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A study of the causation and effects of pupil placement and programing in education ability groups at La Colina Junior High School

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A study of the causation and effects of pupil placement and programing in education ability groups at La Colina Junior High School

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Content A STUDY OF THE CAUSATION AND EFFECTS OF PUPIL j r * PLACEMENT AND PROGRAMING IN EDUCATION ABILITY GROUPS AT LA COLINA JUNIOR HIGH SCHOOL A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Frank L. Andrews September 1966 UMI Number: EP51886 All rights reserved INFO RM A TIO N TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Dissertation Publ sh*ng UMI EP51886 Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346 ' (e~f f\ ‘ S &Co rfy-^A < This project report, written under the direction of the candidate’s adviser and approved by himf has been presented to and accepted by the faculty of the School of Education in partial fulfillment of the requirements fo r the degree of M aster of Science in/Education. Date. Adviser TABLE OF CONTENTS ‘Chapter Page I. THE PROBLEM, DELIMITATIONS, DEFINITIONS OF The Problem Definitions of Terms Used Method of Procedure and Source of Data Preview of Subsequent Chapters Historical Aspects of the Problem Current Trends and Practices Philosophical Aspects of the Problem III. EVALUATIVE CRITERIA FOR ABILITY GROUPING .... 21 Definition of Pupil Placement Definition of Pupil Promotion Definition of Ability Grouping Course Description Communication Practices and Procedures Importance of Student-Parent-Teacher Consciousness Grading Practices and Procedures Reporting and Recording Practices and Procedures In-service Training Practices and Procedures Determinates of Pupil Acceleration Determinates of Pupil Retention Special Aspects of Admission of Transfer Students Philosophy of Promotion and Grade Placement The General Classifications of the Criteria TERMS USED, AND PROCEDURE 1 ./ REVIEW OF THE RELATED LITERATURE 10 / IV. THE EXISTING PROGRAM 39 i i Chapter Page A Review of the Basic Principles of Grading Procedures_ Description of the Ability Groups Methods of Promotion V. EVALUATION OF THE PRESENT PROGRAM . . . . . . . 53 Student Academic Survey Statements, Responses, and Recommendations VI. SUMMARY AND RECOMMENDATIONS ..................... 73 Summary Recommendations BIBLIOGRAPHY 85 i CHAPTER I I I THE PROBLEM, DELIMITATIONS, DEFINITIONS OF TERMS USED, AND PROCEDURE I j Those who examine the emerging American scene since jthe turn of the century can only observe and conclude that jman*s revolutionary application of science and technology has propelled him headlong into a new era, where he stands on the threshold of an uncertain but unmistakably demanding future* At the same time, education has been compelled to keep pace with the accelerated proclivities of this modern technological society and is now faced with the enormous task of adapting the kinds of concepts, both theoretical and practical, which will meet the prerequisites for suc cessful educational development. The interaction and causation of the preponderate social, philosophical, economical, cultural, and political innovations are far too reaching and infinitely complex to be circumstantially presented within this treatise. How ever, for the purpose of providing background and substan tiation for this project the most relevant ramifications which have played an important role in fomenting the need 1 for reorganization and modernization of our educational i jprocesses will be introduced and discussed, i | It is indubitably apparent that there exist wide jdifferences of opinion as to which influences were most re sponsible for the relative modifications of the coeval edu cational systems in America, Whether the current status of American education is a result of rationalization of the jadjustments which the school has had to make in order to i jcope with the changing external conditions, or the school*s 'attempt to be the guiding factor in creating societal change is a matter of conjecture. Still, no one can deny j the importance of one to the other in analyzing the out comes during its short history. One fact remains uncontested throughout this total .period of rapid and radical cultural change and that is as we collect and accumulate knowledge; as our technological j complexity increases; as the international relationships ! between nations and peoples becomes more compound and j demanding--education must survive the challenge, regardless! I of the intensity of the peremptory mandates for higher j i levels of educational quality and excellence. ; Increasing enrollments, the extensive changes in 1 •the composition of student populations, emphasis upon new i 'and broad-scale programs to accommodate the gamut of indi- i i vidual differences within the large, unselected student | i bodies making up the enrollment of America*s schools have 1 3 ; iadded to the problem. This concomitant increase in the ! 'heterogeneity of the school population has made it impera- j Itive to provide for a diversification and divergence of | ; I ;course offerings within the curriculum of American’s sec- |ondary schools. i This manifests itself most dramatically in the i |attempt to provide for an effectual and successful academic I (and elective program for all youth, regardless of individ- !ual difference. The magnitude of this problem continues to i grow, and must be resolved before other aspects of the edu- i cational picture can be placed in perspective. i Backgrounds for the abstractions mentioned above are not the focus of this project; rather, concrete and specific methods and techniques utilized within the Ameri- ! .can secondary schools to provide for a curricula plan that I can secure the Educational needs of youth, are the basis for this study. ; I The Problem I ■ i t i Statement of the problem.— The objectives of this \ I project were to (1) scrutinize, define, and compare the [ i ability grouping educational program presently utilized andl .employed at La Colina Junior High School in Santa Barbara, i California, with established criteria; (2) review and dis cuss current preregistration and student enrollment prac tices and procedure; (3) evaluate the present system of 'communicating curricular information, including course de scription and coding practices; (H) delineate the intrinsic I elements of this program including the philosophy, policiesJ j and procedures in written form— reinforced with formal supporting data to corroborate the basic tenets; (5) submit for consideration recommendations with the intention of .evoking a desired optimal level of interest and concern for possibilities of effecting an improved program. i I Importance of the study.— When considering the re view and assessment of evidence presented in this study, secondary education is challenged, today, to teach not only the traditional and basic fundamentals that will enable pupils to achieve to the highest levels of their ability i but to provide for an effective and functional educational ! program. There remain, however, the decisions which must be made as to which organizational structure, standards, objectives, and techniques will best serve these needs. All these trend-analogues in structures and proc esses should serve to remind us that paradoxical change is I .constant; that structures and processes are abstractions. j To make them functional, they must have the capacity to be j examined and evaluated, and the abstractions must be given j ' I meaning and purpose by interacting and revising them when j it is needed. j For several years the Santa Barbara City Schools : jhave practiced a method of educational grouping throughout •the district to implement the basic principles underlying j I i 1 I |the promotional policies and grade placement of pupils. The i jbasic principles, as expressed in the District Handbook, ! ' * Relation ship of Guidance to Promotional Policies and Grade Placement,” set forth the guidelines which direct the entire i Jdevelopmental curriculum. Each school is then responsible for establishing and developing a specific format of pro- 1 I cedure for its own distinctive program. La Colina is no 'exception to this rule, notwithstanding its highly acclaimed success in all educational aspects, the existence of a ' i written statement of policy is notably lacking in this re spective area. In order to facilitate a more comprehensive j understanding, acceptance and compendious application by all concerned, this statement of school policy should be i produced and published as part of the faculty handbook. Definitions of Terms Used _ .... . . . The purpose of this section is to provide for the identification and interpretation of unique and related j i nomenclature found throughout this project. Daily program or schedule.— A chart or general plan j of action by which the different activities of the curricu lum involving pupils, teachers, and other school personnel are accorded a sequence and location (1:311). ! i Ability grouping,--The classification of students |for a particular course into two or more levels upon the ;basis of their ability as determined by performance on standardized aptitude and achievement tests, teacher judg- i ■rnent, and mental age as measured by intelligence tests (2: il43) . Cumulative record.— It should be considered the new er type of record forms in which emphasis is placed on (objective measurements and personality data as contrasted with the older type of permanent record that was confined largely to attendance, school marks, and credits (2:433). Test scores.— Scores attained from aptitude tests as i a measure of ability in a specific area of education. These scores are usually the determining factor for student place-j i ment (2:450). ! Academic ability.— Refers to the effectiveness and 1 i suitability of response to situations usually arising in a formal educational environment or equivalent learning situ ation in nonacademic life (3:205). j Aptitude.— Is defined as a condition or set of char acteristics regarded as symptomatic of an individuals ability to acquire with training some (usually specific) | I knowledge, skill, or set of responses such as the ability i to speak a language or produce music (3:182). 7 j SCAT.--Is the abbreviation of the School and College [Ability Test. This test is designed to measure two areas of i j e dueationally related abilities— verbal and quantitative. | STEP.— Is the abbreviation of the Sequential Test I ! of Educational Progress. This test is designed to measure ^within educational areas of reading and mathematics. Its 'percentile scores represent a national group ranking. Lee Algebraic Test.--A standardized test designed jto measure the mental manipulation of numbers, symbols, and i [relations of cause and effect treated through numerical concepts. The results of this test are used in determining pupil placement in Algebra. Method of Procedure and Source of Data i Research and review of available literature related to the subject of this project were initially necessary to provide the foundational data and background information. The library facilities of the University of Southern Cali fornia, the University of California, Santa Barbara, and j the Santa Barbara City Schools were widely used to conduct | i this study. A format in outline style was then formulated \ I using the main topic headings of: philosophical aspects of i the problem, historical aspects of the problem, current trends and practices and established criteria. The col lected material was then organized within this framework 8 ! [for better scrutiny and usage. Consultation and personal interviews with the di rector of Pupil Personnel Services, Santa Barbara City Schools, the principal and assistant principals, the counse- i lors, and several teachers of La Colina Junior High School provided for the interpretation and clarification of the i ^district and school policies concerning the problem. | The longitudinal study of twenty-six students was ! conducted for the purpose of appraising the results of their original placement within the different ability groups and their academic accomplishment in the fields of mathematics and science while attending La Colina. These statistical data were compiled, classified, and analyzed utilizing the counseling office files and student cumulative records. The results of this investigation were then compared with the other conclusions established within this project. •This provided for the possibility of developing and sub mitting an evaluative judgment of this integral phase of the i total instructional program at La Colina. ' I Preview of Subsequent Chapters I i Chapter Two includes the review of the related literature which was used to prepare this study. Special i attention is given in delineating the specific questions to be answered in the study through the three major topics of the problem— historical, philosophical, and developmental 9 i aspects. j Chapter Three is devoted to the formulation of the [ 1 . factors and provisions which establish the criteria for j appraising the program in its entirety. 1 Chapter Four recounts, characterizes, and presents a i compendious description of the present program of pupil placement and promotion at La Colina Junior High School. I The significant aspects of this program include: a histor ical sketch of the school, a statement of philosophy of i promotion and grade placement, a definition of the general j classifications of the criteria, a review of the basic ! i principles of grading procedures, a description of the vari-j i ous types of ability groups, and a discussion of the methods; of promotion to tenth-grade status. Chapter Five evaluates the effectiveness of the present program of pupil placement and promotion. This synthesis is the result of the longitudinal study and answers from the personal interviews. | i Chapter Six is designed to summarize and review the I ! major points of the preceding chapters. This reiteration j predicates the final statement of conclusions and recommen- ! dations. I I : t I CHAPTER II REVIEW OF THE RELATED LITERATURE In order to provide for an explicit and expeditious 'determination of this study, extensive research, review, and analysis of educational materials and available litera- 'ture related to the subject were essential. The copious amount of published material in the area of ability group ing reveals a sharp increase in recent years in the na tion’s awareness and concern of providing for educational programs designed to meet the needs of all youth in our society regardless of any inequalities in personal endow ment. However, it must be noted that although the demo cratic ideal of equality of opportunity for all individuals to have the inalienable right to develop and utilize their talents is shared by most authorities, there exists prece- j i ' dential conflict and disagreement in educational ability grouping programs as the means to accomplishing this j K* +- • i objective. I It is difficult to determine how much influence or j consideration of these writings and the vast area of pres- | sures and demands, either conflicting or salutary, will 10 11 I benefit the scope, content, and performance of America’s i Educational program. The resolution of these conflicting I interests and pressures rests squarely on the elective body fhat governs the school system, thereby making it necessary fo establish and provide for an effective channel of com- |inunication between the professional educator, parents, and i :students, the local community, and the school-governing board. Historical Aspects of the Problem Contrary to the general consensus of opinion, edu cational ability grouping programs are not a recent innova tion in pupil programing and placement. As early as the Boston Latin School, established in 16 35, heterogeneous grouping was practiced. The unique method of determining the amount of individual instruction for each pupil was formulated by dividing the number of children present into | ! the total time of the school day (27:32). Dissatisfaction with the Latin schools continued to ! I grow during the first half of the eighteenth century. As j the principle of separation of church and state gained ! f I popular support, a demand grew for schools that were more ; i directly under civil control and that stressed preparation for citizenship more than classical and religious instruc- i i tion. The idea of broader offerings to serve differences j in aptitudes and future plans of students took root and re- [ suited not only in popular criticism of the rigid Latin curriculum, but also in the establishment of more private jventure schools (3:*+9). i I Public high schools were organized so fast, espe cially in New England and the frontier states, that by the t Itime the late 1880*s curricula in the various schools had jbecome extremely diverse, not only in course offerings, but in time allotments, grade placement, and standards for promotion (3:53). I i The National Education Association appointed its ( famous Committee of Ten in 1892, to make a nationwide study of the high school curriculum and submit recommendations for improvement* Their report, published in 189 3, did much to standardize the length, content, and sequence of aca demic courses. Four parallel curriculum sequences were recommended: (1) the classical, (2) the Latin-scientific, | (3) the modern language, and (*4) the English (9:33). ' According to records, secondary education since i 1890 has been marked not only by spectacular gains in en rollments and schools but also by extensive changes in the purposes and nature of the high school program. The dif ferences in abilities, plans, interests, and backgrounds 1 among high school students consequently have become progres- I sively greater, thereby focussing attention upon the need j of developing homogeneous grouping programs for placement and promotion (3:55). ! The introduction and enactment of legislation to ! . ! 'compel school attendance created additional problems in j jeducational grouping. These legal provisions made it diffi cult for the high school to provide for an effective educa tional program for the entire student population. The ap pearance of statistical data concerning school populations I and the development of testing programs temporarily eased l the increased high school retention rate (1:52). j i Not until after the beginning of the great expansion : of knowledge in the twentieth century did secondary educa tion face up to the necessity of defining criteria for the selection of curriculum content and the recognition of provisions within this curriculum for individual differences of its students (1:60). Until Benjamin Franklin and his supporters began to l puncture some of the long-entrenched educational views of j their times, few Americans questioned the appropriateness | of a classical education for everyone who aspired to be educated. Furthermore, not until well into the twentieth century did the gap between theory and practice of provid- I ing for individual differences of students begin to close. ( Since 195 0 the percentage of schools employing ability j grouping, remedial classes, multi-track curricula, unit assignments, course enrichment, and guidance services has increased by very considerable amounts. In 195 3 only 37 per cent of the large schools in the Midwest were using * some type of ability grouping. Five years later almost 70 per cent of these schools had adopted it (22:19), i i Current Trends and Practices x ._ I Ability grouping has been the subject of much con- i I troversy since it was first employed. Regardless of the arguments over the plan, however, it has been gaining ground rapidly during the last ten years. Educators during this period seem to be in agreement that the classification i of students for a particular course into two or more levels I upon the basis of their ability as determined by perform ance on standardized aptitude and achievement tests, teach er judgments, and mental age as measured by intelligence tests is sound in theory but disagreement of the method of how the program is to be employed is vociferously formented. Kozal illustrated this point in a recent report on how to group for more efficient instruction. The methods he reported are (1) grouping pupils according to the intelli gence quotient, taking into consideration the mental age, grades, and estimates of industry; (2) grouping pupils em ploying an adaptation of the teaching method to the indi vidual; (3) grouping pupils with the lowest and highest achievement scores into separate sections, leaving the large mid-group in a section of their own, and scheduling the high and low sections into classes best for their heeds; and (H) grouping pupils on the results of reading scores, since most instruction depends upon the skill in •reading. Achievement scores, counselors* advice, and ;teachers* recommendations are also taken into consideration jC 38 :16) . 1 Billett reports that in experiments in which mate rials and methods have been adapted to ability levels, igreater gains in student achievement have been secured in homogeneous classes than in heterogeneous classes (34:133). ; In addition, Cornell reports that | . . . One of the consistant results has been the possibility of increased speed in covering a given j amount of work on the part of the bright students. It has been found repeatedly that bright students • • • can do the usual work of any grade in about half the usual time, and in general the bright classes can save two or three years in their prog ress through school and at the same time have an enriched curriculum. (37:8) , Reviewers of research on ability grouping favor the i findings of Ekstrom that in experiments that specifically provided for differentiation of teaching methods and mate rials for groups at each ability level and made an effort to push bright homogeneous classes, results tended to sup port the homogeneous groups (40:216). Although many of the experimental studies have not been well designed, the few that have been show that abil ity grouping can accomplish improved student achievement. There is the possibility, however, that similar results could be realized through the use of the same techniques in heterogeneous classes, but many teachers find it extremely 16 difficult to employ differentiated procedures in ungrouped sections and most of them are unwilling to attempt it (20: ! / I [ 66) . The Commission on Mathematics believes that an in- i justice is being done to capable students by failure to use |ability grouping; that the college-capable students studying I jcollege preparatory mathematics should be taught in groups with similar interests and similar intellectual abilities; ' ! and that instruction so given increases the challenge to j the student and the likelihood of his developing his talents and ability to the fullest (35:13). 1 One of the cogent reasons for urging the adoption and use of ability grouping programs is pointed out in the Rockefeller Report: Because many educators reject the idea of grouping by ability, the ablest students are often exposed to educational programs whose content is too thin and whose pace is too slow to challenge their abilities. (41:27) Recent surveys and reports indicate that two types of curriculum organization designed to serve the special- i ized interests and abilities of students are employed in j .approximately 9 9 per cent of the secondary schools in the | United States: (1) the constant-with-variables plan, in i which all electives are free electives, and (2) the advisory i curricula (combination) plan, in which parallel curricula j are outlined for special interest groups. The latter plan ^ i may also provide multiple-track programs for students of . 171 (different ability levels. J ! / * Conant maintains that students should not be classi-; / I / 1 fied on the basis of special interests and suggests ,/a multi- jtrack type of organization based on ability. He argues thatj the special interest curricula promote undesirable social i / divisions but apparently does not believe that separating i students into high-ability and low-ability groups would have this effect. Conant states: I It should be the policy of the school that every student has an individualized program; there would be no classification of students according to clearly defined and labeled programs or tracks such as the "college preparatory," "vocational," "commercial." (33:46) This statement, however, should be viewed with some skepti cism as the old rigid multiple-track system to which he appears to be referring is no longer employed except in a small number of schools (3:134). Another recent innovation in the concept of group ing is reported by Shelton. This program has introduced the1 use of IBM machines for the purpose of scheduling individual i student programs. The program of "automated grouping" makes it possible to establish all the experiences to which stu- j i dents are exposed in each of the subject areas into a logic-, al sequence. Those learning skills which an individual stu- dent has not mastered are punched on the student’s IBM card | for each subject. According to the punches on the card the mechanical sorter arranges the cards on the basis of those elements into groups within each subject field. All stu dents having in common the identical needs are then pro- , i gramed into classes and are assigned to teachers who have i been supplied with these pertinent data. Ideally there is j much potential to be realized in this new type of grouping. t The secrets of success, however, appear to be (1) prepara tion in advance; (2) suitably trained personnel; (3) avail- i ability of the machines; and (4) constant scrutiny and eval- j uation of each student's progress in each subject, making I it possible to regroup if competency is evident (50:521). i Evidence from research and experience strongly sup- I j ports the conclusion that students should be identified and | selected for grouped sections on the basis of multiple j 1 measures of aptitude rather than on the basis of a single | j measure. Few studies have been conducted on the relations of various predictive indications to the appropriate assign ment of students to ability sections because of a lack of j agreement on criterion measures of appropriateness to spe- ! i I cific or isolated situations (3:145). ‘ i I Philosophical Aspects of the Problem ! The pace of secondary education during the last decade and in the years ahead is being set, in part, by ; . I 'forces outside the control of the education profession, and . they are all accelerating forces. There has been and will be a constant acceleration of scientific development, a — 1 19 i jconstant acceleration of the importance of our world posi tion, and an acceleration of the sum total of knowledge. j i i r 1 I Enormous promise and challenge faces the students I i |of today. Business, industry, government, advanced educa- i . i tion, and the professions are demanding for an ever-increas- i jing level of literacy and technical skill. Yet M-0 per cent |of today’s youth fail to meet this challenge by dropping 'out of high school before graduation. And each year an I o ,estimated two hundred thousand additional students fail, for various reasons, to continue their education beyond the i high school. j With so much competition for youthful time and en- i thusiasm, it is obvious why teachers find it difficult to | i stimulate students to achieve academically and to develop | skills and habits which will contribute to their future aspirations and goals. This future has always seemed ambig uous to boys and girls and acquisition of self-motivation j to plan and prepare for it is nebulously desired. It is a fact that our national survival in this century may well i depend upon how successful we, as educators, assist them to ; ! establish their objectives for their future and realize i their progress toward it (2:38). | Agreements must be reached regarding the values, j knowledges, and skills which can be, and must be, acquired | during the educational process with adequate attention to | i individual differences in aptitude, ability, and aspiration.' 20 i ■Today, confusion and uncertainty as to what youth should i learn, who should teach it, how it is to be taught, and to I .whom it should be taught besets most parents, school board * members, educators, and citizens. This general concern with the efficiency of the I ieducational enterprise reflects the demand for accelerating its program of evaluation and appraisal. Programs, of ne cessity, have become more complex and will certainly be jstill more complex in the years ahead. Flexibility and i diversity of programs must be encouraged, and increased I !emphasis placed upon the qualitative side of education (5: 7). i There is a growing awareness that ability grouping ! could be the answer to these problems and does accomplish the developmental process of educating the child in its ,proper perspective. To say conclusively that ability i 1 grouping is the complete solution would be naive, yet it j i comes closer to providing for a range of programs, materi- | ; ! als, methods, and pace, for developing in all students "up j to the limits of their capacity” the knowledge of, the in- 1 sight into, and the ability to think independently about 1 mankind’s individual and collective concerns • . . thinking, ,that deserves the distinction of good judgment and the ! i i designation of wisdom (1H:127). | CHAPTER III EVALUATIVE CRITERIA FOR ABILITY GROUPING I The first basic requirement in determining the ef- i <fectiveness of any educational program is to establish an jagreement on what it is expected to accomplish. In a pub lic school this involves the cooperative efforts of laymen j and educators in defining the aims, goals, and objectives ,of the program. From there, the process becomes one of evaluating through formulated criterion how well the school is accomplishing the purposes agreed upon. The ability grouping program is not unique in this respect and must submit to scrutiny and appraisal. The actual, detailed delineation of curricula within these programs is the major professional function of teachers and administrators. Even| though the process of implementation and improvement is often erratic, appraisal, joint study, production, experi- | mentation, two-way communication, and evaluation are essen-I i tial ingredients and must somewhere be involved if a pro- j gram is to fulfill its purpose (3:123). < i ! Published criteria for evaluating the ability grouping programs is either non-existent or so limited that 22 lit will be the objective of this chapter to submit for con- l sideration a list of basic tenets which could constitute jthe framework for such judgment. | The major headings formulating these criteria are: I |(1) definition of pupil placement, (2) definition of pupil l promotion, (3) definition of ability grouping, (4) course [description, (5) communication practices and procedures, (6) importance of student-parent-teacher consciousness, | C 7) grading practices and procedures, (8) reporting and jrecording practices and procedures, (9) in-service training practices and procedures, (10) determinates of pupil accel eration, (11) determinates of pupil retention, and (12) special aspects of admission of transfer students. ' Definition of Pupil Placement I Essential to the adoption of policy relating to pupil placement principles and practices is the establish ment of a common definition. Through this definition the basic philosophy underlying the placement policies of | pupils can be determined. It is agreed that the lack of such a basic philoso- j phy is a deterrent in providing for an effective program I and in turn does not allow for stability of organization i and administration of it. This philosophy should be suc cinctly outlined to provide for clarity and understanding, yet be broad in scope, functionable, and uniform throughout ; 23 i i jthe entire developmental curriculum. Doll suggests that evaluation is meant to gauge the ; i jextent to which objectives of a program have been achieved. i A desirable relationship between criteria and objectives [appears in the following diagram: i OBJECTIVES A PROGRAM A V EVALUATION j This diagram suggests that, as soon as the objectives of a program are stated, ways of evaluating the achievement of the objectives should be considered. Programs should then be chosen for their pertinence to the objectives, and also with reference to possible means of evaluation (9:147). 1 * Good states that the definition of pupil placement j is the act of placing a child in the school grade and aca- j demic program that seems best adapted to his needs (34:299)J i Havighurst suggests a somewhat different dimension, ! | which he calls "developmental tasks,1 1 i.e., tasks which di- ! j rect the entire developmental curriculum through recogni tion of the fact that certain elements arise at or about a certain period in an individual^ life. The tasks emerge from a combination of factors: maturation, the culture in which youth are reared, and the nature of the individual child himself. The concept of developmental tasks is therefore an interdisciplinary one, originating in individ- i ■ ual psychology, human growth and development, and sociology.] | ! The impact of this premise should allow for each pupil to be placed within an academic program where he may work most J i effectively (9:35). i J i i { I Definition of Pupil Promotion \ i Since factors of pupil placement and pupil promo tion are interrelated, the established principles and prac tices of each must bear the same basic philosophy. The progress of most students will be regular from one academic level to the next, however, for those pupils j whose individual differences do not permit this normal pro gression this philosophy must also include provisions for ,them. Good defines pupil promotion as the act of permit- i < ting a pupil to move from one grade to the next upon the j j satisfactory completion of a grade commensurate with his < i ability (34:315). i Stasek conducted a study with high school sophomores and seniors in which he identified underachievers and coun seled a random sample of these students in each class. He 'then compared their improvement in grade-point average with I that of a controlled group of underachievers from the same classes. The results showed improvement in favor of the ! 2 5 jexperimental group in terms of agreement between scholastic l achievement and intelligence as an outgrowth of counseling i 'each student prior to consideration of promotion (3:199). ; Quillen expressed the opinion that there will con- * i itinue to be wide differences of opinion concerning achieve ment standards and promotional practices in the American |high school, but there is no question that the high schools * I ;need to raise their standards in the light of current ^cultural demands (2:383). Cox contends that pupil placement and promotion are |most effective when the following considerations are given: '(1) chronological age 5 (2) intelligence quotient; (3) ex- j periential background; (4) physical, social, and emotional maturity; (5) previous academic achievement; (6) health and attendance record; and (7) requirements of state law and local school policy (7:113). Definition of Ability Grouping 1 Cox defines ability grouping as a system of group- j f ing in which pupils are separated into sections according ' to their general ability or their competence in academic subjects; on the basis of school marks or the results of i 1 standardized tests of intelligence and achievement, or a | 1 combination of the two; other measures and indexes of i j ability being used in nonacademic fields (34:192). The persisting trend has been a defensive analysis 26, of the specific criteria of pupil placement within homogen- j enous groups, however, most educators agree with Koos, who | i suggests that there should exist more than one measure to ! evaluate the effectiveness of pupil placement and promotion within school programs. He contends that there is need for a maximum of three basic tenets, the first of which estab lishes the basic criterion, the second as a check to deter mine discrepant cases, and the third to render judgment as to the area in which a discrepant case shall first receive l trial assignment (21:262). i Evidence from research and experience strongly sup ports the conclusion that students should be identified and ' selected for grouped sections on the basis of multiple meas-j | ures of aptitude rather than on the basis of a single in strument. Few studies, Burr reports, have been conducted j on the relation of various predictive measures to the appro-| I priate assignment of pupils to ability sections because of ■ l a lack of agreement on criterion measures of appropriate- j ness. However, many studies have investigated the predic tive value of certain measures of aptitude to general aca demic success in high school and college. These studies I I usually obtained correlations of about .35 to .70 between ! i general achievement and such single predictive measures as I i intelligence test scores, achievement test scores, previous school marks, and teachers' estimates. But when two or more of these measures were used in combination and 27 jmultiple correlations obtained, the correlations increased jto between .75 and .80 (3:145). j i ^ Course Description i There appears to be a general diversification of opinion and practice among educators and school systems on identification and classification of courses within ability grouping fields. Because of this lack of agreement the i programs of pupil placement and promotion are jeopardized. The rapid multiplication in the secondary school curricula of special courses designed to benefit the indi- j !vidualizat ion of a student’s program has been attended by diverse practices in the description of course titles and i their content. This diversity has resulted in considerable discussion of the problem faced by admissions officers and scholarship committees. i Conant states that it is no longer an issue to be i concerned with pupil placement and classification on the | basis of special interests and suggests a multi-track type ! of organization based on ability. He argues that the day i of classifying students according to clearly defined and I labeled programs or tracks such as the "college prepara- i tory," "vocational," "commercial" is obsolete. He does contend, however, that the special-interest curricula pro motes undesirable social divisions but apparently does not believe that separating students into high-ability and low- 28 ability groups would have this effect. The current issue, he states, is now differentiating between the courses with in these diverse levels in course content, course descrip- i ! ,tion, and course title (3:13*4). i j Keliher recommends that students should be assigned jto groups separately in each subject rather than to the isame ability level in all subjects. She states that it is i true that some students will be in the honors group in all I ^courses and some will be in the low group, but course vari ability is so extensive for so many pupils that across-the- board assignments result in many misplacements. Therefore, i pupil placement should be based on ability in a specific subject rather than on measures of general ability (18:167) Howe reports that soaring enrollments and emphasis on new broad-scale programs have resulted in increased de mands for information about the secondary school curriculum That, in spite of the divergence of course offerings based on the various philosophical approaches to education, is the problem of determining what courses actually are offered in a given school or district— regardless of title used. He believes this manifests itself most dramatically in transcript interpretation and evaluation and is evident in any attempts to compile reports of a regional or state wide manner (*46 : 38). 29 ( | Communication Practices and Procedures j ’ | ; In the interest of promoting and maintaining an ef- I fective educational program it is essential that ideal means jof communication between the school administration, school i faculty, students, parents, and the community must be es tablished . 1 Initially sound communication practices must begin between administrators and their faculties as the success j i of the curriculum is affected positively or negatively de pending upon whether or not the staff is informed and comprehends its objectives. These understood and agreed i i upon objectives give direction to the activities of the J enterprise, and are more likely to succeed, if the activi- ! i ties of the faculty have purpose and are directed toward 'specific goals. Wagner believes that in order to develop effective school programs it is especially important for teachers to 1 know what their objectives are and where they stand on edu-^ cational issues. He said that the quality of classroom j teaching or the content of the curriculum is often a sub ject for debate in a community. In this case, the objec- ' tives to be achieved must be communicated properly if one is to make intelligent observations about the school and . its program. A faculty that has clarified its goals is much more likely to act positively under pressure than is a I faculty that has not given thoughtful consideration to its ! iposition and responsibility (54:34). If a proper balance is to be maintained in the j jschool’s program, as high a degree of balance as possible ! t Imust be maintained in informing students and parents. i ; Caswell suggested the idea that one of the chief ingredients of good school-student-parent relations is the l mutual understanding and teamwork between school personnel, !students, and their parents. This requires careful organi sation and the selection of appropriate vehicles of commun ication practices and procedures (4:76). According to Douglass, if the schools are to reach ( all of the community with complete and accurate information and learn their views on educational programs, more reli able means of communication must be employed. He suggests ! i that procedures for establishing communication between the 'schools and the public are of two broad types: (1) inform ative and (2) deliberative. The first procedure includes 1 the use of mass media, exhibits and demonstrations, confer-, I I ences, special reports, bulletins and newsletters, programs' i and entertainment. The latter procedure involves the use of various organizations through which laymen and school i i officials may exchange views and gain knowledge of each 1 other (10:12 3). i j Importance of Student-Parent- j 'feacher Consciousness | ■ iii ( This aspect dealing with the formulation of | 31 i . . ... . ievaluative criteria for ability grouping is included within i [ t h e previous factor, however, since its subject is far more jreaching than the area of communicating information, addi tional consideration is treated here, 1 There is little need to re-emphasize the fact that i classroom teachers largely determine the school curriculum i and program. Regardless of grandiose curriculum plans the skill and discernment of the teacher determine in the i llargest measure the success of learners* experiences, Corbally expresses the idea that teachers perform :four major tasks that make them an integral part of the total curriculum: (1) they work and plan with students; (2) they work and plan with parents; (3) they engage in in dividual study; and (M-) they share experiences concerning the school program with other teachers and school adminis trators, Thus, they develop and improve in insight and skill, by learning from students, parents, books, and from other professional educators (6:321). Children and parents are the "consumers” in the educational process, believes Edmonson. As such, they de serve and require the opportunity to participate in certain curriculum matters. Schooling that ignores what students and parents think and feel creates more than deep-lying re sentment— it limits the learning and rapport that is pos sible when the teacher is cognizant of their thoughts and values (15:227). I Grading Practices and Procedures The practice of giving marks and issuing report cards is well established, but opinions differ on what should be included in the reports and what the basis for de-j i I I ■termining marks should be. | This discrepancy of opinion and practice has cre- I ■ated a lack of uniformity in grading structure, most con- i spicuously within the different ability grouping levels. i Anderson states that school marks should provide : ' ! :for: (1) pupil promotion, (2) counseling of students, j (3) predicting future success, (H) providing research data, \ t j (5) rewarding students for work well done, (6) admonishing lazy students, (7) selecting scholarship winners, (8) se lecting students for college, (9) informing prospective ;employers of the academic achievements of students, and (10) informing parents of the progress of their child in school. In general, the issue is not so much whether such j I evaluations are important as how they may be made more | effective (1:233). j The need to develop uniformity in grading structure! and practice is expressed by Vroman. He declares that the difficulties encountered by teachers in grading practices can be traced to the lack of established policy within the i school organization. He contends this inconsistency of grading procedure accounts for much of the criticism ex pressed by colleges and universities to the high schools. ! IHe believes that a possible answer to this dilemma lies in i Isome improved system of analyzing and evaluating the growth I |and outcome of the high school education of students (2: =359) . i ' Where and when ability grouping levels are employed, I •consideration must be given to the grading practices in t j jorder to differentiate between academic accomplishment of jstudents enrolled, reports Grambs. He exclaims that to (disregard the difference of marks of low ability, average i lability, and high ability groups penalizes not only the r student but the entire school curriculum (16:217). Reporting and Recording Practices and Procedures The number of different pupil records used in sec ondary schools in the United States is unknown. Hundreds of different records are employed in schools, because most states delegate considerable control of education to local j j communities, and as long as faculties differ in educational i ! theories and practices, variations in the types of records and reporting techniques are to be expected. j Efforts have been made, however, to standardize i some records. Recently, the National Association of Sec ondary School Principals designed record forms which have i been recommended for national use by the American Associa- i tion of Collegiate Registrars and Admissions Officers. In j i addition, several state departments of public instruction 1 3 1 4 I |have designed records which are recommended for general use ; i ! within their respective states (3:432). j i | These efforts have been particularly helpful in ! I I i providing model forms for use in developing local records. ] i . i !Corbally believes this responsibility for selecting or de- \ i iveloping records and reporting techniques must remain with I I jthe school principal and his staff in order that the Records will coincide with local school district policies ^and instructional priactices (6:192). ! In-service Training Practices I and Procedures ! Organized in-service education is a conscious at tempt to assist school personnel to improve their experi-, ences, with the expectation that they in turn will help to improve the total educational program. Doll expresses the view that it is axiomatic in the development of curriculum I improvement activities that an effective in-service program! be established (9:269). Integrated understanding on the part of all teach- ' ers and counselors concerning ability grouping and all its , ramifications, contends Ahrens, makes manifest the goal of ! increased and improved programs of learning (36:25). I Turney is also of the opinion that there is a real j ■need for achieving the most effective media for developing i balance of understanding and employment of pupil placement i and advancement within the ability grouping programs. He I believes that each school system and each school should i consider for itself the quantity and quality of in-service ' i activities it will support (32:87). j l ! Determinates of Pupil Acceleration Most educators agree that if ability grouping pro grams are to be used then provisions must be made for ’ placing the child with a group in which he can. work most jeffectively. This important administrative-guidance func tion is an integral part of producing enrichment of oppor tunity within the various ability grouping levels. ! Conant projects the idea that the superior child j i should have the means to be accelerated when he has shown j that he is capable of making outstanding progress within academic subjects. The necessity, he states, for further segmentation of the high-ability group is justified by this need. He suggests that such special courses designed to benefit the more able student could be designated as: (1) advanced placement courses, (2) enrichment and honors ! courses, and (3) accelerated courses (5:123). In contrast to the above consideration, Turney ex- j j pressed the need for social acceleration of students who j have been retarded earlier in their school career, but who ( i have made good progress and have given indication of their ability to work at a higher level. He believes those children who are overage and are retarded in school because •of mental, emotional, or physical handicap also merit such Iconsideration (32:224). i i Determinates of Pupil Retention I Still another facet of developing the evaluative I criteria for ability grouping programs is the established policy regarding the retention of students within grade levels or specific non-achieved course skills. Although ladjustment for individual differences in secondary schools 'can be provided by the flexible arrangement of ability groupings, failures should and can be avoided by early counseling and transfer from one level to another. Stephan states that when there are indications of, or possibilities of non-achievement or indications of non successful completion of any subject, conferences should be i held by the teacher with the student, by the student and counselor, and, whenever possible, by discussion with the parent. He believes the proceeding should be substantiated by a written record. Retention or repetition of a grade level or a specific course should be avoided if possible. Failure should be considered official only after adequate warning and consequences have been attempted by conferences, planning, and home notification. In addition, he notes ■that eventually, action should depend upon goals, capabili-< ties, and limitations of the student (31:312). Special Aspects of Admission I of Transfer Students i — | Since not all schools employ ability grouping pro- I igrams, it is essential to provide for admission procedures Iwithin the pupil placement practices to the school to which the transfer student is enrolling. This problem, in fact, is related to the reporting and recording practices of schools and school districts mentioned earlier in this chapter. Alexander illustrates the importance of this prob lem when he comments that transfer irregularities sometimes ; < lean be minimized when the student and his parents realize i that public schools also maintain standards of conformity. i And that a transfer after the start of school brings with it problems of credit, responsibility for combining grades, selection of secondary courses, and the integration of the programs of the two varying schools (35:445). Registration of a new or transfer student, says j Crowder, should be postponed until a check is made with the i registrar to determine the conditions under which a trans- i fer is being processed. For doubtful cases within minimum , distances, a telephone confirmation readily is obtained. j i Even greater assistance is possible, he states, if the i school delays acceptance until such time as verification of the circumstances are obtained (40:5). Undoubtedly, additional factors could have been 38 j |Considered in the formation of the evaluative criteria for j ability grouping— such as: (1) program flexibility, (2) ad- jmission of foreign students, (3) home teaching, (4) work j jeducation, (5) advanced placement of students by examina- i tion, and (6) correspondence courses and schools; however, ithe purpose of this chapter was to outline the basic tenets i i jwhich would promulgate an effective ability grouping pro gram designed around careful and accurate analysis of ;existing conditions and practices. t CHAPTER IV THE EXISTING PROGRAM j La Colina Junior High School is one of four junior I high schools in the Santa Barbara High School District, i ISanta Barbara, California. Construction of La Colina Junior ! f High School was completed in early 195 8 and its doors opened in September, 1959, to 1,011 seventh-, eighth-, and i ninth-grade students and 50 faculty. The projected enroll ment for the 1966-67 school year is 1,300 students and a faculty of 65. The gross pupil ratio of 29 per teacher is the outlook for this year. In accordance with the pupil placement policies of the Santa Barbara City Schools, La Colina Junior High i ^School offers a flexible arrangement of ability grouping programs to provide for the individual differences of each student enrolled. This ability grouping program is oper ated on the basis of six categories. They are: special education, basic, slow, average, high, and honors classes. However, for all intent and purposes the low, average, and high ability groups make up the major portion of the educa tional pupil placement program. 39 40 | With the exception of nonacademic subjects, all i . . . students are placed within one of the ability grouping i jlevels according to their individual records. In normal j 'admission instances, a student upon entering the seventh I 'grade is assigned to a homogeneous "homeroom.1 1 This place- i ment within one of the ability groups is followed through I with his entire educational program. It should be noted that in the event of improper placement of any child the ■ability grouping program is designed to accommodate the correction of this error by reassigning him to other levels commensurate with the discrepancy. Philosophy of Promotion and Grade Placement As one of the leading junior high schools in South- i ern California, La Colina Junior High School has estab- j lished a reputation of being an outstanding institution of I learning. This success that La Colina Junior High School enjoys is the result of competent, inspired, and enthusi astic leadership and guidance on the part of its adminis- i trators and teachers. ! I The faculty and administration at La Colina Junior | I High School have always displayed a willingness to provide 1 the best possible learning opportunity for the student. i Improvement of this student learning situation has been and is the primary objective. The conviction that traditional 1 imethods of teaching may be improved, that competence and ! the effectiveness of the teacher may be increased, and that i Jthe curriculum and instructional processes demand continuous' evaluation and modification has formed its successful I philosophy during the past seven years, i I The socio-economic areas from which La Colina Junior High School draws its students range from the upper- i i upper to the lower-middle classes, with the predominant portion of the student body coming from the upper-middle i class. Even with this desirable background, as in any i American junior high school, the abilities, interests, and i aspirations of students are varied and diversified. The j i recognition and acceptance of these individual differences also contribute to the underlying factors of the estab- lished philosophy supporting the ability grouping programs. | The pattern of this school*s organization has been propogated to coincide with the local conditions and the needs of its youth. Around its basic philosophy, an edu cational program of high quality, well-supported finan cially, has served the community of Santa Barbara for seven ! j years. I The General Classifications of the Criteria The criteria for pupil placement within the ability | grouping program utilized at La Colina Junior High School , can be classified into four general categories: (1) j achievement test scores, (2) intelligence test scores, \ 142 I 1(3) past performance, and (4) teacher-counselor recommen- ' i j dations. 1 i : I , Achievement test scores.— Scheduled xn the latter ! .......— i i n .m i. ■■ * part of the sixth grade, the School and College Ability .Test is given to all enrolled students. The results of ! jthis test are then compiled and recorded in each student*s i 'cumulative record. The percentile scores of this test are based upon the verbal and quantitative (distinguished by » numerical differences rather than by differences in attri butes) and are designed to measure the ability and aptitude of the student in each of these two areas. This test (SCAT) is administered again to each stu dent in his eighth and ninth grades. Original and continued recommendation for pupil placement entering the seventh grade and progressing to the | eighth and ninth grades within an ability group utilizes ! i this test result on the following basis: ( 1 ) low ability j groups--score range: 0 to - 40, (2) average ability ! group— score range: 2 40 to -80, and (3) high ability group— score range: -80 to 100. ; The Sequential Test of Educational Program (STEP) is also administered to each student during his sixth, i * eighth, and ninth grades. The results of this test are used in conjunction with the results of the SCAT test to estab- j ! lish a basis for counseling and pupil placement ; recommen dat ion• The percentile scores of this test are based upon the reading ability, reading comprehension, and vocabulary, | The basis for consideration and recommendation of i student placement within an ability group utilizing this ;test result are: (1) honors ability group--score: two and |a half years accelerated, (2) high ability group--score: one or more years accelerated, (3) average ability group-- score: from one year retarded to one year accelerated, i (H) low ability group— score: from one year to two years I retarded, and (5) special education— score: retarded two i or more years, | I Intelligence test scores,— Although the California Test of Mental Maturity (CTMM) is still administered in the Santa Barbara High School District, its general use for all students will soon be replaced by the School College Ability Test (SCAT). j I I Because of its limited use, except in special | cases, as a determinate in student placement within ability i grouping programs, its role is of minor importance. How- i ever, the guide lines for past usage of IQ scores in stu- | ! dent placement have been established as follows: (1) honors ability group— score: 12 5 and above; (2) high ability I group— score: 110 to 12 5; (3) average ability group— score:! 90 to 110; (M-) low ability group— score: 75 to 90; and ; 44 . |(5) special education— score: that IQ range where the stu- 'dent is predicted to benefit from the program to the IQ of 1 ] 7 5 • I Past performance,— If a student is to make the de- . sired transition from the intermediate grades to the junior high school, it is imperative that his placement be made within an ability group congruous with his past academic performance. It is therefore essential that the counseling jstaff have a complete knowledge of the curriculum offered at the intermediate level (grades 4, 5, and 6). At La i f , Colina Junior High School the counseling staff has j I achieved this close-working relationship with the element- | J ary schools, their administrators and teachers, where j .future students are enrolled. In recommending a student for original placement entered from an elementary-school, his marks are part of i the consideration to determine the success of assignment. | i Future placement or reassignment of students within 1 the ability groups at certain grade levels depends upon the ; I record of performance for each student. This is particu- j larly important when dealing with students enrolled within j the honors or high ability groups. j The students enrolled within the honors or high ability groups must maintain a level of academic excellence j before a recommendation of continuance can be made. A 45 grade of "B" being the minimal acceptable mark, j - Teacher-counselor recommendations.— The final deci sion of pupil placement relies upon the recommendation of teachers9 counselors, and in some special cases a parent, but only after all available data and information have been ■analyzed. Nomination for "special placement" can be made by members of the professional staff, administrators, and counselors upon approval of the parents or guardian. j A Review of the Basic Principles of Grading Procedures One issue which often arises when a faculty dis cusses grading policy is whether grades should be assigned on the basis of comparison with the ability group in gener al or in terms of the individual’s ability. Recent innova tions in educational theory have emphasized adjusting instruction to the ability of the learner. Under this concept, it is logical to grade a student’s achievement in relation to his potential. But there are those who object to grading a student an "A" in mathematics unless that stu dent is enrolled in the high ability group even though he works up to or above his own ability. They contend that this is misleading both to students and to parents; stu dents must be exposed to the type of competition they will face in high school, college, and the adult world, i.e., competition with the general population. ; Another side of the issue that is of paramount i [interest in recent years is the increased employment of i grouping for programs of instruction designed for the academically talented. These special programs, such as the .advanced placement program, accelerated classes, honor Iprograms, and other similar plans, have fomented unique i grading problems. ■ La Colina Junior High School has been and is faced jwith this same concern. The majority of its faculty agree khat it does not seem reasonable, for instance, to insist on five levels of grades (A, B, C, D, F) in a course in which students are selected because of outstanding ability and high achievement in the past. They also concur that neither does it seem fair to penalize or jeopardize the chances of a good student for admission to a college preparatory program in high school merely because his : > I grades are below those of students who are enrolled in i courses less demanding than the high ability group in which he is participating. This can and has happened if teachers i I .insist on using traditional systems for assigning grades in' the different ability grouping programs. j Presently, at La Colina, if a student desires to I participate in a course such as offered within the high ability group, it is common practice to require a previous t record of B or A in that subject as one criterion for 1 47 ■selection. In addition, it is assumed that all participants i will continue to achieve at a high level. Anyone not ■capable of doing high quality work should not be chosen in i |the first place. Obviously, an adjustment in the grading jsystem has been necessary in these situations. I La Colina practices the system of fixed limits where grades are limited to each grouping of students. This system is designed to establish limits of grades which can be given within each ability group level. This plan is illustrated in the following chart: I ■Group: High Average Low Grade Limits A B C B C D C D F F In addition to the above marking system a numerical citizenship grade is given on the following basis: j I Citizenship Grade Reason i 1 Superior work habits and social concern j i 2 Good work habits and social concern 3 Average in most respects ; i 4 Lacking in initiative j 5 Disrupting influence [ 6 Combination of 4 and 5 ! 48 Description of the Ability Groups The use of a color code in identifying the six main lability groups at La Colina Junior High School has proven to be an effective technique in programing and scheduling. For each of the ability grouping programs a different color l is assigned. Currently this delineation is: (1) honors I ■group— blue; (2) high group— red; (3) average group--brown; (4) slow group— yellow; (5) basic group— green; and (6) special education--orange. This designation is used to i ! identify each of these groups within the master schedule | 'rather than the actual titles. This scheme is then carried i i over to other pertinent program publications for the bene fit of the counselors, teachers, students, and parents. An alphabetical designation is also used in con junction with the specific grade placement on all formal and official student and class forms. This designation has benerally been as follows: (1) honors group— a,b,c; (2) high group— d,e,f; (3) average group— g,h,i; (4) slow group— j,k,l; (5) basic group--m,n,o; and (6) special education— no designation. High ability group.— Included within this general classification of the high ability group is the honors ability program. This enrichment program is designed for the more capable student allowing for increased independent study, 49 ] ] i jproject work, reading assignments, essays, film strips, 'listening to tapes, individual research, and library !assignments on study questions under the tutorial-precep- | torial plan. Although each of these students is enrolled t within a high ability group class, usually a class employ ing team teaching, teacher aides often help supervise in !this area. Attendance to the class to which the student is 'enrolled is determined by the team teacher supervising the i honors section after evaluating the individual student’s progress and accomplishment. At the present time this honors group program is a minimal program with only a small per cent of the highly J selected student enrollment engaged in the activity. j The major portion of the high ability group is | 'designed for the upper third of the average section. Ap proximately 35 per cent of the school enrollment is in this ability group. Students enrolled within this group are expected to work and study at a level commensurate with the l prescribed academic content, state-adopted textbooks, sup- ; plementary materials, and methods of high calibre. | Average ability group.— This ability group’s pur- i pose is to serve the middle third of the normal section. i I Approximately 45 per cent of the school enrollment is enrolled within this ability group. The academic content, state-adopted textbooks, supplementary materials, and 50 t jmethods utilized for this program are designed to provide t J an educational experience for the student whose abilities, j i interests, and aspirations do not lend themselves to the continuation of his preparation for college entrance* A Student may, however, be transferred to the high ability » !group upon evidence that he is capable of doing higher ilevel work and the recommendations of his teacher and l jcounselor. 1 ! Low ability group*— This ability group has as its function the provision for an academic program for the lower third of the average group, or approximately 20 per cent of the schoolfs student population. The academic content, state-adopted textbooks, supplementary materials, j and methods utilized for this program are designed to pro- ! vide an educational experience for the student whose abil ity, interests, and aspiration requires emphasis upon an introduction or review of rudimentary fundamentals and j skills. Every effort is made to maintain a class structure! r and size in order to provide attention to individual ■ student needs. Special education.— In accordance with the state of( ,California1s recommendations to provide for an educational < program designed to serve the mentally retarded student, ! the special education program of La Colina Junior High i School was established. Currently, this program has an 51 i lextremely small group of enrollees. Emphasis through this i i special training class is upon developing the student1s [ability to adjust to his capabilities, and an awareness of successful accomplishment of those skills which he is capable of performing. ! Methods of Promotion ' One of the main functions of the junior high school |is to prepare each student in its enrollment for successful entrance into high school. The promotion policy and meth- ;ods employed are an integral part of the total program. In i the case of La Colina Junior High School, this policy and practice is established by the Santa Barbara City Schools. The directive currently in use allows a student to leave >the junior high school by one of three different methods: i '(1) Graduation: with full privileges of ceremony, diploma, and accompanying activities. To be graduated with such privileges, a student must have satisfactory citizenship i and have earned a satisfactory ninth-grade scholastic j 'record; (2) Promotion: to high school with a diploma, un accompanied by ceremony or graduation activities. The | school Promotional Committee will recommend pupils who i i shall be promoted rather than be graduated because of unsatisfactory citizenship or two second-semester failures;! two first-semester terminating failures; or first- and sec-j ond-semester failure in the same course; in academic or 52 i jnon-academic subject areas; (3) Transfer: to high school only after stipulated conditions and agreements have been met. More than two second-semester failures and/or first- semester terminating failures, or a similar combination, ■shall require make-up of units or of courses before a transfer is considered or permitted. CHAPTER V i 1 EVALUATION OF THE PRESENT PROGRAM i ! A well-balanced program of secondary education i should include, as one of its main ingredients, a unified I [curriculum to meet the needs of all youth and of society. [Persistent problems and common interests of pupils are j i guides to essential learning experiences for all youth. ;Because youth from all segments of American life attend our schools, provisions must be made for the development of social competencies and attitudes. There are many issues j and problems in our adult society that each person must i face, understand, and attempt to solve. As a vital part of) the process of child development into the role of responsi-i ble adult citizenship, youth should be given the opportun- ! ity to acquire the knowledge and skills to deal effectively! with these problems. These are recognized bases for a ) program of secondary education commensurate with its goals j f and objectives. The most crucial and pressing problem facing the 'American secondary schools, then, is that of program organ-I i ;ization--the need for the development of a new design of ! 53 54 | i jgeneral and specialized education. With the increased ac- i i j ceptance of the need for the organization of an educational ^program with clearer and more specific definition of the ,purposes and tasks of the schools, both educators and lay- i i 'men have become more aware of the need for evaluating the ,effectiveness of the structure of the secondary curriculum. i ! Dissatisfaction, criticism, and demands for a better understanding are necessary preludes to any funda- I ( 'mental redirection of any effort within the educational process. These exist, and in abundance, from the national, regional, state, county, and local levels. La Colina Junior High School is not exempt from the vast area of pressures and demands, either conflicting or helpful, that serve to influence the scope, content, and performance of its educational program in terms of the basic goals and desired outcomes of that program. t In seeking approaches to needed improvements, we ! ! must, of course, take stock of factors that make it diffi- 1 cult for our schools to become effective centers of learn ing. In doing this, it is not practical to try to fix the j .blame for shortcomings which have been imbedded through the| process of development or the persons responsible in its ! jestablishment, unless we wish to indict the whole of our 1 r society. j The purpose of this chapter is to submit for con sideration an evaluation to the responsible school 55 I administrators and their faculties, the problems of pupil j I placement, and pupil advancement within the ability group- j I img program. I i It was felt that one of the best methods of evalu ation of the ability grouping program at La Colina Junior I 'High School was first to gain a complete understanding of all ramifications of the program through research, consul tation, and interviews with the school principal, assistant i i (principals, and members of the counseling staff. It was I i ithen determined to conduct a longitudinal study of selected I 'students from their comprehensive cumulative record for the purpose of evaluating the success or failure of original I placement by recording the academic results for their j seventh, eighth, and ninth grades. And, finally, addi tional formal discussions with administrators, counselors, teachers, and students were undertaken to gain their in terpretations and opinions regarding the problem. I Student Academic Survey Permission was granted by the principal to utilize \ the comprehensive cumulative student folders for the pur- J I I pose of this study. The director of guidance services alsoj consented to the use of the student files along with extends ing the full cooperation of his staff and himself. i Approximately two hours were spent with the secre- j tary of guidance services in order to gain a thorough j 'knowledge of the clerical aspects of reporting, recording, and filing student scholastic and citizenship achievement. A desultory sampling of thirty ninth-grade students( j l iwas selected for the purpose of this project. Ninth-grade |students were selected in order to analyze the results of i jtheir original placement when first enrolled in the seventh |grade. Of the thirty students selected, ten students were originally placed within the high ability group, ten stu- \ dents were originally placed within the average ability group, and ten students were originally placed within the ■low ability group. ! i High ability study group.--The range of the School and College Ability Test scores given in the sixth grade for this group was from 90 to the 99 percentile. The aver- |age score for this group was 9 7 percentile. The range of 'the quantitative scores of this test were from 97 to the 99| i :percentile. The average quantitative score was 98 per- j centile. The range of the verbal scores of this test were j from 91 to the 99 percentile. The average score was 96. ! The successive results of this test given at the j eighth- and ninth-grade levels showed that for each stu- I dent, his original test scores did not vary more than one |percentile in any given case. The range of Sequential Test of Educational Prog- j ress scores given in the sixth grade for this group were 1 57 from 90 to the 9 8 percentile. The average score for this group was 95 percentile. The range of reading scores of this test was from 8 3 to 98. The average reading score was 94. The range of the mathematics scores was from 94 i !to 99 percentile. The average mathematics score was 96 percentile. i | The successive results of this test given at the ;eighth- and ninth-grade levels showed that in two cases i itheir reading scores increased from 83 to 90 percentile and * ' i from 90 to 9 3 percentile; in three cases the mathematics • scores increased from 96 to 9 8 percentile; in one case the j reading score decreased from 93 to 90 percentile; and in | i I one case the mathematics score decreased from 98 to 94 per-■ centile• The range of the Lee Algebraic Test scores given in the eighth grade for this group was from 103. to 12 3. The average score for this test in this group was 112. The range of the grade-point average for this group: was from 2.8 to 4.0 for the entire period. The average grade-point average was 3.3. Of this group, four students had a grade-point average of 4.0; two students maintained a grade-point average of 3.8; two students achieved a grade- ipoint average of 3.5; and the remaining students of this group held grade-point averages of 3.4 and 2.7. The range of citizenship grades for this group was from 3 to 1 for the entire period. The average citizenship 58; I imark was 1.4* Only one student of this study group was unable to maintain an above-average rating. i All students, with the exception of one, continued j I their educational experiences within the high ability group from their original placement. This student, who was iplaced within the high ability group upon entering the I iseventh grade, had and met the qualifications through his I tests results and an above-average recommendation from his jprevious school. His SCAT score was 98 percentile and his fSTEP score was 94 percentile. His seventh-grade perform- ,ance was less than desirable, receiving only average grades! in his academic and non-academic classes. His citizenship j grades showed a lack of initiative and social concern. ! After several counseling sessions with the student, ;teachers, and his parents it was recommended that he be 'given another opportunity to improve his record by continu ing in the high ability group in the eighth grade. Early 'in the first quarter of his eighth grade his performance showed no improvement as did his citizenship. Recommenda tion for reassignment to the average group was then made and his transfer to this group was then consummated. His performance record within this group until graduation was .below average. It can be concluded that in this student*s ; i 1 case other factors than his ability and aptitude were the ' i reasons for his lack of achievement and poor attitude. 1 A general conclusion can be drawn from this study 1 Igroup after analyzing their total record. First, the cri- i terion of pupil placement within the high ability group , I jbased upon SCAT and STEP scores proved to be an adequate j determinate of selection. Second, the criterion of pupil i I I placement within the high ability group, based upon previ- l i jous school recommendation, proves to be an adequate deter minate of selection if used in conjunction with test results and class performance. Third, the administering of 1 I |the SCAT and STEP tests in the eighth grade appears to be I 'ineffectual as the majority of test results show little or ; 1 i 'no change from the first tests given in the sixth grade. j Fourth, in programing students for grade advancement and group placement, the performance record of each student is , an effective criterion for selection. Fifth, student per formance records show that the instructional methods, cur riculum, and course content at La Colina Junior High School is successfully providing an educational program for the ! students enrolled within the high ability group. i Average ability study group.--The range of the School and College Ability Test scores given in the sixth | grade for this group was from 52 to 74 percentile. The j average score for this group was 6 3 percentile. The range of the quantitative scores of this test was from 52 to 71 percentile. The average quantitative score was 6 2 per -cent ile. The range of the verbal scores of this test was I from 5 9 to 79 percentile; the average score being 68. 1 I ! ! The successive results of this test given at the ieighth- and ninth-grade levels showed that for each studentj i | little or no change in test scores was indicated for the i ^tests given during the eighth grade. However, the ninth- grade test results show an improvement for six students of their quantitative scores. This improvement ranged from three to nine percentile. The verbal scores also indicated !a marked improvement for each of the ten students of this l study group. This improvement ranged from two to twelve i ipercentile. The range of the Sequential Test of Educational 'Progress scores given in the sixth grade for this group was from 5 7 to 75 percentile. The average score for this ! i group was 6 8 percentile. The range of the reading scores of this test was from 71 to 75 percentile. The average score was 7 3 percentile. The range of their mathematics | scores ran from 72 percentile to 77 percentile. The aver- j age score was 74 percentile. ! i The successive results of this test given at the j eighth- and ninth-grade levels showed that in two cases I i their reading scores increased from 71 to 76 percentile, I ■and 74 to 79 percentile, respectively. The remaining eight! \ \ 1 students’ reading scores increased at least two percentile. In each instance every student’s mathematics score showed ■improvement in each subsequent test from a minimum of one ;percentile to a maximum of three percentile. I i ! The range of the Lee Algebraic Test scores given ini : i ,the eighth grade for this ability group was from 87. to 98. 'The average score for this test in this group was 93. It should be noted that this test will be discontinued in the i ,1966-67 school year for students enrolled within the aver age and low ability groups. This test is not applicable to i these groups as its function is to measure the abstract ability of potential algebra students. The range of the grade-point average for this groupj was from 2.1 to 2. M - for the entire period. The average i i grade-point average was 2.2. No noticeable change in grade-point average is discernible for any of the ten stu dents within this study group from one grade level to the other. The range of citizenship grades for these students was from H to 2 for the entire period. The average citi- I zenship mark was 2.7. All but two students of this group | maintained satisfactory citizenship standing throughout ^ their school program. t Of this study ability group, all of the ten stu- , ! dents were originally placed within this average status. | Without exception, each of the students continued within ; i ithis program for the three-year period. One student, how ever, was considered for replacement to the high ability i group at the conclusion of his eighth-grade program but he elected to remain within the average ability group after several counseling sessions with his counselor, teachers, I and parents* , A general conclusion can be drawn from this study i i ability group after analyzing their total record. First, the criterion of pupil placement within the average ability group based upon the SCAT and STEP test scores proved to be an effective determinate of selection* Second, the cri- I Jterion of pupil placement within the average ability group i |based upon previous school recommendation proves to be an i adequate determinate of selection if used in conjunction with each student's test results and past class perform ance* Third, the administering of the SCAT and STEP tests !in the eighth grade appears to be redundant as the majority of test results indicate little or no change from the first tests given in the sixth grade* Fourth, the Lee Algebraic f Test has proven to be an ineffective media of ability meas-: ; - i ure for the students of this group* Fifth, in programing j i students for grade placement and group assignment, the use ! of each student's performance record is an effective cri- ; terion for selection. Sixth, the student records of this ,study ability group verify that the educational and devel- i opmental curriculum offered at La Colina Junior High Schoolj i ■is successfully providing the opportunity for these stu- j dents to make the maximum growth possible in the light of ■ I their maturing abilities and aptitudes* i Low ability study group.--The range of the School ! iand College Ability Test scores given in the sixth grade for this group of students was from 16 to 5 0 percentile. j IThe average score for this group was 3 7 percentile. The i range of quantitative scores of this test was from 32 to 53 percentile. The average quantitative score was 41 per centile. The range of the verbal scores of this test was ;from 15 to 58 percentile. The average verbal score was 35 i !percentile. i The results of this test given again in the eighth ! grade represented substantial improvement of scores of each^ student within this study group. This improvement of scores ranged from 11 to 31 percentile. Their verbal scores accounted for the majority of this improvement, I whereas their quantitative scores showed little or no change. I The results of this test given in the ninth grade ; I also showed some improvement but for the most part the greatest change had been made during the seventh and eighth' grades. Only three students improved their test scores by j a 5 percentile increase of this group. The remaining seven I i students made no change of their test scores. 1 i The range of the Sequential Test of Educational j Progress scores given in the sixth grade for this group was| I from 10 to 71 percentile. The average score for this test [ was 4 3 percentile. The range of the reading scores of thisj 64 | i test was between 8 to 7 3 percentile. The average score was i i | 33 percentile. The range of their mathematics scores ran j ifrom 21 to 5 7 percentile. The average score was 2 8 per- I j i jCentile. ( The results of this test given again in the eighth i grade indicated an improvement of total test scores over 'the results of the test given in the sixth grade. This 'improvement of scores for this test did not represent the jsame dramatic change as was observed in the SCAT results. ■ i jThe greatest improvement was again found within the verbal 'scores. This improvement ranged from 3 to 16 percentile. The mathematics scores for most students tested remained i i stable but in three cases their scores dropped from their i sixth-grade test results as much as 5 percentile. , The results of this test given in the ninth grade represented no appreciable change from the test results of the eighth grade. Only in two cases were the scores im- i proved more than 4 percentile, these scores increased by 6 and 9 percentile, respectively. Four students of this study group had been given I i the Lee Algebraic Test, whereas the remaining students were' not. The range of these students* scores was from 43. to | ,84. The average score for this test was 51 percentile. As with the newly established policy for the average ability j group, this test will be discontinued for the students within the low ability group. 6 5 The range of the grade-point average for this group was from 1.0 to 2.3 for the entire period. The average jgrade-point average was 1.8. No noticeable change in gradej point average is discernible for any of the ten students within this study group from one grade level to the other. The range of citizenship grades for these students j was 6 to 3 for the three-year period. The average citizen ship mark was 3.5. All but three of these students main- i jtained a satisfactory citizenship standing throughout their school program. Of this study ability group, seven of the students were originally placed within the low ability group pro gram. The remaining three students of this study group I were then placed in the low ability group as the result of | i reassignment from the average ability group. 1 A general conclusion can be drawn from this study ability group after analyzing their total record. First, the criterion of pupil placement within the low ability ' group based upon the SCAT and STEP test scores proved to be an effective determinate of selection. Second, the criter ion of pupil placement within the low ability group based t upon previous school recommendation proves to be an adequate determinate of selection if used in conjunction with each ; I student*s test results and past class performance. Third, i the administering of the SCAT and STEP tests at each grade ' i level: sixth, eighth, and ninth, is an effective measure of i 66 | [progress for this ability student. Fourth, the Lee Alge braic Test has proven to be an ineffective media of abilityj ■measure for the students of this group. Fifth, in program-! . ! [mg students for grade placement and group assignment, the I i . . . . ' I current practice of evaluation of individual student rec- i I [ords is an effective criterion for selection. Sixth, the : i I student records of this study ability group verify that the; ieducation and development curriculum offered at La Colina iJunior High School is successfully providing the opportun- t ity for these students to work within a level where they may work most effectively, feeling a sense of satisfaction ! I in their accomplishment and acquisition of new skills. j This is particularly evident in the area of reading skills J and comprehension. ! Statements, Responses, and Recommendations ......... I A series of pertinent statements were designed and I presented to the administrators, counselors, heads of de partments, teachers, and students of La Colina Junior High School. This initial assemblage of some ten statements, ! constituting what was thought to be the main ramifications ' | of the problems encountered in pupil placement and promo tion within the ability grouping program, was presented in i | an objective format. The following statements and re sponses are the result of this survey: I 67 I X. Statement.— The ability grouping program em- i ployed at La Colina Junior High School effectively provides (for the individual differences of its students. Response;— The opinion of those contacted was [unanimously in favor of "no improvement needed.” ! | Recommendation:— No further recommendation is jnecessary* However, if the homogeneous grouping program is i to continue to function effectively and successfully, an i evaluation program based upon established criteria should be instituted. Statement.— The present method used at La Colina Junior High School for placement of students enter ing the seventh grade based upon the SCAT and STEP test results is an effective measure of assignment to an ability group. Response.— Of those contacted all but one in dicated "no improvement needed." Recommendation.— It is recommended that con- A sideration be given to the development of a means to pro vide for a complete understanding of these tests, their content, the method of administering, the method of scor ing, and the interpretation of the scores for all persons involved. 68 I j 3. Statement,— The present method used at La I Colina Junior High School for placement of students enter- ( i ling the seventh grade based upon previous school or teacherj recommendation is an effective measure of assignment to an 'ability group, j Response,--The opinion of those contacted was :unanimously in favor of "no improvement needed," i ; Recommendation.— It is recommended that con- i i sideration be given to further development of a program of [ I ■ interschool relations between La Colina Junior High School ! and the elementary schools who supply its students. This emphasis upon expanding the present program would provide for a more comprehensive understanding of the pupil place ment and promotional practices, the ability grouping pro grams , and total curriculum of the junior high school. i This should prove to be of major interest to the teachers i who are making the recommendations of the students entering] I the seventh grade. 1 I H. Statement.--The present method used at La ! ! Colina Junior High School of identifying the ability group | i in which a student is enrolled is adequate. Response.— The opinion of those contacted re- ! fleeted a division of agreement. Over half of those who responded to this question indicated "improvement needed." ; 69 Recommendation.— It is recommended that con- : I sideration be given to revising the present system of : I ^identification of ability groups or investigating the pos- j ’ . . . isibility of replacing this system with another. I Statement.— The provisions for reclassifica- jtion of misplaced students within the ability groups at La ;Colina Junior High School is flexible enough to meet the •conditions with reasonable disposition. i Response.— The opinion of those contacted was unanimously in favor of "no improvement needed.” Recommendation.— No recommendation deemed nec- I ---------------- essary. However, attention should be given to emphasizing the need of early detection of misplacement in order to ! eliminate any possibility of penalty to students. 6. Statement.— The present method employed at La j Colina Junior High School of assigning teachers to ability j t group classes provides for an effective and successful instructional program. Response.— The opinion of those contacted was I unanimously in favor of "no improvement needed.” I Recommendation.— No further recommendation is necessary. 70 t ! I 7. Statement.--The instructional methods utilized i I (within the different ability group programs at La Colina j j i ;Junior High School are adequately and reasonably modified i to create learning experiences commensurate with the abil- ! » lity of the individual student enrolled, I . . j Response,— The opinion of those contacted was ■unanimously in favor of "no improvement needed." I i Recommendation.--It is recommended for consid- ”r""r " _1 ■" eration that the present method of teacher assignment be continued in its present form in order to perpetuate a highly successful instructional program it now enjoys. 8. Statement.--The present program of pupil placement and promotion within the ability grouping program| I at La Colina Junior High School for the most part is ac- ! cepted by its students. ! i Response.--The opinion of those contacted, ! i with two dissenting, was in favor of "no improvement 1 needed." Recommendation.--It is recommended that con- | sideration be given to investigating other medias of propa gation of the objectives and practices of the ability 1 grouping program to the student population. Special con- j sideration should be given to the enlightment of the ! 71 iseventh-grade student with regard to all program ■ramifications. ! 9. Statement.— The present program of pupil i ■placement and promotion within the ability grouping program ! f 'at La Colina Junior High School for the most part is ac- i jcepted by its parents, | Response.— The opinion of those contacted [reflected a division of agreement. Over half of those who .responded to this question indicated "improvement needed." I Recommendation.--It is recommended that con sideration be given to investigating other medias of propa gation of the objectives and practices of the ability I I grouping program to the parents and parent organizations. 10. Statement.--The present grading system em ployed at La Colina Junior High School effectively evalu ates the performance of the individual student within the i ability group levels. Response.— The opinion of those contacted reflected a division of agreement. Over half of those who ! responded to this question indicated "improvement needed." i Recommendation.--It is recommended that con sideration be given to the practicality of revising the 1 present system of identification of courses, thus jeliminating the possibility of confusion or misunderstand- I ing of grades given in courses within different ability | groups. j i . . . ' It is also recommended that consideration be given Ito the possibility of devising a media of promulgation of |the fixed limits system of grading which is employed at La iColina Junior High School, thereby providing for a better understanding of its purposes and policy. , CHAPTER VI SUMMARY AND RECOMMENDATIONS j S u m m a r y ! The purpose of this chapter is to summarize and jreview the major points of the preceding chapters. This !summarization and review is delineated as follows: !(1) statement of the problem, (2) importance of the study, i ,(3) method of procedure, (4) review of the related litera ture, (5) the established criteria, (6) the existing pro gram, and (7) the evaluation of the program. The statement of the problem.— The objective of this project was to scrutinize, define, and compare the ability grouping educational program presently utilized and employed at La Colina Junior High School with established criteria. The importance of the study.— The intention of this project was based on the premise of evoking a desired op timal level of interest and concern for the possibilities of effecting an improved and/or more efficient program of study at La Colina Junior High School. It was also 73 (intended to serve as a possible guide for other schools who lemploy the ability grouping program. The importance of the study was directed by the fact that an effective and functional ability grouping pro- jgram is dependent upon its organizational structure, stand- i (ards, objectives, procedures, and capacity to be examined jfor its effectiveness and functionality. i The method of procedure.— The procedure of this I (study was to: Cl) establish criteria essential to evaluat ing a program of ability grouping through research and review of available literature, (2) present the current i pre-registration, scheduling, pupil placement, pupil pro- j graming, and pupil promotion practices and techniques em ployed at La Colina Junior High School, (3) delineate the intrinsic elements of this program including the philoso phy, policies, and procedures in written form— reinforced with formal supporting data to corroborate its basic j tenets, (4) arrange and engage in interviews and discus- I sions with a cross-section of school administrators, coun- * f seling personnel, faculty members, and students and E parents, (5) collect, classify, and analyze a sampling of j students from the comprehensive cumulative student records ' for the purpose of evaluating the success or failure of original placement by recording the academic results for 'the seventh, eighth, and ninth grades, (6) establish a I ; 75 i i . . . . jseries of pertinent statements m a questionnaire form m order to benefit from the opinions and feelings of those involved within the program, and (7) present the results of' I J ,this investigation through the comparison with the estab- ! 'lished criteria for this project, making it possible to i 1 conclude an evaluative judgment of this integral aspect of 'the total instructional program of La Colina Junior High i | School• ! Review of the related literature.--Extensive formal i research> review, and analysis of educational materials and .available literature was conducted to provide for an ex plicit and expeditious determination of the problem and to i establish the criteria needed to provide for a basis of ! ■evaluating the present program. Emphasis was given in delineating the specific questions to be answered in the study through the three j i i major topics of the problem— historical, philosophical, andj developmental aspects. | i The established criteria.— The resultant findings through this research and review of related literature pro-| duced evidence that published criteria for evaluating the |ability grouping program are either non-existent or so ^limited that an attempt was made to develop a list of basicj ^tenets which could constitute the framework of guide lines ! ! I for such judgment. The criteria established were: 1 7 6 1 I . . . . I | 1. It was determined that it is essential to the I adoption of policy relating to pupil placement principles : jand practices to establish a common definition. Through ithis definition the basic philosophy underlying the place- j ! . i 'ment policies of pupils can be determined. 2. Since factors of pupil promotion coincide with i I jpupil placement, the established principles and practices |of each must bear the same basic philosophy. J 3. It was determined that it is essential to the i adoption of policy relating to the ability grouping program jfor the faculty to define the program objectives. Every I effort possible should be made to recognize their opinions ,and to strive for concurrence of its general aims by the i individual teacher. 4. It was established that there should be pro visions for differentiating between courses offered within i the various ability group levels in course content, course description, and course title. . l 5• It was determined that there should be in i evidence an optimum level of communication between the 1 •school administration, school faculty, students, parents, j and the local community in the interest of promoting and ! maintaining an effective educational program. j i 6. It was established that there should be pro visions for the opportunity of parents and students to participate in certain curriculum matters. 77 ! 7. It was established that there should be uni- i j formity in the grading or marking structure and practice* j ;This is particularly important where and when ability | grouping levels are employed. 8. It was ascertained that there should be in I joperation coincidental to the ability grouping program [reporting and recording practices and procedures which are 'congruent to standard style and types of record forms which Ihave been recommended for national use. i I 9. It was determined that there should be estab- lished an effective in-service program to provide for con- I tinuous communication between school personnel in order to perpetuate the goal of increased and improved programs of learning. 10. It was established that there should be pro visions for placihg each student with an ability group in which he can work most effectively. This important admin istrative function must provide for enrichment of oppor tunity within the various ability grouping levels. ! i 11. It was determined that there should be a i | definite established policy regarding the retention of « students within grade levels or specific non-achieved ' course skills. i 12. It was ascertained that there should be a def-j inite established policy regarding the placement of trans- ' ! fer students within the ability grouping program. 78 The existing program, — La Colina Junior High School I 1 . . . I offers a flexible arrangement of ability■grouping programs j ,to provide for the individual differences of each student ;enrolled. This ability grouping program is operated on the i !basis of six categories: special education, basic, slow, i javerage, high, and honors classes. Low, average, and high !are the terms used to designate the main portion of the educational pupil placement program. ! The philosophy of the program is based upon the premise that traditional methods of teaching may be im proved, that competence and the effectiveness of the teacher may be increased, and that the curriculum and instructional processes demand continuous evaluation and modification. i | The criteria for pupil placement within the ability grouping program were: Cl) achievement test scores, (2) intelligence test scores, (3) past performance, and (U) teacher-counselor recommendations. The current grading practices and policy at La i Colina Junior High School is based upon the system of fixed | limits. This system is designed to establish limits of j ! grades which can be given within each ability group level. I Those students enrolled in the high groups who demonstrate | the quality and quantity of work required will receive ; I I recognition in the upper range of grades; conversely, those' students enrolled within the lower range of ability groups Swill be given grades commensurate with their program, i In conjunction with the current grading practice, a, • i i numerical citizenship grade ranging from 1— Superior work jhabits and social concern to 6— Lacking in initiative and disrupting influence is employed. The use of a color code and/or an alphabetical i .designation is employed to identify the ability groups at ,La Colina Junior High School on all school and student ■ forms• Original and continued recommendation for pupil placement entering the seventh grade and progressing to the: eighth and ninth grades within an ability group is based | l upon the following guidelines: j i High ability group.— The major portion of this group is designed for the upper third of the school enroll ment, Scores of the achievement tests should range as follows: (1) SCAT— +80 to 100 percentile, (2) STEP— ±80 toi I 10 0 percentile. When in use, the intelligence test score j i for placement within this group ranged from 110 and above. The students enrolled within this group must maintain a level of academic excellence before a recommendation of continuance can be made. A grade of "B" being the minimal I acceptable mark. Approximately 35 per cent of the student j body is enrolled in this group. | Average ability group,--The major portion of this :group is designed for the middle third of the school en rollment, Scores of the achievement tests should range as follows: (1) SCAT— ±40 to ±80 percentile, (2) STEP— ±40 to ±80 percentile. When in use, the intelligence test score 'for placement within this group ranged from 9 0 to 110. Ap proximately 4 5 per cent of the student body is enrolled .within this ability group. i Low ability group.— This ability group has as its ! function the provision for an academic program for the ■lower third of the school enrollment. Scores of the achievement tests should range as follows: (1) SCAT— 0 to j i i ±40 percentile, (2) STEP--0 to ±40 percentile. When in usej the intelligence test score for placement within this group ranged from 75 to 90, Approximately 2 0 per cent of the student body is enrolled within this ability group. The criteria for pupil promotion within the ability grouping program is based upon the performance of each stu- f dent within that specific program. Promotion from La j Colina Junior High School to San Marcos High School or any ( I other high school is based upon established policy by the | i I Santa Barbara City Schools. The three methods are: (1) graduation, (2) promotion, and (3) transfer. j i i Evaluation of the present program.— With the in- j creased acceptance of the need for the organization of an ! I i educational program with clearer and more specific 81 jdefinition of the purposes and tasks of the schools, the 'need for evaluating the effectiveness of the structure of (the- total instructional curriculum and all its ramifica- i jtions becomes apparent. i I La Colina Junior High School is not exempt from the vast areas of pressures and demands, either conflicting or ;helpful, that serve to influence the scope, content, and performance of its educational program in terms of the ;basic goals and desired outcomes of that program. J The purport of this project was to attempt such an evaluation of the causation and effects of pupil placement and programing in the educational ability groups at La Colina Junior High School. Thereby, there is evoked a desired optimal level of interest and concern within the ! |administration and faculty of this school for the possibil- l ities of effecting an improved and/or more efficient program. J j The final results of the student academic survey ofi i a desultory sampling of thirty ninth-grade students set j I forth in this study afforded the opportunity to formulate aj I foundation of fact upon which a basis of conclusion could j be made. The findings of this survey can be summarized as | i jfollows: Cl) the criterion of pupil placement within the 1 i 'ability group based upon the SCAT and STEP test scores i proved to be an adequate determinate of selection, (2) the criterion of pupil placement within the ability grouping ; i 82 ( program based upon previous school recommendation proved to !be an adequate determinate of selection if used in conjunc tion with each student’s test results and past class per- i i formance, (3) the administering of the SCAT and STEP tests at the sixth-, eighth-, and ninth-grade levels is an effec tive measure of progress for most students. The exception to this conclusion is that for students enrolled within the high ability group made little or no change in their test scores from the sixth to the eighth grades, (M-) the admin istering of the Lee Algebraic Test has proven to be an iineffective media of ability measure for the students of all groups, (5) in programing students for grade placement and group assignment, the current practice of evaluation of individual student records is an effective criterion for i jselection, (6) the student records of all students of this study group verify and confirm that the educational and =developmental curriculum at La Colina Junior High School is successfully providing the opportunity for these students to work within a level where they may work most effective- ! I ly, feeling a sense of satisfaction in their accomplishment and acquisition of new skills. I Recommendations ! The results of the responses of the administrators, i .counselors, heads of departments, teachers, and students of La Colina Junior High School to the statements presented in 83 I |a questionnaire provided a basis of offering recommenda- i i itions which might serve to implement the pupil placement \ l ;and programing policies and procedures currently employed. i > 1. If the present homogeneous grouping program is to continue to function effectively and successfully, a program of evaluation based upon established criteria should be instituted. 2. That consideration be given to the development j of a means to provide for a more comprehensive understand ing of the achievement tests which are used in placement land programing of students. j 3. That consideration be given to further devel opment of a program of interschool relations between La Colina Junior High School and the elementary schools who 'supply its students. U. That consideration be given to revising the present system of identification of ability groups or investigating the possibility of replacing this system with another. 5. That attention should be given to emphasizing the need of early detection of misplacement of students within the ability grouping program in order to eliminate ,any possibility of penalty to students. 6. That the present method employed at La Colina Junior High School of assigning teachers to ability group classes be continued. 84 j j 7. That the instructional methods utilized withinj ;the different ability group programs at La Colina Junior j jHigh School be continued in their present forms in order to i i iperpetuate the highly successful instructional program it 1 | 'now enjoys. 8. That consideration be given to investigating other medias of propagation of the objectives and practices of the ability grouping program to the student population. ( !Special consideration should be given to the enlightment of the seventh-grade student with regard to all program rami fications • 9. That consideration be given to investigating other medias of propagation of the objectives and practices i of the ability grouping program to the parents and parent j organizations. ! 10. That consideration be given to the practical- 1 j ity of revising the present system of identification of j i courses. : It is also recommended that consideration be given ■ to the possibility of devising a media of promulgation of , the fixed limits system of grading which is employed at La Colina Junior High School. i I I B I B L I O G R A P H Y 85 BIBLIOGRAPHY Books 1. Anderson, Archibald W., Benne, Kenneth D. , Smith, 0., and Stanley, William 0. Social Foundations of Education. New York: The Dryden Press, 195 6. Atext written to acquaint the educator with the social forces that influence education and the ways in which the educational enterprise is affected by them. 2. Anderson, Harold A., and Chase, Francis S. The High School in a New Era. Chicago: The University of Chicago Press, 19t>b. A text based on the papers of thirty-eight prominent educators and laymen presented to a 195 7 conference sponsored by the University of Chicago in collaboration with the National Citi zens Council for Better Schools. 3. Anderson, Lester W., and Van Dyke, Lauren A. Second ary School Administration. Boston: Houghton Mifflin Co., 196 3. A book designed to serve as a textbook for the preparation of high school principals and secondary administration candidates. H. Caswell, Hollis L., and Campbell, Doak S. Curriculum Development. New York: American Book Co., 1935 . An approach to curriculum development based on extensive field experience in curriculum pro grams and on the study of pertinent problems. 5. Conant, James B. The American High School Today. New York: McGraw-Hill Book Co., 1959. A comprehensive report on today*s U. S. high school, together with recommendations for group ing in academic subjects. 6. Corbally, John E., et al. Educational Administration: The Secondary School. Boston: Allyn 6 Bacon Co., l96l. 86 ! 7* i i j \ 8. t 9. 10. 11. 12. 13. i 1*4 . 8 7 I Cox, Philip W. Curriculum Adj Ustment in the Secondary; School. Philadelphia: J . BT Lippincott Co., i T9T5T“ This book was published to promote the real-1 ization of the conception of the school as a pur posefully controlled community. Coxe, Warren W. "Summary and Interpretations in the i Grouping of Pupils." Thirty-fifth Yearbook of the National Society for the Study of' Education. Bloomington, Illinois: Public School Publishing Co., 19 36 .— ( Doll, Ronald C. Curriculum Improvement. Boston: Allyn and Bacon, Inc., 1964. A text written to be used in courses relat ing to curriculum of secondary schools and a valuable reference source for practitioners in the field of education. I * Douglass, Harl R. Modern Administration of Secondary 1 Schools. Boston: Ginn 8 Co., 19 59. 1 7T”text published for classes in high school | administration and for beginning principals and | superintendents. I _________ , Bent, Rudyard K., and Boardman, Charles W. Democratic Supervision in Secondary Schools. Boston:Houghton Mifflin Co., 19 61. A contemporary view of the principles, pro cedures, and techniques found useful in improving education in a modern secondary school. i _________ , and Colvin, Grieder. American Public Educa- tion. New York: Ronald Press Co., 19^8. ! A text written for the purpose of progating i the problems of the teaching profession, of the local school system, and of the educational cur riculum. | _________ . Organization and Administration of Second- ■ ary Schools. Boston: . Ginn 8 Co., 1932. ~ An academic presentation through the tech- ! nique of discussion of problems concerning the . organization and administration of secondary ! schools. : Drury, Robert L., and Ray, Kenneth C. Principles of School Law. New York: Appleton-Century-Crofts, j iw r. ; A comprehensive presentation of the legal 88 aspects and implications of the operation of public schools systems. 15. Edmonson, J. B. The Administration of the Modern Secondary School. New York: Macmillan Co., 19'ScT. A volume written as a guide and reference for school administrators and administration trainees• 16. Grambs, Jean D., and Iverson, William J. Modern Meth ods in Secondary Education. New York: Dryden Press, 195 2. A text covering all aspects of administrat ing a secondary school. Special emphasis has been presented to analyze the differences between theory and practice. 17. Hymes, James L. Effective Home-School Relations. Englewood Cliffs, N. J.: Prentice-Hall, Inc., * 195 3 . A text aimed to delineate effective home- school relations through principles that have emerged in findings through recent research and experimentation. I I I 18. Keliher, Alice V. A Critical Study of Homogeneous | Grouping. New York: Bureau of Publications, j Teachers College, Columbia University, 1931. j A comprehensive study of homogeneous group ing, attacking the philosophy of grouping on the \ basis it does not consider the whole child and student. 1 » I 19. Keller, Franklin J. The Comprehensive High School. I New York: Harper 8 Bros., 1955. ! A comprehensive academic study of selected high schools throughout the United States. i 20. Koerner, James D. The Miseducation of American Teach-: ers. Boston: Houghton Mifflin Co., 196 3. I A two-year academic study of teacher train- I ing institutions and professional education as an: educational enterprise. 21. Koos, Leonard, et al. Administrating the Secondary School. Boston: American Book Co., 19*4 0. A valuable reference source for secondary administrators and a textbook for classes in colleges and universities. I 89 22. Lichter, Solomon, Rapien, Elsie, Seibert, Frances, and| ! Skansky, Morris. The Drop-Outs. New York: The J Free Press of Glencore hew York, 1962. j A treatment study of intellectually capable 1 students who drop out of high school. i i ,2 3. Miller, Von, and Spalding, Willard B. The Public Ad- | ministration of American Schools. New York: i World Book Co. , HF5T7 1 A practical approach to administration based on the execution and making of educational decisions. 2M-. Northby, Arwood S. "Secondary Administration: Class ification of Pupils," Encyclopedia of Educational Research. New York: Macmillan Co., 19 50. A survey of the standing of ability grouping programs and practices in the United States as of 1950. | j 25. Rafferty, M. L., and Stoops, Emery. Practices and | Trends in School Administration. New York: Ginn 1 and Co., 1961. A text written for school administrators and for use by students in school administration, to view the multitudinous complexities of current methods and trends of school systems in the United States. 26. Reeder, Ward G. The Fundamentals of Public School Admin i st rat ion. New York: Macmillan Co. , I^-FUI. “ An extensive study of problems facing school administrators within local school systems. ' 27. Reisner, Edward H. "The Grouping of Pupils." Thirty-j fifth Yearbook of the National Society for the : Study of Education. Bloomington, 111.: Public Schoo1 Publishing Co., 1956 . 2 8._______ . "Program for College Preparatory Mathemat- j res’ ." Report of the Commission on Mathematics. , New York: College Entrance Examination Board, ! 1959. | ,2 9. _________. "The Pursuit of Excellence; Education and i the Future of America." Special Studies Project V, Rockefeller Brothers Fund. New York: Double day and Co., 195 8. 30. Shane, Harold G., and Yauch, Wilbur A. Creative School Administration. New York: Henry Holt S 90 31. 32. 33. 34. 35. 36. 37. Co. , 195 4. A text written for the prospective and pres ent school administrators on viewpoints regarding the nature and functions of able leadership. Stephan, Duggan. History of Education. New York: Appleton-Century-Crofts, fnc. , IU4 8. A noteworthy text describing the historical development of education, useful to teachers and administrators, and the role it has played in the modern technological society of today. Turney, Austin. "The Psychological Basis of Group ing*" Thirty-fifth Yearbook of the National So ciety for the Study of Education"! Bloomington, 111.: Public School Publishing Co., 19 36. Wahlquist, John T., et al. The Administration of Public Education. New York: Ronald Press Co., 1952 . A textbook written for school administrators covering the activities of the executive, judi cial, and legislative branches governing school systems. j i _______, and Good, Carter V. Dictionary of Educa tion . New York: McGraw-Hill Book Co., 1^45 • A complete source of educational terms and their definitions for the use of scholars and educators. _________, and Alexander, Carter. How to Locate Edu cational Information and Data" New York: Bureau of Publications, 'Teachers College, Columbia Uni versity, 1941. 1 A text and reference book designed to assist students and educators in developing accurate library research techniques in educational studies. Periodicals Ahrens, Maurice, and Fair, Jean. "Grouping in the Senior High School," National Education Associa' tion Journal, XLVIII (September, 1959), 24-26. Billet, Roy 0. "Provisions for Individual Differ ences," National Survey of Secondary Education, XVII (May, 1932 ) , 246-67. 91 , i | 138, Bjelke, Joan, and Georgiades, William, "Experiment in! | Flexible Scheduling in Team Teaching," Journal of j Secondary Education, March, 1964, 34-38. 1 1 1 1 1 ■ " 39. Cox, Roy L. "Curriculum Standards," The Clearing House, XXXIX (May, 1965), 554-56. 40. Crowder, Norman A. "The Rationale of Intrinsic Pro gramming," Programmed Instruction, I (April, 1962), 3-6. ;41. Davis, 0. L. "Grouping for Instruction: Some Per spectives," Educational Forum, January, 1960, ! pp. 24-29. : 42. Essex, Martin. "How Good is Ability Grouping?" Na- | tional Parent Teacher, LIV (September, 1959), 14- 16, 35. !43. Gillespie, Marcus T. "What Recent Developments in ' Grouping Students for Efficient Instruction," National Association for Secondary School Princi pals Bulletin, XLIV (April, 1960), 49-60. " 44. Gowan, Mary Seagoe. "Why Homogeneous Grouping?" Cal ifornia Journal of Secondary Education, XXX (Jan uary , 13&5), 22-28. 45. Horner, A. J. "Homogeneous Grouping," National Asso- ciation of Secondary School Principals Bulletin, XLIII (April, 1959), 6-9. 46. Howe, Robert L. "Curriculum Compatibility, Coding and Computers," Journal of Secondary Education, XLI (January, 196 6) , 38-42. i 47. Kincaid, Donald J., and Epley, Thelma M. "Cluster • Grouping," Education, November, 1960, pp. 136-39.' 48. Koenigsberg, Shelly P. "Teaching Disadvantaged Youth j in Secondary School," Journal of Secondary Edu- j cation, XLI (January, 1966), 17-24. , I 49. Kozal, L. W. "What Ways of Grouping Students for Ef ficient Instruction," National Association of ! Secondary School Principals Bulletin, XLli CSprili i9 5 8T ’ r r 6-20. — — *------------ - I 50. Myers, Kent E. "What Do We Know About Programed In- ! struction?" The Clearing House, XXXIX (May, 1965), 533-3in 51. 52. 53. 54. 55. 92 Rollins, Sidney P. "Automated Grouping," Phi Delta Kappan, XLII (February, 1961), 212-13. Shelton, Landon 0. "Scheduling the IBM Way," The Clearing House, XXIX (May, 1964), 420-24. Van Vliet, Eugene H. "Recent Developments in Grouping Students for Efficient Instruction," National Association of Secondary School Principals Bulle- tin, XLIV (April, I960), 49-60. Wagner, Guy. "What Are Schools doing in Ability Grouping, Education, March, 1961, p. 44 5. Walgreen, Stanley. "Ability Grouping: Why Is It Un democratic?" Journal of Secondary Education, XXXV (May, 1965), 19-23.

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Creator Andrews, Frank L. (author)

Core Title A study of the causation and effects of pupil placement and programing in education ability groups at La Colina Junior High School

Contributor Digitized by ProQuest (provenance)

Degree Master of Science

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,OAI-PMH Harvest

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-41949

Unique identifier UC11240282

Identifier usctheses-c26-41949 (legacy record id)

Legacy Identifier EP51886.pdf

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Document Type Thesis

Rights Andrews, Frank L.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA