The Goldsboro Township Schools A Cooperative Survey Report Directed by Guy B. Puitures Professor of Educational Administration University of North Carolina TABLE OF CONTENTS Chapter Page SCOT Cee Armes a oncatentecting eee BS: oo Same Onan r ats Oe Oe SOOO SEENON 10 NETTING aa cass. cca ee fag atts. «seme dads ce Wee ecnessesssocees 10 Interpretation ..... akg tala GMa ttt ovate i cgce acc We Anche s ens igseecevee 12 Citizens Opimionaire 2.2... cic ices ii nilcseessecteneoenecsnenesnee 13 De) go} 220. ae eee Oar pears) #27 5 OMRES | iat ete per nee pe nee 15 Pea SOenT a ag cess esc cancels oo SEPP a ea nc tN aaes nas cnmredgdnarersnere 16 Recommendations _ ..... 5 ae TT! ice IN IN OS ase ins cdpataihens enasonspiignneaenyid-ra-rtnenencnsceogenens 24 FAS) Ei ge a a IR SR LEO URI AARP RE SIDE “Steet ret 24 Fotis C1) y Age ge ea RE Cost of Education .......--..----:scecsscesecssesscecersnssssesecseseneataneeateeans 28 Budgeting School Funds .............----------:s+--esesesesesseeesesetetereees 30 RSA NE Es sapien ythaninacpnnananenscnnnssos 32 Safeguarding School Funds ...........------:---::-s--csssssesrseeeeseeeeese 32 Account of Each School’s Activity Fund ................--------+----+- 33 Supply Management ............-...--.-c-scrssenseensensesssaepsteessseeesssseees 33 Tame enes eis... ti, 33 TER NN Basa gsicen ited na nencgesierncsncnnszsonens 34 BN” aad 8 Ey 2 (oy RRS TP 2 SRR TR AL UES OE AS a RP 35 Mr eICG OP CANOTUN PATI pea cgtg nnn recovery enen poses cones 35 Pee CNet NRO on earn rs ons eas natpse-coseasetgersniaosenne eel 36 Selection and Development of Site ......2.........----:::esseeeeeeeeees 36 BAe Va os Beardie, Seat anata meee ara. 2 tala tonty tS ae aaa 36 Pa EO VOTE i iss dese -—espctesesena ger --sqradrareeevensenseensnece 37 pT coe tege Tebame den sr 0715) chem det 6 FT eis ea eslaa eels Setar ee ana 38 a PVABET OOS anomie cpeseienassendvaqcernrsbparpstospscaveprecar anne sss-uetenyesceserceeenonees 38 4 a academe ooh xrsynonsnsustpayorionbenssabaoce 38 : i TERS 8 SE le Se hi Sl tc 39 r Re ah Lacing oo i a dl Sg ll al la ll a 40 Maintenance and Housekeeping ......2.........::cc.ceseceeeeeeeeeeeeseeee 40 Poi e) oye 0 gate ag 2) tet gl Sg 1s 8, Sain e ACR 41 Madgewood DBlementary School o.oo. occ. cssesestcnsceescenee 43 ight beth: Gero) sc glo. 00.) epee aan in eee Se een 44 MMM era TUNE GaN CGE NRE noe cada tard cam stdildseacesvabenosesd 45 . MATa rei SEVERE MONO Sa sirrek ces caccacereoeecnceucesi votives scieces 46 ¢ Goldsboro Senior High School ...: ey — East End Elementary School ........ ncas a) Greenleaf Elementary School ....:.. Sak ~~ School Street Elementary School . 53 Dillard’ High School:’-..-...............:..... 55 Recommendaticane. 60. 50s 2 EE SO SLU... 56 V... THE SECONDARY SCHOOLS * x. .22AB ROE. BES acest csiene 57 General Statement 3.0.06 5 2. 220k 57 Philosophy of Goldsboro High School Staff .. 59 GTBGUEtION REGuirements: se Ae SIs, can ccecsncees 60 Kc MDG PVORRAIN: OF. DOGS «es f acct ss BI Bk DNAse appro snonsvenesee 60 U, english ~diwns Seme te . DiR een ts 61 a Poproign.- Language sci ga ea ry cca estene 62 a ~ 3 99499 ~ — Chapter Page OS STRESS 0 Pa a ES gig SE te eRe RTP Bese oD 62 Health and Physical Education .. - 63 Ti A NEO ise eo ie a a 64 Btlenee” 2.0.2. 64 Pine Ate incision 65 Business Education .. 65 Home Economics ...... 66 Industrial Arts 14.725 +44 : 66 Industrial Vocational Education 66 The Pupil Activities Program. ............ 67 Enbrary Sepwices sfeccm ce 70 GiiGance Services ics in. 70 Philosophy of Dillard High School .. 75 Graduate Requirements .....................- 76 Program of Studies. ........ 76 ey. eek oa 78 Foreign Language .... 78 SHOGIAL: SEMOIOS Cees eat 79 Health and Physical Education .. 79 TP CPIOTIR IOS. sete tees 79 Science et 80 bg: ogee oo 8 "= gee RC RESET 80 Business Education. ..... 80 Home Economics ........... 81 Peesatrial Avte <7. SEY AGO 81 Industrial Vocational Education . 81 The Pupil Activities Program ........... . 81 Labrary’ Services.“ 2043.2 Sie + 84 Guidance Services .... 84 Recommendations .....................- ke VE. es ee Ee OC TOON as og a ee 89 MOO TIVO UTI CAL: PROTONS oon tin. dase sanarape tte ganar aerate sonsopbstoses 89 Grade Organization ............. 90 NS POM ei Ok Pe oe 92 Pupil Progress Policies and Practices . 92 Rpts 40 Pores one 96 Pupil Records and Guidance ............... 97 Provisions for Atypical Children ..... aot Oe Need for Instructional Leadership ”.............0...-....---sceseeeeeeees 99 Summary of Suggestions for Improvement of the Organi- zation and Administration of the Elementary Schools.... 100 THERE Tn a vag se vane ns nies MAES 101 Reading Instruction ... 101 2 id 1c) anaes 8 eat aaatan a 105 WPENING “3. sais, 106 Oral Language 108 Listening .... 109 Social Studies .. 109 roel ias Tiga adh eerie aE aa aE NS a aA 111 Health, Physical Education, and Safety - 112 po onc) |: | Bae aa Yaga al er pec ihe 114 POP OTIC foe t ss lecsc sections he cae 114 WIL... RESULTS OF THE. TRS TING PROGRAM ite:ccnopee 0... 117 The Psychological Testing Program The Achievement Testing Program ......... Bi-Racial Aspect of the Test Results Reading Comprehension at Junior and Senior High MCHOOL LISVGIE -.............:,.:0ghiainyhies Bey seein eee Sh Abo enssasecnccnee Results and Interpretation .. Recommendations List of Figures Figure Page 1. Organization Chart -.--.----..----cennsscsbotetsenreerenttenseteediertnasiraseetenateenrstennns 2 2. Enrollment by Grades and Races F1OGA TOSS ite s:--csadadiG--22-- 11 3. Recommended Organization Chart -......-------------:-----------errrne 21 < Aiiemed Valine ear eee 26 5. Number of Classrooms Needed by Races, 1955 Be ONG. 3h :.----.-- 41 6. Score of the Edgewood School .........-----------------+1--serreesr tte 43 7. Score of Virginia Street School .......-...---------------:-seeree ete 45 8. Score of Walnut Street School ...-......-.---------------- erste 46 9. Score of Williams Street School ..........--.-------------------1reetereee 48 10. Score of Goldsboro High School Plant 11. Score of East End School ............------------- 12. Score of the Greenleaf School 13. Score of the School Street Elementary ES a See 54 14. Score of Dillard High School ........-.---.-s:-::-1:s1c1 eee 55 15. Grade Survival of 1955 Graduating Class—White ..............-.-..-.-.---- 58 16. High School Graduates and Number Entering College—White ...... 59 17. Grade Survival of 1955 Graduating Class—Negro ...........-.-.-------+-+ 77 18. High School Graduates and Number Entering College—Negro ...... 78 List of Tables Table III. Assessed Valuation of Taxable Property of Wayne County and Goldsboro Township School (1945-1955) IV. Tax Rate Per $100 Assessed Valuation for School Purposes in Wayne County (1945-1955) V. The Tax Rates for the Goldsboro Township Schools for the Years 1954-1955 VI. Tax Rates Levied in Cents of Eleven City School Districts in Eastern North Carolina VII. Cost Per Pupil in Average Daily Attendance— State and Local Money (1951-1955 Inclusive) VIII. Cost Per Pupil in Average Daily Attendance for Current Expense from Local Funds IX. Amount and Percentage for Educational Item for Current Expenses for 1955-56 X. Cost Per Pupil in Average Daily Attendance According to Character Classification of 1954-55 Budget XI. Age Range and Median Age of Pupils, Grades 1 Through 7 at the Beginning of the School Year ................. XII. Chronological Age-Grade Distribution, White 1954-55 ..... XIII. Chronological Age-Grade Distribution, Negro 1954-55 ..... XIV. Stanford Achievement Test Grade Equivalents—Average Reading (Comprehension and Word Meaning) .................. XV. Stanford Achievement Test Grade Equivalents—Spelling XVI. Stanford Achievement Test Grade Equivalents—Average Arithmetic (Computation and Reasoning) XVII. Summary of Test Results (Grade Averages), White Schools XVIII. Summary of Test Results (Grade Averages), pr ois cic). 0 | ites 6 Raa cpt ne ng tpn ad atid 3 eee aE XIX. Scores in Reading Comprehension Test, White Schools XX. Scores in Reading Comprehension Test, Négro Schools .... XXII. eg pe of Scores in Stanford Achievement Test, ite XXII. are aha of Scores in Stanford Achievement Test, egro vi vavevecednseuqebecsscusseacioec 7esecesusenece: id 31 Survey Staff and Consultants GUY B. PHILLIPS, Director School of Education, University of North Carolina Chapel Hill, North Carolina Members of the Faculty of The University of North Carolina Chapel Hill Mrs. Marvin ALLEN, Instructor, School of Education. | Dr. Ricuarp L. BEARD, Professor of Secondary Education. Dr. Cart F. Brown, Professor of Elementary Education. Mrs. Stacy EBert, Elementary Education. ; ; Dr. Gorpon ELuis, Professor of Educational Guidance and Director of Kellogg Project. ‘ Dr. J. Minor Gwynn, Professor.of Secondary Education. Dr. E. H. HartsEtu, Professor of English and Secretary of North Caro- lina English Teachers Association. } Dr. SAMUEL M. Hotton, Professor. of Secondary Education. | Miss Mary Frances KELLAM, Health and Physical Education. Mrs. Mary Lane, Elementary Education. ; E Dr. W. H. Peacock, Professor of Health and Physical Education. Dr. ARNOLD Perry, Dean, School of Education. . Dr. W. E. ROSENSTENGEL, Professor of School Administration. Dr. Donatp G. TarBET, Professor of Secondary Education. y Dr. THELMA GwiNN THURSTONE, Professor of Education and Director of Psychometric Laboratory. Members of The State Department of Public Instruction, Raleigh Miss ELLA STEPHENS BARRETT, Supervisor of Guidance Services. Miss Cora Bomar, School Library Adviser. | , Mr. T. Cart Brown, Supervisor of Distributive Education. Mr. A. B. Comps, Director, Division of Elementary and Secondary Edu- cation. Miss Anna M. Cooke, Supervisor, Elementary Schools. Miss CaTHERINE DENNIS, Supervisor of Home Economics. Mr. Taytor Dopson, Adviser in Physical Education. Dr. S. E. Duncan, Supervisor, Negro High Schools. : Mr. G. H. Fercuson, Director, Division of Negro Education. Mr. A. E. Horrman, Adviser in Music. Dr. A. S. HuRLBURT, Assistant State Superintendent of Public Instruction. Miss Patsy MontaGuE, Supervisor of Elementary Education. Dr. VESTER MULHOLLAND, Director of Division of Research and Statistics. Mrs. Daisy W. Rosson, Supervisor, Elementary Schools. Mr. Henry A. SHANNON, Adviser, Science and Mathematics Education. Mr. Murray D. THORNBURG, Supervisor, Trades and Industry. Mrs. RutH L. Woopson, Supervisor of Elementary Education. Members from Public School Systems Mr. Frank Arwoon, Principal, Hillcrest Elementary School, Burlington. Mr. G. L. Crews, Principal, Shepard High School, Zebulon, Mr. Mitron M. DantEts, Principal, Elvie Street School, Wilson. Mr. N. L. Diiarp, Principal, Caswell County Training School, Yancey- ville, Mr. O. A. Dupres, Principal, Sampson County Training School, Clinton. Mr. C. M. Epson, Principal, Rocky Mount High School, Rocky Mount. Mrs. ELoIse ESKRIDGE, Supervisor, Johnston County Schools, Kenly. vii Mrs. Ciara B. H . , Dr. J. H. Honk Icks, Supervisor, Wilson County Schools, Wilson. Dr. JOSEPH M. JOHNSTON, Principal, A Miss ANNIE Mar K ENION, Supervi ; Mrs. Nora E. Locxuarr, Principal, Crosby cn county Schools, Warsaw. Mr. C. A. McDouctr E, Principal, Grainger High School, Kinston. sheboro High School, Asheboro. sby-Garfield School, Raleigh. Mr. E. E. Mituer, Prin phe a Lincoln High School, Chapel Hill. ipal, Smith High School, Fayetteville. Mrs. Guapys F. + abies ae Ligon High School, Raleigh Mr. Mr. Mr. Mr. Mr. Graduate Students BEN i Fountain, JrR., Associate Secretary, North Carolina School Boards Association, University of North Carolina Chapel Hill F : : RANK B. GREER, University of North Carolina, Chapel Hill viii Foreword In the Spring of 1954 the Chairman of the Board of Education of the Goldsboro City Schools communicated with the Dean of the School of Education at Chapel Hill with regard to the possi- bility of making a school survey for the city. As a result of this inquiry negotiations were begun between representatives of the Board and the School of Education. Meetings were held in which the type of program was discussed and the purposes involved were outlined. Final agreement was reached in September 1954 for the development of a cooperative survey which would include local citizens, local professional personnel, staff members of the School of Education, representatives of the State Department of Education, and invited personnel from the public school system of the State. The Board of Education determined that the survey should be a comprehensive type. The final agreement provided for a period of study to extend from December 1954 through June 1956 with a final report to be submitted and printed at the end of the study period. It was decided that the early months of the period would be devoted to organization and preparation work. The following purposes were accepted: 1. To examine and evaluate patterns of organization and administration. 2. To study present and potential pupil load of the system in terms of population trends and city growth. 3. To check the local economic base for the support of edu- cation. 4. To check physical facilities and plan long range building program. 5. To evaluate curriculum and teaching, special activities, and school services in elementary and secondary schools. 6. To examine personnel practices and problems. 7. To examine the local program of school interpretation. Figure 1 shows the organization plan developed for the sur- vey project. REPORT OF A COOPERATIVE SURVEY The Board of Education agreed to pay a given sum to the School of Education of the University for services connected with the survey and to provide additional funds for the publication of the report when finally submitted. The Board of Education is composed of the following members: Mr. Munroe Best, Chairman Mr. Harry Muir Mr. Henry Weil Mrs. W. A. Shepherd Mrs. Frank Remsburg Dr. Avr ate Mr. Orris Dumas Mr. J. B. Burroughs Mr. George Steele Dewey The Executive Committee for the survey, composed of seven members, was organized to serve as the responsible body for the overall planning and direction of the project. This committee included two members from the Board of Education, one mem- ber from the professional group of the school system, and four lay persons. The composition of the committee was interracial. Members of the committee were: Mr. Henry Weil, Chairman Mrs. Frank Remsburg Mr. James N. Smith Dr. R. O. Weathers Mrs. William Taylor Miss Emma Lou Garner Mrs. Dorothy W. Hardy Superintendent Ray Armstrong, Secretary In addition to the Executive Committee an advisory commit- tee of 35 members was organized to keep in close contact with the survey program and with the citizens in general. The major- ity of the members came from the citizens group. Every effort was made to get representative persons from the white and Negro citizens of the city. Dr. Guy B. Phillips of the University staff was designated as the Coordinator of the Project with the agreement that other members of the staff of the School of Education would partici- pate in the project as needed. Under his direction the program was initiated in December, 1954. The entire professional staff of the local system came together for a discussion meeting at which time the tentative outline of the program was presented. At the same time each ‘ member of the professional staff was given a one-page opinion- aire to be filled in indicating certain points of view with regard g ° mn [| “ o a 7 o -“ Ls] | Advisory Council cos , as needed. Seas Editing Committee Plant & Facilities iA anized in each Division eee be org Population & City Dev. Organization Chart Board of Education Professional Siaff Executive Board of Survey Administrative and Special Committees Figure 1. Administration Organization & Cc} s =] a i o a Consultant Staff Curriculum & Instruction 4 THE GOLDSBORO TowNsHIP SCHOOLS to the professional attitude on the most favorable phases of the school system, most outstanding needs, and suggestions as to procedure. Meetings were also held with the Executive Commit- tee and with the Advisory Committee of the survey project. Members of each of these groups were also given an opportunity to express opinions on certain questions relating to education. After some preparation, public meetings were held to acquaint citizens with the purposes and plans of the cooperative survey. In the two sessions held, one in the Goldsboro High School and one in'the Dillard High School, approximately 1500 citizens were present. There was enthusiastic response to the proposed program on the part of both groups. Many of the mem- bers of the two groups had already agreed to serve on at least one of the citizens study committees. Some of the materials which will appear in other parts of the report were developed by these citizen groups. From the beginning there was a very cordial and intelligent attitude on the part of the local press. News items were given good space and editorial reaction was favorable. As the program developed additional contacts were made with members of various civic groups and local organizations in the community. Special questionnaires were presented to these groups for the purpose of securing general reactions and also for the purpose of stimulating interest on the part of citizens in school matters. It is estimated that at least 3,000 citizens partici- pated in one way or another in the study. V In May of 1955 a progress report was submitted in the form of a mimeographed statement and in a forty-minute film with appropriate script. This report was made available through various channels of communication so that the majority of the people of Goldsboro learned what the project was for and how it was progressing. The following list of studies which have been made indicates the scope of the work. The studies are not listed in the order of presentation or importance. 1. Teacher Opinion Poll of Attitudes with Respect to Local Schools. 2. Advisory Council Questionnaire on Attitudes with Respect to Local Schools. 3. Opinionaire submitted to 1100 citizens who responded to 46 questions about the school program. 4. Sumption-Landes Building Survey. Scoring was partici- pated in by approximately 100 citizens, 5. What Do Good Schools Look Like? A list of 20 questions was checked by about 350 citizens in various clubs of the city. REporT OF A COOPERATIVE SURVEY 6. A City-Wide Census Check was made by several hundred citizens in cooperation with teachers. 7. Questionnaire on Methods and Procedures answered by elementary teachers. 8. Special forms have provided information on promotion, drop-outs, grade distribution, and other items. 9. A testing program was administered which involved each child enrolled in the schools. CHAPTER I BACKGROUND Goldsboro, which is th Carolina. It is a rich secti The city of Goldsboro was incor ing “Goldsborough.” One of the rated community was the esta 1, a private school A second building was ere home of the Goldsboro Fema the time for about 600 girls. I had a very large number of le College which was adequate at n addition to this school Goldsboro private schools for young children which were conducted in vacant buildings and in private homes by different teachers, Many of these teachers later became regular members of the public school faculty as the public school began to replace the private institutions, The period of reconstruction followin g the war was a very difficult one for all communities in the So uth. Goldsboro was no The larger communities of the the first being established in alisbury, and Goldsboro. The State established such schools, Greensboro, then in Raleigh, S The list of admini tributed to the educa System carries the na educational leaders. strators and staff members who have con- tional activities of the Goldsboro School mes of some of North Carolina’s greatest Among these were Mr. Moses who later e county seat of Wayne County, is e tobacco growing territory of North on in terms of agricultural products. porated in 1847 under the spell- first acts of this newly incorpo- blishment of a school operated erent leadership and known in cted in 1857 which was used as the 7 REPORT OF A COOPERATIVE SURVEY i ols in Raleigh; Dr. E. A. Alder- aoe See ne roast of North posers ~ Univ sai Pf Virginia; Dr. J. I. Foust, president of t P onan psig oF Superintendent T. R. seca ss p Beas Su 0 tendent of Schools in Guilford cnr a yr 3 bear intendent of Public Instruction of the , is oe mee ner Superintendent of Public Instruction ot t nares ee ide t of State College; A. E. Woltz, later a rane a th Gas Lepy 1 Avent, later an outstanding authority o pe 2 oe D Pussey later superintendent of Schools o s hae’ ad of the Department of Education at the niga ty re aw C. Rankin, later to serve as State iron a : ai Duke Foundation be ie'g Sint ae i aie aude UF Chapel Blt oe Ray Armstrong, the present Super- i ent. ae Dey should be noted that in the early period es bak ot oaaee hools efforts were consistently made to impr ceases’ a li f the schools of the community. Becau ag ol pat tiga ieiatt and because of the cage 9 eae , mee i i of the school s ‘aaa og aig the ‘Sabreaiioat structures for the abe feta sap tig interesting one. The bulk of this Sigg; Pee His gy early 1920’s. Previous pret —_ = eer 3H i ted on Williams Street. See ag re ofa in location in 1915. These ss veer still stand and are being used for ange ae Bs eer igs ~ as erected during the depression through 1 ee a rrent year a cafeteria has been added. No other ha . : aaa e a pe made in the plant since “etches egress erst we ia ee _ pion A The new high school was crear ue The only additional new plant since hema ery | — Ed ewood School erected for elementary children re . nie aa have been made from time to time to stare of ese p ‘ Di nL, SPREE ON at pat Beant nad Cessna illard Hi chool, : t aiyinyhree all Spee, in 1922. The first aye yoo pret were erected in 1910 with additions made Bin iG une 1954. Several additions have been made to E e asa including a cafeteria, in 1954. The special units SER S “ha in the form of other structures purchased BE: Se iy tea school facilities. Four classrooms have been ‘| ag and to Greenleaf since the date of the age s pial bey were added in 1935 and 1936 respectively. i : ca aa be nasium, and other special units have been added in pi ps Saree note that even though the population of CHAPTER II € Population of the schools increased consi paste ch ate em little physical additions were sent rises ORGANIZATION factory conditions eae aon ee mre crowded and unsatis- Goldsboro developed one of the first graded school systems the growth in Goldsboro from 1930 eee table indicates in North Carolina and was granted a special charter by the increase in total population from 14,985 to 25 a hen tosen: att North Carolina legislature in 1881. Since that date many changes have been made in the administrative machinery of the State School System, but Goldsboro has retained its status as an administrative unit and is now a township system which includes an area larger than the city. The system operates in a different See Ae, BE ene rawness pattern from that in effect in most of the other cities of the State. 1930 1940 1945 | 1950 repeees This pattern should be studied and evaluated in terms of present White | 8,117 | 9,385 | 10,787 conditions and probable future needs. : ; 11,826 | 13,750 At present the School Board is composed of nine members, Negro | 6,868 | 7,889 | 9,078 all of whom are appointed by the Wayne County Board of Edu- : | sbi | 11,250 cation for overlapping terms of six years. This Board needs a Total | 14,985 17,274 | 19 more cooperative relationship with government officials of the ae oa igh cram at = | mn | 25,000 city because it is very desirable that close ba nn eget ee During the - exist between all units of the city government. Boards whic from 4,398 to oes meiuideney . mn school Population increased deal with schools, recreation, health, police, library, zoning, and pee grade students from 51] on scant figure is the increase of other city matters need to understand and appreciate common The reopening of the S os problems of the community. While there seems to be no friction in 1956 with full-o er ~ eymour Johnson Air Force Base early in the present situation, the schools could profit by better chan- created a difficult hie en ti ~ reached by January 1958 has nels of communication between the officials. and the city. Th on for the public schools of the county A recent study of the status and functions of Boards of Edu- y € erection of 1,500 housing units in connection cation in the 74 City Administrative Units of North Carolina ith an anticipated 1,500 shows that 33 cities select board members by popular vote while that this population 41 cities secure board members by other methods. Only seven WwW children into the units have members appoirited by a County Board of Education. 1957. Past experience indi ly by election and partly b ins . cates that One city has a board selected partly by ele partly by ap pCa me the general population of the bee pith Lion Attention should also be called to the size of the a classroom and 7 ri nen oe military life of the base. With Board in the cities of the State. Only 14 Boards have more than challenges the com we deficit already serious this increase seven members.! : The'tack thee ne a to prompt planning and action. The administrative organization of the school system is the Coastal Plains si tila ca man very near the center of simple and direct, but possibly not adequate for the - - ihe will é orth Carolina means that there task to be done. The Board of nine members employs the Super ity i i F intendent of Schools in accordance with the law and in turn it ihteia ee approves the selection of professional and non-professional staff members. It holds regular and “special” meetings for the trans- action of the business of the schools. The minutes are properly recorded by the Secretary of the Board. Records seem to indicate Por? that a majority of the time of the Board is spent in management S In anticipation of considerable growth in eiaraevedea arene 9 Me ord to matters of leadership. | 1R i i Carolina, Published by the oland R ld Morgan, School Boards in North Carolina, Publis y North Carolina School Boats Association, Inc., Chapel Hill, North Carolina, 1956. Pol Report OF A COOPERATIVE SURVEY 11 olicy The responsibili TABLE II as fg ac the Board of Education for develoni GOLDSBORO SCHOOL ENROLLMENT 1945-1955 Tl . Opl administrative polici en form a Philosophy of sabiibatttens ng Such a writt es to be followed is of prime j and ENROLLMENT BY GRADES tud itten statement should be th prime importance. Year Total oe y and planning on the part of sails © Tesult of cooperative 11/2/31/4/5/617|8|9 |10/11| 12 10 er: district af reir Personnel, and lay hana hi e Board of Edu- White 2317 [275 ata 230/214)216|202|192|171|186|156)..... education ’ main purpose should be to set tie brane of the school aba Negro 2011 |236|254)/219|184|209|214|197|181| 132 109| 76|...... responsib ie program, the Board should then d pen Nee for the bs WwW 9456 1284|254|238|204|242|228/204/193|189|168|133|119 Boar ia es to the Superintendent of Schools . cond executive ety? N 2197 |292|279|238|207|160|218]188|188|168|115| 95| 49 thé wai ust, however appraise continuous] his staff. The Ww | 2563 |300|269|249|232|219|238|223|181|195|183 149|125 Policies which have been adopted y the execution of te 2275 |273|249|243| 197|240|174|169|199| 188] 138|110| 95 Some of the matters which 1948 WwW 9550 1283|282|244|236|232|216|227|192|182|165|162| 129 statement are those relating t pees to be considered in a polic N 9255 |237/269|241|237|213|204|162|156|190|149|101| 96 sibilities of the adieiplatest we hart ea activities and atid 1949 WwW 2668 |293|281|264|251 |232|231|217|229|187|180|168|135 incl ve staff. T 5 17/253|224|240|212|191|161|167|158|122| 88 alias set of rules and regulations of Nig Waa should v erie oe 00 5 267|240|229|236) 197 seyliba 165|163 tions nen me rules and regulations will var on wanerts Fic N 2406 |276|267|233|252|227|237|208| 184) 158|128|123|113 pa St yi Ser S, and special characteristics rs ‘ the t Tadi- 1951 WwW | 2828 |292|334|291|273 273|239|227|230|191|202|250/|126 goes u These should be concerned with the particular N 2424 |261|255|278|219|252|216|234|190|192\115|104| 108 Hons v organization, instructional servi wo loyment prac- 1952 WwW 3116 |336|341/333|321|299|273|242|232|240|176|178|145 » and general direction of school operations nS Tel N 2545 |309|254|261|273|224|245|212|224|203|153| 93| 94 In initiating a statement of a raga: 1953 WwW 3428 |439|355|314|340|305|298|276|240|235/216|157| 153 examine all minutes of revi policy it will be necessary to N 9683 1352/295|247|269|267|218|244|195|235|157|125| 79 cover official action which ony meetings of the Board to dis 1954 OW 3546 |411|461|350|319|340|308| 300/267 |235| 208/201) 146 a ini : een t 7 af scininistration of the schools. A compilation of there gone S| $39 any [0799701850813 3102762901010 actions of the aD igg tk as . basis for re-examination. ot —s N 3079 |393|340|346|295|253|264|266|220|239|174| 174/115 t ertain dupl : : e c plication rene eliminated. Steps will need to ei be discovered and students es. The preparation of a statement pe en to set up new policies should take yr Enrollment 400 “year period, 300 Enrollment by 200 The complete teachers in a hous grades and races is shown in Figure 2 school census which w : J\EUGUQUGUORDOGQUGRERRGORDOEL! CODEQUOUGURAEDGGEOURGUEEU00EEI COURURUURRRREREGREORCORREEI VUTEC LLL} OPTED ELE EEL LLL) SOTTO ELLE EEL wt PPR EP GUTTTEETEEP EEE ELE EEL ELD > SOUKEUOCLUDOECUOEOUOGEORUROGEEEI X years. Spot — S 10 12 grade show the ] pot maps have been 4 q ocation of each child in the city. The Ree ee a wuire e Tl] Necro Figure 2. Enrollment by Grades and Races (1954-1955). 12 THE GOLDSBORO Townsuip ScHooLs the various ase groups. This information can serve as a basis for reorganization, for determination of possible sites for new schools, and for modification or abandonment of some present schools. Interpretation PerCent Per Cent Pleased Displeased a pin drop. 46 54 1. Many classes where you can hear and discussing daily newspap- 2. Students reading ers in school. 87 13 3. Students facing and solving real-life problems in school. 93 7 4. Students developing their memories by memo- rizing poems, names of presidents, and dates in history. 78 22 5. High school girls assisting teachers with kinder- garten children. 69 31 6. Students learning arithmetic entirely from a textbook without such activities as operating a school store or school bank. 27 ta 7. Children memorizin § parts of the constitution as one of the best ways of developing patriotism. 33 67 8. Schools spending time during the regular school day on music, art, and clubs. 81 19 9. Students working in a school garden during the school day. 49 51 10. Most high school students taking Latin, whether ey are going to college or not. 35 65 11.. Pupils and teac ers seeki i 12. Sch i i troversial issues. 85 15 chools in which education is based entirely on lectures by the teachers, textbooks, home- work, and recitations by the students. 24 76 13. Children enjoying school very much, 96 + 14. Children taking trips-to farms and factories uring the regular school day. 81 19 15. Schools recognizing that reading books written y great thinkers is the best way to learn how to think. 63 37 16. Children march ing between classes, supervised by teachers 30 70 13 REPORT OF A COOPERATIVE SURVEY ticks Pa t book knowledge s * a oe gained in clubs, 34 66 iviti and plays. call 18 Pinecone: euiiea helping students to se hs - ent. i oe 19 School ptectne a great emphasis on marks “6 - : grades. i k experience i tudents getting work ¢€ ~ pe Rey re school day in community ban + pm stores, and factories. i i tron Teach eaction to a number of questions Dales plc fod e of the program was sought t Ses Me Sic Gal ae a uestions. A summary does Page ‘ein ala a mop. a ae} ch pt except in a very few cases. A “a EtG cn toa aiid nkidier ted very abo ox hia eo bc ie ea i and sc : : i ice ote atk of steno the inadequacy 3 oO hiaca dla eeso rae other facilities. No significant num el acne 5 Meas i library facilities. There was Para senders é pipiens ry nderstanding and cooperation in % ee geo ‘tat ger f The fact that the comments ha ei shawls a hints the need for a more thorough coopera Neti he aha Rede os the efforts made i ee tes pops oe via ine ( sikateat Migheniki @REOEE " aefataaticn of practices may be desirable. iti inionaire “ mber nie B= rer pos of statements which has ren sented with f ws nities in North Carolina to arse teachers and neva eg 46 different questions was oe ossible answers. aoe Each person had a choice of one of five p greet yt te of the replies of the wegen ae in an opin- and fier srr citizens to the 46 ~~ creas macrtita of view. The : : of very si be icine oa nah of the responses have most mean ) . . . . 33 ing in this study. i bout the purpose of education, he question abou eee Sean wie and 4 pr cnt of the Nepo cot per ce noe ”» None o e W 7 “Earn a living. 7 : Phanee Paice: mei Negro teachers checked this ink dam Prank a d per pret white and 68 per cent of the Negro teac puny ows parsers “Be useful members of society.” Citizen rep . 35 per cent. it hers eaiean a pre nai in attitudes of citizens ponies oe no to the adaptation of the school ae ct all citizens Hn ® ils was evident. Approximately one-thir t been progres- ‘ renee the idea that school leadership has no ae es erie pean 45 per cent of the teachers state THE GOLDSBORO Townsuip ScHoots : REporT OF A COOPERATIVE SURVEY bout one-third of the teachers i fe A ” about them” as the first purpose to get along with others in both groups believe that “learning Referee pe os il progress continues Methods of reporting to parents on pupl! Pp to be a very difficult problem. A suitable plan has not yet roe developed. Goldsboro teachers and citizens express ons ene different methods. About 25 per cent of both groups ai er Teacher-Parent Conferences. Fifty per cent of the teac a would add the pupil to the conference pattern. ge Aa “a cent of the parents prefer numerical or letter grades w teacher comments. , More than 50 per cent of both groups believe that aa : “4 nd teachers,” only 21 per cent new school buildings and equipment should be pee y o - In this citizens Federal and State Governments. Only 3 per cent believe size. county should provide these funds. The réptien 10 the other questions did not reveal any unusual points of view in either group. The spread over pe Heme, answers indicates a lack of interpretation of the school prog : ra Program . ” . No better statement on “Public Relations” is needed than the one made in the Goldsboro Guidebook. This presents a seen challenge to teachers for adequate interpretation of “ad pu +a schools to the people of the city. It appears, however, that imp! . i mentation has been left largely to chance methods and individ- n members and school per- ual interests. Reference to the Parent-Teacher Gettin appears in a great number of the teacher opinionaires. They a mention home visitation frequently. Beyond these two means or building desirable public relations, there seems to be no we defined plan of operation. The ‘ocal newspaper is mentioned as a means of interpreta- tion. The survey staff has received the News-Argus each day ence of opinion with reference to the con- school activities has been clipped and reviewed. Several factors stand out as a result of this review. The Editorial Column has been very versatile and vigorous in support of education. Appar- ently more space would have been given if appropriate re materials had been provided. Th newspapers gave excel a coverage of the major phases of the survey project; this pirat to create interest. Very little local school news was develope around the survey, however. A considerable amount of the space was devoted to the bond issue and related building problems. Special activities such as the Gold-maskers, the band and ath- letics, and special school programs have been given good se It is very clear that the local press is generous in space an favorable in attitude on school matters. It is equally clear that school news tends to be spasmodic and related to special projects | | 16 THE GOLDSBORO TOWNSHIP ScHOOLS and does not always provide a steady flow of simple, human interest stories of everyday activities in the schools. It may be hard to make such stories dramatic, but they are the stories in which parents are interested. Considerable direction and encour- agement should be given principals and teachers in preparing material for the press. Adequate newspaper coverage does not just happen. It requires careful planning. As a means of improving public relations, teachers should take an active part in the social, civic, and religious life of the community. They should seek out various ways in which they wish to serve the community beyond classroom duties rather than wait for invitations for work in which they may not be interested. They are citizens with more than the average in going beyond school walls. The good teacher goes with the pupil and parent in body and in spirit into the life of the home and the community. Originality in taking the school into the life of the public and bringing the public into the school is an individual and a collec- tive responsibility which must receive more attention than it has in the past. Every means of communication must be used continuously. Personnel Although the effectiveness of a school system is influenced to a degree by the physical facilities made available, the prepara- tion, the character, the interests, and the personal efforts of the teachers and administrators largely determine the true qualities of the educational program. Desirable human growth and educa- tional development can be achieved only through qualified instructional personnel. It must be recognized that a community gets the quality of instructional leadership it is willing to pay for in the market and which is developed to its maximum in a well-organized system with well-arranged up-to-date facilities. While there are no exact instruments to fully measure teaching, there are many means of evaluating school effectiveness. Approximately 80 per cent of the local school operating budget is paid out in salaries to staff members. This means that the most important phase of the administrator’s work should be in the wise selection, the effective induction, and the continued on-the-job development of the members of the teaching group. This is especially true in the current period of serious teacher shortage. It is clear that the responsibility for more leadership at the local level to improve the quality of teachers is greater in a REporRT OF A COOPERATIVE SURVEY 7 i i erienced staff than in one with a mature ge m aang to show that additional se leadership needs to be provided in Goldsboro. iE “ nation it is now generally accepted that school cole ee s oe expend funds for improving the staff now employed rather than making fruitless search for new staff members. The professional staff of the Goldsboro School consists of 225 persons who serve as administrators and teachers. The gel tion of this staff is made by the sg, ee many of ater ao i ee submits recommendations to the Teachers Commi Poand aren then gives its report to the full Board which epee The state salary scale serves as the basis for teachers ps aries; a small supplementary salary secured from special loca tax funds is also provided. : The retirement provision fixes 65 as the maximum age for t. . . Bigs emer study of selected characteristics of the school staff indicates several significant factors which are related to effective a. survey does not attempt to evaluate individual teachers. Such a-task is too difficult and uncertain with agi a ments of measurement. It is possible, however, to app y cer = well-defined teacher characteristics to specific school en eros, - thereby get a relative measure of the quality of the : a ¥ any studies have been made of staff factors which are re 9% (e) “al quality of the school. Those made in Pennsylvania an st te °y the Metropolitan School Study Council have Lsaaeg ue ex > sively in efforts to determine influence of differen ne oo apse the school. One of these studies, made by the mpOoS ed Pu ‘a School Systems, appraises Characteristics of the gar lig a . tion to quality of the school system. Instruments of this stu y have been used in Goldsboro and for comparative Rupees ‘ Asheboro, Whiteville, Gastonia, and seven North Carolina coun ae characteristics were selected because si od pare relationship to the quality of the school than any io me ee characteristics are: (1) oie RE Bee SAY . bi ch f staff in ! p, oe gag the years of teaching experience; (2) the amount and distribution of academic and professional Pret (3) “Informed Interest” as measured by ownership gp con ast with non-professional books and materials; (4) aes wayne Interest” as indicated by ie nae s ere nee a ~ j : travel of teachers; aerials: id and (7) the percentage of men in the school faculty. 18 THE GOLDsBoRO TOWNSHIP SCHOOLS The tabulation of the results obtained in the study of the Goldsboro staff gives a basis for some commendation and points out some weaknesses in personnel policies that should be over- come. Only tentative conclusions can be drawn, but these may prove to be helpful. It is possible even under present conditions of teacher shortage to take steps which will improve personnel policies and practices which have a bearing upon the quality of the administrative and teaching activities of Goldsboro. The teachers of Goldsboro are considerably younger than the average in school systems which have been studied by various organizations. Evidence points to the fact that the systems with the higher percentage of teachers between the ages of 36 and 60 have the most adaptable and the most effective programs of education. The North Carolina schools which have been checked appear to have a smaller percentage of teachers in this age group Associated Public School Systems Staff. This group had an average of 60 per cent of the teachers of the elementary school and 53 per cent of those in the high school within the age bracket of 36-60. In grades 1-8 in Goldsboro, only 37 per cent are in the 36-60 age group. In the three other North Carolina cities studied 53 per cent of the teachers are in this age. At the high school level 48 per cent of the Goldsboro group are 36-60 years old. In the three North Carolina cities 42 per cent of the high school teachers are 36 to 60 years of age. While age is not the only factor related to effectiveness, it has a high correlation with the quality of performance in schools. Young teachers need a strong program of in-service help to over- come professional immaturity. The high percentage of young teachers in Goldsboro evidently calls for more instructional leadership than is now available. When the median age of the staff is considered as a measure of maturity, there is additional evidence to show that the Golds- boro teachers are below the most productive age level. The median age for all white teachers in the four North Carolina cities including Goldsboro is approximately 33. In the Negro division the median age is approximately 38. These two facts indicate a definite annual loss of experienced teachers. Since the amount of professional training is a significant factor in the quality of school performance it should be noted that where the Associated Public School Systems shows 24 per cent in the elementary school staff and 55 per cent in the high school staff with 5 or more years of training, the North Carolina cities show only 14 per cent of the elementary school staff and 30 per cent in the high school staff with that amount of training. In the matter of variety of training, the teachers in North 19 REporRT OF A COOPERATIVE SURVEY ave had Carolina cities rank about average. oo Henge * course work in more than an average num oe With reference to the ownership of feel ot perpen the North Carolina city teachers have a rank ind Nrily ~ i comparison with only 22 per cent in the a robin gsigaecre rit mea a instiontet Sea Eo tebo teachers. An ss est,” and sp P weaken etn be made here that these nyc heehee . purchased by Goldsboro teachers with a conside y ez ; ” sf “Tn the category of “Professional Interest” as shown by own ls sia i i ks and subscriptions to professiona ouaniee pe aap ane teachers studied i peer aa with those from other sections. In gers — fcr tt a rank the other schools. Chandler and Petty, : oO protien: eit the field of Personnel, comment that, Per —_ Veneer. eet should be placed upon good literature, both protes i EE record of the North cee’ paheges aod i iti in the Ass f those in other cities in 1 : 5 Bebrore coma when travel within a 500 mile aye geg ale ‘ When ‘he distance is increased to 1200 5 my men aaty Be th ooh travel the difference increases rapidly an ; poate 8 pare to North Carolina teachers. In fact, Goldsboro, ; ie southeastern area, ranks low in lengthy domestic and foreig es place of birth of teachers is een tye Coons Sab “ i ds to indicate the effect of loc eee the Associated Public School Systems study it was hers were born outside of found that 60 to 70 per cent of 4 eee Sofia yp Ra acer poeniale nee oo oe. ee A sd significant in this i te) local community or sectl i in the case of Negro teachers, i is even more noticeable in : ae jae fe a tendency to employ even more ste ee a yy Be does not seem to be a great amount of professiona : : ldsboro schools. 7 ine.in eipag be aie tee pf 5 to be another which is is the amount ity of staff personnel. This is Ge ea with other cities or sections. ave shown that the amount of salary of paid to teachers determines ae 3 jones Bc he rpemananes of c the faculty and the power of tne arcing i oa ey: experience to sign contracts. | = Sa pals pent in North Carolina is very Wee a po a: we ‘as much as 25 per cent to the basic Sta y; of salary paid teachers in c Various research studies h 20 THE GOLDSBORO TOWNSHIP SCHOOLS while others add nothing. At present the Goldsboro supplement is only 5 per cent, which is lower than most of the school systems in which salary supplements are paid. This particular problem needs special attention. Another factor which significantly affects personnel recruit- ment, performance and retention is working conditions, which are often referred to as “morale factors.” What appears to be good morale in a school system can sometimes be misleading. If it is merely satisfaction with pleasant living conditions with- out an attitude of active, creative and productive participation it can be deadening. The best kind of morale is exemplified by staff loyalty, mutual support, and stimulating professional activi- ties and a strong desire for improvement. of the total school system. This is often shown through a positive and cooperative staff effort to recruit superior teachers to fill any vacancies which may occur. A good balance between men and women in a school faculty is desirable. The southern region is often handicapped because of salary limitations in securing enough men. The Goldsboro school system ranks very low in the percentage of men in the school system. It is at the bottom of the list of four cities studied. Recommendations: 1. It is recommended that the board of education consider a reorganization of the general administrative “set-up” of the school system. Figure 3 shows the organization recommended. It is to be noted that the work of the superintendent of schools will be divided among three people, namely, the superintend- ent, the business manager, and the director of instruction. The chart points out some of the tasks which should be assigned to the business manager and the director of instruction. Atten- tion is also called to the fact that the survey committee is recommending that a lay advisory council be appointed to serve in an advisory capacity only to the board of education and the superintendent of schools. It is also to be noted that an administrative council should be formed to advise and work with the superintendent of schools in setting up the administrative policies and practices carried out under the direction of the board of education. This advisory administra- tive council would be made up of the superintendent of schools, who should act as chairman, the business manager, the director of instruction, and representatives from the principals, and the teaching staff. The business manager and director of instruction should be responsible to the superin- tendent of schools and work cooperatively with the principals. Board of Education a i=] 3. 3 LS) B 4 is ee] Pa > C) P| Administrative Council 1. Superintendent Appointed by Board of Education, and Superintendent ncipals n a a G B) wo o a 4, Representatives from Pri 3. Director of Instruction 5. Representatives from 2. Business Manager Director of Instruction 1. General Supervision 2. Special Services Business Manager Operational Finances 2. Cafeterias i. a. Guidance and Distribution Principals 3. Purchase, Storage, b. Visual Aids t, and Books of Supplies, Equipmen 4. Maintenance and Operation 0 tional children c. Classes for excep d. Others 3. Curriculum Studies 4. Research Teachers f Plant and Equipment 5. Transportation 6. Property Accounting 7. Care of grounds 5. Testing Programs Pupils Line of Authority a oc «= = = = Gooperahen aN cial ee eed ey oon EO Figure 3. Recommended Organization Chart 22 2. THE GOLDSBORO TOWNSHIP SCHOOLS The administrative and curricular organization plan should be based on a six grade elementary school, a three grade junior high school, and a three grade senior high school. The pat- tern for the elementary division may be varied temporarily because of space requirements, but this should in no way affect the curriculum and supervisory phases of the program. There are several important considerations involved in the decision with respect to the grade organization of a school system. The eight grade elementary school with the four year high school is a plan in effect in much of rural North Carolina (8-4). Some city systems are organized with a 6 grade ele- mentary division; a three year junior high school; and a three year senior high school (6-3-3). In some cases a six year elementary school and a six year secondary program. is in effect (6-6). In others a seven year elementary school and a five year secondary program prevails (7-5). The factors to be considered are the program to be offered by the schools, the growth periods of child development, the accessibility of the units to the children and the optimum use of present buildings. It is in terms of these factors that the following organization pattern is being proposed. The six grade plan should be put into effect insofar as possible at the time the junior high school is opened. Primary grades should be added to the Williams Street School. The buildings must be improved in terms of the needs of children of this age. This should apply to the entire plant. It is suggest- ed that district lines be set to provide fifth and sixth grade sections at Virginia Street and Walnut Street Schools. It is not possible to make this arrangement at Edgewood until a new school in that section of the city is available. One new elementary school, grades 1-6, should be planned immediately for a site in the Elm Acres area with a minimum of ten acres. There is a possibility of a need for a site for a future elementary school in the section north of the Edge- wood School. This should be investigated. At the time of the completion of the new senior high school the present Dillard High School plant should be com- pletely remodeled for use as a junior high school. Plans should be developed to provide for a program of con- tinuous and effective interpretation of the schools. A Citizens Committee of thirty to fifty members should be appointed on a staggered term basis to represent all sections and groups in the city. It is proposed that the Board set up a special committee to serve with the superintendent to study and develop plans for an administration building to be made available as early as ‘there may be adequa REporT OF A COOPERATIVE SURVEY 93 ee, t i i careful planning in order tha Sebati <2 sega for all present and potential ee well-planned administration buildings here are several ! in Rigg tae and counties of the State which should be i i the matter. i the committee considers i si ao of an institution is closely related to the spirit of cooperation and constructive planning ne ae Serer oe by the leadership of the administrative stall. Inh¢ Bay ce to show that good working conditions Sap es presi designed and fully equipped space for an xa aha coh organization contribute to efficiency. Better sc iA “08 throughout the country have accepted the ayy a tek aa providing suitable office space for the central a 3 eee taff and have found it to be a wise span be P . funds Another important item to take into ae a id that the service rendered to a city by ger pasgpil td wm. much more comprehensive than any one of th . OOS Pa ices rendered through city governmental ae pam ‘ ae, develop more pride in a school program ve Aig recognition of the importance of the task whic carried on. intendent of llotted to the city superin fh Berens te Ee stile for the purposes of school is entirely ina ; sch pata Ta ay if shoal not be located in a school ai i ed Space for conferences with citizens, board meetings and p fessional activities is not available. CHAPTER III FINANCES The efficiency of a school system is determined to a great extent by the amount of its financial support and by the discrim- ination with which the money is spent. The qualifications of employees, types of curricula, the size of classes, the materials and equipment available for instructional purposes, the adequacy of the school plant, and all other phases of the school program are affected by the financial support and the efficiency with which funds are expended. Adequate financial support of a school system depends pri- marily upon the economic ability of the community and second- arily upon the effort put forth by the citizens of the district. The ability of a community to finance public education is more or less set by factors over which school authorities have little control. The effort, however, depends to a great extent upon the value the citizens of the community place upon public edu- cation. The recognition of the importance of education by citizens is largely determined by the educational leadership of the school system. Ability. The State of North Carolina is one of the few states where public education is financed to a large degree from state sources of revenue. Local money must be provided, however, to supplement current expense and to finance debt service and capital outlay. Although the state has made some grants during the past several years for school plant construction, the regular _ state program does not provide for financing capital outlay. The chief source of local support is the ad valorem tax. Therefore, the assessed valuation of taxable property in the county and the district is the basis for raising local money. Table III shows the trends of assessed valuation in Wayne County and the special District of Goldsboro. During the past 15 years the assessed valuation of Wayne County has increased 246 per cent, while the valuation of Golds- boro Township district has increased only 232 per cent. Although there has been a considerable increase in the assessed valuation during the past 15 years, there are evidences that the assessment for taxation is still low. The total assessed valuation of property does not tell the whole story about the ability of a school district to finance public education. A better index is the assessed valuation back of each child. Figure 1 shows the assessed valuation back of each child for the past 15 years in the Goldsboro district. In 1953, the assessed valuation of taxable property in Golds- boro Township Schools per pupil in average daily attendance WAYNE COUNTY AND GOLDSB Report OF A COOPERATIVE SURVEY 25 TABLE III OF TAXABLE PROPERTY OF ORO TOWNSHIP SCHOOL (1941-1955) Total ASSESSED VALUATION volte Yotuntion of” Wayne County Goldsboro District Years ieee 34,607,531.00 15,631,891.00 ROR ee State Local ———— General: Control «a:.isaciaaticlticn ae $ 015% ,..8; 5,370: $11.96 1%. :..92 Tnstiietién® ii Baa 2 aa 632,211 106,884 111.13 18.78 Operation of Plant -....1..-.-...-.:--scssceresseee* 39,165 14,300 6.99 2.51 Maintenance of Plant ..........---------------- — 54,800 ite 9.64 Auxiliary Services -...-.----:--:--es 5,934 1,100 1.04 19 Fixed Charges 88 8,000 015 1.41 Total Current Expense .......------------:----" $688,549 $190,454 $121.10 $ 33.48 Debt, .Servitestas.csiictsateniscor rates —_ 19,375 non 3.41 Capital Outlay — 11,650 _ 2.05 Total Goat (eno Rae Oh oe $688,549 $221,479 $121.10 $160.00 ‘cnt csrarnicirimeneenmesenntisenipnatinciassesiasiantti LLL LALA LTD the er child in average daily attendance. No doubt this: Pushing ps pe too large, but parts of the school should be i f a school system strengthened. The general control function o ysten eB be adequately carried out if less than $6.00 per pupil is 32 THE GOLDSBORO TOWNSHIP SCHOOLS spent for this function in a city the size of Goldsboro. Other items of the budget should receive greater appropriations if the total school program is to be “well-rounded.” The desired educational program cannot be achieved by merely making a good budget. The budget must be administered. The administration of an adopted budget is the responsibility of the superintendent. Some one person with authority must have power to control expenditures in the light of the budget allot- ments. Not only is it necessary to have some one person to administer the budget, but it is also necessary to have a well- organized plan or system to control all allotment accounts. A study of the auditor’s report, June 30, 1955, pages 9 through 14, would indicate that more attention should be given to the control of budget accounts. Although the total current expense budget was overspent by only about $3,500, there were 28 budget allot- ments with a deficit and 23 with a surplus. It is fully realized that some transfer of funds from one budget item to another is often necessary; however, sound budgetary procedures will reduce such transfers to a minimum. A monthly statement of expenditures, budgetary appropria- tions and the unexpended balances, under the several sub- divisions of accounts should be made to the board of trustees. This will serve as a control of expenditures and reveal the extent to which funds are administered in accordance with budget allow- ances. Financial information may constitute a part of the inter- pretative material that flows regularly from the school to the citizens. Parents and taxpayers should be shown what activities and educational projects are carried on, what each costs, how the school dollar is raised and expended, and what results are achieved through the expenditures. Financial reporting to the board of trustees and to the citizens of the community is the responsibiliy of the administration. Financial Accounting. The regular accounting forms approved by the state are being used. The Board of Education gives the Superintendent of Schools authority to pay all bills when due. The bills are paid before the 10th of each month. A listing of bills paid or to be paid is not made and presented to the board of education, neither are they recorded in the minutes of the board. The minute book is the official record of the board and probably should contain the official actions taken by the board of trustees, including the payment of bills. Safeguarding School Funds. All money of the school district is deposited in the banks of Goldsboro. The banks furnish collat- eral for deposits which exceed the $10,000 guaranteed by the Federal Deposit Insurance Corporation. The Superintendent and the Chairman of the Board of Trustees sign all checks. All per- Report OF A COOPERATIVE SURVEY 33 sons who have the responsibility of handling money are bonded under the blanket bond furnished by the state. The Board of Trustees has an annual financial audit made by a certified public accountant. The accountant is selected by the trustees on a bid basis. The accountant not only audits the funds of the school district, but he also audits the cafeteria and activity funds of each school. Accounting of Each School’s Activity Fund. The principal of each school appoints a central treasurer to handle all activity funds for his school. The treasurers are bonded by a local bonding firm for an amount equal to the greatest amount of money on hand at any one time. The treasurer and principal sign all checks. Reports are made frequently to the Superintendent by the. several treasurers. There were no indications that several dif- ferent activities operate on a budget plan for financing the activi- ties. The finances of the cafeterias are handled by the cafeteria manager and principal of each school. Separate accounts are kept for each school cafeteria. Reports on the finances of the cafeterias are.made to the superintendent by the several man- agers. ; Rupee Management. The purchase and management of sup- plies in the Goldsboro district is under the direction of the superintendent of schools. The selection of supplies for instruc- tional purposes is made by the classroom teachers and principal. Those who use non-instructional supplies have a voice in the selection. Supplies are purchased in quantity through the State Division of Purchase and Contract. There is no uniform method of executing the purchases. Sometimes the principal, and at other times the superintendent makes the purchases. The pur- chases are usually made by the use of a purchase order. Requisi- tions as such are not used in the school system. When a principal desires the superintendent to purchase an item, he will call by telephone or send a note to the central office. "All purchases of instruction material made for the schools are delivered directly to the schools. There is no central ware- house. Each principal is responsible for the care of the instruc- tional supplies. There are some non-instructional supplies stored in the basement of one of the buildings. This store room is very inadequate and creates a serious fire hazard. lhe insurance program on the Goldsboro school buildings seems to be adequate and well planned. The insurance is carried with the North Carolina State Board of Education, Division of Insurance. The method of obtaining’ insurable value of the school plant is sound. The buildings were first appraised by the Division of Insurance of the State Board of Education. Three years ago a committee made of contractors, engineers, and 34 THE GOLDSBORO TOWNSHIP SCHOOLS architects, appointed by the Board of Education, reappraised the buildings and equipment. The superintendent has made the neces- sary adjustments since that time. The record of the insurance coverage on each building in the system is in the office of the Superintendent. The total amount in force is buildings $2,393,000.00, contents $302,000.00, total $2,695,000.00. In addition to the extended coverage on buildings and equip- ment, the board also carries boiler insurance at a cost of $300 per year, and liability insurance on athletic participants and persons who are spectators at athletic events. The board of education does not carry any burglary insurance. The superintendent thinks there is not a need for such insurance since no money is kept in the buildings overnight. ' Recommendations. In light of the facts presented in this sur- vey, the following recommendations are made relative to the financing of public education in the Goldsboro Township Schools. 1. Consideration should be given to a further re-valuation of property for tax purposes. 2. The tax rate levied for school purposes should be increased. 3. Sound budgetary procedure should be followed. This involves not only wider participation of professional and lay people in formulating the budget, but also more ade- quate control of the administration of the budget. Con- sideration should be given to working out a better pro- portioned budget. 4. A more adequate plan for the purchase, storage, and dis- tribution of supplies, instructional materials and equip- ment should be developed. CHAPTER IV PHYSICAL PLANTS A democratic society, such as is found in America today, demands a broad, liberal education for all youth. Children vary greatly in background, experience, and intelligence, and need a wide variety of activities. Broadening the curriculum to meet today’s needs of youth is difficult, if not impossible, without adequate physical facilities. New activities and procedures now essential in a modern school program require special types of rooms and equipment. The dependence upon textbooks alone is no longer considered satisfactory in either an elementary or secondary school. Many books and other source materials are important tools for the present day school. The school library and storage space for Materials are essential facilities in a modern program of educa- tion. Health and physical education have become a necessary part of the total educational program for all youth. To carry out such a program it is essential to have adequate playgrounds and build- ing facilities to include a gymnasium or playroom, restrooms for sick or injured, and a lunchroom. Adequate toilet and lavatory facilities are necessary for teaching correct health habits. Increased emphasis on health education also makes it necessary to consider drinking fountains, heating and ventilating system, and natural and artificial lighting of school plants. An adequate auditorium with stage and dressing rooms is considered not only an essential in an educational program, but also in the life of the total community. Other features of a modern educational program requiring Special provisions in a school plant are visual education, art, music, crafts, industrial arts, and all types of vocational train- ing programs. Importance of Careful Planning The construction of a new school building is one of the most important, far-reaching activities that a community can under- take. A building which will last for many years will have a tremendous influence on the lives of the boys and girls who pass through it because it will limit and even control the kind of educational program to be offered. It will serve to implement and perhaps to stimulate a finer and broader program of educa- tion and community life, depending upon the thoroughness and vision of the original planning activities. Many school buildings continue in use in Goldsboro which were erected long before the facilities demanded by a modern program in education were known. A community should make a long time plan of the school 36 THE GOLDSBORO TOWNSHIP SCHOOLS needs and revise the plans from year to year to meet the needs of a modern program of education. School plant planning is one of the most important functions of the board of education and the administration. Selection of Architect School design and construction constitute a highly specialized service. To give positive assurance of success, the school archi- tect must be ,thoroughly conversant. with trends and recent developments in the philosophy and practice of education; he must realize fully the demands and significance of each school activity, individually and in relation to the whole; he must possess the vision to interpret the aims of the educator; and the ability and imagination to coordinate his architectural knowledge with educational functions. Beyond this, the school designer must have the other qualifications of any good architect—artistry, technical knowledge and skill, tact, integrity, and business ability. Selection and Development of Site The site or school ground should be located where the most children have the least distance to travel. It should be reached easily by modern transportation. The site should be free from undue noise, disagreeable odors, traffic hazards, and unsightly surroundings. There should be at least ten acres for each ele- mentary school and at least twenty acres for each junior and senior high school. The grounds should be made attractive, with shrubs and flowers, conveniently served by walks, driveways, bus-loading places, parking areas, and fully developed for suit- able play. The Building _. The school building of today should be inviting and intimate in spirit, as homelike and attractive as possible, opposed to the severe formality and the institutional or factory-like appearance of so many school structures still in use today. The building should, moreover, exemplify through its design those techniques of beauty and good taste that are properly a part of the activities within. Expenditures for non-essential ornamentation, interior or exterior, at the expense of educational facilities, cannot be justified in public school buildings. There are many facilities that must be considered in con- structing a building if an effective educational program is carried out. In general the one-story building is preferred. A common mistake in the design of many school buildings has been a pro- vision of a large basement area. Such areas are undesirable for recreation purposes and are totally unsuited to instructional uses. There is nothing in the practice of using basement areas to Report OF A COOPERATIVE SURVEY 37 Cc it. The rooms which are subject to concentrated sccdehaalinteal as assembly rooms, gymnasium, and — should be kept as near ground level as possible for ee y. Sea The useful life of a well-planned and soundly-built schoo may reach fifty years or more. During that time, needs in — and educational facilities will change greatly. sate nf i possible or in any way advisable to provide femmesrsth y bond probable ultimate demands. The alternative is to plan the bul : ing and so to place it on the site that it can be enlarged to mee changing conditions. There is no way to foretell with aif a. ance of accuracy the exact nature of future needs. TI es at not only should the initial plan anticipate additions, but it s on ( permit as much latitude as possible in the nature of these addi- tions. A few general rules that should be observed in allowing for future expansion are: i h to outside walls wherever an addition ‘ miei ee oe not cut them off with rooms that cannot i e corridor extensions. _ ca ; vagina oue buildings avoid placing stairs in corridor ends. ight angles to corridors. ; ’ age gees are oe nlm ar windows in walls against which a iti ight be built. ‘ge Pine Widiee Pools oF sufficient size to accommodate an additional or larger boiler. Locate points of asi water supply and sewage disposal systems and from any possible areas for additions. oe er ee “and heating lines, electrical systems, and so on with a view to eventual expansion. Interior flexibility, like expansibility, is a quality necessary in far-sighted planning. The need for internal readjustments is a natural consequence of the development of educational pro- grams over a period of years. Often it is necessary to change the use to which a room is put, adapting it to specialized activi- ties for which it was not originally designed. It may be necessary to create a large room by removing the partitions between two smaller rooms, to sub-divide a room with additional partitions, or to install new service connections. A few general rules which should be observed in allowing for flexibility are: 1. Partitions should be non-bearing so that they may be readily removed. Q : ; . Ducts, water lines, conduits, and so on, should be run in outside 2 . sae i lls rather than in partitions between rooms. 3. we es po should be designed to allow a relocation of interior 4 outside access where they will not be eliminated a2 a - wD ; Patlexible elements, such as toilet rooms and stairways should be grouped and located so as to permit alterations and be of maximum use. Pupil Movement Thoughtful planning can do much toward preventing con- 39499 38 THE GOLDSBORO TOWNSHIP SCHOOLS gestion and confusion. Sufficient corridor width is, of course, a fundamental necessity. Under no circumstances does good school design permit bottlenecks in student Passages. Even in the small schools it is essential that pupils, singly or in groups, may at all times pass freely from any point in the building to another point without distraction to other activities that may be going on. Planning for Community Use Since the building of a school is essentiall enterprise and since it re of the community, of service to the community. Of necessity, the school building contains many facilities that may be employed for other than strictly school purposes. It only remains to make those facilities available for more extensive use so that the school may function as the civic, social, and recreational, as well as the educational center. Among the units of the school which are more adaptable to community use are the Auditorium Gymnasium unit Cafeteria unit Playgrounds Classrooms Library unit Health service unit Locker rooms Shops and vocational units Classrooms should be planned to allow 25 to 30 square feet per pupil plus other space required in school activities. Each classroom, especially in the elementary school, should afford ventilated space for storing children’s garments. All classrooms should be equipped with chalkboards, ample bulletin boards, cabinet or locker for teachers’ equipment and supplies, and book- shelves. Lighting The aim of school lighting is to produce the conditions under which the visual tasks of the school day can be done efficiently, by providing a sufficient amount of light for easy seeing and to control the distribution of brightness to assure visual comfort. Good lighting involves the quality as well as the quantity of illurr*nation. Comfort and efficiency in seeing are increased by having a balanced brightness through low surface brightness, high reflec- tion factors, and non-glass surfaces. The quantity and distribu- tion of natural light in a room can be increased by the use of bilateral and clerestory light, overhead skylights or plastic domes, and the control of glare and heat from light source. Although the full use of daylight has been made available for the classrooms there still remains the need for good supple- y a community presents a heavy investment on the part it is but sound business to shape that invest- ment so that it may realize the fullest possible returns in terms Report OF A COOPERATIVE SURVEY 39 mentary artificial lighting for dark days wae te rg rane artificial light can be either incandescent or mene nt neha No one fixture is the solution to every lighting P a ina construction consideration must be given not on i installation costs but also to the maintenance costs. Colors play an important part in school room er ward rable cbt tm i ip oer es aecibeal es aitvigs should be eh Seg hy el baie ae oer’ woodwork and furniture sh near the natural wood colors. ga ie area should be at least one-fifth of the sei ‘ofp Direct Riana ee ea CMAN Wad oti ted on bli th blinds shou d on fans itets so that either window sash can en ctl apt pendently of the other. Some classrooms on © 7 “ippé a with the opaque, darkened shades to facilitate a use rhe education. The interior finish should be cy ee a ae walls reflecting thirty to fifty per cent of the ig ay Baie dies ing reflecting less than seventy-five per es . site ert be made for ample artificial light. Improve hy s otter consist merely in stepping up the intensity of the lig BW eon's to add more footcandles without taking other wr se y bring more discomfort rather than greater comiort. i ded down- many places elementary education has expan 2c acade the five-year olds. The SIPCRFERS ISR age sone be made attractive and located so it will get aeR e su Dear pe should be on the first floor and have at least s ave a terPiace floor space. It should have a private toilet. There ‘ en 0. a outside exit leading from the classroom to its separate play Ventilati d Heatin = wx waranty wm should be provided for eee of all rooms used by teachers or pupils and for a son tiliaehi Fie nes ee ee © mgr i i independent o - i vr i pthread sont ot tha well i 0 a a te mt tion should be provided in laboratories, a8 rer eve mere shops, cafeterias, and lockers. A simple type of ventila ro re win, Bow air intakes and gravity exhaust ducts has grown in favor. i i be installed in all plants Simple heating systems should ~ when it is unlikely that skilled operational and maintenance ree will be available. Probably steam or hot water systems yr mos Practical. Radiant panel heating seems to be gaining in ots <‘ some schools. This type of heating is designed bat. cep mii ; soa c . ing of comfort by surrounding the room occupants hee - a ‘eiaphaitue that will permit a normal but prevent 40 THE GOLDSBORO TowNSHIP SCHOOLS an excessive heat loss from the body. This system of heating is very good for kindergarten and primary rooms. Heating controls are essential in fuel economy, temperature control, and smooth operation of the heating plant. Service System Every school building should have sanitary drinking water, sanitary toilet facilities, and adequate hand washing facilities. Drinking fountains and hand washing facilities in the classrooms are highly desirable. All classrooms should be equipped with a sink. Fountains located in the corridors should be recessed. Drinking fountains should never be located in toilet rooms. Toilet rooms for each sex should be located on each floor. In multi-story buildings the greatest number of toilets are needed on the first floor. Toilet facilities should be provided in the rooms for children of the first three grades. Toilet rooms should receive ample ventilation. (Urinals of floor type should be pro- vided in the ratio of 1 to each 30 boys using the boys’ toilet room.) Floors and walls of all toilet rooms should be non-porous and equipped with floor drains so that they may be scrubbed easily. Showers should be constructed in connection with physical edu- cation facilities. Maintenance and Housekeeping Maintenance refers to keeping the school site, the building, and the equipment in as near their original state of repair as possible. All parts of the school plant are continually depreciat- ing. Although depreciation cannot be eliminated, much can be done to retard it. Repairs should be made to all property as soon as the need for them is discovered. Negligence in making repairs is not only costly, but it also is a standing invitation to vandalism. One of the essentials of the building is that it shall be a safe- guard to the health and safety of all the pupils who are housed in it throughout the day. Pupils learn more readily when in a happy mood. A happy mood is associated with comfort and cheerful surroundings. Many school buildings which are other- wise pleasing in appearance are often unattractive in and around the toilet rooms. Obnoxious odors, marked and soiled walls, dripping of dirty water and soap in the lavatories, and dirty floors, indicate a state of general neglect in many of the toilet rooms. No school system can keep its buildings and grounds clean and in a good state of repair unless there is a good janitorial force as well as a good maintenance crew. These general principles have been stated to serve as a basis for an understanding of the evaluations which have been made and to indicate the basis for the construction of any new plants. REPORT OF A COOPERATIVE SURVEY 41 A study of the building needs was made in May, 1955. The following chart indicates the classroom requirements for the 1956-57 session. £955 PO ¢ Ve- (26 sus- 103 sauna BO STANDARD) “£955 QDI 1956 (LUTE 104 81 new Rooms NEEDED MM) WHite Figure 5. Number of Classrooms Needed by Races, 1955 and 1956 Appraisal of Present Plants ; Although no completely objective yardstick or standar “ be applied to a particular building to say whether it epee : be remodeled, abandoned for school purposes, or continue as it is, there are certain criteria such as age, size of site, safety on ti systems (heat, light, etc.), classrooms, and special rooms, w ~ aid in determining the worth of any particular school ae or judging the worth of the school plants in FOLGER the gard Workbook for Evaluating School Buildings’ was used. plant was evaluated by one or two professional school men wi the assistance of from six to twelve citizens. The functiona characteristics by which the plants were scored or evaluated are listed as follows: j lationship between 1. Adequacy. This term refers to the re the pm of the site and the over-all housing space and the number of students being served or the number to be served. The internal features of the plant are also con- sidered. i iti book for Evaluating and Merle R. Sumption, Citizens Work sshd Finds Rex Iowa, William C. Brown Company, 1951). THE GOLDSBORO TOWNSHIP SCHOOLS . Suitability. This characteristic includes those features, type of building and facilities available, which enable the school to satisfactorily house the particular educational program. . Safety. This characteristic refers to those features of the building which makes it structurally sound and protects the students from hazards of traffic, fire, and accidents. . Healthfulness. This term refers to the degree to which pupils are insured freedom from dirt and excessive noise and other disturbance and provided with satisfactory facilities for lighting, heating, ventilation, and sanitation. Facilities to take care of pupils who may become ill at school are also considered. In general, all features of a school plant designed to protect and promote the good health of the pupils are considered. . Accessibility. This term refers to the proximity of the school to the pupil population center of the area served. The general character of the approaching streets and walks, as well as the site features affecting the ease of of access to the building, are considered. . Flexibility. This term refers to the possibility of change, as incorporated in the construction of the building and the development of the site, to meet the new demands of the educational program of the school. Through necessity school programs must change to meet the needs of a changing society. . Efficiency. Efficiency means the securing of maximum effect with a minimum effort. An efficient building makes possible the reduction of pupil and faculty travel to a minimum, convenient custodial facilities, minimum noise, and room areas located for maximum utilization. . Economy. Economy means the achievement of proper plant operation at a minimum cost. . Expansibility. This term refers to the possibility for enlargement of the site and building to meet the educa- tional needs at a minimum cost. . Appearance. This term refers to how the school plant looks and whether it is pleasing to the eye. Attention is given to such as landscaping of site, surroundings, color harmony, appropriateness of furnishings, and the use of decorations. In light of the characteristics mentioned, a chart showing the rating and some general remarks pertaining to each building are presented. The score card for each building may be read in the follow- ing way: The ten characteristics are listed at the left of the card. REporRT OF A COOPERATIVE SURVEY 43 The score from 0- to a perfect rating of 100 is at the top of the card. The line opposite each characteristic is the composite rating given that item by the evaluating committee. Edgewood Elementary School The Edgewood Primary School is used for children, grades one through four, located in the eastern section of the city. The school has a total enrollment of 570 pupils, and has seventeen classroom teachers, plus a special education teacher and a music teacher. The initial building, of brick and cinder block construction, built in 1949, consisted of ten classrooms, a library, auditorium, and -cafeteria, and was planned for a total enrollment of 300 pupils. As enrollment increased, the library was divided into two classrooms, and the back of the stage was used as the library. The auditorium is used for special classes most of the day. In 1953 an additional five classrooms and a library, also of brick and cinder block, were constructed, making a total of sixteen classrooms and a library. Because of enrollment the new library is now used as a classroom, making a total of seventeen class- rooms to accommodate 570 students, or an average of 33.5 pupils per room. The site, auditorium, play space, and cafeteria were not adequate for 300 pupils, much less the number now using CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Chana? SS Adequacy LEE ER Suitability | em eNOS AL Safety ELA PR TR RT SP is I Healthfulness ad sR RENE RT AN EL SEPP Accessibility FREAD IL EC I ME, Flexibility SE AY PRES Efficiency “COPS AR A Economy Expansibility RT ERTS Appearance Reni ARR RENO AS PRI I Figure 6. Score of the Edgewood School 44 THE GoLDsBoRO TOWNSHIP SCHOOLS these facilities. These facilities cannot be expanded economically. The school site occupies one city block of 4.2 acres, and is sur- rounded by a residential section. Since there is no parking lot, teachers and visitors must park along the streets adjacent to the school. Virginia Street School The original Virginia Street School was built in 1920. Six years later, 1926, a classroom addition was added. The cafeteria was added in 1952 at a total cost of $31,000. The school, located on a site of 1.2 acres, has an enrollment of 390 pupils in grades 1-4 and a faculty of twelve teachers. The basement which includes the furnace room, the coal storage area, and the janitor’s work room had two inches of water covering the floor on the day of the visit. The work space for the janitor in the basement is totally inadequate because it is only about five feet in height with no room for tools or supplies. The classrooms are on the first and second floors of the building. They have just recently been painted a suitable shade of light green. All the rooms are too small for the number of children enrolled. In view of the limited amount of artificial light, the high ceilings, and the high window sills, the lighting does not seem to be adequate. In two of the classrooms pupils must hang their coats on open racks in the corridor. Storage space for supplies and pupil equipment seems to be insufficient. The corridors are double loaded and do not meet the mini- mum requirements. The two drinking fountains which are located in the south wing corridors on each floor project into the narrow corridors. The only two toilets in the building are located on the first floor—one for each sex. The number of water closets in the toilets were sufficient to meet only minimum needs. The boys’ toilet has no facilities whatsoever for heating and opens into an outside entrance area which is also unheated. There are two stairwells. In each case the steps are made of wood and are of a minimum width. One main door leading out- side from the center stairs would not open. Several of the non- acoustical composition blocks used in the ceiling of one stairwell are loose and at least one extends downward as much as two inches. As a result of the increased enrollment the school library has been relocated in one end of the auditorium. Because of the high ceiling, poor light fixtures, and frosted windows illumina- tion is totally inadequate for the library use. The cafeteria has a capacity for serving 120 pupils at one REPORT OF A COOPERATIVE SURVEY 45 i i i is at a minimum and no time. Food storage space in the kitchen is a provision has been made for the storage of cleaning materials and equipment. Otherwise, the cafeteria is well constructed and well furnished. acta No space is available for a health room. All minor injuries are treated in the principal’s office but more serious cases are sent home immediately. It should be understood that in spite of very unfavorable physical conditions the staff is making good use of the toi ’ The principal’s office which is very small and inadequate is located on the second floor. There is no space for a health ae The school does not have an electric bell system for schedu : changes or fire signals. The small bookroom is also on the ae floor and is totally inadequate for supplies and books. Audio- Visual materials must be kept in the teachers lounge. The school site which is enclosed, is too limited to et ae outside space for the children who are enrolled in the school. CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 CARA en a ee Adequacy AA IRIE AE Suitability LALOR REL SALT IT COTES Safety HA EBERHART Healthfulness ROLE MEET PEER BER EITC AOD AE EE, Accessibility : Rhea ANAL HL ER AGAR NOE TES AES RE Flexibility OE RSTO OED LG MELILOTI Efficiency RN ARITA ARE TM ES REI RTE Economy SCAR ANC Ra SRM KF Expansibility TENOR PE HTN Appearance SAAT NACE PUR TNA Figure 7. Score of Virginia Street School Walnut Street School The Walnut Street School which is located ona two and cm half acre site has 14 classrooms, a cafeteria, auditorium, an nn library. This two story building houses approximately 500 pup : in grades one through four. The original building was constructe in the 1920’s to which a new wing was added in 1952. THE GOLDSBORO TowNsuHIP SCHOOLS 46 Although the site is entirel i ’ y too small and not well drained the play area is well arranged. The play equipment is grouped in one area leaving the remainder for free play. The service drive is located in such a wa i C y that vehicles must turn around on the play area. There is no parking area except the streets. The classrooms are rather small. The ize i ‘ average size is about 600 to 700 square feet. For the number of pupils assigned to aoa room the size should be 1100 to 1200 square feet per room. The natural and artificial lighting in the cla is i ssro The floors are in poor condition. eels Under the wooden stairwa : ys there are storage closets which are fire hazards. The auditorium is inadequate with a small stage which can be reached only by a ti ; eis are very poor. y by a vertical ladder. Toilet facilities This buildi w tart Ing cannot be expanded to care for additional CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy MURR MERI care ES Suitability CREE ROAR Y ante RARER A Safety PA IED: SERS ni MLAS FETS GN Healthfulness AS ELITE NR AE ANS ERR G8 Accessibility PRA S RI CAA He ETL Flexibility PSE OONRINE EER AA LY OE ANNES Efficiency DRT AT NE A IIE Economy REL ARM TAA CORT EEE Expansibility Ge eee ety Appearance PALLET MATS LNT TL DONE GC Figure 8. Score of Walnut Street School Williams Street School The history of this school dates back Williams Street School was built as the town Seep A igo ce two additional buildings were constructed on the high school grounds, each consisting of 8 classrooms. In 1924 two wings wer added to the original building. In 1927 a new high school pasts built on a new site and the Williams Street school was aecedihed REPORT OF A COOPERATIVE SURVEY 47 into a junior high school and elementary school. In 1934 a gym- nasium was built by the W.P.A., and in 1955 a cafeteria was constructed. Today this school accommodates grades 5, 6, 7, and 8. The school is located on a site of 7.0 acres, only three blocks from the main business district on a main thoroughfare. The enrollment is approximately 1175 pupils. There are 32 teachers, a principal, and three custodians. The three classroom buildings were considered as separate buildings. Building A—the first building constructed, Building B, and Building C—as the two buildings constructed in 1904. The gymnasium was rated as a part of the site of all three classroom buildings. Building A—This is a two story plant with a basement. There are several classrooms, a general storeroom for the school system, toilet rooms and the furnace room in the basement. On the first floor there are five classrooms, the superintendent’s office, and the auditorium. There are eight classrooms on the second floor. These eight classrooms are served by one stairway in the middle of the building. The building is not fireproof. The general store- room in the basement makes a serious fire hazard and there is very inadequate equipment for fire fighting in the building. The small auditorium will seat only approximately 300 pupils. The boys and girls on the first and second floors must go to the base- ment for toilet facilities. This building is not suitable by any standard of measurement for school purposes. It is very question- able whether it could be remodeled at a reasonable cost to make it a suitable school plant. Building B—This is a two story building with four classrooms on each floor. The principal’s office is in this building. This build- ing is over 50 years old. The classrooms are small, poorly lighted, and are not adequate for elementary clasrooms. The stairs are of wooden construction. Building C—This is also a two story building with four class- rooms on each floor. This building is also over 50 years old. The classrooms and stairs are similar to those found in Building B. In general it may be said that these three buildings are not adequate for elementary classrooms. They have certain fire hazards and are very much out of date for a modern school system. Goldsboro has received more than value invested in these three buildings. The gymnasium, which was constructed in 1934, is adequate. When the committee visited the school it needed a thorough cleaning. The new cafeteria is an asset. The school site is entirely too small for the number of stu- dents. The play area does not drain and is not suitable for play purposes of upper grade children. 48 THE GOLDSBORO TOWNSHIP SCHOOLS = The following chart shows the rating of this school plant. All buildings were considered as a single plant. CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy MITE ARR a Suitability ERC PISANI PE BAS ATS eB Safety EDR MEE NARS SRT Healthfulness SLE ETM ih SARA ATS! Accessibility EM I PHD Flexibility SRR IETS AR Efficiency ERAS RN MH CH a NL PO Economy EE PP OE NA Expansibility ‘AA WSR Appearance ARS eT Figure 9. Score of the Williams Street School Goldsboro Senior High School The plant consists of the main classroom building and a small brick structure constructed in 1927. A gymnasium was erected in 1953. The school site consists of 14.0 acres. A lighted athletic field, with movable bleachers, occupies about one-fourth of the site. A high cyclone fence completely surrounds the play- ing area. Students have access to a city owned park and play- ground which is located across the street from the school. A network of paved streets completely surrounds the school site. A parking lot, adequate for approximately 50 parked automo- biles, is located in one corner of the school yard. Main Classroom Building The main classroom building is a two story plant without a basement and houses the following facilities: principal’s of- fice, library, cafeteria, shops, classrooms, auditorium with bal- cony, laboratories, broadcasting studios, toilets, music and art studios, and photographic darkrooms. Metal lockers for students are located in the corridors on each floor and in nearby alcoves in each wing of the building. Lockers are adequate in number; Report OF A COOPERATIVE SURVEY 49 however, they are not ventilated. The library is inadequate in size and unattractive in appearance. Additional space is needed for conference rooms, stacks, and reading rooms. The auditorium has a seating capacity of 1,250. Although used extensively and over a long number of years, it is the most attractive and best preserved unit of the building. The cafeteria has a seating capac-- ity of approximately 120 and seems to be adequate. The electric service system in this building needs attention. There were several open and exposed electrical outlets which present a constant pupil hazard. The number of incandescent fixtures in each classroom is too few to provide an adequate amount of light. There is a need for immediate major repairs to walls and wood- work as well as a complete paint job for the interior and exterior of the building. Classrooms generally are below standard in size and are, for the most part, equipped with dark colored tables and chairs. New light colored furniture would add to the appearance. Gymnasium The gymnasium, erected in 1953, is a modern fire-proof struc- ture which is adequate in size for the needs of the school. Due to the lack of forced ventilation in the shower and dressing rooms, the plastered walls are in poor condition and the metal work, in two short years, has become corroded with rust. All outside doors are equipped with panic bolts, but were securely fastened and padlocked during the day of the evaluation. CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy |S RAN SI Suitability ARAM AE SAS ARIE Safety Healthfulness Accessibility Flexibility Efficiency Economy Expansibility ROAST ER NE AAI IE Appearance TRAINEE HATER ES Figure 10. Score of Goldsboro High School Plant 50 THE GOLDSBORO TOWNSHIP SCHOOLS The playing floor is in excellent condition. Concrete bleacher- type seats provide seating capacity for about 1,000 individuals. Toilet facilities appear to be adequate in number and are in very good condition. Heating Plant The heating plant is housed in a small, badly deteriorated brick structure located near the main classroom building. The two low pressure steam furnaces, the main control room, and the coal storage bin are located below ground level in the build- ing. Everything about the component parts of the building sug- gest the lack of day to day maintenance and general care. A band and orchestra room is also located in one end of this building. The room has been acoustically treated and is adequate in size. Storage cabinets for uniforms and instruments line the entire back wall of the room. East End Elementary School The East End Elementary School for Negroes, including grades one through six, is located in the eastern end of Golds- boro. There are 20 teachers with an enrollment of 757 pupils. A federal Negro housing project with 250 units is located directly across the street from the primary building. The initial building, constructed in 1922, consists of six class- rooms and an auditorium. In 1935 four additional classrooms were built. Four more classrooms, a gymtorium, and a cafeteria were added in 1949. The most recent and most modern of the entire facilities are four primary classrooms which were constructed in 1953. The exterior of the entire plant is of brick construction. All buildings comprising the physical plant, with the excep- tion of the recently constructed primary building, are joined together as one unit. The primary building, however, is joined to the main building by a short covered walkway. The buildings are constructed somewhat in the shape of an “L” and are placed approximately 75 feet from the paved streets which run in front of and down the right side of the school site. The entire school site covers an area of only 3.5 acres. A heavy cyclone fence extends across the front and right side of the school site. The ground in front of the school has been planted with grass and shrubbery, but the area to the rear of the buildings, compris- ing the rest of the site, has no grass, and there are several deep holes around the playground apparatus which detract from the safety and appearance of the site. An open ditch, varying in depth from two to four feet, forms the rear boundary of the school site. A steam heating system is operated by two hand-stoked coal furnaces. Both fluorescent fixtures and incandescent lamps with REpoRT OF A COOPERATIVE SURVEY 51 large frosted globes are about equally used in lighting the class- rooms. The main building, though structurally sound, needs new floors, repainting, and replastering in many places. The new primary building, a single story four-room structure, is modern and up-to-date, and contains many features of good school design and construction. The lunchroom is one of the most impressive of the school facilities. It is light, airy, attractive, and clean. The most recent sanitary rating showed a grade of 94. The cafeteria seats 125 persons, which appears adequate for the number of pupils who regularly use it. i armed viatailtin: adjacent to the lunchroom, is located at one end of the main building. It is of brick and cinderblock construc- tion, and has an excellent floor of top-quality maple. A stage is located at the rear of the structure, with toilet and shower facili- ties opening off from each side of the stage. The building pro- vides a large basketball court, with adequate space for sets of four-tiered bleachers seating about 1200 persons. The room is heated with overhead hot air blower units, thermostatically con- trolled. The gymtorium provides the only facilities of its type for the Negro schools of Goldsboro. _ Since there was a great difference in the age and appearance CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy Suitability Safety Healthfulness Accessibility Flexibility Efficiency Economy Expansibility Appearance RORY AEA ATE ASR Figure 11. Score of East End School Building A eee Building B (OE SRA 52 THE GOLDSBORO TOWNSHIP SCHOOLS of the two buildings on the site, it was decided to score the build- ings separately, in order to get a true picture of the condition of each. Building A is the old section and B the new addition. Greenleaf Elementary School Greenleaf School is an elementary building housing grades 1-7. It has an enrollment of 511 students, 16 teachers, a librarian and a principal. The main portion of the building which was constructed in 1922 has six classrooms and an auditorium. In 1936 the building was expanded by the addition of four class- rooms. In 1950 two classrooms and a cafeteria were added, and in 1952 the old auditorium was converted into two classrooms and a supply closet. Three classrooms and a combination audi- pubes and gymnasium were added in 1954. e site consisting of only 2.3 acres is not adequate present enrollment. There are no parking Pate ini to the site. Play areas cannot accommodate more than one-half of the students at one time. There is very little play equipment and only ane pepe walk on the entire site. any of the rooms lack suitable desks and oth i There are limited provisions for water use and Po sepia the classrooms. The only space available for special work is the small combination auditorium and gymnasium. Lack of locker and storage space in classrooms is one of the worst features of the building. Floors in most of the building are old, dirty, and CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy Suitability Safety Healthfulness Accessibility Flexibility Efficiency Economy Expansibility Appearance EEL TAY DS A PT Figure 12. Score of the Greenleaf School Report OF A COOPERATIVE SURVEY 53 seem weak at certain spots. Inflammable materials and equip- ment present a fire hazard at many points. The building could not be quickly evacuated in case of fire. School Street Elementary School The original School Street Elementary plant was constructed in 1910 as a two story classroom structure. A classroom addition of approximately the same size was built about fifteen years later. These two sections total sixteen classrooms. A modern cafetorium was added in 1954 at a cost of $35,000.00. The school, located on a site of 1.78 acres, has an enrollment of 720 pupils in grades 1-8. Several classes are operating on a double session arrangement. The basement of the building includes the furnace area, coal room, janitor’s storage area, and a storage area for the cafeteria. The furnace is completely unprotected. The janitor’s storage area is accessible only by means of a window. This storage area serves also as a repair room. Actually, it seems to serve primarily as a storeroom for broken and unusable furniture, baskets, and radiators. The fire hazard seems unusually great. The storage area for the kitchen is not a room, but only an open unsurfaced area under the building accessible through a window. Stored here were soap, floor compound, and liquid cleaning materials. The classroom building consists of two floors. A flight of steps located at each end of the corridors connected them with the outside area. Both stairways are of wooden construction approximately four feet in width. The closets located under the two stairways serve for storage of office supplies, books, food supplies, and instructional equipment, Teachers use the corridor as a work room when they are not teaching. For this reason a table, chairs, and a piano are located in the corridor. A water fountain with two outlets is located on each floor. Since the two sections of the building are not on the same level, four steps are necessary to connect the corridor on each floor. The top step does not fit smoothly with the floor to the extent that the top step is one and one half inches higher than the floor. Manually operated fire doors are located at the top of these steps where the two sections of the building are joined. Unfortunately, the doors do not close sufficiently to pro- vide adequate fire protection. The areas of the classrooms are between 537 and 785 square feet. According to the number of pupils in the rooms, each room should contain approximately 1400 square feet. The chalk board space seems to be adequate, but the bulletin board space was limited. The coat closets are too small or non-existent. Storage space is insufficient both for the pupils and for the teachers. The size of the seats is appropriate for the primary grades but 54 THE GOLDSBORO TowNSHIP SCHOOLS The size of the seats is appropriate for the primary grades not for the upper grades. The same situation prevails in regard to the height of the drinking fountains and chalk boards. Each room is equipped with four incandescent lamps. Window shades are provided for the south side of the building. None of these shades are adequate for the use of visual aids. Cracks in the plaster and loose ceiling boards were observed throughout the building. Water and toilet facilities are inadequate for the number of pupils enrolled. No heat is available in the boys’ toilets, which have only two wash basins each. The principal and school secretary share one small office. No space is available for conferences. No central book or storage room is available in the building. Neither is there any area available for health services. equipment, including three pianos, but no space is available so that adequate use can be made of the equipment. A similar situation exists in regard to audio-visual equipment. Play space and play equipment are limited on a site which is poorly graded and drained. No improvements in the form of plantings or parking space have been provided. The modern cafetorium is attractive and suitable. It was noted, however, that the design of the cafeteria did not provide for sufficient space for storage of mops and other cleaning materials. The service sink is located in the kitchen in the food preparing area. CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy Suitability Safety Healthfulness Accessibility Flexibility Efficiency Economy Expansibility sm Appearance Figure 13. Score of School Street Elementary School REporRT OF A COOPERATIVE SURVEY 55 Dillard High School ‘cn oats i ilt i timated cost o Dillard High School was built in 1922 at an es $168 000. The first additions to the original building were made in i i de in the interim: 1954. However, certain repairs were ma interim 1. A new furnace was installed in the main building in 1951 f $2,000. i * hate was rewired in 1941 at a cost of $1,200. 3. In 1953 a new roof was installed at a cost of $3,500. ; 4. The building was renovated in 1953, at an estimated cos % year the system acquired from the Durham Knitting ge a unit now being used as the Vocational Building at a “a 4 $5,000. In 1942 the Brick Masonary Classes added the \u 4 Mechanics Building. In 1948 the Band Building was acquire from military surplus. In 1954, a cafeteria was built to serve bout 120 students at one time. ir The five acre site of this school plant is totally inadequate high school purposes. : a aod not Sa aarallie drain and parts of it are covered _— cinders and broken glass. The shrubbery which is around the building has been allowed to go without pruning to the point that much natural light is lost. v4. : It was pointed out that there have been many additions con- structed at this plant. These additions seem to have been made CHARACTERISTICS 0 10 20 30 40 50 60 70 80 90 100 Adequacy Suitability Safety Healthfulness Accessibility Flexibility Efficiency Economy Expansibility Appearance Figure 14. Score of Dillard High School 56 THE GOLDSBORO TOWNSHIP SCHOOLS without “over-all” general plans for a complete school plant. There are parts of this plant that should be wrecked and moved off the site. The stairways are constructed of wood and are in bad condition. There is a shortage of storage rooms for instruc- tional and custodial supplies were found scattered “all over” the building. There is an insufficient number of drinking fountains, hand washing, and toilet facilities. The toilets are not conveni- ently located. The water pressure was very low. This would indicate that the water pipes which lead into the building are too small. The furnace room needs repairs. It had been leaking when the committee visited the plant. In general the mainten- ance of the whole plant is poor. The classroom situation in this school is not very desirable. The rooms are small and poorly equipped. The interior of the plant should be painted. Recommendations 1. Due to the fact that most of the buildings are old there will be a continuing increase in maintenance and operation costs. A larger amount of money is needed to improve the general appearance of the interior of many of the buildings. . Fire hazards are always present in buildings of the type of construction in the majority of the schools of Goldsboro. This places heavy responsibility upon the administrative officers for careful supervision of safety measures at all times. Closets, storerooms and basement areas should be inspected often. Proper protective devices should be available. . Custodial services should be improved by the addition of per- sonnel and a closer supervision on the part of some member of the administrative staff. - Reconditioning and major changes should be made at the present Dillard High School to make the plant adequate and suitable for the Junior High School program. . A new site of a minimum of ten acres should be acquired in the new section known as Elm Acres to provide for an ele- mentary unit to house grades 1-6. The Board of Education should be alert to future expansion and anticipate needs early enough to secure adequate sites for new plants. CHAPTER V THE SECONDARY SCHOOLS General Statement Secondary Education has experienced severe tensions as a result of modern day educational discussions. To a very large extent the high school of the past served as an academic institu- tion designed and operated for the preparation of college students who were working toward professional careers. In more recent years the public has come to think of secondary education as a program for all of the children of all of the people. Its purposes under this point of view must be both broad and specific to serve as a guide for all youth into a life of personal satisfaction community service. oats Educators "haee attempted to define the purposes and the scope of secondary education through numerous guiding oe ments. One of the most meaningful of these is known as t e “Imperative Needs of Youth.” These have been stated as follows: 1. All youth need to develop saleable skills and those under- standings and attitudes that make the worker an wage gent and productive participant in economic life. To t : end, more youth need supervised work experience as we as education in the skills and knowledge of their occupa- tions. tea . All youth need to develop and maintain good health and ical fitness. 3. re gout need to understand the rights and duties of the citizen of a democratic society, and to be diligent and competent ‘in the performance of : their obligations as members of the community and citizens of the state and n. 4 ripe need to understand the significance of the fam- ily for the individual and society and the conditions con- ducive to successful family life. . All youth need to know how to purchase and use goods and services intelligently understanding both the values received by the consumer and the economic consequences A Td Hae to understand the methods of science, the influence of science on human life, and the main scien- tific facts concerning the nature of the world and of man. . All youth need the opportunities to develop their se tec ties to appreciate beauty in literature, art, music, an : Al youth need to be able to use their leisure time well and to budget it wisely, balancing activities that yield sat- THE GOLDSBORO TOWNSHIP SCHOOLS isfaction to the individual with those that are socially useful. - All youth need to develop respect for other persons, to grow in their insight into ethical values and principles, and to be able to live and work cooperatively with others. 10. All youth need to grow in their ability to think rationally, to express their thoughts clearly, and to read and listen with understanding. The survey attempts to evaluate and characterize the instruc- tional program in Goldsboro as it contributes to the development of a well-rounded individual. An examination of the philosophy and the practices as presented by the faculty reveals many posi- tive and constructive phases of the program; on the other hand, the faculty indicates important needs and modifications for better provision of opportunities for children. Reports have also been prepared by a number of representa- tive school leaders from many types of school situations in the state which are based on short intensive periods of visitation and conferences with members of the professional staff of the system. An analysis of this material has been prepared to serve as the basis for recommendations for the improvement of the secondary school program. Figure 15 is a grade survival chart which shows what hap- pened to the 230 first grade students who entered school in 1943 and were due to graduate in June 1955. One hundred and forty- six completed the program. Stud etudents 250 200 150 100 50 WMMMMM@M@M@éellll MMMMMM@ @€@M@@€Weédélla WMMM@E@E@@CH@€@lllla WMMM@@C@CMM@MMMM@Mllla WMMMMMM@X€CM@ez!M@é WV MMMM@CMM@@!C@@@MMMll MM@CCM@@e UC MMMM@@@€@e WU MMMMMMM@H@€@WWé WV MMMMMM@X eer WMMM@E€@@eeea Grades Figure 15. Grade Survival of 1955 Graduating Class—White a w a > a na “4 a i) 5 bd is REPORT OF A COOPERATIVE SURVEY 59 Figure 16 shows the number of Goldsboro High School grad- uates each year from 1947 to 1955. It also shows the number entering college. The percentage ranges from about 45 per cent to more than 50 per cent which is very much higher than the 32.3 per cent reported in the July 1956 State School Facts for the White Schools of the State. students NUMBER ENTERING ar 1347 1940 +1949 1950 1951 1952 1953 1954 1955 year Figure'l6. High School Graduates and Number Entering College—White Records of college students who have graduated from the Goldsboro High Schools show a high degree of academic achieve- ment and significant leadership activities. Philosophy The Goldsboro High School staff accepted as their basic philosophy the meeting of the needs of the youth of the com- munity. The statement of this philosophy includes (1) the teach- ing of knowledge, of appreciation, of responsibilities of an indi- vidual and group nature; (2) the development in students of skills, desirable habits, patterns of conduct, and attitudes; and (3) growth of the student in aspects of good physical and mental health. This quotation from the lengthy statement of purposes illustrates a breadth of aim: “To bring about changes in pupils which are socially desirable in a democratic way of life, devel- oping self-directing individuals for a society that is growing more 60 THE GOLDSBORO TOWNSHIP SCHOOLS and more complicated and social in its structure and organiza- tion.” In addition to the regular program of studies of the school, the methods which the staff sets forth to use to achieve these main purposes and to meet the needs of youth in Goldsboro were: (1) Teacher example (2) Oral class discussion (3) Teacher, parent, and student observation (4) Tests (5) Cumulative record files on pupils (6) Life-like situations in school in which responsibility is shared. (7) The library as a resource bureau and service center, with its wide variety of up-to-date materials of all kinds (8) Guidance, including counseling, homerooms, career days, and administrative channels (9) A a government organization which is active and demo- cratic. Two other methods employed by the staff seemed to the visiting committee to be especially valuable: (1) Home visitation (2) Anecdotal records which are kept throughout the four-year period of a student’s school life. Graduation Requirements Certain state requirements are set out for graduation for North Carolina High Schools. A student must complete at least 16 units, these include 4 units in English, 2 units in history (one in U.S. history), 2 units in mathematics, 2 units in science (one in biology), and any other 4 units. All subjects offered in Golds- boro High School if passed give a unit for graduation. The Program of Studies The self-evaluation carried out by the Goldsboro High School staff resulted in a rather high estimate of the total program of studies as to general principles, procedures in curriculum devel- opment, the extent and nature of offerings, and the general out- comes of the program. The visiting committees felt in general that these self-evaluations of each subject-matter field gave evi- dence which supports this estimate. Careful examination of the appraisals of both the high school staff and the visiting committee justify these conclusions concern- ing the program of studies (high school curriculum) as a whole: (a) The school is offering a wide variety of subjects both for those students who plan to go on to college and for those who plan to go to work or into married life. (b) The offerings are wider than the “takers,” i.e., more courses are offered than are elected by the pupils. For example, Social Science I (usually called Civics or Citizenship) is offered in Grade 9, but no students were enrolled in this course in either 1954-55 or in 1955-56. On the other hand, almost all 9th grade pupils were enrolled in ninth grade General Science in 1955-56. Some consideration should be given to better educational guid- ance for ninth grade pupils, so that those who want both Social REPORT OF A COOPERATIVE SURVEY 61 i i hers Science I and General Science can get both, and so that ot es take one or the other as they need or choose. there is a rather wide variety of Mathematics courses i phigh on some careful consideration should be given to 1. One year of General Mathematics in Grade Nine, as at ent. : - 2. Elimination of the second year of General Mathematics in of offering to seniors a course in Mathematics covering petal and fark phases of Mathematics as will be needed by the non-college graduate, such as consumer mathematics. Should not Business Mathematics be offered by the Business : tion Department? é : ; i as in Solid Geometry in the Senior High School for students preparing for technical and engineering work to be offered on alternate years. t addition of Distributive Education and Metal Trades nis laser aan be given as a valuable enrichment to the school pro- gram for both the non-college student and the mechanically- minded pupils. Language Arts (a) English The English program includes English courses as required for all pupils. While the classes are often over- crowded, the staff as a whole seems earnest in trying to meet the needs of the group. It is felt that in both the areas of literature and the language arts students are being well-prepared. Speech skills are emphasized in the department of dramatic arts and radio, where facilities are far above average. Interest in reading on each student’s level is being developed through a number of means, including use of the library. There are no elective English courses available. There is no provision for remedial, or clinical, reading activities or speech activities, although both are needed. There is a strong department of dramatic arts, including radio, dramatics, and art, which is functioning well. Audio-visual equipment is available for students taking the course in radio, but there is also the need for the use of the tape recorder for the development of speaking skills in the classes. The staff appears to be well-prepared in all areas except in preparation for teaching reading in the high school, especially remedial work. Limited observations show that pupils are practic- ing good English usage in informal situations, including student council meetings. The interest in creative writing is encouraging. Listening skills seemed good in most classes visited and excellent in student council meetings. The good classroom atmosphere suggests that teachers could include pupils more often in teacher-pupil planning THE GOLDSBORO TOWNSHIP SCHOOLS situations. The possibilities for grouping within the class- room by special interest groups should be carefully explored. (b) Foreign Language The three foreign languages offered to the students appear to be adequate. Proper counseling is given with regard to the selection of language courses. The instruc- tion is related to the culture of the people who use or used the language. The conversational method of teach- ing is supplemented by clubs for each language group. The French class could profit by the adoption of a more recent textbook which brings some of the background up to date. The entire department could benefit from ownership of a record player. The instructional staff in the foreign languages is well prepared and utilizes some excellent instructional material in the classes. There are, however, certain weak- nesses in reference materials such as foreign newspapers, correspondence with foreign people, and materials which have been selected to fit the different achievement levels of the pupils. The reports describe a number of very interesting activities which have been carried on by the groups in the Departments of French and Spanish. The students have been very practical in planning their meetings, in making contacts with other people and in presenting original projects in the respective languages. Social Studies Some good teaching in the Social Studies department is reflected by student interest and attitudes in class discussion and projects. To a certain extent the work is handicapped as a result of inadequate facilities, but staff members are making good use of most resources that are available. In the organization of the social science program it is noted that “driver education” is combined with the course in World History. There seems to be a question as to whether or not the time should be taken out of this history program to provide for the special safety program in driving. There may be a possibility of shifting this unit of work into other areas of study. In fact, if it is worth doing it should have its own part of the schedule. Special attention is called to the absence of a course in citizenship on a regular basis. While there is some cooperation between the members of the faculty who teach in the Social Studies area, there appears to be REPORT OF A COOPERATIVE SURVEY 63 a lack of consistent and well directed overall planning which would tend to unify the program. Interesting reports of field trips and other types of challeng- ing assignments indicate that curriculum enrichment is planned by the faculty. Considerable directed use of the library is evident, but there is only a limited amount of free time for students to browse in the library. Audio-visual aids are being used to help instruction. Emphasis should be placed on the importance of pre- planning and follow-up in the use of such materials. Health and Physical Education The Physical Education program is provided for all 9th grade students in a period of sixty minutes which allows adequate time for students to bathe and dress. The work in the health education classes seems to be very satisfactory. On the other hand, the activities in the physical education sessions do not seem to be as effective. Proper costumes for physical education activities are available. The activities have been designed to develop skills in both teams and individual sports. Apparently visual aids, includ- ing films, charts and posters, are limited. The new gymnasium offers excellent indoor facilities for instruction and activities which do not appear to be adequately planned and carried out. There is a problem involved in the assignmnet of pupils to the various physical education classes because of the individual needs of students. Certainly a number of corrective programs should be designed for the improvement of various skills on the part of high school boys and girls. While the interscholastic pro- gram seems to be.very adequate the intramural program seems to be neglected, particularly for the boys. The instructors in the intramural classes for girls are well prepared and are doing a good job. No records were available on physical examinations of students as a part of the program. Individual testing for various skills was not in evidence. In view of the excellent facilities which are available both indoors and outdoors it would seem that a more adequate health and physical education program should be planned. Equipment and cost of the department should be se- cured from the school budget funds, rather than from gate re- ceipts of interscholastic contests. The instructional staff for work with the boys is well prepared in biological and physical sciences. Since many of the staff members have heavy work assignments in other fields, there is evidence of lack of coordination of the total program. It would appear that thoroughly trained staff members giving full time to this subject should be considered. 64 THE GOLDSBORO TOWNSHIP SCHOOLS Mathematics and Science (1) Mathematics The mathematics courses include Mathematics, Al- gebra, Trigonometry, and Plane Geometry. All 9th grade pupils continue their work in mathematics, which was begun in grades seven and eight. On the basis of work in the 9th grade they are advised with regard to the later courses in the subject. The program is especially well adapted to meet the needs of students going to college, with very little emphasis given to those who plan to enter business. There is also reason for considering some specialized mathematics for students who wish to take Solid Geometry and those who need preparation for work in the metal trades, drafting and blueprinting. While the staff is well prepared in mathematics some questions need to be raised with respect to prepara- tion in methods of teaching mathematics. One of the teachers is a science major who teaches general mathe- matics. All of the staff members are handicapped because of lack of instruments, supplies, and demonstration equipment. If special equipment were available, there is very little space for storage. It is also noted that the classes are too large in some cases to provide for the in- dividual assistance which is seriously needed in mathe- matics. It should be pointed out that special study should be made of the entire mathematics program. General math- ematics if properly presented can be very valuable for a limited period of study. It should not be a course de- signed to take care of all of the “misfits” in mathematics. It offers an excellent basis for mathematics related to printing, industrial arts, metal trades, the home, the store, and the office. Science There are four science teachers who are responsible for the work in Biology, Chemistry, and General Science. The Biology program is available to all students. The sixty minute period must take care of the class work and any laboratory work which is needed. The staff in science is very capable. The facilities for teaching science are inadequate because the rooms are too small and lack of sufficient ex- hibition cabinets, storage cabinets, equipment and sup- plies. Crowded conditions make the use of visual aids for demonstration difficult. Emphasis should be placed REPORT OF A COOPERATIVE SURVEY 65 also on the importance of field projects. Science lends itself naturally to the development of student projects which should serve as a continuous evaluation of the results in the various fields. There seems to be a need for closer correlation of the subject matter in all of the science areas through careful, cooperative faculty plan- ning. Fine Arts The music department is doing some excellent work in the high school band, the freshman chorus, and the mixed chorus. In addition to these programs there is a sixteen piece band, a mixed ensemble, and a boys’ quartet which are elective in nature. There was evidence of a very fine attitude on the part of pupils, faculty and the community as the result of activities in music. The sug- gestion is made that a general music course would give a wider opportunity for participation of more students in this experience. It should be noted that when additional room can be made avail- able the chorus should be placed far enough away from regular classes to avoid disturbing other classes. i The-instructional staff in the music division is well qualified and thoroughly devoted to the task. The excellent working re- lationship with other departments is to be commended. Practical Arts (a) Business Education The program in Business Education is organized on the basis of vocational preparation rather than general business education. Typewriting is more popular than shorthand. The courses are limited to juniors and seniors. Of the number enrolled approximately 25 per cent are preparing for office work with no further training planned beyond high school graduation. This calls for very close cooperation with the community in order that appropriate work experience may be developed. In the Diversified Occupation and Distributive Education pro- grams students spend part of the time in class work and part of the time on the job. It is suggested that a very careful examination of these two programs be initiated to provide for a better understanding of the work on the part of citizens and faculties. The need for the program should be understood. While there is a large supply of typewriters now available there seems to be need for some additions in order to provide a general utility course for a large num- ber of students. This seems to be desirable since in the THE GOLDSBORO TOWNSHIP SCHOOLS opinion questionnaire submitted to citizens over 50 per cent suggested that skill in typing ought to be provided for all high school students. It is noted that a large amount of typing for school and community projects is carried on by the typing classes. It should be pointed out that this kind of work is valuable up to a certain point, after which there is a loss in value. Typing projects during the past year ap- parently took too much time of the teachers and the pupils and thus may have decreased the learning poten- tial available to the students. (b) Home Economics Elective home economics courses are available for girls in grades nine to twelve. The program provides for supervised work experience in the home as well as the school with a desirable balance between the in-school and out-of-school practice. No instruction seemed to be available in the area of child care and development, con- sumer economics, and home management. The facilities for this department are very limited. One room is well equipped, but the other space is unsatisfactory. When more space is available in the building a completely new department should be planned. There is evidence of a very fine working relationship between two young qualified teachers and their students. The attractiveness and efficiency displayed in the department are commend- able. This department sponsors the Future Home Makers Club of America, with 47 members. (c) Industrial Arts A very superior Industrial Arts program is pro- vided for a rather limited number of students. Leader- ship for this work is not available in after-school hours when it could serve a number of students. There is some feeling that the offerings do not provide enough op- portunities for exploratory and trial experiences in a variety of industrial occupations. Additional space is needed for related work. Some of the strong features of the program include a development of hobbies and understandings and appre- ciation of the tools of industry. Emphasis is also placed on the Graphic Arts as a means of expression. Industrial Vocational Education The work in the Industrial Vocational division in- cludes a small number of pupils in the machine shop, REporT OF A COOPERATIVE SURVEY 67 diversified occupations and distributive education, and the metal trades. It is apparent that these programs are not involving as many members of the student body as may be desirable. The business and occupational in- stitutions of the city should support extensive classes in these divisions. A careful examination of the present schedule of operation and a thorough survey of occupa- tional opportunities in the city should be made. It could possibly be based on a follow-up study of high school graduates. Teachers in this field are well qualified and very much interested in their work. : The following recommendations should be consid- ered: ‘9’ Make the course elective for seniors. Two years of industrial arts, printing, and mechanical draw- ing are now open to underclassmen. If the pres- ent intention to work toward the enrollment of juniors is continued, a situation can be established in which the instructor over a period of two years will work with only fifteen or sixteen students. Encourage prospective students to take indus- trial arts and mechanical drawing prior to metal trades. Keep an up-to-date survey of placement oppor- tunities in Goldsboro and surrounding area and actively assist with the placement of students who complete the course. Keep a follow-up record on file for each student who takes the course. Select students carefully. (If this is a vocational course, more than one student from a class should continue work in the metal trades or related work.) The Pupil Activities Program Many types of student activities are found in the Goldsboro High School. Some of the activities are organized around the special interests of certain subject-matter courses; of this type are the French, Spanish, Latin, Distributive Education, Future Homemakers of America, and Journalism (Quill and Scroll) clubs. Others are activities growing out of special interests of students; for example, the Goldmasquers Club is a large group of students whose special interests run along dramatic lines; in part this Club is stimulated by the unusual offering in dramatic arts in the Goldsboro School. Then there are clubs or organizations mostly honorary in character, like the Varsity Club, composed of sports 68 THE GOLDSBORO TOWNSHIP SCHOOLS lettermen, Quill and Scroll for students who excel in work on the newspaper and annual (school yearbook), and the National Honor Society for outstanding juniors and seniors. (a) Nature and Organization The program is well organized from three stand- points: (1) It is closely connected with the regular pro- gram of studies and supplements it; (2) It provides op- portunities for a majority of the student body to de- velop qualities of leadership and fellowship; and (3) It provides many opportunities for students to help and participate in school problems and organization. Some of the clubs are highly selective, i.e., membership is on the basis of high academic standing; and this practice tends to limit certain groups to only the talented or superior students. Perhaps the sponsoring of additional hobby or _ special aptitude clubs would take care of this. Students should be encouraged to participate in such quasi-school organizations as the Boy or Girl Scouts, 4-H Clubs, and Future Teachers of America Club. There is little evi- dence that the pupils themselves take part in systematic attempts to evaluate the effectiveness of their own activ- ity groups. (b) Student Association This group is essentially a guiding group for many activities of the school. It sponsors elections, intercultural contacts through the exchange of students with foreign countries, career days; and it exercises influence over some other pupil activities and organizations. It has probably been, along with the Goldmasquers, a major influence in developing a fine spirit and attitude in the school. The Association has developed no policies that would make it responsible for the regulation of student behavior and conduct. Homerooms There is little evidence that the homeroom program in the school is effectively organized for student guid- ance of both an individual and a group nature. So many different activities crowd the homeroom period that at times few pupils are left in the rooms to be helped. (d) Assembly Assemblies are frequent and the programs are varied. The sample programs submitted do not indicate that they are carefully preplanned for achieving specific purposes. REpoRT OF A COOPERATIVE SURVEY (e) Publications Both the school newspaper and the yearbook are good examples of high school publications. The contents of the paper could from time to time feature outstanding curricular accomplishments, as well as extra-curricular happenings. (f) Music Activities When some 22 per cent of a student body participates voluntarily in various aspects of one creative activity, the activity is touching the lives of many, and is filling pupils’ needs. Some pupils might feel the need for a general music course in this area of their special interest. Dramatics and Speech These activities in the Goldsboro school have been cumulative in effect, resulting in a national reputation for the group and its director. The visiting committees found that the present student activities in these areas fulfilled that reputation in both quality and in the wide scope of participation by students. (h) Social Life and Activities Social activities are somewhat limited as compared with the large number of other activities in the school. Some plan should be worked out for the use of the gym- nasium more frequently for large group activities; and departments could cooperate more closely to make space available for small group social activities. There is great need for some kind of organized social activity at the lunch hour. (i) Finances of Pupil Activities The records show that pupil activities are financed in two main ways: (1) Students raise money themselves for these activities, through selling of magazine sub- scriptions, publishing and selling the school directory, stunt night, and proceeds from programs or contests put on by various groups or teams; and (2) The Touch- down Club handles program advertising, season ticket sales, and gate receipts for athletic contests. The Di- rectors of the Touchdown Club make out a budget each year for each sport, and funds to meet that budget are turned over to the High School Treasurer. The visiting committees called attention to the fact that -Goldsboro is a member school of the Southern Association of Col- leges and Secondary Schools. The rule in regard to inter- school athletics reads, in part: “...Inter-school activities THE GOLDSBORO TOWNSHIP SCHOOLS in all member schools shall be under the control of the principals of those schools.” Inter-school activities in- clude not only matters of eligibility, scheduling, age for participation and the like, but also the financing of those activities. The fact that the Touchdown Club makes out and approves the budget for each high school sport and furnishes the money to meet that budget, including gate receipts of contests held on school ground, cannot be construed to place control of such athletic activities under the control of the principal. We recommend that this aspect of inter-school activities be brought into line with the policy and rule of the Southern Association. Library Services The evaluation showed that the Goldsboro High School library was adequate in regard to the preparation and qualifica- tions of its staff, conditions of service, and duties and responsibili- ties. The book collection needs to be evaluated and anti- quated materials need to be weeded out carefully. The library has a good list of representative periodicals and newspapers. There is a question as to whether 35 per cent of the total budget for books and periodicals should be spent on periodicals alone. There is an adequate freshman orientation program to the library, a mate- rials bureau, a wide variety of periodicals, books, and reference books. A good feature of the library service is provision for definite class schedules in the library, giving all students an opportunity to go to the library in a group under guidance of the subject-matter teacher and with the librarian at hand as a resource person for the students and those doing committee work and reports. In these respects the school staff and visitin i co found need for improvement: 5 eer (a) There is lack of space for books, for filing, and for a library workroom. (b) There is no reference room for the library. (c) The Materials Bureau needs more current information. Guidance Services “Guidance services, as applied to the secondary school, should be thought of as organized activities designed to give systematic aid to pupils in solving their problems and in making adjust- ments to various situations which they must meet. These activi- ties should assist each pupil in knowing himself as an individual and as a member of society; in making the most of his strengths and in correcting or compensating for weaknesses that interfere with his progress; in learning about occupations so that he may intelligently plan and prepare, in whole or in part, for a career; REporT OF A COOPERATIVE SURVEY in learning about educational opportunities available to him; and in discovering and developing creative and leisure interests. These objectives should be achieved through cooperative relationships among the home, school, and community; through a closer coordination of the work of the secondary school and the sending schools; through use of a system of cumulative records and reports; through interpretation of adequate and specific data concerning the individual pupil; through a comprehensive and effective system of counseling; through coordination of the work of the school and community agencies; and through definite pro- visions for articulating the work of the school with the needs of the individual after he leaves school. To effect these results the school administration must sup- port and encourage the guidance function with leadership and facilities necessary to provide adequate services. All members of the guidance and teaching staffs should understand their mutual responsibilities and should desire to cooperate in fulfilling these responsibilities. Although every teacher and administrative officer should be prepared to participate in guidance activities, the services of competent counselors who have specialized train- ing should be available. In conjunction with other available information, measurements and tests of various types, standard- ized or locally devised, and personality and interest inventories should be available and should be used as guidance tools with full knowledge of their values and limitations. Finally, the guidance services should reveal facts about the pupils enrolled and the community served which the whole staff should study and interpret in the continuous evolution of the curriculum.” (Evaluative Criteria, 1950 Edition, p. 221.) (a) General Nature and Organization In the Goldsboro High School the policies and prac- tice of the Guidance Services are determined primarily by the Principal and the Director of Guidance. In the absence of a faculty guidance committee these two indi- viduals assume responsibility for most guidance service activities without the organized and continuous help of such a committee. While teachers assist in carrying out certain guidance functions, the over-all program is char- acterized by a lack of staff planning, staff organization and coordinated staff participation. During the school evaluation, a special committee composed of the Principal, Director of Guidance, and two teachers was appointed to complete the Guidance Section of the Evaluative Criteria. Even though there was a committee the evaluation was actually made by the THE GOLDSBORO TOWNSHIP SCHOOLS Director of Guidance and submitted to the Principal for his approval. Teacher members of the committee played no active part in the evaluation because “they were too busy as members of other evaluating committees.” At present the Director of Guidance appears to be performing duties which reflect the more traditional functions of a Dean of Girls, and, in collaboration with the Principal, a Dean of Boys. While such activities are important, they deviate considerably from those associ- ated with modern programs of Guidance Services. In the development of an effective Guidance Service, guid- ance policies, practices and staff responsibilities should be defined through cooperative staff planning and staff action. Until staff planning and staff understanding are developed more fully in Goldsboro High School, the pro- gram will be limited in both scope and effectiveness. (b) Guidance Leadership The principal devotes a “good portion of the day” to guidance. If much of it is used in planning with the staff and with making available staff time, facilities and materials so that counselors and teachers can provide guidance services more effectively, then the time is well spent. In the Goldsboro High School, the principal appears to be giving an unusually large amount of his time to counseling which should justifiably be delegated to trained guidance workers and other staff members. By delegating most of these “counseling activities” he would have more opportunity to assume a positive lead- ership role, as an administrator, in organizing his staff and in providing facilities for an integrated program of guidance service which would be of benefit to all pupils in the school. Referral Consultants Referral consultants used by the school include a Juvenile Judge, Superintendent of the County Welfare Department, The County Nurse, the Director of the local Employment Security Office and the Executive Director of the Wayne Memorial Com- munity Building. A good relationship exists with each of these consultants and they are called upon from time to time to assist individual students. The use of these and other consultants should be encouraged and expanded. Teacher Participation ; In the Goldsboro High School the homerooms are not organ- ized so that appropriate guidance functions can be performed. REPORT OF A COOPERATIVE SURVEY To Certain administrative functions are performed by homeroom teachers but neither the organization nor time is provided in homeroom periods for guidance activities. The activity period is at a time during which pupils should be participating in various extra-curricular activities. In the guidance evaluation by the high school guidance staff it was stated that this thirty minute period was used for individual and group guidance. It is unreasonable to assume that this period can serve both functions effectively. Group guidance activities should be scheduled during a lengthened homeroom period dur- ing which all pupils may participate. ied Teacher participation is limited by the inaccessibility of the central personal records which are located in the principal’s office. Teachers do visit homes, confer with parents by telephone and make reports to parents of students who are failing. Indi- vidually they do what they can to assist students with educational and personal problems but their efforts are limited by the lack of staff coordination and direction. Individual Inventory Services Information concerning home background, health, scholastic aptitude, special aptitudes, school marks, achievement, extra- curricular activities, interests, personality and character traits, out of school experiences, school attendance, and other pertinent data should be systematically recorded in a cumulative record for each pupil in the school. This record should be maintained in a simple usable form and be located so that it is immediately accessible to teachers, counselors and other professional staff members. The cumulative record in Goldsboro consists primarily of an envelope which contains the official register sheets, a series of statements prepared by the pupils’ elementary school teachers and some test profile sheets. Some additional data and evaluations are needed by the high school teachers. While some essential information is recorded in the records envelope, the record system is inadequate when evaluated in terms of the needs of a modern school. Up-to-date home and family information is generally lacking. Individual staff mem- bers have much information in this area but it seldom finds its way into the record. oa All freshmen are given physical examinations by the Health Department and some follow-up is made with students but no provision is made for systematically recording these data into a comprehensive, usable cumulative record system. 5: There are no organized procedures whereby data concerning personal and social development.can be collected and recorded. 74 THE GOLDSBORO TOWNSHIP SCHOOLS Provision for recording test data in usable form is also missing in the present records folder. _ The whole individual inventory system in the Goldsboro High School needs extensive revision, and reorganization. Accessibility and usefulness are important characteristics of a cumulative record. These records should be filed in a personnel office where they may be available to staff members at any time during working hours. Informational Service Much of the occupational and educational information needed by pupils in planning their future and making decisions can be presented economically through group instruction. An extensive file of occupational and educational informa- tion is now located in the high school library. It was collected during years past and shows evidence that it has been used extensively. There appears, however, no evidence that the file is now being currently maintained. The director of guidance, the librarian and other staff members should collaborate in determin- ing how the informational service can best be developed, main- tained and utilized. The Career and College day is held for seniors each year. This practice is commendable and should be continued. Addi- tional emphasis should be given to ways and means of imparting occupational and educational information through classroom and homeroom activities. Counseling Service It was not possible in the survey to judge the quality of the counseling being done at Goldsboro High School. To do so it would have required extensive information from the pupils who were counseled. It was possible, however, to identify some con- ditions which would decrease the counseling effectiveness of any counselor who might be so employed. First, physical facilities for counseling are entirely inadequate. At present the school counselor must use a make-shift room off the home economics classroom, or the principal’s office. An adequate counseling pro- gram cannot be carried on under such conditions. Appropriate offices for the director of guidance and other counselors should be provided at the earliest possible date. The present counseling staff is inadequate to provide needed services to all pupils in the high school. In a school the size of Goldsboro High School there is need for the equivalent of two full-time counselors. This would be in addition to the assistance that should be given by the librarian and other teachers in pro- viding for a total program of guidance service. REpPorT OF A COOPERATIVE SURVEY Placement and Follow-up Service The Director of Guidance and the Principal make consider- able effort to help graduates receive employment, service scholar- ships and gain entrance to college. The local office of the Employ- ment Security Commission is most helpful and cooperative in assisting youth get jobs after leaving school. Most placement activities in the school are performed, how- ever, on an incidental basis. There is need for a well-planned and well-organized program of placement which is designed to help the drop-out as well as those who graduate. This program needs to be extended to all school leavers and not just to those who can be most easily helped. There has been no organized effort to follow-up school leavers at Goldsboro High School. Some information is received concerning graduates, particularly those who achieve some degree of success in college or on the job. These isolated bits of information do not find their way into the permanent records for constructive use by the school staff in evaluating the curricula of the school. There is a great need for periodic follow-up studies of both graduates and drop-outs. Such studies are of great value in determining strength and weakness of the school program in terms of the adjustment problems encountered by pupils after leaving school. The work of the teachers of distributive education, diversi- fied occupations and metal trades are commended for their efforts to secure employment for their students. Such placement efforts should not, however, be confined to students in these classes. Placement service should be made available to all stu- dents, not just to those in these classes. Special Characteristics of the Guidance Service An examination of the present program indicates a number of favorable activities. The fact that there is a full time director is significant. It is also noted that a Career Day program is suc- cessfully administered each year. Special assistance is given through the vocational division of the school in placement serv- ices. Then continuation of the testing program and a sincere desire on the part of the administration and the staff indicates definite interest. The most serious problems noted have to do with office facili- ties and adequate records for counseling. The schedule indicates that the time for staff counseling is insufficient. An examination of the information of an occupational and educational nature reveals a great deal of inadequacies. Philosophy of Dillard High School This quotation from the philosophy which the staff worked 76 THE GOLDSBORO TOWNSHIP SCHOOLS out cooperatively illustrates rather well their beliefs about what the secondary school should do: “We ... believe that all youth of secondary school age need to understand and appreciate the ideals of American democracy. They need to assume responsibili- ties and understand their rights in a democratic society. They need to develop ethical standards and habits; achieve and main- tain sound mental and physical health; learn to live in their natural and scientific environment; to think logically and express themselves clearly; and learn to live esthetically.” The staff believes that the school curriculum should be evolved to meet youth’s needs;'in the establishment of the curriculum they feel that the acquisition of knowledge and the activities and guidance of students are important. The staff feels that major handicaps to the attainment of these aims include: (1) the low economic level of the school’s patrons; (2) the large number of broken homes from which children came; (8) the lack of adequate public recreational facilities; (4) the existence of questionable private recreational facilities; (5) the need for churches to cooperate more with the school pro- gram; and (6) the meagre cultural background of the majority of the school community. The visiting committees found that the staff did a good job of analyzing the needs of students and the community in the light of their purposes, namely, to meet the needs of youth in a demo- cratic, constantly growing society. Recommendations concerning the modification of the school’s philosophy as time goes on could include consideration of: (1) the unique features of this school situation, which perhaps pre- clude its being classified as a typical high school; (2) more emphasis upon “problem-solving” techniques and methods in teaching for the objectives that have been set up; (3) further exploration of and illustration of what is meant by such concepts as “guidance,” “critical thinking,” and “propaganda and public opinion”; (4) clearer statement of the relationship(s) between “subject- matter” purposes and “pupil activities” purposes. Graduation Requirements Certain State requirements are set for graduation. A student must complete at least 16 units, to include 4 units in English, 1 unit in mathematics, 2 units in science (including biology), 2 units in social studies (including American history), 1 unit in physical education and health, and 6 units in electives. All subjects offered if passed give a unit for graduation. Program of Studies The visiting committees found the program of studies to be REPORT OF A COOPERATIVE SURVEY a a adequate insofar as general principles and procedures in schools of this type are concerned. There is a three-track program which leads to a high school diploma for students interested in the aca- demic or college preparatory requirements, scientific prepara- tion and vocational training. There was evidence of staff activities in the planning of programs in the various subject matter and activities work of the school. There are a number of very impor- tant questions with regard to facilities, parent interest, extension of breadth of the program and means of communication with the public. Considerable material was found indicating close coopera- tion with parents of children experiencing academic difficulty in the school. Attention needs to be called to the value of regular follow-up studies of former graduates and “drop-outs.” Figure 17 is a grade survival chart which shows what hap- pened to the 275 first grade students who entered school in 1943 and were due to graduate from the Dillard High School in June 1955. Approximately one hundred completed the program. students 300 250 200 150 100 12 Figure 17. Grade Survival of 1955 Graduating Class—Negro Figure 18 shows the number of graduates from the Dillard High School each year from 1947 to 1955. It also shows the num- ber entering college. The percentage ranges from about 20 per cent to 25 per cent as compared to 28 per cent in the Negro High Schools of the State as reported in the July 1956 issue of State School Facts. THE GOLDSBORO TOWNSHIP SCHOOLS NUMBER ENTERING COLLEGE om de erent 1947 1948 1949 1950 1951 1952 1953 1954 1955 year Figure 18. High School Graduates and Number Entering College—Negro Language Arts (a) English The typical four year curriculum in English is being followed in the school. The enrollment in English I classes apparently averaged about 36 students, which is entirely too large to permit work in remedial difficulties in reading and speech. There was a report, however, to the effect that some provisions are made for developing skills in reading and in grammar. ; The members of the staff teaching English are well quali- fied, with many members of the group holding the M.A. degree. This staff has worked together in planning the immediate goals and the long range scope and sequence of the program. The visiting committee members were favorable in their evaluation of the work in English but emphasized the urgent need for more adequate instructional supplies and improved physical facilities. (b) Foreign Languages The two foreign languages being taught in the high school are French and Latin. It is generally understood that they are being taught primarily for the preparation of those Report OF A COOPERATIVE SURVEY 79 students who plan to enter college. Instructional materials in these subjects are very limited even though a few foreign newspapers and periodicals are available. Audio-visual aids for language activities are not available for the teachers. In general it is reported that even though teachers are well qualified the language teaching is not as satisfactory as would be desirable. Social Studies Students in the Dillard High School have an opportunity to take work in citizenship, world history, American history, and sociology. Unfortunately it is not possible for all seniors to elect the course in sociology. Activities and projects indicated that good work was being done in the areas of inter-cultural under- standing of other peoples and in an evaluation of contributions by individuals to society. Considerable emphasis was noted in the area of current events and contemporary social problems. The instructional staff ranks well in preparation. In some cases the program of work is considerably teacher-dominated, while in others there is extensive student participation. It is suggested that the staff should make further efforts to exchange experiences in teaching methods. Community problems need to be considered in planning the learning activities for many of the future citizens of the city. While a number of types of standard- ized tests were being used it was noted that from time to time good teacher-made tests were in evidence. Health and Physical Education It was generally agreed that instructors in this area were very effective in directing a program with practically no satis- factory facilities. Excellent use was being made of the indoor and outdoor space which was available. All of the facilities are far below satisfactory standards of health and sanitation. Equipment for visual aids was not avail- ble. Driver education has been included as a part of the health and safety instruction for students in grades 9 to 12. The inter- scholastic athletic program was reported as good. It should be pointed out, however, that no complete and satisfactory instruction can be accomplished with the unfavorable physical surroundings. Mathematics and Science (a) Mathematics Courses in general mathematics, algebra and plane geometry are available to students in different grades. There is no remedial work in mathematics either for the regular THE GOLDSBORO TOWNSHIP SCHOOLS classes or the special classes. No advanced programs in solid geometry or trigonometry are available for those who may need this work for college or for specialized occupational activities. Instruction in mathematics is below average, partly be- cause of inadequate materials needed for successful learning. The blackboard is about the only available tool. It is suggested that much of the mathematical instruction is formal and mechanical in contrast to what needs to be done in a.very practical and helpful manner. (b) Science The science program is possibly more seriously handi- capped by inadequate facilities than any other of the major subject matter areas. Good teachers are limited by reason of small rooms, limited laboratory and demonstration space and funds for materials. Science instruction appeared to be rather formal and of the question and answer type. In a world so richly blessed by the contributions of science it seems that high school students should have a better introduction to basic science instruction. Fine Arts The music activities of the school center in glee club and band work. About 24 per cent of all pupils participate in general music courses and activities and 27 per cent participate in the special phases of music. A creative dance group adds variety to the program. The general caliber of the work done in music is good. The elective courses are quite satisfactory and appear to have plenty of materials. Since the building is not adequate the practice space and storage facilities are very limited. Practical Arts (a) Business Education The offerings in business education fall in the areas of general business, typing, shorthand, bookkeeping, and print- ing. Much interest and enthusiasm was exhibited by students who seemed to express themselves freely and participated effectively in the program. Teachers exhibited good class- room technique. Additional equipment and supplies are needed for the full development of this valuable phase of high school educa- tion. A thorough study of the needs of graduates of the high school with respect to business opportunities should be devel- oped as the new senior high school program is put into effect. The answer as to how much the community needs and what the requirements are should be determined. A faculty advis- REPORT OF A COOPERATIVE SURVEY 81 ory committee in cooperation with local business leaders should make such a study. (b) Home Economics Extensive efforts are being made to provide training for girls in homemaking. All girls in the 9th grade are in the introductory course. The instructors are well qualified and are attempting to relate the work of the school to the practi- cal home and community problems. With more appropriate facilities considerable progress could be made in improving family living. (c) Industrial Arts The areas of electricity, woodwork, and metals are in the industrial arts program. It is to be hoped that when the new building is completed and Dillard becomes a Junior High School plans will be made for adequate shop space for industrial arts, with particular application to the junior high school student. At present some of the work which is being done is valuable. (d) Industrial Vocational Education The most practical tasks of bricklaying, blueprint read- ing and carpentry have relatively small enrollments which may result from inadequate space. The program itself is very satisfactory in developing specific trade skills, trade knowl- edge, trade appreciation and related theory. All of this seems to stimulate interest on the part of students in the various occupations and trades. This is an area in which considerable leadership needs to be exercised in order to fit young people into some kind of serviceable occupation or trade. The Pupil Activities Program The general nature of the types of activities and the extent to which students participated in them were found to be ade- quate and on the whole satisfactory. There was a total of twenty clubs of different types in the school. Some of these clubs were built on interests in subject-matter courses, such as the Science, Dramatic, Future Teachers of America, Press, and New Home- makers of America Clubs. Others were special interest or hobby clubs, such as the Hobby Club, the Motor Club, the Library and Music Clubs, the Creative Dance Club and the Speech Club. Still other clubs were associated with quasi-school organizations which helped to sponsor them, such as the Tri-Hi-Y and Hi-Y Clubs and the Explorer Post of the Boy Scouts. There were also some. clubs primarily honorary in nature, requiring outstanding performance or achievement, such as the National Honor Society and the Varsity Club. Clubs are regularly scheduled during the 82 THE GOLDSBORO TOWNSHIP SCHOOLS school day twice a week. Total membership in these clubs for 1955-56 was over 600. (a) Student Council There is a student council, which acts as both a clearing house in part for student activities, clubs, and elections, and in part in helping in the development of school policies in regard to the conduct of students. Under the crowded condi- tions in the school, the student council has done well in its ability to identify and offer solutions for school problems. (b) H omeroom : The three 40-minute periods per week which are avail- able for the homeroom activities offer ample time for the teacher to do work both on individual and group problems. It is an excellent opportunity to consider various types of occupational and educational information. There is time and need for productive teacher-pupil planning in advance. This period can also be used for evaluation activities. School Assembly The assembly programs seem to be varied with a flexi- bility in time allotment which gives ample opportunity for completion of longer programs when they are worthwhile. There seems to be some question as to whether there is ade- quate pupil participation in these programs. There was no evidence of a faculty-pupil assembly committee which did long-range planning. (d) Publications The. Dillard Hi News is the school paper, published quar- terly. It is a printed paper, and gives evidence of a rather wide coverage of various types of news, with major empha- sis upon news of pupil activities. The committees had no information on whether or not the staff and reporters for the paper were volunteers, limited to juniors and seniors, or whether the positions were open to all competitors. (e) Music Activities The music groups have a total of 149 pupils of the more than 600 enrolled who participate voluntarily. There are two bands, a glee club, and a Creative Dance Club. An example of the type of special interest activity was the opera-pageant of the spring of 1955, “The Promised Land,” with a cast of 75. Dramatics and Speech In addition to the regular class in drama (25 students), there are three different sections of the dramatic club, with a total of 108 pupils. Reading for parts in the productions REporRT OF A COOPERATIVE SURVEY 83 comprises an important part of this activity, resulting as it does in drill in speech and effective oral expression. (g) Social Life and Activities Club and class socials are planned by students, teachers, and parents. Teachers supervise social parties at the Com- munity recreational center. Crowded conditions at the school make it difficult for more social activities to be carried on during the recesses or breaks in the school day, but more could be done along this line even under the present adverse circumstances with careful planning. (h) Physical Activities for Boys and Girls The visiting committees found that only 82 students, 12 per cent, participated in voluntary physical activities for boys, mostly in intramural football, basketball, and baseball. There were practically no provisions for intramural games and physical activities for girls. It is suggested that the school staff work on a long-range program to improve the situation and furnish satisfactory conditions for voluntary activities of this nature. (i) Financing of Student Activities * Money to run the student activities is raised in various ways. There is a yearly “Student Activity Ticket” offered to all students which gives admission to certain performances. This ticket is issued upon payment of a student fee of $5.00 from each student from grade 8 through high school. Classes and clubs keep their own smaller accounts with the “Bank of Dillard,” a student bank which is operated by students under teacher supervision. Funds can be withdrawn only upon proper authorization and signature by duly constituted authorities or officers. There are other kinds of student fees, too; and there is a scale set up for the distribution of the student-fees total on a proportionate basis. In general, the “Bank of Dillard” and the school’s bookkeeping system seem to offer adequate execution of the principle that all school funds and accounts should be under the direction of the school. The local staff furnished little information in regard to the operation and the financing of interscholastic activities. There is a Booster Club which provides the cost of the acci- dent insurance for the football team. The standard set up by the Southern Association of Col- leges and Secondary Schools for the control of athletic activi- ties is stated in part as follows: “Inter-school activities in all member schools shall be under the control of the princi- THE GOLDSBORO TOWNSHIP SCHOOLS pals of these schools.” This includes all matters of eligibility, scheduling, and finances. It is recommended that all aspects of the athletic program be kept in line with the policy and rule of the Southern Association. Library Services The inadequate library quarters offer a tremendous handi- cap to extensive use of the library and library materials. Dillard has a full time professionally trained librarian, with adequate preparation and qualifications for the work. The organization and management of the library were found to be as satisfactory as possible under the circumstances. It may be possible, even under the existing unsatisfactory physical facilities, for more library materials to be loaned to classroom and study hall groups, thus making better use of these materials. The committees call atten- tion to the fact that a total library budget of $800.00 (1954-55) for a student body of over 600 pupils is below the minimum that should be set up. Additional funds should be spent to strengthen the areas by buying additional books in science, the useful arts, literature, and the fine arts. Expenditures for periodicals seem to be adequate. There is a lack of audio-visual materials and modern supplementary instructional materials which should be available. The library is open at all times, but the space is so limited that they can seat only some 20 pupils at one time. The library should purchase and use Wilson printed catalog cards. Guidance Services Guidance activities in Dillard High School are determined primarily by a Guidance Committee composed of ten staff members. The duties of this committee are: (1) to stimulate the interest of the faculty in performing guidance functions, (2) to sponsor faculty meetings for in-service training, (3) to study problems which have guidance implications, and (4) to investigate activities which might remedy these problems. This committee has been an active organization through the last several years and provides opportunity for the total staff to participate in the determination of staff policy and practice where guidance func- tions are concerned. Leadership Dillard High School is fortunate in that three members of the faculty have Master’s degrees with majors in the field of guidance. Their knowledge, skills, and understanding of the guidance services and their functions have provided a basis for professional leadership which is not found in most other schools. The trained staff is available in Dillard High School, but time must be allotted in the schedule for guidance work. In a REporT OF A COOPERATIVE SURVEY 85 school of this size the equivalent of two full-time guidance work- ers can be thoroughly justified in terms of existing needs for guidance services. This time for guidance work might advan- tageously be distributed among the three professionally trained members of the staff. Teacher Participation There is considerable interest among the Dillard faculty in a higher standard of guidance service, but the lack of time and the multiplicity of teaching duties tend to lessen the quality of participation. Teachers will participate if they are helped to understand what they should do and how they can do tt. In helping teachers do this the supervisory staff must assist the staff in determining their role with respect to guidance activities. Individual Inventory Service It is desirable that significant information from the elemen- tary or junior high school be made available at or before the time of the pupils enrollment in the next higher school and additional items of information having guidance value be added to each pupil’s record be progressed through the school. The members of the Guidance Committee at Dillard High School -recognize the necessity of having adequate information about each pupil. However, because of lack of time and facilities it has not been possible to develop this service. Records of scho- lastic progress are fairly complete but there is a dearth of recorded information concerning home and family background, personal and social development, interests and aptitudes. Tests administered as a result of the Survey will do much to provide information needed for effective counseling and curriculum planning. In Dillard High School some educational and occupational information is available in pamphlet and book form in the library. Reasonable amounts of material are made available to pupils concerning colleges, scholarships, loans and related data. On the other hand, information about occupations, job opportuni- ties and requirements are almost completely lacking. The few books and materials which are in the library are out-dated to the point that most of them should be destroyed. New materials have not been purchased because of limited library funds. Counseling Service Provision should be made so that counselors have sufficient time to work effectively with all children who have need of help. Competent counselors are already on the staff at Dillard High School. They should be given time for counseling in the school schedule. 86 THE GOLDSBORO TOWNSHIP SCHOOLS Placement Service There are no organized provisions for placement services at Dillard High School. Again the staff sees a need for such serv- ices but because of lack of personnel, staff time has not been allocated to do this work. Follow-up and Adjustment Services Last year the Dillard High School conducted a follow-up study of drop-outs and graduates. While this study provided some useful information, efforts to acquaint the community and the staff with the results was not effectively accomplished. Special Characteristics of the Guidance Services The Dillard High School staff is well qualified and interested in counseling activities. It would not be necessary to employ new staff if adequate time can be given to the members now em- ployed. Certain physical facilities have been made available which have improved the service. The testing program continues under the direction of staff members. The greatest need is in the allotment of time for the counsel- ing work and the provision for adequate records. It is also necessary to add recent materials of an occupational and educa- tional nature. Recommendations These recommendations are being made to apply in general to both of the high schools of the city with special applications to specific problems in each of the schools. While the development of a junior high school program for the system will create some new situations and opportunities the overall suggestions will be valuable. (1) The curriculum should be continually evaluated in terms of the outcomes desired and the organization pattern followed. (a) A curriculum committee composed of staff members from all departments should be actively at work on the changing objectives, the new demands, the pro- cedures, study guides and a guidebook for staff mem- bers. (b) Evaluation procedures which include staff, pupils and citizens should be developed and implemented. (c) A proper balance between the college preparation requirements and vocational opportunities must be maintained in a comprehensive high school program. (d) Curriculum revision should follow the suggestions made in the previous individual sections of this chapter. i REporT OF A COOPERATIVE SURVEY (2) The instructional program may be improved in the fol- lowing manner: (a) A plan is needed to provide for the selection, pur- chase and prompt distribution of audio-visual mate- rials, equipment and supplies. (b) There should be a much closer cooperation between the school and the community in the utilization of local resources both human and physical in provid- ing desirable work-experience for high school stu- dents. (c) Better coordination of effort and planning should be established between departments in the schools to the end that activities and projects may be of mutual value. (d) A poticy should be developed which will serve as a guide for principals and teachers in determining the amount and nature of community service projects which may be undertaken by students and teachers through the school. When such activities interfere with instruction they should be stopped. . (e) The homeroom programs should be more effectively used for group guidance activities, presentation of occupational and educational information and per- sonal guidance. (f) Qualified staff with sufficient time and appropriate materials should be available to work with the “exceptional” pupils in reading, speech, health, social, and psychological problems. (g) Special committees should be constituted immedi- ately to begin plans for the introduction of the junior high school programs to be started in February 1957 and September 1957. It should include personnel from the upper elementary grades, the junior high high school grades, and the senior high school grades. Faculties for the new units should be selected early in order that meetings and conferences may be held during the year. Visitation to well established junior high schools should be planned for as many staff members as possible. The principal should give full time during the term preceding the opening to plan- ning with the staff and the administration. Special work in the reorganization of the senior high schools should be started by the principals. Guidance services should be improved and made more functional: THE GOLDSBORO TOWNSHIP SCHOOLS (a) An in-service program designed to stimulate demo- cratic staff planning on guidance needs should be started. (b) A revision of the cumulative record system with space and location for the most effective use of this information is necessary. (c) Provision for systematic placement service and follow-up of all graduates and drop-outs is essential. (d) Plans for city wide cooperation on guidance activi- ties at all school levels should be developed under trained guidance leaders. (e) Each high school needs the time equivalent of two full-time counselors, one of whom should give full time to the work. School facilities should be improved: ‘i (a) The Goldsboro High Building should be remodeled to provide more appropriate space for the various phases of the school program. The building needs to be redecorated in lighter colors. When any new furniture is purchased it should have a light finish. The present Dillard High School building which is to become a new junior high school building in 1957 must be completely remodeled to make it a satis- factory plant. Certain units may have to be removed from the site while others must be repaired and redecorated. Staff members and visiting committee members were emphatic about the inadequacy of this building. (c) There is a serious shortage in both buildings in satis- factory storage space in central store rooms or in the classrooms. Science rooms are especially weak in this respect. (d) There are many small classrooms which cannot be enlarged. When schedules of classes and homerooms are made the principals should take this factor into consideration. (e) Electrical facilities, enlarged library space, confer- ence rooms, audio-visual equipment and rooms, maps and charts are needed. CHAPTER VI THE ELEMENTARY SCHOOLS In appraising the elementary schools of Goldsboro the survey staff was greatly aided by the use of Evaluating the Elementary School and other publications of the Southwide Cooperative Study of Elementary Education sponsored by the Southern Asso- ciation of Colleges and Secondary Schools. Criteria for use in the appraisal of the schools were developed from Good Schools for Children!, a publication of the Cooperative Study growing out of evaluation programs carried out in more than 1500 cooperating schools in eleven Southern states. These criteria may be stated as follows: Good Elementary Schools 1. Teach effectively and efficiently needed skills—the fundamental 3 R’s and other skills needed for scholas- tic effectiveness, personal development and social growth. . Teach moral and spiritual values. . Foster personal and community health and safety. . Develop democratic citizens. _ . Meet child needs and broaden interests. 6. Provide adequate guidance for children. 7. Fully recognize individual differences and provide special programs for exceptional children. In keeping with the belief of the directors of the Cooperative Study in Elementary Education, the staff conducting the Golds- boro survey believes that achievement of these goals is facilitated when these “earmarks” are in evidence: 1. The instructional staff is properly trained and ex- perienced. im wT 2. Dynamic supervisory leadership is given. — 3. Adequate instructional materials and supplies are pro- vided. ; . Good buildings and grounds with modern equipment are available in sufficient amount to meet enrollment needs. ; . Class size is limited to 30 pupils with 25 being an even more desirable number. ; . Good home-school relationships are established through pre-school contacts and are effectively main- tained throughout the child’s elementary school expe- rience. 1. Published by the Southern Association of Colleges and Secondary Schools, 316 Peachtree Street, N. E., Atlanta, Georgia. THE GOLDSBORO TOWNSHIP SCHOOLS 7. A stimulating, cooperatively planned program for im- provement is in evidence at all times. To determine the extent to which the Goldsboro elementary schools meet these criteria and provide the needed facilities and services the survey staff gathered data from a number of sources, chiefly through the following activities: 1. School visitation and observation by survey staff mem- bers during a period of more than one calendar year. 2. Reports from 28 experienced, trained observers called in for one or more days of observation in selected schools. These observers included elementary school principals, supervisors, and teachers from other school systems, college specialists and personnel of the State Department of Public Instruction. Practically every classroom in every school was visited, some several times. . Reports of self-surveys made cooperatively by the staff in each school using Evaluating the Elementary School—A Guide for Cooperative Study. In the opinion of competent judges these were the most compre- hensive surveys yet made by a complete school sys- tem using this guide. . A testing program covering both intelligence and achievement and reaching from grade 2 through grade 8. . Numerous conferences with teachers, principals, school board members and the superintendent of schools. . Questionnaires filled out by the instructional staff and by 107 selected families. . More than 200 photographs of buildings, classrooms and instructional activities, organized around the sev- en criteria and the seven “earmarks” mentioned above and presented to lay and professional groups for their reactions. From these data it is possible to make a fairly accurate de- scription of the Goldsboro elementary schools and to appraise various aspects of the total educational enterprise. Goldsboro has a bi-racial school system which in 1955-56 en- rolled 5,344 children in the elementary schools, 2,967 being white children housed in four school plants and 2,377 being Negro chil- dren housed in three school plants. A total of 155 teachers and principals are employed to teach these children giving a ratio of teachers to children of 1 to 34.5. Grade Organization The grade organization: in Goldsboro schools varies, the dif- ferences in the number of grades in the schools arising more REporT OF A COOPERATIVE SURVEY from a building shortage and population shifts than from com- mitment to the grade organization currently in effect. The names of the schools, the grades comprising each school, and the number of teachers in 1955 is given in tabular form below: Number Grades School Race Teachers Included Edgewood 21 1-4 Virginia Street 14 - Walnut Street 17 - William Street 37 East End 26 Greenleaf 21 School Street 19 155 The survey staff is of the opinion that the grade organization in the Goldsboro elementary schools has been dictated largely by building emergencies and not by a careful planning to meet the growth needs of children. In urban situations throughout America the advantages of a six year elementary school fol- lowed by a three year junior high school and a three year senior high school are becoming more apparent each year. As soon as a long range building plan can be made and construction of buildings can be financed, the system should be reorganized along 6-3-3 lines, with the six year elementary school becoming the basic foundation for the educational structure. Such a unit in the system should admit children at approximately six years of age and provide six years of integrated learning experiences for them before they are sent into the larger and more formalized situations of the middle division of the system. This would make the elementary school the school of childhood, leaving the middle school free to develop a program expressly for the young adoles- cent. In the three white schools having grades 1-4, the two Negro schools having grades 1-7 and the one Negro school having grades 1-8, the basic interval organization is patterned along convention- al lines with each classroom operating as a self-contained in- structional unit. The survey staff believes that this plan is basi- cally sound and should characterize the new six-grade elementary schools proposed in this report. The self-contained classroom has much to recommend it and has long been advocated by most leading authorities in. elementary education. Inasmuch as the teacher in such a situation spends the entire day with one group of children, she gets to know each child, is able to give better guidance, to plan work better suited to individual and small group needs, and to unify the experiences of children. Effective pupil-teacher planning .is facilitated and units of study cutting across subject matter. lines can be easily developed. Such a plan 92 THE GOLDSBORO TOWNSHIP SCHOOLS will not preclude use of special teachers with unusual skill in such areas as music and library, but will permit integration of their work into the total instructional pattern more easily and effectively. Throughout the Nation there is a trend toward providing formalized education for children below six years of age. Al- though only permissive and not required under present North Carolina laws, Goldsboro should be looking toward publicly- supported kindergartens as a part of the elementary school program. Grouping of Pupils The grouping of pupils in elementary schools that have more than one section for a grade has long been a matter of controversy in public education. Many experiments have been conducted to find out which is better, homogeneous or heterogeneous group- ing. In practically all of these experiments the investigators have concluded that homogeneous grouping is impossible. When the criterion of homogeneity is intelligence then the groups vary extensively in age, size, interests and other factors. When some other criterion of homogeneity is used as a basis of grouping wide disparities may occur in achievement or some other import- ant area. In Goldsboro, teachers and the administration alike have avoided strict grouping according to ability and have fol- lowed promotion practices which tend to hold age groups to- gether. This is a commendable policy in keeping with the best educational theory and practice. This does not mean that chil- dren of similar instructional needs should not be grouped within the classroom for more effective teaching and meeting individual needs. In fact, this practice is highly beneficial but is not fol- lowed in many classrooms to the extent desired. The trained observers reporting on their classroom visits frequently told of instances in which 35 or more children were being taught the same thing at the same time and in the same way despite an ap- parent wide range of ability which made the teaching seem above the heads of some children and not challenging to others. Pupil Progress Policies and Practices The promotion policy advocated by the Goldsboro adminis- tration is set forth in the GUIDEBOOK of the system as follows: The policy of promotions in the local system has been to piace each child in the grade where he will prof- it most. Promotions are never made on the basis of achievement alone but are made after considering the following: Ability, achievement, maturity, social de- velopment, age, attendance and the number of grades already repeated. No child should repeat more than one year in the primary grades nor more than one in the grammar REporT OF A COOPERATIVE SURVEY grades. This would mean that he would enter high school not more than two years retarded. The data collected in this survey and observations made by survey staff personnel indicate that this policy is being fol- lowed liberally and in operation means almost “automatic” pro- motion for each child. The policy is a good one as stated and is defensible if the teachers fully understand the philosophy behind it and work together to make the promotion policy help to im- plement the democratic philosophy of the school. From con- ferences of the observers and survey staff with individual teachers a feeling arose that the policy and what is behind it are not fully understood by some of the teachers. It is recom- mended that a continuing effort be made to develop a fuller understanding of promotion policies and that parents and teach- ers study together this and other aspects of pupil evaluation so as to arrive at a policy which is thoroughly understood and effec- tively implemented by practices and procedures in keeping with the educational objectives of the schools. Such a study would consider not only promotion, but the marking system, reports to parents, and the cumulative records kept for all pupils. All the objective data available as well as careful subjective appraisal should be skillfully interpreted and used in evaluating the pro- gress of each pupil. In the late spring of 1955 the elementary school teachers were asked to fill out a questionnaire designed to give first hand knowledge of practices not easily observed in the schools and to determine teacher attitudes regarding various teaching proced- ures and operational policies. Of the 155 teachers 99, or 64 per cent, responded, the total group including 48 white teachers and 51 Negro teachers. Many of these teachers reported pupils had been moved into their classes who had received “social” pro- motion, that is to say pupils who were advanced into their grades despite inability to do standard work for the grade. Thirty- seven of the 48 white teachers and 36 of the 51 Negro teachers reported receiving a total of 572 “social” promotions, the Negro group accounting for 423 of the total. The white teachers reported an average of 4 “social” promotions and the Negro teachers 12. Few teachers criticized this practice and in all probability made as many “social” promotions from their rooms as they received into their rooms. The survey staff does not denounce this practice, but wishes to point out that continuous promotion of children who are below grade standard carries with it an obligation to adapt the curricu- lum and teaching procedures to the needs of the children even though the policy may advance into the higher grades pupils who are two or more years below standard. Table XXII in Chap- 94 THE GOLDSBORO TOWNSHIP SCHOOLS ter Seven, for example, shows that many Negro children have been advanced to the eighth grade with serious deficiencies. Whereas the national average at the time of testing was 8.7 years this grade contained 99 (of 200) children with average achieve- ment of less than 6.0 years, 20 of the 99 showing achievement less than 4.0 years with 4 of them making an average score of less than 3.0 years. In Table XXI in the same chapter it will be seen that 15 of the 243 white children in grade eight achieved less than 6.0 years, one of the group having an achievement score of less than 4.0 years, and none less than three years. Although the policy and practices now in effect may tend to extend the achievement range within a given grade, they have one tremendous advantage—they tend to keep children of similar ages together. This is clearly seen in Table XI which shows the age range and median for each of the first seven grades and gives comparable figures for Mobile, Alabama, where a rigid grade standard theory of pupil progress was in effect when that city was surveyed a few years ago. TABLE XI AGE RANGE AND MEDIAN AGE OF PUPILS, GRADES 1 THROUGH 7 AT THE BEGINNING OF THE SCHOOL YEAR 1954-55 GOLDSBORO FIGURES, 1945-46 MOBILE FIGURES White Schools Goldsboro Mobile Grade Age Range Median Age Range Median 5%- 9% 6% 5%-13 6 6%-10 Th 6 -14 8 7. a1 8% 7 = -17 9 8%-14% 91% 8 -16 10 8%4-138% 10% 8 -16% 11 10 -14% 11% 10 -17 12 11 -15 12% 11 -17 & over 13 Negro Schools 6 - 8% 6% 54-15 5 7 -12% Ti 6 -15 8 742-13 8% 7 =15 9 816-14 91% 7 +-17&over 10 9 -15% 10% 8 -18 & over 11 9 -16 11% 9 -17 &over 12 114%4-16 12% 10 -17 & over 13 It should be pointed out, moreover, that a rigid policy of pro- motions employing considerable grade repetition in Mobile did not achieve homogeneity in achievement. In the white schools at the seventh grade level in that city the range was from 4.7 to 11.0 years, a span of 6.3 years.2 In both cities this range is such ATAU PwWNre * Mobile data from Cooperative Study of the Mobile Public Schools, Vol. 5, p. 38, published by the Bureau of Educational Research, College of Education, University of Alabama, 1949. Goldsboro figures are from the office of the Super- intendent of Schools. 2. Op. Cit. p. 49. REPORT OF A COOPERATIVE SURVEY 95 as to require grouping within classrooms and considerable indi- vidual attention in the case of the very slow learner and the very bright learner. That Goldsboro is consistent in its use of a continuous or “normal progress” policy is further shown in the limited amount of pupil acceleration found in the schools. Only 60 of 2,739 white children were found to be under-age for their grades; only 50 of 2,245 Negro children were so classified. The total of 110 under- age pupils out of a total of 4,984, only a little over two per cent, suggests that further study be given this aspect of pupil progress to learn whether or not gifted children are being held back need- lessly. As pointed out elsewhere in this report, pupils of superior mental ability should make faster than normal progress through the grades if they are physically and socially capable of holding their own with older children. How promotion policies have affected age-grade distribution in Goldsboro is shown in Tables XII and XIII. TABLE XII CHRONOLOGICAL AGE-GRADE DISTRIBUTION, WHITE 1954-55 GRADES Age Age* (inyrs.) (in yrs.& mos.) 1 5 6 54% 5-3 upto 5- 1 6 ” ” 133 642 175 7 Ga 7% 16 8 2 8% 9 9% 10 10% 11 11% 12 12% 13 13% 14 14% 15 15% 16 16% 17 2: 399 ” ”» ” ” ” ” ” ” ” ” ”» ” u WCOWWOWOWOWOWOWOWOWOWOWOWO ” ” ” ” ” ” ” ” a * 2 8 88 82 39 24 15 9 1 ” ” ” ” ” ” ” ” ” ” ° - eee See he OS eo eae ” ” ” ” ” ” TAD SIGs wh 60 CO BOOS 1 FS OED ED OOO. C9 I I D WOWOWOWOWOWOWOWOWOWOWOW et et et bt tt bt tt st tt ” ” i Totals 399 458 348 318 341 306 300 269 Number Under Age 1 2 Brokeisttay: IDicke. bie Percent Under AgG.. tk -..wk > 1A. Blin, O08 142. 4.0. 8.7 Number Over-age 19 36 42 42 35 50 45 50 Percent Over-age 4.8 7.9 12.1 13.2 10.3 16.3 15.0 18.6 *Age of Child to Nearest Birthday as of September 1, 1954 THE GOLDSBORO TOWNSHIP SCHOOLS TABLE XIII CHRONOLOGICAL AGE-GRADE DISTRIBUTION, NEGRO 1954-55 we mie GRADES (inyrs.) (in yrs.& mos.) 1 5 6 8 TorTaL 5% 6 64 7 5 5 134 ; 134 6 7% 7 8 7 8 8 9 3 168 49 127 176 8 141 1 150 5 ee A) 126 > eae 2 165 8 40 133 3 122 143 2 136 2 123 1 118 6... 13 1 PEs 101 63 119 66 85 45 67 21 32 8 14 9 14 i 4 1 1 8% 9 9% 10 10% 11 11% 12 12% 13 13% 14 14% 15 15% 16 1 16% 17 Fores ae Wwowowreo allel eel ded od eee Pia phe ee RE eo ee a WOWDMDWOWOWOWOWOWDO 9 0 0 x 2 2 3 3 4 4 5 5 1 1 364 353 292 252 270 263 219 232 2245 Number Under Age 1 Ba 4 Percent Under Age io. 6 aoe “3 24 73 22 Number Over-age 13 38 37 34 35 36 41 41 ©« 275 Percent Over-age 3.6 10.8 12.7 13.5 13.0 13.7 18.7 17.7. 12.2 Age of Child to Nearest Birthday as of September 1, 1954 Reports to Parents Each nine weeks parents of elementary school pupils receive reports concerning their children’s work in school. These reports are frequently the major communication between home and school and at times fail to convey to the parent the true progress of the child. This may be attributed largely to the inadequacies of formal reporting and to a lack of understanding of the mark- ing system and the philosophy behind it. As in a majority of the school systems throughout the United States, there is in evidence in Goldsboro of some dissatisfaction on the part of both teachers and parents in the matter of pupil reports. The time seems ripe for a comprehensive, cooperative study of the marking system and methods of reporting. The city school GUIDEBOOK emphasizes the necessity of a fair and helpful written report and suggests parent-teacher con- ferences and open-house days as means of supplementing reports and informing the parent about the work of the school and the achievement of his child. The suggestion that teachers point out a ee pe pp REPORT OF A COOPERATIVE SURVEY 97 to parents the strengths of their children as well as their weak- nesses is a good one and implies an evaluation of the total child and a psychologically sound approach to the parent. Implemen- tation of this suggestion will require a broadening of the scope of reporting and more informal procedures. In such a broadening of scope the importance of parent-teacher conferences, home visits, planned telephone calls and informal letters become more apparent. In recent years some school systems, such as Battle Creek, Michigan, have practically eliminated formal report cards and have come to rely very largely on scheduled reporting con- ferences, vis d vis, each fall and each spring. Battle Creek goes so far as to excuse children for one full day each semester in order to free the teacher to schedule parent conferences through- out the day. Both teachers and parents report these days as two of the most productive of the school year. Of 107 parents interviewed in Goldsboro 56 reported that they got most of their information about the school from their children. To interpret the work of the school, therefore, the teachers must be sure not only that pupils carry home under- standable reports, but must also find ways of getting to the par- ents in person for an exchange of ideas and for development of mutual help in the guidance of children. The survey staff believes that reporting to parents should be a matter for cooperative study and action in the near future. Inasmuch as the reports are for the parents, the parents should be fully represented in study groups. In all likelihood each school should handle this problem separately and develop the kind of reporting that its parents want. Certain information such as attendance and subject evaluations may have to be standard- ized throughout the city for administrative purposes, but beyond this each school should be free to experiment with new ways of reporting in keeping with the objective of better parental under- standing and cooperation for the good of the child. Pupil Records and Guidance The Goldsboro elementary schools keep individual cumula- tive records of all children from the time of entrance until they are passed on to high school or leave school for other reasons. These records are tangible evidence of the school’s interest in the study of children and in their proper development. Information concerning the child’s health, scholastic programs, social growth and character development is recorded by each teacher and is therefore available to other teachers who may teach him later. These data are extremely valuable in child guidance and if studied as a whole over a period of years will shed much light on the problems, issues and needs of the school itself. 98 . THE GOLDSBORO TOWNSHIP SCHOOLS Although there is room for improvement in record keeping by supplementing existing data with anecdotal records, pupil inventories, sociograms, and samples of pupil work, the survey staff is of the opinion that the chief need is for better use of data being currently collected. The cumulative records should be turned over to the teacher at the very start of the school year for study and should then be filed where they are readily available. When a child moves from one school to another, a duplicate of his record should go with him; when he is promoted to the next higher school his record should be passed along to that school promptly for the value it will be to the teachers who will receive him and because these records are useful in planning for articula- tion between school units. Provisions for Atypical Children In various school surveys it has been found that about three per cent of the children of elementary school age are handi- capped to such an extent that they cannot begin to realize their potential in a typical classroom situation. If this figure holds for Goldsboro, then there are more than 150 children who need special programs under teachers trained for special kinds of teaching. These 150 or more children would probably include children who are hard-of-hearing, partially-seeing, defective in speech, cerebral palsied or extremely slow-learning. For them to get the kinds of educational experiences they need they must have special instruction, frequently on an individual basis. In Goldsboro there is only one special teacher and her time is almost entirely taken up with children who have speech diffi- culties. There is an indicated need for seven or eight special teachers, at least one of whom would be broadly trained in special education and testing so that these atypical children could be positively identified and appropriate plans for their growth, rehabilitation or both could be at a faster rate than possible in a regular classroom situation. An “institutional” arrangement for these children should be avoided. Plans could be effected whereby each child could spend a large part of his day in a regular classroom situation with time away from the group for any special instruction or therapy he may need. No handicapped child should be stigmatized because of his handicap and certainly he will benefit greatly from contacts with normal children and an understanding teacher. A program to meet the needs of handicapped children is expensive. Classes must be very small and specially trained teachers and special equipment demand a greater outlay of funds than is the case in a typical situation. The added costs, however, can be justified within the expressed philosophy of the system which emphasizes a belief that the school has an obligation to all REporT OF A COOPERATIVE SURVEY the children of all the people who provide the kind of program which will meet the needs of the individual. The first step in providing for these handicapped children is the making of a special survey to determine the number of chil- dren who are handicapped, the nature of their handicaps, and their physical and educational needs. The Division of Special Education in the State Department of Public Instruction can give valuable assistance at this point. The second step would logically be the formation of a committee of laymen and educators to sponsor the program, employ a director, and get the program under way. From this point on much of the leadership could be assumed by the director who would seek additional personnel and plan additional services in keeping with the needs of the program as it develops. In considering the atypical child, the gifted child should not be overlooked. As pointed out in Chapter VII, there are many bright children in the Goldsboro elementary schools who are not being challenged and, therefore, tend to waste time and fail to “burgeon out all there is within them.” No special classes are recommended for these children, but attention is called to their needs and to the necessity for regular teachers to provide enrich- ment, extra assignments, and in some cases acceleration, so that the child is not held back because he is in an average or slow group. Need for Instructional Leadership Over a period of years one of the greatest needs in Goldsboro has been the need for additional personnel for instructional lead- ership. The superintendent has done far more in this area than the average superintendent and has shown a keen interest in curriculum development and improvement of teaching. He has been restricted in his instructional supervision, however, by the day-to-day press of administrative duties and a serious lack of administrative assistance in such matters as construction, opera- tion and maintenance of buildings, purchasing, accounting, budget-making, personnel management, and the like. The addi- tion of a Director of Instruction to be placed in charge of curricu- lum and teaching appears to be a major need at the present time. Such a person could be freed of other responsibilities and devote full time to program development and in-service education of teachers. He would, of course, need assistants if adequate super- vision is to be given the seven elementary schools, the junior high school now under construction, the two high schools, and other schools that may be built in the future. The employment of a Director of Instruction would in no way relieve principals of their responsibilities for instructional 100 THE GOLDSBORO TOWNSHIP SCHOOLS leadership. On the contrary it would demand of them greater leadership under the coordination and stimulation of the Direc- tor. Principals would remain the heads of their schools and the supervisory services from the central office would give them the stimulation, encouragement and practical help which would multiply their strength. It is believed that with proper leader- ship and guidance from a capable Director, the principals would learn more about instructional leadership and would increase their activities having to do with supervision of instruction. There is some evidence to indicate that the principals as a group spend too much of their time in routine office work and not enough time in making purposeful supervisory visits to classrooms and in conferring with teachers about instructional problems. Of the 48 white elementary school teachers who in May, 1955 filled out the questionnaire concerning school practices, 33 answered the question “How many supervisory visits has the principal made to your room this year?”. The 33 reported only 132 visits, an average of four visits a year. Of the 33, however, nine reported no visits, and 24 reported only two or three supervisory visits. Fourteen of these 33 teachers said that they had held no individual conferences with the principal as a result of these visits. Teachers in the Negro schools reported more supervisory visits and follow-up conferences, but even then indicated that the principals were not spending a proper proportion of their time in visiting classrooms and conferring with them about mat- ters of instruction. Throughout this report there are recommendations having a bearing upon the need for instructional services to teachers that can only be provided by a leader who is technically trained and broadly experienced in the field of instruction. The suggestion that additional supervisory personnel be provided, therefore, takes on added significance. Moreover, these days of expanding enrollments, teacher shortage, and educational ferment further emphasize the need. In the immediate years ahead Goldsboro is facing increased enrollments, introduction of a junior high school program, reorganization of the grade set-up in practically every school, the induction of a large number of new teachers, significant curriculum revision and other matters having a far- reaching effect upon teaching. In such a situation the need for dynamic leadership in instruction is unmistakable. Summary of Suggestions for Improvement of the Organization and Administration of the Elementary Schools 1. The elementary schools should be reorganized in line with a 6-3-3 grade pattern as soon as finances and plant construction will permit. REporT OF A COOPERATIVE SURVEY 101 . The policy of heterogeneous grouping should be continued with adequate provision for small groups within each class- room to provide for varying levels of attainment in skills. . The promotion policy now in effect should be continued with only slight revision in application to provide for acceleration and grade repetition for only the extreme cases. . A cooperative study of reporting to parents should be made by a lay-professional group to devise more effective procedures for developing home-school cooperation. _ Greater attention should be given to the use of cumulative records in the guidance of children. . A program of special education should be developed to pro- vide better learning for the atypical child. . A Director of Instruction should be appointed to give full time to instruction and to develop an improved program for the in-service education of teachers. Curriculum and Teaching the Language Arts The purpose for teaching the language arts in the elementary school is to help each boy and girl to use the mother tongue effectively. Language arts is usually thought of as consisting of reading, writing, oral language, and listening ability. These are very important areas in the social and personal development of children. The degree of school success which boys and girls attain is definitely conditioned by skill in the language areas. The Goldsboro teachers indicate an awareness of the importance of language skills and make a consistent effort to see that each child attains maximum growth in language. In most classrooms a sufficient amount of time is allotted during the school week for instruction in this area. Reading, writing, speaking, and listening are all parts of the broader program of communication of ideas and they are interrelated. Success in one area contributes to success in the other areas, and retardation in one area inter- feres with normal growth in the other areas of language. Even though these areas are so closely related, most schools have separate periods for the development of specific skills in each area. Good teachers, however, do not confine their teaching of language skills to separate language periods, but recognize opportunities for helping children with their language growth in all of the school situations which involve language. For evalua- tion purposes, each language area will be discussed separately. Reading Instruction As a part of the survey, tests were administered to obtain scores in reading which could be compared with the norms of the tests throughout the country. The results of the tests in reading are indicated below: THE GOLDSBORO TOWNSHIP SCHOOLS TABLE XIV STANFORD ACHIEVEMENT TEST GRADE EQUIVALENTS AVERAGE READING (COMPREHENSION AND WORD MEANING) White Schools Grade in School 2 3 5 National Norm Goldsboro Average Above (+) or Below (—) National Norm —. 2. 3. 5.7 2. 3. 5.6 7 4 3 —. —.1 Negro Schools Grade in Schbol Z 3 4 5 6 7 8 National Norm + Hy 3 3.7 4.7 D.7 6.7 Tt 8.7 Goldsboro Average 2.9 3.4 3.7 5.0 5.8 6.6 5:7 Above (+) or Below (—) 7 —9 —11 —3.0 National Norm +.2 —3 —1.0 The objective test data show that Goldsboro children get off to a good start in learning to read. In both white and Negro schools the second grade children compare favorably with the national norms, the Negro second grade children actually scoring two-tenths of a grade above normal. From this point on through the elementary school the children as a group read below the national norm. The negative deviation, however, is not serious in the white schools, but reveals a surprisingly large deficiency of three years in the eighth grade in the Negro schools. The survey staff is of the opinion that Goldsboro teachers, like other teachers in many schools in North Carolina and else- where, do not give enough attention to the development and maintenance of reading skills in the middle and upper grades. Renewed emphasis on basic work-type reading, wider use of the library and dictionary and carefully planned remedial programs would enable the children to progress through the grades with- out the accumulation of deficiencies revealed by the test data. In appraising the effectiveness of reading instruction, how- ever, it should be pointed out that the data show a wide dispersal of ability in each grade, encompassing a range of five to nine years in the white eighth grades and from five to ten years in the Negro eighth grades. It should be kept in mind that within this great range a large number of children read far above the national norm. In the white eighth grades, for example, 62 of the 248 children tested, 25 per cent, read with better skill than aver- age beginning tenth grade children, 25 of them reading better than average eleventh grade children. At the lower end of the scale there are children with weaknesses almost as remarkable as the strengths shown by certain children at the upper end of the scale. These facts emphasize the need for individualizing the teaching of reading and the use of grouping within classrooms to provide for instruction that starts with the child where he is. REPORT OF A COOPERATIVE SURVEY 103 For the seriously handicapped child the need of a modern read- ing clinic is indicated. The survey staff believes that the teachers recognize individ- ual differences in such areas as reading readiness, ability, achievement, and interests. Their chief attempt to adjust instruc- tion to these individual differences is through grouping of chil- dren for the teaching of reading skills and in selecting materials at the reading level of these groups. While some kind of group- ing for reading instruction is in general practice, a few teachers indicate that they do not fully recognize individual differences and needs, but because of large numbers of children try to teach all of the children in their rooms the same skills, at the same time, and out of the same books. Children who are seriously handicapped in reading may have types of learning problems which cannot be solved in the typical classroom situation by the regular teacher. Such children are entitled to special help which a clinically trained teacher can give them in a remedial reading program. There is a special teacher who does do something about teaching remedial reading in the schools, but a much more comprehensive program of remedial instruction is needed. A large part of the reading program is concerned with the teaching of basic reading skills, such as basic sight words, phonics, word analysis, comprehension, and using appropriate rates of reading. In the primary grades considerable emphasis is given to skill development. The teachers use the basal books which are adopted for use in this state. They indicate special consideration of such skills as those involved in word meanings, pronunciation, syllabication, diacritical marks, building new words from base words, prefixes and suffixes, use of the diction- ary, encyclopedia, table of contents, and index. These reading skills are built into the program found in the state adopted books, but unless a teacher uses the manual or guidebook which accom- panies the series the skill development program suffers. Some of the teachers indicate that they do not have or use the manuals and guidebooks which facilitate successful use of the reading books which they use as texts. These manuals are furnished by the publisher at no cost to the teacher or the school. The very minimum preparation expected of a teacher of reading would be to plan a program for her children which is consistent with the suggestions in the guidebook or manual which accompanies the books being used. In the absence of this preparation, a carefully planned sequential skill development program is unlikely. Learning to read is a life-long process. A person does not learn all there is to know about reading at any given grade level. The development of desirable reading skills, attitudes, and habits 104 THE GOLDSBORO TOWNSHIP SCHOOLS becomes the task of every teacher. At each maturity level there are new reading skills which should be taught. Desirable reading skills are not taught by having everybody in a class open a read- ing book to the same place and having each child read aloud a few lines until the time devoted to reading has elapsed. A study of the reading program showed only limited atten- tion to the development of reading skills beyond the fourth grade. Some evidence was seen of “reading around the room” as a method of teaching. Children who are taught in this way tend to habituate at a rather low level of reading. An important part of a good reading program is concerned with the development of reading tastes, attitudes, and habits. This part of the program helps children to read for pleasure and enjoyment, to become acquainted with the best literature, to read for practical purposes such as gaining desired information and learning how to make and do things. Good library facilities are essential for the development of this part of the program. The teachers showed concern for helping children grow in desirable reading tastes and habits. They frequently referred to the obvious handicap of inadequate library facilities, either in their classrooms or in a central library room. In some of the schools the library space has been taken over for classroom use and the library materials have been dispersed. A good elemen- tary school library has the services of a trained librarian. There are indications that the elementary school libraries are serviced chiefly by WPA trained personnel skilled in accessioning and cataloging books, but whose training did not make adequate provision for the broader, and more important, duties of an elementary school librarian. A fully trained school library director would be of great help in developing a good reading program. A good reading program gives emphasis to the functional, purposeful reading of children, and does not rely too heavily upon the reading assignments made by the teacher. Such a functional reading program develops best in a classroom where the pupils have had a part in planning and developing units of work in which they have a genuine interest. In a few classrooms there was little evidence of such units of work or of functional reading by the children. The following suggestions should result in improvement in the reading instructional program: 1. More effective use of a variety of techniques for determining and recording the individual differences of children and their specific reading needs. - More effective emphasis upon reading for comprehension, enjoyment, and for practical purposes. REPORT OF A COOPERATIVE SURVEY 105 . Better library facilities and a trained librarian. . More teaching aids in bookrooms and more effective use of ady available. : al ber s children who have reading difficulties, both in the classroom and through services of specialists in reading. Less dependence upon “reading around the room” as a method ching reading. j ead Sealed on adie differences and needs through grouping for instruction and adjusting instruction and mate- rials to the needs of the children. . A richer, more meaningful total school program which stimu- lates functional reading. . Supervisory help directed toward planned improvement of reading instruction throughout the elementary school. . An in-service program for teachers to develop common under- standing about a total reading program, characteristics of a good reading lesson, desirable methods of teaching, and wise use of materials. Writing The purpose for teaching writing in the elementary school is to enable children to express their ideas in writing. Handwriting and spelling are taught, not as ends in themselves, but as abilities necessary for an easy and effective expression of ideas in written form. In like manner, knowledge of sentence structure and para- graphing, acceptable forms for friendly and business letters, story pattern, and theme writing are not ends in themselves but are means to an end. The end result is that when a child has a pur- pose for writing his ideas, it may be done in conformity with acceptable standards, and without long delay while consideration is given to the form to use. Major emphasis is placed upon the expression of a thought or an idea rather than upon the correct- ness of forms, punctuation, spelling, and handwriting. These lat- ter elements should be mastered in order to facilitate the best presentation of ideas. Emphasis is usually given to the practical writing of children, such as friendly and business letters, sum- maries of research, book reports, and themes and stories. Of equal importance is the personal or creative writing of children in which children use language as an avenue for expression of feelings, emotions, and moods. The teachers indicate a program of emphasis upon grammar and form of composition to facilitate higher standards of written work. State adopted texts are used at appropriate grade levels. They indicate that children have practice in writing poetry, stories, invitations, social and business letters, accounts of trips, etc. In the upper grades a school newspaper offers experience in 106 THE GOLDSBORO TowNsHIP SCHOOLS writing for publication. The program includes drills in handwrit- ing and spelling lessons which follow the state adopted texts. Some teachers indicate that their children keep and study a list of their own hard spelling words. Manuscript writing is taught to the children in the early grades because this is more consistent with their muscular development and the script they write is rather similar to the printed forms of the letters which they see in reading experiences. Cursive writing is added to the curriculum as the children become more mature, generally being introduced in the latter half of the second year or the first half of the third year. Observation and study of the program in writing lead to the following suggestions for improvement in the program of written language: 1. The language areas are too often taught as separate subjects— writing, spelling, oral language, etc., with little evidence of effort to integrate these areas which reinforce each other and all of which are part of the same process of sharing of ideas. There is too much emphasis upon following a textbook and too little emphasis upon a functional use of language. . Insufficient attention seems to be given to individual dif- ferences. It appears that cursive writing is introduced to all of the children in a given grade at the same time, without regard to readiness to learn this form of writing. - Pupil-teacher planning and pupil evaluation appeared to re- ceive too little attention. - Poor readers are expected to have the same experience in spelling and writing that the good readers have. A child should not be expected to write a language which he is unable to read. Reading and writing may be used to reinforce each other, but there was little evidence of this integration of areas of lan- guage. . There is a great need for supervisory help in this area. All of the teachers need to agree on the scope and sequence of the language skills and enrich the present textbook methods. - In the upper grades rather heavy assignments in language were observed, with no differentiation of assignments to meet individual needs and individual differences, opportunities for study, and the like. - In a number of rooms the best work of a number of children was placed on display and the work of the other children was not in evidence. This is a questionable practice. Spelling A reasonable accuracy in spelling skill is expected of an educated person. In earlier generations spelling was considered a ' REpoRT OF A COOPERATIVE SURVEY 107 major part of the curriculum of the elementary school. Much time was devoted to the teaching of spelling, with considerable emphasis upon oral spelling and spelling matches and other competitions. Reading was taught by a method which emphasized spelling, and thus a child learned spelling skill in reading lessons, in addition to the help he received in spelling lessons. Spelling skill was considered an end in itself. Today, spelling is considered important to the extent that it enables a child to express his ideas in writing. Little emphasis is placed upon oral spelling. Much attention is given to word meanings, and to spelling methods which include the use of syllabication, phonics, visual memory, and the learning which comes from writing the word correctly. Research has shown the words which are more com- monly used in writing by children and adults and these words become the basic spelling words to be taught in the elementary school. Children are encouraged to keep and study a list of their own difficult words. The survey staff found inadequate attention being given to spelling skill. The use of state adopted texts assures a consistent program from grade to grade and many teachers supplement this list with words which children need to write at a given time. Concern is shown for accuracy in spelling of the words which are studied each week and also in all of the written work which children do. That children of the Goldsboro schools compare favorably in spelling with the national norms is shown in the following tabulation of test scores: TABLE XV STANFORD ACHIEVEMENT TEST GRADE EQUIVALENTS SPELLING White Schools Grade in School 2 3 a National Norm 2.7 3,7 4.7 Guoaern aTeuee ~) 3.2 3.9 4.5 Above (+) or Below (— National Norm +5 +2 —2 Negro Schools Grade in School 2 3 4 National Norm 3.7 3.7 4.7 Goldsboro Angee i) 3.7 4.0 4.5 Above (+) or Below (— National Norm +10 4.3 —2 7 8 7.7 8.7 7.3 7.5 +1 —4 —1.2 In both white and Negro schools the children in grades one and two as groups are considerably above the national average. In the middle grades the children are at or near the 108 THE GOLDSBORO TOWNSHIP SCHOOLS average. In the eighth grade Negro children are more than a year below the national norms, a ranking that may be a reflec- tion in part of the serious reading deficiency of these children which was mentioned earlier. In view of the good pattern of spelling scores made by Goldsboro children, no special recommendations are being made in this except to point out the need for continued study of spelling with particular attention to the poor spellers who need individual help. The fact that Goldsboro children equal or exceed the national spelling norms in most grades does not deny the fact that there are many Goldsboro children who need help in spelling. The scores reported are group scores and many serious spelling problems are swallowed up in the averages. In the white eighth grades, for example, of 247 children there are 37 children whose spelling ability is two years or more below the national eighth grade average. In the Negro schools 75 of the 209 children scored two years or more below the national average. Oral Language Many of the experiences of the school day afford opportunity for children to express their ideas orally. A good oral language program emphasizes spontaneity of expression and provides time for children to talk, gives them something to talk about, and affords a classroom environment that makes a child com- fortable as he talks. Oral language is best taught in functional situations where children have some need to express themselves in speech. The teachers indicate a major emphasis upon speaking cor- rectly, with adequate attention to enunciation and pronunciation. That this emphasis is effective is shown in the results of the language section of the Stanford Achievement Test. White children in the various grades rank at a point about equal to the national norm and slightly above it at the eighth grade level. In the Negro schools the record is not so good, being about a year and a half below the national norm in grade eight. Survey staff observers report many functional situations being utilized for the improvement of oral expression. Among these are the following: oral book reports, individual reports to the class, student council elections, choral reading, discussion periods, debates, reading aloud, participation in committee and group work, participation in school drives, and assembly pro- grams. Tape recorders are sometimes used as a basis for im- provement in speech. State adopted texts are used in language periods. A special teacher of speech is available to the schools, but the service is spread so thin over the school system that only a REPORT OF A COOPERATIVE SURVEY 109 small portion of the children can be reached effectively. A study of the language program leads the survey staff to make the following recommendations for improvement: . More use of functional language instruction and less reliance upon textbooks. . More emphasis upon language usage throughout all of the activities of the school day and not just during the language periods. , , . More emphasis upon teacher-pupil planning for evaluation and careful study of evaluation procedures. . More supervisory help for teachers in planning the total pro- gram from grade to grade. Listening Listening is an important skill in communication. The school relies rather heavily upon listening as a means of learning. The research in this area is rather limited, but it is known that chil- dren have to be taught some specific skills in listening. The teachers did not indicate a program of emphasis in listening skills. Undoubtedly each teacher does something to help children learn to listen better. Supervisory help is needed to aid teachers in planning certain specific listening skills for emphasis from grade to grade. Social Studies The social studies deal with human relationships and with the ways in which people react to their physical and social en- vironment. The chief function of social studies is the develop- ment of democratic citizenship. This is done by trying to help boys and girls understand human relationships in such a way that they develop the skills and competences needed for demo- cratic citizenship. The social studies use materials drawn from history, geography, government, economics, sociology, science, and the arts. Experiences, content, and materials are provided to help children live democratically in the school, which is a small counterpart of the community, the state, the nation, and the world in which they live. A well-planned program helps children understand human relations in the home, school, community, and other places both near and far in relation to time and space. Not enough is done to further the objectives of social studies in classes in history and geography which frequently become teacher-dominated recitations of facts contained in one or more books previously assigned. Provision must be made for children to be actively engaged in democratic living, where purposing, planning, executing, and evaluating are normal experiences of the children. The scope and sequence of the content must be carefully planned and the teacher must know how each day 110 THE GOLDSBORO TOWNSHIP SCHOOLS contributes. to the developmental program of skills and under- standings. The North Carolina Handbook in Social Studies makes val- uable suggestions for the development of a good social studies program. The teachers indicate that they attempt to follow the Handbook in their work in this area. They refer to experiences for individuals, small groups, and larger groups in which chil- dren learn to become leaders and followers. They indicate an effort to help boys and girls have creative experiences which lead to critical thinking. They mention a variety of activities for chil- dren such as the following: oral reports, trips, hearing resource persons, reading newspapers and books and reporting on the read- ing, making pictures and murals, collecting historical items, making puppets, and using audio-visual materials. In the upper grades mention is made of additional experiences such as panel discussions, selling lunchroom tickets, developing pupil interest in hobbies and leisure time activities, producing the William Street Journal, and producing original plays, programs, and ex- hibits. Teachers indicate a need for encyclopedias and dictionaries in each room. Field trips are limited by the lack of bus facilities. They feel a need for more maps and globes. They feel a weakness in the program is inadequate to help boys and girls in the selec- tion of radio and TV programs. A study of the social studies program shows that there is a lack of adequate materials for the development of meaning- ful units of work or centers of interest. While some good seat- work and group work may be seen, too much of the time is con- cerned with textbook recitations, stencils, and stereotyped hecto- graphed materials. In too few cases did the survey observers see activities which related the work in social studies to the community and to other environmental resources. Children seemed to play a minor role in planning with the teachers for the work in which they are engaged. In some rooms there was little to suggest the presence of units of work or large centers of interest. When the school system was considered as a whole, there seemed to be a need for a coordinated, well-planned, long- range program in social studies. The following suggestions should result in improvement in the social studies program: 1. Supervisory help for teachers in planning the scope and sequence of the social studies program and in helping teach- ers understand and use units of work in the social studies area. area. More teaching materials such as reference books, globes, maps, charts, construction materials, and the like. REPORT OF A COOPERATIVE SURVEY 111 3. Reduction of the emphasis upon assignment and recitation, use of stencils and stereotyped hectographed materials. 4. Greater effort to relate social studies to the community and other environmental resources. 5. More effective use of the North Carolina Handbook in Social Studies in seeking a well-planned, long-range social studies program. Science Boys and girls today are living in a scientific age and the elementary schools are giving the study of science much more attention than in former years. A modern program in science is rather far removed from the earlier program of displays, and identification of leaves, barks, shells, insects, and the like. To- day’s science program in the elementary school has broad ob- jectives. Blough and Huggett, in their book Elementary-School Science and How to Teach It, suggest four major objectives: to help boys and girls come to know some generalizations or science principles which they can use in solving problems in their en- vironment; to help pupils grow in ability to solve problems ef- fectively; to develop in children a scientific attitude; and to create in children an interest in and an appreciation for the world in which they live. Other leaders in the field of science teaching in the elementary school have worded these objectives differently but essential agreement is evident in this area. The teachers indicate that their science program rather closely follows the suggestions contained in the State Handbook in Science. They reveal a variety of activities and problems based upon concepts of science and nature study. Reference is made to simple experiments, map study, field trips, developing balanced aquariums and terrariums, keeping charts, studying conservation, and studying the stars and the heavens. They take advantage of the incidental science interests of children and give attention to the things of scientific implication which chil- dren bring to the classrooms. Teachers of the upper grades also indicate the use of models, objects, audio-visual aids, and period- icals. The upper grade children participate in the Science Fair, which some teachers feel has had too much emphasis. Teachers mention certain limitations of the science program. The lack of better bus transportation limits the field trips which they believe children should have. They state the need for more science equipment and for better books and materials. The crowded rooms prevent adequate display of things of scientific importance which the teachers would like for children to see. Teachers also mention the need for a central storeroom of science equipment and materials, available to all teachers. 112 THE GOLDSBORO TOWNSHIP SCHOOLS A study of the program is in agreement with the opinion of the teachers that there is a need for more materials, supplies, books, and equipment. Little evidence was found that there is a carefully planned program of science in the elementary schools, with definite scope and sequence worked out by the teachers and agreed upon by all teachers as a basis for the work in science. A number of displays were seen in classrooms, some of which were poorly organized and labeled, but there was no indication that they were related to a live, planned, developmental program of science instruction. Little evidence was found in some rooms that science activities are being coordinated with other subject- matter areas in units of work or centers of interest. There was not much evidence that teacher-pupil planning has an important place in the program and that teachers plan the scientific con- cepts to be taught and how they could be taught best. The following suggestions for improvement are indicated by a study of the science program. 1. More books, equipment, and supplies are needed, along with better storage facility for them. 2. Supervisory help for the teachers in planning the scope and sequence of the science program throughout the schools. 3. A program which is actually based upon the suggestions of the North Carolina Science Handbook in regard to content and teaching methods. . A program which is designed to further all of the objectives of an elementary school science program as indicated above. . The development of more units of work, or centers of interest, in which science understandings are coordinated with other areas of the curriculum. Health, Physical Education, and Safety For many years the elementary school has recognized re- sponsibility for the health and safety of children and for teach- ing them how to protect the health and safety of themselves and others. The school environment is planned with emphasis upon sanitation, health, and safety. Programs in physical education are designed to improve the physical condition of children and to help them to develop some interests for leisure time activities. Regular health examinations, immunizations, and correction of unfavorable physical conditions are important. Well-balanced meals are served in the lunchrooms and the dining periods serve as an important part of the instructional program with emphasis upon courtesy, manners, good conversation, etc. The teachers indicate an awareness of the importance of this area. They point to many phases of their program which result in better health and safety for their pupils. Reference is REPORT OF A COOPERATIVE SURVEY 113 made to a good lunchroom program. In some schools the lunch- rooms are new and well equipped. Inadequate space is available in other buildings. The meals are well-planned and the lunch- rooms are well operated. They assist in providing a balanced diet for the day and in development of good eating habits. The Health Department cooperates with the schools in pro- viding physical examinations, immunizations, X-ray examina- tions, and clinics for dental, eyesight, and tonsil cases. Teachers have yearly health examinations. Some help is available through the services of a nurse. The school Safety Patrol and the City Police Department help to protect the safety of children. There are regular fire drills in the buildings and fire prevention is studied. Safety on the playground is important, and though the playgrounds are somewhat limited in area, they are in most schools protected and safe. The teachers feel that the schools have a good physical education program and that health principles are being ade- quately taught. It is felt that through meeting the needs of chil- dren in all of their school experiences, mental health needs are being met. A study of the program reveals that there is a friendly at- mosphere in most classrooms and that the pupil-teacher relation- ship is good. Recognition is given to the emphasis upon health and safety through the incidental activities of the school. On the other hand, a regularly planned, diversified, developmental program in physical education was lacking. The periods desig- nated for physical education were frequently periods when many children were turned loose on the play area with one teacher on duty to prevent serious trouble. There was not much evi- dence of an organized health program in some primary grades and little to suggest teacher-pupil planning. The following suggestions should be helpful in bringing about improvement in the program: 1. Supervisory help in developing a planned developmental pro- gram in physical education. 2. Recognition by teachers that physical education is a part of the curriculum and offers time for effective teaching in contrast to turning children out on the playground with inadequate supervision and no instruction. . Supervisory help in planning for a sequential program in health instruction. . Provision of more adequate materials for instruction. . More adequate provision for playground space and equipment and provision of indoor space for recreatory activities and rainy day use. 114 THE GOLDSBORO TOWNSHIP SCHOOLS 6. More adequate services of school nurses. 7. Better lunchroom facilities, where needed. 8. Better provision to make lunch periods educative experiences. Social Living (creativity, appreciation, etc.) A good elementary school emphasizes the social adjustment of the child, the exploration of special skills in creative arts, and the development of appreciation of natural resources, human rela- tions, the arts, and religion. The teachers feel that their program is limited by the need for music rooms, more record players and records, and music charts. They feel that they have established a good rapport with chil- dren and parents through a home-visitation program. They believe the classroom environment promotes the social adjust- ment of children. Provision is made for free periods when chil- dren devise their own games and learn to play together. Emphasis is given to various media of expression such as drawing, painting, finger painting, clay modeling, folk and square dancing, dramati- zations, rhythm bands, singing, and playing the autoharp. The testing program, the cumulative records, personality cards, and reports of parent conferences help teachers understand children and give better guidance in meeting their problems. The special teacher of music contributes to growth in that area. A study of the program justifies the following suggestions for improvement: 1. Provision should be made for all children to participate in creative activities. 2. Better facilities are needed for the display of children’s crea- tive work and better use could be made of the present facili- ties. . Provision should be made for a closer coordination of the work of the special teachers and the classroom teachers. . The development of centers of interest would stimulate growth in social living and in the arts. . The use of the first period of the school day for a “free period” is of questionable value in the minds of the trained observers who visited the schools and saw the “free period” in operation. In their opinion many of the classrooms got off to a slow start and lost valuable minutes in the early part of the day, a part which is generally regarded as the most productive of the entire school day. Arithmetic A good elementary school program provides for children many meaningful, quantitative experiences, helps them to under- stand the number system, and assures mastery of needed skills in computation and arithmetical reasoning. Achievement of these REPORT OF A COOPERATIVE SURVEY 115 objectives demands a wide variety of experiences with numbers and problems and special skill-development periods with ade- quate purposeful drill. The teachers indicate an emphasis upon the mechanics of arithmetic with considerable attention in the upper grades to problem-solving techniques. They feel that the program is centered around the number concepts which children encounter in their environment. They point to emphasis upon such matters as money, buying, measuring, estimating, keeping records, operat- ing a school store, selling lunchroom tickets, and the like. They report the use of a variety of objects in their teaching. They attempt to make the meaning clear through the use of rulers, play money, maps, globes, objects to count, ete. The test data show that Goldsboro children scored in rela- tion to the national norm as follows: TABLE XVI FORD ACHIEVEMENT TEST GRADE EQUIVALENTS AVERAGE ARITHMETIC (COMPUTATION AND REASONING) White Schools Grade in School 2 8 4 National Norm 2. 3.7 4.7 Goldsboro Average 2. 3.5 4.9 Above (+-) or Below (—) National Norm —2 +.2 Negro Schools Grade in School 2 3 4 5 6 a 8 i hi 8.7 National Norm 2.4 3.7 4.7 5.7 6.7 Goldsboro Average 2.8 3.2 4.0 5.0 5.9 8 6.2 —.8 9 Above (+) or Below (—) ir National Norm +1 —5 —7 —7 2.5 The test scores reported here are scores for tests in computa- tion and reasoning combined. When these two aspects of arith- metic were examined separately it was found that the grade averages in computation were about the same as the grade averages in reasoning. Testing programs in other school systems in North Carolina have generally tended to show better than average scores on computation and lower than average scores in arithmetic reasoning. The relatively good scores in reasoning achieved by Goldsboro children reflects balance in the program and richness in quantitative situations involving meaningful prob- lems. This is all the more commendable in view of the reading difficulties experiences by a considerable portion of the children in grades six, seven, and eight, especially in the Negro schools. A handicap in reading is surely to be reflected in problem solving unless teachers provide meaningful arithmetic situations and stress the techniques of problem solving. THE GOLDSBORO TOWNSHIP SCHOOLS In arithmetic the standard deviation in scores, a measure of scatter or range in abilities, was only 1.60 in the white schools and 1.72 in the Negro schools at the eighth grade level. This was the smallest deviation noted in any of the areas tested and suggests that grouping, individual help, and remediation activities receive more attention in arithmetic than any other school subject. Despite the objective evidence of the test scores, the trained observers who visited in the classrooms reported a prepondence of drill-type activities and not enough problem situations demanding critical thinking. Also, some question was raised as to the scope and sequence of arithmetic experiences. In efforts to mantain and improve the program in arithmetic the survey staff recommends: 1. Supervisory help to teachers in planning for the scope and sequence of the arithmetic program. 2. Continued emphasis upon the use of functional situations for providing learning experiences in arithmetic. 3. A study of individual differences in arithmetic and provision for individual differences within the program. . Less emphasis upon drill-type materials and more emphasis upon the development of critical thinking. CHAPTER VII RESULTS OF THE TESTING PROGRAM As one part of the survey of the Goldsboro Public Schools a comprehensive testing program was carried out in all of the elementary schools of the city in the Spring of 1955. In the Fall of the same year a reading test was administered to all children from grades 7 through 12 inclusive. The testing program had two purposes: First, an objectives appraisal of the capacities and achievements of the elementary school pupils and second, the establishment of an adequate guidance program at all grade levels. The testing program was carried out, as were other parts of the survey, as a cooperative project between the Goldsboro Public Schools and the School of Education of the University of North Carolina at Chapel Hill. The actual testing was adminis- tered by the classroom teachers in the Goldsboro schools and was supervised by Thelma Gwinn Thurstone, Professor of Education at the University of North Carolina. For some time the Goldsboro schools have administered achievement tests at various levels and at various intervals of time. A measure of a child’s accomplishment in reading or in arithmetic or any other school subject at some particular grade level is of interest to his teachers and to his parents and to the school. If a fifth grade child is reading at the fifth grade level, one might be tempted to conclude that he is measuring up to what may be expected of him. A psychologically more accurate con- clusion is that we cannot tell from this fact alone whether a child is doing satisfactory work. If he is a child of considerably better than average intelligence, he should be reading in advance of his grade placement. If he is a child with a slower than average learning rate, we should not expect him to be reading at the fifth grade level, but should compare his achievement on a standard- ized test of reading with an expectancy score which can be set up for him in terms of mental capacity. This is the idea underlying the testing program which was carried out in the Goldsboro schools. All children in the even-numbered grades 2, 4, 6, and 8 were given a comprehensive test of mental abilities. The tests used were the Chicago Test of Primary Mental Abilities! These tests cover a wide range of ability at each age level and afford the teacher and the school not only a general measure of the child’s mental level, but also a profile of his abilities in verbal comprehension, space thinking, numerical thinking, reasoning, word fluency, and perceptual speed. This report will not give in detail all of the results of the examination, but will be concerned only with the 118 THE GoLDsBorRO TOWNSHIP SCHOOLS total scores. After the original plan for the study was made, it was decided to include grades 5 and 7 of the William Street School in the psychological testing program. The Stanford Achievement Test? was administered at the appropriate grade level to all children in grades 2 through 8 in every elementary school in the city. These tests afford for each child scores in reading compre- hension, vocabulary, total reading, spelling, arithmetic computa- tion, arithmetic reasoning, and total arithmetic, and language. In addition there is an over all grade score which will be referred to in this report as the battery median. This is an average of all the scores made on the separate parts of the battery achievement tests. Complete test data for each child tested are on file in the school which he attended in May 1955. Tables of scores sum- marizing the data for both white and Negro schools are on file in the office of the Superintendent of Schools. The Psychological Testing Program The classroom teachers in the Goldsboro schools administered the psychological tests. In order to insure that the testing would be done in a way to make it valid and useful, several conferences were held in each school with all of the teachers in that school. The number of conferences varied from three to five, depending on the need of the teachers for further instructions. The instruc. tion in the administration and interpretation of the tests was given by the University test consultant. Numerous conferences were held with the principals of the elementary schools, who were made directly responsible for the supervision of the testing when it was carried out. The coordinator of this work feels that the administration of the tests was done very conscientiously and effectively. Although it was the first time many of the teachers had carried out this kind of program, their interest and desire to do a good job was evident all through the project. Detailed reports of the psychological tests in tabular form have been submitted to the superintendent. Summarized reports on the significant facts from these tests are given in Tables XVII and XVIII of this report and will be discussed along with the tables. Since the basic idea of the testing program was to evaluate each child’s school achievement in terms of his mental age grade expectancy, the grade expectancies for all pupils who took the psychological examinations were determined. Because the test- ing program was carried out in the seventh month of the school pS ae L. Thurstone and Thelma Gwinn Thurstone. Published by Science Research Associates, Chicago. 2 _By Thurman L. Kelley, Richard Madden, Eric F. Gardner, Lewis M. Terman and Giles M. Ruch. Published by the World Book Company, Yonkers-on-Hudson, REPORT OF A COOPERATIVE SURVEY 119 TABLE XVII SUMMARY OF TEST RESULTS (GRADE AVERAGES), White Schools Grade in School 3* 4 5 6 1 9-0 10-1 11-0 12-0 9-11 10-6 11-2 99 96 93 8 14-2 13-7 96 1 ae Chronological Age Mental Age I. Q. Achievement Tests Word Meaning _ Paragraph Meaning Average Reading Spelling 4 Arithmetic Computation Arithmetic Reasoning Average Arithmetic Language : Battery Median M.A. Grade Expectancy Deviation from M.A. Pe an 09 09 09 G9 69 C0 69 £9 CO OrPOwoOPpe AANAIAIIAA OPA Tre NPNYNwWHNN Sad HOW WNRHAND | pee eeoe een WORANDHOOUPAW taggagnagagaan NMI MAID M60 FARAARAARAAH WYK POUIRwWHP CbatnaRaDnaD “7 | ¢0.90.00.60 90 0 G0 60 60 60 ROMoenaNanwbtwe TABLE XVIII SUMMARY OF TEST RESULTS (GRADE AVERAGES), Negro Schools Grade in School , $* + 5* 6 dh - - -11 12-0 12-11 14-1 9-0 10-0 10-1 ? He 86 83 Chronological Age Mental Age I. Q. Achievement Tests Word Meaning | Paragraph Meaning Average Reading Spelling ' Arithmetic Computation Arithmetic Reasoning Average Arithmetic Language Battery Median M.A. Grade Expectancy Deviation from M.A Grade Expectancy +. ! wo lo} ko) 1 co Nw NNNWNWH O-i0N TI Wo Wem AISsSd WW oo co bo Ph OO WO ROM Wor RN $9 pe Pb co Co 1h Co OO OS ASORODOUNAIBDI VOR ROR HONDO D ROO} AAR AN AARP AT NH ODDMDOM DMD AARAAAIAAHD WHOMORAAD 2. LONoAaNgan Po ewrHwponaaMs + t o al grade expectancies would have been 2.7, 3.7, 4.7 deere n eee a grades. The mental age grade expect- ancies as shown in Tables XVII and XVIII are only slightly lower, the discrepancy being due to the fact that the scores on the psy- chological examinations run slightly, through not significantly, elow average. ; The ounn of the psychological tests indicate that the chil- dren in the Goldsboro schools represent a fairly normal group of children. The scores on the psychological tests are almost at the norms published with the test, only a small negative deviation being noted here. Goldsboro is a city with a wide range of ability, 1 i ts were not given in Grade 3. ie Paycholosical Fee were not given in Grades 3, 5 and 7. 120 THE GOLDSBORO TOWNSHIP SCHOOLS but it is not atypical in this respect. The standard deviation, which is a measure of varied ability a group, shows that the school groups are no more heterogeneous with respect to mental age than is usually found in other schools. The Achievement Testing Program The new Stanford Achievement tésts for the appropriate grade levels were administered to all children from grades 2 through 8 inclusive by the regular classroom teachers. The co- ordinator feels that a very commendable piece of work was done by the classroom teachers in the whole. testing program. The scores in the various parts of the achievement test have been filed with the superintendent of schools. Summaries of the battery medians for each test are reported in Tables XVII and XVIII in this report. It is obvious from the tables that the schools are doing a good job of bringing pupils up to their grade expectancy in sev- eral school subjects. There is no conspicuous area of negative deviations or of positive deviations, indicating a well balanced distribution of time spent on the various school subjects. In making the tabulations it was often noticed that the large negative deviations were found in the case of the more capable children. This is consistent with the results of other survey find- ings that it is the bright children in our schools who are not being challenged and who are not coming up to what should be expected of them. It is a justifiable conclusion from these data that the schools should put forth more effort to challenge these pupils and to provide an individualized program of instruction in the class- room which would meet their needs. Bi-Racial Aspect of the Test Results Both the psychological program and the achievement testing program are summarized in two tables: One for the white schools and one for the Negro schools. Caution is needed in mak- ing any comparisons between the work of the white schools and the Negro schools. They have been presented in separate tables because the grade levels of achievement are somewhat different. It should be noted, however, that the amount of deviation from expected achievement is not significantly different for the white schools and the Negro schools. This means that the school cur- riculum and the methods of instruction in the white and Negro schools are about equally effective in meeting the needs of the pupils. Reading Comprehension at Junior and Senior High School Levels In the Fall of 1955 a test of reading comprehension was administered to all pupils in grades 7 through 12 in both the white and Negro schools. This test bearing the title “Understanding REPoRT OF A COOPERATIVE SURVEY 121 Communication, - A test of Reading Comprehension,’* is a com- plex reading test which involves vocabulary, sentence compre- hension, and paragraph comprehension. It is very closely related to success in school work at the upper grade levels. The Golds- boro results show a definite gain in scores from 7th grade through 12th grade. Tables XIX and XX summarize the results. TABLE XIX SCORES IN READING COMPREHENSION TEST, White Schools Grade in School Scores 9 10 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 —" _ AOOuUntwhPNrH DS EPNNYNYNKRUOWUWUNOUUINUDOTANARIBHOINN A _ el a a I ool _ ww WOU TCO TOOT W PRE WOWATR OAD Ww _ OW DID OIE “101 al sent aaelLapell aed eet ad So) eal aati aed WHNADCOAUERWAN PNY N-AI10DN ON a no WN OUMT-A100 —s CORPNWHhUID-A100 1 Total Cases 270 257 246 189 158 157 Averages 19.3 22.2 24.3 26.8 26.6 30.3 3. By Thelma Gwinn Thurstone. Distributed by the Education-Industry Service, University of Chicago, Chicago; Illinois. THE GOLDSBORO TOWNSHIP SCHOOLS TABLE XX SCORES IN READING COMPREHENSION TEST, Negro Schools Grade in School Score 7 9 10 ig 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 rary WOT PW RNH Dee BE ~ _ WOON uwhp —" a PARWOCAISCHUPROHWPRWOUOR wr DWWW-1OHHM-I1h OR OHO —" —_ FN PWUOOANDORPANUWUOR PDH EE Here Don ye wagoSsassn | 3 J: 1 3 2 8 10 10 15 9 19 12 12 12 15 10 10 8 4 3 1 1 1 COrRNMWRhUMDIO0O Total Cases 205 171 191 141 142 97 Average 15.7 16.1 16.7 18.2 20.1 19.2 Results and Interpretation Perhaps the most interesting and significant observation to be made from the study of the testing data is that the children in the Goldsboro Schools represent a somewhat normal popula- tion. If anything, the children scored slightly lower on the psy- chological examinations than children in larger cities, but this is a frequent finding. The psychological test results support a belief that the children in the Goldsboro Public Schools may be expected to do normal work at each grade level, and the results REPORT OF A COOPERATIVE SURVEY 123 of the achievement testing program indicate that this is the case. The average deviations between mental age group expect- ancy and battery median score on the achievement tests are small. This finding supports the conclusion that the over-all work of the schools is adequate. However, examination of the distribution of discrepancies reveals a large number of children who are not achieving in school at a level which could be justifiably expected of them. Large deviations in achievement scores in the various sub- jects indicate a need for individualized program of instruction. One of the most striking facts in the detailed tables which have been filed with the superintendent of schools is the large scatter in every grade and amount of overlapping from grade to grade in all of the results. As an example of the wide overlapping, Tables XXI and XXII show the complete distributions in over-all achievement as measured by the median score in all parts of the Stanford Achievement Test. TABLE XXI DISTRIBUTION OF SCORES IN STANFORD ACHIEVEMENT TEST Battery Median, White Schools Grade in School Grade Scores z 3 4 5 6 5 32 4 1 99 38 9 47 15 70 53 36 42 58 30 10 54 38 3 30 39 1 38 36 14 13 5 2 1 bias 613 | I ! 1 OPROPOROROROPR OP OPLOP 1 oOrOhO, 1 oyucouvcvo oyognognomomeacouwo Eh thia | Gl rT TT] ads + ae ct is ee na a ee ie eee ee ii kc Bre a 274 243 7.63 8.46 Total Cases Average Standard Deviation 3 : ‘ § F 1.77 1.79 124 THE GOLDSBORO TOWNSHIP SCHOOLS TABLE XXII DISTRIBUTION OF SCORES IN STANFORD ACHIEVEMENT TEST Battery Median, Negro Schools Grade in School Grade Scores 2 3 4 5 6 7 8 1-0— 1-4 4 2 5 1-5— 1-9 31 6 v3 2-0— 2-4 46 29 14 8 2-5— 2-9 64 51 15 2 4 3-0— 3-4 93 36 24 34 & 1 6 3=Do- oro: 63 57 38 32 9 2 10 4-0— 4-4 8 41 36 41 20 4 15 4-5— 4-9 7 17 22 32 24 14 21 5-0— 5-4 2 8 23 21 22 19 22 5-5— 5-9 3 9 45 22 13 21 6-0— 6-4 iL 9 22 18 19 12 6-5— 6-9 2 15 31 13 21 7-0— 7-4 S 11 31 16 19 7-5— 7-9 5 19 38 13 8-0— 8-4 7 18 11 8-5— 8-9 5 11 ‘f 9-0— 9-4 6 6 9-5— 9-9 4 2 4 10-0— 10-4 2 1 10-5— 19-9 3 11-0— 11-4 4 3 11-5— 11-9 1 12-0— 12-4 12-5— 12-9 Total Cases 318 251 207 236 219 178 200 Average 2.95 3.42 3.98 5.08 6.10 6.92 6.24 Standard Deviation .74 .90 1.26 1.15 1.48 1.54 1.91 It should be pointed out that the results shown in these tables are similar to those found in other school surveys. They are due in large part to the promotion policy which is used in most schools. Another evidence of the wide disparity of ability within grades and of overlapping from grade to grade is found in the results of the reading comprehension test which was used in grades 7 through 12. Tables XIX and XX show the distribution of ability in comprehending prose paragraphs. The reading test indicates that it would be of value to the pupils and to the schools to include more instruction in reading at the upper grade levels. A plan for improvement of the reading program in the upper grade levels has been discussed with the superintendent of schools and with the principals of the William Street School and the Goldsboro High School, and plans have been made to carry out an extensive reading program in all of the 7th and 8th grades and with those high school students who could profit from such a program. The program is expected to be started in the fall of 1956. a REPORT OF A COOPERATIVE SURVEY 125 RECOMMENDATIONS i It is recommended that the guidance program based on test- ing which was carried out as part of the survey be made a regular part of the school program. The schools should give special consideration to the needs of the more gifted students. The plans which should be consid- ered are enrichment programs, individualized programs of instruction, and more frequent use of special promotions. The teaching of reading should be carried out more intensively in the upper grades and in the high school than has been the practice. Careful consideration should be given to the establishment of special help classes for those children who are in the lowest range of learning ability and are unable to keep up at all with the work of the regular classroom. The school could take advantage of the State program in special education for this purpose. The Schools should consider the advisability of slowing down the progress through the grades of very slow learners. The schools should consider the advisability of wider use of special promotion for gifted children whose physical and social development are adequate for it. Dat- Due 99499 JOYNER AOMORI 30372 0039 9751 4