A survey of the city Terrace School
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A SURVEY OF THE CITY TERRACE SCHOOL
A Thesis Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by Thomas Edward Reece August 1950
UMI Number: EP56197
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'57 TVm thesis, w r itte n un de r the d ire ctio n o f the C h a irm a n o f the candidate’s G uidance C om m ittee and a p p ro v e d by a l l members o f the C om m ittee, has been presented to and accepted by the F a c u lty o f the School o f E d u c a tio n o f the U n iv e rs ity o f S outhern C a lifo r n ia in p a r t i a l f u l f i ll m e n t o f the requirem ents f o r the degree o f M a s te r o f Science in E d u c a tio n . D a te ...............
........
D ean Guidance Com m ittee
C hairm an
TABLE OE CONTENTS CHAPTER
PAGE
I. THE P R O B L E M ..........
1
Statement of the problem . . . . . . . . . . . .
2
Limitations of the problem
........
2
..................
3
Analysis of the p r o b l e m ......................
4
Method of procedure
8
Definition of terms
II.
• • • • • • . . • • . . . .
REVIEW OE RELATED LITERATURE AND ORGANIZATION OF THE T H E S I S ....................... Organiation of the thesis
III.
. . . . . .
THE SCHOOL COMMONITY.......................
19 21
Purpose of the chapter
21
Location . . . . . . . . . . . . . . . . . . . .
22
The school community Business establishments
IV.
10
.......... 23 . . . . . . . . . . . .
24
Industries • . . . . • • • • • • • • • • • • • •
26
The people
26
.........
Growth pattern of the school community . . . . .
31
Summary
32
. . . . . . .
........
. . . . . . . .
THE SCHOOL P L A N T .................................. 35 Purpose of the chapter on the school plant . . .
35
P r o c e d u r e ...............
35
Scoring the plant
36
CHAPTER
PAGE S i t e ......................................... 43 Buildings
. . . . . . . .. ......
49
Heating s y s t e m .................................. 50 Fire protection s y s t e m ...........
51
Gleaning s y s t e m ........... ................. 51 Artificial lighting system .. ................... 52 Electric service system... ....................
52
Electric teaching aids . . . . .
52
..............
Water supply s y s t e m ............................ 53 Toilet s y s t e m ..................................53 Storage s e r v i c e .........................
54
General classrooms.......................
54
Kindergarten .................................
56
Special activity rooms Administrative offices . Teachers facilities
............
53
. .................... 53
.........................
53
Health u n i t ....................................59 S u m m a r y ............................. V.
THE CERTIFICATED AND MON-CERTIFICATED PERSONNEL
59 .
61
Purpose of the c h a p t e r.......................
61
Professional qualificationsof the staff . . . .
61
Experience......................................63 Marital status, sex, andtenure of staff . * . .
65
A g e .........................................
65
iv CHAPTER
PAGE Classification and pupil l o a d Salaries In-service training
.
68
. .
71
.........................
Turnover of City Terrace teachers
............
School n u r s e ..................... Counselor service
73
. 76
...........................
77
Non-eertificated personnel .................... Summary VX.
.
76
77
....................................81
PUPIL P E R S O N N E L .........
83
Purpose of the chapter.......................
83
Nativity of p u p i l s .................
83
Enrollment and mobility of p u p i l s .............. 85 Distribution of enrollment
.................
90
Age - grade distribution .
............ _ . . .
90
Promotion p o l i c y ................................95 Pupil attendance................................98 S u m m a r y ......................... VII.
EVALUATION OF THE EDUCATIONAL PROGRAM
98 . . . . . .
101
Purpose of the chapter......................... 101 Scope of the chapter
......................... 102
Organization of the testing p r o g r a m ........... 103 Type of tests p r e s e n t e d ....................... 104 Intelligence test p r o g r a m .................
. 105
First grade intelligence tests ................ 105
CHAPTER
PAGE Second grade intelligence tests
.............. 108
Third grade intelligence tests ................ 108 Fourth grade intelligence tests
. ............ Ill
Fifth grade intelligence tests ................ 112 Sixth grade intelligence tests • • . . • • • • •
112
Evaluation program Fall 1 9 4 5 ................... 117 Evaluation program Spring 1946 ................ 120 Evaluation program Fall 1946 .................. 125 Evaluation program Spring 1947 ................ 128 Evaluation program Fall 1947 . . . . . . . . . .
133
Evaluation program Fall 1 9 4 # ................... 137 Evaluation program Fall 1949
.............
• 141
Comparative data summary, Spring 1947 versus Fall 1 9 4 8 ...................................141 Summary
............................. 149
VIII. SUMMARY AND RE CQMMENDATIONS S u m m a r y .........
................... 151 . 151
Recommendations............................. .156 BIBLIOGRAPHY...........
159
LIST OF TABLES TABU! I.
PAGE Variety and number of retail establishments located in the City Terrace School community
II.
. .
25
Types of industries located in industrial belt within and adjacent to the City Terrace School a r e a ........................................... 27
III.
Occupations of parents of 92children Terrace School selected atrandom
IV.
in City
. . . .......... 30
Strayer-Engelhardt Score Card for Elementary School Buildings with results from the survey of the City Terrace School old building
V.
.
37
Strayer-Engelhardt Score Card for Elementary School Building with results from the survey of the City Terrace School new b u i l d i n g ............ 42
VI.
Professional qualifications of the City Terrace School faculty
VII.
...............................
City Terrace School teachers experience before and after entering the Los Angeles City School System
VIII.
62
64
Status of the City Terrace faculty regarding marriage, sex, and t e n u r e ........................ 66
IX. X.
Ages of City Terrace School faculty members . . .
67
City Terrace School classification and pupil load for month of June, 1949
. . . . . . . . . .
69
vii TABLE XI.
PAGE City Terrace School classification and pupil load for month of June, 1950 . ................
XII.
Los Angeles City School District Teachers* salary schedule 1949-1950 ...........................
XIII.
74
Salaries and experience of City Terrace School teachers for year 1949-1950....................
XV.
72
Salaries and experience of City Terrace School teachers for the year 1948-1949
XI?.
70
75
Los Angeles City School District salary schedule for classified personnel in the job classifica tions available in the City Terrace School . . .
XVT.
Nativity of children enrolled, during period February - June, 1949
XVII.
84
Pupils entering City Terrace School September, 1949 - June, 1950.....................
XVIII.
86
Pupils leaving City Terrace School September, 1949 - June, 1950
XIX.
87
Enrollment trends City Terrace School September, 1947 - June, 1950
XX.
88
Destination of pupils leaving City Terrace School September, 1948 - June, 1950
XXI. XXII.
79
89
Frequency distribution by grades June, 1950
. .
91
Comparison of monthly classification reports September, 1949 - June, 1950
............ * 92
viii TABLE XXIII. XXXV.
PAGE Age- grade distribution February 1, 1950
...
Humber and extent of overage pupils lune, 1 9 4 9 ...............................
XXV.
96
Humber of pupils retained in City Terrace School September, 1947 - 1950 ................
XXVI.
. • 106
Composite beginning first grade intelligence scores City Terrace School, February, 1949
XXVIII.
• • 107
Composite B2 grade intelligence seores City Terrace School,Fall 1 9 4 6 ...............
XXIX.
1946 . . . . .
..............
113
1946 ........................
114
Fall,
1946............
115
Composite A6 grade intelligence scores City Terrace School,
XXXIV.
110
Composite A5 grade intelligence scores City Terrace School,
XXXIII.
1946..................
Composite B5 grade intelligence scores City Terrace School,
XXXII.
Fall,
Composite A4 grade intelligence scores City Terrace School,
XXXXI.
109
Composite B3 grade intelligence scores City Terrace School,
XXX.
99
Composite beginning first grade intelligence tests City Terrace School, September, 1946
XXVII.
93
Fall,
1946........
116
Achievement test averages City Terrace Elementary School, Fall, 1945 .............
• 116
ix TABLE XXXV.
PAGE Achievement test averages City Terrace Elemen tary School Spring, 1946
XXXVI.
12
Achievement test averages City Terrace Elemen tary School Fall, 1946
XXXVII.
1
Achievement test averages City Terrace Elemen tary School Spring, 1947
12
XXXVIII. Achievement test averages City Terrace Elemen tary School, Fall, 1947 ...................... XXXIX.
Achievement test averages City Terrace Elemen tary School, Fall, 1 9 4 6
XL.
134
. 13#
Achievement test averages City Terrace Elemen tary School Fall, 1949
XLI.
1
City Terrace School evaluation program com parative data summary for reading vocabulary Spring, 1947 vs. Fall, 1 9 4 6 ................... 143
XLII.
City Terrace School evaluation program com parative data summary for reading comprehen sion Spring, 1947 vs. Fall, 1946............144
XLIII.
City Terrace School evaluation program com parative data summary for arithmetic reasoning Spring, 1947 vs. Fall, 1946 ................ .
XLIV.
145
City Terrace School evaluation program compara tive data summary for arithmetic fundamentals Spring, 1947 vs. Fall, 1946 .................. 146
TABLE
PAGE
XLY. City Terrace School evaluation
program compara
tive data summary for language
Spring, 1947 vs.
Fall, 1 9 4 S .................
147
XLVI. City Terrace School evaluation
program compara
tive data summary for spelling
Spring, 1947 vs.
Fall, 194S .
............................... 14S
LIST OF FIGURES FIGURE 1*
PAGE
Summary of evaluation data - City Terrace School Fall, 1945
2*
Summary of evaluation data - City Terrace School, Spring, 1946.....................................
3#
122
Summary of evaluation data - City Terrace School, Spring, 1946.................................
4*
Summary of evaluation data - City Terrace School, Fall, 1946
5*
127
Summary of evaluation data - City Terrace School, Spring, 1947
6.
123
................................. . 130
Summary of evaluation data - City Terrace School, Spring, 1947
7.
Summary of evaluation data - City Terrace School, Fall, 1947.....................
8.
Summary of evaluation data - City Terrace School, Fall, 1947
9.
136
Summary of evaluation data - City Terrace School, Fall, 1948
10*
135
139
Summary of evaluation data - City Terrace School, Fall, 1 9 4 S ...........
140
CHAPTER I THE PROBLEM The principal of a school, in addition to his duties as the leading educator of the school, must be an efficiency expert.
He must make a continuous appraisal of the entire
school program.
He must constantly seek to avoid waste, not
only of money and school supplies, but waste in the educa tion of children.
In order to measure the efficiency of
any phase of the school program, it is necessary as a start ing point to make a complete and comprehensive appraisal of the school, the program, and the community. of this nature constitutes a survey.
An evaluation
The completion of such
a survey furnishes the principal and other interested educators with results and information which can be used as a reference for a continuous appraisal of the school, which could be carried on as a part of the school program.
^
The City Terrace School community was a dynamic fusion of many diverse types of people.
It was a community
of great extremes, with wealthy people living next door to poor people, with large expensive homes located on adjoining lots to sub-standard housing moved in from freeway areas, and with people of conflicting cultures and religious backgrounds.
The community was beginning to change after
a long period of stability.
The enlargement of the Ramona
Freeway, the movement of older homes into the area, the ex pansion of the business district, the growth of industry adjacent to the community, the addition of new single and multiple dwelling units, and the beginning of a movement of peoples were the evidence of this developing trend. In the light of the above developments, a survey of the school and the community would be an invaluable aid to the principal in the shaping of an educational program designed to satisfy the actual needs of the children and the community.
With this purpose in mind, a suryey of the
City Terrace School was made. Stat ement of the problem.
The problem was to make a
general survey of the City Terrace School in the Los Angeles City School System, consisting of a systematic and valid appraisal of the community, the school plant, the educational program, the certificated and classified personnel, and the pupil personnel; and, to determine^the adequacy of the school plant and the educational program, using accepted modern standards as a reference base.
Recommendations will be made
with reference to the school plant and the instructional program on the basis of the research evidence developed. Limitations of the problem.
The survey was confined
to the City Terrace School and the community immediately surrounding it, as limited by the attendance boundaries
defined by the Educational Housing Section of the Los Angeles City Board of Education.
The study consisted of
an evaluation of the City Terrace School, an individual elementary school within the Los Angeles City School System, and the ^opinions expressed herein are those of the investi gator and do not reflect the opinions of any other individuals or policy making group.
The study was an
effort to make an honest appraisal of an individual elementary school within a large city school system, re vealing present conditions and attempting to point the way to needed improvements. Definition of terms.
J. P. Leonard’s definition of
evaluation was used in the study: Evaluation, as applied to education, is a relatively new technical term, implying a more comprehensive program of appraisal than the more conventional test ing and examination program. Evaluation is a con sideration of how effective a given program is in stimulating growth toward the objectives originally set up by pupils and their leaders.1 J. B. Sears, in writing about school surveys defined a survey: The term "survey" was borrowed from the field of sociology, and has been used to describe the process by means of which we have sought to define the efficiency of a school system. The term has been used more or less loosely, but in general it has been applied to careful
1
J. Paul Leonard, Developing the Secondary School Curriculum (New York: Rinehart & Company, 1946) , p.
4 factual studies of educational conditions and results together with constructive criticisms of the findings.2 Analysis of the problem.
Special importance has
been placed on certain elements of each major unit surveyed, and to facilitate the method of research, the problem has been resolved into component questions, the solution of which has resulted in the information obtained in this survey.
The solutions to the following problems were
sought: 1.
The community. a.
How was the community planned with respect to residential, business, and industrial areas?
b.
What peculiar conditions were developed be cause of the location of the community?
c.
What provisions had been made for the safe guarding of children in hazardous traffic areas?
d.
What recreation facilities were available in the community?
e.
What institutions and special services existed in the community?
o
Jesse B. Sears, The School Survey (Boston: Mifflin Company, 1925), p. 1.
Houghton
f*
What types of business establishments and industries were located in the community?
g.
What was the racial, economic, occupational, and religious makeup of the community?
h.
What was the pattern of growth for the community?
The school plant* a.
What was the rated efficiency of the school plant in terms of the Strayer-Engelhardt Score Card?
b.
Were the play facilities adequate for the school population?
c.
What was the condition of the yards and play equipment in regard to safety?
d.
What condition were the buildings in?
e.
Were sanitary facilities adequate for pupil and teacher needs?
f.
Were sufficient drinking fountains installed in the proper locations?
g.
What were the lighting needs of the building?
h.
What was the condition of the building in regard to fireproofing?
i.
Were heating and ventilation systems adequate -and efficient?
j*
To what extent was depreciation being checked
by maintenance and repair? k.
What was the condition of the landscaping?
1.
What was the general condition of the class rooms?
m.
What recommendations were believed necessary in order to modernize and improve the school plant?
The certificated and non-certificated personnel. a.
What were the professional qualifications of the staff?
b.
What was the status of the staff in reference to marital status, experience, sex, and tenure?
c.
What were the salaries currently paid the teachers?
d.
What provisions were made for in-service training?
e.
What classifications of non-certificated personnel were employed in the school?
f.
What were the salaries.of classified employees?
The pupil personnel. a.
What conclusions were determined from an examination of pupil records in regard to
transfers to and from the school? b.
What conclusions were established from an analysis of age-grade distribution charts,
c. What policies were regarded as essential as a result of findings concerning over-ageness and under-ageness? Evaluation of the Educational Program. a. b.
c.
How was the evaluation program organized? What types of intelligence
and achievement
tests were administered to
the pupils?
What conclusions were drawn from a study of intelligence test results?
d.
How efficient was the basic skills instruc tional program in relation to expected achievement grade placements.
e.
What major failings or successes were re vealed by the testing program?
f.
What basic skills should receive emphasis as aresult of findings in
the evaluation
program? g.
Was the curriculum adapted to the needs of the children in the school?
h.
What was the comparative progress of children as measured by test comparisons of successive years?
i.
To what extent should the curriculum be adapted to meet the individual needs of the pupils?
Method of procedure. The survey of the City Terrace School was made by the principal of the school, who had served in that capacity for two years prior to the survey. First hand observation formed the basis of much of the information included in the study, particularly concerning the community, the pupil personnel, the certificated and non-certificated personnel, and the school plant. A thorough research program was undertaken in which the literature and books of experts in the field of school surveys was examined.
A considerable number of Master’s
theses were studied in an effort to understand how similar problems were developed.
Current periodical literature
pertaining to school surveys and testing programs was ex amined.
Professional surveys conducted by leading educators
were investigated, and of particular interest were those pertaining to local California school districts.
The above
related studies will be included in Chapter II in greater detail. In studying the school plant, the assistance of another school principal was obtained, and a joint evaluation of the plant was made.
The Strayer-Engelhardt Score Card
was used, and averages of the two scorers were included in the chapter on the school plant. The Personnel Division of the Los Angeles City School System was the source of most of the information concerning the certificated and non-certificated personnel. The Cumulative Record Cards of the pupils and office files at the school furnished the data for the development i of the age-grade distributions and other information about the pupil personnel. The evaluation of the basic skills program was con ducted with the assistance of records furnished by the Evaluation Section of the Curriculum Division of the Los Angeles City School Districts, and related school records on file in the school office.
CHAPTER II REVIEW OF RELATED LITERATURE AND ORGANIZATION OF THE THESIS The literature pertaining to the field of school surveys was investigated thoroughly, and although the field is a comparatively new one, it was discovered that abundant material has been made available by leading educators on this subject.
Prior to the development of this new technique,
appraisals of schools and their educational programs
con
sisted of little more than personal assumptions rather than evidence based on scientific findings. Sears emphasized that the development of the school survey movement was a natural one arising from the expansion of the country's educational program and the consequent problems and expense.
He wrote:
With a critical public opinion demanding economy and efficiency, and with a new conception of education growing rapidly into a science of education, we had both the motive and the means by which the survey movement could take form. Under these circumstances it was not strange that the public should take readily to the survey idea. People were already familiar with the work of the efficiency engineer and the accounting expert in business and industry. Naturally, then, when boards of education called upon educational experts to help point the way out of difficulties, the idea was promptly understood and sanctioned by the public, and the school survey movement had begun.-1
Jessie B. Sears, The School Survey (Boston: Houghton Mifflin Company, 1925), p. 3-4.
11 Sears believed that the survey movement had favorable professional implications, as shown by his statements: It has contributed both to the science and the practice of education, and so has helped to bring the work of the school administrator nearer to that of a profession. Further, it has helped to restore the confidence of the public in the essential sound ness of the public school and of the social*theory upon which the school rests.2 Caswell^ stated that the first modern survey was
the Boise, Idaho survey, which was conducted in 1910. Another early survey was conducted by Montclair, New Jersey^ in 1911.
Baltimore, Maryland"* surveyed its schools in
1911. Sears defined the school^ survey when he stated: As conceived in this book, the term ^survey” may apply either to the study of an entire school system, or to any single part of the system or problem within the system. It may be completed as a single piece of work, or be continuous, shifting from problem to problem as need arises. Its aim must not be informa tion merely (that might perhaps be research), but not survey work), but information as to processes and results. That is, the purpose of a survey is to justify or to modify educational procedures.6
2 Ibid., p. 5. 3
Hollis L. Caswell, City School Surveys (New York: Teachers College, Columbia University, 1929), p. Ill* ^ Ibid., p. 115. 5 Ibid.. p. 111. " Sears, o£. oit.. p. 6.
12 Caswell justified the use of the school survey when he wrote: More than a method or a technique of inquiry, the survey idea is a part of our educational system which has developed in a fundamental way with our whole educational organization.7 Strayer emphasized that surveys should be made a part of the school program when he made the following statement: School administrators have found that periodic surveys of school problems and needs result in increased efficiency of operation and improved educational opportunities for youth. It is there fore advisable that such surveys be made from time to time.& N. L. Engelhardt and Fred Engelhardt emphasized the publicity value of the survey in the following statement: Such material as this, and much other that the survey report contains, will be exceedingly effective in familiarizing the public, as well as the board of education, with many important points in the school situation. The fact that the needs are pointed out by experts from outside the system will lend additional weight to the arguments for their correction. The survey itself may attract attention and arouse interest in the school situation when all the efforts of the local staff may have failed to overcome public lethargy regarding the educational needs of the community.° 7
Hollis I*. Caswell, City School Surveys (New York: Teachers College, Columbia University, 1929)> P* 22 • d George D. Strayer, Planning for School Surveys (Bloomington, Indiana: The Division of Research and Field Services, Indiana University, 1948), p. 5. 9 N. L. Engelhardt and Fred Engelhardt, Planning School Building Programs (New York: Bureau of Publications Teachers College, ColumEia University, 1930), p. 531*
13 Horn1^ implied that information contained in a local school survey had good publicity value in that parents were interested in standardized test results and forward looking school administration* n Moehlmann distinguished between outside surveys and internal type surveys.
He believed that outside surveys
should be made periodically by experts who have no connection with the loeal school board.
He was of the opinion that
continuous internal surveys should be made by the school personnel emphasizing improvement. Morphet clearly described the objectives and methods of the continuing survey and the periodic survey.
He wrote
of the continuing survey: During recent years, it has come to be recognized that every school system and educational institution should have a program providing for continuing study and evaluation. Facts should constantly and systemati cally be assembled to show trends, status, and needs. Any tendency to continue a program without constant or periodic evaluation or to make changes just because someone has an idea that changes should be made is likely to be disastrous.12 Periodic, comprehensive outside surveys should be
^ Gunnar Horn, Public School Publicity (New York: Inor Publishing Company, Inc., 194#)* 226 pp. ^ Arthur B. Moehlman, School Admini strat ion Houghton Mifflin Company, 1940), 929 PP*
(Boston:
Edgar L. Morphet, "Our Schools How to Conduct a School Survey,” The School Executive* 67:11-14* April, 194&.
14 made by all school systems according to Morphet: A periodic, comprehensive, and intensive survey should therefore be considered desirable and whole some for all schools. How often this periodic survey should be made will depend somewhat on the adequacy of the continuing survey and somewhat on other factors. Generally speaking, however, it would be desirable for every state, local school system, or educational in stitution to plan for a systematic and comprehensive survey about once every ten years. If such a procedure could have been followed in every school system in the nation during the past three or four decades, many schools would be much ahead of where they are today.13 Dan H. Cooperl4 looks to the future of school surveys and recognizes that they are instruments of progress.
He
prophesies that modifications of the technique are in store that will result in more practical usage.
He feels that
school surveyors would benefit a great deal by using the cooperative planning approach cleared of any hint of in vestigation. Cooper criticized the self survey when he stated: Another view of the matter has been that a survey, being statistical and factual, could be done as well by qualified workers employed within a school system. Superintendents have been encouraged to master the intricacies of surveying for themselves, so that they might enjoy all of the advantages and none of the
L o g , cit.
^ Dan H. Cooper, "Contributions of School Surveys to Educational Administration,” Proceedings of the Fifteenth Annual Conference for Administrative Officers of Public and Private Schools.1946, Volume T& (Chicago, Illinois: The University of Chicago Press, 1946), pp. 46-59.
15 disadvantages of a survey through the completion of a self-survey. ^ Cooper emphasized the high degree of subjectivity in recent school surveys when he wrote: In a study just completed of twenty-five recently published city school survey reports, some interesting - figures were secured on the degree of objectivity of surveys. A total of 5,764 recommendations were tabulated from the twenty-five surveys. Only 13*9 cent of the over five thousand recommendations were supported by objective data. An additional 2.5 per cent were supported by reference to authorities. Altogether, only 16.4 per cent of the tabulated recommendations were supported in any way other than by the survey writers* personal judgement.16 Cooper criticized the objectivity of the use of the score card when he declared: Other types of inconclusive evidence, in addition to status comparisons, were noted in the twenty-five surveys. For example, a type of evidence which is objective only in a very limited way is the score from a check sheet or score card. At best, the items on a score card represent a synthesis of expert opinion and of the find ings of general research, against which local conditions can be measured. At worst, a score card may be only the prejudices of an individual surveyor stated in advance of his visit to a school system rather than in retrospect. All score cards are suspect on the grounds that they merely represent solidified personal opinions.17 The bulletin Is Yours An Excellent School? ^ presented
15 Ibid.. p. 55. ^
loo. oit.
17 Ibid.. PP. 55-56. ■*’® Is Yours An Excellent School? "Report of The Teacher Education Workshop," (Nashville, Tennessee: Division of Surveys and Field Services, George Peabody College for Teachers, March, 1946), 41 pp•
16 the characteristics that make up an excellent school and established standards of comparison.
The study considered
the five general areas that make up an excellent school: (1) Purpose; (2) Program; (3) Personnel; (4) Physical Plant and Instructional Materials; and (5) Progress. Joseph A. BaeiA9 prepared a bulletin that outlined a method of surveying schools. divisions:
His outline had seven major
(1) The Instructional Program; (2) Pupil
Personnel Policies; (3) Teaching Personnel; (4) General Administration; (5) The School and the Community; (6) School Building; (7) Financial Support for Education. The 1949 Edition of The Guide For Planning School Plants20 was an excellent reference in regard to the setting up of standards for sites, plants, classrooms, administration rooms, and service rooms.
The guide advocated that surveys
be kept in the hands of the local boards of education and administrators rather than to turn the task over to outside experts.
Outside assistance on a consultant basis was
regarded as acceptable procedure, however. —
't■■
■■
'
"
■
^ Joseph A. Baer, We Study Our Schools (Hartford, Connecticut: Bulletin of the State Board of Education, April, 1948), 36 pp. 20
Guide for Planning School Plants (National Council on School House Construction. Nashville, Tennessee: George Peabody College for Teachers, 1949), 173 PP.
17 Chamberlain2! and Crawford published a bulletin which assisted in the estimation of population growth.
Froehlieh2^
and Benson were helpful with regard to information concerning tests, and their scoring, interpretation, and recording. New School-plant survey technics were discussed by Wilson2^, along with a technic for predicting enrollments by analyzing the trend over a number of years of resident births and enrollments accruing from those births. Wri girtstone 24, Frutehey, and Robbins presented a review of selected evaluation, trend, and survey studies for the period July 1945 to June 1948, emphasizing appraisal techniques and personal and social characteristics. A number of professional surveys were studied in order to become acquainted with methods used by experts in the
2! L. M. Chamberlain and A. B. Crawford, ”The Prediction of Population and School Enrollment in School Survey,” Bulletin of the Bureau of School Service. Volume IV (Lexington, Kentucky: The University of Kentucky, March 1932), 2? pp. 22 C. P. Froehlich and A. L. Benson, "Guidance Testing,” Occupational Information and Guidance Service. Division of Vocational Education. U. S. Office of Education. (Chicago: Science Research Association, 1948), 104 pp. William K. Wilson, "School Plant Survey Technics,” Review of Educational Research. 8:13-15, February, 1948. J. W. Wrightstone, F. Frutehey, and I. Robbins, "Evaluation, Trend, and Survey Studies,” Review of Educa tional Research. 18:396-409. December, 1948.
18 field.
Great assistance was obtained from the survey of
Hull and Ford2^ 0f the Los Angeles City Schools. A number of Master’s theses were studied.
A survey
of the Mountain View School District by Renke2^ was an excellent study of a small school district. A survey of the Roosevelt School, Phoenix, Arizona, by Clark2? was a comprehensive general survey, with particular emphasis being given the school building program. A survey of pupil personnel of the Ramona School in Los Angeles, by Morrison2**, gave an insight to the many phases of pupil personnel work in a city elementary school. Havens2^ made a survey of another Los Angeles elementary school.
25
^ 0. R. Hull and W* S. Ford, Survey of Los Angeles City Schools (Los Angeles: Los Angeles City School District, 1934), 395 PP. 2^ Daniel R. Renke, "A Survey of the Mountain View School District,” (unpublished'Master*s thesis, The University of Southern California, Los Angeles, 1943), 190 pp. 27
James J. Clark, ”A Survey of the Roosevelt School, Phoenix, Arizona,” (Unpublished Master’s thesis, The University of Southern California, Los Angeles, 1937), 15# pp. 28
Isabelle W. Morrison, ”A Survey of Pupil Personnel of the Ramona School,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1943)» 126 pp. 29 Jennie L. Havens, ”The Survey of a Los Angeles Elementary School,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1929), 126 pp.
19 Examples of surveys of small schools are those by Binns^0 , Hiddlebarger^1 , and Klein-*2 . Organization of the thesis.
The problem was stated
in Chapter I, and the limitations of the problem were defined.
Included in this chapter were an analysis of the
problem and the procedure of solution.
The present chapter
includes a review of the literature related to the field of school surveys. Chapter III depicted the community, described the people’s racial and religious makeup and their cultural heritage.
The transportation facilities of the community,
the location, the industrial and business development, and the community services were described* In Chapter IT a comprehensive appraisal of the school plant was undertaken, and the Strayer-lngelhardt Score Card was used to determine the adequacy and efficiency of the
** Robert P. Binns, "A Survey of the Emerson Elementary School,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1946), 137 pp. 31
Clifford Gr. Riddlebarger, ”A Survey of the Washington Elementary School in the San Gabriel School District,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1946), 123 pp. 32
^ Richard K. Klein, ”A Survey of a Small School System at Mott, Korth Dakota,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1947)$ 91 PP.
20 plant in relation to accepted standards.
Recommendations
were offered for the improvement of the existing plant. Chapter V included a detailed analysis of the certi ficated and non-certifieated personnel, and furnished in formation regarding professional qualifications of teachers, ages, experience, marital status, and salaries. Chapter VI discussed the pupil personnel, and in cluded a treatment of age-grade distributions.
The extent
of under-ageness and over-ageness existing in the school was determined, and school promotion policies were studied. Chapter VII presented a comprehensive evaluation of the basic skills program in the school, covering a period from 1945 through 1949.
Intelligence tests and
achievement tests results were examined, and comparisons of actual achievement scores in the basic skill subjects were made with expected achievement grade placements.
The
efficiency of the basic skills program was determined, and strong and weak points were noted. Chapter VIII presented a summary of the survey and contained recommendations for the improvement of the school plant and the educational program.
CHAPTER III THE SCHOOL COMMUNITY Purpose of the chapter.
The chapter was included in
the survey because of the importance the modern school attaches to the community.
The problems and resources of one com
munity differ from another, but each exerts an influence on the lives of its children that reaches into the halls of the school itself.
The curriculum of the school should
recognize and be adapted to the problems and opportunities of the community.
The school builds around the experiences
of the child, and the experiences of the beginning school child are derived from the home and community in which he lives. Wrinkle emphasized the importance of the community to the secondary school, and his statements are also appli cable to the elementary school: One of the finest aspects of the newer social studies is that they have driven many teachers and students to a study of their own community life. The community need not be a metropolis, nor need it be a county seat with courts and agencies. The stresses and strains, the glory and defeat of modern life are just as evident in a crossroads village as in New York City. Teachers should think of their local community as a wonderful textbook, the finest available. They should study it themselves, and they should insist that their students make use of it as standard reference material.1
1 William L. Wrinkle, The New High School in the Making (New York: American Book Company, 1938), p. '6S.
It is the obligation of the school to enrich the lives of children by providing additional meaningful experiences that will aid in the development of understanding, knowledge, and the basic fundamental skills essential to the wellrounded individual.
It is imperative that the school under
stands the background of the area from whieh the initial and supplemental experiences of the children are derived in order to provide efficient and adequate learning situa tions . Location, The City Terrace Community was a triangular shaped area containing a population of approximately 15,000 people, situated within the township of Belvedere,
The area
was located in Los Angeles County in the State of California, adjacent and to the east of the Los Angeles City limits.
It
was bound by Los Angeles City on the west and south, and by Alhambra and Monterey Park on the northeast.
The center of
the community was approximately 4 miles from the Los Angeles City Civic Center.
The school community was located within
the larger area known as City Terrace in the northeast section.
The school itself was located 4*5 miles from the
Los Angeles Civic Center and 4*S miles from the administra tive offices of the Los Angeles City Board of Education. The City Terrace School was within the boundaries of the Los Angeles City School Districts and operated under its
23 administration. The school community. The community which the school served was a hilly residential area, having a small section zoned for business purposes in the center, and a corner on the north zoned for industrial use.
The residential develop
ment of the area was begun in 1921, and is continuing to grow in a haphazard manner.
The type of homes ranged from
poor to very expensive, but on the whole were better than average.
The community was hampered by a lack of planning
and by the absence of any type of organization to further civic improvements.
There were numerous homes in the area
in the #15,000 to #25,000 class, located adjacent to modest bungalows.
During the postwar period many obsolete
and substandard homes had been moved into the area, and located with no regard to the value of the property on the adjoining lot. There were many vacant lots in the area and this undesireable trend was expected to continue. The proximity to Los Angeles was enhanced by regular bus transportation, but transportation to other communities was limited to private automobile transportation.
The
Ramona Freeway bisected the community and provided speedy access to Los Angeles to the west and Monterey Park and Alhambra on the east.
Eastern Avenue provided convenient
transportation by automobile in a north-south direction.
24 The streets in proximity to the school were relatively safe for children, with the exception of the intersection of City Terrace Drive and Eastern Avenue.
The county had
supplied a crossing guard at this intersection during certain hours of the school day, but this service in itself was inadequate protection.
The City Terrace P. T. A. had
presented a petition to the Board of Supervisors requesting the installation of a traffic signal to remedy the hazard, but the hazard was still evident. The community was provided with a branch of the County Public Library, a Fire Station, a park, and a play ground at the school.
There was a Jewish Synagogue, a
catholic church, and a protestant church, which provided for the religious needs of the majority of the people.
A
Jewish Cultural Center and a Jewish Folkschule provided additional community services for the Jewish element of the community.
Medical and Dental services available to the
community were considered adequate. Business establishments. Numerous business establish ments were scattered throughout the community, but the majority of these were concentrated in the business zone on City Terrace Drive known as the Plaza.
Table I lists
the variety and number of these establishments.
Examination
of the table revealed that the school community was amply
25
TABLE I VARIETY AND NUMBER OF RETAIL ESTABLISHMENTS LOCATED IN THE CITY TERRACE SCHOOL COMMUNITY Type of establishment Paint Store Egg Dealership Contractor Jewelery Shop Hardware Store Drug Stores Markets Newspaper and Magazine Stand Commercial Laundry Variety Store Shoe Store Bakeries Liquor Store Fixit Shop Clothing Stores Sandwich Shops Automotive Service Appliance and Plumbing Shops Cafes Cleaning and Pressing Shops Electric Shop Service Stations Overall Cleaners Barber Shops Launderettes Shoe Repair Stores Fish and Poultry Market Book Store Real Estate Brokers Necktie Shop Cabinet Shop Theater Appliance Store Vacant Stores
33
Number 1 1 1 1 1 2 7 1 1 1 1 2 1 1 2 2 1 2 2 6 1 4 1 3 2 2 1 1 4 1 1 1 1 9
69
provided with retail stores and services.
The business
growth of the community had kept pace with the residential growth, although the presence of 9 vacant store buildings was indicative of over-optimism with regard to business expansion. Industries. The northwest section of the school community represented the beginning of an industrial belt of considerable magnitude and diversity, which extended for some distance beyond the school boundaries.
The
majority of these industries were located outside of the northern boundary line of the community, but the industrial belt of the entire area is included in Table II, because of the close relationship between the industries and the life of the community.
Despite the extensive employment
opportunities in the industrial area, it was significant that comparatively few people from the City Terrace community were employed in these industries. The people. A large percentage of the people in the City Terrace School community were of foreign back ground, although their children were largely born in the United States.
Statistical information was not available
for the entire community, but school records provided a measuring rod for the community as a whole.
An examination
27 TABLE II TYPES OF INDUSTRIES LOCATED IN INDUSTRIAL BELT WITHIN AND ADJACENT TO THE CITY TERRACE SCHOOL AREA Type of Industry
Number
Box Spring Manufacturing Company Salvage Industry Roofing Company Food Processing Plants Electrical Supply Company Yarn Spinner Company Hardware Company Envelope Company Water Heater Company Boiler Manufacturing Company Paint Manufacturing Company Miscellaneous industries Sheet Metal Fabricating Plants Staircase Manufacturer Strainer Manufacturing Plant Motor Rebuilding Plant Building Materials Company Paper Manufacturing Company Building and Engineering Companies Candle and Paper Manufacturing Company *Metal Fabricating Plants Furniture and Cabinet Manufacturing Plants Marble Company Casket Company Wiping Rag Company Nut and Bolt Manufacturing Company Fertilizing Plant Hair and Felt Company Buick Parts Agency Transportation Company Trailer Manufacturing Company Battery Manufacturing Company Seat Company Tanning Company Petroleum Company Heavy Industrial Manufacturing Companies
1 1 1 9 1 1 1 1 1 1 4 5 4 1 1 1 1 1 1 1 5 4 1 1 1 1 1 1 1 1 1 1 1 1 2 23
36
84
of the school records of 422 children disclosed that 75 per cent were Jewish, 10 per cent were Mexican, 5 per cent were Italian, and 10 per cent were of miscellaneous white origin. There were two Japanese children in the school, and the only negro child had recently graduated.
The heavy Jewish
population of the area was derived almost entirely from the European countries of Germany, Poland, Czechoslovakia, Rumania, Hungary, and Russia.
The majority of the foreign
born parents had been in the United States for many years and were well established. Most of the people owned their own homes, and these were well kept in general.
The people represented all
classes, from unskilled workers to professional people, but the majority were middle class.
A large proportion of the
people were skilled workers of many different categories, although predominating in the clothing industry. none of the workers were considered unskilled.
Practically A consider
able number of professional people were represented in the community, such as doctors, dentists, lawyers, accountants, etc.
A large percentage were engaged in operating their
own businesses, consisting of a variety of small retail establishments and service industries, such as grocery stores, cleaning and laundry shops, butcher shops, real estate agencies, restaurants, clothing stores, and variety stores.
A number of them operated small dealerships, such
as wholesale candy, tobacco, machinery, fruits, vegetables, stationary, and miscellaneous lines.
A small number of
people operated and owned large establishments, such as lumber yards, wrecking concerns, pottery plants, metal plants, and food processing plants. employed as clerks or salesmen.
Many of them were
Table III lists the occupa
tions of the parents of children in four classrooms, and shows a fair sampling of the diverse occupations of the people in the community.
In studying the occupations of the
people it was noteworthy that comparatively few people were employed in the heavy industrial area adjacent to the residential section. Adjoining the Gity Terrace School community on the south were heavy Mexican populations in the Hammell Street and Marianna Street areas.
These large family, low income
groups had a high rate of juvenile delinquency, but despite the close proximity there was practically no delinquency in the Gity Terrace School area# The people actively supported their school, the Parent Teachers Association, the Jewish Folkschule, and other Jewish organizations.
The school was used as a meeting
place for parent education groups, and for youth groups sponsored by the Parent Teachers Association.
The latter
groups included the Boy Scouts and Cub Scouts, and plans have been made to start similar groups for girls in the
30 TABLE III OCCUPATIONS OF PARENTS OF 92 CHILDREN IN CITY TERRACE SCHOOL SELECTED AT RANDOM Occupation Unskilled Workers Skilled Workers Office Workers Service Station Operators Salesmen Commercial Artist Engineers Accountants Doctors Justice of the Peace Contractors Real Estate Agents News Agent Machinery Dealer Egg Dealer Fruit Dealer Candy and Tobacco Dealer Restaurant Fixtures Dealer Crocers Merchants Cleaning and Laundry Establishments Trucking Business Wrecking Business
Number
Per cent
5 39 6 2 7 1 2 3 3 1 2 2 1 1 1 1 1 1 3 A A 1 1
5. A3 A2.39 6.52 2.17 7.60 1.09 2.1? 3.26 3.26 1.09 2.17 2.17 1.09 1.09 1.09 1.09 1.09 1.09 3.26 A.35 A.35 1.09 1.09
92
100.00
31 coming school year. A study of school records revealed that the community was a stable one, and the transient element had been practically negligible.
The 1948-1949 school year presented
some evidence that a trend might be developing towards migration of the wealthier families to more desireable residential areas in Los Angeles and Beverly Hills.
A
larger than average number of such families had left the area during that year.
In addition, there had been an
influx of lower income families of Mexican descent, in numbers too small to make any appreciable change in the make-up of the community.
A continuation of the movement
of older homes from the freeway areas could be expected to materially lower the character of the neighborhood in the future. Growth pattern of the school community. Past school records revealed a steady increase in the pupil population of the City Terrace^School. A break in the trend occurred during the 1948-1949 school year.
The increase over the
summer months of 1948 was 30 pupils, but the enrollment declined an equivalent amount during the following year, with the result being no net gain over the previous year. During this 1948-1949 school year approximately 30 family living units had been added to the community in the form
of new construction or homes moved into the area and re modeled.
Despite the increase in the available housing,
the total school population declined approximately 5 per cent during the 194S-1949 school year.
The decline was attributed
to the movement of doubled-up families to the suburbs with the easing of the housing shortage.
There were many vacant
lots in the community for both single dwelling and multiple dwelling units, which could be obtained at a reasonable price when compared with costs in other areas.
It was
expected that new construction would continue on a moderate scale as would the movement of older homes into the area. In the light of the above information it was determined that the school population would continue to decline during the next few years. Summary.
The Gity Terrace Community was located in
the township of Belvedere, an unincorporated area in the County of Los Angeles.
The City Terrace School community
^was located within the larger area known as City Terrace, and its boundaries were approximately those used by the school for attendance purposes. The residential development of the community was haphazard and poorly planned, with very little foresight for the future. The people were stable, largely of middle class, with
33 better than average earning ability.
School records indicated
that 75 per cent were Jewish of European extraction, 10 per cent were Mexican, 5 per cent were Italian, and 10 per cent were of miscellaneous white origin. The community was well-supplied with small retail and service establishments. The juvenile delinquency rate in the community was very low. The school area was largely residential, but included a strip in the center zoned for business and an industrial area in the northwest corner.
The actual industry within
the school community was limited, but marked the beginning of an industrial belt of considerable magnitude and diversity, extending north beyond the community limits. The people came from all walks of life, ranging from unskilled workers to professional people.
A large
number owned small retail business establishments, and a few owned small industries.
The majority of the working
people were skilled and worked in a variety of industries, with a predominant number being employed in the clothing industry. The population of the community will probably continue to decline over the immediate years ahead.
The make-up of
the community has changed slightly, with a decrease in the Jewish people and an increase in the Mexican people.
This
trend will probably continue slowly because of the pressure of numbers in the neighboring Mexican community, the industrial expansion in the area, and the type of housing moving into the community.
CHAPTER IV THE SCHOOL PLANT Purpose of the chapter on the school plant.
It was
the intent of the writer that this chapter be devoted to an evaluation of the City Terrace School plant in the Los Angeles City School District in accordance with accepted standards prevailing in leading American school districts. In measuring this school plant it was possible to determine its educational suitableness with regard to providing for the needs of the children in the community.
As one of the
outgrowths of this survey, it was the intention of the writer to present recommendations for expanding and improving the plant and simultaneously raise the level of the educa tional program. Procedure. The school plant has been defined by Reeder: The term nschool plant” includes the school site, the school building and the school equipment .3Mort and Cornell stated the purposes of the schopl survey: This instrument is designed to serve as a basis for the appraisal of individual school systems with respect
W. G. Reeder, The Fundamentals of Public School Administration (New York: The MacMillan Company, 1941), p. 253.
36 to their adaptation to current educational needs which differ from those of past generations as a result of economic and social developments or of improved under standing arising from the progress of educational science. It is built upon a broad sampling of items of such needs in the areas of classroom instruction, special services for individual pupils, educational leadership, physieal facilities, and business manage ment. Applied to a school system it will reveal areaswhich are adapted to current needs as defined above and areas in which there is a lag.2 The City Terrace School plant was evaluated through use of the Strayer-Sngelhardt Score Card for Elementary Schools. 3
Use of the score card is common practice with
leaders in the field of school surveying. Scoring the plant.
The Strayer-Engelhardt Score
Cards were scored individually by the writer and by Ralph Lanz, principal of the Dacotah Street School in Los Angeles. Separate score cards were used for each of the buildings, and the median scores of the two surveyors are presented in Tables IV and V.
Although the two buildings were scored as
individual units, overlapping occurred in the fire protection systems, storage service, and administration room^ as separate provisions for each building were not planned in these
P. R. Mort and P. G. Cornell, A Guide for SelfAppraisal of School Systems (New York City: Teachers College, Columbia University, 1937)j P* iii. ^ G. D. Strayer and N. L. Engelhardt, Standards for Elementary School Buildings (New York City: Teachers College, Columbia University, 1933)> l&l PP*
TABLE
IV
6
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL OLD BUILDING
I. SITE A* Selection B. Location 1* Determination 2. Accessibility 3. Environment C . Topography 1* Elevation 2. Soil and subsoil 3. Natural features 4* Landscaping and upkeep D. Provisions for use 1. Size and f o m 2. Roads, approaches, and parking 3. Play courts and play fields 4. School gardens II.
100 15
14
10 10 10
10 10 9
5 5 5 5
4 4 5 5
15 5 10 5
12 5 a 4
15 ”T3T "" 30 29
20
ia
35
29
160
BUILDING A* Placement 1. Position on site 2. Orientation B. Gross structure 1. Style of architecture 2, Plan type 3. Construction type 4. Height 5. Foundations 6. Walls ' 7. Roof 8. ENTRANCES 9. FENESTRATION 10. Utilization 111.Aesthetic balance 12. Accoustics 13. Condition C . Internal structure 1. Corridors 2. Stairways and ramps 3. Color scheme 4* Basement 5. Roof space ?Ibid.. p. 7.
10 10
10 9
5 10 10 5 10 IQ 5 5 5 10 5 5 5
5 8 9 5 10 10 5 5 4 10 5 5 5
15 15 10 5 5
14 15 10 (5) 5
20
19
90
84
50
49
90
----
152
TABLE
I?
(Continued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL OLD BUILDING
1 III. SERVICE SYSTEMS A. Heating and ventilating 1. Kind 2. Installation 3* Air supply 4. Fans and motors 5. Distribution 6. Temperature control 7. Special provisions B* Fire protection system 1. Fire resistance 2. Exits and fire escapes 3. Apparatus 4. Electric wiring 5. Fire doors and partitions 6. Exit lights and signs C* Cleaning system 1. Kind 2* Installation 3* Efficiency D. Artificial lighting system 1. Electric lighting 2. Light sources and intensities 3* Switches and switchboards 4* Outlets and adjustments 5. Method of illumination 6. Maintenance and inspection E. Electric service system 1. Clocks 2. Telephones 3. Fire alarm system 4* Call system 5*. Electric power supply F. Electric teaching aids 1, Audio-visual equipment 2. Radio equipment G. Water supply system 1. Drinking fountains 2. Lavatories 3. Sinks 4. Bathing facilities H„ Toilet system 1. Distribution and arrangement 2. ^Fixtures 3. Adequacy 4. Seclusion
2
3 ' 225 185
15 10 5 5 5 5 5
50
38
30
23
15
15
20
17
13 10 5 0 5 0 0
12 15 5 4 3 3 2 2 0 3 2 . (2) 5 5 5
5 5 5
5 3 3 3 3 3
4 2 3 3 2 3
3 2 2 2 1
0 1 2 1 1
5 5
5 5
10
5 5 5 5
5 5 2 0
5 5 5 5
5 5 5 5
5
10
10
20
12
30
30
39 TABLE
IV (Continued)
•STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL OLD BUILDING \
•
2
1 5. Sanitation 6, Supplies I. Mechanical service system J. Locker service 1. Home lockers 2. Gymnasium lockers 3, Lockers for special classrooms 4. For teachers and staff workers K. Laundry service L. Storage service 1. Custodial storerooms 2* School supply storage 3. Educational equipment storage 4. Book storage 5. Storage for instructional rooms 6. Storage-Aural-Visual 7. Gymnasium storage 8. Auditorium storage 9. Receiving and shipping room 10, Fuel storage 11. Custodian's work shop 12. Storage for non-teaching staff 13* Bicycle storage 14. Parking space 15. Out-of-doors service storage IV. GENERAL CLASSROOMS A. Location and connection B. Construction and finish 1. Size and utilization 2. Sufficiency 3• Floors 4. Walls and ceilings 5• Doors 6. Built-in-equipment 7. Chalk boards 8. Bulletin boards 9. Color scheme C . Illumination 1. Glass area 2. Windows 3. Shades and curtains
5 5
3
5 5
5 5 3 2 2
(5) (5) (3) 2 2
1 1 1 1 2 1 1 2 1 2 1 1 2 2 1
1 (1) 1 1 2 1 (1) (2) 0 2 0 1 2 2 0
3 15
0 15
2 20
2 18
35 90
31 80
40
39
205 190 35
31
25 10 10 10 5 10 5 5 10
24 10 10 10 5 2 5 4 10
15 15 10
15 15 9
40 TABLE
IV
(Continued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY' OF THE CITY TERRACE SCHOOL OLD BUILDING 1 D. Movable equipment 1* Seats and desks 2. Teacher’s desks , 3• Other equipment V. KINDERGARTEN 1. Location and connection 2, Size and shape 3* Construction and finish 4. Cloakroom and toilets 5# Illumination 6. Equipment and storage . VI. SPECIAL ACTIVITY ROOMS A. Art room B. Home economics room C* Industrial arts room D. Library E. Music room F. Science and nature study rooms G. Other rooms VII. .GENERAL SERVICE ROOMS A* Auditorium or assembly room 1. Purpose 2. Orientation and location 3. Size 4. Construction and finish 5. Stage 6* Stage dressing rooms 7* Property room 8. Artificial lighting 9. Heating and ventilating 10* General equipment 11# Audio-Visual equipment B. Gymnasium 1. Location 2* Size 3. Construction and finish 4* Gymnasium service rooms 5* Seating arrangements
2 40
20 5 15
3 40
20 5 15 35 (35)
5 10 5 5 5 5
(5) (10) (5) (5) (5) (5)
10 10 10 30 10 10 10
0 0 0 0 10 0 (10)
35 (35)
90 20 10 10 10 30 10 10 10
0^ 0 0 0 10 0 (10)
50
0
125 49 5 5 10 5 5 3 2 4 4 4 3
0 0 0 0 0 0 0 0 0 0 0 25
5 10 5 3 2
(5) (10) (5) (3) (2)
(25)
41 TABLE
IV
(Continued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL OLD BUILDING 2
1
c. Play rooms or shelters D. Swimming pool E. Cafeteria or luneh rooms 1. Location 2. Size 3. Construction and finish 4. Equipment 5. Kitchen 6. Faculty lunch room
10 10
(10) (10)
5 10 5 3 5 2
0 >0 0 0 2 2
3
10 10 30
(10) (10) 4
25
20
10
10
15
10
10
6
♦
VIII.ADMINISTRATION ROOMS A. Administration offices 1- Principals private office 2. Assistant principal’s office 3. General office 4. Rec ept ion room 5. Attendance office 6. Conference room 7. Other administrative offices B. Teachers1 rooms 1. Women’s rest room 2. Men’s retiring rooms C. Health service rooms 1. Medical clinic 2. Nurse's room 3. Dental clinic 4. Other health service rooms D. Custodial service rooms 1. Head custodian’s office 2* Engineer’s room 3. Janitors . 4* Janitresses Totals
60 46
5 5 5 2 3 2 3
5 0 5 2 (3) (2) (3)
7 3
7 3
5 4 4 2
0 4 (-4) (2)
3 3 2 2
1000
(3) (3) 0 0
767 1000
767 1000 767
42 TABLE
V
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS7 WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL NEW BUILDINGS l I. SITE A. Selection B. Location 1. Determination 2. Accessibility 3• Environment C # Topography 1• Elevation 2. Soil and subsoil 3. Natural features 4. Landscaping and upkeep D* Provisions for use 1, Size and form 2. Roads, approaches, and parking 3. Play courts and play fields 4. School gardens II. BUILDING A, Placement 1* Position on site 2, Orientation B # Gross Structure 1. Style of architecture 2. Plan type 3* Construction type 4* Height 5. Foundations 6. Walls 7. Roof . , 8. '"ENTRANCES 9. FENESTRATION: 10. Utilization 11. Aesthetic balance 12. Accoustics 13. Condition C. Internal structure 1. Corridors 2. Stairways and ramps 3. Color scheme 4* Basement 5. Roof space 7lbid., p. 7#
2
3 100 93
15
14
10 10 10
10 10 9
5 5 5 5
4 4 5 5
15 5 10 5
15 5 8 4
15 30
14 29
20
18
35
32
1&0 158 10 10
20
20
90
88
50
50
10 10
5 10 10 5 10 10 5 5 5 10 5 5 5
5 10 8 5 10 10 5 5 5 10 5 5 5
15 15 10 5 5
15 (15) 10 (5) 5
43 TABLE
V
(Cont inued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL NEW BUILDING 1 III. SERVICE SYSTEMS A. Heating and ventilating 1. Kind 2. Installation 3. Air supply 4* Fans and motors 5. Distribution 6. Temperature control 7. Special provisions B. Fire protection system 1. Fire resistance 2. Exits and fire escapes 3• Apparatus 4* Electric wiring 5* Fire doors and partitions 6. Exit lights and signs C. Cleaning system 1. Kind 2. Installation 3. Efficiency D. Artificial lighting system 1. Electric lighting 2. Light sources and intensities 3. Switches and switchboards 4* Outlets and adjustments 5. Method of‘illumination 6. Maintenance and inspection E. Electric service system 1. Clocks 2. Telephones 3. Fire alarm system 4. Call system 5. Electric power supply F. Electric teaching aids 1. Audio-visual equipment 2. Radio equipment G. Water supply system 1. Drinking fountains 2. Lavatories 3• Sinks 4. Bathing facilities H. Toilet system 1. Distribution and arrangement 2. Fixtures 3. Adequacy
2
.
3 225 197
50 15 10 5 5 5 5 5
14 10 5 0 5 5 (5)
15 5 3 2 3 2
14 5 3 2 (3) (2)
5 5 5
5 5 5
5 3 3 3 3 3
5 3 3 3 3 3
3 2 2 2 1
3 1 2 1 1
5 5
5 5
5 5 .5 5
1 5 5 0
5 5 5
5 5 5
44
30
29
15
15-
20
20
10
8
10
10
20
11
30
30
44 TABLE V (Continued) STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL NEW BUILDING
4* Seclusion 5. Sanitation 6. Supplies I. Mechanical service system J* Locker service 1. Home lockers 2. Gymnasium lockers 3* Lockers for special classrooms 4. For teachers and staff workers K* Laundry service L. Storage service 1. Custodial storerooms 2. School supply storage 3* Educational equipment storage 4* Book storage 5. Storage for instructional rooms 6* Storage-Aural-Visual 7* Gymnasium storage 8. Auditorium storage 9* Receiving and shipping room 10* Fuel storage 11* Custodian’s work shop 12. Storage for non-teaching staff 13. Bicycle storage 14* Parking space 15* Out-of-doors service storage IV. GENERAL CLASSROOMS A. Location and connection B* Construction and finish 1. Size and utilization 2. Sufficiency 3. Floors 4 . Walls and ceilings 5. Doors 6* Built-in-equipment 7. Chalk boards 8* Bulletin boards 9* Color scheme C. Illustration 1. Glass area 2. Windows 3. Shades and curtains D. Movable equipment 1. Seats and desks
5 5 5 3
5 5 5 (3)
5 5 3 2 2
(5) (5) 3 2 0
1 1 1 1 2 1 1 2 1 2 1 1 2 2 1
1 0 1 1 1 0 (1) 0 0 2 0 1 2 2 0
3 15
(3) 15
2 20
0 12
35 90
34 90
40
40
40
40
-
205 204 3.5
34
25 10 10 10 5 10 5 5 10
25 10 10 10 5 10 5 5 10
15 15 10
15 15 10
20
20
45 TABLE
V
(Continued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL NEW BUILDING
2
1 2. Teacher's desks 3* Other equipment V . KINDERGARTEN 1. Location and connection 2. Size and shape 3. Construction and finish 4. Cloakroom and toilets 5. Illumination 6* Equipment and storage VI . SPECIAL ACTIVITY ROOMS A. Art room B. Home economics room C. Industrial arts room D. Library E. Music rooms F. Science and nature study rooms G* Other rooms VII,. GENERAL SERVICE ROOMS A. Auditorium or assembly room 1. Purpose 2. Orientation and location 3* Size 4. Construction and finish 5. Stage 6, Stage dressing rooms 7. Property room 8. Artificial lighting 9. Heating and ventilating 10. General equipment 11. Audio-visual equipment B. Gymnasium 11 Location 2. Size 3. Construction and finish 4* Gymnasium service rooms 5. Seating arrangements C. Play rooms or shelters
5 15
5 15
5 10 5 5 5 5
5 10 5 4 5 3
10 10 10 30
(10) (10) (10) 0 (10) (10) (10)
10 10 10
5 5 10 5 5 3 2 4 4 4 3 5 10 5 3 .2 10
3
35
32
10 10 10 30 10 10 10
(10) (10) (10) 0 (10) (10) (10)
50
0
0 0 0 0 0 0 0 0 0 0 0 25 (5), (10) (5) (3) (2) (10) 10
(25)
(10)
35
32
90
60
125
45
46 TABLE
V
(Continued)
STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS WITH RESULTS FROM THE SURVEY OF THE CITY TERRACE SCHOOL NEW BUILDING
1 D. Swimming pool E. Cafeteria or lunch rooms 1. Location 2. Size 3 » Construction and finish 4 V.Equipment 5, Kitchen 6. Faculty lunch room VIII ADMINISTRATION ROOMS A. Administration offices 1. Principals private office 2. Assistant principal's office 3. General office 4. Reception room 5. Attendance office 6. Conference room 7. Other administrative offices B. Teachers' rooms 1. Women's rest room 2. Men's retiring rooms C. Health service rooms 1* Medical clinic 2. Nurse's room 3. Dental clinic 4* Other health service rooms D. Custodial service rooms 1. Head custodian's office 2, Engineer's room 3. Janitors 4* Janitresses Totals
10
(10)
5 10 5 3 5 2
0 0 0 0 0 0
2 10 30
3
(10) 0
60 5 5 5 2 3 2 3
12
10
7
15
4
10
6
0
0: 4 0 (3) (2) (3)
7 3
7 0
5 4 4 2
0 0 (4) 0
3 3 2 2
(3) (3) 0 0
1000
25
29
818 1000
818 1000
818
47 divisions. According to Strayer and Engelhardt^ the ideal score for an elementary school building would be 1000 points. Buildings rating between 900 and 1 0 0 0 points were satis factory and its planners were to be congratulated.
Those
scoring between 800 and 900 points were ordinarily satisfactory but required some alterations or additions in order to provide an effective educational program.
Scores
between 700 and 800 points indicated that the buildings were satisfactory with reference to those units that were provided, but that important units were lacking.
Scores
from 400 to 700 points indicated inferior buildings or . those lacking many essential units.
Buildings rating below
400 points were obsolete and should be replaced. Credit was allowed for items in the building which are lacking but not needed in the particular plant.
This
credit was shown by circling the score in the score card. The median score for the old building of the City Terrace School was 767 points, while that of the new primary building was 818 points.
These scores indicated
in general! that these buildings were satisfactory.
It is
pointed out that the scores would have been higher were it
** Skid.. p. 7.
43 not for the absence of an auditorium and a cafeteria.
The
major divisions of the plant are examined in the following pages. Site. The City Terrace School was located within the boundaries of the Los Angeles City School District, which extended beyond the Los Angeles City limits.
The
school was approximately one mile east of the city limits in the community known as City Terrace.
The sehool was
bounded on the West by Eastern Avenue, on the North by City Terrace Drive, on the East by Helen Drive, and on the South by Comly Avenue.
The site was completely bounded by
paved streets, and contained an area slightly less than that of a standard city block. The site had been carved out of a hilly area of adobe soil.
The two buildings and the two primary yards
were located on the lower level, and the upper grade yard was located on the upper terrace, which was roughly ten feet higher than the lower areas. The site was attractive and in excellent repair. Upper grade, primary, and kindergarten yards were blacktopped and separated by steel fencing. adequate for present needs.
The yards were
Drainage was good.
The upper grade yard included two baseball diamonds, two net ball courts, one basketball court, and one handball
49 court, located to give maximum safety and capacity.
Equip
ment installed in out of the way corners consisted of a giant stride, tether ball poles, and a horizontal ladder. The play area in the center of the field was free of poles and hazards.
Game areas were painted for efficiency and
safety. The two primary yards were looated at opposite ends of the two buildings. located. top.
The equipment was adequate and well-
Games and safety lines were painted on the black
The combined equipment consisted of thirteen swings,
three sand boxes, two climbing trees, two low bars, and a horizontal ladder. The kindergarten yard was adjacent to the kinder garten and was a fenced enclosure directly adjacent to the east primary yard.
The larger yard was utilized by the
kindergarten at scheduled times when it was not in use by older children. The grounds were landscaped with lawns, trees, and shrubbery.
The terraces surrounding the upper and east
yard were not landscaped. Buildings.
The plant consisted of two buildings, a
bungalow, and a supply shed.
The old building was opened
in February, 1926, and was Spanish in style, beautifully located on the site.
It was a two story structure, roofed
with red tile, brick on the outside, and plastered through out the interior.
The halls and staircase were cement.
Fire hoses were recessed and were installed on both floors. Drinking fountains were not recessed.
The building had
been painted in 1950 and was in excellent condition.
It
contained seven classrooms, the administrative offices, a health unit, and the teachers* lunch room. The new building, dedicated June 3,. 1949, housed the kindergarten and six primary grades.
It was a one story
structure with a stucco exterior and tile roof.
The
corridor extending through the eenter of the building was flanked by classrooms on both sides.
There were two main
entrances to the corridor, and five of the classrooms had entrances leading into the rooms from the yard.
All spaces
had plastic tile floors and accoustic tile ceilings.
The
heighth of the building was eleven feet eight inches to the lower part of the roof, and the roof was pitched at a slope ratio of 3i to 12.
The color scheme was attractive
with the yellow corridor, greyrgreen rooms on the south, and yellow rooms on the north.
The kindergarten and teachers*
lounge were peach. Heating system.
The old building was heated by an
Ideal type, water tube boiler, located in the basement. Individual classrooms were equipped with two radiators.
The
system was in good repair and was adequate for the needs of the building.
The ventilation system was natural, and the
only fan in the building was in the boys* lavatory. The heating system in the new building consisted of individual gas heaters in all the rooms, equipped with thermostatic controls.
The radiators, installed by the
Williams Radiator Company, were satisfactory, but required more maintenance than the steam radiators. Fire protection system. Automatic fire alarms were installed on all floors of both buildings, and a hand operated alarm was located near the office. were in good operating condition.
All alarms — *~r
Fire hoses were installed
in recessed racks on all floors in both buildings. electric wiring had recently passed inspection. no fire doors in either building.
The
There were
The old building, with
its cement stairways and halls and five exits was moderately fireproof.
The new building had a higher degree of fire-
proofing owing largely to its design. and had exits at both ends.
The corridor was wide
Five of the rooms had exits
leading directly to the yard, and all rooms had two doors. In addition, all windows were on the ground floor and provided emergency exits. Cleaning system.
Two full-time custodians operated
under the supervision of the principal.
The methods used
were approved by the Custodian*s Section of the Los Angeles City School System. Artificial lighting system.
Lighting in the old
building was satisfactory, and consisted of two large dome lights in each classroom.
The addition of two more lights
in each room would be desirable. factory as were other spaces. in all spaces.
The corridor was satis
There were sufficient outlets
The switchbox was located on the first floor,
and the master switch was in the boiler room. The lighting in all spaces in the new building was excellent.
Classrooms had six dome lights installed, transome
on the corridor side, and ample windows. Electric service system.
The only telephone was
located in the principal’s office, and it had an extension in the clerk’s office. ing school.
The line was shared with a neighbor
Clocks in the new building were electric and
were regulated by a master clock.
The old building was
equipped with old-style hand-wound clocks. Electric teaching aids.
The two buildings shared the
available audio-visual equipment.
It consisted of two motion
pieture projectors, a large slide projector, two projectors for film strips and slides, five radios, two radio-phonographs, four transcription machines, and a microphone.
53 Water supply .system. A total of eight faucets made up the available outdoor drinking facilities for 475 children.
These were of approved type, but inadequate to
meet the needs of the school.
Two faucets were located
indoors in each building, and an additional one was in the kindergarten. The two buildings provided lavatories for both boys and girls, in good locations, having fixtures of approved type and in adequate numbers.
Each lavatory contained a
sink for five pupils, two soap dispensers, two towel holders, and a mirror.
The approximate ratio of one
lavatory to twenty-three pupils existed in each of the four lavatories, and this was considered sufficient by school authorities. The kindergarten had a lavatory equipped with two toilets, a sink, and a mirror.
All the classrooms in the
new building were equipped with stainless steel sinks and cold running water.
There were two sinks installed in the
hall closets in the old building, and sinks and running water were provided all adult rest rooms.
Ho bathing
facilities were available in either building. Toilet system.
In general the condition of the
children’s lavatories and toilets was excellent in both buildings.
The ratio of pupils to fixtures was well up to
54 standards defined by Strayer and E n g e l h a r d t T h e lavatories were clean, sanitary, freshly painted, and adequately venti lated*
All equipment was standard.
The boys* lavatory
in the old building contained eight urinals and five toilets for 115 boys.
The girls* lavatory contained eight toilets
with doors for 110 girls.
The primary boys* lavatory con
tained five urinals and four toilets, and the girls* lavatory contained six enclosed toilets, which were adequate in numbers for 100 boys and a like number of girls.
Supplies
were available at all times. Storage service.
Space for the custodian was ample
and consisted of two storerooms and a shed.
Storage space
for books was provided by two bookrooms, one for upper grade and one for primary. storage of bicycles.
A bicycle rack provided for the
The supply room for school supplies
and equipment was under construction at the time of the survey, and was located adjacent to the principal’s office. Specifications provided adequate space for all purposes. General classrooms.
The classrooms in the old
building were typical of school housing constructed twentyfive years ago.
Five classrooms were located on the second
floor on both sides of the corridor, and two were located on
5 Ibid., p. 86.
the first floor. identical.
The rooms were 23 by 31 feet and were all
In addition each contained a cloakroom and
closet 23 feet by 4 feet 6 inches.
The rooms contained two
doors facing the corridor, with overhead transoms.
The
walls facing the outside of the building were banked with a row of windows with Venetian blinds.
All the rooms were
in excellent condition having been reconditioned and painted in 1950.
There was no built-in equipment other than black
boards and chalk trays.
The windows and glass area met
required standards for school buildings.
Five rooms in the
old building were equipped with tables and chairs which accommodated 175 pupils, and two were equipped with standard desks on wooden runners which accommodated 80 pupils.
All
rooms were satisfactorily equipped with miscellaneous tables and equipment. The classrooms in the new building were all 23 by 38 feet, and with the exception of the kindergarten were located on opposite sides of the eorridor.
The rooms were designed
according to their usage, which was for primary children. The plastic tile floors were in four colors to match the color schemes of the individual rooms.
White accoustic
tile blocks were installed in the ceilings of all the rooms. Four classrooms and the kindergarten had doors which led to individual patios for outdoor activities. had two exits.
All of the rooms
56 Built-in equipment consisted of cupboards and supply lockers, movable bookcases, and stainless steel sinks.
Each
room was provided with, three built-in dollies on large wheels, which rolled into place under the sinks*
Four of
the rooms had built-in block cases. All of the rooms were equipped with green black boards, matching tack board, and built in easels, with the exception of the kindergarten.
The north-side rooms were
painted yellow and the south-side rooms were grey-green. The kindergarten was peach.
The doors, woodwork, and cup
boards were painted the same color as the room. The windows were of the triple-awning type and were located on the north and south sides of the building. space was above standard requirements.
Glass
Transoms were located
facing the corridor. Adjustable metal and wooden tables and chairs were provided in all rooms to meet the needs of 260 pupils. Each room was provided with a round browsing table and several art and display tables. were in ample supply.
Chart racks and easels
One room was provided with an
upright piano. Kindergarten.- The kindergarten was located at the east end of the new building, with one entrance at the end of the corridor, and one from the kindergarten yard.
A
57 third door opened into the kindergarten lavatory and cloakroom and connected with the kindergarten - B1 room. The kindergarten was the same size and type of construction as the other rooms.
Two toilets and one lavatory were
provided in the kindergarten lavatory, and a single drinking fountain was located in the cloakroom area. The illumination of the kindergarten was excellent, with both the east and north sides being banked with awning type windows.
The floor was plastic tile of alternating
grey and green blocks, which formed a pleasant color combination with the peach walls and white aceoustic tile ceiling. A stainless steel sink and stainless steel work table were built-ins provided the room.
Cupboards and
lockers were available to provide storage for equipment. Movable block cases were provided for storage of solid blocks in the room, and a stationary block cupboard was in stalled on the patio for the storage of hollow blocks for use on the patio.
Ample tackboard was provided, but at a
heighth too high for the eye-level of kindergarten children. Rugs, easels, a tool cart, a baby grand piano, and tables and chairs made up the equipment available in the room. In general the kindergarten was satisfactory in design and excellently equipped. had good physical features.
It was roomy and colorful, and Its disadvantages were functional
58
but of a type that could be remedied easily. Special activity rooms. A bungalow was available for use of the orchestra, chorus, programs, and meetings.
It was
the only facility that served as an auditorium, and was totally inadequate in that capacity.
No provisions were
provided for other activities. Lunch facilities for children were inadequate. was no lunch pavilion or cafeteria.
There
Ample lunch tables and
benches were available, but were exposed to the sun and weather. Administrative offices.
The administrative offices
were located in the old building, adjacent to the entrances of both buildings.
The offices were under construction at
the time of the survey, and were to be completed by September, 1950.
Specifications provided for a principals
office and toilet, a clerk*s office with a counter and reception room, and a supply room.
The plans were considered
adequate as to size and arrangement. Teacher*s facilities.
The teachers* lunchroom was
under construction at the time of the survey and was to be completed by September, 1950.
Specifications provided
adequate space and arrangement, and plans called for the installation of new equipment.
59
The women’s lounge was located in the new building, and it was roomy, attractive and well equipped.
The lounge
was equipped with a teacher’s table and chairs, two wicker chairs, a magazine rack, a small table and radio, a cot, and drapes. A rest room was provided for gentlemen. Health unit. A health unit was under construction, adjacent to the clerk’s office and with a connecting door. It was to be equipped with a toilet, sink, porcelain table, scales, mirror, electric eye chart, cots, chairs, and a desk for the nurse. Summary.
No hot water service was available.
The 767 and 818 points scored by the old
and new buildings respectively classed both as satisfactory, but indicated that important units were lacking.
Addition
of an auditorium and a cafeteria would increase the rating and would, be a valuable adjunct to the educational program. Drinking fountains were needed in the primary and kindergarten yards. The electric clock system should be expanded to include the old buildings. Thermostatic controls should be installed on steam radiators. A private telephone should be installed in the office.
Sidewalks should be provided the section in front of the new building. The classrooms and offices in the old building should be provided with accoustic tile and white steel Venetian blinds, and the blackboards should be converted to green.
CHAPTER V THE CERTIFICATED AND NON-CERTIFICATED PERSONNEL Purpose of the chapter.
In surveying a school system
or an individual school the most important outcome is the determination of the quality of instruction in the classroom* It is^ therefore, essential to present a complete analysis of the certificated personnel in the school.
Information
shall be presented concerning professional qualifications of the staff, experience, marital status, sex, age, salaries, in-service training, and pupil load.
The certificated staff
consisted of fourteen teachers and the principal.
The
school nurse, although certificated, was considered separate ly as her duties were of a different nature, and because she was present only one day per week, plus an additional day with the doctor every third week.
The non-certificated
personnel consisted of the school clerk and two custodians. Information concerning the non-certificated personnel will be included in the latter part of the chapter. Professional qualiflcations of the staff.
Table VI
indicates the professional qualifications of the faculty. Fourteen members of the faculty were in possession of Bachelor’s degrees, and of this number one teacher had earned an M.A. degree.
Five teachers had one year of
62 TABLE
VI
PROFESSIONAL QUALIFICATIONS OF THE CITY TERRACE SCHOOL FACULTY Teacher
A
Three A.B. A.B. years degree degree college plus one year
A.B. M. A. degree degree plus two years
x
Type of credential held
Kind. Primary
B
X
Kind* Primary
C
X
Gen. Elementary
D
X
G en. El em entary
E
X
Gen. Elementary
F.
X
Gen. Elementary
G
X
Gen. Elementary
H
X
Gen. Elementary
I
X
Gen. Elementary
J
Jr. High & Elem.
X
K
X
G en • El ement ary
L
X
G en. Elementary
M
X
Gen. Elem. and Gen. Secondary
N
El em. Admin*# and Secondary Admin.
X X
0
15
1
7
5
1
1
Gen. Elementary Gen. Secondary
graduate work in addition to their Bachelor’s degree, and one teacher had two years graduate work.
Only one member
of the faculty had not received a degree, but had completed three years of normal school and possessed a regular credential.
Fifteen members of the staff possessed regular
California teaching credentials, two possessed Kindergarten Primary, eleven General Elementary, and one a Junior High and Elementary.
In addition, three teachers possessed
General Secondary School Credentials, and the principal held an Elementary School Administration Credential and a Secondary School Administration Credential.
Examination
of Table VI discloses that the City Terrace School faculty was adequately prepared in accordance with California re quirements. Experience. Examination of Table VII indicates that the City Terrace staff had a wide range of experience, but a rather low average of total experience.
This was accounted
for by the fact that seven teachers had less than 6 years* experience, four had 6-14 years* experience, and four had 15-25 years* experience.
It is noted that eight teachers
had never taught outside of the eity of Los Angeles, and this is responsible for the low average figure of 2.47 years total experience outside the city.
64 TABLE
VII
CITY TERRACE SCHOOL TEAGHERS* EXPERIENCE BEFORE AND AFTER ENTERING THE LOS ANGELES CITY SCHOOL SYSTEM Teacher
Years of experience butside Los Angel es In Los Angeles
Total experience
A
0
B
3
C
0
2.5
D
a
4
E
0
4.5
4.5
F
0
4.5
4.5
G
0
5
5
H
0
6
6
I
0
9
9
J
0
17
17
K
1
4
5
L
2
3
5
M
2
24
26
N
9'
2
11
0
12
6.5
ia.5
Averages
2.47
.5 13
7.03
.3 16 2.5 12
9.5.-
Marital status, sex, and tenure of staff. Reference to Table VIII discloses that thirteen teachers were married and two were single, thirteen were women and two were men, and thirteen were permanent teachers and two were proba tionary,
The Los Angeles City School System required that
probationary teachers serve satisfactorily for two years before they are eligible for permanent status.
The large
proportion of probationary and newly-made permanent teachers established a need for an extensive program of supervision and in-service training, in cooperation with city-wide plans. Age, An analysis of Table IX discloses that the age pattern in the City Terrace School was very well balanced. It is the opinion of most competent school authorities, with respect to age, that a well balanced faculty contributes most to the educational program.
Such a faculty contains
young graduates with the latest educational methods combined with experienced mature teachers.
The enthusiasm of the
young and the judgment of the experienced provide equal benefit to the education and development of children.
The
City Terrace School was comprised of four teachers from 2529 years of age, five from 30-39 years of age, and six from 40-46 years of age. 36.33 years.
The average age of the faculty was
It is interesting to call attention to the fact
that one-third of the faculty fall within two years of the
66 TABLE
VIII
STATUS OF THE CITY TERRACE SCHOOL FACULTY REGARDING MARRIAGE, SEX AND TENURE Teacher
Married
Single
Male
Female
Proba tionary
Perma nent
A
X
X
X
B
X
X
X
C
X
X
X
D
X
X
E
X
X
X
F
X
X
X
G
X
X
X
H
X
X
X
X
X
I
X
x2
J
x
X
X
K
X
X
X
X
X
L
X
M
X
N
X
0
X
Totals-15
13
xl
X X
X X
X
.2
2
13
?
13
67 TABLE IX AGES OF CITY TERRACE SCHOOL FACULTY MEMBERS Age range
Number
Per cent
25-29
4
26 2/3
30-34
3
20
35-39
2
13 1/3
40—44
5
33 1/3
45-49
1
6 2/3
Totals
15
100.00
68
average age. Classification and pupil load.
The City Terrace
School classification and pupil load for the month of June, 1949 is shown in Table X.
The month of June was
selected because it represented an average picture for the year 1948-1949 an 1•i*..... •/•y*f'’- ... f ............ -k \ •
.| 2/../^: [ t
T: '% : ..
1-J
\ |
-v~vi
TT~TT - •! -
.2
1^72
- .3 - .4 - .5 -
.6
- .7 .6 - .9 One year below Legend: mentals;
Arithmetic reasoning; — Language; Spelling
FIGURE
Arithmetic funda-
2
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, SPRING 1946 (Curriculum Division, Evaluation Section, 1946, Los Angeles City Schools)
123
Years and months ~A2
53
13
Grades B4 A4
55
55
5F
One year above
NORM
Six months below Legend:
Reading comprehension
Reading vocabulary;
FIGURE
3
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, SPRING 1946 (Curriculum Division, Evaluation Section, 1946, Los Angeles City Schools)
124 which they were tested. The A3 class had an average I. Q,* of 114 and the expected achievement was four months higher than the actual grade norm.
Results in reading vocabulary and reading
comprehension were below expectancy. The B4 class had an expected achievement above actual grad© n o m , but fell below expectancy in reading vocabulary, arithmetic reasoning, arithmetic fundamentals, language, and spelling.
The class was above expectancy in reading
compreh en si on. The A4 class had an expected achievement one month below actual grade norm, and exceeded this expectancy in both reading vocabulary and reading comprehension.
The
average I. Q,. was 104. The B$ class had an expected achievement two months below grade norm, and exceeded expectancy in reading vocabulary, reading comprehension, arithmetic reasoning, arithmetic fundamentals, language and spelling. The B6 class had an expected achievement two months below grade norm of 6.2.
The class equalled or exceeded
expectancy in all the subjects tested.
The average I. Q*
was 100. The expected achievement of the A6 class was 6.8, one month above the actual grade norm.
The class was above
expectancy in reading vocabulary and reading comprehension,
125 the only subjects tested.
The average I* Q. was 104.
In general, the accomplishment of the children in the Spring 1946 tests was excellent and consistent.
Although
the A3 and the B4 grades tested below expectancy in almost all subjects, the A2, B3, A4> B5, B6, and A6 all tested above expectancy in every subject tested. Evaluation program Fall 1946. A study of Table XXXVT and Figure 4 disclosed that the B3 grade in the Fall semester of 1946 had an expected achievement three months above the actual grade norm, but tested below expectancy in reading vocabulary and reading comprehension.
The average I. Q,* was
107. The expected achievement of the B4 grade was 4.8, six months above the actual grade norm. was 115.
The average I. Q,.
In all six subjects tested the B4 class tested
below expectancy. The B5 class had an average I. Q,. of 103 and an expected achievement of 5.1, one month below the aetual grade norm.
The class tested one year above expectancy in
reading vocabulary and reading comprehension, and above expectancy in arithmetic reasoning, arithmetic fundamentals, language, and spelling. The B6 class had an I. Q. of 105 and an expected achievement of 6.1, one month below actual grade norm.
The
126 TABLE
XXXVI
.ACHIEVEMENT TEST AVERAGES CITY TERRACE ELEMENTARY SCHOOL FALL 1946* Achievement tests Grade norm
S3
“
3.3
Averages for grades: B4 B5 4.2
5.2
b6
6.2
Average chronological age
101
112
125
136
Average I. Q.
107
115
102
105
Average expected achievement
3.6
4.3
5.1
6.1
Average vocabulary
3.2
4.6
6.1
7.1
Average comprehension
3.1
4.4
6.1
7.1
Average reasoning
-
4.5
5.6
6.3
-
4.5
5.2
6.1
-
4.3
6.0
6.7
-
4.2
5.4
6.6
Average fundamentals Average language Average spelling
^Evaluation Report, Curriculum Division, Evaluation Section, 1946 (Los Angeles: Los Angeles City Schools, Fall, 1946).
127
Grades
Years and months BT
w
■55“
One year above
One year below L e g e n d : ----Arithmetic reasoning; — -.--Arithmetic funda mentals; Language; -.. Spelling; .Reading vocab ulary; --- Reading comprehension
FIGURE
4
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, FALL, 1946 Los Angeles City School Districts, Curriculum Division, Evaluation Section, Fall, 1946
12a
class tested one year above expectancy in reading vocabulary and reading comprehension, and above expectancy in arithmetic reasoning, arithmetic fundamentals, language, and spelling. The Fall 1946 tests in general, followed the pattern of the previous tests in that the lower grades were irregular or largely below expectancy, and the fifth and sixth grades were above expectancy in every subject tested. Evaluation program Spring 1947. Analysis of Table XXXVII and Figures 5 and 6 disclosed that the test results for Spring 1947 were similar in pattern to the previous years.
The expected achievement of the A2 elass was two
months below the actual grade norm, the reading vocabulary was equal to expectancy and the reading comprehension was three months below expectancy.
The I. Q. was 106.
The B3 class had an I. Q,. average of 106 and expected achievement was one month above actual grade norm.
Reading
vocabulary and reading comprehension were both below expectancy. The expected achievement of the A3 class was one month above the actual norm for the grade.
Reading vocabu
lary and reading comprehension were both below expectancy. The average I. Q,. was 108. The B4 class had an expected achievement grade place ment of 4.2, and was above expectancy in reading vocabulary,
TABLE
XXXVII
ACHIEVEMENT TEST AVERAGES CITY TERRACE ELEMENTARY SCHOOL SPRING 1947*
Achievement tests 22
Grade norm Average chronological age
94
Average grade placement Average I.Q.
bT
2*9
106
3.3
3.3 101
107
3.0
2.5
Averages for grades: B4 ■T5— "B5---- '■"W"". ~ W
A3
106
3.5 103
4.3
4.3 115
119
4.2 101
4.5 112
5.4
126 5.0 99
6.3
6.3 139
142
6.0 103
6.2 104
Average expected achievement 2.7
3.4
3.9
4.2
5.2
4.9
6.2
6.5
Average vocabulary
2.7
2.7
3.7
4.6
5.7
5.3
7.3
7.9
Average comprehension
2.4
2.S
3.3
4.3
6.0
5.3
7.6
7.9
Average reasoning
—
—
—
4.5
—
5.2
6.3
—
Average fundamentals
—
—
—
4.5
*•
5.3
6.2
—
Average language
—
—
—
4.0
-
5.5
6.3
—
Average spelling
--
—
4.0
5.0
6.9
—
(Los AngelesT 129
^EValuation Repo?ET~^rr'i'culum Division t Evaluation Section T947 Los Angeles City Schools, Spring, 194*7) • "*
130
Years and months
Grades
12
S3
53
64
A4
15
S5
IE
1.4 1.3
1.2 1.1 One year above,
I?......: . . . . I■ /
1
.
One year below Legend
Reading vocabulary t
FIGURE
-Reading comprehension
5
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, SPRING 1947 Los Angeles City School Districts, Curriculum Division, Evaluation Section, Spring, 1947
Years and months
One year bsXow .Legend: mentals;
Grades B5
«»■»■»>»■■»>... ......... Arithmetic reasoning; Language;------ Spelling
FIGURE
Arithmetic-funda Average-I.Q* was 106.
6
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, SPRING 1947 (Curriculum Division, Evaluation Section, 1947, Los Angeles City Schools)
132 reading comprehension, arithmetic reasoning, and arithmetic fundamentals, and was below expectancy in language and spelling.
The average I. Q,. was 101*
The expected achievement of the A4 class was four months above actual grade norm.
Reading vocabulary and
reading comprehension were the only subjects tested and both were above expectancy.
The I. Q,. was 112.
The B5 class had an average I* Q,. of 99, and the expected achievement was five months below actual grade norm. The expectancy was exceeded in reading vocabulary, reading comprehension, arithmetic reasoning, arithmetic fundamentals, language, and spelling. The B6 class had an expected achievement of 6.2, one month below actual grade norm, and an I. Q,. average of 103. The expectancy was exceeded by more than one year in read ing vocabulary and reading comprehension, and exceeded in all other subjects tested. The A6 class had an average I. Q. of 104 and an expected achievement three months below grade norm. both reading vocabulary and reading comprehension,
In the only
subjects tested, the class scored one year and four months above expectancy. Following the pattern of previous years, in general, the A2, B3, A3, and B4 classes were below expectancy in almost all subjects, and the A4, B5, B6, and A6 classes were
133 above expectancy in all subjects. Evaluation program Fall 1947. An examination of Table XXXVIII and Figures 7 and & reveals that the B3 class, had an expected achievement three months below actual grade norm, and had an average I. Q,. of 101.
Reading
vocabulary and reading comprehension were both above expectancy. The average expected achievement of the B4 class was above grade norm.
The class equalled or was above expectancy
in reading vocabulary, arithmetic reasoning, and arithmetic fundamentals, and was below in reading comprehension, language and spelling.
The average I. Q,. was 106.
The average expected achievement of the B5 elass was equal to the grade norm of 5.1, and this class was above expectancy in all the subjects tested.
The average I. Q,.
was 106. The B6 class had an expected achievement one month below grade norm and an I. Q. average of 102.
The class
exceeded expectancy in reading vocabulary, reading compre hension, arithmetic reasoning, and language, and was below expectancy in arithmetic fundamentals and spelling. In general, although the pattern followed that of previous years, there were several significant changes.
The
B3 class showed a noticeable improvement, exceeding expect-
134 TABLE
XXXVIII
ACHIEVEMENT TEST AVERAGES CITY TERRACE ELEMENTARY SCHOOL FALL 1947* Averages for grades: B4 B5
Achievement tests 63 Grade norm
3.1
4.1
B6 6.1
5.1
Average chronological age 96
111
123
137
Average I.Q.
106
106
102
101
Average expected chronological grade placement
3*5
4.6
5.6
6.6
Average expected achievement grade placement
2.6
4.2
5.1
6.0
Average vocabulary
2.9
4.2
6.0
6.7
Average comprehension
2.9
4.1
6.3
7.1
Average reasoning
4.2
5.6
6.1
Average fundamentals
4.2
5.2
5.6
Average language
4.0
6.0
6.1
3.6
5.6
5.9
Average spelling
—
^Evaluation Report, Curriculum Division, Evaluation Section, 1947 (Los Angeles: Los Angeles (Jity School, Fall 1947).
135
Grades B5
Years and months B4
b6
One year above .9 .a
One year below Legend:----- Arithmetic reasoning; — mentals; Language; *-•«— Spelling.
4 FIGURE
Arithmetic funda Average I.Q* was 104«
7
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, FALL 1947 (Curriculum Division, Evaluation Section, 1947, Los Angeles City Schools)
136
Grades
Years and months S3
B4
B5
B5
1.3
1.2 1.1 One year above *?•••
;
i.. NORM tjt:
One year below Legend:
Reading comprehension
Reading vocabulary;
FIGURE
S
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, FALL 1947 (Curriculum Division, Evaluation Section, 1947 Los Angeles City Schools)
137 ancy for the first time, and the A6 class dropped below expectancy in arithmetic fundamentals and spelling for the first time* Evaluation program Fall 1948*
An analysis of Table
XXXIX and Figures 9 and 10 revealed that the evaluation results for Fall 1948 followed the same pattern as previous years.
The major changes in the pattern which were evident
in the Fall 1947 results continued to develop in the Fall 1948.
The A3 class averaging 111 in I. Q,. had an expected
achievement of 3*7, one month above grade norm, and the class was above expectancy in reading vocabulary and reading comprehension.
The A6 class had an average I. Q. of 102 and
an expected achievement two months below grade norm, and exceeded expectancy in reading vocabulary, reading comprehen sion, arithmetic reasoning, and language, but dropped below in arithmetic fundamentals and spelling. The A5 class with an average I. Q. of 107 and an expected achievement of 5.6, equal to actual grade norm, was above expectancy in reading vocabulary, reading comprehension, arithmetic reasoning, language, and spelling, and was below in arithmetic fundamentals. The A4 class had an average I. Q. of 104 and an expected achievement of 4*7 > one month above grade norm. The class was above expectancy in reading comprehension and
133 TABLE
XXXIX
ACHIEVEMENT TEST AVERAGES CITY TERRACE ELEMENTARY SCHOOL FALL 1943* Achievement tests
Grade norm
Averages for grades: A5 3.6
4.6
A6
5.6
6.6
Average chronological age 103
120
129
142
Average I. Q.
104
107
102
Ill
Average expected chronological grade placement
4*2
Average expected achievement grade placement
5.2
6.2
7.0
3 #7
4.7
5.6
6.4
Average vocabulary
3.9
4.4
6.2
6.6
Average comprehension
4*1
4.7
6.9
7.2
Average reasoning
4.4
6.2
6.6
Average fundamentals
4.6
5.5
6.1
Average language
4.7
6.3
6.4
Average spelling
4.4
6.0
6.0
.
^Evaluation Report, Curriculum Division. Evaluation Section, 1948 (Los Angeles: Los Angeles City Schools, Fall 1$48).
139
Grades
Years and months A4
A3
A5
A6
1.3 1.2 1.1 One year above I.
NORM
T7k
One year below Reading vocabulary; -Legend: Average I.Q, was 106.
FIGURE
Reading comprehension
9
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, FALL, 1943 Los Angeles City School Districts, Curriculum Division, Evaluation Section, Fall, 1943
140
Y ears and m onths
Grades A5
A4 One y e a r above
NORM X.A.
— . -
One y e a r hpl nvj
i ;
;
: i : : \ : ...............j................................................................. j IXXXZZlZZZZZXZZXZZlZZZZZXXXI” Z j : / ^j/* *1%, . ........ ............. -y.... •/'... ............... ..... .............. ;: I y-'" » *>«< : : %, ; ...............\7 7 7 / j ^ ~ 7 z ....r .....' " X ......... N .. ............... rzjZ* — ... ,.4^ ..........
.1 .2
,3
i. • H' ,5 .6 .7 #a .9
i
! :
#o .a *7 .6 •5 .4 .3 .2 .1
A6
ZZ'T Z r!^ Z Z Z Z Z IZ Z Z T Z Z " I!Z T ...
J
i
•
!
: : : :
: ;
i ;
1
j 1
:
Legend; — ■* Arithmetic reasoning;.... -Arithmetic funda mentals; ... Language; -... Spelling, Average I.Q. was 106*
FIGURE
10
SUMMARY OF EVALUATION DATA, CITY TERRACE SCHOOL, FALL194& Los Angeles City School Districts, Curriculum Division, Evaluation Section, Fall, 194$
141 language, but below in reading vocabulary, arithmetic reasoning, arithmetic fundamentals, and spelling. In general, the results of the Tall 194# testing program were good, although irregular.
The weak points were
spotty and in most cases were slightly below expectancy, whereas the strong points far exceeded expectancy.
With the
exception of the A4 class, the majority of evaluation points were above expectancy in all grades.
The A 5 class was
typical, being six months above expectancy in four subjects and one month below in arithmetic fundamentals. Evaluation program Fall 1949* results of the 1949 fall survey. the 194# survey.
Table XL gives the
The picture is similar to
All classes were above expectancy at all
major evaluation points, with two exceptions.
The B4 Class
was below expectancy in spelling, and the A6 class was below in arithmetic fundamentals. Comparative data summary, Spring 1947 versus Fall 1948.
Tables XLI, J U I , XLIII, XLIV, XLV, and XLVI compared
results from classes tested in the spring of 1947 with results from the same pupils tested in the fall of 1948. The plus or minus figures under Months Difference indicate the months the class was above or below expectancy.
Analysis
of the tables reveals that eight classes registered gains, and four showed losses when compared with the previous period.
142 TABLE
XL
ACHIEVEMENT TEST AVERAGES CITY TERRACE ELEMENTARY SCHOOL FALL 1949s5' Achievement tests
Averages for grades B4
B3
B6
Grade norm
3*1
4.1
5.1
6.1
Average chronological age*
3.1
9.0
10.2
11.5
Average I. Q.
105
103
103
100
Average expected chronological grade placement
3*2
4*2
5.3
6.4
Average expected achievement grade placement
2.9
3.7
4.9
5.9
Average vocabulary
2.9
3.3
5.4
6.3
Average comprehension
3*1
4.1
5.7
6.5
4.1
5.1
6.3
Average reasoning Average fundamentals
—
4.0
5.0
5.6
Average language
~
3.3
5.2
5.9
Average spelling
—
3.0
4.9
6.1
^Evaluation Report, Curriculum Division, Evaluation Section. 1943 (Los Angeles: Los Angeles City Schools, Fall 1949).
TABLE
XLI
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR READING VOCABULARY SPRING 1947 VS. FALL 1943
Srade
Spring 1947 Expected Achievement grade achievement norm placement
Months difference
Grade
Fall 1943 Expected Achievement grade achievement norm ’ placement
Months difference
B3
3.4
2.7
-7
A4
4.7
4*4
-3
B4
4.2
4.6
+4
A5
5.6
6.2
+6
B5
4.9
5.3
+4
A6
6.4
6.6
+2
H
■p-
TABLE
XIII
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR READING COMPREHENSION SPRING 1947 VS. FALL 194?
Grade
Spring 1947________ ' Expected Achievement Months achievement grade difference norm placement
Grrade
.Fall 194&________ Expected Achievement Months" achievement grade difference norm placement
B3
3.4
2.8
—6
A4
4.7
4.7
0
B4
4.2
4.3
+1
A5
5.6
6.9
+13
B5
4.9
5.3
+9
A6
6.4
7.2
+ 8
144
TABLE
XLIII
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR ARITHMETIC REASONING SPRING 1947 VS. FALL 1943
Grade
Ixpect'el^^cSe? evement achievement norm
grade placement
Months ‘ difference
Grade
Fall 1943 'Expected "IcHevSneht achievement grade norm placement
_ __ Month's difference
B4
4.2
4.5
+3
A5
5.6
6.2
+6
B5
4.9
5.2
+3
A6
6.4
6.6
4-2
h* VJ1
TABLE
XLIV
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR ARITHMETIC REASONING SPRING 1947 VS. FALL 194&
Grade
Spring 1947 Expected Achievement grade achievement norm placement
Months difference
Grade
Fall 1947 Expected Achievement achievement grade norm placement
Months difference
B4
4.2
4.5
+3
A5
5.6
5.5
—1
B5
4*9
5.3
+4
A6
6.4
6.1
-3
H *£“ Os
TABLE
XL?
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR LANGUAGE SPRING 1947 VS. FALL 194^
brade
Springi 1947 Expected ]Achievement achievement grade norm placement
Month's difference
Grade
Fall 1947 Expected Achi evement grade achievement norm placement
Months difference
B4
4.2
4.0
-2
A5
5.6
6.3
+ 7
B5
4.9
5.5
+6
A6
6.4
6.4
0
147
TABLE
XLVI
CITY TERRACE SCHOOL EVALUATION PROGRAM COMPARATIVE DATA SUMMARY FOR SPELLING SPRING 1947 VS* FALL 1943
Grade
Spring 1947 Expected Achievement grade achievement norm placement
Months difference
Grade
Fall 1947 Expected Achi evement grade achievement norm placement
Months difference
B4
4.2
4*0
-2
A5
5.6
6,0
+6
B5
4.9
5.0
+1
A6
6*4
6.0
+4
H 00-
149 Summary.
The material included in this chapter was
compiled from the results of the Los Ahgeles City School Districts evaluation program over the years from 1945 through 1949♦ Intelligence tests indicated that all classes in the school tend to follow a definite pattern with very little variation being evident.
The classes contained a large,
percentage of very superior and superior children, a larger than average number in the normal range, and a small per centage of dull, borderline, or feebleminded children. The evaluation program results followed a consistent pattern with a few exceptions.
The 1945 and 1946 results
were strikingly similar in that the A2, B3, A3, and B4 classes were below expected achievement grade placement in almost all subjects tested, whereas the A4, B5, B6, and A6 classes were above expectancy in all subjects.
The
1947 and 194# results rated the B3, A3, and B4 grades above expectancy in all subjects tested, while the fifth and sixth grades were above in the majority of subjects tested. There was a tendency for classes to be far above expectancy when they tested above the norm, but only slightly below expectancy when they were below.
This would indicate
that increased emphasis on the weak subjects and decreased time devoted to the strong subjects would result in a more
150 favorable test pattern. The results in reading comprehension and vocabulary were excellent, with all grades testing above expectancy in 1947 and 194&, with the exception of two cases. Arithmetic reasoning results were consistently good.
The
weakest points in the program were arithmetic fundamentals and spelling.
CHAPTER VIII SUMMARY AND RECOMMENDATIONS The chapter containing a summary and recommendations was presented to restate important facts in a concise-" manner and at the same time yield a comprehensive picture of the City Terrace School and its educational program. Each chapter in the survey contained related information to support facts stated in the summary.
Recommendations based
on survey data were included in this chapter. SUMMARY 1.
Good educational practice prescribes that a
continuous appraisal of a school is required to maintain an effective educational program.
It was decided that the
starting point for such an appraisal should be a complete and comprehensive survey of the City Terrace School. 2.
The literature and surveys of prominent educators
were examined to develop the technique of making a survey. 3.
The City Terrace School area was located within
the larger area known as City Terrace Community in the township of Belvedere, an unincorporated area in Los Angeles County.
The school was outside the Los Angeles City limits,
but within the boundaries of the Los Angeles City School System.
152 4.
The school area was largely residential, and its
development was haphazard and poorly planned.
It included
a business area amply supplied with retail and service establishments.
The northwest corner of the area marked
the beginning of a large industrial zone, consisting of approximately #4 plants of a diversified nature. 5.
The people were stable, largely homeowners, with
better than average earning ability.
Their occupations
ranged from unskilled workers to professional people.
Many
owned retail establishments and small industrial plants. The working people were largely skilled and worked in a variety of industries.
A predominant number were employed
in the clothing industry. 6.
School records indicated that approximately 75
per cent of the people were Jewish of European extraction, 10 per cent were Mexican, 5 per cent were Italian, and 10 per cent were of miscellaneous white origin.
There was one
Japanese family in the community. 7.
The school population will probably continue to
decline in the immediate years ahead as it was observed to be declining in the last two years and it was a community of older families. 8.
The community, although stable at the time of
the survey, showed indications of a changing population trend.
A small number of transient families had moved into
153 the community, there was a slight decrease in Jewish families, and an increase in Mexican families.
It was considered
feasible that expansion of the industrial area could attract more of the working class of people. 9.
The old and new buildings registered Strayer-
Engelhardt Scores of 767 and 818 points respectively, which indicated that both buildings were satisfactory but lacking in important units.
The plant lacked a cafeteria and an
auditorium. 10.
The buildings were in excellent repair, and
freshly painted in attractive color schemes. systems were in good condition.
The service
The yards were in perfect
condition, having recently been graded, blacktopped, and fenced.
Playground equipment was excellent.
11.
The professional qualifications of the teachers
were considered high by comparison with other California and Los Angeles schools.
The entire staff of fifteen
possessed regular California credentials.
The average age
of the teachers was 36.33 years, and the average experience was 9*53 years. month.
The average salary was #373 per school
The average pupil load was 32.82 pupils per teacher,
as compared to the Los Angeles City norm of 34.5 pupils. 12.
The non-certificated personnel consisted of two
full-time custodians and a clerk.
154 13*
Fifty-nine per cent of the pupils were born in
Los Angeles, and other California areas contributed an additional nine per cent.
Twenty-nine per cent came from
other states, and three per cent were foreign-born. 14.
The number of children who enrolled in the school
was less than the number leaving.
The decline was slight.,
but had established a consistent pattern. 15.
There was a marked difference in the distribution
of pupils in the "A” and nBn grades, with sixty per cent of the pupils being enrolled in the "A*1 grades. 16.
Attempts had been made in the past to adjust
pupils to their proper grade, and the result of these efforts was indicated by a favorable age-grade distribution. Thirty-one or 7.4 per cent of the pupils were underage, and thirty-four or 8.1 per cent were overage. 17.
The school had adopted a promotion policy based
on a modern philosophy of education.
The achievement of
pupils in relation to individual ability was the major determining factor for promotion. 18.
The pupil attendance at the school was good.
The major cause of absence was sickness.
There was virtually
no delinquency in the community, and truancy was non existent . 19*
The data used for the evaluation of the educa-
155 tional program was taken from school files extending over the period from 1945 to 1949, and had been compiled by the Curriculum Division, Evaluation Section of the Los Angeles City School System. 20.
Intelligence tests indicated a definite pattern
for all classes in the school.
There was a large percentage
of very superior and superior children.
There was a larger
than average number of normal children, and a smaller than average number of dull, borderline, or feebleminded children. 21.
The ability range of the pupils required an
enriched curriculum to provide for the needs of the bright children, and individual instruction for the small number of pupils with low ability. 22.
Results of the evaluation program revealed a
tendency of classes to be far above expected achievement grade placement when they tested above expectancy, and only slightly below when they tested below expected achievement grade placement.
This tendency indicated that a slight
increase in emphasis on the weak subjects and a lessoned emphasis on the very strong subjects would result in im proved over-all accomplishments. 23.
The evaluation program results revealed satis
factory progress in the basic skills.
Reading comprehension,
reading vocabulary, and arithmetic reasoning were excellent
156 in all grades.
The weakest point in the school program
appeared to be in arithmetic fundamentals, as ahown by the Fall 1946 survey, in which the A4, A5, and A6 classes were below expected achievement grade placement.
The 1947 and
1948 evaluation reports indicated that increased emphasis was needed on spelling. RECOMMMDATICHS 1.
Community recreational facilities were inadequate,
and the present limited school playground services should be expanded.
It is advocated that the present hours the play
ground is open be increased, and that additional trained help be assigned to direct youth activities. 2.
An auditorium and a cafeteria should be con
structed in the present west primary yard to meet the needs of 475 pupils.
The present bungalow and custodian’s shack
should be moved from the site. 3.
Drinking fountains should be installed in the
kindergarten and east primary yards. 4 . Electric clocks should be installed in the old building and connected to the master clock system in the new building. 5.
Individual steam radiators in the old building
should be equipped with thermostatic controls.
157 6.
A private telephone should be installed in the
office to replace the present party line. 7*
Sidewalks should be installed on the section of
the street in front of the new building. 8.
Additional shelving should be installed in the
upper grade bookroom, and some storage closets provided for upper grade equipment. 9.
Acoustic tile should be installed in all
ceiling spaces. 10.
Blackboards should be painted green.
11.
White steel Venetian blinds should be installed
in the old building, similar in
type to those presently in
the new building. 12.
It is recommended that foam rubber mats or similar
material be installed on playground blacktop beneath swings and other primary equipment. 13.
It is suggested that the present well-balanced
faculty be an index in the procurement of new teachers to replace those who leave or transfer.
The present average
age of 36.33 years with a wide spread of ages is considered, desirable. 14.
It is recommended that the results of the
evaluation survey be brought to
the attention of the faculty,
158 and that a planned program be instituted to combat the deficiencies in the educational program. 15.
A further age-grade study should be made of the
individual children who were overage or underage, and an effort made to improve the placement of these children. 16.
It is recommended that supervisory assistance be
requested to aid in improving the teaching of spelling and arithmetic fundamentals.
BIBLIOGRAPHY
BIBLIOGRAPHY A, BOOKS Horn, Gunnar, Public School Publicity, New York: Publishing Company, Inc., 1948• 226 pp.
Inor
An easily read book that covers the details of good school publicity. Hull, 0. P. and W. S. Ford, A Survey of the Los Angeles City Schools. Los Angeles: Los Angeles City School District, 1934. 395 PP. A complete survey of the Los Angeles City School Districts. Kyte, George C., The Prinoipal at Work. New York: Company, 1941. 496 pp.
Ginn and
An excellent textbook covering all phases of the work of a school principal. Leonard, I. Paul, Developing the Secondary School Curriculum. New York: Rinehart and Company, 1946. 560 pp. Concerned with the development of an effective curriculum in secondary schools based on a modern philosophy of education. Reeder, Ward G., The Fundamentals of Public School Administra tion. New York: The MacMillan Company, 1941. 79# pp. The application of sound practices to public school administration. Sears, Jesse B., The School Survey. Mifflin Company, 1925. 440 pp.
Boston:
Houghton
Justifies the school survey and demonstrates how a survey is conducted. Strayer, George D., and N. L. Engelhardt, Standards for Elementary School Buildings. New York: Teachers College, Columbia University, 1933. 181 pp.
161 Contains a complete set of standards for measurement of various aspects of a school plant. _______, Score Cards for Elementary School Buildings. New York: Teachers College, Columbia University, 1936• 4 pp. A form for scoring a school plant with the author’s method of scoring. Wrinkle, William L., The New High School in the Making. New York: American Book Company, 193^TT 31# PP. A philosophical and theoretical treatment of an improved high school. B. / r
PUBLICATIONS OF LEARNED ORGANIZATIONS
Baer, Joseph A., We Study Our Schools. Hartford, Connecticut: Bulletin of the State Board of Education, April, 1946. 36 pp. Public relations bulletin with ideas for appraising the effectiveness of school programs. Blose, D. T. and Timon Covert, An Age-Grade Study of 7*632 Elementary Pupils in 4£ Consolidated Schools. Pamphlet No T I H Washington, D. C.: United States Government Printing Office, 1930. 20 pp* An age-grade study, illustrating distribution of overage and underage pupils. Caswell, Hollis L., City School Surveys, An Interpretation and Appraisal. New York: Teachers College, Contribution to Education, No. 356, Columbia University, 1929. 130 pp. An historical justification of school surveys and methodology. Chamberlain, L. M. and A. B. Crawford, The Prediction of Population and School Enrollment in School Surveys. Lexington, Kentucky: Bulletin of the Bureau of School Service, March, 1932. 27 pp. Presents a method for predicting population and school changes.
162 Gooper, Dan H., ”Contributions of School Surveys to Educa tional Administration,” Proceedings of the Fifteenth Annual Conference for Administrative Officers of PubXic and Private Schools, Volume IX. Chicago, Illinois: The University of Chicago Press, 1946. Pp. 46-59. A prophetic discussion of the future of school surveys. Engelhardt, N. L. and Fred Engelhardt, Planning School. Building Programs. New York: Bureau of Publications, Teachers College, Columbia University, 1930. 574 pp. A comprehensive treatment of all phases of the school building program. Froehlich, C. P. and A. L. Benson, ”Guidance Testing,” Occupational Information and Guidance Service, Division of Vocational Education. U. S. Office of Education. Chicago: Science Research Association, 1948. 104 pp. Contains information concerning guidance testing. Guide for Planning School Plants. National Council on School House Construction. Nashville, Tennessee: George Peabody College for Teachers, 1949. 173 PP* A presentation of importance concerning planning of school plants. Handbook For Elementary School Clerks. Los Angeles: Los Angeles City School Publication No. 437, 1948. 45 pp. A treatment of the various aspects of the clerk's duties in the elementary school, particularly in Los Angeles City. Is Yours An Excellent School? Report of the Teacher Educa tion Workshop. Hashville, Tennessee: Division of Surveys and Field Services, George Peabody College for Teachers, March, 1948. Directs attention to pertinent factors making an excellent school. Mort, P. R. and G. F. Cornell, A Guide for Self-Appraisal of School Systems. New York: Bureau of Publications, Teachers College, Columbia University, 1937. 66 pp. A development which serves as a guide to school appraisal.
163 Strayer, George D., Planning for School Surveys. Bloomington, Indiana: The Division of Research and Field Services, Indiana University, 194&. 36 pp. Deals with preparations necessary to carry out school surveys. C.
UNPUBLISHED MATERIALS
Binns, Robert P., "A Survey of the Emerson Elementary School.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1946. 137 pp. A complete survey of an elementary school. Clark, lames J., "A Survey of the Roosevelt School, Phoenix, Arizona.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1937* 15# pp. A survey of a school in Arizona. Klein, Richard F., ”A Survey of a Small School System at Mott, North Dakota.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1947. 91 PP. A short and complete survey of a small school system. Morrison, Isabelle W., ”A Survey of Pupil Personnel of the Ramona School.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1929. 126 pp. An excellent study of an individual school. Renke, Daniel R., ”A Survey of the Mountain View School District.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1943. 190 pp. A comprehensive survey of a small school district, with a complete appraisal of the community, plant, school personnel, the educational program, and the organization of the district. Riddlebarger, Clifford G-., ”A Survey of the Washington Elementary School in the San Gabriel School District.” Unpublished Master's thesis, The University of Southern California, Los Angeles, 1948. 123 pp.
164 A survey of an elementary school with an excellent and helpful chapter on the curriculum. Sullivan, Elizabeth M., "An Evaluation of an Elementary Program.” Unpublished Master’s thesis, The University of Southern California, Los Angeles, 194#. 163 pp. A survey of an elementary school with an overview of all phases of the school. Particularly helpful in the treatment of tables and figures of pupil statistics. D. PERIODICALS Morphet, Edgar L*, ”Our Schools, How to Conduct a School Survey,” The School Executive. 67:11-14, April, 194#. A forward-looking attitude on the future of school surveys and the manner in which they should be conducted. Wilson, William K., ’’School Plant Survey Technics,” Review of Educational Research, #:13-15, February, 1948. Emphasized the importance of trends as a technic in surveying population. Wrightstone, J. W., F. Frutchey, and I. Robbins, ’’Evaluation, Trend, and Survey Studies,” Review,of Educational Research. 1#:396-409, December, 194^7 Reviews evaluation, trend, and survey studies. E.
OTHER SOURCES
I Informatory Report To The Superintendent Of Schools And The ( Los Angeles City Board Of Education From The Curri culum \ Division. Los Angeles: Los Angeles City School district's, June 27, 1946. 1# pp. A report devoted to the results and plans of the citywide evaluation program of the Los Angeles City School Districts. Evaluation Report. Los Angeles City Schools, Curriculum Division, Evaluation Section. Los Angeles: Los Angeles
165 City School System, Fall 1945, Spring 1946, Fall 1946, Spring 1947, Fall 1947, Fall 1946, Fall 1949, Statistical reports complete for each year listed with tabulated results and figures for each grade and subject tested in the evaluation program at the City Terrace School in the Los Angeles City School System.
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