The chief purpose of this study has been to determine what existing forms of American secondary-school organization are of greatest promise. The study has sought, in particular, to discover the effects of the junior high school movement upon practice in school organization, to secure objective evidence as to the comparative merits of reorganized and conventionally organized secondary schools, and to provide a basis for estimating the relative promise of various types of junior and senior high schools. No generally accepted standards have thus far been formulated by which the worth of various types of school organization may be measured. The most commonly recognized standards are those of the North Central Association of Colleges and Secondary Schools. The regulations of this association embody criteria on the basis of which member schools are accredited. The criteria deal, however, only with minimum essentials of organization. Like the standards proposed by other accrediting agencies and by individual specialists in secondary education, they afford small basis for distinguishing among schools which are well above a merely minimum level. This bulletin contains the following parts: (1) The Reorganized Secondary School; (2) Recent Growth and Present Status of the Public Junior College; and (3) Special Reorganizations of School Systems. Appended are: (1) A list of secondary schools (supplying detailed information for use in connection with Part I), which report exceptionally comprehensive organizations; and (2) A list of needed investigations of school organization revealed in Part I. Individual sections contain footnotes. (Contains 46 tables and 16 figures.) [Best copy available has been provided.].

This manuscript, prepared by Doctor Koos and the staff, is a summary of the entire survey as published in 27 other monographs. It epitomizes the organization of secondary education, giving due stress to full-time and part-time schools; to the nature of the secondary-school population, showing that it has increased very greatly and, therefore, it has more variety than formerly; to the resulting reorganized forms of secondary education, particularly the junior high school, the 6-year school, and the junior college. This monograph contains the following chapters: (1) Some highlights in the findings of the survey; (2) Using the reports and findings of the survey; (3) Making the survey; (4) The Horizontal organization of secondary education; (5) The Secondary-school population; (6) The Vertical reorganization of secondary education; (7) The smaller secondary schools; (8) Secondary education for Negroes; (9) District organization and secondary education; (10) Legal and regulatory control of secondary education; (11) Trends in the articulation of high school and college; (12) Administrative and supervisory staffs and programs of supervision; (13) Selection and appointment of teachers; (14) Provisions for individual differences; (15) Programs of guidance; (16) Research within schools and systems; (17) Interpreting the secondary school to the public; (18) The secondary school library; (19) Procedures in curriculum making; (20) Trends in programs of studies; (21) Instruction in certain subject groups; (22) Nonathletic extracurriculum activities; (23) Intramural and interscholastic athletics; and (24) Health work and physical education. Individual chapters contain footnotes. (Contains 7 figures and 2 tables.) [Best copy available has been provided.].

The purpose of this report on research in secondary education is to study: (1) the personnel of educational research bureaus; (2) the undertakings of research departments in city school systems and in individual secondary schools; (3) the research undertakings carried on by individual secondary-school staff members not officially connected with research bureaus or departments; and (4) the nature of the research conducted in secondary education within schools and school systems. Inquiry revealed that few bureaus of research have been organized in secondary schools and that nearly all research in secondary education carried on in school systems is conducted by the bureaus of research of city school systems. This necessitated the study of these bureaus, especially with respect to their activities at the secondary-school level. This bulletin is divided into six chapters, as follows: (1) The Problem and Methods of Investigation; (2) Bureaus of Educational Research and Secondary Education; (3) Functions of Bureaus of Research; (4) Research outside the Bureaus; (5) Classification and Analysis of Researches Made; and (6) Summary and Conclusions. (Contains 25 tables, 6 figures, and 38 footnotes.) [Best copy available has been provided.].

The interest of the American people in education, the extent and rapid growth of education as public enterprise, and the popularization of secondary schools in recent years are well known and are subjects of frequent comment. Less well known, however, are the interest and activity of the Negro, one of the constituent elements in American life, in education. This is particularly true with reference to education at the secondary level. It is the purpose of this report, therefore, to furnish information concerning the availability and present status of secondary education for the colored race in the Southern States. Following a Letter of Transmittal, this monograph contains the following chapters: (1) Purpose, scope, and procedure; (2) Availability of secondary education--The general situation; (3) Availability of secondary education--The distribution of high schools; (4) The organization of schools; (5) The high school offering; (6) The pupils; (7) Teachers and principals; (8) Certain practices in administration and supervision; (9) Housing and equipment; and (10) Summary, conclusions, and recommendations. (Contains 51 tables, 15 figures, and 27 footnotes.) [Best copy available has been provided.].

This manuscript on mathematics was prepared by Dr. Edwin S. Lide, one of the full-time workers on the Survey. It gives attention to courses of study mostly in mimeographed form which he succeeded in obtaining and to personal visitations which he made to the various schools. It covers the work in the junior high school and in the senior high school. The wide effect of the National Committee on Mathematics on the courses of study and on practice are here recorded. This monograph contains the following chapters: (1) General characteristics of outlines of courses; (2) Mathematics in junior high school grades; (3) Mathematics in senior high school grades; (4) Influences on the production and use of courses of study; and (5) Summary and conclusion. Individual chapters contain footnotes. (Contains 1 figure and 13 tables.) [Best copy available has been provided.].

Ten places are picked out for description in this monograph, including some 4 township high schools in the State of Illinois. In addition to these there will be found a description of the guidance work in the five cities of Boston, Chicago, Providence, Cincinnati, Milwaukee, and in the independent Milwaukee Vocational School. The educational and vocational guidance given in individual high schools in each of these cities is described fully. In some places the service has been attached to the city government. In other places it was from the beginning more closely connected to the school system. There is generally a marked tendency for it to be found in the schools. In some of these schools there seems to be no distinction made between the work in administration and the functions in guidance. For instance, they are closely connected in the New Trier Township High School. In the Joliet Township High School, on the other hand, they are clearly differentiated: The last chapter summarizes four main types of guidance activities and describes guidance in a small rural school in California. The conclusion is that guidance may exist in schools of any size if its necessity is fully understood by the principal and faculty of the school. (Individual chapters contain footnotes. Contains 20 figures and 1 table.) [Best copy available has been provided.].

Because of the extensive and sometimes costly expansions in the educational offering of the rapidly growing secondary schools, the present need for interpretation is probably more insistent at this level of the educational ladder than at any other. It will be helpful to those in charge of secondary education to know what high schools are doing to interpret their work to the public, and how they are doing it. This investigation of programs of interpretation was made to: (1) describe the policies and practices of publicity in a few selected secondary schools; (2) to secure information on the frequency with which these policies and practices are followed in a larger number of secondary schools in which educational interpretation is emphasized; and (3) to estimate the effectiveness of certain programs and mediums of interpretation in use. To describe the policies and practices of publicity in a few selected secondary schools, an investigation was made of the complete interpretation programs of six junior and senior high schools in Denver, Colorado; Cleveland, Ohio; Philadelphia, Pennsylvania; and Kansas City, Missouri. To learn how generally the practices of publicity followed by the six schools studied in detail are employed by schools active in educational interpretation, responses to an inquiry form of approximately 250 items were secured from 160 public junior and senior high schools selected with the assistance of State and city school officials. A rather unusual part of the investigation was concerned with a questionnaire sent to parents in the schools of the four cities. The replies indicated that there was practically no difference between fathers and mothers in their knowledge of what went on in school. This is a surprise to many people who assume that since the mothers attend the parent-teacher meetings much more frequently than the fathers do they are far better informed on the schools their children attend. It was found that the amount of knowledge a parent has of the school seems to be directly proportional to the length of time the child has been in school. This bulletin is divided into five chapters, as follows: (1) The Background and Method of Inquiry; (2) Policies and Practices in Selected Schools of Four Cities; (3) Policies and Practices in 160 Selected Secondary Schools; (4) The Effectiveness of Programs of Interpretation; and (5) Summary and Conclusion. (Contains 5 tables, 28 figures, and 46 footnotes.) [Best copy available has been provided.].