l a y a r e a s ..........................................

26

.......................

27

INDOOR AREAS.............................................................................

29

Summary . . . . . . . . . . . . XV.

22

G ym nasium c o n s t r u c t i o n . A d d itio n a l c la ssro o m s

. . . . . . . .

30

. . . . . . . . .

30

S p e c i a l ro o m s f o r c o e d u c a t i o n R e s t ro o m s f o r b o y s

. . . . .

30

. . . . . . . . . .

31

R e s t ro o m s f o r g i r l s .

..........................

31

I n s t r u c t o r s ’ r e s t r o o m s ...................................

32

E q u i p m e n t o f f i c e ..................................................

.

32

lv CHAPTER

V*

PAGE I n s t r u c t o r s ’ o f f i c e s ....................................

33

C o m b in e d i n s i d e f a c i l i t i e s .....................

34

S u m m a r y ........................................................................

34

LOCKER AND SHOWER AREAS . . . . . . . . . ..........................

37

..........................................

38

L o c k e r ro o m f l o o r s p a c e Locker f a c i l i t i e s L ock p r o t e c t i o n

.....................

. . . . .

S u p e rv isio n o f lo c k e r a re a s B oys’ d r e s s in g T ype o f

V I.

37

38

. . . .

39

a r e a s .....................................

s h o w e r r o o m .........................

39 39

S h o w e r r o o m s p a c e ..........................................

40

T ype o f s h o w e r s ...............................................

40

T o ile t f a c i l i t i e s

41

. . . . . . . . .

D i s i n f e c t i o n .........................................................

42

S u m m a r y ........................................................................

42

SWIMMING POOLS...................................................................

45

A d e q u a c y o f sw im m ing f a c i l i t i e s

.

.

45

T ype o f p o o l c o n s t r u c t i o n .....................

46

E q u ip m e n t f o r e s t a b l i s h e d h e a l t h sta n d a rd s

..................... ....

.

46

S t a n d a r d d a i l y t e s t s .....................................

47

S a f e t y d e v i c e s ....................................................

47

S a n ita tio n re q u ire m e n ts

48

..........................

CHAPTER

PACE S p e c t a t o r s ...................................

48

Pool f a c i l i t i e s

48

.....................................

C e rtific a tio n o f l if e

g u ard s.

C o m m u n ity r e c r e a t i o n a l -u se .

.

.

.

49

.

.

49

S u m m a r y ................................................... V II.

49

SUPPLIES AMD EQUIPMENT..........................................

51

S u p p l y o f b a l l s .........................

51

C lass s e t s

of su p p lie s.

................

C o n d itio n of c la s s s u p p lie s

. . .

U n ifo rm s i n a c t i v i t y c l a s s e s . T o w e ls a n d

sw im m ing s u i t s

L a u n d e rin g o f e q u ip m e n t F i r s t a id

.

52 .

53

. . . .

53

. . . . .

54

s u p p l i e s .....................................

54

E q u ip m e n t c l e r k s ..........................................

55

M u s i c a l e q u i p m e n t .....................................

55

C o m m unity r e c r e a t i o n s u p p l i e s

.

56

.

56

MEDICAL EXAMINATION AND HEALTH SERVICE.

60

.

S u m m a r y .............................. V III.

52

M e d i c a l e x a m i n i n g an d e m e r g e n c y se rv ic e

..........................

School n u rse .

. . . . . .

60

. . . . . . . . . .

61

M ed ica l e x a m in a tio n

...............................

61

M e d ic a l e x a m in a tio n and p a r t i c i p a ­ tio n .

.

. q .

.

.

..............................

62

Vi CHAPTER

PAGE H e a l t h r e c o r d ..........................................

62

C la s s if ic a tio n of stu d e n ts f o r a c tiv ity

.......................... .....

A pp rov al o f r e s t r i c t e d

.

62

.

63

..........................

64

a c tiv ity .

A ssig n m e n t o f s t u d e n t s f o llo w in g illn e ss.

. . . . . .

H e a lth e x a m in a tio n o f te a c h e r s

.

.

64

D ia g n o sis and tr e a tm e n t o f h e a l th d i s o r d e r s ...................................

64

Sum m ary .................................................................. IX .

65

MODIFIED INDIVIDUAL (CORRECTIVE) A C T IV I­ T IE S ..............................

67

Num ber o f s t u d e n t s i n c o r r e c t i v e c la ss e s.

.

........................................

•

G ro u p in g i n c o r r e c t i v e

c la ss e s

P e rio d ic r e s t p e rio d s .

..........................

68

Game f a c i l i t i e s f o r m o d i f i e d c a s e s

69

F a c ilitie s

.

67 .

68

f o r in d iv id u a l a c tiv ity

c a s e s .........................................................

69

T ra in in g o f c o r r e c t i v e t e a c h e r s .

.

69

C o n t i n u a n c e o f e x e r c i s e s a t home

.

70

P ro g re ssiv e a c t i v i t i e s f o r r e s t r i c ­ t e d c a s e s ...............................................

71

v ii CHAPTER

PAGE S u b s titu tio n of in te re s tin g a c tiv itie s f o r c o r r e c t i v e d r i l l s .................................... P ro v isio n f o r

te m p o ra rily in c a p a c ita te d

S u m m a r y ............................................................................. X.

71 72 72

ORGANIZATION AND ADMINISTRATION OP CLASS PROGRAMS . . . . . . . . C e rtific a tio n .

.

. .

..........................................

75

..........................................

75

T each ers1 p ro fe s sio n a l in te r e s ts M e th o d s o f i n s t r u c t i o n

. . .

76

. . . . . . . .

76

P ro v is io n f o r c o e d u c a tio n a l a c t i v i t y

.

77

S i z e o f c l a s s e s ..............................

77

T e a c h e r l o a d s ..............................................................

78

B a s i s f o r g r a d e s ....................................................

78

S u b s titu tio n f o r p h y s ic a l e d u c a tio n c la s s

a c t i v i t y ..............................................

.

79

...............................................

79

C l a s s a s s i g n m e n t ...................................................

80

S u m m ary ..................................................................................

81

H e a lth in s tr u c tio n

X I.

ADMINISTRATION OP INTRAMURAL AND INTERSCHOOL ATHLETICS. . . . . . .

...............................................

83

C l a s s i f ic a t i o n f o r c o m p e titiv e p u rp o ses

84

In stru c tio n ,

c o a c h in g and o f f i c i a t i n g .

84

S t a g i n g o f s p o r t s d a y s ....................................

85

v iii CHAPTER

PAGE N o o n - h o u r a c t i v i t i e s ...................................................

85

I n te r s c h o o l c o m p e titio n f o r g i r l s

. . .

86

I n te r s c h o o l c o m p e titio n f o r h o y s.

. . .

86

E l i g i b i l i t y f o r in te r s c h o o l c o m p e titio n

87

In te rsc h o la s tic a th le tic

87

p o lic ie s

. . .

T r a f f ic and s a f e t y p r o t e c ti o n d u rin g c o n t e s t s . ................................................................... S u m m a r y ......................................... X II.

CONCLUSIONS AND RECOMMENDATIONS..............................

88 88 90

C o n c l u s i o n s ..............................................

90

R e c o m m e n d a ti o n s

95

. .*

..................................

BIBLIOGRAPHY.......................................................................................................

97

LIST OP TABLES TABLE X. II. III. IV . V. V I. V II. V III.

PAGE PROGRAM OP A C T IV IT IE S ........................................ .

.

13

OUTDOOR AREAS.

...........................................

21

INDOOR AREAS

...........................................

28

.

36

................................................

44

LOCKER AND SHOWER AREAS SWIMMING POOLS

SUPPLIES AND EQUIPM ENT...............................

50

MEDICAL EXAMINATION AND HEALTH SERVICE

X.

.

66

CLASS PROGRAMS.........................................................

74

ORGANIZATION AND ADMINISTRATION OF

ADMINISTRATION OF INTRAMURAL AND INTER­ SCHOOL A T H L E T IC S ....................................................

X I.

59

MODIFIED INDIVIDUAL (CORRECTIVE) A C T IV IT IE S

IX .

.

KEAN SCORE FOR EACH SECTION OF CARD.

.

82 .

91

CHAPTER I INTRODUCTION E ver sin c e th e b i r t h and e v e n tu a l e v o lu tio n o f th e p h y s i c a l e d u c a t i o n m ovem ent i n t h e p u b l i c s c h o o l s ,

th e re

h as b een a d e s i r e t o have a u n ifo rm and s c i e n t i f i c a l l y p r e ­ p a re d p rogram o f p h y s ic a l e d u c a tio n .

In 1927, th e C o lle g e

P h y s i c a l E d u c a t i o n A s s o c i a t i o n a p p o i n t e d a C o m m i t te e o n C u r r i c u l u m R e s e a r c h t o s e t up a program."*"

The c h a ir m a n ­

s h i p o f t h e c o m m itte e was g iv e n t o W illia m R a lp h L a P o r te , h e a d o f t h e D e p a r tm e n t o f P h y s i c a l E d u c a t i o n a t The U n i­ v e r s i t y , o f S o u th e rn C a li f o r n ia .

The c o m m itte e c o n d u c te d

an e x h a u s tiv e n in e y e a r i n v e s t i g a t i o n w ith th e hope t h a t a u n ifo rm b u t f l e x i b l e

c u r r ic u lu m m ig h t b e e v o lv e d w h ic h

w o u ld be a d a p t a b l e t o a l l v a r i e t i e s o f c l i m a t e and e q u ip ­ m e n t.

T h is c u r r i c u lu m w as t o

serv e as th e b a sis o f a

n a t i o n a l p ro g ra m w h ic h w o u ld a s s u r e t o e v e r y c h i l d i n A m e ric a a n o p p o r t u n i t y f o r f u l l an d c o m p le te d e v e lo p m e n t. To a c c o m p l i s h t h i s , t h e c o m m i t t e e e n l i s t e d t h e a i d o f o u ts ta n d in g a d m in is tr a to r s and s u p e r v is o r s i n s i c a l e d u c a tio n f i e l d

th e phy­

th ro u g h o u t th e U n ite d S t a t e s .

The

1. w i i i l am R a l p h L a P o r t e , "A N a t i o n a l C u r r i c u l u m in P h y s ic a l E d u c a tio n ,” J o u rn a l o f H e a lth and P h y s ic a l E d u c a t i o n . D ecem ber, 1 9 3 7 , p p . 6 0 0 -6 0 1 .

c o m m itte e r e p o r t w as p u b l i s h e d i n 1 9 5 7 , a n d w as e d i t e d by P r o fe s s o r L a P o rte .

T he b o o k l e t b o r e t h e t i t l e

The P h y s i ­

c a l E d u c a tio n P ro g ram — A N a tio n a l P ro g ra m . 2 The n e x t s t e p i n t h e c u r r i c u l u m d e v e l o p m e n t s e e m e d l o g i c a l l y to be in th e d i r e c t i o n o f an o b je c tiv e s t a n ­ d a r d i z a t i o n o f t h e s e c o n te n t e le m e n ts and a d m in is tr a ­ tiv e p ro ce d u res f o r p u rp o ses of e v a lu a tin g sch o o l p r o g r a m s .* The p r e p a r a t i o n o f s c o r e c a r d s ,

or ra tin g

sc a le s,

b ased upon th e s ta n d a r d s p ro p o sed th e p re v io u s y e a r , a c c o rd ­ i n g l y w a s m ade t h e t a s k o f t h e c o m m i t t e e f o r t h e y e a r 1 9 3 7 . W illia m R. L a P o r te , m ad e a t e n t a t i v e

c h airm a n o f t h e c o m m itte e , f i r s t

s e t o f s ta n d a r d s i n th e fo rm o f p o s i t i v e

s ta te m e n ts f o r th e e le m e n ta ry l e v e l , w ith a s i m il a r s e t f o r th e seco n d ary le v e l* ta in

Each sta te m e n t in d ic a te d t h a t a c e r ­

ite m was c o n t a i n e d i n t h e p ro g ra m .

P o s itiv e

sco res

o f one t o t h r e e w ere p r o v id e d f o r e a c h s ta te m e n t o f a sta n d a rd .

T he s c o r i n g w a s t o b e o b j e c t i v e w h e r e p o s s i b l e ,

b u t s u b j e c t i v e w hen r e q u i r e d f o r t h e s a k e o f f l e x i b i l i t y and e a se in r a t i n g . 2 W illia m R a lp h L a P o r te , " T e n th A n n ual R e p o rt o f t h e C o m m i t te e o n C u r r i c u l u m R e s e a r c h , " P r o c e e d i n g s o f t h e F o r t y - F i r s t A n n u a l M e e t i n g . New O r l e a n s , D e c e m b e r 2 9 , 1 9 3 7 . 3 W i l l i a m R a l p h L a P o r t e , " R e p o r t o f t h e C o m m itte e o n C u r r i c u l u m R e s e a r c h , ” T he C o l l e g e P h y s i c a l E d u c a t i o n A s s o c ia t io n . P ro c e e d in g s o f th e F o r ty - F i r s t A nnual M e e tin g . 1937, p . 78.

The f i r s t

d r a f t o f t h e tw o s c o r e c a r d s w a s t h e n

m im e o g ra p h e d w i t h a l e t t e r

o f e x p l a n a t i o n , and c o p ie s w ere

s e n t o u t to 150 p h y s ic a l e d u c a tio n l e a d e r s . w ere a s k e d t o

c ritic iz e

to sc h o o ls of a l l

T hese c r i t i c s

th e a d a p t a b i l it y o f th e

sco re c a rd s

s i z e s and c o n d i t i o n s , th e p r a c t i c a b i l i t y

o f t h e s t a n d a r d s an d a l l o t h e r e le m e n ts in v o lv e d * T he c r i t i c s w e r e e n t h u s i a s t i c

over th e p o s s i b i l i t i e s

o f t h e s c o r e c a r d s a s a m eans o f r a i s i n g p h y s i c a l e d u c a ti o n sta n d a rd s.

The s c o r e c a r d s w e r e t h e n r e v i s e d a c c o r d i n g t o

th e v a rie d s u g g e s tio n s o f th e c r i t i c s .

An e f f o r t w a s m ad e

t o p r o v i d e f o r t h e r a t i n g o f e a c h s t a n d a r d i n s u c h a w ay t h a t a s c o r e o f t h r e e w o u ld r e p r e s e n t a f a i r l y

id e a l s itu a ­

t i o n , w h i l e a s c o r e o f one w o u ld b e a llo w e d f o r an a c c e p ­ ta b le sta n d a rd o r c o n d itio n .

T he p r i m a r y p u r p o s e o f t h e

c a r d w as t o

im p ro v e t h e h e a l t h an d p h y s i c a l e d u c a ti o n p r o ­

gram o f t h e

s c h o o l s t h a t em p lo y i t .

The c o n t e n t s c o v e r t h e

fo llo w in g fo u r g e n e ra l a re a s o f e d u c a tio n :

p h y s ic a l edu­

c a t io n , h e a l t h e d u c a tio n , r e c r e a t i o n and s a f e t y e d u c a tio n . S ta te m e n t o f th e p ro b le m . w as t o

The p u r p o s e o f t h i s s t u d y

e v a lu a te th e h e a l t h and p h y s ic a l e d u c a tio n program s

i n t h e s e c o n d a r y s c h o o l s o f K ern G o u n ty , C a l i f o r n i a , u s i n g t h e L a P o r te S c o r e G ard No. I I a s a b a s i s f o r e v a l u a t i o n .

4 Im p o rta n c e o f th e s t u d y . " W i t h o u t som e f o r m o f e v a l u a t i o n e v e r y t h i n g a b o u t e d u c a tio n becom es a m a t t e r o f b l i n d l y h o p in g t h a t a l l is w e ll. In th e c r i t i c a l p e rio d s h o r tly b e fo re th e O i v i l w a r , A b ra h a m L i n c o l n b e g a n a n i m p o r t a n t a d d r e s s w ith t h i s sta te m e n t: ’ I f we c o u l d f i r s t know w h e r e we a r e a n d w h i t h e r we a r e t e n d i n g , we c o u l d b e t t e r j u d g e w h at t o do a b o u t i t . * I t i s no l e s s t r u e i n e d u c a ­ t i o n t h a n i n g o v e r n m e n t t h a t we m u s t f i r s t ’know w h e r e we a r e , * a n d e s p e c i a l l y ' w h i t h e r we a r e t e n d i n g ’ b e ­ f o r e we a r e i n a p o s i t i o n t o j u d g e i n t e l l i g e n t l y r e ­ g a r d i n g ’w h a t t o d o a n d how t o do i t . ” *4 T h is s t u d y sh o u ld h e lp n o t o n ly t o a c q u a in t a d m in is ­ t r a t o r s and in s t r u c t o r s

o f K ern C o u n ty w i t h n a t i o n a l l y r e ­

c o g n iz e d s ta n d a r d s f o r p h y s ic a l e d u c a tio n p ro g ra m s, b u t t o e n a b l e th em t o c o m p are t h e i r s p e c i f i c n a tio n a l sta n d a rd s. "w here th e y a r e , "

It

program s w ith th e s e

s h o u ld h e l p th em t o

d e te rm in e

" w h ith e r th e y a re t e n d i n g ," and "w hat

t h e y c a n do a b o u t i t . "

T h is in f o r m a tio n c a n p ro v e s t r o n g

m o t i v a t i o n f o r im p ro v e m e n t o f s p e c i f i c p r o g r a m s , t h u s e n a b ­ lin g

th e m t o m ake g r e a t e r c o n t r i b u t i o n s t o t h e p h y s i c a l ,

m e n ta l and s o c i a l e d u c a tio n o f th e c h ild r e n th e y s e r v e .

RELATED INVESTIGATIONS T h e r e h a v e b e e n m an y i n v e s t i g a t i o n s o f t h e h e a l t h and p h y s ic a l e d u c a tio n p ro g ram s of th e s e c o n d a ry s c h o o ls . 4 0 . C. R o s s , M e a s u r e m e n t i n T o d a y ' s S c h o o l s (New Y o r k : P r e n t i c e - H a l l , I n c . , 1 9 4 7 ) , p . 4 9 0 .

T he e a r l i e r i n v e s t i g a t i o n s m ade u s e o f t h e N . P . N e i l s o n 5 sco re card a s t h e m e a s u r i n g i n s t r u m e n t , w h i l e t h e m o re r e c e n t s u r v e y s h a v e m ade u s e o f t h e L a P o r t e s c o r e c a r d . O n ly s t u d i e s c o v e r i n g t h e l a s t t e n y e a r s w h i c h h a v e u se d t h e L a P o rte s c o r e c a rd a s t h e i r b a s i s f o r e v a l u a t i o n w i l l be c o n s id e re d h e r e . The F a b e r s t u d y .

7

h ig h s c h o o ls in th e s t a t e

F a b e r c o n d u c te d a s u r v e y o f 111 o f O reg o n .

T he g e n e r a l reco m m en ­

d a t i o n s m ade b y F a b e r a r e a s f o l l o w s : 1*

A p e rio d ic

e x a m in a tio n o f e x i s t i n g c o n d itio n s

w o u ld be a d v a n t a g e o u s . 2.

T he S t a t e D e p a r t m e n t o f P u b l i c I n s t r u c t i o n

sh o u ld

e x te n d t h e s tu d y o f t h e p h y s i c a l e d u c a ti o n p ro g ram t o e v e r y sch o o l in th e 3.

s ta te .

A c o u r s e o f s t u d y c o m m itte e t h a t w o u ld be a c t i v e

i n e v e r y h i g h s c h o o l s h o u l d be a p p o i n t e d .

5 N. P . N e i l s o n , S c o r e G a r d f o r E v a l u a t i n g P h y s i c a l E d u c a t i o n P r o g r a m s f o r H ig h S c h o o l s . C a l i f o r n i a S t a t e D e­ p a rtm e n t o f E d u c a tio n , S a c ra m en to , C a l i f o r n i a , 1931. 6 W illia m B a lp h L a P o r te , H e a lth a n d P h y s ic a l E duca­ t i o n S c o r e C a r d N o . I I (L o s A n g e l e s : The U n i v e r s i t y o f S o u th e rn C a lif o r n ia ^ r e s s , 1 9 3 8 ). 7 D o n a l d E . F a b e r , ”An E v a l u a t i o n o f H e a l t h a n d P h y s i c a l E d u c a tio n i n th e S e c o n d a ry S c h o o ls o f O re g o n ,” ( u n p u b l is h e d M a s t e r 's t h e s i s , The U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , Los A n g e le s , 1 9 3 9 ).

4.

I n t r a m u r a l and c o e d u c a t io n a l a c t i v i t i e s

be f u r t h e r d e v e lo p e d in th e 5.

sh o u ld

se c o n d a ry s c h o o ls o f O reg o n .

A d d i t i o n a l s u p p l i e s and e q u ip m e n t s h o u ld b e p r o ­

v id e d f o r i n d i v i d u a l and d u a l s p o r t s . 6. tic

More s c h o o l s

sh o u ld m a i n ta in f a c i l i t i e s

fo r aqua­

in stru c tio n . 7.

L o ck er and show er a r e a s

8.

H ig h s c h o o l s

and i n d i v i d u a l a c t i v i t y

sh o u ld b e e n la r g e d .

sh o u ld p r o v id e c o r r e c t i v e , m o d ifie d c la ss e s

ta u g h t by tra in e d

in stru c ­

to rs . 9. 10.

T e a c h e r s ’ a s s ig n m e n t lo a d

sh o u ld be re d u c e d .

T he t h r e e - p o i n t c l a s s i f i c a t i o n p l a n s h o u l d b e

used f o r g ro u p in g s tu d e n ts f o r c o m p e titiv e gam es. N ic o ld i n v e s t i g a t i o n . o f 53 p e r c e n t o f t h e

N ic o ld ,

O

i n 1 9 4 0 , m ade a s t u d y

188 h i g h s c h o o l s i n I d a h o .

r a t i n g f o r a l l s c h o o l s w as 3 6 . 4 p e r c e n t o f t h e sta n d a rd s. th e id e a ls

N ic o ld c o n c lu d e d t h a t Id ah o f a l l s

The mean sco re

card

fa r sh o rt of

s e t up by th e s c o re c a rd .

N i c o l d m ade t h e f o l l o w i n g r e c o m m e n d a t i o n s j 1. n a tio n s

The s t a t e s h o u l d r e q u i r e a n n u a l m e d i c a l e x a m i ­ o f a l l s t u d e n t s by a q u a l i f i e d p h y s i c i a n .

8 J . Y . N i c o l d , ’'An O b j e c t i v e R a t i n g o f t h e H e a l t h and P h y s i c a l E d u c a tio n P rogram s i n th e S e c o n d a ry S c h o o ls o f I d a h o , " ( u n p u b l i s h e d M a s t e r ’ s t h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , L os A n g e l e s , 1 9 4 0 . 230 p p .

2. T he s t a t e s h o u l d h a v e a s t a t e and p h y s i c a l e d u c a t i o n .

d ire c to r of h e a lth

3. A ll p h y s i c a l e d u c a tio n i n s t r u c t o r s sh o u ld h ave a t l e a s t a m in o r i n p h y s i c a l e d u c a t i o n , a n d , w h en ev er p o s ­ s i b l e , g i r l s ’ p h y s i c a l e d u c a tio n i n s t r u c t o r s sh o u ld be w om en. 4. T he s t a t e s h o u l d e n a c t l e g i s l a t i o n r e q u i r i n g f o u r y e a r s o f © o ff lp u ls o r y h e a l t h a n d p h y s i c a l e d u c a t i o n i n ­ s t r u c ti o n in a l l seco n d ary s c h o o ls . The T u e l l e r s t u d y .

9

T u e lle r in v e s tig a te d

f o u r o f th e tw e n ty - e ig h t s c h o o ls o f th e He d i v i d e d t h e s c h o o l s

sta te

tw e n ty -

of N evada.

i n t o tw o g r o u p s — t h o s e u n d e r a n e n ­

r o llm e n t o f 200 and th o s e w i t h an e n r o llm e n t o v e r 2 0 0 . t o t a l av erag e p e rc e n ta g e T u e lle r b e lie v e d ses te s te d

o f b o t h g r o u p s w as 44 p e r c e n t .

t h a t i m p r o v e m e n t s h o u l d b e m ade i n a l l p h a ­

by t h e

sco re c a rd .

T he S w e e t i n v e s t i g a t i o n . a stu d y o f se v e n ty -tw o New H a m p s h i r e . d i v i s i o n s o f th e

The

I n 1 9 4 1 , P a u l S w e e t m ade

ju n io r h ig h sc h o o ls in th e s t a t e

S w eet fo u n d t h a t t h e a v e r a g e

of

scores f o r a l l

s c o r e c a rd f e l l b e lo w th e n a t i o n a l a v e r a g e .

F o l l o w i n g h i s s t u d y , S w e e t- s u g g e s t e d

t h a t th e program o f th e

C o m m i t te e on C u r r i c u l u m R e s e a r c h s h o u l d b e a d o p t e d b y a l l 9 G o l d e n R . T u e l l e r , ” An O b j e c t i v e R a t i n g o f t h e H e a l t h and P h y s i c a l E d u c a ti o n P ro g ram s i n th e S t a t e o f N e­ v a d a , * 1 ( u n p u b l i s h e d M a s t e r ’ s t h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , 1 9 4 0 ) . 10 P a u l C . S w e e t , **An E v a l u a t i o n o f t h e H e a l t h a n d P h y s i c a l E d u c a ti o n P rogram o f t h e J u n i o r H ig h S c h o o ls o f New H a m p s h i r e , M ( u n p u b l i s h e d M a s t e r ’ s t h e s i s , The U n i v e r ­ s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , 1 9 4 1 ) .

8 p u b lic sc h o o ls in th e T he J o n e s

s ta te .

stu d y . H

T h is p a r t i c u l a r s t u d y h ad t o do

w ith th e h e a l t h and p h y s i c a l e d u c a tio n p ro g ram s in n in e te e n ju n io r h ig h s c h o o ls o f S o u th e rn C a li f o r n ia . m ade b y t h e

The a v e r a g e s

j u n i o r h i g h s c h o o l s o f S o u t h e r n C a l i f o r n i a com ­

p ared fa v o ra b ly w ith th o se o f th e

sco re c a r d .

Jones b e ­

l i e v e d t h a t m o re e m p h a s i s m u s t b e p l a c e d on t h e a q u a t i c phase o f p h y s ic a l e d u c a tio n in S o u th e rn C a li f o r n ia h ig h sc h o o ls.

He a l s o

sta te d

t h a t g r e a t e r e f f o r t sh o u ld b e

m ade t o e n c o u r a g e f a c u l t y m em b ers t o a c tiv itie s .

sh o u ld b e b e t t e r o r g a n iz e d , and

c la s s e s sh o u ld be s m a lle r In s i z e .

The S o r e n s o n s t u d y . sco re card

jo in in re c r e a tio n a l

Two m o re r e c o m m e n d a t i o n s m ade b y J o n e s w e r e

th a t noon ho u r a c t i v i t i e s c o rre c tiv e

ju n io r

12

in in v e s tig a tin g

H a z e lle S o ren so n used th e th e. h e a l t h and p h y s i c a l e d u c a ­

t i o n p r o g r a m s o f t h e s e c o n d a r y s c h o o l s o f O ra n g e C o u n t y . She fo u n d t h a t t h e s e c o n d a r y s c h o o l s

o f O ra n g e C o u n t y com ­

p a re d q u i t e f a v o r a b l y w ith t h e n a t i o n a l m ean, b u t

11 Thomas E . H e a lth and P h y s ic a l S c h o o ls o f S o u th e rn s i s , T he U n i v e r s i t y 1942),

J o n e s , ”An O b j e c t i v e E v a l u a t i o n o f E d u c a ti o n P ro g ra m s i n J u n i o r H ig h C a l i f o r n i a , ” (u n p u b lis h e d M a ste r’ s t h e ­ o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s ,

12 H a z e l l e E . S o r e n s o n , ”An I n v e s t i g a t i o n o f t h e P h y s i c a l E d u c a tio n P rogram s o f t h e S e c o n d a ry S c h o o ls o f O r a n g e C o u n t y , C a l i f o r n i a , ” L os A n g e l e s , 1945*

re c o m m e n d e d t h a t a p r o g r a m o f s a f e t y in a l l sc h o o ls .

in stru c tio n he

o ffered

S h e a l s o rec o m m e n d e d t h a t m o re e m p h a s i s

b e p l a c e d on a q u a t i c s p o r t s .

She b e l i e v e d t h a t p r o v i s i o n

s h o u l d b e m ade f o r a n e x t e n s i v e m e d i c a l and p h y s i c a l e x a m i n a ­ tio n of a l l s tu d e n ts , p e rio d ic a lly

o n c e u p o n a d m i s s i o n t o s c h o o l an d

t h e r e a f t e r a t t h e end o f e a c h s c h o o l se g m e n t.

T he M u s ic k s t u d y .

13

T h is s tu d y w as a n e v a l u a t i o n o f

t h e h e a l t h an d p h y s i c a l e d u c a t i o n p r o g r a m s o f a l l

th e

s e n io r h ig h sc h o o ls

i n O range C o u n ty , C a l i f o r n i a .

d is c o v e re d t h a t th e

s c h o o l s o f O ra n g e C o u n t y s c o r e d w e l l

above th e s c o re c a rd a v e ra g e s of th e c a rd .

The s t u d y

in m ost o f th e t e n s e c tio n s

The l o w e s t m ean s c o r e w a s f o u n d i n t h e

sec­

t i o n d e a l i n g w i t h sw im m ing p o o l s . Some r e c o m m e n d a t i o n s m ade b y M u s ic k w e r e a s f o l l o w s : 1. More a t t e n t i o n s h o u l d b e g i v e m t o t h e s e l e c t i o n of a c t i v i t i e s f o r p h y s ic a l e d u c a tio n . 2. More e n c o u r a g e m e n t s h o u l d b e g i v e n f a c u l t y mem­ b e r s to engage in r e c r e a t i o n a l a c t i v i t i e s . 3. R e s t room s i n th e b o y s 1 p h y s i c a l e d u c a tio n d e ­ p a rtm e n t sh o u ld be im p ro v ed . 4. S u p p lie s a n d e q u ip m e n t s h o u ld b e p r o v id e d f o r c o m m u n ity r e c r e a t i o n a c t i v i t y . 5. Swim m ing p o o l s s h o u l d b e p r o v i d e d t h o s e s c h o o l s w h ic h do n o t h a v e o n e .

13- B o b b i e M u s i c k , 11An O b j e c t i v e E v a l u a t i o n o f t h e H e a l t h a n d P h y s i c a l E d u c a t i o n P ro g ra m s of t h e S e n i o r H ig h S c h o o l s o f O r a n g e C o u n t y , C a l i f o r n i a , 1* L os A n g e l e s , 1 9 4 8 .

10 6. H e a l t h e d u c a t i o n s h o u l d b e p r e s e n t e d i n a m o re c o n c r e te and i n t e r e s t i n g m anner.

METHOD OF PROCEDURE One o f t h e m a i n p u r p o s e s o f t h i s d a t a t h a t w o u l d make i t p o s s i b l e s ta tu s

stu d y w as to s e c u re

t o com pare a c c u r a t e l y th e

o f h e a l t h and p h y s i c a l e d u c a t i o n i n K e rn C o u n ty w i t h

th a t in o th e r c o u n tie s ,

sta te s,

and

th e n a t i o n a s a w h o le .

The s c o r e c a r d c h o s e n m e a s u r e s p h y s i c a l e d u c a t i o n p r o g r a m s i n term s o f t h e

sta n d a rd s e s ta b lis h e d a s d e s ira b le

fo r a

n a t i o n a l p r o g r a m b y t h e C u r r i c u l u m R e s e a r c h C o m m itte e a f t e r n in e y e a rs o f in v e s tig a tio n and e x h a u stiv e T he a u t h o r f i r s t e n l i s t e d S u p e rin te n d e n t of S c h o o ls. w ith th e

stu d y .

t h e a i d o f t h e K e rn C o u n ty

The s u p e r i n t e n d e n t w as a p p r o a c h e d

i d e a o f e v a l u a t i n g t h e h e a l t h and p h y s i c a l e d u c a ­

t i o n p ro g ram s o f th e n in e se c o n d a ry s c h o o ls o f h i s h e w a s v e r y m u ch i n t e r e s t e d

c o u n ty ;

in su c h a s tu d y and p led g e d to

h e lp and s u p p o r t th e i n v e s t i g a t i o n

to

its

c o n c lu sio n .

The i n v e s t i g a t o r th e n c o n t a c t e d a l l o f t h e p r i n c i p a l s o f th e n in e p la in e d to

se co n d a ry sc h o o ls c o n c e rn e d . th e

The s t u d y w a s e x ­

p r i n c i p a l s , w i t h p ro fo u n d e m p h a sis p la c e d

on t h e a d v a n t a g e s o f s u c h a n i n v e s t i g a t i o n .

In a l l cases

t h e e v a l u a t i o n w as a c c e p t e d a n d e a g e r l y w e lco m ed . p rin c ip a l or h is

se le c te d re p re s e n ta tiv e

p a r t i c u l a r sc h o o l, u sin g th e sco re c a rd .

The

th e n sc o re d h is S in c e th e a u th o r

11 l i v e s and t e a c h e s i n K ern C o u n ty ,

he w as a lw a y s r e a d i l y

a v a ila b le to h e lp w ith th e i n v e s tig a tio n

and

answ erany

q u e s t io n s w h ic h m ig h t a r i s e .

ORGANIZATIOH OP THE REMAINING CHAPTERS The r e m a i n d e r o f t h e s t u d y i s d i v i d e d c h a p te rs,

t e n o f w h ic h a r e d e v o te d t o th e

d a ta o b ta in e d

tre a tm e n t of th e

i n th e s u r v e y o f K ern C o u n ty .

a c c o rd in g to th e

in to e le v e n

I t i s d iv id e d

te n m a jo r d i v i s i o n s o f t h e L a P o rte s c o re

card . C h a p t e r Two d e a l s w i t h t h e p r o g r a m o f a c t i v i t i e s . C h a p te r T hree

Is co n cern ed w ith th e o u td o o r p la y

areas. C h a p te r P b u r t r e a t s

in d o o r a r e a s .

C h a p te r F iv e i s d e v o te d t o

lo c k e r and

show era r e a s .

C h a p t e r S i x d i s c u s s e s sw im m ing p o o l s . C h a p te r Seven t r e a t s

th e

s u b je c t o f s u p p lie s and

e q u ip m e n t• C h a p te r E ig h t i s c o n ce rn e d w ith m e d ic a l e x a m in a tio n s an d h e a l t h s e r v i c e . C h a p te r N in e d i s c u s s e s m o d if i e d i n d i v i d u a l

(co r­

re c tiv e ) a c t i v i t i e s . C h a p t e r T e n d e a l s w i t h t h e o r g a n i z a t i o n and a d m i n i s ­ tra tio n

o f c la s s p ro g ram s.

12 C h a p te r E le v e n t a k e s up th e a d m i n i s t r a t i o n o f i n t r a ­ m u ra l and i n te r s c h o o l a t h l e t i c s . C h a p t e r T w e lv e c o n t a i n s t h e c o n c l u s i o n s a n d r e c o m ­ m e n d a tio n s .

13

TABLE I PROGRAM OF ACTIVITIES

Sohool ___________ Number 1 2 3

Su bd ivision . Number ■-______ ■___________ 9 5 6 7 8 4

10

Maximum A ctual sc o r e Soore

1 2 3 4 5 6 7 8 9

2 2 2 2 2 2 2 2 3

3 3 3 3 3 3 3 2 2

3 3 3 3 3 3 3 3 3

3 1 2 3 3 1 2 2 2

2 2 2 3 3 3 3 2 2

1 1 2 3 3 2 2 2 2

3 3 3 3 3 3 3 3 3

1 2 2 3 3 2 2 2 2

1 2 2 1 1 2 2 2 3

3 1 3 1 1 1 1 1 1

30 30 30 30 30 30 30 30 30

22 20 24 25 25 22 23 21 23

T o ta ls

19

25

27

19

22

18

27

19

16

13

270

205

A verage 2 .1

2 .8

3 .0

2 .1

2 .4

2 .0

3 .0

2 .1

1 .8

1 .4

3 0 .0

2 2 .7

NOTE: This t a b le read s as f o llo w s : S ch ool Number 1 made a so o re o f 2 on s u b d iv is io n 1 (Core and e l e c t i v e a c t i v i t i e s ) * Out o f a p o s s ib le so o re o f 30* Sohool Number 1 ob tain ed an a o tu a i sco r e o f 22

.

CHAPTER I I THE PROGRAM OP ACTIVITIES In

t h i s c h a p t e r th e p ro g ram o f a c t i v i t i e s

as re ­

p o r t e d b y t h e s e c o n d a r y s c h o o l s o f K ern C o u n ty i s e v a l u a t e d on t h e b a s i s o f s t a n d a r d s

in th e L a P o rte s c o re c a r d .

I n d iv id u a l and a v e ra g e s c o r e s a r e

shown I n T a b l e I

The

(see

page 1 3 ). C o n te n t o f c o re and e l e c t i v e su b d iv isio n of th is

pro g ram s.

T he f i r s t

s e c tio n o f th e sc o re card re a d s :

C o n te n t o f c o re and e l e c t i v e p ro g ram s Is d i s t r i ­ b u te d o v e r g y m n a s tic s , rh y th m s, a q u a t ic s , In d iv id u a l s p o r t s ( i n c l u d i n g d e f e n s e a c t i v i t i e s ) , a n d te a m sp o rts. I f not le ss

t h a n 12 p e r c e n t o f t h e t i m e i s g i v e n

to e a c h o f th e f iv e c e lle n t.

ty p e s,

A good r a t i n g

o f t h e tim e i s g i v e n to

th e pro g ram c a n b e r a t e d

can be g iv e n i f

a fa ir

a t le a s t 9 per cent

e ac h ty p e o f a c t i v i t y , and a m in i­

mum o f 6 p e r c e n t o f t h e t i m e d e v o t e d ju stify

ex­

t o e a c h t y p e w o u ld

ra tin g .

The n i n e h i g h s c h o o l s o f K e r n C o u n t y e v a l u a t e d s c o r e d a t o t a l o f 19 p o i n t s s c o r e m ade b y t h e

f o r an a v e ra g e

s c h o o l s on t h i s

of 2 .1 .

se c tio n is

m ean e s t a b l i s h e d b y t h e s c o r e c a r d .

above th e

One o f t h e

sc h o o ls

g a v e I t s e l f an e x c e l l e n t r a t i n g , w h i l e t h e r e m a in in g s c h o o ls a l l g av e th e m se lv e s a r a t i n g

of 2.

The

15 T h e s e s t a t i s t i c s w o u ld i n d i c a t e t h a t t h e p r o g r a m o f a c t i v i t i e s w i t h i n t h e s e c o n d a r y s c h o o l s o f K ern C o u n ty a r e f a i r l y w e l l r o u n d e d an d q u i t e Types o f c l a s s

a d e q u a te .

in stru c tio n .

The s e c o n d

su b d iv isio n

of th is se c tio n re a d s: P rogram c a l l s f o r s y s t e m a t i c c l a s s i n s t r u c t i o n i n a c t i v i t y fu n d a m e n ta ls on t h e " b lo c k ” o r " u n i t o f w o rk ” b a s is (c o n tin u o u s d a il y i n s t r u c t i o n in an a c t i v i t y f o r fro m t h r e e to s i x w e e k s ) . S y ste m a tic b lo c k i n s t r u c t i o n S y ste m a tic in s t r u c t i o n

is ra te d

i n o t h e r th a n t h e b l o c k s y s te m i s

r a t e d g o o d ; and d e f i n i t e , b u t u n s y s te m a t i c ra te d f a i r .

e x c e lle n t.

in stru c tio n is

O n ly tw o o f t h e s c h o o l s s c o r e d r a t e d u n d e r

3 on t h i s d i v i s i o n .

A ll th e o th e r sc h o o ls sco red ra te d

th e m se lv e s e x c e l l e n t .

A t o t a l o f 25 p o in ts o u t o f a p o s­

s i b l e 2 7 w as r e g i s t e r e d b y a l l t h e

sc h o o ls.

The a v e r a g e

s c o r e w as 2 . 8 . The r e s u l t s in stru c tio n

se e m t o

i n d i c a t e a s u p e r io r ty p e o f c l a s s

in th e seco n d ary

s c h o o l s o f K ern C o u n ty .

Hum ber o f c l a s s e s p e r w e e k . th is

to p ic ,

Ite m t h r e e , d is c u s s in g

s ta te s:

D a ily p a r t i c i p a t i o n in p h y s ic a l a n d /o r h e a lth e d u ­ c a t io n c la s s i n s t r u c t i o n p e r io d s o f fro m f o r t y - f i v e to s i x t y m in u te s i s r e q u ir e d o f a l l s tu d e n ts . F iv e d a y s p e r w eek .is r a t e d

e x c e l l e n t , fo u r days i s

c o n s i d e r e d g o o d , a n d tw o d a y s i s f a i r sco re card

sta n d a rd s.

a c c o rd in g

to th e

16 A l l s c h o o l s s c o r e d 3 on t h i s

d iv is io n .

The t o t a l

s c o r e w as 2 7 , g i v i n g an a v e r a g e o f 3 . 0 , w h ic h i s c e lle n t ra tin g . rig id ly

an ex­

T he h i g h s c h o o l s o f K e r n C o u n t y a d h e r e

to th e s t a t e re q u ire m e n ts f o r p a r t i c i p a ti o n

in

p h y s ic a l e d u c a tio n . P a rtic ip a tio n

in in tra m u ra l s p o r ts .

The s c o r e

card

s ta te s ; P a r tic ip a tio n in in tra m u ra l s p o rts in a d d itio n to c la s s in s tr u c tio n is a v a ila b le fo r a l l stu d e n ts . If

e a c h s t u d e n t i s p r o v id e d an o p p o r t u n i t y f o r

tra m u ra l p a r tic i p a tio n c e lle n t ra tin g

in ­

th re e

o r m o re t i m e s a w e e k , a n e x ­

can be g iv e n .

T w ic e a w e ek i s r a t e d g o o d ,

a n d o n c e a w e ek i s r a t e d

fa ir.

A t o t a l o f 19 p o i n t s o u t o f a p o s s i b l e 27 w a s s c o r e d by th e p a r t i c i p a t i n g

s c h o o ls , g iv in g an a v erag e of 2 .1 .

T h is i n d i c a t e s t h a t i n t r a m u r a l p a r t i c i p a t i o n i s above a v e r a g e , b u t im p ro v e m e n t i s p o s s i b l e . D e ta ile d y e a r ly pro g ram . stu d y ,

In re g a rd to c o u rse s o f

ite m f i v e r e a d s s

D e ta ile d y e a r l y pro g ram ( c o u r s e o f s tu d y , in c lu d i n g s p e c i a l o b j e c t i v e s ) f o r e a c h g r a d e l e v e l i s on f i l e i n p r i n c i p a l ’ s o f f i c e and a c t i v i t y s c h e d u le s a r e p o s te d on gym o f f i c e b u l l e t i n b o a r d s . The r a t i n g s g i v e n o n t h i s p a r t i c u l a r s u b d i v i s i o n d e ­ pended upon th e advance w ith th e

q u a l i t y and e x te n t o f th e p ro g ram f i l e d p rin c ip a l.

in

17 H a lf o f th e s c h o o ls r a te d

th e m se lv e s e x c e l l e n t In

t h i s r e s p e c t , w h ile th e r e s t s c o re d th e m se lv e s 2 . s c o r e w as 2 2 , w i t h a n a v e r a g e o f 2 . 4 . d ic a te th a t

T hese s t a t i s t i c s

in ­

th e y e a r l y p ro g ram s o f t h e s e c o n d a r y s c h o o ls

o f K ern C o u n ty a r e and r a t e

T he t o t a l

c o n c is e and d e f i n i t e

in s u b je c t m a tte r

ahove a v e ra g e .

C o u rse o f s tu d y c o m m itte e . v is io n , th e

R e g a rd in g p ro g ram r e ­

card r e l a t e s :

A c o u r s e o f s t u d y c o m m i t t e e (m en a n d women) g i v e s c o n s id e ra tio n a t l e a s t a n n u a lly to needed re v is io n s in th e p ro g ram . If

t h e c o m m itte e i s v e r y a c t i v e ,

e x c e lle n t; tiv e ,

it

if

is

a c tiv e ,

it

is ra te d good;

it

and i f f a i r l y a c ­

c o n sid e re d f a i r .

A t o t a l s c o r e o f 18 w a s r e g i s t e r e d c u la r phase of th e s c o re c a r d .

on t h i s p a r t i ­

T he a v e r a g e o f 2 . 0

t h a t t h i s p a r t o f t h e p ro g ram i s be im p ro v e d .

i s t o be r a t e d

show s

above a v e ra g e , b u t c a n

Two o f t h e s c h o o l s s c o r e d e x c e l l e n t I n t h i s

r e s p e c t , b u t tw o o f th e m w e r e b e l o w p a r . an i n d iv i d u a l s c h o o l p ro b lem r a t h e r

I t seem s to b e

t h a n a n e x t r e m e c o v in ty

p ro b lem . M a in te n a n c e and s a n i t a t i o n Ite m

seven r e g a rd in g t h i s

of sc h o o l g ro u n d 3 .

p o in t re a d s :

P r o v i s i o n I s m ade f o r a d e q u a t e m a i n t e n a n c e a n d s a n i t a t i o n o f s c h o o l g ro u n d s , p l a n t and c la s s ro o m s .

18 The r a t i n g s g i v e n d e p e n d u p o n t h e d e g r e e o f p a r t i c i p a t i o n in th is

resp ect. T his ite m was a n o th e r h i g h p o i n t o f th e

tio n .

The a d m i n i s t r a t o r s

d iv isio n to he

e v id e n tly co n sid ered th is s u b ­

q u ite a d e q u a te ly prov id ed f o r .

r a t e d th em selv es e x c e l l e n t . C ounty r a t e

in v estig a ­

A ll schools

The s e c o n d a r y s c h o o l s o f K e r n

q u ite h ig h in m aintenance and s a n i t a t i o n o f

sc h o o l g ro u n d s, p l a n t and c la ssro o m s. H e a l t h i n s t r u c t i o n . . Hie e i g h t h s u b d i v i s i o n

sta te s:

A m odern h e a l t h i n s t r u c t i o n program i s m a i n t a i n e d u n d e r e x p e r t l e a d e r s h i p i n p h y s i c a l e d u c a t i o n , i n home econom ics, o r in g e n e r a l s c ie n c e , or is c o r r e l a t e d through s e v e ra l d e p artm e n ts. A program o f h e a l t h i n s t r u c t i o n w hich i s coo rd in ated w ith a c o o rd in a tin g d i r e c t o r c elle n t;

considered

a f a i r l y w e l l c o o rd in a te d program i s

and a s e p a r a t e

course

i n one d e p a r t m e n t i s

O nly one o f t h e r e p o r t i n g c elle n t.

is

The r e s t

of th e

ra te d good;

rated f a i r .

sch o o ls ra te d

itse lf

is rated

I t w ould seem t h a t t h e r e

i s room f o r in stru c­

above a v e ra g e .

S afety e d u c a tio n . read:

ex­

The t o t a l s c o r e w a s 1 9 , w i t h

im provem ent i n h e a l t h i n s t r u c t i o n e v e n th o u g h s a i d tio n

ex­

sc h o o ls w ere r a t e d g o o d , w i t h o n ly

one h a v in g a f a i r p r o g r a m . an average of 2 .1 .

co m p letely

For t h i s

su b d iv is io n th e card

19 A com prehensive s a f e t y e d u c a tio n program i s m ain ­ t a i n e d , e m p h a s i z i n g s a f e t y h a b i t s and p r a c t i c e s , s a f e t y • c o d e s , and s a f e t y s t a n d a r d s i n a l l d e p a r t m e n t s . The s e c o n d a r y s c h o o l s o f t h e c o u n t y f e l l down i n s a fe ty ed u catio n .

Only one o f t h e r e p o r t i n g

itse lf

The t o t a l s c o r e w a s 1 6 , w i t h a n a v e r a g e

ex cellen t.

of 1 .8 .

schools ra te d

The s a f e t y e d u c a t i o n p r o g r a m o f K e r n C o u n t y c o u l d

be im proved• T & culty r e c r e a t i o n . th is

p a rtic u la r sectio n ,

5t>r i t e m t e n ,

the

the

l a s t one o f

score card s t a t e s :

D e f i n i t e e f f o r t s a r e m ade t o e n c o u r a g e f a c u l t y r e ­ c r e a t i o n a l a c t i v i t y and t o im prove t h e h e a l t h s t a t u s of teach ers. T h is s u b d i v i s i o n was t h e p o o r e s t o f a l l t e n . c o r d l o w o f 13 w a s t o t a l e d

for th is

A re­

i t e m . . The a v e r a g e

s c o r e was 1 . 4 , w h ic h i s b elow a v e r a g e .

H o w e v e r , tw o s c h o o l s

r a te d th em selv es e x c e ll e n t , w h ile th e rem ain d er of r e p o r t ­ ing

sch o o ls r a te d th em selv es only f a i r .

T his program o f

f a c u l t y r e c r e a t i o n d e f i n i t e l y n e e d s im provem ent in th e s e ­ c o n d a r y s c h o o l s o f Kern C o u n ty .

It

i s t h e d a r k e s t s p o t on

an o t h e r w i s e good p ro g ram o f a c t i v i t i e s .

SUMMARY 1.

The s e c o n d a r y s c h o o l s o f K e r n C o u n t y r a t e d

h i g h i n d a i l y p a r t i c i p a t i o n and m a in te n a n c e and s a n i t a t i o n of school grounds.

very

20 2.

The s e c o n d a r y s c h o o l s o f K e r n C o u n t y r a t e d

low

i n s a f e t y e d u c a t i o n and f a c u l t y r e c r e a t i o n , w i t h th e l a t t e r b ein g th e p o o re s t, 3.

The s e c o n d a r y s c h o o l s o f K e r n C o u n t y r a t e d a b o v e

a v e r a g e i n c o n t e n t o f c o r e and e l e c t i v e p r o g r a m s , p a r t i c i ­ p a tio n in in tram u ral sp o rts How ever, t h e

and h e a l t h i n s t r u c t i o n p r o g r a m .

r a t i n g s w ere n o t so h i g h t h a t

im provem ent

co uld n o t b e i n i t i a t e d . 4.

The s e c o n d a r y

s c h o o ls o f K ern C ounty have an

e x c e l l e n t program o f s y s te m a tic c l a s s v ity

f u n d a m e n t a l s on t h e

in stru ctio n

in a c t i ­

" b l o c k ” o r " u n i t o f work” b a s i s .

They a l s o h a v e a v e r y good y e a r l y p r o g r a m , w h ic h i s c ise

and d e t a i l e d w i t h c l e a r l y e x p r e s s e d o b j e c t i v e s .

con­

T A B L EII OUTDOOR AREAS

S u b d iv isio n Number

Maxi­ mum Aotut S core Soor