A STUDY OF THE OWIMUM SEZE OF THE HIGH SCHOCL The-s1: for file Dogma of Ed. D, MICE-INN? STA'fE UNIVERSITY Stanley W. Ovaitt 1965 "gflifli . A." L.. ““3““ngme ~— \um\w\tuwu E l __._, .- '- w; ‘- This is to certify that the , thesis entitled A STUDY OF THE OPTIMUM SIZE OF THE HIGH SCHOQL. presented by STANLEY W . OVAI TT E‘ . F!» .4 has been accepted towards fulfillment ‘ .l. _ of the requireme s for 1 4 l 0 William H. Ree Major professor DMe Deeenber, 20I 1965 0-169 L I B R A R Y Michigan State University: '* ABSTRACT A STUDY OF THE OPTIMUM SIZE OF THE HIGH SCHOOL by Stanley w. Ovaitt Statement 2£_the Problem The purpose of this study was to examine the relation- ship of secondary school size to per pupil cost and to the quality of the educational program, and to determine if there is an optimum size for the high school in Michigan. Methodology The study was designed to analyze the relationship, if any, of secondary school size to per pupil cost as measured by certain selected cost factors, and to the quality of the educational program as measured by several assumed effective- ness factors; and thus to determine if there is an Optimum size for the high school in Michigan. An extensive review of related literature and research was conducted to avoid any duplication of research, and to extend the SCOpe of this study by reviewing previous studies pertinent to the size of the high school which examined fac- tors not included in this study. Sources 3; 952% The research data were compiled from official records Stanley H. Ovaitt of the Michigan Department of Public Instruction and the Eu- reau of School Services of the University of Michigan which is the official accrediting agency for high schools in Mich— igan. Description of the Sample The sample included 281 high schools, 83 three year high schools and 198 four year high schools. Each classification was further divided into enrollment intervals of 200 such as 0-199 and 200-399. The schools in the sample ranged in en- rollment from a low of 76 to a high of 3,255. Treatment of 222.2232 The data were tabulated and converted into averages, ratios, or percentages as apprOpriate and analyzed to deter- mine the relationship, if any, of the size of the selected high schools to per pupil cost as measured by the selected cost factors, and to the quality of the educational program as measured by the assumed effectiveness factors. Summary and Conclusions Summary of grincipal Findings 232$.222 Literature 1. Much of the literature is critical of the small high school, but concern has also been expressed that high schools can be too big as well as too small to provide the best edu- cational opportunities. 2. A definite relationship has not been established between the size of the high school and student achievement. 3- Recommended minimum enrollments tend to center around Stanley M. Ovaitt an enrollment range from 300 to 500 students for a four year high school. u. Recommended maximum enrollments tend to center around an enrollment range from 1500 to 2200 students for a four year high school. 5. There does not seem to be any unanimity of opinion on a particular size for the high school, an optimum size, which tends to provide the best educational opportunities at a reasonable cost per pupil. Summary 93 Principal Findings gppp Egg Sppdy 1. High schools with an enrollment of less than #00 students tend to pay a premium per pupil cost for an inferior educational pregram. 2. High schools with an enrollment of less than 600 students tend to provide less adequate guidance services than larger high schools. 3. High schools with an enrollment of less than 600 students tend to have a higher percentage of teachers teach- ing in subject areas in which they do not have a teaching major than larger high schools. 4. High schools with an enrollment of less than 800 students tend to have a lower accreditation rating than larger high schools. 5- Per pupil cost is inversely related to the size of the high school as size increases up to and including the 800-999 enrollment interval for both three and four year high schools, and the quality of the educational program is direct- Stanley M. Ovaitt 1y related to the size of the high school as size increases up to and including the 1000-1199 enrollment interval for both three and four year high schools; but beyond these en- rollment intervals, size does not appear to have any consis- tent relationship to either per pupil cost or the quality of the educational program. Conclusions 1. The hypothesis that up to a certain size range the size of the high school is inversely related to per pupil cost and directly related to the quality of the educational program; but beyond this size range, size has little, if any relationship to either per pupil cost or the quality of the educational program was accepted as being generally true up to an enrollment range from 800 to 1200 students. 2. The findings of this study indicate that the 1000- 1199 enrollment interval is the size range which appears to best satisfy the definition of the optimum size of the high school as that enrollment range which tends to provide a high quality educational program, and beyond which no substantial reduction in per pupil cost or improvement in the quality of the educational program is realized by any further increase in size. Therefore, if the findings of this study are considered in conjunction with the findings from the review of the liter- ature, it seems logical to conclude that the Optimum size for the high school in Michigan is within an enrollment range from 1000 to 1200 students. A STUDY OF THE OPTIMUM SIZE OF THE HIGH SCHOOL By {R Stanley H? Ovaitt A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education Department of Administration and Higher Education 1965 ACKNOWLEDGEMENTS The writer wishes to eXpress his sincere appreciation to his committee chairman, Dr. William H. Roe, for his guid- ance and assistance in this study and throughout the doctoral program. Sincere thanks are also extended to the other members of his guidance committee, Dr. Clyde N. Campbell, Dr. Louise M. Sause, and Dr. J. Allan Beegle. A note of appreciation is extended to the staff members of the Bureau of School Services of the University of Michi- gan and the Research Division of the Michigan Department of Public Instruction for their Splendid cooperation. ii I. II- 11:. TABLE OF CONTENTS IE‘I‘DRODITCI‘IOTJ o o o o o o o a a 0 Need for the Study . . Statement of the Problem Assumptions . . . . Hypothesis . . . . Methodology . . . . O O O C O O O O O O O O O O O C O O O O O O O O O O O O O 0 Sources and Collections of Data . . Description of the Sample . . . . Treatment of the Data . . . . . Definition of Terms . . . . . . . Limitations of the Study . . . . . . REVIEN 0? RELATED LITERATURE AND RESEARCH Criticisms of the Small High School . . Criticisms of the Large High School . . Review of Previous Studies . . . . . Size and Per Pupil Cost . . . . Size and One or More Qualitative or Quantitative Factors of Secondary Education . . . . . . . . Achievement . . . . . . . Breadth of Educational Program Dropout . . . . . . . . Qualifications and Assignment of Professional Personnel . . . The Stanford Studies . . . . Size Recommendations for the High School Minimum Size Recommendations . . . Maximum Size Recommendations . . . Optimum Size Recommendations . . . Summary of Findings from the Literature . FI[JDII\IG' O O O O O O O O O O 0 C081: FaCtOI‘S o o o o o o o o o 0 Cost Per Pupil for Professional Staff salari es 0 O O O O l O O 0 111 ’U 16 CD Chapter Page Cost Per Pupil for Professional Staff Salaries Per Unit of Educational Opportunity . . . . . . . . . 61 State Equalized Valuation Per Pupil and Local Tax Rate . . . . . . . 62 Summary of Findings from Examination of Cost Factors . . . . . . . . . 63 Assumed Effectiveness Factors . . . . . 6h Institutional Factors, . . . . . . 67 Accreditation o o o o o o o 67 Extent of Course Offering . . . 68 Percent of Classes Enrolling Less than 10 Pupils . . . . . . 72 Percent of Classes Enrolling More than 35 Pupils a o o o o o o 73 Summary of Findings from Examination of Institutional Factors . . . 75 Library Factors . . . . . . . . 76 Number of Usable Books Per Pupil in Library . . . . . . . . . 76 Percent of Enrollment which Can Be Seated in Library . . . . . . 77 Per Pupil EXpenditure for Library SGI‘VICCS e o o o o o o o o 78 Professional Preparation of Librari‘n o o o o o o o 0 80 Summary of Findings from Examination of Library Factors . . . . . 81 Pupil Factors . . . . . . . . . 81 Pupil-Teacher Ratio . . . . . 81 Ratio of Students to Guidance Counselors . . . . . . . . 82 Professional Preparation of Guidance Counselors . . . . . . . . 34 Percent of Last Year’s Graduates Continuing Education Beyond High 8011001 0 o o o o o o o a 85 Percent of Dropouts During the Previous School Year . . . . . 86 Summary of Findings from Examination of Pupil Factors . . . . . . 88 iv Chapter Page Teacher Factors . . . . . . . . 89 Percent of Teachers with a Masters Degree or Beyond . . . 89 Teaching Assignment . . . . . 8‘ Average Age of Teachers . . . . 92 Percent of Teachers New to School for Current School Year . . . 93 Professional EXperienoe of Teachers 94 Average Salary of Teachers . . . 95 Summary of Findings from Examination of Teacher Factors . . . . . 97 Administrative Factors . . . . . . 99 Percent of Principals with a Masters Degree or Beyond . . . 99 Average Age of Principals . . . 100 Professional EXperience of Princi- pals 0 o o o o o o o o o 101 Average Salary of Principals . . 102 Ratio of Teachers to Adminis- trators e o o o e o o a o 103 Summary of Findings from Examina- tions of Administrative Factors . 105 Suilding FaCtorS o o o o e o e o 106 Percent of Schools with Auditorium 106 Percent of Schools with Guidance Facilities . . . . . . . . 107 Percent of Schools wit Gymnasium 107 Percent of Schools with Swimming P001 0 o o o e o o o o o 109 Average Age of Original Building and Additions . . . . . . . 110 Summary of Findings from Examina- of Building Factors . . . . . 111 IV. TEST OF HYPOTHESIC Cost Factors . . . . . . . . . . . 112 Assumed Effectiveness Factors . . . . . 113 Summary of Findings from Test of Hypothesis 114 V. RESUME OF FINDINGS RELEVANT TO OPTIMUM SIZE 117 Cost Factors . . . . . . . . . . . ll7 Assumed Effectiveness Factors . - . . . 121 Summary of Findings Pertinent to Optimum Size 0 e o o o o o o o o o o o 127 Chapter Page VI. SUMMARY AND CONCLUSIONS . . . . . . . 130 Summary of Principal Findings from the Literature . . . . . . . . . . . 130 Summary of Principal Findings from the Study 131 Conclusions . . . . . . . . . . . 132 Recommendations . . o . . . . . . 134 BIBLIOGRAPHY . . . . . . . . . . . 136 vi Table 1. 2. 3. 10. ll. 12. 13. 1h. 15. LIST OF TABLES Schools by Enrollment . . . . . . . . . Cost Per Pupil for Professional Staff Salaries Cost Per Pupil for Professional Staff Salaries Per Unit of Educational Opportunity . . . . State Equalized Valuation Per Pupil and Local Tax Rate in Mills for Operation of the Total School District of which the High School is a Part . . . . . . . . . . . . . Percentage of Accredited High Schools by Enroll- ment Interval . . . . . . . . . . . Average Number of Units of Educational Oppor- tunity Offered by High Schools of Various En- rollments . . . . . . . . . . . . Average Number of Units of Educational Oppor- tunity Offered in Each of the Subject Matter Areas by High Schools of Various Enrollments Percent of Classes Enrolling Less Than 10 Pupils . . . . . . . . . . . . . . Percent of Classes Enrolling More Than 35 Pupils . O O O O O O O O O O I O 0 Number of Usable Books Per Pupil in Library and Percent of Schools which Satisfy North Central Criterion . . . . . . . . . . Percent of Enrollment which Can Be Seated in the Library and Percent of Schools which Satisfy North Central Criterion . . . . . Per Pupil EXpenditure for Library Services and Percent of Schools which Satisfy North Central Criterion . . . . . . . . . . Professional Preparation of Librarians . . . PUPil-TeaCheI‘ Ratio 0 O o o o o o o o 0 Ratio of Students to Guidance Counselors and Percent of Schools with a Ratio of Less than 300 to l O O O O O O O O O O O O 0 vii 69 7O 71 73 7M 77 79 80 82 19. 20. 21. 22. 26. 27. 28. 29. 3o. 31. 32. 33- 31+. 35- 36. 37- Professional Preparation of Guidance Counselors Percent of Last Year's Graduates Continuing Education Beyond High School . . . . . . Percent of Dropouts During the Previous School Year . . . . . . . . . . . . . . Percent of Teachers with a Masters Degree or Beyond- 0 O O O O O O O O O O O 0 Relationship of Teaching Assignment to Size of High School . . . . . . . . . . . Average Age of Teachers . . . . . . . . Percent of Teachers New to School for Current School Year . . . . . . . . . . . . Professional EXperience of Teachers . . . . Average Salary of Teachers . . . . . . . Percent of Principals with Masters Degree or Beyond. 0 O O O O O O 0 O O O O 0 Average Age of Principals . . . . . . . Professional Experience of Principals Average Salary of Principals . . . . . . Ratio of Teachers to Administrators . . . . Percent of Schools with Auditorium . . . . Percent of Schools with Guidance Facilities . Percent of Schools with Gymnasium . . . . . Percent of Schools with Swimming Pool . . . Average Age of Original Building and Additions Test of Hypothesis for Cost Factors . . . . Test of Hypothesis for Assumed Effectiveness Factors . . . . . . . . . . . . . Bank by Enrollment Interval for Each Cost FaCtor O O O O O O O O O O O O 0 viii Page 89 85 87 90 91 93 9a 95 96 99 100 101 102 103 107 108 108 109 110 113 115 118 39- Quality Bank by Enrollment Interval for Each Assumed Effectiveness Factor . . . . . Bank by Enrollment Interval for Total Cost Rating and for Total Quality Rating . . . ix b H C 3 H O '31 '1] H (.7 C 4 L31 L?) U) Figure Page 1. Cost Bank by Enrollment Interval . . . . 119 II. Quality Hank by Enrollment Interval . . . 125 CHAPTER I INTRODUCTION The influence of size on the cost and quality of the high school program has long been a subject of concern to many educators and interested laymen alike. In the past most of this concern has been focused on the problems of the small high school. Historically. many high schools were estab- lished in areas of sparse population and thus from their inception have often been hampered by small enrollments and insufficient revenue for the Operation of an adequate educa- tional program. POpulation shifts from rural to urban areas further complicated the problems of many small high schools and made school district reorganization imperative in many areas in order to maintain high schools of an adequate size. But these same pOpulation shifts, coupled with the general in- crease in the population and the ever increasing need for more secondary education, have caused concern in recent years that in many urban and suburban communities the pres- sure of increasing enrollments and increasing costs may tend to encourage the maintenance of high schools beyond a nor- mally desirable size. The question is: How large is too large? Heed for the Study There is considerable evidence that the per pupil cost tends to be higher in small high schools and that their pro- grams are usually inferior in quality to those of large high schools. But concern has also been eXpressed that high schools can be too big as well as too small to provide the best educational Opportunities. Oliver eXpressed this con- cern when he stated: The truth of the situation is that a huge school on clocklike routine and formality can be Just as ineffective in wholesome development of the individual as the school traditionally characterized by a narrow curriculum, limite social environment, and inadequate teaching. Herrick also cautioned that a school which is either too large or too small can impair the effectiveness of the edu- cational program.2 And Anderson and Van Dyke reported that: . . . a number of experienced staffs in large schools are convinced that they are losing something important in the way of close personal relations among students and between students and faculty. They also feel that in a large school a majority of students are at a disadvantage with regard to Opportunities for valuable experienges and recognition through the activity program. l. A. L. Oliver. "How Big Should the Small School Be?" School and Society, Volume 69 (February, 1949), p. 127. 2. John H. Herrick and others, From School Program to School Plant (New York: Henry Holt and Company, 195 , p. 91. 3. Lester w. Anderson and Lauren A. Van Dyke, Secondary School Administration (Boston: Houghton Nifflin Company, 19637 9 p’ 91". Thus it would appear that there must be a limit to the advantage of size, a point on the enrollment continuum beyond which the undesirable factors related to bigness begin to outweigh the advantages gained over the small high school; or at least a point Of diminishing returns, an enrollment range beyond which the advantage of size begins to level off. There is a need for additional information concerning the influence Of size on the cost and quality of the high school program. Much of the research pertinent to the size of the high school has been concerned primarily with the problems of the small high school and the minimum size re- quired for efficient operation. Consequently, not as much is known about the characteristics of large high schools as about small high schools. Nor does there appear to be any unanimity of Opinion on a particular size for the high school, an Optimum size, which tends to provide the best educational opportunities. Many high schools have been built in recent years and many more will have to be built in the years ahead to keep ;pace with the eXpanding population and the ever increasing edemands on secondary education. If size influences the cost and quality of the high school program, and there is considerable evidence that it does, then size should be an important consideration both in the design of new schools arm.in deciding whether or not to enlarge existing facili- ties. Desirable school size is determined by many factors, not all of which are likely to be present in any one situa- tion. And in a democratic society each school must be de- signed to meet the needs of the youth and the community which it serves. Nevertheless, if one could determine a particular size for the high school, an optimum size, which tends to provide the best educational opportunities; such information would be a useful criterion whenever decisions pertaining to the size of the high school have to be made. Statement of the Problem The purpose of this study was to examine the relation- ship, if any, of secondary school size in Michigan to per pupil cost and to the quality of the educational program; and thus to determine if there is an optimum size for the high school in Michigan. Assumptions This study was based on the assumption that the quality of the high school program is affected by certain selected factors, hereafter referred to in this study as the "assumed effectiveness factors." Hypothesis The hypothesis examined in this study was that up to a certain size range the size of the high school is inversely related to per pupil cost and directly related to the qual- ity of the educational program; but beyond this size range, size has little, if any, relationship to either per pupil cost or the quality of the educational program. For purposes of examination the hypothesis was restated as a twofold hypothesis: (1) up to a certain size range the size of the high school is inversely related to per pupil cost; but beyond this size range, size has little, if any, relationship to per pupil cost; and (2) up to a certain size range the size of the high school is directly related to the quality of the educational program; but beyond this size range, size has little, if any, relationship to the quality of the educational program. Methodology The design of this study is descriptive-survey. The study was designed to analyze the relationship of secondary school size in Michigan to per pupil cost as measured by cer- tain selected cost factors, and to the quality of the educa- tional program as measured by several assumed effectiveness factors; and thus to determine if there is an optimum size for the high school in Michigan. An extensive review of related literature and research was conducted to avoid any duplication of research, and to extend the scope of this study by reviewing previous studies pertinent to the size of the high school which examined fac- tors not included in this study. Cost Factors It was not possible to obtain complete cost data for the operation of the selected high schools because most school districts do not maintain separate financial records for each individual building in the district. Thus it was necessary to select certain cost factors for examination which are indicative of the total cost of operation and for which data were available. The following cost factors were selected as a measure of the cost of Operation of the selected high schools: A. Cost per pupil for professional staff salaries 3. Cost per pupil for professional staff salaries per unit of educational opportunity The cost per pupil for professional staff salaries was se- lected because professional staff salaries are the largest expense in the operation of any public high school. The cost per pupil for professional staff salaries per unit of educational opportunity was selected because this factor is indicative of both the cost of operation and the breadth of the educational offering. Two other cost factors were also examined. They were: C. State equalized valuation per pupil within the total school district of which the high school is a part B. Local tax rate in mills (based on state equalized valuation) for operation of the total school dis- trict of which the high school is a part Cost factors C and D are not based exclusively on data pe- culiar to the high school. They are based on data pertinent to the total school district of which the high school is a part. Therefore, they are not pertinent to the hypothesis of this study and were included only as supplemental infor- mation. Assumed Effectiveness Factors It was not possible to examine all of the factors which might influence the quality of the educational program of a high school; because there are probably an infinite number of such factors, and because the effectiveness of much of the schools efforts cannot be isolated from the effects of the home and the community on the educational experiences of youth. The effect of an educational program is diffused throughout the lives of the students and can be evaluated in the final sense only in terms of their success as adults. Thus this study assumes certain effectiveness factors while recognizing that there are many other factors which may be related to the effectiveness of the high school. Several factors were selected as a measure of the qual- ity of the educational program. An attempt was made to se- lect factors which are representative of the total school program, which are generally recognized as important charac- teristics of a good high school, and for which reliable data could be secured. The following factors were selected as a measure of the quality of the educational program of the selected high schools: CL”) A. Institutional Factors 1. Accreditation Accredited by the University of Michigan Accredited by both the University of Michigan and the North Central Associa- tion of Colleges and Secondary Schools 2. Extent of course offering a. b. c. d. e. h. Language Arts (e.g. English, Speech, Journalism) Science Mathematics Social Studies Foreign Languages Fine Arts (e.g. Music, Art, Dramatics) Practical Arts (e.g. Business, Industrial Arts, Homemaking, Agriculture) Health and Physical Education 3. Percent of classes enrolling less than 10 pupils a. Percent of classes enrolling more than 35 pupils (exclusive of music and physical edu- cation) B. Library Factors 1. Number of usuable books per pupil in library 2. Percent of enrollment which can be seated in library 3. Per pupil expenditure for library services a. Professional preparation of librarian C. Pupil Factors 1. Pupil-teacher ratio 2. Ratio of students to guidance counselors K») o 1:: O 5. Professional preparation of guidance counselors Percent of last years graduates continuing ed= ucation beyond high school a. Percent now attending standard colleges, universities, junior colleges, community colleges, etc. b. Percent now attending other types of schools (business, trade, etc.) Percent of dropouts during the previous school year D. Teacher Factors 1. 2. Percent of teachers with a tasters degree or beyond Teaching Assignment a. Percent of teachers whose teaching assign- ment includes only those subjects in which they have a teaching major b. Percent of teachers whose teaching assign- ment includes one or more subjects in which they have only a teaching minor 0. Percent of teachers whose teaching assign- ment includes one or more subjects in which they do not have either a teaching major or minor d. Average number of classes and/or study halls met per day by teachers e. Average number of different preparations per day for each teacher lo Percent of teachers assigned to more than 170 pupils per day Average age of teachers Percent of teachers new to school for current school year Professional experience of teachers a. Average number of years of teaching GXpe- rience 10 b. Average number of years taught in present school 6. Average salary of teachers E. Administrative Factors 1. Percent of principals with Masters degree or beyond 2. Average age of principals 3- Professional eXperience of principals a. Average number of years of eXperience in- cluding both teaching and administration b. Average number of years of previous admin- istrative eXperience 0. Average number of years in present position a. Average salary of principals 5. Ratio of teachers to administrators (principal and assistants) F. Building Factors 1. Percent of schools with an auditorium 2. Percent of schools with guidance facilities 3. Percent of schools with a gymnasium u. Percent of schools with a swimming pool 5. Average age of original building and additions Sources and Collection gg’gggg The enrollment data used in this study were obtained from an official publication of the University of Michigan, Michigan Accredited Schools l2é2—l2éfl.“ h. Bureau of School Services, Michigan Accredited Schools 1263-1 64 (Ann Arbor, Michigan: University of Mich- igan, Volume 6%, Number 27, August 30, 1963). 11 The research data for the cost factors and the assumed effectiveness factors were compiled from official records of the Michigan Department of Public Instruction and the Bureau of School Services of the University of Michigan, which is the official accrediting agency for all high schools in the state of Michigan. These two agencies were selected as the sources of data for this study because they both collect con- siderable data from local school officials in Michigan. Thus their records provided a wide range of current and reliable data pertinent to the size of the high school, certainly more data and probably more reliable data than could have been collected by using a questionnaire. jDescription 2; the Sample The period used for this study was the school year 21962-1963. The sample selected for the study included all <>f the accredited, public, three and four year high schools :in.Michigan for which pertinent data were available at both <>f the selected sources of data; except those high schools *which are a part of the School District of the City of De- troit. The selected schools ranged in enrollment from a low of 76 to a high of 3,255. The sample included 281 high Schools, 198 four year high schools and 83 three year high schools. Three and four year high schools were classified Separately because of the inherent differences in the two types of organization. Each classification was further di- vided into enrollment intervals of two hundred. The number of schools included in each interval is shown in Table l. Table 1 Schools by Enrollment Enrollment Three Year High Four Year High Total Interval Schools Schools 0- 199 1 12 13 200- 399 5 #8 53 400- 599 9 62 71 600- 799 12 19 31 800- 999 8 25 33 1000-1199 11 8 19 1200-1399 9 5 19 1400-1599 1 5 6 1600-1799 6 3 9 1800-1999 9 3 12 2000-2199 6 0 6 2200-2399 3 4 7 2u00-2599 3 0 3 2600-2799 0 3 3 Over 2800 0 l 1 Treatment 2£.EQE.Q§EE The research data were tabulated and converted into averages, ratios, or percentages as appropriate and analyzed to determine the relationship, if any, of the size of the selected high schools to per pupil cost as measured by the selected cost factors, and to the quality of the educational program as measured by the assumed effectiveness factors. The enrollment intervals shown in Table l were combined when necessary so that each interval used in the analysis included at least three schools. Definition of Terms The minimum size of the high school was defined for pur- poses of this study as that point on the enrollment continuum 13 below which a premium per pupil cost must be payed for an inferior educational program. The maximum size of the high school was defined for purposes of this study as that point on the enrollment con- tinuum beyond which the undesirable factors related to big- ness begin to outweigh the advantages gained over the small high school. The optimum size of the high school was defined for purposes of this study as that enrollment range which tends to provide a high quality educational program as measured by the assumed effectiveness factors, and beyond which no substantial reduction in per pupil cost or improvement in the quality of the educational program is realized by any further increase in size. Limitations of the Study A major limitation of this study was the impossibility of examining all of the factors which might influence the quality of the high school program. However, an attempt was made to extend the SCOpe of the study by reviewing pre- vious studies pertinent to the size of the high school which examined factors not included in this study. For example, two factors which are considered by many educators and lay- men to be definite advantages of a small high school are (1) in a small high school, teachers know each student better and tend to take a more personal interest in their students; and (2) in a small high school, a greater percentage of stu- 11;. dents gain valuable group experiences through participation in athletics and other school activities. These two factors were not examined directly in this study. But three of the studies reviewed in Chapter II included some observations pertinent to these two factors. (See Chapter II, pp- #3 - 1+3.) Certain other limitations were arbitrarily placed on this study to make it more definite and more meaningful. These limitations were as follows: 1. The selected cost factors and assumed effectiveness factors used in this study were limited to those factors for which data were available from either the Bureau of School Services of the University of Michigan or the Michigan De- partment of Public Instruction. This limitation was imposed to assure both the availability and the reliability of the data. 2. The investigation was further limited to three and four year public high schools in outstate Michigan (outside the city of Detroit). Six year high schools were not in- cluded because they are usually quite small schools, and be- cause statistics concerning six year high schools could re- flect certain characteristics peculiar to grades seven and eight which would not necessarily be applicable to the upper secondary grades. Private and parochial high schools were not included because statistics concerning these high schools could reflect certain characteristics peculiar to these schools which would not necessarily be applicable to public 15 high schools. The Detroit public high schools were not in- cluded because statistics concerning these schools could re— flect certain characteristics peculiar to a large metropoli- tan school district which would not necessarily be applica- ble in other areas of Michigan. CEAPTER II A rather extensive review of related literature and research was conducted to avoid any duplication of research and to extend the scope of this study. As stated in Chapter I, it would be impossible to undertake an examination of all factors influencing the effectiveness of the high school pro- ;jram in a single study. However, by reviewing the related Iliterature and previous studies pertinent to school size, i.t was possible to extend the scope of this study. This chapter is divided into five sections. The first seaction is devoted to a review of some of the many criticisms of‘ the small high school which appear in the literature. “216 second section is devoted to a review of criticisms of i th£3 large high school. The third section is devoted to a rexniew of previous studies pertinent to the size of the high scknaol. The fourth section is devoted to a summary of some of‘ tTie various size recommendations which have been made for tine Iiigh school. And the fifth section consists of a sunrary Of“t}1e findings from the related literature and research. I. Criticisms of the Small High School iPhe National Commission on School District Reorganiza- tion paid considerable attention to the size of the high SCFKN3J-o They made the following statement in a 19“? report: F" (3‘. 17 In many . . . districts, high schools are so small that they can offer only skeleton programs. . . . Often it is necessary to assign teachers to work for which they are not prepared. Rarely are these schools good in 5 more than one or two aspects of the program. The 1958 Yearbook Commission of the American Associa- tion of School Administrators listed the following disadvan- tages of a high school with fewer than 300 students: 1. Costs per student are high for an extremely limited educational program, as many de- sired subjects cannot be offered, and classes in most subjects are small. 2. The expense makes it hard to employ enough teachers to provide for the proper variety of courses. Most teachers have to teach at least two fields and some subjects have to be taught without proper preparation. 3. It is hard to retain well prepared teachers because they go to schools where they can teach full time in their preferred fields. h. Administration and supervision are seldom of high quality; salaries are relatively low and the principal often has to Spend part time in classroom teaching. 5. If shOps, laboratories, and vocational units are provided at all they are very costly in proportion to the plant as a whole and they have to go unused much of the time. 6. Supplemental services such as health and counseling often cannot be offered. 7. The limited educational program sometimes leads to gifficulties with the accrediting agencies. t 5. National Commission on School District Reorganiza- ix>r1, A.Key to Better Education (Washington, D. C.: National Education Association, 191L77, pp. 4-5. Y 6. American Association of School Administrators, 1958 (igtrtxbok Commission, The High School in a Changi_g World tlfgsfrington, D.C.: American Association of School Adminis- a,tors Thirty-Sixth Yearbook, 1958), pp. 280- 281. 18 A 1962 survey of the nation's high schools with less than 300 students conducted by the Research Division of the v-s H National sducation Association revealed that only a little over one-fourth of these small high schools were accredited by a regional accrediting association. The survey also re- vealed that: A large percent of the small high schools do not offer any courses in foreign languages or advanced courses in science and mathematics. when these courses are offered, they are usually limited in the number of semesters of study available or in the frequency of availability. No foreign language course was offered in 29 percent of these small high schools. All small high schools offered one or more courses in science, but chemistry was not offered or not always available in 28 percent and physics was not offered or not always available in #0 per- cent. All these schools offered one or more courses in mathematics, but trigonometry was net offered or not always available in 68 percent. Conant made the following indictment againist the small higgh school in his book, The American High School Today: The enrollment of many American public high schools is too small to allow a diversified cur- riculum except at exorbitant eXpense. The prev— alence of such high schools -— those with gradu- ating classes of less than one hundred students -— constitutes one of the serious obstacles to good secondary education throughout most of the United States. I believe such schools are not in a position to provide a satisfactory educa- 7. National Education Association, N. E.A. Research 5§ELE£EE$2. Volume #0, Number 1 ( .ashington, D. C.: Research p13’15310n, National Education Association, February, 1962), p. 56—580 19 tion for any group of their students ——the ace- demically talented, the vocationally oriented, or the slow reader. The instructional program is neither sufficiently broad nor sufficiently challenging. A small high school cannot by its very nature offer a comprehensive curriculum- Furthermore, such a school uses uneconomically the time and efforts of administrators, teachers, and Specialists, the shortage of whom is a ser- ious national problem.’ 'he Research Division of the National Education Associa- tion also noted the inefficient use of teachers' time in small high schools. Small high schools by their very nature tend to waste both the time and talents of teachers. In an honest effort to provide a comprehensive program small high schools tend to require more teachers per 100 pupils than larger high schools. A teacher in a small high school who is qualified in a particular subject area is often required to teach other subjects in addition to his field of special competence because there are not enough sec- tions in his subject to make-up a full teach- ing load for him. Thus a scarce national asset, a teacher'a time and talent, may be used inef- ficiently. II. Criticisms 23 the Large High School Much of the literature pertinent to the size of the hiégh school is critical of the small high school. But, as Stated in Chapter I, concern has also been expressed that hiJKPI schools can be too big as well as too small to provide tfller best educational opportunities. Herrick listed several ¥ K 8- James B. Conant, The American High School Today 321;? York: I-IcGraw-E-Iill Book Company, Incorporated, 1959), 9. National Education Association, p. 100. factors, 20 both favorable and unfavorable, that tend to be more prevalent in schools of larger enrollment. He identified the following factors as those which seem to be related to the failure of very large high schools to achieve a high quality of education: 1. The increased difficulty of administration, with the accompanying tendency of the prin- cipal to neglect his function as a leader because of preoccupation with Operating the machinery. The increased difficulty of unified staff planning and attack upon problems that should be of school-wide concern, i.e. the greater tendency for each teacher or depart— ment to operate independently rather than as a part of a school-wide team. The increased tensions and fatigue of teachers in a large school with more activity and noise, more formalization of operating pro- cedures, and more conflicting demands upon their time and energy. The increased difficulty of focusing effec- tive attention upon the problems and needs of the individual pupil, especially in schools where the instruction of a given child is the responsibility of a number of different teachers during the same semester or year. The less favorable psychological reaction of the pupil to the school situation, in- cluding the awe or even fright, and the tension of the young child in a very large school, and the misbehavior of the older child whose identity is lost in the mob.10 Green cited pupil control, public transportation, and a tendency on the part of school administrators to be less effective as leaders among the more serious problems of very large secondary schools. 11 lO. Herrick, pp. 91- 2. (.0 ‘._J Anderson and Van Dyke listed the following as criticisms commonly directed toward the very large high school: 1. Teachers tend to know students chiefly as names on a list; the only ones they know well are the very good, the very bad, and the athletes. 2. Most students do not have an Opportunity to participate in all-school activities such as varsity athletics, dramatics, band, chorus, school paper, and student council. 3- In order to administer a large school, many rules and regulations are necessary, and very often students are caught unjustly in them. 4. Teachers in different departments do not become well acquainted and frequently com- pete for students; the result is likely to be an exaggerated compartmentalization of the curriculum. 5. The dropout rate is higher in large schools because of the feeling oflanonymity upon the part of the students. r 111- Review gf Previous Studies The factor of size has been investigated in many ways in various efforts to find out more about the influence of size on the cost and quality of the high school program. Relatively few studies of the optimum size of the high school have been completed. But many studies have been con- ducted which examined the relationship between size and per 11. Arthur S. Green, "Size and the High School," The American School Board Journal (Volume 137, Number 6, Decem- ber, 1959;, p. 190 12. Anderson and Van Dyke, pp. 93-94. i\) (x) pupil cost, and between size and one or more qualitative or quantitative factors of secondary education. Some of these studies have been concerned with the relationship of size to the total effectiveness of the high school. While others have been limited to an examination of the relationship be- tween size and only one or two qualitative or quantitative factors of secondary education such as achievement, breadth of educational program, or dropout. Some overlapping is un- avoidable, but for purposes of this review the selected stud- ies were classified according to the following outline: A. Studies of Size and Per Pupil Cost B. Studies of Size and One or More Qualitative or Quantitative Factors of Secondary Education 1. Achievement 2. Breadth of Educational Program j. Dropout u. Qualifications and Assignment of Professional Personnel 5- The Stanford Studies A. Studies 93 Size and Per Pupil Cost The National Commission on School District Reorganiza- tion gave considerable attention to the relationship between school size, school finance, and school district organization. They pointed out that: Size of school and the cost of education are directly related. In general, the smaller the school the higher the cost per pupil, and the smaller the administrative unit the smaller the schools maintained. Thus the organization of administrative units is closely related to the per pupil cost of education. 13. National Commission on School District Reorganiza- tion, pr 89. 0.) LO Noodhan investigated the relationship between the size of secondary schools, per pupil cost, and the breadth of educational opportunity in the public high schools of Florida. He found that the average cost per pupil decreased as size increased up to an enrollment of 350 pupils and showed little relationship to size beyond that point. He also found a sharp increase in educational opportunity as size increased up to an enrollment of BOO students, with less increase from 300 to 500 and considerable leveling off beyond 550. When he used both cost per pupil and breadth of program and re- lated them in a single cost measure he found a highly sig- nifican negative relationship to size of school.14 Hammond studied large and small county high schools in Ohio. He found that the larger high schools included a greater variety of subjects in their curriculum and a greater amount of extracurricular activities yet had a lower per capita cost.15 The Ohio School Survey Committee released the follow- ing findings concerning the economic effect of small high schools: lb. Nilliam Jesse Noodham, Jr., "The Relationship 3e- tween the Size of Secondary Schools, the Per Pupil Cost, and the Sreadth of Educational Opportunity" (unpublished Doctoral Dissertation, University of Florida, 1951). 15. Granville Sharp Hammond, "A Critical Appraisal of the Ohio County High Schools" (unpublished Doctoral Disser- tation, Ohio State University, 1952). F0 Small high schools usually cost more per pupil than large high schools. The maintenance of unnecessary small high schools usually results in robbing the elementary school in order to meet accreditation requirements for the high school. In districts with a high school of 101 to 200, the median expenditure per elementary pupil was $130 and per high school pupil $271. In districts with high schools of 501 to 1,000, the median expenditure per elementary pgpil was $187 and per high school pupil €253. Byham made a study of 95 small school districts in Missouri maintaining high schools with a total enrollment of not more than 200 pupils. He concluded that: The small school districts in Missouri main- taining high schools are paying a higher cost per pupil for a lower quantity and quality of educational services than are the total number of school districtslmaintaining high schools in Missouri . . . 7 Chisholm and Cushman summarized more than twenty studies pertaining to the relationship of size and cost to educational effectiveness. The following statement is quoted from their summary: As the size of the school becomes larger, up to certain limits, the quality of its educa- tional program generally becomes more satisfac- tory and the per capita cosiaof its educational program generally declines. 16. Ohio School Survey Committee, Report 9: the Ohio School Survey Committee (Columbus, Ohio: The Ohio School Survey Committee, 1955), p. 173. 17. Steven H. Byham, "A Study of Certain Small School Districts haintaining High Schools in Missouri," Disserta- tion Abstracts, Volume KVI (Ann Arbor, Michigan: University Nicrofilms, Inc., 1955), pp. h81—482. 13. Leslie L. Chisholm and M. L. Cushman, "The Relation- ship of Programs of School Finance to the Reorganization of Local School Administrative Units and Local School Centers," :00 102+. Cornell discussed the relationship of high school size to building costs. he pointed out that a larger high school costs less per pupil than a small high school because of better utilization of space. But he als warned that all of the savings in space costs per pupil in large high schools is not always genuine economy. . . . A small school must allow "minimum" spaces for such purposes as the auditorium, the gymnasium, and the principal's office which are in the "overhead" category. The principal for example must have, let us say, at least 200 square feet for his office whether he is in a high school of 100 or a high school of 500 pupils. The mini- mum spaces thus mount up to the small school, reflecting high proportions of the total space budget. Moreover, the small school has diffi- culties in utilization of its spaces. Small schools must have small classes; for instance, in third-yea mathematics or third-year modern languages, and there are not enough sections of Special subjects and activities such as sci- ence, shep, and music to fully utilize these Spaces most every period of the day. . . The eXperience of assessing the adequacy of spaces in many schools suggests, however, that a good part of the savings in Space costs per pupil in large high schools is not genuine economy. What often happens is that the larger schools are made larger by adding more standard classrooms without adquately providing compar- able auxiliary spaces. / Conant made the following statement pertaining to the relationship between the size of the high school and cost in his book, The American High School ng21: Financial considerations restrict the course offerings of the small high school. As the cur- riculum is narrowed, so is the opportunity for 19. F. G. Cornell, "High School Size and Building (hosts," American School Board Journal (January, 1957), p. 1+0. a meaningful nrcaram. Unless a graduating class contains at least one hundred students, classes in advanced subjects and separate sections within all classes become iapossible except with extrav- agantly high costs. Osburn conducted a study which was designed to determine the effect of expenditure per pupil and size of school on the quality of education in secondary schools in Mississippi. He found that both the eXpenditure per pupil and the size of the school had a significant effect on the quality of educa- tion. He stated that the evidence supported the hypothesis that the relationship between expenditure per pupil and qual- ity of education increases with size of school held constant; and the relationship between size of school and the quality of education increases with eXpenditure per pupil held con- stant.21 3. Studies 93 Sigg apd 9gp 33 Eggs Qualitative 23 Quantita- .£ng Factors 9: Secondary Education 1. Achievement Most of the studies which have attempted to determine if there is a significant relationship between the size of the high school and achievement have used success in college as a measure of achievement. One of the earlier studies of ‘this type was conducted in Michigan by Ruth Brown. She in- 20. Conant, p. 77. 21. Morris Osburn, "The Effect of Expenditure Per Pupil 21nd.Size of School on the Quality of Education in the Second- ame Schools in Mississippi" (unpublished Doctoral Disserta- tixon, University of Southern Mississippi, 1962). 27 vestigated the relationship between the first semester aver- age grades of college freshmen and the size of their high school graduating class. Her sample included freshmen enter- ing twenty colleges and universities in Michigan in the fall of 1928. The high school graduating classes were divided into size intervals of 0-2u, 25-u9, . . . 200-224, and over 225. She concluded that: There is a general tendency for students from larger high schools to obtain somewhat better first semester grades, but this trend is not consistent between high schools of var- ious sizes unless they are grouped roughly épto three divisions: small, medium, and large. ' Ten years later, however, Dwyer stated that no one has established the existence of a relationship between the aca- demic success of students in college and size of high school which is definite enough to serve as a basis of individual prediction.23 And in 1949, Garrett in a review and interpre- tation of investigations of factors related to college suc- cess stated that: The size of high school from which students graduated apparently has no effect on their col- lege grades, although some studies showed a slight tendency for students from smaller Bhgh schools to receive somewhat lower averages. 22. Ruth A. Brown, "A Study of High School and First £3emester College Records of Freshmen Entering Twenty Colleges and Universities in Michigan in the Fall of 1928," Journal SEE Egg Michigan Schoolmasters' Club (1930). 23. P. S. Dwyer, "Some Suggestions Concerning the Re- liitionship Existing Between Size of High School Attended and Ehlccess in College," Journal 9; Educational Research (Volume 322, December, 1938), pp. 271-278. Zu- Harley F. Garrett, "A Review and Interpretation of‘ Investigations of Factors Related to Scholastic Success irl Colleges of Arts and Sciences and Teachers Colleges," .IOLLrnal of_Experimenta1 Education (Volume 17, December, l9u9), W138. 2O ( \ Numerous investigations of the relationship between college grades and the size of the high school from which students graduated have been completed since Garrett25 made his review. Many of these studies have tended to support the hypothesis that there is no significant relationship between the size of the high school from which a student graduated and success in college. But some writers have reported that in their studies, size did seem to make a difference. A representative sample of both types of reports was selected for the following review. Ledbetter and Natson conducted a study in California which included data gathered over a period of twenty years of grade averages at the campuses of the University of Cali- fornia. The results indicated that there were no significant differences in the academic quality of students from large or small high schools enrolled at the University. The au- thors concluded that the academic program of small high schools adequately prepares students for study at the Univer- Sity.26 Bertrand studied the relationship between enrollment of high schools from which students graduated and the academic achievement of agricultural students at A. and N. College of —; 25- Ibid. 26. Victor Ledbetter and Bruce Watson, "Are Small Ekzhools Necessary," Journal 2; the California Teachers Asso- <31ation (Volume 51, March, 19555, pp. 30-31. (\D \0 Texas. He found that when the -ffect of aptitude was con- trolled thcre appeared to be no consistent trend which would make it possible to use size of high school as a basis for predicting scholastic success in college. He did find, how- ever, that the enrollment of the high school was directly related to aptitude as measured by the American Council on Education Psychological Examinations.27 Shaffer analyzed certain factors in the high school preparation of Iowa high school graduates entering selected Iowa colleges. Using college grade point obtained, he con- cluded that the size of the high school attended was not a determining factor for the student who achieves scholastic success in the first year of college.28 Bordes used size as one factor in his study of student achievement in college chemistry. He found no effect of size of high school.29 Altman conducted a study at Central Michigan College which included an analysis of college point average and high school size. Seniors who had entered Central Hichigan Col- 27. John R. Bertrand, "Relation Between Enrollment of High Schools from Which Students Graduated and Academic Achievement of Agricultural Students, A. and N. College of Texas," Journal of Experimental Education (Volume 25, Septem- ber. 19555. pp- 35-69- 28. Dwight T. Shaffer, "Analysis of Certain Factors in the High School Preparation of Iowa High School Graduates Entering Selected Iowa Colleges" (unpublished Doctoral Dis- sertation, State University of Iowa, 1956). 29. Carl w. Bordes, "Factors Related to Success in Freshmen Chemistry at the State University of Pennsylvania" (unpublished Doctoral Dissertation, State University of Penn- sylvania, 1957). 30 lege as freshmen in September, 1953 and who were graduated in June, 1957 constituted the group on which the study was made. Of the 638 who entered as freshmen, 1&4 continued their college work for seven consecutive semesters, had not been on academic probation, had come directly from high school and were therefore about the same chronological age. She reported that in the group studied, graduates of the larger high schools did not achieve significantly higher point averages than did the graduates of the smaller high schools.30 Dickerson made an analysis of the relationship of size of Arkansas high schools to the academic success of graduates in the first year at the University of Arkansas. He found ‘that students from the small high schools tended to withdraw 'from the University at a higher rate than those from large high schools. And he also reported that students coming to the University from the large public high schools of the state had significantly greater scholastic ability than those from the small high schools. But he stated further that: When mental ability is held constant, the size of the preparatory high school seems to have very little if any influence on the aca- demic achievement of the student once he reaches college. 30. Esther Royaerltman, "The Effect of Rank in Class and Size of High School on the Academic Achievement of Cen- ‘tral.M1chigan College Senior Class of 1957," Journal 2: Edu- cational Research (Volume 52, Number 8, April, 1959), pp. 307-309- 31. Elbert Lee Dickerson, "An Analysis of the Relation- sfiiip of Size of Arkansas.High School to Academic Success of Graduates in the First Year at the University," Dissertation Alxstracts, Volume XIX (Ann Arbor, Michigan: University 31- Efinofilms, Inc., 1953), pp- “75-U76- 31 Young compared the academic preparation and achievement of college students from various size high schools in Indiana. He reported that when scholastic aptitude is held constant there is no significant relationship between high school size and success in college.32 Borsuk compared certain charac- teristics of persisting and non-persisting students at the University of Wisconsin. He reported that the size of the student's high school graduating class had no relation to persistence or non-persistence.33 Laughlin studied college first semester academic achieve- ment at Pennsykvania State University as related to certain characteristics of a high school graduating class. He re- ported that the size of the high school graduating class as a predictor of college grade point at Pennsylvania State University is of little or no significance.3u Staton also studied the relationship of selected factors to academic success for beginning college freshmen. He too, reported that the size of the high school from which a student gradu- ated did not affect success in college.35 32.- John Frederick Young, "A Comparison of the Academic Preparation and Achievement of College Students from Various Size High Schools in Indiana" (unpublished Doctoral Disser- tation, Purdue University, 1958). 33. Charles Seymour Borsuk, "A Comparative Study of Persisting and Non-Persisting Students at the University of Hisconsin" (unpublished Doctoral Dissertation, The University of wisconsin, 1959). 34. James Halton Laughlin, "College First Semester Academic Achievement as Related to Characteristics of a High School Graduating Class" (unpublished Doctoral Dissertation, The Pennsylvania State University, 1961). \J.) {O In contrast to the preceeding studies; which generally indicated that there is is not any significant relationship between the size of the high school from which a student grad- uated and success in college; the following studies would seem to indicate that such a relationship does exist. Kramer studied high school class rank and academic per- formance in college. He summarized his findings as follows: Graduates from secondary schools seem to perform better academically in college when the secondary school from which the student gradu- ated (a) has a large graduating class, (b) has a high per pupil expenditure rate, and 38) serves a residential or high income community. Hallory studied the extent to which several factors may have contributed to the success or failure of selected His- souri high school graduates as University of Missouri fresh- men. One of his conclusions was that: For the pupils considered in this study there appears to be a positive relationship between success at the University of Hissouri and the number in the high school graduating class for pupils whgse graduating class en- rolled 100 or more. 35. Jon Tom Staton, "The Relationship of Selected Fac- tors to Academic Success for Beginning Freshmen" (unpublished Doctoral Dissertation, The University of Oklahoma, 1962). 36. George Albert Kramer, "High School Class Rank and Academic Performance in College," Dissertation Apstraets, Volume XX (Ann Arbor, Michigan: University Uicrofilms, Inc., 1958). pp- 3575-3576- 37. Arthur Lee hallory, "A Study of the Extent to Which Several Factors May Have Contributed to the Success or Fail- ure of Selected Missouri High School Graduates as University 1!" of Missouri Freshmen," Dissertation Abstracts, Volume ii -_..a- - (Ann Arbor, Michigan; rhiverslfy Entire-FIFE", Inc., 1950), pp. 3599-3500- kw.) Sterrett investigated several factors in the background of a select group of Arkansas college freshmen in relation to their continuation or withdrawal from college. One of the factors which he investigated was related to school size. He found that students who tended to continue their college education had graduated from schools of 500 or more enroll- ment and that students who tended to withdraw from college had graduated from a high school with fewer than 500 enroll-i 38 ment. weaver investigated the influence of size on the quality of the high school in the state of North Carolina. He found that (l) graduates of large high schools earn, on an average more college credit hours from freshman through senior year than graduates of small high schools; (2) graduates of small high schools earn, on an average, less college quality points from freshman through senior year than graduates of large high schools; and (3) graduates of large high schools are less prone to fail either to graduate from college or to earn promotion to the next succeeding class than graduates of small high schools.39 Long used the size of the high school graduating class as one factor in his study of the academic success of under- 38. Marvin Dean Sterrett, "Continuation and Withdrawal in a Select Group of Arkansas College Freshmen" (unpublished Doctoral Dissertation, George Peabody College for Teachers, 1960). 39- Charles Horace weaver, "An Investigation of the Influence of Size on the Quality of the High School" (unpub- lished Doctoral Dissertation, The University of North Caro- lina, 1961). graduate students at the University of Southern Hississippi. He reported that a higher mean was generally achieved by students from high school graduating classes of over one hundred. And that students from high school graduating classes of less than 100 were the highest in rate of mortal- ity.uo As stated previously in this chapter, most of the stud- ies which have attempted to determine if there is a signifi- cant relationship between the size of the high school and achievement have used success in college as a measure of achievement. However, there have been a few studies which have used standardized test scores as a measure of achieve- ment. Gray studied the relationship between size and a number of qualitative and quantitative factors of education in four sizes of secondary schools in Iowa. His sample included forty Iowa public secondary schools, all of which had admin- istered the Iowa Tests Oi Educational Development in the school year 1956-1957 and again in the school year 1958-1959. 'The forty schools were divided into four enrollment groups, emach containing ten schools. A schools 1000 and above 3 schools MOO-999 C schools 150-399 D schools O—lu9 no. Herbert Eugene Long, "A Study of Selected Factors Redrated to the Academic Success of Undergraduate Students ad: the University of Southern Mississippi" (unpublished Doc- torwxl Dissertation, University of Southern Mississippi, 1962). 35 He found small differences favoring the larger schools in standard acore units on the ITED; both when the measure used for student achievement was the gain in standard score units between tenth grade and twelfth grade, and when the measure used for student achievement was the highest standard score reached on the twelfth grade composite. But these differences were not found to be statistically significant. He concluded that for his study: . . . size of high school graduated from is not an important factor in college grade point earned or in growth as measured by the ITED. The results show, however, that the D group schools a were the lowest on these measures of achievement. 1 Jantze studied the relationship of accreditation, fi- and size of Nebraska high schools to scholastic achieve- nance, ment. He also used scores from the Iowa Tests of Educational Development as a measure of achievement. Differences in na— tive ability of students were controlled by the results of aptitude tests which they had taken in their respective schools. His sample included forty-six secondary schools in.the state of Nebraska which had administered the ITED tests in the spring of 1959. He reported that: "scholastic zachievement in the basic school subjects, within the limits of‘ the sample, increases as enrollment increases up to a guiint, somewhere between an enrollment of MOO-799, and then decreases. "“2 #1. Stuart Calvin Gray, "A Study of the Relationship Between Size and a Number of Qualitative and Quantitative :Faxrtors of Education in Four Sizes of Secondary Schools in onvna" (unpublished Doctoral Dissertation, State University of Iowa, 1961), p. 122. Smith studied the relationship between the size of Ar- kansas high schools and the achievement of their college bound seniors as measured by the American College Test in mathematics, natural science, social studies, and English. Some of his conclusions are quoted below: 1. Arkansas high schools of four hundred or more are graduating college-bound seniors who achieve at a significantly higher level in total educational development than are smaller high schools. 2. Arkansas high schools of six hundred or more are graduating college-bound seniors who achieve at a significantly higher level in .mathematics and science than are smaller high schools. 3. Arkansas high schools of four hundred or more are graduating college—bound seniors who achieve at a significantly higher level in social studiefi and English than are smaller high schools. 3 2. Breadth qf Educational Program Many of the studies pertinent to the relationship be- tween the size of the high school and the brea th of educa- tional program have also been concerned with per pupil cost or some other qualitative or quantitative factors of second- zxry education. Thus some of them have been reviewed previ- Scholastic Achievement" (unpublished Doctoral Dissertation, Lhriversity of Nebraska, 1961), p. 51. 43. Fay Windel Smith, "An Analysis of the Relationship of“Size of Arkansas High Schools and the Achievement of Col- ]nge-Bound Seniors," Dissertation Abstracts, Volume XXI (Ann .Arfixar, Michigan: University Wicrofilms, Inc., 1961), pp. 3332-3333- 37 Herrick listed the following factor as one of the favor- able factors that tend to be more prevalent in schools of larger enrollment: Greater variety of courses offered with more frequency and regularity and with greater adap- tation of content and method to the vary fig abilities of different groups of pupils.' Gray found a positive relationship between size of school and the number of units of educational opportunity available among the four size groups of Iowa schools which he studied.”5 And Weaver concluded from his studies in North Carolina that: "large high schools offer a more var- A6 ied program of study than small high schools." 3. DroQout Myers studied factors and practices related to holding power in Michigan secondary schools. He found a significant negative relationship between holding power and size of school enrollment, tenure of school superintendent, and per- centage of Negroes and other non-whites in the corzv..:'nunity.b'7 {the Michigan Committee on School Holding Power also reported tfluat larger high schools in Michigan have a higher rate of dropout. They stated that: #4. Herrick, p. 91- MB. Gray, p. 101-105. M6. Weaver, op. cit. #7. George Raymond Myers, "A Study of Factors and Prac- tiJaes:.Re1ated to Holding Power in Certain Hichigan Secondary £Scruocflis" (unpublished Doctoral Dissertation, Michigan State University, 1956). we do know that the size of a community and the size of the school makes a difference in Michigan. Larger, more industrial communi- ties tend to have higher drop-outgrates than smaller communities in Michigan.*‘ Hayes studied the relationship of certain school fac- tors to the holding power of selected Iowa secondary schools. He found that the smaller schools (less than 250 students in grades 9 - 12) had generally superior holding power. However, he also reported that observations excerpted from the rating system employed by various accrediting agencies showed that most schools of the smaller size groups were below the "good" standard. He stated that: It would appear then that a school may not be judged by its holding power . . . if in- 29 All of the preceeding studies have indicated that lar- ger high schools tend to have a higher rate of dropout than small high schools. And, as noted previously in this chap- ter, a higher dropout rate was one of the criticisms of the large high school listed by Anderson and Van Dyke. They .stated that: "The dropout rate is higher in large schools iJl large cities, in some degree because of the feeling of O arumnymity upon the part of students."5 However, Weaver #8. Michigan Committee on School Holding Power, "Ques- ticnis and Answers about School DrOp-Outs" (Lansing, Michigan: EMxnartment of Public Instruction, Circular Number 47, 1963). 49. James E. Hayes, "The Relationship of Certain School Factors to the Holding Power of Selected Iowa Secondary Schools," Qissertation Abstracts, Volume KI)? (Ann Arbor, (Micfliigan: University Microfilms, Inc., 1953), pp. H49-M70. 50- Anderson and Van Dyke, p. 94. 39 found dropout percentages higher in small schools than in large high schools in Korth Carolina. He reported that: The holding power of large high schools of the state is considerably greater than that of small high schools; that is, a much larger per- centage of the students in the lagge high schools complete their work and graduate. Cook also reported that in Arkansas, larger high schools have lower drOpout rates than small high schools.52 A. Qualifications and Assignment of Professional Per- sonnel In a study of secondary schools in Pennsylvania, Conno- 1ey found that there was no apparent relationship between size of school and teacher load except for small schools which enroll less than 100 students.53 Davis made a study of objective differences existing in small and large high schools in North Carolina. Two of the areas which he studied were quality of teacher personnel and teacher load. He re- ported that the staffs of the larger high schools had super- ior professional qualifications. He found that the ratio of students per teacher was slightly smaller in small schools. 51. weaver, p. 104. 52. Kenneth Oscar Cook, "The Relationship Between Cer- tain.8chool Practices and Dropout Rates of the High Schools i3tate University, 1960), p. 1M6. '79. Donald H. Ross, Editor, Administration for Adapt- eibiliinz (New York: NetrOpolitan School Study Council, 1958), ——fi. p. luZ- £3 . Noodham, o]. cit. Q f 730 students chich "‘oodh..'-in‘’l states would be a more 01 E 5 o ,4 0 have approximately 500 students in desirable minimum, would This is about the sane minimum rcoonnended by grades 9 to 12. 0 Conant.02 He recommended a minimum of 100 in the graduating class. This would require an enrollment of about #50 in grades 9 to 12. 3. haximum Size Recommendations Much less has been written about the maximum size of the hish school than about minimum size. Thus there are fewer recommendations on which to base any conclusions about maximum size. The maximun size recommendations which have been made, however, tend to center around an enrollment range from 1500 to 2200 students for a four year high school. The Citizens Advisory Committee on School Needs in De- troit rec nucnded that future senior high schools in Detroit .LJLLQ should be built to accomodate from 1700 to 2000 students. (They recommended that future elementary schools should range le size from 600 to 800 students and junior high schools frtnn 1000 to 1200 students.) The committee gave the follow- irug reasons for their recommendations: Analysis of school sizes outside of Detroit indicates a recent trend to construct schools in snaller units than has been the recent prac- tice in Detroit. There is also considerable evi- dence that these school sizes represent a point of diminishing returns beyond which no substan- tial savinxs are to be realiged either in origi— nal cost or acministration.‘j 3 . Ibid. 5%2. Conant, po 77. 52 Benjamin C. Willis, Supci intendent of Schools in Chicag go, stated that as they designed for new general high schools in Chicago they planned for an enrollment between 2000 and a maximum capacity of 2200. He gave the following reasons for this recommendation: It is our conviction that for these type of schools, any larger enrollment will not permit the general academic education that we should like to see operating. Within this range in the community served, there is room for flexibility in programming. We can provide a solid program for the gifted while taking care of the average and those who seek training in business education. This size student body makes possible a wide range of club and extracurricular activi- ties that provide many opportunities for varied types of personalities. It is not sgularge that the student finds himself lost. Ross made the following statement concerning maximum size: The quality of education of a district is probably poorer than it should be, considering cost and environmental factors, if it as more than 3000 students in grades 7 to 12. A.six year high school of 3000 students would have approxi- mately 2000 students in grades 9 to 12. 83. George Romney, Chairman, and Edward L. Cushman, Vice Chairman, Findings and Recommendations of the City-Wide Citizens Advisory Committee on School Needs Tfietroit, Mich- igan: The Board of Education _of the City of Detroit, Novem- 'ber, 1958), p. 199. 84. Benjamin C. Willis, "How Big is Too Big," NEA .Journal (Volume 47, Number 4, April, 1958), pp. 235- 3 . 85. Ross, p. 182. \J \ \‘AJ Anderson and Van Dyke made the following statement per- taining to maximum size: The case for the limit on the maximum size of a secondary school is not convincing on the basis of available studies comparing costs, stu- dent achievement, staff relations, and other factors. Nevertheless, they do show some disad- vantages for large schools as enrollments exceed the 1,500 to 2,000 rangew6 Schloerke made the following recommendation: It is recommended that additional school plants be established in communities when en- rollments within the existing secondary schools reach approximately 2,000 pupils. This recommen- dation is based solely upon one aspect related to school size, namely the formal preparation and course assignments of teachers currently within Michigan secondary schools of varying enrollments . . . This study has indicated particular school enrollments beyond which size no longer can be considered advantageous in re— gard to teachers, their formal propagation and their subsequent course assignments.‘ C. thimum Size Recommendations It would seem logical to assume that if high schools can be too big as well as too small that there must be a :qiddle range, an optimum size range, which combines the ad- vantages of large and small schools. One of the reasons for undertaking this study, however, as stated in Chapter I was because there did not seem to be any unanimity of opin- ion on a particular size for the high school which tends to jprovide the best educational Opportunities at a reasonable cost per pupil. Alexander and Saylor suggested that we have :no conclusive evidence as to what the desirable size for the 86. Anderson and Van Dyke, p. 9b. 870 SChloerkC, p0 1060 51% secondary school 13.88 And the 1958 Yearbook Commission of thc:American Association of School Administrators cited the question of optimum size for secondary schools as one which needed further inquiry.89 A review of the literature pertinent to Optimum size reveals that the various sizes for the high school which have been recommended as optimum are so divergent they over— lap both minimum and maximum recommendations. Oliver reported on the opinion of 37 nationally known writers on secondary education and 72 secondary school administrators. He re- ;ported a size preference from 200 to 1500 with the "golden znean" set at 500. He stated: In a school of this size the individual will have opportunity to remain an individual personality and at the same time be presented with an enriched progaam of educational and social opportunity. Mack made the following statement concerning optimum size: The Optimum size of a high school is prob- ably about 800 pupils. A smaller high school may mean ineffiency in program and classes, and a very much larger high school horders on the "factory method" of education.9 88. William M. Alexander and Galen T. Saylor, Second- zary Education (New York: Rinehart and Company, Inc., 1955), p. 1970 89- American Association of School Administrators, 21958 Yearbook Commission, p. 337. 900 Oliver, p0 128. 91. Russell A. Mack, "Union or Regional High Schools," ‘rhe Bulletin (The National Association of Secondary School Iniministrators, Volume 34, Number 167, January, 1950). 55 Green recomnended a much larger hish school than the two previous writers. He stated that: Realistically, a high school whose total enrollment is between 1200 and 1800 is the type that is becoming increasingly popular through eXperéencc with both the educators and the pub- lic. / Howitz and Sayres conducted a study which was desisned to determine an optimal size range for six year high schools in the state of How York. The major variables selected for study were size, cost, and certain other factors assumed to effect the educational opportunity available. They reported that: . . . The most economical size for the secondary school would seem to be between 600 and 800 pupils. In this interval, also, the indiccs of educational opportunity showed gen-p orally to greatest advantage relative to cost.’3 Smith conducted a study which was designed to determine an Optimal size range for three and four year high schools in Ohio. His recommendation for three and four year hirh I schools is larger than the recommendation Kowitz and Sayre94 Iiade for a six year high school. He stated that: . . . the cost and program advantages of a majority of the factors increase as school size increases to the 800 - 1,200 size range 92. Green, pp. 19—20. 93. Gerald T. Kowitz and William C. Sayres. Size, Cost, any; Educational Opportunity in Secondary Schools (New York: iflie University of the State of New York, the State Education Lknyartment, Division of Research, May, 1959), p. 71. 9n. bid. é}\ ‘Jl after which little, if anythinr, is fained and disadvantases on most factors heéin to appear. Therefore, it is concluded that the -ntinal size ranks for three—and four-year secondary schools in Ohio is 300 to 1,200 pupils./9 V. Sunnarv of Tindings fren the siterature 1. finch of the literature is critical of the small high school, but concern has also been eXpressed that high schools can be too his as well as too small to provide the best educational opportunities. 2. A definite relationship has not been established between size of high school and achievement of students. larqe high schools 1‘ "3 f) 5).: £1 ‘20 C?‘ (T) C) O “‘3 Some writers report that tend to achieve hisher Trades in college than zraduates of .ysall hijh schoo s. But other writers report that when c I m to be any (‘5 aptitude is held constant there does not so significant relationship between size of high school and achievement of graduates. Host studies that have investi- gyated the relationship between size of high school and amniievenent of students have used success in college as a rheasure of achievement. 3. A_definite relationship has not been established ‘between size of high school and and drOpout. Some writers :report that larger high schools have a higher rate of drop- out. Lhfi:other writers report that larger high schools have za lower rate of drop ut. / 95- Clifford 33811 Smith. 9. 1H0. M. yeaehers in larfie hifh schools are generally better qualified prof ssionally to teach the subjects to which they are assigned. 5. Recommended minimum enrollments tend to center around an enrollment range from 300 to 500 students for a four year high school. Schools below 300 enrollment are paying a premium for an inferior prosran. 6. Much less has been written about naxinum size for _...‘ the high school than about minimum size. owever, the re- connendations for maximum enrollment that have been made tend to center around an enrollment ranfie from 1500 to 2200 for a four year high school. '7 f“ ‘ v Y J" ‘ 2 . Q ~ A] A ‘5 x‘ Q. - (. Lfiu studies have been naee 0 determine an optimum size for th. hirh school. And there does not seen to be any unanimity of opinion on a particular size for the hirh school which tends to provide the best educational opportu- ities at a reasonable cost per pupil. I3 This study was designed to analyze the relationship, if my, of secondary school size in Michigan to per pupil cost Q) 0 Cf as measured hy certain cost fa ors and to the quality of the educational progran as measured by certain assumed effec- tivencss factors; and to determine if there is an optimum size for the high school in Nichieen. ”he raw data were compiled from official records of the 3ureau of School Services of the University of Michigan and the Michigan Department of Public Instruction for the school ,year 1962-1963. The data were then tabulated and converted into averages, ratios, or percentages, as appropriate; and analyzed to determine the relationship, if any, of the size of the selected high schools to per pupil cost as measured by the selected cost factors and to the quality of the sin- cxational orogram as measured by the assumed effectiveness factors. I. Cost Factors The following cost factors were examined: 1 A. Colt per pupil for professional staff salaries 'r 3. Cost per pupil for professional staff salaries per unit of educational opportunity C. State equalized valuation per pupil within the to— tal school district of which the high school is a part \n (.U M") \J\ "v D. Local ax rate in nills (eased on :: valuation) for Operation of the to trict of which the high s chool is tete equalized a school dis- art d 1 pa I‘ ~D \ Cost factors C and D are not based on data related ex— clusively to the high school. They are based on data relat- ed to the cost of operating the total school district of which the high school is a part. Therefore, they cannot be used to test the hypothesis of this study and are included only as supplemental information- A. Cos t Fer Espil for Professional Staff Salaries The cost per pupil for professional 3 eff salaries was determined by dividins the total cost of rofess ional staff salaries for the school year 1962-1963 for each high school by the high school enrollment. Michigan school districts are required to account for elenentary and seco:ode ry teachers' salaries separately. But very few 3 hool districts account for teachers' salaries by building. Thus the total cost of professional staff salaries for each high school had to be compiled by the writer. This was done by determining teacher pers sonncl and assignments 7fer each high school from a copy of the high schedule, which is included with each high school's report to the sureau of ‘Av n L‘ 7. ‘ r- 0 _~ ~u~ " 1 . ‘ ‘ ‘4 o; the eniversii; of .123 :an. ane thew con- Schccl 1‘er rises from the flichi~W.n Department of LJ piling individual salarie Public Instruction personnel records. The tetnl cost of Irish school professional salaries as compiled for the study includes the Ni h school administrative staff and any other professional staff assigned to the school such as guidan ce (1 0 ccn11selxyrs and Special teachers. Yucessary deustmen 3 were 31 salary fijurcs for personnel assijned to more than one school. Thus data showing the average CO't per pupil for profes- siormil staff salaries for each enrollment interval are 3prescnflnmi 1n Table 2. Three and four year high schools are gxresentcd.separately in Table 2 and all of the following tables to ayoid aiiy distortion which nifht be caused by con- bining the data. Ta Lle ('0 Cost Per Pupil for Professional Staff Salaries Three Year High Schools Four Year High Schools Enrollment Cost Per Pupil Enrollment Cos t Per Pupil 0- 399 3392.32 0- 199 3322.83 200- 399 265.06 H00- 599 313.u6 400- 599 275.09 600- 799 302.91 600- 799 272.03 300- 999 319.59 300- 999 260.93 1000-1199 319.98 1000-1199 231.2h 1200-1393 313:.38 1290-1399 296.30 1900-1799 332.03 1300-1599 300.9% 1600-1799 28H.3u 1300-1999 32,. 2b 1800—1999 276.69 2000-2199 298. Oh 2200-2399 267. 96 2200-2399 272.6' 2H00-2599 353 39 Over 2600 252.38 Euédata in Table 2 show a sharp decrease in per pupil costikn'professional staff salaries for both three and four yearlfiém.schools as size increases from the snalles size ihvdyaltm the nex t la rjer size interval. The averaze per 61 “ptrpiil czos3t for professional staff salaries continues to de- czreuassa tfiirouqh the 600-799 enrollment interval for three year hjsrh.sscruools after which no consistent decrease is noted. bk) ccnisirstent decrease is noted beyond the 200-399 enrollment interval for four year hirh schools. 3. Cost Per Pijil for H-i "5 ofessional Staff Salaries Per Unit of ikbicational Opportunigg Edna total number of credits or units of educational opgxyrtunity’offered by each high school in the school year 14%32-1963 was determined from a cOpy of the high school schedule. All classes which met daily for two semesters were counted as one unit of educational opportunity, includ- ing activity type classes such as physical education and music. Classes which did not meet daily or for two semesters were weighted accordingly. The cost per pupil for professional staff salaries per a unit of educational opportuni’vr was deternined by dividing the cost per pupil for professional staff salaries by the total number of units of educational opportunity offered by each high school. ‘Euadata showing the average cost per pupil for profes- sflpnalsflmff salaries per unit of educational opportunity, finreadienrollment interval are presented in Table 3. A comfistafi:decrease is noted in the cost per pupil for both flueeznn four year high schools as inrollment increases up hash mupllnent of 1000. The decrease is less marked and lesscomdstent above an enrollment of 1000, but some tendency 'is anotmxi for this cost factor to decrease as size increases tflrrornfimout the entire enrollment continuum. Table 3 Cost Per Pupil for Professional Staff Salaries Per Unit of Educational Opportunity ‘Three Year High Schools Four Year High Schools Enrollment Cost Per Pupil Enrollment Cost Per Pupil 0- 399 97-12 0- 199 $§.73 200- 399 0002 400- 599 5.03 400- 599 5.00 600- 799 4. 93 600- 799 4.62 800- 999 4. 24 800- 999 4.24 1000-1199 4. 37 1000-1199 4.42 1200-1399 4.32 1200-1399 4.34 1400-1799 4.25 1400-1599 3.72 1600-1799 3.63 1300-1999 3.80 1800-1999 3.79 2000-2199 3.66 2200-2399 3.60 2200-2399 2.89 2400-2599 3.27 Over 2600 2.84 C. and D. State Equalized Valuation Per Pupil and Local Tax —*— ——**W* silica £119; H.133: ____s<>hool is. .a. .2222 The data showing the average state equalized valuation per maul and the average local tax rate in mills for Opera- tnnilevied by the school district of which the high school is a part, for each enrollment interval are presented in Tablelh The data does not seem to indicate any consistent relatunhip between the size of the high school and the staMaeqwalized valuation per pupil. Nor does there seem to 1 ‘A" '\ ' - (‘0‘ r. 1. " A: “ . f‘ ‘. m1, 1 , r 190 adv] relationsnip aetxeen tnc Size 01 tnc hi.n scnool and ) tine local.tax rate for Operation levied by the school div riot of iflfilch the hivh school is a part. The data would als. seen to inmiicate that there is little, if aiy, relationship be- trmuxq the wealth of a school district, as measured by the stain: equalized valuation per child, and the l cal tax rate for oneration.levied by the s hool district. Ta "‘31 e 4 State Equalized alU9'1oi Per Pupil and Local Tax Rate in Hills for Operation of the Total School District of which the Hijn School is a Part Three Year Hish Schools dour Year nifih Schools Enrollncnt Valuation Tax Rate Enrollnent Valuation Bax Qate 0- 39> 413.360 15--“2 O- 199 3 9.993 11 125 200- 399 10,433 10. 45? 400- 599 10.1? 13.353 400- 599 13.172 11.337 600- 7:9 11,(11 12.699 600- 799 10,657 12.694 300- 999 20,011 12.279 400- 999 11,772 11.740 1000-1199 14,792 14.703 1000-1199 10,657 15.73, 200-1399 14,936 13.853 1200-1399 15,043 14.954 1400- 1799 10 426 14.300 1400-1599 15,949 13.319 1600-1799 9.604 17.717 1800-1999 17,771 15.307 1200-1999 17,216 15,317 2000-2199 1(,3?W’ 13.372 2200-2399 15.359 14.050 2200- 2 99 15,446 1! 04' 2400-2599 20,239 1o.967 Over 2600 11,441 15.478 EL Summary of Findings from Examination f Cost Factors l. The data show that three year high schools with an ennnllnent of less than 400 students, and four year high schmfls with an enrollment of less than 200 students are grudngziorcniun for their educational prosran. 2. Ihe data Show that the cost nor pupil for profes- siona11flmff salaries decreases ~s the size of the high SJ smhoolixmreases no to an enrollment of 300 students for threegflwr high schools, and up to an enrollment of 400 stu- denhsfer four year hieh schoo s. 9 T1he data show that the cos per pupil for profes- sionalzfleff salariee per unit of educational opportunity decreases as the size of th; high school increases up to an enrollment of 1000 students for Both three and f??? ye»; high schools. The de rease is less narked and s not con- sistent beyond an enrollment of 1000 students, but some ten- dency is noted for this factor to continue to decrease as size increases throughout the entire enrollment continuum. 4. The data indicate that neither the state equalized al tax rate levied for oner- O valuation per nunil nor the lo c.4— ation by the school district of which the high school is a art seem to be related to the size of the hiwh school. '0 II. Assumed Effectiveness Factors ZHMB selected high schools were examined in relation to tflie foljxnsing assumed effectiveness factors: A, Institutional Factors 1. Accreditation a. Accredited by the University of Michiran o. Accredited by both the University of Mich- igan and the North Central Association of Colleees and Secondary Schools 3. Library Factor. \ ‘.2\ l \J‘ Extent of course offering V a. Languade Arts (e.g. 3, Speech, Journalism) v-w 0 ‘ snrlis b. “cience p e. Let P‘4 lenatics do Social Studies 6. Foreign Language f. Fine Arts (e.g. Misic, Art, Dramatics) guninOSS Industrial g. Practical Arts (e.;. , Agriculture) Art 3 , Hon email; in; , Education less than 10 Percent of classes enrollinq more than 35 pupils (exclusive of music and physical educa- tion) U) 1. Number of‘ussble books brary 2. Percent of enrollment which can be seetefi in library - Per on 11 ex enditure for librarf services 3 i P P y a. Professional preparation of librarian ) Factorr J PLpil-teacher ratio Ratio of students to guidance counselors Professional preparation of guidance counse- lors Percent of last year's graduates continuing education beyond high s hool a- Percent new attending standard colleges, universities, junior colleges, community colleges, etc. b. Percent now attendinr other types of schools (business, traie, etc.) 1. Percent of teachers with a floaters derree or 2. Teaching assignment a. Percent of teachers whose teachine assirn- nent includes only those subjects in which they have a teachinr major b. Percent of teachers whose teachina assign- ment includes one or more subjects in which they have only a teaching minor co Percent of teachers TJOSQ teaching assifin- nent includes one or more subjects in which they do not have either a t najor or minor 1. Average number of class 3 alls net per day by teach e. Averaje number of different preparations per day for each teacher f. Percent of teachers assienei to more than 170 pupils per day ‘ 3- Averaee are of teacn C‘ L ) CD '1 we Percent of teachers new to school for current school year )0 Professional experience of teachers a. Averag. nunber of years of teaching ex- perience b. Average number of years taught in present school 6. Average salary of teachers E. Administrative Factors 1. Percent of principals with Kasters degree or beyond 2. Average age of principals A j- Professional exterience o; principals a. Ave rate number of years of exierience in- c udin: noth teachni a and ac‘sministrat" on o. Averase nl;HVI of years of previous admin- istrat i.n2crr> rience .1?“ .L iv IqquJeI‘ 0 er- years in present posi- ion 0 y. l» O} .. Average sfilerv of principal schcrs to aaministrators (principal F. Building Factors Ho {3" 1:) .‘3 S.) S f '\ }.JO (1' O .5 HO 3 1. Percent of schools V aice facilities a o 5 o o H 'J 2 H0 ('1‘ L5 3 H >L J H P“ Y o '71 “Lanasil to *U 0 H 0 0 L5 (1' O H: U) 0 D” o O H {.3 :4 +1 w :34 SD . .o . 1. ° 4.1 ., ..., . M H. Percent or 8010018 Wltfl a Sfihling pool L' A r A- J1" -.° . I- ‘ 1 " ‘ v. ,. V. l, -" ' .3 .. ,‘o “VOTQ. CC 5 ,0 Or OI‘l 1.17:1]. .3111 la]. 1.: , Sure (lull v.1. D ll, institutional Factors 1 a 5 : 4. ' . -r. necrelitatio.. _‘}‘,,‘ 1v 0_ ,_,',‘_. ‘ -« N‘ 0‘ L” A ‘ 'l ._fl9 3.-“ ._ 0&0. ,- in? university of ,rcxtpax as me of leiai accreditiir r'Wr 3‘ w ‘ if r- «Hp 'H ‘° "W t’fin r~ ‘nérn 0 ‘.'° 7e ' mow ‘ n; "31“ v ‘f.’ l— o... 1‘] ‘-~).1 talp'ALu3.L~ l." .A . L1 \.U'~, 0.. . .lCA'l \. .L. ‘_)CCO 4\«"-‘ Tls rccreiited by the Fiiversity of "ichiran are eleu- .rsity of Nichi an. The accredioation status of o sen— ?3 school is reviewed annually on the be is of inferna- _nrriitted by the school in an annL al report and regular :3 to the school conducte‘ oy the Yrreau of School Serv— Irriv hijh schools in iichiean .re also accreditel oy J u '1) .orfifii Central issocistion of Collejes and Se con er“ re, (J . ‘ . '1 N' ‘ C‘ L‘ ‘\ i . L” . p Y‘ I‘-F\M ‘ AA‘ J‘ an APofi ‘r‘ f‘ ' rs Fog". ‘ , , fl - ’r! . JV.’IO).LL;:O L‘q' 3L Ll‘fl. .r. , C (‘TT 1.1‘. T107“. ', 0;. .21. '4"; J ,1~./--'.1 51’).- Ifl'1-fiL'i/x“ \h.’\~‘\‘:\z~‘Y‘.-‘I *V\ 1 “ #‘L\r‘." A Pln“/\/‘\1 m\1r‘\+— P‘ Wr- + * +‘V L. ._ l‘ . ' ‘ . .. c i J A . . v.g. ll-L;' A.-— 5.. cu .- ..‘~_/. .1-.‘. r v - 4-4. J» :‘CS:\.LYIYO V.‘."" ‘ Y 4 \ 0 G1 ‘1 .‘ r}fi/\‘y\,\ a“ ‘--fi+--1 "‘G V! ' ' 4“ l.u,.o ,V- ii -ol. i2t1n* “f *“‘ “ flcl27 °C“““Al+‘“" - -.. V4 1. _~ ’ I A conparisoq of the persehtare of accredited his schools to school size is presented in Table 5. Accredita- tion percentafes were determined by dividinr the number of ace edited sohools in each r\nrollnent interval by the total IJUA number of schools in the enrollment interval. The data '_.~.fi 7-? .L.“ r) .L. $.15 3 '3 l.. . '.- D A Q L. ‘ v- , 3 4L- . L . uqio the lCIQl o- escrelitatiod tees: to increase as L. . '-‘\. L.) size increases uo to the 300-999 enrollnent interval for I three year high schools, fron which point on all three year high schools are accredited hy both the Universitv of Yichi- ran and the Korth Central Association. The data show that the level of a creditation of four veer hirh schools also 0 Ho nereases up to the 300—999 enrollment interval. Rut not all of the four year hirh schools are accredited by both the University of Fichifian and the Forth Central Association until the 1&00-1519 enrollment interval is reached. The data would seen to indicate that hirh schools with an enrollnent of less than 900 students tend to be inferior to larder hiqh schools when the factor accreditation is used of quality. 0‘ I h “ aC) a szfrahu‘)‘\).‘ 1}) ‘) -‘ ..'- J. n . o .v. .~ L’}(1‘—\ O- (”nI“fl(~'ifi . fi-‘Iy-I 3’1“ ““ " J L \J‘/ ‘J - v \, .a .'. x. -. ... o..- D A corpreheosiv hijh school must ofrer a wide range of subjects to neet the needs of individual students. VPrcsented in Table 6 sho* the relationshi‘ fet”een to; site 4\ \Q fable 5 Ibmmnfimeof Accredited High Schools by Enrollment Interval Three Year High Schools hunthmnt Not Accredited Accredited by Accredited by Univ. of Mich. Univ. of Mich. and the North Central Assoc. 0- 399 33.325 66-735 400- 599 22.2 77.8 600' 799 1607 8303 800- 999 100.0 1000-1199 100.0 1200-1399 100.0 1400-1799 100.0 1800-1999 100.0 2000-2199 100.0 22300-2399 100.0 2400-2599 100.0 Four Year High Schools 0- 199 29.4% 64-7,?» 5.915 ZCKL‘.399 “00 7u.0 22.0 400- 599 1.6 39.7 58.7 800- 999 8.0 92.0 1000-1199 25.0 75.0 1200-1399 20.0 80.0 1400-1599 100.0 1600—1799 100.0 1800-1999 100.0 2200-2399 100.0 Over 2600 100.0 of the high school and the average number of units of educa- tional opportunity offered. All classes which met daily for two semesters were counted as one unit of educational oppor- x . . w -. x" a . . *‘V '- ‘ Y 9 "'“ . f“ \ tunity, iicludli) sctiVitj type classes sues as QRYClCal e-— V ‘ ‘ ‘ . 1" vv‘fi -: ‘W -. a' ‘1'" ~ ’3 . 7, fl ucatioa sod flusic. glosses .icn 911 Jet acct 9911} or ior Aversse anber of Emits of Educational Cpportunity ‘\ .‘~ In“. \‘ p o T—q. - Ofiercd DJ ii_h senools 0; Various sore W11 cit «'0 Three iear High Schools Four Vear Wish Schools ”110111 it {Hits of Ed. Oppor. Scrollment Units of Ed. Oppor. A) O— . '\ (\J 0- 197 200- 300 \L) \J.) \\ \- UK (\D . ”surf 1‘ \ O {\— ..‘- H99— 599 e3.o 909— 599 j . 300- 03‘) 7A.? 100. 000 A 0 1000-1199 79.5 1300 -1190 1299—1379 75.5 1200—1399 6 . 1999-1799 92.9 1990—1599 9 . 1600-1799 1999—1999 “J '\ \ o (I) :\J L C K») ~Q\J 3 -;:'\O H \L') U1 N ‘23 U1 Kn. u) \A) O IZ‘LD‘Q (‘0 \}\\J 1800-1999 2000-2199 2200-2399 75.0 2200-2399 :2hOO-2599 11L.1 I ( O O \D V 0 Over 2600 ‘ O H CL) he Cats in Tab e 6 show a consistent increase in the nitnber of units of educational Opportunity offered by four yC3e fir h1“1 schools as size increases up to and includin: the 11KDO-1599 enrollvent interval. rhe increase is not consis- ‘5 .-1 - - ‘ ‘ “V .‘ ‘ ‘ ’ 4. 4-1 . j 1'- q‘. -v7 z ‘- ‘ A tcnwt ior Larcc year nits scnools out tne cats snow that tee -,) ziusfijer of units of educational opportunit offered by three grccur hlfih schools 91s o te nds to increase as size increases tip 'to an enrollment rsn e of 1100-1799 -up ‘ rel Offs of ’7 ltd O “\.1 I L-..'.. Schools 1port Th 7‘ 1.. '11. '7' . :17. tional 0 Schools 3 11 CO. Jish Y‘r l OCAI‘ ,v Various Enrollments Thrco 1; ‘1(“‘" on .5 1 “( [urcrar 1 9. L... r‘ L.) o '\ 04x. L 'firollflcnt 7'1 A_J- O... n.) «U... 7- (1:1 n1.. /.1. «5,0 l O O O O O C O O O O O 0... 710.11.. M... £19.. /.. 0... <1.“ 41..., A. {A 7.- 7. «1! 0.101. 0- «11. _.L_ 1 f);l*1/U 7.1 7.0 (10.10 o o o o o o o o o o o 7.11 7. 112/1; F)/..J {3 5 ««J 2 1) “31U11013549 O O O I O O O O O m/wabh/b1tjo.l71 .L 2 n4 «1 2 9w 3d). 1119“. 3 Q. «.1. 0.1 «w K1.” (1173/14 71 C . O . . C . O O . C K»... n... w/I C1 0 no «Va «7.4 9.. flu, 71 .1; .1. l 1 all 1 1.. fl. .. l (J n... 1.) n/l .9; Q... .2..... 0.-.. O O O O O C O O C O O 2 :1. 5 n1. 0...? 3. O .1... .1...» .l1l 1 31.1.1»... 1 2 .11. n) 2 01 «.10 o O O O 0 O O O O O O 11;- 1-314 512:1. «17.... .1) (.13., A. .. 1.1. «1 1.... 1C 017 1.5;... 0.5-, «.1. 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Table 8 Percent of Classes Enrolline Less Than 10 Pupils Three Year High Schools Four Year High Schools Enrollment Percent Enrollment Percent 0- 399 2.1 O- 199 9.0 200- 399 2.5 #00- 599 0.8 400- 599 1.3 600- 799 1.2 600- 799 1.7 800- 999 0.8 800- 999 0.5 1000-1199 1.1 1000-1199 0.3 1200-1399 1.0 1200-1399 1.0 1900-1799 2.2 1400-1599 2.3 1600-1799 1.8 1800-1999 0.8 1800-1999 1.3 2000-2199 0.5 2200-2399 1.2 2200-2399 0.U 2&00-2599 0.3 Over 2600 0.8 The data in Table 8 indicate that four year high schools with an enrollment of less than 200 students tend to have a much higher percentage of classes with less than ten students than larger high schools. The data also indicate that the percent of classes enrolling less than ten students tends to decrease as the size of the high school increases up to an enrollment of 600 students beyond which there does not appear to be any consistent relationship to size. M. Percent 0? Classes ”Wrol‘inv Fore Than 75 Pupils m A ~— As stated in the preceedinf section, opinions vary on what size class is most desirable for various types of edu- cational endeavor. However, many educators feel that it is difficult to give sufficient individual attention to students in academic classes of more than 35 pupils. The data pre- 74 sented in Table 9 show the relationship between the size of the high school and the.percent of classes enrolling more than 35 pupils. Larae lecture type classes with smaller reci- tation sections and television classes were excluded as were activity type classes such as music and physical education. The data indicate that there is little, if any, relationship between the size of the high school and the percent of classes enrolling more than 35 pupils. Table 9 Percent of Classes Enrolling More Than 35 Pupils Three Year High Schools Four Year High Schools Enrollment Percent Enrollment Percent 0- 399 4-4 0- 199 5-5 200- 399 6.4 400- 599 4.4 400- 599 4.4 600- 799 3-3 600- 799 3-4 800- 999 5.3 800- 999 5-4 1000-1199 3.1 1000-1199 4.9 1200-1399 4.7 1200-1399 11.6 1400-1799 2.1 1400-1599 6.9 1600-1799 11.5 1800-1999 3.9 1800-1999 10.7 2000-2199 3.0 2200-2399 6.5 2200-2399 3.8 2400-2599- 1.4 Over 2600 10.3 75 5. Summary of 7indings from Examination of Institu- tional Factors The data show that: a. Hish schools with an enrollment of less than 800 students tend to have a lower accreditation rating than lar- ger high schools. b. Hirh schools with an enrollment of less than 400 students tend to have a linited opperinq in many subject matter areas, and especially in foreirn,languages. c. The number of units of educational opportunity offered by both three and four year high schools tends to increase as enrollment increases up to an enrollment range from 1400 to 1799 students beyond which there appears to be little, if any, relationship to the size of the high school. d. High schools with an enrollment of less than 600 students tend to have a higher percentaee of classes with less than ten pupils than larger high schools. This charac- teristic would tend to contribute to the higher per pupil cost for professional salaries reported earlier in this chapter for these schools. e. There is little, if any, relationship between the size of the high school and the percent of classes enrollina more than 35 pupils. \7 (J\ 3. Library Factors 1. Number gf Usable Books Per Pupil in Library The data presented in Table 10 show the relationship between the size of the high school and the number of usa- ble books per pupil in the library collection, and the per- cent of schools in each enrollment interval which satisfy the criterion for the adequacy of the library collection as defined by the North Central Association of Colleges and Secondary Schools.96 (These percentages were calculated by the writer and do not indicate whether or not the schools were accredited by the North Central Association.) The data in Table 10 indicate that the number of usable books per pupil in the library tends to decrease as the size of the high school increases throughout the entire enrollment continuum. However, the decrease does not appear to be con- sistent beyond an enrollment of about 1200 students. The data would also seem to indicate that many high schools with an enrollment of more than 1800 students do not satisfy North Central Association criterion pertaining to the number of usable books per pupil in the library collec- tion. 96. The North Central Association of Colleges and Sec- ondary Schools, Policies and Criteria for the Approval 2: Secondary Schools (Chicago, Illinois: The Association, 1964), p. 190 77 table 10 number of canola looks Per Pupil in Library and Percent of Schools which Satisfy Yorth Central Criterion Three Year Sizh Schools Four Year Siwh Schools Enrollment Number Percent anollnent Number Percent 0- 399 10.5 6f 7 0- 199 16.9 100.0 200- 399 9.7 70-9 “00- 599 3.5 88.9 400- 599 8.4 52.5 600- 799 3.5 75.0 600- 799 8.4 50.0 300- 999 7.8 62.5 600- 999 6.6 56.0 1000-1199 7.6 72.7 1000-1199 4.9 50.0 1200-1399 6.5 66.7 1200-1399 5.0 80.0 1900-1799 6.9 85.7 1000-1599 6.9 60.0 1600-1799 15.3 100.0 1800-1999 5.8 55.3 1800-1999 4.4 33.3 2000-2199 0.7 33.3 2200-2399 4.6 33.3 2200-2399 5.3 75.0 2400-2599 6.3 100.0 Over 2600 u.1 50.0 2. Percent 33 Enrollment which Can 33 Seated in i- brary The data presented in Table 11 show the relationship between the size of thu hivh school and tie percent of the enrollment which can be seated in the library, and the per- 1" cent 01 schools in each size interval which satisfy the cri- terion for the library quarters as defined by the North Cen- tral Association of Colleqes and Secondary Schools.97 The data show that the percent of enrollment which can be seated in the library tends to decrease as as the size of the high school increases throughout the entire enrollment continuum with only a few exceptions. The data would also seem to in- 97. Ibid. Table ll Percent of Enrollment which Can 3e Seated in the Library and Percent of Schools which Satisfy North Central Criterion Three Year High Schools Four Year High Schools __1_ Enrollnent Percent Percent Enrollment Percent Percent Seated Satisfy Seated Satisfy Criterion Criterien O- 399 220” 10000 0- 199 ”0.9 10000 200- 399 17.6 87.5 000- 599 13.9 100.0 400- 599 13.3 87.1 600' 799 1105 7500 600‘ 799 1402 7908 SOO~_999 1009 8705 800- 999 902 6800 1000-1199 10.8 63.6 1000-1199 7.8 62.5 1200-1399 7.7 33.3 1200-1399 8.1 100.0 1400-1799 7.6 57.1 1400-1599 3. 60.0 1600-1799 5.2 0.0 1800-1999 6.9 90.0 1800-1999 7.0 66.7 2000-2199 4.9 66.7 2200-2399 6.5 ,6.7 2200-2399 5.0 75.0 2000-2599 0.9 33.3 Over 2600 4.3 50.0 dicate that many high schools with an enrollment of more than 1200 students do not satisfy North Central criterion pertaining to the percent of the enrollment which can be seated in the library. 3. Per Pupil Expenditure for Library Services The data presented in Table 12 show the relationship between the size of the high school and the annual per pupil eXpenditure for books and magazines exclusive of textbooks and audio-visual materials, and the percent of high schools in each enrollment interval which satisfy the criterion for library expenditures as defined by the North Central Associa- Per Pupil Expenditure for Library Schools which Satisfy North Table 12 Central Criterion Services and Percent of Three Year High Schools Four Year High Schools Enrollment EXpenditure Percent Enrollment Expenditure Percent 0- 399 MOO- 599 600- 799 800- 999 1000-1109 1200-1399 1&00-1799 1300-1999 2000-2199 2200-2399 2&00-2599 $3.13 b.28 6.81 2.93 2.81 2-99 3.03 1.90 2 o 1‘6 1.24 3.u3 66.7 88.9 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 0- 199 200- 399 bOO- 599 600- 799 800- 999 1000-1199 1200—1399 1400-1599 1600-1799 1300-1999 2200-2399 Over 2600 $5.20 5.20 5.11 3-67 3. VA): \7KR\OU\\A) .(r «- \003 [—1 [-1 \3‘” ©0090 UIOJOwVO O O O O O O OOOOKAOO H O 0 100.0 66.7 66.7 100.0 ’3 tion of Colleges and Secondary Schools.9” The data in Table 12 do not show any consistent rela- tionship between the size of the high school and the per pupil eXpenditure for library services for three year high schools. cate that the per pupil exnenditure tends to However, for four year hiqh schools the data indi- 3 aw ”i < , ' ’5 n U C v .L Cu. 8 C 51"...) the size of the high school increases up to and including the 1000-1199 enrollment any relationshin between percent of schools which 3 1'15 he data does seem to indicate, interval. however, The data does not show the size of the high school and the satisfy North Central criterion. that many of the sane schools which did not satisfy the North Central criter- ion for the number of usable books per pupil in the library collection d seen to satisfy the eXpenditure criterion. h. Professional Preparation oi Librarian The data presented in Table 13 show the relationship between the size of the high school and the professional preparation of the librarian. Table 13 Professional Preparation of Librarians Three Year Hizh Schools Four Year Sigh Schools Enrollment Average Percent Enrollment Average Percent Semester with 15 Semester with 15 Hours or more Hours or more Sen. Hrs. Sem. Hrs. 0- 399 2501 8303 O- 199 606 16.7 200— 399 iu.u @7.9 ”00- 599 2108 8809 “00' 599 2107 8006 600- 799 26.2 91.7 600- 799 21.6 8.9 800- 999 28.& 100.0 800- 999 23.1 96.0 1000-1199 33.9 100.0 1000-1199 35.3 100.0 1200-1399 35.9 100.0 1200-1399 35.3 100.0 1400-1799 31.5 100.0 1&00—1599 31.6 100.0 1600—1799 20.7 100.0 1800—1999 23.1 100.0 1800-1999 39.7 100.0 2000-2199 31.3 100.0 ' 2200-2399 29.5 100.0 2200-2399 26.8 100.0 2H00-2539 37.2 100.0 Over 2600 32.4 100.0 The data in Table 13 show that the average number of semester hours of library science earned by the high school librarians tends to increase as the size of the high school increases up to and including the 1200-1399 enrollment in- terval. Beyond this point the data show very little, if any, relationship to the size of the hirh school. The data indicate that the librarians in nany hifit schools with an han #00 students do not have 15 senester hours of library science, which is the nininun recommended by the Forth Central Association of Collares and Secondary 99 Schools. 5. Summary 0 Einfiiirs tron Exanination of Library Factors The data show that: a. Hany hieh schools in Michigan do not have the rec- onnended number of usable books per pupil in the library. b. Hany hirh schools in Michigan with enrollments of more than 1200 students cannot seat the recommended percent- age of their enrollnent in the library. ' c. The averare nunber of senester hours earned by the librarians increases as the size of the hieh school increases up to and including the 1200-1399 enrollment interval. C") C. Pupil Factor 1. Pupil-Teacher Ratio The data or sented in Table in show the relationship ‘between the size of the hioh school and the pupil-teacher :natio. The data show that the average pupil-teacher ratio iJicreases slirhtly as the size of the high school increases. Ehowever, even the largest hiah schools appear to be well be- ]Jyw the maxinun limit of 27 to 1 suggested by the North Cen- n l .1. Ex) able 14 Pupil-Teacher Ratio Three Year High Schools Four Year High Schools Enrollnent Pupil-Teacher Enrollment Pupil—Teacher natio Ratio 0- 399 17.7 to l 0- 199 15.U to l 200- 399 19-0 M00- 599 13.? M00- 599 20.4 600— 799 20.3 600- 799 21.0 300- 999 20.2 300- 999 22.7 1000-1199 20.4 1000-1199 22.“ 1200-1399 20.9 1200—1399 21.3 1M00-1799 19.8 1&00-1599 22.2 1600—1799 22.6 1300-1999 21.9 1300-1999 20.2 2000-2199 23.2 2200-2399 25.1 2200-2399 23.7 2000-2599 21.2 Over 2600 2U.C - . a a . 100 a tral A88001ation of Colleges and Secondary Sonools. ih, data also Show that PlTl schools with an enrollment of less than M00 students tend to have a very low pupil-teacher ratio, \wr‘: . L. . C’s. COKLK; j. '4 10?: between the 1" , which -ta presented in to guidance counselors, enrollment interval which counselors Central Association of Colleges and Secondary Schools. .4. ~1, - contriéutes to Students liisdi to Guidance a hi~h cost no? FUFil' Counselors Table 15 Show the relationship have a ratio of students school and the ratio of studen s and the percent of schools in each to suidance below the 300 to 1 limit suggested by the North 101 100- 101. Ibid. p., 14. Ibid., p. 17. 01 Table 13 Ratio of students to Guidance Counselors and Percent of Schools with a Ratio of Less than 300 to l Ihree Year High Schools Four Year High Schools Enrollment Ratio Percent Enrollment Ratio Percent O- 399 3M0 to l N O O 0- 199 U55 to 1 40.0 200- 399 553 7-0 MOO- 599 M10 ua.u MOO- 599 513 20.0' 600- 799 358 16.7 600- 799 973 10.5 800- 999 336 50.0 800- 999 M56 16.0 1000-1199 390 13.2 1000-1199 390 12.5 1200—1399 375 22.2 1200-1399 3&9 20.0 lMOO-1799 280 57.1 1900-1599 335 20.0 1600-1799 343 33.3 1300-1999 3&3 25.0 1800-1999 A55 0.0 2000-2199 372 15.7 2200-2399 903 0.0 2200-2399 3M1 25.0 2400-2599 292 66.7 Over 2600 360 0.0 * One school in this group had no guidance counselor. iwo schools in this group had no guidance counse- lors. *** Five schools in this group had no guidance coun- selors ***W Two schools in this group hafi no guidance counse- lors. The data in fable 15 indicate that high schools with an enrollment of less than 600 students appear to have more dif- ficulty in providini adequate muidance services than larscr hijh schools. However, the data indicate that many large hifh schools are not providine the recommended services. It would appear from the data tEat high schools in the 1509- 5! o”, Lr 1709 enrollnfint interval tend to maintain the lowest ratio 4 / of students to ruidancn couoselors. 3. Professional Preparation of Guidance Counselors Lhe data shovin" the relationshin between the size of “99 “135 School and the trofessional prenaration of the '~ «‘r‘,x-z. -- . 7 ' ,( :uidancn 091,1ns-itcl‘3rs are 1.12.» zutul in Fable" l_.:-. Taole 16 Professional Preparation of Guidance Counselors Three fear Hiqh Schools Four Year Eieh Schools Enrollueft ”enester Percent Enrollment Semester Percent Hours with 15 Hours with 15 or more or more Sen. Hrs. Scm. Hrs. O- 399 2 .3 100.5 0- 199 1. 30.0 200- 309 50 5206 000- 599 . 100.0 A00- "99 9. . f \) —. O o ‘— 90-9 600- 799 100.0 800- 999 000- 799 000- 999 (’0? \1 {rr—wam m oxeovp *4 a o 3 mw m w I O N Ki) «‘0 (,0 ix) \) NNNFONIO HNKUI‘OMIOI‘OHHr—l 1000-1199 a. 31.9 1000-1199 fl 1200-1399 1. 100.0 1200-1399 5. 190 0 1900-1799 5. 33.3 1900-1599 3. 100.0 1600-1799 3. 100.0 1800-1999 21.3 88.9 1800-1999 9. 66.7 2000-2199 23.9 100.0 2200-2399 22.0 100.0 2200-2399 11.2 100.0 2400-2597 23.2 100.0 Over 2600 19.5 100.0 The data in Table 16 show that three year high schools ‘with an enrollment of less than 400 students tend to have a 1113b percentage of guidance counselors with less than 15 se- rnester hours of :raduate preparation in guidance and counsel- q ing, the minimum recommended by the North Central Association O u. 5 Colleges and Secondarv Schools. Percent of Last Yea tion Beyond High School The data presented in Table 17 show r's 102 Graduates Continuing Educa- he relationship between the size of the high school and the percent of the previous year's graduates beyond high school. sifications; tending standard colleges, community colleges, the percent This etCo; universities, that are continuing their education factor was divided into two clas- of last year's graduates now at- junior colleges, and the percent now attending other types of schools such as business or trade schools. Percent of Last Year's Graduates Continuing Education Beyond Table 17 High School Three Year High Schools Four Year High Schools Enrollment 3 Total Enrollment 3 5 Total Stud. Other Stnd. Other C010 C010 C010 C010 0- 399 2(03 1403 ”006 0' 199 2200 600 28.0 . 200- 399 33.0 8.3 91.3 900- 599 37.9 10.5 a .9 000- 599 35.1 7.7 92.8 600- 799 35.5 5.7 01.2 600- 799 33.6 9.2 92.3 800- 999 99.0 6.7 55.7 800- 999 33.1 9.0 07.1 11xo0-1199 96.3 13.6 59.9 1000-1199 30.9 5.5 uo.u 12C)O-1399 37.3 6.1 43.9 1200-1399 35.6 6.5 #2.1 liK30-1799 99.2 8.9 57.6 1900-1599 41.6 9.9 46.0 1600-1799 37.1 6.4 93.5 21300-1999 38.2 5.6 b3.8 1900-1999 30.2 3.9 30.1 2000-2199 35.?“ 5.2 141.0 .22061-2399 43.9 3.3 97.2 2200-2399 38.3 5.5 93.3 294M9-2599 59.4 0.1 63.5 Over 2600 b2.h h.5 ue.9 The data in Eahle 1? indicate that high schools with an enrollment of less than 900 students tend to have a snaller percentage of their students to on to college than larger high schools. inc data also inlicates that those three year high schools in the largest enrollment interval, 2900-2599, have a higher percentage of their previous year's graduates enrolled in college than any other group of hieh schools in the sanple. It should be noted, however, that these large three year hieh schools tend to be located in urban commun- ities, many of which also support community colle es. 5. Percent 9£_Dr0pouts During the Previous School Year High school dropout is a protlem which has received nationwide attention in recent years. It is generally recoi- nized as a complex problem which may be influenced by several factors. A thoroush examination of the problem is certainly beyond the scope of this study, but an attempt was made to examine the relationship between the size of the high school and the rate of drOpout for the high schools included in this study. The data showing the relationship between the size of the high school and the percent of dropouts durine the prev- ious s hool yearzxre oresented in Paolo e. Fhe percent of dropout was determined by dividing the number of dropouts for the previous school year, as reported by the high school jprincipal in his annual report to the Bureau of School Serv- 102. Ibid., p. 18. icss of the Cnivcrsity of Michiran, by the high school en- I rollment for that school year (1961-1962). Table 19 Percent of Crepouts During the Previous School Year 'Throe Year Hish Schools Four Year High Schools Enrollment Percent Dropout Enrollment Percent Dropout 0- 393 9-9 O- 199 3- 200- 399 2.9 900- 599 9.3 900- 599 3.8 600- 799 5.6 600- 799 9.0 800- 999 6.6 800- 999 1.2 1000-1199 9.3 1000-1199 5.7 1200-1399 5.3 1200-1399 5.5 1900-1799 9.7 1900-1599 5.0 1600-1797 9.7 1800-1999 0.2 1800-1999 7.1 2000-2199 7.9 2200-2399 8.1 2200-2399 5.9 2900-2599 5.3 Over 2600 5.6 The data in Table l3 show a slight increase in the per- cent of dropout for four year high schools as size increases up to and including the 1000-1199 enrollment interval. Be- yond this point there is some decrease in the percent of dropout as size increas-s up to and including the 1600-1799 enrollment interval. K0 consistent relationship is noted for three year schools. Sut a sharp increase in the percent of drOpout is noted for both three and four year high schools at the 1800-1999 enrollment interval. The dropout rate re- mains relatively high through the 2200-2399 enrollment inter— fl val for three year hijh schools and then fiecrcases. A simi- lar decrease occurs for four year high schools at the 22¢“- A A ‘~-v I\~4" . - '1— -- 2119‘; €71?Oll! LCLLL 1ntrsrval. I ' -. < - V- 1“ V s ' Q .0 . :1 0. Summary of Findinvs freq slewinatien 1 Pupil rac- m‘. “a A _-_ A tors The data show that: 77- 1 a. nigh schools with an enrollment of less than 900 J students ten' to have a lower pupil-teacher ratio than larger high schools. Or, stated conversely, high schools with an enrollment of less than 900 students tend to require more teachers per 100 students than larger hish schools. b. High schools with an enrollment of less than 600 students seem to have more difficulty providing adequate guidance services than larger high schools. Hovever, many larger high schools also exceed the suggested 300 to 1 ratio .1 of students to guidance counselors. 0. Four year high schools with an enrollment of less than 900 students tend to have a higher percentage of guid- ance counselors with less than the recommended 15 semester hours of graduate preparation in guidance and counselinq 1 ‘ . 'I ‘1! A ' ‘s ‘0 . ( ax~ -- \V ‘ . s‘! than tiiee year hirh schools 93d larber fear year high d. H'gh schools with an enrollment of less than 900 students t,nd to have a smaller percentage of their yradu— zetes enroll in standard colleges than graduates of lareer onsistent relationship to sire is noted H. i S" [0 O 13‘ O O H U) o G 0 th more the“ “00 students, but a sharp . -. V 3 ‘ . . _ _ ‘ “_ ‘ ‘ . _‘ o ‘ > . rents in tUQ fiercest of graduates enrollini in standard colleges is noted for those tiree year thh schools in the larjest enrollment interval, 2%00-259\. The percent of Grad- \ uates attending other types of schools does not appear to be related to the size of the high school. e. There does not appear to be any consistent relation- ship between the size of the high school and the rate of drOpout for the high schools included in this study. The highest drOpout percentage occurred in relatively large hieh schools, the 1800-2399 enrollment intervals for three year high schools and the 1800-1999 enrollment intervals for four year high schools; but for both three and four year hizh schools the dropout percentages were lower in the next }_J armor enrollment intervals. D. Teacher Factors 1. Percent f Teachers with a Masters Degree 93 Bexond The data showing the relationship between the size of the high school and the percent of teachers with a hasters degree or beyond are presented in Table 19. The data show that the percent of teachers with a Kasters degree or be- yond tends to increase as the size of the hihh school in- creases threughout the entire enrollment continuum, but the increase is not consistent. 2. Teaching -ssignment The data presented in Table 20 show the relationship between the size of the high school and the following fac- tors related to teachers' assirnments: 90 Tahlo 19 Percent of Poachers with a Was:ters Derree or Qeyond Three Year Eifh Schools Four fear Hirh Sc Enrollnent Percent Enrollnent Percent 0- 300 26.9 0- 190 25.6 200- 399 22.0 2m0- 599 37.3 #00- 599 30-5 600- 799 M0.M <00- 709 32.? ?00— 990 #5.? ‘00- 909 33-5 1000-1109 b7.1 1000-1190 5h.u 1&00—1799 59.1 1&00-1599 u -“ lGDO-l799 1500—1999 -tfir \\O (\3 \v'\\ " O 1 00- 177 7 9700-?1.7 2200-23 2500-2599 C>Q O O ".0 D O E x.) ‘0 www. I‘- —\_ . 2200-2399 \) \M$\RU\ in kn 6 \) Cver 2600 3. Percent of teachers whose teachinm assienment in- cl dos only those s3b1ects in 1“hich they have a teachinr major 1080 teachinm assisnnent in- 1eets in which they have on- 0. Percent of teachers w} eludes one or more sub 1y a teachinr minor 0. Percent of teachers whose teachinq assignment in- cludes one or more subjects in which they do no have either a teaching major or ninor I V‘- > r‘. F.‘ I u D -' .'I g ‘ ,7‘ . -~ A . a ‘ ‘ \ ’ 0:. . 9.: or, , __ .113 or m cl". .x, . , e and/or 7 to: j,-' an ll? ICC W 1 V r-s -\ ‘vr eav c] trrciers e. Averaje nunber of different preparations per day for each teacher +o 0 Percent of teachers assisned to more than 170 pupils For day exclusive of certain activity typ° elaoaocloq such as typewritinm, physical education,a1d.mU‘lC 1030 IbidO, p. 1b. Table 20 J 't‘ elationship of foachinq Assienment to Size of Hiyh School Three {ear hirh Schools Enrollment Percent Percent Percent Yuober Funber Percent Major Iinor Neither Clearer Prep. Kore 170 O— 399 6&.3 17.7 19.0 5.8 3.0 6.0 #00- 599 53.1 33.3 3.6 5.1 2.u 5.1 600- ?)9 69.3 21.3 3.9 5.3 2.h 1.0 300- 909 71.1 16.5 12.4 5.1 2.3 h-h 1000-1199 68.6 23.? 10.4 5.2 2.M 0.0 1400-1799 70.9 19.2 9.9 5.1 2.3 0.0 1300-1999 7306 1903 701 503 203 3303 2000-2199 67.% 2M.O 9.2 3.5 2.3 0.0 2200—2399 60.7 13.2 12.1 5.0 2.1 0.0 2400-25?9 76.1 15.h 3.5 5.0 2.1 0.0 Four Year High Schools o- 199 200- 390 h:0_ 373 flqo_ non w kn O ‘).\,L) '_.\\J\ O \ . V‘ 1 ‘ \ O -. \ \ \ O O K1770 O Eb.) Okfl E--“ (D (‘0 i ) Ck) o u.) G‘s I 1" \_ \ O s -- U O)K.s) C) ‘_, O 7‘— .‘ U Q '\ 0 U1 \f'. U: N f//' 1000—1177 1200-1399 A J \- i7\' :1) (x) -’_ O o o ‘ '5‘. EU 0 o . VHJIUKOQHJ ',._) i0 :0 1..) i0 (‘3 1':J\ e‘U‘QfiDIQ ‘Q 1—4 Li \D '4) O 0 ‘Q o o o 0 H H H10 {0 K) O CO\J"\.~)\} £‘O\‘)‘Q\-J .1 12400-15387 '2 90 o 0 1600-1799 6 o ”he 0 o o 0 £0 E\) f\) {\D (01‘) CO FO‘v.) " [\J {T1\)O‘\'r—'2\) N10 H O HHHHH HHHw H Q Q C) N O C ‘\}U\\) J mmmmmmmmm O O Q N O H l—JV) 1300—1999 "\J H \o 0 2200-239; \} FJ ‘- ) N .L--’ A) \J o _" '_/ A) O O \Q to m \n \J.) O (\J 0 b) N Cver 2000 70.9 The data in Table 20 show that the percent of teachers whose teaching ass gnnent incluees only those subjects in which they have a teaching major increases as the size of the hieh school increases Up to an enrollment of 1000 in four year hirh schools. A correspondinc decrease in the percent of teachers whose teaching assixnment includes one or more subjects in which they have only a teaching minor and in the percent of teachers whose teachina assiennent in- cludes one or norc subjects In which they do not have either a teaching major or minor is also noted for four year hieh A‘vn 41.1 (0 schools. However, the data does not seen to indicate a - ilar relationship to size for three year high schools, except for a sharp decrease in the percent of teachers whose teach- ins assignment includes one or more subjects in which they do not have either a teachin: major or minor as size in- creases fron the 0-399 enrollment interval to the MOO—599 enrollncnt interval. The data show a decrease in the average number of classes and/or study halls not per day by teachers as size increases up to and including the 1200-1399 enrollment in- terval for both three and four year hirh schools. A similar decrease is noted in the average number of different prepa- rations per day required 0: teachers, up to and including the 800-999 enrollment interval. The percent of teacne H S , l. l A , x , +a 1“. on p11 ichaol. “1 c.1s porceroe 3 torears to as s luv lo. i.r l n J-‘., ' ' “A, ‘ , L A t 4.1 .0“. A mj oi 'ae ni,: schools, except 1or hose three year hi,i schools in the 1300-1999 enrollment inte val. F . " a .‘- p I,“ ’ ‘ jo “Verane 308 O; iCQCflOFS The data showine the relationshi~ between the size of the high school and the average ace of the teachers are pre- ‘1 ‘ “ V" / V 4 s » ‘ - v ‘. r: w N s-n ‘ ' ' ’ "- . ‘ ln.;swla cl. 01+ Lat: Woul; Subk to ludlcate that '1p “o" relationshfio between tho 9*? ,. - .,"‘v ’ ._-‘-- w.~\,....¢o.¢‘ the?” if Yer? Tittl: o? the teachers sad the size of tho hish school. Table 21 Average Age of Teachers Three fear Lira Schools Four Year Hixh Sc Enrollment Averséo Are Enrollmcn Avo'sqc use \— F‘. q— ‘ 0- \r L) O- 199 200- 399 400. 599 600- 799 800- 999 1000—1199 1200-1399 1400-1599 1600-1799 1300-1999 \.) \JO \) . KN ,V \J #09- 300— 500- 1000-1199 1200-1399 1h00~1799 30 Q 0 WV \()\”;)“’ \Q'\‘.'kl‘\ U) \Q\ WKJJKJO O _r \. O O N' - ‘ O . tosmounounrtol 0varqwxuno O O .p\JNPO\.J \_K) k,“ 0 I 1) J '\“ W" ‘ " 600- 79 i 300— 00 #9. 1000-11 )5 ’2 9 15200-1 9 l”-OO—1399 lhOO-l799 1800—1999 ' 1.1) ,..;\R H é-J 0 kn w / 9 N f r 2 Q R. \~ 0 U1 1:ij Ls} o axe“ OQ‘V \. ) \I) |-‘ O m 9 ‘1 m J J J z \ f.) r \n L...| O \l 191 ihs data presented in Table 26 would ween to indicate that there is not any definite relationship between the size of the hioh school and the age of the high school principal. 3. Professional Egperience g: Principals The data prese ted in Table 27 show the relationship be wxeei tie the sizr CL the high school and the professional xgae rience of the high school principal-. The following fac- tors pertaininw to the profe .ioaal eXperience of the prin— cipals were examined: (a) average number of years of pro- fessional eXperience including both We .ine and aenin11tra tion, (b) averarc number of years of previous administra- tive esporiencc, and (0) average number of years in present position. Table 27 Profess ona l ELpericnce of Principals hree Year High Schools Four Year High Schools Enr0111,1t Total Prev. P cs. Enrollment Total Prev. Pres. EXp. EXp. Pest 'Xp. EXp. Post 0- 399 2h.3 c.0 2.5 0- 199 20.3 0.3 3.2 200- 39? 16.3 2.1 6.3 #00 599 16.5 3.1 5.2 300- 599 17.0 2.4 6.9 600- 799 16.3 1.1 Q.6 600- 799 16.8 2.0 7.7 800— 999 20.0 0.1 5.3 300- 9’9 23.7 5.0 9.2 1000-1199 23.7 4.5 15.6 1000-1199 29.3 4.9 11.0 1200-1399 2t.h 6.3 0.3 1200-1399 23.5 1.5 6.9 1300-1799 24.0 2.3 9.0 1000-1599 23.0 1.6 11.6 1600-1799 18.5 4.7 8.0 1300-1999 31.6 3.9 13.4 1300-1999 lb.5 0.0 7.0 2000-2199 27.2 6.5 7.7 2200- 2309 29.3 h.7 11.3 2200- 23 29.3 7.5 11.3 2”00- 2599 29.7 0.0 13.7 Over 2600 25.3 3.5 7.3 192 The data in Table 27 show that the averare number of years of previous adninistrative experience of the principal tends to increase as the size of the high school increases up to and including the 900-599 enrollment interval for three year high schools, and up to and including the 800-999 enroll- ment interval for four year high schools. The average number of years of professional eXperience including both teaching and administration, and the average number of years in the present position does not appear to be related to the size of the high school. 4. Average Salary 3; Principals The data showing the relationship between the size of the high school and the salary of the high school principal are presented in Table 28. Table 28 Average Salary of Principals Three Year High Schools Four Year High Schools Enrollment Average Salary Enrollment Average Salary 0- 399 3 8,446 0- 199 9 6,386 200- 399 7.389 900- 599 9.276 900- 599 8.991 600- 799 9.872 600- 799 9.136 800- 999 11.196 800- 999 9,981 1000-1199 11,408 1000-1199 10,962 1200-1399 12,206 1200-1399 11,236 1900-1799 13,118 1900-1599 11,017 1600-1799 11,839 1800-1999 13,310 1800-1999 11,830 2000-2199 12,835 2200-2399 13.379 2200-2399 12,995 2400-2599 15.713 Over 2600 11,919 he data in Fable 2? show that the salary e? the hish r3 scheel principal tends to increase as the size of the high school increases threugheut most of the enrellment centinuum. The data show a consistent increase in the principal's salary as the size of the high scheol increases up to and including the 1800-1999 enrollment interval for three year high scheols, and up to and including the 1200-1399 enrollment interval far four year high scheols. 5. Ratio 23 Teachers £1 Administrators The data presented in Table 29 Show the relationship between the size of the high school and the ratio ef teach- ers te the principal; or in scheels which have one or more assistant principals, the ratio of teachers te the principal and his assistant er assistants. Table 29 Ratio of Teachers te Administrators Three Year High Schools Four Year High Schools Enrollment Ratio Enrollment Ratio 0- 399 19.0 to 1 O- 199 11.8 to l @00- 599 27.9 #00— 599 24.3 600- 799 27.4 600- 799 28.2 800- 999 3h.l 800- 999 28.5 1000-1199 32.2 1000-1199 29.5 1200-1399 3b.3 1200-1399 29.h 1400-1799 38.6 1&00-1599 no.4 1600-1799 38.7 1800-1999 30.6 1800-1999 #1.} 2200-2399 35.u 2200-2399 40.7 2400-2599 51.1 Over 2600 90.0 19h The data in Table 29 show that the ratio of teachers to administrators tends to increase as the size of the high school increases up to and including the lHOO-l799 enrollment intervals, beyend which there does not appear to be any con- sistent relationship to size. The data suggest that the larger high schools have attempted to keep the ratio below 40 to l. The only group of schools with a much higher ratio were those three year high schools in the 2M00-2599 enroll- ment interval. No specific recommendation was found in the literature cencerning the ratio ef teachers to administrators, but Anderson and Van Dyke reported that: ”The trend appear: to be in the direction of having a ratio of one administrator for every 500 pupils or major fraction thereof."lou Relating this to a pupil-teacher ratio of 20 to 1 would mean a ratio of teachers to administrators of 25 to 1, which is consider- ably lower than the ratio maintained by many of the schools included in this study. It should he noted that high schoels with an enrollment of less than #00 students tend to have a much lower ratio of teachers to administrators than larger high schools. This fact undoubtedly contributes to the high per pupil cost for professional salaries which was reported earlier in this chapter for these schools. 104. Andersen and Van Dyke, p. 12. 105 6. Summary g£_Eindings from Examination 2i Administra- tizg Factors The data show that: a. Four year high schools with an enrollment of less than 600 students tend to have a higher percentage of princi- pals who do not have a Masters degree than larger high schools. All of the principals of the three year high schools included in this study had at least a Masters degree. b. The number of years of previous administrative ex- perience of the high school principal tends to increase as the size of the high school increases up to and including the MOO-599 enrollment interval for three year high schools, and up to and including the 800-999 enrollment interval for four year high schools. The number of years of professional eXperience including both teaching and administration, and the average number of years in their present position does not appear to be related to the size of the high school. c. The salary of the high school principal tends to increase as the size of the high school increases throughout most of the enrollment continuum. The increase was consis- tent up to and including the 1800-1999 enrollment interval for three year high schools, and up to and including the 1200-1399 enrollment interval for four year high schools. d. The ratio of teachers to the principal or to the principal and his assistants tends to increase as the size of the high school increases up to and including the lMOO- 1799 enrollment intervals, beyond which there does not appear 134 to be any consistent relationship to the size of the high school. e. High schools with an enrollment of less than 400 students tend to have a much lower teacher-principal ratio than larger high schools. This fact undoubtedly contributes to the high per pupil cost for professional salaries which was reported earlier in this chapter for these schools. F. Building Factors The building which houses a modern comprehensive high schoel must serve many facets. No attempt was made in this study to examine all of the building factors which might in- fluence the effectiveness ef the high school program. How— ever, several factors were selected for examination which are representative of the various types of rooms and facili- ties that are considered important by many educators. For purposes of comparison an attempt was made to select some rooms and facilities which are not usually found in all high schools. No attempt was made to evaluate the selected rooms or facilities. The only comparison-that was made was whether or not the high school plant included the selected rooms or facilities. 1. Percent 23 Schools with Auditorium The data showing the relationship between the size of the high school and the percent of the high schools which have an auditorium are presented in Table 30. The data show that the percent of schools with an auditorium tends to in- crease as the size of the high school increases throughout 107 most of the enrollment centinuum, but the increase is not consistent. Table 30 Percent of Schools with Auditorium Three Year High Schools Four Year High Schools A; Enrollment Percent Enrollment Percent 0‘ 399 1607 O- 199 “107 200- 399 21o3 M00- 599 12.5 400- 599 29.0 600- 799 50.0 600- 799 31.6 800- 999 62.5 800- 999 M7.8 1000-1199 5h.5 1000-1199 57.1 1200-1399 77.8 1200-1399 60.0 1400-1799 57.1 1&00-1599 80.0 1600-1799 33-3 1800-1999 77.8 1800-1999 100.0 2000—2199 83.3 2200-2399 100.0 2200-2399 l00.0 2400-2599 100.0 Over 2600 75.0 9 L... The the higl interval The data cilities Percent 2: Schools with Guidance Facilities data showing the relationship between the size ef scheol and the percent of schools in each enrollment with guidance facilities are presented in Table 31. show that the percent of schools with guidance fa- tends to increase as the size of the high school increases up to an enrollment of about 1000. 3. The the high rellment Percent‘gf Schools with Gymnasium data showing the relationship between the size of school and the percent of high schools in each en- interval that have a gymnasium are presented in 109 Table 31 Percent of Schools with Guidance Facilities Three Year High Schools Four Year Hiqh Scheols Enrollment Percent Enrollment Percent 0- 399 83.3 0- 199 33.3 200- 399 63.1 400- 599 37-5 400- 599 83-9 600- 799 83.0 600- 799 89.5 800- 999 100.0 800- 999 95.7 1000-1199 100.0 1000-1199 100.0 1200-1399 100.0 1200-1399 80.0 1000-1799 85.7 1000-1599 60.0 1600-1799 66.7 900-1999 100.0 1800-1999 100.0 2000-2199 100.0 2200-2399 100.0 2200-2399 100.0 2H00-2599 100.0 Over 2600 100.0 Table 32 Percent of Scheels with Gymnasium Three Year High Schcels Four Year High Schools Enrollment Percent Enrollment Percent 0- 399 100.0 0- 199 100.0 200- 399 93-6 400- 599 100.0 #00- 599 93.5 600- 799 100.0 600- 799 9t.7 800- 999 37.5 900- 999 100.0 lOOO-ll99 100.0 lOOO-ll99 100.0 1200-1399 100.0 1200-1399 100.0 1400-1799 100.0 1400-1599 100.0 1600-1799 100.0 l800-l999 100.0 l800-l999 100.0 2000-2199 100.0 2200-2399 100.0 2200-2399 100.0 2900-2599 100.0 Over 2600 100.0 J I». (Q _,3 Table 32. The data show that all of the hirh schools in the sample with an enrollment of 1000 or more have mynnasiums, and that only a very few smaller high schools do not have a gymnasium. Thus there would appear to be very little, if any, relationship to the size of the high school. 4. Percent 3; Schools with Swimming Pool The data showing the relationship between the size of the high school and the percent of schools in each enrollment interval with a swimming pool are presented in Table 33. The data show that the percent of schools with a swimming pool increases as the size of the high school increases up A . to an enrollment of about 2000 students. Table 33 Percent of Schools with Swimming Pool Three Year High Schools Four Year High Schools Enrollment Percent Enrollment Percent O- 399 16.7 0- 199 0.0 200- 399 201 bOO- 599 12.5 @00— 599 u.8 600- 799 8.3 600- 799 10.5 ,800- 999 37.5 800- 999 21.7 1000-1199 #5.5 1000-1199 28.6 1200-1399 55.6 1200-1399 60.0 1400-1799 57.1 lUOO-1599 M0.0 l600-l799 66.7 lBOO-l999 88.9 1800-1999 100.0 2000-2199 50.0 2200-2399 100.0 2200-2399 100.0 2400-2599 100.0 Over 2600 75.0 ”I v 4 M ’- 5. JlfClaLfitihaO o n l O # Original Building and Additions The data presented in Table 3# show the relationship be- tween the size of the hirh high school building. For been added to the original building, school and the average age of the buildings to which additions had the average age of the entire building was determined by multiplying the number of classrooms in each portion of the building construction of that particular portion of then dividing A 01 classrooms the sun of these products by in the entire building. by the date of the building, and the total number Average Table 3U Age of Original Euilding and Additions Three Year High Schools Four Year High Schools Enrollment Average Age Enrollment Average Age 0- 399 23 0- 199 22 200- 399 21 400- 599 15 @00- 599 16 600- 799 22 600- 799 la 800- 999 13 800- 999 15 1000-1199 19 1000-1199 17 1200-1399 15 1200-1399 12 1900-1799 13 1&00-1599 20 1600-1799 18 1800-1999 20 1300-1999 M 2000-2199 22 2200-2399 22 2200-2399 28 2&00-2599 29 Over 2600 13 The data in Table 39 do not indicate any relationship between the size of the high school and the average age of the high school building. I._J ll _ ‘1 v 1“ ' .. 6. buina-v of rina M * ,...I ings frem Examinatien of Building Facters The data Show that: a. The percent of high schoels with an auditorium tends te increase as the size of the high school increases threuah- out nest of the enrollment continuum, but the increase is net consistent. b. The percent of high scheels with guidance facilities tends to increase as the size of the his} school increases up to an enrollment of about 1000 students, beyond which tLere appears to be little, if any relationship to the size of the high school. c. All of the schools in the sample with an enrollment of 1000 or more students have a rymnasiun, and only a very few smaller scheols de not have a gymnasium. Thus there would appear to be little, if any, relatieaship to size. d. The percent of high schools that have a swimming pool tends to increase as the size of the high school increases up to an enrollment of abeut 2000 students, beyond which there appears to be little, if any, relationship to size. c- There appears to be little, if any, relationship be- tween the size of the high school and the age of the high school buildings. th’d’i‘ii I‘J TEST OF HYPOTHEBIS The hypothesis examined in this study was that up to a certain size range the size of the high school is inversely related to per pupil cost and directly related to the quality of the educational program; but beyond this size range, SiZe has little, if any, relationship to either per pupil cost or the quality of the educational program. For purposes of analysis the hypothesis was restated as a twofold hypothesis: (1) up to a certain size range the size of the high school is inversely related to per pupil cost; but beyond this size range, size has little, if any, relationship to per pupil cost; and (2) up to a certain size range the size of the high school is directly related to the quality of the educational program; but beyond this size range; size has little, if any, relationship to the quality of the educational program. Io Cost Factors That part of the hypothesis pertinent to the cost fac- tors was found to be true for the two applicable cost factors examined for both three and four year high schools. (There were four cost factors but only two of them were applicable to the hypothesis.) The size range for each cost factor for which the hypothesis was found to be true is shown in Table 35- 112 113 Table 35 Test of Hypothesis for Cost Factors Three Year High Schools Cost Factors True Not True Not Applicable Size Range X 0- 800 O-lOOO U0w> x Four Year High Schools x 0- 14-00 O-lOOO wow» x II. Assumed Effectiveness Factors That part of the hypothesis pertinent to the assumed effectiveness factors was found to be true: (a) for all four of the institutional factors examined for three year hizh schools, and for three of the four institutional factors examined for four year high schools; (b) for two of the four library factors examined for three year high schools, and for one of the four library factors examined for four year high schools; (0) for four of the five pupil factors examined for three year high schools, and for all five of the pupil fac— tors examined for four year high schools; (d) for six of the eleven applicable teacher factors examined for three year high schools, and for seven of the eleven applicable teacher llb factors examined for four year high scheols (There were twelve teacher factors examined counting subdivisiens but one of them was not applicable to the hypothesis.); (e) fer three of the six applicable administrative factors examined for three year high schools, and for four of the six appli- cable administrative factors examined for four year high schools (There were seven administrative factors examined counting subdivisions but one of them was not applicable to the hypothesis.); and (f) for one of the five building fac- tors examined for three year high schools, and for two of the five building factors examined for four year high schools. The size range for each assumed effectiveness factor for which the hypothesis was found to be true is shown in Table 36. III. Summary 33 Findings from Test f Hypothesis The hypothesis was found to be true for both of the ap- plicable cost factors examined for both three and four year high schools, and for 20 of the 35 applicable assumed effec- tiveness factors examined for three year high schools and 22 of the 35 applicable assumed effectiveness factors for four year high schools. The average size ranges for which the hy- pothesis was found to be true were for an enrollment from O to 865 for three year high schools and for an enrollment from O to 879 for four year high schools. " 115 Table 36 Test of Hypethesis for Assumed Effectivness Factors Three Year High Schools Assumed Effectiveness True Net True Net Applicable Size Range Factors A—l X 0- 800 2 x O- 600 3 x o- 600 4 X 0- 800 3-1 X 2 X 3 x O- 600 u x O- 800 C-1 x O- 800 2 K O- 600 3 X u X ' O- 600 5 K O- 600 3-1 X 0-1200 Z-a X b :1: o’— 600 c 3 O- 600 d X 0- 600 e X O-lOOO f X 0- 800 3 X 4 X S—a Y b X 6 X 0-1800 E-l 2 X 3-a h b x 0- 600 c x 4 X 0-2000 5 X 0- 600 F-l x L; V\ O- 600 ULDMJN Leeux 116 Table 36 (Continued) Four Year High Schools Assumed Effectiveness True Not True Not Applicable Size Range Factors A-l X 0-1000 2 x 0-1400 3 K O-lOOO a X 3-1 x 2 A 3 )1 4 K O-lOOO C-l X 0-1200 2 K O- 600 3 Si O- 800 4 X 0-1000 5 X 0- 400 D-l X 0-1200 2-a e O-lOOO b A 0-1200 C X O-lOOO d X O-lhOO e 1X 0- 800 f X 3 x u X 5-a X b X 6 4 0-1600 E-l x 0- 600 2 X 3-a X b X 0-1000 C X n x 0-1400 5 K 0-1200 F-l X 2 { 0-1200 3 X h O-lMOO 5 X CHAPTER 7 c'T—. RESUHE 0? FINDINGS RELEVANT TO OPTIAUH SIZE The prixary purpose of this study was to determine if there is an optimum size for the high school in Michigan. This chapter is devoted to a sunmarization and analysis of the findings presented in Chapter III to determine if the data indicate a particular enrellment ranae which tends to provide a hish quality educational prosram as measured by the assumed effectiveness factors, and beyond which no sub- stantial reduction in per pupil cast er improvement in the quality of the educational preqran is realized by any further increase in size. I. Cost Factors -h The data presented in Table 37 shew the rank sf each enrellment interval in relation to the ether enrollment in- tervals for the two applicable cost factors examined. A grade of one indicates that enrollment interval was lowest in per pupil cost for that particular cost factor. Thus the total lowest score indicates the lewest overall cast ratinz. The data show that the per pupil cost tends to decrease as the Pnrellfient ef the hi“h school increases up to and includ- Pb (51‘ ii . *3 ‘I o ? a y b . a. r‘ A . fug- ,3‘ ing the coo-999 enrellnent inte_val Ior botu three and hnvnnfi mkflnk +harn dq w nof nhngcr to H9 year hish schools, _.__ ,3 any consistent relationship to size. A graphic presentation of this data is shown in Tieure l- 117 119 Table \1 Bank by Enrollment Interval for Each Cost Facter Three Year High Schools Factor Enrollment Interval O 400 600 300 1000 1200 1000 1800 2000 2200 2000 399 599 799 999 1199 1399 1799 1999 2199 2399 2599 A 9 a 3 5 7 6 11 8 2 l 10 5 ll .12 .2 .2 .3. __Z .12 .3. .3. _2_ .1. fotals 20 14 12 10 15 13 l? 12 5 3 ll Feur Year High Schools Factor Enrollment Interval 0 200 400 600 800 1000 1200 1000 1600 1800 2200 Over 199 399 599 799 999 1199 1399 1599 1799 1999 2399 2600 A 12 3 5 h 2 3 10 ll 9 6 7 l guneesiesisl Tetals 2H 14 15 13 8 15 I7 15 12 ll 9 2 00mm 00mm 93m momma mama mama momma ooaa 0mm 93.. mom. son 00H comm OOJN CONN OOON oomH oomH oosa OONH OCOH com 00m 003 com o I. ll“ mHeozem seam Meow oopse HebpepCH prosaaessm mo xsem pmeo “H ondewm r 00mm 00mm aofim amoa mama mama mama QGHH mom com com com OOH 1T .I I. I l cl I: II nl cl .l I. II I- oowm 003m CONN coom ocma ocwH ocsa OONH 000M com com 00: com o m OH m. ma 1 ON 1 mm weoesom rbflfi has» 950& H6>HouQH uCuEHHohsm an scam pmoo {I "Aoossausoov H ohsmam 121 II. Assumed Effectiveness Facters '- The daia presented in Table 33 show the quality rank af Q each enrollment interval in relation to the ether enrellment intervals for each applicable assumed effectiveness factor examined. A grade of ene indicates that enrollment interval was highest in quality fer that particular assumed effective- ness faster. Thus the total lowest score indicates the best overall quality ratinq. We claim is made that all of the factors examined sheuld have eq a1 weight. Various educators would undeubtedly assign more importance to some facters than ethers. However, Table 30 dads present cenparative quality ratings based en the combination of many factors. The data how that when all ef the facters are considered the general L') uality of educatienal prezran as measured by the assumed effectiveness facters tends ta inpreve as the size ef the high scheel increases Up ta and incluain: the 1000-1179 en- rollment interval, with a marked inpreveqent in this inter- val, for both three and faur year high schools; beyond which here does not appear te be any censistent relationship to size. It should be neted, hewever, that three year high schools in the 1400-1799, 2200-2399, and 2400-2599 enrollment intervals; and feur year high schools in the 2200-2399 enrell— sent interval ranked equally high er higher in quality as measured by the assumed effectiveness facters. A graphic presentation of this data is shewn in Figure 2. 00 m.) Table Facter Enrellment Interval Effectiveness 799 999 1199 1399 1799 1999 2199 2399 2599 Three Year High Scheols «\ q I MOO 600 800 1000 1200 1400 1800 2000 2200 2400 399 59 Quality Bank by Enrellment Interval for Each Assumed O Facter 1111 16/00 1.420) 133/0 19:.52 15.48 1 Do 5.4 n/br 3/0 00 u 6 8 b 2 5 5 Not Applica le 7 2 7 3 Net Applicable 9 10 11 123nm. [3... Zulltb 7 11 q 7 9 u 2 3 so 2 .4 3 579/0 1851 3x0 1.4 123.45 1113111 hen/b.9111 5902521 1 22611426 457221 52 71 /b111:9 9.4 3b. 332 3 117L392 1 7.57/0 1 31 108 98/0 6 3 8 8 331 .92 5h- 7 832022“) t 0146/an vi 1 l 1 Net Applicable 1 02/0991 33u.2 5175 1733 395.4 C l 69190/OaD a C .1 l lib 170. p A t 95900 0 NH 1010/ 111 0800 1 ll 71/! 1 l l 3.0 C — :45 I J A) v) P ~‘_ “\t A ‘ ~'- A D 010 3} (centljuui) “30 {210 0‘9 Factor Enrollment Intc_va1 O #00 600 800 1000 1200 1b00 1800 2000 2200 2h00 399 599 799 999 1199 1399 1799 1999 3199 2399 2599 F—l 8 9 7 b 6 3 5 3 2 1 1 2 M 2 5 1 l 1 3 1 l l 1 3 1 1 1 2 1 1 l 1 l 1 1 b 9 10 11 3 7 5 4 3 6 l 1 5 ___é__%._i 1 j 2 1 ‘1' 5 §__Z Tctal 215 210 207 160 139 163 12 105 1M6 139 70 Four Year High Scheols Factor Enrellmcnt Interval 0 200 000 600 800 1000 1200 1000 1600 1800 2200 Over 8 7 6 h 2 5 3 1 l 1 1 12 11 10 9 3 7 6 3 h 5 1 11 10 6 7 3 l 5 9 3 6 2 6 7 3 1 5 u 12 8 11 10 2 1 u 7 8 6 3 2 5 1 9 3 1 2 3 U 6 8 1 9 11 7 5 Not Applicab1e 12 11 8 9 7 2 2 4 10 1 5 Nat Applicable 7 11 10 9 8 6 u 1 3 7 2 12 11 9 3 6 2 1 5 h 9 7 ll 8 6 6 l 9 7 3 5 10 u 2 J 3 a 5 11 9 7 6 12 8 10 11 9 8 7 3 6 3 u 2 1 11 10 9 7 5 6 3 4 8 l 2 12 11 10 3 7 2 3 h 9 1 6 11 10 9 7 3 8 5 h 5 6 1 7 6 5 1+ 2 2 1 3 1 1 1 6 5 b 3 2 2 2 1 2 2 1 1 2 7 6 5 3 9 6 8 10 a Not Applicable 199 399 599 799 999 1199 1399 1599 1799 1999 2399 2600 otmw LD 10 NUIKDUI cum {1‘ Table 38 (Continued) Factar Enrollment Interval 0 200 #00 600 800 1000 1200 1900 1600 1800 2200 Over 19? 399 599 797 999 1199 1399 1599 1799 1999 2399 2600 b a 11 7 8 9 5 10 6 2 l 3 12 5-& H 11 6 7 8 3 10 3 9 2 l 5 b 11 12 9 10 8 3 6 5 7 2 l h c 12 ll 10 9 3 3 6 4 5 1 2 7 E-l 6 4 2 l 3 l 1 5 1 1 l l 2 Not Applicable 3~a 7 11 9 10 h 1 5 6 8 12 2 3 b 10 7 6 6 2 3 9 8 h 11 l 5 c 5 12 11 7 b 3 10 1 6 9 2 8 8 12 11 10 9 8 7 5 6 3 b l 2 5 Not Applicable F-l 7 11 10 9 6 5 b 2 8 l 1 3 2 9 6 LL 3 2 1 5 9 7 1 1 1 3 l 3 U 2 1 l l 1 l l l l 1+ 11 10 9 8 7 '6 12» 5 3 1 1 2 5 11 10 6 u 5 7 2 9 8 l 2 3 Total 251 268 227 200 163 13: 15) 1&9 173 187 86 150 00mm 00mm ®\Hm wmwa :‘NH Gama @OmH ooaa 000 wwm 00m 00m 00H + ' ' I | | ‘ I ' i ll ' | I comm scam comm cccw coma ccwH ccafl ocmw coca 0cm ccw cc: com o r. J 0:. 1 \\ macnnom swam Manx mange HwbhepQH pncsaaekcm an xssm hpaadsa "HH oasmam Aomw mmaw mama ocma omma mama mafia mom mam wow ccmm occw CCqH ccmw CCdH CCNH coca com com 00: maoonom nmflm Ade» psom Habhvch erEHHomcm an xcwm mpafidsa "Advd:«pcaov HH ohsmam _ ) (2‘ C\ I“ 127 III. Summarx 93 Findings Pertinent £3 Optimum Size The data as presented in Table 39 show the rank of each enrollment interval in relation to the other enrollment inter- vals for the total cost rating as determined from the appli- cable cost factors and shown in Table 37, and for the total quality rating as determined from the applicable assumed effectiveness factors and shown in Table 38. A grade of one in the cost column indicates that enrollment interval was lowest in per pupil cost. A grade of one in the quality col- umn indicates that enrollment interval was highest in quality. Table 39 Bank by Enrollment Interval for Total Cost Rating and for Total Quality Rating Three Year High Schools Four Year High Schools Enrollment Cost Quality Enrollment Cost Quality O- 399 10 10 O- 199 11 11 200- 399 7 12 400- 599 7 9 #00— 599 8 10 500- 799 5 8 600- 799 6 9 800- 999 3 6 800- 999 2 7 1000-1199 8 3 1000-1199 9 2 1200-1399 6 7 1200-1399 10 6 1&00-1799 9 2 1400-1599 8 0 1600-1799 5 8 1800-1999 5 A 1800-1999 A 3 2000—2199 2 5 2200-2399 1 3 2200-2399 3 1. 2400-2599 4 1 Over 2600 1 5 128 Table 39 is essentially a sunuary of all mf the preceed- ‘ in: tables in the study and the data as presented shew the hypothesis of the study in tabular farm. The data show that the per pupil cost is inversely related to the size of the high school as size increases Up to and including the 800-999 enrellment interval for both three and four year hiah schoels, and that the quality 9f the educational program is directly related to the size ef the hixh schoel as size increases up to and including the 1000-1199 enrollment interval for both three and four year high schools; but beyond these size ranges, size does not appear to have any consistent relation- ship to either per pupil cast er the quality of the educa- tional program. The data indicates that size has a favorable influence on both per pupil cast and the quality of the educational proxran as enrollnent increases up to an enrollnent ef 1000 students fer both three and four year high schoels. The data also indicates that a marked improvement in the quality of the educational program can be achieved in the 1000-1199 enrollment interval by increasinfi per pupil expenditure. It must be noted that, sltheueh any further increase in size beyond the 1000-1199 enrollment interval docs net appear to have any consistent relatienship te either per pupil cost or the quality ef the educational progran, the highest quality program as measured by the assumed effectiveness factors oc- curred in the 2000-2599 enrollment interval for thr,e year high schools and in the 2200-2399 enrollment interval fer 129 four year high schools; and in both cases at a lower per pupil cost than in the lOOO-1199 enrollment interval. How- ever, it should also be noted that it was previously deter- mined from the review of literature that the recommendations concerning the maximum size for the hiqh school, which was defined for purposes of this study as that point on the en- rollment continuum beyond which the undesirable factors re- lated to bimness begin to outweieh the advantages gained over the small high school, tend to center around an enroll- ment range from 1500 to 2200 students. Thus, although the data do not show a definite optimum size for the high school; which was defined for purposes of this study as that enrollment range which tends to provide a high quality educational program, and beyond which no substan- tial reduction in per pupil cost or improvement in the quality of the educational program is realized by any further increase in size; if the findings of this study are considered in con- junction with the findings from the review of the literature, it would appear that the lOOO-llQQ enrollment interval is the optimum size for the hieh school in Michigan. CHAPTER VI SUMMARY AND CONCLUSIONS The purpose of this study was to examine the relation- ship of secondary school size in selected Michigan high schools to per pupil cost and to the quality of the educa- tional program as measured by certain assumed effectiveness factors, and thus to determine if there is an Optimum size for the high school in hichigan. A major limitation in a study of this type is the ina- bility to examine all of the factors which might influence the quality of the educational program. Thus an extensive review of the literature and previous studies pertinent to the size of the high school was made in order to extend the scope of the study. Summary 92 Principal Findings from the Literature 1. Much of the literature is critical of the small high school, but concern has also been eXpressed that hieh schools can be too big as well as too small to provide the best edu- cational‘Opportunities. 2. A definite relationship has not been established between the size of the high school and student achievement. host of the studies that have investieated this question have used success in college as a measure of achievement. Some writers report that rraduates of larqe high schools achieve better grades in collewe than graduates of small high schools. 130 i 31 But other writers report that when aptitude is held censtant there does not seem to be any simnificant relationship between the size of the high scheol and the achievement ef students. 3. Recommended minimum enrollments tend to center around an enrollment range from 300 to 500 students for a feur year high school. 4. Much less has been written about the maximum size of the high school than about the minimum size. However, the recommended maximum enrollments that appear in the literature tend to center around an enrollment range from 1500 to 2200 students for a four year high school. 5. Few studies have been made to determine an optimum size for the high school. And there does not seem to be any unanimity of opinion on a particular size for the high school which tends to provide the best educational opportunities at a reasonable cost per pupil. Summary 3: Principal Findings from the Study The selected high schools were examined to determine the relationship, if any, of the size of the high school to per pupil cost as measured by certain cost factors; and to the quality of the educational program as measured by certain assumed effectiveness factors. The data show that: 1. High schools with an enrollment of less than U00 students tend to pay a premium per pupil cost for an inferior educational program. 2. High schools with an enrollment of less than 800 students tend to have a lower accreditation rating than larger high schools. 3. High schools with an enrollment of less than 600 students tend to provide less adequate guidance services than larger high schools. 4. High schools with an enrollment of less than 600 students tend to have a higher percentage of teachers teach- ing in subject areas in which they do not have a teaching major than larger hiqh schools. 5. The per pupil cost is inversely related to the size of the hifih school as size increases up to and including the 800—999 enrollment interval for both three and four year high schools, and the quality of the educational program is directly related to the size of the high school as size in- creases up to and including the 1000-1199 enrollment inter- val for both three and four year high schools; but beyond these enrollment intervals, size does not appear to have an* consistent relationship to either per pupil cost or the qual- ity of the educational program. Conclusions 1. The hypothesis that up to a certain size range the size of the high school is inversely related to per pupil cost and directly related to the quality of the educational proeram; but beyond this size range, size has little, if any, relationship to either per pupil cost or the quality of the 133 educational program was accepted as being senerally true up to an enrollment range from 800 to 1200 students. 2. The findinss of this study indicate that the 1000- 1199 enrollment interval is the size range which appears to best satisfy the definition of the Optimum size of the hi:h school as that enrollment ranee which tends to provide a high quality educational program, and beyond which no substantial reduction in per pupil cost or improvement in the quality of the educational proaran is realized by any further increase in size. It must be noted that although any further increase in size beyond the 1000-1199 enrollment interval does not appear to have any consistent relationship to either per pupil cost or the qualtiy of the educational prosram, the highest quality prosran as measured by the assumed effectiveness factors oc- curred in the 2&00-2599 enrollment interval for three year high schools and in the 2200-2399 enrollment interval for four year high schools; and in both cases at a lower per pupil cost as measured by the selected cost factors than in the lOOO-1199 enrollment interval. However, it should also be noted that it was determined from the review of literature that the recommendations concernine the maximum size of the high school, which was defened for purposes of this study as that point on the enrollment continuum beyond which the unde- sirable factors related to bigness begin to outweich the ad- vantages gained over the small high school, tend to center around an enrollment range from 1500 to 2200 students. 13M Therefore, if the findinxs of the study are considered in conjunction with the findinss from the review of the lit- ture, it seems logical to conclude that the Optimum size for the high school in Michigan is within an enrollment ranse from 1000 to 1200 students. Recommendations 1. It is recommended that the findings of this study and other studies pertinent to the size of the high school be considered when decisions affecting the size of the high school have to be made. 2. It is recommended that school districts in Michigan which are maintaining high schools with an enrollment of less than #00 students in grades nine through twelve study the possibility of reorganizing their school district or of con- solidatina with other school districts, so the maintenance of a larger high school will be possible. 3. It is recommended that school districts in Michigan which are maintaining, or anticipate that they will soon be maintaining high schools with an enrollment much larger than 1200 students continue to evaluate their high school program carefully; and that they define an optimum high school enroll- ment for their community. 4. It is recommended that further study be made of the influence of the size of the high school on per pupil cost and the quality of the educational program in Michigan high schools, especially as enrollment increases beyond 1200 stu- 135 dents; and with emphasis on such factors as: (a) the impact of size on the individual student's attitude toward school, (b) the influence of size on pupil—teacher relationships, (0) the influence of size on the teachers' dedication to the ) the influence of size .C )1 school and to their profession, and ( on school-connunity relations. £IBLIOGRAFHY Alexander, Nillian M., and Saylor, Galen To Secondary Educa- tion. New York: Rinehart and Company, Inc., 1955. Altman, Esther Royal. "The Effect of Rank in Class and Size of High School on the Academic Achievement of Central Nichiaan Colleze Senior Class of 1957." Journal of Educa- tional Research, Volume 52, Number 8, April, 1959. Anerican Association of School Adninistrators, 1953 Yearbook Connission. 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