REPORT OF THE ADVISORY COMMITTEE TO THE BOARD OF EDUCATION OF THE CITY OF Los ANGELEs ON CERTAIN Aspects OF THE ORGANIZATION AND ADMINISTRATION OF THE PUBLIC SCHOOL SYSTEM - (BEGUN APRIL 17 AND CONCLUDED MAY 22, 1916) /34 1, 33 A 4 gº | | | 6, • ,} ſ’ REPORT t º º,g, * OF THE ADVISORY COMMITTEE — . . TO THE BOARD OF EDUCATION. OF THE CITY OF LOS ANGELES ON CERTAINASPECTS OF THE ORGANIZATION AND ADMINISTRATION OF THE PUBLIC SCHOOL SYSTEM (BEGUN APRIL 17 AND CONCLUDED MAY 22, 1916) ~ sºNS TABLE OF CONTENTS I. INTRODUCTION. . . . . . . . . . . . . . . . . s e s e e s a e e s a • * * * * * * * * * * * * * * * 11 1. Resolution of Board. . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . ... • * * * * * * * 11 2. Letter of Transmittal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 II. ADMINISTRATIVE PROBLEMS. . . . . . . . . . . . ". . . . . . . . . * * * * * * * 13 1. Enrollment and Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2. Increase in Size and Population. . . . . . . . . . Q. . . . . . . . . . . . . . . . . . 13 3. School Buildings Erected or Annexed. . . . . . . . . . . . . . . . . . . . . . . . 14 4. Character of Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 5. Extension of Existing Activities and Introduction of New Activities. . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 19 6. Cost of Such Extension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 (a) Cost of instruction and maintenance. . . . . . . . . . . . . . . . . . . . 23 (b) Salaries of teaching force. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 * (c) No hasty inferences to be made. . . . . . . . . . . . . . . . . . . . . . . . . 27 S-s (d) Need of more precise methods of evaluation. . . . . . . . . • * * * * 27 Sº III. CoMPULSORY EDUCATION............................... 29 \ 1. Need of a School Census. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 *Q 2. Need of a Method of Following up Discharges. . . . . . . . . . . . . . . . 29 - Sö - (a) Discharges on transfers should be authorized by a central - . office. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 l' ' (b) Suggested methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 - rº) 3. Disposition of Truants and Delinquent Pupils. . . . . . . . . . . . . . . . . 31 (a) Segregation of truants and delinquents. . . . . . . . . . . . . . . . . . 31 - * . (b) Two methods of segregation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 N (c) Attendance at the special schools. . . . . . . . . . . . . . . . . . . . . . . 32 R (d) Suggested improvements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 - 4. Work Permits for Pupils Under 16 years of Age. . . . . . . . . . . . . . . . 34 s (a) Kinds of permits and provisions. . . . . . . . . . . . . . . . . . . . . . . . 34 & 5. Ages and Grades of Pupils. . . . .... • * * * * * * * * * * * * * * * * * * * * * * * * * * * * 37 6. Department of Compulsory Education. . . . . . . . . . . . . . . . . . . . . . . 40 - (a) Personnel and duties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 - (b) Suggested improvements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 7. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 wº- IV. THE ELEMENTARY SCHOOLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 1. The Organization of Classes and Employment of Teachers in - - the Elementary Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 *J (a) Various types of grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 (b) . Distribution of pupils in the regular grades. . . . . . . . . . . . . . 43 (c) Size of classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 > (d). Duplication of service in grades 7 and 8. . . . . . . . . . . . . . . . . . 50 =y , (e) General conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 * (f) Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 2. Special Types of Organization in Regular Elementary Schools. . . 53 Ns (a) Ungraded classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Q. I. Number and enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 S. T II. The average pupil. . . . . . . . . . . . . . . . . . . . . . • - - - - - - - - - 55 * III. Non-promotion, number and percentage. . . . . . . . . . . . 57 sº o IV. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 SJ on (b) Classes for defectives or feeble-minded children. . . . . . . . . . . 60 -$. * -- I. Present provisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 ^ III * , \ z ºr 3 s a § lo . . . . . ; * } .#. teachers be employed? . . . . . . . . . . . . . . . . . . . . . . . . . . 66 III. Special instruction for individual pupils. . . . . . . . . . . . . 69 IV. What should be the principle regulating the assign- ment of special teachers as to grade and number? . . . . 70 W. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3. The Elementary Course of Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 (a) Underlying principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 (b) Arithmetic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 (c) Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 (d) History. . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 77 (e) Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 (f) Penmanship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 (g) Foreign Language. . . . . . . . . . . . . . . . . . . . . . . ... e. e. e. e. e. e s º e º 'º e ºs 79 (h) Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 (i) Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 (j) Manual Arts and Manual Work. . . . . . . . . . . . . . . . . . . . . . . . 80 (k) Home Economics Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1 (l) Nature Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 (m) Agriculture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 (n) Ethics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 (o) Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 4. Extra Subjects and Activities Not Included In the Above. . . . . . 83 (a) Department of Physical Education. . . . . . . . . . . . . . . . . . . . . . 83 (b) Afternoon Playgrounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 (c) Health and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 (d) Library department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 (e) Orchestra department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 (f) Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 5. The Proficiency of Pupils in the Los Angeles Schools. . . . . . . . . . . . 86 V. THE INTERMEDIATE SCHOOLS. . . . . . . . . . . . . . . . . . . . . . . . . . . 88 1. Inclusiveness of the Term as Used in Los Angeles. . . . . . . . . . . . . . . 88 2. Growth in Intermediate Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 3. Holding Power of the Intermediate Schools. . . . . . . . . . . . . . . . . . . 92 4. Electives in the Intermediate Schools. . . . . . . . . . . . . . . . . . . . . . . . 92 5. How Students Elect Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 6. The Present Arrangement of Courses Subject to Change. . . . . . . . 95 7. Comparative Records in High School of Elementary Graduates who had Attended Intermediate Schools and of those who had Not Attended such Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 8. Distribution of 7th and 8th Grade Pupils in Elementary and Intermediate Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e s a e e s 98 9. Overage Pupils in the Intermediate Schools. . . . . . . . . . . . . . . . . . . 98 10. II. The psychological laboratory. . . . . . . . . . . . . . . . . . . . . . . 62 .* III. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 (c) Classes for the deaf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 (d) Schools for crippled, blind, epileptic and other defectives. . 63 - I. Present provisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 II. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 (e) The employment of extra teachers to teach special subjects. 64 I. Are specially equipped teachers necessary for such instruction? If so, does the necessity apply to all special subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 II. Should grade teachers be assigned on a full depart- t mental or part departmental system or should special Variation in Ratio of Teachers to Pupils. . . . . . . . . . . . . . . . . . . . . . 99 & g IV 11. Need of Some Standard for Assigning Teachers. . . . . . . . . . . . . . . 99 12. Opposition to the Intermediate Schools. . . . . . . . . . . . . . . . . . . . . . . 100 13. A Policy should be Established and Observed. . . . . . . . . . . . . . . . . 101 14. Estimating the Cost of Intermediate Schools. . . . . . . . . . . . . . . . . . 102 15. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 VI. HIGH SCHOOLS. . . . . . . . . . . . . . .… 104 1. Distinctive Features of the High Schools. . . . . . . . . . . . . . . . . . . . . 104 2. The Special Versus the Cosmopolitan High School. . . . . . . . . . . . . 104 3. Electives in High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 4. Growth in the High School Enrollment. . . . . . . . . . . . . . . . . . . . . . . 106 5. Percent. of High School Students in Senior Classes. . . . . . . . . . . . . 107 6. Elimination of Pupils. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 7. Size of Classes in Intermediate and High Schools. . . . . . . . . . . . . . 109. 8. Attendance by Schools and Subjects in Intermediate and High - Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 VII. JUNIOR COLLEGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 1. Distribution in Los Angeles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 2. Growth in Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 3. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 VIII. EVENING ELEMENTARY SCHOOLS. . . . . . . . . . . . . . . . . . . . . 128 1. Scope of Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 2. The Problem of Cost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 3. Elementary Instruction for English Speaking Pupils. . . . . . . . . . . . 130 4. The Instruction of Foreigners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 . (a) Those learning English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 (b) Those in citizenship classes. . . . . . . . . . . . . . ... • * * * * * * * * * * * * * 132 5. Classes in Commercial Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 6. Classes in the Manual and Domestic Arts, Shop-training, Sewing, * Dressmaking and Cooking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. Classes for Physical Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 8. Classes for Social Recreation, Games and Dancing. . . . . . . . . . . . . 135 9. Miscellaneous Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 IX. THE EVENING HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 1. Subjects Taught and Students Enrolled. . . . . . . . . . . . . . . . . . . . . . 138 X. ADDITIONAL PROBLEMS AND COMMENT ON EVENING SCHOOLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 1. Attendance in Evening Elementary Schools. . . . . . . . . . . . . . . . . . . 140 2. Divisions and Semesters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 3. Attendance in Evening High Schools. . . . . . . . . . . . . . . . . . . . . . . . . 141 4. Clerical Help Needed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 5. Attendance in all Types of Evening Schools. . . . . . . . . . . . . . . . . . . 141 6. Employment of Day School Teachers. . . . . . . . . . . . . . . . . . . . . . . . 142 7. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 XI. THE EXPERIENCE, TRAINING AND GERTIFICATION OF PRINCIPALS, TEACHERS AND SUPERVISORS.. . . . . . . . . 144 1. In Elementary Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 2. In Intermediate Schools. . . . . . * * * * * * * * * * * * * * * * * . . . . . . . . . . . . . . 153 - V PAGE 3. In High Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 4. In Evening Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 5. Appointment of Teachers. . . . . . . . ... . . . . . . . . . . . . . ... . . . . . . . . . . . . 161 (a) Present method. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 (b) Probationary period. . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * S163 (c) Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 6. Salary Grades—Distribution of Teachers. . . . . . . . . . . . . . . . . . . . . 164 7. Services of Teachers. . . . . . . . . . . . . . . . . . . . . . . . . ... • * * * * * * * * * * * . 172 (a) Distribution of teachers according to ratings. . . . . . . . . . . . . 172 (b) Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 XII. RECOMMENDATION FOR A DIVISION OF EDUCA- TIONAL RESEARCH, STATISTICAL INFORMATION, ETC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . `... • . . . . 175 XIII. THE BOARD AND THE SUPERINTENDENT. . . . . . . . . . . . . . 177 VI Table 1: Table 2: Table 3: Table 4: STable 5: Table 6: Table 7: Table 8: - Table 9: Table 10: Table 11: Table 12: Table 13: Table 14: * Table 15: Table 16: Table 17: TABLES Showing Enrollment and Attendance of Pupils in the Public Schools of Los Angeles. . . . . . . . . . . . . . . . • - - - - .. Statement of Elementary and Intermediate High School Buildings Erected or Annexed Since the School Year 1911-12, According to Statement of Material and Costs. . . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . . . . . . . . . . . . . . Showing Number of Native and Foreign-Born Popula- tion in Los Angeles, 1910-1915. . . . . . . . . . . . . . . . . . . . . . Showing (A) List of New Activities Established in the Department of Education in 1910 or Subsequently and (B) Activities Greatly Extended Since 1910, With Data as to Increase in Number or in Staff. . . . . . . . . . . . . Showing the Comparative Distribution of Cost Among Ten Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Cost of Tuition and Maintenance (Excluding Cost of Buildings or Original Installation) for Dif- ferent Types of School Activity, Arranged According to Various Types of Schools and Indicating Per Cent. Increase or Decrease in Attendance and Cost, and Increase Per Capita Cost for the Five Years 1910–11 to 1914-15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Increase of Salaries of the Teaching Force in the Various Types of Schools from the School Years 1910-11 to 1914-15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Length of Stay of Pupils in Special Schools Since their Last Commitment. . . . . . . . . . . . . . . . . . . . . . Showing Record of Permits of Various Types Issued or Approved by the City Superintendent Through the Department of Compulsory Education. . . . . . . . . . . . . . . Showing Number of Pupils in Kindergarten, Elementary and High School Grades Enrolled in the Los Angeles Schools March 31, 1916, Arranged According to Sex, Age and Grade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Relative Size and Number of Regular Elemen- tary Schools Inside and Outside the Four-Mile District. Showing- Average Enrollment per Class for School According to Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . Showing the Number of Classes Within the Four-Mile District and Out, According to Selected Limits of Enrollment in Regular and Ungraded Classes. . . . . . . . . e Showing Enrollment by Groups of Classes in the Grades with Medians, for Regular Elementary Classes (Ex- cluding Ungraded and Special Classes), for the Four Weeks Ending March 3, 1916. . . . . . . . . . . . . . . . . . . . * * * Showing Number of Classes by Grades, Not Including Ungraded or Special Classes. . . . . . . . . . . . . . . . . . . . . . . . Showing the Number of Ungraded Classes and Enroll- ment In and Out of the Four-Mile District, According to Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing the Enrollment of Pupils in Ungraded Classes According to Dominant Individual Characteristics, as Reported by Principals and Teachers for the Four Weeks Ending March 31, 1916. . . . . . . . . . . . . . . . . . . . . . PAGE 13 15 19 20 22 . 23–24 26 32 35 37 44 45 46 48 50 53 45 VII O - Table 18: Table 19: Table 20: Table 21: Table 22. Table 23: Table 24: Table 25: Table 26: Table 27: Table 28: Table 29: Table 30: Table 31: Table 32: Table 33: Table 34: Table 35: Table 36: Table 37: PAGE Showing Percentage of Over-Age Pupils as of October, 1914, and March, 1916, from Data Supplied by the City Superintendent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Number of Non-Promotions and Percentage of Non-Promotions in the Elementary Schools at the 2 Beginning of the Present Semester, Distributed Ac- cording to “Under-Age,” “Grade-Age” and “Over- Age” Pupils. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a Showing Number of Boys and Girls Not Promoted at the Beginning of the Last Semester (February, 1916), Ar- ranged According to Age. . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Number of Teachers of Special Subjects (Not Supervisors) Employed for Six Successive Years. . . . . . . Showing Assignment and work of Assistant Supervisors Showing Detailed Analysis of Growth in Intermediate School Enrollment, Year of 1910-11 to 1916. . . . . . - - - Showing Percentage of Pupils in Each of Six Courses in the Intermediate Schools of Los Angeles, February 1, 1916. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Comparative Records in High School of Inter- mediate and Grammar School Graduates. . . . . . . . . . . . Showing Over-Age Pupils in the Los Angeles Inter- mediate Schools, October 30, 1914. . . . . . . . . . . . . . . . . . Showing Percentage of Enrollment in All Grades. . . . . . . . Showing Percentage of Senior Pupils in High School of Total Enrolled. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing the Elimination of High School Pupils Accord- ing to Years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing the Distribution of Classes by Subjects in the High and Intermediate Schools. . . . . . . . . . . . . . . . . . . . e Showing Attendance by Schools and Subjects in Inter- mediate and High Schools for Week Ending January 28, 1916. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Showing Form Used by the Board of Education in Re- questing Teachers to State Schedule of Work of each for School Week Ending January 28, 1916. . . . . . . . . . . . Showing the Growth in Enrollment of Junior Colleges in the Los Angeles High Schools. . . . . . . . . . . . . . . . . . . . . . . Showing Growth in Enrollment in Number of Post Graduate Students in the Los Angeles High Schools. . . . . Showing Evening Elementary Schools Visited in Two Weeks and Attendance in Each Class, With Number Attending and Not Attending Day School, Average of Each, and Number of Day School Teachers Employed Showing Experience, Training and Certification of the Various Grades of Teachers, Principals and Super- visors in Elementary Schools. Include All Teachers Employed. In All Cases in Which Teachers Reported College Attendance, This Was Assumed to Include Either Normal or High School Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Giving a Summary of Preceding Table as the Data Affect Elementary Teachers, Principals and Super- V1SOTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . These Reports do Not 56 57 59 67 83 89–91 9. 96 98 107. 108 109 110–111 112–121 124 *>. 126 T 126 137 144–149 150 Table-38: Showing Training, Experience and Certification of the Teaching Force in Intermediate Schools According to - Number who Reported. . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 38A: Showing Training, Experience and Certification of the Teaching Force in High Schools, According to Number § who Reported. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 39: Showing Training, Experience and Certification of the Teaching Force in Elementary Evening Schools Not - Otherwise Reported. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 39A: Showing Training, Experience and Certification of the Teaching Force in Evening High Schools Not Other- wise Reported. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 40: Showing Grades of Salaries of Principals and Teachers in the Los Angeles Public Schools and the Number Receiving Them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 41: Showing Ratings of Teachers in the Public Schools of Los Angeles as Contained in the Quarterly Reports, February, 1916. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 153–154 156–157 159 160 164-185 172 IX I – , INTRODUCTION To REPORT OF THE ADVISORY COMMITTEE AUTHORIZED BY THE FOLLOWING PROCEEDINGS OF THE BOARD OF EDUCATION OF THE LOS ANGELES CITY SCHOOL DISTRICT AND THE LOS ANGELES CITY HIGH SCHOOL DISTRICT 1. RESOLUTION OF BOARD By unanimous vote of all members of the Board at the re- gular meeting on February 14, 1916, the following was adopted: We recommend that the Teachers and Schools Committee, together with the President, be and they are hereby empowered to arrange with Presidents BUTLER of Columbia University, and JUDson of Chicago University, to select three disinterested educators to make an expert examination of our school system along lines that may be determined, at a compensation not to exceed $1500.00 each and $400.00 each for expenses. Pursuant to instructions of the Board of Education I com- missioned Doctors NICHOLAs MURRAY BUTLER, President of Columbia University, and HARRY PRATT JUDSON, President of the University of Chicago, to name experts in educational mat- ters to come to Los Angeles to make a brief investigation of our Schools’ activities to the end (as stated to them) that we might have the advantage of “their information, assistance and advice.” I suggested that it seemed desirable that the men selected should hail from eastern states, otherwise in the matter of their selec- tion Doctors Butler and Judson were notified that they were “to have absolutely a free hand.” - Pursuant to this commission Doctors BUTLER and JUDson selected Doctors ALBERT SHIELs, Director of the Division of Reference and Research under the Board of Education of New York, and WALTER A. JESSUP, Dean of the College of Education, Iowa State University. (Another expert was named but was unable to come.) . . - *- Neither of these gentlemen was known to any member of the Board of Education. They are designated as the Advisory Committee. They undertook the work with which they were charged and pursued it with vigor. Both of them have furnished ample evidence of their great learning in educational matters, of their keen understanding of existing local conditions, and a very 11 / sº- unusual power of correct analysis. Their appended report speaks for itself. The value of their services and of their advice in conference with the members of the Board of Education and the superintendent and his assistants has been recognized by all. The Department of Education of the City of Los Angeles is placed under an everlasting debt of gratitude. WALTER BORDw ELL, President of the Board of Education of the City of Los Angeles. 2. LETTER OF TRANSMITTAL REPORT OF THE ADVISORY COMMITTEE TO THE BOARD OF EDUCATION, LOS ANGELES, CALIFORNIA Los ANGELEs, MAY 25, 1916. To The Board of Education, Los Angeles City School District. In presenting this report on the schools of Los Angeles, we desire to emphasize the fact that it is in no sense a complete survey. A complete survey of the Los Angeles schools would require a much longer time and a much larger staff than are now available. The reason is clear. • In the succeeding section will be found a statement not only of the enrollment and attendance in the Los Angeles schools as they are now established, but also of the rapid increase. This increase has not been one of population only. New types of school buildings have been erected, new kinds of activities have been initiated, and new laws and regulations established. The size and complexity of the school system therefore forbids any attempt to make an elaborate investigation or study within few weeks. WALTER A. JESSUP, ALBERT SHIELS. 12 II ADMINISTRATIVE PROBLEMS 1. ENROLLMENT AND ATTENDANCE TABLE 1: SHOWING ENROLLMENT AND ATTENDANCE OF PUPILS IN THE PUBLIC SCHOOLS OF Los ANGELEs For the Four Weeks Ending March 3, 1916 Schools Enrollment | Attendance Day Elementary (including Kindergarten and . excluding Parental and Intermediate.) . . . . . . . 51,782 46,730 Day Parental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 195 Day High. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,436 8,888 Day Intermediate. . . . . . . . . . . . . . . . . . . . . . . . . . . 7,219 6,749 Evening High . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,690 2,707 Evening Elementary. . . . . . . . . . . . . . . . . . . . . . . . 3,269 941 Totals... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78,658 66,210 These pupils were distributed in an area covering approximately 400 square miles. At that time a supervisory and teaching force of 3,047 persons was employed by the Board of Education. Even though the work of this Committee does not include an inquiry into the business departments of the Board, it is evident under such circumstances, that a survey of the schools could be made only after a very extended inquiry, examination and study. It may be recalled in this connection that a survey of the schools of Cleveland, not yet completed, has been in operation for over eighteen months, and that the number of persons en- gaged in the work has at times exceeded fifty. All that this Advisory Committee can do within the limited time, and with the force at hand, is to point out certain aspects of the present organization and administration of the public school system, and to make certain suggestions and recommendations. These suggestions and recommendations are based on an examination of the facts which are included as supporting data, on interviews with members of the supervisory and teaching staff and on the results of observation of schools and classes in session. The members of this Committee have visited twelve high, nine intermediate and thirty-nine elementary Schools, as well as all but two of the evening elementary and evening high schools. 2. INCREASE IN SIZE AND POPULATION However creditable to the attractiveness of Los Angeles and to the energy of its people may be the enormous increase in size and population, this increase has multiplied seriously the prob- lems of school administration. Figures showing the precise =s* 13 growth of the city school district of Los Angeles are not available. A statement showing the growth in area of the city indicates a corresponding growth in this school district. Area * Population 1910 85.15 square Miles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319,198 1911 100.71 “ “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * g. 1912 197.62 “ “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1915 288.27 “ “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550,000 3. SCHOOL BUILDINGs ERECTED OR ANNExED The school district contains approximately 112 more square miles than the city. . These successive increases in territory have compelled very rapid action in providing for the adjust- ment of the school organizations in the new districts to the city system, and for new buildings, as will be appreciated by an ex- amination of foregoing statement. The following table shows the increase in new buildings, not counting bungalows or other unimportant additions. - - 14 / I8·} āſe • ș • • • • • • • • • • & & & � � � � � � � � e «» e «» e «» e « $ » º «» ， « º· · · · · · · · · · · ·& & & & e &» »» »s »» »• •» »» » » »» »0I\\DIOJ0458ĻAI» » I• • • • g • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •* &» »» » -» »» №»» »§ 9！ 919ņsbţdpub94910u6O！ 9 Q · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · ·» »» »» »§ →9 »3 »» » » » -„ſpooApueJ9488IaH！ » }gț · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·s » .§ 9» »» »» »» »• • • •！ »§ 9X[0]）{I• • 0I• • • • • • • • 4 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • » • • • • • • • • • • • • • •· · · · ·&I-II6I‘uoſqu’onpºſJopibogsºſò3uysoTA qpēņoerosºugp[IngauIºIJ[840J, *"sºu ſpīļnq ſoqqo on suoņįppy „ “ } I8zz || || || || || || || || || || ||· · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·[840J, Ț! | ' | ' || | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ] ] | '000'09–000'08 IIII� � e«» & &• • •e e șiș •�‘’000’08º1.J. uo {IALSv Tā Ies • &I• • •• • •ș ș șiæ, ø §� � �� � �• • • .* ? º 1 § ø • • • • • •000‘09$ u bqq sso， I！ 3 «» ， ！€ £ €es œ •© ș •æ Œ œ€ £ €€ £ €· · · ·œ Œ œ• § €，]]tº & $ € £ ¥ $ ¢ £ & & & e19ņseſiaſ pub» » II• • • || • • • • • • • • •000'03–000’OIS :SILEIRIONoo Iœ • •I• • •� � &·||� � � � � ~ * • • & &000‘08–000‘OZº º I� � �* • •� � �I Į · · · II. · · · · · · · · · ·000‘0Z-000‘0IŞ！ 9 81�ZII�‘ “ 000‘0IŞubqq sso"I pooA ulo : AICIJLSV Taſ OOO []JLS I8ſe e º8I«» ， ！º dº º& & &æ Œ œ...* º * * * * * e ø ± ø œ œ ·000“g/. --000‘0g» » 8#*Z??I#e º ！e # ！Z§ © ®8.| | | ||::: : : : : : : : : : :000‘09—000°08º s 8I* [???,I«» e «ºș ， ș.�|•. . . || | | | | | | | | | ', '_' ）,000‘08—000‘03 » » IZ• • •ZIſæ, & &• • • • • • • ! ! • • • • • • • • • • •000‘02$ueqąssęT*:X[O][{{{I I• • •• • sI• § €.� � ��··� � & e & &º« • • • • • • •000‘09–000°08» » 8%ZZII& & &I• & &�| . ||::::::::::::::000‘08–000‘0Z§ 9 III• § €• • •I€ £ €●:: ||::::::::::::::000‘03-000‘0I§ 9 99Z3II#I* * * | ſ： e • • • • • • • • e000‘0IȘ ueqq ssº"I : GIIN VAIJI · ſy ’T| || ° ſy º Tº ſy · T | :* ſy “T · F ·T| - ſy “T fiqi | ‘pæuſy || fiq || ºpacu ſy || fiq | ‘pruſy || fiq || ºpacu ſy || || fiq ~ || ºpacu ſy || I fiq7 || ºpacu ſº- - *118In*4181 *118I*719I°118I °4181-G[[1’IVA CINIV 5) NICITI(18[ _HO （HGIJLOV?HVHO 1040.J.9ſ-9 I6IgI-†16I71-816I81-zI6T , !ZI-II6I - S0NICITI(18 TOOH OS X?IVLNGHINGITGI |-'SLSOO (INV. TVIHALVYN JO LN3INSILVIS OL ĐNICI Hooov ºzi-1161 Hvºx TooHos º HL . GIONIS CIRIXINNV HO CIRILOGI HGI SÐNICITI08 TOOHOS HÐIH RIJEVICIGIJNHALNI CINw xHy LNGINGITSI JO LNGIINGILVLS :z GITGIVEL • �\ ， |\~† 15 INTERMEDIATE SCHOOLS School Completed Construction Value BERENDo INTERMEDIATE . Auditorium Building . . . . . . . 1912 Brick, plastered $ 18,539 BOYLE HEIGHTS INTERMEDIATE 1913 Brick 275,184 FourTEENTH ST. INTERMEDIATE - Main Building . . . . . . . . . . . . 1916 Brick, 87,585 Auditorium and Gymna- Plaster sium Building. . . . . . . . . 1912 on wire lath 12,000 THIRTIETH ST. INTERMEDIATE Auditorium Building . . . . . . . 1913 Frame, plastered 13,115 VIRGIL Avenue, INTERMEDIATE 1912 Brick 53,130 16 HIGH SCHOOL BUILDINGs School Completed Construction Value GARDENA HIGH SCHOOL - Arts and Science Building . . . 1912 Brick $ 11,275 Farm Mechanics Building . . . 1912 Brick 7,140 Farm House Remodeled . . . . . 1912 Frame 1,570 Hollywood HIGH SCHOOL Fine Arts Building Addi’tn . . 1912 Brick, plastered 43,500 Mechanics’ Building. . . . . . . . 1911 Brick 22,868 Gymnasium Building. . . . . . . 1915 Hollow tile - plastered 35,883 LINCOLN HIGH SCHOOL - Main Building. . . . . . . . . . . . . 1913 Brick, concrete 107,202 Power House. . . . . . . . . . . . . . 1913 Concrete 2,500 Science Building. . . . . . . 1913 Brick 60,600 Los ANGELES HIGH SCHOOL Cafeteria Building . . . . . . . 1911 Brick 17,500 MANUAL ARTs HIGH SCHOOL Administration Building. . . . 1912 Brick, plastered 141,502 PolTECHNIC HIGH SCHOOL Lecture and Warehouse - Building. . . . . . . . . . - e < * * * * * * 1912 Brick, plastered 5,080 Mining and Assaying Building. . . . . . . . . . . 1914 Frame 806 SAN PEDRO HIGH SCHOOL Domestic Science Building. . 1912 Brick, plastered 4,825 Art Building . . . . . . . . . . . . . . 1912 Plastered 4,425 Boat House. . . . . . . . . . 1912 Frame, plastered 11,688 WILMINGTON HIGH SCHOOL Main Building. ... . . . . . . . . . . 1912 Brick 57,522 FRANKLIN HIGH SCHOOL New Main Building... . . . . . . 1916 Brick 104,166 Science Building. . . . . . . . . . . 1916 Brick 45,100 Boiler House. . . . . . . . . . . . . . 1916 Brick 5,120 HIGH SCHOOLS ANNEXED 1915 SAN FERNANDo HIGH SCHool Administration Building. . . . 1906 Frame $ 28,935 Industrial Building. . . . . . . . . 1913 Concrete 41,800 WAN NUYS HIGH SCHOOL Main Building. . . . . . . . . . . . . 1914 Brick, plastered 65,000 Additional Building. . . . . . . 1912 Frame 1,650 Manual Training Building. . 1912 Frame 1,550 17 4... CHARACTER OF POPULATION Aside from the difficulties arising because of the rapidly in- creasing population, Los Angeles has to deal with a transient population, which attends school only part of the year. Un- fortunately, no figures are available to show the number of these temporary attendants, yet the number of such attendants is very large. . On the other hand, the schools of Los Angeles enjoy certain compensating advantages. The climate should greatly increase the percentage of attendance of pupils who would in other cities be absent on account of the great extremes of temperature. Moreover, Los Angeles is fortunate in the homogeneous char- acter of its residential population. A comparison with other cities shows that, although the people of the city, attracted by its advantages as a place of residence, have come from every part of the country, nevertheless they exemplify as no other large city does, what might be termed a native American type; a type, moreover, that represents, through the fact of removal from other parts of the country to their new home in Los Angeles, a degree of energy and initiative much above the average. 18 f TABLE 3: SHowING NUMBER of NATIVE AND FOREIGN-Born PopULATION - IN Los ANGELEs, 1910-1915 - * Foreign Born Year %ative- E º; O7°70, "I wropean * population and Mezican Mongolian Total 1910 252,322 60,584 6,292 66,876 319,198 1915 || 421,350 118,650 |- 9,500 128,150 549,500 Increase 169,028 58,066 3,208 61,274 230,302 f|G-1 * ºcrease a wazºr & Ferriex zoza rozwarow or zeszagã, as (see 7-8% J | - & 2 ×eacozz | 9 |O |S| S 7.07%. 707*UL/7/0//- 3/4/4'ſ, 727/1. POPULATION/- 3:44.3°od. The native-born population, according to these figures, is 76 per cent. of the total population. As the foreign-born popu- lation includes over 20,000 English, Irish and Scotch, the total number whose language is English constitutes at least about 80 per cent. of the inhabitants of the city. 5. ExTENSION OF ExistiNG ACTIVITIES AND INTRODUCTION - OF NEW ACTIVITIES The last five years have been notable for the number of new activities introduced into the schools, and for the extension of those already existing. - 19 TABLE 4: S.HowING (A) LIST OF NEw ACTIVITIEs Est ABLISHED IN THE DE- PARTMENT of EDUCATION IN 1910 or SUBSEQUENTLY AND (B) AC- TIVITIES GREATLY ExTENDED SINCE 1910, WITH DATA As To INCREASE IN NUMBER or IN STAFF Activity Year ºffilia 7. . later than 1910 Condition in 1910 Or when established Condi tion 210. 1916 NEW ACTIVITIES … General Administration Agriculture and Gardening Nature study department. . . . Orchestra department. . . . . . . Elementary Schools - Playgrounds for children. . . Appointment of special teachers in elementary schools: (a) Drawing. . . . . . . . . . . . . (b) Music. . . . . . . . . . . . . . . *(c) Domestic science. . . . . . Intermediate Schools... . . . . . Junior Colleges (in High Schools). . . . . . . . . 1911 1911 1910 1910 1912 1912 1912 1911 1912 1 Supervisor 1 “ half time 1 & 23 Teachers 9 4 & 10 & 6 & & 41 5 Schools 1 Junior College 4 Supervisors 3 6 & 3 & & 62 Teachers 34 & © 49 & & & 4 78 9 Schools 3 Junior Colleges EXTENDED ACTIVITIES General Administration Department of drawing. . . . . . & 4 & 4 ome econo- physical edu. cation. . . . . . . education. . . . . . . . . . . . . . . . Kindergarten classes. . . . . . . . Extension of health depart- ment: Physicians. . . . . . . . . . . . . . . Nurses. . . . . . . . . . . . . . . . . . . . Parent-Teachers Clinic. . . . 1910 4 Supervisors 3 & & 4 & 4 2% & & 4 officers 55 Classes ; 1916 6 Supervisors 5 & & 5 & 4 5 & 6 10 Officers 129 Classes 11 7 - ... 3 Dentists Elementary Schools - Ungraded Classes. . . . . . . . School Librarians. . . . . . . . . Penny Luncheons. . . . . . . . High Schools. . . . . . . . . . . . . . Dentists 29 Classes 1 Librarian 1 6 High Schools 84 Classes 4 Librarians - 9 13 High Schools * Domestic science teaching was introduced before 1912, but figures for that year are given for purposes of comparison with drawing and music. 20 It is evident that the foregoing list includes some very in- teresting and significant experiments in educational administra- tion, which in many cases required as much labor and effort in extending them as in establishing them de novo. Among these should be noted the introduction of school gardens and of school orchestras under supervision of a separate department, the es- tablishment of a large force of special teachers, and the intro- duction of intermediate schools (sometimes referred to as junior high schools), and of junior colleges in high schools. 6. COST OF ExTENSION Increase in the number of activities and multiplication of activities requires increased expenditure. The comparison with other cities indicates that although the cost of the Los Angeles schools is high, either for per capita cost or for cost per inhabitant, Los Angeles is not paying a dispro- portionate share when the expenditure is compared with the value of its assessed property. - The facts are contained in Table 5: 21 f TABLE 5: SHowING THE ComPARATIVE DISTRIBUTION OF Cost AMong TEN CITIES . Earpenditure and Outlay Expenditure per Child | Expenditure per In- For School Purposes For In Average Daily habitant For Operation Each $1000 Assessed Attendance For Edu- and Maintainance of Valuation of Property cational Purposes for Schools for the Year (After Earle Clark) The Year 1914 1914. (a) (b) ,” (c) Newark. . . . . . . . . . . . . 7.03|Los Angeles. . . . . . . 54.43|Los Angeles. . . . . . . . 8.45 Kansas City. . . . . . . . . 4.16|Seattle . . . . . . . . . . . 48.72|Boston. . . . . . . . . . . . 7. 52 Cleveland. . . . . . . . . . 4.72|Boston. . . . . . . . . . . 43.37||Newark. . . . . . . . . . . 6.94 Pittsburg. . . . . . . . . . . 4.57|Washington, D.C.. 41.77|Washington, D.C.. .6.77 Washington, D.C. . . .4.44|Pittsburg. . . . . . . . . 41.58|Pittsburg. . . . . . . . . . 6.38 Los Angeles. . . . . . . . . 4.43||Newark. . . . . . . . . .41.35|Minneapolis. . . . . . . . 6.25 Seattle. . . . . . . . . . . . . 3.70|Minneapolis. . . . . .40.86|Kansas City. . . . . . 6.25 Boston. . . . . . . . . . . . . 3.70|Kansas City. . . . . . 39.69|Seattle. . . . . . . . . . . . 5.59 St Louis. . . . . . . . . . . . 3.63|St. Louis. . . . . . . . . 36.80|Cleveland. . . . . . . . .5.58 Minneapolis. . . . . . . . .3.36|Cleveland. . . . . . . .33.64|St. Louis. . . . . . . . . . 5.56 3/ſolº Zºº.4/7ZZE ºrºzºo/TVºº. A/2 ouž//Y roº 2c/wool. Pºrºº: /// 42 C/7 tº 24x2 on raea ºzoo ºr zºrszºo vavarrow or Prozºrrº. *7.03 E . - - I A/º/Zºh. 4.75 I I MAEA CAZY. 4.72 tº - T £º.4/2. 4.J. Z. –I 7/773:20.26. . 4.44 C- I WAS/////670M. ^. 4.4s - Lozanerurº g 3.70 || —l 5://777 E. 3.7e D T 3257.2/1. 3.63 I } 37° 400//5 3.36 ſ I Aſ/Aſº A/ fºlg 3- anowing 3caeau erºſprzweiss rºz ºr 4777-2^e 4x 40 crats (see zºtſe D **.4 m ze: Zygrºs. 49.7z I * | 3:4777/E. 43. 37 I | 223ro/Y 4 /. 77 *] AA/G/ 4/.35 ſ Zºrrºwes, 4/.J.5 ſº -j Mºhaºſ, 40.36 Dº | Aſ/rºſzoº/s. 347.6% | Aſ/ZZ34’s c^ay. 36.80 J. L. 37 lot/s 35. 64 [. | - £4.5/51///2 N f]G-4- V 3/2 ºz//fa 34:/º. Pºsay2/7t/RE’ º_1////º/ſ4/77. An A26/ZZe: (ºr Pelºs) £e 4s. im 423 Maries. 7.52 aſ | 2231.2/ſ, 6.24 I Æhº, 6.77 tº J k/43////767 ºn. 4.36 I 77-73.2/kg. 6.25 [ | ///EA/Pöl/5. 6.25 ' I Aſ4/3/3 CATY. J.39 ſº | 35/7ZZLE. J. S.5 aſ | 24EP12.4/ſ2 J.J& C | 37" LOU/S A closer analysis shows the distribution of cost among the various school activities: • - - (A) cost of INSTRUCTION AND MAINTAINANCE TABLE 6: SHowing Cost of TUITION AND MAINTAINANCE (ExCLUDING Cost of BUILDINGs or ORIGINAL INSTALLATION) FOR DIFFERENT TYPEs of School, ACTIVITY, ARRANGED ACCORDING TO VARIOUs TYPEs of ScHools AND INDICATING PER CENT. INCREASE oR DECREASE IN ATTENDANCE AND COST AND INCREASE PER CAPITA COST FOR THE FIVE YEARs 1910-11 To 1914-15 RINDERG ARTEN Date Attendance Total cost Per capita g cost 1910–11 3. 2,436 $ 99,297.41 $40.76 1911–12 2,891 116,513.00 40.30 1912–13 -- 3,244 156,493.54 48.24 1913–14 3,607 - 165,899.37 45.99 1914–15 3,709 195,711.61 52.77 Increase total cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . . . . 97.9% & & in attendance , 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . 52 % & 6 per capita cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . 29 % ELEMENTARY 1910–11 . 34,870 $1,528,305.15 $43.83 1911–12 . 33,799 1,490,154.95 44.09 1912–13 + 35,275 1,753,562.71 49.71 1913–14 38,417 - 2,138,196.37 55.66 1914–15 39,023 2,506,670.95 64. 23 Increase total cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . . . . 64.1% © & in attendance 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . 12 % 6 & in per capita cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . 47 % SPECIAL (TRUANT) 1910–11 107 $ 22,674.19 $211.90 1911–12 177 23,681.11 133.79 1912–13 208 33,926.03 163. 10 1913–14 224 - 28,705.53 128. 14 1914–15 230 29,040.85 126.26 Increase total cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . . . . 28.6% 6 & in attendaçne, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . 115 % Decrease in per capita cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . 40 %* - INTERMEDIATE a 1910–11 . . . . . . . . . . . . . . . . . . . . . . . . . . . 1911–12 3,046 $ 169,489.32 $55. 64 1912–13 4,976 372,885.26 74.94 1913–14 6,065 473,064.37 78.00 1914–15 6,093 . 581,783.08 95.48 sº Increase total cost, 1914-15 over 1911-12. . . . . . . . . . . . . ` . . . . . . . . . . . 219.6% & & in attendance, 1914-15 over 1911-12. . . . . . . . . . . . . . . . . . . . . 100 % & & in per capita cost, 1914-15 over 1911-12. . . . . . . . . . . . . . . . . . 72 % * Decrease - 23 HIGH SCHOOLS Date Attendance - Total Cost Per capita e cost 1910–11 5,258 $ 540,960.42 $102.88 1911–12 5,544 630,755.21 113. 70 1912–13 5,388 774,159.29 143.68 1913–14 6,492 836,814.68 128.89 1914–15 6,894 1,019,026.05 126.38 Increase total cost, 1914-15 over 1910-11 . . . . . . . . . . . . . . . . . . . . . . . . . 94.1% 6 & attencance, 1914-15 over 1910–11 . . . . . . . . . . . . . " * * * * * * * * * * 31 % & © in per capita cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . 23 % EVENING ELEMENTARY SCHOOLS 1910–11 533 $ 18,181.25 $34.11 ..º- 1911–12 965 . 31,554.40 32. 70 1912–13 1,456 67,199.17 46. 15 1913–14 1,448 46,738.30 32.28 1914–15 1,656 70,883.25 42.80 Increase total cost, 1914–15 over 1910–11 . . . . . . . . . . . . . . . . . . . . . . . . 289.3% G. & attendance, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . . 210 % & 6 in per capita cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . 25 % EVENING HIGH SCHOOLS 1910–11 - 278 $ 11,999.58 $43. 16 1911–12 374 16,810.00 45.20 1912–13 1,126 39,616.99 35.18 1913–14 1,154 45,326.25 37.54 1914–15 - 1,474 56,786.36 38.52 Increase, total cost, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . . . .373.2% “ in attendance, 1914-15 over 1910-11. . . . . . . . . . . . . . . . . . . . . . 430 % Decrease in per capita cost, 1914-15 over 1910–11 . . . . . . . . . . . . . . . . . 11 %” * Decrease 24 s FIG-5- - ///CºA,5F //y Ayr //ya"E" Co. 37" A/P/77 aro.S. 7' 02". PA/Lº /au/ CA/do 77//7. • Jºy Xºroray75 - /yao / 7b AW4-/ſ (3re AyA/e Affencºnce % cos? Yer cºst cas? Ancrease % lyncraºse /7, crºſsr 4So? foe? 4- Jso? s: i i *7. i k-SN§ i kf § } ºf Excepting for special schools and evening high schools, the increase in cost over increase in attendance is considerable. The increase in per capita cost ranges from 23% to 72%. Most of this increase can be accounted for by increase in salaries. A portion must be attributed to the increase of the number of ungraded classes and of special teachers to which later reference will be made. An examination of Table 7 shows the rise of salaries in the public schools of Los Angeles during this period. 25 - (B) SALARIES OF TEACHING FORCE TABLE 7: ShowING INCREASEs IN SALARIEs of THE TEACHING Force. sº IN THE WARIOUS TYPES OF SCHOOLS FROM THE SCHOOL YEARs 1910-11 TO 1914-15 1911 12 1910 11 1912 13 1913 14 1914 15 Kindergarten Grade $720–$900 |$720–$912 |$720–$960 |$720–$960 |$850–$975 Director (Teacher... . . . . . . . . . in 4 yrs. in 5 yrs. in 6 yrs. in 6 yrs. in 6 yrs. Asst. Director (Teachers) . . . . . . . $600–696 600–792. , 600–840 600–840 .620–850 in 3 yrs. in 5 yrs. in 6 yrs. in 6 yrs. in 6 yrs. *Elementary Grade >k :}; :k >< Sk Principals. . . . . . . . . . . . . . . . . . . $1104–2400 1080–2400| 1080–2400 1080–2400 1200–2400 Teachers. . . . . . . . . . . . . . . . . . . . . . $744–1080) . 744–1080| 744–1080|| 744–1200|750–1200**. in 8 yrs. in 8 yrs. in 8 yrs. in 10 yrs. in 10 yrs. Teachers of Ungraded | . . . . . . $1104–1200 1104–1200 1200–1440 1200–1440 Classes. . . . . . . . . . . . . . . . . . . . $1128 3 yrs. 3 yrs. 5 yrs. 5. yrs. Special or Parental | . . . . . . . . . . . . . . . . . . . . 1200–1440 1200–1440 *. Classes. . . . . . . . . . . . . . . . . . . . . $1350 1200–1380| 1200–1380 5 yrs. || 5 yrs. Miscellaneous 744–1080 744–1080 744–1080. 744–1080 1200–1440 Cooking, Sloyd, etc. . . . . . . . . . in 8 yrs. in 8 yrs. in 8 yrs. in 8 yrs. in 5 yrs. Occupations . . . . . . . . 1200–1380| 1200–1380: 1200–1440 1200–1440 Physical Culture . . . . . . . . . . . . . . . . . . . 4 yrs. 4 yrs. 5 yrs. 5 yrs. Gardening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1200–1880 1200–1440 1200–1440 . . . . . . . . . . . . . . . . 4 yrs. 5 yrs. 5 yrs. Music and Drawing | . . . . . . . . . . . . . . . . . . . . . . . . . . . 1200–1440 High School Cert. . . . . . . . . . . * I e g º e º e i e º e º e e i º e º e e & I e º e º 'º e 5 yrs. Intermediate Schools Principals. . . . . . . . . . . . . . . . . . . . . . . . . $2580 $3000 $3000 $3000 Vice-Principals. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . $1920 $1920 Teachers with . . . . . . . . 900–1320|| 1080–1440 1200–1560. 1200–1680 High School Cert. . . . . . . . . . . . . . . . . . . 8 yrs. 7 yrs. 7 yrs. 10 yrs. Teachers without . . . . . . . . 744–1080|| $744–1080; $744–1200/$1200–1440 High School Cert... . . . . . . . . . . . . . . . . 8 yrs. 8 yrs. 10 yrs. —5 yrs. High Schools 1–$3300|| 2–3600 2—3600 3—3600 4— 3600 - 2—3300|| 2–3300 2—3300|| 1– 3300 Principals. . . . . . . . . . . . . . . . . . . . 2–$2100|| 2–$2400|| 2–$3000 2–$3000 2–$3000 -- 1— 1080 1– 1200 1– 1200 1– 1200 Vice-Principals. . . . . . . . . . . . . . . . $2100 |$2100–2400|$2100–2400 $2400 (10) $2400 Heads of Departments. . . . . . . . . $1680 |$1560–1740|$1560–1800|$1560–180031560–1800 . . . . . . 4 yrs. yrs. 5 yrs. 5 yrs. g Sub Heads of Departments... . . . $1920 |$1800–2100|$1800–2160|$1800–216031800–2160 . . . . . . 6 yrs. 7 yrs. 7 yrs. 7 yrs. Teachers. . . . . . . . . . . . . . . . . . . . . $1260–1500|51200–1560|$1200–1560|$1200–156031200–1680 yrS. 8 yrs. 8 yrs. 8 yrs. 0 yrs. * Depending on size of class and term of servic ** Teachers of the B1 grade were advanced in 1 62. 914-15 to $1200-1440, 5 years. 26 The largést per cent of increase in salaries was for those teachers in intermediate schools who do not hold high school certificates. In 1911-12 such teachers received from $744.00 to $1080.00, the maximum in eight years of service. In 1914-15 they received $1200–1440 for the maximum after five years of service. Without respect to reduction in time of service, this increase was from 30% to 45%. The smallest per cent of in- crease was in the pay of elementary school principals. . (C) NO HASTY INFERENCE TO BE MADE Increase in cost, large or small, by itself, is not a determinant of educational values. An increase in salaries for example, may not only acknowledge meritorious service, but it may en- able a city to get better teachers. If it were possible to esti- mate the increase of educational value in numerical terms, as 20 per cent, and of increase in money cost as 10 per cent, then the increase in cost would be evidence of wise educational ad- ministration. Nothing could be more unfortunate for a com- munity than to measure the value of its school administration by the single standard of reduced money cost. More and more will American public school systems require increased expendi- ture for the realization of their fullest possibilities. Neither increase nor decrease in cost per se is necessary evidence of improved administration; that fact can be determined only by the relation of cost to service. - • * (D) NEED OF MORE PRECISE METHODS OF EVALUATION - The foregoing statement will scarcely challenge argument.- When, however, an attempt is made to determine relative improvement in educational values, there is no such clear method of immediate demonstration as there is in determining the cost in dollars and cents. It is here that argument and discussion and oral assurance, rather than objective proof, are apt to pre- vail until such time as the community itself begins to question, not so much the educational values as the increase in tax rate. The former may remain a matter of theory; the latter becomes a very pressing fact of experience. It is important at such juncture to establish the public educational activities by ob- jective evidence when it is possible to do so. The determination of the increased value of any proposed extension in educational administration is possible to a con- siderable degree. Sometimes the methods are obvious, as by referring to increased enrollment or increased per cent of pro- motions. These are appropriate methods of demonstration, but they are insufficient and may be even unconsciously mis- leading. . - - 27 This Committee will make a recommendation for a special organization for the continued and consistent evaluation of new experiments that can be made part of the regular functions o the school administration. With such an aid it will be possible to know not only the relative generosity of expenditures, but their relative wisdom as well. - - 28 III COMPULSORY EDUCATION 1. NEED of A School, CENsus Previous to 1911, the school census was required by the state law; school funds were then apportioned on the basis of the census. Since the repeal of the law in that year, there has been no school census in the city of Los Angeles, a fact greatly to be deplored. º Without a census, it is impossible to state how many children resident in the city, of school age, are not attending school. There seems to be no question, however, but that there is a large number of such children who are not complying with the law. This statement was confirmed by the opinion of the Super- visor of the Compulsory Education Division, who has already recommended that such a census be made. 2. NEED OF A METHOD OF FOLLOWING UP DiscHARGEs From the figures of attendance and enrollment submitted for the four-week periods ending March 3rd and March 31st, it appears that the percentage of attendance on monthly enroll- ment was 87 and 85 per cent respectively. The method of computing enrollment and that of determining discharges, does not permit any very accurate method of estimating. Even if the figures were satisfactory, it would be difficult to compare the rate of attendance in Los Angeles with that in other cities. In some cities no pupil is discharged until the reason is estab- lished by personal investigation, made by independent authority outside the school. Under such circumstances a city may seem to have a low rate of attendance because pupils are kept on its rolls, even for a considerable time after their departure. Such schools, however, do conserve the interests of the pupils. No one once enrolled is permitted to escape school attendance so long as he is a resident of the city and subject to the attendance law. The state law in California provides that pupils should be marked as “left” or discharged from the rolls after an ab- sence of five days. Such a rule applied in cities is very apt to encourage truancy. A pupil once discharged may be easily forgotten. Because of the law, every precaution should be taken to have the case of each child followed up by the Depart- 29 ment of Compulsory Education after the discharge has been made. Although such a pupil may not be on the rolls of the schools, he should be on the rolls of the Division of Compulsory Education, and periodical reports should be made concerning him until he returns to school or until his case is otherwise disposed of. (A) DISCHARGES ON TRANSFERS SHOULD BE AUTHORIZED BY A CENTRAL OFFICE According to the present practice in Los Angeles, in the schools visited by your Committee, pupils are discharged when a trans- fer is issued to them to attend another school. The issuance of a transfer should lie entirely within the discretion of the principal, but the pupil should not be discharged until evidence has been presented that he has been accepted in another school, or until the five-day rule has intervened. Principals should be relieved from the responsibility of insuring the fact of admission of pupils to other schools or from using their own discretion in making discharges before the five-day period when transfers have been issued. (B) suggFSTED METHOD Transfer blanks should be issued so that carbon copies can be made with the original transfer. The present transfer card could continue, and a separate and simpler form added from which such carbon copies could be made. When a pupil re- ceives a transfer from Principal “A” to go to a school in charge of Principal “B”, Principal “A” should give the pupil two duplicate carbon copies and retain a carbon copy which he should send immediately to the City Superintendent, or some one whom the City Superintendent would select, e. g., the Super- visor of Compulsory Education. Immediately upon receipt of the pupil, Principal “B” should send a second copy to the same person, who shou'd then immediately notify Principal “A”: the pupil could then be discharged. If the Supervisor of Compulsory Education should not hear from Principal “B” within three days, an officer should be immediately detailed who wou'd then put the boy in the school to which he had intended to go. Even if Principal “A” should discharge the boy within five days, as provided by law, that should not relieve the Super- visor from following up the case until it was disposed of by hav- ing the boy actually in school. According to present methods, pupils can wait a considerable time between transfers and, as a matter of fact, do in some cases. - With the co-operation of a Compulsory Education Depart- - ment such extended duration of absence would be impossible. It has been stated that the freedom from extremes of tempera- e 30 sº ture of the Los Angeles climate makes for a high rate of attend- ance. It should also be remembered that the same conditions, supplemented by the many attractions of the city, tend to in- crease truancy among those pupils who are not disposed to attend school or who lack proper parental supervision. 3. DISPOSITION OF TRUANTS AND DELINQUENT PUPILs (A) SEGREGATION OF TRUANTS AND DELINQUENTS A separate organization is necessary for truant and delinquent pupils who, after repeated trial, are unable to adjust themselves to the ordinary school. Teachers of the regular grades should be relieved of such pupils, in order that they may devote their attention to those pupils who would otherwise be neglected . because of the disproportionate time and energy which truants and delinquents demand. Moreover, the exercise of rigid and repressive discipline which the presence of the irregular and disorderly requires, no longer becomes necessary. The excel- lent spirit and attitude towards pupils, so noticeable in the Los Angeles schools, is not to be explained by the withdrawal of over-troublesome children, but the absence of such children undoubtedly makes it possible for such a spirit and attitude to exist. The value to children in regular grades, through the segregation of truants and delinquents, is unquestionable. The other question to decide is the value that accrues to the offend- ers themselves. (B) Two METHODS OF SEGREGATION There are two methods of segregation; one involves institu- tional care, either in a parental school maintained by the Board of Education, or in some institution maintained by the County or State. The other is through the establishment of special schools or classes maintained during school hours only. When minors are committed to institutions, it is usually through a court process; when committed to schools under the administra- tive officers of education, it is usually with the consent of the parents or guardian. . Assuming that either method is equally effective, the method of commitment to special schools or classes is preferable to the method of institutional care on grounds of economy. Institu- tional care involves charges for board and maintenance, and under the California law would become a heavy burden. A maintenance staff would have to be retained in whole or part throughout the year; all pupils would have to be discharged in June; in the succeeding fall the institution would open with a very limited register that would gradually increase only in the winter months. 31 There is no absolute agreement concerning the relative educa- tional efficiency of the two methods. Full institutional care is not usually considered as desirable as partial parental care even in the poorer homes; on the other hand, institutional control, wisely administered, provides for a more complete control of pupils, and allows a more efficient program of instruction and training, both in vocational and ordinary school branches. (C) ATTENDANCE AT THE SPECIAL SCHOOLS The committee collected certain facts concerning the ten parental schools of the city, which are presented in table 8 showing the number of months pupils now enrolled in specia schools have attended since their last commitment. - SHowING LENGTH OF STAY OF PUPILS IN SPECIAL SCHOOLS SINCE THEIR LAST COMMITMENT TABLE 8: Enrolled Enrolled since the beginning of the since Second First Second First .. ~, School year meste mest te t February 1915–16 Sø7706 SL67° semester | semester Sø772,681.07” 1913 1914–15 1914–15 1913–14 1913–14 A period of enrollment in these schools equivalent to 1–6 mo. 7–11 mo. 12-16 mo. 17-21 mo. 22-26 mo. 27-50 mo. 88 24 13 9 5 14 Of the total number now enrolled in the special schools, 127 are there for the first time, 19 for the second time, 6 for the third time, and 1 for the fourth time. During the present school year, 116 pupils were discharged, and of this number 34 were returned to the regular schools, and 54 returned to their homes or went to work; 15 went from the city, and 13 were discharged for various causes. The num- ber who, as a result of instruction in special schools, were con- sidered fit for return to the regular grades was about 30% of the total discharged. w The special schools generally are doing good work for truants and delinquents. There are, however, certain respects in which this service should be improved. (D) suggBSTED IMPROVEMENTS The pupils assigned, although they all have a history of truancy or delinquency, are so different in age, in intelligence and in character, that their association in single groups is unfavorable 32 to constructive improvement in individuals. The groups are made up of pupils who came from the 4th to the 10th grade. This in itself is not important, for instruction is necessarily individual. The other variations are important. It is unwise to put in a single class an absolutely feeble-minded pupil, a criminal, and a bright boy whose truancy is due to excess activity that cannot tolerate the limitations of the ordinary classroom. The reasons for this condition are caused by the widely scat- tered centers, the small numbers of pupils, and the lack of accom- modation for defective pupils. Even under such conditions, it would be wise, when possible, to regrade the various centers according to the mental maturity of the pupils. Certain of the parental schools are now housed in school buildings with other classes. A class of younger children cou’d be placed in such buildings if other centers were lacking. Separate grading should be made for defectives. The principals of these schools should be called in conference for the discussion of their work. Los Angeles is working out a scheme for the treatment of truants and delinquents, which ought to be full of suggestion not only to this city but to many others. Some of the principals have done excellent things, even with a limited equipment, and the knowledge of their contributions should be shared by all the principals of the corps. The supervision of the special schools is sympathetic. It should be more intensive. The theory that teachers should be untroubled by supervision is sound, when supervision implies critical faultfinding or when applied to teachers whose ability and experience make such supervision superfluous. Persons who are inexperienced or unsuccessful especially need help, advice and guidance, by whatever name it may be termed. No pupil should be admitted to a special school unless on a physician’s approval, and on evidence that he is not a mental defective. The placing of the latter class of pupils in ungraded classes and in special truant schools is due to the lack of pro- vision for them except in a single school building in the whole city. An adequate history and description of the pupil should be given to the teacher. The special schools should be continued; the equipment should be improved. When possible, the equipment in regular school buildings should be used by pupils in special schools. The principals of regular schools should be invited to visit these schools, and to make criticisms and comments The record of attendance, as reported for the four weeks ending March 31, 1916, shows an attendance of 143 on an en- rollment of 166; an average of 86%. This is a creditable record. 33 The five-day rule of discharge does not permit any real estimate of the regularity of attendance, but the figures as given compare well with attendance in the regular school. The efforts of the Supervisor to adopt a follow-up system, and to obtain from principals more complete data concerning the pupils in parental schools is commended. - ** 4. WoRK PERMITS FOR PUPILs UNDER SixTEEN YEARS OF AGE The authorization of permits to leave school for pupils under sixteen years of age is determined by the state law. A pupil in the public schools may go to work if he has one of the follow- ing permits. • . - (A) KINDS OF PERMITS AND PROVISIONS (1) Vacation Permit: If he has completed the 7th year of school, he may obtain a vacation certificate to permit him to work during vacation and holidays. This is issued by the principal. --- \ (2) Permit for Outside of School Hours: A permit for “out- side of school hours” will be issued on proof of birth, name of intending employer, physical ability, etc. The applicant must be fourteen years of age. - - (3) Temporary Permit: This is given without respect to grade, and allows a pupil of fourteen years, or over, to go to work for the limited period stated in the certificate, on evidence that he is without support. In Los Angeles the school authori- ties require that the County Charities certify that the case ºn's one in need of help and without possibility of county I’elleſ. - - (4) Age and Schooling Certificates: Graduate Certificates: These are permits given to pupils who have covered a stated grade and reached a stated age under sixteen. These are of two kinds; one is issued to pupils fifteen years of age who have completed the 7th year, and one to pupils fourteen years of age who have completed the 8th year. In addition, there is a provision which permits pupils to work in dramatics and in the motion picture industry, provided that their school attendance be not interfered with or that they have private instruction under a tutor. These provisions are liberal. A temporary permit is question- able in that it allows children of little or no schooling to go to work. Certain other states find it possible to provide for such cases without denying the pupil the opportunity of instruction. Legislation which excepts special occupations from the opera- 34 . tion of general law is unfortunate. It would be better if dramatics and the motion picture industry were subject to the same general provisions that effect trades as a whole. - There is a law which allows boys to engage in street trades at ten years of age. This law has no regulative feature. The Board of Education should be authorized to issue a badge on presentation of evidence of birth by which such boys could be identified, similar to methods adopted in other large cities. The minimum age of ten is low. - TABLE 9: SHowING RECORD OF PERMITs of VARIOUS TYPEs Issued or APPROVED BY THE CITY SUPERINTENDENT THROUGH THE DEPART- PARTMENT OF CoMPULSORY EDUCATION For school | From April Permits Year gear ending to in June April Temporary permits 1914 62 … Indigent 14 years 1915 79 | . . . . . . Any grade 1916 *19 | . . . . . . Age and Schooling 1914 461 | . . . . . . Certificate e 1915. 442 | . . . . . . 8th year completed 1916 *239 | . . . . . . Age 15 years Graduate Certificate 1914 - 100 | . . . . . . 8th year completed 1915 121 | . . . . . . Age H4 years 1916 *96 | . . . . . . Permits to work in 1914 . . . . . . . . . . . . . . connection with 1915 | . . . . . e 100 Dramatics and the 1916 . . . . . . . **550. Motion Picture Industry Vacation Permits. . . . . . . . . . . . 1914 | . . . . . . . . . . . . . - 1915 . . . . . . . . . . . . . . 1916 *37 | . . . . . . Outside Permits. . . . . . . . . . . . . 1914 | . . . . . . . . . . . . . g 1915 . . . . . . . . . . . . . . 1916 #7 • - - - - - *To May 1, 1916. **256 of these permits are now in force. An examination of these figures shows that the number of graduate certificates has remained approximately the same for three years. Age and schooling certificates indicate a marked decrease in number, which is a very encouraging sign. This means that the number of pupils leaving school to go to work is 35 becoming gradually less. The best record is in the great re- duction in the number of temporary permits. The figures indicate that school authorities issue such permits only under extraordinary conditions. Is there any way of determining that the number of certificates issued accounts for the children under 16 not in school? If there were a school census there would be no question of assumption. There are grounds, however, for stating that Los Angeles is not taking care of all pupils of school age. ^*. 36 TABLE 10: ShowING NUMBER OF PUPILS IN KINDERGARTEN, ELEMENTARY AND HIGH SCHOOL GRADES ENROLLED IN THE Los ANGELEs Schools MARCH 31, 1916, ARRANGED Accord ING TO SEx, AGE AND GRADE H. S. Age K 1 2 3 4 5 6 7 8 |Grades | Total Boys...|| 665 5 Girls. . . || 711 Total.. || 1376 B. . . . . 1360 || 307 5 G. . . . . 1435 || 309 T. . . . . 2795 || 616 | . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616 B. . . . . 131 || 2188 || 255 3 6 G. . . . . 94 || 2068 || 312 3 T. . . . . 225 || 4256 || 567 6 | . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4829 B. . . . . 9 || 870 | 1621 || 333 18 7 G. . . . . 4 || 707 || 1624 || 483 7 1 * * * * T. . . . . 13 || 1577 || 3245 816 || 25 1 | . . . . . . . . . . . . . . . . . . . 5664 B. . . . . . . . . . 214 || 1015 | 1275 || 349 17 8 G. . . . . . . . . || 179 796 || 1482 || 420 23 T. . . . . . . . . . .393 | 1811 || 2757 || 769 40 | . . . . . . . . . . . . . . . . . . . . 5770 B. . . . . & tº 4 g. 54 276 | 840 || 1000 || 305 18 9 G. . . . . | . . . . 44 || 200 836 || 1347 || 388 24 * * * * T. . . . . | 98 || 476 | 1676 || 2347 693 42 | . . . . . . . . . . . . . . . 5332 B. . . . . . . . . 19 || 120 || 354 || 909 1001 || 296 34 10 G. . . . . " . . . . 25 85 || 322 857 1144 || 326 27 T. . . . . | 44 || 205 || 676 1766 2145 || 622 61 | . . . . . . . . . 5519 B. . . . . 7 44 || 101 || 415 | 841 | 884 || 312 32 2 11 G. . . . . 5 25 || 133 || 360 | 824 1024 |. 350 30 | . . . . . . . . . T. . . . . 12 69 || 234 || 775 1665 1908 || 662 62 2 5389 B. . . . . 9 28 51 || 210 || 492 | 898 || 798 || 259 84 12 G. . . . . 5 21 36 || 132 362 806 || 956 281 30 | . . . . T. . . . . 14 49 87 | 342 | 854 1704 || 1754 540 114 || 5458 B. . . . . 3 7 16 || 104 || 203 || 511 || 830 || 708 || 237 13 G. . . . . 2 7 20 67 165 || 372 775 | 789 || 268 T. . . . . 5 14 36 || 171 || 368 || 883 | 1605 || 1497 || 505 || 5084 B. . . . . 4 4 11 35 | 116 || 188 || 478 || 700 | 689 14 G. . . . . 1 6 12 38 59 || 154 | 402 | 680 || 854 T. . . . . 5 10 23 73 || 175 342 | 880 || 1380 1543 || 4431 B. . . . . 5 2 9 16 55 109 | 209 || 452 1006 15 G. . . . . 1 3 7 9 28 62 | 167 || 322 1230 T. . . . . 6 5 16 25 83 || 171 376|| 774 2236 || 3692 B. . . . . 4 4 7 6 20 23 42 125 986 16 G. . . . . 1 3 3 3 12 15 32 80 | 1209 T. . . . . 5 7 10 9 32 38 74 205 || 2195 || 2575 37 CONTINUED TABLE 10: y=| æ：ș）OO|（~O § │ │ ģ Ķ Ķ ķ ğ | № $<ș=4！={Q�Q©Q© ��©��Q©Q\en «»«»�N，�<！, per cent 47.9 2 22.6 6.6 13.5 || 7.2 100 Sentous No. of pupils 426 75 115 23 50 38 || 727 per cent 58.6 || 10.3 15.8 || 3.1 | 6.8 || 3.2 | 100 Virgil No. of Pupils 444 18 28 || 7 6 | 20 523 per cent 82 | 3.4 || 5.3 | 1.3 | 1.2 | 3.8 100 30th Street |No. of Pupils 498 110 || 129 221 68 67 | 893 per cent 55.5 | 12.3 14.4 2.3 || 7.6 || 7.5 | 100 †l G-15 94 An analysis of the foregoing table reveals the fact that a very large majority of students in the intermediate schools are select- ing either the literary or general elective course. This is to be expected. On the other hand, there are many children in each school who have selected the various elective courses. Some- what striking differences are noted in different communities in regard to these features. For example, in the Virgil Inter- mediate School 5.3 per cent. of the children chose commercial work, whereas in the Custer Avenue 30.7 per cent. selected this type of work. This, no doubt, reflects the different community sentiment in regard to commercial work. In home economics, the percentage varies from one-tenth of one per cent. in Custer Avenue to 19.9 per cent. in Fourteenth Street. In a similar way the other courses vary in the percentage of children who have selected them. This is a very clear illus- tration of the fact that children in the different communities select courses differently owing to the fact that they have dif- ferent interests. No doubt this is one of the important merits of the intermediate school and should be continued. It may be that it will be found later to be possible to take care of the dif- ferent types of children in a given school without offering as many different subjects as are now offered. However, it should be borne in mind that these courses are not necessarily as dif- ferent as they seem. For example, the mechanics arts course and the engineering preparatory course in the seventh year, for all practical purposes, are identical, so that the two courses can be offered without additional cost, and the differentiation is no doubt of real value on account of the fact that they serve to stimulate students to make a serious choice of courses based on their later vocational aspirations. In summarizing, it may be said that an analysis of the selection of courses by pupils in intermediate schools justifies the argu- ment presented in their favor to the effect that it will enable the children to select work adapted to community preferences. 6. THE PRESENT ARRANGEMENT OF COURSEs SUBJECT TO CHANGE It should be said that these elective courses have been offered in an experimental way by the intermediate schools. The intermediate principals and teachers themselves are making changes constantly, as a result of a study of these experiments. For example, some of the schools have dropped the Latin, others have combined the French and Latin. Algebra has been tried out in the B eighth grade, but there seems to be a disposition to shift it to the A eighth grade. 95 Instruction in the commercial work seems to have met with success, and there is already a demand for commercial work in some of the non-intermediate schools. It should be said in this connection that the teachers and the principals in the interme- diate schools seem to be extremely anxious to improve the work and to take advantage of the results in every new experiment. In other words, these courses have not been put in the schools and left there without serious criticism and evaluations on the part of the teachers themselves. This is a very wholesome situation. 7. COMPARATIVE RECORDS IN HIGH SCHOOL TABLE 25: ShowING CoMPARATIVE RECORDS IN HIGH School of INTER- MEDIATE AND GRAMMAR SCHOOL GRADUATES PUPILS WHO DID NOT ATTEND INTERMEDIATE SCHOOLS * y Number with Year Pupils Per cent. eactra credits 3 14 1 12 3% 82 7 . . 51 4 861 70 497 4% 209 17 130 5 57 5 34 Total. . . . . . . 1223 100 724 *. PUPILS WHO ATTENDED INTERMEDIATE SCHOOLS Years in H. S. e Number with work inc. Inter. Pupils Per cent eactra credits 3 5 2 2 3% 30 19 19 4 105 69 70 4% 12 8 6 5 3 2 © e it Total. . . . . . . . . 155 100 97 * Of the pupils who did not attend intermediate school, 14, or 1 per cent., completed the course in three years (12 of this group completed this course with extra credits); 82, or 7 per cent., completed the course in three and one-half years, 51 of whom received extra credits; 209, or 17 per cent., completed the course in four and one-half years, and 5 per cent. completed the course in five years. 96 Of the pupils who attended the intermediate schools, 2 per cent. finished in three years, 19 per cent. in three and one-half years, 69 per cent. in four years, 8 per cent. in four and one-half years and 2 per cent. in five years. Thus it may be seen that 90 per cent. of the pupils who attended intermediate school completed the high school in four years, or less, whereas, only 78 per cent. of the non-intermediate school students graduated from the high school in four years, or less. This would indicate that the intermediate school students are making better progress in the high school than the students from the non-intermediate school. -- - If it should be established that the figures indicated in the table above become truly descriptive of the situation from year to year, so that there is an expectancy of 90 per cent. of the inter- mediate school students entering high school being able to grad- uate in four years, or less, as compared with 78 per cent. of the elementary school students who are able to graduate in four years, or less, it will mean that the intermediate school contribut- es much in the matter of saving time on the part of students who go through the public school. In case this is true, the apparent increase in expense in the intermediate schools will be measurably offset by a decrease in cost in the high school. In the figures above, 22 per cent. of the . students who entered the high school from the non-intermediate schools spent more than four years before graduating. This involves considerable expense at the present per capita cost of instruction. The fact that one student out of twenty spends a full year extra before graduation and that one student out of six spends one-half a year extra before graduation, will, if the num- ber becomes large, contribute heavily toward the cost of high school instruction. Again, the fact that only 8 per cent. of the students who come to the high school from the non-intermediate school are able to finish in less than four years, is of importance in comparison with the fact that 21 per cent. of the children who come from intermediate schools are able to complete the high School in less than four years. It will be unwise to make too hasty inferences from these figures; it is too early to make final judgments. As the data accumulates within the next few years these ratios may change. Nevertheless, it is significant that the figures, as far as they go, indicate not only that the intermediate school student makes a better record, but that he costs less to educate in the high school than does the non-intermediate school student. Indeed, the figures indicate that the saving effected thus may partially offset the added expenditures earlier in the school career. . 97 2. 8. DISTRIBUTION OF 7TH AND 8TH GRADE PUPILS IN ELEMEN- TARY AND INTERMEDIATE SCHOOLS Relatively, half of the children in the city of Los Angeles now in the 7th and 8th grades are not enrolled in the intermediate schools. Figures indicate that a relatively high percentage of the students who complete the 8th grade in the intermediate school continue in the 9th grade. Likewise, an unusually large percentage of the students enter high school who complete the intermediate schools. 93 per cent. of the students who completed the intermediate school in February, entered high school this year. Thus the figures indicate clearly, that the intermediate school tends to increase the number of pupils entering high school. * 9. Over-AGE PUPILS IN THE INTERMEDIATE SCHOOLS Based on the Los Angeles system of calculating over-age, the children in the intermediate and high schools in 1914 were rela- tively old. *. - In view of the fact that the promotion rate is high in the intermediate schools, interest arises as to why this group was over-age. This may have been due to either of two causes; late entrance, or low rate of promotion during the first six years. Our data indicates that the promotion rates are inc easing, so that in the future it may be expected that the percentage of over-age shown in 1914 in the intermediate schools will decrease. TABLE 26: SHowing Over-AGE PUPILS IN Los ANGELES INTERMEDIATE SCHOOLs, OCTOBER 30, 1914 Grade Boys Girls % of % of No. ‘ioli No. total 13 years and over . . . . . . . 7th 925 66 767 60 14 “ € 6 & 6 8th 673 62 253 34 15 . “ 6 & 6 & 9th 390 53 367 51 Over-AGE PUPILS IN THE HIGH SCHOOLs, OCTOBER 30, 1914 Boys Girls Grade % of % of No. hidi No. tºtal 15 years and over. . . . . . . 9th 1220 70 850 54 16 “ & $ 6 & 10th 744 65 686 57 17 “ “ “ . 11th 541 54 498 41 18 “ “ “ . . . . . . . 12th 312 52 352 45 98 The figures gathered in the Superintendent's office indicated that half of the students were one or more years over-age. As indicated in the discussion above, this will probably be reduced later. Los Angeles is interested in this problem for this reason:— If over-age means that children are spending more than twelve years in getting twelve years of work, it is costing a great deal of money for the city to provide this extra year, or more, of schooling. On the other hand, these figures may be largely due to the presence of temporary attendants, e. g., the children of tourists. Over-age may be due to irregularity in attendance and late entrance, or it may be that children who should have started to school at six years of age did not start until they were seven years old or older. In such cases, the responsibility for condit- tions would be altogether different than in the case indicated above. In one case the responsibility belongs to the parent, and in the other to the school - At any rate, the truth should be known, and this can only be found out by a detailed study of each individual child in the high School. Such a study might be undertaken to advantage. 10. VARIATION IN RATIO OF TEACHERS TO PUPILs With the rapid development of the intermediate schools and the vast number of adjustments necessary in their organization, wide variation has resulted in the distribution of teachers in the various schools. Some schools have used relatively many more teachers per thousand children than others. For example, the number of students per teacher in Boyle Heights is four more than in Custer Avenue; that is to say, Custer Avenue averages 19.31 pupils per teacher, whereas Boyle Heights averages 23.94. This makes a difference of ten teachers per thousand students, a difference in cost of from $12,000 to $16,800. Another example of this is seen in the case of the McKinley and Boyle Heights schools. Within the past two years the Mc- Kinley school has secured an additional teacher for each sixteen students. Boyle Heights has had an increase of more than one hundred students, with one less teacher. It is true that Boyle Heights, a few years ago, had relatively fewer children than the McKinley school. Nevertheless, the difference between these schools is significant. The number of pupils per teacher in the McKinley High School, March, 1916, was 20.46; at Boyle Heights, 23.94. - 11. NEED OF SOME STANDARD FOR ASSIGNING TEACHERs As the enrollment in these schools is increasing with great rapidity, the Board should establish a policy in regard to the number of pupils per teacher so as to make it possible to distribute funds throughout the schools of the city on an equitable basis. - 99 From the standpoint of general administrative theory, it is frequently asserted that the efficiency of the schools increases as the number of pupils per teacher decreases. However, there is a difference of opinion as to the limitations of this theory. At the present time the situation in Los Angeles intermediate schools offers an excellent opportunity for finding out something definite about the unit to be recommended. - The administration should, by means of a detailed survey, make a very thorough study of the results being obtained in the different schools which are providing different numbers of teach- ers per thousand students. If tests were made of the efficiency of the work in Custer Avenue, registering twenty pupils, and in Boyle Heights School, registering twenty-four pupils per teacher, it would be possible to find out whether or not it is worth while to reduce the number of students per teacher in Boyle Heights or to increase, the number of students per teacher in the Custer Avenue school. While the demand for economy at the present time may not be such as to make it imperative to make such an adjustment, yet as a matter of future policy, it is highly important that the experiment which has gone on in Los Angeles, viz: that of pro- viding a widely varying teaching force per thousand students, should be checked up. Teachers quite generally seem to feel that the results are better as a result of the fact that there is a relatively large number of teachers in the schools. But, from the standpoint of scientific accuracy, these teachers have no adequate way of judging as to whether or not the work here is better than in other cities operating under a different schedule. Nor do they have records to show that instruction is more ef- ficient in one school than in another. 12. OPPOSITION TO THE INTERMEDIATE SCHOOLS . It has been quite natural to expect that these schools should have aroused criticism. Criticism is due to a number of causes, among which is the shifting of students from one school to the other. For example, the young children below the seventh grade who have been attending elementary school R are sent to elementary schools, X, Y, and Z. This means that the wishes and expectations of parents are disturbed; that children have to accustom themselves to new routes of travel, etc., so that it is not unnatural that a spirit of opposition is aroused. Children in schools X, Y, and Z in the 7th and 8th grades are sent to school R. This means that all of the children except the children in the 7th and 8th grades in school R must make new adjustments. On the other hand, the children in the district who are ready for 100 the high school are accommodated much nearer their own homes than would have been the case had they been transferred to high schools. Also, many parents prefer to have their children in the schools which enroll only children of the first six grades. They believe that older children should not associate with young- er children, and vice versa. From the pedagogical standpoint, theory favors the policy of providing departmental instruction as it has been earlier developed in the 7th and 8th grades in the intermediate school. Another objection has been that some of the teachers in the schools X, Y, and Z object to giving up their older children. Some of them feel that they have been demoted. This feeling has been accentuated by the fact that the intermediate school teachers were given additional pay. - It should be said that the schools cannot be administered on the basis of making constant adjustments to complaints such as the foregoing. Cases involving travel for an unreasonable distance should be given most serious attention, and schools should not be established until after a most thorough analysis has been made by the Superintendent of the schools as to pros- pective difficulties. However, the Board of Education, on the basis of the analysis as made, should formulate a policy and administer the schools accordingly. There will never be a time when some parents are not more advantageously located, as far as schools are concerned, than others. Real estate men have long recognized the value of close proximity to schools. 13. A POLICY SHOULD BE ESTABLISHED AND OBSERVED The question as to whether or not additional schools should be established can be answered only after a thorough platting of the location of the schools in such a way as to find out whether or not they can be extended equitably. In view of the increased attendance in the upper grades of the school course, Los Angeles can afford to make considerable sacrifice in the way of minor inconveniences, as far as distance is concerned, if it is known that the extension of the intermediate schools is desired. The whole educational law is based on the fact that the community is not willing to trust the caprices of the parent so far as the wel- fare of the child is concerned. Educational legislation and development today is all in the direction of the attempt to hold the largest possible percentage of children until after they have completed high school. By the establishment of the intermedi- ate school Los Angeles has introduced a promising experiment. The extension of the intermediate school, when finally deter- mined after further study, should be a valuable aid in that direc- tion. - 101 14. ESTIMATING THE COST OF INTERMEDIATE SCHOOLS Respecting the cost of intermediate schools, it should be said that the figures in the Annual Report are subject to a possible misinterpretation due to the fact that under the California law it has been necessary, until this year, to keep the elementary and high school funds separate. In so doing, arbitrary charges have been made against one or the other funds from time to time, in order actually to meet the needs of the schools. Thus, the Auditor's report of June 30th, 1915, shows the following: Cost of Expense of Expense of Elvira- Total School Instruc- Opera- Main- ordinary Eacpe. * ~. gº a pense tion tion tenance Eacpense Boyle Heights. . Elementary. . . . $41,907.60 $3,832. 17 $ 5,044.33 $20,191.44 $70,975. 54 Boyle Heights . High School. . . . 42,284.77 2,964.43 27.30 1,646.20 46,922.70 Average Daily Attendance Cost per capita Total cost per capita tº 73 - Elementary $ 69.00 - 139 High School 239. 55 $103.85 The Boyle Heights Intermediate School consists of children enrolled in the 7th, 8th and 9th year courses. The number of students in the elementary part of this school represents, roughly, two-thirds of the total number. Since the salaries of the teachers are all paid on a basis of the same salary schedule, it would seem that the natural division of expense would be chargeable: two- thirds of the total against the elementary, and one-third of the total against the high school fund. However, in view of the fact that there was more money available in the high school fund than in the elementary fund, and that certain limitations in elementary salaries compelled a redistribution of funds, more than one-half of the total amount for operating the school was paid from the high school fund. Therefore, the high school part of the intermediate school appears to cost $239.55 per capita, which is not the case. All costs of instruction in the intermediate schools should be lumped; that is, $41,970.60 should be added to $42,294.77; this should be divided by the average daily attendance. A per capita cost for instruction in the intermediate schools would then be $91.02. This per capita cost is not unreasonable as compared with cost of operation in the high school in view of the fact that the teachers are paid on the same salary schedule. 102. 15. RECOMMENDATIONs The Committee recommends: 1: That the policy of educating children in the inter- mediate schools be continued, and that, after a thorough analysis of all factors involved, additional intermediate schools be established from time to time, as conditions warrant. That the investigation begun by this Committee be continued so as to discover the relative effectiveness of instruction of pupils in the grammar and in the intermediate schools. That the policy of outlining courses suggesting different life or vocational interests be continued. That a Bureau of Research be directed to unde take the task of determining an optimum number of children per teacher in the various subjects. 103 VI Af HIGH SCHOOLS Los Angeles operates the following high schools:—Franklin, Gardena, Hollywood, Lincoln, Lomita, Los Angeles, Manual Arts, Owensmouth, Polytechnic, San Fernando, San Pedro, Van Nuys and Wilmington. These high schools vary as to size, as is shown in the table. They also differ somewhat in regard to character. An attempt has been made to emphasize agricultural work at Gardena; marine work at San Pedro; technical work at Polytechnic; academic work at Los Angeles and Hollywood. The Superintendent reports that Manual Arts High School has from the beginning endeavored to be a cosmopolitan high School. 1. DISTINCTIVE FEATURES OF THE HIGH SCHOOLS One of the distinctive features of the Los Angeles high schools is the fact that the students are given a wide range of choice in the matter of taking work leading toward vocational interests. The students in Los Angeles find it possible to choose from a very large number of subjects. Moreover, the principals have offered valuable assistance to the students by arranging a large number of courses suited to their different interests. Reference to the table found on a later page indicates that the actual selection of courses on the part of students varies from school to school. A majority of the students select what may be termed general courses. There are exceptions and these exceptions contribute largely to the number of small classes reported in a later table. - 2. THE Special. VERsus the Cosmopolitan High School, The high schools of Los Angeles have been established at dif- ferent periods with different conceptions. For example, the Los Angeles High School was considered to be primarily charged with the responsibility of serving students desiring college pre- paratory work. However, in recent years additional courses have been established in commercial work, manual training, home economics and agriculture. At present these courses in agriculture, manual training and home economics are not ex- tensive. Similarly folytechnic High School was created for the purpose of making a technical high school. As the students have increased in number there has grown a demand for addi- tional work, as indicated in the enrollment in general elective courses, which are in no sense technical courses. The Manual Arts high School has become in effect a cosmopolitan high school in which a very wide range of courses are offered. On the one hand courses in Latin are offered; on the other, courses in mil- - linery and technical work for girls, as well as machine shop and automobile work for boys. - 104 *...* Thus it may be seen that these three schools, established for different purposes, have come to be more and more alike. These changes are due not only to the possible desire of the Board or its officers but to the demands of the people within the adjoining territory. The question of the Special vs. the Cosmopolitan High School should be decided by consideration of educational values, costs and convenience to students. Unless there be some distinctive features in the tone or spirit of a school organization which makes the segregation desirable of a special group of students such as is suggested in the establishment of junior colleges, there is no reason why the service of the high school should not be suf- ficiently broad to meet the demands of a neighborhood. Cost is another important factor. This is dependent on size of enrollment of classes, and relative cost of instruction and equipment. In those subjects in which special equipment is necessary, such as the installation of machine shops, cost may be an important item. However, a class in language, mathematics or any of the usual high school subjects may be taught as econom- ically in one building as in another. Again, if the enrollment is so low as to involve a duplication of many small classes, when a smaller number of classes enrolling a larger number of children could be maintained in fewer buildings, then some intelligent discretion should be used so as to guard against unnecessary expenditure. On the ground of convenience all arguments favor Cosmo- politan High Schools. The committee recommends that courses be multiplied in high schools as the convenience of neighborhoods - requires, subject to the condition that there be no unneces- sary duplication of equipment and no unnecessary mul- tiplication of small classes. These facts can only be deter- mined by special investigation from time to time. 3. ELECTIVES IN HIGH SCHOOLS With the growth of the large high schools in Los Angeles it has become possible to offer a wide range of subject matter with- out materially increasing the expense. In other words, if there is a sufficient number of students taking language to require the entire time of ten teachers, no increase of cost is involved if some of the teachers teach French, others German, others Latin, etc. The large high schools, consequently, are able to offer a wide range of electives without difficulty. This, however, is not the case with the smaller high schools in the outlying districts. The administration has recognized this in a measure, and has not offered as wide a range of courses in these schools as in the larger schools. They have also attempted to reduce expenses, and at the same time provide electives, by offering work in alternate 105 years. For example, in the Wilmington High School the De- partment of Science offers physics one year and chemistry the next; thus the two subjects are offered without additional ex- pense as far as teaching is concerned. In general, it may be said that educators are not agreed as to the extent to which students may be permitted to elect work. Some believe that many drop out of high school because they have not been able to pursue the subjects they felt would be helpful to them. Therefore a wide range of choice has been offered. Los Angeles, in common with many other cities, has offered the student many electives, and the students by thous- ands have been attracted to the schools. -- Others believe that a wide discretion in electing studies does not prove that the pupil may choose wisely. This does not imply that the tastes or abilities of pupils should be disregarded, but that these should not be confounded with caprice. The elective system should be continued pending a study of results. Inasmuch as these courses have been established a relatively short time, it is impossible to determine whether or not this opportunity for free electives reacts beneficially on students as a whole. Because educational values are so difficult to deter- mine, educational results are usually judged on the surface. To quote one of the high school principals: “The answer cannot be given until after the policy has been in operation six or seven years, because students who have been graduated from the high school at the present time have not had the benefit of the complete organization extending through six years.” e In summarizing, it should be said that Los Angeles, in common with other cities, is attempting the experiment of offering elect- ives with the hope of improving the effectiveness of secondary instruction. The answer cannot be determined within less then several years, five at least. Therefore, this Committee recom- mends that the elective system be continued, and that a follow- up method of tracing the subsequent progress of pupils be inaug- urated. - - 4. GROWTH IN THE HIGH SCHOOL ENROLLMENT Los Angeles, in common with other cities in the United States, shows a marked increase in the percentage of students enrolled in the High School. Within recent years there has been every- where seen a marked tendency to fill up the upper grades. This is shown very strikingly by the figures given in the table below. This table should be read as follows: e In 1896-7, of the total number of children enrolled in the public schools, 12.4 percent were in the kindergarten; 19.9 per cent. were in the first grade; 13.1 per cent. were in the second grade; 106 10.8 per cent. were in the third grade, etc., showing 0.6 per cent. only in the 12th year. TABLE 27: SHOWING PERCENTAGE OF ENROLLMENT IN ALL GRADEs Year K 1 2 3 4 5 || 6 || 7 || 8 || 9 || 10 || 11 || 12 96–7. . . . . . 12.4 |19.9 |13. 1 || 10.8 |10.8 9.4|8.0|6.0|4.3|3.0|1.3| 7 | . 6 01–2. . . . . . 11.1 |16.8 |12. 3 |12.8 || 10.8 || 10.6|9. 16.0|4. 23.2|1.7 .. 8 || 6 06–7. . . . . . 8.6 |17.9 || 10.3 |12.5 11.4 |10. 58.67. 25.1|4.3|1.9 8 7 11–12. . . . . 9.4 |16.4 |10.4 |10.6 9.9 || 8.9|8, 67.3|6.95.8|2.8|1.5 | 1.1 12–13 . . . . . 9.9 16.2 |10.3 |10.3 |19. 1 || 8.8|8. 27. 17.8|4.8|2.9|1.9 |1 .. 5 13–14. . . . . 9.85|15.96|10.01|10.48, 9.96 8.9|8.01.7|7.7|4.93.02.11||1.48 14–15. . . . . 9.8 |14.4 10.4 9.6 9.5 9.27.98.28.65.23.32.06.1.8 6.3 per cent. of the total enrollment was in the high school in 1901, and in 1906, 7.7 per cent. of the total enrollment was in the high school. In 1911-12, 11.2 per cent. were enrolled in the high school. In 1914-15, 12.3 per cent. were enrolled in the high school. This should be very gratifying to the City of Los Angeles, as it is an excellent measure of the success of the public school system in holding its students for the high school. It is of interest in this connection to note the variable interest throughout the United States, as follows: Percentage of Total Enrollment Found in High School Minneapolis. . . . . . . . . . . . . 14 per cent. plus. Boston . . . . . . . . . . . . . . . . . 13 6 & & 6 6 6 Los Angeles . . . . . . . . . . . . . 12 6 & 66 6 & Detroit . . . . . . . . . . . . . . . . . 9 6 & 66 & 6 St. Louis * * * * * * * * * * * * * * * * 6 $ 6 66 6 6 Cleveland . . . . . . . . . . . . . . . 6 6 & & 6 6 6 Newark. . . . . . . . . . . . . . . . . 5 & 6 6 & 6 & This shows not only the fact that cities vary in holding power, but it also shows that Los Angeles ranks well up to the front in this particular. 5. PERCENTAGE OF HIGH SCHOOL STUDENTS IN SENIOR CLASS Interest attaches, as to the proportion in the senior classes, of the total enrollment of the 9th, 10th, 11th and 12th years. The table below shows that this number varies from 6 per cent. in the Wilmington high school to 24 per cent. in the Lincoln High School. The mode is 20 per cent. The figures for the United States as reported by the Commissioner of Education in 1914 show 21 per cent. of the high school enrollment to be in the senior class. Thus Los Angeles is on the whole somewhat above the normal in this respect. 107 Table 28: Showing Percentage of Senior Pupils in High School’ of Total Enrolled. Gardena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘. . . 20 Hollywood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lincoln . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * * * * 24 Los Angeles. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 … Manual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Polytechnic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 San Fernando . . . . . . . . . . . . . . . . . . . . . . . . . . 20 San Pedro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Van Nuys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Wilmington . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6. ELIMINATION OF PUPILS FROM THE HIGH SCHOOL Responses from the high school principals relative to the number of students who dropped out during the term ending February, 1916 indicates the fact that 9% per cent. of the pupils. in the various classes dropped out at some time during their semesters. This dropping out was more noticeable in the case of the 9th year than in the senior year as indicated from the fact that the dropping out was 15 per cent. in the 9th year and only 4-10 of 1 per cent. in the 12th year. Only 13 per cent. of the 9th grade students who had been in the intermediate schools dropped courses, as compared with 15 per cent. of the 9th grade students who had come from the non-intermediate schools. For the 10th year 12 per cent. of the former intermediate school students dropped their work as compared with 9 per cent. of the non- intermediate school students. This indicates that a certain gap still exists for the student who enters the high school from the intermediate school. In other words, the students who entered the high school from the 8th grade found difficulties of adjust- ment, as indicated by the percentage of students dropping work, and in the same way the students in the 10th year coming from the intermediate school found similar difficulties of adjustment as indicated from the fact that 12 per cent. dropped the work. - However, in the 11th and 12th grades the intermediate school student makes a better record, as far as dropping courses is concerned, than does the student from the grammar school. \ . 108 Table 29 below shows this data in detail. TABLE 29: ShowING THE ELIMINATION OF HIGH SCHOOL PUPILs According To YEARs No. No. elmd. No. elmd. No. who emrld. who Per | enrld. | enrld. from enrld. Total cent. from | From | Per ord. from Per Grade | Total elimin-elimin- inter. inter. cent. 8th 8th cent. gear || enrl. ated ated school school elmd. grade grade elmd. 9 || 2427 358 15 443 59 13 1976 || 299 15 10 || 2501 247 10 1151 135 12 1296 112 9 11 1857 151 8 700 41 6 1101 110 10 12 | 1238 50 4 403 13 3 793 37 5 Total. | 8023 806 10 2697 248 9 5166 || 458 9 Grand Total Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15886 & & “ elimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1512 per cent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.5 The table means that in the 9th grade there were 2,427 students enrolled, 358, or 15% of whom dropped a course. 59, or 13% of the 443 students who came from the intermediate school dropped a course, etc. 7. SIZE OF CLASSES IN INTERMEDIATE AND HIGH SCHOOLS The Board of Education in January of this year sent out an inquiry to each teacher in the city asking for a detailed state- ment of the teacher's activity for each day in the week, including the time given to actual classes, roll call, conference periods, assembly duty and playground, together with the number of students under the charge of the teacher during each of these periods. - These data were rearranged by your committee for the entire city so as to show the size of classes in each intermediate and high school in the different subjects taught. Reference to the tables following makes it possible for this information to be secured for each school. Tables 30–31 show the distribution of classes by subjects in the high and intermediate schools com- bined. It should be borne in mind that the number of classes of different size is subject to variation from semester to semester and even at different times in the same semester. However, these are the facts for the week ending January 28, 1916, as given by the teachers. Every teacher in the city reported. It is noteworthy that there was wide variation in the size of classes. For example, more than 25 per cent. of the classes registered fewer than 15 students. There were more than 650 classes registering fewer than 10 students. On the other hand there were 176 groups enrolling 40 or more students. 109 TABLE 30: Show ING THE DISTRIBUTION OF CLASSES BY SUBJECTs IN THE HIGH AND INTERMEDIATE Schools Size of Class ! 5 10 | 15 20 || 25 || 30 || 35 | 40 || 45 50 Medi- O to to to to to to to to to S. 4 || 9 || 14 | 19 || 24 29 || 34 || 39 || 44 || 49 (!?!, Cooking. . . . 6 ||25 | 24 || 47 | 24 || 2 | . . . . . e - 15–19 Sewing . . . . . 18 22 || 35 | 71 || 40 | 12 3 1 º 15–19 French . . . . . 4 || 17 | 22 || 21 | 12 4 | . . & º e & * e 10–14 English. . . . . 31 | 40 | 72 | 87 | 165|164 |102 || 52 | 12 3 20–24 Algebra. . . . . . 4 7 || 17 | 26 | 40 || 57 27 5 | . . 1 20–24 Drawing . . . . 18 || 44 || 46 | 66 | 68 63 14 4 9 5 15–19 Manual and industrial. Arts. . . . . . 14 57 | 82 91 || 55 || 24 1 15–19 Supervision of study hall . . . . . . 19 22, 16 || 21 || 36 | 40 57 ||38|| 11 || 6 26 || 25–29 Geometry. . . 10 7 | 12 || 23 26 4 20–24 Commercial and busi- ness arith- - metic. . . . . . 2 5 9 9 5 4 2 1 15–19 Trigono- , - metry. . . . | 1 1 1 | . . . . . . 2 1 | . . . . . 10–14 Stenography | 16 || 11 | 16 || 27 | 16 || 10 4 3 1 15–19 Typewriting 4 7 || 13 | 19 || 12 4 2 3 1 15–19 Bookkeep- - - ing. - . . . . 2 | 15 21 || 31 || 17 | 17 6 4 1 15–19 Physiology and hygiene 4 6 9 || 10 8 || 11 5 4 2 20–24 General science. . . . . 4 5 | 12 4 11. 3 5 20–24 Agricultural. 29 || 15 12 9 5–9. General --- *- Music . . . . | 11 || 21 | 16 || 18 || 12 | 20 | 14 | 12 || 10 2 2| 20–24 Chorus s - g - Music. . . . . 2 1 8 6 4 5 5 1 2 9 || 25–29 Orchestra - Music. . . . . 9 7 3 3 3 1 1 5–9 110 TABLE 30 CONTINUED * ** Size of Class 0 || 5 || 10 | 15 20 ||25 || 30 || 35 | 40 || 45 50 you to to to to to to to to to to º: 4 || 9 || 14 | 19 || 24 29 || 34 || 39 || 44 49 ! (!}l S Physical training...| 4 || 5 || 25 35 30 19 22 | 19 || 14 || 8 || 17 | 20–24 Athletics. . . . . . . 2| 6 || 4 || 7 || 1 || 1 || 1 || 2 | . . . . . 15–19 Latin. . . . . . . 12 27 | 17 | 19 20 || 23 || 8 | . . 15–19 Spanish. . . . .] 7 || 21 28 31 54 ||37 | 16 || 8 | . . . . . . . . 20–24 German & sº e s sº 8 || 19 18 29 || 11 8 2 1 & © s & . . . 15–19 History. . . . . 3 | 15 || 23 33 || 58 69 || 58 28 || 7 || 3 | . . . 25–29 Geography . . | 1 2 || 3 || 9 || 7 || 18 || 11 || 11 7 1 1 25–29 Arithmetic . . 2 || 1 || 7 | 16 || 22 27 | 26 || 12 || 5 || 2 | . . . 25–29. Total. . . . . . . 227|426 |551 |760 |757 |677 |400 |219 85 || 36 55 Grand total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4193 T]G- 16- C4/7:32:3 //, ///7 FAA/E2/47E.A.Y.) ºrg// 3choors Alex//tgº D Acco22/YG 72 Nunſprx Zap MFP7A/f 1/M/73 arraro, MEAT (see rºſes.) S To S. |0. To 14. 15 To 19, £0. To 24. £5 To 22 tº (Wasses -- 4/ºsses Zysses Warsses - & Kasrs. . Cºrºzºn'.'; 74 F=7# * - - I)7ſ//w//YG | 337 ///37 oz y | 24/7 3.07"Elev/50R. f/ya 4 /3// | 723 -- M/7/YU/71 g ºf : 242 324 &7 UPY //A/11 ART5 A/X*/7////477/r] /26 S£W/NG 202 . 6:26:Arwy 7/ 37°//715A | Zdz. zºoxas Avºid 43 1/77//y /36 7//y:5/CAV/. 77°///////ya coo/r///G | /23 1500/ſ/5EP///d ſ/4 A/ C E J27&A' | W44. 57 Fºogrºm) ſo.4 CE Re M/7// %3 6EO/MF77& y | 92 777-ri,7:/r//ſc 6.5° Hº gº. 773.7/7s. */ - 24 [6|-|s|| || |s|s |s||5||5||5|*|s|#|š * |S| || |s|≤|& & §.] § ||Nº|S| |*|2|* |S|s go § HS s |S|s|s | 3 |s|s |S|S Sº || K- • st § |S|S|-|3|#| |s|s|*|#| ||-|3|-|-||s 5|s|s|≤|#|s F|s|*||as |> S. • ‘ I e e gºe *|*|s|s|s|*| |*|s|s|*|s $ | < * s|*|T|s Sjo S i I 9I6I ‘82, KHVſ) NVſ ºn ICINGI XIGIGIAA HOT STOOHOS H5IH CINV GILVICICIW -HGILNI NI SLOGIranS CINV. STOOHOS Xa GIONVCINGILLV pn IAAOHS SLOGIranS CINV. STOOHOS Xgh GIONVCINGILLW '8 : Ig GITAVJ, A ZII | 040.J. 'ſ)· pºp ‘Hpoo@wn/10 LJ 'O' (* 3P ‘H ‘n 10 aſ ‘ſ’ “I 'ſ) ºp ſy · II · F ·T * H 844 ſº ſom um) IV · H opuſou-lò, J u US * H \qnou s uvuv () mąvuoT ī}} · I sfin N up A • H 3P · I ſuoqbuquņAT • H 3P · I puopupſ) · II ºp ' I ou pºdſ upS • H 3P - I u 100uțT · I 1464） A ‘I paauņS Į108 Geography Trigonometry ' I ºpfiog TABLE 31—Con TINUED ‘I 4048m 0 · I smoņuøS Geometry (Plane, Solid and Descriptive) ‘I 1994, S ĮĮĶI • I fioļuņy o JŲ · T om upua №r Size of Class 10–14. . . . 15–19 . . 20–24. . 25–29 . . . 30–34. . . . . . 35–39 . . . 40–44. . . . . . 45–49. . . . 0– 4. . . . 6– 9 . . . . 10–14 . . 15–19 . . 20–24. . . . . . 25–29 . . 30–34. . . . 35–39 . . . 40–44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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No; ; ; ; ; ; ; ; ; — — ; ; ; ; ; ; ; ; ; No No. . . . . . . . . . . . . . . . . . . . No No. . . . . . . –– ! . . . . . . c < — ） .ſ=ſ.No No. ! . . . . . . . No No.— – • ’ | | . . . . . . No cn –. . . . . . № cº | } } } } } } ] © No No; ; ; ; ; ; ; ; to: & & & & &NoÈ fì§ →– cº so º 555~ + Buyºyamadſ.I. € £ € © € £ € £ © ® • • • • • • • • • • • • • • • • & & & & & & & & & & & • • • • • • • • ſ • V • • • • • • • • • • ssp10 - Jo azyS • & & & œ • • • § € & � � � & & & & & & & & & & & & & & & • • • • & & § ¶ • • ∞ & • • • • • • • • • • • • • • • • • • § find puffouayS Berendo I. Mc Kinley ' [ . 14th Street I. Sentous I. Custer I. Boyle I. 30th Street I. Virgil I. Lincolm I. & H. Sam Pedro I. & H. Gardena I. & H. Wilmington I. & H. Van Nuys 1. & H. Lomita- Owensmouth £1. San Fernando H. . M anual Arts H. L. A. H. & J. C. L. A. Poly. H. & J.C. Hollywood H. & J. C. Total CIGIſ. NILNOO—I9 CITGIVJ, 8II ... • • • • • • • • • • „ • • • • • • • • • • § ø ± ø • • • • • • • � • • • • • • • • • • • • • • • • • * * • • • • • • • • • • • • • • • • • • • • • • • • • • «» & & & � • & & & & º , • • • • • • • • • • • • s • • • • • • • • • „ • • • • • • • • • • „ • • • • • • • • • • • ș • • • • • • • • • • • • • • • • • • • • e • • • • • • • • * * • • • • • • • • • • • ș ſe » e « » «» & * * * • • • • • • • • • • • • » • • • • • • • • • • • • • • • • • • * * • • • • • • • • • • * • e ø ± ø § * • • • • • • • • • • • g • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • œ Œ œ œ & & � • » «， ！» • • • • • • • • • • • & e & * & & & • • • • • • ... • e º © & § ¶ • • „ • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • § € & & & & & • • • • • • • • * & * ، ، ، ، ، ، ، ، ، ، ، ssp.O Jo azyS s ≡ & * & * * ș • • • • • • • • • • • • • • • • • ș • • • • • • • • • • • • & & & & & & • • • • • • * * . Berendo I. Mc Kinley [.. 14th Street I.| Sentous I. · Custer I. 30th Street I. Virgil I. Lincoln I. & H. San Pedro I. & H. Gardena I. & H. Wilmington I. & H. Van Nuys I. & H. ș ș & * → . ș ° § ø • • • • © & & & & * e s ſe è £ € • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • * • • æ æ æ ， º • • » # * • • • • * * ' « e » • • • • • • 814 F 107.118mpu I pup 7pm up JW • • • • • • • • • • * • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • * 24mpnow.uff W. © & & � � No， cº . . No & & & * * ، ، ، ، ، ș • • • • • • • • • § € • • & & & * * * & s & & & & & ș e ø • * * * * * • • • • • • • • * fluvavaS Boyle I. Lomita ' . Owensmouth H. San Fernando H. Manual Arts H. L. A. H. & J. C. L. A. Poly. H. & J.C. Hollywood H. & J. C. Total CIGIſ. NILNOO—I9 GIIgVJ, 6II TABLE 31—Conti NUED 1040.J. , ) ºf ºp ‘H pooºmfiņOH ;)’ fº y ‘H ‘fiņoaſ "W 'T ‘O ºp 3P - H ‘ſ’ ‘’T * H 844 ſy qonuo JŲ · H 0pupuuº, I upS * H \qnonusu ºſm O ſoņuoT • H 3P · I sn n N up A H ：)P ' I u 040 !! !! !!!1! AM • H 3P · I puapupſ) * H 3P ‘I O4pò eſ u DS • H 3P - I w 100 uțT "I Iſlja! A 'I løðuņS !!!08 _ · T ºjnog *I 1948 nſ) "I smoņuoŞ · J 100.41S \!+[ • I fioȚuțy 0 IŲ • I opnuðu ºg • CN] s ——————— o nº o mae o +-+ +-+ CNQ CNQ © © oo — \~> <+ ∞ �！=ł\ y=| +-+ +-+ CN • ！={· CNQĒ�• ș-4 CN)· CNQ +-+ +-+→u，*•• • ș={*Sèș={ ſ=\-->� →•-->ø*«;！S«»«»• · CNQ © CNQ ... ;-- © CNQS+--+ - CNQ CNQ CNĮ – ; ae cº · – · · · ··ş· — — | — · · © ®© +→. +→ CN +-+|-• ſ）'$�· CNQ CNQ→ · +-+ +---+ n O CN] ！= CNQ CNQ CN]«»Š• • • • •• ！=ł• ！={ ſ=\ ș– → CN n O • ^^ -' + · · CN; º →• ！={• ！=ł· CNĮ- ſ- CN]• + → CN** +→. +→ CYO CNQ CNQ +-+ +-+ +-+ + +-+• ！={ ſ=\ y=| <++ o（ <+ oſ> <+ C |< |S|*|s|s|s|s|≤|s|s|| 5 |s|S|& $ TS | S dº | S | *- Ž |s|< |S| | * | * | *|S. #| |S|. |s - s SS | So & Q SO & s SS * §§|s|##|#|s|##|s|##|s|s|#|s|5||*|#| || §|s|≤|3|Š|Š|#| |S|3|5|s|| |S|$|3|s|< |< |S| ºf Size of - Supervisi f Study Hall Class Supervus von of Stuay 11 a 0– 4. . . . . . . . . . . . | 1 |13| 1 || 2 || 2 | . . . . . . . . . . 19 5– 9 . . . . . . . . 2|, . 1|15| . . . 1 || 2 | . . . . . | 1 | . . . . . . . . . . . . . . . . . 22 10–14. . . . . . . 2| 1 || 1 | . . . 1 || 3 || 1 || 3 || 2 | . . 1 | . . | 1 | . . . . . . . . 16 15–19 . . 3|.. 3|.. 7| 4|.. || 2 || 2 . . . . . . . . . . . . . . . . . . . . 21 20–24. . . . . . . 2|. . . 4. . . 5| 9 || 7 || 4 || 5 | . . 36 25–29 . . . . . . . 6| . . . 4. . . 3|10| 2 | 8 || 5 | . . . . . . . . . . . . . . . . . . . . . || 2 | . . . 40 30–34. . . . . . . 7|... [13]... 6||7| 6|10| 6|.. | 1 |. . . . . . . . . . . . . 1| 57 35–39 . . . . . . . 4| . . . 4. . . . 6|10| 6 || 4 || 4 | . . . . . . . . . . . . . . . . . . . . . . . . . 38 40–44. . . . . . . . || 2 | . . 3| 4 || 2 | . . . . . . . . 11 45–49. . . . . . . . | 1 | . . . . . 3| . . . . . . 2 . . . . . . . . . . . . . | 6 50–. . . . . . . . . tº º a tº 2|. 5|, . 4| . . . . . [15] 26 Table 30 shows that the median size of classes varied from 5 to 9 in orchestra work, from 25 to 29 in arithmetic, geography, history and chorus music. This variation is but natural in view of the fact that relatively few students can be cared for at a single time in orchestra work, and also relatively few students care to take this type of work as compared with the large number of studentswho enroll in classes in the other subjects. In arithmetic, which includes household arithmetic, the Berendo Street Intermediate School operated two classes of fifteen to nineteen students; three from twenty to twenty-four; one to thirty-four students; two to forty-four students and one forty-five to forty-nine students. Boyle Heights and San Pedro each operate one class with a registration of four or less. A reference to the right-hand column of the table indicates that the city has operated two arithmetic classes with four or less students; one with five to nine students; seven with ten to fourteen students, etc. As it has been the announced policy to discourage classes en- rolling fewer than fifteen students, it is somewhat surprising to find the large number of classes enrolling fewer than that number. These small classes are found not only in the case of cooking, manual training, sewing and similar subjects, but they are also 121 found in English, mathematics and history courses. Inasmuch as certain subjects are required, such as English, it seems highly probable that an administrative re-organization might be ef- fected by the principals, making it possible to increase the size of the small classes and at the same time reduce the size of some of the larger classes. - It is to be expected that there will be small classes in the small outlying districts; it is a fact also that there are a good many small classes in the larger intermediate schools. In analyzing these data one cannot help feeling that there are great possibili- ties for improving this condition by reorganizing these 'Schools in such a way as to eliminate a large number of classes with low enrollment. This does not necessarily mean that small classes should be arbitrarily cut out without giving due considera- tion to the points at issue in each particular case. Nevertheless, it will become imperative, sooner or later, to have some limit fixed in regard to the minimum size of classes. This will be found desirable not only from the standpoint of economy but also from the standpoint of the pupil. There is surely a lower limit for the size of classes beyond which the opportunities for reciprocal stimulation on the part of the children are reduced to the minimum. - * Further analysis of the reports indicates that there are many instances where teachers have organized small classes in ad- dition to their regularly assigned work. For example, a standard number of “periods” per day in the intermediate schools is 6. Not a few teachers were engaged for 7 periods. For the most part, these extra periods were devoted to individual help and reported under terms of “Individual help,” “Coaching and Latin,” “Hall and Yard duty,” “Office work,” “Chorus,” etc. These evidences of a disposition on the part of teacher to care voluntarily for extra groups are in every way commendable and to be encouraged. Los Angeles is fortunate in having so many teachers in the high and intermediate schools who do this. *- From the nature of the data available, your committee has been unable to sharply differentiate all of these classes of extra activities from the regularly assigned duties. This situation emphasizes the need which your committee expressed elsewhere in this report of an accurate system of consistent records that will make it possible to explain all of the factors involved. A Division of Research should organize inquiries and establish facts relative to these conditions. Many of these classes have been established in response to the desires of children for a wide range of electives. Many of them are necessary because of the small enrollment in certain schools. Nevertheless, the fact that 122 there are 150 classes in English registering fewer than 15 students indicates that other issues are involved than elective courses and the policy of maintaining high schools in the outlying districts. Your Committee does not pretend to pass judgment on this method of organization. If it is found that fifteen is an unsatis- factory minimum another standard should be established. . After this standard is set a somewhat rigid enforcement of the number should be required in all of the larger schools. So long as the schools are continued in the outlying districts it will be necessary to maintain small classes, unless a radical change is made in the curriculum of such schools. Even then a certain number of small classes would be inevitable. However, it is recommended that a Bureau of Research be charged with the responsibility of the evaluation of this policy with the hope of ultimately establishing optimum standards for size of classes in the different subjects. Other discussions of the need for these standards appear elsewhere in this report. This analysis is not to be considered as a criticism of the administration of education in Los Angeles. It is simply a statement of facts which indicates an unusual situation and should be continued or changed only after a most elaborate analysis of conditions. As it stands, it challenges the attention of the educational administration. . The following form was used in gathering this information: 2’ TABLE 32: SHowing ForM Used BY THE BOARD OF EDUCATION IN RE- QUESTING TEACHERs To STATE SCHEDULE OF WORK OF EACH FOR SCHOOL WEEK ENDING JANUARY 28, 1916 If the class If -- was in | If a por- charge of tion of the another class are teacher, Give absent state how time No. of state where your time in Class pupils in they were, was em- Periods min- taught by | Subject actual at- how em- |ployed. - wtes whom tendance ployed, in charge each each. and in of pupils per- period charge of state No. iod what of pupils teacher and nature of work done Monday * 1st Per. 20 ||John Doe Classroom study. . . . . 32 | . . . . . . . . . . 2nd “ 43 “ “ |A7 History 24 |. . . . . . . . . . . . . . . . . . . . 3rd “ 43 “ “ |B8 English 23 1. . . . . . . . . . . . . . . . . . . . 4th “ 43 “ “ |A9 English 11 |. . . . . . . . . . . . . . . . . . . . 5th “ 43 “ “ |Lunch. . . . . . . . . . . . . . . . . . . . . . Lunch 6th “ 43 “ “ Supervised girls yard |229 apprx. |. . . . . . . . . . & ſº g e º 'º e s = º 7th “ 43 " " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Corrected & & & 6 6 & {e A9 book rp. 8th 42 iºd 41 5 Mechani- #. in cal drawing Algebra with Jane English Doe 9th “ 43 “ “ |A7 History 36 |. . . . . . . . . . . . . . . . . . . . 10th “ 37 “ “ |A7 History 28 |. . . . . . . . . . . . . . . . . . . . 11th “ 5 “ “ |Roll, Call . . 32 | . . . . . . . . . . . . . . . . . . . . 12th “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13th “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14th “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15th “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The schedule called for similar information for each day of that week. VII JUNIOR COLLEGES 1. DISTRIBUTION IN LOS ANGELES At the present time the records indicate that junior colleges are in operation in three high schools, viz: Los Angeles, Poly- technic and Hollywood. In addition to these recognized junior colleges, post graduate courses are offered in seven other schools. The Auditor's office is unable to tell the per capita cost of instruc- tion in these schools. As the enrollment in junior college and post graduate students is large, it is evident that the parents of the children in these high schools are anxious to have this type of work offered. Indeed, in one high school, some work is offered in the third year college work. In all probability, in at least two of the high schools, the community will ultimately demand a three or four year course. This is in line with the development elsewhere. The Board should recognize very clearly that they will have to face, within a comparatively short time, a demand for a four-year collegiate course. Cincinnati and New York City maintain city colleges. The students in the Polytechnic High School who are taking junior college work seem to be anxious to get out to work as soon as they have completed the two-year course. The principal of this school reported that in his judgment there will not be a strong demand for an institution of this type of work beyond the present two-year standard. The principals of some of the other schools have already felt pressure from their patrons demanding more college training. - In general, it is our judgment that additional junior colleges should not be established. Rather, an attempt should be made to co-ordinate the junior course already offered in the different high schools into one strong junior college. The distance is to be reckoned with, but, in view of the age of the student, and the facilities of transportation which the city of Los Angeles affords, this should be no barrier. --- The isolation of the college work within a single institution would make it possible for the institution to foster a certain amount of college spirit and group ideals. The establishment of the office of Dean of the junior college is an expression of this need on the part of the high school at the present time. 125 2. GROWTH IN ENROLLMELT TABLE 33: SHowING THE GRowTH IN ENROLLMENT OF JUNIOR COLLEGEs - IN THE Los ANGELEs HIGH SCHOOLS e ToTAL ENROLLMENT 1912-13 1913–14 1914–15 Hollywood High. . . . . . . . . . . . . . . . -- 61 82 Los Angeles High. . . . . . . . . . . . . . . ió5 209 302 Polytechnic High. . . . . . . . . . . . . . . Counted as P. G.'s. Average DAILY ATTENDANCE 1912–13 1913–14 1914–15 Hollywood High . . . . . . . . . . . . . . • * gº & Gº 43 65 Apprx. Los Angeles High. . . . . . . . . . . . . . . 97 158 250 - Polytechnic High. . . . . . . . . . . . . . . Counted as P. G.'s It is interesting to note that compared with total enrollment the average daily attendance is relatively low for these students. In addition to student registration in the junior colleges, it has been the practice to register certain students as post graduate students. The table below shows this enrollment for the past few years. TABLE 34: SHowING GRowTH IN ENROLLMENT IN NUMBER of Post GRADUATE STUDENTS IN THE Los ANGELES HIGH SCHOOLS TOTAL ENROLLMENT 1910–11 1911–12 1912–13 1913–14 1914–15 Gardena High. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Hollywood High. . . . . 4 16 51 . . . . . . . . . . . . . . Lincoln High. . . . . . . . .e e s e e s e e e s e º e s e s = e e s a s • e º e 15 Los Angeles High. . . 46 51 . . . . . . . . . . . . . . . . . . . . . Manual Arts High . . . . . . . . . . . . . . . . . . . . . . . 112 151 (only from Feb. to June) Polytechnic High... 55 91 130 160 172 San Fernando. . . . . . 1 . . . . . . . 3 7 5 AVERA GE DAILY ATTEN DANCE 1910–11 1911–12 1912–13 1913–14 1914–15 Gardena Agri. High. " . . . . . . . . . . . . . . . . . . . . . . . . . . . . * 1. Hollywood High . . . . 2 7 30 . . . . . . (Approx.) Los Angeles High. . . 18 21 . . . . . . . . . . . . . . . . . . . . . Lincoln High. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Manual Arts High. . . . . . . . . . . . . . . . . . . . . . . 43 95 (only from Feb. to June) Polytechnic High. . . 33 51 64 74 San Fernando High. . . . . . . . . . . . . . . 1 4 3 - - Approx. *No record kept at the schools; have always been counted as 12th-year pupils in reports to state. - - - -- 126 3. RECOMMENDATIONS The Committee recommends: • 1: That no more junior colleges be established at the present time. - . - 2: That the possibility of co-ordination of all the junior colleges into one city college is worthy of serious consideration on the part of the Board. - 127 VIII EVENING ELEMENTARY SCHOOLS 1. SCOPE OF ACTIVITIES The first evening schools were established for those who had been denied or had neglected opportunites for elementary instruction during earlier years. The next development was the establishment of evening high schools which afforded am- bitious and studious men and women means of increasing their knowledge, skill and earning capacity. The third step in even- ing instruction was necessitated by the rapidly growing foreign population in American communities. These schools were originally conceived in a philanthropic spirit. It was not long, however, before thinking citizens perceived that they were as necessary for the community as for the foreigner. The tremen- dous problem presented by the successive waves of immigration, made up of those who were strangers not only to our language, but to our social and political institutions as well, compelled some method of solution. It was natural that this task should be assigned to the schools, which, however imperfectly, have yet contributed more to the solution of this problem than any other agency, public or private. Since the establishment of these activities, many others have been added. Los Angeles in this respect resembles other Amer- ican cities, large and small. The multiplication of these activities has been furthered by the disposition to use the school plant to the maximum. It has seemed a proper and obvious thing that buildings which so peculiarly belong to the people should be open to it to the greatest possible extent. The sentiment finds expression in the present State Law. - . Therefore it happens that in public schools almost every type of evening activity has been developed. Shops, kitchens, sewing rooms, auditoriums, gymnasiums, playgrounds, have all been freely employed. - * , One problem that has arisen in the development of the evening school activities is that of proper organization. For a long time evening activities escaped the usual, demands imposed on the organization of the day schools. The care and thought given to the certification and training of teachers, the need of making accurate records and reports, the necessity of checking the rela- tive values of different types of work performed—all these, as a rule, have been disregarded or perfunctorily treated in evening school organization. Evening instruction was conceived, and in many places is yet conceived, as a sort of unregulated sub- sidiary type of educational effort, needing little real supervision. 128 2. THE PROBLEM OF COST The second problem is one of cost. So long as evening schools were few in number, or were limited, they were considered pleas- ing ventures with a certain sentimental value. Now that they have been extended to their present size and number, the cost of financing them has become noticeable and in some cases heavy. The rapid increase in cost in Los Angeles is shown in Table 6. It is probably true that if the money is wisely expended, even if the amount be large, the educational dividend will be corres- pondingly high. ...' No one will question that even a poorly organized evening school does considerable good. No one familiar with the facts can doubt that the conduct of even well organized evening schools involves a large waste of effort and money, due to irregular and infrequent attendance. Furthermore, the indefinite possibilities of extension, especial- ly when the school is in charge of an aggressive principal, do multiply cost. It is a correct attitude for a principal to assume when he states that he wishes to see his evening school give maximum service. A school can become a convenient branch for a city library; therefore a teacher is selected as a branch librarian. A group of young people need recreation under direct and proper conditions; therefore a social club with a leader is selected. Some parents cannot leave their little ones at home; therefore a nursery is started. Adolescent boys are better off in a playground under competent leadership; therefore a gymnas- tic teacher or playground leader should be added. Children in miserable homes should have a place to play games, or prac- tise primary manual arts; therefore a teacher is appointed to supervise the activity. It is not unnatural that the ease with which any sort of activity can be put into operation may result in establishing facilities not always worth continuing. No argument is needed to prove that many of these activities are beneficial. They may yet become the most valuable features of the evening school. Because this multiplication of activities increases cost rapidly, waste must be reduced and extravagance avoided. First, a city should pay for instruction for those who need instruction, not as a matter of philanthropy, or sentiment, but for the salvation of the state. Secondly, a city should open the school to the neighborhood, not only because the law permits it, but be- cause the development of community sentiment is good for the state. The law states that these communities must be super- vised. If the city must pay for this supervision—and that seems to be the legal condition—then the Board must have a policy. 129 A budget should be prepared and the demands set forth. There should be discretion shown in the method of expenditure so that whatever gives the greatest values should have the widest extension. It would be well, no doubt, if a department of education could do everything everywhere. The facts are, it cannot. Then it should, through the suggestion of its super- visory officers, discriminate between the various activities so that those most generously attended will receive more than a meagre allowance. The application of these principles may be discussed with reference to each of the different departments of the Los Angeles evening elementary schools. - *-*. These may be divided as follows: ELEMENTARY | NSTRUCTIONS FOR ENGLl SH SPEAK1 NG PEOPLE OF NEGLECTED EDUCATION OR FOR YOUNG PEOPLE WITH WORK PERMITS. - * INSTRUCTION IN ENGLISH TO ENGLISH SPEAKING FOREIGNERS AND TO THOSE PREPARING TO TAKE CITIZEN PAPERS (FOREIGN AND CITIZEN CLASSES.) f g CLASSES IN COMMERCIAL SUBJECTS. •. CLASSES IN MANUAL AND DOMESTIC ARTS, SHOP AND COOKlNG, AND WEAVING. º - CIASSES FOR PHYSICAL DEVELOPMELT; GYMNASIUMS AND PLAYGROUDs. - - º CLASSES FOR SOCIAL RECREATION, GAMES, DANCING. 3. ELEMENTARY INSTRUCTION FOR ENGLISH SPEAKING PUPILS Fourteen classes were observed during a fortnight. The difficulty of grading pupils requires a method of grouping and of instruction largely individual. There was a great deal of busy work, much of it of a character that would occupy the time of pupils rather than contribute to their progress. The teaching of these pupils in the elementary grades was generally more competent than that shown in the teaching of foreigners; the problem is better understood by teachers. Many of the “work permit” pupils were obviously too fatigued to give any sustained attention, but that is a condition teachers cannot control. The compulsory attendance of children in evening classes for instruction after a day of labor is not in accord with the best current opinion. Much of the legislation, originally adopted was initiated by an excellent philanthropic motive, but it is generally condemned as unsuitable for children who need rest and rational recreation after working hours. So long as the state requires the attendance of boys and girls under 16 at evening school, the city can exercise no dis- 130 cretion. It would be wise if California would enact legislation similar to that of Wisconsin, which requires that such persons when employed should attend school a minimum number of hours per week between 8 A. M. and 6 P. M. If compulsory legislation of this kind seems inadvisable, then discretionary legislation permitting cities to require day attendance for a minimum number of hours per week in day schools could be substituted. Such permissive legislation has been adopted in New York State. 4. THE INSTRUCTION OF FOREIGNERs **. (a) THOSE LEARNING ENGLISH Compared with the mill towns of New England, or the manu- facturing towns of Pennsylvania, or some of the cities of the East, it cannot be said that Los Angeles has a formidable foreign problem. This, however, is additional reason why Los Angeles should provide for the instruction of the foreigners it now has. Apparently twenty per cent. of the present population were born in countries in which English is not the current language. It is impossible to state how many of these persons cannot speak English, but the number is sufficient to require attention. The problem should be met now, when it is possible to do so. Instruction in English, though of primary importance, should not constitute the whole of instruction. Quite apart from the preparation involved in the training of citizens for naturaliza- tion, a course for foreigners should include instruction in civics. This means not only knowledge of the organization of our national government, but also of local conditions, social and political. Whether the foreign resident be a citizen, or not, it is neces- sary for the city itself, as well as for him, that he understand what the city requires of all its people as to manners, conditions of living, and observance of laws and social standards. Instruction in English to foreigners is a highly specialized process. Normal school training for teachers intending to teach in the elementary grades is a most inadequate preparation. Even though under such conditions an occasional Normal graduate will develop extraordinary ability, dependence on this fact is a very uncertain method of providing teachers. - The employment of day school teachers in evening schools is referred to elsewhere. It may be stated now that, if com- petent teachers have to be withdrawn from evening schools for reasan however good, they should be replaced by other teachers equally competent-or more competent. * - In observing the actual work of twenty-five teachers of Eng- lish to foreigners, the conclusion has been reached that only a •r 131 minority of the teachers were familiar with the technique of the work. When it was pointed out that many of the relations and questions were too difficult or highly unsuitable, the answer of four teachers was that the foreigner liked something hard— something beyond him, and unless this desire was satisfied he would not stay. Yet, if the figures of attendance be counted, it will be noted that there is abundant evidence that the majority of the pupils had already departed. The grading was poor, although that condition seemed to be the result of the very small attendance. The average attend- -ance of the classes at the time observed was less than ten. This, of course, may have been increased at some other time during the evening. There are at present no facilities in Los Angeles for instructing teachers in proper methods for teaching English to foreigners, although such methods exist and may be definitely demonstrated. The Committee recommends that, pending some other organ- ization, the five most successful teachers who have made some study of the subject be invited to start normal classes for ten successive Saturday evenings for those who intend to teach non-English speaking foreigners. At least five of these lessons should be demonstration lessons with actual classes. Attendance might be required as a condition of appointment, or it could be voluntary. The cost of these normal classes at $5.00 per teacher per evening would not be more than $250 for the year. The committee also recommends, when sufficient time shall have elapsed, that teachers of foreigners be selected after special examinations not only in methods but in civics, and the method of teaching civics. A new method of selection like this cannot be accomplished immediately, but it should be begun. (b) THOSE IN CITIZENSHIP CLASSES There were ten citizenship classes in session in the elementary evening schools. They were made up of foreigners familiar with English. In some cases the classes were made up of stud- ents preparing for the final examination for citizenship papers. There seems to be unnecessary duplication of this special type of work for the following reasons: in the Los Angeles Evening High School there is an organized plan for naturalization classes. All but four of the citizenship classes in elementary schools are established within a mile of the high school. Their average attendance on the night of visitation was less than nine. The fault is not merely one of unnecessary duplication. Dupli- cation in this case is bad for instruction. In the Los Angeles Evening High School the work is in charge of a teacher especially 132 assigned to it, on an allowance of 30 hours per week. Ten hours are spent on teaching, twenty hours in day assignments related to the work of naturalization. As a result more pupils are taught, and probably better taught, so that the apparently increased cost at the time of the visit is more than compensated for by increased attendance. It would be better if so much of the instruction in “citizenship” as involved “Preparation for naturalization” in the elementary evening school could be centralized in fewer schools so as to be of maximum value to those who attend. The argument of distance between homes and school does not seem pertinent when the residences of some of those who now attend the Los Angeles Evening High School course is considered. This committee has not had opportunity to examine the character of work done. There is no question that the Los Angeles Evening High School center was well organized. As a rule the evening elementary school centers were not. - There is undoubtedly a place in the elementary evening schools for some of the pupils now in citizenship classes. The work in the Los Angeles high school citizenship classes is not adapted to them. These pupils really need additional instruction in English and in elementary branches. A new organization should be created by which the larger number of foreigners could be distributed in as many schools as are needed, subject to con- ditions of proper grading. The smaller number should be centered in fewer schools where they can be better taught and where a better system of grading can be worked out. A course for first year foreigners is a different thing from a course for foreigners who already have a considerable knowledge of English. Almost the only conception of a method of teaching foreigners that teachers in the elementary evening schools have employed is “individual instruction”. Individual instruction is itself an excellent thing, but it should not be employed as a mere formula. There are successful methods of instruction for foreigners which experience has discovered and which are psychol- ogically sound. They can be applied to larger numbers in the early part of the year. If so applied there would probably not be such a tremendous drop in attendance. 5. CLASSES IN COMMERCIAL SUBJECTs There were six of these classes in the evening schools. They embrace one or more of the following subjects: book-keeping, penmanship, typewriting, stenography. Three of the classes had a satisfactory attendance of from 15 to 16. The favorite subject is stenography. In this subject only a minority of the students attended long enough to get any real good from the 133 subject. The lack of an adequate record of evening school activities makes it impossible to state what benefit accrues to pupils in those schools where commercial subjects, especially stenography, are taught. The teaching was competent and the students who remained long enough were undoubtedly benefitted. Unless distance is absolutely prohibitive, it would be better for the students' sake to center such activities in the high schools. If distance is too great, a definite number of centers, probably three, could be established and proper equipment provided. At the present time in some of the evening elementary schools neither the furniture nor equipment desirable for commercial instruction is available. For example, the number of typewrit- ers in some evening schools is quite insufficient. If collected and placed in fewer centers, better classes could be organized. An attempt is now made in several commercial classes to teach several commercial subjects in a class by groups, apparently to keep up a sufficient registration. 6. CLASSES IN THE MANUAL AND DOMESTIC ARTs, SHOP TRAIN- ING, SEWING, DRESSMAKING AND COOKERY The number of classes observed was: 5 in sewing, 3 in cooking, 1 in millinery, 2 in basketry and weaving and 6 in sloyd. The largest class in cookery (19) was made up of girls attending day elementary school. The millinery class, like all the classes observed in the particular school in which this instruction was being given, was exceptionally good, with an attendance of 20. The other 7 classes engaged in various occupations had an at- , tendance of 10 or less, the average attendance being 6. The . 6 sloyd rooms were attended by 76 pupils of whom all but 16 were day school boys. The average attendance was 11. One shop had no lumber and three pupils. It was not clear why, under the circumstances, this class might not have been sus- pended until lumber was available. The classes in manual subjects, except in sloyd, and the parti- cular exceptions referred to, were disappointing in the volume of attendance. Classes like these are generally well attended. When attendance falls so low, it seems quite useless to try to continue them. There was no evidence, however, that the causes for the poor attendance could be attributed to the teachers; they showed a great interest in their work and in students present. 7. CLASSES FOR PHYSICAL DEVELOPMENT These included playgrounds and gymnastics. On one play- ground 24 persons were present. At another a considerable crowd, probably 50, was watching a basket-ball contest. The * 134 attendance at other playgrounds was 5, 10, 16, 24. These figures may seem much or little. There is no real method of counting attendance in playground activities, since the boys come and go and the number alternates constantly. It can only be affirmed that at the time a member of the Committee visited their classes there seemed to be no sign of the interest and activity that might naturally be expected, except in two playgrounds. The gymnasiums average 13 in attendance. 8. CLASSES FOR SoCIAL RECREATION, GAMEs, AND DANCING The California law conceives the school to be a civic center. In the same building are housed classes for adults, for children and for dancing and games. That the schoolhouse should be a neighborhood club or civic center for the families of the district, adults and children, is an excellent ideal. It may be stated that the conception was being well realized in two schools. In a third the paucity of numbers suggested that the social phase of school organization played little part, if any, in the life of the neighborhood. In the fourth school, the dance was poorly conducted; a tactful supervisor was badly needed. The school which gave the deepest impression of service and interesting work, had no social club at all, though there was a well conducted playground. This is, however, not an argu- ment against the social center. Had the same principal had social activities in her school, they would probably have been excellent. - The state law requires that social centers shall be supervised. Successful supervision of social activities is a rare gift. The supervisor needs to be active, yet not officiously so. Her at- titude should not be one of indifference, nor should it suggest the watchman or police officer. The position of supervisor requires a sympathetic understanding of people, and it ab- solutely requires a thorough knowledge of the neighborhood. The Committee believes that the development of the social center is a movement to be encouraged. It cannot be properly developed by assigning a person for two or three evenings a week, who does not know the people. - It is possible to organize a civic community center from anoth er standpoint; one that would be purely democratic, self-con- trolled and self-supporting. Apparently the law does not contemplate such a system. If the social life in the school is to be regulated by a teacher, it requires a different method from that which now prevails. Her assignment should make it possible for her to give more time. -º- 135 9. MiscFLLANEOUs ACTIVITIES To care for the children of those parents who must accompany them, one school maintains an evening nursery for those who attend the classes. No record was made of the attendance. No criticism can be made of a nursery, if it is the policy of the Board to establish a nursery as part of the activities of a neigh- borhood school. No other nursery was found in the evening elementary schools, although the classes of adults were as numer- ous and averaged higher in attendance in schools that had no nursery attached. This raises the question of whether the nursery in evening schools is necessary, and, if necessary, why it should not be extended. In another school there was a librarian who acted as a dis- tributor of a branch library. The advantage, as stated, was that parents who took the books from the school did not have to pay a fine if books were kept too long, whereas they would have to pay a fine if they took the books directly from the library. During the month the librarian had distributed 163 books. The Committee makes no recommendation. If the policy of the Board of Education, with respect to the evening schools, includes the employment of one librarian in a single school, to act as a distributor and advisor in the circulation of books, there is no question but that this librarian is excellently qualified for the work. - There were in the elementary evening schools three classes in Spanish, and within a mile of these two schools there was an evening high school class giving instruction in the same subject. It should be observed that the teachers in the elmentary schools were as successful and as competent as those in the evening high Schools. But this does not explain the reason for duplication when all the classes were small. There were game rooms in six schools, one of the schools had two game rooms. They usually have a good attendance, those present being, as a rule, children of school age, or younger. 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In the last named no evening high school class was in session at the time of the visit. The policy of the evening high schools of the city is so broad and extensive, both as to subjects taught and students enrolled, that it is difficult to make any recommendation. • , The number of subjects is so varied, that a simple classification only seems necessary, high school subjects, occupations in- cluding gymnastics, and elementary subjects. It must of course be understood that the name “evening high school” is somewhat inaccurate. No qualification is made as to students; they may be day workers, or boys and girls attending day high school and in some cases, day elementary schools. The subjects may be high school subjects or they may not be. The reason for terming these schools evening high schools is apparently, that the buildings in which the evening sessions are held are high school buildings during the day, and that the teachers who hap- pen to be employed in them are paid at a rate accordingly, no matter what they teach or whom they teach. This at least is the case in the larger evening high schools. This statement is not to be construed as a criticism but only as a statement of fact, so that the expression “evening high school” may be clearly understood. It is probable that the teaching in evening high schools is better for the reason that the attendance is higher and because being better paid it will attract a better type of teacher. This is true in the main, even though some individual teachers in the evening elementary schools may be better than some individual teachers in evening high schools. - - It is pertinent to compare the Los Angeles policy with policies prevailing in some other cities, such, for example, as those in Boston and in New York. Taking the latter as a type, because it is by far the largest and eldest of evening school systems, the differences that prevail in the policy and organization with those of Los Angeles will be interesting. **. In the New York evening high schools no students are admitted who are not entitled to enter a regular high school, or who cannot prove the equivalent of elementary school graduation. This does not apply to trade classes, though, as a rule, evening in- struction in trades is housed in separate buildings. In the trade classes those who have no trade affiliations, who wish simply to be handy with tools, are not admitted. Apprentices are en- couraged since it is believed (and this belief is universal among students of industrial education) that public evening trade classes, machine working, applied electricity, plumbing, print- 138 . ing and certain women’s trades, should be established to train apprentices to become skilled trade workers. The state of New York allows no funds to classes in the trades unless those present are actual trade workers. There are special classes for working boys who are compelled to attend evening schools but these are in elementary schools only. In no case is a boy or girl attending day school permitted to attend an evening school. The wisdom of this regulation may be questioned. It must be remembered, however, that there is provision for day pupils in the community, social and recreation centers and in the study rooms conducted during the evening. . - - Respecting the question of teaching the same subject in elementary and in evening high schools, the practice is to separate them definitely. Women’s occupations, such as cooking, sew- ing and dressmaking, millinery and embroidery, are placed in elementary schools only. In the few cases in which these are actual trade subjects they are taught as such in high or trade schools, Trade instruction follows a fixed sequence of steps. The teachers are expert workmen. The conditions are trade conditions. Trade classes are not concerned in aiding the pupils to supply their needs for clothing or home necessities, whereas this is encouraged in elementary classes in women’s occupations. Conditions affecting teachers are different. There are eligible lists for evening high school teachers and the examinations are severe. Each teacher is appointed from a list in order of standing and no variations are allowed. Trade teachers, men or women, must not only pass examinations, but must be expert workmen and must give evidence of such expertness not only by credentials but by actual performance. The pay of all evening school principals and teachers is $2 per evening more in New York than in Los Angeles, except evening elementary teachers, who receive $1 more. The work of each teacher and principal is reported upon annually, and those whose work is not good are not reappointed; if they are day school teachers, they must have a similar record for day school service. As this Committee has already pointed out, the practice in other places does not imply that similar practices are suitable here. Los Angeles, like every place, should be familiar with what others are doing, and it must then decide its policy for itself. In the establishment of its evening high schools, Los Angeles does have a policy. That policy is to open high school buildings in the evening to everyone, for anything he wishes, so long as he cares to follow it or study it, and provided only that the equipment is available, that teachers may be found, that there are sufficient pupils to form a class. It is a very broad policy indeed—and a very generous one. 139 X SOME ADDITIONAL PROBLEMS AND COMMENTS 1. ATTENDANCE IN Even ING ELEMENTARY SCHOOLS A table is presented showing the number of classes and ses- sions, and occasional visits made during the first two weeks of May to the evening elementary schools. Counting all the pupils observed, whether attendants at day school or not, or on the playground, there were but three classes out of a total of thirteen which averaged fifteen per teacher. Of those who were observed in the evening schools, less than 80% were made up of persons who did not also attend day school. The total number o pupils who were observed in all the evening schools in this city at the time of visit was 1175. For 94 classes this average of 12 for all pupils would be a bad showing under any circumstances, but too many inferences should not be made from it. It may be that at the time of visitation there were extraordinary occasions or reasons for this low attendance. It is undoubtedly true that attendance in all evening school systems always tends to be reduced towards the end of the season. Since evening schools must be open in California for the whole year, the reduction through the month of May would be approximately greater in Los Angeles than cities outside of the State in which evening school sessions end in April and March. --- Again, although attendance does indicate a great deal, and although a good teacher is apt to have a high rate of attendance, it still remains true that the quality of the attendance is more important that the average. Thus, a few pupils attending throughout the year would mean more for instruction than 50 pupils attending at the beginning of the year, and coming and going as the sessions advanced, so that every few weeks only a small number of the original membership remained. The pre- sent method of keeping records for the evening elementary school shows little but the bare facts of attendance. There is no way of determining which subjects have a constant attendance of the same group of pupils, or even of learning how many people attend the evening school within a stated period of time, e. g., for 10 nights or less, 10 to 20 nights, 20 to 30 nights, etc. 2. DIVISIONS AND SEMESTERs In evening elementary school the school year should be divided into two or three semesters. A vigorous publicity campaign should precede the opening of each semester so that those who may be unaware of the facilities offered may attend when the semester has opened. After the semester has begun, all publi- 140 city should be dropped until the next semester when measures should be taken to notify the public. The constant dropping in and out of pupils may not be evident in the figures of attendance but it is one which neutralizes any real earnest effort. If schools are to be established as evening centers, in what are termed neighborhood centers, some one peculiarly competent to direct such school should be selected. If the principal knows the neighborhood well (as she should) and if she is enthusiastic and ablé, her services shou’d be obtained. They are too valu- able to lose. No rule for forbidding double service should b applied in the case of such persons. . - 3. ATTENDANCE IN Even ING HIGH SCHOOLS As has already been stated the attendance in evening high schools averages higher than in evening elementary schools. The method of computing attendance is bad. There are three periods per evening. The official attendance is at the second period. It is true that this method tends to show the maximum attendance; that it includes all the pupils who come later and all who leave early. It is not an accurate statement of attendance. If there are three periods of attendance there should be three records, and the evening attendance should be the average. 4. CLERICAL HELP The evening high schools should have sufficient clerical help to permit the presentation of all the figures. The Committee is unable to affirm, through lack of data, what additional clerical assistance, if any, is required. The need of more complete and more frequent records is patent. 5. ATTENDANCE IN ALL TYPES OF EVENING SCHOOLS Concerning attendance generally the Committee suggests that principals should have discretion as to hours of opening and closing the sessions, without reducing the total period. In some of the evening schools there were teachers who had no pupils at the hour of opening or a considerable time thereafter. If the hour is too early it should be fixed at a later period. It may be stated with a fair degree of certainty that under the present method there are large numbers of teachers who had little or nothing to do during the first half hour of the session, when the evening schools were visited. The rapid reduction in enrollment suggests the need of better methods of school supervision. Principals should be warned 141 not to allow the classes to become overcrowded at the beginning of the session. When the number of admissions is fixed, ap- plicants should wait the formation of a new class. It does not add to the value of evening schools to permit them to be used merely at convenience. The record should be complete, and should give actual en- rollment and attendance of all pupils whether in or out of day school. If a rule be established of a minimum attendance of 15, a month should not elapse before it is observed. Principals should be authorized and directed to reduce the number of classes when it is quite evident that the pupils attending are insufficient. Sudden spurts that temporarily raise enrollment are practically worthless for instruction, even if they bring a few pupils together for a brief period. In reducing or consolidating classes the super- visor in charge of all evening schools should be permitted some discretion. It is unwise to break up small classes in an advanced subject like trigonometry or calculus. 6. EMPLOYMENT OF DAY SCHOOL TEACHERs The policy in Los Angeles is to select for evening school service only teachers who do not serve in day schools. There were in the evening elementary schools less than thirty-five such teachers, including sloyd teachers. The policy, it is agreed, is sound if competent evening school teachers can be secured. This is not a simple problem. Unless it is possible to obtain satisfactory instructors from other than the day school corps it is suggested that day school teachers may be employed in evening schools, subject to the condition that they have served as teachers in Los Angeles not less than one year, and that their service has been satisfactory both in day and evening school for the year preceding. - The evening schools need supervision by some one who can give abundant time to their development. Waste, through unnecessary duplication or other faulty organization, should be reduced. Los Angeles is not spending too much money on its evening schools. The aim should be to spend it more ef- fectively. - 7. RECOMMENDATIONS The Committee recommends: 1: That the 'supervising authority in charge of evening schools be relieved of other duties so as to be free, so far as possible, to give ful time to the reorganiza- tion and more intensive supervision of the evening schools. 142 That in organizing the evening elementary schools and evening high schools, subjects and classes be assigned in such a manner as to avoid unnecessary duplication. That arrangements be made for the normal instruction of teachers of foreigners, either independently or in co-operation with the Normal School. That the method of selecting and appointing teachers be organized so as to secure the most competent teachers, in accordance with suggestions made in this report. That principals be empowered to modify the hours in beginning and opening sessions, or that permission be given for changing such hours when the days lengthen. - That principals be empowered to drop classes in cases in which it is evident that the registration is too small, or in cases in which the average attendance is below the minimum fixed for a period of ten evenings. That the system of records be re-organized so as to indicate the exact number of pupils attending each period or each evening of evening school sessions, and sthe distribution of pupils by subjects and periods of attendance. That discretion be permitted the supervisory officer in applying the rules forbidding the employment of teachers or principals engaged in day work, when proper reasons are given therefor. 143 XI THE EXPERIENCE, TRAINING AND CERTIFICATION OF PRINCIPALS, TEACHERS AND SUPERVISORS * 1. IN ELEMENTARY SCHOOLS TABLE 36: ShowING ExPERIENCE, TRAINING AND CERTIFICATION OF THE VARIOUS GRADEs of TEACHERs, PRINCIPALS AND SUPERVISORS, THESE REPORTs DO NOT INCLUDE ALL TEACHERS EMPLOYED. WHICH TEACHERS REPORTED College ATTENDANCE Norm AL or HIGH ALL CASES IN THIS WAs AssumED TO INCLUDE EITHER SCHOOL TRAINING IN KINDERGARTEN DIRECTORs (137) - Over Years of service. . . . . . . . . . . . . . J%–1 || 2–3 || 3–5 || 5–10 ||10–15||15–25 25 Experience in Los Angeles. . . . . 7 || 24 27 | 37 20 20 2 Experience out of Los Angeles. 14 13 17 9 | . . & e º Total experience . . . . . . . . . . . 10 22 44 24 33 4 Median number years total experience. . . . . . . . . . . . . . . . . . . . . . . . . . . 5–10 Years of study. . . . . . . . . . . . . . . . . . . . 1 || 2 || 3 || 4 || 5 || 6 High school only. . . . . . . . . . . . . . . . . . . . . * * 1 2 e tº 3 Normal only. . . . . . . . . . . . * & 6 º ºs e i s & e i is e e º 'º # e. High and normal . . . . . . . . . . . . . . . . . . . . 2 29 8 4 ge e College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 16 5 6 | . . . . University . . . . . . . . . . . . . . . . . . . . . . . . . . * * e 16 5 & e 1 Correspondence school since 1911 . . . . . . 1 1 tº e. * * * & gº º Saturday school since 1911. . . . . . . . 15 1 | . . . . . . . . . . . Summer © & & 6 " . . . . . . . . . . . & 24 14 6 1 Kg. Kg. Kg. Rg. and and and | Total and | 1st spel. H. S. g Certificates. . . . . . . . . . . . . . . . . . . . . . . . Kg. elem. gr. elem. spel. Number having. . . . . . . . . . . . . . . . . . . . . 120 4 6 6 1 137 KINDERGARTEN Assist ANTs (114) Over Years of service. . . . . . . . }%–1 || 2–3 || 3–5 |5–10 ||10–15||15–25 25 Experience in Los Angeles. . . . . 35 55 13 6 3 1. 1 Experience out of Los Angeles. . 9 14 5 15 2 2 Total experience. . . . . . . . . 16 || 44 || 23 | 18 || 8 || 4 || 1 Median number years total experience . . . . . . . . . . . . . . . . . . . 3–5 Years of study. . . . . . . . . . . . . . . . . . . . . 1 2 3 4 6 High school only. . . . . . . . . . . . . . . . . . Normal school only . . . . . . . . . . . . . . . . gº º {º e tº a High school and normal. . . . . . . . . . . . . . . 78 6 2 College. . . . . . . . . . . . . . . . . . . . . . . . 16 1 tº # 2 University. . . . . . . . . . . . . . . . . . . . . . . . 2 2 1 Correspondence school since 1911 . . . . . 7 • . Saturday & © & © & 6 13 & tº * * Summer & 6 & 6 & & 17 6 2 Kg. & Kg. & - Kg. Kg. & Kg. & Spl. H. S. Total Certificates . . . . . . . . . . . . . . . Elem. | Elem. 1st Gr. Elem. || Spel. Number having. . . . . . . . . . . . 103 4 3 1 3 114 145 ELEMENTARY TEACHERs (1212), INCLUDING TEACHERS OF UNGRADED CLASSES A LSO EMERGENCY ELEMENTARY TEACHERS Over Years of service . . . . . . . . . . . . . . }%–1| 2–3 || 3–5 || 5–10 ||10–15||15–25 25 Experience in Los Angeles. . . . . 161 || 338 || 249 || 319 || 130 9 14 Experience out of Los Angeles. 132 247 141 284 180 85 Total experience . . . . . . . . . . . ... 30 | 116 || 148 304 || 291 247 | 84 Median number years total experience. . . . . . . . . . . . . . . . . . . . . . . . . 10–15 Years of study. . . . . . . . . . . . . . . . . . . . 1 2 3 4 5 6 High school only . . . . . . . . . . . . . . . . . . . . . e a g 11 8 24 Normal school only . . . . . . . . . . . . . . . . . . 13 26 26 10 High and normal . . . . . . . . . . . . . . . . . . . . 52 490 38 62 College. . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 61 39 16 University . . . . . . . . . . . . . . . . . . . . . . . . . . 122 | 85 60 | 57 * * Correspondence school since 1911. . . . . . . 40 4 2 1 tº e Saturday & C & 4 “ . . . . . . 79 || 43 7 1 | . . . Summer € $ & 4 “ . . . . . . 114 78 26 10 4 Ele. Reg. and | Ele. Reg. | 8pcl. reg. spel. Spec. & reg. Certificates. . . . . . . . . . . . . . . . . . . . . . . . . elem. elem. H. S.] II. S. H. S. H. S. Number having. . . . . . . . . . . . . . . . . . . . 1148| 0 || 26 0 || 25 13 Total . . . . . . . . . . . . . 1212 146 ELEMENTARY SCHOOL PRINCIPALS (145) Over Years of service. . . . . . . . . . . . . . %–1 || 2–3 || 3–5 || 5–10 ||10–15||15–25 25 Experience in Los Angeles. . . . . 9 5 17 || 36 28 39 11 Experience out of Los Angeles. 12 || 30 22 || 35 | 21 15 4 Total experience. . . . . . . . . . . 0 3 4 || 10 || 25 59 || 44 Median number years total experience... . . . . . . . . . . . . . . . . . . . . . . . 15–25 Years of study. . . . . . . . . . . . . . . . 1 2 3 4 || 5 6 High school only. . . . . . . . . . . . . . . e - 4 e º ſº. 1 4 Normal school only . . . . . . . . . . . . ‘. . . . ſ . . . . . . . . . . . . High and Normal. . . . . . . . . . . . . . 4 || 37 21 16 College. . . . . . . . . . . . . . . . . . . . . . . 4 8 . . . . 3 University. . . . . . . . . . . . . . . . . . . . * e º 'º 21 7 10 8 Correspondenee school since 1911 20 3 4 1 2 Saturday & & 6 {{ 30 12 11 5 4 Reg. Elem. Elem. & & Reg. ||Spcl. Reg. Spel. Spcl. Spel. Certificates . . . . . . . . . . . . . . . . . . . . . . . elem. elem. H. S. H. S. H. S. H. S. Number having. . . . . . . . . . . . . . . . . . . . 129 9 2 5 Total . . . . . . . . . . . . . . . . . . . . . . 145 147 - SPECIAL TEACHERS AGRICULTURE–BATAVIA—DOMESTIC SCIENCE, DRAWING AND MUSIC-CLASSES FOR THE DEAF Over Years of service . . . . . . . . . . . . . . %–1 || 2–3 || 3–5 || 5–10 ||10–15||15–25, 25 Experience in Los Angeles. . . . . 63 94 68 || 42 22 11 Experience out of Los Angeles. . 35 | 68 || 36 || 41 27 22 Total experience........ 23 || 43 || 49 || 48 || 45 50 | 10 Median number years total experience. . . . . . . . . . . . . . . . . . . . . . . . . . . 5–10 Years of study. . . . . . . . . . . . . . . . . . . . 1 2 3 || 4 5 6 High school only..... . . . . . . . . . . . . . . tº º q 2 || 1 || 2 | . . . Normal school only . . . . . . . . . . . . . . . . 4 3 2 4 | . . . High school and normal . . . . . . . . . . . 19 49 33 24 | . . College. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 10 6 9 e tº University. . . . . . . . . . . . . . . . . . . . . . . . 35 9 5 6 | . . . Correspondence school since 1911 . . . . 4 2 | . . . . . . . . . . . Saturday school since 1911 . . . . . . . . . . 56 11 5 2 | . . . Summer © & “ “ . . . . . . . . . . 71 23 22 7 3 Elem. and Reg. Spcl. Reg. Spcl. Spcl. Total Certificates. . . . . . . . . . . . . . . . . . . . . . . . . elem. elem.) H.S. H. S. H. S. Number having. . . . . . . . . . . . . . . . . . . 49 || 43 7 81 80 || 260 148 SUPERVISORS OF SPECIAL SUBJECTS AGRICULTURAL, DRAWING, DOMESTIC SCIENCE, MANUAL TRAINING, MANUAL ARTS NATURE STUDY, ORCHESTRA, PHYSICAL EDUCATION, HEALTH DEPARTMENT Years of service . . . . . . . . . . . . . . Over %–1| 2–3 || 3–5 || 5–10 ||10–15||15–25 25 Experience in Los Angeles. . . . . Experience out of Los Angeles. 6 ſ 13 || 17 8 5 Total experience. . . . . . . . . . . Median number years total experience. . . . . . . . . . . . . . . . . . . . . . . . . 15–25 Years of study. . . . . . . . . . . . . . . . . . 1 2 3 4 5 6 High school only. . . . . . . . . . . . . . . . . g; e º e º & º e e 1 Normal school only . . . . . . . . . . . . . . 1 1 | . . . e is High and normal . . . . . . . . . . . . . . . . 5 6 2 | . . . College. . . . . . . . . . . . . . . . . . . . . . . . 1 2 1 5 University. . . . . . . . . . . . . . . . . . . . . . 4 3 5 17 Correspondence school since 1911 3 2 . . . . . . . . Saturday & G & G ({ 4 1 1 5 2 Summer & 6 & © {{ 5 11 3 1 5 Elem. - and Reg. Spcl. Reg. Spcl. Spel. Total Certificates. . . . . . . . . . . . . . . . . . . . . . Elem. Elem. H. S. H. S. H. S. Number having. . . . . . . . . . . . . . . . . . 10 || 10 8 || 29 | . . . 57 149 TABLE 37: Giving A SUMMARY OF PRECEDING TABLE As THE DATA AFFECT ELEMENTARY TEACHERs, PRINCIPALS AND SUPERVISORS S | S SO * so - |* | *. | g | 3 ||35|ss |3 § S | S Ś S, § | 3 s | H RS s 'S "S $ $ $ § $, ° S ‘sº S. § § S. $. § - s $ So Sº I Š § s | *ś | S Sº $ S s S. § S | S s | 3 | "s sº | # 3 || $ $ $. O c *-> *º S “s S S § § S $ $s $s $ s 5: S $ s S. S • ‘s sº S SO Sº § s & S. -Co - s s S Š Š $. 'S "S s S = | s & * | $.5 $.5 || $ §§ § s § S | S. Ś § 5 § 5 § 5 || $5 $ Šs $ $ Subject § 2. s | P: s | P: º * S. *ś º S Kindergarten directors. . . 137 63 7 4. 115 94 & & assistants. . 114 24 4 5| 35 59 Total. . . . . . . . . . . . . . . 251 87| 11 9| 150 0.6 | 153| 0.61 Elementary teachers. . . . . 1212| 496 73| 108| 1059| 0.87| 676 O. 59 Elementary principals. . . . 145| 61 11 24| 129| 0.89| 232|| 1 , 60 Special teachers. . . . . . . . . . 194| 98| 15| 24 184 0.94| 412|-2. 17 Supervisors. . . . . . . . . . . . . 57| 38| 22| 20, 121| 2. 12| 111 || 2.59 EOINDERGARTENERS The kindergarteners represent, as a whole, the youngest group of teachers, the median years of experience of the directors, or head teachers, being 5 to 10, and of assistant teachers, 3 to 5. Among 137 directors and 114 assistants who reported, there are 11 who were in colleges and universities for 4 years. There are 9 who hold degrees. This is equivalent to 4% of the corps. The aggregate of college or university work was 150 years, or (for purposes of comparison) an average of .60 years of college work to each teacher of the corps. - For the kindergarten corps who attended Saturday sessions and summer Schools, or who took up correspondence courses, the total number of sessions aggregated 153, or 0.61 courses per teacher. - 150 ELEMENTARY TEACHERs (INCLUDING TEACHERS OF . UNGRADED scHOOLS, EMERGENCY TEACHERS, ETC.) More than half of the elementary school teachers have served more than 10 years; the median is 10 to 15 years. Less than 5% have any certificate entitling them to do work beyond the elementary grades. Of the 1212 teachers reporting there are 73 who attended college or university for 4 years. There are 108 who hold de- grees. This is equivalent to about 7% of the corps. The aggregate of college or university work was 1059 years, or .87 years to each teacher. ~" The aggregate number of sessions at summer schools, Sat- urday sessions and correspondence courses was 676, or .56 to a teacher. ELEMENTARY PRINCIPALS As wou'd be expected, the median number of years of experi- ence would be greater for elementary principals. In the Los Angeles schools the median is 15 to 25 years. Of the 145 principals reporting there are 11 who completed 4 years of college or university work. There are 24 who took degrees. This is equivalent to 17% of the corps. The aggre- gate of college or university work was 129 years, or .80 years to each principal. < -- The aggregate number of sessions attended at summer schools, Saturday sessions and correspondence courses was 232, or 1.6 to a principal. * It is gratifying to note that principals are setting a good ex- ample to teachers by attending supplementary courses. Com- pared with the elementary principals, the elementary teachers share almost as high an average of college study, but only a third as high an average in supplementary study. SPECIAL TEACHERS The median experience of teachers of special subjects is the same as that of kindergarten directors, 5 to 10 years. Of the 194 special teachers reporting, there are 15 who attended a college or university for 4 years. There are 24 who hold degrees. This is equivalent to about 12% of the corps. The aggregate of college or university work was 184 years, or 0.95 to a teach- er on the average. For the special teachers who attended Saturday sessions or summer sessions, or who studied by correspondence, the total number of sessions aggregated 422 or 2.17 per teacher—a high average. 151 THE SUPERVISORS OF SPECIAL SUBJECTS Persons holding these positions have naturally been longer in the service than the special teachers they supervise. The median of years of service, as in the case of elementary principals is 15 to 25. Of the 57 supervisors or assistant supervisors 20 have taken degrees, or about 35% of the staff. There are 22 who spent 4 years in college. The aggregate distribution of years of col- lege work is 121 or 2.12 years per teacher. There were 111 hours of work in correspondence courses, summer schools and Saturday sessions, an average of 2.59 for each teacher of the corps. In making comparisons among the different divisions of a corps by per cents., incautious inferences should be avoided. Estimates based on aggregates that are averaged by dividing by a number of persons who have not contributed to the ag- gregate are apt to be misleading. At best they give only a general basis for comparison. It is obvious, for example, that if among forty teachers twenty have finished four years’ college work and twenty have not, then a statement that the average is two years per teacher may mean very little, if compared with another group of forty all of whom have attended college for from 1 to 2 years' time. 2, IN INTERMEDIATE SCHOOLS TABLE 38: ShowING TRAINING, ExPERIENCE AND CERTIFICATTION OF THE TEACHING Force IN INTERMEDIATE Schools According To NUMBER who REPORTED INTERMEDIATE TEACHERS Over Years of service. . . . . . . . . . . . %–1 || 2–3 || 3–5 || 5–10|10–15||15–25 25 No. of teachers having experi- ence in Los Angeles. . . . . . . . . 12 78 || 79 64 || 30 15 1. No. of teachers having experi- ence out of Los Angeles. . . . . 18 57 29 67 46 12 1 Total experience . . . . . 3 21 30 73 || 67 77 7 Median number years total experience in the group . . . . . . . . . . . . . . 10–15 Years of Study. . . . . . . . . . . . . . . . . . . 1 2 3 4 5 6 No. of teachers who studied in - high school only. . . . . . . . . . . . . . . . 1 tº e 1 5 Normal school only . . . . . . . . . . . . . . . & º e & * * & e High school and normal . . . . . . . . . . . 6 23 18 15 College. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 14 8 14 University. . . . . . . . . . . • * * * * * * * * * * * 40 | 26 21 68 Correspondence school since 1911. . . . . . . . . . . . . . . . . . . . . . . . . . 9 Saturday school since 1911 . . . . . . . . 9 1. e & * * Summer school since 1911. . . . . . . . . 14 2 13 3 Elem. Reg. Reg. Spcl. Reg. Spcl. and Elem. & Certificates. . . . . . . . . . . . . Elem. | Elem. | H. S. H. S. Special | Special H. S. H. S. Number having . . . . . . . . . . 134 144 | . . . . . . . . . . . . . 153 INTERMEDIATE PRINCIPALS AND WICE PRINCIPALS Over Years of service . . . . . . .* * * * * * * * * }%–1 || 2–3 || 3–5 || 5–10|10–15||15–25 25 Experience in Los Angeles. . . . . . . . . . . . . 2 2 5 5 2 Experience out of Los Angeles. 2 4 tº - $ 5 2 s º º Total experience . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 7 - 4 Median number of Years total experience in the group. . . . .. . . . . . . . . 15–25 Years of study. . . . . . . . . . . . . . . . . . . . 1. 2 3 4 5 6 High school only. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Normal school only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . High school and normal . . . . . . . . . . . . 3 College. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 2 University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & # e. Correspondence school since 1911. . . . . 23 9 1 Saturday courses since 1911. . . . . . . . . 30 14 7 2 3 Summer courses since 1911. . . . . . . . . . 51 34 19 13 9 Elem. Reg. - and | Elem. & Reg. Spcl. Reg. Spcl. Specia Reg. Certificates. . . . . . . . . . . . . . . Elem. | Elem. | H. S. H. S. H. S. H. S. Number receiving. . . . . . . . . 2 1 8 5 | . . . . . . Salaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1920.00 $3000.00 Number receiving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 S 154 INTERMEDIATE TEACHERs Of 280 teachers in the intermediate schools reporting, 134 hold regular high school certificates and 146 hold high school special certificates. . - These teachers report a wide variation of training, ranging from college or university graduation to high school graduation only. - An analysis of these reports indicates that 209 out of 278 have had one or more years of college or university training; one hundred and twenty-one, or 43 per cent., hold degrees from any college or university; fifteen reported a four year normal course; eighteen a three year normal course; twenty-three, two year normal course; and six, one year normal course. On the whole, from these data it seems that the intermediate school teachers have less training, as measured in terms of college or normal school work, than the high school teachers. Inasmuch as the teachers in the intermediate high schools are paid on the same salary schedule, it seems only reasonable that these teachers be held responsible for an extensive academic or technical training. College graduation has been the standard for a generation for the best high school teachers. In the judgment of this Committee, the eligibility require- ments of the teachers of the intermediate schools appointed in the future should be fixed so as to guarantee a high type of - preparation. This Committee recognizes the fact that college or normal school graduation is by no means a guarantee of success, yet it is a safeguard. - - - - This Committee also recognizes the fact that, in the case of teachers of certain vocational subjects, it is difficult to find ap- plicants qualified to teach these subjects who are also graduates. ' The record of attendance at summer school or Saturday ses- sions, as well as of study by correspondence, indicates that the members of the intermediate school corps are endeavoring to raise the general standard of instruction. An average of 1.5 sessions per teacher compares favorably with what teachers in other branches of the school department are doing. 155 3. TABLE 38A: ShowING TRAINING, IN HIGH SCHOOLS *- ExPERIENCE AND CERTIFICATION OF THE TEACHING FORCE IN HIGH SCHOOLS According To NUMBER WHO REPORTED HIGH SCHOOL TEACHERS *- Over Years of service. . . . . . . . . . . . . . %–1 || 2–3 || 3–5 || 5–10|10–15|15–25, 25 Experience in Los Angeles. . . . . 52 | 115 121 || 141 44 25 1 Experience out of Los Angeles. 31 82 || 70 139 67 39 2 Total experience . . . . . . 5 33 42 | 1.41 || 117 | 136 26 Median number years total experience in the group . . . . . . . . . . . . . 10–15 Years of study. . . . . . . . . 1 2 3 4 5 6 High school only . . . . . . . . . . . . . . . . . . . 1 3 2 10 1 Normal school only . . . . . . . . . . . . . . . . # e. e. 4 2 2 . . . . High school and normal . . . . . . . 6 22 11 3 3 College. . . . . . 15 20 14 41 * * University . . . . . . . . . . . . . . . . . . . . . . . 73 58 47 | 156 Correspondence school since 1911. . . . 57 2 1 | . . . Saturday courses since 1911 . . . . . . . . . 55 8 1 3 . . . Summer courses since 1911. . . . . . . . . . 93 60 44 13 17 Elem. Reg. and | Elem. & - Reg. Spcl. Reg. Spcl. Special | Reg., Certificates. . . . . . . . Elem. | Elem. | H. S. H. S. H. S. H. S. Number having. . . . . . . . . . . 319 175 | . . . . . . . . . . . . . 156 HIGH SCHOOL PRINCIPALS AND VICE PRINCIPALS Over Years of service. . . . . . . . . . . . . . |}%–1 || 2–3 || 3–5 || 5–10|10–1515–25 25 Experience in Los Angeles. º tº º 3 1 2 11 5 2 . . . . . Experience out of Los Angeles. 2 5 7 5 4 1 Total experience . . . . . 5 7 14 3 Median number years total experience in the group . . . . . . . . . . . . . 15–25 Years of study. . . . . . . . . . . . . . 1. 2 3 4 5 6 High school only . . . . . . . . . . . . . . . . . . . . * * º Normal school only . . . . . . . . . . . . . . . . . . . . . . High school and normal . . . . . . . . . . . . e tº e e 1 College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 | . . . University . . . . . . . . . . . . . . . . . . . . . . . . 6 4 4 8 Correspondence school since 1911 . . . . tº º º e ‘º Saturday courses since 1911 . . . . . . . . . * * * 2 | . . . . . . . Summer schools since 1911 . . . . . . . . . . 3 1 4 1 Elem. Reg. and | Elem. & Reg. Spcl. Reg. Spcl. Special | Reg, Certificates. . . . . . . . . . . . . . . Elem. Elem. | H. H. S. H. S. H. S. Number having. . . . . . . . . . . 24 7 TEACHING FORCE—HIGH SCHOOL TEACHERS Of the 494 teachers reporting 319 hold high school certificates, and 175 hold special high school certificates. These teachers report a wide variation of training, ranging from eight years of university training to one year of high School and to no training at all. The table shows reports of the train- ing of 497 high school teachers. This means that three teachers reported no year of training. One teacher reported one year only of high school training; three, two years of high school training only, and so on. It should be noted that the distinc- tion between college and university work is arbitrary and has not been made the same in all cases. However, there are almost one hundred teachers who have had not to exceed one year's training in normal school, college or university work. On the other hand, there are sixty-three teachers who have had in ex- cess of four years of normal, college and university training. These variations seem wide but it is conceivable that each in- dividual case is justifiable. Nevertheless, in the judgment of this Committee, it is highly desirable that the eligibility re- quirements in future be established so as to guarantee more academic and professional training than exists now in the case of teachers with minimum training. The degrees range from the ordinary Bachelor of Arts degree to the degree of Doctor of Laws, Doctor of Philosophy and Doctor of Medicine. The total number of degrees reported by the 494 teachers are 340; leaving about 150 teachers who report no degrees which confirms the facts suggested in the table showing college training. - As the committee has already stated the possession of a degree from college does not guarantee an efficient teacher. Nevertheless it is one check of intellectual interest and endeavor which has been considered valuable since the first establishment of high schools. In view of the fact that there are so many ap- plicants for teaching positions here it seems desirable that the administration emphasize college training as a condition in the future selection of teachers. One measure of the intellectual and professional interest of the teacher is attendance at summer schools and Saturday classes and the taking of correspondence courses. The table (P. 197) shows the number of high school teachers who have done such work within the past five years. This indicates that within the past five years fifty-seven teachers have registered for one correspondence course; fifty-five have taken at least one Satur- day course and ninety-three have attended one summer session. Sixty have attended two summer sessions, etc. 158 Many cities place a definite premium upon such evidences of professional growth by providing definite rewards for advanced study, either in the nature of cash bonuses or definite recogni- tion for promotion. Boston and New York require a merit sys- tem of promotion. Many cities recognize such evidence of growth in their system of promotion on merit. EXPERIENCE OF HIGH SCHOOL TEACHERS The experience of high school teachers varies from one to thirty-five years. The median experience including work within and without Los Angeles is 12 years. It may be said that the high school teachers in Los Angeles are relatively young as compared with high school teachers in other cities having a population approximately equal to that of Los Angeles. Ac- cording to the present salary schedule about half of the teachers - *: had sufficient years of experience to receive the maximum Salary. - - 4. IN EvDNING SCHOOLS TABLE 39: ShowING TRAINING, ExPERIENCE AND CERTIFICATION of THE TEACHING Force, IN ELEMENTARY Even ING SCHOOLS NOT OTHERWISE REPORTED Over Years of service. . . . . . . . . . . . . . . )/3–1 || 2–3 || 3–5 || 5–10|10–15||15–25 25 Experience in Los Angeles. . . . . 39 20 2 4 3 Experience out of Los Angeles. 9 6 8 8 § | | | 2 | i. Total experience * > * * * * * * g e g º e 16 || 22 8 8 5 7 3 Median number years experience in the group. ~~~~ 2–3 Years of study. . . . . . . . . . . . . . . . . . . . . | 1 || 2 || 3 || 4 || 5 || 6 High school only. . . . . . . . . . . . . s s : * I e s e 1 1 Normal school only . . . . . . . . . . . . . . . . 3 16 3 2 High school and normal. . . . . . . . . . . . e tº º e º e i º e º e º & College. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4 1 University. . . . . . . . . . . . . . . . . . . . . . . . 16 7 5 11 Correspondence school since 1911. . . . 1 2 gº º Saturday courses since 1911. . . . . . 7 1 | . . . Summer school since 1911. . . . . . . . . 9 || 5 3 1 Elem. Reg. | | | and Elem. & Reg. Spcl. Reg. Spcl. Special | Reg, Certificates. . . . . . . . . . . Elem. | Elem. H. S. H. S. H. S. | H. S Number having....... 42 7 4 14 2 ~ * * * * * 159 Even ING SCHOOL TEACHERS EVENING ELEMENTARY SCHOOLS Of the evening elementary school teachers employed 69 are not teaching in the day school. Of this number 48 had attended college or university for one or more years; there were 11 who had attended college for four years and 19 who had degrees. This is a much higher average than is recorded among the teachers of the elementary corps in the matter of attendance at college. The attendance at summer schools and Saturday morning sessions also shows a high average. It is, therefore, evident that these members of the evening elementary school corps cannot be termed poorly trained. There are some aspects of their work, however, for which there is not at the present time any provision for proper instruction. The Committee refers especially to the lack of facilities for affording any training in method or pro- cedure dealing with the teaching of foreigners. & TABLE 39A: ShowING TRAINING, ExPERIENCE AND CERTIFICATION of THE TEACHING FORCE IN EVENING HIGH SCHOOLS NOT OTHERWISE REPORTED Over Years of service. . . . . . . . . . . . . . %–1 || 2–3 || 3–5 || 5–1010–15||15–25, 25 Experience in Los Angeles. . . . . 19 1 4 5 3 1 1 | . . . . Experience out of Los Angeles. 3 3 4 7 7 || 7 1 Total experience. . . . . . . . . . . . . || 8 7 3 7 5 9 4 Median number years total experience in the group . . . . . . . . ... • * * * * 5–10 Years of study. . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5, 6 High school only. . . . . . . . . . . . . . . . . . . . . . 1 | . . . 4 Normal school only . . . . . . . . . . . . . . . . tº e tº e º I e g º e & 8 High school and normal . . . . . . . . . . . . . . . . . . . . . . . . . . . . College. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 gº º e 1 8 University . . . . . . . . . . . . . . . . . . . . . . . . 6 5 3 11 Correspondence courses since 1911 . . . 7 2 | . . . tº e Saturday schools since 1911. . . . . ... • * * * 3 2 1 | . . . Summer courses since 1911. . . . . . . . . . 12 4 1 3 *~ Elem. || Reg and |Elem. ſº & Reg. Spcl. Reg. Spcl. Special Reg. Certificates. . . . . . . . . . . . . . . Elem. | Elem. | H. S. | H. S. H. S. H. S. Number having..... . . . . . . e e º e : a e º 'º 12 30 160 EVENING HIGH SCHOOL TEACHERS Out of the 42 evening high school teachers and principals who are not employed in day school almost all have attended col- lege. 19 of the 42 have attended college or university for four years and fifteen have received degrees. * Reference to the figures in the table shows that teachers in evening high school who are not employed in day school have a high standard of training, averaging 2% years of college work per teacher. The per cent. of attendance at summer schools, Saturday sessions, etc., is unusually high for teachers who are engaged in evening work only. It is difficult to obtain all the facts of training from an enum- eration of college or summer school attendance. Some teach- ers have traveled, taken courses in reading, or had private in- struction. There are many factors that contribute to general training and, in some measure, to professional training, besides attendance at institutions of instruction. The Committee has stated why it believes this latter type of instruction desirable, and even necessary. It does not question, however, that among the men and women who have no official record of attendance at institutions of learning, there are many who in their work and life exemplify very high ideals of pro- fessional excellence. 5. APPOINTMENT OF TEACHERS (a) PRESENT METHOD Reference to the report of the Board of Education under date of June 30, 1914, pages 143 to 158 shows the details of appoint- ment and promotion in the Los Angeles schools. These are partially controlled by legal restrictions of the state and are partially the result of Board regulations in the city of Los Angeles. Within limits, it is possible for the Board to set up its own rules for eligibility and promotions. The number of applicants for teaching positions in the city of Los Angeles is greatly in excess of vacancies. It is, there- fore, possible, from a practical standpoint, for the city of Los Angeles to set up very much higher standards of entrance than now exist. For example, on the occasion of the last examina- tion of teachers there were about six hundred candidates who had met the state and county requirements; there will probably not be more than two hundred positions to fill. Thus the city has a fine opportunity for selection. & s. 161 Since the Board is apparently in a position to make higher requirements for appointment, it would be wise for it to take ad- vantage of such condition. The present qualifications should continue; that is, requirements for kindergarten, elementary, high, elementary intermediate, elementary special and high school special teachers. It would be well to make definite conditions as to eligibility for elementary school principals and evening school principals and teachers. These recommenda- ions, however, should be in no wise interpreted to mean that. new qualifications or conditions for appointment should affect the eligibility of members of the supervisory and teaching corps now performing satisfactory service, if the continuance of the class of service is, itself, considered necessary. So long as increase in salaries is automatic, the only safe- guard which the Board can make for improving the professional quality of teachers is through the establishment of conditions of eligibility for the original appointment. In those cases, however, in which there is some provision for promotion, as in appointment of elementary teachers to elementary principal- ships it is very desirable that the Board should recognize that such promotion is, in effect, the beginning of a new type of ser- vice for which a special qualification may be, and should be required. Every city recognizes that promotions in the teach- ing corps shou'd be made from among those who have distin- guished themselves by their service as teachers. It is, however, difficut to assume that the successful performance of class- room duties is the only essential, however necessary it may be that the candidate has been a competent teacher. Further- more, it will always be possible to make some selection from- among a number, all of whom have been competent and suc- cessful. Under such circumstances, those may be logically preferred who, because of an unusual degree of professional training, are well prepared, not only to supervise the school in a mechanical sense, but also qualified to inspire the teachers and give them direct help and guidance according to the best standards of professional practice. It is particularly important that in assigning teachers to such special work as is taught in the evening school classes, notably the teaching of English to foreigners, some method be devised for which there may be some assurance that such teachers are qualified to do the particular type of work demanded. Rigid rules for eligibility are desirable in order to guarantee that the schools of the future may be ca ed for by the highest type of teacher. It should always be remembered that the teacher who is admitted to the school system to-day is a poten- tial member of the working corps for a lifetime. From the ! 162 very nature of the type of service rendered, relatively few teach- ers are discharged. Therefore it is of the highest importance that initial appointment be safeguarded in every way. For example, if it should seem desirable, ultimately, for the ordinary teacher to teach certain subjects formerly considered as outside of her province, such as music or drawing, it may easily be pos- sible for the city of Los Angeles to select only teachers who have these or other special requirements and thus the school may, in a few years, have in its employ hundreds of teachers who are qualified to teach, not only the regular subjects, but these subjects in addition. - These details of method should be worked out by the Superin- tendent and his assistants. In the judgment of your Com- mittee certain factors are of importance. Among them are education, experience and the promise of professional growth. Educational requirements should include academic and technical training. Minimum academic training is, in a measure, guarante- ed by the state at the present time. Los Angeles can, if it choos- es, increase the requirements for academic scholarship by demand- ing more specific work of this nature. Technical or professional educational requirements might be set up to make it possible to select teachers who have demonstrated sufficient interest- in teaching to have made detailed and continuous preparation for the service. Some evidence or promise of professional growth should be demanded. Among such evidence might be mentioned attendance at summer sessions, Saturday courses, or study through correspondence; professional reading, travel, and other similar activities might logically contribute. -- Experience, no doubt, is of importance, but efficiency is by no means to be considered in terms of experience alone. This fact should be given due consideration in setting up require- ments for eligibility and for promotion. If the salaries are to be increased from year to year, the theory is, at least, that this pay- ment is given for superior service. There are better ways of determining increased efficiency than by measuring increase of experience without any check as to its quality. (b) PROBATIONARY PERIOD As relatively few teachers are dropped after an appointment, it is exceedingly important that the probationary period be guarded with care. There should be provision requiring rigid standards of performance of duty during this time; otherwise, not only the children suffer who are being taught, but weak teachers may become more or less permanently established in the system. Consequently, there should be adequate provision for careful supervision and checking of all probationary teachers. 163 (c) RECOMMENDATIONS The Committee recommends: 1: That the requirements for eligibility be raised; 2: That the Superintendent be directed to submit a plan for standards of elegibility for initial appointment and promotion; 3: That the probationary period be supervised and check- ed. 6. SALARY GRADEs—DISTRIBUTION OF TEACHERS TABLE 40: ShowING GRADEs of SALARIES OF PRINCIPALs AND TEACHERs IN THE Los ANGELEs PUBLIC SCHOOLS AND THE NUMBER RECEIVING THEM KINDERG ARTEN DIRECTORs (HEAD TEACHERs) Salaries. . . . . . . . . . . . . . . . . . . . $864 $888 $912 $936 $960 $984 No. Receiving. . . . . . . . . . . . . 16 14 6 7 14 80 KINDERG ARTEN ASSISTANTS Salaries. . . . . . . . . . . . . . . . . . . $624 $672 $720 $768 $816 $864 No. Receiving. . . . . . . . . . . . . 21 62 8 16 7 32 PHYSICAL TRAINING TEACHERS Salaries. . . . . . . $768 $816 $864 $912 $960 $1008 $1056 $1104 $1152 $1200 No. receiving 1 . . . 1 1 1 1 REGULAR GRADE TEACHERS Salaries. . . . . . $768 $816 $864 $912 $960 $1008 $1056 $1104 $1152 $1200 No. receiving 22 45 69 67 89 68 67 65 58 621 UN GRADED TEACHERS Salaries. . . . . . $768 $816 $864 $912 $960 $1008 $1056 $1104 $1152 $1200 No. receiving 3 2 4 . . . 2 3 6 8 3 60 164 TEACHERS OF SPECIAL SUBJECTS Salaries. . . . . . . $768 $816 $864 $912 $960 $1008 $1056 $1104 $1152 $1200 Agricultural... 3 1 .. 2 1 3 2 . . . 1 12 Batavia . . . . . . is e g º ºs e º e s tº 2–º tº e º e º e º 'º $ 4 s e g º & e º & © e 3 Domestic Science. . . . . 18 4 5 10 6 4 5 2 2 22 Drawing. . . . . . 4 4 ... 3 1 2 1 1 18 e e s gº Manual Arts . . 1 1 1 vº º º 1 • * g e * * ~& 1 3 Manual Train- ing. . . . . . . . . 3 3 7 5 1 1 4 1 26 Music. . . . . . . . 4 5 3 4 3 1. 3 2 1 22 SUPERVISORS, AND Assistants, OF SPECIAL SUBJECTS Salaries. . . . . . $1680 $25.80 Agricultural, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 Drawing, . . . . . . . . . . • * * * * * * * * * * '• • - - - - - - - - - - - - - - - - - 5 1 Domestic Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 Manual Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 Manual Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 Nature Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 Orchestra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 Salaries. . . . . . . . . . . . $2580 $900 $1200 $2100 $1104 Doctors. . . . . . . . . . . . 1 1+ 4 8 *$900 Physician works half time. Nurses. . . . . . . . . . . . tº e & © e tº s & 7 DEAF TEACHERs Salaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $912 $1056 $1200 $1440 No. receiving & e º & © tº e s is tº s e e e º e º is a a e e s e s e º 'º 1. 1 6 1 ELEMENTARY PRINCIPALS Salaries. . . . . . . $1200 1280 1300 1320 1340 1360 1380 1440 1500 1560 1620 No. receiving... 1 7 4 9 6 6 9 4 2. 3 13 Salaries. $1680 1740 1800 1860 1920 1980 2100 2160 2220 2280 2340 2400 No. receiv- ing. . . . 3 10 10 7 1 12 4 11 5 3 2 9 ...” 1.65 INTERMEDIATE TEACHERS Salaries. . . . . . . . . . . . $1200 1260 1320 1380 1440 1500 1560 1600 1640 1680 No receiving. . . . . . . 9 12 14 16 20 17 19 15 14%. 141 INTERMEDIATE PRINCIPALS • 8 AT $3000 HIGH SCHOOL TEACHERS (including Heads and Sub-IHeads of Departments) Salaries. . . . . . . s1200 1260 1320 1380 1440 1500 1560 1600 1640 No receiving . . . 6 12 19 19 25 33 33' 23 21 Salaries. . . . . . . . $1680 1740 1800 1860 1920 1980 2040 2100 2160 No receiving . . . 255 1 4 2 1 5 4 6 30 HIGH SCHOOL PRINCIPALS Salaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1200 2700 3000 3300 3600 No receiving. . . . . . . . . . . . . . . . . . . . . . . . . . . 1+ 2 4 1 4 S ...incipal of Wilmington H. S. also received $1200 as princpial of Wilmington Elementary No CD OOl. HIGH SCHOOL VICE-PRINCIPALS 12 Vice-Principals at . . . . . . . . . . . . . . . . . . . . . . . ... • * * * * * * * * * * * * * $2400 1 Vice-Principal at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1980 TEACHERS EVENING HIGH SCHOOL PLAY GROUND TEACHERS 134 Teachers at $600 (Part Time) 5 Principals at $804 62 Teachers at $300 TEACHERS, ELEMENTARY EVENING SCHOOLS 128 Teachers at $408 14 Principals at $600 166 Flg- |7 //ED/A/y 3AZZ//7t/f$ 27 FZF/7 F//7/772× 775/7c//£2.5 //y /o c/7/r3, Z/Yaz vo///6 Z25 A//arzz.s. (3ee 724% re): rostori chicago 1.03 A Nigelºs. 5T. LOU 15 Nº! NEAPolls clfic NAT newark CLEVE LAND Mlly AUREE. T] G - 18- 341 Arles nor ºf McFE2/ng Mºtow/yr ºfcir/fo, rºtar P ºr ſo Jo JO To? . 9o Jºe ºvert $ 2.96 ! 6.92 "4ee * fede rare - sº * ºre, 706 - 750 FJ Q- |q- A/º/4A, -544/7/E5 ºz Az F/MFAZZZTY Zºt/Ac/774s // // £/7Zºº ///c4 ºp//76 Zos A//q &l E3. (see 7-8ſe fo) JosTON crit CAGo Rewark ST.LOUIS cific in NAT! T1G-20- 5/7A Aaſ. //07 FACE-2///6: A/A/ou//7. J776/7′E.P., Y/t//Ep Jºy 7//E Zºrd F/yr or 77:///c/7/743 ///p/a://7.2: P //y FIFA/F//7/Xty sc/ada 5. (3ee 72%ſe we ) * 3) O J 7"o 90 *z £ee ºr ree *zzee *froo #*4ee Azaeo *zzee *ree - */ſee 2. C ºr ºr sº */see . */4ce **see *zes Y/zoo yºzoe 168 T]G-21- Aſºp/4& 342Arºrs or 5/6// Joãool. 72:42/Exts ºf cºrzºo, ſoczowe Zas Angeles. (< **) Hewarr; l,0S ANGELE3 soarer chicago sTiours creval and MIMEArokº 3/1//r/r Ayaſr lºtſ AAtow/yr Jºctºp, r^^*_2_py 77ter Aza Af º Jºy Ayſé Ay 56°/ſo See rººkſ, as 10% So? 507 ro? & 2 see ** cos */ree ***** */oes *ree sº owniked. 169 In making these comparisons of salaries, it must be remembered that the data for Los Angeles represents salaries according to a scale adopted as late as 1913-14 or even during 1914-15, whereas the salaries in other cities mentioned are with the exception of Cleveland for salaries as they existed in 1912-13. ELEMENTARY TEACHERS Accepting the figures as they stand, we notice that Los Angeles stands high in the rate of compensation for elementary teachers, higher than any city of corresponding size in the list of cities given in Fig. 17, with the single exception of San Francisco. This holds true not only for median salaries as shown in Fig. 17, but also for salaries by groups of persons. Thus, according to Fig. 18, if we start with the teachers who receive the lowest salary we find among the first 10% of those employed, that the highest salary received by any teacher was $816. Among the lowest 70% the highest salary received was $1,172, a rate ex- ceeded only by Chicago, Boston and San Francisco from among the cities selected for comparison. The present rate of compensation permits the city to choose from a considerable host of applicants, for only a portion of whom places are available. The wisest administration is that which pays an adequate rate of compensation and which then requires corresponding standards in the selection of its teachers. ELEMENTARY PRINCIPALS The comparison of salaries of elementary principals in the schools of Los Angeles with those of other cities will appear surprising to those who have assumed that the scale of compensa- tion is a high one. Either with respect to median salaries (Fig. 19) or to salaries by groups (Fig. 20), the salaries paid are com- paratively low. It must be remembered, however, that the compensation of principals in Los Angeles schools is dependent upon the size of the building. Thus among 132 who receive the salary of this grade of service, more than 25% receive only $160 more per year than regular grade teachers. Comparison, therefore, among cities should be supplemented by a knowledge of the re- lative size of school buildings in different cities. In any case, however, the pay of elementary school drincipals would not be apt to appear as high relatively as that of other members of the school staff, because the ratio of increase of pay for elementary principals during the last five years has been considerably less than that paid to teachers, especially to special teachers, to teachers of ungraded classes and to teachers in intermediate schools. 170 HIGH SCHOOL TEACHERS Los Angeles stands high in its salary provisions for high school teachers. Teachers in intermediate schools receive the same salaries as teachers in the high schools if they have high school certificates, and if they have not, they still receive a higher salary than do the regular teachers of elementary grades. In estimating, therefore, salaries of high school teachers, the intermediate school teachers might be included or omitted ac- cording to the point of view. The median adopted included both intermediate and high schools. Had it included high schools only, the median rate of compensation would not have been affected. There are, however, fifty-three teachers in the high school service who receive salaries higher than teachers in the inter- mediate schools because of certain grades of service,—heads and sub-heads of departments, which do not exist in the latter. In Fig. 22 this difference is noted. If the teachers in high schools only be included, the highest salary paid to the 90% group of high school teachers is $1,800. If teachers in the inter- mediate and high schools be included, the highest salary paid is $1,680. An examination of the curve will show that Los Angeles has a narrower range in variation in high school salaries than other cities have. The lowest salary paid is $1,200, the highest $2,160, a variation of $960. In other cities the variation for high school teachers may exceed $2,000. - In Los Angeles the younger teacher tends to receive a higher rate of pay than do teachers in other cities. On the other hand, in the majority of the cities listed in Fig. 21, high school teachers having special grades of service or long service apparently receive higher salaries than do such teachers in Los Angeles. 171 7. SERVICES OF TEACHERS (a) DISTRIBUTION OF TEACHERS ACCORDING TO RATINGS TABLE 41: SHOwing RATINGs of TEACHERS IN THE PUBLIC SCHOOLS OF Los ANGELEs As Contain ED IN THE QUARTERLY REPORTS, FEBRUARY, 1916 Type of school. . . . . . . . . . . . . . . . . Total Sf S S- F NS All types of schools. . . . . . . . . . . . 3303 12 || 2961 80 218 32 Evening schools. . . . . . . . . . . . . . . 317 0 || 274 1 33 9 Day Schools. . . . . . . . . . . . . . . . . . . 2986 12 || 2687 79 185 23 Day high schools. . . . . . . . . . . . . . 512 () 454 10 45 3 Day intermediate schools. . . . . . . 301 0 || 280 || 0 18 3 Other day schools. . . . . . . . . . . . . . 217.3 12 | 1953 69 122 17 Evening high schools. . . . . . . . . . . 148 () 118 () 21 9 Other evening schools. . . . . . . . . . 169 O 156 1 12 0 Music department— . (By supervisors) . . . . . . . . . . . . . . . 20 0 () 2 10 8 Drawing department . . . . . . . . . . . 20 0 13 0 7 0 Home economics department. . . .] 78 () 51 21 6 0 Total ratings of supervisors. . . . . . 118 () (54 23 23 S PERCENTAGES OF THE ABOVE TABLES All types of schools. . . . . . . . . . . . 100 4 || 89.6 2.4 || 6.6 .9 Evening schools. . . . . . . . . . . . . . . 100 0 | 86.4 . 3 || 10.4 2.8 Day Schools. . . . . . . . . . . . . . . . . . . 100 .4 | 89.9 2.6 6.2 .8 Day high schools. . . . . . . . . . . . . . 100 0 | 88.6 2. 8.7 ... 5 Day intermediate schools. . . . . . . 100 0 | 93. 0 || 5.9 1.0 Other day schools. . . . . . . . . . . . . . 100 5 | 89.9 3. 1 5.6 .8 . Evening high schools. . . . . . . . . . . 100 0 79.7 0 || 14.2 6.0 Other evening schools. . . . . . . . . . 100 0 92.3 5 || 7. 1 0 Music, Drawing, Home Econ. . . . 100 () 54 2 195 19 fi 6 S Note—“S+” is more than satisfactory. “S” is satisfactory. “S–” is better than fair and barely satisfactory. “F” is fair. “N S” is not satisfactory. TiG-25- 2:3:craz ar wattaz/2/, //, Zºzzla's or Zzaſc AZºº JUPºy/Sør $4/7/32/67 aſ ty_AA/2 zer, (ºr zakzº) *::::::: [T]araarteresy. % 737, 6R 77.7/w. $4—Th–ſ ſº - ſº *!!—l H H !-- % - T *H. H H – -— % }-mº % ºf *k—I k-1 |-| |—| l— % — *!!— H –T-I - %| *m-. %T *2H H H H | – % -º-º-º: **H H !—| |-| | | à- [2. bºº *H HE *-m-- -m-m- à- sº-º-º-º: •º * — º- is-ºs-ms- HHHh. % § . s § Š § 3 ; : ; ; ; ; ; ; ; § 3 ; ; ; ; ; ; ; S. , § 3 ; ; ; ; : ; \ Trzchina Fºrce —” G Zhācāze. *xicº 1 7 2 The large proportion of the teachers in the elementary and high schools marked “satisfactory” is not unusual. In all school systems the ratio of satisfactory, good or excellent teach- ers, as evidenced by principal’s rating is high. It is to be expected that intermediate schools should show the highest percentage of satisfactory teachers, because the great majority of them were selected from the elementary schools on account of superior qualities. - * A more careful discrimination has been shown by the princi- pals of evening high schools than by the principals of evening elementary schools. Not a single elementary evening school teacher was considered as “not satisfactory”, a judgment which seems to be exceedingly generous in view of the character of the work done in some of the classes. It is customary however to mark no one “not satisfactory” whose class survives. Very few teachers leave the Los Angeles school system in voluntarily. Inasmuch as teachers are a highly selected group of people, this is a natural condition. There have been occasions when unsatisfactory teachers, conscious of their failure, voluntari- ly resign. Few are discharged outright. It is hardly to be expected, however, that these teachers are of equal merit, even though they are all marked satisfactory. The existing schedule of salaries provides an automatic increase of salary for ten years. This is an easy form of salary adjust- ment, but such a system is not calculated to be of such stimulat- ing growth to teachers as a system based on merit. According to the present schedule, a group of 100 teachers will all advance at the same rate for a period of twelve years. It is hardly to be expected that all the members of the group will be worth the same amount of money at the end of five years or ten years. Some of these teachers will take a great interest in their work; will do professional reading; will attend special classes in the summer school, or make special investigations or trips to increase their effectiveness. Others will spend no time outside, either in advanced study or special investigation. It is unfor- tunate that public funds are to be administered in such a way as to advance people automatically rather than on a basis. of relative value. 173 THE COMMITTEE RECOMMENDs (b) RECOMMENDATIONS 1: That the division or bureau which the committee has already recommended should be established in the office of the City Superintendent, shall submit methods for determining the relative efficiency of teachers. 2: That such proposed methods should contain provisions for a system of promotion on merit which shall serve to stimulate professional growth. . 174 XII RECOMMENDATIONS FOR A DIVISION OF EDUCATIONAL RESEARCH, STATISTICAL INFORMATION, ETC. The reports of the offices of the Board of Education, so far as they go, are excellent; the only difficulty is that they do not go far enough. Information is very hard to get from the reports. It is our recommendation that the whole system of checking up reports and records of the Educational Department be re- organized and expanded with a view toward making it possible for members of the Board of Education or the public to be able to get at pertinent facts concerning the schools at a moment’s notice. The present system of reports and records is the outgrowth of a system that has been in operation for many years. Changes are made from time to time, but these changes are not made in such a way as to make it possible for the reports to present an organized whole. - Principals and teachers are being constantly required to fill out reports, but after these reports are filled out they do not dovetail in such a way to make them significant or consistent. The office staff is not sufficiently large at the present time to handle the statistical data which should be available to a city the size of Los Angeles. Sporadic investigations are made from time to time by the Board, the Superintendent, the Auditor’s Department, the State Board of Control, or some committee of teachers. From the very nature of the case, it is impos- sible to find out the situation with these sorts of records. With very few exceptions, the various compilations were not directly available in any of the offices of the Board of Education. They had to be worked from the original data. A bureau of research should reorganize the present system of records. It should also devise the best methods by which data may be collected and compiled. The records should serve to check errors, eliminate waste, and give information definitely and completely to all who desire it. Recommendation for the establishment of the division of educational research will be found on many pages of this re- port. The various duties suggested for such a division do not include all the functions which it would discharge. 175 Properly organized, it would greatly facilitate the work of the executive officers. It would present facts rather than opinions. Its establishment shoud result in a reduction of unnecessary duplication and waste, whether educational or economical. 176 XIII THE BOARD AND THE SUPERINTENDENT The Superintendent of Instruction should be given definite powers and should be held responsible for definite things. The policies of the Board should not be formulated until after there has been a complete understanding on the part of the Board as to the purposes and plans of the Superintendent, but the Superintendent should then be held rigidly responsible for carrying out such policies and regulations and for such methods of organization of his staff as will do so effectively. The Superintendent is, or ought to be, an expert who knows the business of education as the manager of a railroad division knows the business of railroading, or as the president of a bank knows banking. This does not mean that a superintendent should assume a high-handed attitude with the public, or with the Board, nor that he should ignore the Board. Rather that he should work with the Board and the Board should work with him to the extent of formulating a policy for the wisest expend- .iture of the public funds for the purpose for which they were raised. A board of education should not be inactive. Rather a board of education should be as active as the present Board now is in the expenditure of time and energy in getting a grasp of the large problems of education and in formulating a civic policy in regard to schools. RECOMMENDATIONS The Committee recommends: - 1: That this Board formulate its general policies from time to time, and 2: That it establish regulations for carrying out these policies. In submitting this report this Committee desires to acknowl- edge to the Board of Education its deep appreciation of the many courtesies received from its members. It also wishes to refer to the readiness at all times of all the members of the advisory and teaching corps to assist the mem- bers of the Committee in every way. - WALTER A. JESSUP ALBERT SHIELS