USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1938 > Part 9
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(3) Good educational practice requires that a census be taken of all children of school age; that a cumulative file of the pupils and adequate records of attendance, ages by grades, per capita costs, and school enrollment and membership be kept; that frequent studies be made of school population and promo- tions ; and that supervisors of attendance be provided to inves- tigate truancies and habitual absenteeism. Examination of the practices in Somerville shows that all of these things are being done effectively. One measure of the effectiveness of a school system is the percentage of attendance. Somerville has always been quite fortunate in having had a very high percentage of attendance and a rather low percentage of truancy. There has been a range in the percentage of attendance over a good many years from 91.2% to 94.6%, the percentage last year being 93.6%, a very good attendance. There is, however, a much more revealing way of measuring the effectiveness of a school system than by the percentage of attendance, and that is by the per- centage of pupils who attended the majority of the days of the school year. The percentage of attendance makes no allowance for the fact that many pupils have perfect attendance and many others have very poor attendance. The picture of percentage may be materially affected by either of these groups. For the purpose of eliminating this error in interpretation, the follow- ing figures have been compiled.
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SCHOOL DEPARTMENT
ATTENDANCE OF PUPILS 1937-1938
Days present Grades
Less than 150
151-160
161-170
171 & over
Total
Perfect Attendance
B.
G.
12
10
53
52
58
111
157
205
G. 198
B. 378
G. 466
36
28
11
37
69
70
84
185
195
231
184
523
532
27
32
10
54
79
92
116
205
197
273
275
624
667
69
53
Totals Per cent
101
201
214
258
501
549
709
657 1525 1665
132
113
9%
15 %
33%
43%
8%
9
58
53
71
78
168
195
276
299
573
625
111
119
8
57
71
52
74
208
183
288
286
605
614
79
111
7
76
82
88
85
227
181
318
329
709
677
95
80
Totals Per cent
191
206
211
237
603
559
882
914 1887 1916
285
309
10%
12%
31%
47%
16%
6
65
91
61
62
194
196
295
239
615
588
48
40
5
86
116
49
76
198
205
271
283
604
680
36
37
4
105
130
83
91
246
209
253
205
687
635
35
17
3
137
137
89
90
230
223
274
219
730
669
33
25
2
133
127
119
108
246
241
214
223
712
699
26
30
1
230
217
165
164
257
202
127
110
779
693
13
8
Totals
756.
818
566
591 1371 1276 1434 1279
4127 3964
191
157
Per cent
19%
14%
33%
34%
4%
System
15%
14%
32%
39%
8%
B.
G.
ยท B.
Boys Girls
B.
G.
In the compilation of this table the only records that were used were those that could be authenticated for the entire school year. Many children who had transferred from other school systems or whose records were incomplete had to be discarded. In spite of this rather drastic treatment, however, an extremely large number of the total registration of pupils were included in the study.
Three items deserve mention: (1) that 85% of the total enrollment attended for 151 days and over, (2) that 39% attended 171 days and over, and (3) that 8%, 16%, and 4% of the pupils of the high, junior high, and elementary schools respectively had perfect attendance. Conversely it should be noted that the attendance problem, as such, is limited to 15% of the total enrollment. The general conclusion would be that the pupils are looking after their school careers cooperatively and that they are being subjected to an educational influence which is without interruption, and in consequence of this influ- ence character education and citizenship are furthered to the end that from this group of very reliable hard-working children most of the community leaders and best citizens come. Before leaving this topic of attendance, it should be pointed out that
152
ANNUAL REPORTS
the problem of habitual absenteeism is showing improvement from a comparison of the reports of 1927 and 1937. During this time there was an increase of pupils attending schools of 10%, but the number of truants dropped from 263 of 1.86% in 1927 to 154 or .98% in 1937, a decrease of .88%. Another socially significant fact is that the ratio of tardiness to the average attendance declined .01% during this ten-year period.
There are other means of obtaining statistical measurements of the condition of a school system. One of these is the com- parison of children over-age or under-age in the various grades. Modern educational practice feels that it is socially undesirable to permit an accumulation of over-age children. The numbers of such children in Somerville are rather large, due to the fact that many have a considerable language difficulty. Steps have been taken to overcome this where possible and there is now being studied a plan by which many more special, opportunity, and remedial reading classes may be formed to care for those children who find themselves overwhelmed by such difficulties.
Another measure of effectiveness which is frequently used is the comparison of percentages of children who receive promo- tion or who graduate. This was discussed in the report of last year under the heading "Retention of Pupils" and it was shown that there has been a very pleasing increase in the number of pupils who are attending the higher grades and also another sizable increase in the percentage of those who are graduating from the ninth and twelfth grades.
(4) For purposes of discussion this index will be divided into educational program, programs of studies, school units, courses of studies, and instruction materials. The educational program is one of its most important bases for rating a school system. This would include such items as the type of organ- ization, the flexibility and number of the different courses, the planning of the courses, and the effort made to assure that children do their work in fields of study which are suitable from the viewpoints of their interests and ability. This school system operates on a so-called 6-3-3 basis, which includes a junior high school which offers a very modern program of studies. The junior high has as one of its main objectives the provisions for the determination of a pupil's interest and ability. The program of studies contains ample provision for this by the inclusion of choices in languages, commercial sub- jects, and industrial arts. Modern practice demands that in- struction shall not be based entirely upon a textbook but shall
153
SCHOOL DEPARTMENT
be planned and governed by courses of study supplemented by textbooks and other devices. In conformance with this tenet all of the subjects in the junior high school program of studies have been carefully examined through committees of teachers, and these committees have composed courses of studies. Gym- nasiums have been added to two buildings (1931) and a more extensive physical education program offered. The strongest feature of the junior high school program is the effort made to reduce the formal recitation and to have in its stead a type of recitation which interests all the pupils and in which they participate and make good use of each other's ideas and the extraordinary materials of instruction. In each of these schools there is now a librarian with a fairly well equipped library from which the pupils may obtain information which they wish .. Certain of the classrooms have been equipped with devices for instruction in particular ways, and each school now has a very modern sound equipment for use in instruction. In only one school is the education of the children handicapped by lack of accommodations and lack of suitable areas for the conduct of certain activities.
The elementary school has also completely revised its educa- tional program by means of reorganization of courses of study, a careful scrutiny of all teaching methods and techniques, and a very complete and thorough study of the textbooks and lesson plans of all subjects. Many of the older buildings used for elementary purposes offer severe handicaps to a modern educa- tional program. Particularly is this true in regard to the physical education activities and facilities for visual education. Prior to investigation undertaken in 1928, little attempt was made to unify and coordinate instruction between grades and between units. The depression brought about frequent changes of pupil residence with a consequent interruption of school work. To improve this situation all courses were designed to permit a continuity of instruction, in many cases through twelve grades, and provisions were made also in the courses for pupils of differing abilities, both as to the speed of work and the height of achievement. For a great many years educa- tors have attempted to overcome the loss of pupils in the grades and to attract more pupils to the high school. This ten-year period has seen a tremendous growth in the numbers of pupils who are taking advantage of high school, instruction. Many of these pupils cause a different demand from that which was heretofore in evidence. The preparatory courses and com- mercial courses formerly dominated the high school, but grad- nally there appeared a large number of pupils who were not
154
ANNUAL REPORTS
fitted nor interested in courses of specific skills but desired a general, inclusive, cultural education. To fill this need the program of studies underwent a revision which increased its flexibility, particularly in the college and commercial courses, and the general course was divided into fields of study, allowing concentration to a greater degree.
It is pleasing to report also that there have been committees of teachers at work on the subject of instruction materials, that standard supply lists have been made, and that various inaterials have been scrutinized and discarded. The endeavor has been to equip teachers, pupils, and classrooms with the materials necessary for efficient performance of the work.
Textbook supply is another factor that should receive serious consideration. Prior to the time when courses of study and textbooks became matters of intense investigation in 1928, books in fundamental subjects were in use which were pub- lished prior to the start of the World War and many arith- metics, readers, and language books had been published in the period from 1895 to 1910. This was reported to the School Committee and permission was given by it to make an investi- gation and to report back the necessary changes. As a result of this report and a continuous endeavor on the part of the teachers, and willingness on the part of the School Committee to accept their recommendations, it is possible to report that every textbook now in use throughout the school system has passed very careful scrutiny as to its educational effectiveness and desirability, and that each teacher has had opportunity, if he so desired, to participate in the selection of texts designed for his work. Approximately 500 titles have been removed from the authorized list and approximately 1,000 new titles adopted. Financially as well as educationally there was an advantage in this step for savings were made by purchasing textbooks of a late copyright date rather than paying higher prices for books containing out-of-date material.
Among other important factors that should be considered in the educating of a child are those dealing with the talent and interests subjects. All of the accepted types of organ- izations or extra-curricular activities which have been found to be popular among students are offered, and are among the most effective for the formation of well integrated personalities. Pupils who engage in them are subject to the nicer kind of discipline and restraint which bring about and develop a co- operative spirit, which stands them in good stead in later life.
155
SCHOOL DEPARTMENT
As much as is being done, more should be, and it is entirely probable that the next generation will see these educational forces, now termed by many "extra-curricular activities," and by a few "frills," become of increased importance and receive a more dignified and more purposeful place in the school cur- riculum.
A matter closely related to instruction, which has been treated in other years, is the variety of services and activities which are carried on by the School Department. The health of the children is guarded by the plan of organization which includes all the necessary elements, such as the school doctor, school nurse, dental clinics, a course of study in health and physical education, and facilities, such as antitoxin clinics, for all of the modern medical practice. Every pupil who is unable to meet the rigorous routine of the school is surrounded by all of the care and advice that it is possible to provide.
In addition to these services, each child's sight and hearing are examined. Many who are hard of hearing are given lip reading instruction. At the present time 124 children are being instructed in this art. There are also two teachers who are employed to instruct pupils who are shut in, permanently or temporarily, the number of such children at the present time being 23.
Safety also receives attention. Through the cooperation of the Police Department, an officer has been assigned to talk to the school children and to investigate all matters governing their peregrination to and from school.
Another important activity which assumes astounding pro- portions is the number and variety of extra-curricular under- takings and the number of pupils engaged in them. These undertakings almost defy classification, but roughly they may include (1) the more strenuous pursuits demanding physical activity, such as the athletic teams, (2) the intramural after- noon physical instruction done under the direction of the Physical Education Department, (3) the group of activities having to do with training in various lines, such as dramatics and forensics, (4) the group of activities in which the talents receive development, such as the musical organizations and school papers, and (5) the clubs, such as the 4-H, aviation, science, and radio, some of which are closely connected with the school curriculum. The extent of these activities may be gathered from the fact that there are nearly 500 such groups
156
ANNUAL REPORTS
containing nearly 3,000 pupils, another tremendously powerful force in the development of good citizens.
It does not appear from a scrutiny of the educational program that many more offerings could be added with wisdom. The program appears to be sufficiently flexible, the teachers are well provided with materials, and while some of the school buildings are limited in their educational value, in only a few spots is the program actually inhibited. The one factor which is dealt with in other portions of this report, which would seem to be necessary to assure efficient achievement throughout the school career of any child, would be the fixing of the respon- sibility for his entrance into school and his progress in his courses thereafter, and a means of assuring that extra-curri- cular activities will be wisely chosen and made a direct contrib- utory part of the main program.
In the report for 1937, the following statement was made: "Since 1930, when the Superintendent made a very urgent plea for the development of a plan which would increase the effici- ency of our very meager organization for Research and Guid- ance, a slow and gradual process has brought about the develop- ment of a small part of the plan, but the progress has been so slow that in 1936 the Superintendent urged that acceleration be given to the movement. During 1937 the School Committee has given considerable time to the study of the problems in- volved and although no definite plan of procedure has been evolved and established, much in the nature of research has been accomplished by actions taken by the School Committee. It is hoped that the next year will bring into being an organ- ization which will immediately put into operation the plan outlined by the Superintendent in 1930 with its amendments made at various times since then."
Having in mind the preceding paragraph, and having given consideration to the previous recommendation of the Super- intendent, and as a result of the presentation of an order, the School Committee on December 16, 1937 authorized the Super- intendent to evaluate the extent of guidance needs in the high and junior high schools, and to obtain the voluntary services of any number of people necessary in order that a report be made the following June.
Carlisle once said that people need to know not only how fast they are going, but where. From the educator's point of view research is the best means of discovering whether the
157
SCHOOL DEPARTMENT
speed and destination of our effort is in the direction of effici- ency, economy, and better service. Guidance, as we use the term, means a better school service which seeks to supply the individual student with such information about his abilities, aptitudes and interests, and the educational facilities and the educational opportunities, as will assist him to choose the courses and careers which will enable him to contribute his best to, and receive the best from, society.
Research seeks, first, to measure the value of different school subjects and services, the effectiveness of different methods of teaching, the accuracy of instruments used for classifying pupils, and the extent of comparative costs and savings ; second, to obtain significant information about pupils' characteristics and needs, social changes and vocational requirements ; and, third, to study causes of failure and methods of making the school an increasingly beneficial experience for children.
The results of research are the most reliable and valid facts which it is humanly possible to obtain. These facts are indis- pensable for two types of guidance,-first, the guidance of school legislators and executives in readjusting the organiza- tion of the school to a changing society's needs, and, second, the guidance of pupils in choosing that career and those courses which will be most happily suited to their abilities and inter- ests. In order to make a study of what special features should be made the objects of research, of how to proceed in the re- search, and of what action should be taken with relation to guidance based on the research, the Superintendent secured the cooperation of the Harvard Graduate School of Education, using a central committee of masters of high and junior high schools with two teachers of the high school as an advisory committee, and a qualified, experienced man from Harvard as a technical adviser. The Superintendent issued a letter to all of the teachers of the secondary schools, describing the project at hand in detail, and requesting volunteers for research in connection with any item which might interest them. Approx- imately one hundred and fifty teachers volunteered for service, which of course would be outside of their ordinary working hours. These teachers were divided into twenty-five working committees, and each member of a committee was assigned a problem in research, instructed in procedures, and guided in the construction of his report. On the average each teacher spent four hours in committee meetings, ten hours reading re- lated literature, three hours contacting other schools and agencies, and two hours writing his report.
158
ANNUAL REPORTS
Every member of every committee worked diligently in an attempt to make available information from which recommen- dations could be made. Thirty-three major recommendations were made and these recommendations are now being used by a small committee of four to formulate a suggested plan and an organization for a Division of Research and Guidance. In general, such a Division will be administered by the Superin- tendent of Schools acting in conjunction with an advisory committee consisting of representatives of the schools and lay persons representing the municipal offices, parents, employers, employees, clergymen, and pupils. The Division will be organ- ized to participate in curriculum revision and supervision of guidance subjects ; to conduct teacher training courses in guid- ance ; to install, develop, and maintain a system of guidance tests and records, a counseling service, and an employment of- fice ; to investigate pupils' guidance needs, facilities for guid- ance, educational and occupational information, and causes of pupil failure ; to direct the publication of guide books and other literature; to cooperate in the development of a library of educational and occupational information ; to define the duties of and supervise the personnel of the guidance department; and to procure and supervise facilities and equipment for guidance activities.
Counseling will be done by persons who are qualified by training in psychology and measurements, training in occupa- tional information or wide experience in occupational life, and who have tact, personality, and interest in people.
The final recommendations for such a Division will not only allow the School Committee to make fuller use of the training of the instructional force, but will enable it to put to use the available information and experience in which in- vestment has been made through the professional improvement plan. It is expected that provision for a beginning of this plan may be made in the budget for 1939. The financial require- ment will be very small in comparison with the value of the results, inasmuch as it is the intent, at the beginning at least, to use only persons for this work who are now a part of the instructional force of the school system. It is further intended that the plan of organization will be in such form that the development will be gradual, in order that no succeeding step beyond the first will be made until the success of the preceding step is evaluated and there is assurance that the next step is advisable and justified.
159
SCHOOL DEPARTMENT
MEMBERSHIP
The public school membership at the present time is 16,758. A comparison of the size and change in membership over a period of years is indicated in the following table :
December
Membership
Change
1938
16,758
-170
1937
16,928
-22
1936
16,950
+2
1935
16,948
+63
1934
16,885
-30
1933
16,915
+344
1932
16,571
+400
1931
16,171
+149
1930
16,022
+4310
1912
11,712
This table shows a decrease in membership of 170 for the entire system during the year 1938. Decreases in junior high schools total 84 while the elementary schools as a whole show losses of 199. It has previously been called to the attention of the public through these reports that the membership of the elementary schools has been gradually but consistently de- creasing due to the decreasing population of the city and also to the diminishing birth rate. Perhaps the value of this state- ment may best be seen by a perusal of the tables which follow.
The membership of the elementary schools over a period of years is as follows :
December
Membership
Change
1938
9,041
-199
1937
9,240
-54
1936
9,294
-16
1935
9,310
-12
1934
9,322
-34
1933
9,356
A comparison of the same facts concerning the junior high schools is as follows :
December
Membership
Change
1938
3,851
-84
1937
3,935
-92
1936
4,027
-6
1935
4,033
-36
1934
4,069
These decreases in the junior high schools and the elemen- tary schools, amounting to 283, are partially offset by the re-
160
ANNUAL REPORTS
tentive power of the high school and the popularity of the increased advantages offered for vocational education.
Facts concerning membership in the high school show that the numbers are still increasing although at not such a degree of acceleration as in previous years. This year's figure, 3519, is 72 larger than that for 1937 which was 65 in excess of the figure for 1936. These advances followed increases of 237, 160, 281, and 272 in preceding years, only one year, 1935, showing a decrease of 40. It should be noted here that the high school is now accommodating twenty-one per cent of the school pop- ulation while in 1918 only twelve per cent was in high school. This continuous rapid growth in the number of students tak- ing advantage of a high school education is a major factor in the increased cost of education since, of course, the high school costs are greater than the cost of any other unit of the conventional school system. It is therefore an achievement worthy of commendation to show a decrease in per capita cost (as is shown elsewhere in this report) in spite of the increase in numbers involved in the most costly unit of instruction.
It should be called to the attention of the public that while decreases in total membership are apparently an eventuality it will be considerable time before actual decreases will be effective in the total cost for schools, because the decreases are so small in comparison with the total membership that only after a material decrease has accumulated can the instruction- al force be reduced. Only through a reduction in instructional force can a substantial reduction in cost be made, since in- struction and supervision use 83% of the total cost of educa- tion.
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