xt7wwp9t4x8w https://exploreuk.uky.edu/dips/xt7wwp9t4x8w/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1946-04 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. Improving Quality of School's Program Through New Accrediting Regulations, 2. Granting Credit for Military Experience, 3. Kentucky High Schools, 1945-46", vol. XIV, no. 2, April 1946 text volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "1. Improving Quality of School's Program Through New Accrediting Regulations, 2. Granting Credit for Military Experience, 3. Kentucky High Schools, 1945-46", vol. XIV, no. 2, April 1946 1946 1946-04 2022 true xt7wwp9t4x8w section xt7wwp9t4x8w MyIIBLIC Ky (11 UXIJJ’VI‘BSL L ‘5 :1 Lexington, Ky. 0 Commonwealth of Kentucky 0 EDUCATIONAL BULLETIN _ l. Improving Quality of School's Program Through New Accrediting Regulations 2.Granting CreditforMilitary Experience 3. Kentucky High Schools, 1945-46 Published by DEPARTMENT OF EDUCATION JOHN FRED WILLIAMS Superintendent of Public Instruction R ISSUED MONTHLY Entered as second-class matter March 21, 1933, at the post office at Frankfort, Kentucky, under the Act of August, 24, 1912. VOL. XIV APRIL, 1946 No. '2 FOREWORD Each year, the State Department of Education, through the Division of Supervision, prepares and issues a bulletin designed to give pertinent information for the high schools of the state. This bulletin is intended for this purpose. H1 The material is divided into three parts. Part I presents a j discussion of new Standards for Accrediting that have been adopted ; i by the State Board of Education. Part II presents the regulations of J; i the State Board of Education regarding the matter of granting high ‘ |‘ school credit on the basis of educational training and experience in the armed services. Part III gives a brief statement of facts regarding our high schools, and also a list of the public and private high schools ’of the state. Here one will find the accredited rating of each high school. \f-dflxr—A‘HH.H.~-_A It is hoped that principals and superintendents will study the material in this bulletin. The material was prepared by Mark Godman and Sam Taylor of this Department. t4 JOHN FRED WILLIAMS Superintendent of Public Instruction the d to This ts a pted is of high :e in ding hools high r the lman :ction Part I NEW ACCREDITING STANDARDS FOR IMPROVING THE QUALITY OF A SCHOOL’S WORK During the past year the Committee on Research in Secondary Education of the Kentucky Association of Colleges and Secondary Schools prepared a revision of the high school standards t’or accredit- ing. The Association at its October meeting at the University of Kentucky approved these standards. On December 12, 1945 the revised standards were approved by the State Board of Education. One of the most important regulations in these revised standards plovides in substance that beginning with the school year 1940-47 every accredited high school shall, through its principal and faculty, begin to make a study of its pupil population, and out of the knowledge gained formulate a statement of its philosophy to serve as a basis for improving the quality of the school ’s curriculum. To aid the schools in making a, study of their pupil population, the Committee on Research prepared two schedules or forms for studying pupil— populatiou. Form 1 was devised for the local school to gather informa— tion regarding the educational intmztions of its pupils, and Form ll was devised for gathering information regarding the mmfiontll intentions of pupils. The following are the new standards and forms for gathering information regarding the pupils7 educational and vocational in- tentions. 1. Quality of the School Program A. Developing the School Program Recommendation: Beginning with the session 1946-47, every ac- credited high school shall, through its principal and faculty, a. Study the needs of the pupil population and of the community which it serves. b. Formulate a statement of its philosophy which shall be con— sistent with the needs of the pupils and of the community, the needs and characteristics of youth and the adult population of the community. c. Continuously re—examine and re-state and modify its philosophy and plans in the light of changes in pupil and community needs. d. Submit a statement of the school’s philosophy, plans and progress with the annual high school report. The first statement should be submitted with the 1946-47 report and shall include the plans developed during the previous year. This statement shall be accompanied by such basic data as shall be required by the State Board of Education. In subsequent years this statement may in- clude only modifications of former plans, new plans, and progress made the previous year. New principals will submit the first re- port with the annual report of the year after first taking office. e. Offer a curriculum consistent with the philosophy formulated by the school. 29 EDUCATIONAL PLANS OR INTENTIONS OF PUPILS (To be submitted with the statement of the school's philosophy) (Name of High School) (Post Office) (Principal) (Date) Enrollment Boys .............................. _ Girls ________________________________ Plan or Intention . To complete high school 9th Grade 11th Grade 12th Grade BiG’T BlGiT . To attend a Liberal Arts College a. For the purpose of general training | l l l c. For training as a teacher . To attend 3. Teachers College a. For training as a teacher For Dre—professional work c. For the purpose of general training . To attend a Technical College (Agriculture, Engineering, Industrial Chemistry, Metallurgy, etc.) . To attend a Business College . To attend a School of Nursing . To attend a Trade School . To enter Industrial Training (Educational programs conducted by industrial concerns for the purpose of training prospective employees) Form II VOCATIONAL PLANS OR INTENTIONS OF PUPILS (To be submitted with the statement of the school‘s philosophy) Enrollment »——— tNii'ffi'e'BE‘hi’g’r'if's'éii'éfii'j" "ifié’éFo'ffiééS """"" (' ifiifiéi‘fiéfi’j """ 6552;? Girls ___ Total ______________ _ ' “ I 9th 10th 11th 12th . . i a a Grade TOtal Type of Occupational Act1v1ty Grade (,ra Ie Gra e the Student Ex ects to Enter I ‘ ~ p .BIGITIBGITBGTBGTBGIT 7—— tenant, manager, laborer, etc.) I | I I I BUILDING TRADES (Carpenter,| I I I I I plumber, electrician. brick I l l I l I I I AGRICULTURE (Farm owner. I I I I I I I and stone mason, etc.) I I CLERICAL (Clerk. stenographer, I I ‘ ' 77#—— bookkeeper. accountant, etc.) I I I I COMPETITIVE BUSINESS (Salesman, insurance agent, real estate agent, banker, I I I merchant. etc.) ————— DOMESTIC AND PERSONAL (Nurse, dressmaker, tailor, barber, beauty operator, etc.) I I I *“7' HOMEMAKING I — MANUFACTURING (Owner, I manager. or laborer) . I MINING (Owner. manager, or I I laborer) I I I I I PROFESSIONS. SCIENTIFIC I I _— (Engineer, chemist, I physician. dentist) I I PROFESSIONS. LITERARY I (Reporter or editor. clergy- I man, lawyer. librarian, I teacher) I I PROFESSIONS, OTHERS I (Actor, artist. musician, social worker. etc.) I I I PUBLIC SERVICE (Public I official. inspector, policeman, I I I A . “Hunt: fireman. etc.) SKILLED TRADES (Mechanic, boilermaker, designer, I draftsman. machinist, toolmaker, etc.) I I I TRANSPORTATION AND COM-I MUNICATION (Railway. avia—I tion, shipping employee, telephone or telegraph operator, bus or truck company employee, etc.) (Educational programs conducted by industrial concerns for the purpose of training prospective employees) A. Studying the Pupils and the Community During the months of January and February a series of regional conferences were held for the purpose of discussing these new stand- ards and forms. Attending the conferences were superintendents of county and independent school systems, high school principals, and one or more members of each high school faculty. The staff for each conference consisted of representatives of the State Department of Education and of institutions of higher learning. The representatives of institutions of higher learning cooperated with the State Depart- ment in presenting the program to the school people of the state be- cause it was realized that the successful development of this program requires that the leadership in both high schools and colleges must unite in developing it. PURPOSES FOR THE STUDY OF PUPIL—POPULATION AND COMMUNITY The question may be asked, Why should a school make a study of its pupil-population and community? The purposes are many. A few are listed below: 1. To help teachers better understand their pupils. (No teacher can consider himself prepared to really teach pupils unless he has an understanding of them and their home and community life. Teachers should welcome the opportunity to participate in this study.) 2. To aid in determining the educational program and the offering of the school. (Specifically, the guidance program, the classes and courses offered, the provision for part-time, evening, and adult classes, and the health and recreational program of the school and community will grow out of this study and should be determined largely in the light of its findings.) 3. To provide valuable teaching materials. 4. To use as a basis for planning the proper use of the school plant. (The plant should be adapted to the possibilities of the enroll- ment and educational program. This study is necessary to proper planning and wise expenditure of public funds.) 5. To provide a basis for initiating and developing a sound guidance program. 6. To employ in coordinating and unifying a community program to the end that overlapping and duplication of effort may be eliminated. be as . am mo be crii im} (1) P11] for 0th stu yor eco ant gat tail are the alsc fac1 Scht incl (lat: ficu intc pict of C the will iten com slim The dica ada] onal and- s of and each t of ;ives tart- : be- ram oust .‘Y y of few can ; an life. this 'ing sses and the i be mt. ‘011- per 1106 'am he PLANNING AND FIxING TIIE LIMITs or THE STUDY The procedure of studying the pupils and the community should be carried over a period of years. Such a procedure should be viewed as a way of providing basic data for a program of long-term planning and should be continuous. New courses should be added and needed modifications should be made gradually. Consequently, data should be secured for only a small number of areas in any one year. The criteria for selection should be (1) significance, and (2) immediate importance. \Ve are asking that data be gathered in only two fields: (1) educational intentions of pupils, and (2) vocational intentions of pupils. It is believed that data regarding these two items are essential t'or all schools. Next year it is hoped that we may be able to suggest other areas in which information may be gained. For example, (1) a study of graduates and drop-outs; (2) the occupational status of youth and adults; (3) the total population trends; (4) the social- economie conditions including maps, health and recreational status, and the like. Forms will be devised and distributed for these purposes. Attention should be called to certain data that the schools are now gathering regarding their pupils. This important information is con- tained in the age—grade and grade-progress distribution reports that are made each year to the State Department. These reports will give the local school a picture of enrollments by age, grade, and sex, and also the number of years spent in school. A comparison of the above factors will indicate whether pupils are progressing normally through school and the extent of ove ‘—ageness in school. A study of the data included in these reports should be made along with the study of the data gathered through the two forms printed in this bulletin. INTERI’RETIN} AND USING DATA Simply collecting the data is not a difficult task. The more dif- ficult task is interpreting and organizing the data that is collected .into an interrelated picture of the school and community. To get a picture of the total situation one must scrutinize each item and group of data. Then in the light of the findings begin to plan and rebuild the program. By studying data over a period of time, definite trends will be shown and reasons for these trends may be discovered. Often items or groups of data. fit themselves together to establish a general conclusion. For example, the age-grade and grade-progress tables show a high degree of over—ageness and a high degree of elimination. The school also has a high failure rate. These facts taken together in- dicate that the educational program of the school may be poorly adapted to its pupils’ needs. 33 Again, the study of the educational and vocational intentions of the pupils shows that they tend to stop their education with the high school course and to enter trade, industrial, and commercial vocations. A study of the curriculum discloses a narrow offering of the college preparatory type. These facts led to the conclusion that the school’s program is poorly adjusted to the needs of the pupils and should be revised to include vocational training. The cause for over-ageness, failure, and elimination from school becomes apparent. The two forms or schedules printed herein are the only ones so far devised for gathering data regarding high school population. Be- fore the information requested on these forms is gathered, the pupils should be advised of the nature and purpose of each form. Naturally, the question will be asked, “That are the procedures that the school can follow in gathering the information? A number were suggested at the regional conferences. Perhaps the most popular one suggested was for the local school to mimeograph the forms and place them in the hands of the home-room teachers or the class sponsors. These teach- ers can gather this information from the pupils through personal in- terviews. The pupils may want to discuss the matter with their par- ents before filling them out. They should be permitted to do so. The data gathered should be kept by the school for comparison with future studies along these lines. The collecting of data and the interpretation of the same should be followed by careful planning. The findings of the study should be made available to all teachers. Pertinent information reached through the study should be made available to all community agencies that desire it, such as the board of education, women’s clubs, etc. Certainly the findings should be employed to organize the instructional program in such a way as to improve both school and community. B. Philosophy The new standards which we are now discussing place the chief emphasis upon qualitative rather than quantitative phases of the processes of education. The starting place in achieving quality is the development of an agreed upon and explicitly stated philosophy. “That is a philosophy“? The philosophy of an individual or of a group is a “set of beliefs or values that serve as a guide to action or as a basis for making choices and decisions.” The school ’s philosophy is a statement of what the school believes it should do for the people who are affected by it. A detailed analysis of this philosophy is its aims or objectives. gro one Na1 f ac teat \Vi 311( of F0 pr; pu scl: p0: Th ac( ch< iiig lat 110 SO] 3, 1 in w ti sc s of iigh ons. lege >01 ,S 1 be Less, far Be- ,1)ils illy, hool sted sted 1 in ach- in- par- The ture )nld 1 be ugh that inly ram hief the the )f a 1 or phy aple : its Everybody has a philosophy. In general, however, individuals and groups have one of two types of philosophy. The first and most typical one is characterized by an uncritical acceptance of things as they are. Naturally, such a type of philosophy rarely leads to improvement. In fact, it generally retards improvement. Frequently, in the case of teachers, the uncritical type of philosophy is hidden in their practices. \Vith them, this type of philosophy operates unconsciously and is the most potent influence in guiding their \\'01‘{ and determining values and choices. The second type of philosophy is derived by a critical appraisal of practices, values, beliefs, ideas, and existing ways of doing things. For the teacher in the school, this means a continuous evaluation of practices and a study of the extent to which the school is meeting pupil and connnunity needs. It means ways in which teachers and school officials can improve themselves and their services and of possible ways in which the school can better discharge its functions. The. type of philosophy that is derived by a critical appraisal takes into account the results of research and discoveries in the fields of phy- chology, sociology, biology, and other fields that have value in improv— ing teaching. An individual, or group that is guided by a type of philosophy that is based on critical appraisal and evaluation formu- lates a statement of philosophy that is clear and usable. Superintendents, principals, teachers, and parents should de- velop and formulate a philosophy that is based on reflective thinking, not one that is merely appropriated from a book or from another per- son. The philosophy must be organized for use and actually used when a. decision is to be made. The individual. teacher and the entire school group should utilize various sources in developing their philosophy. The philosophy should be developed gradually and revised from time to time. Some of the sources that may contribute to the philosophy of the teachers of the school are: studying the nature of the individual, studying the nature of the processes of learning, studying the needs and behavior of the pupils, discussing the purposes of education with parents, superin— tendents, and people of the community, studying the conditions and the needs of the school community, examining their own teaching practices and school practices, etc. A critically formulated philosophy should be the school’s guide in shaping its practices. There can be little hope for improvement when the teacher’s or school’s philosophy is so imbedded in its prac- tice that the assumptions which support this practice are not con- sciously recognized. The first step in moving from an unconsciously 35 used to a consciously used philosophy is a careful analysis of present practices. The teacher should make a list. of his procedures—methods of teaching, discipline, attitude towards pupils, and the like. The fac- ulty as a group should check the offerings of the school against the discovered needs of the pupils in the community and the offerings of other schools. Through such a process, a critical appraisal of the teach- ing, offerings, and policies of the school is made. This can be organized and stated as the beginning of the philoso- phy of the school. This will doubtless result in changing some of the practices. The results of these new practices will in time modify the school ’s philosophy. The modified philosophy will itself in turn indi- cate further changes toward better practices. The inter-action between philosophy and practice goes on continuously. In short, in a program of improvement the school officials and the teachers spend much time in keeping their philosophy alive by modifying it and improving it to keep abreast of changing needs on the part of the pupils in the school and of the community that supports the school. \Vhat are some of the suggestions for formulating a philosophy? It is suggested that the principal, through conferences with teachers, committee work and faculty meetings, follow such procedures as the following in formulating a philosophy for the school : 1. Interest the teachers in the desirability of formulating an ex- plicitly stated philosophy for the school. 2. Lead the teachers in a critical appraisal of their present prac- tices for the purpose of deciding which practices are desirable and which are undesirable. 3. Help teachers to clarify their present beliefs and ideas. Each teacher may write a statement of his own philosophy—what he does and Why he is doing it. A committee of teachers may then organize the individual statements into a statement of the total school philosophy. 4. Provide opportunities for reading recent publications which have a bearing on educational philosophy. One recent publication should be a required reading along this line. It is “Education for All American Youth is All America’s Business.” This book is available from the Educational Policies Commission at $1 per copy, 1201 Sixteenth Street, N. W., Washington, D. C. 5. Interest laymen and pupils in helping to formulate the school’s philosophy. 6. Plan with layman, teachers, and pupils for a study of significant phases of community life. 7. Study and freely discuss with the faculty such matters as how pupils learn, the nature of adolescence, ideals of a democracy, the needs, background, behavior, and possibility of improvement of pupils. 8. Continuously study, critically evaluate and revise the philosophy in terms of changing practices and in the light of pupil and com- munity needs. 36 scnt iods fac- the s of ach- ,oso- the the nth— veen ram time it to 11001 )hy ? 1ers, tlie EX- )rac— 'able Each it he then total have ation ition book per ool’s icant how racy, .nent ophy com- 5“ 5' F” AVAILABLE SOURCES OF HELP Experiences of other schools. Professional literature. Accrediting agencies. Excellent aids are “Evaluative Criteria” and the manual, “How to Evaluate the Secondary School.” These may be secured from The Cooperative Study of Secondary School Standards, 744 Jackson Place, Washington, D. C State Department of Education. The State Vocational Division has made a number of studies of counties in Kentucky. These may be secured from Mr. Watson Armstrong, Director, Frankfort, Kentucky. Teacher-education institutions. Faculty members from these in— stitutions may be secured to help in planning the program. Community agencies and individuals. An effort should be made to find out what the community wants and expects from the school. Community participation in formulating and administer- ing the school philosophy should materially aid its development and acceptance. United States Census reports. Leaders in the community. EVALUATION OF PHILOSOPHY Opinions of teachers, pupils, and patrons. Pupils participate more actively in school work when their wishes and future plans are considered. An effective curriculum consistent with the philosophy increases community support. Follow—up study of graduates and drop-outs. This enables schools to check their products. Forms for making this study are being prepared. Results of standardized tests. Tests are only one of several methods of evaluation and should not be considered as con— clusive proof. Research studies. Examples are: a. “The Effectiveness of Secondary School Curricular Offerings in the Occupational Activities of Graduates Who Do Not At— tend Accredited Institutions of Higher Learning,” T. 0. Hall, Graduate School, University of Kentucky. b. “The Utilization of Potential College Ability Found in the June, 1940, Graduates of Kentucky High Schools,” H. L. Davis. Bulletin of the Bureau of School Service, College of Education, University of Kentucky, Vol. XV, No. 1, Sep- tember, 1942. Comparison of the new philosophy with the old. Comparison with standards set up by educational leaders. Comparisons with philosophies which have successfully guided the activities in similar schools. CHARACTERISTICS OF A SUCCESSFUL SCHOOL PHILOSOPHY 1. HQP‘FPN It is developed specifically for the particular school. A study of existing philosophies will aid in forming a school’s philosophy but no philosophy can be transplanted without some change. It is written in understandable language. It is actually used. It meets the needs of the community. It changes to meet changing needs. It actually guides the school program. It is democratically developed and carried out. 3'7 8. It links the secondary school with the elementary school and with higher education or education outside the school. 9. It leads to suitable programs for all children. 10. It opens the way to cooperation with other community agencies. 11. It increases the vision of education. How can the principles of the philosophy be carried out in the school program? 1. Regularly scheduled meetings in the community to discuss the school and its program. 2. Faculty meetings. An active, cooperative faculty cannot be over emphasized. 3. Modification of the curriculum. 4. Flexibility of schedule and administration. 5. Broader training for teachers. Emphasis should be placed on effective education for life in the total community. From the outline above it is evident that a school’s philosophy cannot be developed and put to use in a short time. Yet lack of time is one of the greatest problems of school administrators and teachers. However, a faculty which realizes and accepts its responsibilities can find the necessary time to work out a statement of beliefs that to the faculty is clear, sound, and workable. Part II HIGH SCHOOL CREDIT TO BE AWARDED ON BASIS OF EDUCATIONAL TRAINING AND EXPERIENCE IN THE ARMED SERVICES 1. Regulations Many requests come to the State Department of Education re- garding the adopted policies of the State Board of Education that have to do with the granting of high school credit for the educational train— ing- and experience received by persons while in the armed services. The following policies were adopted by the State Board of Education on February 25, 1946: 1. High School credit may be given for training and experience receive while in military service to any person who has not graduated from high school. 2. Superintendents of schools and high school principals are urged to use. the Handbook that has been prepared by the American Counc1lon Education for the purpose of determining the amount of credit that should be granted for the various courses and types of training in the armed services. The name of this publi- cation is A Guide to the Evaluation of Educational Experiences in the Armed Services. 3. 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 38 awn—rm rev—e409) Nith cies. the the )ver ,on phy 1e is .ers. can the lave ain- ces. tion ance not 'ged ican mm and [bli- aces rof rson l 12 or more units in regular high school attendance and who presents sufficient 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 requirements for graduation. Varia- tions from this Standard are subject 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 Develop- ment Tests educational progress equal to or above that re- quired for the high school. It is further recommended that the high school require the examinee to satisfy either (not necessarily both) of the fol— lowing 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 battery. 4. 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 resides 'or in which he as a person in active service may designate as his residence. 5. The General Educational Development Tests will be given by the U. S. Armed Forces Institute or by the designated testing centers in the state that are approved by the State Board of Education. 6. Two units may be allowed for the successful completion of the basic or recruit training course in the Armed Services or the Merchant Marine. 2. Discussion and Explanation Many thousands of our young men and women are returning from the armed services. Some of them left the college classrooms, others left high school, still others went into the service even before they entered high school. Three to five years have been taken out of the lives of these young men and women and they are back among us try- ing to find their places. Regardless of their chronological ages, they are no longer youths. They have come back to 11s adults. Very few of these young men and women will want to return to the regular high school. Their continued education will be determined by whether they can be grouped with other adults. This means that these young people are by age ready for college but have not completed their high school course. \Vhile they were away they had experiences and training which matured them considerably and, in a large number of instances, these experiences have paved the foundation for continued study at the college level. We must find ways of placing these young men and women at, the school level suitable to their adult life. Some of them can accumulate 39 enough credits to meet college entrance in the regular way. The abil- ity of others must be measured in other ways. In the statement that follows suggested ways and means are presented by which the school may aid returned veterans to determine their ability to do college work. The obligation and the burden of doing this falls very largely upon local superintendents and principals. In order to make the evaluation of military educational training and experience as easy and accurate as possible, the regional accredit- ing associations and the armed forces some two years ago worked out a fairly satisfactory accreditation program. This program was based on the principle that reliable records or demonstrated educational com- petence of individual members of the armed forces represent the only sound basis for such a program. Three practical instruments were worked out for applying this principle: The first is a reference Handbook, A Guide to the Evaluation of Educational Experiences in the Armed Forces, compiled by the Amer- ican Council on Education. The second is a simplified credit application form prepared by the United States Armed Forces Institute, Madison, Wisconsin. This is known as USAFI Form No. 47, Application for Credit for Educational Achievement during Military Service. On this form, members of the armed forces report certified records of their in-service training and experience direct to the school from which they desire high school credit. ' The third consists of a series of tests devised by the United States Armed Forces Institute measuring in—service training and general educational competence. The Handbook, the Application Form, and the USAFI Tests are the three instruments that provide the information regarding in- service educational training and experience which the American Council 011 Education and the Armed Forces believe that the school needs for a fair and intelligent evaluation of credits. Each of the above instruments more or less supplements the other, and all deserve more consideration than their mere listing. A. HANDBOOK FOR. DETERMINING CREDIT. Schools throughout the nation are using the A Guide to the Evalu- ation of Educational Experience in the Armed Services as their “Bible”