How Adequate Are Today's Secondary Schools?
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Auteurs : Matthew P. GaffneySource :
- NASSP Bulletin [ 0192-6365 ] ; 1950-04.
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DOI: 10.1177/019263655003417028
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pub-type="ppub"><month>04</month><year>1950</year></pub-date><volume>34</volume><issue>170</issue><fpage>160</fpage><lpage>164</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>160 Second General SessionHow Adequate Are Today's Secondary Schools? SAGE Publications, Inc.1950DOI: 10.1177/019263655003417028 Matthew P.Gaffney New Trier Township High School, Winnetka, Illinois TH'E Illinois Secondary-School Principals' Association has been engaged i in a curriculum project for a number of years and for the last three it has had financial help from the State Department of Education and has had co-operation from all the teacher-training institutions in the state. Four studies have been carried on in one hundred and thirty-five Illinois high schools to get the facts about themselves which are basic to curriculum revision. The Holding Power Study has been carried out in seventy-six representative schools, the Hidden Tuition Cost Study in seventy-nine, the Extent and Character of Pupil Participation in Extra-class Activities in thirteen, Adejuacy of Available Guidance Services in ninety-six, and the Follow-up Study in ninety-seven. In addition to this, developmental projects have been carried on under the guidance of the project in forty-two schools. They have included improvement in existing subject-matter areas, enrichment in broad fields, development of common learning, and projects that cut across subject-matter lines. Also, eight school systems are carrying on "Across the Board Studies." These include improvement in the total school program, including community influences, interests, and organizations. THE BLOOMINGTON STUDY An example of one of these schools and what it is doing is Bloomington, Illinois. They gave the Holding Power Study and discovered that in 1943 163161 their holding power was only fifty per cent. Students who dropped out tendcd to fit into the following categories: low I.Q., low adjustment level, poor attendance, more or less complex personal problems, and families on a low economic level. Having brought these facts to light, they went to work. Adjusted. courses are being developed in fields of English, mathematics, science, social science, commerce, and vocational education. Efforts are being made to provide for individual differences and needs in the classroom. They carried out the Hidden Tuition Cost Study. As a result of the facts that came to light, with the beginning of the school year 1948-49, the Board of Education has underwritten student activities. A ticket is given to each student. All activities are free, all home athletic contests are free, all school parties are free, all school plays are free, and each student gets a copy of the school paper and the year book. Guidance is being developed through their home-room plan with a full-time guidance director. In their follow-up study, "What Do You Think?" they found requests for courses in family living, sex and marriage, so such a course was instituted in 1949-50. Now they are carrying on an Across the Board Study with the University of Illinois as consultant. They have found out that with their free-activities ticket, fifteen per cent more students participate in their activities, and their holding power in five years has increased from fifty per cent to seventy-two per cent. THE ROCKFORD STUDY Another illustration is that of East High School, Rockford, Illinois. This might be called a school in the process. Objectives of their over-all program have been general education, integration, and guidance. Members of their staff have attended the isscp workshop, given the Basic Study, the Follow-up Study, and have a University of Illinois extension class for their faculty. They have sent out questionnaires to employers, teachers, pupils, and lay persons. As a result, (1) they have revised their modern problems; (2) introduced a sophomore unit on vocational planning, using functional English techniques; (3) developed the use of audio-visual aids in social studies rooms with particular emphasis on the use of the wire recorder; (4) introduced new techniques in Spanish with the use of records; (5) reorganized their work in "repeater classes" in English; (6) introduced an experimental approach to American history by first examining problems raised by the class, and building the course around the study of these problems; (7) introduced an experimental approach in biology with problems based on questionnaires to parents and discussions with pupils, which has brought in a unit on family living, sex and marriage; (8) introduced a functional writing course in English, which led into letter-writing to leaders in work with minority groups and thus into an understanding of race prejudice. They are studying how to improve their holding power and are attacking their guidance work by co-ordinating all those who deal with the child- 164162 the classroom teacher, the home-room teacher, the counselor, the deans, the employment counselors, the nurse, the parents, and the visiting teacher. This team approach has led to (1) adjusting individual programs, (2) finding part-time jobs, (3)home visitation, and (4) arranging social contacts for students who seem to be lacking in such.. This attack on the problem by team has reduced their drop-outs from a high of fourteen per cent to eight and nine-tenths per cent in 1948-49. They have also given the Hidden Tuition Cost Study and the faculty has made recommendations to their Board of Education for the elimination of all fees; for the reduction of the cost of all parties, clubs, and tickets; and the furnishing of free towels for physical education. A study of their evaluation services has been carried out through questionnaires to family members, graduates, lay men, and students. Each school has to tackle its problems according to its own local and peculiar needs. THE NEW TRIER TOWNSHIP STUDY New Trier Township High School, Winnetka, Illinois, has not had a holding power problem. It is a residential community and last year eighty- seven and a half per cent of its graduates went on to college. Its problems have been somewhat different from those previously mentioned. In the last few years much of our time and thought has been directed to ( 1 ) the development of a functioning Parents Association; (2) continued development of a guidance system; (3) continued development of student participation in planning, organization, and execution of school policies and activities; (4) development of a faculty council; and (5) continued emphasis on the integration of subjects in the curriculum through many means. The Parents Association Our Parents Association is built up by parent representation from each of the eighty adviser rooms. One of our preliminary principles was to get all parents interested and involved in the life of the school, so basic to this pian is a series of adviser room meetings where every adviser in the school gets the parents to come together for both social and educational purposes. Eventually from each class comes a class executive committee with a representative from every adviser room. From this class executive committee comes four pairs of parents to a central council. In addition to this organization, there have been set up standing committees consisting of student affairs committee, program committee, publicity committee, curriculum~ committee, administrative committee, and special services committee. Although this parents' organization has been in operation just three years, some outstanding accomplishments have resulted and a few knotty problems that have existed for twenty years have been solved with the aid of the parents. The Guidance System Our guidance operates through eighty advisers, eight class chairmen, and two deans, with the co-operation of a testing bureau with a full-time 165163 head and one secretary. Our advisers call on every home and remain with a student for four years. They are the center through which everything in regard to the student's life clears while he is in high school. Because of the large percentage of our students that go to college, college guidance becomes one of our heavy responsibilities with personal and social guidance. Student Participation Our student participation is brought about by the general philosophy of the school which operates through adviser rooms and classrooms, but in the administration through student council, New Trier Girls' Club, New Trier Tri-ship Boys' Club, and the Girls' Athletic Association. In recent- years the council has successfully carried on student-governed study halls, has introduced an honor system which seventy per cent of the class has accepted, has charge of the cafeteria, has organized and administered big Halloween parties, college-day programs, gotten the board to open the educationai facilities and furnish directors for Saturday afternoon recreational programs, has developed and kept alive a New Trier Code of Ethics, formed an interschool council with our nearest neighbor and rival, Evanston, and has in general contributed to the life and activities of the school whenever they felt the need. Two subjects in the curriculum are there at present as a result of petition, from the student council-( 1 ) a course in student driving, (2) a course in personal, social, and family relations, including sex education. Our New Trier Tri-ship Boys' Club is responsible for the social life of the boys at school, feels a responsibility for the morale of the boys, organizes service clubs such as trafhc squad, which controls the difficult problem of automobile traffic around this area, information desk boys, usher corps, door squad, audio-visual aid corps, and so forth. They raise money every year through a between-semester vaudeville, which is used to help boys who otherwise would be unable to go to college. They annually contribute over two thousand dollars in scholarships. New Trier Girls' Club performs the same services for the girls in the school. The Girls' Athletic Association organizes and has heads for all afternoon sports. The Faculty Council ' A faculty council considers those activities in the school which are of immediate concern to teachers and which affect the general welfare of the institution. At the present moment our faculty council has sub-committees on the curriculum, on the study of the twelve-month plan, on the study of sabbatical leaves, on the reorganization of our forms and records, has at various times had active salary committees, and is a very vital part of the administrative and professional life of the school. Integration of Subjects To mention just one feature of our educational program, much attention is given to the interrelation of the subject-matter field. An example of the way in which that is brought about, (1) a ninth-grade course for superior 166164 students in which English, history, and science are taught in a core, the teachers from those three departments co-operating; (2) a course in the sophomore year taught by one teacher in which world history and world literature are taught together; (3) a course in Latin-American history taught in Spanish with a Spanish textbook for third-year Spanish students (4) a full-time woman in musicology and music integration who is not a member of the music department, but works with language classes, history classes, and English classes on the music of the period or subject being studied; and (5) a man in art who has about half of his time free for such contributions. How New Trier Attempts to Meet the Needs of Boys and Girls It is critically important that our students understand as much as possible about crucial world problems which are being faced by our government. Like all schools, we bring the best speakers we can get; for example, Ciifton Utley, to talk to our students on world affairs. In recent years we have developed an interesting technique through our social-studies classes which we call the Simpson Discussion Groups, named after one of our parents who has contributed money to help many carry out the project. Once a month a vital problem is discussed in everv class. For example, it might be the advisability of participation of the United States in world government. Five steps are then worked out which represent a complete range from one extreme position, such as absolute isolation, to the other extreme that we should sive up our sovereignty and join a world group and intermediate steps. Then the class discusses the pros and cons of each position. This avoids the futile debate of "I'm right" and "You're wrong." After each position has been thoroughly discussed,, each member casts a ballot for the place in the scale he favors, then a median for the class is worked out. Then combining the results of all the classes, a median for the school is worked out. The bookkeeping and setting up of procedures are done by students who receive one hundred dollars a year. When they go to college, they are also paid the same amount if they can get such discussion going in college. Because such a large proportion of our students go to college, there has to be stress on academic preparation. It is extremely important in a school like ours that many other opportunities be offered in order that students may be Mell rounded. This comes about through wide offerings in music, speech, drama, intramural activities; through the development of special interest in shops, in clubs, and courses in radio construction, photography, arts and crafts; and the usual home economics, fine arts, and industrial arts program. Interrogators Everett B. Chaflee, Principal, Huntington Park High School, and Huntington Park, California Consultants: J. Dan Hull, Assistant Director, Division of Elementary and Secondary Schools, U. S. Ofhce of Education, and Secretary, Commission on Life Adjustment Education for Youth, Washington, D. 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