xt7jsx647s0v https://exploreuk.uky.edu/dips/xt7jsx647s0v/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1962-06 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.), "List and Classification of Schools, Kentucky Elementary Schools 1961-62", vol. XXX, no. 6, June 1962 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "List and Classification of Schools, Kentucky Elementary Schools 1961-62", vol. XXX, no. 6, June 1962 1962 1962-06 2022 true xt7jsx647s0v section xt7jsx647s0v  

 

 

 

 

 

 

 

 

 

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FOREWORD

It is a distinct privilege to present this bulletin on the accredita-
tion of Elementary Schools for 1961—62. Here for the first time in
the history of education in Kentucky is a list of accredited ele-
mentary schools and their classification issued by way of the offi-
cial Educational Bulletin of the State Department of Education.

Inote with a great deal of pride, the improvements being made
illthe area of elementary education. I want to express my sincere
appreciation to all those who through their dedicated services are
helping t0 bring about this improvement from the classroom teacher
T0 the staff in the Department of Education and the Commission
011 Elementary Schools of the Kentucky Association of Colleges,
Secondary and Elementary Schools.

WENDELL P. BUTLER
SUPERlNTENDENT OF PUBLIC INSTRUCTION

 

 

 

 

 

  

 

 

 

The Education Right of Every American Child

(As riewcd by the followup conference on the White House
Conference on Children and Youth)

A school where he is welcome.

A teacher who attempts to understand him as he. IS 311d
may become.

A broad and deep curriculum personalized to his needs.

An environment which stirs his curiosity and causes him to ‘

think, preparing him to meet each change the present and the

future hold.
Room to meet his needs for work and play.
Materials which he finds useful for his purposes.

Experiences which help him grow in sell-respect and 561"”
to mankind.

trinsic

Evaluation of. his progress on the grounds of 1118 111
human worth.

 

 

 

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KENTUCKY ELEMENTARY SCHOOLS
SCHOOL YEAR 1961-62

Four years ago in J une 1959, the Kentucky State Board of Edn-
cation adopted regulations providing for the accreditation of ele-
mentary schools. These regulations were an outgrowth of a two-year
comprehensive study involving a state-wide committee of many mem-
bers recruited from all levels of education which prepared the stand—
ards to be included in the regulations. In terms of a Standard Ele-
mentary School which was defined by the committee as a school of
eight teachers or more, the regulations legalized the standard school
concept and therefore, it requires the accreditation of all elementary
schools with at least eight classroom teachers—one per grade for an
eight-grade school. In addition, the services of sufficient specialized
Dersomrel to insure an effective program of instruction was also re-
quired. All other schools and even the eight-teacher schools or more
Which do not meet the standard satisfactorily are Approved annually
Which means they are either temporary schools or schools that are
0‘11 their way toward improving their programs for meeting the
Standard classification.

The regulations for accrediting elementary schools contains eight
Standards briefly described as follows:

1' They require compliance with the law and all statutory provi-
s1ons other than that included in the regulations; SUCh as the
age for entering school, length 0f 5011001 day, length Of $011001
term, instruction in alcohol, narcotics and conservation must be
observed by all schools.

The school personnel must study and know the educational needs
0f their pupil—population, and the purposes of public education
to which they will strive to reach. Evidence of this understand-
111g Should be supported by reports of reliable studies and re-
search produced in written form. The information should be
kept up-to-date in the files of the school as a basis for planning
lhe_edlicati01ial program. This together with a statement of
bellefs on the part of the staff—its philosophy—and a set of
Common and specific objectives will be evidence of the educa-
tlonal services the school is endeavoring to perform for the state
and, COnseqllelltly, it will meet the requirements of this standard
deWilding on the application made of it.

 

 

 

 

 

 

  

.01

partment of Education that, in the judgment of the de

The school and the community must maintain a wholesome and
beneficial working relationship. It is incumbent upon the school
to keep the community informed, through an appropriate or-
ganized plan of public relations concerning the progress of
the school. The facilities are to be kept in readiness for com-
munity meetings and groups when the meetings are for com-
munity improvement. The staff should be active participants
in community affairs. On the other hand, it is required of the
community to give its support to the schools in all their good
and constituted endeavors. Progress and adaptation in educa-
tion come through public understanding and support.

An approved educational program must be provided including
the areas of : (1) Language Arts—(reading, writing, spelling,
oral and written English and Literature) ; (2) Social Studies;
(8) Mathematics; (4) Natural Sciences; (5) Health and Safety;
(6) Physical Education; (7) Art; (8) Music; (9) Large gI‘OUP
activities (assemblies, dramatics, etc.).

Supplementary t0 the program of studies, the school to receive

accredited status must provide certain other essential services
including, (1) Library Services, (2) Guidance and Pupil—Per-
sonnel Services and (3) Health Services. Requirements to be
met in these areas are described in the regulations.

The organization of the educational program and the essential
services for effective instruction Within the school are required-
The scheduling of classes and services, pupil-teacher ratiOy pro-
visions for the handicapped children as well as children Offld‘
vaneed status are important factors in evaluating the effecthe'
ness and outcome of the educational program.

The seventh standard relates to the characteristic of the p1'0'
fessional personnel—the principal, regular and special teachers
and their recruitment, qualification and assignment ’50 an area
of duties. A school is no better than the degree of excellence 0
the staff.

The school is required to have an adequate building Wheyfl?
to house its program and services. It must be provided WI]:1
sufficient equipment, and supplementary materials to meet t e
classification of a standard school.

he State 139'

Accreditation is defined as an official decision by t a
payment;

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State De'
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school or school system has met the standards of quality established
by the state. It is based on minimum requirements only or on a system
of classification reflecting higher levels of adequacy. It is a means to
an end, the end being the, attainment of a superior quality of educa-
tion. When a school seeks accreditation for any purpose other than
this one, it is failing to meet the requirements for accreditation.

PROCEDURES USED IN THE PROCESS OF ACCREDITATION

Elementary schools, like the high schools, are accredited an-
nually by the State Board of Education. Previous to the official
action of the State, Board there is an enormous amount of follow—up
work performed by certain staff members in the State Department
of Education. It is the assigned responsibility of the Division of
Instructional Services and its staff of supervisors to assemble and
prepare information on the condition of the schools for evaluation
and to consult and advise with the local school pcrsonnal concerning
the standards to be met. The Division of Instructional Services is
assisted by other divisions, such as the Divisions of Teacher Educa-
tion, Guidance Services, School Lunch, Agriculture and Home Eco-
nomics. Much of this information is submitted to the Department
Of Education with the annual report required from each school.
however, in addition to the report, visits are made to a representa-
tive number of schools each year for study and evaluation as well
as for conferences with the school personnel. When there is indica-
tion that previous ratings are in need of change one way or the
Other an evaluation team of staff members are assigned to make a
more thorough study and evaluation.

FOUOWing‘ the preliminary work of the supervisors in the State
Department, a meeting is held with the Commission 011 Elementary
$110013 0f the Kentucky Association of Colleges, Secondary and
Janie/Mary Schools. This commission is a professional advisory
adOhteEilJILOlnted 111 accordance with provisions of a constitution
16Ve1s0f latheassomatmn lt is composed of members from all
State D e ucation. Its function is to .adVISG and consult With the
mad t epartment personnel, concerning recommendations to be

e 0 the State Board of Education.

Me . . .
follm mbels 0f the present coniiniss10n on Elementary Schools are as
VS:

Gold .
1 P611301, Chairman, Supervisor, Barren County Schools, Glas-
gow, 1963

 

 

 

 

 

 

  

Ruby Stephens, Chairman-Elect, Supervisor, Monticello Schools,
Monticello, 196-1

Charles Hart, Vice—Chairman, Assistant Superintendent, Louisville
Schools, Louisville, 1962

James Brown, Seeretary-Treasurer, Iii-Service Teacher Education,
Eastern Kentucky State College, Richmond, 1962

Patty Simpson, Laboratory School, Kentucky State College, Frank-
fort, 1962

James Moore, University of Kentucky, Lexington, 1962

Dennis Taylor, Principal, Carter School, Murray, 1962

L. .l. Byrum, Supervisor, Henderson County Schools, Henderson, 1963

Lloyd Struinbo, Principal, Floyd County Schools, McDowell, 1963

Cynthia B. Mclntyre, Hazard Schools, Lothair, 1964

Aileen Nieholas, Principal, Newton Parrish School, Owenshoro, 1964

Nora Lee Rowland, Principal, Beeehmont School, Louisville, 1965

Olive E. Barrett, University School, Lexington, 1965

Maxine Taylor, Stearns, 1965

James M. Howard, University of Kentucky, Southeastern Center,
Cumberland, 1963

Eva Brumley, Librarian, Old Kentucky Home High School, Bards-
town, 1961

Earl Adams, Principal, Danvillc City Schools, Danville, 1965

Carl Ford, Berea College, Berea, 1962

Ruth Dunn, University of Louisville, Louisville, 1963

James Carpenter, Principal, Demonstration School, \Vestern Kell-
tucky State College, Bowling Green, 1964

Dixon Barr, Director, Campus School, Eastern Kentucky State 001‘
lege, Richmond, 1965

Daisy Shearer, Teacher, Fort Thomas Schools, Fort ThomaS, 1963

Lewis Powers, Principal, Glasgow Elementary School, Glasgow, 1964

Mary May \Vyman, Supervisor, Louisville City Schools, LOUiSVlHe’
1965

ELEMENTARY SCHOOLS FOR THE SCHOOL-YEAR 1961-62

There were 933 elementary schools accredited by the State

Board of Education during the school year 1961-62. Of this 11111115”;
584 were under the control of the county school districts and "C
were under the control of the independent districts. Fifteen “91

. S
State» Federal or Regional schools and 99 were prlvate school: 316
ding 0 ‘

will be seen, there was a variety of organizations accor t
he greates

grades included in the type of organization. By far, '5

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1959-(
1960-6
1961-(

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the s

 

  

Schools,

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3, Frank-

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rell, 1963

loro, 196-1
e, 1965

:1 Center,
)1, Bards-

1965

1ern Ken-
State 001‘

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gm 1961
youisvillea

R, 1961-62

the State
is nulnbel‘
s and 235
teen were
:hools. A5
ing to the
,e gl'eateSt

number of the organizations conform to a 1-8 type of organization
ora 1-6 organization. Of these 559 were organizations offering a
program from one through the eighth grade and 275 offered a pro—
gram from one to six grades or a total of 834 schools out of the 933.

Table 1 below shows the number of accredited elementary
schools classified according to the type of control for three years
from 1959-62.

TABLE I

NUMBER OF ACCREDITED ELEMENTARY SCHOOLS CLASSIFIED
ACCORDING TO THE TYPE OF CONTROL 1959—62

 

 

 

   

Year I County Independent 5519118551 \ Private i Total
Districts Districts Regional,

1959-60 __________________ l 537 1 244 83 864

1960-61 ...§ 565 238 I 87 890

1961-62 _________________ 3 584 l 235 15 . 99 933

 

 

 

It may be of interest to know that all the elementary schools
0berating in Kentucky for the school year 1961—62 numbered 2,550.
[111959—60, the beginning year of the accreditation program, the
number was 3,070. The number of one—teacher schools decreased by
100 from 1,382 to 982 during this period of three years.

Table II gives the number of schools according to the type 0f
the elementary school organization and the control under which
the school is operated.

TABLE II
TYPES OF ELEMENTARY SCHOOL ORGANIZATIONS AND
NUMBER OF EACH

State,

 

 

 

 

 

 

 

 

 

Types Of Organizations County Independent Federal, Private Total
District District Regional #_

Grades K-1 ________________ 0 0 1 0 1
Grades K~8 -- 0 5 0 9 14
Sleds K43 -- 1 10 9 2 22
Glades 1-8 -— 413 57 1 88 559
Grades 1-7 -- 19 9 0 0 28
Grades 1-6 -- 132 141 2 0 275
rad“ 1'5 -~ 3 4 o o 7
”deg 1-4 -- 2 1 o 0 3
(Cilades 7‘8 4 2 1 o 7
GladeS 6‘8 3 3 0 0 6
mes 6‘7 1 0 0 0 1
GladeS 5‘8 2 1 o o 3
Glades 4‘8 -- 1 1 o o 2
Glades 4‘6 ~- 1 o o o 1
lades 3'8 -- 1 o 0 o 1
W8 2‘5 -- 0 o 1 o 1
lades "“7 1 0 o 0 1
acres “+3 .......... o 1 0 o 1

Otal ------------------- l 584 | 235 | 15 99 933

 

 

 

 

 

 

 

 

 

  

Of the number of accredited elementary schools for the school
year 1961-62 only 282 or about 30 per cent were fully accredited
which indicates they are meeting the regulations satisfactory for
the standard classification. All of the others are classified as pro-
visional schools and schools which are approved.

There were 407,057 pupils enrolled in the accredited elementary
schools for the year. Of this number 212,923 were in the schools
under the control of the county school districts, and 106,066 were
enrolled in the schools under the control of the independent school
districts. The others were enrolled in schools which were operated
by State, Regional, or Federal authorities or in the private schools

Table 111 gives the enrollment in the accredited elementary
schools according to the grades and the control under which 1111‘
school operated.

TABLEIH

ENROLLMENTS BY GRADES AND CONTROL
FOR ALL ACCREDITED ELEMENTARY SCHOOLS

 

 

 

 

 

 

 

 

 

 

 

State.
Grades County Independent (Regional, Private I T0131
District District Federal /
42 1 1,270 1,219 524 l 3055
35,661 17,787 1,363 7,415 | 52226
33,036 16,059 1,118 7,085 | 57293
32,323 15,411 1,040 6,526 | 55300
31,974 14,722 801 6,3691 | 531%“
32,484 14,514 692 6,188 | 3878
30,912 14,322 665 5,751 | 51550
23,612 5,771 338 5,428 1 35149
21,682 5,050 350 5,141 | 32223
Ungraded .. 1,197 1,160 28 27 LJLZ
Totals .......... | 242,923 106 066 7,614 1 50,454 | 407057
111 all of the elementary schools there was a total staff of 111410

teachers, supe1visors, p1 11ic1pa1s and other special instructional
139130111101 serving dining the school year of 1961 62. Of this 11111111191
14, 565 or 88 per cent were sewing in the schools of eight 01' more
teachers or schools accredited by the State Board of Educatwu
There is indication that the professional staff is growing not 0111‘
in quantity but in quality as well During the school year of 196162’
approximately 71 per cent of the total staff had a quality 0f main
mg of a Bac‘1’helo1 s Degree plus, 11. 4 semester hours. This was“
Increase 0f approxnnately 8 per cent over the previous SW an
over 1.9 per cent in three years from 1959—60 to 1961—62.

'1'
Table IV below gives the median prepaied of all elemental.

school personnel £01 a fourteen- -year period from 19418-62

8

 

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Sc

1948-4S
1949-51
1950-51
1951-52
1952-53
1953-54
1954~5E
1955~56
1956—57
1957-58

1958-59
1959~6C
1960-61
1961-62

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Kentu
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the school
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factory for
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the schools
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re operated
ate schools.

elementary
which the

[1
LL—Sr/I/
I Total
77,155”
| 62,226
| 57,298
| 55,300
| 53,866

53,878

1 51,650
1 35,149
| 32,223
2412

156116.410
1structioll31
:his numbtl‘
Cht or 1110179
Education.
1g not 01111
- of 1961.621
ty of tl'flin'
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elementary
-62.

 

TABLE IV

MEDIAN PREPARATION OF ALL ELEMENTARY SCHOOL
PERSONNEL FOR A FOURTEEN—YEAR PERIOD
FROM 1948-62

 

 

 

   

Per cent
School Year Number | Median Bachelor’s
Teachers Preparation Degrees
1948-49 ...................... 1 13,300 | 86.6 31.2
1949-50 .. 13,304 I 88.8 33.0
1950-51 ._ 13,569 I 93.0 26.0
1951-52 .. 13,801 I 95.3 39.4
1952-53 .. 13,828 | 104.5 41.4
1953-54 13,857 | 106.3 42.1
195455 14,197 | 113.3 42.7
195556 ._ 14,482 | 115.1 42.6
1956—57 ._ ..... | 15,045 1 118.3 43.9
1957-58 ______________________ 1+ 15,415 | 125.0 48.1
1 Bachelor’s
1958~59 ...................... i 15,608 | +1.6 52.2
| Bachelor’s
1959430 ...................... 1 16,020 | +4.4 56.5
| Bachelor’s
1960—61 ...................... 1 16,083 1 +7.8 63.0
| Bachelor’s
1961-62 ...................... 1 16,410 [ +114 71.3

 

 

Source: Division of Teacher Education and Certification

111 the following table, there is presented a comparison of the
preparation of all personnel serving in the elementary schools for
the school Year 1961-62 and the school year 1959-60. The purpose
2:13:1113111151 is 3:) shoiv the growth in preparation of all personnel
begimfino- Ofetil'ullltjntary schools for a three—year period, Since the
Kehtuck; Ap foz'emiditation program for elementary schools 111
serving in the 260311]? 9 .V 88 per cent of the total personnel were

,1e(1t0d elementary schools.

THE TABLE V
ELEhl/EEPARATION OF ALL PROFESSIONAL PERSONNEL IN THE
NTARY SCHOOLS —— SCHOOL-YEAR 1961-62 COMPARED
WITH SCHOOL-YEAR 1959-60

 

 

School Year

 

  

LEVEI of Preparation M
Ma t , Numhfir Cent Numbfir Cent
Sen: er 5 D€gree plus 24
astesler HOWS and above .......... 188 1.1 125 .8
6111136118 Defiree through 23
achesler, Hours and above .......... 1,675 10.2 1,370 8.6
emestOr s Degree through 32
96428 Er Hours and above .......... 9,853 60.0 7,549 47.1
64-95 SZmeSter Hours .............. 2,597 15.8 3,936 13.3
32-63 s mater Hours -» ..... 1,697 10.3 2,929 18.3
1-31 SEme'Ster HOWS ..... 343 2.1 842 5.3
No coneggfig‘iaHours ..... 57 .4 261 1.6
In __________
Total g """"""""""""""""" 8 .5

 

 

16,020 ......

 

 

 

 

 

  

A problem of no small 111ea11i11g related to the elementary school

program is the problem of improvement of instruction. The or-
ganization of an educational program to meet satisfactorily the
wide-range of pupil abilities and needs depend on many factors,
some, of which are implicated in the, eight standards of the regula-
tions for accreditation. In addition to those spelled out in the regrr
lations, the size of the elementary school in terms of staff and pupils
is probably the most important factor. Although, it is possible for
an eight-teacher school to provide a program of education required
by Standard 4 of the regulations, it is unlikely it will be provided

since the cost per pupil makes it all most impractical.

The difficulty which the small schools face in meeting the
standards requiring a complete effective program of education iS
mostly associated with the specialized programs of instruction and
services such as art, music, physical education, library services,
guidance and health services. An example of this is found in the
library services. During the last three years nearly a million volumeS
of library materials have been added to the library collection in the
accredited elementary schools and this is being increased by some
400,000 volumes each year. This is being accomplished at an initial
estimated cost of $1, 000, 000, plus an annual expenditure of 1193111"
$500, 000. 00. The :ervices of trained personnel beyond the classroom
teacher is required f01 the care and organization of these materialS
1301 effective use together with adequate space to store and accommO
date them. Progress is being made toward meeting this ObjectiVE-
In 1959- 60, there new 103 full- time t1 ained libra1ians serving 111 the
elementary schools. By the school-year 1961-62 this number had
increased to 170 or by an additional 67 librarians.

The trend in the development of the elementary schools through‘
out the state is towards the larger elementary school unit in Order
to make it practical to offer an effective program of educatlo11
Table VI. following shows the number of elementary schools 30'
eiedited for the school year of 1961- 62 compared with the SChOO

year of 1959-60, classified according to size.

10

 

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hav

is 11
and
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tary school
1. The or-
etorily the
ny factors,
the regula-
n the regu‘
and pupils
)ossible for
)11 required

>e provided

recting the
ducation is
nation and
37 services,
und in the
.on volumes
3ti0n in the
ad by some
it an initial
3 of nearll"
e classroom
e materials
1 accommo-
3 objective-
wing in the

umber had

)15 through‘
rit in order
education.
schools 30'
the 50m"1

 

TABLE VI

NUMBER OF ACCREDITED ELEMENTARY SCHOOLS FOR THE

SCHOOL-YEARS 1959-60 AND 1961-62 CLASSIFIED
ACCORDING TO SIZE

 

 

Size _Number
Classification 1959-60 1961—62

 

8-12 ____________________________________________ 401 405

   
   

 

215 206

100 127

71 97

__ 77 98

Total ____________________________________ 864 933

 

It will be seen from a study of Table VI that the schools of 16

teachers and below, have decreased in number from 616 to 611 dur-
mg the three-year period while the schools of 17 teachers and above
have increased from 2—18 to 322.

It might be of interest to know that this problem and this trend

is nation-wide in scope. From a national survey made of the practices
and holieies of more than 6,000 elementary schools in 555 places of
a DOpulation of 2,500 or more, the United States Office of Education
1'ell01'ts the highlight of the study as follows:

1.

One-third of the public school systems are organized on a 6-3-3
hlan of organization which means that the elementary schools
are organized for grades 1-6. One-fourth of the schools are
Organized on the 8-4 plan. In these districts, the elementary
schools are Operated for grades 1-8.

Some form of primary unit is being used b." 18 per cent Of the
public elementary schools.

Most public elementary school children attend at least 5% hours
a day for at least 180 days a year.

FOP Instructional purposes, children are grouped heterogene-
0US1y in 72.1 per cent of the public schools in grades 1 through
6 and in 60 per cent of the public schools in grades 7 and 8.
Indications are that there will be a future increase in homo-
g‘eneOug groupings on all grade levels.

In " . .

‘0 Per cent of the publlc elementary schools, children are
r0 . - . . . .
p moted Primarily upon the bas1s of academic achievement.

11

 

 

 

 

 

 

  

 

g:

71

The most common method of reporting pupil progress is upon ‘
the basis of a letter scale which may be combined with pen [
sonal conferences with parents or with informal notes to par- l
ents.

Each local public elementary school remains dependent upon
the central office for policy determination. As yet, no wide l

spread swing to individual school autonomy has developed.

As reported by public school officials, the most persistent ,

problem for elementary school principals is the improvement 1

of instruction.

KENTUCKY ELEMENTARY SCHOOLS. 1961—62

12

 

  

 

 

   

 

 

 

5 75 i s 5' 3 E. g
g E. 8 o :. g g 52'
5 $9.. g 5. ‘7‘ 3:1 :1
6: a - 3 E 3 E. E
——A.H_E____fi___fi A.‘_ fi24___fi,- w____~_
KENTUCKY ELEMENTARY SCHOOLS, 1961—62
:6
County E g 'E ’ Elementary School Enrollment by Grades >4. 3
District 8 .E .3 Un- Total a 2.3
School 3: 8 5 K 1 2 3 4 5 6 7 8 graded Enr. Tchs. E 3.2
<: m a ma :2.
l
ADAIR co.
Columbia Grade x 95 111 124 107 108 91 124 103 863 26.5 81.00
Knifley x 33 35 34 33 47 31 43 29 285 9.3 1.00
Shepherd x 33 41 40 31 36 45 48 50 324 11.3 1.00
ALLEN
Allen Co. x 96 88 101 91 109 76 97 658 24.0 125
White Plains x 49 35 34 47 44 49 40 298 11.7 1100
Scottsville Ind.
Scottsvllle x 58 66 60 47 50 49 330 13.7 2.25

H ANDERSON co.

m Alton x 23 35 23 32 27 27 21 31 219 8.4
Lawrenceburg x 58 50 66 84 68 54 61 41 482 19.0 1.00
Sand Springs x 20 24 26 27 25 26 18 31 197 8.4

BALLARD C0.
Bandana x 18 21 16 21 26 19 23 26 170 9.0
Barlow x 20 22 26 21 20 20 21 17 167 9.0 1.00
Kevil Grade x 31 30 19 24 17 15 28 16 180 9.0 1400
LaCenter x 30 36 25 33 33 29 29 25 240 9.0 1100
Wickliffe x 38 4o 33 42 31 35 42 34 295 11.0 1.00
BARREN co.
Austin-Tracy x 58 49 48 50 55 67 56 57 440 17.1 1.00
Hiseville x 88 65 75 68 60 73 74 81 584 20.1 1.00
Park City x 62 44 50 54 55 54 89 86 494 19.1 1.00
Red Cross x 41 50 43 49 30 40 253 9.3 1.00
Temple Hill x 57 64 59 60 67 71 89 76 543 20.3 1.00
Caverna Ind.
Caverna—Cave City x 41 40 33 36 30 50 230 9.6 1.20
Cavema—Horse Cave x 59 45 35 54 58 29 280 10.6 1.20
Glasgow Ind.
Happy Valley x 68 64 65 52 49 32 330 12.7 1.00
Liberty Street x 92 104 72 89 81 107 545 20.5 1.00
E. B. Terry x 83 66 66 60 56 35 366 13.7 1.00

 

 

 

 

 

     

 

  

T71

  

KENTUCKY ELEMENTARY SCHOOLS, 1961-62

 

 

 

 

 

 

 

 

 

 

 

- a:
County g E g Elementary School Enrollment by Grades 3' g
Dlstrlct 2 E 3 Un— Total g8:
School 2 g 53 K 1 2 3 4 5 6 7 8 graded Enr. Tchs. +3 3%
<1 CL. (A a<1 :1
BATH C0.
Bethel 47 34 49 44 46 38 258 11.4 $1.25
OWingsville x 113 101 103 103 123 96 90 107 836 31.0 100
Salt Lick 43 46 36 37 47 56 46 43 354 14.4 1.00
BELL C0.
Arjay x 97 95 70 94 88 66 64 54 628 21.1 1.20
Blackmont x 46 30 36 29 30 42 45 50 308 12.1 1.00
Buckeye x 31 43 24 25 29 25 35 30 242 10.3 1.00
Cubbage x 18 22 26 23 25 25 27 28 194 9.1 1.00
Harmony x 36 33 27 32 24 29 36 32 249 9.2 1.60
Henderson Settlement x 36 34 36 34 39 50 49 41 319 10.4 1.00
Lone Jack x 50 38 34 29 33 28 43 31 286 10.6 1 122
Ward Chapel x 49 42 44 48 68 47 41 38 377 11.1 I 1.32
Middlesboro Ind. l l
Junction x 45 41 46 38 35 36 38 46 325 13.2 .1 1.00
Middlesboro Central x 136 109 105 128 125 603 23.5 1 1.00
Middlesboro Jr. x 161 184 170 515 16.4 1.00
Noetown x 28 38 46 37 31 57 44 41 322 11.2 1.00
Pineville Ind.
Pineville x 77 72 59 57 53 62 79 63 522 18.5 1.05
BOONE CO.
Boone Co. 1 x 190 250 440 11.0 2.70
Burlington 1 x I 78 40 52 46 57 57 65 64 459 15.0
Florence x 242 230 203 191 185 178 1229 36.0 .75
Hebron X 77 117 76 105 87 81 107 650 21.0 1.00
New Haven x 62 25 40 41 44 34 39 5:) 340 13 0 1.00
St. Paul (Pr.) x 78 109 84 64 67 49 59 33 543 12 0 1.00
Walton-Verona Ind. \
Walton-Verona ‘ x 70 39 38 44 36 46 273 9 5 1.70
BOURBON C0. 1
Center Hill \ x 39 28 40 31 36 130 304 12.6 .00
Chntonville x 41 29 37 34 31 32 32 28 264 10.5 1.00
Lime Rock x 19 28 19 1s 20 32 22 29 10 195 9.4 1.00
IVX‘lllexjsburg \ x \ 34 40 34 34 25 31 41 33 12 284 12.5 1.00
. Muid‘etown X 42 3'1 31 50 41 40 241 10.9 1.00
udd‘es Mi)‘ X 33 27 29 29 29 28 20 25 221 9.4 1.00

KENTUCKY ELEMENTARY SCHOOLS, 1961—62

 

     

BOURBON C0.
Center Hill

 

 

 

  

 

 

_ . x 36 130 304 12. .
Eagtgrgéélé \ x x 141% g3 g7 34 31 32 32 28 264 10.2 1.33
Mmevsburg x 34 40 32 1s 20 32 22 29 10 195 9.4 1.00

. Md \emwn x \ 42 3,, 31 2% ii :33 41 33 12 284 12.5 1.00
Rudd‘es M"“ x 33 27 29 29 29 29 20 25 33% 13:2 I 1:33
KENTUCKY ELEMENTARY SCHOOLS, 1961—62
:1:

County E g" '3 Elementary School Enrollment by Grades >u . ‘5
District 2 E S Un- Total 525%
School 3 8 Eu K 1 2 3 4 5 6 7 3 graded Enr. Tchs. g fig
5. 3
District g E S Um Total 52-8
School 3 g E: K 1 2 3 4 5 6 7 8 graded Em“. Tchs. 3 fig
<1: m a m: :8
BRACKEN c0.
Brooksville x 57 49 55 58 44 49 59 47 418 16.8 3100
Germantown x 27 24 26 26 27 26 34 22 212 9.2 1.00
Western Hills x 35 30 31 22 36 33 28 26 241 9.3 1.00
BREATHITT C0.
Big Rock x 34 32 28 22 33 27 36 28 240 10.2 2.00
Caney Consolidated x 46 33 38 27 34 47 42 36 303 12.2 2.00
Highland x 31 31 33 33 25 31 29 17 230 9.0 2.00
Little Red x 37 25 36 31 41 48 51 73 342 12.2 1.00
Marie Roberts x 38 44 31 49 46 40 35 40 323 11.2 2.00
Quicksand x 46 43 55 36 36 44 34 33 327 11.2
a Rousseau x 32 25 31 3O 26 30 27 28 229 9.0 1.00
Turners x 21 36 24 25 28 34 37 22 227 9.0 2.00
Van Cleve x 36 34 39 30 40 40 22 26 267 8.0 1.20
Jackson Ind.
Jackson City x 52 48 46 43 49 46 284 9.0 1.00
BRECKINRIDGE C0.
Custe_r x 36 32 29 38 34 31 36 33 269 10.0 1.50
Hairdmsburg x 109 88 109 98 111 103 87 95 800 24.0 1.50
Irvmgton x 89 81 69 68 67 71 445 16.2 1.50
Cloverport Ind. r
Frederick Fraize x 42 36 31 42 31 41 32 29 284 10.6 !
BULLITT (:0.
Lebanon Junction x 42 40 26 28 37 29 33 53 288 11 3 0
Mt. Washington I x 42 40 26 28 37 29 33 53 604 21.8 1.00
Nicholas x \ 40 39 34 39 34 27 33 34 280 11.0 1.00
Overdale x 82 41 56 43 50 36 37 27 372 14 o 1 oo
Ora L. Roby x \ 156 183 178 167 148 31 863 32 0 1 00
Shepherdsviue x 165 171 186 522 1
BUTLER CO. \
Fifth District: x 45 37 48 $7 44 52 38 311 11 0 0
$322.23?“ a: \ 23° 3% is 5% 13% ‘62 3% 3% 2%?) 2% ‘3 1 “3

 

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U e X 1 1 82 41 56 1
Ora L. Rob 43 50 36
Shepherdsvglle x 1 x 156 183 178 167 148 37 27 31 3%: $38 1 1 00
BUngIE‘; CD0~ \ \ 165 171 186 522 19.7 |
'1 t. istyicf: x 45 37 48
Fourth Dls‘tl‘lct x g7 44 52 38
Morgmown x 5% 22 21-. ~42 :15 13 28 43 213% 21% 1 0%
._._ _-._ _ _ _1 __ Fa _ _. 2 _A____ A A.,_._ _2_ I
KENTUCKY ELEMENTARY SCHOOLS, 1961-62
77,77 7 7 fl 7 W #># 1 71' .1 i —
County 3 1 E 1 '3 1 Elementary School Enrollment by Grades >1 . g
DistFiCt g 1 E: 1 "f; 1 Un- Total £7 2'8
School 5 g *3 K 1 2 3 4 5 6 7 s graded Enr. Tchs. a fig
1 <2 1L 1 w 1 14¢ :1.
1 1
CALDWELL CO. 1 1 1 1
East Side 1 1 1 x 78 95 58 61 71 70 433 16.3 1 $1.00
Fredonia 1 1 x 1 32 29 2 37 36 33 52 40 288 12.7 1 1.00