. r.-—..~.qa—n:—“ A STUDY OF 'E'éiE PERMANENCE OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS EN MICHIGAN Thesis Ior tho Dogma of Ed. D. MICHIGAN STATE UNIVERSITY Ray Budde 1959 new. This is to certify that the thesis entitled M STUDY OF THE PERMANENCE 0F SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS IN MICHIGAN presented by Ray Budda has been accepted towards fulfillment of the requirements for Ed. D. degree in Adnfinistrative and Educat nal Services «fig Major professor Date March, 1959 0-169 A STUDY OF THE PERMANENCE 0F SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS IN MICHIGAN By Ray Budde AN ABSTRACT [Sutnnitted to the School for Advanced Graduate Studies of Kicfiiigan State University of Agriculture and Appliedfik¢.ctr in partial fulfillment of the requirements for the degree of Df‘CTUR HF FIDUCATION 1959 Department of Administrative and we“ SPrVices \ // Approved by V/U.Mln t .‘ -‘BSTRACT {in}: Rudder l The nroblem. There has been much concern during the last decade about the rat‘id turnover of teachers in 'vrades seven, eight, ard nine. These grades Have been labeled 3v mvny as being the most difficult to teach. They should be staffed, as should all grades in nuhlic education, with qualified, permanent teachers. This studv seeks to cormure the Ivermanetice of seventh, eighth, and ninth grade teachers in Michigan with the permanence of teachers of other grades in Michigan. Methodolqu. Tippett's random numbers were used to draw a 10 per cent sample of school systems of Michigan. With the letterhead of the Michigan Secondary School Association, contact letters were sent to the superintendents of these systems requesting permission for teachers of all grades to participate in the "Nich— igan Teacher Personnel Study.” Affirmative answers were received from thirty-four of the thirty-five superintendents. Eighty per cent of the 3471 questionnaires sent out were returned. The data were analyzed by use of the chi-square statistic to test significance of differences. The number values were used in the statistical analysis; tabular information was generally presented in percentages. It was possible to chart actual patterns of mobility for each grade from 1047 to 1057. Findings and conclusions. The significant findings of this study were as follows: (1) Seventh, eighth, and ninth grade teachers were less permanent in classroom teaching than teachers in all other grades Ray Bud de 2 except grade ten. Considered as a grade group, teachers in grades seven, eight, and nine were less permanent than teachers in any other grade group. (2) Three hundred forty-nine teachers were needed per hundred available teaching positions in seventh grade from 1947 to 1957; 352 in eighth grade; and 312 in ninth grade. These com- pared with 320 teachers needed per hundred available teaching positions in tenth grade; 247 in twelfth grade; 270 in sixth grade; and 223 in kindergarten, the grade with the lowest rate of turnover. (3) Seventh, eighth, and ninth grade women teachers were less permanent than women teachers in other grade groups. Seventh, eighth, and ninth grade men teachers were less permanent than women teachers in their same grade group and men teachers in senior high school. (4) Seventh, eighth, and ninth grade teachers in large school systems were more permanent in classroom teaching and in grade than seventh, eighth, and ninth grade teachers in small systems. Seventh, eighth, and ninth grade teachers in both large and small systems were less permanent in classroom teaching than senior high school teachers in their respective sized systems. (5) Seventh, eighth, and ninth grade teachers were younger and had fewer years of teaching experience than did teachers in other grades. (6) "Discipline problems" was given as the main reason by teachers for disliking to teach seventh, eighth, and ninth grade students. "Professional and salary advancement“ and "the .-..1 T: ”,l '|i-;'.Q ‘ ‘1’.‘\ 0y SPHG'.‘ e, L g. ‘. 23:: . \ 'I 4' r‘V 6 D ‘ ‘°'Cfer‘ 1:1 ("1 vv Ray Budde a, U desire to teach wore challenging subject matter" were the two most frevuently given reasons for changing from grades seven, eight, and nine. (7) Virtually the only sources of supplv for senior high school vacancies from 1947 to 1955 (except for teachers who started directly in the senior high grades) were seventh, eighth, and ninth grade teachers. The findings of this study when used with projected public school enrollment figures for Michigan point toward a critical shortage of qualified teachers for grades seven, eight, and nine from 1959 to 1063. Present efforts of teacher training institu~ tions to devote more attention to training teachers for junior high school work need to be exaanded. Long-term improvement in perma- nence of staff in these grades depends on the acceptance of the idea that the early adolescent is sufficiently different from those younger and older to warrant a distinctive kind of educational program and that this program should he staffed by qualified teachers who are as permanent in their positions as are teachers in other grades. A STUDY OF THE PERMANENCE OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS IN MICHIGAN Ray Budde A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION 1959 Department of Administrative and Educational Services Sfiegili f r! vluilh "091‘ A.. UV?“ ”at; 5?T\ :4th I ‘octorq‘. ACKNOWLEDGMENTS Many have helped make this dissertation a reality. Dis- cussion and correspondence with a number of junior high school principals in Michigan-~Hr. Nelson Budde, Mr. A1 Chanoton, Fr. Harold.Logan, Mr. Harold Rapson, and Mr. Herbert Stoeri--helpcd to define the problem. Dr. Dale Kennedy and the 1957 Executive Board of the Michigan Secondary School Association under its president, Mr. Don Wheeler, were of vital assistance in insuring successful contact with the school systems. Dr. Willard Warrington and Dr. Wilbur Brookover gave special help with the statistical aspects of the problem. The author's committee, Dr, Wilbur Brookover, Dr. Clyde Campbell, Dr. Cecil Hillard, and chairman, Dr. William Roe, have given unselfishly of their time during the writing of this dis- sertation as well as on many other occasions during the period of doctoral study. The author owes a special debt of gratitude to his chairman, Dr. William Roe, for the continuing encouragement and help given the candidate. These acknowledgments would not be complete without a Sincere and warm thanks to the author's wife Patricia Budde. ' iii DEDICATION This dissertation is dedicated by Ray and Pat Budde to Norman and Lucille Johnson for their continuing encouragement and support. we.) Int! 3; Sta! 9 r l -‘ Im'vr, K: 1 Def} {1 . TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . 1 Introduction . . . . . . . . . . . . . . . . . . . . 1 Statement of the Problem . . . . . . . . . . . . . . . 4 Importance of the Study . . . . . . . . . . . . . . . 5 Definition of Terms . . . . . . . . . . . . . . . . . ll Assumptions . . . . . . . . . . . . . . . . . . . . . 17 Hypotheses . . . . . . . . . . . . . . . . . . . . . . 18 Limitations . . . . . . . . . . . . . . . . . . . . . 21 Organization of the Remainder of the Thesis . . . . . 22 II. REVIEW OF THE LITERATURE . . . . . . . . . . . . . . . 24 The Historical Deve10pment of Grades . . . . . . . . 24 The Reorganization of Secondary Education . . . . . . 28 Permanence of Teachers in Grades Seven, Eight, and Nine . . . . . . . . . . . . . . . . . . 32 General Factors of Supply and Demand . . . . . . . . 41 III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . 46 Developing the Problem . . . . . . . . . . . . . . . 46 Defining the Sample . . . . . . . . . . . . . . . . . 47 Developing the Questionnaire . . . . . . . . . . . . 48 Contacting the School Systems . . . . . . . . . . . . 49 Adequacy of Returns . . . . . . . . . . . . . . . . . 49 Presentation and Analysis of Data . . . . . . . . . . SO n -..—.—v.'—_ A :.,_fi ..A ___.,__.., ._ . '" PT}? .1 3 CHAPTER IV. PRESENTATION AND ANALYSIS OF DATA: PERMANENCE IN CLASSROOM TEACHING EIGHTH, AND NINT! GRADE TEACHERS Findings . . . . . . . . . . . Interpretation . . . . . . . . . Summary . . . . . . . . . . . V. PRESENTATION AND ANALYSIS OF DATA: COMP AR AT IV E or SEVENTH, COMPARATIVE PERMANENCE IN GRADE OR GRADE GROUP OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS Findings . . . . . . . . . . . Interpretation . . . . . . . . . Summary . . . . . . . . . . . . VI. PRESENTATION AND ANALYSIS OF DATA: SEVENTH, EIGHTH, AND NINTH GRADE RELATED TO SIZE OF SCHOOL SYSTEM Findings . . . . . . . . . . . Interpretation . . . . . . . . Summary 0 e e e o e e e e e e 0 VII. PRESENTATION AND ANALYSIS OF DATA: SEVENTH, EIGHTH, AND NINTH GRADE PERMANENCE EACHERS AS 0 O O O O O PERMANENCE TEACHERS IN Findings 0 o o o e e o o o e 0 Interpretation . . . . . . . . Summary . . . . . . . . . . . . OF OF AGE 52 52 55 60 62 65 74 80 80 84 85 87 89 91 CHAPTER VIII. OF l‘ERlTANTiNT .L‘JD IHI‘SRl-I KN‘CNT :“Y'I PRESENT AT I ON AND .‘7 INTH GR ADE Findings . . . . Interpretation . Summary . . . . IX . SUMMARY Tl"..\CH!",RS . . . C O I O O Q C O O O D O O C O O I O I O C AND CONCLUSIONS . . . . Summary of Findings . . . . . Interpretation . The Immediate Staffing Problem The Future Staffing Problem . Teaching as a Profession . . . RIBLIOGRAPHY o e e e e e e e e e e e e APPENDICES G. H. PRELIMINARY CO RRESI‘ON DENCE T113". UNIVERSE THE QUESTION CONTACTING T DESCRIPTION INFORMATION INFORMATION INFORHATION INFORMATION INFORMATION AND T"E S Al‘I‘L NAIRE . . . . .k‘j ‘5) I'L‘T [\IJYS I 8 OF D [\T .‘\ 3 VENT”, . . . O O O . . . . . . O O I . . . . . . O O O . . . . . . . . . O O O . . . E . . O O O we scuenL SYSTEMS . OF THE SANFLE ON I’ ERN AN EN CE ON PE'CRI‘ 1A“? ‘1 IN CF. DY SIZE OF SCHOOL BY TYPE OF GRADE ORGANIZATION ADOPT I‘ERM’WE‘TT AND Il‘P'CRlTATJTCFT IN TEACHING IN TEACHERS IN GRADES SEVEN, GR A D ‘C EIGHT, EIGHTH , O O O O O O O Q o o o O O O I O O O O I O 0 I 9 9 O O O O O O O O O O O O O o O O O O O O 9 O O 0 I O O D O O I O C O O O O C U I O I O O 0 OR GR ADE 0 C SYSTEM AND NIKE COP Tl’ ARI 53053 GRO {71’ vi P AGE 93 94 98 I31 136 146 151 168 175 LIST OF TJBLRS TABLE PAGE I. Percentages of Present Teachers (1057) Who Were in Classroom Teaching, 1047-1056, by Grade . . . . . . . 53 II. Percentages of Present Teachers Who Were in Classroom Teaching, 1947-1056, by Grade Group . . . . . . . . . 54 III. Public School Enrollment in Michigan, Percentages of 1947 Enrollment, 1947-1957, by Grade Group . . . . . . 57 IV. Percentages in Classroom Teaching, 19A? to 1057, by Secondary School Grade Groups, Not Adjusted and Adjusted for Enrollment Increases . . . . . . . . . . 59 V. Percentages of Those Teaching Who Taught the Same Grade as in 1957, 1947-1056, by Grade . . . . . . . . Ca VI. Percentages of Those Teaching Who Taught in the Same Grade as in 1057, 1947-1056, by Grade Group .. . . . . 64 VII. Percentages of Available Teaching Positions Filled by Teachers in the Same Grade Group They Taught in 1957, 1947-1956, by Grade Group . . . . . . . . . . . . . . 66 VIII. Percentages of Present Seventh, Eighth, and Ninth Grade Teachers hho Were in Classroom Teaching, lfid7- 1956, by Size of School System . . . . . . . . . . . . 82 IX. Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Taught in Grades Seven, Eight, and Nine Rather than Other Grades, 1947-1956, by Size of School System . . . . . . . . . . . . . . . . . . . . 83 X. Percentages of Present Teachers in All Grades in School Systems with 225 or More Teachers Who Were in Classroom Teaching, 1947-l$56, by Type of Grade “9 organization 0 e e e e o o o o o o o o o a o o o c 9 k ‘ XI. Percentages of Present Seventh, Eighth, and Ninth Grade Teachers in School Systems with 225 or More Teachers Who Were in Classroom Teaching, 1947-1956, by Type of Grade Organization . . . . . . . . . . . . 90 TABLE .XII XIII XIV XVII XVIII YIX XX, XXII XXIII xx IV , XXV 6 viii Michigan School Systems with Twenty-five or More Teachers, by Size and Type of Grade Organization, 1957 Ten Percent Sample of Michigan School Systems with Twenty-five or More Teachers, by Size and Type of Grade Organization, 1957 . . . . . . . . . . . . . . Teachers in Michigan School Systems with Twenty-five or More Teachers, by Size and Type of Grade Organiza- tion. 1—057 I I O I I I I I I I I I I I I I I I I I 9 Teachers in a Ten Per Cent Random Sample of Michigan School Systems with Twenty-five or More Teachers, by Size and Type of Grade Organization, 1957 . . . . , . Number and Percentage of Returns of Questionnaires of the Michigan Teacher Personnel Study . . . . . . . . . Grade Organization of School Systems in the Michigan Teacher Personnel Study, 1957 . . . . . . . . . . . . Age of 2327 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1057 . . Age of 393 Seventh, Eighth, and Ninth Grade Teachers in the Nichiban Teacher Personnel Stud by Grade in Which ‘ ,.'... They Taught in l'k‘z' . . . . . . . .. . . . . . . . . . Sex of 2327 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1957 . , Sex of 383 Seventh, Eighth, and Ninth Grade Teachers in the Michigan Teacher Personnel Study, by Grade in ‘VhiCII They Taught in 1957 I I I I I I I I I I I I I 0 Marital Status of 2327 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1957 I I I I I I I I I I I I I I I I I I I I I I I Marital Status of 383 Seventh, Eighth, and Ninth Grade Teachers in the Michigan Teacher Personnel Study, by Grades in Which They Taught, 1957 . . . . . . . . . . Formal Training of 2317 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1957 I I I I I I I I I I I I I I I I I I I I I I I Formal Training of 393 Seventh, Eighth, and Ninth Grade Teachers in the Michigan Teacher Personnel Study, by Grade in Which They Taught in 1957 . . . . . . . . . . H [U a 128 13?) 140 14() 141 141 142 142 143 143 TABLE XXVI. XXVII. XXVIII. XXIX. XXX. XXXI, xxxvu, ix Teaching Experience of 2319 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1957 I I I I I I I I I I I I I I I I I I I I Teaching Experience of 383 Seventh, Eighth, and Ninth Grade Teachers in the Michigan Teacher Personnel Study, by Grade in Which They Taught in 1957 . . . . . . . . Membership in Professional Organizations by 2306 Teachers in the Michigan Teacher Personnel Study, by Grade Group in Which They Taught in 1957 . . . . . . Membership in Professional Organizations by 383 Seventh, Eighth, and Ninth Grade Teachers in the Michigan Teacher Personnel Study, by Grade in Which They Taught in 1957 . . . . . . . . . . . . . . . . . Results of Tests of Significance of Differences between Present Teachers in Seventh Grade and Other Grades in Regard to the Number Teaching and Not Teaching, 1947- 1956, by Grade . . . . . . . . . . . . . . . . . . . . Results of Tests of Significance of Differences between Present Teachers in Grades Seven, Eight, and Nine and Other Grade Groups in Regard to the Numher Teaching and Not Teaching, 1947-1956, by Grade Group . . . . . . . Percentage of Present Eighth and Ninth Grade Teachers Who Were in Classroom Teaching, 1947-1956, by Grade . Percentages of Present Men Teachers Who Were in Class- room Teaching, 1947-1956, by Grade Group . . . . . . . Percentages of Present Women Teachers Who were in Classroom Teaching, 1947-1956, by Grade Group . . . . Percentages of Present Teachers in Seventh, Eighth, and Ninth Grade Who Were in Classroom Teaching, 1947- 1956 ‘ by sex I I I e I I I I I I I I I I I I I I I I Results of Tests of Significance of Differences between Teachers in Seventh Grade and Teachers in Other Grades in Regard to the Number Teaching the Same Grade as in 1957 and the Number Teaching in Grades Other than the One Taught in 1957, 1947-1056, by Grade . . . . . . . Results of Tests of Significance of Differences between Teachers in Grade Group Seven, Eight, and Nine and Teachers in Other Grade Groups in Regard to the Number Teaching in the Same Grade Group as in 1957 and the P AGE 144 144 145 145 147 148 148 149 149 1 50 152 TABLE XXXVIII. XXXIX. XL. XLII. XLIII. XLIV. PAGE Number Teaching in Grade Groups Other than the One in Which They Taught in 1957, 1947-1956, by Grade Group C I O C O O O O O ’ O O O O O U O O O I O I C 9 153 Percentages of Eighth and Ninth Grade Teachers Who Taught the Same Grade as in 1957, of Those Teaching EBCh Year. 1947-1956. by Grade e e a o o e e e e o e e 154 Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Taught the Same Grade as in 1957, Relative to the Number of Available Teaching Positions, 1947-1956, by Grade . . . . . . . . . . . . . . . . . . . . . . 154 Percentages of Teachers Who Felt They Were Teaching the Grade for Which They Were Preparing Themselves While in College, by Grade Group in Which They Taught in 1957 , 155 Percentages of Teachers Who Felt They Were Teaching the Grade for Which They Were Preparing Themselves While in College, by Grade in Which They Taught in 1957 . . . . 155 Percentages of Teachers Indicating Grade Preference as the Most Important Factor Considered in Accepting Present Position, by Grade Group, 1957 . . . . . . . . 156 Percentages of Teachers Indicating Subject Preference as the Most Important Factor Considered in Accepting Present Position, by Grade Group, 1957 . . . . . . . . 156 Percentages of Teachers Who Indicated a Grade in Their Own Grade Group as One They Would Most Like or Least Like to Teach, by Grade Group Teachers Taught in 1957. 157 Number of Teachers Filling Each Available Teaching Position, 1947-1956, by Grade Group . . . . . . . . . 157 Rates of Turnover of Teachers, by Grade, 1947-1957 . . 158 Percentages of 537 Present Seventh, Eighth, and Ninth Grade Teachers, by Grade Group in Which They Taught, 1947-1955 a o e g g o e o o e o e e o e e o e e e e 0 163 Percentages of 523 Present Senior High School Teachers, 1947-1955, by Grade Group in Which They Taught . . . . 163 Percentages of 537 Present Later Elementary Teachers, 1947-1955, by Grade or Grade Group in Which They Taught 164 Percentages of 160 Present Sixth Grade Teachers, 1947- 1955, by Grade or Grade Groun in Which They Taught . . 164 TABLE LI. LII. LIII. LIV. LV. LVI , LVII. LVIII, LIX. IJX , LXI LXII, LX111, Percentages of 105 Present Seventh Grade Teachers, 1947-1955, by Grade or Grade Group Taught . . . . . Percentages of 112 Present Eighth Grade Teachers, 1947-1955, by Grade or Grade Group in Which They Taught O O O O O O 0 O O O O O O O O O O O O O O O Percentages of 166 Present Ninth Grade Teachers, 1947-1955, by Grade or Grade Group in Which They Taught Q I O O O O O O O O O C O O O O O O O O O I Percentages of 142 Present Tenth Grade Teachers, 1947-1955, by Grade or Grade Group in Which They Taught O O O O O O I O O O O O O O O C O O O O O O O Percentages of 67 Present Twelfth Grade Teachers, 1947-1955, by Grade or Grade Group in Which They Taught O I O O O O I O O I O O O O O O O O O O O O O Percentages of Present Teachers in Small School Systems Who fiere in Classroom Teaching, 1947 to 1956, by Grade Group . . . . . . . . . . . . . . . . Percentages of Present Teachers in Medium-SiZed School Systems Who Were in Classroom Teaching, 1947 to 1956, by Grade Group . . . . . . . . . . . . Percentages of Present Teachers in Large School Systems Who Were in Classroom Teaching, 1947 to 1986’ by (‘lrc'lde Group 0 e o e o o o e e c o o e o 9 o Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Were 30 Years of Age or Older, by Size of School System, 1957 . . . . . . . . . . . . Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Had Six or More Years of Teaching Experience, by Size of School System, 1957 . . . . . Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Were Men, by Size of School System, 1957 Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Were Single, by Size of School System, 1957 O O O O O O C O O O O O O O O I O O O O O O O Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Had Master's Degrees or Above, by Size or SChOOI Sb’St-em' 1957 O O C O O O O O O I O O O O 0 xi PAGE 165 165 166 166 167 169 169 170 171 171 173 TABLE LXIV. lev 0 LXVI. LXVII. LXVIII. LXIX. LXX, xxx}, LXXIII. LXXIV. X11 Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Held Pembership in Four or here Pro- fessional Organizations, by Si7e of School System, 1957 O 0 O O C O C O O 0 C C U I O O 9 C O 0 0 O Q Percentage of Seventh, Eighth, and Ninth Grade Teachers hho Felt Choice of Grade Was the Most Important Factor in Their Accepting Their Present Position, by Size of School System, 1957 . . . e . . Percentages of Seventh, Eighth, and Ninth Grade Teachers Who Felt Location and Size of School System Was the Most Important Factor in Their Accepting Their Present Position, by Size of School System, 1957 . , Percentages of Seventh, Eighth, and Ninth Grade Teachers The Graduated from High Schools 1! Towns of 25,900 or More, by Size of School System. 1957 . . . Percentages of Sov-uth, Eighth, and Ninth Grade Teachers Who Were 30 Years of fife or Cider, by Type of Grade CrgnniZHtion, 1957 . . . . . , . . . . . . . Percentages of Seventh, Eighth, and Ninth Grade Teachers with Six or Fore Years of Teaching Experience, by Type of Grade Organization, 1957 . . . . , . . - Percentages of Seventh, Eighth, and Ninth Grade Teachers: with l-Tastey's; Degrees 01‘ “wave, by Grade orgzli‘iéé‘1 irirl‘ Ins-‘7 'I O O Q fi 0 O ‘ 0 O U n. ’ C D O D Percentages of Sevex‘sth, Eighth, and Ninth ‘Tirade Teachers with Membershin in Tour or More Professional Organiz.xztion.<:, by Tirade ('.-'rsj'n.nizatir>n, 1957’ . . . . Size and Cryonizwtion of School Systems with 225 or More Teachers, 1957 . . . . . . . . . . . . . . . . Percentages of Present, Teachers with Membership in Four or Vere Professicnn‘ Organizations, by Groups in Relation to TeacPdng “Experience in Grades Seven, tight, and Nine, 1947 to 1457 . . . . . . . . , . . Percentages of Present Teachers with Master's Degrees and Above, by Grou:s in Relation to Teaching Cxoerieace in Grades Seven, Wifflt, and Vino, 194? to IPSB . . . PAGH 1”" 173 174 ‘1 .4 19C) 1 a? c. xiii T ABLE Eli/1‘7, ,.‘. . thXV. Percentnees of Present Teachers Thirty Years of Age or P]der, hv Grouns in Relation to Teaching anerience in Grades SeVon, Right, and Nine, 1947 to 1036 . . . . 191 LXXVT. Percencapes of Present Teachers with Six or More Years of Teachir%glkxpcrience, lfi'ihwnuus in Deletion to Teaching Exnerience in Grades Seven, flight and Nine, 1947 to 1956 . . . . . . . . . . . . . . . . . . . . . 1E1 L‘CX’VII. Percentages of Present Teachers in Classroom Teaching, by Groups in RelatiOn to Teaching Experience in Glades Seven, Eight, and Nine, 1947-1956 . . . . . . . . . . l8? IKXVIII. Reasons Given by Former Seventh, Wighth, and Ninth Grade Teachers for Char irg Grades, 1947-1056 . . . . IRS LVXIX. Reasons Given by Former Seventh, Eighth, nnd Ninth Grnde Teachers for Disiikinc Grades Seven. Wight, 811‘] Ni"e I O O p I 9 O a n l 9 a I Q I 0 D O I v p e IQ} LXXX. Reasons Given by Teachers Coming to Grades Seven, Right or Kine from Other Graces for Preferrinq Che of These Grades as the One They Would host Like to Teach. 195 LYXXI. Percentages of 241 Former Seventh, Eighth, and Ninth Grade Teachers, 1047 to 1957, by Grade Group in Which ’rhefi’ ’Fa‘lgl1 t i O O I O I O O O O .- O O ‘9 O ‘ D . O O f 19 6 LKXXII. Percentages of 10] Present Seventh, Tighth, find Ninth Grade Teachers Who Formerly Taught in Other Grades, 1947 to 1957, by Grade Groups in Which They Taught . . 196 LIST OF FIGURES FIGURE 1. Rates of Turnover of Teachers in the Michigan Teacher Personnel Study, by Grade GrOUp, 1947 to 1957 . . . . Rates of Turnover of Teachers in the Michigan Teacher Personnel Study, by Grade, 1947 to 1957 . . . . . . . Percentages of 537 Present Seventh, Eighth, and Ninth Grade Teachers, by Grade Group in Which They Taught, 1947 to 1957 . . . . . . . . . . . . . . . . . . . . . Percentages of 523 Present Senior High School Teachers, by Grade Group in Which They Taught, 1947 to 1957 . . Percentages of 537 Present Fourth, Fifth, and Sixth Grade Teachers, 194? to 1057, by Grade Group in Which They Taught . . . . . . . . . . . . . . . . . . . . . Percentages of 142 Present Tenth Grade Teachers, 1947 to 1957, by Grade or Grade Group in Which They Taught . . Percentages of 67 Present Twelfth Grade Teachers, 1947 to 1957, by Grade Group in Which They Taught . . . . . . Percentages of 341 Former Seventh, Eighth, and Ninth Grade Teachers, 1C4? to 1057, by Grade Group in Ahich They Taught . . . . . . . . . . . . . . . . . . . . . Percentages of 101 Present seventh, Eigkth, and Ninth Grade Teacherw;ifluo Formerly Taught imxihther Grades, 1‘“ to 1957, by Grade Group in Which They Taught . . . . . PAGE 71 72 \1 U! 76 77 78 '15 a“? 1k LTxITt ,\ .ii'iJ‘ XV FIGURE P \Gi'l 10. Percentages of 160 Present Sixth Grade Teachers, 1947 to 1957, by Grade or Grade Group in Which They Taught . . . . . . . . . . . . . . . . . . . . . . . . 159 11. Percentages of 105 Present Seventh Grade Teachers, 194? to 1957, by Grade or Grade Group in Which They Taught . . . . . . . . . . . . . . . . . . . . . . . 160 12. Percentages of 112 Present Eighth Grade Teachers, 1047 to 1057, by Grade or Grade Group in hhich They Taught . . . . . . . . . . . . . . . . . . . . . . . 161 13, Percentages of 166 Present Ninth Grade Teachers, 1947 to 1957, by Grade or Grade Group in WLich They Ta‘lght O O O O O O O I O C O 0 9 0 O 9 O ' Q 0 O ‘ I 162 CHAPTER I THE PROBLEM I . INTRODUCTION Basic in the ideals of American education is the concept of equality of opportunity. Each student has the right to an edu- cation which will provide the Opportunities he needs to grow as a competent person. The struggle to provide equal Opportunity to the children of rich and poor has been a continuing one. The struggle to provide equal opportunity to the children of parents of different colored skins rages at a high pitch at the time of the writing of this thesis. Equality of Opportunity in education may be viewed in another way: students should have equal Opportunities regardless of the grade level in which they happen to be. A kindergarten child is very different from a fourth grader. An eighth grade youngster is very different from a senior in high school. Each grade level has different challenges to teachers and perhaps requires teaChers of different temperaments and interests. Good teaching at each grade level contributes to the education and personality of the youngster as he "grows up" through the school. If this is true, then it does not make sense, either purposely or by accident, t° Provide better, more permanent professional staff for some grades than for others. " kw —..‘_4_..-__._- . _ __ - . . »—_—;——. r .1 -- Fh problem 0: for sttyiex eight, an: sdnols. Ti schoc train one o the e rrovi to L0 P in an Wide} Witho Teach ECCCn Unhan of u Ahother a the junifi [O During recent years there has been much concern over the problem of providing professionally qualified, permanent teachers for students in grades seven, eight, and nine. Grades seven, eight, and nine are grades frequently included in junior high schools. The most pressing problem facing the junior high school today is the problem Of Obtaining adequately trained teachers. Teachers are trained in college for one of two levels of teaching: the secondary level or the elementary level. This teaching is not adequate to provide an understanding of the many problems that arise to confront the teacher of junior high school students.1 Perhaps the most basic fault Of the junior high lies in an educational system, national in scape, which has widely adopted a 6-3-3 plan on an administrative basis without adequate insight into the personnel problem. . . . Teachers‘ colleges prepare for elementary school or secondary school teaching. The middle school takes the unhappy precipitate of the latter and the more ambitious of the former.2 Another author has made an even stronger statement in describing the junior high school as a "school without teachers." A member of the staff of a teacher-training institution has called the junior high school . . . the stepchild Of American education. . . . What about the teachers in the junior high school? Tradi- tionally, junior high school teachers have been beginning 1L° E- Leipold, "Junior High Schools Face These Problems,” Eigfl£325_§22§g. XXVII (January, 1953). 264. 2Aron Goff, "Junior High School Psychosis,” Clearing_flouse, XXII (May, 1948), 544. 3Lloyd H. Elliott, "The Junior High--A School without Teachers," Education, Lxx (November, 1949), 186-190. .1.._--____..__ NECEir~ in t'ece ‘Tlficir-a‘ 1", (’1 ‘ ‘Tan} \- :f. : r8 ‘4’ ‘ teachers who cannot get into the high school until they have been relegated to teach in the lower grades of the high school. Sometimes teachers trained as elementary teachers are found in junior high schools, but they are usually there under protest and hOpe to be reassigned as soon as possible. . . . It is not strange that many of the most poorly qualified teachers in the nation are found in junior high schools. . . . It is extremely difficult to see how junior high schools with poor buildings, poor program and poor teachers can adequately meet the needs of America's youth.1 Several important contributions have been made recently in Michigan which should result in improved junior high school teaching personnel and consequently better education for students in these grades. The Southeastern Michigan Junior High School Principals' conference has approved and publicized a statement of the "Desired Characteristics of Junior high School Teachers with Implication for Elementary and Secondary Teacher Training."2 Leland W. Dean, in his recent doctoral thesis, made many specific recommendations to training institutions which supply junior high schools with teachers.3 Michigan State University is inaugur- ating an experimental program in which teachers may be trained for elementary and junior high teaching or senior high and junior high teaching, if they so choose. —._._i 1Byron Hansford, "Junior High Schools—-the Stepchild of American Education," The Bulletin, XX, No. 8 (May, 1956), 133. 2"Desired Characteristics of Junior High School Teachers With Implication for Elementary and Secondary Teacher Training," Ihg Bulletin, XXI, No. l (Cctober, 1956), 5-6. (Approved by Junior High Principals of the Southeastern Michigan Region Meeting held at Haven Hill, October 28, 1953.) 3Leland W. Dean, "A Preparation Program for Junior High Teachers," (unpublished Ph. D. thesis, Michigan State University, East Lansing, 1956). -‘ 9 Ar' .l‘r.‘ 1": 1 11v: 5’. '1 56m. 9 (Tie a: 03 59m, 9 eéucatlc anth 21 Rat er: 1.: v 4) .t, -" .ma pr. .1 There is, however, still much to be done. Research in many areas is needed before intelligent action can be taken to give students their "equal Opportunity" while they are in grades seven, eight, and nine. This study takes just one problem in the area of teacher personnel. It hopes to prove or disprove that, from the standpoint of permanence of teaching staff, grades seven, eight, and nine are the "weakest links" in public school education in Michigan. II. STATEMENT OF THE PROBLEM This is a study of the permanence of seventh, eighth, and ninth grade teachers in Michigan. It seeks to compare these teachers to those of other grades in regard to the following: I) Permanence in classroom teaching during the past ten years, 2) Permanence at the same grade level during the past ten years. In regard to permanence in classroom teaching and permanence at the same grade level, this study will seek to determine: 3) Differences in permanence in different sized school systems, 4) Differences in permanence in school systems with varying types of organization of grade levels. A final area of study seeks to find out: 5) The characteristics of those who have been permanent in grades seven, eight, and nine, compared with those ‘L ..\ 81‘ an Mite.“ «b . O... nit PU t r.. ‘1‘- ...u .l. ._ .r... 3' v... 7.. van, 1.; up Wu F I. n) . {urn (F. 1:. I11 ‘. 1. Q l U! who have been in these grades and are now teaching in other grades, and those who taught in other grades and are new teaching in grades seven, eight and nine. III. IMPORTANCE OF THE STUDY This thesis seeks facts to support or refute the general contention that grades seven, eight, and nine, more than other grades, are staffed with many teachers who do not have a permanent, professional interest in the youngsters they are teaching. Assuming that the facts support this contention, then this is an important and necessary study from a number of different viewpoints. Educational Opportunity of Students in Grades Seven, Eight, and Nine If relatively more teachers in these grades are "transient,” then many youngsters in Michigan for about 25 per cent of the time they are in public schools, will be receiving less than the full measure of educational opportunities they deserve. Greater Difficulty in Teaching Grades Seven, Eight, and Nine The age group in grwdes seven, eight, and nine, is con- sidered by many as being the most difficult age group to teach. One author labels it as the . . . greatest challenge to teacher resourcefulness. . . . In order to pass from childhood to adulthood the adolescent must solve a number of problems. He must develop hetero- sexual interests, become free from here supervision, achieve economic and intellectual independence, and learn how to use Teacue: Tlf‘il‘l 3.71,? his leisure time; he must also make new emotional and social adjustments to reality, and begin to evolve a philosophy of life.1 Teachers in grades seven, eight, and nine face a wide range of maturity levels within a group. The same writer goes on to state: In a hypothetical school containing two hundred 13 year old children, one-half of whom were boys and one—half girls, there would he the following situation: 70 girls would be physically mature and thirty immature, while one-half of the boys would be mature and one-half immature. Because of the paramount importance in sexual maturity to adolescents, this mixture would show differ- ences in emotional attitude and interest that would make the group difficult to teach.2 An author of one of the most recent textbooks on junior high schools describes the age group as follows: In early adolescence, accompanying new spurts of physical growth, curiosities about the world and society, interests in developing new social and manual skills, needs for relating self to other human beings, urges toward independence of thought and action, and a quicken- ing wonder about the meaning of life becomes awakened. These are the characteristics of the period that follows childhood. With few exceptions children are in it for 3 some part of the time they spend in junior high school. Research in child growth and develOpment has been fruitful in identifying youngsters in grades seven, eight, and nine as being an age group which justifies separate educational considera- tions. One summary of research points out that this is the age 1Luella Cole, Psychology of Adolescence (New York: Rinehart and Company, Inc., 19483, p. 54. 21bido , pp. 56-570 3Gertrude Near, The Junior High Schgol Today and Tomorrow (New York: Prentice-Hall, Inc., 1953), p. 39. when girls are the most different from boys in their growth patterns. This is the age when there is the greatest range of achieved growth within the sex groups. This is also the age at which the differ- ent parts of the body are most incongruous in their rates of growth.1 With as difficult a job to do as has been assigned, grades seven, eight, and nine should be staffed with permanent, professionally qualified staff. High Turnover of Staff This thesis can be considered as being a study of the turnover of teachers. If it is proven that teachers in grades seven, eight, and nine are less permanent, then it will mean that the turnover of teachers in grades seven, eight, and nine will be higher. The higher rate of turnover itself in these grades brings about many administrative headaches. Principals with a high turnover rate in their schools must spend much of their own time and much of their staff rooting time in a continuing job of orientation. For examele, a beginning teacher entering a seventh grade classroom for a few years experi- ence before going on to a senior high school position will take at least one of his "few” years in seventh grade to become used to teaching and to become acquainted with the curriculum and 1falter K. Gaumnitz at 31., Junior High School Facts-~A Graphic Analysis, U. S. Department of Health, Education, and Welfare, 115C. Pamphlet No. 21 (Washington: Government Printing Office, November, 1954), pp. 56-59. all the organizational procedures of the school. Seldom will it be possible to seriously involve this teacher in efforts to improve curriculum. The motivation of the "transient" teacher will be in the direction of "handling these kids" with methods which he thinks are probably adequate for the older, more desired age group. His efforts certainly will not be in the direction of seeking a fundamental understanding of the personalities and problems of seventh grade boys and girls. This situation is a continuing one for the junior high principal as this "two or three year teacher" will probably be replaced by another "two or three year teacher." Secondary Reorganization in the United States Grades seven, eight, and nine are closely associated with the long-range reorganization of secondary education which has been taking place in the United States and in Michigan over the last half century. In 1952, 57.2 per cent of the high schools of the United States were under an administrative plan which included some form of the junior high school. Three-fourths of the students in secondary education in 1952 attended school in these systems which had departed from the traditional eight grade elementary school and four grade high school.1 Of the 703 public secondary schools in Michigan in 1052, 81.7 per cent were in systems which —___ 11bid., p. 16. had some form of junior high school.1 Over 90 per cent of the secondary enrollment was to be found in these schools.2 Grades seven, eight, and nine frequently form a separate junior high school. In smaller communities they are the lower three grades of a junior—senior high school. There are many instances of a two-year junior high (grades seven and eight) with grade nine considered a part of the senior high schoolo-all housed in the same building. Grades seven, eight and nine are the three grades most affected from organization, curriculum and personnel standooints by this reorganization in secondary education. Teacher-Training Implications It is not the purpose of this dissertation to justify or condemn this reorganization in American secondary education. The fact that junior high schools and junior-senior high schools exist cannot be denied. The percentage of students in the last four years of high school enrolled in reorganized schools rose from 13.5 per cent in 1922 to 65.9 per cent in 1952.3 Junior high schools and junior-senior high schools desperately need teachers Who desire and will remain in teaching positions in grades seven, eight, and nine. The results of this study should be important ¥ 1Ibid., p. 15. 21bid., p. 21. 3Leonard V. Koos, Junior High School Trends (New York: Harper and Brothers, 1955), Table 3, p. 9. 10 to teacher-training institutions that are trying to improve their programs for teachers of early adolescents. Hiring of Teachers This study might possibly make significant contributions to administrators who hire teachers for these grades. Once aware of the "upward mobility" of teachers, suuerintendents and principals can make sure that every person hired for these grades has a primary interest and concern with these youngsters. It is hoped thct this study will enumerate some of the characteristics of teachers who are permanent in these grades. Perhaps this study will help some prospective teachers to point towards grades seven, eight, and nine as an area of first rather than second choice. Encouraging Further Research Listed in Appendix A are problems of research suggested by prominent junior high school principals in Michigan. It is hOped that this study will help the educational profession and the lay public to realize that greater attention needs to be focused on the unsolved problems of educating early adolescents. These are some of the reasons which justify a turnover Study of teachers in grades seven, eight, and nine. What is best in Education for these youngsters is a changing and challenging question. It is hoped that the results of this study will con- tribute in a small way, at least, to the building of a better pro- fessional staff to perform the educational tasks at hand. ‘Ff-n .. l‘ . w {Pf '. Ll“. n.1, t F 11 IV. .WFINITION OF TERMS The following terms are defined for use in this thesis: Classroom Teacher A classroom teacher is one who spends over 5n per cent of her time in regular classroom teaching. Present Classroom Teacher A present classroom teacher is one who taught during the 1957-58 school year. Permanent Permanent: "from the Latin word 'per + manere' meaning to remain; continuing or enduring in the same . . . status . . . . . 1 Without fundamental or marked change; not temporary or trans1ent." Permanence in Classroom Teaching Permanence in classroom teaching is measured by the per- centage of classroom teachers who were teaching during a given year, not necessarily at the same grade level as in 1057-1958. Egrmanence in Grade or Grade GPQBR Permanence in grade or grade group is a teacher's con- tinuing or remaining in the same grade or grade group. In this study permanence in grade or grade group is measured in two ways: (1) in relation to the number teaching during a specific year; g 1Webster's New International Dictionary, Second Edition unabridged (Springfield, Mass: G. C. Merriam CO., 1938), 1824. 12 (22) in relation to the number teaching in the same grade or grade group in 1957. Mobility Mobility for this study is the movement of teachers from ("we grade or grade group to another over a period of time. Teacher Turnover Teacher turnover for this study refers to the fact that a Given position is occupied by a number of teachers over a period of time. Bate of Teacher Turnover The rate of teacher turnover for this study is the nunber of teachers needed to staff each available teaching position in a grade or grade group from 1047 to 1957. Secondary Reorganization Secondary reorganization in this study refers to the long term trend which has made grades seven and eight a part of secondary education rather than eleuentary education. Reorganized Secondary School A reorganized secondary school is a secondary school in a school system in which grades seven and eight are considered a part of secondary education rather than elementary education. 13 School Division A school division is a major classification of a number of scflnool grades, usually under a separate principal in a separate tniilding. Grades ten, eleven, and twelve in a 6-3-3 school system amre considered the senior high school division. The term "grade group" is used as a classification term in this study as the grades under consideration do not form a true division in many of the school systems of the sample. grade Groups Because a significant number of teachers in elementary and secondary education are unable to specify a single grade as the main grade in which they are now teaching, it is necessary to designate five general grade groups in order to include these teachers in the analysis of data. Kindergarten ("Kdg." to be used in tables). The educational program and the training of teachers for kindergarten teaching is sufficiently different from the early elementary grades to warrant special classification for kindergarten teachers. Grades one, two and three ("l,2,3" to be used in tables). The grades in this grade group are often designated as early elementary grades. Grades four, five and six ("4,5,6" to be used in tables). The grades in this grade group are often designated as later elementary grades. 14 Grades sevenlgeight, and nine (7,8,9" to be used in tables). The grades in this grade group are the focal point of this thesis. Scnnetimes they are a part of a junior high school organization and scnnetimes they are not. Grades ten, elevenlgand twelve ("10,11,12" to be used in tables). The grades in this grade group are almost always con- sidered senior high grades. College ("Col." to be used in tables). This term is in- cluded because many present public school teachers may have taught or may desire to teach in institutions of higher education. Zines of School Systems AccordingAto Grade Organizations A comparison of the permanence of teachers in school Systems with different grade organizations is being made in this thesis. Definition of the different types of school systems as organized by grades is needed. Six—six school system. A six-six (or 0-6) school system is one with a six-year elementary school and a six-year high school. The six-year high school may be considered strictly "high school" or "junior-senior high school." Six-two-four school system. A six-two-four (or 6-2-4) school system is one with a six-year elementary sch0ul, a two-year junior high school (grades seven and eight) and a four-year senior nigh school. Six-three-three school system. A six-three-three (6-3-3) school system is one with a six-grade elementary school, a three grwade junior high school (grades.seven, eight and nine) and a tlrree-grade senior high school. Seven-five school system. A seven-five (or 7-5) school synstem is one with a seven-year elementary schotl and a five-year t.igh school or junior—senior high school. Eight-four school system. An eight-four (or .-4) school system is one with an eight grade elementary school and a four- year high school. This is the traditional division of elementary and secondary education in the United States. Kindergarten is not stated in the above classification system as a grade. Another way to designate the above classifica- tion is to indicate the progression of grades at each level. This way of organizing would specifically include kindergarten, i.e., K-G, 7-8, 9-12 would be the same as 6-2-4. The method of classi- fying which simply counts the number of grades is more widely accepted and will be used in this thesis--with the understanding that all the systems in the study have kindergartens although they are not counted as a grade in the classification system. Iypes of School Systems According to Size Small school system. A small school system is one which has from 25 to 74 teachers. Medium-sized school system. A medium-sized school system is one which has from 75 to 224 teachers. Large school system. A large school system is one which has 225 or more teachers. 16 "The Michigan Teacher Personnel Study" "The Michigan Teacher Personnel Study" was the name that was placed on all questionnaires, correspondence and publicity related to this study. This was a "neutral" title. It did not indicate in any way (nor did any of the questions in the question- naires or statements in any correspondence) that grades seven, eight, and nine were to be the focal point of this study. Chi-square (X2) Chi-square (X2) was the statistic used to determine whether the difference in permanence of teachers was due to chance or other factors. Significant Differences Significant differences were differences which could be accounted for by chance fewer than five times out of a hundred. Highly Significant Differences Highly significant differences were differences which Could be accounted for by chance fewer than one time out of a hundred. Qgfiignation of School Year To simplify tables and text, school years for the remainder 0f the thesis will be designated by the year in which they start, i.e., the 1957-1953 school year is simply designated as 1957. 17 V. ASSUMPTIONS The following assumptions have to be made: (1) That some degree of permanence of staff is good. (2) That the ten years between 1947 and 1057 are a sufficiently long time to measure permanence. (3) That the cooperation of the Michigan Secondary School Association would help insure successful contact with the super- intendents of the school systems in the study. (4) That the approval and support of the superintendents would insure satisfactory returns from the teachers. (5) That teachers will honestly answer the questions in 5-10 minutes of time given them by the principal in a regular staff meeting. (6) That, for specific years from 1947 to 1957, the number of teachers in each grade or grade group varied directly with the number of students in that grade or grade group. (7) That, for purposes of figuring out a rough estimate 0f turnover, the percentage of permanence in a grade or grade SrOUp may be applied to the figures for the same grade or grade QPOUp for an earlier year. No assumption is made as to the merits of any particular organization of grades in a school system. Nor is it the purpose or this study to support the existence of the junior high school in any of its many forms. The junior high school is mentioned frequently as it is the institution at the heart of the reorgani- zation presently occurring in secondary education and grades suen. ei:* nganizatifi Hya lrlicd in (1" .d't if; F'icftifrar. ”-1. 7V . 1 n~1< 3L3! 18 seven, eight, and nine are the grades most affected by this re- organization. VI. HYPOTWESES Hypotheses are stated with reference to the questions implied in the Statement of the Problem (pages 4 and 5). (1) Are present seventh, eighth, and ninth grade teachers in Fichigan permanent in classroom teaching ? H-la. Present seventh, eighth, and ninth grade teachers are lggg permanent in classroom teaching than present teachers at other grade levels. H-lb. Present seventh grade teachers are lggg. permanent in classroom teaching than either present eighth or ninth grade teachers. H-lc. Present eighth grade teachers are lggg permanent in classroom teaching than present ninth grade teachers. (2) Are present seventh, eighth, and ninth grade teachers PEFmanent at their grade level? H-2a. Present seventh, eighth, and ninth grade teachers are lggg permanent at their grade level than teachers of other grades. H-Zb. Present seventh grade teachers are lggg permanent at their grade level than are present eighth and ninth grade teachers. 19 W-Br. Present eighth grade teachers are less permanent at their grade level than are present ninth grade teacher—t. (3) Are present seventh, eighth, and ninth grade teachers in larger school systens more perranent than present seventh, eighth, and ninth grade teachers of sx:.all~‘-1- school systems? U-3a. Present seventh, eighth, and ninth grade teachers in larger systems are more permanent in classroom teaching than are present seventh, eighth, and ninth grade teachers in smaller systems. H-Sh. Present seventh, eighth, and ninth grade teachers in larger systems are more permanent at their grade level than are present seventh, eighth, and ninth grade teachers in smaller systems. (4) Are present seventh, eighth, and ninth grade teachers in 6-3-3 school systems more permanent? Are present teachers in 6-3-3 school systems more permanent than teachers in school systems with other types of‘ grade organization? H-‘a. Present teachers in large 6-3-3 school systems are more permanent in classroom teaching than teachers in large school systems with other types of grade organization. H-a’h. Present seventh, (31!;“t‘1, and ninth grade teachers in large 6-3-8 school systems are more permanent in classroom teaching than seventh, eighth, and ninth grade teachers in large school systems with other types of grade organization. (5) Are seventh, eighth, and ninth grade teachers who have been permanent at their grade levels different in their personal and professional characteristics from teachers who have not been permanent in grades seven, eight, and nine? In comparison with teachers who have not been permanent in grades seven, eight, and nine, teachers in these three grades who have been permanent H-Sa. Have a lower degree of narticination in pro- fessional teachers' organizations. H-Sb. Have fewer number of completed years of college education. H-Sc. Are significantly younger. H-Sd. Have fewer years of exnerience. If the hypotheses H-la and H-Qa are true, then those Dresently permanent in the three grades will appear less favorable in the above hypotheses than teachers who are more mobile. This seems to be a contradiction to the assumption that some degree of permanence is a good thine. Actually it points up that those Permanent at the grade levels have not been in classroom teaching lone enough to compare favorably with the group that has taught in the three grades at some previous time or the group which started In other grades and is now teachine in grades seven, eight, and Dine. Additional euestions were asked to provide background material for the major hypotheses. To what extent are teachers teachinw at the r"‘rade for which they thoueht they were prenarine themselves in colleee? Why do teachers chanee grade levels? Vhat grade levels do teachers Post like to teach? What grade levels do teachers least like to teach? How does c?:tein,zngr or fen-ed grade level comware with other factors in aCCeutine a teachine nosition? Answers to all the questions are availahle and will be tahulated bv present erade levels of the resvondents. This in- forration will he used in the analvsis and internretatjou of data submitted on t‘e nhove hypotheses. VIII. LIMITATIONS The following may be interpreted as limiiations of this study: (1) Necessary liritatieuc were made in taking of the sample: (a) Schools under 97 +e‘ehers were ex¢luded hecaus; in swelle; schools the grade diitinetitn weald not be as clearly drawn. (b) Systews without twelve wrades were not included in the universe. (c) fichools north of the 41st parallel were not included. This is not a serious limitation as the 1950 census shows that anrroximately 91 per cent of the popula- tion of the state lies south of the dlst parallel. {J [0 (d) Only public school systems were included in the study. Most private or parochial systems maintain the traditional 9-4 arrantement of erades. (2) There is always some limitation imposed by the teachers who did not reSpond. In this thesis an 80 per cent return was accomplished. It is impossible to determine if the factors which keep teachers away from staff meetings would bias a study of this kind. (3) A number of the school systems studied had junior colleses. No attempt was made to obtain resuonses from 13th and 14th rrade teachers as the 13th and l4th grades were not yet wide- spread enough to have been included on the same basis as K-IE. Hawever, junior colleges are becoming more and more a part of the puhlic education a community offers. IX. ORGANIZATION OF THE REMAIN ER OF THE THESIS Chapter II will he a review of literature. Chapter III describes the methodolog“ used in this inves- tieation. Data pertinent to the followine subjects will be presented 8Nd analyzed in chapters IV throueh VIII: the permanence of teachers in classroom teachine; the permanence of teachers at their grade level; permanence in classroom teachine in relation to 5129 of school system; permanence in classroom teaching as re- lated tn) pattern of grade organization; and the comparison of t x a n - eaCheiss who have been permanent in grades seven, eight, and nine 23 with those who have not been permanent in grades seven, eight, and nine. Summary and conclusion will make up chapter IX, followed by the bibliography and the appendices. CHAPTER II REVIEW OF THE LITERATURE Only one previous study was found which centered around permanence or turnover of teachers by specific grades. However, research has been fruitful in several related areas: the historical development of grades; the reorganization of secondary education; literature related to the problem of findinn adequate, professional teachine staff for erades seven, eight, and nine; and general factors of supply and demand. I. THE HISTORICAL DEVELOPMENT OF GRADES The system of classifying elementary public school children by "grades" began about the middle of the nineteenth century. There seems to be general agreement that John D. Philbrick desiened and built the first graded elementary school in the United States in 184R--the Quincy School in Tloston.1 Many factors were at work which encouraged the development of the graded school. The Prussian influence was very important. The Prussian system set out the ideas of one teacher to a grade, 1Edward H. Reisner, The Evolution quthe_gommon School (New York: Macmillan Company, 19357; p. 367. one class to a roow, and restricted subject "otter to be covered in a year's time.1 The factory systew had been introduced early in the centurV. It had nroven itself so successful that the ideas of specialization were anplied to education. Teachers started snecializine in certain parts of the curriculum, i.e., the suhiect matter which could be taught to a group of pupils within a narrow awe ranee. With the growine demand for tax-sunnorted schooliné for all children, enrollments rose raoidlv. As cities grew, so did the number of schools and the numher of school districts within a city and the creation of a new ndrinistrative nosition, the City suoerintendent of schools,became a necessity. Amone his earliest jobs were the classifiCntion of students and the setting "n of definite nromotional nolicies. Once these nrocedures were Set up, new students and transfer students could he nlaced very easily. Grades also helued the sunerintendent to nlace definite educational resnonsihilities on teachers. The graded school idea Snread quickly in city school systems he ause it provided a good solution for several major prohlens which suuerintendents faced.3 Thus the mraded school movement grew ranidly during the last half of the nineteenth century. It brouqht forr and order M lFrank Forest Bunker, Reorganization of the Public School §X§£§E, Bureau of Education, United States Department of the Interior. Bulletin No. 8 Washinéton: Government Printing Office, 1916). np. 19-27. 2Reisner, on. cit., on. 241-269. 31bid., pp. 357-359. 26 where there had been no form and order. It provided the basis for the develonment of a national system of education. Alone with the order, however, came a rieid system of promotion by examination and a sacrifice of the needs of individual students. Almost as soon as the Traded system was adonted, practices were started to modify it and change it. Different cities de- velooed "plans" which soueht to take care of individual differences and reduce the number of failures and dronouts. ”The St. Louis Plan" sought to take the sting out of the annual nromotion (or "non-promotion") by a systew of quarterly promotions. Another plan, "The Datavia Plan" (New York) soueht to hrovide extra time and instruction for slower students so that they could work up to grade level. "The North Denver Plan" sinrled out the brimhter students for sweciel help. These are just two of many plans de- Veloned to urovide for individual diffnrences in the graded school. The Encyclopedia of ENUCAtional Qesearch has excellent sunvuries Of all of the inuortant clans which sought to modify and innrove 1 the graded school. Criticisr of the eraded school has continued through the Smears. A few examples will he cited. Fhillin A. Cowan, writing in 1031, maintained that the traded syste" was ideallv nerfect. but in actual practice the assurption that all nuuils of each erode were sunnosed to nursue the sane studies to the same extent kg 1 4‘ v‘ 0 o I Henry J. Otto, "Elementary education - III. Organization and Administration," Encyclonedia of Educational Research, revised edition (New York: Nacmillor Commany, 1952). PP. 373-375. and at the same rate was not valid.1 In 1933, another critic described the graded system as a "remnant of the old lock-stem plan of promotion, long condemned but still Generally oracticed."‘ The degree to which the graded system along with the nresent arbitrarv placement by age has hecome a part of present-day American culture was ironically illustrated in the May 29, 194% issue of New Yorker in which a nether soueht to obtain advanced placerent for her very mature, very intellixent son.3 In more recent years, attempts have been made to replace the graded system with "The Ungraded Plan." "The Ungraded Plan" would sub- stitute two to four-year "units" for grades. Suhdivision within these "units" would be "levels of learning."4 In endinm this brief history of the graded school, it is Well to emnhnsize that this way of classifvin" students is a deeply entrenched cultural mechanism. Teachers are classified as well as students. Nowhershin in a Trade determines who is invited to social activities, whether school or nrivate. Grades Suhuort and help create the "neer grouo” and neer culture. Grades aPea standard of measurement: a student is ”above, below or up to K 1Philip 3. Cowan, "What is Wrons with Our Graded Svstew?" hatinn's Schools, VIII (November 1931). p. 46. 2Charles F. Allen, ”Bunk in Grade Classification," giggring House, VII (January 1933), p. 301. 3Janet Curren Owen, "Mrs. Rallerd and Her Stone Vall," New Yorker, XXIV, No. 13 (n y 22, 1948), op. 33-36. 4Ethel Thompson, "The Ungraded Plan," National Education éfiiggiation Journal, KLVII (January 1958), p. 16. K 28 grade level" on an achievement test or in his academic wort. The grade is the unit value of organization of education in the United States. II. THE REORGANIZATION OF SECONDARY EDUCATION The three-division system of education was well established in America before the graded school was started. The three major divisions beinr colleee, eranmar school or high school, and ele- mentary school. The develonment of the graded school durine the last half of t“e nineteenth century tended to standardize the number of years a student would spend in each division. At first, grades aanlied only to eleventary school or "erade school." Grade school was considered to have grades one throueh eiyht. Gradually the tern "grades” was extended unward so that the next four grades, nine through twelve, were considered as secondary or hieh school grades. The reorganization of secondary education has to do with the realienment of grades between the elementary and secondary divisi ns. This realignment started ahont the turn of he century and is still gains on. It is generally accented that Charles Yilliam Eliot, President of Harvard "niversity from 1869 to 1909, was the nerson tO olant the seed for the reorganization of secondary education. Before the Washington, D, C. meeting of the Denartnent of Sunerin- tGDC‘ents of the National Education Association in IRRR, he gave an address entitled, ”Can School Procrammes he Shortened and En- rIChed?” President Eliot nointed out that the averaee age for 79 admission to Harvard had. risen until it was no"; at 18 years and 10 months. A person startinq COIIOTC training in one of the learned arofessions at that age could not hone to he ahle to sue- wort himself before the ace of 26 or 27. Euronean students were able to complete a similar length college career two years . _ 1 earlier because of earlier entrance into collere. In 1892 Dr. Lliot was anpointed to head the Committee of Ten on Secondary School Studies of the National Council of Educa- tion of the National Education Association. This committee recom- mended, in effect, that secendarv eduCation he started two years earlier by offering high school subjects in the later eleventary Trades. It was felt, too, hat more challenging suhfiect matter would reduce the high rate of drooouts between the end of the (‘1 fifth crade and the start of high school.* Quite lowically, the earliest chanee to the pattern of grade erranization was to cut seventh and eiqhth grades from the elementary school and add them to the hit“ school. This was first . . . . 3 . . dane in Chicaro, Illinois in 1896. This chance created the ”s1x~ Sixrelan" which is still used widely today. M 1 I‘D. o -‘ o 0 Charles Eilliam LllOt, Educational Reform (New York: Century Compan" 1898), pp. 151-176. J! gwalter H. Gaumnitz (ed.), Junior Niwh School Fects--A Granhic Analysis, Office of Education, United States Deuartnent Of Health, EdUCation and fielfare, Miscellaneous Pannhlet No. 21 (Washington: Governrent Printing Office, 1954), chart 1, p. 11. 3 . . Gaumnitz, 22. Cit., p. 11. Another logical early pattern was to set up grades seven and eight as a separate nronrzlm. This alan, the "6-2-4" olan, was orieinated in Richmond, Indiana in 1896.1 Special attention was diven to grade nine during the first two decades of this century. It was felt that if the suhfiects in grade nine could he made are-vocational in nature then nany more students could be induced to stay in school until the end of the ninth grade insterd of droruine out sooner. This furthered the idea of combining grades seven, eight, and nine as a separate early secondary division. The first school system in the United States under the "6-3-3 plan" was Columbus, Ohio. The In in nola Junior High School, started in September 1909, was tle first school to be labeled a "junior hieh school.” The most comnact referenc ce for use in analyzine the growth and present status of the reorganization of secondary education is junior High School Facts--A Granhic Analysis. The section ”Junior ”17h School Status and Trends" lists the Host v ‘neh‘e current POferences on secondary reorganiZHtion. 1 . n . . . . National Lducation uSSOClatJOD, R”:fi£*.9£_t“9_CPfi"1‘t00 (‘3 Ten in SeCon_dar" School btudics (New Yer: \mcrican Week CO-"vrnr lac-“W,” ~m. 74735. ltm h. ’Eaurmjtz ((30,), suewths neg. “.‘eaknesses of th___e (hdnior Wich Sclool Office of Education, United States leuartnent 0f M"eilth, Education and Welfare, Circular V0. 111 ( “s'lnnton. 10Vern ent Printing Office, 1955), p. 25. 3 . . . . Gaumnitz, gnnior ”ieh Schgplm F met o-A Graphic {galvs1s, 22- git., Bart VI, pp. 64- 71. 31 As this study concerns itself with seventh, eighth, and ninth grade teachers in Michigan, the present status of secondary reorganization in this state is of importance. By 1952, 81.8 per cent of the secondary schools of Michigan were in reorganized school districts.1 These schools enrolled 91 per cent of the secondary students in the state.2 About 72 per cent of the junior high schools in Michigan in 1952 included grades seven, eight, and nine. Another 22 per cent included just grades seven and eight.3 The original purposes of the secondary reorganization were to save time and to keep students in school longer. The reorgani- zation has prospered almost from the start because it has offered a solution to building crises as they have come up through the years. The present purposes of the junior high school, however, have little relation to the original purposes. An excellent sum- mary of the obsolescent and abiding purposes of the junior high 8Chool are given by Kooe.4 Grades seven, eight, and nine are the grades most affected by the secondary school reorganization in the United States. Knowledge of this reorganization is necessary in order to see the fUll importance of this thesis. k 1Ibid., p. 19. 21bid., p. 21. 3Ibid., p. 23. 4Leonard V. Koos, Junior High School Trends (New York: Harper Brothers, 1955), pp. 16-31. III. PERMANENCE OF TEACHERS IN GRADES SEVEN, EIGHT AND NINE A number of studies of the relative permanence of teachers in grades seven, eight, and nine have been made during the past thirty-five years. These studies are of special interest as they offer a basis for comparison with the permanence of teachers in 1957. The grades under consideration were in a more favorable position in regard to permanence of staff during the late nineteen twenties and the early nineteen thirties than they were during the nineteen fifties. Several of the studies involve teacher turnover by grades or school divisions in other states. The findings of these studies in New York and Pennsylvania show a similar picture to the one portrayed in Michigan by the most extensive study of teaching personnel in the early thirties, the National Survey of Teachers. Willard Elsbree made a study of teacher turnover in the Cities and villages of New York state for the 1925-1926 school Year. He defined teacher turnover as being the number of teachers leaving a school system during a given year who are actually re- Iilaced. The rate of turnover, then, was this figure divided by the number of teachers in the school system who taught 180 days or more. Elsbree found that turnover of teachers varied inversely With size of community: 6.52 in communities of more than 50.000 33 and 17.40 in communities of less than 5,000.1 Every study of teacher turnover, including this present one, has found this re- lationship to exist. Turnover for high school teachers was significantly higher than for either elementary school or kindergarten teachers. The rate of turnover of high school teachers was 15.40, compared with 12.13 for kindergarten teachers and 9.37 for elementary school teachers.2 No special mention was made of junior high school teachers in this study, but figures were given for teachers in grades one through eight. Elsbree summarized his findings as follows: "The findings are not striking since the differences between grades are small and probably due to chance. The only outstanding departure from the norm occurs in grade eight, where turnover is relatively low."3 The figure for grade eight was 6.21; turnover rate for grade seven was 7.74. The highest rate of turnover was 9.79 for grade five.4 It is interesting to note that Elsbree had to make the Same assumption as the present author in order to figure his turn- OVer statistic: ”the number of elementary teachers would be R 1Willard S. Elsbree, "Teacher Turnover in the Cities and 'Villages of New York‘State" (Contributions to Ecucation, No. 300, Teachers College, Columbia University, hew York, 19287, Table V, D. 16. 21bid., p. 18. 3Ibid., p. 19. 41bid., p. 19. distributed through the grades in approximately the same proportion as the children."1 Another important research study was made by Lyman Van Iouten, who studied the length of service of high school teachers in the state of Pennsylvania during the 1928—1929 school year. Van Houten discovered that women teachers served longer than men teachers, that there was longer teaching service in the larger districts, and that the longest teaching service occurred in the districts where the salary was the highest.2 One of his major conclusions was that teachers in junior high schools had the longest periods of service. "When teachers of the state are considered without reference to class of district, sex and type of education, the mean for years of service for junior high school teachers, 11.32 years, is higher than for any other type."3 The conclusions of the above two studies were supported for the nation as‘a whole and the state of Michigan in particular by the mammoth National Survey of Teachers, which was completed in the early nineteen thirties. This study included 370,000 teachers in its sample, the largest number of teachers included in a sample “D to that time. Findings were summarized on a national basis ¥ Inna. . p. 19. 2Lyman Henry Van Houten, "Length of Service of Pennsylvania High School Teachers" (Contributions to Education, No. 522, Teachers C011ege, Columbia University, New York, 1932), p. 138. 31bido , p. 310 as well as by states. Figures in this study were for the 1930-1031 school year. The turnover statistic used in the National Survey of Teachers was the "mobility ratio.” The "mobility ratio" is the ratio of the new teachers in the state to the total number of teachers in the state for a particular classification.1 Mobility ratios for the nation and for Michigan showed that junior high school teachers to be the least mobile, the most permanent. Figures for the United States for the 1030-1951 school year indicated that the ratio of new teachers to old teacners in junior high schools was 1-6.73. National statistics for elementary and senior high school teachers were l-4.87 and l-4.8 . The ratios for the state of Michigan were l-7.35 for junior hith, l-4.4 for r) ‘4 elementary, and l-5.73 for senior high. As in other studies, there was a striking relationship be- tween the turnover of teachers and the size of communities. The mObility ratio for elementary teachers in rural school districts Was l-2.5 compared with 1-2L.3, the mobility ratio for elementary t . . ,. 3 eachers in cities of 100,000 or more. The National Survey of Teachers offered considexable des- Scriptive information about Michigan teachers in the early nineteen k 1 . . - . Edward b. Svenden, Guy C. Gamble, and Harold a. Blue, Teacher iersonncl in the United Stat.s, National Survey of Teachers, “ffice of Education, United 5tates nepartment of the Interior, Bull. F 7:0. 10, Vol. II (Fashington: Government Printing Office, 1032 , p. (J. 21bid.’ p. 8"). 31bid., p. 93. 36 thirties. The median age for junior and senior high school teachers was 30, a year older than elementary teachers.1 In terms of the percentage of men teachers, junior high schools were be- tween elementary and secondary schools with 29.0 per cent. Only 2.1 per cent of the elementary staffs were men while 37.6 per cent of senior high staffs were men.2 The percentage of Michigan junior and seniur high school teachers who were single was about 65 per cent. The very large number of unmarried elementary teachers brought the figure for that division up to 72.8 per cent. The questionnaires of the National Survey of Teachers covered a number of important items of educational information about Michigan teachers of thirty five years ago. The most im— fiortant item relative to this present study was the fact that both elementary and junior high teachers had eight median years of ex- perience compared with only seven for senior high school teachers. Senior high school teachers, however, had significantly more years Of formal education than did teachers in the other two divisions.5 Junior and senior high school men earned about the same salary as (lid the women in these two divisions. Women's salaries at all lIbid., p. 19. 21bid., p. 24. 31bid., p. 22. 41bid., p. 31. 51bidg' p. 46. 37 lcrvels were lower than men's salaries. Average salaries for both sexes in junior and senior high school exceeded averages for ele- rnentary teachers.1 It is interesting to note that the National Survey of Teachers made use of the word "permanence" in referring to the length of time teachers stay at specific positions. "Permanence” is a key word in this study and is used in the same way. ”Stabili- zation or permanence of personnel may be considered a basic pre- requisite of a profession. The high rate of transiency among teachers in public school systems in the past has been detrimental not only to educational planning but unquestionably has also been of significance in lowering the professional status of teaching in I‘- I the public mind."‘ The findings of the National Survey of Teachers d;d not indicate any relative lack of permanence of junior high school teachers in the United States or in Michigan. The statistics Plainly indicatedas did the above studies in New York and Pennsyl- Vania, that junior high school teachers were as permanent or more Permanent than teachers in the other major school divisions in the late twenties and the early thirties. This f vorable position of junior high school personnel Was borne out in only one other study, a master's thesis on the turnover of teachers in Nebraska in 1036-1957. Bogar found that ¥ 11bid., p. 253. 21bid., p. 32. 38 iuigh school teachers were less stable than any other group. He afilso concurred with others in finding that turnover varied with . 1 Size of school. system. Two studies at the end of the nineteen thirties indicated that the junior high school grades had slipped from their favored position in regard to permanence of staff. In a study of city teachers, it was found that the median number of years of teaching experience for junior high SChOul teachers in 1939 was lower than . . . . , 2 the figures for either elementary or senior high school teachers. In an unpublished Master's thesis, George T. Boyd proved that turnover of teLchers in Arizona in the late nineteen thirties varied inversely with sebacl level, i.e., elementary teachers had the highest rate of turnover, junior high teachers the next highest rate, followed by senior high school teachers who were the rost permanent of teachers in the three divisions. World War II brought on very serious problems of turnover ‘find shortage at all levels. Many studies were made to measure the ‘ 1William D. BOgar, "Turnover Among Nebraska's Public School 'Feachers," (unpublished haster's thesis, University of Nebraska, 1Lincoln, 1939), cited by Carl Winfield Scott, "Teacher Tenure," lleview of Educational Research, Vol. XIII, ho. 3 (June 194“), n. 236. National Education Association, City Teachers: Their Preparationi Salaries and Experience, Research Bulletin XVIII (Washington: National Education Association, 1940), Table 9, D. 17. . 3George T. Boyd, "Teacher Employment in Arizona" (unpub- lished Master's thesis, University of Arizona, Tuscon, 1940) cited by Carl Winfield Scott, "Teacher Tenure," Review of Educational REsearch, Vol. XIII, No. 3 (June 1943), p. 288. 39 :nzzss exodus of teachers, especially men, to military service or to \vur'industries. Having a higher percentage of men than the ele- tmentary division, the junior and senior high schOols were affected snore than the elementary schools. The end of the war found education facing many pressing yaroblems, foremost of which was that of providing qualified staff for the ever-increasing number of students. The backlog of school construction, which was a result of the alrost complete halt of ‘building of new schools during the war, also had to he fac d. It (U Ira; at this point, Luring the late nineteen forties, that special concern was expressed about the staffing of junior high schools. Many articles were written demanding that more attention be given to the training of junior high school teachers. A statement from one of these articles takes this stand: "It would appear that forty years of experience with the junior high school, plus its 1)henomenal popularity, is sufficient evidence for more teacher 'training institutions to take active cognizance of this level of publ i c education. "1 In response to this article, a questionnaire was sent out to teacher training institutions across the country to deterrine just how much direct training was being given for service with junior hiah age students. This study found that ”only occasionally can one find a school (teacher training institution) giving any real preparation for junior high school teachers. host new ¥ Lloyd N. Elliott, ”Junior high School, a School without TEachers," Education, LKX (November 1049), p. 190. 4O tezachers hangen into this field without any real understanding of true purpose or philosophy of the junior high.”1 Raymond Seoultz, who called the junior high school the "f1xrgotten teaching area," made an observation of the mohiiity of teiachers in secondary education and how this mobility affected the jtznior high school grades. ”Too often these teachers are recent ;;.uduates who majored in hieh school teaching fields where vacancies ilre relatively few. Consequently, they accept positions in the .junior high school, often in their minor fields or as a last chsort, in a self-contained seventh or eighth grade classroom. Not <3nly are these teachers unprepared for teaching at this level. but Inany of them are not interested in the work; therefore, they trans- fer into senior high school at the earliest opnortunity. Still ‘Norse, among them are weak teachers who cannot obtain employment it) the high school area where they are prepared to teach.“2 hany (Ither articles echo this same lament. The titles, such as "No ESecond Choice"3 and "Junior High School Dilemma"% are cues to the Ilature and tone of these articles, all of which stress that one ¥ 1?. Griffin Stewart, "Why Do We Have a School Without 'Peachers?" Education Outlook, XiVII (March 1953), p. 109. Raymond E. Schultz, "Forgotten Teaching Area," Journal of Egacher Education, IV (September 1053), p. 190. snarold E. Telfer, "No Second Choice," Clearing House, 32x1 (September 1956), pp. a3-eo. 4Harry J. Mergis, "Junior High School Dilemma,” Clearing House, XXXI (“ctoher 1956), pp. Re-afl. 41 rna;jor weakness in junior high school education over the years has tween the lack of teachers adequately trained to cape with problems peculiar to early adolescent boys and girls. How serious is the situation in Michigan? Are the junior luigh school grades in this state staffed by members of the teaching 'Tprocession"-oprocession from teacher training institutions through ‘the junior high school grades into the more desired teaching posi- ‘tions in senior high? This study attacks the problem of permanence <>f teachers in these grades over the ten-year period during which there has been much concern and some action to meet and solve the ‘Problem. a It is hoped that the results of this study will give clear picture of the permanence or lack of permanence of teachers in grades seven, eight, and nine. IV. GENERAL FACTORS OF SUPPLY AND DEMAND The factor of preference for a particular grade level must ‘De considered along with many other factors of supply and demand. 7Phe fact that a teacher seeks, accepts, or leaves a teaching assign- rnent at a particular grade should not imply that her attitude toward teaching that grade was the sole determining factor in her decision. In fact, specific grade level preference may be much less important than other factors. A teacher may accept assignment to other than her pre- ferred grade level just to teach in her hometown or to teach in the city where her husband works. She may take an "available" Position primarily because working conditions or salary are more 42 attractive than in her present teaching assignment. Fany secondary- trained teachers are much more interested in their subject area than they are in being placed with a particular grade level student. Similarly, a teacher may leave a position at a particular grade level for reasons other than a dislike of her present grade Or-a stronger preference for another grade. A teacher right leave (One grade for another because she wants the advantages of teaching .in a larger system. Personal and family reasons may he the main 1‘0ason for a change of positions which involves a change of trades. A teacher may leave a particular grade level and the teaching profession to take a higher paying job in industry. Like or~dislike of a narticular grade level student is just one factor among many in the whole comjlex of seeking or leaving a teaching position. Underlying, non-personal factors are basic parts of the sup ly and demand picture of teacherS. This statement is made concerning the importance of general economic conditions in the §fltiona1 Survey of Teachers: "It is easy to discover in studying the history of education in the United States that there have been recurring periods of 'shortag ' and 'surplus' in the supply of teachers available for work in American schools. These periods bear a rough reciprocal relationship to the past sequences of 'prosperity' and ‘depression'--when times were good there were not enough teachers and when times were bad there were too many teachers . . . this relationship presents one of the fundamental difficulties in making teaching a profession and in successfully (nontrolling the supply and demand of teachers."1 Other items of 'basic information which affect supply and demand of teachers are Imirth and death rates, mobility of population, immigration, holding power of the school, and the jobs given to the school to do. One work must be cited in this part of the review of literature. Bruce Nelson, in his doctoral dissertation, has done ii thorough and detailed study of supply and demand factors for teachers in Michigan from 1041 to 1960. In addition to his original \vork, Nelson summarized allthe pertinent national and Michigan sup- :31y and demand studies. Perhaps the most crucial prediction made £50 far as this present study is concerned is that there will be a ‘Severe shortage of qualified teachers for grades seven, eight, and YIine towards the end of the nineteen fifties. Nelson predicted that the 1°57 enrollment for these grades in Michigan would be “VJ.89Q. The number in the three grades would increase to 340,272 by 1960~~an increase of over thirty per cent in three years.2 This increase in enrollments in grades seven, eight, and nine is the "wave" of students which is now in the later elementary grades in Michigan. This vital prediction is corroborated on a national basis in the Children's Bureau study of 1950 in which it is stated E Evendun, Gamble, and Blue, 22. cit., p. ?4. 2Bruce K. Nelson, "A Study of Selected Factors Relating to the Demand for and the Supply of Teachers in Michigan, 1941-1960" (doctoral dissertation, University of Michigan, Microfilm No. 1482, Ann Arbor, 1053), Table 49, p. 173. theat there will be more children ten to fourteen years of age than in any other age group. Another important point must he made before bringing tnagether the crucial implications of this section of the chapter. Tl“: United States has had an actual shortaje of qualified teachers (hiring the period of this study, 1947 to 1677. The 1077 analysis byr the Research Division of the Eational fiducation Association 8)Qolains why this shortage will continue and porhaws get even more skewere in the near future. The American public is steadily dele- gTrting to the public school systems larger responsibility for the Euiucation and welfare of each child. Increases in enrollment will (mantinue to outstrip efforts to train staff and provide facilities. Inie rise in demand for college—trained persons will cut into the nuinpower which would otherwise go into teaching. During the 10 )“Lars from 1945 to 1955, the number of youth to reach adulthood decremsed at the rate of about 100,000 per year. For the first ti"M3 in history the American public has accepted the concept of a large "peace-time" military force. The eXpanding employment 0p- POFWHJnities for educated women is striking a severe blow to teacher SuPDlgn The total number of new college graduates competing for all~‘types of positions decreased fully one-third from 434,000 1“ 1950 to 287,000 in lfiSS. These are the important reasons why \ la p . s i . V' deard a. schwartz, (ed.). Lhildren and Youth at the ¥1dcentnr7, Ni cenzury Khite House Conference on Children and Outll .Wswhin ton: National Press), Chart 2. 45 the' shortage of qualified teachers will continue and perhaps be- come more severe. The evidence points to an even more critical staffing runiblem in the near future in grades seven, eight, and nine than has; existed during the past ten years. If enrollments in these grindes increase by one-third (and much more rapidly than enroll- nmuits increase in other divisions), if the shortage of qualified tenachers for all levels becomes more severe, and if this thesis prwrves that these grades are being staffed by less permanent tcuachers, then, a personnel problem of the first magnitude faces thee junior high schools of Michigan during the next five years. fiil].not the most qualified secondary-trained teachers seek the nuxre fa orcd positions in the senior high school? Will not the stcnff of grades Seven, eight, and nine become even less permanent ‘Ulan they have been during the past ten years? What will be the (“Ellity of the teaching staff for these grades--these grades which mah)’ feel are the most difficult to teach--with a third more avail;mne positions, with the better teachers moving to higher grades“ and during a time of chronic teacher shortage? This study will liave made its contribution if it can throw some light on one maJOI' aspect of this staffing problem: the relative iMpermanence ~ 9 . . . . . 0* tecchers in grades seven, eight, and nine during the past ten years . x 1.. . , o u - >>om v national Education Assoc1ation, "The 19s. eacner Supply and Demand Report," Journal of Teacher Education, VII, No. 1 (“OPCh 1937), n. 18. CHAPTER III METHODOLOGY I. DEVELOPING THE PROBLEM Several sources were used in deciding on the problem for tfiLis thesis. A number of prominent junior high school plincipals ir: Michigan were asked the question! "Vhat “re the problems re- Jilted to the junior iig‘ school which need research at this tire?” A \raluable personal interview with Pr. Harold Hanson followed are Of' these contacts.1 Fr. Nelson Budde, chairman of tie Junior High SChnol Commission of the Mic igan ;SeC()n»l;.z‘;f School Association, 81430 sugwested tOchs for study. Fr. Dale Kennedy, then dxecutivc Securetary of the hicfiigan Secondary School Association, gave con- sicharable encourauement to my doing receaxch in the junior high SChocfl.iield. Conies of the lett rs sent out, 9145 a sumrary of all ‘the toyics suggested, are included in Appendix m. From these wary constructive suggestions and from eight yeaxgs of teaching eiperience and the years as princiual in a junior high school, the author cnxzze to the conclusion that a con- tritnjtion co 16 he made by a research study in the field of teaclning personnel for junior high de0018, perhaps one related to t; .. ‘1?"7Ver or permanence of junior high school teachers. \ l . . . . . . "‘ InterVLew With Harold Hanson, April 6, lOoC. 47 Plans were made to limit the study to the 6-3-3—school systems in Michigan. Initial investigation indicated that this would have been unwise. This would have implied that the 6-3-3 plan was the most desirable plan of organization of grades. There is no proof that this is true. Certain difficulties would be en— countered in classification, e.g., how would a person be classified if he moved from a ninth grade position in a junior high school to a ninth g‘ade position in a senior high school? horeover, if just the 6-3-3 plans were studied, the results would not have been legically applicable to all seventh, eighth, and ninth grade te achers in Michigan . Thus the decision was made to study the problem of permanence of teachers in grades seven, eight, and nine in the state of Hichi- San. General hypotheSes and assumptions were drawn up and the de- Cision made to draw a samnle of teachers of all grades in the state. II. DEFINING THE SAMPLE Using the 1957-58 Michigan Education Directory and Buyer's E21953. the public school systems were classified as to size, loca- tior‘. and type. A 10 per cent sample of school systems was seen to be large enough to give the coverafie as to type and size (Appendix D). (3nly 503001 7VH‘vrs vith 35 or more teachers and only SYstems SO ‘ , , . uttk ‘Plf. ‘ ‘\ 'lt“ "(‘Il‘til :,--;Y~li‘:.?wj 31'st 33.. ’34“t7:, ‘ . I» i "It- ‘fi Tippett's random numbers were used to choose a stratified - l , ,. . . . saunple of ul school systems. Taere was a two—feiu stratification \ I O O 0 . o of? the sample. The flVQ c1ass1fications set up according to Size \vexee 25 to 74 teachers, 75 to lfld teachers, 125 to 174 teachers, arni 325 or more teachers. The six classificationssmt up according tc) type of grade 0 ganization were the 6-6 plan, the 6-9-4 plan, tile'G-3-3 plan, the 7-5 plan, the 8-4 plan, and ”others.” Ferndale “was selected to be representative of large 8-4 school systems in ()rwler that a cornarison could be made between 6-7-3 systevs and 0118 9-4 system in the same size classification. dasic inforration about sclvwed school systems may be found in Appendix 3. III. DEVELOPING THE QUESTIONNAIRE A one—pigs questionnaire which could easily be checked in .five to ten minutes in a regular school staff meeting was de- V61ermanent in classroom teaching than women in other grades. Hen 1leaching fourth through ninth grade are both less permanent than tile women in their respective grades and the men in the senior h 31 sh grades . 61 The evidence seems to point to the fact that important numbers of well-qualified men and women teachers in grades seven, eight, and nine enter these grades for a limited period of service before moving on to positions in other grades. staff positions in education, or to positions outside of the field of education. CHAPTER V PRESENTATION AND ANALYSIS OF DATA: COMPARATIVE PERMANENCE IN GRADE 0R GRADE GROUP OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS The previous chapter presented data concerning the length of time teachers in different grades had been teaching. Informa- tion in this chapter will be concerned with the degree to which teachers are permanent in a particular grade or grade group. The number teaching in the same grade or grade group for each year will be compared with the number who were teaching and with the number of teaching positions available for that year. I. FINDINGS Expothesis 2a: Present seventh, eighth, and ninth grade teachers are less permanent in their grade than teachers of other grades. When the number teaching the same grade was compared to tdle number teaching, this hypothesis was not supported. Figures if! Table V indicate some significant differences with early grades if! recent years, but beyond these exceptions differences were in- Significant. When grades seven, eight, and nine were compared as a grcngp with other grade groups, only grade group "4,5,6" showed a Sigfllificantly greater permanence over an extended period of time Crable VI). 63 TABLE V PERCENTAGES OF THOSE TEACHING WHO TAUGHT THE SAME GRADE AS IN 1957, 1947—1956, BY GRADE Grade 1947 1949 1951 1953 1955 1956 Kdg. 50.0 62.3‘ 68.1‘ 77.4*‘ 80,0“ 82.2 lst 48.8 51.6 58.8 68.8‘ 79.2*‘ 87.1" 2nd 37.1 44.6 48.3 57.4 72.3' 75.8 3rd 32.9 41.6 46.0 55.2 75.9” 77.8 4th 34.1 53.6 40.2 51.8 62.9 70.8 5th 26.8 32.1 41.6 53.6 61.7 77.8 6th 30.1 37.1 44.4 58.3 67.2 78.0 7th 31.8 37.0 48.6 50.0 56.5 67.9 8th 33.3 44.1 47.6 36.1 49.4 62.2 9th 35.0 41.9 45.9 51.5 58.3 74.1 10th 42.9 42.2 50.0 51.2 61.1 71.3 11th 51.3 45.7 62.3 66.7 62.8 72.0 12th 37.1 43.9 46.7 55.0 67.2 80.0 Q Number differences between the number teaching the same grade level as 1957 and those teaching other grade levels when CCHflpared with seventh grade figures were found to be significant at the 5 per cent level. ‘0 Number differences between the number teaching the same ETWide level as 1957 and those teaching other grade levels when cOll'lpared with seventh grade figures were found to be significant at 'the one per cent level. 64 TABLE VI PERCENTAGES OF THOSE TEACHING WHO TAUGHT IN THE SAME GRADE AS IN 1957. 1947-1956, BY GRADE GROUP Grade 1947 1949 1951 1953 1955 1956 Group Kdg. 50.0 62.3 68.1 77.4 80.0 82.2‘ 1.2.3 63.4‘ 69.5‘ 75.8‘ 83.4“ 86.7‘ 92.7 4.5.6 54.3 60.2 67.2 74.4 80.0 88.4 7.8.9 53.3 58.5 66.2 71.2 81.1 89.6 10.11.12 72.97' 68.9‘ 71.4 77.2 81.6 87.5 q Differences between the number teaching in the same grade group as in 1957 and those teaching in other grade groups 'when compared with group 7.8.9 figures were found to be significant at the 5 per cent level. #0 Differences between the number teaching in the same grade group as in 1957 and those teaching in other grade groups ‘vhen compared with group 7.8.9 figures were found to be signifi- Cant at the l per cent level. 65 When the number teaching the same grade was compared to the number of teaching positions available each year. the hypothesis was very strongly supported (Table VII). This was to be expected. however, as fewer of the present teachers in grade group "7.8.9" \vere teaching (Table II). Hypothesis 2b: Present seventh grade teachers are less 13ermanent in their grade than are present eighth and ninth grade 1: eachers . Hypothesis 2c: Present eighth grade teachers are less {Jermanent in their grade than are present ninth grade teachers. Neither hypothesis was supported by the data (Table V, «and Appendix G. Table XXXVIII). When the number of available ‘teaching positions was controlled. seventh grade showed less 13ermanence than eighth and eighth grade less permanence than ninth (Appendix G. Table XXXIX). The differences, however. were never significant at the five per cent level. II. INTERPRETATION Compared to the number teaching each year of the study. Seventh. eighth. and ninth grade teachers were as permanent in their grade or grade group as teachers in other grades. However. when permanence in grade group was computed on the basis of the mHuber of available teaching positions. the fact that seventh. ej~8hth. and ninth grade teachers had not been teaching as long as tSachers in other grades came into focus. 66 TABLE VII PERCENTAGES OF AVAILABLE TEACHING POSITIONS FILLED BY TEACHERS IN THE SAME GRADE GROUP THEY TAUGHT IN 1957, 1947-1956, BY GRADE GROUP Grade 1947 1949 1951 1953 1955 1956 Group Kdg. 41.9 54.3 54.0 65.0 67.3 76.5 1.2.3 41.5 43.2 53.4 60.6 66.0 82.5 4.5.6 36.3 43.7 50.1 57.6 71.1 82.5 '7.8.9 25.4 30.4 39.2 52.1 61.1 77.8 10.11.12 37.6 43.5 51.0 64.1 70.9 81.8 Chi-square 21.99" 25.46" 19.40" 15.37" 14.84" 6.54 —~_. I. Number differences are highly significant. ‘Value (4 degrees of freedom) this large could happen as the result of chance fewer than one time out of one hundred. A chi-square 67 Why is it that grades seven. eight. and nine. more than other grades. are taught by pe0ple with fewer years of experience? Are teachers satisfied or dissatisfied if they find themselves with .an assignment in one of these three grades? Several pertinent questions were asked concerning teachers' aittitudes toward their grade: 38. Are you now teaching at the grade level for which you thought you were preparing yourself in college? 46. Using numbers "1" through "6". rank the following factors in the order of their importance as you considered them in applying for your present position: immediate working conditions; morale of school; being able to teach pre- ferred grade level; present and future possibilities so far as salary is concerned; being able to teach preferred subject; and location and size of school and community. 40. What grade level student do you feel you would most like to teach? 43. What grade student do you feel you would least like to teach? Seventh. eighth. and ninth grade teachers rated about the 53""! as teachers in elementary grades in their feeling that they were now teaching the grade for which they prepared themselves whilé! in college. Grades ten. eleven. and twelve displayed the hiShest degree of confidence that they were now teaching the grade for \vhich they prepared themselves (Appendix G. Table XL). This seenus to indicate a greater degree of "finality" and professional 68 stability for the senior high grades. It is interesting to note relative to this that many more ninth grade teachers than eighth and many more eighth grade teachers than seventh felt the grade they were now teaching was the grade for which they prepared themselves while in college (Appendix G. Table XLII). Teachers were asked which. among six factors. was the most :important in their consideration when they accepted their present toosition. In analyzing the factors of grade preference and subject xireference. seventh. eighth. and ninth grade teachers were very ssimilar to senior high teachers in how they responded (Appendix (5. Tables XLII and XLIII). Elementary teachers felt that being able to teach the grade level of their choice was a primary factor (If’importance when they accepted their present positions. Teachers 1!! grades seven through twelve placed subject preference well afuead of grade preference as a factor they considered in accepting tflweir present positions. Elementary education has its basic "visible" organization it) the division of the school into grades. Secondary education (grades seven through twelve) has both a "visible" organization by STwades and a "visible" organization by subjects. This data seems to Jindicate that seventh. eighth. and ninth grade teachers are ”01%? closely related to their subject than they are to their grade. Thufii. an Opening in eleventh grade mathematics is a possible pro"Ration to the junior high math teacher who has a greater interest In 1113 subject area than he has in a particular age group. 69 Satisfaction or dissatisfaction in the present grade being traught was reflected in the responses to the questions about the {trades they would most and least like to teach. Nearly .V per (:ent fewer teachers in grades seven, eight, and nine indicated {grades in their own grade group as being grades they would most like to teach. Nearly one-fifth of the seventh, eighth, and ninth g;rade teachers indicated grades in their own grade group as grades ‘they would least like to teach. Number comparisons in each case iJadicated highly significant differences. The only other figure which even approached the junior high ffiigure in rejecting true grade group in which teachers taught was tJ1e 10.6 per cent of grade group "1,2,3" (Appendix C, Table XLIV). qflhe fact that this figure was high was mainly due to second and tJIird grade teachers' dislike for teaching beginning reading. How serious a problem is this lack of permanence in grades Sieven, eight, and nine? Can it be measured in a more understandable “way than simply percentages of those teaching or percentages of 8Vail able positions? By making two assumptions a fairly valid turnover figure-- tJIe number of teachers per teaching position, 1947-1957--Can be CSFtablished. The assumptions are these: that the number of teachers in each grade or grade group for the period under consider- ation would vary directly with the number of students in that grade; and that the percentage of present teachers teaching in the same g’"iilde or grade group can be applied to 1955, 1953, and 1951 totals 70 as well as for the base year 1957.1 The number of teaching posi- tions was figured from the enrollment figures obtained from the Michigan Department of Public Instruction (Table III). Number differences in the analysis of grade level permanence have al- ready been proved to be significant differences. Results of this analysis show that 2.60 teachers were needed to fill each position in grades seven, eight, and nine during the period from 1947 to 1957. This is a much higher rate of turnover than was experienced by other grade groups (Figure 1). Analysis by individual grade naturally gives a higher ‘turnover figure. A teacher moving from grade eight to grade nine \vomld cause no vacancy in the grade group, but he would be a vuacancy in the eighth grade figures. Turnover rates for seventh and eighth grade are nearly the same. Ninth grade turnover rate is; substantially smaller than the rates for seventh and eighth grade (Figure 2). Charting the mobility of teachers over the ten years of the’study provides an even clearer picture of what has happened. Fi{El'ure 3 indicates some movement into grades seven, eight, and niJIe from elementary and senior high grades. The percentage of Present junior high grade teachers moving from either of these g“Wide groups for any particular year is never over 1? per cent. k 1Assumptions 6 and 7, p. 17. as“ p. 53. Turnover Rate of 71 2.25 Kdg. 1,2,3 ' 4.5.6 7.8,9 10.11.12 FIGURE 1 Rates of Turnover of Teachers in the Michigan Teacher Personnel Study, by Grade Group, 1047 to 1957 72 smog on secs .oemue an .hczam Heccomsom aosomoe cauw:0w: use cw whosoaoe we ho>ocuse mo noamm a assume neccsu , sexy seas ewes sea seq see new :en see see new ems .eex mm.m on.m ms.“ ae.~ cc.» em.m we A JaAOUJnL 10 9193 73 100 H 35.33. ==+ 159% 90,_. 80'- 70- 60'- I’er‘ .' P n ?. 50'- 40'- 30-— 20.— 10.. i 1947 1949 1951 f '1953 ' 1955 FIGURE 3 Percentages of 537 Present Seventh, Eighth, and Ninth Grade Teachers, by Grade Grouu in Which They Taught, 1947 to 1955 74 Charting present senior high school teachers indicates that practically the sole source for present senior high school teachers outside of those who started in senior high school is the grade group immediately below--grades seven, eight, and nine (Figure 4). Grades seven, eight, and nine do not furnish teachers in .any great numbers to any grade group other than the senior high ggrade group. Figure 5 illustrates that grades four, five, and ssix do not draw on the junior high grades for any important numbers <>f teachers. These grades do, however, draw on the early elementary grades quite heavily. Charting grades ten and twelve separately highlights the Inoward mobility into senior high grades from grades seven, eight, Enid nine. In 1953, one-fifth of the present tenth grade teachers hzid positions in grades seven, eight, or nine (Figure 6). Almost orie-fifth of the present twelfth grade teachers held junior high grade positions in 1951. More than one-fourth of them had positions 1!! grade ten or eleven in 1953 (Figure 7). Figures illustrating mobility in grades six, seven, eight, arui nine as well as tables of information from which all the figures were made can be found in Appendix G. III. SUMMARY Relative to the number teaching each year, present seventh, eighth, and ninth grade teachers have been as permanent at grade IEVEI as teachers in other grades. Relative to the number 0f 75 100... ._____m _____ o. . fl; "3.0,0°. ’0’ 5"": ’ mm .60 3:”. ‘ "‘97 .5 P—M '. a 90 — 80... 70-— 60,. Per Cent 50r- 40 ._ 7 1 30-— //// 20 F‘ 10 - 0 W , 1949 1955 FIGURE 4 Percentages of 523 Present Senior High School Teachers, by Grade Group in Which They Taught, 1947 to 1955 9.: :" .' ’3. No Response - Grades 7,8,9 Not Teaching I I Kdg. through Grade 6 //A Grades 10,11 .12 76 100 "" "‘5', . V .'o '1'": swan? W W ‘52:; 23:51:; 1_.1W'o— ‘ - "‘a ‘« ——-'—'. 90 __ ’73-.3 —j 80 —- 70 :— Per m Cent 60 P— n 50 - 40 — ’ 30 r— 20 - 10 L -‘-.i.th-- ‘_‘__L___Jl_ L-.r—__-. _____”-‘ Gnu-lb. 'lll;" :I'H' :I:.i: ”“1: "H" lull.” .ll':' I":" Inn” 0 3““: "III” ”Hid Il'lll [III'J 1947 1949 1951 1953 1955 FIGURE 5 Percentages of 537 Present Fourth, Fifth, and Sixth Grade Teachers, [947 to 1955, by Grade Group in Which They Taught No Response - Grades 7.8.9 Not Teaching [HIDE] Grades 4,5,6 Grades 10,11,12 m Kdg. through . 1‘ Grade 3 77 100 "' *——11_,._.o.' '11-; '——,..,~.-.’ E —-.,.;,.' q"“. “0-..... ‘fl‘ 4_.- --‘| 90 - 80 _. 7O _- 60 . 3/2 0 Per égigé ,fi‘z; so P ,,,* ’,,’v, v I/’ I’l’ //I // ’I,’ ’//' 4O '- ’, /" ///' , ;// ’;/, I / ’ / / :/// ’/:’ ///’ 3o _ Ix,’ ’/ I ’//: //” ///’ ///’ I I / / ’II, 1”" //l ’1, ’l, / //,’ I’I‘ I’llf‘ 1’," // ’ 1947 1949 1951 1953 1955 FIGURE 6 Percentages of 142 Present Tenth Grade Teachers, 1947 to 1955, by Grade or Grade Group in Which They Taught -‘ i (o ’1‘}; No Response Not Teaching '7// Kdg. through Grades 11,12 Grade 6 ,9 78 100 I IAII aII a IAIJIII/II III/IAIflI/II I I II IIIIIIII/ III/I III II” III I I II I III II (III: III III/II I ‘IIII I I II IVIIIIIIYVIVIIIIII/IVM I I I I I I I I I I I I I I 1955 ,, III/AI/aflflflfi I. I I I I. I I II I I I I I I I I I/ ‘III VIII/INVIIII III I1I1 Hulk E1 ‘4 'r’lalrun 4‘4 .. 1953 I.IIII III I I II II, II II IIIII . 1 fl ‘1 u fIIIIII IIIIIIIIII III {WMLVPA 1951 I-I1 O T .rl. o I 0‘ O ‘E’ l 4. I I I I I I I II III I I I II I I 9 "I I I - I vo‘ . I I I I/IIIIIII III /I/ . I/ II ’I 4 .. II.IIII 1 _ . IIIII II Illllllll 1947 90 80 70 60 50 4O 30 O 10 0 Per Cent FIGURE 7 Percentages of 67 Present Twelfth Grade Teachers, 194? to 1955, by Grade or Grade Group in Which They Taught V aaazé Grades 10,11 s No Response - Not Teaching - Grades 7,8,9 Kdg. through Grade 6 llllllll ‘teaching positions available each year, however, seventh, eighth, 23nd ninth grade teachers were significantly less permanent. CFeachers in the junior high grades Showed more dissatisfaction and dislike toward their own grades than did teachers in other groups . Seventh, eighth, and ninth grade teachers are definitely "secondary" in their feeling that it is more important for a 'teacher to be prouerly placed in a subject matter area than it is ‘to have the grade level desired. This fact alone would encourage an mobility of teachers from junior to senior high school. Turnover figures indicate that many more peOple occupied ‘the available positions in grades seven, eight, and nine during ‘the past ten years than occupied a similar number of positions in o ther grades . Charts showing the mobility of teachers in junior and ssenior high school grades illustrate clearly the major reason for .impermanence of staff in grades seven, eight, and nine: the junior lligh school grades are a major source of supply for senior high school grades. CHAPTER V I PRESENTATION AND ANALYSIS OF DATA: PERMANENCE 0F SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS AS RELATED TO SIZE OF SCHOOL SYSTEM During the half century in which the reorganization of secondary education has been taking place, Americans have been moving from farms and small towns to larger towns and cities. This process of urbanization has had social and economic impacts on people in all walks of life. No study of permanence or turn- {over of teachers would be complete unless due consideration were .sg'iven to the effect the size of community or school system has on the permanence of teachers. I. FINDINGS Hypothesis 3a: Present seventh, eighth, and ninth grade iueachers in larger school systems are more permanent in classroom ‘teaching than are teachers in the same grades in smaller school Systems. This hypothesis is very strongly supported by the data, ¢&3pecially when comparison is made between teachers in school E52Ystems with fewer than 225 teachers and those with 225 teachers 0%? more. Chi-square values show number differences to be highly Siignificant for every year of the study. Percentage differences between the medium-sized and larger systems are very much larger 81 than differences between the smaller and medium-sized systems for all years of the study except for 1951 (Table VIII). Analysis of permanence in teaching by grade groups in different sized school systems indicates that in small school Systems, 225-74 teachers, grades seven, eight, and nine are least permanent (Appendix II, Table LVI). In medium-sized systems, 1 75-224 teachers, there were no significant differences in permanence of classroom teachers among the grade groups (Appendix H, Table LVII). In large school systems, 22.5 or more teachers, seventh, eighth, and ninth grade teachers and early elementary teachers were less permanent than later elementary and senior high school teachers (Appendix II, Table LVIII). Hypgthesis 3b: Present seventh, eighth, and ninth grade teachers in larger school systems are more permanent in their grade than present seventh, eighth, and ninth grade teachers in smaller school systems. This hypothesis was supported in part and rejected in part by the analysis presented in Table IX. It was supported in that 1:he larger school systems showed the highest permanence in grade. The hypothesis was rejected in that the percentage figures do not seem to vary directly with the size of the school systems. With the exception of 1956, permanence in grade for medium-sized school S'ystems is less than permanence in grade for small-sized school Systems. Differences were significant in only three of the six years . 82 TABLE VIII PERCENTAGES or PRESENT (1957) SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS WHO WERE IN CLASSROOM TEACHING 1947-1956, BY SIZE OF SCHOOL SYSTEM ._‘— r Number of Number Average Teachers , of "No in School 1947 1949 1951 1953 1955 1936 Teachers Response" System 1957 1947-1956 25-74 24.8 26.0 30.7 51.6 63.2 78.6 134 5 75-224 23.7 32.8 43.9 53.4 66.4 83.5 135 3 225 and over 40.5 45.6 53.6 68.3 78,7 90.1 268 7 Chi-square 15.62“ 18.27“ 12.68“ 15.69“ 13.79" 10.00“ ‘0 Number differences are highly significant. A chi-square value this large (two degrees of freedom) could happen as the result of chance fewer than one time out of one hundred. 83 TABLE IX PERCENTAGES OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS WHO TAUGHT IN GRADES SEVEN, EIGHT, AND NINE RATHER THAN OTHER GRADES, 1947-1956, BY SIZE OF SCHOOL SYSTEM Number of TeaChers 1947 1949 1951 1953 1955 1956 in School System 25-74 46.9 57.6 64.1 65.6 77.2 77.7 225 and over 57.7 62.2 72.1 78.2 86.5 93.7 Chi-square 2.15 1.92 6.50‘ 10.05‘* 5.95 18.65“ 0 Number differences are significant. A chi-square value this large (two degrees of freedom) could happen as a result of chance fewer than five times out of one hundred. ‘0 Number differences are highly significant. A chi-square value this large (two degrees of freedom) could happen as the result of chance fewer than one time out of one hundred. 84 II. INTERPRETATION Personal and educational data of seventh, eighth, and rrinth grade teachers were analyzed by size of school system. A ntnnber of findings help to explain and support the data presented. Teachers in school systems with fewer than 225 teachers “Here significantly younger than teachers in larger systems (:kppendix H, Table LXIX). This, coupled with the sharp differences it) teaching experience, may indicate that important numbe s of new servenih, eighth, and ninth grade teachers start in swaller school Efiystems and move to more attractive positions in larger systems (.\pnendix H, Table LVI). Formal training and membership in professional organizations $396m;to vary with si7e of school svstem (impendix V, Tahles IXIIT “rid LXIV). This may he the result of the age factor as much as tlie fact that teachers in smaller systeus find institutions of Tigher 1t3~rning and the services of professional organizations less PCCCSS- iIJIe than do teachers in larger systems. The accessibility of ‘Jfliversities and colleges may be a factor which encourages mobility twiward larger systems, It is interesting to note that there were no significant dinfferences between teachers in these grades and the importance at- t"Nehed to grade assignment in accepting a teaching position (Appendix 1!: Table LKV). There was no significant difference between how teachers 1“ small and large school systems felt about the importance of the faCttor of ”size and location of community" in accepting their present Positions (Appendix H, Table LXVI). Do teachers who grew up in smaller communities tend to t‘éach in smaller comrunities? Do teachers who grew up in larger communities tend to teach in larger communities? Analysis of answers to questionlls by size of school system indicated that the larger the school system the higher the percentage figures of teachers who graduated from high school in cities of 525,000 or more (Appendix H, Table LXVII). Number differences, however, when te sted , were insigni ficant . Analysis of data for all grade groups by size of school system produced a number of important findings (Appendix H, Tables 13:}, LVII, and LVIII). The most permanent teachers in small school systems were elementary teachers. This may well have been due to the "home town" factor which would be stronger in smaller communities. Except for elementary teachers in small school systems, the higher grades in both elementary and secondary education showed more permanence than lower grades in each major division. Considering only secondary education, senior high school tieachers in large school systems were the most permanent in class- r‘Oom teaching: and junior high school teachers in small school S’Dr'stems were the least permanent in classroom teaching. III. SUMMARY Seventh, eighth, and ninth grade teachers in school systems With 225 or more teachers were more permanent in teaching and more Dermanent in grade than teachers in smaller systems. Age, amount or formal training, and number of years teaching experience varied as did permanence with size of school system. This analysis seems to point toward some mobility of seventh, eighth, and ninth grade 86 grade teachers from smaller to larger school systems. Analysis of data on permence in classroom teaching of all teachers by size school system indicates mobility from junior to senior high grades in small and large school systems. Differences in permanence tended to be in the some direction for most yours for medium-sized school systems but were not as pronounced as they wore in larger 0 r sma 11 or systems . CHAPTER VII PRESENTATION AND ANALYSIS OF DATA: PERMANENCE OF SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS IN RELATION TO ORGANIZATION OF GRADES This thesis is most directly concerned with seventh, eighth, and ninth grade teachers regardless of the grade organiza- tion of their school systems. However, it was hoped that an analysis of teachers by grade organization would permit some judg- ment as to the relative merits of different types of grade organi- zation. While the hypotheses seem to be very strongly supported, some limitations of the sample are obvious when data are analyzed in this fashion. In order to take out the factor of size of school system, time decision was made to limit this analysis to just the school Systems with 225 or more teachers. I . FINDINGS Hypothesis 4a: Present teachers in large 6-3-3 school s’b'stems are more permanent in classroom teaching than teachers in large school systems with other types of grade organization. Data as presented in Table X strongly supports this hYbothesis for all years of the study. hypothesis 4b: Present seventh, eighth, and ninth grade tealchers in large 6-3-3 school systems are more permanent in 88 TABLE X PERCENTAGES OF PRESENT (1957) TEACHERS IN ALL GRADES IN SCHOOL SYSTEMS WITH 225 OR MORE TEACHERS WHO WERE IN CLASSROOM TEACHING, 1947-1956, BY TYPE 01“ GRADE ORGANIZATIONS .“ '- ‘. ‘9- _T‘ “arm—n «we. Number of are?“ . 1947 1949 1951 1953 1955 1956 Teachers ()rganization 1 1957 8-4 45.7 48.6 55.1 64.9 78.1 88.1 219 6-3-3 60.2 67.2 73.0 81.7 86.9 93.9 580 Varied with ‘jr. hi unit 26.6 31.3 40.2 52.9 69.9 95.2 346 Chi-square 106 .68 " 105.09“ 45 .44 *‘ 122.42" 97.78” 22.18“ it Number differences are highly significant. A chi-square folue this large (with three degrees of freedom) could happen as a result of chance fewer than one time out of one hundred. 1Number not responding was approximately five per cent 01‘ the number of teachers. 89 classroom teaching than seventh, eighth, and ninth grade teachers in large school systems with other types of grade organization. Percentage figures from Table XI strongly support this Ihypothesis for all years of the study. However, differences were xwot found to be significant in 1955 and 1956. II. INTERPRETATION FUrther analysis made in regard to all teachers in these asystems indicated teachers in 6-3-3 systems were older and had asignificantly more years of experience than teachers in other types of grade organization (Appendix I, Tables LXVIII and LXIX). ESimilarly 6-3-3 teachers had more formal training and higher rnembership in professional organizations than did teachers in other types of systems (Appendix I, Tables L‘Oi and LKXI). It is interesting to note that the 8-4 system was second t<> the 6-3-3 system and higher than the 6-2-4 and "other" systems it) all the analyses made. The size and type of the school systems involved in this Part of the analysis are given in Appendix B, Table XII. The saflnale taken was ten per cent of the number of schools in each ce1]_. Note the difficulties in taking a ten per cent sample of three, six, fourteen and fifteen school systems. Ten per cent of f°urteen is one and ten percent of fifteen is two! These systems, including Ferndale, were chosen at random fronn other school systems in the cells. The three systems compared 90 TABLE x I PERCENTAGES 0F PRESENT (1957) SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS IN SCHOOL SYSTEMS WITH 225 OR MORE TEACHERS wno WERE IN CLASSROOM TEACHING, 1947-1956, BY TYPE OF GRADE ORGANIZATION Number of era?” . 1947 1949 1951 1953 1955 1956 Teachers Organization 1 1957 6-2-4 27.5 25.0 35.0 57.5 68.3 80.0 43 6-3—3 53.8 61.5 67.6 78.4 83.8 93.9 148 \faried with jr. hi unit 20.0 23.9 36.6 54.2 75.0 87.7 75 Chi-square 25.75“ 25.42" 5.56 35.63" 16.17“ 7.63 0‘ Number differences are highly significant. A chi-square V13lue this large (with three degrees of freedom) could happen as a ruesult of chance fewer than one time out of one hundred. lNumber not responding was approximately five per cent of the number of teachers. 91 with the 6-3-3 systems are suburban to Detroit while the 6-3-3 systems are definitely outstate. Location factors alone could easily outweigh differences due to type of grade organization. III. SUMMARY The hypotheses were supported by the data in this study. However, because of limitations of the sample in this analysis, these findings should be used with caution. Comparative merits of 'the different grade organizations might well be the main focus of exnother study in which important determining factors such as location were held constant. CHAPTER VIII PRESENTATION AND ANALYSIS OF DATA: COMPARISON OF PERMANENT AND IMPERMANENT SEVENTH, EIGHTH, AND NINTH GRADE TEACHERS Three specific groups of teachers were taken from the samole and compared in order to further sharpen the problem of lack of permanence of junior high school teachers: teachers who 'have taught only grades seven, eight, and nine; teachers who aformerly taught in other grades but taught in grades seven, eight, or nine in 1957; and former seventh, eighth, or ninth grade teachers who taught in another grade in 1957. Why do teachers leave grades seven, eight, and nine? To \lhat grades do they go? From what grades do teachers come into ;junior high school? Analysis of data of these three groups sfliould give answers to questions such as these in addition to sup- FHDrting or rejecting the hypotheses. I. FINDINGS It is implied in each of these hypotheses that comparison is 'being made with teachers who left other grades to teach junior high school and former junior high school teachers who taught in other grades in 1957. flypothesis 5a: Teachers who have taught only in grades Seven, eight, and nine belong to fewer professional organizations. 93 Hypothesis 5b: Teachers who have taught only in grades aseven, eight, and nine have fewer years of formal education. Hypothesis 5c: Teachers who have taught only in grades seven, eight, and nine are younger. Hypothesis 5d: Teachers who have taught only in grades sseven, eight, and nine have fewer years of experience. Percentage values support all of these hypotheses. Dif— .ferences are significant in all analyses except hypotheses 5a (Appendix J, Tables LXXIII through LXXVI). II. INTERPRETATION Permanence in classroom teaching differs significantly aunong the three groups studied--with the "permanent" teachers fuaving by far the lowest percentage for each year of the study (zippendix J, Table LXXVII). Where percentage of permanence is IINW3 teachers tend to be younger and, quite logically, have f(i-wer years of experience. Why do teachers leave grades seven, eight, and nine? The most frequently mentioned reasons were the desire to improve pro- fessionally and the desire to teach more challenging subject matter (Appendix J, Table LXXVIII). A special tabulation was '“afie of responses of former teachers who stated that grade seven, eight, or nine was the grade they least liked to teach. "Too many diEScipline problems," "too active," "too 'squirmy,'" were the most frequent answers (Appendix J, Table LKXIX). 94 Some 63 per cent of former seventh, eighth, and ninth grade teachers taught senior high school in 1957. Only 25 per ‘cent taught in the elementary grades (Figure 8, page 95), This [novement from junior to senior high grades was also borne out in ea similar chart for all 1957 senior high teachers (Figure 4, IJage 75). Why do teachers change to grades seven, eight, and nine? .Analysis was made to responses given by teachers who moved from ()ther grades to grades seven, eight and nine on why they would Inost like to teach these grades. "Sincerity," "willingness to ilearn," and the fact that this age group presents teachers with (apportunities for guidance were the most prevalent responses (Appendix J, Table LXXXI). Figure 9 (page 96) indicates that there is some movement fiwom both elementary and senior high into junior high school tiraching. Examination of the pattern of movement for all junior hiegh school teachers also shows this to be true (Figure 3, page 73). HOVement into the junior high school from other grades is probably “CVt so noticeable as the exit of teachers,as teachers come from t’O‘th lower and higher grades but depart generally just to the hi K‘her grades . III. SUMMARY Data about teachers who have taught only grades seven, eigfllt, and nine reinforces a previous conclusion that the junior )”1931 schools have large numbers of young, inexperienced teachers 100 _ :1'9’a_ ._.\'_ ._ a-».-a _~_.e_’-' J ._.' 15:37; 2.24: - -"-'I- " ’ " ' ’ D c -- '1 90 - 80 *- 70 r— 60 " Cent 50 _ 4O 20 IO I l f l V m 1947 ”1949 "1 951 O 1 5;! w 0| 0| FIGURE 8 Percentages of 241 Former Seventh, Eighth, and Ninth Grade Teachers, 194'? to 1957, by Grade Groups in Which They Taught No Response - Grades 7, 8, 9 Not Teaching MID" Kdg. through Grade 6 Grades 10, 11, 12 DE \V x 90 100 — :73}— ,-:;:_-, '7—7 "—" ,—<.— ‘-— 3:334 .". )rI‘ ‘-‘..°.‘=‘I 90 .. £’-_"52. 7 so .. E/Z 70 _ / 60 #- Per 5 h- Cent 0 4O '- 30 - 20 — IO '- 0 ,,, 2, , ,, , _ 1947 1949 1951 1953 1955 1957 FIGURE 9 Percentages of 191 Present Seventh, Eighth, and Ninth Grade Teachers Who Fermerly Taught in Other Grades, 1947-1957, by Grade Group in Which They Taught No Response .Grades 7, 8, 9 . Kdg. through N t T h 0 ea. mg er... 6 r % Grades 10, 11. 12 on their staffs. Teachers tend to leave junior high school grades for two main reasons: professional advancement and the desire to teach more challenging subject matter. There are important movements into grades seven, eight, and nine from both lower and higher grades. The reasons given most often in answer to why grades seven, eight, or nine were favorite grades were: sincerity, willingness to learn and the fact that this age group with its "growing up" problems provides opportunities for teachers to give help and guidance to students. CHAPTER IX SUMMARY AND CONCLUSIONS This thesis has concerned itself with the impermanence of teachers in grades seven, eight, and nine in a ten per cent sample of the public school systems in the lower half of the Lower Peninsula of Michigan from 1947 to 1957. I. SUMMARY OF FINDINGS The significant findings of this study may be summarized as follows: (1) Seventh, eight, and ninth grade teachers were less permanent_in classroom teaching than teachers in all other grades except grade ten. Considered as a grade group, teachers in grades seven, eight, and nine were less permanent than teachers in any other grade group. (2) From 1947 t. 1957, 349 teachers were needed per hundred available teaching positions in seventh grade; 352 in eighth grade; 312 in ninth grade. These compared with 320 teachers needed per hundred available teaching positions in tenth grade; 247 in twelfth grade; 270 in sixth grade; and 223- in kindergarten, the grade with the lowest rate of turnover. (3) Seventh, eighth, and ninth grade women teachers were less Permanent than women teachers in other grade groups. Seventh, eighth, and ninth grade men teachers were less permanent than 09 women teachers in their same grade group and men teachers in senior high school. (4) Seventh, eighth, and ninth grade teachers in large school systems were more permanent in classroom teaching and in grade than seventh, eighth, and ninth grade teachers in small systems. Seventh, eighth, and ninth grade teachers in both large and small systems were less permanent in classroom teaching than ssenior high school teachers in their respective sized systems. (5) Seventh, eighth, and ninth grade teachers were arounger and had fewer years teaching experience than did teachers in other grades. (6) "Discipline problems" was given as the main reason by teachers for disliking to teach seventh, eighth, and ninth grade students. "Professional and salary advancement" and "the desire to teach more challenging subject matter" were the two mast frequently given reasons for changing from grades seven, eight, and nine. (7) Virtually the only sources of supply for senior high school vacancies from 1947 to 1955 (except for teachers who started directly in the senior high grades) were seventh, eighth, and ninth grade teachers. The preportions of 5213 present senior high school teachers who occupied junior high school positions dUI‘ing the years of the study were as follows: 8 per cent in 1947; 10 per cent in 1949; 12 per cent in 1951; 13 per cent in 1.953; and 12 per cent in 1955. 100 II. INTERPRETATION The findings of this study would permit the author to agree wholeheartedly with those who have labeled the junior high school as a "dilemma" or "school without teachers." In comparison to teachers in other grades, seventh, eighth, and ninth grade teachers were less permanent in teaching and less permanent at their grade level. They were younger; they had fewer years of teaching experience. Many more of them were required to fill available positions in these grades. Many of them. taught in the junior high grades for a few years and then went on to positions in senior high school. ‘ Although teachers in grades seven, eight, and nine as a group were less permanent than teachers in other grade groups, the relative patterns within all grade groups were similar. The highest grade in each grade group for most measures in most of the years of the study was the strongest, most permanent of the tihree grades in the group. Grade nine, which made a better showing than grades seven and eight, compared favorably with some of the less permanent grades in the other groups--especially grade ten of the’senior high school grades. ‘ One of the minor findings has considerable significance in the interpretation of the major findings of this study. Ele- mentary teachers were emphatic in stating that being able to be placed at the desired grade level was more important than being given choice of subject matter to teach. Teachers in grades SeVEn, eight, and nine were‘equally emphatic (as were the senior 101 high school teachers) in giving grade level preference second place to subject area preference. If teachers in grades seven, eight, and nine are "subject matter oriented," then it is only logical that many of them consider the junior high school as a place to have several years of experience before moving up to more challenging teaching positions in their desired subject areas in senior high school. Another more general observation must be made. Most jpeople feel that senior high school has a more important place in public education than do the other divisions. This is the school which "graduates" the students. They feel, rightly or wrongly, that education previous to senior high school has been jpreparatory in nature. Most people consider the junior high school as "junior" to senior high school. III. THE IMMEDIATE STAFFING PROBLEM There is one immediate problem which is brought to the fore by the findings of this study and school population statistics. THhere will be an even more critical problem of providing qualified 'tdaachers for grades seven, eight, and nine during the next five years than there has been for the past decade-ethat is, unless sOtne steps are talien to remedy the situation immediately. Not Orllywill these grades be staffed by even larger numbers of be- ginning teachers, but they may also be staffed by larger numbers (’1’ teachers with special certificates who will be pressed into Selfirice because professionally qualified teachers will not be available. 102 Consider these related facts. Senior high school teachers iremain in their positions longer than do teachers in the junior liigh school grades. Many of the best junior high school teachers ‘uill fill the vacancies in senior high school. Most college satudents being trained in secondary education consider the senior lligh school, not the junior high school, as their desired level ()f teaching. The greatest increase in enrollment in the nation sand in the State of Michigan during the next five years will be :in the junior high school grades. More students will be attending zschool in these three grades than any other three grades in public {education. A continuing, more critical period of general shortage <>f teachers is predicted for the near future.1 Considered in the lqight of these statements, the staffing problems for grades seven, eight, and nine during the next five years will, indeed, be critical! Eiggommendations foriglleviation of the Lmediate Staffing Problem A number of things can be done to solve or alleviate the inmmdiate staffing problem facing grades seven, eight, and nine. Continuation and expansion of present efforts. Many of ‘the~teacher-training institutions of the state have started cOurses and summer workshops on the junior high school. Experi- n"Ental programs have started to train elementary teachers for x 1 See pp. 44 and 4S. 103 both elementary and junior high school work and secondary teachers for junior and senior high school work. These efforts should be continued and expanded. Publicize "facts of life" to those training to be teachers. The fact that most of the vacancies in secondary edu- cation during the next few years will be in grades seven, eight, and nine should be made known to college students who are training to be teachers. Those in training for secondary positions, es- ]eecially, must not be allowed to complete their training with their hearts set on senior high positions and then have to accept junior high school positions as their second choices. It would seem that if they realized that they have a good chance of being placed in junior high school, they might make some effort to find out the challenges of teaching this age group and be better pre- pared for a position at this level. Course content for those training to become teachers. Some emphasis should be made in teacher-training programs on the Psychology and understanding of early adolescents as well as an introduction to the educational programs which are best suited tO this age group. Placement for student teachigg. Arrangements should be l"tide to have more student teachers in junior high schools than senior high schools during the next few years. It is hoped that the experiences with junior high students will be rewarding and thus encourage greater numbers of student teachers to seek out and accept with enthusiasm permanent positions in these grades. 104 Local nature of education. The control and operation of «education in Michigan is local. There is competition for good ‘teachers at all grade levels. Boards of education, superintendents, sand junior high school principals should examine their junior high sschool programs to see what can be done to strengthen them. £3pecial efforts should be made to keep good junior high school 1:eachers in junior high school. Steps should be taken to prevent t;he junior high school from becoming the "personnel dumping Egrounds" of the school system. Administrators should seek to hire riew teachers for junior high grades only if they view the position ass a long-term professional responsibility. There will be critical building and equipment needs for tJiese grades in the very near future. Boards of education and superintendents should respond to these needs in the same way ‘tliat many districts in Michigan have solved building and equipment Problems for elementary and senior high schools--with new buildings thirnished with the latest necessary equipment. In all too many ilistances new buildings have been built for senior high schools and the old buildings given over to junior high school use. This IRES been a sure way of making and keeping the junior high school 'hlunior" in practice as well as in name. IV. THE FUTURE STAFFING PROBLEM Long-term improvement of staff of grades seven, eight, ant] nine must hinge on how this key question is answered: are 8eVenth, eighth, and ninth grade students sufficiently different 105 :from older and younger students to warrant being classified as ea separate division of public education? If students in these grades are not sufficiently different from students in other grades to warrant special educational con- :sideration, then there should be little concern over the present Irelative impermanence of staff in these grades. The reorganiza- ‘tion of secondary education has placed all three grades very firmly in secondary education. 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