THESIS tun-M” ' ”I i?“- /. ”’3” LIBRARY “5‘ Michigan Stave Universi . ; ‘7 r H This is to certify that the thesis entitled STUDENT ENROLLMENT DECLINE: ITS IMPACT AND ALTERNATIVES FOR THE HIGH SCHOOL CURRICULUM presented by Barbara K. Martin has been accepted towards fulfillment of the requirements for Ph . D. degree in _C_o_lle_ge_p_f Education Major professor 11,},S ..' 1 {,fl“‘\}.\ .' p ‘5:in .1 mm 4 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: , N Place in book return to ream charge from circulation recor STUDENT ENROLLMENT DECLINE: ITS IMPACT AND ALTERNATIVES FOR THE HIGH SCHOOL CURRICULUM By Barbara K. Martin A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1980 © 1980 BARBARA KAY MART | N All Rights Reserved ABSTRACT STUDENT ENROLLMENT DECLINE: ITS IMPACT AND ALTERNATIVES FOR THE HIGH SCHOOL CURRICULUM By Barbara K. Martin The Problem The researcher's purpose was to investigate the impact of declin- ing enrollment and to develop and test a model for examining alterna- tive solutions to the problem. The model consisted of two parts: pro- jections of future staff and student enrollment and simulations of al- ternative curriculum models. The Projections Prior to the study, the Cohort Survival technique was used to pro- ject the enrollments for each grade in each of the secondary schools in a large suburban school district. The researcher used these projec- tions to project enrollments for each of the school district's high school courses for the years 1980, 1981, 1982, and 1983. Then, based on the district's class size policy, the number of sections needed for each course and for each content area were projected. The number of necessary staff reductions was then calculated for each of the secondary schools. Then, the appropriate number of low seniority teachers was drOpped from the secondary staff. Barbara K. Martin The Simulations The information gained from the enrollment and staff projections was used to simulate four curriculum models: a standard curriculum, a core curriculum, 8 modified magnet plan, and an interdisciplinary modeL The following procedure was used for each of the simulations. First, the model was described. Based on the projected school and course en- rollments, the number of courses and programs was determined, staffing needs were determined, and each model was evaluated in terms of: 1. Its ability to provide for a variety of educational needs. 2. Its ability to accommodate the student body. 3. The availability of teachers to staff the model. 4. The availability of suitable building facilities. 5. Necessary changes in transportation. 6. Possible community reactions to the model. Conclusions It was found that: l. The standard curriculum could not accommodate all of the students and did not provide for a wide variety of needs. 2. The core curriculum could not accommodate the student body. 3. The modified magnet could accommodate the student body and did provide for a variety of educational needs. 4. The interdiciplinary model could accommodate the student body and did provide for a variety of needs. Barbara K. Martin 5. The modified magnet and interdisciplinary models would be the most difficult to implement. Implications The findings and conclusions of the study imply that school dis- tricts faced with declining enrollment must reorganize the curriculum or drastically reduce Options for students. School districts must an- alyze their present and future staff needs and then investigate alter- native curriculum models to determine which will best serve their needs. The procedures developed in the study could be a useful tool for accomplishing these tasks. Dedicated to my parents Einar E. and Sigrid I. Martin ii ACKNOWLEDGMENTS I would like to thank Dr. Samuel Corl, chairperson of my committee He has given me constant support, guidance, and friendship. I am also grateful to my other committee members, Dr. Samuel Moore, Dr. Ben Bon- horst, and Dr. Louis Romano. Their contributions have been invaluable. Dr. Howard Heitzeg and Dr. Jerry Blanchard have also been very helpful. Finally, I am thankful for the support of my parents and Mark Near. They were always there to help me through the difficult times. iii 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7. 3.8. 3.9. 3.10. 3.11. 3.12. 3.13. 3.14. 3.15. 3.16. 4.1. 4.2. 4.3. 4.4. LIST OF TABLES Junior High Enrollment . . . . . . . . . . . . . . . . Senior High Enrollment . . . . . . . . . . . . . . . Kettering's Total Enrollment and Number of Sections Mott's Total Enrollment and Number of Students . . . . Township's Total Enrollment and Number of Sections . . Health Occupations Enrollment Projections (Includes Students from All High Schools) . . . . . . . . . . Kettering's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 . . . . . . . . . Mott's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 . . . . . . . . . . Township's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 . . . . . . . . . Kettering's Current Staff and Student/Teacher Ratios Mott's Current Staff and Student/Teacher Ratios . . . Township's Current Staff and Student/Teacher Ratios . Teachers Presently Teaching Outside Their Major Areas Teachers Hired Between 1974-79 . . . . . . . . . . . Staff Reduction by School Change in Staff . . . . . Teachers to Be Laid off, Their Building Assignment and Year of Layoff . . . . . . . . . . . . . . . . 1980 Simulation of Standard Curriculum . . . . . . . . 1981 Simulation of Standard Curriculum . . . . . . . . 1982 Simulation of Standard Curriculum . . . . . . . . 1983 Simulation of Standard Curriculum . . . . . . . . iv 31 32 34 35 36 37 37 38 39 41 42 43 44 47 49 50 58 59 6O 61 4.5. 4.6. 4.7; 4.8. 4.9. 4.10. 4.11. 4.12. 4.13. 4.14. 4.15. 4.16. 4.17. 4.18. 4.19. 4.20. 4.21. 4.22. 4.23. 4.24. 4.25. 4.26. 4.27. 4.28. 4.29. Student Seat Equivalents in the Model for 1980 . . . . S.S.E. . . . . . . . . . . . . . . . . . . . . . . . . Staff Transfers for the Standard Curriculum Model . . . Sample Schedule for English and Social Studies in 1980 1980 Simulation Teachers, Class Sections, and Staff Reductions . . . . . . . . . . . . . . . . . . . . . 1981 Simulation Teachers, Class Sections, and Staff Reduct ions 0 O O O O O O O O I O O O O O O O O O O 1982 Simulation Teachers, Class Sections, and Staff Reductions O O O O O I O O O O O O O O O O I O O O 0 Sample Schedule for English and Social Studies in 1983 . 1983 Simulation Teachers, Class Sections and Staff Reduc t ions 0 O O O O O O O C C O I C O O O O O O O O S.S.E. Required and Available 1980-1983 . . . . . . . Staff Transfers for the Model . . . . . . . . . . . . Location of Specialty Courses . . . . . . . . . . . . Number of Sections Needed for Modified Magnet . . Number of Industrial Arts Sections . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . . . . . Number of Math Sections for Modified Magnet . . . . . Number of Science Sections . . . . . . . . . . . . . . Teachers and Sections for Science . . . . . . . . . . English Sections for Magnet Plan . . . . . . . . . . . English Sections and Teachers . . . . . . . . . . Social Studies Sections for the Magnet Model . . . . . Social Studies Sections, Magnet Plan . . . . . . . . . Sections of Business Classes for Magnet Model . . . V 62 64 68 69 70 73 74 75 79 80 82 84 86 86 86 88 88 89 90 91 94 95 96 98 4.30. 4.31. 4.32. 4.33. 4.34. Teacher Transfers for Magnet MDdel . . . . . . . . Student Seat Equivalents for the Interdisciplinary Block Model and Those Required for a Six-Hour Day Teacher Transfers for the Interdisciplinary Model vi 99 102 103 110 111 TABLE OF CONTENTS List of Tables . . . . . . . . . . CHAPTER I: THE PROBLEM . . . . . Statement of the Problem . . Significance of the Study . . Purpose of the Study . . . . Definition of Terms . . . . . Assumptions and Limitations . Site of the Study . . . . . . Overview of the Study . . . . CHAPTER II: REVIEW OF THE LITERATURE Enrollment Statistics . . . . Impact of the Enrollment Decline Curriculum Models . . . . . . CHAPTER III: ENROLLMENT AND STAFF PROJECTIONS Course Enrollments . . . . . Course Enrollment Projects . Analysis of the Course Projections Staff Projections . . . . . . Retirement . . . . . . . . . Analysis of Staff Projections . . . vii iv 10 10 12 12 13 18 30 30 30 33 40 48 49 CHAPTER IV: ALTERNATIVE CURRICULUM MODELS Standard Curriculum . . . . . . English-Social Studies Core . . Modified Magnet Model . . . . . Interdisciplinary Model . . . . CHAPTER V: SUMMARY AND CONCLUSIONS . Conclusions . . . . . . . . . . Implications of the Study . . . Implications for Further Study . Recommendations for the District Reflections upon the Study . . . APPENDIX A . . . . . . . . . . . . . MPEND Ix B O O O O O O O O O O O O 0 APPENDIX C O I O O O O O O O I O O 0 APPENDIX D . . . . . . . . . . . . . APPENDIX E O O O O O O O O O I O O O BIBLIOGRAPHY . . . . . . . . . . . . viii 54 54 65 81 104 113 118 119 121 122 122 126 127 128 129 130 156 CHAPTER I THE PROBLEM The problem, its importance, and the significance of the study are discussed in this section. Also included are definitions, limitations, and assumptions. Statement of the Problem The researcher investigated the impact of declining enrollment on the high school curriculum. The researcher also identified possible solutions for the problems caused by the decline. The Context of the Problem In the 1950's school districts were faced with a rapidly growing enrollment. Finding more space and expanding the program to accommodate the increasing numbers of students were of primary concern. Associated with this growth was a feeling of optimism, and educators were enthu- siastic about responding to the demands created by an increasing school population. The educational community was so involved in the expansion that the slight drOp in the number of births in the late 1950's went unnoticed. Then, in the early '70's, came the news of the "baby bust," and it be- came obvious that the decline in the number of births would be signifi~ cant . The National Center for Educational Statistics (1978) reported that the K—8 enrollment increased from 26.7 million in 1954 to 36.8 million in 1969, and then dropped to 33.6 million in 1976. It has been pro- jected that by 1983 the K—8 enrollment will hit a low of 31.3 million. The 9-12 enrollment increased from 7.2 million in 1954 to 15.7 million in 1976. This enrollment is expected to drop to 13.2 million by 1986. At the national level the declining trend will begin to level off and reverse itself in the middle 1980's. This will be due to an increased number of females in their childbearing years at that time. The Michigan Department of Education (1977) foresees a decline in enrollment through 1990. The decline will amount to a ten percent re- duction in public-school enrollment over the five years from 1976 to 1981. This decline will not be uniform throughout the state. Oakland County is expected to have a decline of about 70,000 students, and the district under study will have a loss of 4,000 students or about thirty percent of the present school population. Many school districts have already experienced the impact of the decline. As the number of students decreases, districts are forced to close schools. At times this has resulted in negative community feel- ings. Because state funding is based on the number of students enrolled, many districts are Operating with reduced state funds. The reduction in funds coupled with the fact that expenses do not drop proportionally with the decrease in the number of students has created a financial cri- sis for some districts. The declining enrollment has made staff reduction a must. This, too, has caused severe problems. George Carver (Phi Delta Kappan, September, 1978) describes the need for staff cuts as a real "trauma," causing serious problems with staff morale. He sees more resistance to change and less enthusiasm and excitement in his staff. In many instances the school program has also been affected. Schools are no longer able to offer as wide a range of Options, and the fact that staff morale has suffered results in a decrease in the number of new and innovative programs proposed. Carol Epstein (1976) states: If the children go and the money goes, can the educational program be far behind? More than twenty school districts reported cutting staff and/or program as a first step in dealing with declining enrollments. Several more stated that it is no longer possible to maintain the level of per- pupil expenditure called for in previous budgets. When something's gotta give that something is usually classroom teachers or specialists and programs most likely to be cate- gorized as frills, an athletic program here, an instrumental music course there, advanced courses in math and science in one district, reading clinics or foreign language programs for elementary pupils in another (p. 11). Mark Rodekhor (1975) also looked at the impact of declining enrollment on the school program. When comparing school districts with growing enrollment and those with a declining student population, he found that the rate of innovative programs was retarded in the declining districts. One major factor in dealing with the decline is the negative atti- tude it has created. Carol Epstein (1976) states: Enrollment decline is generally viewed as a signal for re- trenching, for tearing down what originally took great ef- fort to build, and for a pessimistic outlook in contrast to the heady Optimism that accompanied the growth period (p. 5). It is no wonder that many educators are having difficulty creating ways to c0pe with the problem. Such negative feelings can only hinder the problem solving process. The decline does not, however, have to be considered as negative. With proper planning this decline can work for rather than against school districts. Epstein (1976) hOpes the period of decline will be a time to try new things that were not possible during the growth era. School districts must have a positive attitude if this is to happen. There is evidence that active planning can payoff. Many school districts have already used the decline to their advantage. Seattle and Salt Lake City (Phi Delta Kappan, 1978) are two good examples of such districts. Seattle is presently using Magnet Schools with differenti- ated curricula and different styles of instruction. Salt Lake City has introduced new programs for both the gifted and for those students not on grade level. It has been demonstrated that the decline can be dealt with and even used to improve the school system, but the key to success is a positive proactive attitude rather than a negative reactive attitude. Importance of the Problem The National Center for Educational Statistics (1978) has predicted that the nation's high schools will have to face the same problems of declining enrollment in the 1980's that the elementary school are facing in the 1970's. The problems created by the enrollment decline will be more complicated at the 9-12 grade level. The impossibility of closing secondary schools in some districts, the wide variety of special classes being Offered and teacher certification requirements will all add to the dilemma. In spite of the smaller number of students, high schools will still have to meet a wide variety of educational needs. Programs will have to provide for college bound students, for students going to a trade school, for those who will be looking for employment, and for those who will be starting a family. There will be other challenges for the cur- riculum planners. The students who are entering our schools will not be like those of the past. Katherine Eisenberger (Phi Delta Kappan, 1978) states: I'm trying to paint a picture for curricular changes as well as accomodating fewer kids. They're going to be different kinds of kids--not children of the typical family of the past. We have students coming to our schools with greater support needs than in the past (p. 51). Other challenges will come from the rapid changes that are happening in the world and the many new problems that our students will have to face in their future that will probably be very different than the present. The combined effects of declining enrollment and the need for new kinds of programs will make curriculum planning a must. Katherine Eisenberger (1977) states: The challenge as well as the absolute need to evaluate cur— rent programs is upon us. The job is not only to cull and sift, retaining the best, but to change through redesign (p. 51). She also warns that educators must be careful when using terms like "belt-tightening," "retrenchment, and "consolidation,' stating: There is a potential danger, however, that these terms so suggestive of personal restriction and limitations, may also be applied to the environment or climate of the high school-~specifically to the just dawning view that schools should be people places. A secondary school restrictive of student freedom steals from its learners the very ingredi- ent basic to the futures-oriented curriculum: individual flexibility. The impact of the decline on secondary curriculum is a problem that schools cannot ignore. The outcomes of the decline have already caused hostility in some communities. There is, however, still time to do adequate planning for the secondary level. The plans made now can make the difference between success or failure in the 1980's. Cyril Sargent (1976) describes the importance of the problem: How well we handle this phenomenon in terms of equity, how well we succeed in avoiding actions which will inflame our already critical constituencies, will determine in a large measure how well we preserve the quality of our entire edu- cational effort (p. 91). Significance of the Study Many school districts will have to make changes in the high school program due to the decrease in the number of students. These changes will require educators to project the number of students that will be taking the various course offerings. Based upon these projections and the projected staff, alternatives for planning the school program will have to be evaluated. Katherine Eisenberger (1978) recommends the use of simulations and case studies for planning at the high school level. The use of these techniques allows the school district to review rele- vant problems "dispassionately" and experiment with a variety of solu- tions. As pointed out by many authors, few school administrators have the time or the necessary skills to deal with these demands. The proposed research constructed a method for projecting course enrollments, and then based upon those figures and the projected staff, determined those models that could be useful when redesigning the high school program for a smaller student population and reduced staff. This information will help educators attack the problem of declining secondary enrollment with a positive attitude. It will help schools to improve the curriculum in spite of the decreasing number of students. Purpose of the Study The researcher's purpose was to design a model for examining alter— native solutions to the problem of declining high school enrollment. First, projections were made. These projections included the number of students who will enroll for each course and the number of teachers cer- tified to teach each class. The researcher answered the following ques- tions: 1. Are there any classes that will havea drOp in enroll- ment so significant that it will be difficult to offer them? 2. Are there any content areas in which a teacher shortage or over supply will occur? The second part of the study involved simulating the high school program of the 1980's, using different curriculum models as a basis for the program structure. For example: what would happen if two or three classes were combined into a core curriculum? In the second part of the study, the researcher answered the question: are there ways in which the high school curriculum can be organized in order to meet the demands of declining enrollment and the needs of the students? Definition of Terms The following definitions were used for the study. Content Area Content area refers to those areas specifically designated by the State of Michigan for the certification of secondary teachers. Core Curriculum A required part of the curriculum centering on the problems of youth and society. Course The word course denotes a specific class such as Algebra 1, United States Government, or Biology I. Course section or class section de- notes one classroom of students' taking a particular course. Curriculum The planned eductational experiences that occur during the regular school day. This definition does not include any extra-curricular ac- tivities. It does not include such things as the lunch period or the time waiting for buses, etc. It does include CO—OP and the career edu- cation programs. High School Grades 10-12 will be considered as the high school. Model A design for the curriculum. The organization and content. School Program See Curriculum. Teacher Certification The criteria set by the Michigan Department of Education for cer— tification of teachers will be used. Majors and Minors refer to the major and minor areas of the undergraduate degree, provided these are certified areas. Teaching78taff Only those faculty members with secondary certification will be included in the study. The study will include all counselors and specialists (reading teachers and special programs). Administrators will not be included. Assumptions and Limitations The following assumptions and limitations have been recognized. Assumptions l. The enrollment projections made by the district are accurate. 2. Past course enrollment is a predictor of future course enrollment. 3. Teachers will stay in the work force until age 65. 4. Seniority will continue to be the primary criteria for layoffs. 5. Teachers will not go back to school to earn certifica- tion in a new teaching area. 6. The technique to project staff reduction accurately predicts future staffs. 7. State mandated teacher certification requirements will remain the same. Limitations 1. The study did not involve the elementary and 7-9 grade levels. These levels may have an effect on the 10—12 levels. 2. There may be apprOpriate curriculum models that were not included in the study. 3. There may be factors, not identified in the study, that would make one or more of the alternative models im- possible. 4. Models that might be appropriate for the district under study may not be appropriate for districts with a dif- ferent number of schools, different teaching staff, etc. 10 Site of the Study The district under study has a student pOpulation of 17,600 and a teaching staff of 831. There are 3,802 students in grades 10-12, and 183 high school teachers, some of whom are parttime. This does not in- clude support staff. The district is located in Oakland County, Michi- gan. The district is typical of others in several respects: 1. Student achievement scores are at the state average. 2. The teaching staff ranges in age from 22 to 65, the median age being 34 years. No one age group makes up more than 7.8% of the total staff (Appendix A). 3. The student pOpulation has peaked and is expected to decline severely in the future (Appendix B). The district currently has three high schools housing grades 10-12. There are three junior highs including grades 7—9. The curricula in grades 7-12 are similar in all schools, basically organized around the separate disciplines. Some courses are required, others are elective (Appendix C). The district has been involved in some planning for declining en- rollment. Projections for each school have been made. Howard Heitzeg (1978) conducted a study to look at the effect of declining enrollment on staff professional growth. The Heitzeg study is indirectly related to the prOposed study. Overview of the Study Chapter Two is a review of the related literature. Enrollment statistics, the impact of the enrollment decline, and various ap- proaches to curriculum develOpment are included. 11 Chapter Three is a description of the course enrollment projec~ tions and reduction of teaching staff. Both the methods for making the projections and the findings are included. Chapter Four includes simulations of four different curriculum models. Each model is then analyzed. Conclusions and recommendations for further study are reported in Chapter Five of the study. CHAPTER II REVIEW OF THE LITERATURE The literature pertaining to three topics is reviewed here. These topics are: enrollment statistics, the impact of the decline, and various approaches to curriculum development. Enrollment Statistics The National Center for Educational Statistics (1978) made low, intermediate, and high alternative projections for the K—8 and 9-12 school enrollment. The Center's intermediate projections show that the K—8 enrollment will hit a low in 1983. At this time, there will be approximately 31.3 million students in grades K-8. This is a de- crease of 5.4 million students since 1969. It is projected that the K-8 enrollment will begin to increase slightly in 1984. According to the intermediate projections, the 9-12 enrollment will drop to 13.2 million in 1986, a decrease of 2.5 million since 1976. No projections were made for dates beyond 1986. The Michigan Department of Health (1978) reports that, with the exception of 1969 and 1970, births have declined from 1958 to 1976. The number of births reached a peak of 208,488 in 1957, and in 1976 there were 131,378. The number of births increased in 1977 to 138,416. The Michigan Department of Education projects a steady decline in school enrollment through 1990. Between 1976 and 1981, there will be a decrease of 200,000 K-12 students. This decline will not be uniform 12 13 throughout the state. The greatest increase will occur in Livingston County, amounting to about 17%. While the greatest decrease, 18%, will be experienced in Wayne County. The Impact of the Enrollment Decline Declining enrollment has impacted districts in a variety of ways. Surplus space, community hostility, reductions in staff, and added duties and responsibilities for administrators are all results of the decline. Facility Use Carol Epstein (1976) reports that closing a school is usually con- sidered the most drastic action that can be taken to solve the problem of surplus space. Yet, many school districts have been forced to close buildings. New York City alone has selected fifty schools for poten- tial closing. There are some advantages to closing a school. For some districts, the closing provides an opportunity to renovate and repair the building. This was not always possible when schools were over- crowded. Closing a school does save the district some money. Carver and Thomas (Phi Delta Kappan, 1978) report that the money saved by closing schools in their districts has been used to hire teachers and start new programs. There are other ways to deal with the problem of surplus space. Kenneth Pack and Edmond Weiss (1975) list several suggestions: 1. Reduce the class size. 2. Allocate the space for new programs. 3. Start an alternative school. 4. Devise mini—school programs for non-public school use. 14 5. Start early childhood programs. 6. Let colleges and universities use some of the space. 7. Start an extension center for the library. The Community Negative reactions to changes made because of declining enroll- ment have not been uncommon. The community does not like to have the school system it knows distrupted and changed. Katherine Eisenberger (1975) states: Of course they're irate, befuddled, impatient. Those par- ents of school age children, along with lots of other people, want more than one sound reason for why a school should be closed. She lists some techniques that can help ease the tension. They are: 1. Open channels of communication in the community. 2. Gather ample information within the district. 3. Arrange for an entire class from a school to be aban- doned to visit the receiving school. 4. Allow teachers to switch places with their counterparts in other schools. 5. Involve the community directly. The TeachinggStaff As the number of students decreases, staff cuts become a must. Carver (Phi Delta Kappan, 1978) reports that in May, 1978, his district laid off 359 of the total 1,500 teachers. Layoffs result in a maturing staff, loss of enthusiasm and real problems with staff morale. The maturing staff may create problems. Heitzeg (1978) found that younger staff members have a higher level of formal professional-growth acti- vity than their older counterparts. But it is the younger teachers 15 who will be laid off if cuts become necessary. Heitzeg points out that school districts will have to find new ways to encourage professional growth. Carol Epstein (1976) describes four trouble spots concerning staff: 1. Inability or unwillingness of other districts to absorb unneeded teachers. 2. Contract agreements making reductions in force either difficult or impossible. 3. Last hired-first fired policies disrupting the racial or program balance of the staff. 4. Demands for wage increases despite reduced income from taxes and other sources. Even though school districts do not want to cut staff, most don't have any other choice. William F. Keough (1975) states: Strictly from a dollars and cents point of view, a level will be reached beyond which the school district cannot economically afford to go. Teacher reductions are the first order of business because instructional salaries represent the biggest bite out of operating budget (p. 41). He does recommend some measures that can help prepare for the cut backs. 1. Place a moratorium on teacher leave policies. 2. Offer one or two year termination contracts to new teachers. 3. Institute staffing needs studies. 4. Introduce early retirement incentive programs. The School Program Reduced numbers of students, an aging teaching force and fewer state dollars will surely have an effect on the school program. Carol Epstein (1976) reports that many school districts that did not plan 16 for the decline were forced to reduce the programs offered. The inno- vative electives were usually the first to go. Keough (1978) agrees that the electives and special interest classes are usually the first to be eliminated. In many cases, these cuts do not result from a direct plan to reduce programs, but rather as a result of the district's inability to close a school. Frequently, the community opposition to a school's closing is so great that the district is forced to keep the school Open. Then the only alternative is to cut the program. Keough also points out that the elimination of coordinators and program administrators can result in a "slow death" for the program. Keough identifies two possible ways to contract pro- grams. The first is to completely eliminate a program. The second is to make slight reductionsiriall areas. Regardless of the method used, a master plan is a necessity. There is evidence that if adequate plans are made, the school pro- gram can be saved and even improved. One high school in the Philadel- phia area (NASSP, March, 1977) has used the modification of the number of courses Offered as a means to plan more consistent course offerings. Because of budgetary cuts, the use of community resources and creative teacher-made materials has been stressed. Flager High School (NASSP, March, 1977) has tried grouping classes and sharing programs and staff with other districts. By doing this, they can maintain a quality program. In Champlain, New York (NASSP, March, 1977), classes have been opened to adults in order to increase the enrollment. This allows the district to keep classes that would otherwise be cut. 17 Administrative Skills Russell G. Davis and Gary M. Lewis (1977) point out that most ad- ministrators learned their skills during the growth period. Budget and staff commitments were all made in terms of an expanding school popula- tion. Now administrators are facing the opposite situation and will have to develop different skills. Katherine Eisenberger (1977) agrees that administrators will have to learn new skills. Because administrators are so heavily burdened with "administrative trivia," they will have to makg_time to plan for the future. One method of planning requires making a forecast of the future. This can be accomplished by following these five steps: 1. Establish ratio of secondary students to secondary staff. 2. Establish ratio of students to special area and support staff for each area. 3. Establish the projected number of students by grade level for the next 3, 5, 7, and 9 years. 4. Using present course offerings and programs as well as total staff ratios and class size, calculate the number of pupils for total staff for each area for the next 3, 5, 7, and 9 years. 5. Compare the above sets of figures with the present. Ewald Nyquist (1977) believes that educators must learn to do detremental planning. In terms of the secondary principal, this means: 1. Determining which curriculum offerings are truly essen- tial. 2. Determining the alternatives for delivering the essen- tials. 3. Determining which services beyond the essential are both feasible and desirable. 18 The Curriculum Models There are many ways to operate the high school curriculum. Several models are presented in this section. The Disciplines King and Brownell (1966) propose a curriculum based upon theastruc- ture of the separate disciplines. That is, each school subject should be a separate discipline. In a curriculum of this type, a course is defined as "a planned series of encounters with the structure of any discipline." A course is based upon the historic and current nature of the discipline. It embodies the plan for knowing the discipline. The nondiscipline curriculum--occupational, social, and personal training-—never replaces or overshadows the curriculum based upon the disciplines. If occupational training is to occur, it takes place after the liberal education, preferably in a special setting away from the regular school. Any subjects such as driver's training, grooming, or personal typing take place after school. The Core Program The core is a required part of the curriculum, designed to meet the "real" needs of students. Harold Alberty (1953) states that it is important for the school to offer a general education. This is the education that deals with ideals, attitudes, understandings, and skills that each person must possess. The general education should be re- quired of all students. This part of the curriculum is referred to as the core. Alberty explains six ways in which the core cantnaorganized: 19 1. Type one core is based upon separate subjects required of all students at a given level. 2. Type two core is based upon the informal correlation of some or all subjects required of all students at a given grade level. 3. Type three core is based upon the formal correlation of two or more required subjects. 4. Type four core is based upon the fusion of two or more of the required subjects. 5. Type five core is based upon common needs problems and interests of adolescents selected from established prob- lem areas. 6. Type six core is based upon the teacher-student planned activities without reference to any formal structure. The common needs of the student can be met in one of the six types of core programs and then the remainder of the day can consist of special- interest fields, such as mathematics, science, languages, literature, and vocational education. Harold C. Hand (1973) also believes that it is essential to re- quire all students to take some part of the curriculum. For Hand, this part of the curriculum is the "Common Learnings Course." This course would be based upon the unresolved problems of societal survi- val and the common real-life problems of youth. The school program would be structured in the following way: 1. Common Learnings Course 2 hours grades 9-11 1 hour grade 12 2. Health and Physical Education Activities 1 hour required in all grades 3. Standard Specialized Subjects (English, Mathematics, Biology, Vocational Education) 20 Elective Required on basis of pupil need 4. Guidance and Personnel Services 5. Activities Period '1 hour daily Band, clubs, assemblies Florence Stratemeyer (1973) bases her curriculum on persistent life situations. These are situations that reoccur in life from infan- cy to adulthood. Some examples are: 1. Getting along with others 2. Intergroup cooperation 3. Managing money 4. Being accepted in a group 5. Using tools, machinery, and equipment 6. Working with different racial and religious groups 7. Using safety measures 8. Dealing with success and failures The scope of this curriculum is the range of persistent life situ- ations. The content is the experiences in which these situations occur. Continuity is achieved because these situations happen over and over in daily life. The changing aspects of the situations as the learner matures determines the sequence. Stratemeyer (1957) illustrates such a curriculum by describing a tenth grade program that was designed for students of varying abili- ties and backgrounds. The program centers around a core. There is also time for special courses, short term projects, and individual activities. 21 The core teachers have a broad background, with specialization in one or two areas, usually English, the social sciences, or natural sci- ences. Other teachers are specialists in art, music, mathematics, science, foreign language, industrial arts, and physical education. The core program provides a time for working on aspects of persis- tent life situations that are important to the student. Any subject matter can be covered. The core is a three period block that is sched- uled during the morning. Service courses meet special needs in specific disciplines. These classes meet two or three times per week and are taught by the special- ists. The specialists also offer service to the core classes when needed. Laboratories offer both advanced and remedial instruction on a highly individualized basis. The specialists are responsible for the laboratory. Planning and student guidance are the keys to the program. All teachers have time scheduled for both. Curriculum Based on Broad Fields, Social Problems, and Modes of Thought Bellack (1973) recognizes that there are problems with teaching the disciplines and with the teaching of youth problems. In an attempt to overcome these difficulties, he prOposes a curriculum centered around broad fields, social problems, and modes of thought. In this curricu- lum model, two complementary perspectives are used to view knowledge. The first is conceptual schemes and methods of inquiry associated with the broad fields of knowledge: the natural sciences, the social sciences, mathematics, and the humanities. The second perspective 22 focuses on modes of thought-—the analytical, the empirical, the aesthe- tic, and the moral--that transcend the boundaries of the individual fields. These two views serve as the basis for the curriculum planning. Curriculum Based on Individual Needs Craig Wilson (1971) points out that in many cases the core curri- culum schools were no different that the conventional high school. He describes a different way to organize the school program, called the Open access curriculum. This curriculum can be characterized by first looking at what it is not. It is not fragmented or tracked. Students are not grouped by a master schedule, and no more than one-fourth of the curriculum is defined as core. Teachers and students are not scheduled for more than fifty percent of their time in formal teaching (information imparting) sessions. Instead, the open access curriculum consists of large clusters of content, each including three types of knowledge and learning processes. Students are in direct charge of their own learning for at least fifty percent of their scheduled time. The open access curriculum involves cluster teaching and differentiated teaching roles. Wilson (1971) uses Figure l to illustrate the open access curriculum. Jack Frymier (1972) charges that the schools of the past and of today have not adequately considered individual needs when planning the curriculum. His curriculum model begins with the premise that the human is the end and the subject matter, therefore, is the means. He states: There is nothing sacred or even worthwhile about subject matter except as a means for answering human needs (p. 79). 23 needed curriculum expansiOn open exploration research contested truth (seminars) fact (lectures emerging controlled people reading) paths traditional path 1. Multiple, rather than single, entry points. 2. Increased scope and content. 3. Abandonment of extended sequences and related tracking. 4. Learning styles related to both the nature of the dis- ciplines and the methods of inquiry. 5. Differentiated teacher roles. Figure 1. Open Access Curriculum (Wilson, 1971, p. 19). In this article, two models for instruction are compared. In the conventional model, the student's response is expected to be consistent with the stimulus given by the teacher. This model works well for transmitting cultural heritage or teaching subject matter as viewed by a scholar, but it does not help to meet individual needs. The second model turns the conventional model around. In this model, the teacher takes in or observes the student, interprets what s/he sees, and then 24 based upon professional background and experience, responds. This model accounts for the needs of the individual. In order to use the second model of instruction, schools will have to reorganize. This reorganization would require differentiated per- sonnel: master teachers, specialist teachers, and paraprofessionals. Master teachers would have extensive training in all subject matter fields. They would spend the majority of their time working with indi- vidual students. About fifteen percent of their time would be spent supervising and coordinating. Each child would meet weekly with a mas- ter teacher on a one-to-one basis for at least twenty minutes. The master teacher would observe and then identify appropriate learning ac- tivities for the students. The subject matter specialists would be people highly competent in one subject. These teachers would be the givers of information and would plan their activities according to the needs identified by the master teachers. Paraprofessionals would serve as homeroom managers. Their duties would be to provide a warm, nurturing home base for students and to keep records. This plan would require approximately five master teach- ers, twenty-four subject matter specialists and twenty paraprofession- als for each 750 students. Frank Brown (1968) states: Every high school faculty should adopt as a major goal the purpose of developing students who not only have learned how to learn, but who are willing to accept the major re- sponsibility for their own learning. 25 One way to meet this goal is to introduce independent study as part of the curriculum. Brown defines independent study as a program which places greater responsibility on students for their own learning. The student must first apply for the independent study. The appli- cation describes the objectives, the area of investigation, the speci- fic problem to be investigated, the background skills and knowledge necessary, plans for evaluation, and the time line. After the study, the student must have the quality of the work assessed by a review board. There are three types of independent study: 1. The project is primarily teacher-directed. Teacher and student meet three or four times per week. 2. The study is more student-directed. Teacher and student meet two times per week. 3. The study is completely student-directed. The teacher and student meet once a week. The amount of time students spend on independent study varies. Stu- dents may want to do a project or find the answer to an unsolved prob- lem. This might take only one or two hours per day. Qualified stu- dents could become involved in "depth inquiry." In this type of study, the student devotes full time to probe deeply into one area of learning. Independent study can also involve some time in small groups. Brown identifies two curriculum advantages of independent study. First, it makes the school program more flexible, and second, it allows students to experience unusual educational experiences. Individually Guided Instruction (ICE) is another curriculum model designed to meet individual needs. Klausmeier (1977) describes IGE as a total system of schooling, consisting of seven interrelated 26 components. These are: the multiunit organizational-administrative ar- rangements, a model of instructional programming for the individual stu- dent, evaluation for educational decision making, compatable curriculum materials, a program of home-school-community relations, facilitative environments, and continued research and development. All of the compo- nents are essential, but the instructional programming is at the heart of the system. Mercer (1976) outlines the ICE program that was implemented at Re- dondo Union High School. The school was divided into small learning communities that allowed for a more personal learning environment. The communities were the organizational structure through which the program was implemented. The students signed up for a learning community on the basis of autobiographical sketches of the teaching staff. Once the communities were formed, the students and teachers worked together to create a curriculum. Based on the needs of the students and the teach- ers' talents, courses were set up for each of the communities. Students were allowed to take courses in other learning communities as well as their own. Short electives were offered to all communities. Students had Opportunities to work on Cooperatively Planned Units (CPU). These were similar to independent study. Adding Flexibility to the Existing Schedule By using flexible scheduling, team teaching, and independent studm a wider variety of courses can be offered. Evidence of this is given by Beggs (1964) who describes how the teachers in Decator, Illinois, reorganized their curriculum. 27 The plan is based on: 1. Large-group, small-group Students are in groups of 7- instruction 15 or in groups of 200. 2. Independent study Time is provided for self- directed study where stu—: dents work on their own. 3. Multimedia teaching aids Structured use and indepen- . dent use of audio-visual aids are part of the daily program. 4. Team teaching Two or more teachers combine to work on common instruc- tional problems. 5. Flexible scheduling The activities and time schedule varies according to the needs of the course. 6. Facility reassignment Individual study carrels, large group instructional areas, small group seminar rooms, and learning labora- tories are all part of the school environment. Beggs describes in detail the plans that lead to the completion of the reorganization. He also mentions the necessary changes in teaching staff. When the program was implemented, the school actually needed fewer teachers than were needed for the traditional program. Moving Beyond the Walls of the School Mark Shedd (1972) believes educators must eliminate the school walls that divide the school from the real world. He sees curriculum as the "total school experience." The Parkway program is an example of this type of curriculum. Shedd describes the program: Youngsters may learn photography at the museum of art, lit- erature at the public library, journalism at the Philadelphia Inquirer, politics at the city hall, business at the Insur- ance Company of North America or Smith Kline, and French or perhaps car repair at the corner garage, and botany in 28 Fairmont Park. Students pick their own courses, help select their own teachers, and generally make education fun (p. 63). The Phi Delta Kappa Task Force on Compulsory Education and Transi- tions for Youth is convinced that by offering a program based on the aborigine walkabout, schools can help students make the transition to adulthood. Walkabout, the Phi Delta Kappa version, is a series of ex- periences that help the student grow into adulthood and community life. The student selects challenging experiences that involve adult skills and responsibility. Seven challenge areas are suggested: logi- cal inquiry, creativity, volunteer service, adventure, practical skills, world of work, cognitive development. Some example challenge activi- ties are: conduct an environmental impact study, learn film making, teach Sunday school, grow a garden, intern with a lawyer, or learn to program a computer. The types of activities are endless, but the pro- jects must meet certain requirements. The project must be initiated by the student and be experiential in nature. The projects extend the students' capabilities, involve an element of risk, and are intense. Each project involves out-of—school experience and interactions with persons of different ages. The student balances the time spent on in- dividual work and group activities. Schools wanting to offer a walkabout program must see that certain conditions are met. There must be equal Opportunity for participation, 3 means for the identification and development of competency, appro- priate evaluation, community involvement, support from the school sys- tem, and an Operational budget. Staffing is crucial. The teachers must be willing to work closely with students, often devoting extra time to the project. 29 Once the program is initiated, students who elect to participate complete the three phases of the walkabout. The first is pre-walkabout in which a variety of survival skills is developed. The second phase is the actual walkabout; and the third phase, post—walkabout, involves the recognition of the accomplishments of the walkabout. Students who participate select a planning committee comprised of a parent, a teach- er, a student, and a community member. Each student must write a chal- lenge area contract, including a description of the project, level of achievement, preparatory activities, a time line, and a proposal for demonstrating accomplishment. The planning committee can assist the student in writing the contract. Walkabout can replace all or part of the traditional program for those students who elect it. The walkabout may overlap with existing course work. Credit is not normally given for the walkabout. CHAPTER III ENROLLMENT AND STAFF PROJECTIONS Course Enrollments In 1979, the district's department of research and evaluation used the Cohort Survival Technique to project the enrollment for each school in the district. This technique uses the average number of children who survive from one grade level to the next to project future enroll- ments. A five-year period is used to determine the averages. The district projections end with the 1983-84 school year. At that time, the secondary enrollment will begin to stabilize. The projections are displayed in Tables 3.1 and 3.2. Course Enrollment Projects The researcher used these projections to project the enrollment for each of the courses Offered in the three senior highs. The follow- ing formula was used to make these projections: projected (current (projected total enrollment) course = course X (present total enrollment) enrollment enrollment) If a course were offered to tenth, eleventh, and twelfth graders, then the total school enrollment was used. If a course were limited to a certain grade level, then only the enrollment of that level was used as the total enrollment. These projections were made for 1980, 1981,1982, and 1983. 30 amoa emm mom mmm emlmw NwNa one nae 31 emimm amm mmm mmm amm ewlmw Onoa aNm com mum anNw noma ame mme eme mmluw mwm aam amm cem mwimm meoa omm oem mum Nmiam meNa ooe Noe mme Nwlam mom mam mom eem Nmiaw mmoa amm hem men awlow mwma moe aae aoe amlow omo eem eam omm awiow omoa anm awn emm owlan mama use owe oae calms mooa emm Nem sum owlmm Noma oee emm mum mnlwn oaea mme Nee wee anlmn mnoa mwm omm 0mm oniwn ucoaaaouam swam uoaosh owma Nam Nee own whims mmea oae eam ame wmlnn mmaa Nam awn l-s emm whims .a.m manma coma mme ace oee union moma eme Nwe n¢e union NNNa mme mmm mmm mulch moma mce mwe nae omlmn omma mum aem owe @nImm eoma woe ewe Nae chins moea mne mwe mom mules mama mom mom omm mule“ emma mme eme nme mules Hmuoa mvmuw moumam Annoy «Nm ovmuv comm: amuoH mumuu wauo 32 omoa mom mnm ohm emimm mom aam nmm NNm emlmm Nnoa emm anm mom emlmo mmaa onm mmm emm mmlmw eooa Nom mum mum mmlmm mmoa emm omm nnm mmlum oNNa Nae amm “Ne Nolan nnoa mem mom oom Nolan mnaa nnm mum nae Nolan ohma nae aee eae amlow amoa mom mae enm amlom aama mom wme eoe amlom ucoaaaoucm swam uoadwm onma mme mee owe omlms Nmaa anm cum aae omlmn eama nae ame woe omlmm eoea mne mne Nme mmlmfi meaa nnm awe mom mmlmm nmma amm nme one mmlmn Naea nme mme mme whims emma omm nne mme mnlnm eoea aNe mne eNn mnlun .N.m maomH mmea noe one mnn union mama nmm owe eee union mema omm nme mwe mulch nmma mme moe ome onlnm mmma mmm one mne Quinn mnma aoe nme mun onlnn Nmma mee one mme nmlen mmNa noe nae wne nmlem nnma ewe ane ame nnlen Hence Na aa oa ovmuo magmasoe amuoe Na aa oa ovmuo mmmm. Hmuoa NH as oa oomuo waauouuox 33 Based on the class size policy (Appendix D), outlined in theateach- er contract, the number of sections needed for each course was deter- mined. Then, the projected enrollment and number of class sections were totaled for each content area. Tables 3.3, 3.4, 3.5, and 3.6 display these totals. The projected enrollments for each course are found in Appendix E. Analysis of the Course Projections The analysis of the projections was based on two assumptions: a whole teaching day will continue to consist of five class sections, and each teacher will contact an average of 149 students per day. These are the present teaching conditions, and district administrators have indi- cated that there will be no change. In order to analyze the course enrollment trends, the total de- cline in enrollment for the period of 1979-83 was computed for each content area. Then, the total number of class sections that could be dropped due to the decline was computed for each content area. Tables 3.7, 3.8, and 3.9 display the results of these calculations. The decline in content area enrollment and the number of sections that could be out were then used to determine those areas that could best afford to lose a teacher. Ideally, every time the enrollment in a content area declined by 149 students, five fewer sections would be needed and one teacher could be cut.~ By examining the data, the re- searcher concluded that the number of sections does not drop propor- tionally with the number of students. For example, Industrial Arts loses 145.7 students, but can drOp only one class section. This oc- curs in those content areas in which there are a large number of 34 NM oo.hem ON mo.com ma mm.eem m eh.om a oa.mm oN hm.oeo om ow.Nnm m Nm.maN e me.ww mm am.mmma ma on.mmm 0a eo.eaN m mn.moa .oow mummmmww mwma em mm.awo NN mn.nan ma eon a mn.~oa RN nw.moo mm mo.omn m mo.n~N e mo.am mn mo.~eea ma Ne.noe ca wn.a- m mm.~oa «as. 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Ce mm.aNaa eN oN.Noo ma mN.Non N om.oo a wh.moa eN em.aao om No.eem Oa ma.aeN m oo.eo n ae.mm mm Nm.anea mm mm.hwm ma wN.Nnm .me .mmooosww amma .mow VII, muomoduw omma maoauoom mo umoadz one uaoaaaouam anuOH w.manwazoa .Oom muooosum mmma .n.m maame mou< uaouaoo 37 Table 3.6. Health Occupations Enrollment Projections Includes Students from All High Schools 1979 1980 1981 1982 1983 Enrollment 212 198.88 193.52 180.12 174.03 Sections 14 14 l4 l4 14 Table 3.7. Kettering's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 Content Area Decline in Students Decline in Sections Alternative Education 29.27 Art 55.96 Business 98.44 Distributive Education included in Business English 371.19 Foreign Language 22.55 (French) (Spanish) Home Economics 56.08 Industrial Arts 143.14 Mathematics 165.63 Music (Instrumental) 22.42 (Vocal) 14.26 Physical Education 139.67 Science 126.92 Social Studies 206.34 38 Table 3.8. Mott's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 Content Area Decline in Students Decline in Sections Alternative Education program is not available at Mott Art 35.56 0 Business 44.88 0 Distributive Education 10.97 0 English 199.21 3 Foreign Language 7.98 1 (French) (Spanish) Home Economics 24.85 1 Industrial Arts 67.18 1 Mathematics 67.43 4 Music (Instrumental) 9.72 0 (Vocal) 5.86 0 Physical Education 98.58 2 Science 63.48 3 Social Studies 150.4 4 39 Table 3.9. Township's Total Decline in Content Area Enrollment and Course Selections, 1979-1983 Content Area Decline in Students Decline in Sections Alternative Education program is not available at Township Art 76.51 1 Business 175.41 2 Distributive Education included in Business English 334.03 5 Foreign Language (French) 19.55 1 (Spanish) 13.28 0 Home Economics 52.39 1 Industrial Arts 145.7 1 Mathematics 128.84 3 Music (Instrumental) 22.98 0 (Vocal) 13.24 0 Physical Education 138.40 2 Science 124.81 5 Social Studies 207.95 5 40 courses that presently have only one or two sections. As the district enrollment declines, the total enrollment in these courses drops by one or two students a year, but never enough to drop a class section. In areas such as English, Social Studies, and Science, where there are classes with large numbers of sections, there is a larger number of sections that can be dropped due to the enrollment decline. But even in these areas, only five or six sections or the equivalent of one teacher can be drOpped by 1983. In the majority of the content areas, there is a change of two, three, or four sections. This represents only a fraction of a teacher. However, in some of these content areas, more than 149 students will be lost. Obviously, the ideal case does not occur. By 1983, only two English, two Social Studies, and two Science teachers could be out without having to change or reduce the curriculum Offerings. Since the district must begin reducing the teaching force in 1980, the problem is even more severe and alternatives must be explored. Staff Projections A study was made of the present staff and then projections were made to determine the make-up of the staff for 1980, 1981, 1982, and 1983. Present Staff For each content area, the number of teachers was calculated. In some cases, an area had a fractional number of teachers. Some of these teachers are working on‘a part-time basis, and others are working part of the day in a neighborhood private school. 41 Once the total number of teachers was determined, the student/ teacher ratio was calculated for each content area. Tables 3.10, 3.11, and 3.12 display the data. Table 3.10. Kettering's Current Staff and Student/Teacher Ratios Content Area Number of Teachers Student/Teacher Ratio Alternative Education 2 66.5 Art 2 135 Business 3 4/5 130 Distributive Education included in Business English 13 136.23 Foreign Language 1 111 (French) (Spanish) Home Economics 1 4/5 153.33 Industrial Arts 5 3/5 127.86 Mathematics 6 135.33 Music (Instrumental) %;2 625 (Vocal) 177.5 Physical Education 3 1/5 213.75 Science 5 125.4 Social Studies 7 2/5 142.43 42 Table 3.11. Mott's Current Staff and Student/Teacher Ratios Content Area Number of Teachers Student/Teacher Ratio Alternative Education program is not available at Mott Art 2 143.5 Business 3 1/5 117.75 Distributive Education 1 127 English 12 2/5 120.40 Foreign Language 3/5 106.67 (French) (Spanish) Home Economics 2 1/5 99.09 Industrial Arts 6 2/5 69.25 Mathematics 4 4/5 115 Music (Instrumental) 1/5 385 (Vocal) 1/5 290 Physical Education 3 233 Science 4 1/5 119.76 Social Studies 8 144.38 43 Table 3.12. Township's Current Staff and Student/Teacher Ratios Content Area Number of Teachers Student/Teacher Ratio Alternative Education program is not available at Township Art 3 2/5 115.59 Business 6 4/5 143.09 Distributive Education included in Business English 11 148.45 Foreign Language (French) 1 108 (Spanish) 3/5 118.33 Home Economics 2 134.5 Industrial Arts 6 135.83 Mathematics 5 135.8 Music (Instrumental) 1/5 590 (Vocal) 2/5 170 Physical Education 3 213 Science 5 133.6 Social Studies 8 1/5 148.54 A study was then made to determine the teachers who are presently teaching out of their major areas of certification. Table 3.13 dis- plays this information. Junior highs were included in this table be- cause when the enrollment declines, teachers may have to be moved from junior to senior high or from senior to junior high. Reduction of Staff The secondary staff members were divided into four groups: (1) those hired after 1973, (2) those who will be 65 years old during the 44 Table 3.13. Teachers Presently Teaching Outside Their Major Areas School Township Kettering Mott Mason Junior High Present Teaching Assignment English Home Economics English Social Studies Biology Physical'Education Physical Education Spanish Biology Mathematics Mathematics Mathematics Mathematics Industrial Arts Mathematics Homemaking English Mathematics Physical Education Science English Mathematics Mathematics ** *9: id: Major Area Social Studies Health Social Studies Library Science Mathematics Business English Social Studies Physical Educ. Industrial Arts Industrial Arts English Art Physical Educ. Science NM History NM Science Mathematics Industrial Arts Social Studies NM 45 Table 3.13, continued Mathematics ** NM Spanish ** NM * English Social Studies English Music Pierce Business Mathematics Mathematics English Science Physical Educ. English Physical Educ. English Homemaking Block Physical Educ. * English Social Studies Mathematics Industrial Arts Mathematics Industrial Arts Mathematics History Block French Publications Social Studies Mathematics Physical Educ. English Music Crary Mathematics Science Art Science * English Social Studies Englsih Social Studies Mathematics Industrial Arts History English 46 Table 3.13, continued * Physical Education Business Admin. Social Studies English * Science ** NM English Social Studies Art English * These teachers are teaching out of their majors full-time. All others teach some classes in their majors and some in the areas identified on the chart. **NO major designated, elementary certification period between 1980 and 1983, (3) those who will be 55-64 years old during the period between 1980 and 1983, and (4) all others. Table 3.14 displays the major areas of certification of the teachers in the first three groups. The number of staff to be cut was determined. The following for— mula was used: # of staff out = (decline in students) X 6 149 This formula is based on the facts that each student sees six teachers per day and one teacher's total class "load" is 149 students. The number of staff to be cut at each school is shown in Table 3.15. By 1983, the secOndary schools will need twenty-seven fewer teach- ers. There were no teachers in the 65 years or older age group, so all teachers had to be cut by layoffs. By eliminating those teachers lowest in seniority, twenty-seven teachers were cut from the teaching Table 3.14. 47 Teachers Hired Between 1974-79 1979 ** Special Education 1 Industrial Arts 1 1977 Biology 2 ** Special Education 4 Business 1 Physical Education 1 English 1 1975 Physical Education 1 English 4 Mathematics 1 Business 1 Library Science 1 Spanish 1 Social Studies 1 * Hired late in year .1173: Library Science 1 Physics 1 1976 Biology/Chemistry 1 Mathematics 1 ** Special Education 1 Health Occupations 1 'i214 Biology 1 Science 1 Spanish 1 * Counseling 1 * Industrial Arts 4 Physical Education 2 English 1 Mathematics 2 Art 1 ** Special Education teachers and students are not included in the study because Special Education students are not included in the school enrollment. Also, Special Education programs are mandated so they will probably be kept in the program. 48 Retirement 65 and Older in 1983 There are no secondary teachers in this group. 55 and Older in 1983 Social Studies 7 Mathematics 6 Language Arts 1 French 2 Music 4 Homemaking 3 Industrial Arts 3 Science 4 Counseling 4 Physical Education 1 Business 1 Distributive Education 2 * NM 1 Vocational 1 * This is an elementary certification with no designated major. This teacher is presently teaching in a junior high. 49 Table 3.15. Staff Reduction by School Change in Staff School ‘1280 .1281 1282_ 1283_ Total Change Kettering -5 -2 -3 -1 -ll Mott -1 O -3 -1 - 5 Township -4 -2 -3 -1 -10 Crary -l —l 0 +1 -10 Mason 0 -2 +1 +1 0 Pierce -1 0 +1 0 0 staff. The only time seniority was not used as the criteria for deter- mining layoffs was in the case of special education. Because of the large number of mandated special education programs and the large num- ber of students waiting to be tested to be admitted to the programs, special education teachers have not been laid off in the past years. District administrators confirmed that this is the one area that would not be out according to seniority. Table 3.16 displays the major areas of certification of those teachers to be cut, their present building assignments, and the years in which they will be laid off. Analysis of Staff Projections In 1979, each high school had more English teachers than teachers having any other certification. The second largest number of teachers was found in social studies. Students are required to take classes in these two content areas, so there has been a greater need for teachers with English and Social Studies certification. The Music and French 50 Table 3.16. Teachers to Be Laid off, Their Building Assignment and Year of Layoff Kettering 1 4/5 Biology/Chemistry 1980 1 Mathematics 1980 1 English 1980 1 English 1981 m 1 Physics 1980 1 English 1980 1 Health Occupations 1980 Township 1 Industrial Arts 1980 1 Physical Education 1980 l Counselor 1982 1 Mathematics 1982 22:1 1 English 1980 1 Physical Education 1981 1 Physical Education 1982 21.3393 1 Business 1980 1 Mathematics 1981 1 Business 1981 1 Library Science 1981 51 Table 3.16, continued 1 Social Studies 1981 1 Spanish 1981 1 English 1982 1 Art 1982 1 Industrial Arts 1983 Pierce 1 Library Science 1980 1 English 1980 1 Industrial Arts 1982 1 Spanish 1982 departments have the smallest number of teachers, because students have not been electing classes in these areas. In all areas, the average student/teacher ratio was below that specified in the teacher contracts. These ratios varied from one school to another, but Mott generally had the lowest ratios. In each school there were some teachers who were teaching out of their major areas of certification, but in the majority of cases for only one or two hours per day. There were a far greater number of junior high teachers out of their major fields. In some cases, these teachers were not in their minor areas either. Mathematics and English were the areas in which the greatest number of sections were being i taught by "non-majors." Ten social studies teachers were teaching out of their major areas. This was the largest group of their majors. 52 After studying the group of teachers who will be laid off, the re- searcher analyzed the future teaching staff. The data showed that there will be teacher shortages in a number of areas. One Physics teacher will leave Mott. Because only two Physics teachers will remain in the district, Physics will be taught by a teacher with a minor in the subject. One of the three Health Occupations teachers has low seniority. Therefore, the remaining Health Occupations teachers will have to increase their numbers of students. During 1980, Kettering will lose 1 4/5 Science teachers or thirty-six percent of the total Kettering Science department. Two Spanish teachers or approximately forty-three percent of the district's Spanish staff will be out. In- dustrial Arts will lose three teachers, two from the junior highs. This could mean a reduction of the junior high Industrial Arts program. The data indicated that only one Social Studies teacher will be cut; but, according to the course enrollment projections, the district could afford to lose more than one Social Studies teacher. Therefore, there could be an abundance of teachers in this area. The junior highs have the largest number of low seniority'teachers, but need to reduce the smallest number of teachers. This will require some transferring of teachers from senior to junior high. Depending upon the needs of the senior highs, this could result in an even— larger number of hunior high teachers teaching out of their major fields. If some of the teachers from the 55—64 age group were to take early retirement, the teaching staff could show some markedciifferences First, fewer low seniority teachers would be laid off. This could mean O the district would be able to retain the Spanish and Industrial Arts 53 teachers since they have the highest seniority of those to be laid off. Second, there are seven Social Studies teachers in the 55-64 age group. If some of these teachers were to retire, the problem of surplus Social Studies teachers could be eliminated. CHAPTER IV ALTERNATIVE CURRICULUM MODELS Four curriculum models were simulated in an attempt to test their effectiveness in solving the problems caused by declining enrollment. The four models were a standard curriculum with reduced course offer- ings, a social studies, English team-taught core program, an interdis- ciplinary team teaching curriculum, and a modified magnet school plan. The first three models were simulated by using the data from Kettering. Kettering was selected because it has a student population that is slightly less than that of Township and slightly higher than that of Mott, and Kettering must cut the highest number of teachers. The modi- fied magnet would involve all three schools so that the simulation uses data from all. The Standard Curriculum Description of the Curriculum In this curriculum, there is a reduced number of courses in Eng— lish, Social Studies, Science, and Mathematics. The English curricu- lum consists of four required courses, a year long tenth grade course, a year in eleventh, a semester in twelfth, a semester of tenth grade speech. There are three additional elective courses--advanced eleventh and twelfth grade English and developmental reading. The social studies curriculum consists of three required courses-~a semester of 54 55 Western Societies, a full year of United States History, and one semes- ter of Government. There are no required mathematics courses. Students can elect from a choice of mathematics skills: Algebra, Geometry, A1— gebra II, Mathematical Analysis, and Calculus. Fortran was dropped be- cause the enrollment was low and neighboring community colleges offer many computer classes. Math Life was dropped because the Business de- partment and evening adult education both offer similar courses. Due to low enrollment, Practical Geometry was eliminated. The two year Algebra program was eliminated because the Math staff has previously considered dropping the program because there are some doubts as to its effectiveness. The Science program remains the same with the exception of Advanced Placement Biology and Advanced Placement Chemistry. These courses have been cut because similar courses are offered in local com- munity colleges. All other content areas remain unchanged. Rationale for the Selection The course enrollment projections showed that there will be a num- ber of English and Social Studies classes that will have enrollments below those specified in the contract. Many of the advanced Science and "speciality" Mathematics courses are offered at other institutions. For these reasons the standard curriculum was selected. None of the elective Business, Industrial Arts, Art, and Home Economics classes were cut because they are not frequently offered by other schools. The Simulation The number of teachers in each content area, the number of class sections, and the staff reductions were simulated for 1980, 1981, 1982, and 1983. Data for the simulations were taken from the district 56 enrollment projections and the course enrollment projections (Appendix E). In 1980, the enrollment in Kettering is projected to be 1211, 404 tenth graders, 438 eleventh graders, and 369 twelfth graders. Based on a class size of twenty-seven for English classes, twenty-nine for Speech, and twenty—nine for Social Studies, the following English and Social Studies sections will be needed: Tenth grade English 15 Eleventh grade English 16 Twelfth grade semester English 7 * Developmental Reading 3 * Ap eleventh grade English 1 * Ap twelfth grade English 1 Speech __1 Total: 50 Western Societies (semester) 7 United States History 15 Government ._6 Total: 28 * The number of sections for these courses is based on the projected number of sections (Appendix E). These courses would require ten English teachers and five and three- fifths Social Studies teachers, allowing a reduction of three English teachers and one Social Studies teacher. By making these reductions, there would be exactly enough English teachers and an excess of four- fifths Social Studies teacher. In the Mathematics department, projections show there will be a need for the following number of sections: Algebra II Calculus Geometry Mathematics Analysis Algebra I Mathematics Skills QJUJU1£~U1P‘U1 Total: 57 * Three sections have been added to accomodate those students who were in the two-year Albegra program and elect to take Algebra. Four and three-fifths teachers are required to teach these twenty-three sections. A reduction of one teacher would accomodate the twenty-three sections with two-fifths of an extra teacher. During 1980 and 1981, the science program would not be cut. This would allow those students who are presently in the advanced Science program to complete the program at Kettering. During 1980 and 1981, plans could be made to have Science students take their advanced classes at Oakland Community College or Oakland University. Table 4.1 displays the data for the 1980 simulation. This results in the following excess teachers: 4/5 Social Studies 2/5 Mathematics 1/5 Science 1/5 Physical Education 2 Alternative Education There are several Options for using these teachers—-some addition- al electives could be offered, independent study or a walkabout program could be introduced, or class sizes could be reduced. By using the same procedure as used for 1980, the number of teach- ers, the number of sections, and the staff reductions were determined for 1981, 1982, and 1983. These data are displayed in Tables 4.2, 4.3, and 4.4. Analysis of the Model The first part of the analysis determines if the model can accom- modate the number of students enrolled in the school. In order to do this analysis, student seat equivalents were calculated. The student seat equivalent represents a gross estimate of how many students the Table 4.1. 58 1980 Simulation of Standard Curriculum Alternative Education Art Business English Spanish Home Economics Industrial Arts Mathematics Instrumental Music Vocal Music Physical Education Science Social Studies Number of Teachers 2 2 10 23 4/5 4/5 3/5 l/5 3/5 1/5 2/5 Number of Sections 0 10 19 50 15 24 28 TOTAL STAFF CUT: Number of Teachers Cut ha Table 4.2. 59 1931 Simulation of Standard Curriculum Alternative Education Art Business English Spanish Home Economics Industrial Arts Mathematics Instrumental Music Vocal Music Physical Education Science Social Studies Number of Number of Number of Staff Teachers Sections Reductions l O 1 2 10 3 4/5 19 10 49 l 5 1 4/5 9 5 3/5 28 5 23 1/5 1 3/5 3 3 1/5 14 5 24 5 2/5 27 _1_ TOTAL STAFF REDUCTIONS: 2 Total number of extra teachers = 2 1/5 Table 4.3. 60 1982 Simulation of Standard Curriculum Alternative Education Art Business English ** Spanish Home Economics Industrial Arts Mathematics Instrumental Music Vocal Music Physical Education Science * Social Studies Number of Teachers 1 2 3 4/5 9 1 1 4/5 5 3/5 4 1/5 3/5 3 1/5 4 5 2/5 Total number of extra teachers = Number of Sections 0 10 19 46 27 20 13 20 26 Number of Staff Reductions TOTAL STAFF REDUCTIONS: 3 * one Advanced Placement Biology and Chemistry have been cut ** one English section must be taught by a Social Studies teacher with an English minor 61 Table 4.4. 1983 Simulation of Standard Curriculum Number of Number of Number of Staff Teachers Sections Reductions Alternative Education 0 0 1 Art 2 10 Business 3 4/5 A 19 English 9 44 Spanish 1 4 Home Economics 1 4/5 9 Industrial Arts 5 -3/5 26 Mathematics 4 20 Instrumental Music 1/5 1 Vocal Music 3/5 3 Physical Education 3 1/5 13 Science 4 20 Social Studies 5 2/5 24 __ TOTAL STAFF REDUCTIONS: 1 Total number of extra teachers = 2 62 courses can serve. For example, in 1980, Kettering will have a total enrollment of 1211 students. Since the typical student takes six classes, 6 X 1211 or 7266 student seats are required. To determine the student seat equivalents of the model in 1980, the number of sections was multiplied by the class size. Table 4.5 displays these calculations. J Table 4.5. Student Seat Equivalents in the Model for 1980 Content Area Number of Sections Class Size S.S.E. English 50 x 27 1350 Social Studies 28 x 29 819 Mathematics 23 x 29 608 Business 19 x 27 513 Vocal Music 3 x 40 120 Instrumental Music 1 x 114 114 Art 10 x 25 250 Spanish 5 x 29 145 Industrial Arts 28 x 25 700 Physical Education 15 x 50 750 Home Economics 9 x 29 _JHZL 6320 There are also a total of three and three-fifths extra teachers in the 1980 simulation. District administrators have stated that class sizes will not be reduced, so these teachers will teach extra classes. This amounts to eighteen extra sections that could be added to the cur- riculum. Assuming that each section could serve twenty-five students, there are 18 x 25 or 450 additional S.S.E.'s. 63 So, the total S.S.E. equals 6750. This is less than the 7266 re- quired S.S.E. One solution would be to require each student to take only five classes. Then, the required S.S.E. would be 1211 x 5 or 6055. This amounts to an excess of 695 S.S.E. Table 4.6 displays the S.S.E. for each year. Table 4.6. S.S.E. S.S.E. Required S.S.E. Required S.S.E. Year (6 Hour Day) (5 Hour Day) Available 1980 7266 6055 6820 1981 7014 3845 6547 1982 6534 5445 6130 1983 6312 5260 6848 Even though the S.S.E. is a gross estimate of the model's ability to accommodate the student body, it does prove that the model will not provide for a six hour day for each student. The model may be able to provide for five hours per day for each student. The model must also be analyzed in terms of how well the various academic needs of the student body could be met. In the elective areas of Business, Art, Music, Industrial Arts, Spanish, HomeEconomics, and Physical Education there have been no reductions, so students' needs would be met as well as they are in the present curriculum. The Mathe- matics department would offer a more limited selection of classes for the student who is not planning to go to college. Advanced Science students would have fewer courses available. The most severe changes would occur in English and Social Studies. The model would provide 64 very little variety in these areas, and to a certain extent how well students' needs are met would depend on the provisions made by the in- dividual teachers. If the extra teachers were used to supervise well planned independent study or walkabout programs, then the model could better provide for individual needs. The implementation of the model would involve some staff trans- fers. These are displayed in Table 4.7. Table 4.7. Staff Transfers for the Standard Curriculum Model Teachers Lost Due Teachers Transferred Teachers Transferred Year to Low Seniority out of Kettering_ into Kettering 1980 1 4/5 Bio/Chem 2 English 1 4/5 Science (pro- 1 Mathematics 1 Social Studies bably from a 1 English junior high) 1981 1 English 1 Alternative Educa- 1 English tion with Social Studies certifica- tion 1982 1 Science (Bio/Chem) 1 Mathematics 1 English 1983 1 Alternative Educa- tion with Social Studies certifica- tion Since most of the teachers who are transferred frOm the high schools will go to junior high schools, the junior highs could receive more Social Studies teachers, even though they have no need for addi- tional Social Studies teachers. English teachers would also be trans- ferred to the junior highs. There is some need for English teachers 65 in grades 7-9, but if each high school transferred two or three English teachers to the junior highs, an over-supply could result. Within Kettering there would be only one instance when a class section would be taught by a teacher without a major in the content area. It should be noted that if this model were applied at Mott High School, all of the Physics and Physical Science classes would be taught by 8 Mathematics teacher. The model would require no changes of the building facilities, but would result in excess space because fewer classes would be offered. If students take classes at local colleges, plans would have to be made for transporting the students. Whose responsibility would it be? The school district's? The students'? Or the parents'? In all other cases, there would be no changes in transportation needs. The researcher can only hypothesize as to the community reactions to the model. Undoubtedly there would be some displeasure because of the severe course reductions. Many parents would be pleased, however, that the Industrial Arts program and Business courses remain because they know these courses prepare students for the job market. Job skills are highly valued in the community. The English,_Social Studies Core Description of the Model In this model all tenth and eleventh graders are enrolled in a two-hour English-Social Studies block. Each block has two English and one Social Studies teachers and ninety students. Eleventh and tenth graders are mixed in the blocks. The students remain in the same block for two years, and the teachers plan a two-year English-Social 66 Studies program for their students. Teachers are free to group students in any way during the two-hour period. If two blocks meet during the same period, they can merge to form one large block. Twelfth graders are required to take one semester of twelfth grade English and one semester of Government. If there is room in the tenth- eleventh grade block, twelfth graders can sign up for a third year of block. All tenth graders are required to take one semester of Speech and one semester of Physical Education. Students have several options in Mathematics. Advanced students take an Advanced Math Team. This is a one-hour program taught by four teachers. One hundred twenty students are in each of these teams which focus on Algebra 11, Math Analysis, Calculus, and Fortran. The teach- ing team groups the students and can use large lectures, small groups, and/or independent study. Students who want to improve practical Math skills can elect the one-hour Practical Math Team which concentrates on Math life skills and practical Geometry. This team consists of two teachers and approximately sixty students. Students can also elect tranditional Ty I, Ty II, Algebra I, Geometry, and Math Skills classes. In Science students can elect the traditional Earth Science, Physical Science, Biology, and 115 Biology classes. Advanced students can elect either a Chemistry-Physics team or the Advanced Placement Biology-Chemistry team. Each of these teams is taught by four teachers and has an enrollment of approximately 120 students. The teams are one-hour long, and, as in the Math teams, the teachers are free to schedule the students into large lectures, small groups, or indepen- dent study. All of the Chemistry-Physics students are scheduled into 67 the same advanced Math team, as are all the advanced Chemistry~and Bi- ology students. The Mathematics team is scheduled in the hour immedi- ately following the Science team, so Science and Math teachers can plan together if they so desire. All other content areas are the same as in the present curriculum. Rationale for Selection of the Model This model was selected because the English and Social Studies blocks could provide for more individual needs. The second reason for its selection was the possibility of increasing the number of course offereings in math and science by using team teaching. Simulation of the Model The researcher simulated the model for 1980, 1981, 1982, and 1983. All data for the simulation came from the district enrollment projec- tions and the course projections (Appendix E). In 198Q,Kettering's enrollment will be 1211, 404 tenth graders, 438 eleventh graders, and 375 twelfth graders. In order to accommodate the 842 eleventh and tenth graders, nine English/Social Studies blocks would be needed. Seven Speech classes, seven twelfth grade English classes, and seven Government classes would be required. This schedule involves ten English and five Social Studies teachers. Table 4.8 dis- plays a possible English-Social Studies schedule. The English teachers are numbered 1-10, and Social Studies teachers are labeled A-E. This schedule allows for a staff reduction of three English teach- ers and two and two-fifths Social Studies teachers. 68 Table 4.8. Sample Schedule for English and Social Studies in 1980. Hour Spgggh. Government 12th English 1 1,2,A 7,8,D 9,10 B,C,E 3,4,5,6 2 3,4,B E 9,10 3 1,2,A 7,8,D 5,6,C 4 3,4,B 5 5,6,C 9,10,E 1,2 A 6 7 D 8 During 1980, no other changes would be made because more time would be required to plan for Mathematics and Science. Table 4.9 dis- plays the data for 1980. In 1981 Kettering's total enrollment is projected to be 1169, 416 tenth graders, 378 eleventh graders, and 375 twelfth graders. There would be no need to change the English-Social Studies program. Thus, no staff reductions could be made. In Mathematics, the team programs would begin. There would be 258 students in Algebra 11, Math, Analysis, and Calculus, so two teams of 129 students and four teachers would be needed. This is slightly over contract class size, but one of the extra teachers could aid in the teams. Projections show that there would be sixty—five Life Skills and Practical Geometry students. One team of two teachers could accom- modate these students. One of the extra teachers could aid in this team. Data also show that the following additional sections will be needed: 69 Table 4.9. 1980 Simulation Teachers, Class Sections and Staff Reductions Number of Number of Number of Staff Content Area Teachers Sections Reductions Alternative Education 2 0 0 Art 2 10 0 Business 3 4/5 19 0 English 10 9 blocks 3 14 other sections Spanish 1 5 0 Home Economics 1 4/5 9 0 Industrial Arts 5 3/5 28 0 Mathematics 6 29 0 Instrumental Music 1/5 1 0 Vocal Music 3/5 15 0 Science 5 25 0 Social Studies 5 9 blocks 2 2/5 7 other sections TOTAL STAFF REDUCTIONS 5 2/5 There are 2 2/5 extra teachers 2 Algebra Ty I 3 Algebra Ty II 2 Algebra I 3 Math Skills __5 Geometry 15 TOTAL Each advanced team is the equivalent of four sections, and the practical team is equivalent to two sections; therefore, there would be 70 ten sections of teams. The total number of sections would be twenty- five. This would require five teachers, allowing a reduction of one teacher. In 1981, one of the alternative education teachers would also be cut. No other changes would be made. the 1981 simulation. Table 4.10. 1981 Simulation Teachers, Class Sections and Staff Reductions Table 4.10 displays the data for Content Area Alternative Education Art Business English Spanish Home Economics Industrial Arts Mathematics Instrumental Music Vocal Music Physical Education Science Social Studies Number of Teachers 1 2 3 4/5 10 l 1 4/5 5 3/5 5 1/5 3/5 3 1/5 5 5 Number of Sections 0 10 19 9 blocks 14 other sections 5 9 28 25 1 3 14 24 9 blocks 7 other sections Number of Staff Reductions l 0 TOTAL STAFF REDUCTIONS: 2 One extra teacher (not including the extras used in Math blocks) 71 By 1982, Kettering's enrollment is projected to drop to 1089. At this time, there will be 375 tenth graders, 390 eleventh graders, and 327 twelfth graders. The 765 tenth and eleventh graders can be accom- modated by nine blocks. The 324 twelfth graders require six sections of English and Government each semester. This results in only two fewer sections, so no teachers can be cut. In 1982, it has been projected that 240 students will be enrolled in Algebra 11, Math Analysis, and Calculus, so two advanced Math teams will be required. Projections show a total of sixty-four Life Skills and Practical Geometry students or one Practical Math team. These ad- ditional sections would be included: 2 Algebra Ty I 4 Geometry 3 Algebra Ty II 2 Algebra I ._3_Math Skills 14 TOTAL The blocks count as ten sections resulting in a total of twenty- four sections. There would be five Math teachers. This is one-fifth more than required. This extra person would aid in the Practical team because of its large enrollment. In 1982, the Science teams would begin. Projections show there will be 130 students in Chemistry and Physics. These students and four teachers would make up one one-hour team. 139 students have been pro— jected to take Advanced Chemistry and Biology. These students and four teachers would make up the second one-hour team. In addition, the following sections would be offered: 1 Earth Science 1 Physical Science 7 Biology _1_115 Biology 10 TOTAL 72 The two teams are the equivalent of eight sections. Thus, there would be eighteen sections in the Science department. By cutting one teacher, four would remain creating an excess of two-fifths' teacher. This teacher would work in the two advanced teams because their enroll- ments are high. In 1982, one Alternative Education teacher would also be cut. No other changes would be made. Table 4.11 displays the simulation data for 1982. In 1983 Kettering's enrollment has been projected to be 367 tenth graders, 351 eleventh graders, and 334 twelfth graders, or a total of 1052 students. At this point, one of the English-Social Studies blocks can be drOpped, as well as one of the sections of speech. This results in the following number of sections: 8 blocks of ninety tenth and eleventh graders ‘6 Government 6 Speech 6 twelfth grade English This set of classes can be scheduled with nine English and five Social Studies teachers. Table 4.12 displays a possible teacher schedule. Teachers 1-9 are English, and A—E are Social Studies. This would leave one-fifth English and two-fifths Social Studies teachers free to teach something else. In Mathematics, 232 students have been projected to be in Algebra II, Math Analysis, and Calculus. These students would form two advanced Math teams. The sixty-two Life Skills and Practical Geometry students would make one practical team. In addition, the following sections would be needed: 73 Table 4.11. 1982 Simulation Teachers Class Sections and Staff Reductions Number of Number of Content Area Teachers Sections Alternative Education 0 0 Art 2 10 Business 3 4/5 19 English 9 blocks 13 other sections Spanish 1 4 Home Economics 1 4/5 9 Industrial Arts 5 3/5 26 Mathematics 5 24 Instrumental Music 1/5 1 Vocal Music 3/5 3 Physical Education 3 1/5 13 Science 18 4 Social Studies 5 . 9 blocks 6 other sections Number of Staff Reductions l 0 1 1/5 extra teachers (not including those extras aiding in Math and Science blocks) 74 Table 4.12. Sample Schedule for English and Social Studies in 1983 H225 Speech 12th English Government 1 1,2A 3,4 B 2 5,6C 7,8 D,E 3 1,2A 3,4B 7,8D 9 E 4 5,6C 9 E 5 7,8D 3,4B 1,2 9 A 6 5,6 9 2 Algebra Ty I 4 Geometry 2 Algebra Ty II 2 Algebra I §_Math Skills 13 TOTAL The teams total ten sections, so the Math department would be offering twenty-three sections. No teachers would be cut, but the two-fifths extra teacher would teach in the Science teams. This would be a Mathe- matics teacher with Science minor. In Science, 126 Physics and Chemistry students would make up one advanced team, and 135 advanced Chemistry and Biology students would make up the other. Because these teams are large, one of the extra teachers would serve as an aide. The following additional sections would be required: 1 Earth Science 1 Physical Science 6 Biology 1_IIS Biology 9 TOTAL The two teams are equivalent to eight sections. The total number of Science sections would be seventeen. One teacher would be cut. This 75 would leave three Science teachers and the two-fifths Science minor from the Math department. simulation. Table 4.13. Table 4.13 displays the data for the 1983 1983 Simulation Teachers, Class Sections and Staff Reductions Number of Content Area Teachers Alternative Education 0 Art 2 Business 3 4/5 English 9 Spanish 1 Home Economics 1 4/5 Industrial Arts 5 3/5 Instrumental Music 1/5 Vocal Music 3/5 Physical Education 3 1/5 Science 3 Social Studies 5 1 2/5 extra teachers (not including Number of Staff Reductions Number of Sections 0 10 19 8 blocks 1 12 other sections 4 9 23 l 13 17 l 17 l 8 blocks 6 other sections TOTAL STAFF REDUCTIONS: 3 those aiding in the teams) 76 Analysis of the Model In order to determine whether or not the model could accommodate the total student body, S.S.E. were calculated for each year. In 1980, the S.S.E. available from the model would be: Art 10 x 25 a 250 Business 19 x 27 = 513 Spanish 5 x 29 = 145 Home Economics 9 x 29 = 261 Industrial Arts 28 x 25 = 700 Mathematics 29 x 29 = 696 Instrumental Music 1 x 114 = 114 Vocal Music 3 x: 40 = 120 Physical Education 15 x 50 = 750 Science 25 x 29 = 725 Blocks 9 x 180 = 1620 English classes 14 x 27 = 378 Social Studies 7 x 29 = 203 classes Extra teachers 12 x 25 = 300 TOTAL: 6775 In 1981, the S.S.E. available from the model would be: Art 10 x 25 = 250 Business 19 x 27 = 513 Spanish 5 x 29 = 145 Home Economics 9 x 29 = 261 Industrial Arts 28 x 25 = 700 77 Mathematics classes 15 x 29 - 435 Advanced teams 2 x 129 = 258 Practical team 1 x 65 = 65 Instrumental Music 1 x 114 = 114 Vocal Music. 3 x 40 = 120 Physical Education 14 x 5 = 700 Science 24 x 29 = 696 English-Social 9 x 180 = 1620 Studies blocks English classes 14 x 27 - 378 Social Studies 7 x 29 = 203 classes Extra teachers 5 x 25 = 125 TOTAL: 6583 In 1982, the S.S.E. available from the model would be: Art 10 x 25 = 250 Business 19 x 27 = 513 Spanish 4 x 29 = 116 Home Economics 9 x 29 = 261 Industrial Arts 26 x 25 = 650 Mathematics classes 14 x 29 = 406 Advanced teams 2 x 120 = 240 Practical team 1 x 64 = 64 Instrumental Music 1 x 114 = 114 Vocal Music 3 x 40 = 120 Physical Education 13 x 50 = 650 Science 1 x 269 a 269 Science classes 10 x 29 = 290 78 English—Social 9 x 180 - 1620 Studies block English classes 13 x 27 = 351 Social Studies 6 x 29 = 174 classes Extra teachers 6 x 25 = 150 TOTAL: 6238 In 1983, the S.S.E. available would be: Art 10 x 25 = 250 Business 19 x 27 = 513 Spanish 4 x 29 = 116 Home Economics 9 x 29 = 261 Industrial Arts 26 x 25 = 650 Mathematics classes 13 x 29 = 377 Advanced team 1 x 232 = 232 Practical team 1 x 62 = 62 Instrumental Music 1 x 114 = 114 Vocal Music 3 x 40 = 120 Physical Education 13 x 50 = 650 Science team 1 x 261 = 261 Science classes 9 x 29 = 261 English-Social 8 x 180 = 1440 Studies block English classes 12 x 27 = 324 Social Studies 6 x 29 — 174 classes Extra teachers 7 x 25 = 175 W TOTAL: 5980 Table 4.14 displays the S.S.E. data for 1980-1983. 79 Table 4.14. S.S.E. Required and Available l980~1983 S.S.E. Needed S.S.E. Needed S.S.E. 3235 for a 6 Hour Day for a 5 Hour Day Available 1980 7266 6055 6775 1981 7014 5845 6583 1982 6534 5445 6238 1983 6312 5260 5980 According to the S.S.E. estimates, the model would not allow all of the students to take six classes. It may be possible for all of the students to take five classes. This model would be able to meet most of the needs of the student . body. In Mathematics and Science, the student would have the same choices as in the present curriculum. The other elective areas would also be the same. In English and Social Studies, the creativity of the block teachers would determine how well students' needs would be met. If the extra teachers provided quality independent study or other pro- grams, even more needs could be met. The model does require some teacher transfers. These are displayed in Table 4.15. These transfers amount to a total staff reduction of ten and two- fifths. Kettering needs to cut eleven teachers. This could be accom- plished by cutting three-fifths of a counselor in 1982. This counselor could be shared with Township, where one counselor is lost due to low seniority. 80 Table 4.15. Staff Transfers for the MOdel Year 1980 1981 1982 1983 Lost Due to Low Seniority 1 4/5 Bio/Chem 1 Mathematics 1 English out of Ketteripg Transferred Transferred into Ketteripg 2 2 English 1 4/5 Bio/Chem 2/5 Social 1 Mathematics Studies (with Science minor) Alternative Edu- 1 English cation (Social Studies) Mathematics Alternative Edu— cation (Social Studies) English Science There are some cases each year from 1981 to 1983 where teachers must work in a Math or Science team even though they are not certified in either area. class sizes are large. These teachers would serve primarily as aides because This would allow these teachers on-the-job op- portunities to learn to teach new subjects. Then, if they enjoyed the experience, they could take some university courses and earn new areas of certification. In 1983, a Mathematics teacher must teach on a Science team. As indicated in Table 4.15, a Math teacher with Science minor was trans- ferred to Kettering in 1980. (There are several such teachers in the junior high.) This teacher would have three years to improve skills 81 and prepare for the new teaching assignment. Also, because of the team teaching, s/he could receive additional help during the year. As in the model described previously, the transfers required for this model could flood the junior highs with English and Social Studies teachers. The junior highs would receive none of the Spanish or Indus- trial Arts teachers that they need. A very important part of this model is teacher team work. In- service time would be needed to plan blocks and Science and Math teams. Without team work, the model would not work. There would be no major changes of building facilities. Block and team teachers would, however, need to be assigned to neighboring rooms. There would be no need for additional transportation, except in the case of students involved in special independent study programs or those who only take five classes. When cases such as these occur in the present curriculum, it is the students' responsibility to provide trans- portation. This policy could be used in the new model. Community reaction to the model would probably be mixed. Some par- ents would be pleased that the advanced Math and Science classes could continue and the elective programs would be left intact. Some parents, however, may feel that the model is too different or innovative. Modified Magnet Model Description of the Model In this model students take the majority of their classes in their regular schools, but then may have to travel to another high school for certain speciality courses. Table 4.16 displays those special programs that are only taught at a central location. 82 Table 4.16. Location of Speciality Courses Program School Advanced Mathematics Kettering Advanced Science Kettering Performing Arts Mott Health Occupations Mott Advanced Woodwork Mott, Kettering Trade and Industry Township Secretarial Township Vocational Automechanics . Mott Foreign Languages Kettering, Township Economics Kettering, Mott All other areas remain the same at each school. Rationale for Selecting the Model Variations of the model have proved successful in other districts. Also, the district under study has already tried some magnet programs. These programs have eliminated some of the small classes and teacher shortages. For these reasons this model was selected. Simulation of the Model Industrial Arts classes have been scheduled so the following changes must be made: 1. Machine wood (an advanced woodworking class) was dropped at Township and the students bussed to either Kettering or Mott. Because this involved only twenty students from Township, Mott and Kettering did not need to add any classes. 83 2. All Trade and Industry students from Kettering and Mott will take the T & I co—Op at Township. This requires Township to add one section of T & I co—op. 3. Vocational Automechanics and Automotive Industrial are the same class. They will be combined and taught at Mott. Student enrollment requies two sections. Tables 4.17 displays the number of sections needed in each of the three schools. Table‘4.18 shows the total number of sections needed for the modi- fied magnet Industrial Arts program. The total 1979 sections are dis- played for comparison. In 1978, eighteen teachers were needed. By using the magnet model and sharing teachers, one teacher could be cut in 1980 and one in 1983. No class sections would be cut. All Math Analysis and Calculus classes are scheduled for Kettering. Mott and Township drOp these classes, and Kettering adds sections to ac- commodate the transferred students. Table‘4.l9 displays the number of students in these classes and the needed number of sections. During 1980, the class sizes are large, but because these are ad- vanced classes this should be no problem. Table 4.20 displays the num- ber of Math sections needed at each high school. The total number of sections needed and the equivalent number of teachers are displayed in Table 14.21. Data for 1979 is shown for com- parison purposes. By sharing teachers, two teachers could be cut in 1980, one in 1982 and one in 1983. Advanced placement Biology, Biology 11, advanced placement Chemis- try, and Physics are dropped at Mott and Township and offered only at 84 Table 4.17. Number of Sections Needed for Modified Magnet KETTERING Black and White Photography 3 3 3 3 Vocational Photography* 1 l l 1 Automotive Mechanics 5 5 4 4 Engineering Drawing 1 1 1 1 Elementary Drafting 2 2 2 2 Architectural Drafting l 1 l 1 Trade and Industry* 0 O O 0 Fiberglass 2 2 2 2 Woodwork 4 4 4 3 Woodwork II 2 2 2 2 Metal WOrk 2 2 2 2 Automotive Mechanics II 1 l l 1 Electricity 1 1 1 1 Power Mechanics .;L _41 __l .41 26 26 25 24 * a two-hour course TOWNSHIP "“'—“ 9.9.82 9.9.8.1. 1.9.8.2 .1183 Sh Mathematics 1 l l 1 Drive Safely 3 3 3 3 Elementary Wood 2 2 2 2 Elementary Drafting l l l 1 Trade and Industry 1* 1* 1* 1* Auto Mechanics 3 3 3 2 85 Elementary Drafting** Vocational Drafting Trade and IndustryII Elementary Metal** Elementary Metal Small Engine Repair** Elementary Wood** Machine Woodwork** Vocational Automotive Small Engine Repair * combined with other classes ** a two-hour course MOTT Automotive Mechanics General Electricity Drafting Cabinet Making Construction Process Electricity I Electricity 4 Electricity 2 Vocational Drafting Vocational Automotive Vocational Welding Trade and Industry 1* 29 1980 5 2 1* 1* 1981 5 2 1* 1* 1982 1* 1* 1* 12?}. 1* 1* 86 Developmental Co-Op AM 2 2 2 2 Developmental Co-op PM 2 2 2 2 Automotive Mechanics 11 ‘_Q ._Q ‘_Q ._Q 30 30 3O 28 * combined with other sections Table 4.18. Number of Industrial Arts Sections 1979 1980 1981 1982 1983 Number of Sections 90 85 85 84 80 Teachers Needed . 18 17 17 16 4/5 16 Table 4.19. Mathematics 9.9.9.288. l‘fiflliéllzflyfl Math Analysis Enrollment 220 196 185 178 Number of Sections 7 7 7 6 Calculus Enrollment 68 61 56 57 Number of Sections 2 2 2 2 Table 4.20. Number of Math Sections for Modified Magnet KETTERING Algebra Ty'I 2 2 2 2 Algebra II 5 5 5 5 Practical Geometry l 1 l 0 Fortran l l l 0 87 Calculus 2 2 2 2 Geometry 5 5 4 4 Algebra Ty II 3 3 3 2 Math Analysis 7 7 6 6 Math Life 2 2 2 1 Algebra I 2 2 2 2 Math Skills ._3 ._3 '_3 ._3 33 33 31 27 M91: Math Skills 4 4 3 3 Algebra Ty 2 3 3 3 3 Algebra II 4 4 4 4 Geometry 5 5 5 4 Practical Geometry l l l 0 Algebra I __2 ._2 ‘_2 __2 19 19 18 16 TOWNSHIP Geometry 6 6 5 5 Math Skills 3 3 3 3 Algebra Ty I 1 1 1 1 Algebra II 5 5 4 4 Algebra Ty II 2 2 2 2 Business Math 1 1 l 1 Algebra I 3 3 3 3 Practical Geometry _Q _Q _0_ _1* 21 21 19 20 * In 1983, Practical Geometry will be moved to Township. This program fits with the Industrial Arts program. 88 Table 4.21. 1979 1980 1981 1982 1983 Number of Sections 84 73 73 68 63 Number of Teachers 16 4/5 14 3/5 14 3/5 13 3/5 12 3/5 Kettering. Table 4.22 displays the total enrollment and number of sec- tions needed for these classes. Table 4-22 Advanced placement Biology enrollment 90 77 69 69 Number of sections 3 3 3 3 Biology 11 147 133 124 119 Number of sections 5 5 4 4 Advanced placement Chemistry 49 41 39 37 enrollment Number of sections 2 2 2 2 Physics enrollment 172 168 156 152 Number of sections 6 6 5 5 Table 4.23 displays the number of sections of Science offered at each of the high schools. Table 4.24 displays the number of sections and teachers needed for all high school Science programs in the district magnet plan. Data for 1979 are displayed for comparison purposes. By sharing teachers and using the magnet model, one Science teach- er could be cut in 1980, one in 1982, and one in 1983. 89 Table 4-23- Number of Science Sections £931 wuuug-zw; Biology 7 7 7 6 115 Biology 1 l 1 1 Chemistry 4 4 3 3 Physical Science 1 1 1 1 Environmental Science 1 l l 1 Health/Family __2 _4g __2 ._2 16 16 14 14 TOWNSHIP Chemistry 5 5 4 4 Electronics 3 3 3 2 Biology 9 8 8 7 Health 1 1 1 1 Physical Science _i; _J; .1; _42 20 19 18 16 KETTERING Advanced placement Biology 3 3 3 3 Physics 6 6 5 5 Earth Science 1 1 1 1 Physical Science 1 1 1 1 Biology 7 7 7 6 Biology 11 5 5 4 4 Chemistry 4 4 4 3 90 Advanced placement Chemistry 2 2 2 2 I15 Biology _1 _1_ _1_ _1 30 30 29 27 Table 4.24. Teachers and Sections for Science 1979 1980 1981 1982 1983 Number of Sections 71 66 65 61 56 Number of Teachers 14 1/5 13 1/5 13 12 1/5 11 1/5 Mott would become the center for Performing Arts and advanced Speech classes. Kettering and Township would no longer offer radio classes, Theater Arts or Debate. Students would travel to Mott for these classes. Table 4.25 displays the number of sections that would be needed for the English program. In 1983, these changes would accom- modate all but thirteen of the Performing Arts students and seven of the radio students. This will improve as the enrollment declines. The total sections and number of teachers are displayed in Table 4.26. By using the magnet, one teacher can be cut in 1980, 1981, and 1982. This would result in two-fifths extra teachers in 1980 and two- fifths too few teachers in 1981. In 1983 there would be a surplus of two-fifths teachers. In 1981 two classes would need to be cut pre- ferably one from one high school and.one from another. In Social Studies, two changes have been made. First, Economics will no longer be offered at Township. These students can go to either Mott or Kettering. The second change involves School Services. In 91 Table 4.25. English Sections for Magnet Plan KETTERING —""‘ 12.8.9 mi .1212. 12313. Creative Writing 2 2 2 2 United States Literature 3 3 3 3 Debate 0 0 0 0 Independent Reading 2 2 2 2 Mythology/Folklore 2 2 2 2 Introduction to Literature 7 7 6 6 Seminar in Ideas 2 2 2 2 Research Seminar 2 2 2 2 Year Book 1 l 1 1 Arranging Compositions 5 4 4 4 American Literature 1900's 1 1 l 1 Contemporary American Literature 2 2 2 2 Advance Placement English 1 1 1 1 Study Skills 2 2 2 2 Literary Explorations 2 2 2 2 Discovering Composition 5 5 4 4 Developmental Reading 3 3 3 3 Expository Writing 2 2 2 2 English Grammar 2 2 2 2 Business English 2 2 2 1* Advanced English' 1 l 1 1 Play Production 0 0 0 0 Mass Media 2 2 2 2 Speech 8 8 7 7 92 Introduction to Radio 0 0 0 0 Radio Production “9_ _9. _Q_ ._Q 59 58 55 54 * Any extra students can take this at Township in the Business Dept. £91: Reading 1 l 1 1 Reading Improvement 4 4 4 4 Basic Writing 3 3 3 3 English Literature 1 l 1 1 Year Book 2 2 2 2 Speed Reading 4 4 4 4 Humanities l 1 1 1 Shakespeare l 1 1 1 Short Fiction 3 3 3 3 Speech 7 7 7 7 Grammar/English 6 6 5 . 5 Grammar Basic Writing 5 5 5 5 Advanced Composition 2 2 2 2 American Literature 1 l 1 1 Theater Arts 2 2 2 2 Creative Writing 3 3 3 3 English Literature 1 1 1 1 Science Fiction 1 l 1 1 1 College Board Reasoning 3 3 3 3 Mass Thinking 3 3 3 3 Special Projects in Speech 6 6 5 5 93 Debate Introduction to Broadcasting Reading Activities School Activities TOWNSHIP Language Skills Speech Descriptive Writing Mass Media Publication Newspaper College Skills Mythology Reading Development REading Government Reading United States History College Composition Performing Arts Debate Major World Authors Major American Authors Year Book Technical Writing Short Stories Satire 64 14 94 Science Fiction 2 2 2 2 Detective/Mysteries _12 ._2 __2 __2 52 52 520 48 Table 4.26. English Sections and Teachers 1979 1980 1981 1982 1983 Number of Sections 182 175 174 167 164 Numbers of Teachers Needed 36 2/5 35 34 4/5 33 2/5 32 4/5 this class the students work in the school, but there is no actual classroom experience. In 1979 some of these sections were combined with other sections. Table 4.27 displays the number of sections of Social Studies needed for the magnet plan. Leadership and Man and World have been cut during those years when there would be an insufficient number of teachers. Table 4.28 displays the total number of sections and teachers needed for Social Studies. This would allow a reduction of one Social Studies teacher in 1980, 1981, and 1982. There would be an excess of three-fifths of a teacher in 1983. Possibly some new sections could be offered. The Business (Secretarial) magnet would not begin until 1982. At that time, all of the Secretarial courses would be offered at Township. The changes would involve the following classes: Shorthand, Shorthand II, Clerical Office Block, Clerical Office Training, Office Co-op Semi- nar, and Office Co-op. Business Machines would be dropped because the skills taught in this class are repeated in other classes. 95 Table 4.27. Social Studies Sections for the Magnet Model KETTERING Government United States History Western Society General Psychology Sociology World Geography Leadership Economics MOTT United States History Government American History Black History Man and World Sociology Student Government United States Government Economics Psychology School Service 1980 u..— 9 14 37 12 12 5* 37 1981 8 13 35 12 ll 1 5* 36 * All of these sections are combined with others. _1.2§_2_ 7 13 33 12 11 5* 36 1983 7 12 32 11 11 5* 35 96 TOWNSHIP United States History 15 14 13 13 World Geography 1 l 1 1 Western Civilizations 6 6 5 5 Anthropology l l 1 1 Social Problems 5 5 5 4 Student Government 1 1 1 1 Reading Government 1 l l 1 Reading United States History 1 1 1 1 School Service 5* 5* 4* 4* Government 7 7 6 6 Psychology 1 l l 1 Economics 0 0 0 0 39 38 35 34 * All of these sections are combined with other sections. Table 4.28. Social Studies Sections, Magnet Plan 1979 1980 1981 1982 1983 Number of Sections 118 113 108 103 100 Number of Teachers 23 3/5 22 3/5 21 3/5 20 3/5 20 In 1982, these classes will have the following enrollments: Shorthand 69 Shorthand II 21 (two hour classes) Clerical Office Block 68 (two hour classes) Office Co—op Seminar 48 Office CO-Op 89 (two hour classes) Clerical Office Training 37 97 Some of these classes would be combined as shown below: Shorthand I two sections Shorthand II and Shorthand I one section Clerical Office Block two sections *Clerical Office Block and one section Clerical Office Training Office Co-op Seminar two sections **Office Co-op two sections * This would involve two different groups of training students, nine- teen in the first hour and eighteen in the second. ** These class sizes are large, but there is no classroom expereince involved. All of the course is on-the=job training. In 1979 the co-op class enrollment was also high. ‘Table 4.29 displays the total number of sections and teachers needed for Business. Table 4.30‘displays the total number of sections and teachers needed for the model. So, in 1982, two and two-fifths Business teachers can be cut. There would be one-fifth extra teacher in 1983, so either another class can be offered or one of the combination sections can be split. By 1982 the French program can be moved to Township. There will be 142 students according to projections. This is equivalent to one teacher. The enrollment breakdown would be: French I 69 French 11 52 French III 19 French IV 12 This would require the following sections: French I French I & II French II French III & IV Uflh‘h‘k‘hJ 98 Table 4u29. Sections of Business Classes for Magnet Model TOWNSHIP .1282. .1283 Typing I 3 3 Business Math 4 3 Accounting 3 3 Shorthand/Transcription 1 l Notehand 1 1 Computer Programming 2 2 Data Processing 1 1 Business Writing 2 2 Shorthand I 2 2 Student Store 3 3 Distributive Education 1 l Distributive Education Co-Op l l Typing II 1 1 Law 1 1 Clerical Office Block 3 3 Office Seminar 2 2 Office Co-op ._2 __2 39 38 KETTERING Bookkeeping 2 2 Clerical Office Block O 0 Data Processing 1 1 Clerical Office Training 0 0 Office Co-Op O O 99 Typing I 3 3 Shorthand 0 0 Notehand l 1 Office Machines 0 0 Distributive Education 1 1 Business Arithmetic l 1 Typing II 1 l Distributive Education Co-Op _1_ __1 11 11 M91: Office Co-Op 0 0 Accounting 2 2 Beginning Typing 2 2 Law 1 1 Intermediate Typing 2 2 Office Education 0 0 Clerical Office Block 0 0 Short Hand 0 0 Shorthand/Transcription O 0 Office Co—op Seminar 9_ .9 7 7 Table 4.30. 127.9. .1251; 1221. Number of Sections 69- 57 56 Number of Teachers 13 4/5 11 2/5 11 1/5 100 So the three-fifth's French teacher at Mott could be cut. By making similar changes, the Spanish program could be moved to Kettering and three—fifth's teacher cut. I In 1980, one Health Occupations' teacher will be laid off due to low seniority, so the Health Occupations will be moved to Mott. In 1979, the three teachers had the following schedule: Teacher 1 lst Health Co-op 1 2 students Nursing Aid Co-op 4 students 2nd Nursing Aid Skills 13 students 3rd Health Occupations Senior 19 students 4th N0 CLASSES 5th Health Co-op 14 students Nurse Aid Co-op 3 students Cosmetology 4 students Teacher 2 lst Health CO-Op 7 students* 2nd 3rd 4th Nurses Aid Senior 22 students Cosmetology 3 students 5th Health Occupations Senior 4 students* 6th Health Co-Op 13 students Nurses Aid 11 students* 101 Teacher 3 lat Health Co-op 8 students* 2nd Health Co-Op 8 students* 3rd Health Co-Op 7 students* 4th Cosmetology 4 students* 5th Ward Clerk 21 students 6th Health Co-Op 22 students * indicates classes that could accommodate extra students Teacher 1 is to be laid off, but her students can easily be moved to the classes of Teachers 2 and 3. The extra students could be moved into those sections with an asterisk (*). Other areas must make some staff reductions. In 1981, one Home Economics teacher will be cut. This will require no changes in the number of classes offered if the schools share teachers and all of the teacher aide sections are combined with other classes. This should be no problem because presently the three high schools do share some Home Economics teachers. Also, teacher aid is a course with no classroom experience. In 1979, most of these classes were already combined with others. In 1982, one Art teacher wouLfl be cut. If the schools share teachers, this will mean each school will have to cut only one or two sections of Art. A similar situation occurs in Physical Education. Analysis of the Mbdel In order to determine the approximate number of students the model could accommodate, the number of students was totaled for 1980, 1981, 1982, and 1983. This is a total including all three high schools. 102 Then the number of teachers was totaled for 1980, 1981, 1982, and 1983. Table 4.33 displays this information. Table 4-31- 1282 .1281 1282 1922 Art 7 2/5 7 2/5 6 2/5 6 2/5 Business 14 4/5 14 4/5 12 2/5 12 2/5 English 35 2/5 34 2/5 33 2/5 33 2/5 French 1 3/5 1 3/5 1 1 Spanish 1 3/5 1 3/5 1 3/5 1 Home Economics 6 5 5 5 Industrial Arts 18 18 18 17 Math 13 4/5 13 4/5 12 4/5 12 4/5 Instrumental Music 3/5 3/5 3/5 3/5 Vocal Music 1 1 l 1 Physical Education 8 1/5 7 1/5 7 1/5 7 1/5 Science 14 1/5 14 1/5 13 1/5 12 1/5 Social Studies 22 3/5 21 3/5 20 3/5 20 3/5 Health Occupations 2 2 2 2 TOTAL: 147 1/5 143 1/5 135 1/5 . 131 3/5 The district figures one teacher can contact 149 students, so for each year the number of teachers was multiplied by 149. In 1980, there will be 21, 932.8 student seat equivalents; in 1981, 21,336.8; in 1982, 20,144.8; and in 1983,19,608.4. The number of student seat equiva- lents needed each year was found by multiplying the total 10-12 102A enrollment by six (a six-hour day). By doing this calculation, it was found that 21,372 would be needed in 1980; 20,796 in 1981; 19,356 in 1982; and 18,702 in 1983. If classes could be filled to maximum, the model would accommodate the students. The model does require some teacher transfers. Table 4.32 dis- plays the teachers to be transferred. With this model, the junior high does gain back some of the Span- ish and Industrial Arts teachers it will lose. There is also a gain of two Math teachers for the junior high. In terms of meeting students' academic needs, this model does al- most as well as the 1979 curriculum. There would be a few less offer- ings in Art, Physical Education, English, and Social Studies in 1980 and 1981, but the enrollment will drop enough by 1982 to reinstate these classes in the curriculum. Building facilities could be a problem, especially at Kettering due to the increase in lab classes. This problem could be resolved by having classes share a lab and using a regular classroom when the lab is not needed. Transportation would be a major problem because both teachers and students would be changing schools. Transportation could cause a nega- tive community reaction to the model. Parents are aware that buses are not safe in inclement weather. They are also aware that students will miss five or ten minutes of a class when bussed to another school. The fact that there would be no severe reductions in any program would please many parents. 103 Table 4-32- Teacher Transfers for Magnet Model 1289 1 Science (2 4/5 laid off, 1 4/5 transferred from junior high) 1 Health Occupations (laid off) *2 Alternative Education 1 Physical Education (laid off) 1 English (2 laid off, transfer 1 from junior high) *1 Social Studies 1 Industrial Arts (laid off) 2 Math (I laid off, transfer 1 to junior high) 1281 *1 Physical Education *1 Home Economics *1 Social Studies 1 English (laid off) 1281 1 Math (laid off) *1 Science *2 2/5 Business *3/5 French 1 Counselor (laid off) *1 English *1 Social Studies *1 Art 104 .128; *1 Math *1 Science *3/5 Spanish *1 Industrial Arts *These teachers will go to the junior high. Interdisciplinary Model Description of the Model In this model all students are enrolled in a five-hour interdis- ciplinary block. Each block has three to five teachers and ninety to 150 students. The blocks focus on various themes, and students sign up for the theme that best fits their needs. Teachers then plan a curri— culum for the five-hour period of time. Students can take a course from a block other than their own if permission is granted from the teachers of both blocks. Students may also elect a sixth class from a list of electives, or they may take a shortened five-hour schedule. Rationale for Selecting the Model There are two reasons for the selection of this model. The re- searcher hypothesized that by grouping students into five-hour blocks, more courses could be offered by fewer teachers. Secondly, by using interdisciplinary blocks, teachers could work together to integrate the subjects and provide a more meaningful curriculum. Simulation of the Model 105 In 1980 the enrollment of 1211 students can be accommodated by eight blocks of approximately 151 students. Each block would have five teachers. Course enrollment projections show that the following blocks could be used: Block A Block B Block C Block D Block E Block F Teachers: Major Theme: Teachers: Major Theme: Teachers: Major Theme: Teachers: Major Theme: Teachers: Major Theme: Teachers: Major Theme: 1 Math, 2 Science, 1 English, 1 Social Studies Chemistry and Physics Advanced Mathematics 1 Math, 1 Science, 2 English, 1 Social Studies Biological Sciences (Advanced and Advanced Placement classes) 1 English, 1 2/5 Social Studies, 1 Science, 1 3/5 Home Economics Child DevelOpment, The Family, Biology and Chemistry as they apply to Home Economics will be included in the Science classes. 1 English, 1 Social Studies, 1 Math, 2 Industrial Arts Woodwork, Metal Shop, and Fiber- glass Practical Math skills, Algebra, and Geometry will be included 1 English, 1 Social Studies, 2 Business, 1 Math Secretarial skills, Bookkeeping, Math skills, Algebra, Geometry, Data Processing 2 English, 1 Social Studies, 1 Business, 1 Alternative Educa- tion Distributive Education, Business skills 106 Block G Teachers: 1 English, 1 Social Studies, 2 Industrial Arts, 1 Science Major Theme: Auto Mechanics, Trade and Industry Biology, Chemistry, Physical Science Block H Teachers: 1 English, 1 Math, 1 Art, 1 Indus- trial Arts, 1 Alternative Educa- tion Major Theme: Design, Graphics, Photography, Drafting, Math skills, Algebra, Geometry In each of the blocks, the English and Social Studies teachers would work to integrate their subjects with the major theme. Blocks A and B are primarily for the college bound student, so the appropriate English skills would be covered. In all blocks teachers would serve as counse- lors and help their students select learning activities that would be most beneficial. The scheduling of the blocks would be crucial, because it would be necessary to plan for the case when students may need to take a course outside of his/her block. Displayed below is a diagram of how blocks could be scheduled: First Hour Second Hour Third Hour Fourth Hour Fifth Hour Sixth Hour Blocks C and D have been scheduled for the same time period be- cause neither has both a Science and Math teacher. By scheduling them at the same time, students could take a Science or Math class even if their blocks did not offer any. In a similar way, blocks G and H have been scheduled for the same time. The two Business blocks are also 107 scheduled to allow students to take classes from either. Of course, the students who are members of a given block would be given first choice of any classes offered by their own block. Below are several examples of the types of courses a block could offer. The enrollment statistics used have been taken from the course enrollment projections (Appendix E). In Block A there are projected to be sixty-six Physics students and fifty advanced placement Chemistry students. Four of the advanced placement students will be in the block for only one hour, because they come from other high schools. So approximately fourty other Chemistry students could be included. It is not possible to determine the Math classes that these students would need or if they would be taking any Math at all, but it is known that all of the students would have taken Algebra I, a prerequisite for.Chemistry. For the purposes of the study, it was assumed that the teachers surveyed the students and found that fifteen needed Calculus, fifty—five Algebra II, forty Mathematical Analysis, and sixteen Geometry. Based on these data, the following schedule could be planned: Teachers Hour English Social Studies Science Science Math First Compos. Lecture Adv.Chem. Physics Math A* Second Sci. Fi. Indep. Study Adv.Chem. Physics Math A* Lecture MWF Indend. Reading TTh Third Compos. Lecture Ind.Study Physics Alg II* Fourth Sci. Fi. Indep. Study Chem.* Ind.Study Alg.II* (see above) 108 Fifth Compos. Lecture Chem.* Ind.Study Geo./ Calc. Geo. lecture MWF Calc. lecture TTh * Enrollment is low enough in these classes to allow students from other blocks to participate. By offering lecture sections of approximately forty students, this scheduel can provide for all of the students in the block. The English and Social Studies offerings would probably change every ten weeks. Block E would have twenty-one office co-op students, according to course enrollment projections. These twenty-one students would also be enrolled in a Clerical Office class. In addition there would be twenty- seven students needing Clerical Office Training and three who would be enrolled in a Clerical Office class, but not in co-op. The remainder of the block would be made up of students who wanted to take some Business courses, but who were not part of the Business program. They could be college bound, but not necessarily. Below is a sample schedule that could serve this block. Hour English Social Studies Math Business Business First Business Lecture Geom. Clerical Clerical English Class for Training Co-op two hours Second Compos. Business Law Algebra (see above) Typing Third Individualized Study Hour, English, Shorthand Book- Social Studies, and Math* keeping Fifth Compos. Business Law Data Co-op Book- Proces. keeping Sixth Business Lecture ' Math CO-Op Typing English Skills 109 * This class was set up so that the co-op students could work on Eng- lish, Social Studies, and Math during the one-hour when they are not in the Business program. Other students can take this, too. In addition to the blocks, the following elective sections would be offered: Content Area Number of Sections Art 5 Physical Education 16 Home Economics 1 Business 2 Spanish 5 Vocal Music 3 Band 1 The total model, including blocks and elective courses, requires the following teachers: Content Area Number of Teachers Mathematics 5 Science 5 English 10 Industrial Arts 5 Business 3 2/5 Social Studies 9 2/5 (2 were teaching in Alternative Education) Home Economics 1 4/5 Art 2 Physical Education 3 1/5 Spanish 1 110 Vocal Music 3/5 Band 1/5 The following staff reductions could be made: Content Area Number of Reductions Mathematics 1 English 3 Industrial Arts 3/5 Business 2/5 TOTAL: 5 In 1981 the total enrollment has been projected to be 1169. Be- cause there will be fewer students, the blocks can be reduced. There- fore, Block F was reduced to 120 students and four teachers. The Alter- native Education (Social Studies) teacher would be cut because there is another Social Studies teacher in the block. This block was selected to be reduced because there are only forty students who are involved directly in Distributive Education, so there is no need to have a large Distributive Education block. One counselor would also be cut from the staff. There should be less need for counseling services since all of the teachers in the block would counsel students. No other reductions would be made during 1981. This means the elective offerings would not change. In 1982 the enrollment is projected to drOp in 1089. At this time the size of the blocks could be reduced again. Block B could reduce one teacher because because the number of students in Advanced Biology classes is projected to decline significantly by this time. The Eng- 1ish teacher would be the logical choice for reduction because the block 111 has two. Block F could again be reduced. One of the English teachers would also be cut from this block. There would be a need to cut one elective teacher. This would probably be a Physical Education teacher, because projections show there will be a sizeable loss of Physical Education sections. Also there are 3 1/5 Physical Education teachers, and one or less teacher in all other elective areas. If the Physical Education teacher were cut, the number of Physical Education classes would drop by five. By 1983 the number of Physics and Chemistry students would drop sufficiently to allow a reduction of one Science teacher in Block A. No other teachers would be cut. So in 1983 the following blocks would make up the majority of the curricular offerings. Block A Teachers: 1 Math, 1 Science, 1 English, 1 Social Studies Students: 120 Major Theme: Chemistry and Physics Block B Teachers: 1 Math, 1 Science, 1 English, 1 Social Studies Students: 120 Major Theme: Biology Block C Teachers: 1 English, 1 2/5 Social Studies, 1 Science, 1 3/5 Home Economics Students: 150 Major Theme: Child Development and the family Block D Teachers: 1 English, 1 Social Studies, 1 Math, 2 Industrial Arts Students: 150 Major Theme: Woodwork, Metal Shop, and Fiberglass 112 Block E Teachers: 1 English, 1 Social Studies, 2 Business, 1 Mathematics Students: 150 Major Theme: Office and Clerical skills Block F Teachers: 1 English, 1 Social Studies, 1 Business Students: 90 Major Theme: Distributive Education Block G Teachers: 1 English, 1 Social Studies, 2 Industrial Arts, 1 Science Students: 150 Major Theme: Auto Mechanics and Trade and Industry Block H Teachers: 1 English, 1 Math, 1 Art, 1 Indus- trial Arts, 1 Alternative Education Students: 150 Major Theme: Photography, Drafting, Design, and Graphics Analysis of the Model The student seat equivalents were calculated for each year of the simulation. Table 4,33 displays the S.S.E. provided by the model and the S.S.E. required for a six—hour day for the entire student body. Table 4.33. Student Seat Equivalents for the Interdisciplinary Block Model and Those Required for a Six-Hour Day S.S.E. Required for S.S.E. Available 1335_ a Six-Hour Day from the Model 1980 7266 7448 1981 ' 7014 7238 1982 6534 6588 1983 6312 6403 113 Provided that the elective classes could be filled to capacity, the model could accommodate all of the students for a six-hour day. This model can provide for a wide variety of academic needs. Each block has a Social Studies and English teacher, so the student can eas- ily fulfill the district requirements. In addition the block teachers can plan their curriculum to meet the specific needs of the students. Because the model is scheduled in such a way that only the students from two teams are taking their electives during any one hour, the elec- tive teachers could work with the teams to offer electives that are specifically planned to meet the students' needs. The model does require some teacher transfers. These are outlined in Table 4.34. Table 4.34» 'Teacher Transfers for the Interdisciplinary Model Layoffs Due to Year Low Seniority Transfers out Transfers in 1980 1 4/5 Science 2 English 1 4/5 Science 1 Math 3/5 Industrial Arts 1 English 2/5 Business 1981 1 English 1 Alternative 1 English Education 1 Counselor 1982 2 English 1 Physical Education 1983 1 Science 114 The model does not transfer a large number of Social Studies teachers to the junior high. No teachers are required to teach out of their major areas. Within a block, however, the teachers could plan the curriculum in such a way as to allow a teacher to teach in an area ofther than his/her major.v For example: in the Physics/Chemistry block, a Mathematics teacher might offer a short course on Astronomy. Possibly this would be a hobby or special interest of the Math teacher. Teachers could always receive help or training from other teachers in the block. This model would require an increase in the amount of teacher planning time. Teacher in-service would be a must. The model would require no additional transportation or building facilities. It would require, however, that teachers in the same block would have classroom in the same area of the school. The model is very different from the present curriculum. This could raise some questions from the community. A community awareness program would be helpful to assure parents that their children would be receiving a quality education. CHAPTER V SUMMARY AND CONCLUSIONS The researcher's purpose was to investigate the impact of declin- ing enrollment on the high school curriculum. The researcher developed and tested a model for examining alternative solutions to the problem. The model consisted of two parts: projections of the future staff and student enrollment and simulations of alternative curriculum models. In 1979 the district's department of research and evaluation used the Cohort Survival technique to project the enrollment for each of the district's elementary and secondary schools. These projections and the fourth Friday class counts were used to project high school course en- rollments for the period from 1980 to 1983. The following formula was used to make these projections: projected current projected total enrollment course = course x enrollment enrollment present total enrollment Based on the class size policy outlined in the teachers' contract, the number of class sections needed for each course was projected. Then the projected enrollment and class sections were totaled for each of the current areas. By examining the projected number of sections for any given content area, it was possible to determine those areas that could best afford to cut staff. A drop of five sections was considered equivalent to a reduction of one staff member. It was found that the numbercfifsections 115 116 in any content area did not drop proportionately with the decline in students. 80, even though a content area lost 149 students, the equiva- lent of one teacher, it did not lose five class sections. By 1983, only six secondary teachers could be laid off without disrupting the curri- cular offerings. The number of necessary staff reductions was calculated by using the following formula: (decline in students) 149 # of staff to be cut = x 6 The number of necessary reductions was calculated for each of the se- condary schools for each of the years from 1980 to 1983. It was found that a total of twenty-seven staff reductions--twelve in 1980, seven in 1981, seven in 1982, and one in 1983--would be necessary. In order to project and analyze the future staff, the following background data were collected: the present number of high school teachers in each content area, the teachers teaching outside their ma- jor areas, the certification of each of the secondary teachers, and the age and seniority of each secondary teacher. Following the initial col- lection of data, all secondary teachers were placed in one of four cate- gories: (1) those hired after 1973, (2) those who turn sixty-five years old during the period of 1980-1983, (3) those who will be fifty- five to sixty-four years old during the period of the study, and (4) all others. There were no teachers in the second group, so all staff members who were cut came from the first group. According to senioritm those staff members to-be laid off were identified. By examining the future staff possible shortages in the areas of Science, Health Occupa- tions, Industrial Arts, and Mathematics were identified. There were 117 also possible shortages in Physical Education and Spanish. A teacher surplus in the area of Social Studies was noticed. It was also noted that the majority of low seniority teachers were assigned to the junior highs, indicating the need to transfer high school teachers to the jun- ior high. The information gained from the enrollment and staff projections was used to simulate four curriculum models: a standard curriculum, a core program, a modified magnet, and an interdisciplinary team. The following procedure was used for each of the simulations. First, the model was described. The description included courses offered, basic requirements, and the organization of the courses and staff. Then, based on the projected school enrollment and course enrollments, the number of courses and programs was determined. Then, the number and areas of certification of the staff members were determined. Each mo- del was then analyzed in terms of its ability to accommodate the stu- dent body. This evaluation was based on the number of student seats needed for a six-hour day. By multiplying the student enrollment by six, the minimum number of necessary student seats was determined. Then, the places available in the model were calculated by multiplying each class section by its class size and then totaling the seats. Ideally, the number of available student seats should have exceeded the number of necessary seats. Each model was also evaluated with respect to its ability to meet a wide variety of educational needs, the avail- ability of teachers to staff the model, the availability of suitable facilities, increased transportation, and possible community reaction. The standard curriculum model consisted of three required English courses, three required Social Studies courses, and a Speech class. The 118 English and Social Studies electives were eliminated. The number of of- ferings in Mathematics and Science was reduced by eliminating specialty classes with low enrollment and the most advanced placement classes. Elective classes in other areas were left unchanged. The model allowed a sufficient number of staff reductions, but it did not accommodate the entire student body for a six-hour day. There were sufficient student seats for a five-hour day. The model did not provide for the needs of advanced placement students, basic Mathematics students, or those in- terested in a variety of English classes. The model did, however, pro— vide for a variety of other needs, including Industrial Arts, Business, Art, and Physical Education. Some transferring of teachers was necessary, and this caused an increase in the number of Social Studies teachers in the junior high where there already were too many. There was only one high school teach- er who would teach in a minor area of certification, but for only one period per day. No major changes in building facilities would be necessary. The English-Social Studies core consisted of a required two-hour block in tenth and eleventh grade. Other requirements were one semes- ter of twelfth grade English, one semester of United States Government, and one semester of Speech. In this model the number of Science and Mathematics courses was not severely reduced, but some of the classes were to be team taught. The offerings in the elective areas remained unchanged. This model allowed for all necessary staff reductions, but it did not allow each student to take a six-hour day. The model provided for a variety of academic needs. 119 The core model required some teachers to teach outside of their ma- jor areas, but in all of these cases the teacher would be teamed with other teachers. The majority of teacher transfers involved moving Eng- lish and Social Studies teachers to the junior high. Facilities and transportation were not found to be a problem in this model. In the modified magnet model, students took the majority of their classes at their "home" schools and were transported to a central loca- tion for various specialty courses. On a district-wide basis, only five class sections were cut—-two English electives, two Social Studies electives, and Fortran. In this model, some teachers were shared by two schools. The modified magnet provided a sufficient number of student seats to accommodate all of the students for a six-hour day. There was also a wide variety of course offerings. No high school teachers were required to teach outside of their major areas, and the junior high did not receive an abundance of Social Studies teachers. Facilities and transportation were a definite draw— back to this model. Five-hour team-taught blocks were the basis for the interdisci- plinary model. The blocks focused on various themes. Each block con- sisted of three to five teachers and between ninety and 150 students. Each team of teachers was responsible for creating a curriculum for its block. Students were allowed to take elective classes when they were not in block. By using this model, it was possible to make all necessary staff reductions, and the students could still take a six-hour day. Because 120 the teachers planned a curriculum to meet the needs of their students, a wide variety of needs were met. No teachers were required to teach outside of their major areas. There was only one Social Studies teacher transferred to the junior high. There were no problems with transportation or allocation of building facilities. A considerable amount of necessary workshop time was one drawback. Conclusions 0n the basis of the findings, it is possible to draw the following conclusions: 1. Because the number of class sections in a content area does not drop proportionately with the enrollment, there is a need to drastically cut courses and/or reorganize the curriculum. 2. When seniority is used as the criterion for determining staff reduction, teacher shortages and oversupplies occur in several content areas. 3. Because of the North Central requirements for high school, the junior high receives teachers who must be placed in content areas other than those of their majors. 4. If the number of teachers' taking early retirement in- creases, then there is a possibility of fewer teacher shortages and oversupplies in certain content areas. 5. The mandated Special Education programs affect the teacher layoffs. 121 With respect to meeting a variety of educational needs and providing each student with a six-hour school day, interdisciplinary teams and sharing teachers between buildings are the most efficient ways to organize the staff. 7. The modified magnet and interdisciplinary team make less of a negative impact on the junior high staff. 8. The models that provide the most course offerings and the best staff organization are the most difficult implement. to 9. None of the models causes a substantial increase in the number of high school teachers who must teach out- side of their major areas. Implications of the Study Although the implications of the study are specific to trict to which it was applied, the findings and conclusions ferred to other similar school districts. The findings and imply that school districts faced with declining enrollment ganize the high school curriculum or drastically reduce the for students. School districts should investigate both the the dis- can be in- conclusions must reor- options possibili- ties of team-teaching and modified magnets. The implementation of either of these models requires careful planning. The model deve10ped in the study could be a useful tool. Time and money must also be pro- vided for staff in-service and training, if these alternatives are to be successful. 122 School districts must analyze their present staff and staffing needs. Plans should be made to provide opportunities for teachers to earn new certification. This must be done systematically so as not to create too many teachers in some areas. In the case that new teachers should be hired, school districts should look for applicants with double majorsmajors in the areas of greatest need. Districts must also begin to look for alternatives to the seniority system for staff layoffs. More emphasis should be placed on certification and contributions made to any curricular reorganization. A systematic evaluation program is another possible way to determine staff layoffs. When making plans for the high school curriculum and staff, the junior high must not be neglected. Care must be taken not to "dump" unneeded teachers in seventh and eighth grade positions. The study also has implications for universities and colleges. Un- dergraduate students must be advised as to the best areas of certifica- tion and encouraged to earn double majors. Universities should work with school districts to plan programs for teachers who would like to become certified in new areas. This program could be offered after school, on weekends, or in the summer so teachers would not have to interrupt their jobs. Higher education institutions could also provide curriculum consultants to help districts investigate alternatives, plan for the future, and implement new curriculum models. As stated previously, the team-taught model and magnet plan can provide the greatest number of student Options and cause the least negative effects on the junior high. These plans are also the most difficult and costly to implement. Because of the present financial conditions, many districts may hesitate to commit themselves to either 123 of these models. State and federal funding should be available for those districts planning any curriculum reorganization as a solution to the declining enrollment problem. Implications for Further Study The following study tOpics would be useful: 1. The replication of the study in another school district to discover if the curriculum models described can be useful in other districts. A study of present teaching staffs to determine the types of teacher recertification programs most needed. The development of computer software and trial schedul— ing of various curricum models. The develOpment and administration of a survey that would measure staff, community, and student attitudes toward the different curriculum models. An investigation to determine some alternatives to the seniority system as the major criteria for staff layoffs. A survey to determine the types of incentives that would encourage early retirement. A survey to determine the practices presently being used to solve the problems caused by declining high school en- rollment. In-depth interviews with leading curriculum authorities to explore other curriculum models that could be used to alleviate the problems caused by the decline. 124 These studies must begin soon, so school districts have time to benefit from their findings. Recommendations for the District under Study Because secondary staff layoffs must begin with the 1980-81 school year, the dsitrict must make decisions about the curriculum.immediately Several activities should precede these decisions. First, the curricu- lum models described in the study should be simulated for Mott and Township. Any other alternatives should also be simulated. Then, the upcoming district in—service days could be used to hear staff reactions to the various alternatives. Once a decision has been made as to the best alternative, new computer software can be developed and used to build the school schedules. Plans must also be made to determine any necessary changes in building facilities or tranSportation. The com- munity must also be informed and given a complete explanation of the new curriculum and the reasons for its selection. Reflections upon the Study Declining enrollment is a crisis for today's schools. In times of crisis, it is necessary for everyone involved to handle his/her respon- sibilities with commitment, care, and efficiency. Teachers and school administrators are responsible for delivering the best possible educa- tion to the student, even if that means some extra effort. The curri- culum models that are the most effective in terms of meeting student needs are not the easiest to implement. They will take time and money. A decision must be made. Are educators willing to make an initial per- sonal and financial investment to create a quality curriculum? Or is the easy way out better? The problem could be "solved" by offering 125 more large classes like study hall, Physical Education and Typing or by cutting all elective classes. If educators choose this solution, they deserve all the criticism they will received. It is easy to become pessimistic when reviewing the findings and conclusions of the study. Many teachers will lose jobs, and the district will lose their valuable expertise. Many teachers will be faced with learning to teach new subjects. The junior highs will be staffed with teachers who are unprepared to deal with the very special problems of teaching preadolescents. If the findings are analyzed in light of the Heitzeg study that states professional growth decreases with age, the situation looks even more dismal. Because it is counter productive to dwell on the negative, a bet- ter approach is to envision the most Optimistic outcome and then decide what must be accomplished to reach that end. It is clear that the best possible outcome would be an improved curriculum, a better teaching staff with increased knowledge and new skills, and more active teacher participation in curriculum planning. Whether or not this outcome is possible depends on whether or not everyone involved lives up to his/her responsibility. First, school administrators must make plans to systematically analyze the present curriculum and investigate possible alternatives. The model deve10ped in the study could be used for this purpose. Administrators should en- courage teachers to participate in this planning, and their suggestions should receive real consideration. Accurate communication of all de- cisions and progress is a primary reSponsibility. While completing the study, the researcher became convinced that rumors and misinformation only make the situation worse. 126 Once a curriculum model has been selected, a commitment must be made to teacher reeducation. Teachers will not only need to gain new subject expertise, but will also need new skills for teaching at dif- ferent grade levels. ApprOpriate courses and in-service will be needed. These courses must be conveniently scheduled, and teachers who partici- pate should be recognized. When planning teacher schedules, considera- tion should be given to those teachers who have been reassigned. They will be more successful if given a limited number of preparations and a permanent place to teach. Teachers, too, have responsibilities. Unfortunately, many teachers see a mandatory transfer to a new content area or the junior high as a "demotion." They then decide to "slide by" until retirement. A reas- signment can be seen, however, as an Opportunity for professional growth, a time to learn new skills, and gain knowledge. If teachers are truly professionals, then this is the only reasonable attitude. Those teachers who are fortunate enough to remain in their regular positions have an important part to play. By sharing lesson plans, learning activities and teaching techniques, these teachers can be valu- able resources. Thus far, the professional organization in the district under study has had a very limited involvement in looking for solutions to the prob- lem. Any organization that considers itself professional would want to be involved in the decision-making. The professional organizations are in a perfect position to search for alternatives to the seniority sys— tem. They could also plan needed in-service and use their power to convince state officials to devise new policies for school financing. 127 Institutions of higher education could offer a needed service if they would schedule a wider variety of classes in the late afternoon or evenings. Presently, there are many graduate education classes sched- uled at this time, but these are not as necessary as undergraduate Science, Mathematics, and Industrial Arts classes. Declining enrollment can be seen as an insolvable problem or an Opportunity for improvement and growth. If educators take this Oppor- tunity, they can begin an exciting adventure resulting in improved edu- cation. They can also prove to a sometimes critical clientele that they do have the knowledge and skills to solve the real problems of today's education. APPENDIX A NUMBER OF TEACHERS BY AGE NUMBER OF TEACHERS BY AGE 1% FREQUENCY 22 4 23 10 24 20 25 40 26 31 27 34 28 59 29 65 30 48 31 32 32 27 33 30 34 37 35 32 36 21 37 15 38 14 39 25 40 17 41 13 42 20 43 16 44 11 45 15 46 16 47 16 48 16 49 24 50 10 51 15 52 13 53 z. 54 13 55 9 56 7 57 1 58 4 59 8 60 _2 61 5 62 1 63 2 64 2 128 APPENDIX B WATERFORD SCHOOL DISTRICT ENROLLMENT HISTORY AND FORECASTS 7=O\U1$~UJNJP‘W I 0‘ 7-12 K—12 SpEd Adult Ed Other TOTAL WATERFORD SCHOOL DISTRICT ENROLLMENT HISTORY AND FORECASTS 129 74-75 75-76 76-77 77-78 78-79879-80 80-81 81-82 82-83 83-84 1210 1280 1184 1034 998 971 961 932 908 902 1149 1162 1241 1175 1006 972 946 936 908 884 1142 1148 1195 1212 1136 999 965 939 929 901 1171 1141 1139 1194 1176 1125 989 955 929 920 1199 1215 1156 1117 1174 1180 1129 993 959 933 1325 1202 1234 1159 1089 1173 1179 1128 991 958 1325 1333 1197 1235 1099 1076 1158 1165 1114 979 8521 8481 8345 8126 7678 7496 7327 7048 6738 6477 1478 1313 1332 1193 1212 1090 1067 1149 1155 1105 1448 1450 1281 1345 1156 1192 1073 1050 1131 1137 1433 1440 1422 1278 1325 1144 1180 1061 1039 1119 4359 4203 4035 3816 3693 3426 3320 3260 3325 3361 1438 1492 1476 1440 1304 1358 1172 1209 1088 1065 1336 1370 1433 1417 1369 1247 1298 1121 1156 1040 1273 1227 1181 1245 1205 1198 1091 1136 980 1011 4047 4089 4090 4102 3878 3803 3561 3466 3224 3116 8406 8292 8125 7918 7571 7229 6881 6726 6549 6477 16927 16773 16471 16044 15249 14725 14208 13774 13287 12954 802 800 800 800 800 800 339 285 285 285 285 285 55 55 55 55 55 55 17811 17856 17661 17166 16445 15865 15348 14914 14427 14094 APPENDIX C GRADUATION REQUIREMENTS WATERFORD SCHOOL DISTRICT GRADUATION REQUIREMENTS WATERFORD SCHOOL DISTRICT District Requirements Each student must earn: a minimum of fifteen credits one credit in Physical Education one credit in Mathematics (may be completed in ninth grade) onedhalf credit in Speech two and one-half credits in English two credits in Social Studies (one-half credit must be in United States Government) KetteringrRequirements Students must complete the Social Studies requirement by complet- ing United States History and either Shaping Western Society or World Geography. Mott Requirements Students must complete their Social Studies requirement by taking World History and United States History. Township Requirements Students must take United States History. Literature and Composi— tion must be taken as part of the English requirement. 130 APPENDIX D FROM WORKING CONDITIONS WATERFORD SCHOOL DISTRICT FROM WORKING CONDITIONS WATERFORD SCHOOL DISTRICT CLASS SIZE 1. The Association and the Board recognize that pupil/teacher ra- tio is one important aspect of a quality education program. The parties agree that class size should be lowered whenever practicable. The following are recognized as desirable: Elementary: Kindergarten, First and Second Grades 27 Pupils Third through Sixth Grades 29 Pupils Splits: Kindergarten, First, and Second Grades 26 Pupils Third through Sixth Grades 28 Pupils Secondary: English, Industrial Arts, Arts & Crafts, and Speech 27 Pupils Social Studies, Mathematics, Languages 29 Pupils Block, Academic Business 30 Pupils Science As established by facilities Business Labs As established by facilities Home Economics As established by facilities Physical Education 50 Pupils Special Class for Handicapped or Mentally Retarded 20 Pupils Special sight-saving, hearing- conservation classes 10 Pupils Emotionally disturbed classes 10 Pupils Drafting 35 Pupils Vocational Shops 25 Pupils Music As established by facilities Counselors Ratios: 7-9: 425 to 1 10-12: 325 to 1 It is agreed by the parties that the above class numbers shall not be applicable to those instances involving certain innova- tive and/or experimental programs or large group instruction. Such class numbers will not apply for other special grouping arrangements which may be agreed to by the staff and principal. 131 APPENDIX E PROJECTED COURSE ENROLLMENTS FOR WATERFORD SCHOOL DISTRICT (GRADES 10—12) PROJECTED COURSE ENROLLMENTS FOR WATERFORD SCHOOL DISTRICT Acct Adv Alg Anal AP Arch Arr Comp Auth Beg Bio Bk Keep Bus B W Photo Cab Cer Chm Cl Cons Cr Dist Ed (DE) Draft Disc Comp E1 Elect Electr Eng Ens Exp Expos Fam Fr Gen Geo Gr Graph Hum Int Intr Jew (GRADES 10—12) Legend 132 Accounting Advanced Algebra Analysis Advanced Placement Architectural Arranging Compositions Authors Beginning Biology Bookkeeping Business Black and White Photography Cabinet Ceramics Chemistry Clerical/Clothing Construction Creative Distributive Education Drafting Discovering Composition Elementary Electronics Electricity Engineering Ensemble Exploration Expository Family French General Geometry Grammar Graphics Human Intermediate Introduction Jewelry 133 Lit Literature Mech Mechanics Mj Major Mth Mathematics Myth Mythology Off Office Phys Physical Prac Practical Rec Recreational Res Research Sc Science Sh Hnd Shorthand Sk Skills Sm Eng Rep Small Engine Repair Sp Spanish T & I Trade and Industry Trans Transcription Typ Typing Voc Vocational W WOrld West Civ Western Civilization Kettering Alternative Education Program Enrollment Course 1979 1980 1981 1982 1983 Optional Semester 74 83.23 66.55 57.50 59.27 Geography Study Skills 19 15.76 16.23 14.63 14.32 Western Civilization 40 33.18 34.17 30.80 30.14 Study Skills 133 132.17 116.95 102.93 103.73 Alternative Education Program Number of Sections Course 1979 1980 1981 1982 1983 Optional Semester 6 6 6 5 5 Geography Study Skills 1 1 l l 1 Western Civilization 2 2 2 2 2 Study Skills “H 10 ¢H a” 0H Art Enrollment Course Cer I, II Jew/Met I Gen Crafts Design Drawing I Graph 1, II Art Number of Sections Course Cer I, II Jew/Met I Gen Crafts Design Drawing I Graph 1, II Business Enrollment Course Bk Keep 2C1 Off 31 Data Proc Cl Off Tr 2Off Co-op Typ I Sht Hnd Notehand Off Mach Dist Ed 11 Bus Arith Typ II Dist Ed Co-op 134 1979 56 53 24 26 84 27 270 1979 1.: OII—‘WHI—‘NN 1979 87 23 28 25 20 114 23 18 17 18 25 37 20 494 1980 1981 1982 1983 51.10 49.33 45.96 44.39 48.37 46.69 43.49 42.02 21.90 21.14 19.70 19.03 23.73 22.90 21.34 20.61 76.66 74.00 68.93 66.59 24.64 23.79 22.16 21.40 246.40 237.85 221.58 214.04 1980 1981 1982 1983 2 2 2 2 2 2 2 2 1 l l 1 1 1 1 1 3 3 3 3 _1_ .1 _1. _1. 10 10 10 10 1980 1981 1982 1983 79.39 76.64 71.40 68.97 24.83 20.62 19.55 18.76 30.23 25.1 23.8 22.83 27.00 22.41 21.25 20.39 21.60 17.93 17 16.31 104.03 100.43 93.55 90.38 21.00 20.26 18.87 18.23 20.24 16.19 13.99 14.42 18.36 15.24 14.45 13.86 20.24 16.18 13.99 14.42 22.81 22.02 20.52 19.82 33.77 32.59 30.36 29.33 22.49 17.99 15.54 16.02 488.07 438.58 407.42 395.56 Business Number of Sections Course Bk Keep 201 Off 31 Data Proc Cl Off Tr 2Off Co-op Typ I Sht Hnd Notehand Off Mach Dist Ed 11 Bus Arith Typ II Dist Ed Co-op English Enrollment Course Cr Writing US Hist Lit Debate Ind Reading Myth/Folk Intro Lit Sem Ideas Res Sem Yr Book Arr Comp Am Lit 1900's Cont Am Lit Ap Eng (11) Study Sk Lit Expl Disc Comp Dev Read Expos Wr Eng Gr Bus Eng Ap Eng (12) Play Prod Mass Media Speech Intr Radio Radio Prod 135 1979 H «ohdtdtatardtdvdtyraravdrA1» 1979 48 83 16 67 65 215 59 47 30 131 30 63 31 56 63 142 1980 H xoharakahah1h1h1uah1h1h1h1ua 1980 43.80 75.74 14.60 61.14 59.32 196.21 53.84 52.86 27.38 119.55 27.38 57.49 32.10 51.10 57.49 129.59 60.23 49.67 54.76 54.76 26.99 20.99 52.02 211.54 23.72 8.63 1981 H \OL‘F‘FJFJFJPJP‘UDP‘PJP‘P‘UJ 1981 42.28 73.12 14.10 59.02 57.26 189.40 51.98 42.27 26.43 115.40 26.43 55.50 27.70 49.33 55.50 125.09 58.14 41.24 52.86 52.86 21.58 20.26 50.21 217.82 22.90 7.17 .1282 H \OhdrdhdhdhdhdhiuohlhiP‘h‘u) 1982 39.39 68.11 13.13 54.98 53.34 176.44 48.42 36.52 24.62 107.51 24.62 51.70 28.58 45.96 51.70 116.53 54.16 39.1 49.24 49.24 18.65 18.87 46.78 196.36 21.34 6.8 1983 H \OLarahuhahahdhaoakah1hahau: 1983 38.05 65.80 12.68 53.12 51.53 170.45 46.77 37.65 23.78 103.85 23.78 49.94 25.72 44.39 49.94 112.57 55.32 37.51 47.51 47.51 19.22 18.23 45.19 192.17 20.61 6.52 1622.92 1555.84 1442.08 1399.81 English Number of Sections Course Cr Writing US Hist Lit Debate Ind Reading Myth/Folk Intro Lit Sem Ideas Res Sem Yr Book Arr Comp Am Lit 1900's Cont Am Lit Ap Eng (11) Study Sk Lit Expl Disc Comp Dev Read Expos Wr Eng Gr Bus Eng Ap Eng (12) Play Prod Mass Media Speech Int Radio Radio Prod Foreign Language Enrollment Course Sp I Sp II Sp III, IV Course Sp I Sp II Sp III, IV 136 1979 0‘ mll-JHWNl-‘l—‘NNNUOUINNHNI—‘UF—‘NNVNNHL‘N 1979 56 35 .22 111 Foreign Language Number of Sections 1979 Uflh‘hbki 1980 O‘ DQlHl—‘le-‘I-‘NNNUJUINNI—‘Nl—‘U‘ll-‘NNVNNi-‘UJN 1980 51.10 31.94 21.60 104.64 1980 UHP‘NDNJ 1981 0‘ N'Hl—‘mNP-‘I-‘NNNWLDNNHNl-‘L‘HNNNNNI-‘WN 1981 49.33 30.83 17.93 98.09 1981 Uflh‘kfih) .1282 U1 \DlD-‘l-‘NNl-‘HNNNWJ-‘NNHNHL‘HNNO‘NNHWN .1222. 34.96 28.72 17 91.68 122.2. £4P‘h‘h3 12.82 U1 \OIHHNNHHNNNWbNNHNH§HNNO‘NNI-‘WN 1983 44.39 27.75 16.30 88.45 1983 eqh1hah: 137 Home Economics Enrollment Course 1979 1980 1981 1982 1983 Design Home 30 32.39 26.89 25.5 24.46 Home Econ 29 26.47 25.55 23.80 22.99 Teacher Aide 85* 77.57 74.88 69.76 66.59 Home Fam 25 28.12 22.48 19.42 20.02 Fam Meal 28 25.55 24.67 22.98 22.20 Child Care 28 31.49 25.18 21.76 22.43 C.O.S.T. _§1_ 46.54 44.93 41.85 40.43 276 268.12 244.58 225.07 219.92 * 3 of these are combined with other classes Home Economics Number of Sections Course 1979 1980 1981 1982 1983 Design Home l l l l l Home Econ l l l l 1 Teacher Aide 5* 5 5 4 4 Home Fam 1 l l 1 1 Fam Meal 1 1 l 1 1 Child Care 1 l l l l C.O.S.T. _2_ 1 1 _2_ _2_ 9 9 9 9 9 * 3 of these are combined with other sections Industrial Arts Enrollment Course 1979 1980 1981 1982 1983 B W Photo 75 68.44 66.07 61.55 59.40 2Voc Photo 15 16.20 13.45 12.75 12.23 Auto Mech 127 137.13 113.85 107.95 103.57 Eng Drawing 15 13.69 13.21 12.31 11.89 E1 Draft 57 52.02 50.21 46.78 45.19 Arch Draw 21* 19.16 18.50 17.23 16.65 21 & I 27 30.37 24.28 20.98 21.63 Fiber Glass 55 50.19 48.45 45.14 43.60 Woodwork 106 96.73 93.38 86.99 84.03 Woodwork II 45 48.59 40.34 38.25 36.7 Metal 51 46.54 44.93 41.85 40.43 Auto Mech II 25 28.12 22.48 19.42 20.02 Elect 28 25.55 24.67 22.98 22.20 Power Mech -_11 24.64 23.77 22.16 21.40 716 703.94 635.34 590.07 572.86 2 Class meets for two hours. * Class combined with another. 138 Industrial Arts Number of Sections Course 1979 1980 1981 1982 1983 B W Photo 3 3 3 3 3 2Voc Photo 1 1 1 1 1 Auto Mech I 5 5 5 4 4 Eng Draw 1 1 1 1 1 E1 Draft 2 2 2 2 2 Arch Draft 1* l l 1 1 T & I 1 l l 1 1 Fiber Glass 2 2 2 2 2 WOOdwork 4 4 4 4 3 Woodwork II 2 2 2 2 2 Metal Work 2 2 2 2 2 Auto Mech 11 1 1 l 1 1 Electricity 1 l l l 1 Power Mech _1_ _1 _1_ _1_ _1 28 28 28 27 26 2 Class meets for two hours. * Class combined with another. Mathematics Enrollment Course 1979 1980 1981 1982 1983 Alg Ty I 55 50.19 48.45 45.14 43.6 Alg II 157 143.28 138.31 128.84 124.46 Pr Geo 18 16.43 15.86 14.77 14.27 Fortran 25 22.81 22.02 20.52 19.82 Calc 28 31.49 25.18 21.76 22.42 Geo 141 128.67 124.21 115.71 111.78 Alg Ty II 80 73.01 70.47 65.65 63.42 Math Anal 106 114.46 95.02 90.1 86.44 Math Life 60 54.76 52.86 49.24 47.57 Alg I 57 52.02 50.21 46.78 45.19 Math Sk 85 77.57 74.88 69.76 67.39 812 764.68 717.47 668.27 646.37 139 Mathematics Number of Sections Course 1979 Alg Ty I 2 Alg II 6 Pr Geo 1 Fortran 1 Calc 1 Geo 5 Alg Ty II 3 Math Anal 4 Math Life 2 Alg I 2 Math Sk ._3 30 Vocal Music Enrollment Course 1979 Choir 55 Voc Ens .16 71 Vocal Music Number of Sections Course 1979 Choir 2 Voc Ens .1 3 Instrumental Music Enrollment Course 1979 Band 125 Instrumental Music Number of Sections Course 1979 Band 1 1980 N \OLDBJBJ3~UJU1P‘F‘P‘U1BJ 1980 61.86 14.60 76.46 1980 uflh'h) 1980 1980 1 1981 N \DLthhJ£~UJU1P‘F‘h‘U1hJ 1981 49.46 14.10 63.56 1981 uflhlha 1981 1981 1 12.2.3.2. N \JUJNDNJUJuJ£~PJP‘FJU1hJ 12:32 42.73 13.13 55.86 1282 UHPINJ 1982 114.07 110.12 102.58 1.9.82 1 1983 n: OJUJNJBJUDND$~PIP‘P'UINJ 1983 44.05 12.68 56.74 1983 uflh‘n: 1983 99.10 1983 1 Physical Education Enrollment 140 Course 1979 1980 1981 1982 1283 Basic 414 377.81 364.71 339.75 328.21 Adv 91 98.26 81.58 77.35 74.21 Rec 179 163.35 157.69 146.90 141.91 684 639.42 603.97 564 544.33 Physical Education Number of Sections Course 1979 1980 1981 1982 1983 Basic 10 9 8 8 8 Adv 2 2 2 2 2 Rec _4_ _4 _1_» _3 .2. 16 15 14 13 13 Science Enrollment Course 1979 1980 1981 1982 1983 Ap Bio 53 59.61 47.66 41.18 42.45 Physics 72 65.71 63.43 59.09 57.08 Earth Sc 26 23.73 22.90 21.34 20.61 Phys Sc 21 19.16 18.50 17.23 16.65 Bio 228 208.07 200.85 187.11 180.75 Adv Bio 63 73.42 60.96 57.8 55.45 Chm 87 79.40 76.64 71.40 68.97 Ap Chm 46 49.67 41.24 39.1 37.51 115 Bio 26 23.73 22.90 21.34 20.61 627 602.49 555.08 515.59 500.08 Science Number of Sections Course 1979 1980 1981 1982 1983 Ap Bio 2 2 2 2 2 Physics 3 3 3 2 2 Earth Sc 1 l 1 1 1 Phys Sc 1 1 l 1 1 Bio 8 7 7 7 6 Adv Bio 3 3 3 2 2 Chm 4 4 4 4 3 Ap Chm 2 2 2 2 2 HS Bio _1 ._1. _1_ _1_ _1 25 24 24 22 20 141 Social Studies Enrollment Course 1979 Govt 243 US Hist 382 West Soc 144 Gen Psych 86 Soc 31 W Geo 122 Leadership 24 Econ 22 1054 Social Studies Number of Sections Course 1979 Govt 8 US Hist 14 West Soc 5 Gen Psych 3 Soc 1 W Geo 4 Leadership 1 Econ _1_ 37 Mott Art Enrollment Course 1979 Jew M I 36 Adv Stone Craft 12* Art Asst 11 Jew M II 27 Design 23 Adv Fine Arts 16* Drawing 57 Cer 59 Design 15 Paint II 7 Draw II __z& 287 1980 1981 1982 1983 273.30 218.53 188.81 194.63 395.55 341.36 352.20 316.98 139.46 123.01 110.88 108.52 96.72 77.34 66.82 68.88 33.47 27.79 26.35 25.28 111.34 107.47 100.12 96.72 21.90 21.14 19.70 19.03 24.74 19.78 17.09 17.62 1076.48 936.42 881.97 847.66 1980 1981 1982 1983 9 8 7 7 14 13 13 12 5 5 4 4 3 3 3 3 1 1 1 1 4 4 4 3 1 1 1 1 _1 .1 _1. _1_ 38 36 34 32 1980 1981 1982 1983 35.09 34.96 32.59 31.46 12.1 11.83 11.23 10.77 10.72 10.68 9.96 9.61 26.32 26.22 24.44 23.59 22.42 22.34 20.82 20.10 16.13 15.78 14.98 14.36 55.56 55.36 51.6 49.80 57.51 57.3 53.41 51.55 14.62 14.57 13.58 13.11 6.82 6.8 6.34 6.12 23.39 23.31 21.73 20.97 280.68 279.15 260.68 251.44 142 Art Number of Sections Course 1979 Jew M I Adv Stone Craft Art Asst Jew M II Design Adv Fine Arts Drawing Cer Design Paint II Draw II *3!- Ldrdldtul9c~n>u> H 0453095303530: I H anauanauahaua Course 1979 1980 1981 1982 1983 Typ I 141 131.57 126.39 117.38 113.55 Bus Math 117 109.18 104.88 94.4 94.22 Acct 95 88.65 85.16 79.09 76.50 28h Hnd Trans 13 12.91 12.81 11.07 11.41 Notehand 28 26.13 25.1 23.31 22.55 Comp Prog 48 44.79 43.03 39.96 38.65 Intr Data Proc 31 28.93 27.79 25.81 24.96 Bus Writ 59 55.06 52.89 49.12 47.51 Sh Hnd I 36 35.63 33 31.17 29.97 Stud Store 33 30.79 29.58 27.47 26.57 Dist Ed 24 23.83 23.66 20.44 21.07 2Dist Ed Co-op 42 41.7 41.4 35.77 36.88 Typ 11 38 35.46 34.06 31.63 30.60 Law 33 32.66 30.25 28.57 27.47 201 Off Tr 33 30.79 29.58 27.47 26.57 Off Sem 24 22.4 21.51 19.98 19.33 20ff 06—6p _Jgg 44.53 41.25 38.97 37.46 973 924.94 887.38 817.89 797.59 Business Number of Sections Course Typ I Bus Math Acct 28h Hnd Trans Notehand Comp Prog Intr Data Proc Bus Writ Sh Hnd I Stu Store Dist Ed 2Dist Ed Co-Op Typ II Law 201 Off Tr Off Sem 2Off Co-op English Enrollment Course Lang Sk Speech Des Writ Mass Media Publ Newspaper Coll Sk Myth Read Dev Read Govt Read U S Hist Coll Comp Perf Arts Debate Mj W Auth Mj Am Auth Yearbook Tech Writ Sh Stor Satire Sci Fi Det Myst 151 1979 u: thahah‘h‘hahohiuananahanahahdoaa~c~ . 1979 496 289 61 31 30 24 72 61 23 12 20 85 26 18 31 32 23 30 61 63 6O 62 1633 1980 u: bJP‘P‘F‘P‘P‘P‘P‘QJNJNDF*N>P‘P‘UJ£~£~ 1239 414 269.68 56.92 30.68 27.99 22.4 71.25 56.92 21.46 11.91 19.73 84.12 24.26 16.8 30.68 31.67 21.46 27.99 56.92 58.79 55.99 57.85 1981 u: UJP‘hih‘hfih‘h‘h‘thbk)hthh‘h‘u3£~U) 1981 427 259.06 54.68 28.42 26.89 21.51 66.01 54.68 20.62 11.83 17.05 77.92 23.31 16.14 38.42 29.34 20.62 26.89 54.68 56.47 53.78 55.58 _1_98_2 u: uJP‘P‘P‘P‘P‘P‘k‘UJhthPJNJP‘h‘uJ¢~U) 1982 384 240.59 50.78 26.84 24.97 19.98 62.34 50.78 19.15 10.22 17.58 73.6 21.64 14.98 26.84 27.71 19.15 24.97 50.79 52.45 49.95 51.61 1983 on NJF‘P‘P‘FIF‘P‘P‘UJhihbh‘hih‘P‘UJUJUJ 1983 376 232.73 49.12 25.80 24.16 19.33 59.93 49.12 18.52 10.54 15.79 70.75 20.94 14.50 25.80 26.64 18.52 24.16 49.12 50.73 48.32 49.93 1490.93 1451.52 1340.06 1298.97 English Number of Sections Course Lang Sk Speech Desc Writ Mass Media Publ Newspaper Coll Sk Myth Read Dev Read Govt Read U S Hist C011 Comp Perf Arts Debate Mj W. Auth Mj Am Auth Yearbook Tech Writ Sh Stor Satire Sci Fi Det Myst Foreign Language Enrollment Course Sp I Sp II Sp III, IV Fr I Fr II Fr III Fr IV 152 1979 H In}h)NJNDP‘P*F‘P‘F*P493P‘F‘P‘BJUJPJF‘PHPO\O£J U'I U‘I 1979 28 23 20 71 37 40 17 _1_4 108 1980 1..» lNNNNHl—‘l—‘HHHWHHHNWHD—‘HNO-fi U1 .9 1980 26.13 21.46 19.79 67.38 34.53 37.33 16.82 13.9 102.58 1981 H lNNNNHHHHHHWI—‘HHNWHHHNw-b U1 b 1981 25.1 20.62 18.34 64.06 33.17 35.86 15.58 13.8 98.41 1982 p...- DJ 'Ranananahahahdhahahaoahahahan:nahahururoxo 1983 H N Imam:nanahdhahahahih901h‘hahlnanahahahanaa: 52 50 1982 1983 23.31 22.55 19.15 18.52 17.32 16.65 59.78 57.72 30.8 29.80 33.3 32.21 14.72 14.15 11.92 12.29 90.74 88.45 153 Foreign Language Number of Sections Home Course Sp I Sp II Sp III, IV Fr I Fr II Fr III Fr IV Economics Enrollment Home Course Hum Dev Teach Aide H.E.L.P. Fam Meals Child Dev Home Ltd Design Economics Enrollment Course Hum Dev Teach Aide H.E.L.P. Fam Meals Child Dev Home Ltd Design * 5 of these are combined with other classes. 1979 uflh‘h'h‘ Uflh‘k‘hoh‘ 1979 103 37* 19 27 31 25 .21 269 1979 Ldidldid|d<£.b H O 1980 1981 1982 1983 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 1 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 5 5 5 4 1980 1981 1982 1983 96.11 92.33 85.75 82.94 34.53 33.17 30.8 29.80 17.73 17.03 15.82 15.30 25.19 24.02 22.48 21.74 28.93 27.79 25.81 24.96 23.33 22.41 20.81 20.13 25.19 24.2 22.48 21.74 251.01 241.13 223.95 216.61 1980 1981 1982 1983 4 4 3 3 5 5 5 5 1 l 1 1 1 1 1 1 1 1 1 1 1 1 1 1 .1 .1 1 1 10 10 9 9 154 Industrial Arts Enrollment Course 1979 Shop Math 28 Drive Safety 99 E1 Wood 50 E1 Draft 22 T & I Co-op 1* Auto Mech 76 2E1 Draft 12* 2Voc Draft 12 2T & I Co-op 49 2E1 Metal 48 El Metal 25 28m Eng R 49 281 Wood 25 2Machine Wood 21 2Voc Auto 26 Sm Eng R _39_ 815 Industrial Arts Number of Sections Course 1979 Shop Math Drive Safety E1 Wood El Draft T & I CO-Op Auto Mech 2E1 Draft 2Voc Draft 21 & I 2E1 Metal E1 Metal 28m Eng R 2E1 Wood 2Mach Wood 2Voc Auto Sm Eng R lb‘h‘h‘h‘k’h‘53h‘z:P‘UJH‘P‘NJUJP‘ L70 O 1980 1981 1982 1983 26.13 25.1 23.31 22.55 92.38 88.74 82.42 79.72 46.66 44.82 41.62 40.26 20.53 19.72 18.31 17.72 .99 .99 .85 .88 70.92 68.13 63.27 61.20 11.2 10.76 9.99 9.66 11.91 11.83 10.22 10.54 48.65 48.3 41.73 43.02 44.79 43.03 39.96 38.65 23.33 22.41 20.81 20.13 48.49 44.92 42.43 40.79 23.33 22.41 20.81 20.13 19.6 18.82 17.48 16.91 25.73 23.84 22.51 21.64 27.99 26.89 24.97 24.16 776.33 744.62 685.82 669.3 1980 1981 1982 1983 1 1 1 1 3 3 3 3 2 2 2 2 1 1 1 1 1 1 1 1 3 3 3 2 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 1 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 .1 _1 _1_ _1 30 30 30 29 Mathematics Enrollment Course Geo Math Sk Ty I Alg II Ty II Bus Math Math Anal Alg I Calc Mathematics Number of Sections Course Geo Math Sk Ty I Alg II Ty 11 Bus Math Math Anal Alg I Calc Music Enrollment Course Acapella Choir Mixed Choir Band Music Number of Sections Course Acapella Choir Mixed Choir Band 155 1979 177 75 34 140 53 21 65 92 .11 679 1979 N Lnll-‘UJLOHNUII-‘WO‘ 1980 1981 1982 1983 165.17 158.66 147.35 142.54 69.99 67.23 62.44 60.40 31.73 30.48 28.3 27.38 130.64 125.5 116.55 112.74 49.46 47.51 44.12 42.68 19.6 18.82 17.48 16.91 64.32 59.59 56.28 54.1 85.85 82.47 76.59 74.09 21.68 18.74 19.32 19.32 638.6 611.94 567.85 550.16 1980 1981 1982 1983 6 6 5 5 3 3 3 3 1 1 1 1 5 5 4 4 2 2 2 2 1 1 1 1 3 2 2 2 3 3 3 3 .1 .1 .1 _1 25 24 22 22 1980 1981 1982 1983 23.33 22.41 20.81 20.13 40.12 38.55 35.8 34.63 63.45 60.96 156.61 54.76 110.11 105.78 98.23 95.02 1980 1981 1982 1983 1 1 1 1 1 1 1 1 1 1 1 1 156 Physical Education Enrollment Course 1979 1980 1981 1982 1983 p E Asst 34* 31.73 30.48 28.3 27.38 Tennis/Volley 225 209.96 201.69 187.31 181.19 Gen P E 296 247.06 254.82 229.16 224.39 Foot/Bask 33 30.79 29.58 27.47 26.57 Gymn 22 20.53 19.72 18.31 17.72 Soft/Bask ._gg 27.06 26 24.14 23.35 639 567.13 562.29 514.69 500.60 Physical Education Number of Sections Course 1979 1980 1981 1982 1983 P E Asst 6* 6 5 5 5* Tennis/Volley 5 5 4 4 4 Gen P. E. 7 7 6 6 6 Foot/Bask l 1 1 l 1 Gymn 1 1 1 1 1 Soft/Bask ._1 ._1 '_1 '_1 ._1 5 15 13 13 13 Science Enrollment Course 1979 1980 1981 1982 1983 Chm 127 125.68 116.43 109.97 105.71 Elect 74 69.05 66.33 61.6 59.59 Physics 54 50.39 48.41 44.95 43.49 Bio I 261 243.55 233.96 217.28 210.18 Bio II 35 34.64 32.09 30.31 29.13 Health 26 24.26 23.31 21.64 20.94 Phys Sc 59 55.06 52.89 49.12 47.51 Adv P1 Bio ‘_32 31.67 29.34 27.71 26.64 668 634.3 602.76 562.58 543.19 Science Number of Sections Course 1979 1980 1981 1982 1983 Chm 5 5 5 4 4 Elect 3 3 3 3 2 Physics 2 2 2 2 2 Bio I 9 9 8 8 7 Bio II 2 2 2 1 1 Health 1 1 1 1 1 Phys Sc 2 2 2 2 2 Adv Pl Bio _1_ _1_ _1 _1_ 1 25 25 24 22 26’ Social Studies Enrollment Course U S Hist World Geo West Civ Anthrop Soc Prob Stud Govt Read Govt Read U S Hist Sch Serv Govt Psych Econ 157 1979 460 33 180 26 148 31 12 20 38* 219 31 20 1218 Social Studies Number of Sections Course U S Hist World Geo West Civ Anthrop Soc Prob Stud Govt Read Govt Read U S Hist Sch Serv Govt Psych Econ 1979 1 P‘H‘\JU1P‘P‘P‘UIP‘O‘P‘UI b H 1980 455.21 30.79 167.96 24.26 138.1 28.93 11.2 18.66 35.46 217.43 30.68 18.66 1981 421.71 29.58 161.35 23.31 132.67 27.79 10.76 17.93 34.06 215.86 28.42 17.93 118.2. 398.31 27.47 149.85 21.64 123.21 25.81 9.99 16.65 31.63 186.52 26.84 16.64 1983 382.89 26.57 144.95 20.94 119.18 24.96 9.66 16.11 30.60 192.28 25.8 16.11 1980 1 P‘P‘\JU1P‘P‘P‘U1P‘O\FJU1 b g... 1981 1 haho~101hahah101haa~h1a- § 0 121.2. 1 h‘h‘O‘t~P‘h‘h‘U1h‘U1h‘hJ w \J * 4 of these sections combined with other classes. 1177.34 1121.37 1034.57 1010.05 1.9.81 H lb‘h‘0\&~h‘h‘h‘£~FIUIP‘UJ w 0‘ BIBLIOGRAPHY BIBLIOGRAPHY American School Board Journal. 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