xt79zw18ps33 https://exploreuk.uky.edu/dips/xt79zw18ps33/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1947-03 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.), "1. Recommended Policies for Peacetime Military Service, 2. Library Services Offered to Schools, 3. Kentucky High Schools, 1946-47", vol. XV, no. 1, March 1947 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "1. Recommended Policies for Peacetime Military Service, 2. Library Services Offered to Schools, 3. Kentucky High Schools, 1946-47", vol. XV, no. 1, March 1947 1947 1947-03 2022 true xt79zw18ps33 section xt79zw18ps33 v 3 Of tier: sac: izy

‘; mic-ex»

0 Commonwealth of Kentucky 0


1. Recommended Policies for
Peacefime Military Service

2. Library Services Offered to Schools





‘2 Kentucky High Schools, 1946-47



l; Published by


Superintendent of Public Instruction








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

VOL. xv MARCH, 194zgggggigrsigisig
271501 "“"*





Each year, the State Department of Education, through the
Division of Supervision, prepares and issues this bulletin designed
to give. pertinent information for the high schools of the state.

The. material t'ound in this bulletin is divided into three parts.
Part I sets forth recommended policies of the Department regarding
granting high school credit for peacetime military service. Part II
presents a short statement com-erningr library services that are now
offered the schools by the State Department of Education. Part lll
presents a brief statement of facts regarding the present high school
situation in the state and also a list of the public and private high
schools. It is in this part of the bulletin that one will find the ac-
credited rating of each high school.

It is hoped that the superintendents and principals will study
the material found in this publication. The material was prepared
by Mark Godman and Sam Taylor of the Division 01" Supervision.

.lonx FRED WilmiAMs
Supcrmtendont 0] Public [115tmocti0/n



Part I


The State Department of Education receives many requests for a
statement of policy and reconnnendations relative to the continuation
in peacetime of the policies of the State Board of Education adopted
during wartinw regarding the matter of granting high school credit
on the basis of educational training and experience in the armed
services. The adopted policies of the State Board of Education in
this regard were outlined and discussed in the April 1946 bulletin
of the State Department of Education. It is assumed that principals
and other school administrators are familiar with the policies set
forth in this bulletin.

Thousands of young men will continue to serve in the armed
forces during peacetime, and many of them will attain measurable
educational growth while in the service, just as others did during the
war. The State Department of Education believes that it is sound
educational practice to grant appropriate high school credit for any
measurable growth or achievement, however or wherever attained in
the armed services. It is believed, however, that systematic education
is best attained by regular attendance in school and that peacetime
policies along this line should be so designed as not to encourage
young men to leave school. If young men do leave high school before
graduation. to enter the armed services, then they should not obtain
their diplomas before 3110]! time as they would have obtained them by
normal attendance.

There are five recognized types of educational experience or
growth in the armed services. These are: (1) basic or recruit train-
ing, (2) service schools, (3) correspondence courses conducted by
the United States Armed Forces Institute (USAFI), by cooperating
colleges, and by the Marine Corps and Coast Guard Institutes, (4) the
off-duty class programs conducted in all the services, and (5) educa-

tional maturity as measured by tests of general educational develop-

The following recommendations are made with respect to grant-

ing high school credit in each of these five types of educational ex-

1. Basic or Recruit Training. Since present Selective Service





regulations ordinarily do not require a man to leave high school

before graduation, it is
NO LONGER RECOMMENDED that credit. be granted for
basic or recruit. training toward a high school diploma, for
young men entering the services offer the conclusion of

2. Service Schools. The reconnnendations for credit for service
schools are contained in the Guide to the Evaluation of Educa-
tional EJtpM'iMCCs in [he Armed Services, published by the
American Council on Education, \Vashington 6, D. C. These
recommendations for credit are based upon measured achieve-
ment of valid educational experiences. Each high school prin-
cipal should have a copy of this Guide book. It is
RECOMMENDED that high schools continue to grant credit
in peacetime for educational experiences gained in service
schools, as recommended in the Guide.

3. Correspondence Courses. Correspondence courses offered
by U‘SAFI, by collegiate extension divisions, and by the Marine
Corps and Coast Guard institutes will be available to men in the
peacetime military services. Since these programs are similar to
courses offered by civilian institutions, and achievements are
measured by examinations, it is

RECOMMENDED that schools accept these courses. for

credit in the peacetime program, as recommended. in the


4. Off-duty Class Study. The peacetime educational pro-
grams in the services provide for an expansion of off-duty class
instruction, under competent direction, using USAFI educa-
tional manuals. Achievements in this program are measured by
USAFI examinations. It is

RECOMMENDED that. schools continue to grant credit for
this class study, as recommended in the Guide.

5. Tests of General Educational Development. A recent bulle-

tin of the Commission on Accreditation of Service Experiences,
American Council on Education, has this to say regarding these.
tests. “Early in the war, it was recognized that many men in the
armed services would acquire educational growth which would
not lend itself to measurement in terms of conventional subject
classifications. These educational achievements were attained




through civilian and military occupations, travel, reading, self—
directed study, discussions, lectures, motion pictures, and a Wide
variety of other experiences. The tests of General Educational
Development were designed to measure these attainments in gen-
eral terms and to equate them to a level of education. The high
school. tests were standardized at the high school graduation level.

“The need for the measurement and recognition of this edu-
cational, maturity is manifest. Hundreds of thousands of vet-
erans, beyond the normal high school age, have had their educa-
tional. development and competence recognized and have become
eligible for job opportunities, entrance to college, and other ad-
vantages. This program has had almost universal acceptance
and recognition as being educationally sound. There is nothing
in the change from wartime to peacetime which modifies either
the need for or the soundness of this type of educational evalua-
tion.” It is therefore

RECOMMENDED that the use of tests of educational ma-
turity, such as the Tests of General Educational Develop-
ment, be continued as recommended in the Guide.

In acordance with the judgment stated earlier, it is

RECOMMENDED that such tests NOT be administered or
recognized as a measure of high school equivalence until
after the class of which the man was a member has been

In order that there be no confusion in the matter of the policy of
the State Board of Education regarding the issuance of a high school
diploma on the basis of educational training and experiences in the
armed services, it is thought advisable to repeat the policies adopted
by the State Board of Education, February 25, 1946.

“High Schools may issue regular diplomas according to either of
the following plans:


a. The high school may issue a regular diploma to a person in
military service or to a veteran who has completed 12 or more
units in regular high school attendance and who presents suffi-
cient additional units of credit from the United States Armed
Forces Institute, from service schools, and from other educational
programs in the armed forces to complete the school’s require-
ments for graduation. Variations from this standard are sub-
ject to the approval of the Director of Supervision.

“b. The high school is permitted to issue a regular diploma, re—
gardless of the number of units that a person in the service or a
veteran has earned in high school, provided he has established
through use of the General Educational Development Tests edu-





cational progress equal to or above that required for the high

“It is further recommended that the high school require the ex-
aminee to satisfy either (not necessarily both) of the following
requirements: (1) that he make a standard score of 35, or above,
on each of the five tests in the battery, or (2) that he make an
average standard score of 45, or above, on the five tests in the

“The diploma granted on the basis of military credits or on the
basis of results on the General Educational Development Tests must
be granted by the school in which the student last earned credit. In
the case of a person with no high school credits and who has passed
the General Educational Development Tests satisfactorily, he may
be granted a diploma from a high school that is designated by the
school authorities of the district in which he, if a veteran, now re—
sides or in which he as a person in active service may designate as
his residence.”

The following schools and officials have been designated and ap-
pointed to serve as Testing Centers and Directors to administer the
United States Armed Forces Institute’s General Educational Devel-
opment Tests to veterans who elect toqnalify for a. high school
diploma by means of taking the tests:



Name of Center Director Address
Ashland Junior College ........................ Mr. Floyd Hall ........................ Ashland
Centre College ............................... ....Dr. T. E. Cochran ........ ..Danville
Eastern State Teachers College ........ Dr. Dorland Coates... .__Richmond
Kentucky St. College for Negroes ______ Dr. J. T. Williams ...... ._.Frankfort
Kentucky Wesleyan College .............. Dr. H. M. Pyles ............ .Winchester
Lindsey Wilson Junior College ________ Dr. John Montgomery... __..Columbia
Morehead State Teachers College _...Dr. W. C. Lappin .......... _..Morehead
Murray State Teachers College .......... Dr. E. H. Smith ........... Murray
Pikeville Junior College ...................... Miss Alice Record ...... Pikeville

_...Miss Ola Lee Barnett ............ - ...._London
_...Dr. S. W. Grise ........
.._Sister M. Irmina .....


Sue Bennett Junior College
Union College .......................
Villa Madonna College .
University of Kentucky ................. _...Dr. Lysle W. Croft... ......... Lexington
Western State Teachers College . .._.Dr. E. H. Canon ........ Bowling Green
Daviess County High School .............. Miss Margery Settle ........ Owensboro
Hazard High School ............................ Mr. Roy G. Eversole ................ Hazard
Madisonville High School “__.Mr Sam B. Pollock ........ Madisonville
Monsarratt Jr. High School .. _...Mr Charles H..Hargan ______ Louisville
Owensboro High School ...................... Mr. J. W. Snyder ................ Owensboro

...... Covington




1. The veteran will initiate his application for the GED Tests or
Subject Matter Tests with his high school principal or superin-

The principal or superintendent, Whichever he may be, together
with the applicant, will make out the application in duplicate;
mail the original copy direct to the officer in charge of the
Testing Center most convenient to the veteran; keep the dupli-
cate copy for his own files. The fee should be inclosed with the
application, preferably to be paid by the applicant’s board of
education.1 '


. LThe fee for the entire GED battery of five tests is $2.25. The fee for Subject
Matter Tests is $1.25 1hr the first one and 250 for each additional one taken at
the same time.








sts _or

3f the
th the
ard of

tken at

3. When the officer in charge of the Testing Center receives the
application he will set a day on which to examine the applicant,
send a notice to the applicant, a duplicate of which will also be
sent to the high school principal or superintendent certifying
the application.

;. The officer in charge of the center will hold the examination,
score the papers, and certify the results to the high school indi-
cated in the application.

Application for GED Tests and other tests for high school credit. Fill
out in duplicate. Keep one copy for the Superintendent’s files. Send the
other one to the officer in charge of the Testing Center as indicated on
schedule of centers.

Every item must be completed.

1'. Name ..................................................... Address .................................................
Last First Middle


2. Date of Birth .................... Date of Discharge ................ Serial No .................

3. Check Branch in which served: Army ...... , Navy ...... , Marine Corps ...... ,
Coast Guard .......

4. Check highest grade completed in school: 6 7 8 9 10 11
School last attended .......................................... Address ..................................

6. Check test for which application is made:
( ) Test 1—Correctness and Effectiveness of Expression.

( )Test 2—Interpretation of Reading Materials in the Social

) Test 3—Interpretation of Reading Materials in the Natural
( ) Test 4—Interpretation of Literary Materials.
( ) Test 5—General Mathematical Ability.

' ) Subject Examination—Write in the names of the subject ex-
aminations which are needed in the following blanks. The list of subject
examinations which are available appears in the Guide to the Evaluation
of Educational Experiences in the Armed Services:


Address __________________________________________________________________________________________________________________________

I have checked the information contained in the above application
and certify it to be true and correct. You are authorized to admit and

examine the applicant with the examination checked and certify the
results to: V

Name of Principal High School Address
Fee to cover cost of examination is enclosed herewith.

____________________________________________________________________________________________ , Superintendent

This the ........ day of ........................ , 19 ............................................... Schools

* Schools that do not have the facilities to mimeograph this form may request
extra, copies from the Department of Education.






Part II


Recognizing that functional library service is an integral part of
the total school program, and that the schools of the state need assist-
ance with this phase of their instructional work, the State Depart-
ment of Education added to its staff on February 1, 1947 Miss Louise
Galloway, who is serving as School Library Consultant. Miss Gallo—
way took her general college work and professional library training
at the University of Kentucky and was graduated in 1941. She has
had additional training at Columbia University in the fields of library
service and general education. Her five and one-half years of ex-
perience as a school librarian in a variety of situations that encom-
passed the entire twelve grades admirably fits her to work with the
school people of the state toward the development of adequate elemen-
tary and high school library service. It is Miss Galloway’s wish that
the program of services which she develops will evolve as a result of
the expressed needs of administrators, teachers, and librarians as
they plan and work toward more effective library service in their
local schools.

The chief requisites of effective library service are:

1. An adequate supply of materials useful for enriching the cur-
This involves more than books and pamphlets. The school li-
brary is the proper agency to develop, maintain, and dispense
all multi-sensory aids to learning such as pictures, maps, charts,
films, recordings, slides, models, and figures.

2. Proper housing, equipment, and organization to render the col-
lection of materials useful.
Depending upon the local situation, these three elements may be
set up more simply, but with no less consideration to the ends
to be served, than another situation that requires a more complex
physical plant and a more elaborate organization of its materials.

3. A person in charge definitely scheduled to be on duty in the
llbrary for an adequate portion of each school day, and one who
has both teacher training and library training.

4. Integration of the library services into the total school program.
The end toward which all library service should lead is maxi—
mum use of all its phases by the teachers and the pupils. Only
to the extent to which it is a cooperative undertaking of the en—
tire staff will the results be successful.



 To help schools in their endeavors to achieve these essentials the
School Library Consultant, throng/L visits or correspondence, is ready
to offer assistance in:

1. Selection of books and other library materials by:
3. Providing critical evaluations of reference sets sold by

b. Suggesting criteria and procedure for the selection of ma-
of c. Advising upon reliable sources from which materials may be
St‘ d. Making available for examination a sample collection of re-
:t- cent books suitable for school libraries.
_se 2. Analysis of the library situation with the local school staff to
lo_ determine the .best physical-set-up to serve their particular
needs. Suggestions might be in the form of:
ng a. Floor—plans for new or remodeled quarters
[as b. Lists of necessary equipment and the practical arrangement
of it
.ry c. Lists of supplies and the best sources for their purchase
3X" d. Aid in planning a budget, setting up a circulation system,
rm— and organizing the collection of books and related materials.
the 3. Programs of in-service training of librarians and teacher-
en— librarians, and advising with librarians, teacher-librarians, and
administrators about professional library training during sum-
hat mer terms.
, of 4. Expansion in the use of existing facilities and planning for the
as extension of services to include the entire school program.
1eir Any school that is concerned with its instructional program must

take heed of the materials of instruction. A curriculum confined to
basal and supplementary textbooks is not enough. In schools Where
there is a variety of suitable library materials purchased for the pur-
pose of enriching the curriculum and stimulating reading for pleas-
ure the overall result has been a lessening of difficulty with the
1 1i- mechanics of reading and expansion of reading interests.

31:: Schools are urged to contact Miss Galloway for help in building

a more effective library program throughout their entire system.



.y be

i the


Le en-




Part III

Schools and Types of Organizations. There are 648 high schools
in Kentucky. This number is in contrast to 674 that operated last
year. These high schools are of various types of organization. Of
the 648 high schools now operating, 590 are complete organizations in
that they offer work through the twelfth grade. The remaining 58
high schools, because they do not offer work through the twelfth
grade, are considered incomplete, feeder organizations. Of the 58
incomplete organizations, 39 are separate junior high schools, organ-
ized as one unit, offering work through grades 7, 8, and 9. The re-
maining 19 high schools are incomplete organizations that offer work
only through the tenth or eleventh grades,

Of the 590 complete high schools, 340 are operated by county
boards of education while 172 are maintained in independent school
districts. The remaining 78 complete organizations are either private
secondary schools or schools that are operated by the state in connec-
tion with state institutions.

This year the six—year high schools, grades 7—12, represent 45 per
centof the total number of organizations while the traditional four—
year types of organization represent 43 per cent of the total number
of high schools. The other 12 per cent of the complete organizations
represent a modification of the six-year or four-year types of school

The following table presents data regarding the number of the
various types of high school organizations in the state.







Table I
Types or Organization County peIrrilrcllgr—iet Private State 01‘ Total
Districts Districts Schools Regional
Grades 7~12....| 178 97 13 5 293
Grades 9—12.... 156 62 52 1 271
Grades 8—12.... 4 5 6 0 15
Grades 10—12.... 1 9 1 0 11
Grades up to 11.... 3 0 0 0 3
Grades up to 10.... 14 0 1 l 1 16
Grades up to 9.... 17 22 0 0 39
l i
Totals ................ I 373 1 195 73 7 648







5 8

5 8






The above table not only shows the number of different types of
high schools that, are. found in the state but it also indicates the num-
ber of high schools operating under different types of control. It will
be noted that 373 are operated by county boards 01' education while
1.05 are maintained by boards of education in independent school

The total number of high schools for the current year represents
a decrease of 26 high schools when compared with the number that
were in operation last year. Three of the high schools that have ceased
to operate were maintained for colored pupils, two were private high
schools, while 21 were public white high schools.

Table 11














D D e: eeveee
Grades Total
.3 3 8 8 3 2 3 S
E z 3 z 5 z 5 z
, l l l l l
7 6,858I 162 7,928I 1,648 157 0I 157 0 16,910
8 5,965 131 7,257] 1,447 168 0 318 0 15,286
9 16,735 228I 11,338 2,090 175 123 3,417 31 34,137
10 11,373I 157I 9,145 1,619 189 69 3,079 16 25,647

12 7,551I 79I 6,443 1,170I136 67 2,304 8 17,758


l 1
7—12 58,533I 853I 50,030 9,251I 948 335 12,089 72 132,111

Per- I I l
centagesI 44.31I .65I 37.91} 6.95I .72I .25I 9.15 .06 100.00






11 I10051I 96I 7,919 1,277I123I 76 2,814 17 22,373


Table III















County In%e_ t St t P ' t
Size District; lgfilslttfaigt 3' e rlva 9 Total Percent

W l C W I c | W c l W I e

59 and below 6 1 I 1 8 0 0 12 I 0 28 4.9
60— 99 83 3 I 11 13 0 0 19 I 1 130 22.0
100—199 150 3 I 47 16 4 0 22 0 242 41.0
200—299 65 0 26 5 I 1 0 8 0 105 17.8
300—399 16 , 0 17 1 0 1 3 0 38 6.4
400—499 8 I 0 9 0 0 0 3 0 20 3.4
500 and over I 5 I 0 I 15 3 I 0 0 4 0 27 4.5
l l l l l | l '

Totals I 333 I 7 I 126 I 46 I 5 I 1 I 71 I 1 590 100.0





Information Concerning High School Development,
tables that follow should prove interesting to all who are concerned
with the development of secondary education in Kentucky.


Table IV

The three



Public White

Public Colored







Sehool Year High Schools High Schools High Schools Totals
1915-16 ................ 316 No report No report 316
1916-17 ................ 376 32 1¢o report 408
1918-19 ................ 400 30 160 report 430
1922-23"“ 529 56 170 report 585
1923-24 492 51 86 629
1924-25 ................ 496 50 84 630
1925-26u“ 551 57 91 699
1926—27 552 55 88 695
1927-28 607 64 98 769
1928-291" 614 73 97 784
1930-31 661 72 73 806
1931-32 676 70 86 832
1932-33"" 678 73 82 834
1933-34u" 682 74 84 838
1934-350” 684 75 89 848
1935—36““ 680 75 83 833
1936-37"" 663 78 77 818
1937-38"" 652 80 76 808
1938—39“" 628 80 75 783
1939-40"“ 605 78 75 758
1940—41 ................ 592 74 72 738
1941-42 574 71 71 716
1942-431“ 555 71 71 697
1943-44 ................ 541 70 70 681
1944-45 ................ 542 66 73 681
1945-46uu 536 65 73 674
1946-47 ................ 513 62 73 648






Table IV shows there was a continuous growth in the number of
It was in 1935 that the state had its
greatest number of high schools—848. Since there are now 648 high
schools, public and private, it is clear that there has been a decrease
The decrease in the number of public
high schools has resulted very largely from their being merged into

high schools from 1915 to 1935.

in numbers of 200 since 1935.

larger school centers.





 Table V















5011001 Year {122113313332 liiliaglilcsggggfisd 21132338015 Toms
1914-15 .............. 15,547 No report No report 15,547
: 1915-16 .............. 18,850 1,054 No report 19,904
1916—17... 20,800 1,225 No report 22,025
1917-18... 22,929 1,209 No report 24,138
‘ 1918-19... 21,255 1,218 No report 22,473
1920—21... 25,939 1,446 No report 27,385
1922—23... 35,806 2,373 5,007 43,186
1923-24... 38,575 2,586 6,548 47,709
1924-25... 37,264 2,952 5,857 46,073
1925-26... 42,416 1,929 7,168 51,513
1926—27 .............. 46,096 2,664 7,440 56,210
1927—28 50,368 3,516 8,835 62,719
1928-29... 54,903 4,083 8,590 67,576
1929-30 .............. 58,370 4,100 ............ 62,470
1030-31 .............. 61,589 4,054 ............ 65,643
1931321.. 67,268 4,677 ............ 71,945
*1932-33 *83,092 *6,994 >“7,407 *97,493
1933-34 .............. 83,930 6,961 7,445 98,336
1934-35... . 88,583 7,983 7,846 104,412
1935—36... 101,017 6,546 8,173 115,735
1936-37 106,799 8,711 8,994 124,504
1937-38 109,587 8,938 9,610 128,135
1938-39... 117,284 9,587 9,166 136,037
1939-40 .............. 121,204 10,342 9,999 141,545
1940-41 123,822 10,440 10,185 144,447
1941—42... 119,398 10,173 10,339 139,910
1942-43 .............. 113,662 9,947 10,048 133,657
1943-44 102,546 9,422 9,900 121,868
1944—45... 102,619 9,448 10,376 122,443
1945-46... 103,455 9,897 10,820 124,172
1946—47 .............. 109,511 10,439 12,161 132,111


* Beginning with the school-year 1932-33, the enrollment of the seventh and

eighth grades of six-year high schools and of junior high schools are included in
the totals.


Table V presents an interesting picture of the increase in total

,1- of high school enrollments in different types of high schools since 1915.
d its From 1915 to 1941 the high school enrollment increased 128,900 or
high over 800%. After 1941, however, the enrollment began to decrease and
rease continued to decrease until 1944. During these years, which represents
ublic the war period, the high school enrollment decreased about 23,000
into pupils. Since 1944 the enrollment has begun to increase, there now

being approximately 10,000 more high school pupils enrolled than in





1944. Unquestionably, high school enrollments are due for a consider-
able increase. This year there are 6,056 more pupils enrolled in public
white high schools than were enrolled last year. In the public colored
high schools, 542 more pupils are enrolled.

had an increase of 1,341 enrollment.
Table VI



The private high schools



Public White

Public Colored








SChOOI Year High Schools High Schools High Schools Totals
1909—10 ................ i 54 No report 29 83
1910-11 ................ 69 170 report 32 101
1911-121" 85 110 report 33 118
1912—13 100 110 report 34 134
1913—14 123 No report 38 162
1914-15”” 134 170 report 41 175
1915—16 149 170 report 45 194
1916-17 171 110 report 50 221
1917-181" 185 170 report 52 237
1918-19uu 201 170 report 52 253
1919-20uu 220 110 report 55 275
1920-21”" >225 110 report 57 282
1921-22.”; ' 228 No report 55 283
1922—23 263 7 61 331
1923-24 286 8 69 363
1924—251” 311 11 68 390
1925—26 ................ 342 14 73 429
1926—27 ................ 382 14 80 476
1927-280" 415 13 83 511
1928-29 457 16 87 560
1929-30 ................ 491 18 89 598
1930-31.... 522 26 91 639
1931-32 527 34 84 645
1932-33 539 35 83 648
1933-34"" 535 34 82 651
1934-351” 529 34 84 647
1935-36““ 559 51 77 687
1936-37"" 558 54 78 690
1937-38"" 546 56 75 677
1938-39"" 543 60 73 676
1939—40"" 529 59 73 661
1940-41”” 516 61 72 649
1941—42 510 56 70 636
1942-43 500 54 70 626
1943-441" 494 55 69 618
1944-45 ................ 490 56 70 616
1945-46 ................ 487 55 71 613
1946-47 ................ 463 55 72 590









 \ |

Table VI shows the situation as regards the number
of accredited high schools by years since 1910. \Vhen one thinks of
a high school. in its true sense one thinks of an institution that pro-
vides its students a program of work through the twelfth grade. High
schools‘that are organized to give work that does not extend through
the twelfth grade should be looked upon as incomplete, feeder schools
for regularly organized high schools; i. e., schools that offer pupils a
program through the twelfth grade.

The high. schools in Kentucky are accredited by the State Board
of Education. This applies to both public and private schools. In
arriving at the official ratings given the high schools the State Board
of Education usually follows the recommendations of the Commission
011 Secondary Schools of the Kentucky Association of Colleges and
Secondary Schools. The members of this Commission meet with the
Public School Supervisors and canvass the annual high school re-
ports that are made to the State Department of Education and also
the reports of the Supervisors’ inspections.

Teachers. There are 5,812 teachers employed in the public and
private high schools of the state. Included in this number are 2,522
who are employed in county high schools, 2,601 employed in high
schools located in independent districts, 79 in state or regional high
schools, and 610 in private secondary schools. Of the total number
of high school. teachers employed in the state, 488 are teachers in
public high schools for colored pupils.

High School G'mdmoles and College Attendance. Last year the
high schools of Kentucky had 16,396 graduates. Of this number,
5,486 entered college in the fall. Of the total number of high school
graduates, 141,465 graduated from public white or public colored high
schools, and of this number, 4,711 or approximately 32 per cent e11-
tered college. In the private secondary schools there were 1,931
graduates, of whom 775 or approximately 40 per cent entered college.



County High School Enrollment by Grades Term School District
District *Rating ‘ ‘ ‘ ‘ ‘ ‘ ‘ ' ' ‘ ‘ ‘ ' ‘ ‘ Tchs. in =
7 \ S 9 K 10 t 11 12 Total


Pupils‘l Tchs. 1 Term


Knifley _
White ,

H. S. (Scottsville)

Scottsville _____________________

Western (Sinai)
White ______
Colored .. A. _
l l
609! 1,298l

Bandana 120
LaCenter W. _.
LaCenter C.
Wickliffe ........ m]
’Interpretation of High School Ratings. .
A~Accredited through the entire high
B—Accredited through the entire high sc