I. Efficiency of the Schools-Continued. 1. How the school holds pupils-Continued. f. Per cent of those completing the elementary schools to enter high g. Per cent of those entering high school to complete the course. i. Regularity of attendance. Average daily attendance based on j. How school has improved during past five years in holding children in school. 2. Progress of pupils through the school. a. Per cent of children of normal age for grade. b. Per cent of children over age for grade. c. Per cent of children under age for grade. d. Per cent who fail of promotion in first grade, second grade, etc. e. Per cent of failures in the different subjects. f. Number of years it takes each pupil to complete the course of study. g. Kind of work done by pupils repeating a grade in subjects in which they failed and in subjects passed. h. Causes of failures: Irregular attendance, frequent changes of schools, etc. i. How to lessen retardation. j. How much retardation has been reduced during past five years. 3. How instruction in the schools reacts upon the home and lives of the pupils, especially instruction in music, art, literature, manual training. and domestic science. 4. What those who have graduated from the high school within the past 5 or 10 years are doing; those who have graduated from the grammar school; those who left the grades without graduating; those who left high school without graduating. 5. Ability of pupils in different subjects as determined by standard tests. 6. Strong and weak points in teaching as determined by classroom visitation. 7. How pupil's time is economized through course of study and through classroom methods. 8. What the school is doing to direct pupils toward vocations. What more can it do? 9. Provisions for exceptional children. II. Administration and Supervision. 1. Cost per pupil in elementary school and high school. cost in other villages. Compare with 2. Cost per pupil recitation in high school, in the elementary school. 3. Amount of real wealth in village for every dollar spent for school maintenance. Compare with other villages. 4. Assessed valuation is what part of actual valuation? Compare with other villages. 5. Present tax rate for schools. 6. Bonded indebtedness for schools and for other purposes. 7. Amount of local school tax paid by owners of real estate whose assessed valuation is $5,000 or more. 8. Per cent of total school moneys received from State, county, and village. II. Administration and Supervision-Continued. 9. Per cent of school moneys paid by business not owned principally by citizens as railroads and industrial, mining, and commercial enterprises. 10. Possibility and feasibility of extending village school district so that small country schools may be consolidated with village schools. 11. Authority and duties of principal. List of things principal does in course of a week. III. Teachers. 1. Academic preparation. 2. Professional preparation. 3. Number of years of experience within system; in other systems. 4. Ways in which teachers are improving themselves. What principal can do to help them improve. 5. Per cent of teachers leaving the school system each year and cause for leaving. 6. Salary schedule: How it tends to make teachers progressive. How salary schedules compare with those in other villages. IV. Buildings.1 1. Heating and ventilation, 2. Lighting. 3. Seating. 4. Equipment. 5. How adapted to community use. 6. Janitorial service. V. Hygiene and Sanitation. 1. Are hygienic and sanitary conditions standard? 2. The schools' responsibility for the health of children. 3. Medical inspection and school-nurse service. I. The People. PART II.-THE COMMUNITY. 1. Racial and national elements. 2. What the people do for a living. List of occupations and number engaged in each. a. Education and training required for occupations in the community. b. How much of this is provided by the school. 3. Social and recreational life. a. Of young children. b. Of high-school boys and girls. c. Of young men and women no longer in school. d. Of adults. e. Amount spent on amusements, moving-picture shows, etc. Compare with amount spent on schools. f. Provision for recreational activities through public library, lecture courses, clubs, Boy Scouts, Campfire Girls, community music, dramatics. II. Extent of Village Community. 1. Population within village corporation. 2. Population outside corporate limits using village as trading center, church center, school center. 1 This outline for a building survey is very general. The person making a study of the school building should provide himself with a Standard Building Score Card. The principal who makes a study of some or all of the points suggested in the foregoing outline will have something concrete to present to his school board and to the public. If, for instance, the school is now holding pupils better than it has been, the fact should be shown. Unless the principal collects such data and tabulates them, he does not know whether the holding power of his school is improving. Tables and graphs should be presented to help impress the facts upon the minds of the school board and of the public. Tables for a school report or self-survey.-The following illustrates the type of table that a principal may well include in his annual report. A table and a graph showing the distribution of attendance is much better than a statement showing what per cent the attendance is of the enrollment. The table may be arranged as follows: Distribution of attendance. Comparison should be made with attendance of previous years. In many schools few teachers know what per cent of the pupils fail by grades in the different subjects. A knowledge of these facts would assist in formulating a course of study. If, for instance, 20 per cent of the children in the second grade fail in arithmetic and 5 per cent in reading, it is evident that something is wrong. The promotion rate for the school should be known. If on an average 90 per cent of the pupils are promoted, only 478 out of 1,000 children entering the first grade would go through the eight grades without failing. The table may be arranged as follows: A similar table should be prepared to show per cent of failures in the several high-school subjects. Another table showing nonpromotion by grades and causes should be prepared thus: 7 1 Same form for each grade. In compiling the age-grade data, children of the first grade 6 and years of age are considered normal; all 8 years of age and over, over age. In the second grade, children under 7 years of age are considered under age; all 7 and 8 years of age, normal; and all 9 or more years of age, over age; and so on throughout the grades. A table should be prepared showing the per cent under age, normal, and over age; also a table showing the number and per cent of children over age in two and three or more years. These data should be compared with like data for several years previous to see to what extent retardation has been reduced. The following are forms for tabulating other data regarding a village school system: Enrollment, promotions, nonpromotion, by grades. |