PUPIL ADJUSTMENT AMONG SEVENTH GRADERS IN SCHOOLS
ORGANIZED UNDER DIFFERENT PLANS:
8-4, 66, 6-3-3. AND 5-3‘4

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
Thomas F. Stark
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Major professor

Date December 2(1; 1365

0-169

ABSTRACT

PUPIL ADJUSTMENT AMONG SEVENTH GRADERS IN
SCHOOLS ORGANIZED UNDER DIFFERENT PLANS:
8-4, 6—6, 6-3-3 and 5-3—A

by Thomas F. Stark

The purpose of this study was to compare the
relative effects of four organizational plans upon
the personal-social adjustment of seventh grade pupils.
The four plans under investigation were the 8-4, 6-6,
6-3—3 and 5-3-A plans. The California Test of Personality
was employed as the instrument for obtaining measures of
personal-social adjustment. ,

To implement the study, all Michigan school systems
accredited by the North Central Association of Colleges
and Secondary schools representing the 8-4, 6-6, 6-3-3
and 5-3-A organizational plans were identified. From
each of the four plans a representative group of schools
was selected for study. Ten schools represented the 8-4
plan; nine schools the 6-6 plan; twelve schools the
6-3-3 plan; and thirteen schools the 5-3—4 plan. From
each school ten seventh grade pupils, five boys and five
girls, were selected for testing. Ultimately, 439 pupils

were tested.

Thomas F. Stark

Analysis of variance procedures were employed to
assess the significance of differences found among the
four groups of pupils in regard to scores on the various
parts of the test. No significant differences were found
among the four groups in regard to: Self-Reliance, Sense
of Personal Worth, Sense of Personal Freedom, Feeling of
Belonging, Withdrawing Tendencies, Nervous Symptoms,
Social Standards, Social Skills, Anti-Social Tendencies,
Family Relations, Community Relations, Total Personal
Adjustment, Total Social Adjustment, and Total Personal—
Social Adjustment.

A significant difference was found between the
8—“ group and the 6-3-3 group in regard to the School
Relations section of the test, the 8-H group scoring

significantly higher than the 6-3-3 group.

Conclusions

 

The basic assumption of this study was that pupil
adjustment, as measured by the California Test of
Personality, is significantly influenced by the organi-
zational structure of the school attended. Since eleven
of the twelve sub-tests revealed no significant differences
among the groups, it is concluded that organizational
structure has little effect upon the overall personal-
social adjustment of seventh grade pupils. However, a sig-

nificant difference was found between two of the groups of

Thomas F. Stark

students on the School Relations section of the test, a
section which probes perhaps more closely to the core of
the problem than do any other parts of the test. With
this in mind it is concluded that organizational structure
does affect a limited aspect of personal-social adjustment

as measured by the California Test of Personality.

PUPIL ADJUSTMENT AMONG SEVENTH GRADERS IN
SCHOOLS ORGANIZED UNDER DIFFERENT PLANS:

8-14, 6-6, 6-3-3, and 5-3-4

By

Thomas F. Stark

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1966

ACKNOWLEDGMENTS

Many people are responsible for the successful

completion of this thesis. Special acknowledgments

. are extendedto the following:

To

To

To

To

Dr. William H. Rea, chairman of my doctoral
guidance committee, who furnished advice,
direction and encouragement for the planning

and writing of this study and who took time

from his busy schedule as Dean of the School

of Education, University of Connecticut, to
participate in my final oral examination.

the other members of my doctoral guidance com-
mittee, Dr. Cole Brembeck, Dr. Floyd Parker and
Dr. Alfred Dietze, for their assistance in the
planning of this study.

Dr. John J. McNicholas Jr., whose untimely death
in the fall of 1965 was a loss felt by many. As-
Director of Field Studies at Michigan State
University, Dr. McNicholas sponsored this project
and assisted substantially in its planning.

my wife, Judith, for her encouragement, support
and her willingness to spend countless numbers

of hours typing and proofreading the manuscript.

ii

And finally, to my children, Bradley, Kathryn and
Cynthia, whose cheerfulness and affection provided
a constant incentive to see the study through to

completion.

iii

TABLE

ACKNOWLEDGMENTS. . .

LIST OF

LIST OF
LIST OF

Chapter

I.

II.

III.

IV.

TABLES . . .

FIGURES. . .
APPENDICES. .

INTRODUCTION .

Nature of the Problem

0

OF CONTENTS

Purpose of the Study.

Statement of the Problem

0

Operational Definitions.

Assumptions. .
Limitations. .

Basic Design of the Study

Summary and Conclusions.

REVIEW OF THE RESEARCH AND LITERATURE

Introduction .

O O 0 O O O O O
O O O O O O O O

O 0 O 0 0 0 O O

The Evolution of Present Organizational Plans

Factors Which Affect Pupil Adjustment

The EffectiveneSs of Various

Summary . . .

METHODS AND PROCEDURES

Introduction .

Sglection of Schools.
S

lection of the Subjects

Instrumentation

Treatment of the Data

PRESENTATION AND ANALYSIS

Introduction .

Socio-Economic Status

Self-Reliance .

Sense of Personal Worth.

Plans

DATA

0 O O O

Page
ii
vi
ix

H

O\O\O(I)I\)I\JI\J|—|

Chapter

Sense of Personal Freedom.

Feeling of Belonging

Withdrawing Tendencies.

Nervous Symptoms. .
Social Standards. .
Social Skills. . .

Anti-Social Tendencies.

Family Relations. .
School Relations. .
Community Relations.

Total Personal Adjustment.

0

Total Social Adjustment

Total Personal- Social Adjustment

Summary. . . . .
V. SUMMARY, CONCLUSIONS
Summary. . . . .
Conclusions . . .
Recommendations . .

BIBLIOGRAPHY . . . . .

APPENDICES . . . . . .

AND

RECOMMENDATIONS.

O 0 0 O O O O

Page
86
87
88
89
9O
91
92
93

96
97
97

97
101

103
103
105
106
108

118

LIST OF TABLES

Tables Page

1. Organizational plans of Selected Schools,
1870. o o o o o o o o o o o o o 26

2. Number and per cent of public secondary
schools in the United States by type,
1919-20 t0 1961-62 0 o o o _ o o o o o 33

3. Number and per cent of pupils enrolled in
public secondary schools in the United

A. Reliability coefficients, California TeSt ofv
Personality O O O O O O I O I I 0 8O ,

5. Means and standard deviations obtained on
socio-economic index . . . . . . . . 8A

6. Differences among means on socio-economic
index 0 o o o o o o o‘ o o o o o 8“

7. Means and standard deviations earned on self-
reliance . . . . . . . . . . . . 85

8. Differences among means on self—reliance . . 85

9. Means and standard deviations earned on sense
of personal worth . . . ., . . . . . 86

10. Differences among means on sense of personal
worth . . . . . . . . . . . . . 86

11. Means and standard deviations earned on sense
of personal freedom. . . . -. . . . . 87

12. Differences among means on sense of personal
freedom. I O 0 O I O 0 O O O O O 87

13. Means and standard deviations earned on
feeling of belonging . . . . . . . . 88-

14. Differences among means on feeling of
belonging I O O O O O O O O O O O 88

vi

Table
15.

l6.
17.

18.

19.

20.

21.

22.
23.

2A.
25.

26.
27.

28.
29.

30.
31.

32.

Page

Means and standard deviations earned on with-
drawing tendencies. . . . . . . . . . 89

Differences among means on withdrawing
tendencies . . . . . . . . . . . . 89

Means and standard deviations earned on nervous'

symptoms . . . . . . . . . . . . . 9O
Differences among means on nervous symptoms . . 90
Means and-standard deviations earned on social

standards. . . . . . . . . . . .~ . 91
Differences among means on soCial standards . . 91

Means and standard deviations earned on social
Skills. 0 O O O O O O O O O O O O 92

Differences among means on social skills . . . 92~

Means and standard deviations earned on anti-
social tendencies . . . . . . . . . . 93

Differences among means on anti-social. *

tendencies . . . . . . . . . . . . 93
Means and standard deviations earned on family

r61at10n8. o o o o o o o o o to o o 9“
Differences among means on family relations . . 9A
Means and standard deviations earned on school

r818t10n8. o o o of J o o o_ o o o o 95
Differences among means on school relations . . 95
Means and standard deviations earned on

community relations . . . . . . . . . 96
Differences among means on community relations . 96

Means and standard deviations earned on total
personal adjustment . . . . . . . . . 98.

Differences among means on total personal
adjustment . . . . . . . . . . . . 98

vii

Table Page

33. Means and standard deviations earned on total
social adjustment. . . . . . . . . . . 99

3A. Differences among means on total social
adjustments. . . . . . . . . . . . . 99

35. Means and standard deviations earned on total
personal-social adjustment. . . . . . . . 100

36. Differences among means on total personal-social
adj ustment O O O O O O O O O O O O O 100

viii

LIST OF FIGURES

Figure Page

1. The vertical organization of early New England
schools. . . . . . . . . 19

The development of secondary education in
America, 1635-1930 .

2.

. 22

ix

Appendix

A.
B.
C.

D.

LIST OF APPENDICES

Basic Procedure for Participants
Participant Reply Card. . . .
Procedure Letter. . . . . .
Second Participant Reply Card .

Schools Included in the Study and
Descriptive Data . . . . .

Socio-Economic Index and Equivalent Work
Prestige Score for Occupations in the
Detailed Classification of the Bureau

of the Census, 1950 . . . .

California Test of Personality .

Page

119
122
124
127

129

133
157

CHAPTER I

INTRODUCTION

Nature of the Problem

 

During the school year 1959—60 American school
districts invested an estimated 3.2 billion dollars in

1 This amount is more than the

school construction.
assets of the country's richest railroad, the Pennsylvania.
In the same year, the city of Los Angeles constructed
schools at the rate of a million dollars a week.2 At the
present time in Michigan and elsewhere, the mushrooming
population and school district reorganization are causing
school districts to construct schools at a phenomenal
rate.

Since differences are observable among children at
different levels of maturation and since children at
various levels of maturation are thought to possess unique
learning problems, educators have developed numerous schemes

for grouping youngsters of similar development within the

same building. Thus we see elementary schools, junior

 

1The Cost of a Schoolhouse (Educational Facilities
Laboratories, Inc., A77 Madison Avenue, New York 22,
New York, 1960), p. u.

2Ibid.

 

high schools and senior high schools, with the grades in-
cluded in each school varying greatly. Consequently,
whenever a school district is faced with the problem of
school construction, it must decide which of the many plans
of grade organization is best. Since little objective
information is available, economic practicality, tradition

and opinion generally form the basis for such decisions.

Purpose of the Study

 

The purpose of this study is to investigate the
relative effects which various plans of grade organization
have upon the personal-social adjustment of seventh
graders. Four plans of grade organization are included in
the study: the 8-4 plan, the 6-6 plan, the 6-3-3 plan
and the 5-3—A plan.

Statement of the Problem

 

To what extent, if any, is a pupil's personal-social
adjustment, as measured by the California Test of Person-
ality, influenced by the internal organizational structure

of the grades within the school?

Operational Definitions

 

Organizational Structure

 

The term, "organizational structure," will be used

to describe the various schemes of grade organization

found in public schools, such as the 8-4 plan, the 6-6
plan, the 6-3-3 plan and the 5-3-u plan. 'The term,

"organizational structure," will often be interchanged
with the terms, "organizational plan," "organizational

scheme," and "plan of organization."

8-“ Plan

An organizational plan where grades one through
eight are housed together as an elementary school and
where grades nine through twelve are housed together as

a high school.

6-6 Plan

An organizational plan where grades one through six
are housed together as an elementary school and where grades
seven through twelve are housed together as a secondary

school.

6-3-3 Plan

An organizational plan where grades one through six
are housed together as an elementary school, where grades
seventthrough nine are housed together as a junior high school
and where grades ten through twelve are housed together as

a high school.

5-3-A Plan
An organizational plan where grades one through five

are housed together as an elementary school, where grades

six through eight are housed together as a junior high
school or intermediate school, and where grades nine

through twelve are housed together as a high school.

Reorganization (internal)

 

The term, "reorganization," refers to the process
of changing the organizational structure of a school
district from the traditional 8-H scheme to some plan
other than the 8-4; generally a plan including some form

of junior high school.

Traditional High School

 

The term, "traditional high school," refers to a
four-year school preceded by an eight-year elementary

school.

Undivided High School

 

The term, "undivided high school," refers to a six-
year secondary school which is housed in one building.
No division is made, however, between the lower grades of

the school and the upper grades.

Junior—Senior High School

 

The term, "junior-senior high school," refers to a
six-year secondary school in which the lower three grades
are identified as a junior high school and the upper three
grades as a senior high school. One principal administers

both divisions which are housed in one building.

Junior High School

 

The term, "junior high school," refers to an inter-
mediate school, housed in a separate building, preceded by

an elementary school and followed by a senior high school.

Senior High School

 

The term, "senior high school," refers to a school
housing the upper three or four secondary grades. It is

preceded by a junior high school.

Pupil Adjustment

 

The term, "pupil adjustment," will be used to describe
the predisposition of a pupil to act, perceive, think or
feel in a given way, as measured by the California Test of
Personality. Overall adjustment will be viewed as a blend
of personal and social adjustment. Personal adjustment
will consist of the following traits: self-reliance, sense
of personal worth, sense of personal freedom, feeling of
belonging, withdrawing tendencies and nervous symptoms.
Social adjustment will consist of the following traits:
social standards, social skills, anti-social tendencies,

family relations, school relations and community relations.

Self-Reliance

 

An individual may be said to be self-reliant
when his overt actions indicate that he can do things
independently of others, depend upon himself in
various situations, and direct his own activities.

The self-reliant person is also characteristically
stable emotionally, and responsible in his behavior.l

Sense of Personal Worth

An individual possesses a sense of being worthy
when he feels he is well regarded by others, when
he feels that others have faith in his future success,
and when he believes that he has average or better
than average ability. To feel worthy means to feel
capable and reasonably attractive.2

Sense of Personal Freedom

An individual enjoys a sense of freedom when
he is permitted to have a reasonable share in the
determination of his conduct and-in setting the
general policies that shall govern his life. Desir-
able freedom includes permission to choose one's

own friends and to have at least a little Spending
money.3

Feeling of Belonging

An individual feels that he belongs when he enjoys
the love of his family, the well-wishes of good
friends; and a cordial relationship with people in
general. Such a person will as a rule get along Well

with his teachers or employers and Hsually feels proud
of his school or place of business.

Withdrawing Tendencies

The individual who is said to withdraw is the one
who substitutes the joys of a fantasy world for
actual successes in real life.4 Such a person is
characteristically sensitive, lonely, and given to
self-concern. Normal adjustment is characterized by
reasonable freedom from these tendencies.5

 

1California Test Bureau Manual, 1953 (California

Test of Personality, 5916 Hollywood Boulevard, Los
Angeles, California,) p. 3.

2Ihid. 3Ibid. ”Ihid. 5Ibid.

Nervous Symptoms

 

The individual who is classified as having
nervous symptoms is the one who suffers from one.
or more of a variety of physical symptoms such as
loss of appetite, frequent eye strain, inability to
sleep, or a tendency to be chronically tired.
People of this kind may be exhibiting physical
expressions of emotional conflicts.l

Social Standards

 

The individual who recognizes desirable social
standards is the one who has come to understand the
rights of others and who appreciates the necessity of
subordinating certain desires to the needs of the
group. Such an individual understands what is regarded
as being right or wrong.2

Social Skills

 

An individual may be said to be socially skillful
or effective when he shows a liking for people, when
he inconveniences himself to be of assistance to
them, and when he is diplomatic in his dealings with
both friends and strangers. The socially skillful
person subordinates his or her egotistic tendencies
in favor of interest in the problems and activities
of his associates.3

Anti-Social Tendencies

An individual would normally be regarded as anti-
social when he is given to bullying, frequent
quarreling, disobedience, and destructiveness to
property. The anti-social person is the one who
endeavors to get his satisfactions in ways that are
damaging and unfair to others. Normal adjustment is
characterized by reasonable freedom from these
tendencies.

Family Relations
The individual who exhibits desirable family relation-

ships is the one who feels that he is loved and well-
treated at home, and who has a sense of security and

 

self-respect in connection with the various-members

of his family. Superior family relations also include
parental control that is neither too strict nor too
lenient.l

School Relations

The student who is satisfactorily adjusted to his
school is the one who,feels that his teachers like
him, who enjoys being with other students, and who
finds the school work adapted to his level of interest
and maturity. Good school relations involve the
feeling on the part of the student that he counts for
something in the life of the institution.2

Community Relations
The individual who may be said to be making good
adjustments in his community is the one who mingles
happily with his neighbors, who takes pride in
community improvements, and_who is tolerant in dealing
with both strangers and foreigners. Satisfactory
community relations include as well the disposition

to be respectful of laws and of regulations pertaining
to the general welfare.3

Assumptions

Basic Assumption
. Pupil adjustment, as measured by the California Test

of Personality, is significantly influenced by the organi—

zational structure of the school attended.
Other Assumptions

The results of the study are based upon the following
assumptions:
1., The California Test of Personality is a valid
and reliable instrument for the measurement of

pupil adjustment.

 

lIbid., p. u.

2. The design of the study adequately controls all
variables which could affect the results of the
study, save the experimental variable, organi-

zational structure.

Limitations

 

The results of the study are applicable to Michigan
Public Schools, whose high schools are accredited by the
North Central Association of Colleges and Secondary
Schools. Generalizing the results of the study to other
school populations should be done with a great deal of

caution.

Basic Design of the Study

 

All Michigan public school systems representing the

8—H, 6-6, 6-3-3 and 5-3-4 plans of organizational structure,
whose high schools were accredited by the North Central
Association of Colleges and Secondary Schools, constituted
the parent population for sampling. Ten schools repre—
senting the 8-H plan, nine schools representing the 6-6 plan,
twelve schools representing the 6-3-3 plan and thirteen
schools representing the 5-3-A plan were included in the
study. The schools included in each group were comparable
to the schools in the other groups in regard to size of
schools (pupil population), operation expenditures per child
and the types and sizes of the communities in which the

schools were located.

10

From each of the schools selected, ten seventh grade
pupils were chosen for testing, five boys and five girls.
To each pupil the California Test of Personality was
administered. Analyses of variance were computed among
the four groups in regard to the various adjustment scores

provided by the test.

Summary and Conclusions

 

In Chapter I an attempt has been made to present the
reader with an introduction and overview of the problem
under investigation. The following topics have been
dealt with: nature of the problem, purpose of the study,
statement of the problem, operational definitions, assump-
tions, limitations and the basic design of the study.

Chapter II includes an attempt to relate in a
meaningful way the evolution of present organizational
plans and a review of research literature pertinent to
the study under consideration.

Chapter III describes the various methods and pro-
cedures used in obtaining and analyzing the data.

Chapter IV presents an analysis of the data.

Chapter V includes a summary of the study, conclusions

drawn and recommendations for further research.

CHAPTER II

REVIEW OF THE RESEARCH AND LITERATURE

Introduction

 

The first part of this chapter attempts to describe
and relate the various types of schools which evolved
during the history of our country. Each type cannot be
thought of as a separate entity but must be viewed in a
broader context, as part of an evolving continuum of
progress. Most types of schools came upon the scene and
later faded, but they left an indelible imprint upon the
shape of succeeding types. One might say that our present
system of education is the collectivity of segments of
all that went before.

The second part of the chapter will provide a review
of literature related to the various factors in schools
which have been shown to have an effect upon pupil adjust-
ment. This part of the review of the literature was
necessary in order that the study could be designed to
control significant variables. By so doing, any differences
found among groups might more apprOpriately be attributed
to the experimental variable, organizational structure.

The third part of the review of the literature pre-

sents the findings of other studies which have been
11

12

conducted to compare the various effects that differently

organized schools have upon pupils.

The Evolution of Present Organizational
Plans

 

Though wide differences exist regarding the years
embraced in each of the divisions of education, the
threefold arrangement of elementary, secondary and higher
education has become firmly established in America. The
causes for the evolution of such an arrangement cannot
be clearly demonstrated and seem to have a multitude of

antecedent causes.

Antecedents in the Old World

 

The division of educational experiences into three
distinct periods; elementary, secondary and higher, was
first noted in ancient Greece, where three periods of
formal instruction were observed: ages six to fourteen,
fourteen to twenty, and for indefinite lengths of time
beyond age twenty.l

The Romans also divided educational experience into
three distinct periods. Basic instruction in reading,
writing and simple calculation began in a child's sixth or

seventh year in a lundus_publicus or in the child's own

 

 

1Frank F. Bunker, "Reorganization of the Public School
System," United States Bureau of Education Bulletin,
1 16, No. 8, (Washington: U. S. Government Printing Office,
191 ). p. ul.

13

home, under the direction of a private tutor. At about
age twelve a child advanced into the school of the

grammaticus where he studied grammar, Homer and the other

 

poets, literature and composition. At about age sixteen,

the toga praetexta was exchanged for the toga virilis,

 

 

a ceremony which marked the assumption of the responsi-
bilities of manhood. At this point a young man's future
education depended upon his future plans; if farming, he
would go to a farm station to learn the techniques of
farming; if the military, he would enlist in the military
service; if public life, he would enroll in the rhetorical
schools. After attendance at a rhetorical school, the
students "thereafter attended the forum, the comitia and
the senate, attaching themselves to some admired orator
or jurist."l

In the sixteenth century Melancthon, Sturm and
Trotzendorf made recommendations which formed the model
upon which German schools would be organized. The German
schools were later to form the model upon which American
education would be structured. Melancthon, Sturm and
Trotzendorf suggested that schools be organized with three
subdivisions; a school for those learning to read, a
school for those who had learned to read and were ready to

begin the study of grammar, and a school for those ready

 

Ibid.

IN

to take up "prosody" and advanced work in the classics.
The school code of Wurttenberg, developed in 1559 and
based upon these suggestions, stated that the purpose of
such an organization was "to carry youth from the
elements through successive grades to the degree of
culture demanded for offices in church and state."1
The first plan for a system of education, compre—
hensive and articulated in all parts, was not formulated
until it was proposed by Comenius (1592-1670) from
Morovia. Comenius's plan consisted of providing instruction
at three levels; childhood, adolescence and youth. Child-
hood education would include education in the vernacular
for youngsters from age six to age twelve. Adolescent
education would have a Latin orientation and would
encompass youngsters in the twelve to eighteen year age
group. The third area, youth education, would extend from
ages eighteen to twenty-four and would involve travel and

study at the academies.2

American Mission Schools

 

Most histories of American education tend to begin
with the early schools in New England and Virginia. The
first schools in America, however, were established by

Roman Catholic priests under the express directions of the

 

15

Spanish and French governments. The first known attempt
at establishing a mission school was made by Dominican
Friars under the direction of the Spanish government on
the island of Hispaniola in 1510.1

Similarly, the French, with their avowed purpose of
converting Indians to Christianity, established a series
of missions along the St. Lawrence River, the Great Lakes,
the headwaters and tributaries of the Mississippi River
and the Gulf of Mexico. In these and other missions,
books were translated and an Indian grammar was formed.
In_many of the schools both Indian and white children
attended.2

Although record remains that the mission schools
existed, little is known about how the instructional

process was organized. No doubt much of the instruction

was conducted on an informal basis.

Early Schools in the Colonies

The first attempt at establishing a school in the
colonies is noted in 1616, ten years after the settling of
Jamestown. Unfortunately the Indian massacre of 1622
prevented these plans from being carried out, and it wasn't

until 1636 that a school was successfully Opened.3

 

lHenry Barnard, "Contributions to the History of
Education," American Journal of Education, Vol. 27 (1877),

Do 17

 

2Ibid., p. 22.

3Edwin Grant Dexter, A History of Education in the
United States (New York: MacMillan 00., 190“), p. 6.

 

 

16

Each group of colonists that came to America brought
with and transplanted to America the basic systems of.
education found in their home countries. The Dutch in New
Amsterdam, the Swedes along the Delaware, the Germans in
Pennsylvania, the Quakers in the central colonies all
emulated the kinds of educational programs with which they
were familiar, the kinds found in their home countries.

The programs were religious in nature, often taught by a
pastor.

The earliest reference to the successful establishment
of a public, non-sectarian school in the colonies is re-
corded in the minutes of a town meeting in Boston on
April 13, 1635, at which time it "was then generally agreed
upon yt or brother Mr. Philemon Pormort shalbe intreated
to become scholemaster for the teaching and nourtering of

children wth us."1

This school, came to be known as the
Boston Latin Grammar School. An interesting, if not unusual,
aspect of the development of this school was that ability

in reading was a requirement for entrance. A year later,

in 1636, the general court of the colony passed an act
appropriating money for the establishment of a college.

This college later became known as Harvard University. It

should be noted that the Boston Latin Grammar School and

 

1Robert Francis Seybolt, The Public Schools of
Colonial Boston: 1635-1775 (Cambridge: Harvard UnIVersity
Press, 1935), p. l.

 

17

Harvard University were the only public schools to serve
Boston until 1684 when the first public "writing school"
was opened. The first American schools established to
teach reading came to be known as dame schools. The

dame schools were generally conducted in homes by women
who had in their youth obtained some of the basic rudiments
of education and who saw in conducting a school the

chance to earn a small amount of money, generally a few
pennies per week per child. Cubberley, citing an earlier

reference, notes,

The selectmen agreed with Goodwife Mirick, to
encourage her in the good work of training up of
children and teaching children to read, that she
should have 3d a week for every child that she takes
to'perform this good work for.

The dame school served the purpose, as it were, of
preparing youngsters for grammar school until the advent
of the writing schools. The writing schools were first
noted in order by the General Court of Massachusetts in
1683, which required towns of five hundred families to
maintain "two gramar schooles and two wrighting schooles."2
It seems that such schools were established to provide

a more extensive background in basic skills than the dame

 

lElwood P. Cubberley, The History of Education,
(New York: Houghton, 1920), p. 27.

2Pauline Holmes, A Tercentary History of the Boston
Public Latin School: 1635-1935 (Cambridge: Harvard Uni-
versity Press, 1935), pp. 9-10.

 

 

18

schools were capable of doing. It should be noted, however,
that writing schools were not adOpted extensively through-
out the colonies and in many, if not most communities,
the dame schools continued to be the basic vehicle for
obtaining the skills prerequisite to attending the grammar
school. This was true until the establishment of public
primary schools in 1818.

Consequently, the vertical organizational plan of
the early schools in America consisted basically of four
levels. The articulation of the four levels is presented

in Figure 1.

Primary Schools and English Grammar Schools

It is indeed a curious fact that in most parts of
the new country pupils were expected to be able to read
prior to entering the public school. The need for such
instruction at public expense became increasingly more
evident until in 1818 the city of Boston appropriated
$5000 for the purpose of organizing primary schools which
would supplant the private dame schools. The primary
schools were to admit children at four years of age and
were to prepare youngsters for entry into city schools,
which had come to be known as English grammar schools.1
The primary school idea was popular and quickly spread

throughout other cities and states.

 

lCubberley, op. cit., p. 138.

19

 

 

 

 

Age of
Students
17-
16 -
15 _ COLLEGE
in -
l3 -
12 - , LATIN GRAMMAR
ll - SCHOOL
10 -
g - WRITING AND
' READING
7 ' SCHOOL
5 _
a - DAME SCHOOL

 

 

 

Figure l.--The Vertical Organizational Plan of Early New
England Schools.

20

The Academies

Another significant factor in the evolution of the
American system of education was the development Of the
academy, which came about as a protest against the classical
orientation Of the Latin grammar schools. During the
first half of the eighteenth century, the countrvaitnessed
rapid expansion. Shipping and shipbuilding, commerce and
trade, banking and manufacturing, were developing rapidly
and with such development came a need for a more practical
approach to education than was being offered by the Latin
schools. As a result, in 1751, Benjamin Franklin estab—
lished an academy in Philadelphia for the purpose of
bridging the gap from elementary education to college with
a more useful course Of study. Such schools became very
popular and quickly supplemented the traditional Latin
grammar schools. Bunker notes that in 1850 there were

6,000 academies:with an enrollment Of over 263,000 pupils.1

The High School

 

The first genuinely public secondary school, public
in the sense that it was supported by public taxation

(the academies required tuition), was established in

2

Boston in 1821. The school was to be for boys twelve years

 

lBunker, op. cit., p. 17.

2Elmer E. Brown, The Making of Our Middle Schools

(third edition; New York: Longmans, 1907), pp. 297-303.

21

of age and Older and was to consist of three years Of study.
It is noted that the school was not immediately called a
"high school" but was first known as the English Classical

School. Three years after its founding, however, it was

referred to as the English High School.1

Barnard, in his fourth annual report to the Connect-
icut Legislature (1842), supported the high school concept
by saying:

This school should receive such pupils as are found
qualified in the studies Of the secondary (inter-
mediate) schools, on due examination, and conduct them
forward in algebra, geometry, surveying, natural,
moral, and mental philosophy, political economy, the
history and Constitution Of Connecticut and the

United States, bookkeeping, composition and drawing
with reference to its use in the various kinds of
business. Whatever may be the particular studies,
this school should afford a higher elementary education
than is now given in the district school, and at the
same time, furnish an education preparatory to the
pursuits Of commerce, trade, manufactures, and the
mechanical arts. All that is now done in this way

for the children of the rich and educated should be
done for the whole community, so that the poorest
parent who has worthy and talented children may see
the way Open for them to a thorough and practical
education.2

The idea of a free public high school for the purpose
of providing at public expense what the Latin grammar had
failed to provide, and what otherwise was provided only
by private academies, was a popular conception and spread

rapidly throughout the country. Figure 2, adapted from

 

lIbid.

2Bunker, Op. cit., p. 18.

22

18000
15000
12000
9000
6000

3000

     

l l 5 l 1
Latin '
figGrammar .Academy -High School
"‘ School

Figure 2.-—The development of secondary education in
America, 1635—1930.

23

Cubberley, indicates the development of the three types

Of secondary schools in America.1

The Evolution Of the 8-A System

 

The practice of segregating pupils of the same age
into grades and grouping the first eight grades together
to form an elementary school had its beginning in America
during the early part of the nineteenth century. During
this period of time, educators from throughout the world,
Americans included, became grossly enchanted with the
system Of education which had become established in Prussia.
France, in 1831, sent Victor Cousin, a profound and gifted
writer, to examine the Prussian program. His Observations
were translated into English and were widely read through-
out the United States. Italy, Austria and England made
similar studies and were equally impressed with the
Prussian system.

In 1836, Professor Calvin E. Stowe described the
Prussian system to a convention Of teachers assembled in
Columbus, Ohio. He described the system as follows:

The whole course comprises eight years and includes
children from the ages of 6 till 14, and it is
divided into four parts of two years each.2

Bunker, in examining the school codes of Germany,

found that in almost every case children were required to

 

lCubberley, op. cit., p. 255.
2Bunker, Op. cit., p. 36.

24

enter school during their sixth year of age and remain
until after their first communion, if a Catholic, or until
confirmation, if "evangelical." Both of these church rites
generally occurred during a Child's fourteenth year.1

Many prominent Americans became disciples Of the
Prussian system, including John Quincy Adams, John Pierce
(Michigan's first superintendent of public instruction),
Henry Barnard and Horace Mann. Mann visited the schools
of Prussia in 1843 and in 1844 made a report to the
Massachusetts Board of Education in which he promoted the
adOption of the German system.2

As a result Of Mann's report, John Philbrick, prin-
cipal Of the Quincy Grammar School in Boston, reorganized
his school after the German model as described by Mann.
This is considered to be the first fully graded public
school in the United States.3

Gradually, as city and state school systems developed,
the graded plans became more and more pOpular. ‘As early
as 1836, John R. Pierce, Michigan's newly appointed and
first state superintendent of public instruction expressed
his belief in the preeminence of the Prussian system of
school organization.“ Francis w. Sherman, a later superin-

tendent Of the Michigan system, stated in 1852:

 

1Ibid., p. 37. 2Ihid., p. 25.

 

3Cubberley, op. cit., p. 311.

“Bunker, Op. cit., p. 22

25

The system of public instruction which was intended

to be established by the framers of the constitution

(Michigan), the conception of the Office, its

province, its powers, and its duties were derived from

Prussia. That system consisted of three degrees:

Primary instruction, corresponding to our district

schools; secondary instruction, communicated in

schools called Gymnasia; and the highest instruction

communicated in the universities.1

By the year 1870, the graded concept of education,
with one teacher in Charge of a group of youngsters of
the same age, had become firmly established. A single
elementary school had evolved, consolidating the schools
which had been known by various names (writing, reading,
primary, grammar, intermediate, etc.), containing either
seven, eight or nine grades, with a preference for the
eight year plan. ‘Youngstersbegan the elementary school.
at the age of five, six, or seven and generally completed
the course of study by age fourteen. The public high 3
schools, which had their beginning in Boston in 1821 had
by 1870 become, in general, four year institutions.
Table 1 highlights the organizational plans found in

forty-five cities in 1870.

The Evolution of the 6-6 System

 

The 8-4 plan Of vertical organization was still in
its infancy when criticisms began to be levied against it.

The first to express such criticism was President Charles

 

1Ibid., p. 23.

26

TABLE l.--Organizational plans Of selected schools, 1870.1

 

 

Length Length

of E1. of Sec.

Cities School School
Boston, Mass. 9 yrs. 4 yrs.
Cambridge, Mass 4 yrs.
Chicago, Ill. 10 yrs. 4 yrs.
Cincinnati 8 yrs. 4 yrs.
Cleveland 8 yrs. 4 yrs.
Columbus 9 yrs. 4 yrs.
Dayton 9 yrs. 4 yrs.
Dubuque 3 yrs.
Fond du Lac 4 yrs.
Fort Wayne 4 yrs.
Indianapolis 8 yrs. 4 yrs.
Kingston, N. Y. 9 yrs. 3 yrs.
Louisville 4 yrs.
Lowell, Mass. 4 yrs.
Madison 8 yrs. 2 yrs.
Manchester, N. H. 4 yrs.
New Bedford, Mass. 9 yrs. 4 yrs.
Newburyport, Mass. 4 yrs.
New Brunswick, N. J. 8 yrs. 3 yrs.
New Haven 7 yrs. 3 yrs.
Newark 6 yrs. 4 yrs.
Oswego, N. Y. 9 yrs. 3 yrs.
Philadelphia 8%yrs. 4 yrs.
Portsmouth 4 yrs.
Providence 9 yrs. 4 yrs.
Rochester, N. Y. 7 yrs. 4 yrs.
Sacramento 7 yrs. 3 yrs.
Springfield, Ill. 3 yrs.
St. Louis 8 yrs. 4 yrs.
Syracuse 9 yrs. 3 yrs.
Terre Haute 8 yrs. 4 yrs.
Toledo 8 yrs. 3 yrs.
Troy, N. Y. 9 yrs. 4 yrs.
Washington, D. C. 8 yrs. 4 yrs.
Worcester, Mass. 4 yrs.

 

1

Frank F. Bunker, "Reorganization of the Public

School System," United States Bureau of Education Bulletin,
1916, No. 8 (Washington: U. S. Government Printing Office,
1915). p- 35.

27

W. Eliot Of Harvard, who in 1872-73 objected to the fact
that the 8-4 system had raised the entering age of college

freshmen to over eighteen years.1

In earlier years,
youngsters had been able to enter college at a younger
age.

Apparently President Eliot's early Objections had
little effect, for in 1888 and again in 1892 his concern
for lowering the entrance age Of college students was
expressed before the National Education Association.2 As
a result Of Eliot's activities, the National Education
Association appointed the Committee of Ten, with Eliot
as its chairman, to evaluate the country's program of
secondary education. One of the committee's recommendations
was that some of the courses which were taught in the
high school could more profitably be included in the
later years of the elementary school. An alternative sug-
gestion was to include grades seven and eight in the

secondary school, thus leaving six years instead of eight

in the elementary school (the 6-6 plan).3

 

1William T. Gruhn and Harl R. Douglass, The Modern
Junior High School (New York: The Ronald Press Co., 1947),
p. 7.

2Thid.

 

 

3N. E. A., Report of the Committee of Ten on Secondary
School Studies (New York: American Book Co., 1894), p. 3.

 

 

28

In 1895 the National Education Association appointed

a committee to consider the problem of the standardization
of college entrance requirements. The committee consisted
of fourteen members representing high schools and colleges
from different sections of the country and was chaired by
Dr. A. F. Nightingale, superintendent of schools in
Chicago. In addition to studying college entrance
requirements, the committee addressed itself to the problem
of the vertical organization of school grades. Its final
report in 1899 stated:

The seventh grade, rather than the ninth, is the natural

turning point in the pupil's life, as the age of ado-

lescence demands new methods and wiser direction.

Six elementary and six high school, or secondary, grades

form symmetrical units. . . .Statistics Show that the

number of students leaving school at the end of the

sixth grade is comparatively small, while the number is

very large at the end of the eighth grade. By the

proposed change, the students in the seventh and

eighth grades would gradually gain the inspiration Of

the high school life, and the desire to go farther in

the languages and sciences which they have already

begun under favorable conditions. The result would

doubtless be a more closely articulated system, with a

larger percentage of high school graduates.1

In 1907, further support was presented for the 6-6

plan by the Committee on an Equal Division of Time, which
had been established by the National Education Association
in 1905. This committee felt that by such a plan better

teachers could be Obtained, better conditions for teaching

 

1National Education Association, Journal of Proceedings
and Addresses (Los Angeles: National Education Association,
1899), p. 559.

 

 

29

could be produced and departmentalized instruction could

be introduced.1

The Junior High School

 

In 1911 the National Education Association appointed
a committee which became known as the Committee on Economy
of Time, chaired by H. B. Wilson, superintendent Of schools
in Berkeley, California.2 Its first report published in
1913 recommended six years of elementary education and
six years of secondary education. A unique feature Of
their recommendation was the idea that secondary education
should consist of two divisions, the first four years

3

long and the second two years long. This was perhaps the
first formal recommendation made by any national group for
an intermediate school, although several districts had
instituted intermediate or junior high schools by that
time (1913).

At the same time that various educational groups
were expressing Objections to the 8-4 plan and suggesting
in its place a 6-6 organization, two school systems,
Columbus, Ohio, and Berkeley, California, introduced the
6-3-3 organization. With its introduction, the junior

high school movement was launched.

 

lGruhn and Douglass, Op. cit., p. 12.

2Cubberley, Op. cit., p. 344.
3Gruhn and Douglass, op. cit., p. 14.

30

The factors underlying the formation Of some of the
early junior high schools were Often based upon expediency
rather than upon what was best educationally. Berkeley,
for example, moved to the 6-3—3 plan because of crowded
pupil conditions and lack Of certain kinds of facilities.
Gradually, however, the junior high school concept became
predicated upon certain assumed educational advantages,
most important of which was the fact that this plan would
better meet the unique social, emotional and physical needs
Of the early adolescent.

The 6-3-3 experiments in Columbus and Berkeley drew
considerable attention and were viewed favorably across
the nation. As a result of the success of the 6—3-3 system
in these two cities and also due, no doubt, to the recom-
mendation of the Committee on the Economy of Time for two
divisions within the secondary school, reorganized secondary
schools were introduced elsewhere.

Additional impetus was given to the movement as a
result of widely publicized studies by Thorndike, Ayres
and Strayer,l which illustrated the fact that in tradi-
tionally organized schools (the 8-4 plan) the retention
of pupils from grade 8 to grade 9 was poor.

Reorganization was generally accomplished in one of

two ways; providing a separate school building for grades

 

Ibid., p. 15.

 

31

7, 8 and 9 (6-3-3 plan) or by including grades 7 and 8 in

a secondary building (6-6 plan). The latter plan frequently
emulated features Of the 6-3-3 plan by creating junior

and senior high school divisions within the school.

Bennett reported that by the end Of 1917 there were
junior high schools organized in 365 school systems.1
Briggs estimated that in 1920 there were "upwards of 800
junior high schools in the United States."2 Both men were
no doubt referring to the six-year junior-senior high
school as well as the separately organized junior high
school in their statistics, since in 1920 the United States
Office of Education reported only 55 separately organized
junior high schools, while 828 junior-senior high schools

were reported.3

Trends in Reorganization Since 1920

 

Though the trend to reorganize the traditional 8-4
plan had begun before the 1920's, it was not until that

decade that any significant changes in organization were

 

lVernon G. Bennett, The Junior High School (Baltimore,
Maryland: Warwick and York, Inc., 1919), pp. 39-40.

2T. H. Briggs, The Junior High School (Boston:
Houghton Mifflin Co., 1920), p. 60.

 

 

3United States Department of Health, Education and
Welfare, Office Of Education, Statistics of Education in
the United States, 1958—59 Series, Public Secondary Schools,
Number 1, Washington D. C., p. 31.

 

 

 

32

made. Reviewing Table 2, we see that in 1919-20, 93.7 per
cent of all secondary schools consisted Of traditional,
four-year high schools, preceded by eight-year elementary
schools. Ten years later, in 1929-30, this type of school
represented 74.0 per cent Of all secondary schools. By
1961-62 the number of four-year high schools preceded by
an eight-year elementary school had dropped to include
only 29.0 per cent of all secondary schools. From the data
presented in Table 2, one will note that it was not until
the year 1951-52 that the number of reorganized secondary
schools exceeded the number of traditionally organized
(8-4) high schools.

Another way Of viewing the trend away from the
traditional 8-4 plan of organization is to examine the
number of pupils attending the various types of secondary
schools. Table 3 allows such an examination and indicates
that in 1919-20, 83.4 per cent of all secondary school
youngsters were attending traditionally organized four-
year high schools. In 1929-30 only about half of the
nation's secondary school pupils were attending such
schools. By 1958-59 this number had decreased to 17.5
per cent. Comparable statistics are not available for
more current years.

The preceding data indicates a steady trend away
from the 8-4 plan of organization and toward some form

of a junior high school followed by a senior high school,

33

TABLE 2.--Number and per cent of public secondary schools
in the United States by type, 1919-20 to 1961-621

 

Type of School

 

 

 

 

Statistics for the years 1919-20 to 1958-59 Obtained

from Public Secondary Schools, Statistics of Education in
the United States, 1958-59 Series, Number 1, United States
Department of Health, Education and Welfare, Office Of
Statistics for 1961-62, United States
Department Of Health, Education and Welfare, Office of

Education,

Education,
2

p- 31.

P- 31-

year elementary schools.

Includes four-year high schools preceded by eight-

Number Reorganized Schools

and 2 3 Tu Junior—5
Per Cent Total Traditional Junior Senior Senior
1919-20

number 14,326 13,421 55 22 828

per cent 100.0 93.7 .4 .l 5.8
1929-30

number 22,237 14,460 1,842 648 3,287

per cent 100.0 74.0 8.3 2.9 14.8
1937-38

number 25,057 15,523 2,372 959 6,203

per cent 100.0 61.9 9.5 3.8 24.8
1945-46

number 24,122 13,797 2,653 1,312 6,360
_ per cent 100.0 57.2 11.0 5.4 26.4
1951-52

number 23,746 10,168 3,227 1,760 8,591

per cent 100.0 42.8 13.6 7.4 36.2
1958-59 .

number 24,190 6,024 4,996 3,040 10,130

per cent 100.0 24.9 20.6 12.6 41.9
1961-62

number 24,823 7,202 6,612 4,502 6,507

per cent 100.0 29.0 26.6 18.2 26.2

1

3Includes two-year and three-year junior high schools.

“Includes three—year and four-year senior high schools

preceded by junior high schools.

5Includes five-year and six—year high schools.

34

TABLE 3.--Number and per cent of pupils enrolled in public

 

 

 

 

 

secondary schools in the United States by type, 1919-20
to 1958- 591
Type of School

Number Reorganized Schools

and Tradi- 3 Junior-S
Per Cent Total tional2 Junior Senior Senior
1919—20

number 1,999,106 1,667,480 37,331 17,791 276,504

per cent 100.0 83.4 1.9 .9 13.8
1929-30

number 5,212,179 2,652,271 1,036,919 543,813 979,176

per cent 100.0 50.9 19.9 10.4 18.8
1937-38

number 7,423,573 3,230,708 1,408,584 972,218 1,812,063

per cent 100.0 43.5 19.0 13.1 24.4
1945—46

number 6,840,799 2,632,021 1, 274, 523 1,148,632 1, 785, 623

per cent 100.0 38.518.616.826.
1951-52

number 7,688,919 1,937,210 1,526,996 1,528,006 2,696,707

per cent 100.0 25.2 19.8 19.9 35.1
1958-59

number 11,044,000 1,939,000 2,749,000 2,819,000 3,537,000

per cent 100.0 17.5 25.0 25.5 32.0

1

Public Secondary Schools, Statistics of Education in
the United States, 1958— 59 Series, Number 1,

United States

Department Of Health, Education and Welfare, Office of

Education,

p. 43

2

year elementary schools.

(Statistics not available on enrollment

Includes four-year high schools preceded by eight-

3Includes two-year and three-year junior high schools.

4

preceded by junior high schools.

Includes three-year and four- -year senior high schools

5Includes five-year and six-year high schools.

35

or toward the combined junior-senior high school. During
the decade 1919-20 to 1929-30 more youngsters attended
combined junior-senior high schools, followed by senior
high schools, than separately organized junior high schools
followed by senior high schools. Since that time, however,
the separately organized junior and senior high schools
have proven capable of accomodating more of the youngsters
who attend reorganized schools. The trend has been for
smaller communities to establish combined junior-senior
high schools and for larger communities to establish sep-
arate secondary units. Consequently, it was not until
1961—62 that the actual number Of separately organized
junior and senior high school buildings exceeded the

number Of combined junior-senior high school buildings.

What Grades Are Included in Junior High Schools?

 

A further question remains: namely, what grades
are included in the separately organized junior high
schools? KOOS reports, based on a study Of 1,372 city
school systems in 1948, the following frequencies: 6-3-3
plan, 35 per cent; 8—4 plan, 23 per cent; 6-6 plan, 16 per
cent; 6-2-4 plan, 12 per cent; 6—3-3-2 plan, four per cent;
7-5 plan, three per cent; 5-3-4 plan, two per cent; 6-2-4-2
plan, one per cent; 7-2-3 plan, one per cent; "other,"

three per cent.1

 

lLeonard V. Koos, "The Junior High School After a
Half-Century," The School Review, No. 61 (October, 1953),

p. 398.

 

36

Gaumnitz reports that in 1952, 74.2 per cent of all
junior high schools in the United States consisted of
grades 7, 8 and 9; 19.4 per cent consisted Of grades 7
and 8; 4.6 per cent consisted of grades 7 through 10 and
1.7 per cent were organized to include other grade
groupings.l

Tomkins, in 1957, surveyed all schools which had
previously been reported to be two-year junior high schools.
Of the 750 such schools, replies were received from 523.
Some Of the 523 replying were no longer two—year schools,
since their structures had been changed. Of those schools
that remained, 332 included grades 7 and 8, and 30 included
grades 6, 7 and 8 (Tomkins called these schools two—year
schools because "grade 6 in this type of school more
characteristically belongs to the elementary schOol.")
Fifteen included grades 8 and 9, one included grades 9 and
10. On the basis Of the data presented by Tomkins, it is
surprising to note that in several states the two-year
junior high school is the most pOpular type. Montana
reported that 79 per cent of their junior high schools

were of a two-year duration; Wyoming, 78 per cent; New

 

1Walter H. Gaumnitz et a1., "Supplementary Statistics
of Public Secondary Schools, 1951-52, with Special Empha—
sis upon Junior and Junior-Senior High Schools," United
States Office of Education Circular Number 423 (Washing-
ton: U.SQ Government Printing Office, 1955), p. 4.

 

37

Hampshire, 75 per cent; Illinois, 66 per cent; Idaho,
65 per cent; Indiana, 58 per cent; Oregon, 50 per cent.1

At the present time, as has been demonstrated, a
wide variety of organizational plans exist. The 8-4 plan
is definitely on the decline, and there appears to be
an increasing amount Of interest shown in plans which
incorporate some form Of junior high school, the 6-3-3
plan being most popular.

This increase in interest in the junior high school
is exemplified in the visibility it receives in journals,
monographs, pamphlets, books, etc. Stricklund reports
that between 1935 and 1953 the number of listings under

"junior high school" in the Education Index averaged 18

 

entries per year. In the 1957-59 volume there were 48
entries; and in the 1959-61 volume there were 68 entries.2
Rasmussen indicates that the 1947-50 volume of the

Education Index listed six times as many entries under

 

"elementary education" as under "junior high school."

The 1953-55 volume had five times as many elementary

 

lEllsworth Tompkins and Virginia Roe, "The Two-Year
Junior High School," NASSP Bulletin, Volume 41, pp. 27-41.

2Virgil E. Stricklund, "The Role and Significance
Of the Junior High School in the Total School Program,"
NASSP Bulletin, Volume 46, pp. 69-77.

 

 

38

entries as junior high entries; the 1959-61 volume having

only twice as many.1

Summary

The preceding sections have attempted to portray, in
a sequential way, the various antecedents of our present
system Of public education in America. As has been demon-
strated, society has witnessed numerous plans for organizing
schools for the education of young people. Most have risen
only to fade into Oblivion; even their names have been
forgotten. All, however, have left behind certain ideas,
certain concepts, which have been gradually amalgamated into
the present system of education found in America. In a
sense, then, our present system is a product of the past

and cannot be adequately understood apart from it.

Factors Which Affect Pupil Adjustment

 

A review of the literature reveals that many factors
are related to a youngster's personal-social adjustment.
Menninger Claims that

. the school, for better or for worse, is second
only to the home in its influence on the development
of a child's personality. . . .In every instance the
school continues to shape the plastic immature
personality that comes into its doors at the age of
five or six. The teacher next to the father and
mother, has a greater responsibility and opportunity

 

lGlen R. Rasmussen, "The Junior High School—-Weakest
Rung in the Educational Ladder?" NASSP Bulletin, Volume
46, pp. 63-69.

39

to facilitate the development Of good mental health Of

the child than any other person.1
Personal—Social Adjustment Related to Sex

Bonnie administered the California Test Of Personality

to thirty-eight elementary boys and forty-four elementary
girls to determine whether or not personal-social adjust-
ment is related tO sex. Bonnie concluded that girls have
a slight edge over boys in attaining desirable personal and
social traits, although a significant difference was found

in only one trait, social skills.2 A similar study by

Valentine corroborated the results of Bonnie's study.3
Kratoliva studied the personal-social adjustment of

a sample of fourth, fifth and sixth graders in Cleveland,

Ohio. A general difference was found in adjustment between

boys and girls; girls being better adjusted than boys.”
Using the California Social Adjustment Profile Test,

Clark studied the adjustment of 678 pupils in grades seven

and eight and 334 pupils in grades four to eight, to

 

lwilliam C. Menninger, "Mental Health in Our Schools,"
Educational Leadership, Volume 7, 1950, p. 511.

2

Merl E. Bonnie, "Sex Differences in Social Success
and Personality Traits," Child Development, Volume 15
(March, 1944), pp. 63-79.

3B. Valentine, "An Investigation Of the Problems of
the Seniors of a Small High School in Arizona" (unpublished
Master's dissertation, University of Southern California,
1942).

aJulia H. Kratoliva, "Appraisal of CharaCter and
Personality at Robert Fulton School" (unpublished Master's
dissertation, Western Reserve University, May, 1941).

40

determine differences that might exist due to sex. Statis—
tically significant differences were found between boys
and girls in both groups in regard to anti-social tend-

encies, knowledge of social standards and school relations.l

Socio—Economic Status

 

Shuttlesworth, using the California Test of Person-
ality, studied 234 seventh grade pupils in Austin, Texas,
and found that sociO-economic status was significantly
related to personal-social adjustment. Among the same
sample, sociO-economic status was also found to be related
to achievement and intelligence.2

Sewell and Haller studied the relationship between
social status and personality adjustment among 1,462 eighth
graders in Wisconsin, employing the California Test of
Personality as a measure Of personality adjustment and the
occupation of the child's father as an indication of social

status. The two factors were found to be positively and

significantly correlated.3

 

J

1W. W._C1ark, "Significant Differences in Boy-Girl

Adjustment" (unpublished paper, Los Angeles County Superin-
tendent of Schools, Division of Administrative Research,
1938).

2Reba Hudson Shuttlesworth, "The Relationship of
SOCiO-Economic Status to the Measured Adjustment of Seventh
Grade Students in Johnston Junior High School, Houston,
Texas, for the year of 1951-52," NASSP Bulletin, February,
1962, pp. 289-293.

3William H. Sewell and Archie O. Haller, "Social Status
and the Personality Adjustment Of the Child," Sociometry,
Volume 19 (June, 1956), pp. 114—125.

 

 

41

Rothman found no relationship between sociO-economic
status and patterns of purpose, aspiration, attitudes,
interest, action, feeling, thinking and belief among junior

high youngsters.l

Place of Residence

 

Mangus conducted a study using the California Test
Of Personality to determine the effect of farm living on
personality adjustment. Three groups of youngsters were
included in the study: 371 pupils living on farms; 573
pupils living in rural areas, but not on farms; 285 pupils
living in a city of about 17,000 population. Little
difference was found in personality adjustment between
rural farm children and rural non—farm children. Both
groups of rural children, however, scored significantly
higher than the urban group in most areas of adjustment.
They were more self-reliant; they had a greater sense of
belonging, greater freedom from withdrawing tendencies
and nervous symptoms. They also rated higher in social

skills and in school and community relations.2 Stott

 

1Philip Rothman, "Expressed Values of Selected Junior
High School Students and the Relationship of These Values
to SociO-Economic Status," NASSP Bulletin, February, 1962,
pp- 277-278.

2A. R. Mangus, "Personality Adjustment of Rural and
Urban Children," American Sociological Review, Volume 13
(October, 1948), pp. 566-575.

 

 

42

reported similar results in a study of 806 adolescents in
Nebraska.1

Matlin conducted a study to determine the social
adjustment of transient fifth and sixth grade pupils as
opposed to pupils who had Spent most of their school life
in the same school environment. It was concluded that

transient pupils were less well adjusted than non-transient

pupils.2

General Educational Practices

 

Adams studied the practices Of forty-two teachers

and concluded that many teaching practices cause inferiority

3

feelings and fears in children. Similar results were

reported by Whitley.“
Sandin studied the emotional and social adjustment

of regularly prombted and non-promoted pupils and

 

1L. H. Stott, "Some Environmental Factors in Relation
to the Personality Adjustments of Rural Children," Rural
Sociology, 1945, pp. 394-403.

2John P. Matlin, "The Social Acceptance and Adjustment
in the Classroom of Fifth and Sixth Grade Children Analyzed
on the Basis of Transiency in the School" (unpublished
Master's dissertation, Sacramento State College, Sacramento,
California, 1954).

 

3Clifford R. Adams, "Classroom Practices and Person-
ality Adjustments of Children," Understanding the Child,
Volume 13 (June, 1944), pp. 10-12.

“Harold E. Whitley, "Mental Health Problems in the
Classroom," Understanding the Child, Volume 23 (1954),
pp. 98-103.

 

 

43

concluded that non—promotion was associated with many
symptoms of poor adjustment.l

An experiment by Lantz revealed that success experi-
ences resulted in better future performance and better
personal-social adjustment than did failure experiences.2

Zander discovered that artificially induced frustra-
tion caused poor personal—social adjustment among fifth
and sixth graders.3

Kaplan and O'Dea surveyed the practices of sixty-
seven experienced teachers to determine what educational
factors, if any, contributed to poor personal-social
adjustment on the part of pupils. It was concluded that
the home had the greatest influence on such development,
but that various school factors also played a part. Such
things as:

1. Failure to recognize individual differences.

2. Inadequate playground materials.

3. Inability to participate in desired activities

because of finance.

 

lAdolph A. Sandin, "Social and Emotional Adjustments of
Regularly Promoted and Non-Promoted Pupils," Child Devel-
opment Monographs, Number 3 (New York: Teachers College,
Columbia, University, 1944), pp. 1—142.

2Beatrice Lantz, "Some Dynamic Aspects of Success and
Failure," Peychological Monographs, Volume 59, NO. 1 (1945),
pp. 1‘40.

 

 

3Alvin F. Zander, "A Study Of Experimental Frustration,"
Psychological Monographs. Volume 56, Number 32,American
PsyChological Association (1944), pp. 1-38.

 

44

4. Failure of report cards to indicate a child's
potentialities.
5. Labeling students as delinquent or lower social
class.1
Anderson classified a sample Of second, fourth and
sixth grade teachers according to their demonstrated
Classroom behavior as either dominative or integrative
teachers. Teachers with high mental hygiene characteristics
(integrative teachers) fostered personality Characteristics
Of Spontaneity, initiative and social contribution to a
greater extent than did teachers with less high mental
hygiene Characteristics (dominative teachers).2
Musselman attempted to relate certain life Circum-
stances with the expressed problems Of seventh and eighth
graders. It was found that children who were Negroes,
who Came from broken homes, who had poor Church attendance
records, who had low levels of achievement, who had low
mental ability, who had low reading ability, who had

undesirable characteristics of student behavior as expressed

by teachers and who had high rates of truancy expressed a

 

lLouis Kaplan and J. David O'Dea, "Mental Health
Hazards in School," Educational Leadership, Volume 10 (1953)

pp. 351-354.

2Harold Anderson and Others, Studies of Teachers'
Classroom Personalities, III; Follow-Up Studies of the
Effects of Dominative and Integrative Contacts on Child-
ren's Behavior, Stanford University 61945), p. 1-156.

 

 

 

 

 

45

greater number of problems on the SRA Youth Inventory than
did other children.1

Davidson and Lang studied fourth, fifth and sixth
graders in the New York City school system and found that
their self—concepts were directly related tO their per-
ceptions Of how their teachers felt about them.2

Flanders and Havumaki studied the effects of positive
pupil-teacher interaction on the sociO-metric choices cfi‘
children. It was discovered that when the number of
teacher-pupil contacts involving praise increased, the
pupil's acceptance by his peers also increased.3

Kounin and Gump studied the effects of punitive and
non-punitive teachers upon children's behavior. It was
revealed that children who have punitive teachers manifest

more aggression in their misconduct, are more unsettled and

confused about misconduct and are less concerned with

 

1Donald L. Musselman, "Patterns of Circumstances
Related to Problems Expressed by Seventh and Eighth Grade
Pupils," NASSP, Volume 46 (University of Colorado, 1958),
pp. 264—265.

2Helen H. Davidson and Gerhard Lang, "Children's
Perceptions of Their Teachers' Feelings Toward Them
Related to Self-Perception, School Achievement and Behavior,‘
Journal Of Experimental Education, Volume 29 (1960), pp.
107-118.

I

3Ned A. Flanders and Sulo Havumaki, "The Effect of
Teacher-Pupil Contacts Involving Praise On the Sociometric
Choices of Students," Journal of Education Psychology,
Volume 51 (April, 1960), pp. 65—68.

46

learning and school values than are children with non-
punitive teachers.l

Livingston administered the SRA Youth Inventory
to two groups of fifth grade pupils. One group of 1223
pupils had experienced self-contained classrooms in grades
one and two and semi-departmentalization in grades three
through five; the second group Of 831 pupils had experi-
enced semi-departmentalization in all Of the first five
grades. It was concluded that semi-departmentalization
does not hinder pupils' personal and social adjustment.2

Triplett made a comparative study Of well-adjusted
and poorly adjusted junior high school children in Waco,
Texas. She concluded that the poor adjustment evolved
from a variety Of causes; insecurity at home, family
tensions, over-indulgence Of parents, extreme poverty,
inferiority feelings from physical handicaps, appearance,
failure in school, unfavorable comparison with siblings or
classmates, low intelligence and parental attitudes of

3

rejection, deprivation, over-protection or exploitation.

 

lJacob S. Kounin and Paul V. Gump, "The Comparative
Influence Of Punitive and Non-Punitive Teachers upon
Children's Concepts of School Misconduct," Journal of
Educational Psychology, Volume 52 (1961), pp. 44-49.

2Hugh A. Livingston, "Does Departmental Organization
Affect Children's Adjustment?" Elementary School Journal,
Volume 61 (1961), pp. 217-220.

 

 

3Ruth Triplett, "A Comparative Study of Well Adjusted
and Poorly Adjusted Children in a Junior High School"
(unpublished Master's dissertation, University of Texas,
August, 1964).

47

Brownstein conducted a study Of sixth graders

employing the California Test of Personality to determine

the effects Of various factors on social adjustment. He

concluded that:

1.

2.

Girls were better adjusted than boys.

Older sixth graders were more poorly adjusted
than younger sixth graders.

Height and weight were not related to social
adjustment.

Ordinal position in the family was not related
to social adjustment.

The only Child did not tend to be more poorly
adjusted than children who came from families
with more than one child.

Well adjusted children tended to come from more
stable families than did poorly adjusted children.
Social adjustment was related to reading ability.
Poor readers tended to operate at lower levels

of social adjustment.

Social adjustment was related to intelligence.
Average or above average intelligence seemed to

be related to good social adjustment.l

 

1

Jewell Brown Brownstein,"A Study of Children with

Contrasting Records of Social Adjustment in Relation to
Certain School, Home, and Community Factors"(unpublished
Doctoral dissertation, Indiana University, 1958).

48

Nielson identified two groups of fifty fifth grade
pupils in New Jersey. One group was taught by traditional
or formal methods, while the other group was eXposed to
informal methods with a great deal of individual assistance
by the teacher and a conscious attempt to develop desirable
social attitudes and competencies. At the end of the.
experimental period no differences were Observed between
the groups in regard to academic ability as assessed by
standardized achievement tests. The California Test Of~
Personality, however, revealed a significant difference
between the two groups in regard to the self-adjustment
section of the test; the pupils exposed to informal
methods indicating better adjustment. NO significant
differences were found between the two groups in the social

adjustment section of the test.1

Summary

The foregoing material seems to indicate that certain
factors play a part in determining the nature of a pupil's
personal-social adjustment, while other factors appear to

be unrelated. In general it seems that:

 

lEsther W. Nielson, "An Evaluation of Two MetHOds of
Teaching the Social Studies As Measured by the California
Test of Personality and the National Achievement Social
Studies Test" (unpublished Master's dissertation, New Jersey
State Teachers College, Glassboro, 1952).

49

1. Girls are better adjusted than boys.

2. SOCiO-economic status is related to adjustment,
although not consistently.

3. Factors such as place Of residence, frequency
of moves, promotion or non-promotion, pupil-
teacher relationships, and various life circum—
stances affect the personal-social adjustment

of pupils.

The Effectiveness of Various Plans

 

One of the earliest studies comparing the effec-
tiveness of alternative plans of vertical organization
was reported by Stetson in 1917'.1 Two groups of pupils
in Grand Rapids, Michigan, one prepared in eight-grade
elementary schools and the other in a junior high school,
were compared on the basis of high school achievement in
English and mathematics. No significant differences
between the groups were found. A second study by Stetson
was reported in the following year (1918)-2. This study
demonstrated that with the advent of a junior high school

in Grand Rapids,_Michigan, in 1911-12, retention of pupils

 

1Paul C. Stetson, "Statistical Study of the Scholastic
Records of 404 Junior and Non-Junior High School Students,"
School Review, Volume 25 (November, 1917), pp. 617-636.

2Paul C. Stetson, "A Statistical Study of the Junior
High School from the Point of View of Enrollment," School
Review, Volume 26 (April, 1918), pp. 233—245.

 

50

from grades eight to nine improved. The retention rates
for several years preceding and following the establish-

ment of a junior high school were as follows:

 

Year Per Cent Retention
1907-08 67.1
1908—09 60.2
1909—10 65.0
1910-11 72.8
1911-12 75.0
1912—13 83.7
1913-14 86.3
1914—15 103.0

Childs studied the reorganization movement in the
Indiana public schools and concluded that differences
in retention rates were insignificant between traditionally
organized schools and those that had been reorganized.l

In 1917 Briggs conducted a study Of 402 pupils who
had attended junior high school (6-3-3) and 413 pupils,
similar in economic status, who had attended the traditional
eight-grade elementary school.2 It was found that 65.9
per cent of the youngsters who had attended the elementary
school entered grade nine, while 87.2 per cent of those

who had attended the junior high school entered grade

 

1H. G. Childs, An Investigation Of Certain Phases of
the Reorganization Movement in the Grammar Grades of
Indiana Public Schools (Fort Wayne, Indiana: Fort Wayne
Printing Co., 1918).

 

 

2Briggs, op. cit., pp. 310-311.

51

nine. In the tenth grade 55.8 per cent of those who had
attended the elementary school remained, while 65.5 per
cent of the junior high group were still in attendance.

Briggs, citing a study in Cuba, New York, observed
that the average mark in grade nine rose from 73.2 to
84.8 following reorganization.l

Pratt surveyed the superintendents of schools in all
cities with a population of 100,000 or more.2 Sixty-
eight such Cities were contacted, with sixty replying. It,
was the opinion of the superintendents replying that junior
high schools retained pupils in school more successfully
than did the traditional eight grade elementary schools.
They indicated, further, that the cost of maintaining a
reorganized district exceeded that of maintaining a
traditionally organized district, that few teachers were
being prepared specifically for teaching in a junior high
school and most educators were favorably impressed with
the junior high school concept.

A study reported in 1923 by the Rochester, New York,

board of education found that the holding power of their

 

1Ibid., p. 313.

2O. C. Pratt, "Status of the Junior High School,"
School Review, Volume 30 (1922), pp. 663—670.

 

52

school system increased after the Opening Of their junior
high school.1
In 1924 Porter compared the achievement of 200
seventh and eighth grade junior high school pupils with
200 seventh and eighth grade pupils in the 8-4 plan in
Minneapolis.2 The two groups were equated on the basis
of sex and intelligence. Achievement tests revealed no
significant differences between the groups in reading,
spelling, arithmetic, geography and history. Porter's
study also compared the senior high school grades of 100
pupils who had attended junior high schools with 100 pupils
who had attended elementary schools in grades seven and.
eight. NO significant differences were found.
Bruner studied a typical American community of
25,000 people over a period of five years and found that
adoption of junior high schools increased high school

'retention rates significantly.3 A study by Fritz showed

 

1The Junior High Schools of Rochester (Rochester,
New York: Board of Education), 1923.

2W. A. Porter, "A Comparative Study Of the Scholastic
Achievements Made by Junior and Non-Junior High School
Pupils in Minneapolis, Minnesota" (unpublished Master's
dissertation, University of Minnesota, 1924).

 

3H. B. Bruner, The Junior High School at Work, Con-
tributions to Education Number 177, New York, Teachers
College, Columbia University, 1925.

 

53'

that reorganization of the 8-4 plan tended to delay with-
drawal from school by one year.1

A 1928 study by Powers contained some unusual
findings.2 All Minneapolis youngsters in grades seven,
eight and nine were tested in regard to competence in
reading, arithmetic, geography and history. Students
attending non-junior high schools scored significantly
higher than did those youngsters attending junior high
schools. Powers found further that: (1) Retention rates
from grade seven to grade eight were better in junior high
schools. (2) Retention rates from grade eight to grade
nine were better in non-junior high schools. (3) Junior
high schools retained fewer pupils beyond compulsory
attendance age.

Holloway found marked increases in retention rates

in the state of Kentucky among schools that had adopted

the 6-3-3 plan.3

 

1R. A. Fritz, "An Evaluation of Two Special Purposes
Of the Junior High School: Economy of Time and Bridging
the Gap," University of Iowa Studies in Education, Number
143. 1927.

2J. 0. Powers, "Is the Junior High School Realizing
Its Declared Objectives?" School Life, Volume 14 (1928),

pp. 76-79.

3J. B. Holloway, "A Study of the Reorganization of the
Public School System of Kentucky in Accordance with the
Junior High School Idea" (unpublished Master's dissertation,
Depaztment of Education, University of Chicago, 1928),
p. l 2.

54

In a study Of the city Of Wabash, Carpenter found
that failure rates decreased and that holding power
increased with the advent of junior high schools.1

Landsittel studied 371 pairs of university freshmen
at Ohio State University. One youngster from each pair
had attended a 6-3-3 school; the other had attended an
8-4 school.2 The members of each pair were equated on
the basis of intelligence, age, size of school and type of
community from which they came. The findings revealed
that the 8-4 group showed slightly better results in high
school achievement and also during the first year of
college.

Clem studied the achievement levels of tenth grade
youngsters who had come from elementary schools or junior
high schools in Central High School, Syracuse, New York.3
Pupils who had attended the traditional elementary schools
earned higher grades in all subjects except English than

did those youngsters who had attended junior high schools.

 

1L. H. Carpenter, "A Study Of the Effects of the
Junior High School Organization of Wabash, Indiana" (un-
published Master's dissertation, Department Of Education,
University of Chicago, 1928), p. 85.

2F. C. Landsittel, "Scholastic Accomplishment in the
Junior High School," Journal of Educational Research,
Volume 18 (1928), pp. 127-135.

 

3O. M. Clem and H. M. Roberts, "The Tenth Year Progress
of Junior High School and Elementary School Pupils,"
Journal of Educational Research, Volume 21 (1930),
pp. 288:296.

 

55

Twice as many failures in algebra were found among pupils
who had attended junior high schools as were found among
pupils who had attended eight-grade elementary schools.

Mills studied six Massachusetts communities, three
organized on the 6-3-3 plan and three on the 8-4 plan.
The communities were matched according to size and type.
He found that in junior high schools pupils devoted less
time to fundamentals but did as well on achievement tests
as did pupils who attended schools organized on the 8-4
plan.l

Beatley compared the achievement Of seventh, eighth
and ninth grade pupils in three New England schools
organized on the 8-4 plan with three similar schools
organized on the 6—3-3 plan.2 Even though the youngsters
who had attended the 6-3—3 plan had devoted less time to
the subjects measured by the tests and had spent more time
on other subjects such as social studies, science, fine
and practical arts, and extra-curricular activities, they
did as well as the pupils who had attended traditionally
organized schools.

Spaulding, Frederick and Koos made a comprehensive

study comparing the characteristics and advantages of

 

1H. C. Mills,"The Comparative Efficiency of the 8-4
and 6-3-3 Systems Of Schools"(unpublished Doctoral disser-
tation, Harvard University, 1931).

2Bancroft Beatley,"Achievement in the Junior High
School,"Harvard Studies in Education, Number 18 (Cambridge,

Massechusetts: Harvard University Press, 1932).

56

reorganized schools with schools maintained under the

8—4 plan.

Over 600 schools throughout the United States

were included in the study. Most Of the reorganized

schools were of the 6-3-3 or 6-6 variety. The findings

were as follows:

1.

In reorganized plans there was better
articulation with the high school unit.
Reorganized schools had made more systematic
arrangements for guidance.

Reorganized schools exhibited greater flexi-
bility of program and more extensive extra-
curricular Offerings.

In reorganized schools there were smaller class
sizes and longer class periods.

Teachers in grades seven and eight were found
to be better qualified in reorganized plans.
Reorganized schools tended to devote more time
and attention to the improvement of curriculum.
Reorganized schools tended to have poorer arti-
culation between grades six and seven.

The qualifications of teachers in grades nine
through twelve tended to be lower in reorganized

schools.

 

lFrancis T. Spaulding, O. I. Frederick and Leonard V.
Koos,"Reorganizationof Secondary Educationj'United States
Office of Education Bulletin NO. 17 (Washingfon: U. S.

 

 

GOvernment Printing Office, 1932).

57

9. No differences were found between 8-4 schools and
reorganized schools in regard to instructional
equipment available, provision for individual
differences or general supervision Of instruction.

Other general factors revealed by the study were:

1. The effectiveness of all schools studied,
regardless of organizational type, was related
to the number of pupils enrolled; large schools
being more effective than small schools.

2. Six-year junior-senior high schools and undivided
six-year schools were superior to schools organ-
ized under other plans of reorganization.

3. Undivided six-year high schools tended to neglect
the lower grade levels. Consequently, the junior-
senior high school was viewed to be superior to
undivided six-year high schools.

The writers summarize by saying:

When schools of the various types are rated in terms
Of their internal organization, the undivided six-
year schools and the junior—senior high schools organ-
ized on a 6-3-3 basis [last six grades in one building,
but divided] stand out above all other types. The
separate three-year junior and senior high schools
seem to have whatever advantage they Obtain largely,
though not entirely, to the size of their enrollments.
Unreorganized schools prove superior in comprehensive-
ness of organization to the two-year and four-year
reorganized schools; they are unsuccessful, however,

in achieving a consistency of organization comparable
to that of the reorganized schools.l

 

1Ibid., p. 119.

58

He adds,
The mental and emotional outcomes of complex large-
school groupings and schemes of organization by
which relatively young pupils are thrown into contact
with pupils who are relatively mature have not been
given any immediate consideration.1
In 1935 Smith studied four groups Of pupils to deter-
mine the efficiency Of the junior high school compared
with schools organized in other patterns.2 Four groups of
pupils were studied; pupils from a junior high school
(grades seven, eight and nine), pupils from four nine-year
elementary schools, pupils from eleven eight-year elemen-
tary schools and pupils from three six—year secondary
schools. Smith concluded, on the basis of the results of
the Stanford Advancethxamination (an achievement test),
that the six—year secondary school was the most efficient
and that the eight-year elementary schools were the least
efficient. His conclusion, however, is Open to criticism
since I. Q.'s were known to be higher in the reorganized
schools which were included in the study than in the
traditionally organized schools.
An additional feature Of Smith's study was the attempt

to assess differences in character traits between high

 

1Ibid., p. 248.

2H. P. Smith, "The Relative Efficiency of Junior High
School vs. the Conventional 8-Grade Type of School,"
Journal of Educational Research, Volume 29 (1935),

pp. 276-280.

 

59

school pupils who had attended either an eight-grade

elementary or a junior high school.1

To do so, teachers
were asked to rate pupils on selected character traits.
High school youngsters who had attended junior high schools
were found to rate higher in industry, initiative,
reliability, cooperation and leadership than did youngsters

who had attended eight-year elementary schools.

Farris, in a 1941 issue of the California Journal

 

of Education, promoted a seven-year elementary school and

'a five—year high school.2 It was stated that ninety per

 

cent Of the valid Objections to the six—year secondary
school are removed when the seventh grade is not included,
since most objections are related to associating immature
seventh graders with Older youngsters.

A study published by Koos in 1943 judged the four-
year junior high school to be superior to the three-year
junior high school.3 Controlling the size Of schools,
Koos compared the quality of seventeen four-year junior
high schools and thirty-four three-year schools. Infor-

mation was was obtained from interviews and questionnaires.

 

Ibid.

2L. P. Farris, "Compensating Values of a Five-Year
School," California Journal of Secondary Education, Volume
16 (December, 1941), pp. 470—472.

 

3Leonard V. Koos, "The Superiority of the Four-Year
Junior High School," The School Review, Volume 51 (September,
1943). pp- 397-407-

 

60

He concluded that four-year schools were better in terms Of;
broader programs Of studies, more extensive extra-
curricular programs, better class schedules based upon
"current theory and practice," better prepared teaching
staff, and better housing and facilities. A comprehensive
second study by Koos, published in 1946, judged the 6-4-4
plan to be superior to the 8-4 plan from the standpoint of
curriculum, leadership and quality of teaching staff.1
In 1953 the Michigan Secondary School Principals
Association became concerned with the problems of growing
school populations, stretched financial budgets and crowded

buildings.2

Anticipating an increase in the amount of
school construction, the association set out to determine
what organizational structure was best. After a review of
the information that was available, the group recommended
that schools be constructed to house the 6-3-3 organi-
zational plan.

In 1954 Bonar and Huston Claimed that the needs of
adolescents were being neglected in many six—year

3

secondary schools.

 

1Leonard V. Koos, Integrating High School and College:
phe Six-Four-Four Plan gt Work (New York: Harper, 1946).

2"Meeting Adolescent Needs Through School Organization,"
NASSP Bulletin, Volume 37 (1953). pp. 53-56. (Reprinted
from the Bulletin of the Michigan Secondary School Asso-
ciation)

 

 

3Carl F. Bonar and P. W. Huston, "Recognition of
the Variation Of Maturity of Pupils in Six Year High

61

In 1955 the Report of the National Conference on
Junior High Schools claimed, "There will be modifications
in the present educational plan [organizational plan] to
meet future needs."1 Some of these will be 6-4-2,

6-4-4 and 6—2-5.

Lentz points up the fact that little is known about
what is the best plan for grouping grades.2 Concerning
the 6-3-3 plan, he states, "Research on a functional opera—
tional level is needed to determine whether there is any
justification for a 6—3—3 organization other than to
provide adequate housing."3

A study by Spivak in an underprivileged area of
Newark, New Jersey, revealed that seventh and eighth graders
did significantly better in self-contained classrooms than
in departmentalized Classrooms in regard to academic

achievement, number Of friends, number Of problems and

number of times sent to the office for advice and

 

Schools," National Association of Secondary School Princi—
pals Bulletin, Volume 38 (October, 1954), pp. 108-116.

lWalter H. Gaumnitz, Strengths and Weaknesses of the
Junior High School, Report of the National Conference on
Junior High Schools, United States Office of Education
Circular, Number 441 (Washington D. C.: U. 8. Government
Printing Office, February, 1955), p. 2.

 

 

 

2Donald W. Lentz, "History and Development of the
Junior High," Teachers College Record, Volume 57 (May, 1956),
pp- 522-530-

3Ibid.

62

correction.1 The study seems to lend some support to the
value of the traditionally organized 8-4 system.
Wattenberg claims that the traditionally organized
four—year high school creates problems.2 He states that,
-"The late-maturing boys may appear in the halls as
bewildered Children moving aimlessly among giants."
He goes on to state that the social life and physical
activities of the school are geared for youngsters who
have reached adolescence; that class procedures and
student—teacher relationships are designed for the mature
pupils. Consequently, ". . . the immature minority may
be allowed to stay lost."
The National Education Association reported in 1958
that,
TOO little research is available on adolescent psycho-
logy and junior high school education. Literature on
the subject is based largely on Opinion. . . .The
junior high school has never been fully accepted, either
in theory or in practice.3
Howard states, ". . . at this point [1959], there

seems to be little, if any, evidence to prove that one

type of organization is superior to another."u He

 

lMonroe Spivak, "Departmental or Self-Contained Seventh
and Eighth Grade Classes," NASSP Bulletin (February, 1962).

2William W. Wattenberg, "Preadolescents in the Junior
High," Educational Leadership, Volume 14 (May, 1957),

pp- 473-477.

3The Junior High School, NEA Research Memo (November,
1958).

“Alvin W. Howard, "Which Years in Junior High?" Clearing
House, Volume 33 (March, 1959), pp. 405-408.-

 

 

63

suggests that the reasons which gave rise to the 6-3-3
plan are no longer valid. In fact, increasing pressures
and restrictions by states and colleges on grade nine are
again making grade nine, in essence, a part of the senior
high school. Some districts believe that the ninth grade
belongs in the high school where the four—year Course of
study can be carried out. This and other factors "has
caused many peOple to feel that more satisfying results
might be obtained with an intermediate school composed

of grades seven and eight or six, seven and eight."
Howard concludes that the best plan appears to be the one
which best suits the needs of the individual district.

In 1959 Rose studied 100 pupils attending two-year
junior high schools and 100 pupils attending three-year
schools in the state of Indiana to determine the relative
effectiveness of the two types of schools.1 His con-
clusions, based upon the administration of an evaluative
instrument developed by himself, were that by-in-large,
three-year schools were more effective than two-year
schools. However, no significant differences were found
between youngsters representing the two types of schools

in regard to achievement in mathematics and reading (the

 

lLowell Curtis Rose, "An Appraisal and Comparison of
the Educational Potential and Effectiveness of Two-Year
and Three-Year Junior High Schools" (unpublished Doctoral
dissertation, Purdue University, Lafayette, Indiana, 1959).

64

only part used) as measured by the sequential Tests of
Educational Progress. Students from the two—year schools
perceived more problems on the Mooney Problem Check
List than did students from the three-year school.

Reece administered the Iowa Tests of Educational
Development and the California Reading Achievement Tests
to 1,010 ninth grade pupils in a single school system
who attended either a three-year junior high school (grades
seven, eight and nine) or a six-year secondary school.1
In addition he submitted opinionnaires to selected pupils
in grades seven, eight and nine and their parents and
teachers. The following conclusions were drawn:
(1) There were no significant differences between the
two groups of pupils in regard to achievement on the
Iowa Tests of Educational Development or the California
Reading Achievement Tests. (2) Parents, pupils and
teachers indicated that they preferred the 6-3-3 plan.
(3) Ninth graders in the 6-3-3 plan felt that they were
a more important part of the school than did ninth graders
in the six-year secondary school. (4) Ninth graders in
the six-year secondary school indicated more pride in their
school than did ninth graders in the 6—3—3 plan. (5) There

was greater participation and availability of activities

 

lLeonard Jerald Reece, "An Evaluation of Two Types of
Vertical School Organization in a Selected School System
(unpublished Doctoral dissertation3 University of Nebraska
Teachers College, 1960).

65

for seventh, eighth and ninth graders in the separate junior
high school than in the six-year secondary school.

A study by Shannon indicated that pupils have a
greater opportunity to be accepting Of themselves and to
perceived othersin self-contained Classrooms than in either
departmental or block-of—time departmental organizations.l

Hull, in summarizing the available research Claimed
that Seventh and eighth grades should be organized more
like elementary schools than like departmentalized junior
high schools. He concluded that seventh and eighth graders
should be scheduled into large blocks Of time under the
direction Of one teacher.2

In 1961 Crocker made a questionnaire study of the
relationship of size and organizational type of junior
high schools in Alabama to certain selected factors.3
Three types of organizational plans were studied; two-year
junior high schools, three-year junior high schools and

the lower three grades of junior-senior high schools.

The study revealed the following: (1) As enrollment

 

1Robert L. Shannon,"A Study of the Relationships
Between Selected Characteristics of Differently Organized
Junior High Schools and Concepts of Self and Others of the
'Pupils and Teachers in These Schools"(unpublished Doctoral
dissertation, Florida State University, 1960).

2J. H. Hull, "What Research Says About the Junior
High School," Nation's Schools, Volume 65 (April, 1960),
p. 81.

 

3Jack Wayne Crocker, "The Relationship of Size and
Organizational Type to Certain Factors in Alabama White '
Public Junior High SchoOls" (unpublished Doctoral disserta-
tion, University of Alabama, 1961).

66

increased, so did the level of preparation of teachers.
(2) Junior high schools which were comprised of the lower
three grades of junior-senior high had the highest per-
centage Of students taking courses from teachers who had
majors or minors in the subject being taught. (3) The
breadth of the curriculum increased in relation to the
size of the school; larger schools tended to have more
extensive course offerings than small schools. (4) At
corresponding grade levels, three-year schools tended to
Offer a wider variety Of subjects more consistently than
did either the two-year junior high school or the six—
year secondary school.

Garner studied 180 eighth grade youngsters in nine
schools in Northwestern Arkansas.l Using the Mooney
Problem Checklist, he found no significant differences in
the nature and prevalence of student adjustment problems in
the three types of reorganized schools included in the
study; the 6-3-3, 6-2-4, and 6-6 plans. Of the three
organizational plans studied, the 6-3-3 plan appeared to
make better provisions for articulation, Integration explora-
tion, guidance, differentiation and socialization.

Buell contends than when school districts are con-

fronted with the problem Of how to house their youngsters,

 

1Henry Thomas Garner, "A Comparison of the Nature and
Prevalence of Student Adjustment Problems in Three Types
of Reorganized Schools for Young Adolescents" (unpublished
Doctoral dissertation, University of Arkansas, 1962).

67

many factors are considered: expense Of various plans,
number of pupils to accommodate, athletic teams, tradition,
college entrance or Carnegie unit requirements, availa-
bility of buildings, characteristics Of pupils, needs of
pupils, patterns of nearby school districts, etc.l Buell
suggests that the characteristics Of pupils should be the
most important item in deciding how to house pupils. If
this were not so, all pupils from kindergarten through
grade twelve could just as well be housed in the same
building. This is not wise, however, since pupils at dif-
ferent age levels are not alike, this being most noticeable
at the onset of puberty.

After reviewing the characteristic needs of early
adolescents, Buell suggests that grouping grades seven,
eight and nine together best meets the needs of early
adolescents. To support this grade grouping, Buell contends
that one-half of the entering seventh graders are adoles-
cents (i.e., They have reached puberty.) Two-thirds Of
those that have reached puberty are girls, and one-third
are boys. As the year progresses, more and more seventh
graders become adolescents, until at the end of the year
considerably more than fifty per cent have reached puberty.

At the end of the sixth grade, less than fifty per cent of

 

1Clayton E. Buell, "What Grades in the Junior High
School?" NASSP Bulletin, Volume 46 (February, 1962),
pp. 14-22. '

 

68

the pupils have reached puberty. Consequently, Buell
contends, it makes sense to include grade seven in the
junior high school, but not to include grade six. Buell
also argues that the ninth grade should not be part of
the senior high school since a significant number of ninth
graders are still preadolescent. Buell feels that a two-
year junior high school is too short a period of time for
youngsters to develop leadership qualities and too short
a period Of time for the transition from a child centered
elementary school to a subject centered high school. Thus,
he feels, the three-year junior high school, housing grades
seven, eight and nine, presents the best answer for
accommodating early adolescents. This position is similarly
supported by Maybee.l .
A study which somewhat refutes the arguments presented
by Buell was undertaken by Dacus.2 Dacus attempted to
determine the degree of variability within selected com-
binations of two grades in regard to social maturity,
emotional maturity, physical maturity and "Opposite sex"

maturity. The combinations of grades studied were: grades

 

lGene D. Maybee, "What Do We Believe About Grades to
be Included, Desirable Size, Appropriate Locations, and the
Facilities for Junior High Schools?" NASSP Bulletin,
Volume 46 (October, 1962), pp. 5—7.

2Wilfred Pence Dacus, "A Study Of the Grade Organiza-
tional Structure of the Junior High School as Measured by
Social Maturity, Emotional Maturity, Physical Maturity and
Opposite Sex Characteristics," (unpublished Doctoral dis-
sertation, University of Houston, Houston, Texas, 1963).

69

eight and nine and grades nine and ten. It was concluded.
that in regard to the characteristics studied, youngsters
in grades six and seven were more alike than youngsters in
grades five and six; youngsters in grades nine and ten were
more alike than youngsters in grades eight and nine.
Consequently, a grade organizational plan allowing the sixth
and seventh graders and the ninth and tenth graders to be
combined was deemed desirable.

Rice contends that the needs of teenagers require an
entirely new approach in school organization.1 He maintains
that grade levels should be done away with and that junior

high schools should proceed on a non-graded plan.

Summary

Many studies have been conducted to determine the
relative effectiveness of various organizational plans.
Most of the studies are quite Old and have focused upon
only two areas of effectiveness; namely, retention of
pupils and levels of academic achievement. In regard to
these two areas, it appears that retention rates are signi-
ficantly higher in reorganized schools than they are in
traditionally organized schools. Pupil achievement appears

to have no relation to organizational structure.

 

1Arthur H. Rice, "What's Wrong with Junior Highs?
Nearly Everything," Nationis Schools, Volume 74 (November,
1964), pp. 30-32.

 

70

Most of the literature directed toward assessing the
relative values of various organizational plans in relation
to personality develOpment is of the "opinion" variety
rather than the presentation of Objective data. Most of
such writers favor the 6-3-3 plan Of organization. Few
studies of import have been conducted to ascertain the
relative effect of the variously organized schools on the
personality development of pupils, and of the studies con-

ducted, the picture is far from clear.

CHAPTER III

METHODS AND PROCEDURES

Introduction

 

A review of the literature reveals that many factors
appear to be related to the personal-social adjustment of
pupils. Among these factors are:

1. Sex

2. SociO-economic status

3. Place of residence

4. Frequency of family moves

5. General teaching practices

6. Various life Circumstances.

In addition, it would seem, from an intuitive point of
view at least, that many other factors might influence the
personal-social adjustment of pupils. For example, one
could assume that students attending schools where teachers
are well trained, where teaching loads are reasonable and
where buildings and sites are adequate would have a better
chance of making acceptable adjustments than would pupils
attending schools where these conditions are absent.

Similarly, pupils attending small schools might adjust
differently to their school experiences than pupils at-
tending large schools; pupils from rural areas might adjust

71

72

differently than pupils from densely populated urban areas;
pupils where large sums of money are spent on instructional
budget might adjust differently than pupils in areas where
meager amounts are provided.

One must realize that in the type of study undertaken,
the number Of variables which exist among pupils in the
four types of schools under consideration is no doubt limit-
less. The problem then becomes one Of attempting to control
those factors which have been demonstrated to have an effect
upon personal-social adjustment and also those factors
which intuitively might be related to the personal—social
adjustment of seventh graders. Basically, these factors
are those mentioned in the preceding paragraphs.

To control these factors, pupils were selected in a
manner approaching a true random sample from schools which
were purposely chosen to insure comparability of schools
among the four types of organizational structure under

consideration.

Selection of Schools

 

In an attempt to control the wide range Of dif—
ferences which typically occur among schools, it was
decided that only those school systems whose high schools
were accredited by the North Central Association of Colleges
and Secondary Schools would be used. In this way, one

could be reasonably sure that all pupils included in the

73

study attended schools where certain minimum standards were
being met. Schools accredited by the North Central
Association of Colleges and Secondary Schools are required,
among other things, to meet certain standards regarding:

1. Number and kind of courses offered.

2. Adequacy Of school buildings and grounds.

3. A balanced program of extra-curricular activities.

4. Guidance and counseling services.

5. Health and safety services.

6. Professional preparation of the administrative
and advisory staff.

7. Professional preparation Of teachers and special
professional service personnel (librarians,
counselors, nurses, speech correctionists,
psychologists, etc.).

8. Adequacy of clerical and custodial staff.

9. Library and instructional material and equipment.

10. Classroom instructional materials and equipment.

11. Length of class periods, the school day and the
school year.

12. Teaching loads (the ratio of pupils to teachers),
and the number of teaching assignments.

Using the Michigan Education Directory and Buyer's

 

Guide, 1964-1965,1 as a source, a compilation was made

 

 

lMichigan Education Directory and Buyer's Guide, 1964-
1965, Michigan Education Directory, Box 2194, Lansing,
Michigan.

 

 

74

of all Michigan schools representing the 8-4, 6-6, 6-3-3
and 5-3-4 organizational plans whose high schools were
accredited by the North Central Association of Colleges
and Secondary Schools. It was found that in Michigan
there were 33 such schools embracing the 8-4 organizational
plan 42 the 6—6 plan, 135 the 6-3-3 plan and 28 the 5-3-4
plan.

From the group of schools representing the 5-3-4
plan, 20 schools were selected in an attempt to include
a cross-section representation on the basis of number of
pupils attending the building which contained grade seven,
the yearly expenditure per child, and the size and type of
community. From each of the other three groups, 20 schools
with comparable characteristics were selected. In other
words, 20 schools were selected from each Of the four organi-
zational plans so that schools in one group would be
reasonably similar to schools in the other three groups, and
so that all groups would contain a cross-section represen-
tation on the basis of size Of student body, expenditure per
child and the size and type of the community within which
the school was located.

Each Of the 80 schools thus selected was contacted
by letter to ascertain its willingness to participate in
the study (see Appendix A). Each letter contained a pre-
addressed post card for a reply (see Appendix B).

From the 80 schools contacted, 59 schools responded

indicating a willingness to participate in the study. Each

75

Of the 59 schools was then sent a packet of tests together
with directions for administering the tests, the procedure
for identifying the pupils to be tested, a form for
reporting any unusual conditions which may have influenced
the results of the test during the testing period and a
final check on the organizational plan of the school (see
Appendices C and D).

Of the 59 schools to which testing materials were
sent, 44 schools returned data which were ultimately used.
Six Of the 59 schools reported organizational plans other
than that which had been supposed and, as a result, were
not included in the study. Five schools failed to return
the data. Two schools chose not tO participate after dis-
covering that the instrument tO be used was a standardized
test Of personality. One school returned its data after
the study had already been prepared for the computer
analysis and could not be used. Another school failed
to return its data because its school had been damaged by
a tornado, and the test forms had been destroyed.

Forty-four schools were finally used in the study:
ten schools representing the 8—4 plan, nine schools repre-
senting the 6-6 plan, twelve schools representing the
6—3-3 plan and thirteen schools representing the 5-3-4

plan. These schools are listed in Appendix E.

76

Selection Of the Subjects

 

Early in the planning stages of the study it was
decided that, rather than test a large number of pupils
from one or two schools from each of the four types of
organizational structure, a large number of schools would
be used. From each of the schools, a representative
sample of pupils would be identified for testing. It was
felt that in this way the effects Of any unusual differences
which might exist in a single school would be minimized.

Since many schools and many people were going to be
involved in the administration of the tests, it was
important that a simple, yet Objective, procedure be devel-
oped to select a representative sample from each of the
schools. The method decided upon was to fill a hat with
Slips of paper on each of which was written one of the
letters Of the alphabet. Prior to mailing the tests and
the instructions to participating schools, the investi-
gator drew from the hat ten letters; five for five girls
to be tested and five for five boys to be tested. After
each drawing the letter was returned to the hat, and all
the letters were thoroughly mixed.

Each participating school was then instructed to
administer the tests to the first boy and the first girl
in grade seven falling alphabetically after each of the

letters indicated. For example, a school may have been

77

provided the letters R, S, A, C and T for the five boys to
be tested and another set Of letters for the five girls to
be tested. They were then instructed to test the first
boy alphabetically in grade seven whose last name began
with R, the first boy alphabetically whose last name began
with 8., etc. The same procedure was followed for the
letters given for girls. A set of procedural steps was
provided to insure conformity to the selection procedure
from school to school (see Appendix C). I

It was assumed that the sampling procedure would
produce four groups of seventh graders comparable in all
respects, except for differences which might be attributable
to attendance in schools organized under the four different
organizational plans. Nonetheless, since previous studies
demonstrated sociO-economic status to be related to
personal-social adjustment, it was decided to ascertain
what differences, if any, existed among the four groups Of
pupils in regard to sociO-economic status.

To provide a check on this variable, all subjects
were asked to list their fathers' occupations in a space
provided on the cover of the test booklet. Using the
sociO-economic scale reported by Reiss which incorporates
educational level and level of income as factors in socio-

economic status, the stated occupations were converted

78

to index values (see Appendix F).1 This allowed the
investigator to test the significance of differences

which existed among the groups in regard to this factor.

Instrumentation

 

The California Test Of Personality (see Appendix G)
is organized around the idea that life adjustment is a
balance between feelings of personal security (personal
adjustment) and feelings of social security (social adjust-
ment). The test provides data on six areas of personal
adjustment together with a total personal adjustment score;
data on six areas of social adjustment and a total social
adjustment score; an overall total personal-social adjust-
ment score. A description of the areas included in the
test is presented in Chapter I on pages 5-8-

A review of the literature reveals that the California
Test Of Personality is an exceedingly popular test for
investigation of the effects of various factors on pupil
adjustment. Numerous studies are reported in which the
California Test Of Personality is used for assessing the

personal-social adjustment of school Children. Computing

 

f

1Albert J. Reiss, Occupations and Social Status (New
York, New York: The Free Press of Glencoe, Inc., 1961).

79

reliability coefficients with the use of the Kuder-
Richardson formula, the California Test Bureau reports the
reliability coefficients based upon 648 cases (see Table 4).

The California Test Bureau provides considerable
evidence supporting the validity of the tests.1 Some of
the more convincing evidence of validity is provided in
a study by Jackson in which the California Test Of
Personality was shown to be a more valid assessor of
personal-social adjustment than four other methods of

evaluation, including the interview method.2

Treatment of the Data

 

Prior to submitting the testing materials to the
selected schools, it was decided that fewer errors would
occur if students would mark their answers in the test
booklets rather than on a separate answer sheet. Conse-
quently, in order for the tests to be machine scored, it
was necessary to transfer the data from the test booklets
to answer sheets adaptable to machine scoring.

After the data was transferred to answer sheets, the
answer sheets were scored by an IBM optical scanner and
the data was again transferred to IBM punched cards. The
data, then on punched cards, was prepared for several
analyses which were run on Michigan State University's
CDC 3600 computer. The experimental design chosen for

the analysis of the data was a one-way analysis of

 

Ibid., pp. 7-8. Ibid., p. 8.

— —

80

TABLE 4.--Reliability coefficients California Test Of

 

 

 

Personalityl
- Elementary
Components r
1. Personal Adjustment .93
A. Self-reliance .64
B. Sense of Personal Worth .79
C. Sense of Personal Freedom .79.
D. Feeling of Belonging .77
E. Withdrawing Tendencies (de.) .83-
F. Nervous Symptoms (de.) .82,
2. Social Adjustment .92
A. Social Standards .59
B. Social Skills .73.
C. Anti-social Tendencies (de.) .77
D. Family Relations .77
E. School Relations .78
F. Community Relations .79
Total Adjustment .94
Number of cases 648

 

lCalifornia Test Bureau, Manual, California Test of
Personality (Monterey, California: Del Monte Research
Park, 1953), p. 4.

 

81

variance with an unequal number Of Observations in sub-

1
classes.

Sixteen separate analyses of variance were run against

the data Obtained from students representing the four

types Of school organizational structures. The scores on

the California Test Of Personality which were analyzed

are as follows:

 

1. Total Adjustment

2. Personal Adjustment

3. Social Adjustment

4. Self-Reliance

5. Sense of Personal Worth
6. Sense of Personal Freedom
7. Feeling of Belonging

8. Withdrawing Tendencies
9. Nervous Symptoms

10. Social Standards

11. Social Skills
12. Anti—Social Tendencies
13. Family Relations

14. School Relations

15. Community Relations

1

D. F. Kiel, A. L. Kenworthy and W. L. Ruble, "Program

Description 2, Use Of Analysis of Variance Routines on the
CDC 3600'Kunpublished material, Computer Center, Michigan
State University, East Lansing, Michigan).

82

In addition, an analysis Of variance was computed
among the four groups of students to determine what, if
any, differences existed among the groups in regard to
sociO-economic status.

The results of the sixteen analyses Of variance are

reported in the following chapter.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

 

The significance of difference among means on each
of the sixteen variables under consideration was tested
by analysis of variance. The following sections attempt
to present in an understandable and meaningful way the
results of the study. The reader should note that in some
tables the totals do not seem to agree with the supporting
data. This apparent inconsistency is due to the fact that
all computations were carried out to eight places, yet
were rounded to three places for presentation in the

tables.

SOCiO-Economic Status

 

A comparison among the means Obtained in regard to
sociO-economic status revealed that there were no signi-
ficant differences among the groups in this respect. These
data are presented in Table 5. Table 6 presents a summary

of the analysis of variance.

83

84

TABLE 5.--Means and standard deviations obtained on socio-
economic index.

 

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8-4 567.000 100 35.670 3.151 21.916
6-6 2555.000 90 28.389 -4.l30 19.522
6-3—3 3873.000 120 32.275 - .244 22.502
5-3-4 4281.000 129 33.186 .667 24.861

Total 14276.000 439 32.519 22.586

 

TABLE 6.-—Differences among means

on socio—economic index.

 

 

Source Degrees Level of’
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 2592.627 3 864.209 1.702 sig.
Within
Groups 220838.959 435 507.676
Total

(after

mean) 223431.585 438
Mean
Effect 464246.415
Total 687678.000

 

Self-Reliance

 

A comparison of the mean scores earned by the four

groups on the Self—Reliance section of the test revealed no

significant differences among the groups. These data are

presented in Tables 7 and 8.

85

TABLE 7.--Means and standard deviations earned on Self-

 

 

Reliance.
Dev. from
Group Sum Freq. Mean Overall Mean - SD
8—4 747.000 100 7.470 .049 1.845
6-6 654.000 90 7.267 -.155 1.791
6-3-3 897.000 120 7.475 .054 1.624
5-3-4 960.000 129 7.442 .020 1.634
Total 3258.000 439 7.421 1.710

 

TABLE 8.-—Differences among means on self-reliance.

 

 

Source Degrees Level of
of Sum Of Mean Signi-

Variance Of Squares Freedom Square F ficance
Between Not
Groups 2.790 3 .930 .316 Sig.
Within
Groups 1278.249 435 2.939
Total 1281.039 438

(after

mean)
Mean
Effect 24178.961
Total 25460.000

 

Sense of Personal Worth

 

A comparison of the mean scores earned by the four
groups on the Sense of Personal Worth section of the test
revealed no significant differences among the groups. These

data are presented in Tables 9 and 10.

86

TABLE 9.--Means and standard deviations earned on sense of
. personal worth.

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8-4 870.000 100 8.700 .206 2.303
6-6 782.000 90 8.689 .195 2.212
6-3-3 994.000 120 8.283 -.211 2.454
5-3-4 1083.000 129 8.395 -.099 2.360

Total 3729.000 439 8.494 2.343

 

TABLE 10.--Differences among means on sense Of personal

 

 

worth.
Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 14.143 3 4.748 .864 Sig.
Within
Groups 2389.493 435 5.493
Total

(after

mean) 2403.736 438
Mean
Effect 31675.264
Total 34079.000

 

Sense of Personal Freedom

 

A comparison of the mean scores earned by the four
groups on the Sense of Personal Freedom section of the test
revealed no significant differences among the groups. These

data are presented in Tables 11 and 12.

87

 

 

TABLE ll.--Means and standard deviations earned on sense
of personal freedom.
Dev. from

Group Sum Freq. Mean Overall Mean SD
8-4 930.000 100 9.300 -.026 1.812
6-6 863.000 90 9.589 .263 1.702
6-3-3 1095.000 120 9.125 —.201 2.555
5-3-4 1206.000 129 9.349 .023 2.618

Total 4094.000 439 9.326 2.266

 

TABLE 12.--Differences among means on sense of personal

 

 

freedom.
Source Degrees Level of
Of , Sum Of Mean Signi-
Variance of Squares Freedom Sqiare F ficance
Between Not
Groups 11.203 3 3.734 .726 Sig.
Within
Groups 2237.216 435 5.143
Total
(after
mean) 2248.419 438
Mean
Effect 38179-581
40428.000

Total

 

Feeling of Belonging

 

A comparison Of the mean scores earned by the four

groups on the Feeling Of Belonging section of the test

revealed no significant differences among the groups.

data are presented in Tables 13 and 14.

These

88

TABLE 13.-—Means and standard deviations earned on feelings
of belonging.

 

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8-4 995.000 100 9.950 .103 1.789
6-6 907.000 90 10.078 .230 1.691
6-3—3 1164.000 120 9.700 -.147 2.140
5—3-4 1257.000 129 9.744 -.103 2.376

Total 4323.000 439 9.847 2.054

 

TABLE l4.-—Differences among means on feeling of belonging.

 

 

Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 9.811 3 3.270 .774 Sig.
Within
Groups 1838.964 435 ‘ 4.228
Total

(after

mean) 1848.774 438
Mean
Effect 42570.226
Total 44419.000

 

WithdrawingiTendencies

 

A comparison of the mean scores obtained by the four
groups on the Withdrawing Tendencies section of the test
revealed no significant differences among the groups. These

data are presented in Tables 15 and 16.

89

TABLE 15.—-Means and standard deviations earned on with—
drawing tendencies.

 

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8—4 798.000 100 7.980 .385 2.738
6—6 714.000 90 7.933 .339 2.569
6-3-3 854.000 120 7.117 -.478 3.030
5-3-4 968.000 129 7.504 -.091 3.037

Total 3334.000 439 7.595 2.889

 

TABLE 16.--Differences among means on withdrawing

 

 

tendencies.
Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 53.652 3 17.884 2.160 Sig.
Within
Groups 3602.175 435 8.281
Total

(after

mean) 3655.827 438
Mean
Effect 25320.173
Total 28976.000

 

Nervous Symptoms

 

A comparison of the mean scores obtained by the four
groups on the Nervous Symptoms section of the test revealed
no significant differences among the groups. These data

are presented in Tables 17 and 18.

90

TABLE l7.-—Means and standard deviations earned on nervous

 

 

symptoms.
Dev. from
Group Sum Freq. Mean Overall Mean SD
8-4 922.000 100 9.220 .161 2.245
6-6 836.000 90 9.289 .230 2.095
6-3-3 1073.000 120 8.942 -.118 2.491
5-3-4 1146.000 129 8.884 -.176 2.609
Total 3977.000 439 9.059 2.395

 

TABLE 18.--Differences among means on nervous symptoms.

 

 

Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 12.964 3 4.321 .752 Sig.
Within
Groups 2499.496 435 5.746
Total

(after

mean) 2512.460 438
Mean .
Effect 36028.540
Total 38541.000

 

Social Standards

 

A comparison of the mean scores obtained by the four
groups on the Social Standards section of the test revealed
no significant differences among the groups. These data are

presented in Tables 19 and 20.

91

TABLE l9.-—Means and standard deviations earned on social
standards.

 

Dev. from

 

 

 

Group Sum Freq. Mean Overall Mean SD
8-4 1035.000 100 10.350 -.005 1.566
6-6 926.000 90 10.289 -.066 1.471
6-3-3 1255.000 120 10.458 .103 1.283
5-3-4 1330.000 129 10.310 -.045 1.525

Total 4546.000 439 10.355 1.458

TABLE 20.--Differences among means on social standards.
Source Degrees Level of

of Sum of Mean Signi—

Variance of Squares Freedom Square F ficance

 

Between Not
Groups 1.937 3 .646 .303 Sig.
Within
Groups 928.627 435 2.135
Total
(after
mean) 930.565 438
Mean
Effect 47075.435
Total 48006.000

 

Social Skills

 

A comparison of the mean scores obtained by the four
groups on the Social Skills section of the test revealed
no significant differences among the groups. These data

are presented in Tables 21 and 22.

92

TABLE 21.--Means and standard deviations earned on social

 

 

 

 

 

skills.

Group Sum Freq. Mean Overall Mean SD
8-4 862.000 100 8.620 -.159 2.140
6—6 776.000 90 8.622 -.157 2.368
6-3-3 1072.000 120 8.933 .154 1.965
5-3-4 1144.000 129 8.868 .089 2.086

Total 3854.000 439 8.779 2.125

TABLE 22.--Differences among means on social skills.

Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance

Between Not

Groups 8.625 3 2.875 .635 Sig.

Within

Groups 1968.942 435 4.526

Total
(after

mean) 1977.567 438

Mean

Effect 33834-433

Total 35812.000

 

Anti-Social Tendencies

 

A comparison of the mean scores obtained by the four
groups on the Anti-Social Tendencies section of the test
revealed no significant differences among the groups. These

data are presented in Tables 23 and 24.

93

TABLE 23.—-Means and standard deviations earned on Anti-

social tendencies.

 

 

Dev. from
Group Sum Freq. Mean Overall Mean SD
8-4 888.000 100 8.880 .039 2.244
6-6 801.000 90 8.900 .059 2.337
6-3-3 1038.000 120 8.650 -.191 2.410
5-3-4 1154.000 129 8.946 .105 2.431
Total 3881.000 439 8.841 2.360

 

TABLE 24.—-Differences among means on Anti-social tendencies.

 

 

Source Degrees Level of
of Sum of Mean Signi-

Variance of Squares Freedom Square F ficance
Between Not
Groups 6.258 3 2.086 .373 Sig.
Within
Groups 2432.580 435 5.592
TOtal l “38

(after

mean) 2438.838 438
Mean Effect 34310.162
Total 36749.000

Family Relations

 

A comparison of the mean scores obtained by the four

groups on the Family Relations section of the test revealed

no significant differences among the groups. These data are

presented in Tables 25 and 26.

94

TABLE 25.—-Means and standard deviations earned on family

 

 

 

 

 

relations.
Dev. from
Group Sum Freq. Mean Overall Mean SD
8-4 937.000 100 9.370 .181 2.545
6-6 857.000 90 9.522 .333 2.451
6—3-3 1055.000 120 8.792 --397 2.916
5—3-4 1185.000 129 9.186 -.003 2.811
Total 4034.000 439 9.189 2.716
TABLE 26.--Differences among means on family relations.
Source Degrees Level of
of Sum of Mean Signi-
Variance of Squares Freedom Square F ficance
Between Not
Groups 32.215 3 10.738 1.460 Sig.
Within
Groups 3199.092 435 7.354
Total
(after
mean) 3231.308 438
Mean
Effect 37068.692
Total 40300.000

 

School Relations

 

A comparison of the mean scores obtained by the four

groups on the School Relations section of the test revealed

a significant difference among the groups.

Since a signifi-

cant F value does not tell which means differ significantly,

the separate differences were tested by the t test.

Only two

95

means were found to be significantly different; the mean
score obtained by the 8-4 group being significantly higher
in regard to school relations than the mean score obtained

by youngsters in the 6-3-3 group.

TABLE 27.—-Means and standard deviations earned on school

 

 

 

 

 

relations.
Dev. from
Group Sum Freq. Mean Overall Mean SD
8—4 899.000 100 8.990 .477 2.186
6—6 782.000 90 8.689 .176 2.452
6-3-3 973.000 120 8.108 -.404 2.386
5-3—4 1083.000 129 8.395 -.117 2.551
Total 3737.000 439 8.513 2.420
TABLE 28.-—Differences among means on school relations.
Source Degrees Level of
of Sum of Mean Signi-
Variance of Squares Freedom Square F ficance
Sig. at
Between .05
Groups 46.973 3 15.658 2.704 Level
Within
Groups 2518.708 435 5.790
Total
(after
mean) 2565.681 438
Mean
Effect 31811.319
TOtal 34377.000

 

96

Community Relations

 

A comparison of the mean scores obtained by the four
groups on the Community Relations section of the test
revealed no significant differences among the groups. These

data are presented in Tables 29 and 30.

TABLE 29.-—Means and standard deviations earned on community

 

 

relations.
Dev. from
Group Sum Freq. Mean Overall Mean SD
8—4 944.000 100 9.440 -.175 2.095
6-6 869.000 90 9.656 .041 1.781
6—3-3 1167.000 120 9.725 .110 1.489
5-3-4 1241.000 129 9.620 .005 2.016
Total 4221.000 439 9.615 1.854

 

TABLE 30.--Differences among means on community relations.

 

 

Source Degrees Level of
of Sum of Mean Signi—

Variance of Squares Freedom Square F ficance
Between Not
Groups 4.666 3 1.555 .451 Sig.
Within
Groups 1501.275 435 3.451
Total

(after

mean) 438
Mean
Effect 40585.059
Total 42091.000

 

97

Total Personal Adjustment

 

The first six tests: Self-Reliance, Sense of Personal
Worth, Sense of Personal Freedom, Feeling of Belonging,
Withdrawing Tendencies, and Nervous Symptoms are elements
of personal adjustment. These tests are combined to give
a total estimate of Personal Adjustment. A comparison of
the mean scores obtained by the four groups on the total
estimate of Personal Adjustment indicated no significant
differences among the groups. These data are presented in

Tables 31 and 32.

Total Social Adjustment

 

The last six tests of the California Test of Person—
ality deal with elements of social adjustment. These tests
are combined to yield a total estimate of social adjustment.
A comparison of mean scores obtained by the four groups
on Total Social Adjustment reveals no significant dif—
ferences among the groups. These data are presented in

Tables 33 and 34.

Total Personal-Social Adjustment

 

All of the twelve sub-tests of the California Test
of Personality are combined to yield a Total Personal-
Social Adjustment score. A comparison of mean scores

obtained on the Total Personal-Social Adjustment section

98

TABLE 31.——Means and standard deviations earned on total

personal adjustment.

 

 

Dev. from
Group Sum Freq. Mean Overall Mean SD
8-4 5262.000 100 52.620 .877 8.738
6—6 4756.000 90 52.844 1.102 8.211
6-3-3 6077.000 120 50.642 —1.101 10.786
5-3-4 6620.000 129 51.318 - .425 11.399
Total 22715.000 439 51.743 10.067

 

TABLE 32.—-Differences among means on total personal adjust-

 

 

ment.
Source Degrees Level of
of Sum of Mean Signi-
Variance of Squares Freedom Square F ficance
Between Not
Groups 354.971 3 118.324 1.169 Sig.
Within
Groups 44034.943 435 101.230
Total
(after
mean) 44389.913 438
Mean
Effect 1175333.087
Total 1219723.000

 

99

TABLE 33.--Means and standard deviations earned on total
social adjustment.

 

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8-4 5565.000 100 55.650 .358 8.784
6—6 5011.000 90 55.678 .386 9.349
6-3—3 6560.000 120 54.667 -.625 9.121
5-3—4 7137.000 129 55.326 .034 9.233

Total 24273.000 439 55.292 9.104

 

TABLE 34.--Differences among means on total social adjust-

 

 

ment.
Source Degrees Level of
of Sum of Mean Signi—
Variance of Squares Freedom Square F ficance
Between Not
Groups 73.281 3 24.427 .293 Sig.
Within
Groups 36231.398 435 83.291
Total
(after
mean) 36304.679 438
Mean

Effect 1342092.32l
Total 1378397.000

 

100

revealed no significant differences among the groups. These

data are presented in Tables 35 and 36.

TABLE 35.--Means and standard deviations earned on total
personal—social adjustment.

 

Dev. from

 

Group Sum Freq. Mean Overall Mean SD
8-4 10827.000 100 108.270 1.236 15.927
6-6 9767.000 90 108.522 1.488 16.294
6-3-3 12637.000 120 105.308 —1.726 18.906
5-3—4 13757.000 129 106.643 - .391 19.393

Total 46988.000 439 107.034 17.887

 

TABLE 36.--Differences among means on total personal-social

 

 

adjustment.
Source Degrees Level of
of Sum of Mean Signi-

Variance Of Squares Freedom Square F ficance
Between Not
Groups 729.133 3 243.044 .758 Sig.
Within
Groups 139411.354 435 320.486
Total

(after

mean) 140140.487 438
Mean
Effect 5029321.513

Total 5169462.000

 

101

Summary

The significance of differences among means obtained

by the four groups on each of the sixteen variables was

tested by an analysis of variance technique.

four groups in regard to Socio-Economic Status.

1. No significant differences were found among the

Thus,

one

could be reasonably sure that any significant differences

found among the groups on various aspects of the California

Test of Personality could not be attributed to this cause.

four

four

four

four

four

four

four

four

2. No significant
groups in regard to
3. No significant
groups in regard to
4. No significant
groups in regard to
5. No significant
groups in regard to
6. No significant
groups in regard to
7. No significant
groups in regard to
8. No significant
groups in regard to
9. No significant

groups in regard to

differences were found among
Self-Reliance.

differences were found among
Sense of Personal Worth.
differences were found among
Sense of Personal Freedom.
differences were found among
Feeling of Belonging.
differences were found among
Withdrawing Tendencies.
differences were found among
Nervous Symptoms.
differences were found among
Social Standards.
differences were found among

Social Skills.

the

the

the

the

the

the

the

the

10.

102

No significant differences were found among the

four groups in regard to Anti-Social Tendencies.

11.

No significant differences were found among the

four groups in regard to Family Relations.

12.

On the School Relations section of the test a

significant difference was found between the 8-4 group and

the 6-3-3

group. Youngsters attending schools organized

on the 8—4 plan scored significantly higher on this test

than did youngsters attending the 6-3—3 plan. No signifi-

cant differences were found in regard to the 6-6 group and

the 5-3-4
13.
groups in
14.
groups in
15.
groups in

16.

groups in

group.
No significant differences were found among the
regard to Community Relations.

No significant differences were found among the
regard to Total Personal Adjustment.

No significant differences were found among the
regard to Total Social Adjustment.

No significant differences were found among the

regard to Total Personal-Social Adjustment.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

Throughout America educators are faced with a per-
plexing problem; what grades should be housed within
school buildings for maximum educational benefit to
children? Since little objective data is available
regarding the advantages of various organizational plans,
economic practicality, tradition and opinion generally
form the basis for such decisions.

The purpose of this study was to compare the relative
effects of four organizational plans upon the personal-
social adjustment of seventh grade pupils. The four plans
under investigation were the 8-4, 6-6, 6-3-3 and 5-3—4
plans. The California Test of Personality was employed
as the instrument for obtaining measures of personal-
social adjustment.

To implement the study, all Michigan school systems
accredited by the North Central Association of Colleges
and Secondary Schools representing the 8-4, 6-6, 6-3-3
and 5-3-4 organizational plans were identified. From
each of the four plans, a representative group of schools

was selected for study. Ten schools represented the

103

104

8-4 plan; nine schools the 6-6 plan, twelve schools the
6-3-3 plan; and thirteen schools the 5-3-4 plan. From
each school ten seventh grade pupils, five boys and five
girls, were selected for testing. Ultimately, 439
pupils were tested.

Analysis of variance procedures were employed to
assess the significance of differences found among the
four groups of pupils in regard to scores on the various
parts of the California Test of Personality. No signi-
ficant differences were found among the four groups on
the following parts of the test:

1. Self-Reliance

2. Sense of Personal Worth

Sense of Personal Freedom

4. Feeling of Belonging
Withdrawing Tendencies
Nervous Symptoms
Social Standards

Social Skills

\DCDNOUl

. Anti—Social Tendencies
10. Family Relations

11. Community Relations

12. Total Personal Adjustment
13. Total Social Adjustment

14. Total Personal-Social Adjustment

105

A significant difference was found between the 8—4
group and the 6-3-3 group in regard to the School Rela—
tions section of the test, the 8-4 group scoring signi-

ficantly higher than the 6—3-3 group.

Conclusions

 

The basic assumption of this study was that pupil
adjustment, as measured by the California Test of Person-
ality, is significantly influenced by the organizational
structure of the school attended. Since eleven of the
twelve sub—tests revealed no significant differences among
the groups, it is concluded that organizational structure
has little effect upon the overall personal-social adjust-
ment of seventh grade pupils. The fact remains, however,
that a significant difference was found between two of
the groups of students on the School Relations section of
the test, a section which probes perhaps more closely
to the core of the problem under consideration than do
any of the other parts of the test. With this in mind,
it is concluded that organizational structure does affect
a limited aspect of personal-social adjustment.

This fact should cause educators to become increas-
ingly more concerned with obtaining additional data
regarding the effects of organizational structure on the
personal-social adjustment of pupils. The findings of

this study should cause educators to question, or discard,

106

the commonly held notion that the 6-3-3 plan accommodates
more desirably the personal-social needs of early
adolescents than does the traditionally organized 8-4
school.

Inasmuch as the results of this study are based upon
a parent population of all pupils attending Michigan
school systems accredited by the North Central Association
of Colleges and Secondary Schools, the above conclusions

should not be generalized to other school populations.

Recommendations

 

1. It is recommended that the present study be
replicated in other areas of the country to ascertain
whether or not the findings are universally true.

2. It is recommended that similar studies be
conducted to determine whether or not similar results
would be found using different instruments for the
assessment of personal-social adjustment.

3. It is recommended that similar studies be
conducted at other grade levels.

4. It is recommended that similar studies be
conducted using different methods of controlling extra-

neous variables.

107
5. It is recommended that similar studies be con-
ducted to determine the effects of various organizational
structures on other aspects of pupil behavior. A limited
number of such studies have been conducted, but most are
several decades old. A comparison of retention rates,
academic achievement, self-concept, attitude, conduct,

creativity, etc., among schools organized under different

plans is needed.

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108

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Sandin, Adolph A. "Social and Emotional Adjustments
of Regularly Promoted and Non-Promoted Pupils,"
Child Development Monographs, Number 3. New York:
Teachers College, Columbia, University, 1944,
pp. 1-142.

Sewell, William H. and Archie O. Haller. "Social Status
and the Personality Adjustment of the Child,"
Sociometry, Volume 19 (June, 1956), pp. 114-125.

Seybolt, Robert Francis. The Public Schools of Colonial
Boston: 1735-1775. Cambridge: Harvard University
Press, 1935.

 

 

Shannon, Robert L. "A Study of the Relationships Between
Selected Characteristics of Differently Organized
Junior High Schools and Concepts of Self and
Others of the Pupils and Teachers in These Schools."
Unpublished Doctoral dissertation, Florida State
University, 1960.

Shuttlesworth, Reba Hudson. "The Relationship of Socio-
Economic Status to the Measured Adjustment of
Seventh Grade Students in Johnston Junior High
School, Houston, Texas, for the Year of 1951-52,"
NASSP Bulletin, February, 1962, pp. 289-293.

Smith, H. P. "The Relative Efficiency of Junior High
School vs. the Conventional 8-Grade Type of School,"
Journal of Educational Research, Volume 29 (1935),
pp. 276-280.

Spaulding, Francis T., O. I. Frederick and Leonard V.
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United States Office of Education Bulletin No. 17.
Washington: U. 8. Government Printing Office,

1932.

Spivak, Monroe. "Departmental or Self-Contained Seventh
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1962.

Stetson, Paul C. "A Statistical Study of the Junior High
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116

Stetson, Paul C. "Statistical Study of the Scholastic
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Students," School Review, Volume 25 (November,

1917). pp. 617+636. ‘

 

Stott, L. H. "Some Environmental Factors in Relation
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Stricklund Virgil E. "The Role and Significance of the
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117

Whitley, Harold E. "Mental Health Problems in the Class-
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pp. 1-38.

 

APPENDICES

118

APPENDIX A

119

120

MICHIGAN STATE UNIVERSITY mmsmc

 

COLLEGE OF EDUCATION

April 19, 1965

Dear Principal:

IJe would like to ask your c00peration in helping to unravel one aspect of a perplexing
educational problem: What grades should be housed together for maximum benefits to
pupils?

iDuring the year 1960, American school districts invested an estimated 3.2 billion
(dollars in school construction. This amount is more than the assets of the country's
richest railroad, the Pennsylvania. In the same year, the city of Los Angeles con-
structed schools at the rate of a million dollars a week. In Michigan, the mushroominz

population and school district reorganization has caused school districts to construct
schools at a phenomenal rate.

‘What does all this mean? It means that school districts are forced, not only to
construct buildings, but also to decide what grades to house in the buildings. In
so doing, school officials often ask which of the many organizational plans, 6-3-3,
5-3-4, 6-6, etc., is best? In our consultative work with school districts, it has
become increasingly evident that little objective information is available to guide
districts in making such decisions. Generally, economic practicality, tradition, and
Opinion form the basis for these decisions.

In an attempt to unravel one part of this dilemma, we have selected sixty comparable
IMichigan school districts, representing various organizational plans, for study. It
is our assumption, holding other factors constant, that seventh graders demonstrate
varying personal-social adjustments solely on the basis of the grades that are housed
in their building. We would appreciate your willingness to have ten of your seventh
graders complete a "yes-no" type inventory. Students will not sign their names to the
inventories, nor will they be personally identified in any way. The attached sheet
explains the work that would be involved. Please indicate your willingness by re-
turning the enclosed postcard.

The fall issue of the Michigan Journal of Secondary Education carried an article by Dr.
Ray Budde in which he addressed himself to one facet of the problem. Our present pro-
ject has been endorsed by Dr. William H. Roe, editor of the Journal. If we are
successful in obtaining your cooperation as well as that of other selected principals,
an article summarizing the findings will appear in a future edition of the Journal.

Hopeful for your assistance,

\-.l \ a. \ 3‘; \ . \x. _\ .‘ ‘\~ , ‘~.

' \ Tl'mlul ‘4 WUQ.
John’J. McNicholas Thomas F. Stark
Director of Field Studies Consultant in Field Studies

Michigan State University Michigan State University

121

BASIC PROCEDURE FOR PARTICIPANTS

Within the next two weeks, you will receive a packet of ten
inventories and answer sheets, together with directions for
administration and a return envelOpe.

Each of the ten seventh grade pupils who are to be tested
will be designated for you in the following way: The first
boy falling alphabetically after the letter "D", etc.

Since the inventory is basically self-administering (no time
limits, right or wrong answers, etc.), you, or someone desig-
nated by you, could give the basic directions and the pupils
could proceed on their own; perhaps during one of their study
periods. Ordinarily it takes about a half-hour to complete
the test.

APPENDIX B

122

123

Participant Reply Card

 

 

[:1 Yes, we will participate in the study.
[:1 No, we will not participate in the study.

Signed:

 

Stambaugh Elementary
Washington Avenue
Stambaugh, Michigan

 

 

APPENDIX C

124

125

MICHIGAN STATE UNIVERSITY EAST mama

 

COLLEGE OF EDUCATION

May 13, 1965

Dear Principal:

Thank you for your willingness to participate in our study.

As mentioned previously, we would like to obtain data from ten of your
seventh grade pupils. The pupils whom we would like to test are as

follows:

Boys Girls
The first boy alphabet- The first girl alphabet-
ically in grade seven ically in grade seven
whose last name begins whose last name begins
with: with:

1. l.

2. 2.

3. 3.

4. 4.

S. 5.

Procedure:

1.

Please include all the seventh graders in your building as possible
subjects. Do not refuse to use a designated pupil because he or
she happens to be unusual in some reSpect. This would invalidate
our sampling procedure.

If you do not have a pupil whose last name begins with the designs-
ted letter, go on to the next letter. For example, if the letter Q
is designated and you do not have a student whose last name begins
with Q, move on to the next letter (letter R). If Z is designated
and you have no Z's, move on to letter A, etc. If the student desig-
nated is absent, please take the next student.

The pupils may complete the test individually (in a study hall, etc.)
or together in a group.

The only directions necessary to students are as follows:

a. Pupils are completing the test for Michigan State University
along with about 600 other pupils from various Michigan
schools. The purpose is to determine how pupils from differ-
ent kinds of schools respond to the questions.

May 13 ,

b.

126
1965
Pupils are to complete the information requested on the front
of the test booklet.

Pupils are to read the directions on the outside cover and on
page 2 before beginning the test.

d. It is important that pupils be truthful and that they not talk
with other pupils while taking the test. It should take about
a half-hour to complete the test, although there is no time
limit.
e. After the pupils have completed the tests, please scan each
booklet to be sure that all parts have been answered.
f. Complete the enclosed card. Return the card and the booklets
in the enclosed envelope.
Thanks again for your assistance.
Sincerely,

Thomas F. Stark
Consultant in Field Studies
Michigan State University

TFS:skb

APPENDIX D

127

128

Second Participant Reply Card

 

 

Code

 

As a check against the information which
we already have, please indicate the grades
which are housed in your building.

 

(grades in building)

Were there any unusual circumstances during
the test administration which might affect
the results? If so, what?

 

 

 

 

 

APPENDIX E

129

130

 

amm.m ozoa aaoEa aaaa can oaoaaoeoz .aooEom emam oaoaaoxmz
oomoxosz cmossosm mama ooma .o .m oomoxosz ..m .m aoa> osmnoso
mma.w ozoe aHmEm amza mam mocsmwoz .aoonom swam mocsmwmz
moa.a caoe aamEm amma oem coozoa .aooeom swam eoozoa
mmmnm C308 HHmEm omzw mm: Sommm honeamm aim .m .8800 Sowmm .HODme
mmo.m eaoe aaoEm mama mm: aooooom ..m .m aosoeoo eooooom

uaoapoo cmoasodm mmma omma omhoom .Hoozom swam omaoom
mam.a egos aaoEm amma mam oooaoa oaom ..m .m oooaoa poem
mma.m egos aaoEa mama amo oxa oom .aooeom swam oxa oom

ENHm mlm

aam.a egos aaoam amma 0am aaoaom ..aoam oaozeaaom
aam.a ezoe aaoEm amea mam emsooaoom ..anm emsooeoam
mam.a ezoa aaaEm mama ma: ooa>sooo3 ..anm eosom

pathoQ copasnsm maza own mcoano peso: a.anm oHOCHEom
ooa eaoa aaoEm aaaa oom eaaooaom ..anm oasooaom
aom.a eaoe aaaEa amma oao aaoaom ..soam oaozoosoz
mam.a ozoa aaoEa mama om: ooassoooz ..anm notoz
mma.ma aoao mmma mmm oases .oa oaaom ..anm moaoamoz
oma.a oeoe aaaEm mama om: osoaxcaam ..aoam aaoaxeoam
amo.om aoao aaaa aaaa totem oaom ..soam oaoaaaoo

eaam sum
muac:EEoo mo some aadsm maaoom aoooom mo oEmz
\oazuaocodxm Co
.oz

 

Ammo<oz mp Umpabmhoo¢ mHoonom HH<V

mama o>apdaaomom pom moppm mop Ca ooo3aocH waoocom

m NHszmm¢

131

 

oaosooo cmoasosm mama mmm eotsoz ..m .m .m aaaosmm
oma.m ezoa aaoEm coma mom oooomaa ..m .m .s otooaam
sawtooo ooossosm mmoa mma atom oooaomam .aooeom oaooaz osom
0mm a 2308 aamEm amnm zoo mamomaaaz ..aoch ma>mm
mmo.am moao aama mao cots: atom ..aooea oaoooago
oaa.m caoa aaosm moma mam mam mcacoaooo ..m .m .m moaeoaoeo
amama eaoa aaoEm mama omm mam ooooasoeo ..m .m .m ooaoasoeo
mam m ezoa aaoEm mama mma mamtsom ..m .m .m aosoeoo
wcwmcma smoasosm coma moo moono A.m .m .w amapcoo
amo m czoa aaeaa mmma amm moaoam mam ..aooea moaoom mam
swam mueum

mammm ozoa aamsm mama mom asam ..m .m .m aaoaaaom
maa a: moao mama mm: aooso oaooom ..m .: .m stooaoeoosom
moa.mm moao mama am: aooso oaoomm ..m .m .m oaooaooanom
sawtooo emoaaosm mmma mma atom eoaam ..m .m .m eosom
amm m eaoa aaaEm mmma moo oosom ..m .2 .m ooEom
mam m czoa aaoEm mmma amo osoaeoom ..m .m .m osoaXoom

oomoaasz cooaooom mama mam a.oaao .oom soaasmuaoooomv
.o .m oomoxasz ..m .m .m eoooaoa
mma.m oaoa aaoEm amma mom eoaao oxoa ..m .m .m ooaao mama
paoapoa cmoasosm mmza 3mm copmcHEpmm ..m .m .h noanaEamm

comxomh cmoasosm mama mam .o .m comxomb amaoooom
.psm comxomm pmmmv .m .m .h QOmxomm pmmm
aoaam emoteosm mmma mmm .o .m oeaaa ..oaao eoeaoo ..m .m .a mag
mmm.m ezoa aaeEm amma mom camoaaa .aoooom emam soaesm eamoaaa

seam mlmuo
mpacsEEoo mo mama Hausa mamdsm aoogom mo oEmz
\oazpaocooxm mo
.oz

 

 

UoSCHpcoollm XHszmm<

132

 

 

mmo.om moao aama mam totem atom ..aoooa ooamcaeaoz
amm.m szoe aaoEm mama mm: measooeaa ..soaoa moaoem .a .o
aooto oaaoom mama mom .0 .m sooso oaaoom
coosoosm a.aaao .eom zoasoxoav .m .m .m ocoaemam
mpacssaoo mo ooze Hadzm maadsm Hoozom mo oEmz
\oaopaocodxm mo
.oz

 

 

oedcmpcoollm XHszmm¢

APPENDIX E

133

134

.mopoz mo coauocmadxo mom oaomu uo oco mom

 

m
m mm mm whopLOQoa ocm maouaom
ma an coEmpamaQ
U am mm mpmacoapaausc ocm mamapapoaa
ma ma maocwamoo
m mm mm mpmmpcmm
mm m: whoeomop mcaocmo new whoocma
m mm :m A.o.o.cv mLOposmpmcm ocm .maomwomoaq .mpCoommoaQ owoaaoo
m Ha mm cosmmaomo
ma ma mQOpomaQoaaco
m aw ma mumaaozo
m ow ma maocpo<
mm mm mouoa£p¢
n ma am maocomop was com mummpa<
m mm om muoopazoa<
m am on mLOpmwa>mc ocm mpommd ocmmqam<
an ow mowmohuom ncm maouo<
m om ma maoumosm com mpcmpcoooo<
mopoz oaoom xoocm dooam commodsooo Lohmz mp mcoapmaoooo
owaumoam anocoom
omoz Ioaoom
pcomm>msom

 

omma .msmzmo

mmB mo D<mmDm mre mo ZOHB<onHmm<qo
QmAHdemQ mmB 2H WZOHB<ADQOO mom mmoom
MUHEmmmm xmo3 BZMQ<>HD®m Qz< mezH UHEOZODMIOHQOm

m NHszmm<

135

 

mm am maoxaoz mcomuMHoa momma cam awesomaom

mm mm aeomooooao

am ma mamasooEoooo
n ma am Hmcommmomoam ucoosum amomasz

ca m: Hmcommmouoaa .momaoz
9 mm ow A.o.o.cv mpmaucomom HMLSpmz
n mm mm whonomou ommze pom mammommsz

:a co mamaampoaa
m mm mm memosm cam mammzmq
m :a mm mpoEHmoEo pom naouooamo monocom

on m: mummcomum>aomcoo 0cm whopmoaom
2 mm mm whomm>om psoEowMCME oEos pom eamm

no mm A.o.o.:v maoCHMuaopcm

mm am oommmmmmao oaoczomao uoz

mm mm mcacaz

mm mm mumawasmmmuoa one namomwaoHHMpoz

mm mm mmomcmnooz

am mm mmmapmSUCH

mw :m mooaauoomm
a mm mm aaeao

am om mmanozo

mm am awompsmcoaom
0 mm mm Hmoaczoou .mhoocchm

mopoz oaoom wooCH dooaw COHQMQSooo aohmz mp mcomuMQSUoo
owaumoam OHEocoom
omoz Ioaoom
pcomm>mdom

 

 

UQSQHQCOOIIm NHszmmd

136

 

 

mm mm maowmcme Eamm
n mm :a Amucmcop pom maoczov nameamm
waowmcmz Eamm ocm maoEme
ma mo A.o.o.cv maoxaoz osmosax ocm «amoaccoou «Hmcoammomoam
am ma mamaamsaaouo>
ma mm A.o.o.cv mammmoz ocm mumaamaone
:a mo A.o.o.:v madmoacnooa
ma mm weapmou .msmaoacsome
om m: amucoo ocm amomooe .mcmaoacnooe
m ma ma A.o.o.cv maonomoe
on m: whomo>asm
mm no mamaoammo ocm mLOposapmca mupodm
2 mm mm mumapcoaom amaoom
m ma :m osoaw poooxo annexaoz mammaoz 0cm mmaoom
ma om mpoxpos msoawmmom
n ma am mpoxaoz dsoaw one coaumoaoom
am am maOpmuodo oaomm
m mm mm mcoowasm com mcmaoammzm
ma om maondmawOponm
mm mm mpmaomeamnm
mouoz oaoom NoocH among coaumdsooo AOmmz mo msoaumdsooo
owmpmoam oHEocoom
omoz uoaoom
pcoam>msom

 

 

Umscfiucoollm XHszmm<

137

 

 

 

ma Ha compouaOchmae
aw ma wcaasuommocms
:a co coauooaunooo
0 aa we ooaammmm A.o.o.cv mLOpoaaooaa a .mamaoammo .mhowmcms
om aa A.o.o.cv maozon one muoowm wcmmmnoazm
:a co maounmEpmom
a ma mm .opo .coasd .muofioom .owoom .mammommmo
ma em soaooaaaaoasoo oaaoso aoooa
ma mo coaaosomaoasoo oaaoso oaoam
mm :m ooa>aom Hounoo ocm coapmppmHCHSUM camped mmaooom
0 ma mm .c.pw:Heom emmnsa A.o.o.:v maoumnumacHEom a maMaemmmo
ma em dash .mhoomeco com «mammasa .mpoaao .waooammo
mm mm wcmomasn .mucoosoucHaoqom 6cm whowmcmz
ma am soaaoaoaaoasoo oaaoao aoooa
ma mm coaoosoaaoasom oaaoso oooom
ma ma ooa>aom ampmom one coaumApchmEom emanso monopom
0 ma mm coapmaunasasom oamnsd .thpoonCH
ma om oaoum .maowmcme Aoomm poo soeaooam
ma ea Goa uaooso
m ma mm Geomamma «whouosocoo
mm mm mpoooonm Show «macadann can mammsm
ma ma oLOpm «mono: uCoEpamooo one whomsm
Sham ammo
.maOpoaamoam poo Ammomoammo «maowmcmz
mouoz oaoom NooCH dooaw coaqu:ooo aohmz an mCoHQMQSOQO
owmpmoam oasocoom
omoz toaoom
ucomm>asom

 

 

GOSCHQCOOIIm NHmzmmm<

138

 

m :a am wcaasuommocmz
m ma am coapooapmcoo
0 ca w: oomomoEo mama A.o.o.cv m.aooao w .mmmmoammo .aowmcmz
ea mo Aoopmoooa poo .aocav momaumsocH amopo mm<
Ha om moom>hom monomamm
Ha mm mooa>aom hmmdoa mooocmmaoomaz
ca a: mowoamw ocm mooa>aom panama oamooEou3<
aw om mooa>Aom mmocamsm
mm mm oompmo moon osm moomnomcH
am mm oocmoam nonuo ocm wcaxomm
ma mm oooao aaopos sooao
ma no manpoa amaaopms .moao w .pcoanoEa Emma «oamsoamm
mm mm moomaa mcmxcaao ocm mcapmm
mm mm mCOHQMpm oom>aom oCHHOmmU
ma mo moaammpoa moahommooom ocm moaoa£o> 90902
aa mo moaOpm pooanooo a .mwoazwacaom oeon .oaSpHcaom
aa mo moLOpm moaaommooom ocm monsooo
aa mo moLOpm psoo Com m o>aw m omaooocoaoe Homoeoo
oa om mommampoa xaaE m .moLOpm\mposooao apamo ocm ooom
0 ma om momma aampom
aa oa moshp oHMmoaocz
om ma mooa>aom mampacmm w .wooapMoaooEEocoaoB
mopoz osoom xoocH dsoao coapmooooo pOnmz an mcoapmooooo
owapmoam omEocoom
omoz Ioaoom
pcmam>moom

 

 

ooSCHpCOOIIm XHszmm<

139

o mm :: mnennma .mpneumamme one mpneonopu<
an mm A.o.o.nv mpnow<

mnoanB oononax one aeoanoau

 

 

om m: Aoopnooon pon .aonav moanpmnonm nonuo aa<
mm a: wooa>nom HenOmnom.
mo em mooa>nom naeoon msoonemmoomaz
mm mm mowenew one moom>nom naeoon emanonope<
ma am mooa>nom mwonamem
ow ma opeumo aeon one oonenemnH
e am mm monenmm nonuo one mnaxnem
oa m: ooenu Haeuon nonuo
ea am maeuon Heanouee .woao w .unonoaoEa anew .oaezonem
o am am mooeaa moascaso one moaoom
mm mm mnompepm oom>nom enamomew
aa oa wnmaaepon moHAOmmoooe w momoano> nouoz
ma mm monOpm pnonomnoo w .mwnanmmnnem oEon .onsuannem
mm mm monoum momnommoooe w Honednn
ca a: monoum unoo no» a o>mm one omaonenonos Henonoo
mm mm wnmaaepon name w .mohoun muoeoonn anaeo w ooom
.o mo mm moose aamoom
ea mm ooenp omemoaonx
mo 2: mooa>nom mnepmnem w .moauaampe .mnoapeoannEEooomoB
mm m: noapeunonmnene
mopoz oaoom NoonH ozone nompeonooo AOmez an mnoaueoeooo
owapmonm anonoom
omoz Iomoom
unome>aoom

 

omnnmpnoollm NHszmm<

140

 

 

e ma om mnoxonn one munowe oonenSmnH
on m mnemooon one mnmumxonm
mm mm mnouenpnnoEom
mm o: mnmonoaponn
ma om noEmoaem one munowe wnammuno>o<
mnoxno3 moaem
mm a: A.o.o.nv mnoxnoz oononax one aeoanoao
:a ow monome mmonoxo one .noauepm «poxoae
mm m: mnOpenono ononooaoe
oa a: wnOpenono nnenwomoe
mm mm mnownommoe nnenwoaom
:a mo moaneponoom one .mpmmamu .mnonnenwonopm
ow mm mxnomo wna>mooon one wnannanm
mm m: mnOpenooo onmnoes oomamo
mm mm mmoo moawmo one mnownommoz
e ma mm mamanneo Haez
ma am manoao amen mezaaen one mnownowmon mwonnxm
mm o: oaoano> .mnopnepm one mnonoueoman
mm mm unnoooe one mafia .mnouoommoo
mm a: mnemnmeo
e mm mm mnonooxxoom
ma mm mnoamop xnem
mm mm noapepnonmnenu .noEowewwem
o ae mm ooaaao a.oaaocoo one a.ooaoaomoo .moceocooo<
mopoz onoom - xoonH neono noapeoeooo nohez an mnomuennooo
owaumonm anOnOOM
omoz Iomoom
pnome>aeom

 

 

omnnmpnOOIlm xHszmm<

141

 

 

a me i onoaoafiooae
mm o: mnommono zoonaz one enouenooom
mm mm nonummon one .noEonnnoo .noEoneno
Ha mm mnoupomoomp one mnoummoQEOQ
mm mm mnonmmnmm econonoo one unoaoo
e mm mm mnopnonneo
oo mm mnoxenponaneo
mo am mnoupom oaau one .mnomeEonOpm .mnomeexoanm
no mm whoonmnxoom
mm mm mnoxeeaomaom
mm mm mnpanmxoemm
om mm maoxem
wnoxnoz oononax one .noEonom .noEmumeno
ma om Aoounonon eon .Honav moanumnonm nonpo
e am mm ooenp maepom
2 ea mo ooenu omemoaonB
ma mo wnmnnuoemnnez
0 ca a: A.o.o.nv mxnoao women one nonmomem
ma ma nonmoaen onon one xoopm
:a mo wnoxonn one mpnowe ouepmo meom
mo am mmonmzoz
mopoz onoom KoonH ozone nomueQSOoo n0mez mo mnoapennooo
omaumonm canonoom
omoz Ioaoom
unome>anom

 

 

ooznmpnOOIIm NHQZMmm<

142

 

mm a: ooa>nom mmonoxo mezmmen one moeonmaem
oa o: noapoonpmnoo

0 mo a: A.o.o.nv enouoonmnH
ow mm noosem a mom .mnooenm a .mnoaeom .mnOQoonmnH
om mm mnononEop one .mnoaeonne .mnoueoAu peom
mm mm mamamemo
am mm mnoannnm
co mm nonnoEEen one nosownom
mm a: Aoopnonon pon .monmv moanpmnona nonuo
ma om mooa>nom mnepanem w moapaamu: w .mnoaueoannEEooomoB
mm m: oeonaaen pnooxo .noauepnonmneae
mm mm ooa>nom mmonoxo mesaaen one moeonmaem
ma mm A.mme ooammoonm pon .monav mooow sameneonon nonuo
mm mm Honenne w .mponoonn ommpxou .momauxoe
mm a: wooow omneneo nonuo
ma mo unmananoo nomueunonmnene
:a co meoanpooao wnaonaonm .mnonmnoez
ma :m momnumeona meow:

0 ma mm wnannuoemnnez
mm o: noauosnumnoo

0 ca a: A.o.o.nv noEonom
mo em mnOpenono anonanoee oeon one .mnaoenw .wnaue>eoxm
oa a: mno>enwnoouonn pnooxo amno>enwnm
ma mm mnonmpoonopm one mnonmponpooam

mopoz onoom NoonH neonw noapennooo nOmez mo mnoapennooo
owaumonm oHEonoom
omoz Ioaoom
pnome>aoom

 

 

oonnmpnoollm xHozmmm<

143

 

ma no mnonnenwonumm one mno>enwnoOponm
mm a: nonen unooxo .mnoxee Hoooa one nnoppem
m: om whownennonem
mm mm oonenopnaes one nomuonnpmnoo .mnopnmem
am mm mnonmmmon one whoonanw mnom one .mnemoauno
mm m: mumanomuoomonn endpomn nompoz
am ma aeooe .asooaoz
me am marmanzaaaz
mm mm .ouo .ooom annoam .nmenw .mnommaz
mm mm oommmmmemo ononzommo 902.
on mm none nee one oeonmaem
mm mm noamm>omou one oaoem
mm mm onanoea ooammo
e mm mm oHHQOEOpd<
oa mm oceaoaae
0 mm mm nonnaenon one moanenooz
e mm mm mummnanoez
m: om mnoxam Eooq
mm m: nosonam o>apoEoooq
e ma mm mnoonmwno o>muoEoooa
oa m: nozon a .ononnoaop .nnenwoaou .noEoom>nom w noEoan
mm mm Heuoa .wnoupom poo
mm mm mnpaemno>aam a .mnumamomow anneernouez «mnemozmo
am mm Aoounonon uon .monav.momnumnonm nonpo
mm m: .p: camped nonpo w .m_nan:EEoo n.n .n .oxo .uaooeneae
mopoz onoom noonH neono nompenoooo AOweE an enoauennooo
owmpmonm oHEonoom
omoz Ioaoom
pnoae>meom

 

 

omnnmpnOOIlm XHszmm<

144

 

 

mm mm enoupmm mean one mnonEnHm
mo em opse unooxo .moanenoez
mm a: mnoxenaoou one mummnanoez
am am mneaoanuoomm
:0 am enounonneo
mm mm mnomee one mnomeaxeanm
mm mm moanenooe oven
0 mm mm mooaunonnne
mnoxnoz oononam one mo>muenomm
o mm mm moonom oonne onu no mnoonoz
mm mm A.o.o.nv mnoxnoz oononox one nonmemeno
om mm mnonopmmonmb
ma om mnoppom w mnoxen moo w .mnoerHooe
mm mm mnoxnoz memos peone w .mnuoamnonnoo .mnuanmnae
oo mm nonwonoaoep one anomaee
mo :m mnoxnos memos Hennuoonum
mm mm mno>neo enoum one mnoupno onoum
ca a: whoonamno mnenofipeum
am ma anopoem poooxo .mnonaenon one nnoxenoonm
am ma enoueam one mnemoom
om mm Hepos «wonen HHon one mnemmom
oa m: wnmpnmnn announann enema one nonmmonm
e me am esoooae ooao one asooesam
mm mm mnonopmeam
am mm nonnaeoon w mnonnu newno w oneam
mopoz onoom MoonH ozone noauennooo nOneS an mnomueneooo
owmpmonm canonoom
omoz Ioaoom
pnome>aeom

 

 

oonnmunoollm NHszmm<

145

 

o m: cm A.o.o.nv mnononem one mo>Huenono ends.
o cm on , mnonommaz
mm mm omnon wnaxoen one nounwnemm unooxo annouuno new:
o em ma mo>apenono wnaneome mno one maonneq
mm mm memos annoueom
am mm mnonnon one anoanouHoEm .nofiooennnm
we om mnOpoem .mxo .mnoxoen w mnooenw .uwo> w .pnn .umnnm
mm mm aepon .mnonmamon one .mnoonanw .mnmmam
am ma enema
oo mm mnOpoem pnooxo .momwonumneom one mnoermmono
mm mm nonounon one nonhno>amom
so om megaaen poonum one man nenouononoo
nonxe one .nonoon .nonnaeno
am am . mno>ano mom
mm m: oeonaaen .nonoxenm
am am mnonoox zoom one anoEHeneo nnosueom
om am nonnoozon one whopnemm
e mm mm mnaxnen one ooa>non opne .muneonopp<
mm mm mnoxnoz noaueanmna one moumonm<

ao mm ooaaaoooe poo ooena

no am wooenu ooamaoonm nonpo

mm o: mooenu wnaunanm

mm mm A.o.o.nv mooenp wnoxnozmeuoz

me me a.o.o.ev eooeao meaoaasm

mopoz onoom noonH neono noapennooo nowez mo mnOHpennooo
owapmonm canonoom
omoz Ioaoom
pnome>anom

 

 

ooeeaoeoolrm,xaozmmme

146

 

e: m muozoono o003 mzooneaaoomaz
a: a egos aaae oee .aaaae Hmeaeeao .eaaaesem
o a: a mpozoono ooos .oman a .maaoa wnanemo .mamfiszem
mooow omnenzo
.e om aa wnmnzuoenznez
0 am ma A.o.o.nv mnoxnoz oononax one mo>auenooo
am am mnopuzoloneao one nnooaoz
m: e omauxou .mno>eo3
e om ma mno>ano nouoenp one xozne
e m: om mnzommzeno one mno>Hno neoaxee
me a: oeonmaen «nonnouazm
em am nononmm mnenoapeum
mm m oaaaxoo .maoeoaom
mm m mnomzem
mm ea monen xooo one mnoaaem
ma om enouenooo noauepm nozoo
we we nnoxnoz mmooono canoenwouonm
am ma oonenopnaee one noauoznumnoo pooono .mnopnaeo
am ma Opze poooxo amnomeonw one mnoaao
e me am mezaaen ooue>omo one «mezozm «noonum anonnoaaoz
mm m .opo .oneo wnawwom «anouoeh aend: .noenouoz
am ma Hozm poooxo .wnamnnezo one wnanaz
ae mm noapoenuxo new Henzpen one nzoaonuoo ooene
e mm m wnfinon Heoe
mopoz onoom noonH ozone noaueozooo nowez mo mnoapeozooo
owaumono canonoom
emoz Ioaoom
pnome>azom

 

 

omznfipnoollm XHszmm€

147

 

me am muneo one uuenohd<
mm mm .oazoo oaomno> nopon one moaofino> Mono:
0 oo mm unonoozoo nooueunoomnena
mo em .aoozm one .pnoEonoo amnonanoen mesonuoomm
mm mm mnononoen mzoonemmoomoz
no am mooa>oo one monanoen enoun one ooammo
mm am mnOpoenu one mnonanoen HenzuszHnw<
o 00 mm Heeanuoomo pooexo .mnonanoez
o mm ma ooaapesoea aeoos ooanaoooe aoz
em ma muozoono Heuon mzonnomnon oopeoonnem
mm ea mpozoono amounllmeuon oopeofinnem
0 mm ea Aaepon .ooom non .Honav .onm aeuon ooueednnem
em ma moanumzona mzonnomnon onenonm
mm mm moanumzona aooun one nona mnenono nonuo
om aa mamas wnfiamon w mxnoz aooum mooennzm uneam
0 am ma moanpmzona Heuon mnenanm
o mm ea :xw, moanoesoea aeao:
em ma mpozoono onoun o menonan comaeuonnon .ewo:
mm mm muozoono ooueaon one mnouuoo
m: om mpozoono memo menzuoznum
m: oa .oono nonmeao w .ezmomw .oponenoo a aunoaoe
- oe mm mpozoono mmeaw one mneme
o em am muozoono mmeaw one .memo nenoum
m: m monszom one onzumnnzm
mopoz onoom xoonH ozone.nooueozooo nOwez an oncoueozeoo
owmpmono canonoom
emoz Ioaoom
pnome>azom

 

 

omznapnOOIlm NHszmm<

148

 

0 mm am muozoono .pxop ooneoannen nonuo w Honeood
m: oa muozoono mafia omaunou .omHz
om m aaaae oanoen e .oeoneo .enen
mm :a mwnano>oo nooan nonuo w .mwzn .muoonee
m: m mooow pang .ono .uxop wnanmfinan w mnmenn
mm am aaaas meaaoacn

o N: o mooaoono aaas oaaoxon
em m monzuoenznen oooenoe
am ma . moanoaeoea ooon ooanaoooo poz
om aa .oono oononax a mnoaueneoono ooon .ommz
mm mm moanpmzona oweno>om
am ma mpozoono oopeaon w mnonoouoonnoe
em ma mpozoono nnoxem
mm ea eaoaoono aaasueaeso
a: .m mooon eon w .uwo> qmumznn .>nomono w .neo
mm mm mooooono maaeo
mm mm mpozoono new:

0 mm ea mnozoono oononax one ooom

mooow omnenzolnoz
mm mm moanpmzona wnanzuoenznen mzoonemmoonaz
mm mm mooa>oo .nooOIxnozxoomo w .nxooao .nonouez
me o: moaaoozm one .oazoo canoenmouono
om mm moaaoozm one unosoazoo Henoommonono

0 me mm monouez w ..oazoo canoenwouono w Henowmmonono

mm ea wnanaeoon one wnaoamzn neon one oanm
mouoz enoom noonH ozone nompeozooo nowez an mnomueozooo
owaumono canonoom
emoz Ioaoom
pnoae>azom

 

 

ooeeaoooouun xaozmmme

149

0 am ma oonnooon.uon .Amnae momnumzona wnanzuoenznezlnoz

 

mm ea moanpmzonm wnanzpoenznen ooHnHooom uoz
mm :a neosuoon poooxo .muozoono nonpeoq
a: m noonzn poooxo nneozpooo
mm oa ooeaaoan a .ooannso .oooeeo "noooeoa
0 mm ea mpozoono nonueoa w nonpeoq
oo mm mnozoono nonnzm
mm :a mpozoono Heoo a Ezoaonuoo .omaz
ma em wnonmnon azoaonuoo
0 Ha am npozoono Heoo w Ezoaonpoo
oo mm muozoono ooamme a naeomnono .omaz
em ma mpozoono oouemon a .monmanne> .munaeo
mm mm monmoaooa w mwznm
a: m anooan oaooeoemm
0 mm om muozoono ooamae a mmeoanone
me am moanoeeoea ooaaae a weaomaaoao .weaooanm
mm mm wuozoono omzo w nooeo .omoz
em am moxon w mnonaennoo oneoonooeo
mm ma mamas oneonnooeo a nooeo oazo
0 am ma muozoono oowmae w nooeo
om aa .oono .oxoa oooeoanoen .ooaz
oe mm momnommoooe w moneooo
monaz onoom xoonH ozone noapeozooo nOnez mn.mnompeozooo
mzoa>ono canonoom
emoz toaoom
pnoae>azem

 

ooeeaonmorue xaozmmme

150

 

 

 

e em am mpmanzoanen one .mneaoauzeon .mnonnem
mm mm pnonomzne w nofiueonoon .muneonouu<
mo em A.o.o.nv ooa>nom Henomnoo w Henoammonono .mpneonopu<
mm ma noapzuaumna nonpo a Heuaomon «muneonopp<

omonomzom ope>anm poooxmmdmnoxnoz ooH>nom
m: o poo measaa
am ma ea woasaa
a: a A.o.o.nv mnoxnoz oaonomzon oue>ano

o am ma poo wea>aa

o I I no wna>aa

o mm mm oaonomzon eue>mno .mommononzea
mm mm uzo mnfi>aa

o ma oa ea woasaa

0 mm ma oaonomzon oue>ano .mnooooxomzom

mnoxnoz oaonomzom ope>ano
mm om noonnooon non .monav moanumzona nonpo mae
em am noanennmananoe camozo
om ma mooa>nom Henomnoo
am am moom>nom naeoon a mmonmmzm
em am ooenu maepon a maemoaonz
mm am mooa>nom oneponem a .moauaaauz .mnompeomnzenooomoa
oo mm oeonaaen poooxo .nompeunoomnene
om ma ooa>nom mmonoxo zezmaen a moeonamem
am mm noauoznnmnoe
mouoz onoom xoonH ozone noaueozooo nOnez no mnOfiueozooo
mzoa>ono canonoom
emoz Ioaoom
pnoae>azom

 

 

omznfipnOOIlm NHszooo

151

 

om am A.o.o.nv oaonomzon ope>ano poooxo .mnoxnoz ooa>nom
em aa mnoonop owoano a Awnammonov nonnouez
e mm mm mommonpaez one mnouaez
ae mm pnonomzne one noaneonoon .mnonme
me am annaaaeo oee manaaoem
mm mm momnzn Heompoeno
em : mnoanoo
ea om ooe>asm
e we on unmanno>oe
0 we mm mo>auoopoo one nonooaaoo
o am am mo>a3oaz
mm am momoepmnoo one maenmnez
e a: m mnOpxom a mnouaneo
me am oaonomzon oue>ano noooxo «monezopm a mnooooxomzom
e am ma mnooooxnooo w .noenouez .moneze
am am nompoouono onan .noEonam
m: cm mnOpenooo none>oam
e em am mnoxnoz naeunzon a nopnzoe
e am ma omonomzon ope>ano poooxo .mxooe
no em mnoneoao a nonoznene
e e: w exoemopoom
so om mnooooxomzon wnawooa a wnaoneom
e mm ma mnoonounem
monoz onoom NoonH ozone noapeozooo nOwez on mnOfipeozooo
mzoa>ono canonoom
emez Ioaoom
unoae>azom

)llr

 

oomcaoeooncm xaozmeme

152

 

 

 

mm m muozoono onOpm w Henonan oaaaeponnon .omaz
a: a mnozoono ooueaon one mnouuoo
mm m muozoono memo aenzpoznum
mm m .oono nonmeao a .Ezmomw .opononoo .unoEoe
mm :a muozoono mnemw a mmeae
o m: a mpozoono mmeaw one .meao .onOpm
o: m monszan one onzuonnzm
mm m mpozoono oooz .omaz
mm m ano: aaas one .eaaae mnaneao .eaaaszem
0 mm m muozoono ooos .ommn w .mmafin mnaneao .mamanzem
. mooow oaoenzo
o m: w wnanzpoenznez
A.o.e.nv mnonooea
on w mnonmneoe
9 em : mnoooono oo03 one .noEmpnen .nonnonnzq
n on am monooo>oum one nonononmwnoq
om am mnooooxmonzonw one Enen poooxo .mnonoonee
e: m wnomeonw one mnonmez nee one .mnononea owenee
n m: cm nonnoummo one neEnonmao
onaz one Eneo noooxm emnononeq
oe mm oomomosolnaom .mnonooea ooa>nem Eneo
em aa mnoxnoz maanen oaeonz .mnonooea_nnem
o m: e mnoxnox owes .mnononem Enem
mm om nononon Eneo
nononom one mnonooea Eneo
mopoz onowm noonH ozone nomueozooo nOweE mp mnoaueozooo
mzoa>ono canonoom
emoz Ioaoom
pnoae>azom

 

ooenaanoonvm naozmmee

153

om NH mmfihpwd—UCH MCHLd—Qowhfiflmfi WSGQCNHHwomH—z

 

I I mooo>oo .nooovxnozxooao w aexcome nmononez
o mm ea , mooaoozm w .oozoo canoenwonono
o on em mommoozm w .oazoo Henoammonono
om am monouez a,.oazoo canoenwouono a Henoammonono
m: w .oazoo .nnenn .omae a oeonaaem
mm m mnanaeoon one .moan neon a oanm
am ma maneo.e onenonae
mm. mm .oazooIoaoanon nouos w moaoanon nopoz
o me am unonomzoo noopepnoomnene
mm :a moamoozm w .unoEondo .hnonmnoen Heoanuooam
we om mnonanoen .omaz
o mm mm mooH>oo one menonoen enoum one moonno
mm ea mnonoenp one mnonanoen aenzuazomnw<
o om aa mesonuoomo noooxo nmnonmnoez
o e: m momnumzono menon oomnmooom uoz
m: om mnozoono Heuon mzonnonnon oopeoonoeo
a: a . muozoono Hoopm ooueoanneo
o a: a Amenon .ooom non .aonmv .onm Heuon oopeoanoeo
N: e momnumzonfi mzonnonnon mnenano
mm : moonuwzono Hooum w nonm mneEHno nonpo
e: m mamas wnaamon w .mxnoz aoopm .mooennzn pmeam
o z: m momnpmzona memos mnenmno
c on a moanpmzonm aepoz
mopoz onoom xoonH ozone nomueozooo nOmez an mnoapeozooo
mzoa>ono canonoom
emoz Ioaoom

nnoae>azom

by I.’ )4) Irv r47 17’ III rlr 1' IFI’P 7 Irtr

E’P' I

ooanaonomxze naozmeee

154

 

m: w muozoono omzo w nooeo .ommz
we om moxon a mnonmeunoe oneonnooeo
a: o mamas oneoonooeo a .nooeo .oazo

o m: a mnozoono ooaaae a nooeo

o m: e mnozoono oaauxou ooueoanoen .oan
me am moonOmmoooe w Honeoo<

o a: m muozoono oaauxou ooueoonoen nonpo w Honeoon

o a: e muozoono Haas oamnnou .ommz
mm a mamas cannen w .oeonnp .nnew
mm om mwnfino>oo nooan nonno w .nwzn .wuoonee

o e: m mooow panx .oxo .uxop wnmnmanan w wnmomo

o em a maaas mnaooann

0 mm m muezoono amae oaouxoe

n em 0 monzuoenznee oooenoe
mm :m moonumzonm ooon ooonmooom uoz
o: m oononax w mnoaneneoono ooon .ommz
mm mm moonnmzona oweno>om
m: om wuozoono oouemon one ononoauoonnoe
m: om muozoono mnoxem
m: e mnozoono HHHEInHene
mm o mooon eoa a .omo> .eoasnn a .neo
mm ma muozoono anaeo
m: w mnozoono new:

0 a: m mnozoono oononax w oooo

mooow omnenzonoz
mopoz onoom noonH ozone noapeozooo n0nez no mnoaueozooo
wzoanono canonoom
emoz Ioaoom
pnome>azom

I?

 

 

ooanaonomoum naozmeee

155

oounooon non noaneozooo

 

am ma
a: e Aooenooon non .aonav moanuwzono nonpo aa<
m: a nOHpennmmnane oaaozo
mm m moom>nom Henomnoo
a: m moom>nom noeoon a mwonamzm
am ma ooenu Hoenon a oaemomonz
m: e .nnom oneuanem w moanommpz .mnooueoanznnooomoe
a: m oeonaoen poooxo .nomueunoomnene
om m ooH>nom mmonoxo mezamen a moeonmaem
m: a noapoznpmnoe
.n o: m Aoounooon non .HonHv momnpmzonH mnwnzpoenzneEInoz
m: m moanumzonm wnanzuoenznee ooanoooom poz
o am ma neosuoon uoooxo .muozoono nonneoq
as ea nooozn noooxo .neoznooo
mm m oonmanmn w .ooHnnzo .oonnen ”nonpeoq
o m: o muozoono nonneoa one nonueoq
am ma eooeoono noooem
mm m muozoono meoo w azoaonnoo .omaz
we om wnmnanon Ezomonuoo
o oo mm muozoono aeoo w Ezoaonpoo
m: m mpozoono oommae a maeomnono .omaz
e: m mnozoono ooueaon w nmonmwnneaa .wunaeo
o om mm monaomooe one mwzno
am a enooan oaoononmm
o m: w mpozoono ooaaae one maeanone
om mm meannesona ooaaae a .aoao .mnaonana
mouoz onoom noonH ozone noapeozooo nOwez mo mnoaueozooo
mzoa>ono canonoom
emoz Ioaoom
pnoae>azom

 

 

omenaonooxun xaozmeee

156

Explanation of Notes:

 

a.

One of 45 occupations used in deriving socio-economic
index from predictors of NORC prestige ratings.

One of 16 occupations poorly or partially matched to
NORC titles.

Occupation omitted from statistical analysis of 425
detailed occupations, because it is a grouping of
specific titles listed below it.

Occupation omitted from statistical analysis of 425
detailed occupations, because census data are based on
fewer than 100 sample cases (corresponding to an
estimated population of fewer than 3,000 males).

Occupation omitted from statistical analysis. The
census data do not pertain to current members of the
armed forces, but to currently unemployed civilians
whose last occupational experience was in the armed
forces. The data for this occupation do n93, therefore,
describe soldiers, sailors, and related occupations.

The computed value of the socio-economic index for this
occupation was -3. To avoid the inconvenience of having
an index value with a negative sign, this index value
was arbitrarily changed to zero, which remains the
lowest value in the table.

APPENDIX G

157

158

Elementary . 7.25.9.5: . form AA

California Test of Personality
1953 Revision

Devised by
LOUIS P. THORPE, WILLIS W. CLARK, AND ERNEST W. TIEGS

PUPILS: PLEASE COMPLETE THE FOLLOWING INFORMATION:

1. I am a boy girl.
2. The person responsible for supporting me is:

my mother my father other
3. The person responsible for supporting me works as a

(name of occuration).

 

4. The highest grade completed by the person who supports me:
(circle the one which applies)

Grade: 1 2 3 4 5 6 7 8 9 10 11 12

College: 1 year, 2 years, 3 years, 4 years, over a years.

INSTRUCTIONS TO PUHLS:

This booklet contains some questions thch (on be answered YES or NO. Your

answers wIH shOw what y0u usuoHy Hunk” how you usuoHy IecL or what you
usuoHy do about things, VVork asIost as you can withouIInORIng nfistokes

DO NOT TURN THB PAGE UNTH_TOLD TO DO $3

 

PUBLISHED BY CALIFORNIA TEST BUREAU, DEL MONTE RESEARCH PARK, MONTEREY, CALIFORNIA
BRANCH OFFICES: NEW CUMBERLAND. Pk; MADISON. VHS..- DALLAS, TEXAS—COPYRIGHT 1542-1953 BY CALIFORNIA TEST BUREAU-COPY-
RIGHT UNDER INTERNATIONAL COPYRIGHT UNION—ALI. RIGHTS RESERVED UNDER PAN-AMERICAN COPYRIGHT UNION—PRINTED IN U.S.A.
O 8 7 O I 4 3 2 I

INSTRUCTIONS TO PUPILS
DO NOT WRITE OR MARK ON THIS TEST BOOKLET UNLESS TOLD TO DO SO BY THE EXAMINER.

You are to decide for each question whether the answer is YES or NO and mark it as you are told. The following
are two sample questions:

SAMPLES
A. Do you have a dog at home? YES NO

B. Can you ride a bicycle?

DIRECTIONS FOR MARKING ANSWERS

ON ANSWER SHEETS

Make a heavy block mork under the word YES or NO
to show your answer. If you have a dog at home, you
~wou|d merk under the YES for question A as shown
below. If you cannot ride I: bicycle, you would mark
under the NO for question B as shown below.
YES NO ‘

A I l

B I'
Remember, you mark under the word that shows your
answer. Now find Samples A and B on your answer
sheet and show your answer for each by marking YES
or NO. Do it now. Find onswer row number I on your
:2?" sheet. Now welt until the examiner tells you to

In. .

 

YES NO

ON TEST BOOKLETS

Drew o circle oround the word YES or NO, whichever
shows your answer. If you have 1: dog at home, drew
a circle oround the word YES in Sample A above; if
not, draw o circle around the word NO. Do it now.

If you can ride a bicycle, drew a circle around the.
word YES in Sample B above; if not, drew a .circle
around the word NO. Do it now. ‘

Now wait until the examiner tells you to begin.

 

After the examiner tells you to begin, go right on from one page to another until you have finished the test or are
told to stop. Work as fest as you can without making mistakes. Now look at item I on pogo 3. Ready, begin.

Page 2
CTP-E-AA

10.
11.

12.

Page 3
CTP-E-AA

SECTION I A

Do you usually keep at your
work until it is done?

Do you usually apologize when
you are wrong?

Do you help other boys and girls
have a good time at parties?

Do you usually believe what
other boys or girls tell you?

Is it easy for you to recite or
talk in class?

When you have some free time,
do you usually ask your parents
or teacher what to do?

Do you usually go to bed on
time, even when you wish to stay
up?

Is it hard to do yourlwork when
someone blames you for some-
thing? '

Can you often get boys and girls
to do what you want them to?

Do your parents or teachers
usually need to tell you to do
your work?

If you are a boy, do you talk to
new girls? If you are a girl, do
you talk to new boys ?

Would you rather plan your own
work than to have someone else
plan it for you?

GO

YES
.3
YES
YES

YES

YES

YES

YES

YES

YES

YES

RIGHT ON TO
THE NEXT COLUMN

‘NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

YES NO

 

 

7 Section IA
(numberright)

 

 

160

13.
14.
15.

16.

17.

l8.

19.
20.
21.
22.
23.

24.

SECTION I B

Do your friends generally think
that your ideas are good?

Do people often do nice things
for you?

Do you wish that your father (or
mother) had a better job?

Are your friends and classmates
usually interested in the things
you do?

Do your classmates seem to
think that you are not a good
friend?

Do your friends and classmates
often want to help you?

Are you sometimes cheated when
you trade things?

Do your classmates and friends
usually feel that they know more
than you do?

Do your folks seem to think that
you are doing well?

Can you do most of the things
you try?

Do people often think that you
cannot do things very well?

Do most of your friendsoand
classmates think you are bright?

GO

   
 
 

RIGHT ON TO
THE NEXT PAGE

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

 

Section I B
(number right)

J

 

25.
26.
27.
28.
29.
30.
31.
32.
33.

34.
35. A

36.

Page 4
mm»,

play?

SECTION I C

Do you feel that your folks boss

you too much? YES

Are you allowed enough time to YES

May you usually bring your

friends hOme when you want to? YES

Do others usually decide to

which parties you may go? YES

May you usually do what you

want to during your spare time? YES

Are you prevented from doing

most of the things you want to? YES

Do your folks often stop you from

going around with your friends? YES

Do you have a chance to see

many new things? YES
Are you. given some spending

‘ mongy? YES
Do your folks stop you from
taking short walks with your
friends? ' . YES
Are you punished for lots of little YES

things?

Do some eople try to rule you

so much t at you don’t like it? YES .
I" ' ' _

   
  

HGHT ON TO

GO

THE NEXT COLUMN

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

 

Section I C
lumber right)

 

L

161

45.

 

37.

41.

42.,

43.

47.

48.

SECTION I D

Do pets and animals make
friends with you easily?

Are you proud of your school?

Do your classmates think you
cannot do well in school?

Are you as well and strong as
most boys and girls?

Are your cousins, aunts, uncles,
or grandparents as nice as those
of most of your friends?

Are the members of your family
usually good to you?

Do you often think that nobody
likes you?

Do you feel that most of your
classmates are glad that you are
a member of the class?

Do you have just a few friends?

Do you often wish you had some
other parents?

Is it hard to find friends who
will keep your secrets?

Do the boys and girls usually
invite you to their parties?

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

I PIQHT ON To
GO I“? “I‘T PAGE

NO

NO

NO

NO

NO

NO

N0

NO,

NO

NO

NO

NO

     

 

Section I D
(number rightl

 

 

SECTION I E

 

 

49. Have peOple often been so unfair
that you gave up? YES NO
50.. Would you rather stay away .-
from most parties? YES NU

51. Does it-make you shy to have

everyone look at you when you
enter a room? , YES NO

52. Are you often greatly discour-

aged about many things that
are important to you? YES NO

53. Do your friends or your work
often make you worry? YES NO

54. Is your work often so hard that
you stop trying? YES N0

55. Are people often so unkind or
unfair that it makes you feel bad? YES NO

56. Do your friends or classmates

often say or do things that hurt.
your feelings? YES NO

57. Do people often try to cheat
you or do mean things to you? YES NO

58. Are you often with people who

have so little interest in you
that you feel lonesome? YES NO

59. Are your studies or your life so

dull that you often think about
many other things? YES NO

60. Are people often mean or unfair
to you? YES NO

GO Ills—fits: 1COOLUMN

- S cti I E I
219,9: ASA L In.umb:rnrightl j

 

 

 

162

61.

62.

63.

65.

67.

68.

69.

70.

71.

72.

SECTION I F

Do you often have dizzy spells?
Do you often have bad dreams?

Do you often bite your finger-
nails?

Do you seem to have more head-
aches than most children?

Is it hard for you to keep from
being restless much of the time?

Do you often find you are not
hungry at meal time?

Do you catch cold easily?

Do you often feel tired befOre
noon?

Do you believe that you have
more bad dreams than most of
the boys and girls?

Do you often feel sick to your
stomach?

Do you Often have sneezing
spells?

Do your eyes hurt often?

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

NO

NO

NO-

NO

NO

NO

NO

NO

NO

NO

NO

NO

 

 

I number righti

 

l Section I F

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

Page 6
CTP-E-AA

SECTION 2 A

Is it all right to cheat in a game
when the umpire is not looking?

Is it all right to disobey teachers
if you think they are not fair to
you?

Should one return things to
people who won’t return things
they borrow? .

Is it all right to take things you
need if you have no money?

Is it necessary to ,thank those
who have helped you?

.Do children need to obey their

fathers or mothers even when
their friends tell them not to?

If a person finds something, does
he have a right to keep it or sell
it?

Do boys and girls need to do
what their teachers say is right?

Should boys and girls ask their
parents for permission to do
things?

Should children be nice to
‘people they don’t like?

Is it all right for children to cry
or whine when their parents
keep them home from a show?

When people get sick or are in
trouble, is it usually their own
fault?

GO

L

Section 2 A

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

RIGHT ON TO
THE NEXT COLUMN

163

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

 

No

(number right) .................................. J

85.

86.

87.

88.

89.

91.

92.

93.
94.

95.

96.

SECTION 2 B

Do you let people know you are
right no matter what they say?

Do you try games at parties even
if you haven’t played them be-
fore?

Do you help new pupils to talk
to other children?

Does it make you feel angry
when you lose in games at
parties?

Do you usually help other boys
and girls have a good time?

Is it hard for you to talk (to
people as soon as you meet them?

Do you usually act friendly to
people you do not like?

Do you often change your plans
in order to help people?

Do you usually fOrget the names
of people you meet?

Do the boys and girls seem to
think you are nice to them?

Do you usually keep from show-
ing your temper when you are

angry?

Do you talk to new children at
school?

RIGHT

GO

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

ON TO
THE NEXT PAGE

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

 

 

Section 2 B
I number right)

 

 

97.

ms.

101.

102.

103.

104.
105 .

106.

107.

108.

Page 7
err-t.“

SECTION 2 C

Do you like to scare or push

smaller boys and girls? YES

Have unfair people often said

that you made trouble for them? YES.

Do you often make friends or
classmates do things they don’t

want to? YES

Is it hard to make people re-
member how well you can do
things? YES
Do people often act so mean
that you have to be nasty to -
them? YES
Do'you often have to make a

“fuss” or “act up” to get what

you deserve? YES

Is anyone at school so mean
that you tear, or cut, or break

things? YES

Are people often so unfair that -

you lose your temper? YES

Is someone at home so mean

that you often have to quarrel? YES

Do you sometimes need some-
thing so much that it is all right
to take it? YES
Do classmates often quarrel
with you?

Do people often ask you to do
such hard or foolish things that
you won't do them?

GO

RIGHT ON TO

YES.

NO

NO

NO

NO

NO

no

NO

NO

NO

NO

NO

YES NO

THE NEXT COLUMN

 

 

I Section 2 C

(number right)

 

 

1614

109.

110.

111.

112.

113.

114.

115.

116.

117.

118.

119.

120.

SECTION 2 D

Do your folks seem to think
that you are just as good as

they are? YES

Do you have a hard time be-
cause it seems that your folks
hardly ever have enough money? YES

Are you unhappy because your
folks do not care about .the
things you like? YES
When your folks make you
mind are they usually nice to

you about it? YES

Do your folks often claim that
you are not as nice to them as

you should be? YES

Do you like both of your par-

ents about the same? YES

Do you feel that your folks

fuss at you instead of helping
you? YES

Do you sometimes feel like run-

ning away from home? YES

Do you try to keep boys and

girls away from your home be-
cause it isn’t as nice as theirs?

YES

Does it seem to you that your
folks at home often treat you

mean? YES

Do you feel that no one at home

loves you? YES

Do you feel that too many
people at home try to boss you? YES

RIGHT ON TO
THE. NEXT PAGE

GO

NO
NO

NO
NO

NO

NO

NO

no
NO ,

NO
NO

NO

 

 

Section 2 D
(number right) ..

 

121.
~ 122.
123.

124.

125.
126.
137.
128.

129.
130.
131.

132.

Page 8
err-s.“

SECTION 2 E

Do you think that the boys and
girls at school like you as well
as they should?

Do you think that the children

would be happier if the teacher
were not so strict?

Is it fun to do nice things for
some of the other boys or

, girls?

Is school work so hard that you
are afraid you will fail?

Do your schoolmates seem to
think that you are nice to
them?

Does it seem to you that some
of the teachers “have it in for”
pupils?

Do many of the children get
along with the teacher much
better than you do?

Would you like to stay home
from school a lot if it were right
to do so?

Are most of the boys and girls
at school so bad that you try to
stay away from them?

Have you found that some of
the teachers do not like to be
with the boys and girls?

Do many of the other boys or
girls claim that they play games
more fairly than you do?

Are the boys and girls at school
usually nice to you?

GO RIGHT ON TO
THE NEXT COLUMN

Section 2 E
7 (number right)

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

165

NO
NO

NO

NO
NO
NO
NO
"9
NO

NO

NO

 

NO

 

133.

134.

135.

136.

137.

138.
139.

140.

141.

142.

143.

144.

SECTION 2 r

Do you visit many of the inter-
esting places near where you
live?

Do you think there are too few
interesting places near your
home?

Do you sometimes do things to
make the place in which you
live look nicer?

Do you ever help clean up
things near your home?

Do you take good care of your
own pets or help with other
people’s pets?

Do yOu sometimes help other
people?

Do you try to get your friends
to obey the laws?

Do you help children keep away
from places where they might
get sick?

Do you dislike manyof the
people who live near your
home?

Is it all right to do what you
please if the police are not
around?

Does it make you glad to see
the people living near you get
along fine?

Would you like to have things
look better around your home?

 
   

STOP

 

NOW WAIT FOR
FURTHER INSTRUCTIONS

YES
YES

YES

YES

YES

YES

YES

YES
YES
(«as
YES

YES

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

NO

   

 

Section 2 F
(number right)

I