Certification status of high school teachers in Louisiana

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CEBTIFICATION STATUS OT HIGH SCHOOL TBACHERS XH LOUX3XAHA

A D is s e rta tio n Submitted to th e Graduate F a cu lty of th e Louisiana S ta to u n iv e rs ity and A g ric u ltu ra l and Mechanical Collage In p a r t i a l fu lf illm e n t o f th e requirem ents f o r th e degree o f Doctor o f Philosophy in The School o f Education

by Dennis P. Hoab B. S ., Louisiana Polytechnic I n s t i t u t e , 1930 M. A ., Y.M.C.A. Graduate School, 1935 August, 19^9

UMI Number: DP69341

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MANUSCRIPT THESES Unpublished theses subm itted fo r the m a ste r's and d o c to rfs degrees and d ep o sited in the Louisiana S ta te U n iv ersity L ibrary are a v a ila b le f o r in sp e c tio n . rig h ts o f the a u th o r.

Use of any th e s is i s lim ite d by the

B ib lio g ra p h ic al refe ren c es may be noted, but

passages may not be copied un less the author has given perm ission. C red it must be given in subsequent w ritte n or published work, A l ib r a r y which borrows th is th e s is f o r use by i t s c lie n te le is expected to make sure th a t the borrower is aware of the above r e s tric tio n s , LOUISIANA STATE UNIVERSITY LIBRARY 119-a

493 R2C26

ACXBOIKBDQMBSIT The w rite r expresses b is a p p re c ia tio n to each member of th e graduate committee under whose guidance t h i s study v ta made.

S p e c ia l

indebtedness la acknowledged to Or. V. A. Lawrence and Or. George H. Deer f o r t h e i r p a tie n t and sym pathetic d ir e c tio n d arin g th e progress o f th e th e s is .

Be f a r th e r expresses a p p re c ia tio n to th e o f f i c i a l s of th e

S ta te Department o f E ducation, e s p e c ia lly to the personnel in th e D iv isio n o f C e r tif ic a tio n and Teacher Education; to th e r e g i s tr a r s and o th e r o f f i c i a l s In Louisiana C olleges and U n iv e rsitie s f o r aocess to t h e i r records in th e c o lle c tio n of d a ta .

TO th e members o f the s t a f f ,

School o f Education, Louisiana Polytechnic i n s t i t u t e , the w rite r gives thanks f o r a s s is ta n c e in th e l a t t e r stag es o f th e stu d y .

To h is wife

and daughter, Mrs. Ploy S . Boah and B e ll Ruth, unlim ited c r e d it Is due, f o r t h e i r encouragement, a s s is ta n c e , and in s p ira tio n .

Ql,\J

k

X A B L sorcormro ftm

c iA r a *

i. xm w rn io a ...................... The purpose of th e study

x ..................... . . ♦. ........................

D e lim itatio n s and l i m i t a t i o n s ........................ Sources o f d a te

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

Treatm ent o f d ate

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. . . . . . . . .

10

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D e fin itio n o f te r m

XX

. . . . . . . . . . . ............................•

preview of ch ap ter o rg a n isa tio n

12 Ik

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

XI. B t m t f CT BS1ATSD LXTSBATUS8 .............................................................. xxx. JTOcaoansD

4 6

Securing th e s a a p l e ................................. . . . . . . . . . ColXeotlon o f d a te • • .

5

15

stakbabbs pcr the ciktificatigk got

82S&-6GB0QL TBAGBKBS..........................................................................

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B ta n r y o f teach er c e r t if i c a t io n requirem ents In th e s a lte d S t a t e s



59

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

45

fisglonal A ccrediting A ssociations standards ree d sn arled f o r o e r t l f lo a t lo a

• • •

le v Ingland A s s o c i a t i o n ....................................

44

lorfeh C e n tra l A ssociation .

45

lo r tb v e e t A ssociation

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

k6

• • • • • * . . « . • • • • • « •

Middle S ta te s A s s o c i a t i o n ................................................

47

Southern A sso ciatio n

46

Western A s s o c i a t i o n ................................

............................ •

50

m

s

«♦ a

o

t

c s

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I £

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f ii lg l g Es

V# £q n « ( «m 9»9

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, or 5* To aTold r e p e titio n In th e ta b le , " c la s s ” la om itted.

86

TABLE X III CS8TIPIQATS8 ISSUED FOR LESS TBAX LUB tr p # o f o a rtlflo a ta

Tfclld f o r i

C U ss H

Iftab o r ta a e b srs

Par c a n t

5 js a rs

3

2 .9

OUn

5 js a rs

12

U.*t

GUM 1-B

1 y a ar

5

* .8

CUSS 1-C

5 js a rs

3

2 .9

C llN 11-C

5 ja a r s

1

•9

CUM A

L lfa f o r continuous s s rrlo s

*

3 .8

3 y aars

8

7 .6

1

.9

68

& .S

105

100.0

C lu a C C la st X C lass T T o ta l

1 ysar

87

t h a t ft m a jo rity o f c e r t i f i c a t e s bold by tea c h e rs bad toon Issued f o r I l f • , • number v e r t v a lid f o r ft pftrlod o f l o ts th an 11fft, In d ic a te s tb a fttfttoft o f snob c e r t i f i c a t e s ,

f U l i XXIX

7b lo ta b le shows t b a t only

109 o f tbft 1183 oortlflofttftft bftld by taaobara l a tbft study v tr e v a lid f o r a period o f lftfta tbfta llfft d u ra tio n .

Of tblft number, e ix ty - e lg b t,

o r s ix ty - fo u r and s ig h t to atb a p ar c o a t, vara o la a a ifia d as Type 7 o a r t l f l e a t a s , sod were T alid f o r only oaa y a a r, TvalTft of tb a 103 taa o b ara , or eleven and fo u r tan tb a par e a a t# b a ld tbo C lass 1-B o a r t l f l o a t a , v a lid f o r fiv e y e a rs ,

Types A and C

e a r tlf io f tta a as abovn l a Tab I s XXXI a ra two of tbo now typos of c e r t l f l oatfts adoptftd by tb a L ouisiana S ta ta Board o f Bduoatlon, o f f s o t I t# Ju ly 1, l ^ t 7 . 12 G anaral requirem ents f o r tbaaa two ty p ss o f o a r t l f lo a t a s a ra o u tlln a d in C baptar XXI, page f i f t y - f i v e .

Qua o f tb a p rlo o lp a l

d lffa ra n e a a bfttwaan tb a requirem ents o f tb a Type A and Typa C c e r t l f i eatfta, aad tb a o ld a r ty p a a , la t b a t sp e c ifie d aaounta o f g a n aral edu­ c a tio n , p ro fe s s io n a l ed u catio n , and s p e c ia lis e d education must be mat f o r c e r t i f i c a t i o n , wbarsas c e r t i f i c a t e s Issued prev io u sly bad no spec­ i f i c a t i o n as to tb a g a n a ra l education requirem ents. Tberft vara only e lg b t o f tb a teao b ers bolding tb a new ty p e 0 c e r t i f i c a t e , Issued f o r a period o f tb re e y e a rs,

fo u r bad tb a new ty p e

A o e r t l f l o e t e , leaned f o r U fa I f b older o f tba o a r t l f lo a t a I s in continuous s e rv ic e ,

ty p e

a

c e r t i f i c a t e Is Issued to an a p p lic a n t a f t e r

f iv e y ears o f su c c e ssfu l teach in g experience in a d d itio n to tbe o th er " S ta te C e r tif ic a tio n o f T eachers, S uperintendents, S u p erv iso rs, p r in c ip a ls , and Librarians,** B u lle tin , Ho, 497, op, o l t . , p, 6.

g e n e ra l requirem ents .

Yery few teach ers In t h i s s tu d / held th ese new

types o f c e r t i f i c a t e s , sin c e tb s c e r t i f i c a t i o n standards governing tba n ever c e r t i f i c a t e s bad basa In s f f s c t only tvo months whan t b ls s tu d / m

bagun. I n s tI ta tI o n a where taaobara received undargraduata tr a in in g *

fa b la XI? In d ic a te s b / name tb a I n s titu tio n s where tb a taaobara In tb ls s tu d / r e o s lts d t b e l r undargraduata train in g *

T o r t/, o r tb re a and four

te n th s p ar c a n t of tb a 1183 taaobara bald no degree.

S le ren hundred

f o r ty -th ro e taa o b ara , or n in e ty -s ix and s ix te n th s p a r c a n t of th an , bald th e b a c h e lo r's degree from one of tba twelve Louisiana h ig h er in s ltu tlo n s of le a rn in g , o r an i n s t i t u t i o n o u tsid e tb a s ta te *

Louisiana

S ta te u n iv e rs ity bad tra in e d 231, or twenty-one and tvo te n th s per oent of tb a to ta l*

The second la r g e s t nuaber of teach ers bad received t b e lr

tr a in in g from f o r th was ta r n S ta te Collage*

Tvo hundred f o r ty - f iv e , or

tv e n ty and seven te n th s per c en t of the teach ers vara tra in e d a t t b ls I n s titu tio n *

Louisiana Folyteobnlc I n s t i t u t e bad tra in e d seventeen aad

tv o te n th s per cen t of the to ta l*

F ifte e n and one ten th

been tra in e d a t Southwestern Louisiana I n s titu te *

per can t bad

S outheastern

Louisiana C ollege, the youngest s t a te c o lleg e In tb e group, bad tra in e d tv o and e ig h t ten th s per c e n t o f tb e to ta l* f in e hundred te n te a c h e rs, or seventy-seven per cen t of tbe t o t a l group, received undergraduate tr a in in g In tbe fiv e p ublic s ta te I n s t i tu t i o n s o f higher le a rn in g .

One hundred t h ir ty - th r e e , or eleven t

and tv o te n th s per c e n t of tb e t o t a l group, received undergraduate tr a in in g in o u t-o f -s ta te i n s t it u t io n s .

Tbe rem aining one hundred f o r ty

89 TABUS IX ?

XB8TXTDSXGH8 V B B TKACKSB3 RHCKIYED UHMffiGRADUATS TRAINISO In s titu tio n

T eoo!im w ith no degree

Teachers w ith b a c h e lo r's degree

C entenary

T o ta l B anter Ter oent

It

It

1.2

C ollege o f Beared H eart

1

1

,1

Louie lan e C ollege

tj

t5

3*8

6

197

20J

17.2

8

2t3

231

21.2

Loyola U n iv e rsity

17

17

l.t

leveuab C ollege

20

20

1.7

229

2t 5

2 0.7

5

5

.t

Louie lan e P olytechnic In s titu te S ta te U n iv e rsity

N orthw estern S ta te C ollege

16

S a in t M ery's Dominican C ollege S o u th eastern C ollege

3

30

33

2 .8

Southw estern Louie lane In s titu te

7

171

178

13*1

38

38

3*2

133

133

11*2

Tulaae u n iv e r s ity O u t-o f-s ta te in s titu tio n s T o ta l

to

(3 * t) l l t 3

(96.6)

1183

100.0

90 te a s h e r s , o r t l t m

aad e ig h t te n th s par o e n t, receiv ed tr a in in g from

th e p r iv a te in s titu tio n * In tb e s t a t e .

These in s t it u t io n s in c lu d ed :

C entenary C o lleg e, C ollege o f Snored Hearty L ouisiana C ollege, Loyola U n iv e rsity o f tb e S outh, Xeseonb C ollege ( o f f i c i a l l y a p a rt o f Tulane U n iv e rs ity ), S a in t Mary1* Dominic ia n C o lleg e, and Tulane U n iv e rsity . I n s titu tio n s where te a c h e rs received m aster*a d eg rees.

Many of

tb e l l t j te a c h e rs holding th e h a o b elo r9s degree as shown in fa b le XIV had pursued graduate work beyond th e b a cc alau re ate degree.

A number

h eld tb e m a s te r's degree and th e in s t it u t io n s where such degrees were earned a re shown in Sable XV.

I t i s noted in t h i s ta b le t h a t the SABLE XV

IBSTXSOTXCKB YSGM WHICH TEACHERS HELD MASSES'S HKffiEES In s titu tio n

Humber

P er cen t

6

3*2

Tulane u n iv e rs ity

15

8 .0

O u t-o f-sta te i n s t it u t io n s

26

13.9

L ouisiana S ta te U n iv ersity

11*0*

7*.9

T o ta l

187

100.0

Loyola U n iv ersity o f tb e South

♦D oes n o t include IS B a ch e lo r's degrees in L ibrary Science which a re c o n s id e r e d e q u iv alen t to M a ste r's degrees in o th er f i e l d s .

m a s te r's degree had been earned from only th re e i n s titu tio n s in L ouisiana, namely:

Loyola u n iv e rs ity o f the South, Tulane U n iv ersity , and Loui-

91 • ia n a S ta te U n iv e rsity .

Za f a c t , th ese a re tb e only in s titu tio n * in tb®

« U t e o ffe rin g graduate work lead in g to th e m a s te r's degree.

At p re s e n t,

Tulsa* u n iv e rs ity and L ouisiana S ta t* U n iv e rsity nr* tb e only graduate school* l a tb e s t a t e .

Loyola u n iv e rs ity o f tb e South bee n o t granted

tb e nee t a r *e degree elnoe 1940. S ix o f th e I87 teeobere w ith master** degrees, o r th re e Mid two ten th * p er e e a t o f th e n , had receiv ed tb e a a e t e r 9* degree f r o a Loyola S al v a r s ity o f th e South.

F if te e n , o r e ig h t per o ent o f th e 137, held

th e a a e te r 9■ degree f r o a Tulane u n iv ersity *

th ir t e e n and n ine tenth*

p e r e e a t had rec eiv e d th e degree f r o a o u t- o f - s ta te I n s t i t u t i o n s .

One

headred f o r ty o f th e 187 te a c h e rs , o r sev en ty -fo u r and nine tenth* per c e n t, h eld th e aaeter* * degree f r o a Louisiana S ta te U n iv ersity . 8UMKHI OF CHAPTER S a ta in t h i s ch ap ter a re b r ie f ly e u sn arlted below. 1.

Age.

The aedlan age o f th e 1183 teach ers vas found to be

t h i r t y - f i v e and s ix ten th * y e a rs.

Tbe median age o f th e 211 teach ers

employed l a *chools w ith an enrollm ent o f 500 o r acre was f o r ty and f iv e tenth* y ear* .

Tbe 117 teacher* working In schools w ith an e n ro ll­

ment between 300 aad 499 had a median age of th irty -tw o and seven ten th * y ear* .

The 396 tea ch e rs employed in sofaools w ith an enrollm ent

between 100 aad 299 had a median of th ir ty - f o u r aad seven tenth* y e a rs. The median age o f tb e 439 teach ers working in schools w ith n in ety -n in e p u p il* o r lee* was th ir ty - f o u r end e ig h t tenth* year*.

As a general

r u l e , tb e la rg e r schools had a h ig h er percentage o f o ld e r te a c h e rs.

92 S ix ty -n in e aad e ig h t te n th s p ar o en t o f a l l tb a taaobara vara between tw enty-seven

m

A f if ty - tw o y e a rs.

Tba median age o f taaobara employed In a s s o c ia tio n and non* a ae o o la tlo n aoboola vaa p r a o tlo a lly tb a same, tb a a s s o o la tlo n school t aaob ara b a rin g a aad lan age o f t h i r t y - f i v e and e ig h t tan tb a y e a rs, and tb a n o n -a sso c ia tio n taaobara a ra d ia n ago o f t h i r t y - f i v e and two tantba*

Tba a aa o o ia tlo n aoboola bad a h ig h er percentage o f younger

t a aobara tb an did tb a n o n -asso o latlo n aoboola*

On tb a o th er band, up

t o tb a ago o f f i f t y - t v o , tb a a a a o o ia tlo n aoboola bad approxim ately tba a a ra cum ulative paroantaga o f taaobara employed aa did tba non*aaaooiatlon aoboola* 2*

C u rrlo u la .

Of tba 136 high aoboola In tb a stu d y , tb a

fo llo w in g was found r e l a t i v e to c u rrlo u la o f f e r in g s : fo u r o f tb a aoboola o ffered ora curriculum on ly , fo u rte e n and seven tan tb a p ar o e n t, o ffe re d tv o ; f i f t y - e i g h t aoboola, or fo rty * tv o and seven ta n tb a par o e n t, o ffere d th re e ; f o r t y - f i r e aoboola, o r t h ir ty - th r e e and one te n th par o e n t, bad fo u r c u rr ic u la ; and n ine aoboola, vbiob vaa s ix and s ix ten th s p er e e a t o f tb a t o t a l , o ffere d fiv e d if f e r e n t ourrioula*

The e ig h ty -

f iv e ao a* asso elo tio n aoboola did n o t o f f e r aa vide a v a rie ty of o u rrio u la aa tb a a a a o o ia tlo n aoboola*

For exaaple, tventy-one n o n -asso c ia tio n

aoboola bad I ra s than th re e ourrioula* 3*

P agreas* Only a sm all number o f taaobara did not have tbe

b a c h e lo r's degree*

F o rty taao b ara, or only th re e fluid fo u r ten th s per

c a n t of tb a t o t a l , vara In t b ls group, vbereas n in e ty -s ix and s ix te n th s

93 p e r c e n t bad th e b a o b e lo r'a d egree,

In a d d itio n , I87 te a c h e rs , or

f i f t e e n and e ig h t te n th s p a r o e n t, bad gone beyond tb a minimum o f aca­ demia tr a in in g f o r o a r t l f lo a t lo a and bad aam ad tb a m a s te r's dagraa. T h irty -th re e and ta o ta n tb a par a a n t o f tb a 211 taaobara In tba la r g e r aoboola bad tb a n a a ta r 'a d agraa, vbereaa only ta n and seven ta n tb a p ar c e n t o f tboae In tb a sm aller aoboola bad completed tb a n a a ta r 'a dagraa. A aaooiatlon aoboola bad only one and seven tan tb a p ar oant o f t b e l r taaobara v i th no dagraa, whereas tb a n o n -asso e la tlo n aoboola bad f l e a aad tb ra a tan tb a p a r oant w ithout a dagraa.

Tbe paroantaga o f

tboaa h a rin g only tb a b a c h e lo r's dagraa In tb a tvo types o f aoboola vara tb a aaa a.

S overar, tb a a a a o o ia tlo n aoboola bad seventeen and fiv e

tan tb a p a r o an t o f t b e l r taaobara v ltb tb a n a a ta r 'a dagraa conpared to only t b lr ta a n aad e ig h t ta n tb a p ar oant In tb a non-aoaoclotion aoboola. Iona o f tb a f o r t / taaobara bolding lose tban a b a c h e lo r's dagraa vaa doing a d m in istra tiv e work.

l i n e and one te n th par oant o f a l l

taaobara vara doing both a d m in istra tiv e and in s tr u c tio n a l work.

Approx-

i n a t e l / tb ra a out o f fo u r of tboae bolding tba n a a ta r 'a dagraa vara c la ssro o n taa o b ara . k.

Types o f o a r t l f lo a ta a .

f i f t e e n d if f e r e n t typos o f o a r t l f i -

o ataa vara b ald by tb a 11S3 taa o b ara .

Hovavar, tb ra a major typaa of

c a r t lf l o a t a a v ara nora ooaaamly b a ld , namely: C lass 1-C.

Glass 1-A, C lass 1-B, and

These tb ra a typaa accounted f o r approxim ately n in e ty par

c e n t o f th e 1183 o a r t l f lo a ta a .

Tba b a sic requirem ents fo r tbaaa typaa

o f c e r t i f i c a t e s Included{ a bachelor 'a degree; nine o o llaga-aaaalon

9k hours l a education courses Including a sp e c ifie d amount o f p ra c tic e t e achings and a range o f f r o a th re e t o f iv e y ears o f teach in g experience. When a comparison o f th e types of o e r tlf io a te e held by teach ers I n th e a a a o o ia tlo n aad n o n -asso c ia tio n schools vaa made, i t vaa found t h a t tb e a a a o o ia tlo n schools had a s l i g h tl y h ig h er percentage o f tea ch e rs h o ld in g tb e h ig h er types o f o e r tlf io a te e than In th e n o n -asso ciatio n sc h o o ls,

Jfin ety -tv o aad one te n th per o ent o f th e tea ch e rs in the

a s s o c ia tio n schools h eld one o f th e th re e major types o f c e r t i f i c a t e s , a s compared to e ig h ty -e ig h t and fo u r te n th s per oent of those In th e n o n -a sso c ia tio n sch o o ls. Approximately n in e ty p er c e n t o f th e teach ers held c e r t i f i c a t e s m ild fo r l i f e .

The rem aining te n per oent held c e r t i f i c a t e s m il d

from one to f i r e y e a rs .

Of th e 10$ c e r t i f i c a t e s m i l d fo r le s s than

l i f e , s ix ty -fo u r and e ig h t te n th s p er c e n t, were ty p e T c e r t i f i c a t e s , nan-renew able, temporary c e r t i f i c a t e s m il d f o r one y e a r. $.

I n s t i tu t i o n s where tr a in in g was re c e iv e d .

The teach ers had

receiv ed e ith e r undergraduate o r graduate tra in in g in twelve co lleg e s and u n iv e rs itie s In L ouisiana and f i f t y - s i x I n s titu tio n s located In o th e r s t a t e s .

Public I n s titu tio n s of h ig h er le a rn in g in L ouisiana

had tra in e d 910, or seventy-seven per cen t of the t o t a l $ p riv a te I n s titu tio n s in th e s t a t e had tra in e d IkO, o r eleven and e ig h t te n th s p e r c e n t; and o u t- o f -s ta te I n s titu tio n s had tra in e d 153, or eleven and two te n th s per c e n t. The 1B7 tlg b e r degrees were held from tbe follow ing I n s titu tio n s : Loyola u n iv e r s ity of th e South, th re e and two te n th s per o en t; Tulane

U fciraraitj,

alght par oant; out*of-«tate

i n s t i t u t i o n s , tblrtaan

and nine $ &

|

*© »i»

S f

ss

b u t n o t teachin g th e su b je c t Per c e n t Humber

1

7

k

57*1

2

5

2

bo.o

3

7

k

57*0

k

3

3

100.0

T o ta l

22

60.0

f o a r groups o f sc h o o ls, a s shown in Table XXX7XIX, I t may be noted th a t one tea ch e r In th e Group 1 schools had f i r e o r le s s sense t e r hours o f t r a i n in g In speech, and one tea c h e r had from f o r ty -e ig h t to f i f t y th re e hoars o f tra in in g *

A ll o f th e f i r e teach ers In Group k schools

had lo ss than tw elve hours in speech.

Group 1 teach ers had a median

o f t h i r t y hours; th e median f o r those in Group 3 schools was eig h teen h o u rs; and f o r Group 4 th e median vas only e ig h t hours.

The t o t a l group

o f n in eteen speech te a c h e rs had a median of f i f te e n hours of s p e c ia l tr a in in g In speech, th re e hours below th e minimum c u rre n t req u irem en ts. Teachers o f m usic* f o r c e r t i f i c a t i o n as a music tea ch e r an a p p lic a n t must now have earned seventy hours In m usical tr a in in g .

Data

r e l a t i v e to th e s p e c ia lis e d tr a in in g o f th e music teach ers in t h is study

•mm xxm xi SPECIALIZE) F8KPABATIQS 21 SPEECH V TDK SPEECH TKACHEKS, ACC0RDI8Q TO SIZE CV SCHOOL lu s h e r o f Groups iM N te r 1 _____ 2 ...........3 ... . . j ........v ........ :. T o ta l Ho. to u rs Ho. teach ers Ho. teach ers Ho. te a ch e rs Ho* teach ers teach ers 0-5

1

6-11 12-17 •

2

2

3

1

3

4 1

1

18-23 24-29

1 2

30-35 36-41

1

2

3

1

3 2

1

42-47 48-33

1

1

5M 9 T o ta l IM lia boor*

4

4

6

5

19

3 0 .0

3 3.O

18.0

8

15.0

* fk 9 o m w abore tills p o in t f a l l to moot the minimum c e r t i f i c a t i o n requirem ent# In s p e c ia lise d education.

037 a r e shown l a S i M m XXXIX, XL, and XLI. In Table IXXII la found th e number and percentages o f music tea ch e re in re s p e c tiv e school groups who n e t th e minimum o f seventy hours o f tr a in in g .

T h irty -fiv e o f the fo rty -th r e e music tea ch e rs had TAME XXXIX

M03IC TSACHKBS WHO MET CURHKST STAHDAHDS Or SPECIALIZE) PHKPARATICH Hf THBXB FXBID Meet c u rre n t standards Hunter P er c e n t

Do no t meet ^ arra n t standards Humber Per can t

Group

Iu n b ar teach in g b u s la

1

3

3

100.0

2

k

k

100.0

3

21

13

83*7

3

1^.3

k

15

10

73.3

5

26.7

T o ta l

h3

33

S l.4

8

13.6

sev en ty or a c re hours of s u l c a l tr a in in g , whereas s ig h t of them bad s ix ty -n in e , o r l e s s , hours vhlch i s d e fic ie n t compared to p resen t re q o lrsB sn ts•

A ll seTsn music teach ers employed in th e Group 1 and

Group 2 sc h o o ls, e ith e r n e t o r exceeded p re se n t sta n d ard s, whereas o n ly e ig h ty - f ir e and seven te n th s , and sev en ty -th ree and th re e te n th s

p e r c e n t o f those In Groups 3 and k re s p e c tiv e ly n e t or exceeded c u rre n t requirem ents • Table XL shows th e nuaber of te a c h e rs , by groups, who were q u a l i f i e d in n u sic , b u t were n o t teaching th e s u b je c t.

As seen in th e

138 TABLE XI* TSAOHKRS QUALIFIED TO TEACH MUSIC, BUT HOT TEACHING IT

Group

Moot currant standards . to teach music Number

1

3

2

k

3

20

4

10

T otal

39

Q u a lifie d , t u t not teaching th e su b je c t Nuaber f o r cen t 2

bO.O

io . o

10.3

above ta b le th e re were only fo u r o f th e th ir ty - n in e Q u alified music t e ache r s in th e study who v e rs n o t employed In t h e i r s p e c ia liz e d f i e l d . T his in d ic a te s t h a t th e ta le n ts and a b i l i t i e s o f th e Q u alified music te a c h e rs were being u t il i s e d to a higher degree th an were th e ta le n ts and a b i l i t i e s o f th e Q u alified s o c ia l scien ce te a c h e rs.

However, th e re

were e ig h t u n q u a lifie d tea ch e rs being used as music in s tr u c to r s , whereas fo u r Q ualified te a ch e rs o f music were n o t assigned In t h e i r sp e c ia lise d fie ld . / In th e th ir d ta b le of t h i s s e r i e s , Table XLI, i s presented th e n u a b e r o f sem ester hours of music p re p a ratio n f o r th e f o rty -th re e music

te a c h e rs , according to th e s iz e of school In which they were employed. A ll th e th re e music tea c h e rs la th e Group 1 schools had m usical tra in in g above th e re q u ire d seventy hours.

This ranged as high as n in ety -n in e

139

TABUS m

8PXCIAUZD mPAKAXIOH IB MUSIC O f TBS MDBIC BACfflBS, ACCG8KB® TO S IB Of SCHOOL Sroupa lo tim r o f •ra o e t e r 4 1 2 _ 3 boon So • te a c h e rs l o . te a ch e rs So. teacb ere So. te a ch e rs

T o ta l So. teach ers

0-9 10*19 20*29 30*59 40-4$

1

1

2

50-39

1

2

3

60*69 •

1

I

2

70-79

1

80-89 90-99

1

4

2

4

4

10

7

4

13

2 1

100*109

2

l 2

110-119

6

120-129

2

4

1

1

T o ta l

3

4

21

15

45

Median boore

85

85

85*2

85*2

84.8

•Tboee case* s to r e th ie p o in t f a l l to meet the minimum c e r t if i c a t io n requirem ents in s p e c ia lis e d education*

i « M k r hoar* fo p tv o o f them.

The tea ch e rs l a th e Group 2 schools

had a median o f e ig h ty -th re e hours in m usic, s i t u a range from seventy t o 109 h o u rs.

The Qroup 3 te a c h e r s ' m usical tr a in in g ranged from f o r ty

to 119 h o a rs, w ith a modIan o f e ig h ty -fiv e and tv o te n th s h o u rs.

Teachers

l a th e s m a lle s t schools had a median o f e lg b ty -fiv e and tvo te n th s hours in n a s lo , w ith a range from f o r ty to 129 h ours.

The median of hours

o f tr a in in g l a n u sle f o r a l l o f th e fo rty * th re e music te a ch e rs vas e ig h ty -fo u r and e ig h t te n th s , v e i l above p re se n t req u irem en ts. Teachers o f I n d u s tr ia l a r t s .

There vere fev e r te a ch e rs found

In th e f i e l d o f i n d u s t r ia l a r t s than in any o th e r s u b je c t m atter f i e l d in th e stu d y .

A te a c h e r v ith tw enty-four hours of tr a in in g In in d u s tr ia l

a r t s courses meets th e s p e c ia lis e d requirem ents to teach th e s u b je c t. Tables XLXI and XLIH c o n ta in inform ation r e l a ti v e to th e s p e c ia lis e d tr a in in g o f te a c h e rs employed In th e in d u s tr ia l a r t s f i e l d . Table XLXI g iv es the numbers and percentages of I n d u s tr ia l a r te TABIX XLII mXBTKIAL AOTB TEACHERS VHO MET CUHREBT SIA1DABD6 QT SPECIALIZED PHXPARATIQB IV TSSXB FIELD

Qroup

lumber teach in g in d u s tr ia l a r t s

1

k

2

1

3 k

3 3

T o ta l

11

Meet c u rre n t standards lumber Per c e n t

Do n o t meet c u rre n t standards Per cen t lu sh e r

3 0.0

2

I 1

33.3 33.3

1 2 2

k

36.7

7

2

?0 .0 100.0 66.J 66.J 63.3

te a c h e rs , by groups, who w t tb s c u rre n t stan d ard s s e t up f o r c e r t i f i ­ c atio n *

Only elev en teacb ere were teach in g in d u s tr ia l a r t s .

Four of

t h i s nuaber bad tb e a in ia u a o f tw enty-four s e a s s te r hours o f tr a in in g i n tb e s p e c ia lis e d fie ld * tra in in g *

Seven d id n o t meet th e standards o f req u ired

There were no teacb ere q u a lifie d in in d u s tr ia l a r t e , who

were n o t assigned to t h a t p a r tic u la r fie ld * Tbe m a k e r o f s e a s s te r hours o f p re p a ra tio n o f tb e eleven i n d u s t r i a l a r t s te a c h e rs In t h e i r s p e c ia lis e d su b je c t n a tt e r i s shown i n Table I L I I I .

Of tb e fo u r i n d u s tr ia l a r t s teaobars in th e group 1

sc h o o ls, tv o bad le s s than tw enty-four sem ester hours o f s p e c ia lis e d t r a i n in g In tb e subject*

One tea ch e r bad f r o a tw enty-four t o tw enty-

n in e h o u rs, w hile tb e o th e r one bad f r o a t h i r t y to t h i r t y - f i v e hours* The only te a c h e r in tb e Group 2 schools had between s ix and eleven seasste r hours*

Two o f tb e th re e tea ch e rs in the Group 3 schools had

between s ix and eleven hours*

The range o f th e th re e te a ch e rs in the

Group k schools vas f r o a one tea c h e r having zero to fiv e hours, to one teacher w ith between se v e n ty -six and e ig h ty . As a group th e i n d u s t r ia l a r t s te a ch e rs were poorly q u a lifie d i n comparison w ith tb e s p e c ia lis e d q u a lif ic a tio n s of teach ers in o th er groups p rev io u sly analyzed. L ib ra ria n s * In o rd er f o r a teach er to be c e r t if i e d a s a lib r a r ia n in a school with 300 or ao re p u p ils , he o u st have had tw enty-four sem ester hours in lib r a r y scien ce train in g *

Twelve sem ester hours o f

s im ila r tr a in in g a re req u ire d o f th e l ib r a r ia n in a school with an en ro llm ent le s s than 300 pupils*

it8

tABIS H J I I r a C U U Z D IBSPABATICW W OISIBXBIAI. AMS 0T a w r a iA i. a m s a t o m s , aoccbmbo to a x z i o r school

■eeber of flroapa aoaM tar I " 8 _' 3 ' • I»* t o ta l lo . boon lo . toaebora lo . toaebara lo . taaobora io . iaaobara taaebara 0-5

1

6- 11

1

1 1

8

8 b

12-17 18- 83

2b-29

1

30-55

1

1

1

1

3

1

1

3

11

36-bl b8-b7

W-53 5b-59 60-65

66-70 71-75

76-80 to ta l

b

1

3

e tf M ebOYo t b i i p o in t f a i l to moot tbo minimum o o r tif lo a tlo n r a tu lr a a a n t* l a sp o o lallzo d •dueatlon*

Tbs p o s itio n o f lib r a r ia n in tb e L ouisiana high sobools ranges from s f a l l t i n s p o s itio n l a tb s ls r g s r sobools to a p a rt-tim e respon­ s i b i l i t y in anay o f tb s sm a ller sobools where tb s so rb i s o a rrie d on by ons o r more designated tsa o b srs to "keep* tb s lib r a r y , in a d d itio n to o tb s r I n s tr u c tio n a l d u tls s .

T h erefo re, i f a ts a o b s r s ’ assignm ent

rso o rd sboved t b a t sbs bad bssn d ssig a a tsd a s lib r a r ia n fo r ons o r mors o la s s p srio d s p e r day a s a p a r t o f b a r o f f i c i a l teaching o r admlnlo* t r a t i T s d u t ls s , t b a t ts a o b s r vas so n sid srsd ons o f tb s lib r a r ia n s in t b i s stu d y . B ata r e l a t i v e to tb s t u a l l f i c a t i o n s of tb s 132 lib r a r ia n s found in tb s study a ra p rsssn tsd in t a b l s s XLIY, XLY, and XLTC. A comparison o f tb s p re p a ra tio n o f tb s lib r a r ia n s v ltb c u rra n t sta n d ard s o f tb s s t a t s i s sbovn in Tabla XUY.

I t i s seen tb a t f o r ty -

TABIi XLI? UBBASIA1S VXO 102 OURRBBT aTAODASBB GP SPXCIAUZSP PHSPABATIOB H THBX2 fXKLD N est c u rre n t stan d ard s lu b b er Par osnt

Do n o t a s s t c u rra n t stan d ard s Humber P er osnt

Group

lu b b e r lib r a r ia n s

1

7

k

57-1

3

42.9

2

5

7 1 .4

2

28.6

3

7 41

22

19

46.3

k

77

Ik

53.7 18.2

63

81.8

Total

132

t3

3 4 .9

97

6 5 .I

Ikk f i t s o f tb e 132 lib r a r ia n s , o r t h ir ty - f o u r and n in e te n th s par c e n t, met th a c u rre n t sta n d a rd s, vbereas s ix ty - f iv s and ana te n th per c en t o f th a n did not*

In th o group I schools where tw enty-four hours of

tr a in in g in l ib r a r y aaiaa aa v u req u ire d f o r a o a r tif la d l ib r a r ia n , only fo u r o f th e seven lib r a r ia n s bad th a minimum number o f hours*

The

a ta ad a rd f o r lib r a r ia n s in Groups 2 , 3 , and h sobools vas only twelve boars o f tr a in in g in lib r a r y sc ie n c e , in wblob o a ses, fo rty -o n e o f tb a 123 lib r a r ia n s n o t tb a req u irem en ts.

Tha e ig h ty -fo u r lib r a r ia n s f a i l i n g

t o n a a t tb a tw elve boars o f lib r a r y so lan es tr a in in g In d ic a te a paramount naad f o r b a t t a r tra in e d te a ch e rs in charge o f tb a lib r a r ie s in high sobools o f tb a s t a t s . Table XLY shove tb a t o f tb a f i f t y teach ers n e stin g th a minimum TABU XLY TKACSSBS QHALUIED IX UBBAB1 SC3SHCK, BUT MOT gXBYUQ AS LIBBAHIAX8

Qroup

Meat c u rre n t stan d ard s to sarv a a s lib r a r ia n s lumber

1

Q u a lifie d , b u t n o t working a s lib r a r ia n s f a r can t lumbar 2*

33.3

2

6

1

16.7

3

23

1

* .5

k

15

I

6.7

T o ta l

50

3

10.0

•One teacher not Qualified to serve as lib ra ria n in th is s it e school,

but Q u a lif ie d fo r smaller sobools.

m l ib r a r y scien ce requirem ents only f iv e v ere n o t assigned to lib r a r y v o rk .

Most o f th e s e f iv e tra in e d lib r a r ia n s vho vara assigned to o th e r

f i e l d s v a ra lo cated l a schools of Groups I and 2* Table ZLTI shovs tb a nuabar of sem ester hours o f tr a in in g In l ib r a r y salo n s# o f th o se tsa o b srs s o rtin g a s l ib r a r ia n s , according to tb a s l s a o f sobools*

L ib ra ria n s in Group I schools had c r e d its In

l ib r a r y so lan s# ran g in g from f i t s o r la s s s e a s s te r h o u rs, to t h i r t y f i t # hours o f tra in in g * tv o hours*

The a s d la a to r tb s Qroup I tea ch e rs vas t h i r t y

F it# tsa o b srs In th e Group 2 sobools n o t tb a sta n d a rd s; tb s

o th e r to o tea ch e rs did n o t.

The median f o r those seven teach ers vas

t h l r t y t v o b o a rs. Seventeen o f th e fo rty -o n e lib r a r ia n s In Qroup 3 schools had only f i t # o r le s s s emes t e r boars o f sp e c ia lis e d tr a in in g , vbereas fo u rtee n o th e rs in tb a same s l s a schools had betvaon t h i r t y and t h i r t y - f i v e hours*

Tba median f o r tb s fo rty -o n e lib r a r ia n s vas th ir te e n and five

te n th s hours* L ib ra ria n s In the s m a lle s t, Qroup t , sobools, had le s s tr a in in g th an d id those In any o f th e o th e r th re e groups, v itb a median of fo u r and s ix te n th s hours* F it# and s ix te n th s hours o f tr a in in g vas the median f o r the 132 lib r a r ia n s In a l l schools* Teachers o f b io lo g ic a l sc ie n c e * To be c e r t if i e d a t p resen t to teaeb b io lo g ic a l sc la n c e , a tea ch e r must have earned s ix hours in ch em istry , s i x hours In p h y sics, and tv s It# hours In b io lo g ic a l science;

TABLE r u n

SHCXAUZB PKETAHATIQB m LIBRARY SCHICK OT THE UBRARIABB, AOCCRDUO TO SIZE 2

13.5

4 .6

5*6

•Tb# c u n .b a r. th is point f a ll to seat nlnloim o .rtlfio atlo n requirementa la spaolallMH adnoatlon.

1*7 a t o t a l o f tw enty-four boars l a th e combination o f th e th re e f i e l d s o f s c ie n c e .

X nforaatloa concerning th e p re p a ra tio n of th e teacbere of

b lo lo g le a l sc ie n c e lo recorded l a Tobies XLTII, XLTHI, and XXIX. I ln e ty -e e re n te a c h e rs , a s shown in Table XLVII, were teaching b lo lo g le a l sc ie n c e .

Iln e te e n o f t h is number, o r n in etee n end s ix TASK XLTII

BIOLOGI TXAOBBB WHO MET OtSSBXT STAJIIttfiDS o r SMCUUZSD PBIPAHATIQX XX SCXBMCB Meet c u rre n t standards Xuaber T er cen t

bo n o t meet c u rre n t stan d ard s gusher Ter c en t

droop

lu s h e r teach in g biology

1

7

3

42.9

4

57*1

2

7

2

23.6

5

71.4

3

31

9

2 9.0

22

7 1.0

4

52

5

8 .3

47

92*9

T o ta l

si

19

19*6

78

80.4

te n th s p er s e n t, bad earned a t l e a s t s in hours eaob in p b jslo s and o b e n ls tr j , in a d d itio n to two I r e o r nore hours In b io lo g ic a l se le n e e , th ereb y a e e tla g p re s e n t requirem ents In selen ee f o r biology te a c h e rs. Of t h e t o t a l n l n e t j - s e r e a biology te a o h e rs, e ig h ty and fo u r te n th s per s e n t had I n s u f f ic ie n t tr a in in g to n e e t th e stan d ard s. The Group 1 schools had th e h ig h e st percentage meeting re q u ire ■ eats l a b lo lo g le a l solenee w ith fo rty -tw o and nine te n th s p er c e n t, sh e re a s th o se In Group 4 schools had th e le a s t aaouat o f scien ce tra in in g ,

1*8 w ith only e ig h t and f i f e te n th s per c en t o f tb e fifty -tw o teacb ere la t b a t group s e a tin g tb e standard*. T able XLTIH g iv es tb e nuaber o f teacbere who were q u a lifie d to tea eb b lo lo g le a l sc ie n c e , b u t were n o t aeelgned to teach th e s u b je c t. TABXJC XLVIII TIA0HSR3 QUtUrUD TO TKACS BIQL033T, BUT BOT m m m IT Meet c u rre n t stan d ard s to teach biology Busbar 1

5

Q u a lifie d , b u t n o t teach in g th e s u b je c t Humber Per cen t 2

*0.0

2

9

7

77-8

3

25

16

6*.0

*

21

16

76.2

T o ta l

60

*1

63.5

There were s l a ty tea c h e rs In t h i s categ o ry , with fo rty -o n e , o r s ix ty e ig h t and th re e te n th s p er c e n t, teach in g o u tsid e o f t h e i r s p e c ia lise d fie ld .

S eventy-eight te a c h e rs were assigned to teach b io lo g ic a l scien ce

who were no t q u a lif ie d , b u t th e re were fo rty -o n e teach ers q u a lifie d t o teach tb e s u b je c t, y e t assigned In soae o th e r f i e l d . In Table XLZZ I s found tb e nuaber o f s e a s s te r hours o f prepa­ r a t i o n in b io lo g ic a l scien ce f o r teach ers of tb a t s u b je c t.

Bata In

t h i s ta b le In d ic a te t h a t , as a whole, b io lo g ic a l science teaohers were p o o rly q u a lif ie d .

The degree to which standards were n e t decreased as

149

TABX8 rL ix s s v c u u z k d mPARATioar i s b io lo o i o r IBS 1IOLQOT TEACHERS, ACCCfiDIHG TO B E * QT SCHOOL

Of ---------- 5 — im U r 1 2 5 boor© So, te a c h e rs So. teaobars So. teach ers So. tsa o b srs

T o ta l So. tsa o b srs

0-5

2

1

4

7

14

6-11 •

1

1

5

22

29

12-17

1

4

3

12

25

18-25

2

5

5

12

24-89

1

5

5

12

5

1

4

1

50-55 58-41 42-47

1

1

48-55 T o ta l

7

7

51

52

97

Median Soars

15

14.5

16.9

11*2

15.3

♦The ease* aboT© t h is p o in t f a l l to a a a t nlnlnum c e r t if i c a t io n r*oalr©M©nts in s p e c ia lis e d b io lo g ic a l scien ce p rap a ratlo n .

130

th e l i l t o f th e schools 1a which th e toaeboro wore employed became sm aller* In o p lto o f th e f o o t t b a t th e re were only n in eteen and s ix te n th s p a r c e n t o f th e b lo lo g le a l soloneo in s tru c to r* oho n o t etandardo ao to t r a i n in g , th e p ic tu re lo somewhat b rig h te r ebon th e amount of tr a in in g l a b lo lo g le a l soloneo I s analysed*

The median sem ester hours

o f tr a in in g In b lo lo g le a l soloneo f o r toaehors w ith in th e fo u r groups •e re :

Group 1, f i f t e e n hours; Group 2 , fo u rte e n and throe te n th s hours;

Group 3# s ix te e n and n ine te n th s hours; and Group 4 , eleven and two te n th s hours*

Based on th e median nuaber o f hours o f tr a in in g l a

b lo lo g le a l se le n e e , a s seen from th e above a n a ly s is , teao h ers In the Group 5 sobools were s l i g h t l y b e t t e r q u a lifie d ,

The n inety-seven

b io lo g ic a l se le n e e tea o h ers In th e study had a median o f th ir te e n and th re e te n th s hours o f tr a in in g l a b io lo g ic a l s e le n e e , one and th re e te n th s hours above th e c u rre n tly req u ire d twelve hours* Teachers o f obom letry.

To meet tb e c u rre n t standards of c e r t i f i ­

c a tio n , a chem istry tea ch e r most have s ix hours tr a in in g In b io lo g ic a l so le a s e , s ix hours In p h y sic s, and twelve hours In chemistry*

Tables

L, LX, and 221 p re s e n t d a ta on tb e academic q u a lific a tio n s o f th e e lg b ty -fo u r chem istry te a c h e rs , according to th e s i t e o f th e school l a which th ey were employed* T able 1* g iv es a breakdown, by groups, of chem istry teaohers who mat c u rre n t stan d ard s o f p re p a ra tio n ,

l i t t l e d iffe re n c e Is found to

e x is t between th e sp e c ia lis e d q u a lific a tio n s o f chem istry teach ers and s im ila r q u a lif ic a tio n s of b io lo g ic a l scien ce teach ers as shown In Tables

131 TAJIXJE L c m a s m te a c h e rs m o met c e sh sh t m a m s m o r s n o u m & m a m m m m scxskcx

droop

lu b b e r tea ch in g obam latry

Moat c u rra n t atandarda lumbar f a r can t

Do n o t moat c u rra n t atandarda lumbar f a r cant

1

7

1

lb .3

6

85.7

a

6

1

16*7

5

83.5

3

28

5

17*9

23

8 2 .1

k

*3

9

20*9

3*

79.1

T o ta l

8b

16

19^

68

80.6

XU FXU

and XLXX. Il^ ity -fo u r taaobara vara teaching chamlatry* of

i fo m

a lx te a a , or nineteen and four tentha par cen t, vara tu aU fled according to tbe a ta ta 'a moot recan t ngnlA tloikii Approximate ly eighty par cent of tb e group vara unqualified.

A very

a lg n lfio a a t, and probably su rp risin g , facto r should be

pointed o at la tb la connection.

Tba aoat poorly q u alified chemistry

taaohara vara looatad la tha la rg e st aohoola of tha s ta te , and tha dagraa to vhloh tba taaobara la aaeh group s a t tha minimum currant ataadarda increased, w ithout exception, aa tha alea of tha aohoola became am lia r . Tbla vaa tba reverse of tha situ a tio n In b io lo g ical aalanoa vhara tba baat q u alified t aaobara vara In tba larg aat aohoola and tha moat poorly q u alified taaobara vara In tha a m lla a t aohoola* Table LI shows, by groups, thoaa taaobara vbo mat tba minimum

1$2 TABLE U

TSACHEBB QUAUFHB TO TEACH CHEMISTRY, BUT HOT THACHHIO IT Meet cu rren t standards to teach cb salstry Busier

Qroup

Q ualified

but not teaching the subject Huiiber Per cent

1

13

IB

92.3

S

6

5

83.3

3

16

U

63.3

k

23

I*

60.9

T otal

58

k2

7«.4

present requirem ents fo r specialised education to teach chem istry, and those of tills group vbo fo r soae reason, ware not assigned to teach tb s su b je ct,

F ifty -e ig h t tsaobsrs ware found to be q u alified , with

forty-tw o, or seventy-two and four tenths par osnt of tbs group not teaching ebsedstry,

As shown in Tables L and LI, six ty -e ig h t tsaobsrs

wars teaching chem istry, unqualified according to minimum standards , whereas fo rty -tv o tsaobsrs n et tbs standards, b at were not teaching tbs su b je ct. Tfcble L II gives tbe nuaber of semester hours of preparation of c b sa lstry teacbere, based on tbe else of tb s sobool In which they vers located.

The strik in g featu re of th is table Is tb a t forty-one of tbs

e ig b tj-fo a r

cb salstry teaohers did not have the presently required twelve

hours of tra in in g In cb salstry .

As shown in Table L, only sixteen of

m

ZABIS LXI SPBCIALIZKD PRSPARATICB H CHEMISTRt OP THI CmiSZVX XBA08XR8, ACCQBDIBG TO SX2R Of SCHOO, lumber o f Qrotipa ---------------- jj. a e n a e te r 2 i -5-.............. boara Bo. taacb ara Vo. taaobara Bo, taaobara Bo. taaobara

T o ta l Bo. taaobara

0-5

1

1

2

5

7

6-11 *

4

2

10

13

54

12-17

1

1

5

5

12

18-23

1

7

9

17

24-2?

1

2

5

6

50-35

1

1

1

5

2

2

4

56-41 *2-47 48-55

1

T o ta l

8

6

29

41

84

10.5

12.0

17.4

11.9

12.5

Median boura

1

• A o m m i m above tb la p o in t f a i l to n e a t tb e nlnlaom o e r t i f ic a t i o n requirem ent# In ip e o ln liie d tr a in in g In obemlatrjr.

15^ th e se fo rty -o n e te a o b ars M t tb e requirem ent of t l x boura each in physics and b io lo g ic a l s c ie n c e , tb u s m eeting tb e p re s e a t stan d ard s f o r e a r t l f l c a tio n a s chem istry teachers*

fu rth erm o re, seven o f tb e fo rty -o n e

teaeb era bad f iv e o r Isa s boura o f c o lleg e chemistry* l a tb e Group I sc h o o ls, one tea ch e r bad approxim ately f i f t y boura o f tr a in in g in o b e a ls try j tbe tr a in in g of tb e o th e r seven teaebera ranged front f iv e o r le s s boura f o r one tea ch e r to an o th er w ith between e ig h te e n and tw en ty -th ree boura*

Teacbere In Groups 2 , 3 , and 4 aohoola

bad a s l i g h t l y wider range o f s e a e s ta r hours c r e d it In chem istry. A comparison o f tbe median number of hours c r e d it In chem istry f o r tb e te a c h e rs o f tb e fo u r groups wares h o u rs; Group 2 ,

Group 1, te n and fiv e te n th s

tw elve boura; Group 3# seventeen and fo u r te n th s hours;

and Group b , eleven and n in e te n th s hours*

The median f o r th e e ig h ty -

fo u r te a c h e rs was tw elve and fiv e te n th s hours o f tr a in in g in chem istry, b a re ly above tb e p re se n t minimum.

D ata, th u s p resen ted , in d ic a te t b a t

tb e obem ietry teao h ers were poorly q u a lif ie d , in term s of s p e c ia lis e d t r a i n ­ in g as compared w ith tb e c u rre n t sta n d ard s. Teaohers o f p h y sic s* Tbe th ir d su b je c t Included in th e f i e l d o f eelanee la physics*

Tbe s p e c ia l requirem ents f o r c e r t i f i c a t i o n to

teach physics a re comparable to those f o r b io lo g ic a l aolenoe and ch em istry , namelyt

s i x hours c r e d i t in chem istry, s ix hours in b io lo g ic a l science,

and tw elve boura in physics* te a c h in g physics in th e stu d y .

Only f i f t e e n in d iv id u a ls were found Tables L I II , IXY, and LV c o n ta in In ­

form ation r e l a t i v e to q u a lific a tio n s of these te a ch e rs in th e s p e c ia lis e d sc ie n c e fie ld s *

w Table L III g iv es ■p e o ia l re fe re n c e to tb e number* and percentages o f physios te a c h e rs who n e t c u rre n t sta n d a rd s, aooardlng to tbe e ls e of tb e sc h o o l.

When re fe re n c e i s made to tb ie ta b le one le Immediately TABLE L H I PHTBIC6 TIACHEB8 WHO NET CURHBfflT STANDARDS Of BPB02AUXSD FRBPABATIOT IV 3CIXHCK Meet c u rre n t stan d ard s Humber Per oent

Do n o t meet c u rre n t stan d ard s lumber P er c e n t

Qroup

lumber teach in g physics

1

k

k

100.0

2

2

2

100.0

3

6

5

83*t

k

3

3

100.0

T o ta l

13

It

93.3

1

1

16.6

6 .7

Impressed by tb e f a e t t b a t only one o f tbe f i f t e e n te a c h e rs, o r s ix and seven te n th s p er s e n t, met th e c u rre n t sta n d ard s, whereas fo u rte e n , o r n in e ty -th re e M

th re e te n th s per c e n t o f th e t o t a l , would n o t bare

s u f f i c i e n t tr a in in g In b lo lo g le a l sc ien c e, chem istry, and physios fo r c e r t i f i c a t i o n under p re se n t re g u la tio n s .

The one q u a lifie d physics

te a c h e r was located In a Qroup 3 school. I t i s seen l a Table LI? t b a t tw enty-four teach ers met tbe minimum p re s e n t requirem ents f o r s p e c ia lis e d education to teach p h y sics.

However,

tw en ty -th ree o f t h i s number, or n in e ty -fiv e and e ig h t ten th s per c e n t, were n o t teach in g p h y sics.

As seen In Tables LIX and LUX, fo u rtee n

156 TABI* U T

TSACHKRS qaAUFIBD TO TEACH PHY8XC8, BUT I0T TKACBOO IT Meet c u rre n t standards to teach physics

Group

guiber

Q u a lifie d , t u t n o t teaching the s u b je c t ' 'MxaSbir 1 F o r1cen t

X

5

3

100.0

8

1

X

100.0

3

a

7

S7.5

k

xo

xo

100.0

T o ta l

2k

23

93.®

te a c h e rs were teach in g physios, u n q u a lifie d , whereas tw en ty -th ree teachers n e t th e sta n d a rd s, h u t were n o t teach in g th e s u b je c t. I t i s seen from Table LV t h a t seven of th e f i f t e e n tea c h e rs did n o t have th e

o f tw elve hours req u ired in physios#

E ight teach ers

had twelve o r nore hours o f tr a in in g in p h y sic s, b a t sin c e seven o f th e se se a s te a ch e rs had n o t had s ix hours In chem istry, plu s s ix hours l a b io lo g ic a l sc ie n c e , as req u ired fo r c e r t if i c a t io n o f a physics te a c h e r, th ey d id n o t n e e t th e a ln ln u n requirem ents» In s p i t e o f th e f a c t th a t only one physics teach er n e t th e p re s e n t

re q u lre n e n ts, I t Is seen fro a Table LV t h a t th e aedlan

number o f sem ester hours In physics f o r th e four groups o f teach ers w ere:

Group 1, nine hours; Group 2 , twelve hours; Group 3» f i f te e n