xt7n028pgj3z https://exploreuk.uky.edu/dips/xt7n028pgj3z/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1933-04 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.), vol. I, no. 2, April 1933 text Educational Bulletin (Frankfort, Ky.), vol. I, no. 2, April 1933 1933 1933-04 2021 true xt7n028pgj3z section xt7n028pgj3z . 0 Commonwealth of Kentucky 0

SWEPUCATIONAL BULLETIN.

IN THIS ISSUE—

' Page

Functional Reorganization of the State Department of Education by
James H. Richmond 3
The System of Public Education in Kentucky .................................................. 9
vSuperintcndent Calls Conferences to Discuss Educational Problems ........ 14

Report on Progress of the Kentucky Educational Commission by James
W. Cammack, Jr. 15
Typical Disparities in Financial Support of the Public Schools .................. 16

Published By

in». DEPARTMENT OF EDUCATION

' JAMES H. RICHMOND,
Superintendent of Public Instruction

ISSUED MONTHLY EXCEPT JUNE, JULY, AUGUST
Application Pending for. Entry as Second Class Matter at Frankfort, Ky.

Vol. 1 0 April, 1933 0 No. 2

UBWTRY
iiNiVERSiTY 0i: KE ii’i‘iiflii‘f

11'

.
Co F“: I

ORGANIZATION
FOR EFFECTIVE SERVICE

Education is the most important and far—reaching responsibility
of our Commonwealth. No other agency of government affects the
lives of as many people as the public schools. It is of primary im—
portance, therefore, that there be an effective and economical plan
of organization of the agencies engaged in public education.

Recommendations will be made by the Kentucky Educational
Commission looking toward the reorganization, in this Common—
wealth, of public education at all levels along these lines. Undoubt-
edly, there are many instances where the consolidation of small school
districts and small schools with larger districts and larger schools will
effect significant economies.

In keeping with former announcements which I have made, and
the general program of the Kentucky Educational Commission, we
have effected a functional reorganization of the State Department of
Education to the end that the services of this ofﬁce may be more far-
reaching and more economically performed.

The accompanying article explains this reorganization. The last
section of the article will show, graphically, how the existing divisions
of the State Department of Education have been grouped for the
performance of (A) general services and (B) special advisory and
supervisory services.

In the ﬁrst classiﬁcation are found the services performed by the
Superintendent of Public Instruction, the Assistant Superintendent
of Public Instruction, the Director in charge of the Division of Public
Relations, and the services of the closely allied divisions of Research
and Statistics, and School Records and Reports.

In the second classiﬁcation fall the services of (1) the various
supervisory divisions of the Department, which include the associated
divisions of Rural School Supervision, High School Supervision, Li-
brary Service and Negro Education, all four having to do with public
school supervision; (2) the related divisions of Teacher Training and
Certiﬁcation and Examination; and (3) the virtually consolidated
divisions of Finance and Inspection and Accounting.

It is apparent already that the State Department of Education
will function more efﬁciently under this plan of organization. '

JAMES H. RICHMOND,
Superintendent of Public Instruction,
Frankfort, Kentucky.

ion,

The Functional Reorganization of the
State Department of Education

By JAMES H. RICHMOND
Superintendent of Public Instruction

According to the provisions of Section 4396—6 of Kentucky Stat-
utes, the following divisions of the State Department of Education
are included Within the departmental organization:

1. Office of Superintendent of Public Instruction, with one Assist-
ant Superintendent of Public Instruction, who is authorized to
act in the absence of the Superintendent of Public Instruction.
Division of Statistics, School Records and Reports.

Division of Inspection and Accounting.

Division of Certiﬁcation and Examination.

Division of Rural School Supervision.

Division of High School Supervision.

Division of Negro Education.

Division of Vocational Education.

The Superintendent of Public Instruction may provide for ad-
ditional departments as efﬁciency of service to the State may de-
mand, Within the limits'of the funds available for such service.

$090,499???"

Under the provisions of “9” above, the following divisions have
been added:

Division of Vocational Rehabilitation.

Division of School Buildings and Grounds.

Division of Research.

Division of Finance.

Division of Teacher Training.

Division of Public Relations.

Division of School Library Service (after July I, 1933).

qsrbsvpapsrs

These titles imply the type of service to be performed by the
respective divisions.

The statutory set-up of divisions, including the newer divisions
created in the reorganization of the State Department, may be an-
alyzed and described in terms of the functional services which they
render. On a broad basis, these services may be grouped into the
1wo main types of work performed by the staff of the Department:

1!"

II.

III.

.f.

General Services.
Special Advisory and Supervisory Services.

Under “A”, we have the three following functions:

. General administration and supervision of the system of Educa-

tion within the Commonwealth, and the State Department of
Education, in relation to the school system of the State.

Promotion of the educational welfare of the children of the Com~
monwealth in providing leadership for the cause of education,
and in interpreting to the public the actual work of the schools.
This service has to do with publicity and the arranging of various
types of local, regional, and state conferences in the interests of
the advancement of education.

Continuous study of state and local school problems through
scientiﬁc research. This involves the systematic gathering of
school data, the securing of superintendents’ annual reports and
various other kinds of school statistics. This type of service in-
cludes the making of surveys and the supplying of technical sta-
tistical advice and scientiﬁc direction on research projects carried
out by members of the department.

Under “B”, we have:

. Advisory and supervisory services in relation to the educational

administration of the schools and the problems connected with
instruction. The two branches of this division include (a) the
problems of the schools as instruments of education with their
administrative and instructional facilities, and (b) problems
with respect to the training and certiﬁcation of teachers.

The performance of the functions under (a) demands a con-
siderable amount of ﬁeld work and, therefore, requires a number
of supervisors, each of which is professionally equipped for some
special branch of supervision, as, for example, the Public School
Supervisor, the Supervisor of Buildings and Grounds, the Super-
visor of Vocational Training.

The functions covered under (b) fall into three divisions:
(1) working with all institutions in the state which are engaged
in the training of teachers in order to develop proper curricula
for the various types of teaching positions needed in the state;
(2) the setting up of proper principles for the certiﬁcation of
teachers and seeing to it that they are carried out in practice
through the issuance of certiﬁcates; (3) studying the problems
of teachers in service to discover whether or not their training
is deﬁcient and making proper arrangements for the continued
growth of teachers in service.

.m.

1—!er l

2‘5 )1in SD P—Iu

bade

.W.

II. Advisory and supervisory services in relation to the ﬁnancial ad-
ministration of the public schools call for: (1) auditing and in-
specting the records and accounts of school boards; (2) ascertain-
ing Whether the provisions of laws having to do with school
ﬁnances are being carried out; (8) advising with boards in the
preparation of ﬁnancial plans.

Another phase of this type of service calls for the keeping
of accurate accounts of all funds used in the State Department
of Education.

All of the types of services mentioned herein are necessary and
essential to the carrying out oﬁ (1) the mandate of the State Con-
stitution—

“The General Assembly shall by appropriate legislation provide for an

efficient system 01' common schools throughout the state." (Section 183,
Kentucky Constitution.)

and (2) the provisions of the laws of the state relating to the schools.

In the following outline the various divisions as provided for by
the Kentucky Statutes, including the added divisions, are classiﬁed
in terms of the functional services given above.

Outline of Organization

of the
State Department of Education

In charge: The Superintendent of Public Instruction.

A. General Services
I. Superintendent of Public Instruction and Assistant Super-
intendent.
II. Division of Public Relations.
III. 1. Division of Research.
2. Division of Statistics, School Records and Reports.

B. Special Advisory and Supervisory Services
I. Educational.
1. The Schools.

Division of Rural School Supervision.
Division of High School Supervision.

. Division of Negro Education.
DivisiOn of Vocational'Education; »
Division of Vocational Rehabilitation.
Division of School Buildings and Grounds.
Division of School Library Service.

q: rm 9:9 9‘?"

2. Teachers.
a. Division of Teacher Training.
b. Division of Certiﬁcation and Examination.
II. Financial.

1. Division of Finance.
2. Division of Inspection and Accounting.

RECENT LEGISLATION IN THE UNITED STATES
AFFECTING SCHOOLS

In View of the crisis facing education in the United States, much
interest has been centered on measures designed to protect public
education. Here are a few of the most recent developments:

National: 73rd Congress.

Introduced :

S. 12. Senator Nye. To aid in reduction of taxes on farm lands

and to promote elementary education in rural areas of the United
States. Referred to Education and Labor Committee.

State:
g Illinois—Adopts 3 per cent sales tax.

Alabama—“With the prospect of relief through an extraordi-
nary session of the Legislature, now convened for the purpose, many
of the schools are reopening.”—A. F. Harman, State Superintendent.

New York—Representatives of State teachers indicate they will
urge adoption of luxury and amusement taxes to escape a cut in State
aid to education. Estimated: New taxes of this type will bring in
$40,000,000.

State Aid:

Washington—A new system of ﬁnancing education whereby State
will meet approximately 50 per cent of total cost adopted.

New Jersey—Governor Moore announces a tentative plan to allow
counties to divert to school support and shore-line protection $6,-
835,000 from motor vehicle receipts hitherto dedicated to local high-
way maintenance.

.—.

FUNCTIONAL RELATIONSHIP
OF THE
SERVICES OF THE DEPARTMENT OF EDUCATION

A. GENERAL SERVICE.
I. Superintendent of Public Instruction and Assistant Superintendent
James H. Richmond, Superintendent Public Instruction.
lGordie Young, Assistant Superintendent Public Instruction.
II. Division of Public Relations.
W. C. Bell, Director.
III. 1. Division of Research.
James W. Cammack, Jr., Director.
2. Division of Statistics, School Records and Reports.
Moss Walton, Director.

B. SPECIAL ADVISORY AND SUPERVISORY SERVICE.

I. Educational
1. The Schools.

,a. Division of Rural School Supervision.
O. J. Jones, Supervisor.

b. Division of High School Supervision.
Mark Godman, Supervisor.

0. Division of Negro Education.
L. N. Taylor, State School Agent.

(1. Division of School Library Service.
Ruth Theobald, Supervisor.

e. Division of School Buildings and Grounds.
John W. Brooker, Director.
Hugh Meriwether, Consulting Architect.

33. Division of Vocational Education.
G. Ivan Barnes. Director.
F. G. Burd, Supervisor Agricultural Education.
Ata Lee, Supervisor Home Economics Education.
A. N. May, Supervisor Trade and Industrial Education.

g. Divis‘Ion of Vocational Rehabilitation.
Homer W. Nichols, Director.
Cleveland Moore, Supervisor.
Olney M. Patrick, Supervisor.

2. Teachers.

a. Division of Teacher Training.
R. E. Jaggers, Director.

b. Division of Certification.
A. P. Taylor, Director.

II. Financial.
1. Division of Finance.
F. D. Peterson, Director.
Harold Eades, Bookkeeper.
, J. Virgil Chapman, Clerk.
2. Division of Inspection and Accounting.
J. C. Mills, Auditor and Inspector.

.ﬂ.
7

xv”

RELATIO‘J OF THE S'UPERINTENDENT OF PUBLIC INSTRUCTION
TO STATE SCHOOL ADMINISTRATION
_ _ _ _ I. ______ . _____________ r _ _. _ ..
Two L STATE ECAHD OF EDUCATION Normal
I Boards ——————————————————— School
: Collegesl Board of Trustees,University.Lexington' Executive 1
“6:32” 50317133565 sf‘nzgentstmzashgrs 6033535; _G°_un_°1_1_'
L — 9 — — 1 Bowling Grsen.Morehead,Murray.Rlchmond' m '
|St.College -9xt Book I
LFEsnkfort @m_mi_ss_10_u_l
Ina“ Ky_ Superintendent State Board'
Indus'wial P blic Igstructi n °f
ljaiiu‘iah_ ESSistant 5.1:.1? Examineru
Staff
. 560‘” s
. Sc
9“” County Schools 001g
8 Boards 120 bOO
)#20 Members Boards Members w 192
m Boards
G)
J)
Teachers m 960
Teachers '5 Members
Elementary 5' o
2 14 p m
3 7 Elena t r S g Teachers
3.5. luoh ; “0'3 Y j; H E1. 1030
. 97 g H.s.,629
'U ‘ t,
I
High School '° Pupils
Pupils 1309 V g .
31. 145166
Elementary 3.3.1h150
133352 Pupils
ms. 32679
Elementary
. V 372850
High School - 25372

This chart details the relation of the Superintendent of Public Instruc-
tion to the public elementary, high school and institutions of higher learning
of the Commonwealth. Statistical data are based upon reports of otﬁcials
for school year ended June 30, 1932.

THE SYSTEM OF PUBLIC EDUCATION
1 IN KENTUCKY

This article describes Kentucky’s system of public education as
it exists today. No attempt is made to suggest changes, because all
phases of public education in Kentucky are now being carefully
studied by the Educational Commission. Its ﬁnal report will point
the path toward greater efﬁciency and economy in public school ad-
ministration. v

Whatever recommendations the Commission may make in its
ﬁnal report, it is important that thinking people throughout the State
should give attention to the facts. In the end, the general public must
pass judgment on the report and must act in the best interests of the
public schools.

The Superintendent of Tile ofﬁcial direcltfly chaggedK witth kthe
- - e ucationa we are 0 en uc y’s

PUbhc InStrudmn 700,000 children is the Superintendent
of Public Instruction, who is elected every four years by popular vote.
Responsibility for the administration of the program of public educa-
tion is imposed upon him by the Constitution and Statutes. Chapter
58, Acts of 1924, vests authority in the Superintendent to name as-
sistants necessary for the legitimate administration of the public
schools. After providing for the manner in which the Superintendent
of Public Instruction shall qualify and assume oﬁ’ice, this Chapter of
the Acts enumerates some sixty speciﬁc duties to be carried out by the
Superintendent or, through his direction, by his staff members. Other
Acts of the General Assembly impose upon this ofﬁcial a hundred or
more speciﬁc duties not included in Chapter 58, Acts of 1924.

Generally speaking, the duties of the Superintendent are of two
kinds—

(1) Those having to do with the general administration of the public
elementary and high schools, and

(2) Those having to do with the various state boards of which he is a
'm'e’m’her. ' “ - , a . .

The Three Types of léefore the service rendered through the
No. School Districts State Department of Education touches
fling the interest of the. 700,000 children in

5m“ the public schools, it must travel a somewhat complicated route. Ad-
ministrative procedure emanating from the State Department of Ed—
m

. C .

ucation is relayed ﬁrst to public school administrators of the 380
school districts. They, in turn, refer the problems thus received to
their respective boards of education for instruction in relaying them
to the principals and teachers of their elementary and high schools.

For administrative purposes, there are three types of school dis-
tricts—city school districts, graded school districts, and county school.
districts. All three types of districts may be located in a single
county. For example, there are four city school districts, four graded
school districts, and one county school district in Campbell County.
All educational service emanating from the State Department of Edn-
cation, before actually touching the interests of the children, must
proceed through the administrative ofﬁcers of the 380 school districts

in the State.

City School The type of organization provided for city school

Districts districts is perhaps the simplest and most direct
plan afforded for administration of any of the
State’s public schools. Cities of the ﬁrst, second, third, and fourth
classes are organized as administrative school units, each class operat-
ing under a charter provided by the legislature. Charters for city
school systems provide that the board of education of a ﬁrst or second
class city shall consist of ﬁve members; of each third class city, nine
members; and of each fourth class city, six members. Members of
city boards are elected at large from the school district; the board of
education, in turn, selects the city superintendent.

In determining the administrative program relating to city
school districts, the Superintendent of Public Instruction directs
his activities through ﬁfty-three boards of education of fourth
class cities, nine boards of education of third class cities, ﬁve
boards of education of second class cities, and one board of edw
cation of a ﬁrst class city. Thus, the cooperation of sixty-eight
city school superintendents and 429 members of boards of edu—
cation is involved in the administration of problems related to
the interests of the children in city schools.

During the school year ended June 30, 1932, city boards of edu—
cation employed 3,274 elementary teachers and 1,404 high school
teachers. There were enrolled in the city schools 123,352 elementary
school pupils and 32,679 high school pupils. City boards of educa-
tion collectively realized from district taxation an average of ap-
proximately $38.97 per census pupil. This was used to supplement
the state school per capita.

Graded School Each independent graded school district was

Districts formerly provided for by a special Act of the

General Assembly. Ultimately an Act was passed

setting up uniform conditions under which such districts may be

established. The schools of each independent graded school district

are administered by a board of trustees, consisting of five members,
elected by popular vote from the district at large.

In rendering service legally required for the 192 graded
school districts, the Superintendent of Public Instruction must
proceed through 1.0.2 boards of trustees, having a total member-
ship of .960.

With few executions, the boards of trustees of graded school dis-
tricts employ principals for nine school months, thus leaving more
than three calendar months without any assistance from trained ad-
ministrators. The responsibility for rendering reports required by
law, for looking after the common interests and general welfare of
the graded school districts, and for formulating, advocating, and
carrying out policies and programs of the public schools, rests alto-
gether upon boards of trustees during the vacation months. Fre-
quently, the Superintendent of Public Instruction cannot prevail on
the secretaries of these boards to prepare and ﬁle reports revealing
results of the year’s work and conditions in these graded school dis-
tricts.

During the school year ended. June 30, 1932, boards of trustees
of graded school districts employed 1,030 elementary school teachers
and 629 high school teachers. There were enrolled 45,166 elementary
school pupils and 14,150 high school pupils. The graded school dis-
tricts realized from district taxation an average of $25.53 per census
pupil. It was used to supplement the state school per capita derived
from statewide taxation.

County School All the territory in a county lying outside the

Districts city School districts and graded school districts

is included in the county school district. There

are 120 county school districts. Each has a superintendent, employed

by a county board of education consisting of ﬁve members. The

county is divided into ﬁve educational districts. One board member is
elected from each district.

With one exception, problems relating to the county school dis-
tricts are administered by the county boards of education. The
authority to nominate elementary teachers to be employed by county
boards of education is vested“ in subdistrict trustees, three elected at

Or.

large for each subdistrict in a county. The teacher or teachers in each
subdistrict are nominated by its subdistrict trustees. There are, in
Kentucky, 6,650 subdistricts:

15,426 subdistrict trustees employ one teacher for each of 5,142

subdistrlcts. .
2,754 subdlstrict trustees employ two teachers for each of 918 sub-

districts. ~
564 subdistrict trustees employ three teachers for each of 188 sub-

districts.

Thus, 19,950 subdistrict trustees in the 120 county school dis-
tricts are vested with authority to name the 9,970 elementary teachers
employed in these schools. ‘

In discharging legally imposed duties pertaining to the,
county school districts, the Superintendent of Public Instruction
must proceed through 120 county superintendents, 600 members
of county boards of education, and 19,950 subdistrict trustees.

County boards of education employed 9,970 elementary school
teachers and 1,309 high school teachers during the school year ended
June 30, 1932. There were 372,850 elementary school pupils and
25,372 high school pupils enrolled in these schools. The 120 county
school districts collectively realized from district taxation an average
of approximately $13.70 per census pupil. It was used to supplement
the state school per capita derived from state-Wide taxation.

The Superintendent’s Aside from the many duties pertaining
Ex-Oﬂicio Duties directly to the administration of. the
public elementary and public high

schools, the Superintendent of Public Instruction is, by virtue of his
oﬂice, Chairman of the following Boards:

1. The State Board of Education.
2. The State Board for Vocational Education.
'3. The Board of Regents of Eastern State Teachers College, Richmond.
4. The Board of. Regents of Western State Teachers College, Bowling
Green.
. The Board of Regents of Murray State Teachers College, Murray.
6. The Board of Regents of Morehead State Teachers College, Morer
~head.~v ....-
7. The Board of Trustees of Kentucky State Industrial College for
Colored Persons, Frankfort.
8. The Board of Trustees of West Kentucky Industrial College for
Colored Persons, Paducah.
9. The State Board of Examiners.
10. The Normal School Executive CounciL

.M.
12

.—.

He is a. member of the Board of Trustees of the University of
Kentucky and Secretary of the State Textbook COmmission.

WHAT OUR PRESIDENTS SAY ABOUT EDUCATION

CALVIN COOLIDGE: “If there is one thing more than another a
citizen has a right to demand from organized society, it is education. ”

“Education for the children of all the people, extending from the
primary grades through the university, constitutes America’s noblest
contribution to civilization. No child or youth in the United States
need to be deprived of the beneﬁts of education suited to his age and
degree of advancement.”

FRANKLIN D. ROOSEVELT: “We have faith in education as the
foundation of democratic government. . . . Our schools need the
appreciation and cooperation of all those who depend upon them for
the education of our youth—the state’s most valuable asset. Our
schools are today enabling America to achieve great results, and they
can help her to even greater accomplishments.”

WOODROW WILSON: “Popular education is necessary for the
preservation of those conditions of freedom, political and social,
which are indispensable to free individual development. And . . . no
instrumentality less universal in its power and authority than govern—
ment can secure popular education. . . . Without popular educa-
tion, moreover, no government which rests upon popular action can
long endure. The people must be schooled in the knowledge, and if
possible, in the virtues, upon which themaintenance and success of

a free institutions depend.”
1 HERBERT HOOVER: “To maintain the moral and spiritual ﬁbre
5 of our people, to sustain the skill required to use the tools which great
discoveries in science have given us, to hold our national ideals, we
must not fail in the support and constant improvement of our school
system. From generation to generation, we hand on our vast material
1- equipment, our knowledge of how to run it, and our stock of intellec-
g tual and spiritual ideas. If we were to suppress our educational system
y_ for a single generation, the equipment would decay, the most of our
e_ people would dic of starvation, and intellectually and spiritually, we

should slip back four thousand years in human progress. We could
3r recover the loss of any big business in a few years—but not this one.
And unless our educational system keeps pace with the growth of our

or material equipment, we will slip also.”

.—_.

SUPERINTENDENT CALLS CONFERENCES TO
DISCUSS EDUCATIONAL PROBLEMS

Recognizing the crisis that confronts public education in Ken-
tucky, the Superintendent of Public Instruction has instituted a
series of group conferences for the discussion of educational problems.
School administrators, principals and members of boards of educa-
tion of city, county and graded school districts have been invited to
attend.

The ﬁrst of the conferences was held at Elizabethtown on March
13. More than 200 superintendents, principals and board members
from sixteen counties in the vicinity of Elizabethtown responded to
the call and participated actively in the conference. At the invitation
of President H. L. Donovan, a large group met for a similar confer-
ence at Eastern Teachers College, Richmond, 011 March 23—24. On
March 27 more than 250 superintendents and board members met
at Murray, and a like number attended the conference held at
Bowling Green on March 28.

These group conferences of school leaders have been called for
the purpose of discussing ways and means to operate and maintain
the public schools during the school year beginning July 1, 1933.
In addressing the meetings, Superintendent Richmond has focused
attention on the ﬁnancial crisis facing education, and has called for
the full cooperation of all school forces to guard the educational wel-
fare of Kentucky’s 700,000 children. Superintendents, principals and
board members in attendance have been invited to participate freely
in the discussion of their duties and responsibilities as they are re-
lated to the problems facing education.

The most recent of these conferences was held at Morehead on
April 15, with a large and enthusiastic group of educators in attend-
ance. On subsequent dates similar meetings will be held in other sec-
tions of the state. A splendid spirit of cooperation has been in evi-
dence at each conference, and every feature of the programs gives
assurance of a closer relationship between public school adminis-

- trators, their boards of education, and the State Department of Edu-

cation.

c‘f‘t‘f‘H

REPORT ON THE PROGRESS OF THE
KENTUCKY EDUCATIONAL COMMISSION

JAMES W. CAMMACK, JR.
Secretary, Kentucky Educational Commission

.Five important committee reports were submitted to the Ken-
tucky Educational Commission at a meeting held April 8 and 9 at the
University of Kentucky, Lexington. James H. Richmond, Superin-
tendent of Public Instruction and Chairman of the Commission, pre-
sided at the meeting. Two reports were adopted, subject to ﬁnal modi-
ﬁcation. They were the report of the Subcommittee 011 Curriculum,
of which A. C. Burton, Professor of Education at Western State
Teachers College, is chairman, and the report of the Subcommittee on
Employed Personnel, of which D. Y. Dunn, Superintendent of Fay-
ette County Schools, is chairman.

The ﬁnal report of the Subcommittee on School Costs was pre-
sented by H. H. Hill, Superintendent of Lexington City Schools and
chairman of that committee and adopted subject to ﬁnal modiﬁcation.
J. W. Martin, Director of Bureau of Business Research at the Univer—
sity of Kentucky, presented the report of the Subcommittee on Finan-
cial Support.

Members of the Commission present at the meeting were Mrs.
James G. Sheehan, President of the Kentucky Congress for Parents
and Teachers, Danville; Yancey Altsheler, Louisville; J. W. Bradner,
Superintendent of Middlesboro City Schools; President H. H. Cherry,
Western Kentucky State Teachers College, Bowling Green; Presi—
dent Frank L. McVey, University of Kentucky; H. W. Peters, Super-
intendent of Christian County Schools; W. J. Webb, Mayﬁeld; and
Ben Williamson, Ashland. Members of the Coordinating Committee
who were present included President H. L. Donovan, Eastern Ken-
tucky State Teachers College, Richmond; Leo M. Chamberlain, Uni—
versity of Kentucky; H. H. Hill; and R. E. Jaggers, Director of
Teacher Training, State Department of Education. In addition to
the chairman of subcommittees who were present to submit their re-
ports, a number of civic and educational leaders attended the meet-
ing. These included Honorable Fanniebelle Sutherland, of Paris,
Director of Kentucky Federation of \Nomen’s Clubs; President
Charles J. Turck, of Centre College; President H. E. Watters, of
Georgetown College; President John Owen Gross, of Union College;
Harper Gatton, President of the Kentucky Education Association;
R. E. Williams, Secretary of the Kentucky Education Association;
L. C. Caldwell, Superintendent Boyd County Schools, and President
R. A. Kent, of the University of Louisville. Members of the Com-
mission expressed themselves as being gratiﬁed with the rapid pro-
gross which has been made, and only a few reports remain to be
submitted.

.4 r‘

TYPICAL DISPARITIES IN
FINANCIAL SUPPORT OF THE PUBLIC SCHOOIS

D
7‘
$70 KEY $70
- Read Wolfe County School District 1351‘:
1.5mm Per Capita ------------------ $9.00
(Lines "A" to "8")
‘. 2.District Per Capita————- __________ ii_17,
50 - (Lines "B" to I'D") 6o
3.Per Census Pupil Instruction Cost-10.91;,—
(Lines "A" to "0")
50 ' 50
C — T
1‘0 -— — ho
a) an . I
H u . u . :1
a) H :5 . in , o
H .4 .o o .u , a
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City Districts Graded Districts County Districts

The educational opportunities, especially the quality of instruction, offered
to the children of any school district depend directly upon ﬁnancial support. This
Chart pictures strikingly the amazing inequalities which may exist even where
school districts levy the same tax rate and receive the same state per capita sup-
port.
This Chart shows the aggregate revenue, the district revenue, and the
instructional cost per census pupil in each of three city school districts, three
graded school districts, three county school districts, school year 1931-32. The
gross disparities in support are not due to differences in local tax rates, for the
board of education of each of these districts levied the same rate—759; nor do thev
arise from state-wide taxation, for each district received $9.00 or each census
pupil from the state school fund. The amazing inequalities are t..; result of the
yideodtifferences