xt7sbc3sz36w https://exploreuk.uky.edu/dips/xt7sbc3sz36w/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1936-10 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Status of the County Superintendent of Schools in Kentucky", vol. IV, no. 8, October 1936 text Educational Bulletin (Frankfort, Ky.), "The Status of the County Superintendent of Schools in Kentucky", vol. IV, no. 8, October 1936 1936 1936-10 2021 true xt7sbc3sz36w section xt7sbc3sz36w  

 

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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

 

 

THE STATUS OF THE
COUNTYSUPERINTENDENT OF
SCHOOLS
IN KENTUCKY

of K entuc'fiy

Km‘bucky

Librar 1811

 

Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent Public Instruction

Per iodtcal
”hive: stuff
I Laxlnefion-

\-

 

 

 

 

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vo|.|V O October,1936 0 No.8

 
 

 

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 FOREWORD

 

After a rather hurried examination of the contents of the mas-
ter’s thesis, prepared by Mr. James W. Depp, it occurred to me that
it contained facts which would be of interest to school administrators
of the State. 1 have, therefore, asked that it be published as an
ofiicial bulletin of this Department. As the title indicates, informa-
tion concerning the status of county superintendents of this State
has been collected and recorded. I think both the author and DI'.
Bert R. Smith, under .Whosc direction this was prepared, are to be
complimented in securing this type of information. They have
kindly consented to have it published as an official bulletin of this
Department. I am presenting it for your information.

H. W. PETERS,

S u p c rim cm] (2.71 t P u blic Inst 7' urct‘imt

 

 

 

 

  

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The Status
of the County SUperintendent of
Schools
in Kentucky

By
JAMES W. DEPP

A THESIS
SUBMITTED IN PARTIAL ‘FULFILLMENT
OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS

WESTERN KENTUCKY STATE TEACHERS COLLEGE
August, 1936

 

 

 

 

 

 

  

 

 

 

Approved :

Major Professor, Education, Bert R. Smith. -,
Department of Education, Lee Francis Jones.
Minor Professor, English, Gordon Wilson.
Graduate Committee, Chairman, J. C. Grise.

 

  

 

CONTENTS

 

 

 

 

 

Page
PREFACE 5
CHAPTER I—Intro‘duction 6
CHAPTER II—The Professional Training of the County Superin-
tendent of Schools in Kentucky ......................................
CHAPTER III—Educational Experience, Contractual Status, and Tenure
of Kentucky County Superintendents ............................
CHAPTER IV—The Economic and Social Status of the Kentucky
County Superintendent ........................................................
CHAPTER V—Powers and Duties 30
CHAPTER VI—Findings and Conclusions ............................................... 35
BIBLIOGRAPHY 38
APPENDIX , 39
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TABLES

Table Page

I—Highest Academic Degree Held by Kentucky County Superin-
tendents in the Various Size Counties According to Number of
Teachers Employed

II~The Rank of Undelgraduate and G1aduate Major Subjects Ac-
cording to Frequency of Mention by Kentucky County Superin-
tendents

 

 

III—Total Educational Experience of County Superintendents in
Kentucky

 

IV—Experience of County Superintendents as Elementary Teachers
and Principals

V—Experience of County Superintendents as High School Teachers
and Principals

VI—Positions Held by County Superintendents Prior to Their First
Superintendency

 

 

 

VII—Continuous Tenure of Kentucky County Superintendents in
Present Position

VIII—Length of Contract in Present Position .................................
IX—Salaries of Kentucky County Superintendents _____________________

 

 

 

X—Amounts Saved by the Kentucky County Superintendents in
1934-1935 ______

XI—Age of County Superintendents in Kentucky ____________________________________

KIT—Percentage of County Superintendents Reading Certain Pro-
fessional Magazines and the Ranks According to Frequency 0f
Mention

XIII—Percentage of County Superintendents Reading Certain Popular
Magazines and the Rank of These Magazines According to
Frequency of Mention ......

XIV—Civic Organizations to Which County Superintendents Belong

XV—Professional Organizations of Which the County Supe1intend-
ents a1e Members

XVI—Ranking of Functions of School Administration as Determined
by Percentages of Cases in Which Superintendents Exermse
Power to Initiate, Execute, or Approve ..............................................

XVII—The Ten Initiatory Functions Which Kentucky County Super‘
intendents Ranked First, and the Ranks Assigned These Same
Functions by Kentucky City Superintendents and United States
Superintendents ------

XVIII—The Ten Functions Which Kentucky County Superintendents
Execute Compared with Ranks Assigned These Same Functions
by Kentucky City Superintendents in 1934 and the United
States County Superintendents in 1933 ______________________________________________

XIX—The Ten Functions Which Kentucky County Superintendents
Approve Compared with Ranks Assigned These Same Functions
by Kentucky City Superintendents in 1934 and the United States
County Superintendents in 1933

 

13

14

16

17

17

26
26

26

31

33

33

 

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16
17
17

19

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33
33

34

 

PREFACE

_This study was made in an attempt to show the professional,
social, and economic status of the county superintendent of schools in
Kentucky.

.For the suggestion of my subject I am indebted to Dr. Bert R.
Smith, of the Education Department, \Vestern Kentucky State Teach-
ers College, who has also ably supervised the study from beginning
to end.

I wish to express my sincere gratitude to the county superin-
tendents of Kentucky for the splendid cooperation they have given
by supplying the desired information.

Grateful acknowledgments are due Harry W. Peters, State Su—
perintendent of Public Instruction, and Anna Bertram, President of
Superintendents Section of the Kentucky Education Association for
their help in securing the necessary information, and to Dr. Louis B.
Salomon of the English Department, Western Kentucky State Teach~
61‘s College, for his criticism of the manuscript.

 

 

  

 

 

 

 

CHAPTER I

Introduction

The problem of the county superintendent is large and im-
portant. N 0 county official has greater responsibilities nor greater op-
portunities of rendering service than does the county superintendent.
Every state has such officials who, in the eyes of millions of boys and
‘girls, are all they can hope for in effective leadership throughout their
elementary and high school careers. So important are the duties of
the county superintendent that it is needless, in any county, to plan
a rural school system to reach above and beyond the ideals and objec-
tives of the county superintendent.

The superintendent, to be professional, should be highly trained,
having enough academic and professional scholarship to merit the
respect of every teacher, patron, and pupil. He should understand
the technical problems of administration and supervision, as well as
the all important job of financing. Many counties do not have
enough money for schools. On the other hand many counties do not
get value received for every dollar spent for rural education.

It is the purpose of this study to present some of the leading
facts concerning the present status of the county superintendents of
schools in Kentucky, and also to compare the status of the county
superintendent with that of the city superintendent as found by
R. E. Stevenson’s study of 1934. The same method of procedure 13
used in this study as was used in the study of the city superintendents
in order that a reliable and worth while comparison could be made
between the two groups of educational leaders.

The following topics are treated briefly in this first chapter:

Reason for the study
Statement of problem
Scope of study

Source of data

Method of treatment
Review of similar studies

mwswwe

Reason for the study.——The county superintendents of schools in
Kentucky are a group of leaders about whom there is very little avqll'
able information. This study, “The Status of the County Superm-
tendents of Schools in Kentucky”, was prompted by the fact that the
writer, now employed as superintendent of one of the countleS
studied, is concerned with the interest of the profession as a “@019
and has a profound interest in the advancement of the educatlonal
system of Kentucky. The subject was suggested by Dr. Bert R.
Smith of the Education Department as a comparative study of the
city superintendents.

 

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Statement of problem—The problem divides itself into four
natural and logical divisions, namely:

1. To determine the status of the Kentucky county school super-
intendents with reference to professional training, educational ex-
perience, and tenure.

2. To determine the facts regarding the financial and economic
status of Kentucky county school superintendents.

3. To determine the social and professional status as shown by
the activities in which the superintendents engage. .

4. To determine the status of Kentucky county superintendents
with reference to powers and duties.

Scope of the study—This study has included a discussion of the
status of every county superintendent in the State of Kentucky. A
checklist was received from every county superintendent in the State
of Kentucky. This is a much higher percentage of returns than is
usually received from similar check lists. For example, Robert E.
Stevenson in his 1934 study of the status of the city superintendents
of schools in Kentucky1 received 61 replies from 63 questionnaires, or
a percentage of 96.8; and the Research Committee of the Kentucky
Education Association2 in its 1928-1929 study of the county super-
mtendents received only 70 replies from 120 questionnaires, or a per-
centage of 58.3.

Source of data—The data used in this study have been obtained
by means of a check list mailed directly to the superintendent. This
checklist is an adaptation of the one used by Stevenson in making
the study of the city superintendents in 1934, which was an adapta-
t10n of the check list used by the Department of Superintendence of
the National Education Association in making their 1933 survey of
the status of the superintendent for the entire United States.3

Check lists, accompanied by a letter from H. W. Peters, State
Superintendent, Miss Anna Bertram, president of the superintendence
sectlon of the Kentucky Education Association, and Dr. Bert R.
Smith, my major professor, heartily endorsing the study, were sent
to'each superintendent. A reply from every superintendent was re-
celved in time for use in this study.

Method of treatment—The data obtained from the superin-
tendents have been treated comparatively and statistically. The
status of the county superintendent is compared with the status of
the City superintendent as found by Stevenson’s study of the city
,suDerlntendent in 1934.4 Comparison is also made between the find-
IHES of this study and the findings of the Research Committee of the
_entucky Education Association on County School Administration
111 Kentucky’s
\

1
tuck‘l
Ky.,2

Research Committee of the Kentuck ' Education Association for 1928-1 2
00"“th School Administration in Kentucky}. 9 9’
leadelrafiional Education Association, Department of Sunerintendence, Educational

4 S 1D, Eleventh Yearbook (Washington, D. C., 1933). Chapter VI.

“R' E. Stevenson, op cit.

escarch Committee of the Kentucky Education Association, op. cit.

Steyaienson, R. E., The Status of the City Superintendent of Schools in Ken-
i93445)stern Kentucky State Teachers College Master's Thesis (Bowling Green,

7

 

 

 

  

 

 

 

 

A Review of similar studies—Outlined below is a summary of a

similar

study. There have been many studies similar to this; how-

ever, this is the only accessible study of this nature Where the per-
centage of replies has been 100.

Stevenson’s Study:6
Problem—The problem is fourfold:

l.

.4.

To determine the status of Kentucky city school superin-
tendents with reference to professional training, educational
experience, and tenure. _

To determine the facts regarding the financial compensation
and economic status of Kentucky city school superintendents.
To determine the social and professional status as shown by
the activities in which the superintendents engage.

To determine the status of the city superintendent with ref-
erence to powers and duties.

Scope of study—This study was originally planned to include a
discussion of the status of the superintendent of schools in the
sixty-three cities of the first four classes in Kentucky. As the
superintendents in two cities failed to return their check lists,1t
was limited to sixty—one cities.

Source of (latte—The information was obtained directly from the
superintendents by means of a check list.

Method of treatment—J1me method of treatment was comparative
and statistical.

Findings and conclusion:

].

2.

The city superintemlent of schools in Kentucky is usually
a man from 27 to 72 years of age. The median is 42.2 years.
The city superintendent as a rule is married. The median
number of children is 2.5.

Eighty-three per cent of the superintendents report thtlt
they are high school graduates. Since the remaining sew}?
teen per cent report that they are college or university
graduates, it is assumed that they have four years of hlgh
school. ’
Sixty superintendents, or 98.3 per cent have the bachelOl‘S
or a higher degree. One reports no degree. Twelve Supe?‘
intendents, or 19.7 per cent, report the bachelor’s as thell‘
highest degree.

Ninety-five per cent of the superintendents report graduate
study. _
Ninety-five per cent of those reporting graduate study gm
education as their major study. ,
Seventy-one per cent have attended college or univerSItY
summer school within the last five years.

The total educational experience is from six to fifty years.
The median is 22.7.

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9. Fifty-four per cent of the superintendents have experience
as high school teachers, and 55.7 per cent have experience as
elementary teachers. The median number of years as high
school teacher is 3.4 and as elementary teacher, 3.8.

10. Seventy-eight per cent have experience as high school prin-
cipals, and 18 per cent have experience as elementary school
principals. The median number of years as high school prin-
cipal is 4.5 and as elementary principal, .75.

11. The tenure is from 2 to 37 years, median 12.25.

12. The superintendents entered the superintendency from the
high school principalship in 70.5 per cent of the cases.

13. Forty-one per cent of the superintendents accepted their
superintendency in cities under 2,500 in population.

14. The range in years of service in the present position is from
less than one to 29, median 8.8. -

15. The median length of the superintendent’s contract is 2.6
years.

16. The range in salaries is from $1,500 to $5,000; median,
$2,850. -

17. Thirty—three superintendents, or 27.9 per cent, have supple-
mentary incomes, median, $325.

18. The median amount saved is $650.

19. Fifty per cent of the superintendents own their own homes
or are buying homes.

20. All the superintendents belong to one or more professional
organizations, and 95 per cent belong to one or more civic
organizations.

21. The most important characteristic of the superintendent’s
work is educational leadership.

Report of Research Committee of the Kentucky Education Asso-
c1ation, 1928-1929:

Problcm.——This study is divided into two parts. The first part
deals exclusively with the personnel of the county superintendency
In ten counties of the State. The purpose of the study is to reveal
the present status of the county superintendent of schools in Ken-
tufiky with reference to age, economic, social, and professional
abllity.

Source of data.——The data for this study were gathered by means
of a questionnaire sent to every superintendent, of which seventy
were returned. Information dealing with the remaining was se-
cured by the examination of State records and reports.

Method of treatment—The method of treatment is statistical.

Findings and conclusions:
1. The 120 county superintendents in the State consist of 103
men and 17 women.

2. Of the men, 100 are married and three are single.

9

 

 

 

 

  

 

 

 

3. Of the seventeen women, ten are single and seven are
married.

4. The ages of the superintendents reporting show a range
from 25 to 70; median, 42.5.

5. The total educational experience of the group ranges from
two to forty years. The median years of total educational
experience is 12.80.

6. Thirteen superintendents report experience as instructors
in college and normal schools. .

7. The range of years in service as county superintendent is
from one to twenty-four. Thirty, or 43.48 per cent of the
group are serving their first terms.

8. Twenty-one superintendents have college degrees and four
have master’s degrees.

9. The average number of hours of educational courses taken
by superintendents reporting is 17.5.

10. The median salary of the county superintendent in 1928
was $2,032.52.

‘11. Of the sixty—two superintendents reporting their occupation
previous to appointment, twenty-seven were teachers with
no administration or supervisory experience, eleven were
high school principals, and eleven were not even employed
in the field of education when elected.

12. There are six professional organizations of which superin-
tendents are members.

13. The three outstanding civic organizations to which superin-
tendents belong are Chamber of Commerce, Kiwanis Club,
and Rotary Club. Twenty-five of the twenty—eight superm-
tendents reporting belong to one or more. of these three
organizations.

The Survey of the Rural Superintendent of Schools:
Problem—The purpose of this study is to determine the status of
the rural superintendent ot schools (in the United States) with ref-
erence to (a) educational preparation; (b) age, experience, all
tenure; (0) economic status; (d) cultural and professional status;
(e) authorities and duties.

Source of data—An inquiry was sent to all persons listed as county
superintendents in the Educational Directory of the Federal ofifice
of Education. This list includes parish, township, and rural 8111391”
intendents as well as county superintendents. Of the 3,620 blankS
distributed, 1,199, or 33.1 per cent were answered in time to be 111'
cluded in the final tabulations.

Method of treatment—The method of treatment of the informa‘
tion is comparative and statistical.

Findings and conclusions: ,
1. The median number of teachers is 110 for those reportmg 011
the size of their school system.

10

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16.

17.
18.

19.
20.

Ninety per cent of the rural superintendents have graduated
from high school.

Forty—seven per cent of the superintendents report less than
four years undergraduate college training.

Forty-seven per cent of the superintendents had their train-
ing in teachers colleges.

Twenty-eight per cent of the superintendents have had no
graduate college training.

Sixty-eight per cent report education as the field'of major
graduate study.

Forty per cent of the rural superintendents hold no aca-
demic degree. Forty-two per cent have the baccalaureate
degree; seventeen per cent, the master’s.

The median age of the total grOup is 44 years.

The median amount of educational experience for the entire
group is nineteen years.

Thirty-six per cent of the superintendents were high school
principals before entering the first superintendency.

The median tenure is six years.

Thirty—nine per cent hold written contracts.

The median salary is $2,469.

The median sum saved in 1930-1931 is $544.

Fifty-one per cent own their own homes.

The median number of dependents for each superintendent
is two.

The median number of children living for the entire group
is two.

The median number of newspapers read is three.

The median number of professional magazines read is three.

In general the rural superintendent executes those matters
which he initiates.

11

 

 

  

 

 

 

CHAPTER II

The Professional Training of the County Superintendent
of Schools in Kentucky

The success of the county superintendent, in a large measure,
will be determined by his professional training and experience.

The superintendent is at the center of all school operations, and
as he is, so will be his schools. This being true, the office ought to
receive more recognition than it has ever had. No official position in
any county is more powerful for good or bad than that of the county
superintendent; because it reaches directly or indirectly every home
and hearthstone in the county. He should be a man with profee
sional fitness and competency. It will be the purpose of this chapter to
treat the facts regarding the professional training of the county
superintendents of schools in Kentucky.

High school training—The superintendents were asked to state
whether or not they were high school graduates. One hundred nine
superintendents, or 90.8 per cent, report that they are high school
graduates. Nine superintendents, or 7.5 per cent, report that they are
not high school graduates; however, eight of these nine superintend-
ents, or 88.8 per cent, report that they are college graduates, tW_0
having a master’s degree and six a bachelor’s degree; therefore itIIS
assumed that they have done four years of high school work or liS
equivalent. Two superintendents, or 1.6 per cent7 do not answer this
question, but one of them reports a master’s degree; therefore it IS
assumed that he has done four years of high school work or its equlva-
lent. Only one superintendent who reported as not a high school
graduate and one who failed to answer the question report less than
four years of college work.

Sixty-six superintendents, or 60.5 per cent, of those reporting
that theyare high school graduates, attended high schools in 111ml
communities, that is, communities of less than 2,500 in p0pulatlon.
Twenty-three superintendents, or 21.1 per cent, report that they at‘
tended high schools in cities from 2,500 to 5,000 in population. EleYen
superintendents, or 10.09 per cent, report that they attended hlgh
schools in cities from 5,000 to 10,000 in population. Eight Super]?
tendents, or 7.3 per cent, report that they attended high school 111
cities from 10,000 to 50,000 in population. Only one superintendent
did his high school work in a city over 50,000 in population.

Undergraduate college t7‘ainmg.——College graduation is an essen-
tial step in the preparation of the superintendent. No board won]
consider employing a superintendent with less training than a 90‘
lege degree even though there are a few superintendents now ho '
ing Office who are not college graduates. One hundred fifteen, or

12

 

 

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95.8 per cent of the superintendents report four or more years of
undergraduate training. Two of the superintendents, or 1.6 per
cent, report three years of undergraduate training. Three superin-
tendents, or 2.5 per cent, report two years of undergraduate training.
One of the latter, however, must have the equivalent of four years
undergraduate work as he reports a bachelor’s degree.

Sixty-seven of the superintendents, or 55.8 per cent, received the
major part of their college training in a teachers college. Twenty
of the superintendents, or 16.6 per cent, report that they received the
major portion of their training in a university. Two of the super-
intendents, or 1.6 per cent, report that they received the most of their
training in the following type schools: Junior college, agricultural
college, normal school, and special school. Eighteen of the superin-
tendents, or 15 per cent, report that they received the major portion
of their undergraduate training in a liberal arts college.

Graduate training—A mark of progressiveness on the part of a
superintendent is the amount of graduate training. The value as-
signed the work is shown by the fact that more of the superintendents
are earning graduate credit each year. Sixteen Kentucky county
superintendents, or 13.3 per cent, reported as having the master’s
degree. Six of the superintendents that reported the bachelor’s de-
gree as the highest degree held reported over 28 hours of graduate
Study. Seventy superintendents, or 58.3 per cent, have some graduate
training. Most of the graduate training is of a professional nature.

TABLE I

Highest Academic Degree Held by Kentucky County Superintendents in the
Various Size Counties According to Number of Teachers Employed

 

 

 

 

 

 

 

 

 

5am 75-99 100—149 150-199 Over 200
Dfiilrge Teachers Teachers Teachers Teachers Teachers
No. 9;, No.’ % t No. a, No. a, No. %
gone i 1— 2.3 1— 2.9 9r 8.7 1— 5.6 1—100
\achelor's 334cc 33—942 1743.9 1543.3
Jaster‘s 9—2o.9 1a 2.9 i 4—17.41 241.1
Totals 13—10ii 35—100 i 23-100 13—100 1—100
l

The superintendents were asked to report their highest academic
deBl‘ees. Six superintendents, or 5 per cent, report no degree.
Nmety-eight superintendents, or 78.3 per cent, report the bachelor’s
degree as the highest degree held. Sixteen superintendents, or 13.3
Per cent, report the master’s degree as the highest degree held.

Major subject in iixiidei-gi'aduate work—The fact that education
ranks- first in the undergraduate subjects seems to prove that the
SuDerlntendent chooses early his desired position and works to that
end, thus bringing better qualified men into the profession. The
SuDermtendents were asked to give their undergraduate and gradu-
ate maJOr subjects. One superintendent failed to check his under-
graduate major, this left 119 reporting. Fifty-five superintendents,

 

13

 

 

  

 

 

 

TABLE II

The Rank of Undergraduate and Graduate Major Subjects According to Frequency
of Mention by Kentucky County Superintendents

 

 

 

 

 

Undergraduate Graduate

Major Subject Rank NO’ Major Subject | Rank No.
Education 1 55 Education 1
History 2 13 Economics 2 3
Social Science 3 11 Sot'il Science 3 2
English 4 8 “ 4 1
Mathematics 5 7 .A ; culture i 4 1
Agriculture 5 6 Language ‘ 4 1
Chemistry 5 6 Natural Science 4 1
Economics 6 3 .
Commerce 7 2

Natural Science 7 2

Sociology 11 1

Language 12 1

 

 

 

 

 

or 46.4 per cent of those reporting, gave education as their major in
undergraduate work. Thirteen superintendents, or 10.9 per cent, re-
port history as their major. Eleven superintendents, or 9.2 per cent,
report social science as their major.

Major subjects in graduate work.——b‘0rty-six superintendents, 01'
83.6 per cent, report education for their graduate major. Three
superintendents, or 5.4 per cent, report economics as their graduate
major. Two superintendents, or 3.6 per cent, report social science as
their major. One superintendent each, or 1.8 per cent, reported Eng-
lish, agriculture, language, and natural science for their majors.
Fifty-five superilitenilcnts. or 45.8 per cent, report. some graduate
work done. It can readily be seen that 21 majm'ity oi" the graduate
work has been of :1 professional nature.

Recency of summer school ottendcmce.~—There is no better way
for the superintendent to keep professionally fit than by attendlllg
summer school. Seventeen superintendents, or 14.1 per cent, at-
tended summer school in 1935. Twenty—seven superintendents, 01”
22.5 per cent, attended summer school in 1934.

The training of Kentucky county superintendents compared With
the tra/ining of Kentuchy city superz'ntendents.——Stevenson1 found
in his study of the city superintendents of schools in Kentucky that
every superintendent with the exception of 011e, or 1.6 per cent, has
the bachelor ’5 degree. Only twelve city superintemlcuts, or 19.7 1391'
cent, reported the bachelor ’s as their highest degree. Forty-six elty
superintendents, or 75.4 per cent of the total number, report the
master’s degree. Two city superintendents, or 3.3 per cent, I‘ePOr
the doctor’s degree.

Six of the county superintendents, or 78.3 per cent, report 110
degree. Ninety-eight superintendents, or 5 per cent, report the baCh
elor’s degree as their highest. Sixteen superintendents, or 13.3 per
cent, report the master's as their highest degree. No county 3UP”
intendent reported a doctor ’s degree.

The present training of Kentucky county superintendents 00
pared with the training of Kentucky county superintendents Wt 19. 8-
—The study by the Research Committee of the Kentucky Educamfl

1R. E. Stevenson, op. cit, p. 17.

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Association, 1928, found one superintendent with less than four years
high school. Sixteen superintendents, or 17.4 per cent, had four
years of high school but less than two years beyond. Fifty-five super—
intendents, or 58.7 per cent, had less than four years beyond high
school. Twenty-one superintendents, or 22.8 per cent, had bachelor’s
degrees. Four superintendents, or 4.4 per cent, had master’s de-
grees? The number of bachelor’s degrees has increased from 21 in
1928 to 98 in 1936. The number of master’s degrees has increased
from 4 to 16.

The training of Kentucky county superintendents compared with
that of county superintendents from the entire country‘.—Comparing
the figures found for the Kentucky county superintendents with fig-
ures reperted in the 1933 survey for the United States as a Whole, we
find that more of the Kentucky superintendents have bachelor’s de-
grees, while more of the United States superintendents have master’s
degrees. Ninety per cent of. the United States superintendents have
graduated from high school3 as compared to 90.8 per cent for Ken-
tucky with all but two of those reporting as not high school graduates
in Kentucky having- four years of college work. Forty-two per cent
of the United States superintendents reported the bachelor’s degree"
as compared with 7 8.3 per cent for Kentucky. Seventeen per cent of
the United States superintendents reported the master ’s degree as the
hlg‘hcflt degree held5 as compared with 13.3 for Kentucky.

CHAPTER SUMMARY

1. One hundred nine superintendents, or 90.8 per cent, are high school
graduates. Only two superintendents, or 1.6 per cent. report less than four
Years of college work.

Sixty-six superintendents, or 60.5 per cent, attended high school in
rural communities.

3. One hundred fifteen, or 95.8 per cent, of the superintendents report
four or more years of undergraduate training.

4. Ninety-eight superintendents, or 78.3 per cent, report the bachelor's
as the highest degree held. ‘

_ 5. Sixteen superintendents. or 13.3 per cent, report the master’s as the
hlghest degree held.

6. More of the superintendents attended teachers colleges than any
other type of school, with the university ranking second.

.7. FiftY-five superintendents, or 46.4 per cent, reported education as
22:1; major in undergraduate work. History ranked second With 10.9 per

.8. Forty-six superintendents, or 83.6 per cent, report education for
their graduate major. Economics ranked second with three superintendents,
or 5‘1 Der cent, reporting.

9. The number of superintendents attending summer school ranges
from thirteen in 1930 to twenty-seven in 1934.

10. The training of the Kentucky city superintendents is superior to
the Kentucky county superintendents.

11. The training of the Kentucky county superintendents has increased
materially since 1928.

, . The percentage of Kentucky superintendents possessing the bach-
elors degree is higher than that for the