INFORM ATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with'adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You w ill find a good image o f the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed e definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from le ft to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, e somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North ZM b Road Ann Arbor, Michigan 43100 t I 74-19,896 MOORE, Nevil Leslie, 1932A STUDY TO DETERMINE THE RESPONSIBILITIES, TRAINING, AND TIME INVOLVEMENT OF TRAFFIC SAFETY EDUCATION WORKERS IN SELECTED MICHIGAN SCHOOLS. Michigan State University, Ph.D., 1969 Education, special U niversity M icrofilm s, A XEROX Company , A nn A rbor, M ichigan A STUDY TO DETERMINE THE RESPONSIBILITIES, TRAINING, AND TIME INVOLVEMENT OP TRAFFIC SAFETY EDUCATION WORKERS IN SELECTED MICHIGAN SCHOOLS By Nevll Leslie Moore A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1969 ABSTRACT A STUDY TO DETERMINE THE RESPONSIBILITIES, TRAINING, AND TIME INVOLVEMENT OP TRAFFIC SAFETY EDUCATION WORKERS IN SELECTED MICHIGAN SCHOOLS by Nevil L. Moore Statement of the Problem In the past few years there have been various studies carried out to determine the status of driver education in Michigan schools. There has not, however, been a study to determine the status of traffic safety education workers in Michigan schools. The purpose of this study was to determine the status of traffic safety education workers in Michigan grade, junior high, and high schools. More specifically the study was concerned with three salient factors relating to traffic safety education workers: time involvement, responsibilities held, and training. Description of the Methods, Technique, and Data Used For the purpose of this study a traffic safety education worker was defined as being any person who may be Involved, either fu]j. or part time, at the Nevil L. Moore administrative, supervisory or operational level whose activities influence the field of traffic accident prevention. The following persons were designated as traffic safety education workers: school board members, superintendents of schools, high school principals, high school teachers, driver education teachers, heads of driver education, heads of school bus operations, heads of safety education, Junior high school principals, Junior high school teachers, elementary school principals, elementary school teachers, and school bus drivers. A population of 732 Michigan high schools was defined as the population of interest. These schools included public, parochial, and private schools. A sample of 120 high schools was selected to provide the data. The first step in conducting interviews in a school was to interview the principal of the designated high school. The next step was to obtain the names of the other traffic safety education workers. The principal provided the names of the superin­ tendent of schools, head of safety education, head of driver education, and the head of school bus operations. A list of the high school teachers, driver education teachers, and members of the board of education was provided by the high school principal and one person from each group was selected through random selection p rocedures. Nevil L. Moore The Junior high school and the elementary school were selected from a list provided by the high school principal. This list was made up of Junior high schools and elementary schools that sent 50 per cent of their students into the designated high school. The junior high school and the elementary school were chosen through random selection procedures. The junior high school principal and the elementary school principal, as part of their interview, furnished a list of the teachers in their respective schools. These teachers, one junior high and one elementary, were chosen by random selection procedures. The bus driver was also chosen through random selection procedures from a list provided by the head of school bus operations. Questionnaires were developed and professional interviewers were used to gather the data. No more than four attempts were made to contact the inter­ viewees. Interviews were conducted only in those schools that willingly participated. Of the 120 high schools chosen for the study, only three saw fit, for reasons unique to each school, not to participate in the study. The Major Findings The specific areas covered under the term "responsibilities held" were varied and many in number. Nevil L. "ioore Because of this, an attempt to present a summary as such, was impractical. Respondents, for the most part, indicated that the training they had for the responsibilities held in traffic safety education was not great. With the exception of the heads of safety edu­ cation, heads of driver education, and driver education teachers, the majority of traffic safety education workers devoted less than one per cent of their time to traffic safety education activities. In addition, it may be stated that data indicated a lack of communication within the hierarchy of the school system. ACKNOWLEDGMENTS A deep felt appreciation is expressed to the following persons for their assistance, guidance, and encouragement: The doctoral guidance committee: Dr. Robert 0. Nolan, chairman; Dr. Robert E. Gustafson, dissertation chairman; Dr. Dale V. Alam, and Dr. James L. Page. Mr. Gordon H. Sheehe, Director of the Highway Traffic Safety Center and Mr. William Barber of the Highway Traffic Safety Center staff for their guidance and assistance. Dr. Verling C. Troldahl, College of Communication Arts, Michigan State University, for his assistance in the design of the study. Mr. Robert Van Dam of Market Opinion Research of Detroit for his assistance in data analysis. Mrs. Fran Howe for editing the manuscript. I shall be forever indebted to Virginia, Julie, and Matthew for their patience, assistance, guidance, and encouragement. ii TABLE OF CONTENTS Page A C K N O W L E D G M E N T S .............................. ii LIST OF T A B L E S ..................................... v LIST OF A P P E N D I C E S ..................................... ix Chapter I. II. THE P R O B L E M .............................. . 1 Statement of the Problem ................. Importance of the S t u d y ................. Purpose of the S t u d y .................... Definition of Terms .................... Scope of the S t u d y ....................... Organization of the Study ................. 1 3 4 4 6 6 REVIEW OF THE L I T E R A T U R E .................... 7 Introduction .............................. 7 Driver and Traffic Safety ................. 7 Administration ........................... 11 School Teachers ........................... 13 School Bus Operations .................... 14 S u m m a r y ......................................... 15 III. DESIGN AND METHODOLOGY OF THE STUDY . . . 17 Introduction .............................. 17 Method of S a m p l i n g ........................... 17 Selection of Feeder System ............. 19 Selection of the Interviewees . . . . 20 Development of the Instrument................. 21 Weighting of D a t a ............................... 21 Delineation of the S t u d y .....................22 Summary . 43 ill Chapter IV. Page ANALYSIS OF THE D A T A ....................... 45 .............................. Introduction High School Principal .................... Superintendent of Schools ................. Board of Education M e m b e r ................. Head of Driver E d u c a t i o n ........... 65 Head of Safety E d u c a t i o n ........... 77 Head of School Bus Operations . . . . High School Teacher . . . . . . . . Driver Education Teacher ................. Junior High School Principal ............. Junior High School Teacher ............. Elementary School Principal ............. Elementary School Teacher ............. School Bus Driver ................. S u m m a r y .................................... V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 45 46 52 60 90 97 102 112 118 125 131 137 143 145 S u m m a r y .........................................145 The Major F i n d i n g s ........................... 147 C o n c l u s i o n s .................................. 159 Recommendations ........................... 161 Recommendation for Further Study . . . 164 BIBLIOGRAPHY ........................................ 165 A P P E N D I C E S ............................................ 169 Iv LIST OP TABLES Table 1. Page Michigan High School Athletic Association Classification Limitation ........................ 18 2. High School Principal - General I n f o r m a t i o n ........................................ 2k 3. Superintendent of Schools - General I n f o r m a t i o n ........................... 4. 26 Board of Education Member - General Information . . . . . . 2 7 5. Head of Driver Education - General I n f o r m a t i o n ........................................ 29 6. Head of Safety Education - General I n f o r m a t i o n ........................................ 30 7. Head of School Bus Operations - General I n f o r m a t i o n ........................................ 32 8. High School Teacher - General I n f o r m a t i o n ........................................ 33 9. Driver Education Teacher - General Information ................. . . . . . . 36 10. Junior High School Principal - General I n f o r m a t i o n ........................................ 37 11. Junior High School Teacher - General I n f o r m a t i o n ........................................ 39 12. Elementary School Principal - General I n f o r m a t i o n ........................................ kl 13. Elementary School Teacher - General I n f o r m a t i o n ........................................ k2 v Page Table 1*1. School Bus Driver - General Information .................... 4*1 15. High School Principal - Responsibilities . . 16. High School Principal - T r ai n i n g ............ 51 17. High School Principal - Time Involvement . . 53 18. Superintendent of Schools Responsibilities ............................... 54 19. Superintendent of Schools 59 20. Superintendent of Schools - Time I n v o l v e m e n t .................................61 21. Board of Education Member Responsibilities. ................. Training . . . . . . 62 22. Board of Education Member - Training . . . 23. Board of Education Member - Time I n v o l v e m e n t ................................. 66 24. Head of Driver Education Responsibilities ............................... 25. 64 Head of Driver Education - Training . . . Head of Driver Education - Time I n v o l v e m e n t ................................. 74 27. Head of Safety Education Responsibilities ............................... Head of Safety Education - Training . . . Head of Safety Education - Time I n v o l v e m e n t ................................. 91 30. Head of School Bus Operations Responsibilities ............................... 32. Head of School Bus Operations - Training . . Head of School Bus Operations - Time I n v o l v e m e n t ................................. 98 vi 78 87 29. 31. 67 71 26. 28. 47 93 96 Table Page 33. High School Teacher - Responsibilities . 31!. High School Teacher - Training 35* High School Teacher - Time I n v o l v e m e n t ................................... 103 36. Driver Education Teacher Responsibilities ........................... . . . . . 99 . . 101 104 37. Driver Education Teacher - Training . 106 38. Driver Education Teacher - Time I n v o l v e m e n t ................................... 109 39- Junior High School Principal ........................... Responsibilities 113 40. Junior High School Principal - Training. .117 41. Junior High School Principal - Time I n v o l v e m e n t .................................. 119 42. Junior High School Teacher Responsibilities ........................... 43. Junior High School Teacher - Training 44. Junior High School Teacher - Time I n v o l v e m e n t .................................. 124 45. Elementary School Principal Responsibilities ........................... School Principal - Training . 120 126 46. Elementary 47. Elementary School Principal - Time I n v o l v e m e n t .................................. 132 48. Elementary School Teacher Responsibilities ........................... School Teacher - Training . . .122 130 133 49. Elementary 50. Elementary School Teacher - Time I n v o l v e m e n t .................................. 138 vii . .136 Table Page 51. School Bus Driver Responsibilities 52. School Bus Driver Training 53. School Bus Driver Time Involvement viii . . . . . 139 . . 1^0 . . l4i* LIST OF APPENDICES Appendix Page A. Sample of Michigan High Sc hools ............170 B. A List of Metropolitan and Non-Metropolitan Counties and a Map Showing Their Location . 174 C. Probability Sample ............................ 177 D. Basic Interviewing Instructions............179 E. Q u e s t i o n n a i r e s ....................... . ix 184 CHAPTER I THE PROBLEM Statement of the Problem In the past few years studies have been conducted to determine the status of driver education in Michigan schools. There has, however, been a lack of studies to determine the status of traffic safety education workers in Michigan schools. The National Safety Council states that in 1968 motor vehicle accidents were the leading cause of death for persons. In the age grouping of one through twentyfour years. The age grouping of five through twenty- four years of age showed a fatality rate of 29.0 per 100,000 population.1 In 1967, 811 Michigan residents in the age grouping of five through twenty-four died 2 as a result of motor vehicle accidents. This is a rate of 26.5 per 100,000 population based on 1965 population ? estimates.J 1National Safety Council, Accident Facts (1969 e d . ; Chicago: National Safety C o u n c i l , 1 9 6 9 ), p. 8. 2 Michigan Department of Public Health, Michigan Health Statistics (1967 ed.; Lansing: Michigan Department of Public Health), p. 15. ■aJMichigan Department of Public Health, Michigan Health Statistics Department. Computation by Ruth Dennis. S p r i I ~ 2 8 , " I $ 6 5 . ------- 2 If the youth of today are to be spared the death, disfigurement, and personal anguish that has, in the past, accompanied the use of motor vehicles then traffic safety education must become an integral part of the school curriculum. Aaron and Strasser make the following comment: Learning is the foundation of traffic accident prevention. In nurturing attitudes, knowledge, and skills, positive changes in behavior occur. Thus education becomes an indispensable part of all highway activity.^ "Policies and Practices for Driver and Traffic Safety Education", a publication of the Fourth National Conference on Driver Education, states the following: Results of research and more than 30 years of experience show that formal courses in driver and traffic safety education help beginning as well as experienced motor vehicle operators. Aimed toward improving driver performance and developing better traffic citizens, driver and traffic safety education Is a foundation upon which to build a generation of responsible citizens.5 Furthermore, "driver and traffic safety education, when properly taught, provides students with Insights, understandings, and appreciations that help them solve problems of public concern. ^James E. Aaron, and Marland K. Strasser, Driver and Traffic Safety Education (Mew York: The Macmillan Company, 1966), p. 20. 5National Commission on Safety Education, Policies and Practices for Driver and Traffic Safety Education (Washington: National Education Association, 1964), p . 1. 6 Ibid. i 3 The question to be answered then is: What is the status of the traffic safety education worker in Michigan schools and what kinds of traffic safety education programs exist in Michigan schools today? It is with this question and its ramifications that this study is concerned. Importance of the Study In 1966, the Highway Traffic Safety Center at Michigan State University initiated the Traffic Workers Training Needs Study. The study was designed to determine the status of all traffic safety workers in the state of Michigan. Areas of involvement were: police, government, engineering, courts, motor vehicle administration, fleet transportation, public Information, and education. Phase I of the Traffic Workers Training Meeds Study was concerned with determining who the traffic safety workers were, what percentage of their time was involved in traffic safety education and what training they had that would assist them in carrying out their responsib­ ilities. This study was designed to gather and analyze the Phase I data of the education section of the Traffic Workers Training Needs Study; this will provide the most comprehensive data to date concerning traffic safety education in Michigan schools. I* Purpose of the Study The purpose of the study was to determine the status of traffic safety education workers in Michigan grade, junior high,and high schools. More specifically the study was concerned with three salient factors relating to traffic safety education workers, these factors being time, responsibilities held, and training. In attempting to determine the time factor, respondents were requested to estimate the amount of time devoted to traffic safety education. Questionnaires were designed to determine specifically what responsibilities, if any, relating to traffic safety education were held by the traffic safety education worker, and also to determine the amount and type of training, if any, of the traffic safety education worker that would be commensurate with responsibilities held. Definition of Terms For the purpose of the study these terms were defined: 1. Motor Vehicle Accident. Any accident Involving a motor vehicle in motion that results in death, injury, or property damage. Motion of the motor vehicle Is not required, however, in the case of collision between a railroad train or a streetcar and a motor vehicle.^ 7J . Stannard Baker and William R. Stebbins Jr., Dictionary of Highway Traffic (Evanston: Traffic Institute, Northwestern University, I960), p. 131** 5 2. Traffic Safety Education Worker. who may be involved, Those persons either full or part time, at the administrative,supervisory or operational level and whose activities influence the field of traffic accident prevention. The following persons have been designated as traffic safety education workers: school board members, superintendents, high school principals, high school teachers, driver education teachers, heads of driver education, heads of school bus operations, heads of safety education, junior high school principals, junior high school teachers, elementary school principals, elementary school teachers, and school bus drivers. 3. Metropolitan Areas. A county or group of contiguous counties which contains at least one city of 50,000 inhabitants or more, or twin cities with a combined population of at least 50,000. In addition to the county, or counties, containing such a city or cities, contiguous counties are included if, according to certain criteria, they are essentially metropolitan in character and are socially and economically Integrated with the central city .8 ^Michigan State University, Michigan Statistical Abstract (East Lansing: Graduate School of Business Administration, 1968), p. 535• 6 Scope of the Study The study was limited in the following manner: 1. A population of 732 Michigan High Schools was defined as the population of interest. These schools included public, parochial, and private schools. A sample of 120 high schools provided reliable statistical data. 2. Interviewers made no more than four attempts to contact interviewees. 3. Interviews were conducted only in those schools that willingly participated. Of the 120 high schools chosen for the study only three saw fit, for reasons unique to each school, not to participate in the study. 4. Data provided by the study will be relevant only to the State of Michigan. Organization of the Study In Chapter II a review of literature related to traffic safety education may be found. Chapter III deals with the study design, definition of the universe, method of sampling, and development of the interview instruments. In Chapter IV there appears relevant data concerning responsibilities, training, and time involvement of traffic safety education workers in selected Michigan schools . Chapter V contains a summary, conclusions, and recommendations for further research. CHAPTER II REVIEW OF THE LITERATURE Introduction It became evident at the outset of the study that literature relating to the purpose of the study was limited. In some areas, such as driver education, vast amounts of literature varying in quality were readily at hand. However, In other areas, such as those relating to school board members and superintendents, little has been written concerning their relationship to the purpose of the study. An exhaustive review of traffic safety literature has been conducted and the literature pertinent to the study is presented here in the following groupings: driver and traffic safety, administration, school teachers, and school bus operations. Driver and Traffic Safety Driver and traffic safety encompasses more than the proper use of a motor vehicle and its relationship to society. Driver and traffic safety begins when a child becomes a pedestrian, rides a tricycle, bicycle or scooter. 7 8 Proper instruction in driver and traffic safety should begin with the parents and must be a part of the school curriculum. The essentials for an effective school traffic safety education program include administrators and school board members who exercise leadership for the safety program of their school systems, well prepared teachers, well organized instruction built around effective material, and well developed course o u t l i n e s . ^ On June 27, 1967, the Federal government saw fit to recognize driver education as a school responsibility through the Highway Safety Program Standard 4 .**. The Standard concerns driver education and reads in part as follows: The Secretary shall not approve any State Highway safety program under this section which does not— (E) provide for comprehensive driver training programs, including (1 ) the initiation of a State program for driver education in the school systems or for a significant expansion and improvement of such a program already in existence, to be administered by appropriate school officials under the supervision of the Governor as set forth in subparagraph (A) of this paragraph; (2 ) the training of qualified school instructors and their certification; . . . 3 ^A. E. Florio and G. T. Stafford, Safety Education (New York: McGraw Hill Book Company, 19£>2), p . 178. ^President’s Committee For Traffic Safety, Education (Washington: Government Printing Office, i960), p"! ^Insurance Institute of Highway Safety, National Highway Safety Standards (Washington: Insurance Institute For Highway Safety, 1968), p. 9 . 9 A recent study of M i ch i ga n ’s driver education programs by the Highway Traffic Safety Center at Michigan State University makes the following comment: ’’Driver education teachers are not well prepared."1* A statement by Dr. William Haddon Jr., then director of the National Highway Safety Bureau, appeared in the 21st Annual Driver Education Achievement Program as follows: "There is no doubt in my mind . . . that there are payoffs, and that the job needs to be done . . . (but) obviously it isn't being done as well as it needs to be d o n e ."5 A recent study conducted by Frederick L. McGuire and Ronald C. Kersh is presented in part as follows: 2. Research offered to support the thesis that driver education reduces highway accidents is methodologically incorrect and has produced erroneous co nclusions. 3. All research properly conducted to date indicates that driver education, no matter what quality, bears no casual relationship to highway accident frequency, accident severity or violation frequency. 4. In the absence of supporting data, it is argued that federal support of driver education, as a means of reducing death and injury on the highway, is unwarranted at this time. . . . ° ^Michigan State University, "How To Improve Driver Education in Michigan" (East Lansing: Highway Traffic Safety Center, 1966) p. ^9 • (Mimeographed.) ^Insurance Institute For Highway Safety, 21st Annual Driver Education Achievement Program (Washington: Insurance Institute For Highway Safety, 1968), p . 7. ^Traffic Safety Research Review, The 1968 Metro­ politan Life Awards For Research in Accident Prevention V o l . 68, N o . 12, (December, 1968), p. 1 2 2 . 10 Future research, if it is to establish the effec­ tiveness of the training program and produce new and better approaches to driver education, must be more effectively controlled.? To stimulate research, lines of communication should be established and kept open between teachers, traffic officials, educators, and research specialists to help identify areas in need of study.® "A college or university transportation and accident prevention center can promote this relation­ ship. "9 "if driver and traffic safety is to succeed in changing behavior, It must be based on a better understanding of how behavior is developed and how behavior may be ch a n g e d . Both classroom and practice driving teachers should have as a minimum, a teaching minor in driver education and a secondary teaching certificate.H Certification requirements for teachers of driver and traffic safety education should be as follows: ?Arthur D. Little, Inc., The State of The Art of Traffic Safety (Cambridge: Automobile Manufacturers Association, 1966 ), p. 16. ^National Commission on Safety Education, Policies and Practices for Driver and Traffic Safety Education (Washington: National Education Association, 196*1) pp. 49-50. ^ I b i d ., p . 50. 10I b l d . . pp. 52-53. 11.I b l d . , p. 17 ‘ 11 1. Hold a bachelor's degree from an accred­ ited institution of higher learning. 2. Have a teaching certificate validated for service in secondary schools authorizing the teaching of driver and traffic safety education (based on a total of 12 semester hours in (a) safety education, and (b) driver and traffic safety education). 3. Possess physical qualities appropriate to the demands of teaching in this field as evidenced by a health certificate. 4. Have a valid driver license from the state in which employed. 5. Set a good example as evidenced by a satisfactory driving record.12 "It is vital that supervisors for this field be chosen with care. Experience has shown that the most important characteristic of the successful supervisor has to do with per sonality."x 3 Specific competencies should include: (a) ability in educational organization and administration, (b) possession of a master's degree in safety education or an allied field, and (c) experience in teaching.1^ Administration State and local school system officials have the responsibility of providing effective leadership in the organization and administration of driver and traffic safety education programs. -^National Commission on Safety Education, op. c i t ., p . 14. 1 3i b i d ., p. 15. 1/1Ibid. x 5l b l d ., p. 17. 12 Where an administrator's duties call for promul­ gation of certain rules and regulations for adequate supervision, his failure to do so may be an act of negligence. In carrying out the administrative aspects of the school safety program, the superintendent should: 1. Employ teachers with safety training and conduct In-service safety training for all school personnel to meet the needs of their job function. 2. Provide for co-operative, democratic participation of all school employees and students in the conduct of safety Instruction and activities. 3. Provide a centralized structure for organ­ ization and administration of the program. 4. Establish a program of accident records and reports to gather data on safety hazards and unsafe practices within the school's operation. 5. Provide a safe school enviornment. 6. Conduct a continuous program of evaluating safety instruction and activities within the school district. Revise the school safety program when necessary to meet changing needs as revealed by these data.1 ' Duties of supervisory personnel will be determined by the size of the system and its philosophy of safety education. In systems where supervision is an individual school function the position of a safety supervisor for the system may not exist.18 -^National Commission on Safety Education, Who Is Liable For Pupil Injuries? (Washington: National Education Association, 1963)> p. 2 9 . 1^Marland K. Strasser and others, Fundamentals of Safety Education (New York: The Macmillan Company, 1964), pp. 121-122. l8Ibid., p. 126. 13 School Teachers The key to effective education for safe living is the classroom teacher. In order to obtain the desired effect it is necessary that every teacher consider safety as an Integral part of a well planned c u r r i c u l u m . 19 The planning and development of safety education suitable for use at various grade levels is vitally important.^0 Utilization of staff planning is necessary in the development of an effective safety education program.21 The to wise teacher does not leave safety education chance but makes use of Incidental events enrich instruction. to further The very nature of hazards requires safety to be taught with a functional approach.22 The success of the junior high and senior high school safety program is dependent upon the quality of safety instruction in the elementary grades. Each teacher In the ^ N a t i o n a l Commission on Safety Education, A School Safety Education Program (Washington: national Education Association, 1966), p7 8. 20Nevin E. Wasson, "Supervision in Safety Education," Safety. Vol. 1, No. i|, (March, 1966), pp. 16-18, 21Eleanor J. Dodge, "Sound Approaches For Teaching Safety In Elementary Schools," S a f e t y , Vol. 2, No. 1, (September, 1966), pp. 16-18. 22Ibid. in junior and senior high school shares the responsibility for a successful safety education program.23 School Bus Operations "How Safe Is Pupil Transportation?", a publication by Physicians For Automotive Safety, makes the following statement: The school-bus driver is the most important single factor in the bussing system— Indeed he could be described as the most important person in the whole school system since failure on his part could result in tragedy for a child, thereby rendering superfluous the educational advantages the school has to offer. It would therefore seem rudimentary that anyone with the responsibility of driving a bus full of children be in good health, both physically and mentally.2^ Accident rates Increase In age groups over 60; visual acuity and reaction time slow with age, and many older persons are easily irritated by the noise that is common to the behavior of children. In many areas of employment, especially where the safety of others is dependent upon one person, normal operating procedure. compulsory retirement is Airline pilots must retire at 60 and the same provisions should hold true for school bus drivers.2^ An individual in Michigan must be 21 to 2 3strasser, o p . c i t . . p. 166. 2^Physicians For Automotive Safety, How Safe Is Pupil Transportation? (Springfield: Physicians For Automotive Safety, 19^7), p . 3. 25ibi d.t p. 6. 15 drive a school bus; however, there is no compulsory retirement based upon a g e . 2 ^ Patterson makes the following recommendations concerning school bus driver selection and education: 1. Adequate salary schedules be set up to attract competent drivers. 2. Drivers be hired during the late summer in order that adequate education and training can be given prior to the opening of school. 3. Local school boards assume a major role in the selection of school bus d r i v e r s . 4. Medical examinations of the individual driver be the deciding factor in determining the maximum driving age of the school bus driver. 5• Driver education and training be under the supervision of the state department of education and be conducted by a state institution of higher learning or other approved agency. 6. Personnel employed in this training be of high quality with a broad understanding of the problems involved. 7. Only the best equipment be used in trans­ porting children and that it be maintained in good working condition. 8. The general public be adequately apprised of certain rules and regulations in regard to school bus operations. 9. Legislation be enacted to protect drivers and pupils in, leaving, or entering a school bu s .2? Summary Literature in the field of driver and traffic safety education is concerned primarily with teacher preparation, certification, and basic research. Studies and writings call for more comprehensive teacher preparation programs and more stringent 26Ibid., p. 30. 27 Ronald D. Patterson, "Recommended Practices and Procedures For The Improvement of Programs For The Selection And Education of School Bus Drivers" (Unpublished Doctoral Dissertation, New York University, 1959), PP. 151-152. 16 certification requirements. Researchers cite the need for studies that are properly designed and will provide pertinent reliable data. Most of the studies are concerned with driver education and its impact upon motor vehicle accident reduction. It is unfortunate that there are not more studies concerned with teacher preparation and certi­ fication at the elementary education level. Most authorities agree that the key to an effective safety education program is dependent upon a sound elementary school safety education program, yet most studies are directed toward the secondary level. Pew studies concern themselves with the role of the school superintendent and board of education members and their influence upon a school system's safety education program. Throughout the literature there seems to be an almost universal recognition of the need for a unified approach to traffic safety education— an approach to traffic safety that utilizes the skills of researchers, educators, school administrators, teachers, and parents who are concerned with the development and continual improvement of traffic safety education programs. CHAPTER III DESIGN AND METHODOLOGY OP THE STUDY Introduction In the preceding chapter the review of the literature was presented. In this chapter the design and methodology of the study are presented. This study was designed to determine the amount of time spent on traffic safety education by different persons in Michigan grade, junior high, and high school, their responsibilities, and the amount of training they have had for each of the safety education responsibilities they hold. A population of 732 Michigan high schools was defined as the population of Interest. These schools Included public, parochial, and private schools. The basic sampling unit was the high school, not the school district. Method of Sampling The concern of the study was the traffic safety education which occurred in typical high schools and their feeder Junior high and elementary schools. 17 In addition to 18 obtaining figures for Michigan high schools as a whole, subgroup statistics were desired for: 1. Schools of different enrollment sizes. The Michigan Athletic Districts were chosen to indicate four different sizes of schools. These are indicated in Table 1. TABLE 1.— Michigan High School Athletic Association Classification Limitation School Classification Student Limitation Class A 1100 or more Class B 450 - 1099 Class C 250 - 449 Class D Less than 250 2. Public and Parochial schools. Too few private schools exist in Michigan to sample a sufficient number of them to provide separate statistics. The list of schools sampled is shown as Appendix A. 3. schools. Metropolitan County vs. Non-metropolitan County A list of Metropolitan and Non-metropolitan Counties and a map showing their location appears as Appendix B. In preparation for drawing a sample of Michigan high schools, all of the high schools in the state were listed according to the Michigan Athletic Conference 19 enrollment ‘ .lasses A, B, C, and D. Within each enrollment class, schools were ordered according to the Michigan Education Association geographical region. Within each geographical region, schools were ordered by public, parochial, and private. It was determined that a sample of 120 schools would provide reliable data for each of the athletic regions separately, and for the public versus private high school classifications. A systematic probability sample of 120 high schools was drawn so that every high school in the state had an equal probability of being selected in the sample. See Appendix C. Selection of Feeder System After the 120 high schools were selected, it was possible to select one junior high school that sent 50 per cent or more of its students into a high school and one elementary school that sent 50 per cent or more of its students into a high school. If more than one junior high school and more than one elementary school sent more than 50 per cent of their students into a high school, one of each was chosen through random selection procedures. The random selection procedures employed in the selection of the junior high school operated in the following manner. A list of the junior high schools that sent 50 per cent or more of their students into a high school was obtained from each high school principal. The list was numbered I 20 and the total was compared to a chart of random numbers. The random number that corresponded to the total number determined which Junior high school was to be chosen. For example: assume that the total number of junior high schools on a list was twelve. This total number of twelve, when compared to the chart of random numbers in the basic interviewing instructions which appears as Appendix D, showed that the Junior high school to be chosen was the eleventh one listed on the list of twelve. The elementary school was also chosen in the manner described above. See steps six and ten of the aforementioned basic interviewing instructions. Selection of the Interviewees The first step in conducting interviews in a school was to Interview the principal of the designated high school. The next step was to obtain the names of the other traffic safety education workers. See Appendix D. The principal provided the names of the superin­ tendent of schools, head of safety education, head of driver education, and the head of school bus operations. A list of the high school teachers, driver education teachers, and members of the board of education was provided by the high school principal and one person from each group was selected through random selection procedures. 21 The Junior high school and the elementary school principal, as a part of their interview, furnished a list of the teachers in their respective schools. These teachers, one Junior high and one elementary, were chosen by random selection procedures. The bus driver was also chosen through random selection procedures from a list provided by the head of school bus operations. Development of the Instrument Questionnaires were carefully developed by the writer for each of the thirteen persons within each school system to determine their obligations relative to traffic safety education and any training they had had relative to traffic safety education. The questionnaires appear as Appendix E. Each of the persons designated for interviewing was interviewed either in his school office or in his home by professional interviewers. Interviewers made as many as four attempts to obtain these interviews with each designated respondent. The interviewing for this study was done by Market Opinion Research Company, Detroit, Michigan. Weighting of Data Responses were weighted so that the sample reflected the characteristics of the total population 22 in each of the thirteen groups. All weighting was done by computer. Responses from high school principals, superin­ tendents, board of education members, and heads of driver education, safety education, and school bus operations were weighted according to the number of schools they represented. For example, some superintendents repre­ sented more than one of the sampled schools. If five of the high schools in the sample were in the Detroit school system the responses of the Detroit Superintendent of Schools were counted five times. The responses of high school teachers, driver education teachers, junior high school principals, junior high school teachers, elementary school principals, elementary school teachers, and school bus drivers were weighted in the following manner. Each response was weighted by the number of teachers in the sampled high school. For example, the responses of each high school teacher were multiplied by the number of teachers appearing in column 59 - 60-61 of the high school principals questionnaire. See Appendix E. After the responses had been multiplied by this weight, they were divided by the sum of these weights. Delineation of the Study It should be recalled that the basic unit of the study was the single high school. The study actually 23 involved 13 separate studies, one for each type of person studied. The 13 basic studies can be described as follows: 1. A study of the responsibilities, training, and time Involvement in traffic safety education of 120 high school principals in Michigan. The number and percentage of principals interviewed and their distribution according to classification was reported in Table 2. Also reported in Table 2 was the percentage of high schools in which driver education was taught; the percentage of high schools that had a head of driver education; and the percentage of high schools that had a planned, coordinated, traffic safety education curriculum. 2. A study of the responsibilities, training, and time involvement in traffic safety education of the superintendents of 120 high schools in Michigan. These superintendents, in many cases, were superintendents over other high schools besides those studied. Therefore, since each individual high school in the state had an equal chance of being chosen for study, superintendents who were in charge of several high schools had a better chance of being selected for study than superintendents responsible for only a single high school. About one of every six individual high schools in the state were chosen for study. Thus, the superintendent of the Detroit public schools was designated for study several times. A TABLE 2.— High School Principal. Athletic Classification General Information Public Total A 100% 23.156 29 .956 24.8? 35 29 2.656 VJ1 CO High school has planned, coordinated, traffic safety curriculum. ** Person designated as head of driver education for high school. 3-756 7^.356 65.5? Non Metro 26 94 23 60 57 2 2 . 2 ? 80.3? 19.7? 51.3? 48.7? 9 6 . 8 ? 2 6 . 1 ? 71.7? 94.7? 8 7 . 2 ? 17.4? 63.3? 84.2? 2 . 1 ? 4.3? 1.7? 3.5? 1 8 . 1 ? 17.4? 28.3? 7.0? 6 9 . 2 ? 3.8? 2.9? Metro D 82.9% 92.6% 82.956 79-356 76.956 UJ Driver education taught in high school. 27 * ro ** Per cent C 117 VJ1 Number interviewed B Non Public 17.956 School safety patrol for building. 12.056 3.756 2 .9 % 26.9? 9-6? 21.7? 8.3? 1 5 . 8 ? Person designated responsible for school safety patrol. 11.156 3.7? 2 .9 % 13.8? 26.9? 9.6? 17.4? 8.3? 14.0? -=r i—1 • oo Person designated as safety education coor­ dinator or supervisor for grades for which you are responsible. 11.456 13 .856 1 7 . 2 ? 25 superintendent who was in charge of six high schools was designated for study at least once. The answers of a given superintendent were counted in the data analysis once for each of the sampled high schools he represented. Table 3* indicated the number and the percentage of school superintendents interviewed and their distribution according to classification. In addition, Table 3 indicated the percentage of school systems which used adult crossing guards; the percentage of school systems in which driver education was taught; the percentage of school systems that provided bus transportation for students; and the percentage of school systems that had a planned, coordinated, traffic safety education curriculum. 3. A study of the responsibilities, training, and time involvement in traffic safety education of a school board member of 120 Michigan high schools. One school board member was chosen randomly from each high school. If more than one high school was studied in the school district of a school board member, his answers were counted once for each school he represented. In Table 4, the board of education members inter­ viewed and their distribution according to classification was shown in both number and per cent. Table 4 also showed the percentage of school systems which used school safety patrols; the percentage of school systems that used adult TABLE 3.— Superintendent of Schools. Athletic Classification General Information Total __________________________________ A Number interviewed. Per cent 112 28 B 37 Non Non Public Public Metro Metro D_______________________________ C 25 22 92 20 57 17 -956 50 .955 49.1? 27 -356 55-4? 90 .056 73 -756 49-156 10056 25-0? 33-056 22 .356 19 -656 82 .156 55 Adult crossing guards used. 61 .656 10036 70-356 36 .056 Driver education taught in school system. 87 -556 92.9? 8 3 -8% 88.056 86 .4* loojt 30-0? 80.7? 94.5? Bus transportation provided. 8 9 .3? 82 .156 89.256 96.056 90.9? 95-7? 60.055 80 .7? 98.2? 21.456 24 .3? 16.0? 13-6? 22.8? 5-0? 15-856. 2 3 -6 ? 7-6? 5-0? 5.3? 9-1? 4.5? 10.9? 5-0? 3-5? 16.4? Elementary school grades have a planned, coordin­ ated, traffic safety curriculum. 19-6? Junior high school grades have a planned, coordin­ ated, traffic safety curriculum. 7-1? High school grades have a planned, coordinated, traffic safety curriculum. 9-3? 7.1? 5-4? 12.0? 10.7? 10.8? 12.0? 4.5? TABLE 4.— Board of Education Member. Athletic Classification General Information Public Total A C B Non Public Metro Non Metro D 90 18 54 54 24.155 29.6? 24.1? 22.2? 83.3? 16.7? 50.0? 50.0? School safety patrol used by school system. 80.655 92.355 84.4? 8 0 .8? 62.5? 83.3? 66.7? 83.3? 77.8? Adult crossing guards used. 55.655 84.656 71.9? 42.3? 16.7? 56.7? 50.0? 68.5? 42.6? Driver education offered in school system. 88.055 96.255 93.8? 76.9? 83-3? 98.9? 33.3? 81.5? 94.4? Bus transportation provided. 85.256 80.8? 87-5? 9 2 .3? 79.2? 93.3? 44.4? 75.9? 94.4? Number interviewed. Per cent 108 26 10056 32 26 24 28 crossing guards; the percentage of school systems that offered driver education; and the percentage of school systems that provided bus transportation for students. A study of the responsibilities, training, and time involvement in traffic safety education of the heads of driver education of 120 Michigan high schools. If a head of driver education was in charge of more than one high school studied, his answers were counted once for each high school he represented. The number and percentage of heads of driver education interviewed and their distribution according to classification were reported in Table 55. A study of the responsibilities, training, and time imvolvement in traffic safety education of the heads of safety education of 120 Michigan high schools. If a head of safety education was in charge of more than one of the sampled high schools, his answers were counted once for each of the sampled high schools he represented. Table 6 , showed the number and percentage of heads of safety education interviewed and their distribution according to classification. Table 6 also showed the percentage of school systems that used adult crossing guards; the percentage of school systems or police agencies responsible for adult crossing guards; and the percentage of heads of safety education that coordinated the adult crossing guard activities with local police departments. TABLE 5*— Head of Driver Education. Athletic Classification General Information Total Public A Number interviewed. Per cent B 27 C 19 Non Public Metro Non Metro 7 ^0 50 7 .85? 44.4% 55.6? D 90 25 19 83 10055 27.855 30.055 21 .1J5 21 .156 92.255 TABLE 6.— Head of Safety Education. Athletic Classification General Information Total __________________________________ A Number interviewed. B 36 10 1005? 27.85? 19.4? 27 .85? 25-05? 8 0 .6 ? Adult crossing guards used. 52.8? 80.0? 57.1? 30.0? 44.4? Per cent 7 C 10 Non Non Public Public Metro Metro D________________________________ 9 29 7 16 20 19.45? 44.4? 55.6? 51-7? 57.1? 6 8 .8? 40.0? Responsible for adult crossing guards. School system 27.8? 70.0? 28.6? 1 1 .1 ? 31.0? 14.3? 50.0? 10.0? Local police 25.0? 20.0? 28.6? 30.0? 22.2? 20.7? 42.9? 25.0? 25.0? Not stated Coordinate adult crossing guards with local police department. 2.8? 1 3 .9 ? 3 0 .0 ? 1 1 .1 ? 3.4? 1 0 .0 ? 1 1 .1 ? 1 0 .3? 5.0? 2 8 .6 ? 2 5 .0 ? 5 .0 ? 31 6. A study of the responsibilities, training, and time involvement in traffic safety education of the heads of school bus operations in 120 Michigan high schools. If the head of school bus operations was In charge of more than one of the high schools sampled, his answers were counted once for each of the sampled high schools he represented. In Table 7» the heads of school bus operations interviewed and their distribution according to class­ ification was shown in both number and percentage. Table 7 also indicated the percentage of school systems that had official printed policies concerning school bus operations. 7. A study of the responsibilities, training, and time involvement In traffic safety education of high school teachers in 120 Michigan high schools. These results were weighted so that the sample reflected the characteristics of the total population of high school teachers In Michigan. Since only one teacher was studied in each high school, the answers of teachers in high schools with large teaching staffs were weighted more heavily than those from small teaching staffs to make the estimates of what all Michigan high school teachers are like unbiased. Table 8 , indicated both the raw number and per cent base for the weighted data by distribution according to TABLE 7«— Head of School Bus Operations. Athletic Classification General Information Total Per cent School system has official printed policies concerning school bus operations. Metro Non Metro 83 12 39 56 87.456 12.6?5 41.1% 58.956 2 .6% 1.856 Public A Number interviewed. Non Public B 25 D 95 19 10056 20 .056 30.556 26. 356 23.2 % 2 .156 10 .556 29 C 22 2.456 TABLE 8.— High School Teacher. Athletic Classification General Information Total __________________________________ A Raw number interviewed. Per cent d^hf p H 1 116 27 100* B 34 Non Non Public Public Metro Metro D_______________________________ C 29 26 93 23 59 57 23.3* 29-3% 25.0* 22.4* 80.2* 19.8* 50.9* 49.1* 4483 2416 3991 492 3039 1444 100* 53.9* 24.5* 14.5* 7.1* 89.0* 11.0* 6 7 .8* 32.2* PT'vi owtari number. Per cent 1098 652 317 Planned, coordinated, safety curriculum teacher may follow. 3 .8* 4.8* 2.7* 3-5* 4.2* 1 .0 * 9 .6 * Teachers who follow the planned safety curriculum closely. 3 .8* 4.8* 2.7? 3-5* 4.2* 1 .0 * 9 .6* Safety resource person to whom teacher may turn for assistance. 3 .8* 4.8* 2.7* 3-5* 4.2* 1 .0 * 9 -6 * How often teacher turns to safety resource person. Very often No response Fairly often 2.6* Not very often 1.7* Hardly ever 4.8* 10.8*17.4* 5-0* 2.7* 3.5* 3.2* 3-5* 2.9* 8.0* 2.0* 5.4* 12.1* 14.8* 2.2* 34 classification and the weighted number and per cent by distribution according to classification for the high school teachers interviewed. In addition, Table 8 indicated the percentage of school systems that had a planned, coordinated, safety curriculum which the high school teacher could follow; the percentage of high school teachers who followed closely the planned, coordinated, curriculum; the percentage of school systems that had a safety resource person to whom the high school teacher could turn for assistance; and the percentage of degree of frequency that high school teachers called upon the safety resource person for assistance. 8. A study of the responsibilities, training, and time involvement in traffic safety education of driver education teachers in 120 Michigan high schools. These results were weighted so that the sample reflected the characteristics of the total population of driver education teachers in Michigan. Since only one teacher was studied in each high school, the answers of teachers in high schools with large teaching staffs were weighted more heavily than those from small teaching staffs to make the estimates of what all Michigan driver education teachers are like unbiased. Both the raw number and percentage base for the weighted data and the weighted number and percentage for 35 the driver education teachers interviewed were shown by distribution according to classification and appeared in Table 9. 9. A study of the responsibilities, training, and time involvement in traffic safety education of junior high school principals from Junior high schools which sent more than 50 per cent of their students into the 120 Michigan high schools. These findings were weighted according to the size of the teaching staffs in the 120 high schools studied so they reflected what all junior high school principals in Michigan were like. Table 10, indicated the raw number and percentage base for the weighted data and the weighted number and percentage by distribution according to classification for the junior high school principals interviewed. Table 10 also indicated the percentage of junior high school principals who had designated a safety education coordinator or supervisor for the grades for which he was responsible and the percentage of junior high schools that had a school safety patrol. 10. A study of the responsibilities, training, and time involvement in traffic safety education of junior high school teachers from junior high schools which sent more than 50 per cent of their students into the 120 Michigan high schools. These findings were weighted according to the size of teaching staffs in the 120 high TABLE 9*— Driver Education Teacher. Athletic Classification General Information Total __________________________________ A Raw number interviewed. Per cent Weighted interview number. Percent B 28 C 96 25 100? 26.0? 29.2? 24.0? 3907 2220 100? 56.8? 23.6? 13.6? 923 Non . Non Public Public Metro Metro D_______________________________ 23 531 20 90 20.8? 233 6.0? 93.8? 3834 98.1? 6 42 54 6.3? 43.8? 56.3? 2508 1399 64.2? 35.8? 73 1.9? TABLE 10.— Junior High School Principal. Athletic Classification General Information Total _____________________________________A Raw number interviewed. Per cent Weighted interview number. Per cent 94 26 100% 3960 100? B 30 Non Non Public Public Metro Metro D__________________________________ C 83 11 46 48 27.7? 31-9? 20.2? 20.2? 88.3? 11.7? 48.9? 51.1? 2307 3723 237 2680 1280 959 19 472 19 222 5 8 .3? 24.2? 11.9 ? 5.6? 94.0? 6.0? 67-7? 32.3? Person designated as safety education coordinator or supervisor for grades for which you are responsible. 29.1? 35-0? 20.8? 25.6? 10.8? 25.9? 78.9? 36.6? 1 3 -3? School safety patrol for building. 18.6? 12.7? 1 8 .2? 43.0? 28.8? 14.7? 78.5? 20.6? 14.4? Person designated responsible for school safety patrol. 17.6? 12.7? 14.9? 43.0? 25.7? 13-7? 78.5? 19-4? 13.8? 38 schools studied so as to reflect what all junior high school teachers in Michigan were like. Table 11, Indicated both the raw number and percentage base for the weighted data by distribution according to classification and the weighted number and per cent by distribution according to classification for the junior high school teachers interviewed. In addition, Table 11 revealed the percentage of school systems that had a planned, coordinated, safety curriculum which the junior high school teacher could follow; the percentage of junior high school teachers who followed closely the planned curriculum; the percentage of school systems that had a safety resource person upon whom the junior high school teacher could call for assistance; and the percentage of degree of frequency that junior high school teachers called upon the safety resource person for assistance. 11. A study of the responsibilities, training, and time involvement in traffic safety education of the elementary school principals from elementary schools which sent more than 50 per cent of their students Into the 120 Michigan high schools. These findings were weighted according to the size of teaching staffs In the 120 high schools studied so that they reflected what all elementary school principals in Michigan were like. i TABLE 11.— Junior High School Teacher. Athletic Classification Non Non General Information Total Public Public Metro Metro __________________________________ A B C D_______________________________ Raw number interviewed. Per cent Weighted interview number. Per cent 105 26 10055 4117 100* 30 88 17 53 52 24.8* 28.6* 25.7* 21.0* 8 3 .8* 16.2* 50.5* 49.5* 2272 38 I6 301 2790 1327 966 27 611 55.2* 23-5* 14.8* 22 268 6 .5 * 92.7* 7-3* 6 7 .8 * 32.2* Planned, coordinated, safety curriculum teacher may follow. 2.8* 11.3* 2.6* 2.9* 2.3* 2.3* 4.0* Teachers who follow the planned safety curriculum closely. 1.9* 7.5* 2.6* 1.9* 2.3* .9* 4.0* 6.1* 5.0* Safety resource person to whom teacher may turn for assistance. 6.0* 2.0* 1 8 .2* 9 ,3* 3.9* 10.4? How often teacher turns to safety resource person. Very often Fairly often Not very often Hardly ever No response .2* 2.8* 3 .0 * 3.0* 2.0* 6.5* 11.7* 2.6* 3-7* 2.7* 2.9* 3.2* 2.3* .6? 2.6* 3.3* 1.3* 6 .5 * no In Table 12, the raw number and percentage base and the weighted number and percentage by distribution according to classification for the elementary school principals interviewed was Indicated. Table 12 also indicated the percentage of elementary school principals who had designated a safety education coordinator or superivsor for the grades for which he was responsible and the percentage of elementary schools that had a school safety patrol. 12. A study of the responsibilities, training, and time involvement In traffic safety education of elementary school teachers from elementary schools which sent more than 50 per cent of their students Into the 120 Michigan high schools. These findings were weighted according to the size of teaching staffs in the 120 high schools studied so they reflected what all elementary teachers In Michigan were like. The raw number and percentage base for the ^‘ ^eighted data and the weighted number and percentage for the elementary school teachers Interviewed was revealed in Table 13, by distribution according to classification. Also in Table 13 there appeared the percentage of school systems that had a planned curriculum which the elementary teacher could follow; the percentage of elementary teachers who followed closely the planned curriculum; the percentage of school systems that had TABLE 12.— Elementary School Principal. Athletic Classification General Information Total Public A Raw number interviewed. Per cent Weighted interview number. Per cent B C Non Public Metro Non Metro D 90 17 55 52 24.356 29.956 2 6 .2* 19.6* 84.1* 15.9* 51.4* 48.6* 2310 3838 386 2861 1363 107 26 100* 4224 32 1021 28 638 10056 54 .756 24.2* 15.1* 21 255 6.0* 90.9* 9.1* 67.7* 32.3? Person designated as safety education coordinator or supervisor for grades for which you are responsible. 59-7* 6 5 .8* 49.9* 55.3* 54.5* 56.9* 87.0* 63.1* 52.4* School safety patrol for building. 83.6* 90.7* 76.4* 73.2* 74.1* 82.8* 91.7* 87.2* 76.1* Person designated respon­ sible for safety patrol. 76.5* 8 3 .6* 65.0* 69-9* 74.1* 75.5* 86.0* 77.4* 74.5* TABLE 13.— Elementary School Teacher. Athletic Classification General Information Total Public B Raw number interviewed. Per cent Weighted interview number. Per cent 34 Mon Public Metro Non Metro 55 D 113 27 27 100* 23.9* 30.1* 23.9* 22.1* 4444 2416 1098 100* 54.4* 24.7* 13.7* 611 25 319 7.2* 93 20 58 82.3* 17.7* 51.3* 3991 453 3025 89.8* 10.2* 68.1* 31.9* 48.7* 1419 Plannedjcoordinated, safety curriculum teacher may follow. 22.5* 26.6* 13.8* 2 6 .2* 14.7* 24.0* 9-7* 22.0* 23.5* Teachers who follow the planned safety curriculum closely. 18.9* 21.8* 13.8* 19.1* 14.7* 20.0* 9.7* 20.6* 15.4* Safety resource person to whom teacher may turn for assistance. 52.0* 67.3* 36.6* 26.2* 38.2* 56.0* 17.0* 55.0* 45.6* 3.1* 8.9* 2.2* 9.8* 4.9* Not very often 2 3 -2* 28.8* 20.7* 11.5* 12.5* 24.4* 12.8* 23.9* 21.8* Hardly ever 20.5* 2 5 .2* 13.0* 14.7* 22.6* 2 2 .1 % 2.0* 21.4* 18.8* How often teacher turns to safety resource person. Very often Fairly often No response 8.2? 13.4* 2.9* 43 a safety resource person upon whom the elementary school teacher could call for assistance; and the percentage of degree of frequency that elementary school teachers called upon the safety resource person for assistance. 13. A study of the responsibilities, training, and time involvement in traffic safety education of school bus drivers in 120 Michigan high schools. These findings were weighted according to the size of the teaching staffs in the 120 high schools studied so they reflected what all school bus drivers in Michigan were like. Both the raw number and percentage base for the weighted data and the weighted number and percentage for the school bus drivers interviewed appeared by distribution according to classification in Table 14. The ages of school bus drivers interviewed also appeared in Table 14. Summary In this chapter the method of sampling, selection of feeder system, selection of interviewees, development of the instrument, and delineation of the study were presented. In the following chapter the analysis of the data may be found. TABLE 14.— School Bus Driver. Athletic Classification General Information Public Total A Raw number interviewed. Per cent Weighted interview number. B 30 22 95 19 100? 20.0$ 31.6$ 25-3$ 2 3 .2$ 3951 2140 10058 54.2$ 24.7$ 14.8$ 976 584 Metro Non Metro D C 24 Non Public 251 83 12 39 56 87.4$ 12.6$ 41.1$ 58.9$ 3727 224 2533 1418 6.4$ 94.3$ 5.7$ 64.1$ 35.9$ 2.6$ 16.7$ .7$ 14.3$ .6$ 3.0$ 4.8$ 6.5$ 5.1$ 8.1$ 3 *6$ 8.3$ 17-9$ 6.6$ 13.0$ 36-40 1 3 .8$ 13.5$ 12.2$ 1 9 .2$ 10.0$ 14.0$ 9.8$ 14.3$ 12.8$ 41-45 11.6$ 11.7$ 11.2$ 12.3$ 10.4$ 12.0$ 4.0$ 10.7$ 13.2$ 46-50 3 1 .6 $ 49.3$ 6.4$ 13-5$ 21.5$ 32.9$ 11.2$ 41.8$ 13.5$ 51-55 13.5$ 7.2$ 18.4$ 26.5$ 17.5$ 11.8$ 42.9$ 11.0$ 1 8 .1 $ 56-60 7.3$ 5.4$ 13.8$ 7.8$ 7.3$ 7.3$ Over 60 5.7$ 18.8$ 6.0$ 2.6$ 11.1$ Per cent Age of bus drivers. 21-25 1.4$ 26-30 6.2$ 4.6$ 31-35 8.9$ 8.3$ 13.0$ 6.3$ 12.5$ 6.3$ 15.5$ 7.0$ CHAPTER IV ANALYSIS OP THE DATA Introduction In the preceding chapter the design and methodology of the study was presented. of the data may be found. In this chapter the analysis The chapter was divided Into thirteen sections, one for each of the thirteen Job classifications chosen for study. These thirteen Job classifications were school board members, superintendent of schools, high school principals, high school teachers, driver education teachers, heads of driver education, heads of school bus operations, heads of safety education, Junior high school principals, Junior high school teachers, elementary school principals, elementary school teachers, and school bus drivers. Each of the thirteen sections was composed of three tables. The first table in each section was concerned with responsibilities held, the second table was concerned with training, and the third table with time involvement. Data for each table was categorized according to athletic, public, non-public, metropolitan, and non-metropolitan *5 *»6 classifications. Several comparisons were made within and between tables. High School Principal A scientifically designed sample provided the data for this section which was concerned with responsibilities held, training, and time involvement of high school principals in traffic safety education. Responsibilities Data in Table 15* indicated that: 1. Approximately 76 per cent of the high school principals made policy decisions concerning the safety of students for whom they were responsible. High school principals in non-public schools were involved to a greater degree than were high school principals in public schools. Involvement by high school principals in pedestrian, bicycle, and passenger safety policy decision making varied. However, high school principals in Class C schools were involved more often in pedestrian and bicycle safety decision making while the high school principals in non-public schools indicated the greatest involvement in making policy decisions concerning passenger safety. 2. High school principals in Class A and B schools were involved more often in making policy decisions concerning the driver education program than were the TABLE 15.— High School Principal. Athletic Classification Responsibilities Total % Make policy decisions con­ cerning safety for students.76.1 Public A B t t 77.8 74.3 C --f--- 75.9 Non Public Metro Non Metro % % D j 76.9 j 71.3 % 95.7 76.7 7 5 .4 Make policy decisions on pedestrian safety. 52.1 44.4 48.6 65.5 50.0 48.9 65.2 53.3 50.9 Make policy decisions on bicycle safety. 31.6 22.2 34.3 37.9 30.8 33.0 26.1 28.3 35.1 Make policy decisions on passenger safety. 54.7 33-3 51.4 69.0 65*4 51.1 69.6 48.3 61.4 Make policy decisions concerning the driver education program. 53-8 66.7 60.0 44.8 42.3 64.9 8.7 48.3 59.6 Supervise the driver education program. 55*6 55*6 57.1 62.1 46.2 67.0 8.7 48.3 63.2 In charge of school safety patrol in building. 1.7 1.7 1.8 7.7 1.1 4.3 Teaching of traffic safety education required in school system in all grades for which you are responsible. 11.1 18.5 14.3 Require traffic safety education to be taught in all grades for which you are responsible. 9.4 11.1 5.7 Require pedestrian safety to be taught. 3.4 7.4 2.9 6.9 11.5 11.7 8.7 11.7 10.5 15*4 7.4 17.4 8.3 10.5 3.8 3.2 4.3 3.3 3.5 4=CD Require bicycle safety to be taught. 3.4 Require passenger safety to be taught. 6.0 Supervise traffic safety education. 9.4 2.9 11.5 2.1 8.7 7.4 2.9 15.4 4.3 13.0 3.3 8.8 ll.l 14.3 11.5 9.6 8.7 6.7 12.3 7.0 49 other high school principals. High school principals in public schools participated to a much greater degree in policy decision making and supervision of driver education programs than did high school principals in non-public schools. See Table 2, for the percentages of public and non-public high schools that taught driver education. 3. Of the high school principals in Class A, B, C, and D schools, only high school principals in Class D schools indicated they were in charge of the school building safety patrol. The high school principals in non-public schools were more often in charge of the school building safety patrol than were the high school principals in public schools. 4. About 11 per cent of the high school principals indicated that the school system required that traffic safety education be taught in all grades for which they were responsible. A larger percentage of high school principals in Class D schools required traffic safety education to be taught in all grades for which they were responsible than did high school principals in Class B and C schools. Approximately 17 per cent of the high school principals in non-public schools required traffic safety education to be taught in all grades for which they were responsible, whereas only 7.4 per cent of the high school principals in public schools required 50 traffic safety education to be taught in all grades for which they were responsible. More high school principals in Class D schools required bicycle and passenger safety to be taught than did their counterparts. High school principals in Class B schools supervised traffic safety education more often than did the principals of Class A, C, and D high schools. High school principals in Class C schools indicated they did not supervise traffic safety education. Training The data shown in Table 16, indicated: 1. More than half of the high school principals have received preparation in general safety education from sources other than formal college courses. Approximately 67 per cent of the high school principals have read a general safety education book. This figure is less than the corresponding figures for both Junior high and elementary school principals. See Tables ^0 and M6, respectively. 2. Data for high school principals revealed no training for school safety patrol responsibilities. The percentage of high school principals who have read material in the past three years from organizations interested in school safety patrols was an exact duplication of the data which indicated the percentage TABLE 16.— High School Principal. Athletic Classification Training Total Public Non Public Metro Non Metro % otfo i % A * B C D % t % % Took a general safety education course for college credit. 26.5 29.6 20.0 27.6 30.8 27.7 21.7 25.0 28.1 Received general safety education from other than formal college courses. 59.8 77.8 57.1 62.1 42.3 59.6 60.9 68.3 50.9 Have read a general safety education book. 67.5 81.5 57.1 65.5 69.2 64.9 78.3 70.0 64.9 Have taken a driver education course. 38.5 18.5 40.0 37.9 57.7 41.5 26.1 25.0 52.6 Have read a driver education textbook. 79-5 85.2 80.0 69.0 84.6 81.9 69.6 75.0 84.2 Have training for school safety patrol responsibilities. No response 7.7 1.1 4.3 1.7 1.8 Have read materials in the past 3 years from organizations interested in safety patrol. 1.7 52 of high school principals in charge of school building safety patrols. See Table 15* Time Involvement Data in Table 17, pointed out that 69 per cent of the high school principals in Class D high schools devoted less than one per cent of their time to traffic safety education activities. Superintendent of Schools This section concerned itself with data collected from a scientifically designed sample of school superin­ tendents and their responsibilities, training, and time Involvement in traffic safety education. Responsibilities Table 18, pointed out that: 1. School superintendents in Class D schools were more often involved in making policy decisions concerning the safety of students for whom they were responsible than were the other superintendents. Approximately 85 per cent of the school superintendents in public schools were Involved in making policy decisions concerning student safety as compared to 65 per cent of the school superintendents in non-public schools. 2. School superintendents in public schools were involved more often in making policy decisions concerning TABLE 17.— High School Principal. Athletic Classification B C Non Non Public Public Metro Metro D__________________________________ £ % % % i Less than 1 per cent 61.5 63.0 68.6 62.1 50.0 64.9 2 to 3 per cent 22.2 33.3 20.0 20.7 15.4 4 to 5 per cent 4.3 8.6 3.4 6 to 10 per cent 2.6 Time Involvement Total _________________________________ A ~ % % % % 47.8 61.7 61.4 24.5 13.0 25.0 19.3 3.8 4.3 4.3 1.7 7.0 7.7 2.1 4.3 1.7 3.5 3.4 3.8 1.1 8.7 1.7 3.5 6.9 19.2 2.1 21.7 6.7 5.3 Per cent of time devoted to traffic safety education 11 per cent and above None 2.6 6.0 3.7 2.9 TABLE 18.— Superintendent of Schools. Athletic Classification Non Responsibilities Total Public Public __________________________________ A B C D__________ % % Non Metro i % i % % Make policy decisions concerning safety for students. 81.3 67.9 83.8 84.0 90.9 84.8 6 5 .0 78.9 83.6 Make policy decisions on pedestrian safety, 6 7 .0 57*1 67*6 68.0 77*3 68.5 60.0 68.4 65*5 Make policy decisions on bicycle safety. 65.2 57.1 70.3 60.0 72.7 67.4 55-0 66.7 63.6 Make policy decisions on passenger safety. 72.3 46.4 81.1 84.0 77.3 76.1 55.0 64.9 80.0 Make policy decisions concerning school safety patrols. 27.7 25.0 32.4 28.0 22.7 32.6 5.0 17.5 38.2 In charge of school safety patrol for school system. 1.8 Make policy decisions concerning adult crossing guards. 20.5 25.0 24.3 20.0 9.1 22.8 10.0 15.8 25.5 Make policy decisions concerning driver education program. 61.6 46.4 62.2 72.0 68.2 73.9 5.0 49.1 74.5 5.4 % Metro 2.2 %~~ 3.6 Make policy decisions concerning bus trans­ portation for students. 71.4 64.3 62.2 88.0 77.3 83.7 15.0 56.1 87.3 Require traffic safety education to be taught in all elementary grades in school system. 52.7 53 .6 56.8 48.0 50.0 53.3 50.0 52.6 52.7 Supervise traffic safety education in the elementary grades. 8.0 10.8 12.0 1.8 14.5 Require traffic safety education to be taught in all Junior high or middle schools in school system. 21.4 17 .9 Supervise traffic safety education in Junior high or middle schools. 4.5 Require traffic safety education to be taught in all high school grades in the school system. 19.6 25 .0 Supervise traffic safety education in high school grades. 2.7 9.1 9.8 VJ! U1 35.1 12.0 5.4 12.0 24.3 12.0 2.7 8.0 13.6 17.4 40.0 5.4 13.6 18.5 3.3 25.0 22.8 20.0 1.8 7.3 15.8 23.6 5.5 56 pedestrian, bicycle, and passenger safety than were school superintendents in non-public schools. Of the school superintendents from Class A, B, C, and D schools, those from Class A schools were involved the least in making policy decisions concerning the aforementioned areas. 3. About 28 per cent of the school superintendents made policy decisions concerning school safety patrols. Approximately 33 per cent of the public school superin­ tendents made policy decisions concerning school safety patrols as compared to five per cent of the school superintendents in non-public schools. Only 1.8 per cent of the school superintendents indicated they were in charge of school safety patrols. 4. School superintendents in non-metropolitan schools were involved to a greater degree in formulating policy for school systems concerning adult crossing guards, driver education, and school bus transportation than were the school superintendents from metropolitan schools. School superintendents in Class A schools were more often involved in making policy decisions concerning adult crossing guards while school superintendents in Class C schools were more often concerned with policy decision making for driver education and school bus transportation. Approximately 7^ per cent of the school superintendents in public schools made policy decisions 57 concerning driver education as compared to five per cent of the school superintendents in non-public schools. 5. More school superintendents in Class B schools required traffic safety education be taught in all elementary grades in the school system than any of their counterparts. The difference in involvement between school superintendents in public and non-public schools is this area was not great, with only slightly more involvement indicated by the public school superintendent. Neither school superintendents in Class A nor in non­ public schools supervised traffic safety education in the elementary grades. School superintendents in metropolitan schools were involved to a much lesser degree in this area than were the school superintendents in non­ metropolitan schools. 6. The percentage of school superintendents who required traffic safety education to be taught in all junior high or middle school grades in the school system was less in every instance than the like figure for the elementary grades. The percentage of school superin­ tendents who supervised traffic safety education in the Junior high or middle school grades was also less or the same as the like figure for the elementary grades. The figures for superintendents in Class C and metropolitan schools were the same. School superinten­ dents in non-public schools indicated they did not 58 supervise junior high or middle school traffic safety education activities. 7. While the total percentage figure of school superintendents who required traffic safety education be taught in all high school grades was lower than the junior high or middle school, the school superintendents, in Class A schools showed a small increase. The supervision of traffic safety education was less in every instance for the high school. School superin­ tendents in non-public schools indicated they did not supervise high school traffic safety education. Training Table 19 1. revealed that: While approximately 7^ per cent of the school superintendents received preparation in general safety education from sources other than formal college courses, only 20 per cent have taken general safety education courses for college credit. A much larger percentage of school superintendents in public schools have taken safety education courses for college credit than have school superintendents in non-public schools. Approx­ imately 90 per cent of the non-public school superinten­ dents have read a safety education book while the figure for all school superintendents is 83 per cent. 2. Far more school superintendents have read a driver education text than have taken a driver education TABLE 19.— Superintendent of Schools. Athletic Classification Non Non Training Total Public Public Metro Metro __________________________________ A B C D_______________________________ % % % i i % i"~ % Took a general safety education course for college credit. 20.5 10.7 21.6 2*1.0 27-3 23.9 5.0 15.8 25.5 Received general safety education from other than formal college courses. 74.1 89.3 67.6 64.0 77.3 79-3 50.0 73.7 74.5 Have read a general safety education book. 8 3 .0 85.7 86.5 76.0 81.8 81.5 90.0 82.5 83.6 Took a driver education course for college credit. 25.0 3.6 21.6 40.0 40.9 28.3 10.0 19*3 30.9 Have read a driver education textbook. 80.4 82.1 75-7 80.0 86.4 88.0 45.0 71.9 8 9 .1' Have training for school safety patrol respon­ sibilities. 1.8 5.4 2.2 3-6 Have read materials in the past 3 years from organizations interested in safety patrols. 1.8 5*^ 2.2 3.6 60 course for college credit. Eighty-eight per cent of the public school superintendents have read a driver education text as compared to 45 per cent for the school superintendents in non-public schools. 3- The figures listed for training for school safety patrol responsibilities and for materials read in the past three years concerning school safety patrols were the same as those figures given in Table 18, for the school superintendents in charge of the school safety patrol for the school system. Time Involvement Table 20 indicated that 95 per cent of the school superintendents in non-public schools and 64.1 per cent of the school superintendents in public schools devoted less than one per cent of their time to traffic safety activities. Board of Education Member This section was concerned with data resulting from a scientifically designed sample to determine the responsibilities, training, and time involvement in traffic safety education by board of education members. Responsibilities Table 21 revealed that school board members were involved in varying degrees in the formulation of school system policy governing traffic safety education 1 TABLE 20.— Superintendent of Schools. Athletic Classification Non Non Time Involvement Total Public Public Metro Metro __________________________________ A B G D__________________________________ % % i % Less than 1 per cent 66.1 71.4 75.7 60.0 50.0 63.0 2 to 3 per cent 15.2 14.3 13.5 16.0 18.2 17.4 4 to 5 per cent 8.9 10.7 8.1 12.0 4.5 10.9 6 to 10 per cent 5-4 2.7 8.0 13.6 6.5 10.9 4.5 1.1 1.8 9.1 1.1 t % i j j 80.0 77.2 54.5 5.0 12.3 18.2 7.0 10.9 Per cent of time devoted to traffic safety education. 11 per cent and above None .9 3.6 3.6 4.0 15.0 . 3-5 3.6 ' TABLE 21.— Board of Education Member. Athletic Classification Responsibilities Total % A * B C D t % i Public Non Public Metro Non Metro t $ t i Board makes policy decisions concerning safety for students. 91 »7 100 90.6 84.6 91.7 94.4 77.8 92.6 90.7 Board makes policy decisions on pedestrian safety. 68.5 80.8 71.9 69.2 50.0 70.0 61.1 72.2 64.8 Board makes policy decisions on bicycle safety. 51 *9 65.4 50.0 53.8 37.5 54.4 38.9 55.6 48.1 Board makes policy decisions on passenger safety. 76.9 73.1 84.4 84.6 62.5 82.2 50.0 74.1 79.6 Board makes policy decisions concerning safety patrols. 38.0 46.2 46.9 34.6 20.8 40.0 27.8 37.0 38.9 Board makes policy decisions concerning adult crossing guards. 30.6 38.5 43.8 26.9 8.3 34.4 11.1 33.3 27.8 Board makes policy decisions concerning driver education program. 68.5 84.6 75.0 65.4 45.8 81.1 5.6 63.0 74.1 Board makes policy decisions concerning bus transportation for students. 77.8 76.9 81.3 84.6 66.7 86.7 33.3 68.5 87.0 63 activities. The areas of least involvement by board of education members were those concerning school safety patrols and adult crossing guards. In every instance concerning the formulation of policy decisions in traffic safety education activities, the public school board member was more often involved than the non-public school board member. Approximately 8l per cent of the school board members in public schools made decisions concerning the driver education program as compared to only 5.6 per cent for the school board members in non-public schools. Training Data presented in Table 22 indicated that: 1. Slightly less than 60 per cent of the school board members have attended a college or university. this number, only Of .9 per cent took a general safety education course for college credit. A total of 48.1 per cent received preparation in general safety education from sources other than formal college courses while 55*6 per cent Indicated they have read a general safety education book. Board of education members from Class A, B, D, non-public, and metropolitan schools indicated they had not taken a general safety education course for college credit. 2. No board of education member had taken a driver education course for college credit; however, TABLE 22.— Board of Education Member, Athletic Classification Training Total of P Have attended a college or university. Took a general safety education course for college credit. 59-3 T T T c D 80.8 56.3 57-7 41.7 A B 3-8 .9 Public Non Public Metro Non Metro T T T T 58.9 61.1 72.2 46.3 1.1 1.9 Received general safety education from other than formal college courses. 48.1 46.2 46.9 46.2 54.2 44.4 66.7 48.1 48.1 Have read a general safety education book. 55.6 46.2 50.0 53.8 75.0 51.1 77-8 55.6 55.6 Took a driver education course for college credit. Mo response Have read a driver education textbook. 52.8 46.9 61.5 45.8 51.1 61.1 64.8 40.7 57.7 65 52.8 per cent indicated they had read a driver education textbook. Time Involvement Table 23 indicated slightly more than 70 per cent of the school board members devoted less than one per cent of their time to traffic safety education activities. Board of education members in public schools devoted 68.9 per cent of their time to traffic safety education activities as compared to 83*3 per cent for board of education members in non-public schools. Head of Driver Education A scientifically designed study of the heads of driver education and their responsibilities, training, and time involvement provided the data found in this section. Responsibilities Data from Table 24 showed that: 1. Eighty per cent o f the heads of driver education are in charge o f one high school. Heads of driver education in public schools were more often in charge of one high school than were heads of driver education in non-public schools. 2. Approximately 72 per cent of the heads of driver education were teaching driver education at the time of the interview. Of these, 71.1 per cent taught TABLE 23*— Board of Education Member. Athletic Classification Time Involvement Total * fQ A B C D % i t i Non Non Public Public Metro Metro i % % t Per cent of time devoted to traffic safety edu­ cation. Less than 1 per cent 67.6 76.9 56.3 73.1 66.7 66.7 72.2 66.7 68.5 2 to 3 per cent 18.5 11.5 28.1 19.2 12.5 20.0 11.1 18.5 18.5 4 to 5 per cent 8.3 3.8 12.5 3.8 12.5 8.9 5.6 5.6 11.1 •9 3.8 6 to 10 per cent 11 per cent and above None 1.1 1.9 No response 3.7 3.8 3.8 8.3 2.2 11.1 5.6 1.9 TABLE 24.— Head of Driver Education. Athletic Classification Responsibilities Total V Public A B C D % % % % i Non Public Metro Mon Metro % % * Number of high schools for which you are responsible as head of driver education. None 1.1 One 80.0 48.0 Two 8.9 Three 1.2 3-7 2.5 89-5 89.5 83.1 42.9 65.0 92.0 20.0 5.3 10.5 6.0 42.9 10.0 8.0 12.0 5.3 3.6 14.3 10.0 96.3 Pour 3-3 12.0 3.6 7.5 Seven 1.1 4.0 1.2 2.5 Twenty-six 1.1 4.0 1.2 2.5 Presently teaching driver education. 72.2 68.0 Teach on a multiple car off-street driving range. 12.2 36.0 3.3 4.0 Teach in a driving simulator. 70.4 68.4 84.2 10.5 3-7 5.3 72.3 71.4 67.5 76.0 12.0 14.3 20.0 6.0 2.4 14.3 2.5 4.0 Teach practice driving on the street. 64 .0 70. 4 68.4 84.2 71.1 71.4 65.0 76.0 Teach classroom phase of driver education. 70.0 60 .0 70.4 68.4 84.2 69.9 71.4 62.5 76.0 Make policy decisions concerning the driver education program. 87.8 92 .0 81.5 89.5 89.5 89.2 71.4 8 5 .O 90.0 Make on-the-spot obser­ vations of your driver education teachers. 73*3 88 .0 51.9 78.9 78.9 74.7 57.1 75.0 72.0 71,1 Provide in-service education for driver education teachers. 38.9 72 .0 22.2 26.3 31.6 39-8 28.6 47.5 32.0 Responsible for adminis­ tration and organization of in-service education. 36.7 72 .0 18.5 26.3 26.3 37.3 28.6 47.5 28.0 8 .0 3.7 5.3 5.3 6.0 7.5 4.0 In charge of school patrol for the entire system. ON CO 5.6 69 on the street driving, 70 per cent taught the classroom phase, 12.2 per cent taught on a multiple car off-street range, and 3*3 per cent were teaching in a driving simulator. Heads of driver education in Class C schools indicated they did not teach in a driving simulator while heads of driver education in Class B and D schools indicated they did not teach on multiple car off-street driving ranges. 3. Heads of driver education in public schools were more often involved in formulating policy for driver education and in making on-the-spot observations of driver education teachers than were the heads of driver education in non-public schools. A higher percentage of the heads of driver education were involved in making policy decisions than were involved in making on-the-spot observation of driver education teachers. 4. Heads of driver education in Class A schools were involved in providing in-service education and being responsible for administration and organization of in-service education to a much greater degree than were the other heads of driver education. Also, the heads of driver education in Class A schools were in charge of the school safety patrol for the school system more often than their contemporaries. Heads of driver education in non-public schools were not in charge of school safety patrol activities for the school system in any degree. 70 Training Data in Table 25 revealed that: 1. Approximately 71 per cent of the heads of driver education in non-public schools had experience teaching driver education while 88 per cent of the heads of driver education in public schools had experience teaching driver education. 2. More heads of driver education have read material in the past three years concerning school safety patrol activities than have had specific training for school safety patrol responsibilities. No heads of driver education in Class B or non-pub]ic schools have had specific training for school safety patrol activities. 3. Only 28 per cent of the heads of driver education held an undergraduate teaching minor or its equivalency in traffic safety education. More heads of driver education in non-public schools held an undergraduate teaching minor or its equivalency in traffic safety education than did heads of driver education in public schools. However, 14.5 per cent of the heads of driver education in public schools held a Master's degree in or with emphasis in traffic safety education while none of the heads of driver education in non-public schools held a like degree. TABLE 25*— Head of Driver Education. Athletic Classification Training Total _________________________ A ~ Have driver education teaching experience. $ 86.7 B C Non Non Public Public Metro Metro D_______________________________ ^ ? % 92.0 81.5 Have training for school safety patrol responsi­ bilities . 4.4 Have read materials in the past 3 years from organ­ izations interested in safety patrols. 6.7 4.0 7.4 Have a Master's degree in or with emphasis in driver and traffic safety education. 13.3 32.0 3.7 Have an undergraduate teaching minor or the equivalency of a teaching minor in driver and traffic safety education. 27.8 As part of preparation for a driver education teacher have taken the following courses for college credit. 4.0 89.5 84.2 88.0 % 71.4 f ? 90.0 84.0 10.5 4.8 2.5 6.0 5.3 10.5 7.2 2.5 10.0 5.3 14.5 25.0 4.0 26.3 31.6 26.5 27.5 28.0 5-3 36.0 18.5 j> 10.5 42.9 Driver Education I Basic Course. 86.7 96.0 81.5 84.2 84.2 88.0 71.4 90.0 84.0 Driver Education II Advanced. 51.1 68.0 44.4 47.4 42.1 51.8 42.9 65.0 40.0 Psychological Factors in Traffic Safety. 30.0 52.0 22.2 21.1 21.1 30.1 28.6 42.5 20.0 Safety Education. 30.0 52.0 25.9 15.8 21.1 30.1 28.6 37.5 24.0 First Aid. 63.3 68.0 63.0 57.9 63.2 65.1 42.9 65.0 62.0 Automobile Mechanics. 21.1 28.0 14.8 21.1 21.1 22.9 17.5 24.0 Alcohol Education. 30.0 32.0 22.2 42.1 26.3 28.9 42.9 30.0 30.0 Innovations in Driver Education. 25.6 44.0 14.8 26.3 15.8 24.1 42.9 40.0 14.0 Traffic Engineering. 16.7 36.0 11.1 10.5 5-3 18.1 25.0 10.0 Traffic Communications. 12.2 28.0 3.7 10.5 5.3 13.3 15.0 10.0 Police and Court Traffic Administration. 13.3 20.0 11.1 10.5 10.5 14.5 17.5 10.0 73 *1. Of the courses required in the state of Michigan for special approval to teach driver education, approximately 86.7 per cent of the heads of driver education had taken the basic driver education course while 51 per cent had taken the advanced course and 30 per cent had taken the course in psychological factors. Heads of driver education in public schools had a higher percentage of involvement in every instance except two, in the courses listed for driver education teacher preparation than did the heads of driver education in non-public schools. The areas of exception were alcohol and innovations in driver education. Data further revealed that the heads of driver education in non-public schools had no involvement whatsoever in automobile mechanics, traffic engineering, traffic communications, and police and court traffic adminis­ tration . Time Involvement Data presented in Table 26 indicated that only 20 per cent of the heads of driver education taught driver education during the regular school day while 52.2 per cent taught driver education on Saturdays, or before or after the regular school day, and 64. *1 per cent taught driver education during the summer. About seven per cent of the heads of driver education who taught during the regular school day taught for one hour. Of the heads TABLE 26.— Head of Driver Education. Athletic Classification Time Involvement Total Public % 20.0 32.0 Non Metro D B Teach driver education during the regular school day. "on Public % 0 /0 % Metro 0 ia 3.7 15.8 31.6 19-3 28.6 22.5 18.0 3-7 5.3 21.1 5.3 5.3 6.0 2.4 3.6 3.6 14.3 5.0 2.5 5.0 2.5 8.0 2.0 4.0 4.0 Hours of regular school day spent teaching driver education. One hour Two hours Three hours Pour hours Five hours Six hours Seven hours Eight or more hours Teach driver education on Saturdays, or before or after the regular school day. 6.7 2.2 4.0 4.4 8.0 8.0 3.3 No response 3.3 12.0 No response No response 5.3 5.3 14.3 3.6 7.5 52.2 44.0 55.6 36.8 73-7 51.8 57.1 45.0 58.0 15.6 12.0 18.5 10.5 22.2 15.7 19-3 4.8 14.3 28.6 16.0 24.0 21.1 31.6 5.3 15.0 20.0 22.5 18.0 Hours a week spent teaching driver education on Satur­ days, or before or after the regular school day. 0-5 hours 6-10 hours 11-15 hours 4.4 3.7 10.5 8.0 TABLE 26.— Continued. Athletic Classification Time Involvement % 16-20 hours 21-25 hours 26-30 hours 31-35 hours 36-40 hours Over 40 hours Teach driver education in the summer. Public Total A B C D % t % % 15.8 10.5 5.3 4.0 6.7 4.4 4.0 No response No response 1.1 No response 64.4 64.0 7.4 6.0 4.8 Metro Non Metro i % i 5.0 2.5 8.0 6.0 14.3 1.2 3.7 70.4 i Non Public 57.9 63.2 63.9 5.3 5.3 1.2 1.2 1.2 2.4 16.9 2.4 16.9 2.4 15.7 1.2 2.4 2.0 71.4 65.0 64.0 Number of weeks spent teaching driver edu­ cation during summer. Two weeks Three weeks Four weeks Five weeks Six weeks Seven weeks Eight weeks Nine weeks Ten weeks Eleven weeks Twelve weeks 1.1 1.1 1.1 2.2 1 6 .7 2.2 16.7 3.3 15.6 1.1 3.3 4.0 4.0 24.0 20.0 4.0 8.0 3.7 3.7 18.5 7.4 25-9 3.7 7.4 15.8 5.3 21.1 5.3 10.5 21.1 5-3 21.1 5*3 2.0 2.0 2.0 14.3 2.5 2.5 17.5 2.0 16.0 4.0 14.3 14.3 14.3 15.0 7.5 17.5 14.3 2.5 18.0 14.0 2.0 4.0 TABLE 26.— Continued. Athletic Classification Time Involvement Total % Public A B C D % i % % T Non Public % Metro Non Metro % Number of hours a week spent teaching driver education during the summer. Five hours Six hours Nine hours Fifteen hours Twenty hours Twenty-four hours Thirty hours Thirty-four hours Thirty-five hours Thirty-six hours Thirty-eight hours Forty hours Forty-one hours Forty-four hours Forty-five hours Forty-eight hours 1.1 2.2 1.1 2.2 3.3 3.3 13.3 1.1 3.3 1.1 1.1 21.1 1.1 2.2 5.6 1.1 5.3 4.0 5.3 3-7 5.3 5.3 8.0 24.0 4.0 4.0 16.0 4.0 3.7 11.1 5.3 5.3 5.3 10.5 10.5 7.4 3.7 25.9 3.7 3.7 3.7 3.7 21.1 21.1 10.5 5-3 5-3 1.2 2.4 1.2 1.2 2.4 2.4 14.5 1.2 2.4 1.2 1.2 21.7 1.2 2.4 6.0 1.2 14.3 14.3 14.3 14.3 14.3 2.5 2.5 2.5 7.5 17.5 2.5 5.0 2.5 2.5 7.5 2.5 7.5 2.5 2.0 2.0 2.0 6.0 10.0 2.0 32.0 4.0 4.0 77 of driver education who taught on Saturdays, or before or after the regular school day, 20 per cent taught for six to ten hours a week. During the summer, heads of driver education taught more frequently in the six, eight, and ten week programs. Head of Safety Education Data in this section was the result of a scien­ tifically designed sample of the responsibilities, training, and time involvement in traffic safety education of heads of safety education. Responsibilities Data from Table 27 indicated that: 1. Seventy-five per cent of the heads of safety education were responsible for one high school while 14.3 per cent of the heads of safety education in non­ public schools and 6.9 per cent of the heads of safety education in public schools indicated they were not in charge of any high school. Figures indicated that approximately 56 per cent of the heads of safety education were responsible for one Junior high school. Approximately 39 per cent of the heads of safety education were not responsible for any elementary schools. 2. About 86 per cent of the heads of safety education in public schools were involved in making policy decisions concerning student safety as compared to 4 3 per TABLE 27.— Head of Safety Education. Non Athletic Classification Responsibilities Total Public Non Public Metro Metre i % % A B C D i i % % % 8.3 75.0 16.7 20.0 50.0 50.0 100 80.0 11.1 77.8 11.1 6.9 75.9 17.2 14.3 71.4 14.3 6.3 62.5 31.3 10.0 85.0 5.0 20.0 30.0 42.9 57.1 30.0 70.0 22.2 66.7 11.1 27.6 55.2 28.6 57.1 14.3 25.0 43.8 30.0 65.0 5.0 i High schools for which you are responsible. None One Two Junior high schools for which you are responsible. None One Two Three Pour Five 27.8 55.6 2.8 5.6 5.6 2.8 20.0 20.0 10.0 Jt 12.5 12.5 6.3 6.9 6.9 3.4 Elementary schools for which you are responsible. None One Two Three Five Eight Eleven Fifteen Twenty Twenty-six Twenty-eight Twenty-nine 38.9 25.0 2.8 5.6 5.6 2.8 5.6 2.8 2.8 2.8 2.8 2.8 40.0 42.9 30.0 60.0 10.0 10.0 14.3 14.3 14.3 14.3 44.4 33.3 11.1 10.0 10.0 10.0 10.0 10.0 11.1 34.5 24.1 3.4 3.4 6.9 3.4 6.9 3.4 3.4 3.4 3.4 3.4 57.1 28.6 37.5 12.5 14.3 6.3 6.3 6.3 6.3 6.3 6.3 6.3 6.3 40.0 35.0 5.0 5.0 5-0 5.0 5.0 TABLE 27*— Continued. Athletic Classification Responsibilities A B C Non Non Public Public Metro Metro D_______________________________ % % % % Total ~ % Make policy decisions con­ cerning safety for students.77*8 80.0 85*7 60.0 88.9 % % % % 86.2 42.9 68.8 85.0 Make policy decisions on pedestrian safety. 61.1 60.0 42.9 60.0 77.8 69.0 28.6 43.8 75.0 Make policy decisions on bicycle safety. 50.0 50.0 28.6 40.0 77-8 55-2 28.6 37-5 60.0 Make policy decisions on passenger safety. 66.7 50.0 71.4 60.0 88.9 72.4 42.9 50.0 80.0 Responsible for school safety patrol. 19.4 10.0 14.3 30.0 22.2 17.2 28.6 18.8 20.0 6.3 20.0 Make policy decisions con­ cerning school safety patrol. 13.9 Conduct training sessions for the school safety patrol. 16.7 Make on-the-spot obser­ vations of the school safety patrol. 13-9 Make policy decisions concerning adult crossing guards. 8.3 10.0 14.3 10.0 22.2 17.2 14.3 30.0 22.2 13.8 28.6 12.5 20.0 10.0 14.3 20.0 11.1 10.3 28.6 18.8 10.0 10.0 14.3 6.9 14.3 12.5 5.0 11.1 TABLE 27-— Continued. Athletic Classification B C Non Non Public Public Metro Metro D_______________________________ % % % % % Conduct training sessions for the adult crossing guards. 11.1 20.0 14.3 11.1 10.3 Make on-the-spot obser­ vations of the adult crossing guards. 22.2 20.0 28.6 44.4 Traffic safety education taught in all elementary grades of the school system. 72.2 70.0 85.7 80.0 Responsible for the traffic safety education in the elementary grades. 30.6 50.0 28.6 20.0 Provide a planned, coord­ inated, curriculum for elementary grades. 13.9 Responsibilities Total _ _ ____________________________ A Available as a resource person for elementary school teachers. Teach traffic safety in the elementary grades. 20.0 28.6 25.0 40.0 28.6 8.3 10.0 14.3 % % 14.3 18.8 5.0 20.7 28.6 18.8 25.0 55.6 72.4 71.4 75.0 70.0 22.2 31.0 28.6 43.8 20.0 13.8 14.3 10.0 10.0 % % 18.8 10.0 22.2 27.6 14.3 31-3 20.0 11.1 6.9 14.3 6.3 10.0 TABLE 27-— Continued. Athletic Classification Responsibilities Total % Public A B C D % j t % % Non Public t Metro Mon Metro % i Make on-the-spot obser­ vations of the teaching of traffic safety education in the elementary grades. 13-9 20.0 14.3 10.0 11.1 10.3 28.6 18.8 10.0 Traffic safety education taught in all junior high school grades in the school system. 44.4 5 0 .0 57.1 40.0 33-3 41.4 5 7 .1 56.3 35-0 Responsible for the traffic safety education in the junior high schools. 41.7 30.0 28.6 60.0 44.4 37.9 57.1 37*5 45.0 Provide a plannedscoordin­ ated, curriculum for the junior high school. 13-9 20.0 20.0 11.1 6.9 42.9 25-0 5.0 Available as a resource person for junior high teachers. 33*3 20.0 50.0 33-3 27.6 10.0 22.2 10.0 11.1 Teach traffic safety in the junior high school grades. Make on-the-spot obser­ vations of the teaching of traffic safety education in the junior high grades. 8.3 11.1 20.0 28.6 6.9 57*1 25.0 40.0 42.9 6.3 10.0 28.6 18.8 5.0 TABLE 27.— Continued. Athletic Classification Responsibilities Public Total Non Public Metro Non Metro i % A B C D % % i % i 30.6 50.0 14.3 10.0 44.4 31.0 28.6 31.3 30.0 Responsible for the traffic safety education in the high school grades. 58.3 50.0 71.4 60.0 55.6 62.1 42.9 43.8 70.0 Provide a planned, coord­ inated, curriculum for the high school grades. 8.3 20.0 11.1 6.9 14.3 12.5 5.0 Available as a resource person for high school teachers. 50.0 30.0 71.4 50.0 55.6 55.2 28.6 25.0 70.0 Teach traffic safety in the high school grades. 13.9 20.0 14.3 10.0 11.1 13.8 14.3 12.5 15.0 Make on-the-spot obser­ vations of the teaching of traffic safety education in the high school grades. 25.0 40.0 28.6 10.0 22.2 27.6 14.3 25.0 25.0 Sponsor student organ­ izations concerned with safety in school. 22.2 20.0 42.9 20.0 11.1 20.7 28.6 31.3 15.0 Member of system-wide or school safety committee. 38.9 50.0 42.9 10.0 55.6 37.9 42.9 50.0 30.0 Traffic safety education taught In all high school grades of the school system. % % 83 cent of the heads of safety education In non-public schools. Also, heads of safety education in non- metropolitan schools had a higher percentage of involvement in this area than did heads of safety education in metropolitan schools. Heads of safety education in public and non-metropolitan schools had a higher percentage of involvement in the formulation of policy concerning pedestrian, bicycle, and passenger safety than did the heads of safety education in non­ public and metropolitan schools. 3. Approximately 1*1 per cent of the heads of safety education were involved in policy making decisions concerning school safety patrols. However, heads of safety education in non-public schools were not involved in any degree in making policy decisions concerning school safety patrols. Heads of safety education in non-public schools did, however, have a higher percentage of involvement in conducting training sessions and making on-the-spot observations of the school safety patrol than did the heads of safety education in public schools. Heads of safety education in Class A schools were not Involved in conducting training sessions for the school safety patrol. *1. Heads of safety education in non-public schools indicated a higher percentage of involvement in making policy decisions concerning adult crossing guards, conducting training sessions, and making on-the-spot observations of adult crossing guards than did heads of safety education in public schools. Heads of safety education in Class C schools indicated no degree of involvement in the aforementioned areas concerning adult crossing guards. 5. Slightly more than 30 per cent of the heads of safety education were responsible for traffic safety education in the elementary grades and of these 13.9 per cent provided a planned, coordinated, curriculum for elementary grades. Heads of safety education in Class D schools did not, however, provide a planned, coordinated, curriculum for the elementary grades. Figures further indicated that 8.3 per cent of the heads of safety education taught traffic safety education in the elementary grades while 25 per cent of the heads of safety education were available as a resource person for elementary school teachers. Approximately 1*1 per cent of the heads of safety education made on-the-spot observations of the teaching of traffic safety education in the elementary grades. 6. About U 2 per cent of the heads of safety education were responsible for traffic safety education in the Junior high school and of those, 13.9 per cent provided a planned, coordinated, curriculum. Approximately eight per cent of the heads of safety education taught 85 traffic safety education in the Junior high grades while 33 per cent of the heads of safety education were available as a resource person for Junior high school teachers. Figures further indicated that 11.1 per cent of the heads of safety education made on-the-spot observations of the teaching of traffic safety education in the Junior high school grades. Heads of safety education in non-public schools were involved in a greater degree in making on-the-spot observations of both elementary and Junior high schools than were the heads of safety education in public schools. 7. The total figure of 58.3 per cent of the heads of safety education, who were responsible for the traffic safety education in the high school grades, was larger than the like figures for either elementary or Junior high schools. Approximately eight per cent of the heads of safety education provided a planned, coordinated, curriculum for the high school grades as compared to 13•9 per cent for both the elementary and Junior high school grades. However, involvement was greater for the heads of safety education in being available as a resource person, teaching traffic safety, and making on-the-spot observations of the teaching of traffic safety at the high school level than for either the elementary or Junior high school levels. Slightly more than 72 per cent of the heads of safety 86 education indicated that traffic safety education was taught in all elementary grades of the school system, 44.4 per cent indicated it was taught in all Junior high grades, and 30.7 per cent indicated it was taught in all high school grades. 8. Less than 25 per cent of the heads of safety education sponsored student safety organizations while nearly 39 per cent were members of system-wide or school safety committees. Training Table 28 revealed that: 1. Approximately 92 per cent of the heads of safety education had teaching experience. Slightly more than 93 per cent of the heads of safety education in public schools had teaching experience as compared to 85.7 per cent of the heads of safety education in non-public schools. A figure of 8.3 per cent of the heads of safety education have had specific training for school safety patrol responsibilities; however, heads of safety education in Class D schools had no specific training in school safety patrol responsi­ bilities. More heads of safety education in non-public and metropolitan schools had training relating to school safety patrols than did heads of safety education in public and non-metropolitan schools. A larger percentage of the heads of safety education had read material in the TABLE 28.— Head of Safety Education. Athletic Classification Training Total i Have teaching experience. Public A B C D % % i % 100 80.0 88.9 8.3 10.0 14.3 Have read materials in the past 3 years from organ­ izations interested in safety patrols. 19.4 10.0 14.3 Have a Doctor’s degree in safety education, 2.8 Have a Master’s degree in safety education. 8.3 20.0 Have undergraduate teaching minor in safety education. 5.6 Have training for school safety patrol responsi­ bilities. 91.7 100 t ~ i ' i~ 85*7 93.8 90.0 10.0 6.9 14.3 12.5 5.0 30.0 22.2 17.2 28.6 18.8 20.0 14.3 11.1 10.0 10.3 16.7 30.0 14.3 10.0 11.1 20.7 Took a general safety education course for college credit. 41.7 42.9 20.0 55-6 44.8 6.3 12.5 6.9 Have taken a course in organization and admin­ istration of safety educa­ tion for college credit. 50.0 i Non Metro Metro 93*1 10.0 10.0 Non Public 5.0 12.5 28.6 18.8 15.0 37*5 45.0 i j Received general safety education from other than formal college courses. 77.8 80.0 71.4 80.0 77.8 75.9 85.7 81.3 75.0 Have read a general safety education book. 75*0 80.0 85.7 80.0 55.6 75.9 71.4 81.3 70.0 CO CO 89 past three years concerning school safety patrol activities than had specific training in school safety patrol activities. Slightly more than *11 per cent of the heads of safety education took a general safety education course for college credit while 77-8 per cent received preparation in general safety education from sources other than formal college courses. 2. Data indicated that about three per cent of the heads of safety education had a Doctor's degree in safety education, 8.3 per cent had a Master's degree in safety education, and 5.6 per cent had an undergrad­ uate teaching minor in safety education. Data further indicated that 14.3 per cent of the heads of safety education in non-public schools had a Doctor's degree in safety education while none of the heads of safety education in public schools held the same degree. Approximately ten per cent of the heads of safety education in public schools had a Master's degree in safety education while none of the heads of safety education in non-public schools held a Master's degree in safety education. 3. No heads of safety education in non-public schools have taken a course in the organization and administration of safety education as compared to a figure of 20.7 per cent for the heads of safety education in public schools. In a comparison of the heads of safety education who received preparation in 90 general safety education from sources other than formal college courses, and those who had read a general safety education book, the data varied, but not considerably. Time Involvement Table 29 showed that: 1. Slightly more than one-third of the heads of safety education devoted less than one per cent of their time to traffic safety activities while 5.6 per cent devoted 2 6 to 50 per cent of their time to traffic safety activities. 2. Approximately 86 per cent of the heads of safety education in non-public schools indicated they were presently teaching as opposed to 27.6 per cent of the heads of safety education in public schools. Figures further indicated that 8.3 per cent of the heads of safety education devoted one hour a day to teaching, and 2.8 per cent devoted eight hours a day to teaching. Head of School Bus Operations Attention in this section was directed upon data received from a scientifically designed sample of heads of school bus operations and their responsibilities, training, and time involvement in traffic safety education. TABLE 29.— Head of Safety Education. Athletic Classification Time Involvement Total I A i B C D 28.6 42.9 14.3 30.0 50.0 20.0 33.3 33.3 22.2 % i % Public Non Public % 1 Metro % Non Metro i Per cent of time devoted to traffic safety activities. Less than 1 per cent 2 to 3 per cent 4 to 5 per cent 6 to 10 per cent 11 to 25 per cent 26 to 50 per cent 51 to 75 per cent 76 to 99 per cent 100 per cent Presently teaching. 33.3 30.6 13.9 40.0 5.6 20.0 11.1 20.0 14.3 5.6 20.0 No response No response No response 38.9 20.0 14.3 11.1 34.5 31.0 10.3 6.9 10.3 6.9 28.6 28.6 28.6 14.3 37.5 12.5 6.3 12.5 18.8 12.5 77.8 27.6 85.7 33.3 11.1 22.2 14.3 10.0 6.9 3.4 3.4 3.4 14.3 14.3 12.5 20.0 3.4 28.6 12.5 3.4 3.4 14.3 40.0 31.3 30.0 45.0 20.0 5*0 45.0 Hours a day spent teaching. One hour Two hours Three hours Pour hours Five hours Six hours Seven hours Eight hours Over eight hours 8.3 2.8 5.6 5.6 10.0 No response 8.3 14.3 No response 5.6 2.8 10.0 10.0 11.1 15.0 5.0 10.0 5.0 10.0 6.3 92 Responsibilities From Table 30 data Indicated: 1. Of the heads of school bus operations In non- public schools, 41.7 per cent drove a school bus In addition to their responsibilities as opposed to 25.3 per cent for the heads of school bus operations in public schools. 2. The heads of school bus operations for Class B, C, D, and non-public schools were not involved, whatsoever, in making policy decisions concerning school bus operations, hiring school bus driver, planning routes and schedules, or making on-the-spot observations of school bus drivers. However, in working with teachers and administrators, keeping transportation records, being available to assist in investigation or making accident reports, and being responsible for maintenance of the bus fleet, the percentage of involvement was very high, in several instances 100 per cent. 3* Approximately 71 per cent of the head3 of school bus operations provided pre-service training for bus drivers while the like figure for in-service training was 56.8 per cent. Heads of school bus operations in public schools were more often involved in providing pre-service and in-service training for school bus drivers than were heads of school bus operations in non-public schools. TABLE 30.— Head of School Bus Operations. Athletic Classification . Responsibilities Total Public A B C D j % % j % Drive a bus in addition to duties as head of school bus operations. 27.4 21.1 24.1 Make policy decisions con­ cerning school bus operations. 15*8 Hire school bus drivers. Plan routes and schedules. 3-2 36.0 % 27*3 25-3 Non Public t 41.7 3.6 1.15*3 Metro t 28.2 5*1 1.2 Non Metro j 26.8 1.8 1.8 2.1 10.5 2.4 2.6 1.8 Make on-the-spot obser­ vations of school bus drivers. 3.2 15.8 3.6 5.1 1.8 Work with teachers and administrators to improve bus operations. 98.9 100 100 96.0 100 98.8 100 100 98.2 Keep school transportation records. . 88.4 94.7 75.9 96.0 90.9 91.6 66.7 84.6 91.1 Available to assist in investigating or making accident reports. 98.9 94.7 100 100 100 98.8 100 97.4 100 Responsible for maintenance of school bus fleet. 84.2 78.9 86.2 84.0 86.4 84.3 83.3 76.9 89.3 Provide pre-service training for school bus drivers. 70.5 89.5 58.6 76.0 63.6 72.3 58.3 79.5 64.3 Provide in-service training for school bus drivers. 56.8 73-7 55-2 64.0 36.4 59.0 41.7 56.4 57.1 vo J=- 95 Training Table 31 revealed that: 1. Fifty per cent of the heads of school bus operations in non-public schools had attended school bus driver education classes conducted by the State Universities of Michigan compared to 78.3 per cent for the heads of school bus operations in public schools. 2. About 46 per cent of the heads of school bus operations indicated they had taken the Basic Red Cross Course and 13*7 per cent the Advanced Red Cross Course. Involvement in both Basic and Advanced Red Cross training was greater for the heads of school bus operations in public and metropolitan schools than for heads of school bus operations in non-public and non­ metropolitan schools. 3. Less than 25 per cent of the heads of school bus operations had taken the National Safety Council's Driver Improvement or Defensive Driving Course. 4. Slightly more than two-thirds of the heads of school bus operations in public schools have attended a college or university. Of this number, 16.8 per cent took a general safety education course for college credit while 20 per cent took a driver education course for credit and 82.1 per cent had read a driver education textbook. Percentages in the aforementioned areas for the heads of school bus operations in non-public schools TABLE 31.— Head of School Bus Operations. Athletic Classification Training Total Public A ... ...... ...... ..... .... ~ B C Non Metro Metro D ................... ~ i - - - - - - - r ' " " i f - - - - - - - y - - - - - - - i ~ ... 'i Have attended school bus driver education classes conducted by the State Universities of Michigan. Non Public .... ................. i " T 74.7 78.9 75.9 76.0 68.2 78.3 50.0 66.7 80.4 Have taken basic Red Cross First Aid course. 46.3 57.9 37.9 44.0 50.0 47.0 41.7 53.8 41.1. Have taken advanced Red Course First Aid course. 13.7 15.8 6.9 20.0 13.6 14.5 8.3 20.5 8.9 Have taken National Safety Council's Driver Improve­ ment or Defensive Driving Course. 23.2 26.3 31.0 12.0 22.7 21.7 33-3 25.6 21.4 Have attended a college or university. 68.4 68.4 65-5 60.0 81.8 68.7 66.7 64.1 71.4 Took a general safety education course for college credit while in college. 16.8 10.5 10.3 20.0 27.3 16.9 16.7 15.4 17.9 Took a driver education course for college credit while in college. 20.0 5*3 10.3 24.0 40.9 19-3 25.0 12.8 25.0 Have read a driver edu­ cation textbook. 82.1 68.4 79-3 84.0 95*5 81.9 83.3 74.4 87.5 97 compare favorably to those of the heads of school bus operations In public schools. Time Involvement Table 32 Indicated that data for the number of hours per day spent as head of school bus operations was widely distributed with the largest percentage for the one hour time category. However, approximately 30 per cent of the heads of school bus operations spent eight or more hours per day as head of school bus operations while 63.2 per cent of the heads of school bus operations in Class A schools spent eight or more hours a day as head of school bus o p e r a t i o n s . HlSh School Teacher Data in this section resulted from a scientifically designed sample of high school teachers to determine their responsibilities, training, and time Involvement In traffic safety education. Responsibilities Table 33 showed that: 1. Less than four per cent of the high school teachers were required to teach traffic safety education in their grade. No high school teachers in Class D or non-public schools were required to teach traffic safety education. However, 21 per cent of the high school teachers did teach traffic safety education, 14 per cent TABLE 32.— Head of School Bus Operations. Athletic Classification Non Non Time Involvement Total Public Public Metro Metro ________________________________ A B C D__________________________________ t t % t i % 8.4 5.3 6.9 8.0 13.6 3.6 One hour 31.6 5.3 34.5 40.0 40.9 32.5 Two hours 10.5 5.3 10.3 8.0 18.2 6.9 17.2 % t % 41.7 10.3 7.1 25.0 23.1 37.5 12.0 5.1 14.3 8.0 4.8 10.3 4.0 9-6 7.7 8.9 4.8 2.6 5.4 1.2 2.6 2.4 2.6 1.8 Number of hours per day spent as head of school bus operations. Zero hours Three hours 4.2 Pour hours 8.4 10.5 Five hours 4.2 10.5 Six hours 1.1 3*4 Seven hours 2.1 3.4 4.0 Eight hours 21.1 42.1 13.8 16.0 18.2 20.5 25.0 28.2 16.1 8.4 21.1 3.4 8.0 4.5 8.4 8.3 7-7 8.9 Nine or more 4.0 4.5 TABLE 33.— High School Teacher. Athletic Classification Responsibilities Total Public Non Public Metro Non Metre % t i % 1.2 9.6 A B C D % t i i i 3.9 4.8 3-2 3.5 Teach traffic safety education. 21.0 26.4 13.0 18.3 12.9 22.6 7.7 22.8 17.1 Teach pedestrian safety. 11.8 17.6 5-0 5.7 2.8 12.6 4.7 11.0 13.4 4.0 4.2 2.3 6.9 2.8 4.3 1.8 4.3 3.3 Teach passenger safety. 13.8 16.7 9-7 11.7 10.7 14.6 7.7 13.2 15.2 In charge of the school safety patrol for the building. No response 15.0 5.4 5.5 3.0 5.0 5.7 5.1 4.1 6.8 5.5 6.0 8.0 Required to teach traffic safety education in your grade. Teach bicycle safety. Sponsor student organ­ izations concerned with safety in school. 5.2 CO • OJ 4.7 Member of system-wide or school safety committee. 6.5 9.2 2.7 4.4 100 taught passenger safety, 12 per cent taught pedestrian safety, and four per cent taught bicycle safety. Data in Table 8 revealed that 3.8 per cent of the high school teachers had a safety resource person to whom they could turn for assistance. However, no senior high school teacher sought assistance from the resource person "very often," 2.6 per cent indicated "fairly often," 1.7 pe*1 cent "not very often," and 10.8 per cent "hardly ever." Table 8 further revealed that 3.8 per cent of the high school teachers were provided with a planned, coordinated, traffic safety curriculum while 3.8 per cent followed the curriculum closely. 2. High school teachers were not involved with school building safety patrols. 3. Pew high school teachers were involved in sponsoring student safety organizations or were members of system-wide or school safety committees. Teachers in Class C schools were, however, more involved in the former and Class A teachers in the latter. Training Data from Table 34 revealed that: 1. About 60 per cent of the high school teachers received preparation in general safety education from sources other than formal college courses as compared to 22.5 per cent who had taken general safety education courses for college credit. Approximately 70 per cent TABLE 34.— High School Teacher. Athletic Classification Training ........ Total i Public A B C t---- " i ---- i Non Public Metro Non Metro i t t D 'i t Took a general safety education course for college credit. 22.5 29.6 12.5 20.9 6.9 23-3 15-9 25-5 16.3 Received general safety education from other than formal college courses. 60.4 68.2 44.1 57.7 63.4 59.1 70.7 60.9 59.3 Have read a general safety education book. 64.1 67.3 51.1 69.8 72.9 63-7 67.1 59.0 74.8 Have training for school safety patrol responsi­ bilities. No response Have read materials in the past 3 years from organ­ izations interested in safety patrols. No response 102 of the high school teachers in non-public schools received preparation in general safety education from sources other than formal college courses as opposed to 59*1 per cent for the high school teachers in public schools. Slightly more than 6H per cent of the high school teachers had read a general safety education book. 2. High school teachers indicated they did not have safety patrol training and had not read any material from organizations concerned with school safety patrols in the past three years. Time Involvement Table 35 revealed that 90.2 per cent of the high school teachers devoted less than one per cent of their time to traffic safety education. Driver Education Teacher Data in this section was made available through a sample scientifically designed to determine the respon­ sibilities, training, and time involvement of driver education teachers in traffic safety education. Responsibilities Data from Table 36 revealed that: 1. Driver education teachers were more often found to be in charge of the school safety patrol for the school system than for the school building safety patrol; however, involvement in each of these areas TABLE 35*— High School Teacher. Athletic Classification Time Involvement Total __________________ A % % B C Public D______ j % % % Non Public % Metro Non Metro % % Per cent of time devoted to traffic safety activities. Less than 1 per cent 70.2 69.4 2 to 3 per cent 5.0 8.7 4 to 5 per cent 1.1 6 to 10 per cent 11 per cent and above None 67.9 2.3 .5 3.3 4.8 2.7 20.0 17.1 27.1 75.6 73.2 68.6 82.7 72.4 4.1 5.3 2.6 7.3 .8 65.5 3.7 1.2 3.5 .6 1.6 3.7 10.1 17.2 22.7 20.6 14.6 19-5 1.7 21.1 36.— Driver Education Teacher. Athletic Classification Responsibilities Total % In charge of school safety patrol for the entire school system. 3*3 In charge of school safety patrol in building. 1.4 Sponsor student organ­ izations concerned with safety in school. 8.1 Member of system-wide or school safety committee. 8.6 Teach on a multiple car off-street driving range. 33-3 Teach in a driving simulator. Public A B C D % % % j 4.5 3*3 j Non Public Metro ~% j 3.4 3.3 10.3 1.4 Non Metre 5-2 3.9 2.7 4.5 9-9 8.3 8.4 7.6 4.5 15-5 12.4 11.6 8.8 6.7 12.1 38.6 23.9 11.1 44.6 23.0 18.8 33-6 5 .1 9 * 0 20.5 5.2 8.0 Teach practice driving on the street. 91.0 84.4 100 100 97.0 90.8 100 86.2 99-5 Teach classroom phase of driver education. 86.8 86.0 84.1 89.5 100 86.6 100 88.1 84.6 tfOI TABLE 105 was less than four per cent. Driver education teachers were only slightly more Involved in system-wide or school safety committee membership than in sponsoring student safety organizations. Involvement in each of these areas was less than ten per cent. 2. Ninety-one per cent of the driver education teachers taught practice driving on the street, 86 per cent taught the classroom phase, 33*3 per cent taught on a multiple car off-street driving range, and 5-1 per cent were involved in teaching in a driving simulator. Involvement in off-street driving ranges and driving simulators was, for the most part, limited to the larger school systems. Training Table 37 pointed out that: 1. Approximately 28 per cent of the driver education teachers in metropolitan schools had a Master's degree in or with emphasis in traffic safety education as compared to less than two per cent for the driver education teachers in non-metropolitan schools. It is interesting to note that 79.7 per cent of the driver education teachers in non-metropolitan schools had an undergraduate teaching minor or its equivalency in driver and traffic safety education as compared to 49 per cent for the driver education teachers in metro­ politan schools. These figures are greater than the TABLE 37*— Driver Education Teacher. Athletic Classification Non Non Training Total Public Public Metro Metro _____________________________ A B C D_______________________________ % Have a Master's degree in or with emphasis in driver and traffic safety edu­ cation. j j % j j t % %~ 18.5 24.5 12.2 8.9 8.2 18.5 20.5 28.1 1.4 Have an undergraduate teaching minor or the equivalency of a teaching minor in driver and traffic safety education. 60.0 53.3 66.0 77.6 59.7 60.3 43.8 49.0 79.7 106 As part of preparation for a driver education teacher have taken the following courses for college credit. i Driver Education I Basic Course 99.5 100 100 100 92.3 99.5 100 100 98.7 Driver Education II Advanced 60.0 69.1 51.1 41.4 49.8 60.0 56.2 66.3 48.7 Psychological Factors in Traffic Safety. 37.2 43.2 41.3 12.8 19.3 37.4 30.1 44.7 23.8 Safety Education 36.1 44.8 24.2 23.4 30.0 36.4 20.5 48.2 14.6 First Aid 61.3 63.3 53.8 68.7 54.5 61.9 30.1 64.0 56.4 Automobile Mechanics 19.7 18.6 17.7 23.4 30.9 19.7 21.9 20.2 18.9 29*1 26.6 34.6 34.3 19.7 29.1 30.1 32.8 22.6 Innovations in Driver Education 15.6 17.3 12.0 16.4 12.4 15.1 43.8 14.8 17.2 Traffic Engineering 20.2 23.4 20.8 8.9 13.7 20.2 20.5 28.6 5.3 Traffic Communications 13.1 16.5 10.3 6.0 7.7 13.4 18.6 3.3 Police and Court Traffic Administration 13.4 18.6 4.0 8.9 11.2 13.3 19.9 1.9 Have read materials in the past 3 years from organ­ izations interested in safety patrols. 1.4 3.3 10.3 1.4 3.9 Have training for school safety patrol responsi­ bilities. 1.1 3.3 5.6 1.1 3.1 20.5 107 Alcohol Education 108 corresponding figures for heads of driver education as shown in Table 25* 2. Data revealed that 7*7 per cent of the driver education teachers in Class D schools had not taken the basic course in driver education. These driver education teachers were in public, non-metropolitan, school systems. Of the courses required in the State of Michigan for special approval to teach driver education, 99.5 per cent had taken the basic course, 60 per cent had taken the advanced, and 37*2 per cent had taken the course in psychological factors. 3. Driver education teachers indicated they had very little training for school safety patrol responsi­ bilities nor had they had much involvement in reading materials related to school safety patrols. Time Involvement Data gleaned from Table 38 revealed that only 36.6 per cent of the driver education teachers taught driver education during the regular school day while 69.1 per cent taught driver education on Saturdays, or before or after the regular school day, and 84.8 per cent taught driver education during the summer. About 15 per cent of the driver education teachers who taught during the regular school day taught for six hours. Of the driver education teachers who taught on Saturdays, or before or after the regular school day, 22.4 per cent taught no TABLE 38.— Driver Education Teacher. Mon Athletic Classification Time Involvement Total i Teach driver education during the regular school day. Non Public Public Metro Metre % % f i 37.4 35.2 6.2 10.6 A B C D i i i t 5.9 31.3 32.6 36.4 6.0 13.7 11.6 7.3 7.9 5.4 .5 5-1 2.6 15.0 23.3 43.8 36.6 51.0 7.8 5.3 .9 5.0 2.9 14.7 10.8 2.7 8.8 2.9 25.9 3.8 2.8 69.1 78.7 47.9 57.8 88.0 69.0 76.7 69.7 68.0 22.4 16.2 16.0 13.3 24.2 19.6 19.1 15.8 18.9 16.3 7.0 2.8 11.5 4.0 19.6 22.8 44.2 10.7 14.2 8.6 22.0 16.5 15.9 13.3 43.8 15.7 18.5 18.9 34.3 12.0 10.9 7.2 Hours of regular school day spent teaching driver education. One hour Two hours Three hours Pour hours Five hours Six hours Teach driver education on Saturdays, or before or after the regular school day. 2.1 18.8 3.6 20.5 .8 4.3 3.2 22.9 14.7 1.2 6.1 2.5 Hours a week spent teaching driver education on Saturdays, or before or after the regular school day. 0- 5 6-10 11-15 16-20 hours hours hours hours 20.5 12.3 16.6 TABLE 38.— Continued. Athletic Classification Time Involvement C Non Non Public Public Metro Metro D_______________________________ i % Total ... 21-25 hours 26-30 hours Teach driver education in the summer. A B t i 1.0 .3 ~~ 2.9 i % 5.2 5.2 1.0 % 2.8 •9 .3 84.8 80.0 93.5 95.5 71.2 84.5 15.0 .3 .3 6.1 4 .2 16.7 3-4 20.5 11.3 16.6 1.2 1.3 .8 2.1 20.0 6.5 4.5 25.8 5.2 5.6 15.3 .3 .3 6.3 4.3 T~ 100 81.3 91.0 18.7 8.5 .9 .9 Number of weeks spent teaching driver edu­ cation during summer. Zero weeks Two weeks Three weeks Pour weeks Five weeks Six weeks Seven weeks Eight weeks Nine weeks Ten weeks Eleven weeks Twelve weeks Fourteen weeks Twenty weeks 10.8 7.5 16.9 20.4 9*8 11.0 20.2 4.3 17.6 18.0 24.6 5.6 3.3 3.6 8.9 14.3 27.1 8.5 27.7 9.0 18.9 6.9 18.5 6.0 13.3 16.6 3-4 20.0 11.6 16.3 1.3 1.4 .8 2.1 20.5 46.6 32.9 9.6 6.6 17.2 13.7 12.5 16.6 .9 1.0 3.2 15.8 9.4 32.7 9.3 16.6 1.9 1.9 2.1 TABLE 38.— Continued. Athletic Classification Time Involvement Total ________________________ A B C D % % % % jp 15-3 2.2 1.3 2.4 1.8 4.6 .4 3.7 .3 1.1 26.2 .4 .2 5.0 .7 1.5 23.4 3.6 1.4 4.2 20.0 3.9 6.5 4.5 2.8 7.4 3.8 4.5 4.9 3.6 5.5 Mon Non Public Public Metro Metro _______________ __________ % % ja % ~ Number of hours a week spent teaching driver education during the summer. 6.4 29.6 7.3 3.9 6.9 6.5 4.7 40.0 2.5 17.2 3.6 4.7 8.9 12.8 2.8 6.4 30.1 7.7 2.8 3.4 5.1 12.0 6.0 3.0 4.1 39.0 12.8 3.0 10.2 21.0 5.6 15.3 2.2 1.3 2.5 1.4 4.5 .4 3.8 .3 1.1 26.7 .4 .2 5.1 .7 1.5 23.7 3.6 1.0 4.3 12.3 18.7 23.3 12.3 2.7 2.2 5.7 9.1 6.1 3.6 1.9 1.2 2.7 1.1 5.7 31.9 3.1 9.6 21.9 19.9 4.1 1.0 4.5 .8 3.1 16.2 1.0 .5 8.4 1.9 4.2 29.7 2.6 2.1 3.9 Ill Zero hours Four hours Seven hours Ten hours Fifteen hours Twenty hours Twenty-three hours Twenty-four hours Twenty-five hours Twenty-six hours Thirty hours Thirty-three hours Thirty-four hours Thirty-five hours Thirty-six hours Thirty-nine hours Forty hours Forty-five hours Forty-eight hours Fifty hours 112 more than five hours a week. Summer programs in which driver education teachers were more frequently involved were the eight, six, and ten week programs. More driver education teachers taught for thirty hours a week during the summer than for any other time category listed. Junior High School Principal Attention in this section was focused upon the responsibilities, training, and time involvement of Junior high school principals in traffic safety edu­ cation determined by a scientifically designed sample. Responsibilities Data in Table 39 revealed that: 1. A greater percentage of the Junior high school principals in Class C schools were involved in policy decision making concerning pedestrian safety and passenger safety than any of their contemporaries. However, Junior high school principals in Class B schools were involved to a greater degree in decision making on bicycle safety. With the exception of the Junior high school principals in public schools being involved more often in policy decision making on bicycle safety, the junior high school principals in non-public schools had a greater percentage of involvement in decision making concerning pedestrian safety, and passenger safety. In all instances of policy making TABLE 39*— Junior High School Principal. Athletic Classification Responsibilities A B C Mon Non Public Public Metro Metro D_______________________________ % % % j Total % % % % %' Make policy decisions con­ cerning safety for students.88.1 87.0 89.8 93*2 80.6 88.8 89.5 87.6 89.1 Make policy decisions on pedestrian safety. 69.2 66.9 66.7 88.8 61.7 6 9 .1 70.9 67.2 73*4 Make policy decisions on bicycle safety. 63.2 59.8 73-0 69.7 42.8 63.5 59.1 56.9 76.3 Make policy decisions on passenger safety. 47.8 42.1 46.7 68.6 67.1 47.6 51.1 -3 6.8 44.3 55*2 In charge of school safety patrol for building. .7 Teaching of traffic safety education required by school system in all grades for which you are responsibile. 19.9 19.6 24.4 19.1 5.4 20.1 17.7 18.0 23.9 7.9 9.2 4.4 8.9 7*7 8.0 6.8 4.7 14.6 Require traffic safety education to be taught in grades for which you are responsible. 3.45*9 2.3 Require pedestrian safety to be taught. 8.9 2.4 6.8 2.3 3.3 Require bicycle safety to be taught. 8.9 2.4 18.1 3.3 3.3 Require passenger safety to be taught. 8.9 .7 6.8 Supervise traffic safety education. 3-4 4.5 4.7 4.5 trTT 6.8 3.3 115 decisions concerning the aforementioned areas, the Junior high school principals in non-metropolitan schools indicated a higher percentage of involvement than did the junior high school principals in metropolitan schools. 2. Less than one per cent of the junior high school principals were in charge of the school building safety patrol. 3. Only about eight per cent of the junior high school principals required traffic safety education to be taught in all grades for which they were responsible while 19*9 per cent indicated the school system required traffic safety education to be taught in all grades for which they were responsible. With but one exception, the percentage of junior high school principals in each classification who required pedestrian, bicycle, and passenger safety to be taught was the same or less than the percentage of junior high school principals in each classification who required traffic safety education be taught in all grades for which they were responsible. The lone exception was the percentage of Junior high school principals in non-public schools who required that bicycle safety be taught. Junior high school principals in Class D schools did not require pedestrian, bicycle, or passenger safety to be taught. Junior high school principals in non-public schools more often required pedestrian, bicycle, and passenger safety to 116 be taught than did the Junior high school principals In public schools. Approximately 18 per cent of the junior high school principals in non-public schools required bicycle safety to be taught as opposed to about two per cent of the Junior high school princi­ pals in public schools. 4. Supervision of traffic safety education by junior high school principals was less than five per cent. Junior high school principals in Class D schools did not perform any supervision whatsoever in traffic safety education. Training Data in Table 40 revealed that: 1. Approximately 24 per cent of the junior high school principals had taken a general safety education course for college c r e d i t . Data further revealed that Junior high school principals in non-public schools had not taken a general safety education course for college credit. Fewer Junior high school principals in non­ public schools received preparation in general safety education from sources other than formal college courses than did other Junior high school principals. 2. Junior high school principals reported they had no training for school safety patrol responsibilities. Less than one per cent of the Junior high school princi- TABLE 40.— Junior High School Principal. Athletic Classification Training Total A B % % 24.4 26.7 22.5 20.6 16.2 25-9 72.1 78.5 60.2 75*6 50.5 74.5 Have read a general safety education book. 75.4 84.2 64.8 57.2 68.5 Took a general safety education course for college credit. Received general safety education from other than formal college courses. Have training for school safety patrol respon­ sibilities. Have read materials in the past 3 years from organ­ izations interested in safety patrols. % C % % Non Non Public Public Metro Metro D_______________________________ % % | % 24.7 23.7 35-4 73.5 69.2 76.6 57.0 76.8 72.3 *3 6.8 No response .7 3*45*9 2.3 118 pals had read materials in the past three years from organizations interested in school safety patrols. Time Involvement Information gleaned from Table 4l indicated that approximately two-thirds of the Junior high school principals devoted less than one per cent of their time to traffic safety activities. Junior High School Teacher Data in this section was provided by means of a scientifically designed sample. The area of concern was the responsibilities, training, and time Involvement of Junior high school teachers in traffic safety edu­ cation . Responsibilities Data from Table M 2 indicated that: 1. Very few, less than one per cent, of the Junior high school teachers were required to teach traffic safety education in their grade. However, 19*9 per cent of the Junior high school teachers did teach traffic safety, 17.1 per cent taught pedestrian safety, 11.4 per cent taught bicycle safety, and 8.7 per cent taught passenger safety. Junior high school teachers in public schools were more often involved in the teaching of pedestrian and bicycle safety than were Junior high school teachers in non­ public schools; however, Junior high school teachers in TABLE 41.— Junior High School Principal. Athletic Classification Non Non Time Involvement Total Public Public Metro Metro _____________________________ A B C D_______________________________ t % t j %~ j % % % Per cent of time devoted to traffic safety edu­ cation. Less than 1 per cent 66.9 67.3 63.4 68.2 75.7 67.0 65.0 71.7 57.0 17.1 23.0 28.3 20.7 28.8 6.6 5.1 8.3 2.1 2.4 .9 2 to 3 per cent 23.4 25.2 25.0 13.8 4 to 5 per cent 6.2 4.7 8.6 11.4 6 to 10 per cent 1.9 2.8 11 per cent and above .4 None .8 5.4 6.8 3.4 3.0 1.8 .9 1.3 2.6 TABLE 42.— Junior High School Teacher. Athletic Classification Responsibilities Total % Required to teach traffic safety education in your grade. A B C D i % % i 3.1 3.0 .7 Public Non Public Metro Non Metre i i % % 9.0 .7 .6 Teach traffic safety education. 19.9 13.8 31.7 18.5 32.5 20.4 13.6 16.2 27.6 Teach pedestrian safety. 17.1 13.8 25.6 10.8 29-9 17.4 13-6 15.4 20.7 Teach bicycle safety. 11.4 5.4 22.0 10.8 25.0 11.5 10.3 6.4 21.9 Teach passenger safety. 8.7 2.0 18.3 10.8 26.1 8.3 13-6 5.9 14.7 In charge of the school safety patrol for the building. .5 7.8 .3 3.3 Sponsor student organ­ izations concerned with safety in school. 4.9 7.8 3.5 21.6 6.4 Member of system-wide or school safety committee. 1.3 18.3 2.0 4.4 12.9 9.0 1.6 1.6 121 non-public schools were more often involved in the teaching of passenger safety than were Junior high school teachers in public schools. Data in Table 11 indicated that six per cent of the Junior high school teachers had a safety resource person to whom they could turn for assistance. However, no Junior high school teacher sought assistance from the resource person "very often," .2 per cent indicated "fairly often," 2.8 per cent "not very often," and 3 per cent "hardly ever." Table 11 further revealed that 2.8 per cent of the Junior high school teachers were provided with a planned, coordinated traffic safety curriculum while 1.9 per cent followed the curriculum closely. 2. Table 10 revealed that 18.6 per cent of the junior high schools had a safety patrol for the school building. Table 42 indicated that less than one per cent of the junior high school teachers were in charge of the school building safety patrol. 3. Junior high school teachers were involved to some degree, less than five per cent, in sponsoring student safety organizations and holding membership in a system-wide or school safety committee. Training Data in Table 43 indicated: TABLE ^3.— Junior High School Teacher. Athletic Classification Non Non Training Total Public Public Metro Metro __________________________________ A B C D_______________________________ j % % % % % % % ~% Took a general safety education course for college credit. 19-5 22.6 15-9 16.9 11.9 20.3 8.6 21.6 15.0 Received general safety education from other than formal college courses. 60.8 57.8 64.1 62.8 70.1 59.9 72.8 59.0 64.7 Have read a general safety education book. 69.9 64.7 74.5 79-5 75.0 68.6 86.4 70.4 6 9 .0 Have training for school safety patrol responsi­ bilities. No response Have read materials in the past 3 years from organ­ izations interested in safety patrols. No response 123 1. Approximately 20 per cent of the junior high school teachers took a general safety education course for college credit. However, only 8.6 per cent of the Junior high school teachers in non-public schools took a general safety education course for college credit as compared to 20.3 per cent for junior high school teachers in public schools. 2. A higher percentage of junior high school teachers in non-public and non-metropolitan schools received preparation in general safety education from sources other than formal college courses than did their counterparts. 3. No Junior high school teacher indicated they had received training for school safety patrol respon­ sibilities or read any material in the past three years from organizations interested in school safety patrols. Time Involvement Data found in Table revealed that approximately 90 per cent of the Junior high school teachers devoted less than one per cent of their time to traffic safety education activities. About 90 per cent of the junior high school teachers in public schools devoted less than one per cent of their time to traffic safety activities as compared to 78.7 per cent of the Junior high school teachers in non-public schools. TABLE 4If.— Junior High School Teacher. Athletic Classification Time Involvement Total Public A % % B % C % Non Public Metro Non Metro % % % D % % Per cent of time devoted to traffic safety activities. Less than 1 per cent 2 to 3 per cent 4 to 5 per cent 6 to 10 per cent 11 per cent and above None 71-9 68.0 7.8 12.9 75.8 78.2 76.5 71.7 2.0 4.1 8.5 1.3 .8 9.0 17.9 19.1 18.3 3.2 .2 .8 3.4 19.0 74.4 12.8 16.0 70.1 75.6 10..5 2.3 2.0 1.1 3.0 19.0 4.3 .7 16.3 21.5 125 Elementary School Principal This section was concerned with the responsi­ bilities, training, and time involvement of elementary school principals in traffic safety education determined by a scientifically selected sample. Responsibilities Table 45 indicated that: 1. About 83 per cent of the elementary school principals were involved in making policy decisions concerning safety of students for whom they were responsible. Elementary school principals in Class C schools were involved to an overall greater degree in the making of policy decisions concerning pedestrian safety, bicycle safety, and passenger safety than were their counterparts. Elementary school principals in non-public schools were involved in these policy making decisions in an overall greater degree than were the elementary school principals in public schools. Also, the elementary school principals in non-metropolitan schools were more involved than were the elementary school principals in metropolitan schools. 2. Elementary school principals were in charge of the school safety patrol for their own building in 14.2 per cent of the cases . The highest percentage was indicated for Class C schools. The elementary school principals in public schools and the elementary school TABLE 45.— Elementary School Principal. Athletic Classification Responsibilities Total ____________________________ % A B C D % % i> it % % 81.6 97.7 Make policy decisions con­ cerning safety for students.83.1 77.1 Make policy decisions on pedestrian safety. 74.4 75.9 Non Non Public Public Metro Metro ______ ________ _______ 87.4 92.0 98.4 6 9 .1 92.0 75*7 76.1 73.8 % 79.0 70.3 % ~ 91.7 87.5 76.4 71.9 84.9 84.2 63.5 76.0 80.6 72.1 85.4 Make policy decisions on passenger safety. 52.2 44.7 48.8 81.2 61.2 50.6 68.1 41.5 74.7 In charge of school safety patrol for building. 14.2 12.4 13.4 23.0 11.4 15.2 4.1 11.1 20.6 Teaching of traffic safety education required by school system in all grades for which you are responsible. 54.9 58.0 51.3 53-9 44.3 53.4 70.2 60.4 43.4 3.6 3*3 2.9 3*5 3*9 3.2 4.3 Require traffic safety education to be taught In all grades for which you are responsible. 6.9 126 Make policy decisions on bicycle safety. 1 Require pedestrian safety to be taught. 42.1 45.8 33.6 48.3 27.8 41.7 45.9 46.3 33.4 Require bicycle safety to be taught. 42.3 48.4 36.4 39.7 17.3 44.1 24.6 44.7 37.3 Require passenger safety to be taught. 32.9 36.1 21.4 45.9 17.3 33.5 26.4 35 .O 28.5 Supervise traffic safety education. 34.3 43.5 29.2 19.3 9.0 36.3 14.5 41.6 19.0 127 128 principals in non-metropolitan schools were more often in charge of the school safety patrol for their own building than were their counterparts. 3. Data indicated that less than four per cent of the elementary school principals required traffic safety education to be taught in all grades for which they were responsible while nearly 55 per cent indicated that the school system required traffic safety education to be taught in all grades for which they were responsible. However, the percentage rose sharply for those elementary school principals who required pedestrian, bicycle, and passenger safety be taught in their schools without mention of particular grades. 4. Elementary school principals in public and metropolitan schools were more often involved in the supervision of traffic safety education than were elementary school principals in non-public and non­ metropolitan elementary schools. Elementary school principals in Class D schools were involved to a much lesser degree in the supervision of traffic safety education than their counterparts. It may also be noted that elementary school principals in Class D schools did not require traffic safety education to be taught in the grades for which they were responsible. 129 Training Table 46 revealed that: 1. Twenty-three per cent of the elementary school principals had a general safety education course for college credit; however, 80.3 per cent had received preparation in general safety education from sources other than formal college courses and 79 per cent had read a general safety education book. Elementary school principals in public and non-metropolitan schools indicated a higher percentage of involvement in the aforementioned areas than did the elementary school principals in non-public and metropolitan schools. 2. Less than five per cent of the elementary school principals had training for school safety patrol respon­ sibilities, while 14.2 per cent had read material concerning school safety patrols in the past three years. Elementary school principals in non-public schools indicated no training for school safety patrol responsibilities and also indicated the lowest percentage of elementary school principals who had read material concerning school safety patrols in the past three years. It was interesting to note the difference between the school safety responsibilities as indicated in Table 45 and the amount of training the elementary school principals had for this respon­ sibility as is indicated in Table 46. Data indicated TABLE 46.— Elementary School Principal. Athletic Classification Training Total A % Took a general safety education course for college credit. 23.0 B i 24.7 24.4 C D % % 16.8 18.0 Public Non Public Metro % % i Non Metro %~ 24.5 8.3 22.3 24.5 Received general safety education from other than formal college courses. 80.3 82.0 76.0 79-2 85-5 82.6 58.0 77.7 85.8 Have read a general safety education book. 79-0 78.7 86.4 6 7 .1 81.2 79.1 77.7 74.7 88.0 Have training for school safety patrol respon­ sibilities. 4.9 4.3 3.9 7.7 7.1 5.4 4.6 5.5 Have read materials in the past 3 years from organ­ izations interested in safety patrols. 14.2 12.4 13.4 23.0 11.4 15.2 11.1 20.6 4.1 131 nearly 15 per cent Involvement in the area of respon­ sibilities with less than five per cent involvement in the area of training. Time Involvement Table 47 showed that 44.3 per cent of the elemen­ tary school principals devoted two to three per cent of their time to traffic safety education activities. Data for elementary school principals In Class D schools Indicated that 12.2 per cent devoted no time whatsoever on traffic safety education activities. Elementary School Teacher Data presented in this section was concerned with elementary school teachers In the area of traffic safety education and their responsibilities, training, and time involvement. Data was furnished by means of a scientif­ ically designed sample. Responsibilities Data from Table 48 Indicated: 1. Less than 30 per cent of the elementary school teachers were required to teach traffic safety education In their grades. A higher percentage of elementary school teachers in public and metropolitan schools were required to teach traffic safety education in their grades than were elementary school teachers in nonpublic and non-metropolitan schools. However, more TABLE 47.— Elementary School Principal. Athletic Classification Time Involvement Total Metro Non Metro % ~T~ 28.0 35.7 35.0 43.2 54.9 45.3 42.2 7.3 6.0 3.5 15.0 7.0 6.3 4.1 3.0 1.2 7.0 3.3 .3 Public A B C D % % % % % 35.5 30.4 31.8 53.3 51.8 36.2 50.3 45.5 29.5 21.6 19.2 11.3 14.5 3.4 3.4 7.5 2.5 2.2 1.8 % Non Public j Per cent of time devoted to traffic safety edu­ cation. Less than 1 per cent 2 to 3 per cent 44.3 4 to 5 per cent 7.2 6 to 10 per cent 6.8 10.0 11 per cent and above 2.4 3.7 None 2.3 2.9 12.2 TABLE 48.— Elementary School Teacher. Athletic Classification Responsibilities Total Public Non Public Metro Non Metre % i i t A B c D i t % % i Required to teach traffic safety education in your grade. 28.7 29.3 25.0 35.0 24.1 29.1 25.2 30.8 24.0 Teach traffic safety education. 84. 4 88.3 80.5 74.3 87.1 90.0 34.9 81.0 91.6 Teach pedestrian safety. 83.7 88.3 80.5 69.6 87.1 89.3 34.9 81.0 89.6 Teach bicycle safety. 80.6 88.3 77.3 58.1 76.5 86.2 31.1 78.6 84.8 Teach passenper safety. 60.7 64.9 52.6 54.7 68.0 64.0 31.1 61.3 59.4 In charge of the school safety patrol for the building. 11.1 9-3 11.9 13-7 16.9 10.8 13.5 6.4 21.1 Sponsor student organ­ izations concerned with safety in school. 10.2 9*3 13.2 3.9 19.1 9.8 14.1 6.2 18.8 4.3 5.4 2.7 1.5 7.2 4.4 4.0 5.6 1.6 Member of system-wide or school safety committee. than 80 per cent of the elementary school teachers taught traffic safety education. All areas of traffic safety education— pedestrian, bicycle, and passenger safety— were taught. was taught the least. Of these areas, passenger safety Elementary school teachers in non-public schools indicated the least involvement in the aforementioned areas. Data in Table 13 revealed that 52 per cent of the elementary school teachers had a safety resource person to whom they could turn for assistance. However, no elementary school teacher sought assistance from the safety resource person "very often," 8.2 per cent indicated "fairly often," 23.2 per cent "not very often," and 20.5 per cent "hardly ever." Table 13 further revealed that 22.5 per cent of the elementary school teachers were provided with a planned, coordinated, traffic safety curriculum while 18.9 per cent followed the curriculum closely. 2. Approximately 13*5 per cent of the elementary school teachers in non-public schools were in charge of school building safety patrols as compared to 10.8 per cent of the elementary school teachers in public schools. 3. Elementary school teachers were involved to some degree in sponsoring student safety organizations in schools and holding membership in a system-wide or school safety committee. Elementary school teachers in 135 non-public and non-metropolitan schools were Involved to a greater degree in sponsoring student safety organizations than were elementary school teachers in public and metropolitan schools. However, elementary school teachers in public and metropolitan schools were more often members of system-wide or school safety committees than were elementary school teachers in non­ public and non-metropolitan schools . Training Table 49 indicated that: 1. Fifty-eight per cent of the elementary school teachers received preparation in general safety education from non-formal college courses rather than general courses taken for college credit. An ever higher per­ centage, nearly 70 per cent, of the elementary school teachers had read a general safety education book. Elementary school teachers in public and metropolitan schools indicated a higher percentage of Involvement in these areas than did the elementary school teachers in non-public and non-metropolitan schools. 2. Table 48 indicated that 11.1 per cent of the elementary school teachers were in charge of the school building safety patrol. Data from Table 49 revealed that less than one per cent of the elementary school teachers had training for school safety patrol respon­ sibilities. Approximately 11 per cent of the elementary TABLE 49.— Elementary School Teacher. Athletic Classification Non Non Training Total Public Public Metro Metro __________________________________ A B C D_______________________________ % % % % % % % % T ~ Took a general safety education course for college credit. 14.0 16.7 12.8 9-2 6.9 14.7 8.2 18.1 5.2 Received general safety education from other than formal college courses. 58.0 63-7 54.3 48.1 46.7 59.3 47.0 61.0 51.7 Have read a general safety education book. 6 9 .0 68.0 67-9 73.6 71.8 70.8 53-2 70.5 65.9 Have training for school safety patrol respon­ sibilities. Have read materials in the past 3 years from organ­ izations interested in safety patrols. .5 10.9 3-9 9-3 11-9 13-7 .6 13.5 10.6 .8 13.5 6.4 20.4 137 school teachers had read material concerning school safety patrols in the past three years. Time Involvement Data gleaned from Table 50 revealed that approximately 55 per cent of the elementary school teachers devoted less than one per cent of their time to traffic safety activities; however, nearly 39 per cent devoted two to six per cent of their time to traffic safety activities. School Bus Driver This section was concerned with the respon­ sibilities, training, and time involvement of school bus drivers in traffic safety education. Data was determined by a scientifically selected sample. Responsibilities Prom Table 51 data indicated that driving a school bus was the only means of employment for 71-1 per cent of the school bus drivers. Training Table 52 indicated that: 1. About 85 per cent of the school bus drivers attended school bus driver education classes conducted by the State Universities of Michigan; however, more school bus drivers in public schools had attended than had school bus drivers in non-public schools. Approx- TABLE 50.— Elementary School Teacher. Athletic Classification Time Involvement Total Public Non Public Metro Non Metre % i % A B C D t t % t % 52.8 53.8 44.5 66.0 48.3 54.0 41.9 49.5 59.7 30.7 i Per cent of time devoted to traffic safety activities. Less than 1 per cent 2 to 3 per cent 31.2 29.5 35.5 27.7 35.7 30.4 38.4' 31.4 4 to 5 per cent 7.5 10.3 4.5 3.9 4.1 6.8 13.7 11.1 6 to 10 per cent 2.9 2.3 6.6 3.2 1.2 11 per cent and above 1.0 A.2 None 2.0 4.7 11.9 1.6 3.0 2.6 3.2 6.0 1.7 2.7 TABLE 51*— School Bus Driver. Athletic Classification Responsibilities Total % Driving a school bus— only means of employment. 71.1 Public A B C D % % I % 9*1.6 59-3 21.1 17.9 % 74.1 Non Public Metro Non Metre £ 3 5 22.3 82.5 50.8 TABLE 52.— School Bus Driver. Athletic Classification Training Total ____________________________ % A B C D is $> % % 76.9 84.7 89*4 80.6 77.6 Training in school bus driving before driving a school bus. 48.9 78.0 19-5 12.7 % i> % % 86.7 50.4 86.2 82.0 51.0 13.8 61.9 25.7 OtTl Drivers attending the school bus driver edu­ cation classes conducted by the State Universities of Michigan. Non Non Public Public Metro Metro ______ ________ _______ Training in school bus driving while driving a school bus. 75.5 84.9 70.2 66.3 37.8 76.8 54.0 81.4 6 5 .0 Have taken basic Red Cross First Aid Course. 61.6 74.5 51-7 42.8 34.3 62.0 55.8 68.1 50.0 8.3 3*3 2.6 8.3 1.1 30.7 37.0 16.3 33-5 22.3 Have taken advanced Red Cross First Aid Course. Have taken National Safety Council's Driver Improve­ ment or Defensive Driving Course. 5*7 29.5 6.0 20.3 28.1 53.1 \ 14.0 20.3 5.2 21.0 3.8 10.2 Took a general safety education course for college credit while in college. 4.6 Took a driver education course for college credit while in college. 4.6 6.8 1.7 7.6 1.4 3.1 76.7 76.9 82.5 62.2 85.5 74.5 Have read a driver edu­ cation textbook. 1.7 6.7 2.0 1.9 ItfT Have attended a college or university. ih2 Imately 51 per cent of the school bus drivers in public schools received training in school bus driving prior to actual driving as compared to 13.8 per cent for the school bus drivers in non-public schools. Slightly more than 75 per cent of the school bus drivers received in-service training. School bus drivers from Class D schools received no training in school bus driving prior to actual driving. A higher percentage of public school bus drivers had training in both pre- and inservice training than had non-public school bus drivers. 2. Approximately 62 per cent of the school bus drivers had taken the Basic Red Cross first aid course while only 5-7 per cent had taken the Advanced Red Cross Course. School bus drivers in Class D and non-public schools had not taken the Advanced Red Cross Course. 3. Less than 30 per cent of the school bus drivers had taken the National Safety Council's Driver Improvement or Defensive Driving Course. Slightly more than 53 per cent of the school bus drivers in non-public schools had taken these courses as opposed to 28.1 per cent of the school bus drivers in public schools. ^. Less than ten per cent of the school bus drivers have attended a college or university. Of these, only 1.9 per cent took a general safety education course for college credit. While Class D schools had the highest percentage of school bus drivers who attended a college 143 or university, non of these drivers took a general safety education course for college credit. Less than two per cent of the school bus drivers who attended a college or university took a driver education course for college credit. More than 80 per cent of the school bus drivers had read a driver education textbook. Time Involvement Table 53 revealed that for the time categories listed, the highest percentage of involvement, approx­ imately 31 per cent, was the four hour category. Only 8.9 per cent were employed as school bus drivers for more than eight hours, Summary In this chapter the analysis of the data was presented. The chapter was divided into thirteen sections, one for each of the thirteen job classifi­ cations chosen for study. Each of the thirteen sections was composed of three tables. The first table in each section was concerned with responsi­ bilities held, the second table was concerned with training, and the third with time involvement. Several comparisons were made within and between t a b l e s . In the following chapter the summary, conclusions, and recommendations may be found. TABLE 53*— School Bus Driver. Athletic Classification Time Involvement Total % A B C D % t % t~~ Public Non Public Metro Non Metro % i % % Hours a day employed as a bus driver. 11.4 9.9 13.9 4.4 17.4 3.2 8.7 4.9 16.1 25.0 32.3 11.6 25.0 10.6 15.4 14.8 8.7 22.4 19.0 26.7 15.2 6.7 8.1 26.7 Pour hours 30.9 42.1 8.1 34.4 15-5 31.0 28.6 37.5 19.1 Five hours 16.1 12.1 31.7 8.0 8.0 16.0 18.3 10.9 25.4 Six hours 4.5 7.8 3.6 4.5 4.0 6.6 .6 Seven hours 7.4 9.0 7.9 10.2 2.5 Eight hours 6.2 10.4 6.5 8.8 1.5 Nine or above 2.7 5.0 2.8 4.2 One hour 5.2 Two hours 12.4 Three hours 10.3 3.6 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS In the preceding chapter the analysis of the data was presented. In this chapter may be found (1) a summary of the study, (2) conclusions based upon the data, and (3) recommendations for further research. Summary Statement of the Problem It was the purpose of this study to determine the status of traffic safety education workers in Michigan grade, Junior high, and high schools. More specifically the study was concerned with three important factors relating to traffic safety education workers. These three factors were (1) responsibilities held, (2) training, and (3) time involvement. Methods, Techniques, and Data Used For the purpose of this study a traffic safety education worker was defined as being any person who may be involved, either full or part time, at the 145 1*46 administrative, supervisory, or operational level and whose activities influence the field of traffic accident prevention. The following persons were designated as traffic safety education workers: school board members, superintendents of schools, high school principals, high school teachers, driver education teachers, heads of driver education, heads of school bus operations, heads of safety education, Junior high school principals, Junior high school teachers, elementary school principals, elementary school teachers, and school bus drivers. A population of 732 Michigan high schools was defined as the population of interest. These schools included public, parochial, and private schools. A sample of 120 high schools was selected to provide the data. The first step in conducting interviews in a school was to interview the principal of the designated high school. The next step was to obtain the names of the other traffic safety education workers. The principal provided the names of the superin­ tendent of schools, head of safety education, head of driver education, and the head of school bus operations. A list of the high school teachers, driver education teachers, and members of the board of education was provided by the high school principal and one person from each group was selected through random selection procedures. 147 The junior high school and the elementary school was selected from a list provided by the high school principal. This list was made up of the junior high schools and elementary schools that sent 50 per cent of their students into the designated high school. The junior high school and the elementary school was chosen through random selection procedures. The junior high school principal and the elementary school principal, as part of their interview, furnished a list of the teachers in their respective schools. These teachers, one Junior high and one elementary, were chosen by random selection procedures. The school bus driver was also chosen through random selection procedures from a list provided by the head of school bus operations. Questionnaires were developed and professional interviewers were used to gather the data. No more than four attempts were made to contact the interviewees. Interviews were conducted only in those schools that willingly participated. Of the 120 high schools chosen for the study, only three saw fit, for reasons unique to each school, not to participate in the study. The Major Findings The following summary of the major findings was presented in thirteen sections, one for each of the thirteen Job classifications chosen for study. 148 1. High School Principals. More than three-fourths of the high school principals made policy decisions con­ cerning the safety of students for whom they were responsible. Nearly 55 per cent made policy decisions on passenger safety, 53 per cent on pedestrian safety, and 32 per cent on bicycle safety. Less than ten per cent of the high school principals supervised traffic safety education activities. Approximately 5^ per cent of the high school principals made policy decisions concerning driver education while 55 per cent supervised the driver education program. Less than ten per cent of the high school principals required traffic safety edu­ cation to be taught in all grades for which they were responsible while 11.1 per cent of the high school principals indicated the school system required traffic safety education to be taught in all grades for which they were responsible. Approximately 27 per cent of the high school principals had taken a general safety education course for credit while 39 per cent took a driver education course for credit. High school princi­ pals indicated they had no training for their involvement with school safety patrol activities and that they had done very little reading in the area of school safety patrols. Less than two per cent of the high school principals were involved with school building safety patrols. Slightly more than two-thirds of the high school 149 principals devoted less than one per cent of their time to traffic safety education activities. 2. Superintendent of Sc h oo l s. Approximately 53 per cent of the school superintendents required that traffic safety education be taught in all elementary grades in the school system, 21.4 per cent required it in all junior high school grades, and 19.6 per cent in all high school grades in the system. Nearly 28 per cent of the school superintendents made policy decisions concerning school safety patrols while less than two per cent had school safety patrol training. About 74 per cent of the school superintendents received prepa­ ration in general safety education from sources other than formal college courses, while 20 per cent had taken general safety education courses for college credit. Twenty-five per cent of the school superintendents took a driver education course for college credit. 3. Board of Education M em b er s . Approximately 92 per cent of the school board members made policy decisions concerning the safety of students for whom they were responsible, 78 per cent made policy decisions on bus transportation, 77 per cent on passenger safety, and 69 per cent on pedestrian safety. Involvement in the aforementioned areas was greater than In any of the areas listed. Less than one per cent of the almost 60 per cent of the board of education members who attended college 150 took a general safety education course for college credit. Slightly more than half of the school board members have read either a general safety book or a driver education textbook. School board members who attended college indicated they had not taken a driver education course for college credit. More than 70 per cent of the school board members devoted less than one per cent of their time to traffic safety education activities. Heads of Driver Ed ucation. Eighty per cent of the heads of driver education were responsible for one high school. Nearly 88 per cent of the heads of driver education made policy decisions concerning the driver education program while slightly less than three-fourths made on-the-spot observations of driver education teachers. Slightly more than 72 per cent of the heads of driver education were teaching driver education at the time of the interview. Of this 72 per cent, 71.1 per cent taught on the street driving, 12.2 per cent taught on multiple car off-street driving ranges, and 3.3 per cent taught in a driving simulator. Approximately 87 per cent had taught driver education. Training in school safety patrol activities was slightly less than the percentage of involvement with school safety patrol activities. Of the courses required for special approval to teach driver education in the State 151 of Michigan, approximately 87 per cent of the heads of driver education had taken the basic course, only 51.1 per cent had taken the advanced course, and only 30 per cent had taken the course in psychological factors. Heads of driver education in non-public schools had no college preparation in automobile mechanics, traffic engineering, traffic communications, and police and traffic court administration. Only 20 per cent of the heads of driver education taught driver education during the regular school day, 52.2 per cent taught on Saturdays, or before or after the regular school day, and 6 b , H per cent taught driver education during the summer. 5. Heads of Safety Education. Approximately l*i per cent of the heads of safety education provided a planned, coordinated, curriculum for elementary and Junior high grades and eight per cent for high school grades. Twenty-five per cent of the heads of safety education were available as a resource person for elementary school teachers, 33.3 per cent for junior high school teachers, and 50 per cent for high school teachers. About 86 per cent of the heads of safety education in public schools were involved in making policy decisions concerning the safety of students as compared to M3 per cent of the heads of safety education in non­ public schools. Heads of safety education in public 152 and non-metropolitan schools had a higher percentage of involvement in the formulation of policy concerning pedestrian, bicycle, and passenger safety than did the heads of safety education in non-public and metropolitan schools. About 86 per cent of the heads of safety education in non-public schools and 93*1 per cent of the heads of safety education in public schools indicated they had taught school. None of the heads of safety education in public schools had a Doctor's degree in safety education while 1^.3 per cent of the heads of safety education in non-public schools had a Doctor's degree in safety education. Only 16.7 per cent of the heads of safety education have taken a course in the organization and administration of safety education, while only ^1.7 per cent of the heads of safety edu­ cation took a general education course for college credit. None of the heads of safety education devoted more than 50 per cent of their time to traffic safety education activities. 6. Heads of School Bus O p e r a t i o n s . Involvement by heads of school bus operations in hiring school bus drivers, planning routes and schedules, and making on-thespot observations of school bus drivers was less than four per cent for each of the aforementioned areas. Fifty per cent of the heads of school bus operations in non-public schools and 78.3 per cent of the heads of school bus 153 operations in public schools attended school bus driver education courses conducted by the State Universities of Michigan. About 17 per cent of the 68.4 per cent of the heads of school bus operations who had attended a college or university took a general safety course for college credit while 20 per cent took a driver education course for credit. Approximately 42 per cent of the heads of school bus operations devoted one to three hours a day as head of school bus operations while 29.5 per cent devoted eight hours or more a day. 7* High School T e a c h e r s . Less than four per cent of the high school teachers were required to teach traffic safety education in their grade. However, 21 per cent indicated they taught traffic safety education, 14 per cent taught passenger safety, 12 per cent taught pedes­ trian safety, and four per cent taught Data revealed that 3*8 per cent bicycle safety. of the high school teachers had a safety resource person to whom they could turn for assistance. However, no senior high school teacher sought assistance from the resource person "very often," 2.6 per cent indicated "fairly often," 1.7 per cent "not very often," and 10.8 per cent "hardly ever." Data further revealed that 3.8 per cent of the high school teachers were provided with a planned, coordinated, traffic safety curriculum while 3.8 per cent followed the curriculum closely. Less than one-fourth of the high 154 school teachers had taken a general safety education course for college credit. None of the high school teachers were in charge of the school building safety patrol nor had any training or had read any material in the last three years concerning school safety patrol activities. Slightly more than 90 per cent of the high school teachers devoted less than one per cent of their time to traffic safety education activities. 8. Driver Education T e a c h e r . Ninety-one per cent of the driver education teachers taught driving on the street, 86 per cent taught the classroom phase, 33.3 per cent taught on a multiple car off-street driving range, and 5-1 per cent were involved in teaching in a driving simulator. Involvement in off-street driving ranges and driving simulators was, for the most part, to the larger school systems. limited Only 36.6 per cent of the driver education teachers taught driver education during the regular school day while 69.1 per cent taught driver education on Saturdays, or before or after the regular school day, and 84.8 per cent taught driver education during the summer. Less than five per cent of the driver education teachers were involved in school patrol activities while less than two per cent indicated any training in school patrol activities. Of the courses required in the State of Michigan for special approval to teach driver education, slightly less than 100 per 155 cent of the driver education teachers had completed the basic course, only 60 per cent had taken the advanced course, and only 37*2 per cent had taken the course in psychological factors. Only 18.5 per cent of the driver education teachers had a Master's degree in or with emphasis in driver and traffic safety education while 60 per cent had an undergraduate teaching minor or its equivalency in traffic safety education. 9. Junior High School Princip a ls . Less than eight per cent of the junior high school principals required traffic safety education to be taught in the grades for which they were responsible while 19.9 per cent indicated that the school system required traffic safety education to be taught. Less than two per cent of the Junior high school principals required passenger safety to be taught. Only 24.4 per cent of the junior high school principals took a general safety education course for college credit. None of the junior high school principals in non-public schools took a general safety education course for college credit. Less than one per cent of the Junior high school principals were involved in school patrol activities and none of the Junior high school principals indicated that they had any training in the area of school safety patrol activities. Seventy per cent of the junior high school principals devoted less than one per cent of their time to traffic safety a ctivities. 156 10. Junior High School T e a c h e r s . Less than one per cent of the Junior high school teachers were required to teach traffic safety education in their grade; however, 19.9 per cent indicated they did teach traffic safety, 17.1 per cent taught pedestrian safety, 11. *1 taught bicycle safety, and 8.7 per cent taught passenger safety. Junior high school teachers in public schools were more often involved in the teaching of pedestrian and bicycle safety than were Junior high school teachers in n on ­ public schools; however, Junior high school teachers in non-public schools were more often involved in the teaching of passenger safety than were Junior high school teachers in public s c h o o l s . Data indicated that six per cent of the Junior high school teachers had a safety resource person to whom they could turn for assistance. However, no Junior high school teacher sought assistance from the resource person "very often," .2 per cent indicated "fairly often," 2.8 per cent "not very often," and 3 per cent "hardly ever." Data further indicated that 2.8 per cent of the Junior high school teachers were provided with a planned, coordinated, traffic safety curriculum while 1.9 per cent followed the curriculum closely. Less than 20 per cent of the Junior high school teachers took a general safety education course for college credit. Junior high school teachers indicated they had no training for school safety patrol activities 157 nor had they read any material In the last three years concerning school safety patrols. teacher Junior high school Involvement In school safety patrol activities was less than one per c e n t . Approximately 90 per cent of the junior high school teachers devoted less than one per cent of their time to traffic safety education activities. 11. Elementary School Pri ncipals. Less than four per cent of the elementary school principals required traffic safety education to be taught in all grades for which they were responsible while nearly 55 per cent indicated that the school system required traffic safety education to be taught. Approximately 34 per* cent of the elementary school principals supervised traffic safety education activities. Data indicated that 14.2 per cent of the elementary school principals were in charge of the school building safety patrol. indicated that onl^ Data further 4.9 per cent of the elementary school principals had training for school safety patrol activities while 14.2 per cent indicated they had read material relating to school safety patrols in the last three years. Only 23 per cent of the elementary school principals took a general safety education course for college credit. Slightly more than 50 per cent of the elementary school principals devoted two to six per cent of their time to traffic safety education activities . 158 12. Elementary School T e a c h e r s . Approximately 29 per cent of the elementary school teachers were required to teach traffic safety education while 84 per cent did teach traffic safety education. All areas of traffic safety education, pedestrian, bicycle, and passenger safety were taught. Of these areas, passenger safety was taught the least. Elementary school teachers in non-public schools indicated the least involvement in the aforementioned a r e a s . Data revealed that 52 per cent of the elementary school teachers had a safety resource person to whom they could turn for assistance. However, no elementary school teacher sought assistance from the safety resource person "very often," 8.2 per cent indicated "fairly often," 23.2 per cent "not very often," and 20.5 per cent "hardly ever." Data further indicated that 22.5 per cent of the elementary school teachers were provided with a planned, coordinated, traffic safety curriculum while 18.9 per cent followed the curriculum closely. Less than one per cent of the elementary school teachers had any training in school safety patrol activities while 11.1 per cent indicated they were in charge of school building safety patrol activity. Fourteen per cent of the elementary school teachers took a general safety education course for college credit. Approximately 55 per cent of the elementary school teachers devoted less than one per 159 cent of their time to traffic safety education activities. 13* School Bus D r i v e r s . Seventy-one per cent of the school bus drivers Indicated that driving a school bus was their only means of employment. Approx­ imately 85 per cent of the school bus drivers had attended the school bus driver education classes conducted by the State Universities of Michigan. About 49 per cent indicated they received training in school bus driving prior to actual driving while slightly more than 75 per cent indicated they received in-service training. Nearly 82 per cent of the school bus drivers had read a driver education textbook. Approximately six per cent of the school bus drivers were over sixty years of age. Coneluslons The following are the conclusions based upon the findings of the study. 1. Data indicated tha', a lack of communication and adherence to policy existed in the hierarchy of the school system. Policies required by a school superin­ tendent may not, for example, be required by a high school principal. This was no. uncommon among superintendents, principals, and teachers in the high school, Junior high, and elementary grades. 160 2. Preparation of traffic safety education workers who held safety patrol responsibilities was not great. Less than ten per cent of each of the traffic safety education workers who had safety patrol responsibilities indicated they had had training in safety patrol activities. 3. Very little time is allotted to traffic safety education activity. With the exception of the heads of safety education, heads of driver education, and driver education teachers, the majority of traffic safety education workers devoted less than one per cent of their time to traffic safety education activities. 4. The majority of the heads of driver education and driver education teachers are not well prepared. No more than 30 per cent of the heads of driver education and 37 per cent of the driver education teachers had completed the current course requirements for special approval to teach driver education in the State of Michigan. 5. Most driver education is taught at times other than during the regular school day. Twenty per cent of the heads of driver education and 36.6 per cent of the driver education teachers taught driver education during the regular school day. 6. The majority of the heads of safety education lacked college or university preparation in safety education. Only 41.7 per cent had taken a course in 161 general safety education for college credit while only 16.7 per cent had taken a course in the organization and administration of safety education for college credit. 7. Not all heads of safety education and driver education have teaching experience in their respective areas. Approximately eight per cent of the heads of safety education and 13 per cent of the heads of driver education have had no such teaching experience. 8. Traffic safety education was taught more often in the elementary school. Data indicated that elementary school teachers were involved to a higher degree in the teaching of pedestrian, bicycle, and passenger safety than were the junior and senior high school teachers. Recommendations Interpretations of the data resulting from the study are presented here in the form of recommendations. 1. It is incumbent upon school systems to develop and maintain effective channels of communications. Data tended to indicate that an effective means of communi­ cation did not exist in most school systems. 2. School systems should provide in-service training in safety patrol activities for all traffic safety education workers who are involved with safety patrol activities. Data seemed to indicate that the majority of persons involved in safety patrol activities had no training for that responsibility. 162 3. Persons who make policy decisions concerning the safety of students for whom they are responsible have a course in general safety education whether it be for college credit or in-service preparation. Data indicated that many of these persons have not had preparation in this area. 4. Data indicated no more than 30 per cent of the heads of driver education and 38 per cent of the driver education teachers had completed the current course requirements for special approval to teach driver education in the State of Michigan. Therefore, the Michigan State Department of Education should require all teachers who are granted special approval to teach driver education to have complied with current requirements. 5. Heads of safety education and driver education should have teaching experience in their respective areas. Teaching experience is necessary for these persons if they are to provide assistance and leadership. Approx­ imately eight per cent of the heads of safety education and 13 per cent of the heads of driver education had no such teaching experience. 6. Only those persons who have college or university preparation in safety education should be appointed as head of safety education. Data revealed only *11.7 per cent of the heads of safety education 163 had taken a course in safety education for college credit while only 16.7 per cent had taken a course in the organization and administration of safety edu­ cation. Leadership in the development of safety education programs is not likely to come from inade­ quately prepared heads of safety education. 7* Well prepared teachers are the key to a successful and effective safety program. The Michigan State Department of Education should, therefore, require a course in general safety education which includes traffic safety (pedestrian, bicycle, and passenger safety) for teacher certification. Data tended to Indicate only a small number of school teachers have taken a course in general safety education for college credit. 8. The Michigan State Department of Education should require that a comprehensive, coordinated curriculum guide in safety education be developed and implemented in grades K-12. Data seemed to indicate that most safety education, including traffic safety education, taught in Michigan schools today is not part of a comprehensive, coordinated program. 9. Driver education, if it is to be considered an integral part of the school curriculum, should be taught during the regular school day. Driver education will continue to be looked upon as a "frill" by many 164 people If it is taught on Saturdays, or before or after the regular school day. Only 36.6 per cent of the driver education teachers taught driver education during the regular school day, while 69.1 per cent taught driver education on Saturdays, or before or after the regular school day, and 84.8 per cent taught driver education during the summer. 10. The Michigan State Department of Education should not allow persons over 60 years of age to be employed either full or part time as school bus d r i v e r s . At the present time, Michigan does not have any retirement age for school bus drivers. Data revealed that approximately six per cent of the school bus drivers were over 60 years of age. 11. All school bus drivers receive training in school bus driving prior to actual driving. Less than 50 per cent indicated they received training prior to actual driving. Recommendation For Further Study It is recommended that an in-depth study of each of the thirteen traffic safety education workers in Michigan grade, Junior high, and high schools be conducted to determine the effectiveness of their involvement in traffic safety education activities. BIBLIOGRAPHY 165 BIBLIOGRAPHY Books Aaron, James E . , and Strasser, Marland K. Driver and Traffic Safety Education* New York: The Macmillan Company, 1966. American Automobile Association. Traffic Safety Education. Book Company, 1965. Teaching Driver and Washington: McGraw-Hill Baker, J. Stannard, and Stebbins, William R. Jr. Dictionary of Highway T r a f f i c . Evanston: Traffic Institute, Northwestern University, I960. Florio, A. E . , and Stafford, G. T. Safety Education. New York: McGraw-Hill Book Company Iric., 1962. Little, Arthur D. Inc. ■ The State of the Art of Traffic S a f e t y . C ambridge: Automobile Manufacturers Association, 1966. Strasser, Marland K., and others. Fundamentals of Safety Education. New York: The Macmillan Company, 1964. Publications of the Government, Learned Societies, and Other Organizations' Booz, Allen, and Hamilton, Inc. Safety Specialist Ma -Washington: Manpower Requirements. VolumeI-IV, 19 Insurance Institute For Highway Safety. 21st Annual Driver Education Achievement Program. Washington: Insurance Institute For Highway Safety, 1 9 6 7 . Insuranc. Institute For Highway Safety. National Highway Safety Standards. Washington: Insurance institute For Highway Safety, 1967Michigan Department of Public Health. Michigan Health Statistics. Lansing: Michigan Department of Public Health, 1967 edition. 166 167 Michigan State University. Michigan Statistical Abstr a c t . East Lansing: Graduate School of Business ~ Administration, 1968. National Commission on Safety Education. A School Safety Education Program. Washington: National Education Association, 1966. National Commission on Safety Education. Accident Research For Better Safety Teaching. Washington: National Education Association, 196*1. National Commission on Safety Education. Bicycle Safety In A c t i o n . Washington: National Education Association, 1964. National Commission on Safety Education. Checklist of Safety and Safety Education in Your S c h o o l . Washington: National Education Association, 1953* National Commission on Safety Education. Policies and Practices for Driver and Traffic Safety Education. Washington: National Education Association, 1964. National Commission on Safety Education. Selection, Instruction, and Supervision of School Bus Drivers. Washington: National Education Association, 1961. National Commission on Safety Education. Seven Steps To Traffic Safety. Washington: National Education Association, i960. National Commission on Safety Education. Who Is Liable for Pupil Injuries? Washington: National Education Association, 1963. National Safety Council. Accident F a c t s . Safety Council, 1969 edition. Chicago: National Physicians For Automotive Safety. How Safe Is Pupil Transportation? Springfield: Physicians For Automobile Safety, 1967. President's Committee For Traffic Safety. Education. Washington: U.S. Government Printing Office, i960. Periodicals Dodge, Eleanor J. "Sound Approaches For Teaching Safety In Elementary Schools," Safety, Vol. 2, No. 1, September, 1966. 168 Wasson, Nevln E. Vol. 1, No. "Supervision in Safety Education," Safety, March, 1966. "The 1968 Metropolitan Life Awards For Research in Accident Prevention," Traffic Safety Research Review, Vol. 68, No. 12, December, 1968. Unpublished Materials Central Michigan University. "New School Bus Driver Conference." M t . Pleasant. 1967. (Mimeographed) Central Michigan University. "School Bus Driver Education." M t . Pleasant: Field Services. 1966-67. (Mimeographed) Central Michigan University. "School Bus Driver Education." M t . Pleasant: Off Campus Education. 1967-68. (Mimeographed) Michigan State University. "How To Improve Driver Education In Michigan." East Lansing: Highway Traffic Safety Center. 1966. Patterson, Ronald D. "Recommended Practices and Procedures For The Improvement of Programs For The Selection And Education of School Bus Drivers." Unpublished Doctoral Dissertation, New York University, 1959* APPENDICES 169 APPENDIX A SAMPLE OF MICHIGAN HIGH SCHOOLS 170 Appendix A SAMPLE OF MICHIGAN HIGH SCHOOLS W Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. m. 15. 16. 17. 18 . 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. o •t! * • < < r >—1 p h 0 4>J «m0 i—i n h £ J .c i—1 << cCJ j JL E3 CO rA rj W 3 rH c C h O *H -H O .C -> ■C 4 *J U -H w C/1 Z» c6 C7-8 Cll CI2-13 8 8 8 01 02 03 04 0‘> 06 07 3 3 5 6 6 6 6 7 7 7 7 8 9 T : £ Denby H. S, Mumford Pershing Lee M.Thurston H.S. Edsel Ford H.S. Grosse Polnte H.S. Lincoln Park H.S. Southgate H.S. John Glenn Pioneer H.S. Ypsllantl H.S. Central H.S. Centerline H.S. Roseville H.S. Adlal Stevenson H.S. Warren Woods H.S. Clarkston H.S. Lake Orion H.S. Northern H.S. Southfield H.S. Howell H.S. Grand Haven E.Grand Rapids H.S. c e •HO 3 *H C C2 c CbOlnC O o L C "H • H C > « H CH 0)03 OO oo -1 XJ )3—1 tl * 2 K T H * * £ 3 E M a t f cx) 60 e b o ( 0 C CJ 0> CJ 41 33 44)1 oO o z a: •o a CJw —t Z: z OS H 4-1 Detroit Detroit Detroit Detroit P.O. Dearborn Groose Polnte Lincoln Park Southgate Wayne Ann Arbor Ypsllantl Kalamazoo Centerline hosevlllc Utica Warren P.O. Clarkston Lake Orion Pontiac Southfield Howell Grand Haven Grand Rapids P.O. Catholic Central Grand haplds Southwestern Flint Bridgeport Comm.H.S. Bridgeport Midland H.S. Midland Traverse City H .S . Traverse City Holy Redeemer Detroit Sacred He'art Detroit Lowrey H.S. Dearborn Harper Woods H.S. Harper Woods St. Alphonsus Dearborn Columbia Central H.S. Brooklyn Hudson Area H.S, Hudson Western H.S. Parma Harper Creek H.S. Battle Creek Marshall H.S. Marshall Constantine H.S. Constantine Gull Lake H.S. Richland Watervllet H.S. Watervllet Chippewa Valley H.S. Mt. Clemens Saint Clement Centerline Marian High Birmingham Eaton Rapids H.S. Eaton Rapids Stockbrldge H.S. Stockbrldge Carson City H.S. Carson City Greenville H.S. Greenville Lowell H.S. Lowell Springlake H.S. Springlake Zeeland H.S. Zeeland Calvin Christian High Grandvllle 1 Bentley H.S. Flint P.O. North Branch Area H.S. North Branch Birch Run H.S. Birch Run Ithaca H.S, Ithaca Sandusky H.S. Sandusky Garber Jr.&Sr. H.S. Essexvllle Standlsh Sterling H.S. Standlsh Manistee H.S. ManlAtee ■y n * * U3 u] *^3 O *H 4JH sw * SsS » e+ cm f lj a> *H >-h o> w O : u <-l W js 0O.HSs CO r o W M cj q* < • <« . s* C7-8Cll C12-13 2 5 1 1 1 8 8 8 7 03 07 01 02 03 26 27 H ° O ^3 o W Vi O 4> o. E>h» C19 u *H £ a cd k bO o Ofll C15 08 B B B B B C C C C 13 19 16 17 18 1 1 t3 7 7 7 09 10 11 C C c 3 3 3 7 b ft 0 H ft ft a et 3 X ft G. ft o < ■o 3*1 to ft a m ft 3 M ft ft ft District ft MK »K - t-« h- (— 1 :\9 o M.S.U. Continuing Eduction Region MI-*O H *O S o oo CO'O0\ 5 School Number a, Within Region •trd ^ Athletic f Classification C DC D— J -J C T \ V T I n ?nj*t? T *TJ*T? ccc ccc D *O PO’ O’O’O’ cO' noo tj 4 o Z2£ 0 0o Z 0 i it 31 333 saa 1tt 0 0 0 aaa m a S33 < 9A 4 ftct ctft «tft f«tt i ft 0ono 111 0 0 0 0 Type of School •jj Geographic Area SCHOOLS— Continued *v tt *r 09 £9 o i^ft I 3 ft ft ft ft C Aft u a ft H * ft M HIGH • MICHIGAN to r» o OP ft 09 • 0 C H*• ft n 0 i i w i 'j o w i i i y i •ft to• ft Ct X • 0 et ftPJ ft ^ O 0 rr *1 09 » HO a*HT3 to 1 * *1 ft COo w o a a ft ct *c • ft X* • "0 0 X ft W• H W* c ft? • a n t/i X c v* r * X O' • 3o n , U> APPENDIX B LIST OP METROPOLITAN AND NON-METROPOLITAN COUNTIES AND A MAP SHOWING THEIR LOCATION METROPOLITAN - NON-METROPOLITAN COUNTIES Note: All cities within a Metropolitan County are con­ sidered a Metropolitan C i t y . Likewise, all cities in a Non-metropolitan County are considered a Non-metropolitan C i t y . METRO COUNTIES Clinton Eaton Genesee Ingham Jackson Kalamazoo Kent Lapeer Macomb Monroe Muskegon Oakland Ottawa Saginaw Washtenaw Wayne NON-METRO COUNTIES Alcona Alger Allegan Alpena Antrim Arenac Baraga Barry Bay Benzie Berrien Branch Calhoun Cass Charlevoix Cheboygan Chippewa Clare Crawford Delta Dickinson Emmet Gladwin Gogebic NON-METRO COUNTIES Grand Traverse Gratiot Hillsdale Houghton Huron Ionia Iosco Iron Isabella Kalkaska Keweenaw Lake Leelanau Lenawee Livingston Luce Mackinac Manistee Marquette Mason Mecosta Menominee Midland Missaukee Montcalm Montmorency Newago Oceana Ogemaw Ontonagon Osceola Oscoda Otsego Presque Isle Roscommon Sanilac Schoolcraft Shiawassee S t . Clair St. Joseph Tuscola Van Buren Wexford 175 (contd) METROPOLITAN COUNTIES AlGCf (MMCr I C H tftO rG A N CHARIvOixT OISECO MO n I m O k n C v A lK n A lIllAhiAUfL I/ | I " * I iAHa$la I C*A*^oi I OSCOOA ■INfH Igcand' 'v A LCO N A IIAVlKt tA L I N |W A ¥ 0 O O K fO lA I J ;r MfCOSTA I C tA t| (V J IliA CXAtrWW I m A H N ^C CLAn O lAIOtAC MONTCALM I G » A JO f 0M« ONW denotes Metropolitan County. All other counties are non­ metropolitan. ALUGAM r/C U N IO N _A IA »O N SI O -A lf SHtAVASSCl U V N G S IO N m m APPENDIX C PROBABILITY SAMPLE 177 PROBABILITY SAMPLE ATHLETIC CONFERENCE ENROLLMENT CLASSES Class Class Class Class A B C D POPULATION PERCENTAGES 24% 30% 2*4% 22% 100 % SAMPLE PERCENTS 245? 30% 2*J% 22% TooJ N=732 N=120 78% 20% 2% 80% 18% 2% SCHOOL TYPE Public Parochial Private MICHIGAN EDUCATION ASSOCIATION - GEOGRAPHIC REGION Region Region Region Region Region Region Region Region Region Region Region Region Region Region Region Region Region Region 1 2 3 4 5 6 7 8 9 10 11 12 13 8% 8% 7% 3% 7% 7% 6% 6% 9% 5% 8% 4% 6% 4% 3% 2% 4% m 15 16 17 18 100% 178 7% 8% 8% 3% 6% 7% 7% 5% 10% 3% 7% 5% 5% 5% 3% 3% 4% 4% 100% APPENDIX D BASIC INTERVIEWING INSTRUCTIONS 179 CHART 1: If Total Number on List is.. 1 2 3 A 5 6 7 8 9 10 11 12 13 It) 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Ml M2 M3 MM 45 M6 M7 M8 M9 50 RANDOM NUMBERS USED TO SELECT PERSON FROM LIST TO INTERVIEW Interview Person Listed No. If Total No. is Interview No. I 2 3 51 52 53 2 3 it 2 9 7 3 11 1 it 9 8 5 7 6 18 it 20 9 21 22 16 16 9 6 17 7 27 22 19 7 lit 19 it 24 28 21 6 11 3^ 17 36 17 8 1 it9 55 56 57 58 59 60 61 62 63 6 it 65 66 67 68 69 70 71 72 73 7A 75 76 77 78 79 80 81 82 83 8i| 85 8b 8? 88 89 90 91 92 93 9it 95 96 97 98 99 100 it H5 7 39 51 31 29 2 19 it 2 16 5M Ml 0 17 10 55 36 57 23 50 61 it it i|2 56 38 48 it6 11 39 37 66 25 1)9 27 MM 25 81 75 8iJ 22 56 13 16 80 39 63 i)0 6 you will have a roster of the bus drivers. Pick one bus driver for interviewing, using Chart 1. Step 15: Interview the following: Questionnaire 13 (Light Green) Bus Driver (The one you just picked) Step 16: Put all of the completed questionnaires for a given school in a single packet, then send them back to your field supervisor. Make as many as four calls on each person in an attempt to complete these interviews. It is important that we get interviews from every type of person in every school. It should be possible to get interviews with almost all of these persons during school hours, but occasionally you may have to arrange for an inter­ view after working hours, possibly even in the evening. APPENDIX E QUESTIONNAIRES 184 QUESTIONNAIRE 01 MASTER QUESTIONNAIRE (HIGH SCHOOL PRINCIPAL) SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-4 C5 Project Number 1 Card Number C6 M.S.U. Continuing Education Regions C7-G C9-10 ClI School Number Within Region 01 School Job Title Athletic Classification 1 Class 2__ Class 3__ Class 4__ Class C12-13 C14 A B C D M.E.A. Region Type of School 1__ Public 2__ Parochial 3__ Private C15 Geographic Area 1 Metro County 2__ Non-Metro County High School Name High School Principal's Name__ Hello, I'm . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of 120 Michigan schools that are being studied on a safety-education project, tie would appreciate it if we could have 20 to 30 minutes of your time. jSTART INTERVIEW ON NEXT PAGEi 2 C16 To begin with, which grades attend school in this building? 1 10-12 2__ 9-12 3__ 8-12 4__ 7-12 5__ 6-12 6 7 3 C17 1-12 K-12 Other (Specify) Which grades are you responsible for as principal? 1__10-12 2__9-12 3__8-12 4__7-12 5__6-12 6 Other (Specify) C18 In your school system, what grades are considered as senior high school grades? 1__ 10-12 2__9-12 3__C-12 4__7-12 5 Other (Specify) C19 In your school system, what grades are considered as .junior high or middle school grades? 1__7-9 2__6-9 3__5-9 4__7-3 5__6-3 6__ 5-3 7 Other (Specify) C20 How long have you been a principal? 1__1 year 2__2-5 years 3 6-10 years 4__11-15 years 5 16-20 years 6__21-25 years 7__ 26-30 years 0 more than 30 years C21 Do you make policy decisions concerning the safety of students for whom you are responsible? 1 2 Yes No If^Ho. skip to Question 25l 3 C22 Do you make policy decisions on pedestrian safety? 1 C23 Yes 2__ No Do you make policy decisions on bicycle safety? 1___Yes___2__ No C24 Do you make policy decisions on passenger safety? 1___Yes C25 2__ No Does your school system have a person designated as coordinator or super­ visor of safety education? 1___Yes 2__ No Name Where is his office? C20 Have you designated some person as safety education coordinator or super­ visor for the grades you are personally responsible for? 1___Yes C27 Do you have a school safety patrol for this building? 1 2 C2Q Do Yes ________________________ No |If No, skip to Question 32} you have adesignated 1___ Yes C29 2__ No person responsible for the school safety patrol? 2__ No Uhat is thetitle of the person responsible for the school safety patrol? 1 Superintendent 2 Asst. Superintendent 3 Principal 4 Asst. Principal 5 Coordinator (Supervisor) of Safety Education 6 Counselor 7__ Teacher C Other (Specify)______________________________ If the Principal names himself, ask Questions 30 and 31 C30 Have you had any specific training for the responsibility? 1 C31 Yes 2 No Have you read any materials in the past 3 years from organizations interested in safety patrols...such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1 Yes 2 No 4 C32 Is driver education taught in this high school? 1 2 C33 Yes No |If No, skip to Question 36 Do you make any policy decisions concerning the driver education program? 1__ Yes C34 2__ No Do you supervise the driver education program? 1__ Yes C35 2__ No Is there a person designated as head of driver education for this high school? Yes 2 No Name Where is his office? C36 Is there a person designated as coordinator or supervisor of driver educa* tion for your whole school system? 1 Yes 2 No Name Where is his office? C37 Does your whole school system require the teaching of traffic safety edu­ cation. ..whether pedestrian, bicycle or passenger.,.in all grades which you are responsible for? 1 2 C38 Ilf Yes, skip to Question 39| Do you require traffic safety education...whether pedestrian, bicycle, or passenger...to be taught in all grades which you are personally responsible for? 1 2 C39 Yes No Yes No 'If No, skip to Question 4?i Is pedestrian safety education required to be taught? 1__Yes____2_No C40 Is bicycle safety education required to be taught? 1__Yes C41 is passenger safety education required to be taught? 1 i -t-- 2_No Yes 2 No 5 C42 Is this a planned coordinated curriculum? 1__ Yes C43 Do you supervise the teaching of traffic safety education? 1__ Yes C44 2___No In addition to your duties as principal, are you also a teacher? 1__ Yes C45 2___No 2__ No What percentage of your time as principal is devoted to the administration or supervision of traffic safety education? 1__less than 1 percent 2__2 to 3 percent 3__4 to 5 percent 4__6 to 10 percent 5__ 11 percent and above 6 None C46 Have you ever taken a general safety education course for college credit? 1__Yes ( ________________________ 2__No !lf No, skip toQuestion 48l C47 How many years has it been since you took this course? 1 0-5 years 2__6-10 years 3__11-15 years 4__16-20 years 5__ 21-25 years 6 more than 25 years C48 Have you received any general safety education from sources other than formal college courses? 1__Yes C49 No Have you ever read a general safety education book...either hardback or paperback? 1__ Yes C50 2 2 No Have you ever taken a driver education course? 1 Yea ________________________ 2__ No jlf No. skip toQuestion 52j C51 How many years has it been since you took this course? 1__ 0-5 years 2 6-10 years 3__ 11-15 years 4__ 16-20 years 5__ 21-25 years 6 more than 25 years <3 C52 Have you ever read a driver education textbook? 1 C53 Yes 2 No How many junior high schools feed more than 50% of their students into your high school? Ilf a junior high school is located in the senior high school building, include it.______________ _____ Number of junior high schools Could you give me the names of these junior high schools? Include the one in the senior high school building, if there is one.______________________________ _ C54 Are any of these junior high schools phrochial or private schools from which over 507. of the students enter your high school? Indicate above which ones arel _____ Number of Parochial and Private junior high schools involved. -56 How many elementary schools feed 50% or more of their students into your high school? (if an elementary school is located in the senior thigh school building, include it. _____ Number of elementary schools. Could you give me the names of these elementary schools? Include the one in the senior high school building, if there is one. 7 C57 Are any of these elementary schools parochial or Private schools from which over 507. of the students enter your high school? [indicate above which ones arej Number of parochial and private elementary schools involved. C58 Sex of person interviewed: 1 2 Male Fema le Now, who is your superintendent of schools? Name___________________________ — Where is his office? Could you tell me the name of the person in your school system who has primary responsibility for the operation of your school bus program? Name Where is his office? __________________________ We also want to interview one of your high schoolteachers. Can you pro­ vide me with a list of all of your high schoolteachersin thisparticular high school? GET LIST AND ATTACH IT TO THIS QUESTIONNAIRE) C59-61 Number of high school teachers. Also, we want to interview one of your driver education teachers. Can you provide me with the names of all your driver education teachers in this particular high school? C62-63 Number of driver education teachers. 8 Finally, we want to interview a school board member...chosen randomly...from your school district. Could you provide me with a list of your school board members? C64 Number of school board members. If the principal is also the superintendent, or designates himself as the person primarily responsible for safety education, driver education, or school bus opera­ tions, also ask him the questions on those questionnaires. Put this advice on bottom of this questionnaire. QUESTIONNAIRE 02 HIGH SCHOOL TEACHER QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-4_____Project Number C5 1 Card Number C6_____M.S.U. ContinuingEducation Regions C7-8 C9-10 Cll School Number within Region 02 School Job Title Athletic Classification 1__ Class 2__ Class 3__ Class 4__ Class C12-13 C14 A B C D M.E.A. Region Type of School 1__ Public 2 Parochial 3__ Private C15 Geographic Area 1 Metro County 2__ Non-Metro County High School Name __ ____ High School Teacher's Name Hello, I'm_______________________ . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have about 20 minutes of your time. jSTART INTERVIEW ON NEXT PAGE! 2 C16 To begin with, what grade do you teach most? 1___7 2 C 3___9 _ 4__10 5___11 6 12 7 Other (Specify)___________ ____________ C17 How long have you been a high school teacher? 1 1 year 2__ 2-5 years 3__ 6-10 years 4__ 11-15 years 5__ 16-20 years 6__ 21-25 years 7__ 26-30 years 0 more than 30 years C18 Are you required to teach traffic safety education,..whether pedestrian, bicycle or passenger safety...in your grade? 1__Yes C19 2__ No Do you teach any traffic safety education? 1__ Yes 2__ No |If No, skip to Question C20 Do you teach pedestrian safety? 1__ Yes C21 2__ No Do you teach passenger safety? 1__ Yes C23 2__ No Do you teach bicycle safety? 1__Yes C22 2__ No Does your school system have a planned traffic safety curriculum which you can follow? 1__Yes 2__ No If No, skip to Question C24 25} Do you usually follow it closely? 1 C25 27| Yes 2 No Is there a resource person...whether safety education coordinator or super­ visor...in the school system or in the building whom you can turn to for assistance? 1 2 Yes ------------------------No Ilf No. skip to Question 271 3 C26 How often do you aslc this resource person for assistance.. .very often, fairly often, not very often, or hardly ever? 1 2 3 4 C27 Is there a school safety patrol for this building? 1 2 C28 Yes No If No, skip to Question 31) Are you ,..by chance... in charge of 1 2 C29 very often fairly often not very often hardly ever Yes No Ilf No, skip to Question 31 Have you had any specific training for this responsibility? 1__Yes C30 Have you read any materials in the past 3 years from organizations inter­ ested in safety patrols...such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__Yes C31 2___ No Do you serve on any kind of system-wide or school committee which has as one of its responsibilities, pedestrian, bicycle or passenger safety? 1__Yes C33 2___ No Are you a sponsor for any kind of student organization or activity that is...either wholly or partially...concerned with pedestrian, bicycle or passenger safety in your school? 1__Yes C32 2___ No 2___ No What percentage of your time as a teacher is devoted to traffic safety activities? 1 less than 1 percent 2__2 to 3 percent 3 4 to 5 percent 4__6 to 10 percent 5___11 percent and above 6__ none C34 Have you ever taken a general safety education course for college credit? 1__ Yes ' 2__ No Ilf No, skip to^uesTion 36! 4 C35 How many years has it been since you took this course? 1__0-5 years 2__ 6-10 years 3 11-15 years 4__ 16-20 years 5__ 21-25 years 6__ more than 25 years C36 Have you received any general safety education from sources other than formal college courses? 1__ Yes C37 No Have you ever read a general safety education book...whether hardback or softback? 1__ Yes C38 2 2 No Sex of person interviewed: 1__ Male 2 Female QUESTIONNAIRE <£ member b o a r d o f e d u c a t i o n q u e s t i o n n a i r e SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan C l ____ Project Number C5 1 C6 Card Number MSU Continuing Education Regions C7-8 School Number WithinRegion C9-1Q 03 School Job Title Cll Athletic Classification _ 1_Class 2_Class _ _ 3_Class U Class C12-13 Clh MEA Region Type of School 1 2 3 C15 A B C D Public Parochial Private Geographic Area 1 Metro County _ 2_ Non-Metro County High School Name Name of School Board M e m b e r ______________ Hello, I ’m . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have 20 to 30 minutes of your time. &EABT INTERVIEW ON NEXT PAGEj -2Cl6 Does your Board of Education make policy decisions concerning the safety of students for whom you are responsible? 1_Yes 2_No |lf No, skipto'Question 201 C17 Does your Board make policy decisions on pedestrian safety? 1_Yes 2__No Cl8 Does your Board make policy decisions on bicycle safety? 1_Yes 2__No C19 Does your Board make policy decisions on passenger safety? 1__Yes 2__ No C20 Does your school system use school safety patrols? 1__Yes 2__No tlf No, skip to Question 221 C21 Does your Board make policy decisions concerning safety patrols? 1_Yes___ 2__ No C22 Does your school system use adult crossing guards? 1_Yes 2_No jlf No, skip to Question 2^j C23 Does your Board make policy decisions concerning adult crossing guards? 1_Yes 2__ No C2U Does your school system offer driver education? 1 2 Yes No E l No, skip to Question 2(51 C25 Does your Board make policy decisions concerning the driver education program? 1__Yes 2__ No C26 Does your school system provide bus transportation for students? 1__Yes 2__No tlf No, skip to Question 2Q| C27 Does your Board make policy decisions concerning pupil transportation? 1 Yes 2 No -3C28 How many regular school board meetings do you have per month? 1__1 2__2 3 3 u u 5__more than four C29 For what length of time does the Board generally meet? 1__1 hour 2__2 hours 3__3 hours U U hours 5 more than four hours C30 What percentage of your time as a School Board Member is concerned with traffic safety education? 1__less than 1 percent 2 2 to 3 percent 3 Z > to 5 percent 4__6 to 10 percent 5__ 11 percent and above 6_none C31 Have you ever attended a college or university? 1_Yes 2_No C32 Ilf No, skip to Question 361 Did youtake a general safety educationcourse college? 1__Yes 2__No C33 How forcollege credit while in jlf No, skip to Question 3M manyyears has it been since you tookthis course? 1__0-5 years 2__6-10 years 3__11-15 years ^__16-20 years 5__21-25 years 6__more than 25 years C3^ Did you take a driver education course for college credit while in college? 1 Yes 2 No [If No, skip to Question 33 -4C35 How many years has it been since you took this course? 1__0-5 years 2__6-10 years 3__ 11-15 years U__16-20 years 5__ 21-25 years 6__ more than 25 years C36 Have you received any general safety education from sources other than formal college courses? 1_Yes 2__ No C37 Have you ever read a general safety education book...either hardback or paper­ back? 1__Yes 2__ No C38 Have you ever read a driver education textbook? 1__Yes 2__ No C39 Sex of person interviewed: 1__Male 2 Female QUESTIONNAIRE Ok SUPERINTENDENTS QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-U C5 C6 C7-8 C9-10 Project Number I Card Number _____ M.S.U. ContinuingEducation Regions School Number within Region OU School Job Title CI1 Athletic Classification 1 Class 2 ______ Class 3 ___ Class U _____ Class A B C T C12-13 _______ M.E.A. Region ClU Type of School 1 ___ Public 2 Parochial 3 ____ Private C15 Geographic Area 1 Metro County 2 _____ Non-Metro County School District Name ____________________________ Superintendent's Name Hello, I'm ______________________. I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have 20 to 30 minutes of your time. tjXART INTERVIEW ON NEXT PAGE 2 C16-17 Ho w man-/ high schools .are you responsible for as superintendent? Number of high schools C18-19 How many junior high or middle schools are you responsible for as superintendent ? Number of junior high or middle schools C20-22 How many elementary schools are you responsible for as superintendent? Number of elementary schools C23 How long have you been a superintendent? 1__ 1 year 2__ 2-5 years 3__ 6-10 years k__ 11-15 years 5__ 16-20 years 6__ 21-25 years 7__ 26-30 years 8 more than 30 years C2h Do you make policy decisions concerning the safety of students for whom you are responsible? 1__ Yes 2 No C25 Do you make policy decisions on pedestrian safety? 1__ Yes C2r‘ fcf No, skip to Question 3*4 Do you personally make any policy decisions concerning the school safety patrols? 1__ Yes C30 2__No D o you use school safety patrols in your school system? 1__ Yes 2__ No C29 2__No Do you make policy decisions on passenger safety? 1__ Yes C28 2__No Do you make policy decisions on bicycle safety? 1__ Yes C27 tEf No, skip to Question 28| 2__No Have you assigned someone ... including yourself ... to be in charge of the safety patrol for the school system? 1 Yes ________________________ __No 2 jlf ito, skip to Question 3 C31 What is the title of the person responsible for the school safety patrol? 1 2 3 ^ 5 6 7 8 Superintendent Asst. Superintendent Principal Asst. Principal Coordinator or Supervisor of Safety Education Counselor Teacher Other (Specify) _________________________________ ___________ _ »If the Superintendent names himself, ask Questions 32 and 33 C32 Have you had any specific training for this responsibility? 1___ Yes C33 Have you read any materials in the past 3 years from organizations inter­ ested in safety patrols ... such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1___ Yes C3^ Yes _______________________ No Jf NQj skip to Question 3& Do you personally make any policy decisions concerning the adult crossing guards ? 1___ Yes C3 6 Yes ________________________ No Jf No, skip to question 39 Do you personally make any policy decisions concerning the driver edu­ cation program? 1___ Yes C38 2___ No Do you supervise the driver education program? 1___ Yes C39 2___ No Is driver education taught in this school system? 1 2 C37 2___ No Do you use adult crossing guards in your school system? 1 2 C35 2___ No 2___ No Does your school system provide bus transportation for students? 1 __ Yes 2 No If No, skip to Question hlj CUo Do 1 you personally make any policy decisions concerning bus transportation? Yes 2 No k CU1 Do you require traffic safety education ,., whether pedestrian, bicycle or passenger safety ... to be taught in all elementary grades of the school system? 1 2 Ck2 Yes ______________________ No If No, skip to Question Is this a planned coordinated curriculum? 1__ Yes CU3 Do you personally supervise the traffic safety education ... whether pedestrian, bicycle or passenger safety ... that is taught in the elementary grades? 1__ Yes CUU Is this a planned coordinated curriculum? 2___No Do you personally supervise traffic safety education ... whether pedes­ trian, bicycle or passenger safety ... that is taught in junior high or middle school grades of the school system? 1__ Yes Ckj ... whether pedestrian, bicycle all junior' high or middle school Yes ______________________ No If No, skip to Question 471 1__ Yes CU6 2___No Do you require traffic safety education or passenger safety ... to be taught in grades of the school system? 1 2 CU5 2___ No 2___No Do you require traffic safety education or passenger safety ... to be taught in school system? .,. whether pedestrian, bicycle all high school grades of the 1__ Yes 2__No Sf No, skip to Question 5Q CU8 Is this a planned coordinated curriculum? 1__ Yes CU9 Do you personally supervise traffic safety education ... whether pedes­ trian, bicycle or passenger safety ... that is taught in the high school grades of the school system? 1__ Yes C50 2___No 2___No In addition to your duties as Superintendent, are you also a teacher? 1 Yes 2 No 5 C51 What percentage of your time as Superintendent is devoted to the admin­ istration or supervision of traffic safety education? _ 1_less than 1 percent __ 2 2 to 3 percent 3 ^ to 5 percent U 6 to 10 percent _11 percent and above 5 _ 6_ None C52 Have you ever taken a general safety education course for college credit? 1_Yes ________________________ 2__No If No,skip to Question 5** C53 Howmany years has it beensince you took this course? _ 1_0-5 years __6-10 2 years 3__11-15 years U__16-20 years __21-25 years 5 6 more than C5^+ Have you received any general safety education from sources other than formal college courses? 1__Yes C55 2 No Have you ever read a general safety education book .,. either hardback or paperback? 1__Yes C56 25 years 2 No Have you ever taken a driver education course for college credit? 1 Yes ______________________ 2__No If No,skip to Question C57 ^ 5$ How many years has it been since you took this course? __0-5 1 years __ 2 6-10 years 3__11-15 years *4-__16-20 years 5__ 21-25 years 6 more than 25 years C58 Have you ever read a driver education textbook? 1__Yes C59 C60 2 No Do you receive any services from the intermediate school district con­ cerning traffic safety? 1__Yes 2 No Sex of person interviewed: 1__Male 2 Female QUESTIONNAIRE 0 £ HEAD OF DRIVER EDUCATION QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-1*_____Project Number C5 1 Card Number C6_____MSU Continuing Education Regions C7-8_____School Number within Region C9-10 Cll 05 School Job Title Athletic Classification 1__ Class 2__ Class 3__ Class U__ Class C12-13 Cl1* MEA Region Type of School 1 3 C15 A B C D Public Parochial Private Geographic Area 1 M etro County 2__ Non-Metro County High School Name Head of Driver Education Name Hello, I ’m_____________________ . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of 120 Michigan schools that are being studied on a safety-education project. VJe would appreciate it if we could have about 20 minutes of your time* START INTERVIEW ON NEXT PAGE! -2C16-17 How many high schools are in your school system? Number of high schools C18-19 How many high schools are you responsible for as Head of Driver Education? Number of high schools C20-21 How many driver education teachers are you responsible for as Head of Driver Education? Number of Teachers C22 Have you had any driver education teaching experience? 1__Yes 2 No C23 __________________ tlf No, skip to Question 3^1 How many years have you been a driver education teacher? 1__1 year 2__2-5 years 3__6-10 years U__11-15 years 5__16-20 years 6__21-2 5 years 7__26-30 years 8__more than 30 years C2b Are you presently teaching driver education? 1__ Yes 2 No C25 jlf No, skip to Question” 3&t Do you teach driver education during the regular school day? 1__ Yes 2__ Nd ______________________ |lf No , skip toQuestion 271 C26 How many hours of theregularschool day do you spend teaching driver educations Number of hoursIDo notrecord fractions of an houij C27 Do you teach driver education on Saturdays, or before, or after the regular school day? 1__ Y e s ________ ________________ 2__ No jlf No, skip toQuestion 291 C28 How many hours a week do you spend teaching driver education on Saturdays, or before, or after the regular school day? 1__ 0-5 hours 2__ 6-10 hours 3 11-15 hours 1+__16-20 hours 5__21-25 hours "6__26-30 hours _ 7_31-35 hours 8 36-Uo hours 9 more than Uo hours C29 Do you teach driver education during the summer? 1__Yes 2 No ilf JfcTT skip to Question 3^ C30-31 How many weeks do you usually teach driver education during the summer? Number of weeks |po not record fractions of a weelj C32-33 How many hours a week do you teach driver education during the summer? Number of hours |Po not record fractions of an houri C3^ Do you teach on the multiple car off-street driving range? 1__Yes 2__ No C35 Do you teach in a driving simulator? 1__Yes 2__ No C36 Do you teach practice driving on the street? 1__Yes 2__ No C37 Do you teach the classroom phase of driver education? 1__Yes 2__ No C38 Do you make any policy decisions concerning the driver education program? 1__Yes 2__ No C39 Do you personally make on-the-spot observations of your driver education teachers? 1__Yes 2__ No C40 Do you provide any in-service education for your driver education teachers 1__ Yes 2__ No jlf No, skip to Question 42j - 1+ - cUl Are you responsible for the administration and organization of this inservice education program? 1__ Yes 2__ No CH2 Are you in charge of the school safety patrol for the entire school system? 1 Yes 2__ No Hf Yes, skip to Question C&3 Are you...by chance...in charge of the school safety patrol? 1__ Yes 2__ No (M gf No, skip to Question 46} Have you had any specific training for this responsibility? 1__ Yes 2__ No CU5 Have you read any materials in the past 3 years from organizations interested in school safety patrols... such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__ Yes 2__ No C&6 What percentage of your time as Head of Driver Education is devoted to the administration or supervision of traffic safety education? 1___less than 1 percent 2___2 to 3 percent 3 to 5 percent ^ 6 to 10 percent 5__ 11 to 25 percent 6__ 26 to 50 percent 7__ 51 to 75 percent 8__ 76 to 99 percent 9 100 percent C^7 Do you have a Master's degree in...or with major emphasis in...driver and traffic education? 1__ Yes 2 No CU8 Do you have an undergraduate teaching minor...or the equivalency of a teach­ ing minor...in driver and traffic education? 1__ Yes 2 No As a part of your preparation as Head of Driver Education, have you taken any of the following courses for college credit? C&9 Driver Education I - basic course 1__ Yes 2 No jlf No, skip to Question 5H -5C50 How many years has it been since you took this course? 1__0-5 years 2__6-10 years 3__11-15 years k__16-20 years 5__21-25 years 6 more than 25 years C51 Driver Education II - advanced course 1__Yes 2 No jlf No, skip to Question 53 C52 How many years has it been since you took the course? 1__0-5 years 2__6-10 years 3__11-15 years U__ 16-20 years 5__ 21-25 years 6 more than 25 years C53 Psychological Factors in Traffic Safety C51* 1 Yes 2__ No _________________________ tlf No, skip to Question 55l How many years has it been since you took this course? 1__ 0-5 years 2__ 6-10 years 3__ 11-15 years ^__ 16-20 years 5__ 21-25 years 6 more than 25 years C55 Safety Education C56 1__ Yes 2__No [If No, skip to Question 57l How many years has it been since you took this course? 1__0-5 years 2__6-10 years 3__11-15 years U__16-20 years 5__21-25 years 6 more than 25 years C57 First Aid 1 Yes 2 No -6C58 Automobile Mechanics 1__Yes 2__No C59 Alcohol Education 1__Yes C60 2__ No Innovations in Driver Education 1__Yes 2__ No C6l Traffic Engineering 1__Yes 2__ No C62 Traffic Communications 1__Yes 2__ No C63 Police and Court Traffic Administration 1__ Yes 2__No C6U Do you receive any services from the intermediate school district concerning driver education? 1__ Yes C6? 2__No Sex of person interviewed: 1__ Male 2 Female OUESTIONNAIRE 06 HEAD OF SAFETY EDUCATION OUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-**____ Project Number C5 1 C6 Card Number M.S.U, Continuing Education Regions C7“8 School Number Within Region C9-10 06 School Job Title C11 Athletic Classification _ 1_ Class __ 2 Class 3_ C 1ass _ ** C lass A B C D Cl2-13____ M.E.A. Region Cl** Type of School ___ 1 Public ___ 2 Parochial 3 Private Cl5. Geographic Area 1 Metro County 2___ Non-Metro County High School Name Head of Safety Education Name i/ Hello, I'm I'm a professional interviewer doing a study for the Highway TrafficSafety Center atMichigan State University. Your school has been chosen asone of 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have 20 to 30 minutes of your time. START INTERVIEW ON NEXT PAGE"! 2 C16-17 How many high schools are you responsible for as Head of Safety Education? Number of high schools C18-19 Ho w many junior high or middle schools are you responsible for as Head of Safety Education? __________ Number of junior high or middle schools C20-22 How many elementary schools are you responsible for as Head of Safety Educat ion? Number of elementary schools C23 How long have you been Head of Safety Education? 1 1 year ___ 2-5 years 2 ____6-10 years 3 k___ 11-15 years ____16-20 5 years ___ 6 21-25 years ____26-30 7 years 8 more than 30 years ___ C2k Have you had anyteaching experience? ___ 1 Y e s __________________________ ___ 2 No ! 1f No.sk ip to Quest ion 2tf"1 C25 Are you presently teaching? ___ 1 Yes ___ 2 No C26 If No. skip to Question 27 i How many hours a day do you teach? Number of hours C27 How long have you been a teacher? 1 2 3 k 5 6 7 8 C28 jDo not record fractions of an hour! 1 year 2-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26-30 years more than 30 Do you personally make any policy decisions concerning the safety of students for whom you are responsible? 1 Yes ___ 2 No ___________________________ Ilf No. skip to Question 32! 3 C29 Do you make policy decisions on pedestrian safety? 1___ Yes C30 Do you make policy decisions on bicycle safety? 1___ Yes C31 2____No 2____No Do you use adult crossing guards in your system? ___ 1 Yes ___ 2 No C^O 2____ No Have you read any materials in the past 3 years from organizations interested in safety patrols ... such as the American Automobile Association, the National Commission on Safety Education, or the National Safety Council? 1___ Yes C39 2____No Have you had any specific training on school safety patrols? 1___ Yes C38 2____No Do you personally make on-the-spot observations of the safety patrol? 1___ Yes C37 !If Mo, skip ^ to Question 39l Do you conduct training sessions for the safety patrol members? 1___ Yes C36 to Question 39i Do you make policy decisions concerning the school safety patrol? 1___ Yes C35 jlf No. skip Are you personally responsible for the school safety patrol? ___ 1 Yes ___ 2 No C3^ 2____No Do you use school safety patrols in your school system? ___ 1 Yes ___ 2 No C33 2____No Do you make policy decisions on passenger safety? 1___ Yes C32 2____ No If No. skip to Question Who responsible for the adu 11 crossing guards a local police agency? 1 2 School system Local police agency yoUr school system or CM Do you coordinate the adult crossing guard activities with the local police department? 1____ Yes Zk2 Do you make any policy decisions concerning adult crossing guards? 1____ Yes C^3 2____ No 2____ No Do you conduct training sessions for the adult crossing guards? 1____ Yes 2____ No Do you personally make on-the-spot observations of the adult crossing guards? 1____ Yes C^5 Is traffic safety education ... whether pedestrian, bicycle or passenger safety ... taught in all elementary grades of the school system? 1____ Yes Ck6 Yes No 2____ No Is traffic safety education ... whether pedestrian, bicycle or passenger safety ... taught in all junior high school grades of the school system. 1 C52 2____ No Do you personally make on-the-spot observations of the teaching of traffic safety education in the elementary school grades? I____ Yes C51 2____ No Do you do any teaching of traffic safety education in the elementary grades? 1____ Yes C50 2____ No Are you available as a traffic safety education resource person for all elementary school teachers? 1____ Yes CU9 _____________ Ilf No. skip to Question 511 Have you provided a planned, coordinated traffic safety education curriculum for ail elementary school teachers to use? 1____ Yes Ck8 2____ No Are you personally responsible for the traffic safety education program In the elementary schools? 1 2 C*+7 2____ No Yes 2____ No Are you responsible for the traffic safety education program tn the junior high school grades? 1 2 Yes No lif No. skip to Question 57< 5 C53 Have you provided a planned, coordinated traffic safety education curriculum for all junior high teachers to use? 1 Yes 2____ No C$b Are you available as a traffic safety education resource person for all junior high teachers? 1 C55 Yes Do you do any teachinq of traffic safety education in the junior high grades? 1____ Yes C56 Yes Yes 2____ No 2____ No Do you personally make on-the-spot observations of the teaching of traffic safety education in the hiqh school grades? I____ Yes C63 2____ No Do you do any teachi nq of traffic safety education in the hi qh school grades? 1 062 _ jlf No. skip to Question 63i Are you available as a traffic safety education resource person for all high school teachers? 1_____Yes C6l No Have you provided a planned, coordinated traffic safety education curriculum for al1 high school teachers to use? 1____ Yes C60 2 Are you responsible for the traffic safety education program in the high schools? 1 Yes 2 No ___ C59 2____ No Is traffic safety education ... whether pedestrian, bicycle or passenger ... taught in all hiqh school grades of the school system? 1 C58 2____ No Do you personally make on-the-spot observations of the teaching of traffic safety education in the junior high grades? 1____ Yes C57 2____ No 2____ No Are you a sponsor for any kind of student organization or activity that is ... either wholly or partially ... concerned with pedestrian, bicycle or passenger safety in your school system? 1 Yes 2 No 6 C6^ Do you serve on any kind of system-wide or school committee which has as one of its responsibilities, pedestrian, bicycle or passenger safety? 1 C65 Yes What percentage ofyour time as Head of Safety Education isdevoted administration or supervision of traffic safety education? 1 ____ 2 ____ 3 _ 4___ ____ 5 6 ____ 7 8 ____ 9 C66 Do you have a Doctor's degree in safety education? C69 C70 Ilf Yes, skip to Question 69 I Do you have a Master's degree in safety education? 1 Yes ___ ___ 2 No C68 ;lf Yes, skip to Question (>9 I Do you have an undergraduate teaching minor in safety education? 1___ Yes 2____ No Have you evertaken 1 Yes ___ ___ 2 No |lf No, skip to Question 711 ageneralsafety education coursefor collegecredit? How many years has it been since you took this course? t___ 0-5 years 2 6-10 years 3 11-15 years b___ 16-20 years ___ 5 21-25 years 6 more than 25 years C71 to the less than 1 percent 2 to 3 percent 4 to 5 percent 6 to 10 percent 11 to 25 percent 26 to 50 percent 51 to 75 percent 76 to 99 percent 100 percent ___ 1 Yes ___ 2 No C67 2____ No Have you ever taken a course for college credit on organ!zation and administration of safety education? 1 Yes i ^ ___ 2 No Ilf No. skip to Question 731 7 C72 How many years has It been since you took this course? 1 0-5 years ___ 2 6-10 years ___ 3 11-15 years ^ 16-20 years 5 21-25 years 6 more than 25 years C73 Have you received any general safety education from sources other than formal college courses? 1___ Yes C7^ 2 No Do you recieve any services from the intermediate school district concerning traffic safety? 1___ Yes C76 No Have you ever read a general safety education book ... either hardback or paperback? 1___ Yes C75 2 2 No Sex of person Interviewed: 1 Male 2_ Fema 1e QUESTIONNAIRE 0£ HEAD dp SCHOOL BUS OPERATIONS QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan ^ Cl-H____ Project Number C5 1 Card Number C6____ MSU Continuing Education Regions C7-8____ School Number VJithinRegion C9-IO Cll 07 School Job Title Athletic Classification 1__ Class 2__ Class 3__ Class U__ Class C12-13 Cl^+ A B C D MEA Region Type of School 1 Public 2__ Parochial 3__ Private C15 Geographic Area 1 2 Metro County Non-Metro County High School Name Head of School Bus Operations Name________________________ ____________________ Hello, i*m___________________ . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have about 20 minutes of your time. ggART INTERVIEW ON NEXT PAGEi Cl6 To begin with, how old are you? __21-25 1 __26-30 2 3__31-35 1* 36-Uo 5 kl-h5 6 k6-50 7__51-55 _ 8_56 -60 9__over 60 C17 How many years have you been the head of School Bus Operations? 1__1 year 2__2-5 years 3__6-10 years 4__ 11-15 years 5__ 16-20 years 6__ 21-25 years 7__ 26-30 years 8__ more than 30 years Cl8 In addition to your duties as Head of School Bus Operations...do you also drive a school bus? 1 Yes 2__ No jtf No, _ skip to Question 21^ C19 How many years have you been driving a school bus? 1__ 1 year 2__ 2-5 years 3__ 6-10 years ^ 11-15 years 5 16-20 years 6__ 21-25 years 7__ 26-30 years 8__ more than 30 years C20 How many hours a day do you drive a school bus? Number of hours C21 of an hourj How many hours a day are you employed as Head of School BusOperations... notincluding hours spent driving the bus? Number of hours 22-23 Bo not record fractions jPo not record fractions of an hour| About how manyschool busses are you responsible for as Head of School Bus Operations? Number of busses .3- C21+-25 About how many bus drivers are you responsible for as Head of School Bus Operations? Number of drivers C26 Does the school system have any official printed policies concerning school bus operations? 1__Yes 2__No C27 Do you personally make any policy decisions concerning school bus operations? 1__Yes 2__ No C28 Are you responsible for the hiring of school bus drivers? 1__Yes 2__ No C29 Do you plan the school bus routes and schedules? 1__Yes 2__No C30 Do you personally make on-the-spot observations of your school bus drivers? 1__Yes 2__ No C31 Do you work actively with school administrators and teachers to improve the school transportation service? 1__Yes 2__No C32 Do you keep school transportation records? 1__Yes 2__ No C33 Are you available to assist in investigating or in making a report on a school bus accident? 1__Yes 2__ No C3^ Are you responsible for the maintenance of the school bus fleet? 1__Yes 2__ No C35 Do you personally provide pre-service training for your school bus drivers? 1 Yes 2__ No C36 Do you personally provide in-service training for your school bus drivers? 1__Yes 2__ No C37 Have you attended any of the School Bus Driver Education classes conducted by the State Universities of Michigan? 1__Yes 2__No |If No, skip to Question 391 -1 +- C38 H ow many years has it heen since you have attended one of these courses? Number of years C39 19 years and above, record as 5( Haveyou taken the basic 1__Yes 2__No (If No, Red Cross First Aid Course? skip to Question cUO How many years has it been since you took the course? Number of years 6 years and above, record as ^ C^l Have you taken the advanced Red Cross First Aid Course? 1__Yes 2__No Ck2 |If No, skip to Question How many years has it been since you took the course? Number of years Cl+3 |9 years and above, record as 9! Have you taken the National Safety Council's Driver Improvement or Defen­ sive Driving Course? 1__Yes 2 No CU1+ Have you ever attended a college or university? 1__Yes 2 No C^5 skip to Question 4g| Did you take a general safety education course for college credit while in college? 1__yes 2__No Ck6 (If No. (if No, skip to Question ^7l How manyyears has it been since you took this course? 1__ 0-5 years 2__ 6-10 years _ 3_ 11-15 years h __16-20 years __ 5 21-25 years 6 more than 25 years C^7 Did you take a driver education course for college credit while in college? 1__Yes 2 No |If No, skip to Question Ugj -5CU8 How many years has it been since you took the course? 1__ 0-5 years 2__6-10 years 3__ 11-15 years U__ 16-20 years 5__ 21-25 years 6 more than 25 years C^9 Have you ever read a driver education textbook? 1__ Yes 2 No C50 Do you receive any services from the intermediate school district concerning traffic safety? 1__ Yes 2 No C51 Sex of person interviewed: 1__ Male 2 Female Also, we want to interview one of your bus drivers. Can you provide me with a list of bus drivers who service ___________________ high school. The name of the high school will be found on the front page of the Questionnaire.______________________ GET LIST. C52-53 ATTACH IT TO THIS QUESTIONNAIRE] Number of bus drivers servicing sample high school QUESTIONNAIRE 08 DRIVER EDUCATION TEACHER QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-U C5 \ Project Number 1 C6 Card Number M.S.U. ContinuingEducation Regions C7-8 ____ School Number within Region C9-10 08 School Job Title Cll Athletic Classification 1__Class 2__ Class 3 Class h__Class C12-13 A B C D / M.E.A. Region ClU Type of School 1 Public 2 Parochial 3__ Private C15 Geographic Area 1__Metro County 2 Non-Metro County High School Name ___ ________________ Driver Education Teacher *s Name ______________________________________ . Hello, I'm ______________________ ____ . I ’m a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of 120 Michigan schools that are being studied on a safety-education project. We would appreciate It if we could have about 20 minutes of your time. P art i n t e r v i e w o n n e x t p age! 2 Cl6 How long have you teen a high school teacher? 1__ 1 year 2__ 2-5 years 3__ 6-10 years U__ 11-15 years 5__ 16-20 years 6__ 21-25 years 7__ 26-30 years 8 more than 30 years C17 How long have you beenteachingdriver education? 1__ 1 year 2__ 2-5 years 3__ 6-10 years 4__ 11-15 years 5 16-20 years 6__ 21-25 years 7__ 26-30 years 8 more than 30 years Cl8 Are you in charge of the schoolsafety patrol for the entire school system? 1__ Yes __ 2 No C19 Is there a school safety patrol for this building? 1 2 C20 Yes No 'If No, skip to Question 23 Are you ... by chance ... in charge of it? 1 2 C21 Yes No tLf No, skip to Question 231 Have you had any specific training for this responsibility? 1__ Yes C22 (If Yes, skip to Question 21} 2__No Have you read any materials in the past 3 years from organizations interested in school safety patrols ... such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__ Yes____2__No C23 Are you a sponsor for any kind of student organization or activity that is ... either wholly or partially ... concerned with pedestrian, bicycle, or passenger safety? 1__ Yes____2__No C2U Do you serve on any kind of system-wide or school committee which has as one of its responsibilities, pedestrian, bicycle, or passenger safety? 1 Yes 2 No 3 C25 Do you teach driver education during the regular school day? 1 2 C2o Yes No ;i£ No, skip to Question 271 How many hours of the regular school day do you spend teaching driver education? Number of hours C27 Do you teach driver education on Saturdays, or before, or after the regular school day? 1 2 C28 {Do not record fractions of an hourj Yes _______________________ No Ilf No, skip to Question 2g| How many hours a week do you spend teaching driver education on Saturdays, or before, or after the regular school day? 1__ 0-5 hours 2__ 6-10 hours 3__ 11-15 hours U__ 16-20 hours 5__ 21-25 hours 6__ 26-30 hours 7__ 31-35 hours 8__ 36-Uo hours 9 more than hO hours C29 Do you teach driver education during the summer? 1__ Yes 2 No [if No,' skip to Question 3^ C30- 1 How many weeks do you teach driver education during the summer? Number of weeks C32- 3 How many hours a week do you teach driver education duringthesummer? JJumber of hours C3lf Yes 2_No Do you teach practice driving on the street? 1 C37 2_No Do you teach in a driving simulator? 1 C3o [Do not record fractions of an hour Do you teach on a multiple car off-street driving range? 1___ Yes C35 {DonoT~ record fractions of a week| Yes 2_No Do you teach the classroom phase of driver education? 1 Yes 2 No k C38 Do you have a Master's degree in ... or with major emphasis in ... driver and traffic education? X__ Yes 2 No C39 Hf Yes, skip to Question 4(j Do you have an undergraduate teaching minor ... or the equivalency of a teaching minor ... in driver and traffic education? 1__ Yes 2 No As a part of your preparation as a Driver Education Teacher, have you taken the following courses for college credit? C^O Driver Education I - basic course 1 Yes ______________________ 2__ No ,'If No, skip to Question UgJ Chi How many years has it been since you took this course? _ 1_ 0-5 years __ 2 6*10 years 3 11-15 years k__ 36-20 years 5___21-25 years more than 25 years CU2 Driver Education II - advanced course 1__ Yes 2__ No flf No. skip to Question CU3 How many years has it been since you took this course? 1__ 0-5 years 2___ -10 years 3___11-15 years U__ 16-20 years 5__ 21-25 years 6 more than 25 years CUU Psychological Factors in Traffic Safety 1 2 CU5 Y e s _______________________ No Ilf No, skip to Question 1+6 How many years has it been since 1 0-5 years 2 6-10 years 3 11-15 years U__ 16-20 years 5 21-25 years 6 more than 25 years you took this course? Ck6 Safety Education 1__ Yes 2 No C*+7 Ilf No, skip to Question"^ How many years has it been since you took this course? 1__ 0-5 years 2__ 6-10 years 3__ 11-15 years U__ 16-20 years 5__ 21-25 years 6 more than 25 years CU8 First Aid 1 CU9 Yes 2__ No Automobile Mechanics 2__ No 1__Yes C50 Alcohol Education 1__ Yes C51 Innovations in Driver Education 1 C52 2__ No Yes 2__ No Traffic Engineering 1__Yes C53 2__ No Traffic Communications 1__Yes C51* Police and Court Traffic Administration 1__Yes C55 2__ No 2 No Sex of person interviewed: 1__Male 2 Female QUESTIONNAIRE 0£ JUNIOR HIGH SCHOOL PRINCIPAL QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-U Project Number C5 1 Card Number C6 _____ C7-8 M.S.U. ContinuingEducation Regions School Number within Region C9-10 09 School Job Title Cll Athletic Classification Class 2_ Class _ _ 3_ Class k__ Class A B C D C12-13 _____ M.E.A. Region ClU Type of School 1 Public 2_ Parochial _ 3 Private C15 Geographical Area 1 2 M etro County Non-Metro County Junior High School Name _________________________ Junior High School Principal's Name ____________ Hello, I'm . I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have about 20 minutes of your time. jSIART INTERVIEW ON NEXT FAGfl 2 Cl6 To begin with, which grades attend school in this building? _ 1_ K-5 _ 2_ K-6 3__ K-7 k K-8 5__ K-9 _ 6_ K-12 7 Other (Specify) _______________________________________________ C17 Which grades are you responsible for as principal? 1__ K-5 2__ K-6 3 K-7 4__ K-8 5__ K-9 6__ K-12 7 Other (Specify) _______________________________________________ Cl8 About how many students are you responsible for as principal? 1 2 3 0-250 251-U50 ^51- '50 k 651-850 5__ 851-1050 6 1051-1250 7__ 125I-IU5O 8 IU50 and above C19 How long have you been a principal? _ 1_ 1st year 2 2-5 years __ 3__ 6-10 years U__ 11-15 years __ 5 16-20 years 6__ 21-25 years 7__ 2‘-30 years 8 more than 30 years C20 Do you make policy decisions concerning the safety of children for whom you are responsible? 1__ Yes 2 No flf No, skip to Question 2U j C21 Do you make policy decisions on pedestrian safety? 1 C22 Yes 2 No Do you make policy decisions on bicycle safety? 1 Yes 2 No 3 C23 Do you make policy decisions on passenger safety? 1__ Yes CZk No Have you designated some person as safety education coordinator or super­ visor for the grades which you are responsible for? 1__ Yes C25 2 2 No Do you have a school safety patrol for this building? 1_Yes _________________________ 2__No Ilf No, skip to Question 30 C26 Have you assigned someone ... including yourself ... to be responsible for the school safety patrol? 1_Yes _________________________ 2__No |If No, skip to Question 301 C27 What is the title of the person responsible for the school safety patrol? 1_Superintendent 2__Asst. Superintendent 3__Principal ^ Asst. Principal 5 Coordinator or Supervisor Of Safety Bduoation ■3__Counselor 7__Teacher 8__ Other (Specify) ________________________________ _________ _________ IIf the Principal names himself, ask Questions 28 and 29) C28 Have you had any specific training for this responsibility? 1_Yes C29 2 No Does the school system require the teaching of traffic safety education ... whether pedestrian, bicycle or passenger safety ... in all grades which you are responsible for? 1__Yes 2__No C31 No Have you read any materials in the past 3 years from organizations interested in safety patrols ... such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__Yes C30 2 (if Yes, skip to Question 3£t Do you require traffic safety education ... whether pedestrian, bicycle, or passenger safety ... to be taught in all grades which you are personally responsible for? 1 2 Yes No jlf No. skip to Question 37 i 4 032 Is -pedestrian safety education required to be taught? 1___Yes C33 Is bicycle safety education required to be taught? 1___Yes C3U 2__ No 2__ No Is passenger safety education required to be taught? 1__ Yes '"2 C35 Is this a planned coordinated curriculum? 1___ Yes C36 2__ No In addition to your duties as Principal, are you also a teacher? 1___Yes C38 2__ No Do you supervise the teaching of traffic safety education. 1___Yes C37 _No 2__ No What percentage of your time as Principal is devoted to the administration or supervision of traffic safety education? 1__ less than 1 percent 2__ 2 to 3 percent 3__ U to 5 percent k to 10 percent 5__ 11 percent and above 6__ none C39 Have you ever taken a general safety education course for college credit? 1__Y e s ________________ ______ 2__ No [if No, skipto Question kl j CUO How many years has it been since you took this course? 1__ 0-5 years 2__ ■-10 years 3__ 11-15 years ^__ 1 -20 years 5__ 21-25 years 6 more than 25 years CUl Have you received any general safety education from sources other than formal college courses? 1 Yes 2 No 5 Cb2 Have you ever read a general safety education book ... either hardback or paperback? 1 CU3 2 No Is this junior high school a public, parochial, or private school? 1 2 3 CUU Yes Public Parochial Private Sex of person interviewed: 1 2 Male Female Uso, we want to interview one of your junior high teachers. Can you provide me with a list of all of your junior high school teachers in this particular junior high school? GET LIST. CU5-1*7 ATTACH IT TO THIS QUESTIONNAIRE.__________ Number of junior high school teachers QUESTIONNAIRE 10 JUNIOR HIGH SCHOOL TEACHER QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Project Number Cl-4 C5 1 Card Number M.S.D. Continuing Education Regions C6 School Number \*ithin Region C7-C C9-10 Cll 10 School Job Title Athletic Classification 1 Class 2__ Class 3__ Class 4 C lass C12-13 C14 A B C D M.E.A. Region Type of School 1__ Public 2__ Parochial 3__ Private C15 Geographic Area 1 2 Metro County Non-Metro County Junior High School Name Junior High School Teacher's Name Hello, I'm I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. Ue would appreciate it if v/e could have about 20 minutes of your time. jiTART INTERVIEW ON NEXT PACEl 2 C16 To begin with, what grade do you teach most? 1 6 2___7 3__ 3 4__ 9 5 Other (Specify)_______________________________________ __________ C17 How long have you been a junior high teacher? 1 2 3 4 5 6' i C18 Are you required to teach traffic safety education...whether pedestrian, bicycle or passenger safety...in your grade? 1 C19 Yes Do you teach pedestrian safety? Yes 2__ No Do you teach passenger safety? 1__Yes C23 2__ No Do you teach bicycle safety? 1 C22 No Yes No If No, skip to Question 27 1__ Yes C21 2 Do you teach any traffic safety education? 1 2 C20 _1 year 2-5 years 6-10 years 11-15 years 16-20 years 21-25 years 26-30 years more than 30 years 2__ No Does your school system have a planned traffic safety curriculum which you can follow? 1 Yes 2_No jlf No, skip to Question 25) C24 Do you usually follow it closely? 1__Yes C25 2__ No Is there a resource person...whethersafetyeducationcoordinator or super­ visor...in the school system or inthe building whomyou can turn to for assistance? 1 Yes 2 No (if No. skip to Question 27[ 3 C26 How often do you ask this resource person for assistance...very often, fairly often, not very often, or hardly ever? 1 2 3_ 4 C27 Is there a school safety patrol for this building? 1 2 C2G Yes No [If No. skip to Question 311 Are you...by chance...in charge of it? 1 2 C29 very often fairly often not very often hardly ever Yes No [If No, skip to Question 31j Have you had any specific training for this responsibility? 1__ Yes C30 Have you read any materials in the past 3 years from organizations inter­ ested in safety patrols...such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__ Yes C31 2___No Do you serve on any kind of system-wide or school committee which has as one of its responsibilities, pedestrian, bicycle or passenger safety? 1__ Yes C33 2___No Are you a sponsor for any kind of student organization or activity that is...either wholly or partially concerned with pedestrian, bicycle or passenger safety in your school? 1__ Yes C32 2___No 2___No What percentage of your time as a teacher is devoted to traffic safety activities? 1__ less than 1 percent 2__ 2 to 3 percent 3__ 4 to 5 percent 4__ 6 to 10 percent 5___11 percent and above 6__ none C34 Have you ever taken a general safety education course for college credit? 1 2 Yes No jlf No, skip to Question 36| * 4 C35 How many years has it been since you took this course? 1 0-5 years 2 6 -10 years 3 4 5 11-15 years 16-20 years 21-25 years more than 25 years 6 C36 Have you received any general safety education from sources other than formal college courses? 1__ Yes C37 Have you ever read a general safety education book...whether hardback or softback? 1__ Yes C38 2__ No 2__ No Sex of person interviewed: 1 2 Male Fema le QUESTIONNAIRE 11 ELEMENTARY SCHOOL PRINCIPAL QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-4_____ Project Number C5 1 Card Number C6_____ MSU Continuing Education Regions C7-8_____ School Number WithinRegion C9-10 Cll School Job Title 11 Athletic Classification __ 1 Class _ 2_ Class _ 3_ Class _ 4_ Class C12-13 Cl4 A B C D MEA Region Type of School 1_ Public _ __ 2 Parochial _ 3_ Private C15 Geographic Area 1 2 Metro County Non-Metro County Elementary School Name______________________________________________________________ Elementary School Principal's Name__________________________________________________ Hello, I ’m__________________________ . I ’m a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. We would appreciate it if we could have about 20 minutes of your time. 1START INTERVIEW ON NEXT PAGEj -2Cl6 To teg In with ., which grades attend school in this "building? _ 1_ K-5 2__ K-6 3__ K-7 1+__ K-8 5__ K-9 6__ K-12 7 Other (Specify) C17 Which grades are you responsible for as principal? 1__ K-5 2__ K -6 3__ K-7 k k -8 5__ K-9 _ 6_ K-12 7__ Other (Specify)_______________________________________ Cl8 About how many students are you responsible for as principle? 1 0-100 2 101-200 3__ 201-300 k 301-U00 5 1+01-500 6 501-600 7__ 601-700 8 701-800 9 801 and above C19 How long have you been a principal? 1 2 3 1+ 5 6 7 8 _1 year 2-5 years 6-10 years [11-15 years 16 -20 years 21-25 years [26-30 years more than 30 years C20 Do you make policy decisions concerning the safety of children for whom you are responsible? 1 2 Yes No tEf No, skip to Question 2kj C21 Do you make policy decisions on pedestrian safety? 1 Yes 2 No -3" C22 Do you make policy decisions on bicycle safety? 1__Yes 2___ No C23 Do you make policy decisions on passenger safety? 1__Yes C2k 2___ No Have you designated some person as safety education coordinator or supervisor for the grades which you are responsible for? 1__ Yes 2___ No C25 Do you have a school safety patrol for this building? 1 2 Yes No _________________________ gf No, skip to Question 3C| C26 Have you assigned someone...including yourself...to be responsible for the school safety patrol? 1__ Yes 2 No Ilf No, skip to Question 30| C27 What is the title of person responsible for the school safety patrol? 1 2 3 U 5 6 7 8 Superintendent Asst. Superintendent Princ ipal Asst. Principal Coordinator or Supervisor of Safety Education Counselor Teacher Other (Specify)___________________________________________ fcf the Principal names himself. ask Questions 28 and 291 C28 Have you had any specific training for this responsibility? 1__ Yes 2__ No C29 Have you read any materials in the past 3 years from organizations interested in safety patrols... such as the American Automobile Association, the National Commission of Safety Education or The National Safety Council? 1__ Yes 2__ No C30 Does the school system require the teaching of traffic safety education... whether pedestrian, bicycle, or passenger...in all grades which you are respon­ sible for? 1 Yes 2 No iff Yes, skip to Question 3Si C31 Do you require traffic safety education...whether pedestrian- bicycle, or pas­ senger... to be taught in all grades which you are personally responsible for? 1__Yes 2__No C32 Is pedestrian safety education required to be taught? 1__Yes C33 Ilf No, skip to Question 371 2__ No Is bicycle safety education required to be taught? 1__Yes 2__ No C31* Is passenger safety education required to be taught? 1__ Yes 2__ No C35 Is this a planned coordinated curriculum? 1__ Yes 2__ No C36 Do you supervise the teaching of traffic safety education? 1__Yes 2__ No C37 In addition to your duties as Principal, are you also a teacher? 1__ Yes 2__ No C38 Vfhat percentage of your time as Principal is devoted to the administration or supervision of traffic safety education? 1__ less than 1 percent 2__ 2 to 3 percent 3 h to 5 percent 6 to 10 percent 5__ 11 percent and above 6__ none C39 Have you ever taken a general safety education course for college credit? 1__ Yes 2__ No Ilf No, skip to Question CUO How many years has it been since you took this course? -5Cl+l Have you received any general safety education from sources other than formal college courses? 1__Yes Ck2 2_No Have you ever read a general safety education hook...either hardback or softback? 1__ Yes C^3 I s this elementary school public, private or parochial? 1 2 3 (M 2_No Public Private Parochial Sex of person interviewed: 1 2 Male Female Also, we want to interview one of your elementary teachers; Can you provide me with a list of all of your elementary teachers in this particular elementary school? SET LIST. Cb5-k7 ATTACH IT TO THIS QUESTIONNAIRE._______________ Number of elementary school teachers. QUESTIONNAIRE 12 ELEMENTARY SCHOOL TEACHER QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Cl-4 C5 Project Number 1 Card Number CO M.S.U. Continuing Education C7-8 School Number x«ithin Region C9-10 Cll 12 School Job Title Athletic Classification 1 __Class A 1 __Class B 3"__Class C 4“__Class D :12-13___M.E.A. Region C14 Type of School 1 Public 2__ Parochial 3 Private C15 Geographic Area 1 2 Metro County Non-Metro County Elementary School Name Elementary School Teacher's Name Hello, I'm I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State University. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-education project. VJe would appreciate it if we could have about 20 minutes of your time. P art interview on n ex t p a g a 2 C16 To begin with, what grade do you teach? 1 K 2 1 3___2 4___3 5___4 6___5 7___6 0 Other (Specify) C17 How long have you been an elementary school teacher? 1__ 1 year 2__ 2-5 years 3__ 5-10 years 4__ 11-15 years 5__ 16-20 years 6 21-25 years 7__ 26-30 years G__ More than 30 years CIO Are you required to teach traffic safety education...whether pedestrian, bicycle or passenger safety...in your grade? 1__ Yes C19 2___No Do you teach any traffic safety education? 1__ Yes ________________________ 2__ No |If No, skip to Question 27l C20 Do you teach pedestrian safety? 1 C21 Yos Do you teach bicycle safety? 1__ Yes C22 2___No Do you teach passenger safety? 1__ Yes C23 2___No 2___No Does your school system have a planned traffic safety curriculum which you can follow? 1__ Yes 2 No |lf No, skip to Question C24 Do you usually follow it closely? 1 Yes 2 No 25j 3 C25 Zs there a resource person...whether safety education coordinator or super­ visor...in the school system or in the building to whom you can turn for assistance? __ 1 Yes ___________________________ __ 2 No Ilf No. skip to Question 27t C26 How often do you ask this resource person for assistance...very often, fairly often, not very often, or hardly ever? 1 very often 2 fairly often __ 3 not very often _ 4_ hardly ever C27 Is there a school safety patrol for this building? 1 Y e s ___________________________ __ _ 2_ No Ilf No. skip to Question 31| C28 Are you...by chance...in charge of it? _ 1_ Yes ___________________________ 2 No Ilf No. skip to Question 311 C29 Have you had any specific training for the responsibility? 1__ Yes C30 Have you read any materials in the past 3 years from organizations inter­ ested in safety patrols...such as the American Automobile Association, the National Commission on Safety Education or the National Safety Council? 1__ Yes C31 2___ No Do you serve on any kind of system-wide or school committee which has as one of its responsibilities pedestrian, bicycle or passenger safety? 1__ Yes C33 2___ No Are you a sponsor for any kind of student organization or activity that is...either wholly or partially concerned with pedestrian, bicycle or passenger safety in your school? 1__ Yes C32 2___ No 2___ No What percentage of your time as a teacher is devoted to traffic safety activities? 1 less than 1 percent 2 2 to 3 percent 3 4 to 5 percent 4 6 to 10 percent 5 11 percent and above _ 6_ none 4 C34 Have you ever taken a general safety education course for college credit? 1__ Yes 2 No Ilf No, skip to Question 36] C35 How many years has It been since you took.’the general safety education course? 1 0-5 years _ 2_ 6*10 years __ 3 11-15 years 4 16-20 years _ 5_ 21-25 years _ 6_ more than 25 years C36 Have you received any general safety education from sources other than formal college courses? 1__ Yes C37 No Have you ever read a general safety education book...whether hardback or softback? 1__ Yes C38 2 2 No Sex of person interviewed: 1 M ale _ 2_ Female a questionnaire SCHOOL BUS DRIVER QUESTIONNAIRE SAFETY EDUCATION STUDY Highway Traffic Safety Center Michigan State University East Lansing, Michigan Ci-fr Project Number C5 I Card Number C6 M.S.U. Continuing Education Regions C7*8 School Number within Region C9-10 i3 School Job Title Cl) Athletic Classification _ 1_ Class 2 C lass 3 C lass _ 4_ Class Cl2-13 CT4 A B C D M.E.A. Region Type of School 1 Public 2 Parochial _ 3_ Pr ivate CIS, Geographic Area 1 2 Metro County Non-Metro County High School Name School Bus Driver's Name Hello, I ' m _______________________________I'm a professional interviewer doing a study for the Highway Traffic Safety Center at Michigan State Uni vers ity. Your school has been chosen as one of the 120 Michigan schools that are being studied on a safety-educatfon project. We would appreciate it if we could have about 20 minutes of your time. ISTART INTERVIEW ON NEXT PAGEl JjJ 2 C 16 To begin with( how old are you? _ 1_ 21-25 2 26-30 _ 3_ 31-35 _ 4_ 36-40 _ 5_ 41-45 _ 6_ 46-50 _ 7_ 51-55 8__ 56-60 9 Cl7 over 60 How many years have you been a school bus driver? 1 1 year 2 2-5 years 3 6-10 years 4 11-15 years 5 16-20 years 6 21-25 years _ 7_ 26-30 years 8 more than 30 years C 18 Is driving the school bus your only employment? 1__ Yes CI9 2___ No How many hours a day are you employed as a school bus driver? Number of hours C20 Have you attended any of the School Bus Driver Education classes conducted by the State Universities of Michigan? 1__ Yes C21 2 No |lf No. skip to Question 221 How many years has it been since you have attended one of these courses? Number of years C22 2___ No Have you taken the basic Red Cross First Aid Course? 1 2 C25 2___No After you began driving, have you been regularly receiving any training In school bus driving? 1__ Yes C24 19 years and above record a& 91 Did you take any training in school bus driving before you began driving a school bus? 1__ Yes C23 ftp not record fractions of an hour/ Yes No _____________________ H f No. skip to Question 281 How many years has it been since you took the course? • N umber of years fo-years and above, record as 9i t 3 C26 Have you taken the advanced Red Cross First Aid Course? 2 C27 No Mf No. skip to Question How many years has it been since you took the course? Number of years C28 2 No No I If No. skip to Question 34 I Did you take a general safety education course for college credit while in college? 2 C31 Yes Have you ever attended a college or university? 2 C30 t 9 years and above, record as 9~1 Have you taken the National Safety Council's Driver Improvement or Defensive Driving course? 1 C29 28 i No Ilf No. skip to Question 32 1 How many years has it been since you took this course? 1 0-5 years 2 6-10 years 3 11-15 years 4 16-20 years ____21-25 years 5 6 more than 25 years C32 Did you take a driver education course for college credit while in college? 1 2 C33 Yes No j If No. skip to Question 34 How many years has it been since you took this course? 1 0-5 years _____6-10 2 years 3 11-15 years 4 16-20 years ____ 5 21-25 years _ 6___ more than 25 years C34 Have you ever read a driver educationtextbook? I___Yes C35 2 No Sex of person interviewed: 1 Hale ___ 2 Female