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Cumulative records, their forms and uses

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CUMULATIVE RECORDS THEIR FORI® AHD USES

A Project Presented to the Faculty of the School of Education University of Southern California

In Partial Fulfillment of the Requirements for the Degree •Master of Science in Education

by Eleanor Catharine Jessup June 1950

UMI Number: EP45892

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

UMI EP45892 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346

T h is p r o je c t r e p o r t , w r it t e n u n d e r th e d ir e c t io n o f the cand ida te's a d v is e r a n d a p p r o v e d by h im , has been p re se n te d to a n d accepted by the F a c u l t y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the re q u ire m e n ts f o r

the degree

o f M a s te r of

Science in E d u c a t io n .

A d v is e r

Dean

TABLE OF CONTENTS CHAPTER

PAGE

I. THE PROBLEM AND DEFINITIONS OF TERMS USED . . .

1

Purpose of the study............. .......

1

Importance of the study • • • • • • • • • •

1

Definition of cumulative records and brief history ............. . . . . . .

2

Organization of the remainder of the

II.

project . . . • • • • • • • • . • • • • •

5

REVIEW OF THE LITERATURE. . . . . . . . . . . .

7

Uses and content of cumulative records. . . Forms of cumulative records..........

7

.

15

Administration of records....... ... Physical features...................

17 .

19 33

III. THE STUDY........... Introduction. • • • • . • •

....

33

Physical form Content .......

35 ••• • • • • • •

' 42

IV. SUMMARY AND CONCLUSIONS............... Conclusions . • • . . • • • •

3?

...

43

Recommended cumulative record based on com­ posite of records s tudied Form-content. . . . . . . . .

.......

44

...........

45

iii

CHAPTER

PAGE

BIBLIOGRAPHY* ........................ • • • • • •

47

GLOSSARY.........................

50

LIST OF TABLES TABLE

PAGE

I. Frequency with which Characteristics for Physical Form Appeared on 12 Cumulative Records Studied . . . . .

.......

....

36

II. Check List of Items Found on Cumulative Cards Compared with Local Cumulative Records. . . .

38

III. Comparison of Items Appearing on Individual Cumulative Records with the Composite Record.

41

LIST OF FIGUBES FIGURE

PAGE

1. Bloomington, Indiana Elementary School Scholar­ ship Record..............• • ............ 2. Hopkinsville, Kentucky Physical Record . . . . .

25 28

3 . Marion, Indiana Elementary School Intelligence

Test Record. • • • • • • • • • • • • • . • • •

29

4. Mishawaka, Indiana Elementary School Intelli­ gence Test Record.

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

30

5. Montgomery, Alabama Elementary School Record of Social and Personal Characteristics . . . . 6 . Aberdeen, South Dakota Cumulative Record Card. •

31 32

CHAPTER

I

THE PROBLEM AND DEFINITIONS OF TIM T E R W USED Within recent years, -the advent of the guidance philosophy in the school systems has thrown a new light on the importance of cumulative records as a guidance tool* This new philosophy considers that the cumulative record should he used as an aid to understanding and helping the child rather than as a judgment against him. Purpose of the study* It is the purpose of this project to. analyze the form and content of cumulative re­ cords that are being used in the elementary schools of Los Angeles County* Importance of the study* Because cumulative record forms are becoming more and more detailed, it seems appro­ priate to examine the purpose of cumulative records in order to make sure that their original need has not been lost sight of*

It is possible that such a maze of detail

takes too much teacher time either for adequate recording of items or for adequate use.

It is hoped, therefore, that

the factors which are most helpful to teachers can be dis­ covered so that the cumulative record will be efficient and yet take a minimum of teacher time*

2 Definition of cumulative records and brief history* "■A

cumulative record is a record of information concerned

with appraisal of an individual pupil.

It is kept on a

card, sheet, folder, cards in an envelope, or some combina­ tion of such in one place.11-*' It should be kept in mind that the cumulative record is a guidance tool to help teach­ ers understand children.

It is the basic permanent record

of pupil progress and adjustment in school and is concerned with giving a well-rounded picture of experience and develop­ ment including skills, personality, activities and interests. An adequate cumulative record provides data essential to the study of a pupil's present situation in the light of his past development. Contrast this idea with that of earlier days when the cumulative record served merely to record certain facts about pupils and were used as judgments against pupils depending on how the teacher felt about them rather than as a means of understanding pupils for the purpose of help­ ing them.

When the staff of the division of child develop­

ment and teacher personnel made their study, Helping

*** Wendell C. Allen, Handbook of Cumulative Records (New York? Bureau of Publications, Teachers' College, Columbia University, 1943), p. 11.

3 Teachers Understand Children* they found that, while cumu­ lative records were widely used, the teacher gave very little real information about the child.2

The tendency was to re­

cord only generalized or summarizing statements with little if any supporting evidence*

These generalizations were

evaluative rather than descriptive and basically were judg­ ments on the child*

They were unscientific and did not

consider actual motivation or the needs of the child in question*

They were based on the relationship between the

pupil’s actions and the teacher’s own purposes, desires and values.

These are the four main factors upon which

teachers were found to base their recorded statements:3 The child’s success or failure in mastering the content and skills prescribed as learning tasks for the particular grade level. The problems met in controlling the child’s be­ havior so that it accorded with the local school code and the teacher’s personal conceptions of ’’good” and "bad.” The standing of the child’s family in the community and its relation to the teacher’s own social status.

The attractiveness and sympathy-winning power of 1the child (or his repulsiveness) in terms of the

teacher’s individual background of experience, personal needs and values*

2 The Staff of the Division on Child Development and Teacher Personnel, Helping Teachers Understand Children (Washington, D. C.: American Council on Education, 1945), P* 3* 3

ibid.. p.

As the guidance philosophy began to prevail through­ out the school systems, it became necessary to train teachers in recording items of information so that any given pupil could be understood as a whole person, and so that any teach­ er could understand a childfs behavior as based on past ex­ perience, as shaped by his present situation and as influenced by his desires and hopes for the future. Today teachers are expected to understand children rather than to condemn them because of behavior.

They should

accept all children emotionally, and should reject none as being hopeless or unworthy.

In order to do this, teachers

must know that philosophically, every human being is in­ herently valuable and therefore has the right to all the help that he can be given so he can achieve his best develop­ ment; and that all children, potentially, can make some contribution to carrying on the society into which they are born.

Therefore, they deserve respect for whatever talents

they can put to ?/ork for the common good.

In practice, the

teacher uses her knowledge to try to supply experiences which will neutralize the unpleasant ones and augment the happy ones.

Before a teacher enters the classroom, she

must recognize that each child is unique, that many variable factors make up each background.

She knows that various

sciences concerned with human growth and behavior have shown that young people, during the several phases of their

development, face a series of common rldevelopmental tasks’1 such, as walking, talking, spelling, getting'along in groups, acting as boys and girls act and getting along conventionally in a thousand situations,

k teacher who understands children

knows the more important scientific facts which describe and explain the forces that regulate human growth, develop­ ment, motivation, learning and behavior.

Furthermore, the

teacher who understands children habitually uses scientific methods in making judgments about any particular boy or girl.

This teacher employs various objective tests, whose

scores are recorded on the cumulative record to help her judge a pupil fairly and then to build a curriculum which will fit his needs, abilities and interests.

She will use

anecdotal records to describe, interpret, and evaluate in­ cidents of behavior.

In short, the teacher will give a

child every possible advantage to succeed and she will help others who contact the child by recording not only objective items but also certain interpretive items on the cumulative record. Organization of the remainder of the pro.iect. The remainder of the project will be organized into chapters. Chapter II contains a review of the literature in regard to uses and forms of cumulative records including recent trends and current practices*

Chapter III is the beginning of the

6 study itself including the procedure for the study, techr

niques used and results.

Chapter ^contains the summary,

conclusions, and a recommended cumulative record that is based on a composite of the records studied.

CHAPTER

II

REVIEW OP THE LITERATURE Uses and content of cumulative records* Although writers seem to be in agreement as to the uses of cumulative records, each has worded the uses somewhat differently* Erickson1- states that all schools need to use some form of cumulative records for the following reasons? 1 . A long-time view of the pupil is essential to an adequate understanding of the individual*

2. Adequate counseling is dependent upon adequate data, gathered from many sources for many years* Records help us identify the needs and problems of our eounselees. 3 * It is important to relate a single item of information to a broad background of material. Indivi­ dual abilities, interests, and other important charac­ teristics can be identified*

4* Unless we record information, it is forgotten. Much teacher understanding of pupils is lost at the end of each year* 5« There is duplication of testingand unless a record is kept*

other efforts

6 * Records can be used to speed the process of getting acquainted.

7* They can be used to divide pupils into groups for instruction and other purposes*

Clifford E* Erickson, ,4 Practical Handbook for School Counselors (New Yorks The Ronald Press Company, 1949),' p. 18.

8 8 . They can assist in locating potential drop-outs and other difficulties in the process of developing into more serious maladjustments*

9. They can help pupils with their educational and other future plans.

7

10. They can be used as a basis for reports to col- ^ leges, parents and employers. Traxler^ lists the following as general uses of

cumulative records* '-I. To enable teachers to get acquainted with new pupils quickly at the beginning of the year. 2. To help the teacher divide a class into small groups for purposes of instruction. 3. To help teachers and counselors identify the • weaknesses of individual pupils and plan treatment. 4. To enable the school to discover pupils with unusually high general mental ability and to plan * special work in line with their interests; and to prevent pupils with such abilities from drifting along aimlessly and forming habits of wasting time which are detrimental to the individual. 5. To help discover special talents in pupils which should be developed. 6 . To furnish leads to reasons why pupils are hot happy and well-adjusted in school.

7* To provide information which may be used in con­ ferring with pupils about achievement. 8*

To provide information which may be used in conferring with'certain pupils about problems of behavior.

2 km E. Traxler, How to Use Cumulative Records (Chicago; Science Research Associates, 1947), P* 13*

\

i'j

9 9# To serve as a basis of conferences with parents about ability, achievement growth and school adjustment, of their child* 10. To provide information useful in conferences with teachers about individual pupils. Allen3 states that the cumulative record should aid every member of the school staff.

Being essentially a guid­

ance tool, it should facilitate the coordination of all per­ sonnel activities carried on by them and should be of real value to agencies that work with individuals after they have 1 left school.

The cumulative record provides data essential

to the study of a pupil*s present situation in the light of his past development.

It should be rich in detail and pre­

sented in such form that the school staff and research spe­ cialists may profitably utilize its data for research purposes.

In addition to the uses already mentioned, he

adds that cumulative records should aid in discovering the extent to which students are progressing toward the objec­ tives which the school has accepted. The Los Angeles County Office of Education has published a Guidance Handbook for Elementary Schools^ in which it is stated that,

3 ?!endell C. Allen, Cumulative Pupil Records (New York; Bureau of Publications, Teachers* College, Columbia University, 1943)? P* 1* 4 Division of Research and Guidance, Guidance Hand­ book for Elementary Schools (Los Angeles; California Test Bureau, 1948), p. 41.

10 . . . complete cumulative records help the teacher to discover pupils with special abilities and disabilities so that she can provide for these differences. They offer a basis for confidential reports to outside specialists or clinics5 assist the teacher to interpret student characteristics to parents and make it possible for more complete records to other schools. In addition, the cumulative record provides a complete record for Court for the small percentage of children who will be subject to legal action. As a basic instrument of guidance and individualized education, an adequate cumulative record makes provision for the recording about each individual, annually or more frequently, all information that will be useful in a guidance program on which the school can obtain observations. The cumulative record should be a means of studying the in­ dividual as well as the result of such study.

Essentially,

the cumulative record is a guidance tool and aids in coordi­ nating all the personnel activities carried on by the school staff.

Not only should it be a tool valuable to the staff,

,but it should also be of value to agencies in the community which works with individuals to whom they have been referred. It provides (or should provide) data about the pupil which is essential to the study of the pupil's present situation in the light of his past development.

It should be rich

in detail and presented in such form that the school staff and research specialists may profitably utilize its data for research purposes.

Briefly, a cumulative record should

11 include the following information:5 1.

Home and social background

2.

Summary of record in schools previously attended

3.

School history and record of class work

4.

Mental ability*or academic aptitude

5. study

Achievement and grov/th in different fields of

6*

Health and physical development

?•

Extra-curricular activities

8 . Work and

9*

other out-of-school experiences

Educational and vocational interests

10.

Special aptitudes

11.

Personal characteristics or behavior description

12. Plans for the future. It also contains space for summary comments by teachers and counselors, informal notes on behavior, special needs, outstanding achievements, an over-all recommendation by the head of the school, and a follow-up report by the school attended later. It should be noted that all these items would not be neces­ sary for an elementary cumulative record; for example, educa­ tional and vocational interests would not have materialized in the elementary grades and if

stated probably would re­

flect the wishes of the parents rather than the child. Plans for the future, likewise, would be too nebulous to be of any importance on an elementary cumulative record.

5

k. 'Em Traxler, op. cit., p. 1 0 .

>

12 Having stated the uses and content .of cumulative records, the next step is to consider the characteristics which make a good record.

The California Test Bureau sug­

gests that, . . . a good cumulative record system:6 1. Reflects the objectives of the educational program 2.

Shows trends in the child*s development

3. Contains information meaningful to teachers in understanding form 4. Furnishes data for all children, not only for problem cases 5. Consists of items significant in the all-round development of the pupil 6.

Presents information from year to year in a con­ sistent and comparable form 7. ing

Involves a simply standardized method of record­

8 . Is readily filed and used; should be easily accessible to teachers either in the classroom or a central file

9. Lends itself to easy and accurate reproduction for teacher*s use and for other schools. When a child is promoted or transferred the cumulative re­ cord form should be checked by the teacher and principal to see that all reports are up to date. sent to the next teacher.

43 .

Then the records are

When the child graduates, the

° Division of Research and Guidance, op. cit.. pp. 42-

13 teacher, summarizes and evaluates his achievements and in­ dicates ways in which he can be helped to adjust in the next school. Before building a cumulative record, we need to con­ sider the following factors based on a guidance philosophy:^ 1. The welfare of the pupil is the reason for the existence of the personnel records 2. Care should be designed to serve well the pur­ poses for which they are intended 3. Care should be used to create only those records which are useful and necessary 4. Records should be maintained in the simplest possible form ^ 5*

Records should be neatly, aecurateiy and unifor-

ly kep t

v

• ■

6. Records should be readily and easily accessible .for the person or persons who are to use them

7* It is not so much the form of the record that counts, but the spirit in which it is kept and the use to which it is put. 8.

The welfare of the pupil first, then the form.

In introducing a new cumulative record form, it may first be.tried out in alternate or critical grades.

The teachers

of these grades should study and use the new records, then the other teachers may be introduced to it in successive years.

The new record should entirely replace the old type

7 Russell Fornwalt, "Pupil Personnel Records" School Executive. 60, May, 1941, pp. 28-29.

14 used so that each teacher will have only one form of record to keep.

The information already recorded should not be

copied but should be placed in a new folder so that the re­ cords will be complete. the records.

The teachers should make and use

They should be used to study a child*s reactions

and responses to his environment, evaluating his social, phy­ sical and academic growth and recording the findings in con­ cise and understandable form.

Many meetings of the teachers

and principal or superintendent will help to straighten out misunderstandings as to the use of the records as well as to evaluate their efficiency and usefulness. In evaluating the usefulness of cumulative records, we need to consider the following factors?8 1.

The cumulative record should be a. a moderately detailed cumulative account of a student*s personality development b. a summary giving a well-rounded picture of a stadent's growth toward social, emotional, physical and intellectual maturity during his school years c. a record which indicates the problems a student.has faced and how he has met them at various stages of his growth.

2.

The record card should be so arranged that its use is facilitated. (Satisfactory Is alarge single durable folding card filed in a tray, book or vertical file.)

3*

Entries on cards should be a. verifiable facts b. considered judgments of faculty members based

®

Wendell C. Allen, op. cit., p. 27.

15

c. d. 4.

on adequate knowledge of.students* If a quantitative estimate form of entry is used, such as rating scale, uniform criteria should be followed in determining judgment statements of students such as educational and vocational plans, other wishes, goals and purposes summaries of data, factual and interpretive.

Becorded data should be used a. as an aid in understanding a student and promoting his development and adjustment during his years in school b. as an aid in facilitating a student!s adjust­ ment when he has left school c. as a source of information about the charac­ teristics, needs, and problems of groups of students.

Forms of cumulative records. With the advent of the guidance philosophy, it seemed necessary that cumulative records serve a purpose other than merely recording objective data about children.

It seemed

that the cumulative record

should be the logical place to record information which would be of help to teachers in planning a program of indi­ vidualized instruction and to administrators in planning and building a curriculum to meet individual needs and abilities.

It was found that many teachers were recording

merely data which was based on an interpretation of a child!s behavior, a type of record which became a condemnation of a child rather than an aid to guidance.

Such recordings

as, flhe is nervous” or **she is a trouble-maker11 became such vicious interpretations that each teacher in turn was set in her attitude toward the child before she had even

16 seen him.

Consequently, such children became increasingly

serious problems through school. It has been the purpose of research studies to at­ tempt to set up standards by which teachers can make entries on the cumulative cards which would be helpful to a coun­ selor, psychologist or other agency in determining causes of a childfs behavior and prescribe treatment for him with­ out having to contact teachers individually in regard to entries on the record. In general, studies of cumulative records have been in agreement as to certain basic information about each pupil which is necessary to an understanding of him.

This

information includes identification and personal data, family and home data, school history and experiences, educational and mental development, emotional and social development, health and physical development, and special activities and interests.

In addition, it is suggested that there be

space for comments, summaries and interpretations of facts. toy data recorded should be in specific terms and should deal with specific characteristics worded in specific terms.

The cumulative record should provide for keeping

samples of original work. Data should be selected and arranged in such a way as to focus attention on the process and consistency of growth rather than on merely meeting arbitrary requirements.

17 It should he recorded periodically, no less frequently than once a year.

Any noteworthy data should be recorded imme­

diately while it is fresh in the teacher1s mind, not hurriedly at the end of the year. By arranging the data on the record properly, cause and effect relationships will be shown, yet the data should be so organized that it may be quickly and easily recorded or located.

Items on the card should indicate clearly what

is to be recorded.

Left to right movement should be facili­

tated for greater efficiency. Administration of records. If a cumulative record system is to be satisfactory, it must fit the situation in which it is to be used.

Factors which should be considered

in building a system are:9 1.

The size of the school or school system

2.

The type of school organization

3.

The permanency of the data to be recorded

4. The professional ability of persons using the records 5.

Teacher load and available clerical help.

Records should be filed where they will be readily available to persons expected to use them.

In elementary schools,

9 A. E. Rhodes, “California Cumulative Guidance Record for Elementary Schools,” Educational Leadership.

2,301, April 1945.

18 it is suggested that they "be kept in the teacher*.s desk. They should he accompanied by clear directions for their use.

Brief directions may be printed on the record and a

manual with complete instructions should be available. The record system should provide for keeping each pupil*s.record with him throughout his school life.

Original

records may be exchanged through a carefully organized sys­ tem of transfer, or standard transcript procedures may be observed.

Data should be systematically collected on en­

rollment of the pupil as well as at regular intervals thereafter. Cumulative records should be developed and used cooperatively, but should be treated confidentially.

They

should be available only to persons who share the responsi­ bility for directing pupil*s school experiences.

411enl°

suggests that records should be readily available without being locked up and that confidential data may be kept in a cumulative record envelope. Recorded data should be as valid and as objective as possible.

Standard measuring instruments should be used

whenever available, and subjective judgments should be based on guided observations in specific kinds of situations.

^

Wendell C. Allen, loc. cit.

19 Physical features. The stock on which the records are printed should be:ll 1*

Durable enough to withstand years of use

2.

Substantial enough to stand in a file

3.

Thin enough to require minimum filing space

4.

Light enough to be economical in mailing

5. Free from glare and suitable for ink or pencil writing. Different colored stocks may be used to distinguish forms which require different handling. Forms should be relatively inexpensive.

The filing

system should be one which is commonly used, is economical, is simple to operate and does not require unusual equipment or forms.

The forms dhould be planned to accommodate supple­

mentary materials conveniently and records should be so de­ signed that only a reasonable amount of clerical work will be required for maintenance. Some suggested forms. Geraldine

Larkinl2

an informal record for each teacher to keep.

suggests

Although, the

form suggested is based at the high school level, it can be revised for elementary school.

The children make lout a card

^ A. E. Rhodes* op. cit.. p. 3°2. 3*2 Geraldine Larkin. l1How to Know Your Pupils,” Educational Methods. 21, lol, January, 1942.

20 which contains their name, address (including apartment number), telephone number, age (in years), and grade. child’s IQ may be obtained by the teacher.

The

The information

may be written on five by eight inch cards or other suitable material.

On line 5, the number of brothers and occupation

of each may be added. lected for sisters.

Line 6 , the same information is col­ The teacher will also want to know the

occupation of mother and father. card, should be included;

Also, on the front of the

nationality, including names of

countries of ancestors, language or languages spoken at home. The child should underline the language spoken most often. On the back of the card, children answer the questions, !tWhat is your hobby?*1 and ?What do you like to do best when you can do what you please?11 On the next line, the child lists any honors or distinctions received in his life.

A

child who leaves both blank should be immediately made a monitor in order to have him feel accepted by the group and also that he too may feel successful in something he undertakes• The teacher may select a small number of cards to check addresses and telephone numbers.

By so doing, it is

possible for the teacher to spot truants as they frequently fail to list telephone numbers.

Individual contact with

parents helps the children to realize that the teacher is interested in them.

21 Ruth Strang!^ suggests that an eight by ten inch Manila folder be made for each child to be kept in a large drawer.

Her form is also for high school students but may

be revised for elementary schools.

She includes a record

of grades along with an autobiography from each child.

The

following facts should be listed in the autobiography; 1) First, facts about myself My name is; last name middle name first name___ My address is ♦ I was born in the year on the day of at • X live in open country, village, town (underscore one). This has been my home for years. Besides my birthplace, I have lived in these places___ . 2) My My My He He

family father’s name is • He is ^ years old. father’s name was . He died years ago. was born in . He has lived here years. completed grades in elementary school; years in high school; years in college; __ years i n • His present occupation is * He has also been a . He attends the _______ church of which he is Tis not) a member. My mother’s maiden name was . She is old. She died years ago. She was years old. She was born in . and she also lived in or near before I was born. She completed grade in elementary school years in high school, ___ years in college; years in ___• Her occupation before her marriage was., ♦ Since marriage, besides the usual homemaking, she has also done . She attends the church of which sheis (is not) a member. I have brothers and sisters. I am giving these facts about those who have left school; Name___ , age , grade__reached , occupation_, living in city, town or country (underline one).

3-3 Ruth Strang, Every Teacher1s Records (New York; Bureau of Publications, Teacher’s College, Columbia Univer­ sity, 1936), p. 14.

22 Married? . These are now in school or colleges Name of school -__ , name ___, age , grade . These have not yet entered; Name ___, age , Others living in our home are ____ • 3) Our Home We own (do not own) the home in which we live# We own (rent) acres of land # I live a distance of from school and reach it hy ___• We have ___ rooms. These include a (no) living room, a (nol bathroom, and bedrooms. 1 sleep alone, or with • We have the following conveniences in our home; washing, ironing, sewing machines; outside help in cleaning, cooking, washing, ironing, nursing (under­ score). We have about books in our home. We take these magazines and papers in our home_____ • We have these musical instruments in our home; •

Home duties; My regular duties each day or week, at home are__• My occasional duties are ______ . 4) My education thus far and plans for more; I was years old when I started to school. I attended (did not attend) kindergarten. I began in the grade and I have repeated the _ _ _ grades and skipped the grades. I have attended the following schools; (Give name and location of schools. If doubtful, give what you think with a question mark in front) ____ . We had ____ teachers. I attended months. I finished • hours at The grades were __ . As a rule I spend home studying my lessons. I should like to stay in school through the grade and then take years in • I am planning to stay in school through the grade and then take years in • My parents would like me to stay in school through the ___ grade and then take years in __ _. I have earned money in these ways; kind of work . I have earned about . The date of this was . 5) ?\fhat I like— my interests When I have time of my own, these are the things I like to do; . I like best these kinds of readings;______ ;. The studies I like best are these; . 6 ) My future occupation— Occupational Preference

The occupations in which I am somewhat interested

23 for myself are; 1 st choice ___ , 2nd choice___ 9 3rd choice

• The education needed for each choice (report for each choice) takes ^high school years___ college years business or professional training years. My father would like me to be a . My mother would like me to be a ___ ♦ 7 )Group contacts

I have belonged to or do belong to these clubs, teams or societies; Fame of club years __ , number in group ___, Offices held . I attend __ church of the___ denomination regularly (irregularly) every . . I am (am not) a member of this church. Our church is ___ miles from home. I do (do not) belong to the young people's society of the church. I attend it regularly (irregularly). I take part in it by . When I finish school I should like to live in the country (a town) (a city) because _______ • Having had the child fill out the above information, the teacher will need to know’each child's capacity to learn. This may be obtained by giving group tests.

Since intelligence

involves memory, experience and organization of experience as measured by group tests, it is advisable to find evidences of a pupil's past achievement studied in relation to his at­ tendance.

One or two year’s retardation along with a good

attendance record is usually an indication of low scholastic aptitude. Other suggestions for cumulative record forms indicate that the essentials of the record be recorded separately; that is, space be allowed for personal and home information; health and physical development; attendance including en­ trance and withdrawal, intelligence test results and social

24 and character ratings as well as achievement test results, extracurricular activities, vocational and education plans, special abilities, photograph, and out-of-school employment along with a scholarship record.

On the following page is

a sample of the scholarship record used by the Bloomington, Indiana, Elementary Schools. The most recent trend in cumulative records is to make them more detailed and all-inclusive so that they be­ come case histories rather than masses of recorded objective data.

Ethel Kawinl^ would include special information which

she feels is important for using cumulative records at the elementary level. She wants to know something about the emotional background of the child in relation to his parents. For example, she lists the following: 1) Emotional attitudes of father and mother toward the child since both overprotection and rejection on the part of one or both parents are likely to be detrimental to the child’s development; 2) A parent's conscious or unconscious efforts to realize his unfulfilled ambitions in the child— often theae goals set for the child are inappropriate but the parent feels compelled to have them realized; 3) A parent's failure to accept a child as he is— the parent may be overambitious for the child, or under­ estimate the child and lack confidence in him— in

^ S c h o o l , " U n i t e d

P. 17.

E t h e l K a w i n , " U s e o f H a n d b o o k o f C u m u l a t i v e

S t a t e s

O f f i c e

o f

R e c o r d s R e c o r d s

E d u c a t i o n ,

i n t h e E l e m e n t a r y ( W a s h i n g t o n . D . C . :

B u l l e t i n

N o .

5,

1 9 4 4 ) ,

E l e m e n t a r y

S c h o o l

19

Y e a r

19

19

19

19

S c h o o l

R e c o r d

19

19

19

19

19

19

19

19

S e m e s t e r

Days Present Days Absent Times Tardy Building Grade Reading Writing Arithmetic Language Geography History Hygiene Spelling Music A r t

Physical Training English Social Science General Science Cooking Sewing Industrial Arts Assigned to Citizenship F I G U R E B L O O M I N G T O N ,

I N D I A N A

E L E M E N T A R Y

1 S C H O O L

S C H O L A R S H I P

R E C O R D

^ David Segel, Nature and Use of Cumulative Records (Washington, D. C. United States Office of Education, Bulletin No. 55 1944)* p. 7* ro

26

either case the child is not free to be himself and to feel secure in the affections of his parents regardless of what he is able to accomplish*or achieve; 4) Conflicts between parents, either basic conflicts between father and mother or disagreements in regard to the child; 5) Inconsistent discipline causing the child not to know what to expect, or discipline that is too severe— the former frequently leads to anger and temper tantrums while the latter may lead to bitterness as the child grows older; 6) Emotional possessiveness on the part of a parent causing maladjustment during adolescence at which time boys and girls struggle for independence; 7) Emotional relationships with brothers and sisters, especially relationships to a younger sibling who, as a nev«r baby, displaced the older child, receiving much of the attention and demonstrations of affection formerly bestowed on the older one; a 11middle” child may feel ^neglected" being neither the oldest nor “the baby11; the youngest of several children may feel unable to compete with his siblings, all of whom had a 11he ad start11 so far as he is concerned* In addition,, Miss Kawin adds early developmental history including growth and development*

Included in early de­

velopmental history, she says the teacher should know whether the child has developed normally or is unusual in any way*

This would necessitate knowledge of the childfs

physical history and parentfs reports about the progress of the child in mental development as well as the child1s social experiences and his reactions to other children plus his play activities. In order to carry out such a program, a teacher would

27 need to be a case worker for each of her 30 or 40 children as well as being a teacher six hours a day. One method,which has been used with success, for getting this detailed information is. the Packet Record System which is being used in Baltimore, Maryland,

A folded type

of card is used into which are inserted 4 x 6 inch cards which have.been tabbed to indicate their type.

These cards

include the pupil’s record card, medical card, mental test card and social workers card.

Special reports such as

vocational guidance report, psychiatrist1s report, etc,, are also available.

The tabbing method makes the cards

easily identifiable without searching through all of them to find the one desired.

This same benefit can be derived

by using different colored cards for each type of card. Another type of record is the envelope type.

The

outside of the envelope contains the pupil’s personal his­ tory, his home and community environment.

Inside may be .

kept the health card, achievement record, attendance record, and any other data*which is gathered including anecdotal records.

This type of card can be used as a one-through -

twelve history of the pupil since much information can be added to the contents of the envelope*

The Packet Record

System is also a type of record which can be adapted to a one-through-twelve history of the pupil*

28 Physical Record Measles . Rheumatism Pneumonia Scarlet Fever Influenza Tonsilitis

Diphtheria Typhoid Smallpox Whooping Cough Meningitis Malaria

Date of Examination Grade Age Serious Illness Height Weight Normal Weight Per Cent Underweight Per Cent Overweight Cleanliness Immunization

Mumps Chicken Pox Tuberculosis Polio Ground Itch Gastrointestinal Remarks:

Smallpox Typhoid Diphtheria

Normal Progress in School Throat Teeth Visiongiff

Eyes (Diseased) Hearing (Right (Left Glands (Cervical) Adenoids Thyroid Colds Hookworm Skin Nailbiter Orthopedic Nasal Breathing Defective Other Defects (Correction Made (By ifhom (Date

Check X after disease child has had; denote defect by 4 sign op­ posite— 14, 2 4 , 3 4 , 44 denoting degree of defects.

FIGURE 2 HOPKINSVILLE, KENTUCKY PHYSICAL RECORD

Record of Intelligence Tests Date

Name of Test

C. A.

M. A.

f

FIGURE 3 MARION, INDIANA ELEMENTARY SCHOOL INTELLIGENCE TEST RECORD 3-6 David Segel, 0£. cit.« p. 12.

I. Q.

Record of Intelligence Tests Name of Test

m

Date of Pupilfs Pupil!s Chrono­ Mental Testing Classi­ Score logical Age Age Hr, Mo. fication

I.Q.

School Teacher



FIGURE 4 MISHAWAKA, INDIANA ELEMENTARY SCHOOL INTELLIGENCE TEST RECORD1' 7

31 Social and Personal Characteristics Items

m 0

o ono Ni O n ON o\oNON C> On On on oNCJN O N ON O' ONONONON —Ii -1I-1H i —I—11 —I o Hi H rHIiH rH i —Ii —Ir—IH i— IrH iH

Ability to Plan

G

Ambition

G

Companionability

G

Concentration

G

Co-operation

9

Leadership

G

Perserverence

G

Regular Home Duties

9

Resourcefulne ss

G

Respect for Property

9

Spontaneity

G

Self-Control

G

Self-Reliance

G

Study Habits

Q

Thrift

0

r—1

0 - Home Duties

G - Marks-Ratings

1. 2. 3.

A - Excellent B - Good C - Fair

Pay Received for No Pay Received for None

D F I

Poor Failure Incomplete

FIGURE*' 5 MONTGOMERY, ALABAMA ELEMENTARY SCHOOL RECORD OF SOCIAL AND PERSONAL CHARACTERISTICS 18 Segel, .ojd. eft., p. I?.

18

(Reverse Side)

(Front Side)

Last

Nam e

F i r st

Name

Middle

B o y

Mo.

trill.

u a uc

.L'ciue

B i r t h

Ent ry

Name

Da.Yr.

Mb.

Da.

Yr. ____________________ Last Name First Date

SCH OL A R S H I P

Kds

1st

2nd

^rd

4 t h

5th

6t h

CITIZENSHIP

Ari thmet ic

He a l t h

Kds

1st

2nd

Lang.

Thrift Promptness

Spe l l i n g

Coo perat ion

Soc ial

Courtesy

Studies

A B I L I T Y F o r m

TEST

Date

GD.

S.

Vocations Gen. Lang.

T h i n k ­

f r o m

Segel,

op.

Comm. Comm.

Present Absent Tar dy

Tru ancy Com plete d

Elem.

Wi t h d r a w n

from

School S c h o o l

Ec.

Wo o d

Shop

Gen.

Shop

lech.

Date

Re- e n t r y

Phys.

Date

clt.

D A K O T A

Draw.

Art

date

Music

S O U T H

Geog. Ar.

Home

Destinat ion

ABERDEEN,

Rep roduc ed

____

_____

M o n th

Day

Year

Ed.

6

CUMULATIVE

B

A

9 B

Date A

E n t e r e d ____

Grade

From.

Tra nscri pt

sent

to

Intelligence Date

Test

Test

F o r m

Record

Sco re

CA

1 A

L a t in F r e n c h

_____ _ RECORD

FIG URE

19

______

Sci.

Science

R e l a t i o n ­

Times

B o y _ Girl_

Name

Des tinat ion

Soc.

Days Days

A

E n g l i s h Mathematics

ATTENDANCE I.A.LQ-

B

Perseverence

REC ORD C.A.

B i r t h

8

Year S'ernes ter

ing S CH OOL

of

6t h

Rel iabil ity

ship Cle ar

Test

5th

Initiative

Music Hea lth Ed. Ph y s i c a l Ed. Rea ding

of

4 t h

Middle

Habits

E x p r e s s i o n Handwrit ing

Name

^rd

- ..... Name

RECORD

CARD

19

Ext ra-Cu rr icular Date

Act ivity

Re cord Success

CHAPTER T H E

III

S T U D Y

I N T R O D U C T I O N

C u m u l a t i v e d i s t r i c t s A n g e l e s , c o n t e n t

o f w e r e

o f

a s

c r i t e r i a

o f

i t e m s

A n g e l e s

s t u d i e d

f o u n d

T w o

t h e

t h e

p h y s i c a l

o f

t h e

i n c l u d i n g

s t a n d p o i n t

c h e c k

e v a l u a t i n g f o r

t w e l v e

C o u n t y ,

f r o m

r e c o r d s . * f o r

f r o m

l i s t s

f o r m ,

t h e o f

w e r e

r e c o r d s , t h e

l a r g e r C i t y

f o r m s

b u i l t

o n e

o t h e r

i s

t o

a

f o r

s c h o o l o f

L o s

u s e d

a n d

s e r v e

c h e c k

l i s t

c o n t e n t

o f

r e c o r d s : I.

F o r m

P h y s i c a l

1.

I s i t

a

f o l d e r

2.

I s I t

a

c a r d

3*

A r e

t h e r e

t y p e

t y p e

o f

o f

s e p a r a t e

r e c o r d ?

r e c o r d ?

c a r d s

f o r

e a c h

p h a s e

o f

d e v e l o p m e n t ? 4 .

I s t h e

p a p e r

s t o c k

d u r a b l e ?

5*

I s t h e p a p e r t h e e y e s ?

s t o c k

o f

6.

I s

t h e

7.

I s

i t

8. 9 * 1 0 . I I .

F o r m A .

p a p e r t h i n

s t o c k

e n o u g h

I s i t

s u b s t a n t i a l

I s i t

l i g h t

I s t h e r e -

a

o f t o

c o l o r

a

n a t u r e

r e q u i r e

e n o u g h

e n o u g h m a n u a l

a

t o o f

b e

t o

w h i c h t h a t

m i n i m u m s t a n d

i n

e c o n o m i c a l

i s

e a s y

c a n

b e

a

f i l e ?

t o

m a i l ?

i n s t r u c t i o n s ?

P e r s o n a l I s

s p a c e

P e r s o n a l

p r o v i d e d

f o r

d a t a ?

a.

N a m e ?

b .

D a t e

P i c t u r e ? o f

F i n g e r p r i n t s ?

b i r t h ?

c.

E v i d e n c e

o f

d.

P l a c e

o f

b i r t h ?

b i r t h ?

e.

S e x ?

f.

C o l o r

o r

r a c e ?

e r a s e d

f i l i n g

C o n t e n t

1.

o n

s p a c e

* o *o

t h e

L o s

r e c o r d s

34

2 .

g.

R e s i d e n c e

o f

p u p i l ?

h .

R e s i d e n c e

o f

p a r e n t s ?

H o m e

a n d

c o m m u n i t y ?

a .

N a m e s

b «

O c c u p a t i o n s

o f

p a r e n t s o f

c .

A r e

a l i v e

d.

R a t i n g s

e.

W i t h

f.

B i r t h p l a c e

p a r e n t s o n

h o m e

e c o n o m i c

B .

C .

w h o m

g .

L a n g u a g e

h .

M a r i t a l

i .

N u m b e r

E .

F .

g u a r d i a n s ? a n d / o r

t h e

p u p i l

l i v e ?

p a r e n t s ?

o f

i n

t h e

s i b l i n g s

b y

y e a r s

3 . 4.

R e c o r d o f r e a d i n g ? R a n k i n g r a d u a t i n g

h o m e ?

o n

t e s t

a n d

a n d / o r

y o u n g e r ?

s u b j e c t s ?

f a i l u r e s ? c l a s s

a n d R a t i n g s I n t e l l i g e n c e

A c h i e v e m e n t

o l d e r

( w i t h

T e s t

n u m b e r

i n

c l a s s ) ?

S c o r e s ?

s c o r e s ?

O t h e r t e s t s c o r e s ? " - P e r s o n a l i t y . * r a t i n g s ?

S c h o o l

t e s t

s c o r e s ?

A t t e n d a n c e ?

1.

D a y s

2 *

R e c o r d

p r e s e n t o f

H e a l t h 1 * P h y s i c a l 2 .

o r

d e c e a s e d ?

e n v i r o n m e n t

s p o k e n

r e p o r t s

R e a d i n e s s B .

o f

S p e c i a l

2.

o r

s t a t u s ? d o e s

2.

3 * 4 *

g u a r d i a n s ?

s t a t u s ?

S c h o l a r s h i p 1 . S c h o o l m a r k s

T e s t S c o r e s 1. G e n e r a l

o r

p a r e n t s

o r

a b s e n t ?

s c h o o l s

a t t e n d e d

w i t h

d a t e s ?

e x a m i n a t i o n ?

A u d i o m e t e r

t e s t ?

3.

R e c o r d

o f

4*

V i s u a l

t e s t ?

c l i n i c

v i s i t s ?

5.

R e c o r d

o f

6.

R e c o r d

o f p r e v e n t i v e

c h i l d h o o d

d i s e a s e s ? a n d

t o

c o n t r o l

m e a s u r e s ?

F o l l o w - u p 1 .

R e c o r d

o f

p r o m o t i o n s

2 .

R e c o r d

o f

e m p l o y m e n t ?

h i g h e r s c h o o l s ?

Forms studied were: City of Los Angeles, Long Beach, Whittier, Burbank, Compton, Santa Monica, Pomona, Pasadena, Glendale, Bellflower, El Monte and Montebello.

PHYSICAL FOBM The cheek list for evaluating the physical form of the records has been presented on pages 33 and 3 4 . The fre­ quency with which certain characteristics appeared in regard to each record is shown in Table I# Five districts used the folder type of records and seven used the card type.

All districts had records which

were of durable paper stock, erasable, thin enough to require a minimum of filing space and economical to mail.

Seventy-

five percent of the districts had records of a color which is easy on the eyes; i.e. yellow or gray, and seventy-five percent had records substantial enough to stand in a file* Only twenty-five percent used separate cards for each phase of development. CONTENT A check list of items found by various educators to be valuable in studying the child was built (see pp. 33-34)• It was obtained from various sources and is believed to be an adequate criteria by which to measure the efficiency of cumulative records in this area.

Because of the number of

items and the variety of sources, it is thought to be re­ presentative of most cumulative records found in the United States*

The purpose of the following table is to determine

TABLE I FREQUENCE WITH WHICH CHARACTERISTICS FOR PHYSICAL FORM APPEARED ON 12 CUMULATIVE RECORDS STUDIED ' S c h o o l s I t e m s

F o l d e r

A

C a r d s S t o c k

i

c

D

E

X

X X

C o l o r

F

G

X

X

H

I

J

K

Cent

X

X

.

X

X

X

X

X

X

X

12

100

X

X

X

X

X

X

X

12

100

X

X

X

X

X

9

75

X

X

X

X

X

12

100

X

X

X

X

X

X X

X

100

X

X

X

25

X

X

X

3 12

X

X

X

X X

X

S u b s t a n t i a l

58 1/3

X

X

X

7

2

X

X

X

X

X

T h i n

41 2/3

X

X

X'

X

5

X

X

X

E r a s a b l e

L

X X

X

X

X

T y p e

D u r a b l e

B X

T y p e

S e p a r a t e

E a s y

P e r



>

C a r d

N u m b e r

X

X

X

9.

75

E c o n o m i c a l t o

M a i l

X

X

X

X

OJ

on

37 which of the items are most valuable.

By comparing the cumu­

lative records of Los Angeles County with the check list, it is felt that an adequate sampling is being made to deter­ mine a composite cumulative record because 1 ) of the wide geographical area which Los Angeles County covers— it being one of the largest counties in the United States and 2) it represents a wide variety of social strata both economical­ ly and geographically due to the fact that California, and more particularly Los Angeles County, has become the nmelting potH of the United States. Table II shows how often each of the forty-one items on the cheek list appeared on the twelve cumulative records studied.

The key letters used in Table I are again used in

this table.

Reading across frome ach item, one can determine

how often it appeared on the records.

Reading down, it is pos­

sible to determine how many of the forty-one items each school district uses.

Reading across the table, it can be seen

that four of the items appears on all the records.

They are

name, place of birth, intelligence test scores and other test scores.

Two items appear eleven times 5 names of

parents or guardians and occupations of parents; five Items appear ten times; place of birth, residence of pupil, record of attendance, physical examination and record of promotions; two items appear nine times:

evidence of birth and sex; two

items appear eight times: number of older and/or younger

T ABLE CHECK LIST

OP

II

ITEMS FOUND ON CUMULATIVE CARDS LOCAL CUMULATIVE RECORDS

COMPARED WITH

Schools

Items

Number

A

B

C

D

E

F

G

H

I

J

K

L

X Name Picture Fingerprints Place of* Birth X X Date of Birth. E v . of Birth X Sex X Color or Race X Res. of Pupil Res. of Parents Names of Parents X or Guardians Occupations of X Parents Parents Living? X Ratings on X E C . Status With Whom Does Pupil Live? Birthplace of Parents Language Spoken in Home Marital Status X of Parents Church Affili­ ation No.Siblings Older or Younger X Others In Home School Maries by Yrs. & Subjs. X Special Reports on Failures Record of Read­ ing Hank In Graduat­ ing Class Intelligence X Test Scores Other Test X Scores Personality Ratings Readiness Tests Record of X Attendance Record of Schools X Attended X Physical Exam Audiometer Test Visual Test X Disease Rec. Pr. < S c Con. Rec. X Clinic Visits Promotions Employment Rec. Anec. Rec. Snmmarv X Total Items 19

X X

X

X

X

X

X

X

X

X

X

X X

X X X

X X

X X X X X X

X X

X X X X X

X X

X X

X

X

X

X

X

X

X

X X X X

X

X

X

X X

X X

X X X

X X

X

X X

X

X

X

X

X

X

X

X

X X

X X

X X

X

X X

X

X

X X

X

X X

X X

X

X

X

X X X

X

X X

X

X

X

X

Per Cent

12 2 1 lO 12 9 9 7 lO 1

lOO 17 8 83 lOO

11

92

11

92

75 75 58 83 8

7

58

2

3-7

5

4-2

3

25

„.

X X X

X

X

X

X X

X

X

X X X

X

X

X X

X X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

3

25

6

50

2

17

8 4-

67 33

4 -

34

1

8

6

50

O

O lOO

X

X

X

X

X

X

X

X

X

X

X

12

X

X

X

X

X

X

X

X

X

X

X

12

X

X

X

X

X X

2C

X

X

X

X

X X

X

X

X

X

X

X

X X

X

X

X

X X

X

X X

X

X

X X

X X

X X X X

X

X 24-

X

X

X X

X

X

X 18

X

X

X

X X

X X

..23 . 21

18

5

4-2 17

lO

83

7

lO 2 3

7 5

X

lO 1 3 8

X

X

X

X

22

X 18

X

19

14-

21

X X 24-

2

X X

X X

lOO

83 17 25 58 4-2 Q? 83 8 8 _ 67

39 brothers and/or sisters and summary while four items appear only seven times:

color or race, parents living; record of

schools attended and record of diseases. Out of the nineteen items in the composite record, no record contained all nineteen of them; four records con­ tained seventeen items; two records contained sixteen items, three records contained fifteen items, two records contained fourteen items and only one contained nine items. All records contained the following itemss date of birth, intelligence test scores and

name,

other test scores.

Eleven of the records contained space for names of parents or guardians and occupations of parents, while ten had spaces for place of birth of child, residence of pupil, record of attendance, physical examination and record of promotions. Mine records provided space for sex of child and evidence of birth; eight left space for the number of older and/or younger brothers and/or sisters and for a summary; seven had space for color or race of child, whether or not parents are living, record of schools attended, and record of diseases; six for marital status of parents and record of reading; five want to know who the pupil lives with, personality ratings, and preventive and control measures used; four ask for names and relationship of others living in the home and school marks by years and subjects; three ask for parents^ birthplaces, language spoken in the home, and visual test;

40 o n l y

t w o

n e s s

t e s t s ,

w h i l e

w a n t e d

o n e

s p e c i a l d o t a l

d i s t r i c t

r e p o r t s

o n e

i t e m s

w h i c h

i t e m

a s

h a d

t o

w i t h

f r e q u e n c y

a

e c o n o m i c

r e c o r d

r e c o r d

o f

o f

s t a t u s , c l i n i c

r e s i d e n c e

e m p l o y m e n t

r e a d i ­

v i s i t s , o f

a n d

p a r e n t s , a n e c ­

t h e

r e c o r d

m a y

f e w I I I ,

l i s t e d ;

t w o a s a

t h a t o n e

n i n e t e e n ;

i t e m s .

c o m p o s i t e

r e c o r d

a t

f r e q u e n t l y l e a s t

I I I

r e p r e s e n t s

i n d i v i d u a l

i t e m s

a n d

t h e

r e c o r d s

h o w

m a n y i t e m s

a r e

a c r o s s

t h e

o f

s h o w n

c o l u m n .

c o n t a i n e d

b u i l t

t h e

t w e l v e t o

t w o a n d

w a s

t i m e s

f r o m

T h e

h a n d

e i g h t e e n

c o m p o s i t e

i t e m s .

o f

o n

s e v e n

r e c o r d

i t e m s

r e c o r d s

t w e n t y - t h r e e ;

t h r e e

c o m p o s i t e

t e e n

t w o

f o u r t e e n

m o s t

a p p e a r

n o t e

o f

b e

t w e n t y o n l y

n i n e t e e n

r e c o r d s . i n c l u d e d

i n

r e c o r d .

t h e o f

o n e

i t e m s

o c c u r r e d

c o m p o s i t e

p a r e d

t h e

T a b l e

T a b l e

o f

a n d

o n

f i n g e r p r i n t s y

f a i l u r e s ,

d o w n ,

o f

c o n t a i n e d

t h e

t e s t s ,

r e q u i r e d

t w e n t y - t w o ;

I n

A n

o n

r a t i n g s

r e c o r d s *

t w e n t y - f o u r

o n e

p i c t u r e ,

a u d i o m e t e r

R e a d i n g

o n e ;

a

t h e

c o m p o s i t e

t o p

r e c o r d

t h e

e a c h k e y

t h e

r e c o r d

a n d

i s

s t a n d p o i n t r e c o r d

l e t t e r s t a b l e

a p p e a r i n g

o f

p o s s e s s e d f o r

w i t h

in

c o m ­

t h e

e a c h

t h e

n i n e ­

l e f t

TABLE III C O M P A R I S O N C U M U L A T I V E

O F

I T E M S

R E C O R D S

A P P E A R I N G

W I T H

T H E

A

N a m e D a t e

o f

B i r t h

of. B i r t h

E v i d e n c e

o f

B i r t h

S e x C o l o r R e s .

o r o f

N a m e s

P a r e n t s

O c c u p a t i o n s P a r e n t s N o .

.of

o f

o r

G u a r d i a n s

P a r e n t s O l d e r

T e s t

S c o r e s

S c o r e s

L

' X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

T o t a l

K

X

X

S u m m a r y

J

X

A t t e n d a n c e

o f

I

X

S c h o o l s

R e c o r d

H

X

o f

A t t e n d e d

D i s e a s e s

G

X

o f

o f

F

X

R e c o r d R e c o r d

E

X

R e c o r d

E x a m i n a t i o n

D

X

X T e s t

c

N u m b e r

X X

12 10 12

P e r

.

100

83 100

75 75 58 83 92 92 58

9 9 7 10 11 11

7

X

C e n t

a n d

Y o u n g e r

P h y s i c a l

R E C O R D

X

X

L i v i n g ? S i b l i n g s

I n t e l l i g e n c e O t h e r

B

R a c e P u p i l

o f

I N D I V I D U A L

S C H O O L S

I t e m s

P l a c e

O N

C O M P O S I T E

X

X X

X

X

X

X

X

X

X X

X

X

17

15

17

X

17

X

X

X

X

X

17

16

X

15

X X

7

X

10

X,

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

14

14

15

67 100 100

X

X X X

X

X

X

P r o m o t i o n s

X

8 12 12 10

X

9

X

7

X

10

83 58 83 t8

83 67

8

16

■p>' H

CHAPTER S U M M A R Y

A

s t u d y

d e t e r m i n e p r e p a r e d t h a t

t h e

o f

c u m u l a t i v e

p u r p o s e

o f

u s e d

b y

t h e

r e c o r d s

w e r e

b e c o m i n g

h a v i n g

i n d i v i d u a l

c h a r t s

i t

w a s

a l s o

f o u n d

t h a t

w a s

t o

h e l p

t e a c h e r s

a n d

e d u c a t i o n

m a n y

c a p a c i t y

t h e o r i e s

w o u l d

b e

A n g e l e s f r o m

C o u n t y

c h e e k

l i s t s

c h e c k

t h e

i t e m s

t o

b e

i n

i n

w a s

t h e

b u i l t

w i t h o n

t o

f u r t h e r

s o

w a s

f o u n d

s o m e t i m e s

t h e f e l t

t h a t

b u t

r e c o r d s

p r o v i s i o n

i n d i v i d u a l s

c u m u l a t i v e e x t e n t

t h e

t h a t

o f

r e c o r d s

o f

t w e l v e

C o u n t y

s e v e r a l

q u a l i f i c a t i o n s

t h e

f o r m s

t h a t ,

w i t h

s o

r e c o r d s ,

i t

r e c o r d s w e r e

o f

L o s

o b t a i n e d

f i e l d .

f r o m

w h i c h

I t

u s i n g

w a s

w h a t

a n d

t o

d e v e l o p m e n t ,

I t

c r i t e r i a

A n g e l e s

o n

f o r

t o

u s e

o r d e r

d e t a i l e d o f

c h i l d r e n

u s e s

w i t h

L o s

p h a s e

a c c o r d i n g

i n

f i e l d .

m o r e

p h i l o s o p h y

a n d

m a d e

t h e i r

t h e

a n d

e a c h

d i s c o v e r

r e c o r d e d

o c c u r r e d

o c c u r r i n g

t o

p h y s i c a l

f r e q u e n c y

i t e m s

f o r m s

c u m u l a t i v e

w e r e

m o r e

f o r

m a d e

c o m p a r e d

d i s t r i c t s

i n

a b i l i t i e s *

l i t e r a t u r e

T w e l v e

t h e

o n

e x p e r t s

t h e

w a s

r e c o r d s ,

u n d e r s t a n d

b e

a n d

a p r o p o s

t h e

s c h o o l

c a n

C O N C L U S I O N S

r e c o r d s

t h e

a n d

n e e d s ,

A N D

I?

w e r e

s o u r c e s

o f

t h e

t h e m .

F r o m

e a c h

t h e

p h y s i c a l

r e c o r d s .

T h e n

t a b u l a t e d

t o

o f

t h e

l a r g e r

s t u d i e d . i n

o r d e r

r e c o r d s l i s t

a n d

w e r e

f r e q u e n c y

d i s c o v e r

w h i c h

t o t h e

t a b u l a t e d

q u a l i f i c a t i o n s t h e

T w o

o f

a n d i t e m s

i t e m s

43 could be used in/a composite record.

It was found that

nineteen items could be used and a composite record was made from them*

From the composite record another check was made

with the twelve districts’ records to determine how well they met the requirements set up by the composite record.

It was

found that, of the records studied, four and possibly six districts maintained records which made it definitely pos­ sible to study a pupil’s present situation in the light of his past development.

Only one of the records was found

inadequate. CONCLUSIONS 1.

Cumulative records should be of the folder type.

2.

Paper used for cumulative records should be light

weight; durable yet thin and substantial enough to stand in a file. 3.

The color of the cumulative record should be easy

on the eyes, gray or yellow are recommended for eye-ease. 4.

k manual of instructions should be available to

teachers. ?.

Supplementary information should be gathered to

meet individual needs. 6.

Cumulative records now are set up so that all

pupils can be studied when necessary.

The problem now

remains to educate teachers in the interpretation of the

44

records, use of the records in an adequate entry of informa­ tion on the records in order that cumulative records may be used to the best advantage. 7*

For everyday use, cumulative records tend to be

too detailed and require too much teacher time. Hecommended cumulative record based on composite of records studied. 1.

A composite cumulative record should be of the

folder type so that it will be possible to keep important information about the child; e.g. anecdotal records, case studies, etc., with the basic information found on the cumulative record.

Since space on the cumulative record

is limited and since it is sometimes necessary to have addi­ tional information on a child, provision should be made for keeping this information in a place that is handy for anyone to read who may be studying the child.

What

is a more convenient place than a cumulative record folder? 2.

Paper stock should be durable, yet of a quality

that is light enough to mail economically, that is thin enough to require minimum filing space, to be substantial enough to stand in a file, and of a nature that can be easily erased. 3.

The color of the paper should be easy on the

4? e y e s ;

e . g .

g r a y

o r

4. l a t i v e

t h e

A

r e c o r d s

c u m u l a t i v e

y e l l o w .

t o

m a n u a l

h e l p

r e c o r d s .

i m p o r t a n t

i n s t r u c t i o n s

t e a c h e r s

M o s t

d a t a

o f

o n

m a k e

t e a c h e r s

r e c o r d s

a n d

m o r e

n e e d a l s o

s h o u l d

e f f i c i e n t

h e l p i n

a c c o m p a n y

i n

u s e

o f

r e c o r d i n g

i n t e r p r e t i n g

d a t a

r e c o r d e d •

F o r m - c o n t e n t . v i o u s

c h a p t e r ,

i t

F r o m

w o u l d

s h o u l d

b e

o n

a n

t o

u n d e r s t a n d i n g

a i d

1 . 2 .

e v e r y

s t u d y

a p p e a r

t h a t

c u m u l a t i v e t h e

c o m p l e t e d t h e

r e c o r d

i f

i n

t h e

f o l l o w i n g i t

i s

t o

p r e ­

i t e m s s e r v e

a s

c h i l d ?

N a m e P l a c e

o f

3 .

S e x

4 .

R e s i d e n c e

B i r t h

o f

5.

N a m e s

6.

O c c u p a t i o n s

o f

8.

N u m b e r

9 .

I n t e l l i g e n c e O t h e r

1 1 .

R e c o r d

o f

o r

o f

B i r t h

w h e t h e r

t e s t

o r

o f

B i r t h

o r

o l d e r

g u a r d i a n s n o t

s c o r e s

s c o r e s

s c h o o l s

a t t e n d e d

1 3 .

P h y s i c a l

e x a m i n a t i o n

1 4 .

R e c o r d

o f

d i s e a s e s

1 5 .

R e c o r d

o f

p r o m o t i o n s

h a d

p a r e n t s

a n d / o r

a t t e n d a n c e

o f

E v i d e n c e

g u a r d i a n s

p a r e n t s

s i b l i n g s

t e s t

R e c o r d

o f

o f

p u p i l

o f

I n d i c a t i o n

1 0 .

D a t e

p a r e n t s

7 *

1 2 .

t h e

a r e

y o u n g e r

l i v i n g

c u m u ­

46 16.

Summary

T h e o f

t h e

S h o u l d

a b o v e

e m o t i o n a l ,

a

p r e s e n t

a

c h i l d m a y

b e t h e

a d e q u a t e

a b o v e

s p a c e

o f

t h r o u g h

t h e

g r a d e s ;

s c h o o l s

a t t e n d e d ;

e x a m i n a t i o n s p r o m o t i o n s A l s o

r e c o r d s

a

o r

d i s e a s e s

t h e

a

f a m i l y ;

a t t e n d a n c e ;

a s

s h o u l d

p r o v i d e s

s p a c e

f o r

o f

i n

t e s t

s c o r e s

r e c o r d s

o f

p h y s i c a l

a n n u a l a l s o

r e c o r d i n g s

b e

k e e p i n g

i n f o r m a t i o n

w i l l

c h a n g e s

o f

w e l l

n e e d .

f o l d e r

t h e

r e s u l t s

g r o w t h .

s u p p l e m e n t a r y

t o

a n n u a l a s

p h y s i c a l

o t h e r

i n t o

w h i c h

a d d i t i o n a l

a n d

a d d r e s s e s ;

r e c o r d

h a d

, u n d e r s t a n d i n g

i n d i v i d u a l

s u m m a r i e s

f o l d e r o t h e r

m e e t

a d d i t i o n s

y e a r l y

a n

p r o b l e m ,

c h a n g i n g

r e c o r d i n g

a n d

t o

to.

m e n t a l

i n f o r m a t i o n

f o r

p a r e n t s ;

a n d

s p e c i a l

g a t h e r e d

o c c u p a t i o n s

l y .

b a s i c

s o c i a l ,

P u t t i n g

o f

i s

c h i l d fs

i n f o r m a t i o n

a l l o w

i n f o r m a t i o n

m a d e

a n n u a l ­

a n e c d o t a l

g a t h e r e d

i n

s p e c i a l

c a s e s . I t

s h o u l d

( c u m u l a t i v e ) f o r e , h o t

i t e m s

i s

a n

u n d e r s t a n d i n g

b e

g a t h e r e d

a s

a l l

y e t ,

i n d i v i d u a l t h e

a b o v e

e s s e n t i a l

i t e m s

e v e r y

c l a s s

c a s e s

n e e d

a

e n r o l l m e n t s

a t t e n t i o n c o n t e n t

a r e

c h i l d .

i n d i v i d u a l w o n * t

t h a t t t h e

e l e m e n t a r y

b e

a b o v e

o f

c h i l d r e n

m o s t

f o r

w o u l d

T h e

f o r

r e m e m b e r e d

b u i l t

w h i c h

i n c l u d e d .

c a u s e

b e

i s

t o

a l l

b y

s u f f i c i e n t

s c h o o l a t

f e l t M o r e

a s

t h e

s p e c i a l a r e t h e i n

c o m p o s i t e

n o t

a

b e

n e e d

t h e r e ­

l e v e l

a r e

e s s e n t i a l

i n f o r m a t i o n

a r i s e s . a n d

s m a l l

e n o u g h

i t

c a s e s .

i s

t o

s h o u l d

s t u d y

t e a c h e r , m o s t

p u r p o s e s ;

h i g h e r

t o

r e c o r d

B e ­

b e c a u s e , t o

f e l t

a l l o w t h a t

B I B L I O G R A P H Y

48 A .

A l l e n ,

W e n d e l l

B u r e a u

C . ,

o f

N e w

E m m e t t

A . ,

F o u n d a t i o n s

A m e r i c a n

H.

C h e c k

H . ,

Y o r k :

B u r e a u

C o l u m b i a E r i c k s o n ,

R u t h ,

R e c o r d s .

N e w

C o l l e g e ,

E * ,

P u b l i c a t i o n s ,

f o r

Y o r k :

C o l u m b i a

I n s t r u c t i o n ,

1 9 4 6 #

E d u c a t i o n a l

R e s e a r c h ,

T e a c h e r s 1

N e w

C o l l e g e ,

1 9 2 8 *

P r a c t i c a l

York:;

E v e r y

R e a d i n g

C o m p a n y ,

P u b l i c a t i o n s ,

U n i v e r s i t y ,

N e w

o f

B o o k

L i s t s

o f

C l i f f o r d

s e l o r s ,

P u p i l

T e a c h e r s

1 9 4 3 .

Y o r k :

B i x l e r ,

S t r a n g ,

C u m u l a t i v e

P u b l i c a t i o n s ,

U n i v e r s i t y , B e t t s ,

B O O K S

T h e

H a n d b o o k

R o n a l d

T e a c h e r *s

T e a c h e r s 1

P r e s s

R e c o r d s ,

C o l l e g e ,

f o r

S c h o o l

C o m p a n y , N e w

Y o r k :

C o l u m b i a

C o u n ­

1 9 4 9 * B u r e a u

o f

U n i v e r s i t y ,

1 9 3 6 *

B *

B r o o k s ,

H a r o l d

S t a t e , ”

B . ,

n a l

o f

F i e l s t r a ,

F,

L . ,

C l a r e n c e ,

L a r k i n ,

A *

2 1 ,

E . ,

E l e m e n t a r y A p r i l ,

t o

1 8 1 - 1 8 7 ,

M a y ,

f o r

S c h o o l s

o f

t h e

E d u c a t i o n ,

A p r i l ,

J o u r ­

R e c o r d s , ”

E d u c a t i o n a l

R e c o r d s , ”

E d u c a t i o n a l .

1 9 4 5 .

P e r s o n n e l

K n o w

R e c o r d s , ”

1 9 4 1 *

1 9 4 5 *

C u m u l a t i v e

M a y ,

R e c o r d s , ”

S c h o o l

1 9 4 1 * Y o u r

J a n u a r y ,

C a l i f o r n i a

1 9 4 5 *

C u m u l a t i v e

A p r i l ,

” P u p i l

2 8 - 2 9 ,

S c h o o l s , ”

f o r

C u m u l a t i v e

”U s i n g

” H o w

S e c o n d a r y

3 2 4 - 3 2 5 ,

3 1 1 - 3 1 2 ,

J , ,

6 0 ,

G e r a l d i n e ,

M e t h o d s , R h o d e s ,

2,

R u s s e l

E x e c u t i v e ,

L i s t

3 4 ,

”U s i n g

C l a r e n c e ,

o f

R e c o r d s

1 9 3 8 *

2 , 3 0 4 - 3 0 5 ,

L e a d e r s h i p , F o r n w a l t ,

J o u r n a l

C h e c k

E d u c a t i o n ,

A R T I C L E S

C u m u l a t i v e

D e c e m b e r ,

L e a d e r s h i p , • F i e l s t r a ,

” N e w

C a l i f o r n i a

1 3 , 5 0 0 - 5 0 4 , F e n t r e s s ,

P E R I O D I C A L

P u p i l s , ”

E d u c a t i o n a l

1 9 4 2 *

C u m u l a t i v e

E d u c a t i o n a l

G u i d a n c e

R e c o r d

L e a d e r s h i p ,

2,

f o r

3 0 0 - 3 0 2 ,

49 T r a x l e r ,

A .

E . ,

S c h o o l , ” t e m b e r ,

” C u m u l a t i v ©

E l e m e n t a r y

R e c o r d

S c h o o l

F o r m

f o r

t h e

J o u r n a l ,

4 0 ,

4 5 - 5 4 ,

E l e m e n t a r y S e p ­

1 9 3 9 ,

C .

P U B L I C A T I O N S

O F

L E A R N E D

O R G A N I Z A T I O N S

/

!

D i v i s i o n

o f

R e s e a r c h

E l e m e n t a r y B u r e a u , R e p o r t

o f

S e g e l ,

t h e

N a t i o n a l o f

D a v i d ,

o f

N a t u r e D .

t h e

D i v i s i o n

W a s h i n g t o n , A .

f o r

T e s t

E . ,

H e l p i n g D .

C . :

H o w

R e s e a r c h

t o

o n

o f

C h i l d

A m e r i c a n U s e

O f f i c e

C o u n c i l

1 9 4 7 .

o n

U n i t e d

L 9 4 4 .

o f

D e v e l o p m e n t

U n d e r s t a n d

C u m u l a t i v e

A s s o c i a t e s ,

# 5 ,

C u m u l a t i v e

S t a t e s

T e a c h e r s

R e c o r d s ,

W a s h i n g t o n ; ,

t h e

U s e

U n i t e d

S t a f f

o f

C u m u l a t i v e

a n d

C . : 1 9 3 8 .

P e r s o n n e l ,

o n

R e c o r d s ♦

B u l l e t i n

# 3 ,

S c i e n c e

H a n d b o o k

C a l i f o r n i a

E d u c a t i o n ,

B u l l e t i n

T r a x l e r ,

G u i d a n c e

A n g e l e s : ,

C o m m i t t e e

C u m u l a t i v e

O f f i c e

W a s h i n g t o n

T h e

G u i d a n c e , L o s

1 9 4 8 .

H a n d b o o k S t a t e s

a n d

S c h o o l s #

R e c o r d . E d u c a t i o n ,

a n d

T e a c h e r

C h i l d r e n # E d u c a t i o n ,

R e c o r d s .

1 9 4 5 *

C h i c a g o ;

50

GLOSSARY KEY TO TABLES I AND II, PAGES 36 AM) 38. A*

Permanent Record; Department of Health Records: School District*

El Monte

B.

Basic Cumulative Records— Montebello Unified School Dis­ trict.

C.

Pupil Personnel Records— Pasadena City Schools.

D.

California Cumulative Guidance Record for Elementary Schools— Bellflower District.

E*

Elementary Cumulative Record— Glendale Unified School District*.

P.

Pomona City Schools Cumulative Record.

G*

Santa Monica Cumulative Record.

H*

Compton City Schools District Permanent Record*

I.

Basic Cumulative Record Polder— Burbank City Schools and Elementary School Supplements

J.

Whittier City School District Permanent Record.

K.

Long Beach Elementary School Permanent Record.

L.

Cumulative Record for Elementary School Pupil— Dos Angeles City Schools.

51 C O M P O S I T E

C U M U L A T I V E

( F r o n t

N a m e s

D a t e

E v i d e n c e

o f

R e s i d e n c e

2

o f

B i r t h s

B i r t h

o f

R E C O R D

S i d e )

P l a c e

o f

B i r t h s

S e x s

P u p i l s

.

3. 4.

5. N a m e s

o f

P a r e n t s

O c c u p a t i o n s

o f

o r

G u a r d i a n s :

P a r e n t s

o r

G u a r d i a n s

t

M o t h e r s F a t h e r s P a r e n t s

l i v i n g ? N u m b e r

o f

S i b l i n g s s

Y o u n g e r s

T e s t

S c o r e s s

T y p e

o f

R e c o r d

1. 2* 3. 4* 5.

6m

T e s t

o f

S c h o o l s

Y e a r

A t t e n d e d s

G i v e n

R e s u l t s

CUMPOSITE

CUMULATIVE

(Reverse

UNIVERSITY

Month

Pres

Abs

Pres

Abs

Pres

Abs

Pres

Abs

RECORD

Side)

Pres

Abs

Pres

Abs

Pres

Pres

Abs

Pres

Abs

Pres

Abs

OF SOUTHERN CALIFORNIA

PHYSICAL

LIB RA S®

Eyes

Ears

Diseases

EXAM.

RESULTS

Height

Had

Weight

Other

Comments

Record Year

19 19 19 19 19 19

Grade

Year

of

Promotions

!

Summary

Comments

Grade -

VJt N