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A Survey Of Speech Education In The California Public Senior High Schools, 1962-1963
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A Survey Of Speech Education In The California Public Senior High Schools, 1962-1963
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Content
A SURVEY OF SPEECH EDUCATION IN
THE CALIFORNIA PUBLIC SENIOR HIGH SCHOOLS
1962-1963
by
Lee Edward Granell
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Speech)
August 1964
UNIVERSITY O F SOUTHERN CALIFORNIA '
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES, CALIFORNIA 9 0 0 0 7
This dissertation, written by
...................... Lfi.e..Ed}Kajr.d..Gjr.ansJLi........................
under the direction of his.....Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by the Graduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R O F P H I L O S O P H Y
Dean
Date J.a nuajr.y.,. . . 1 . . 9 . 6 . 5 .
TABLE OF CONTENTS
Page
LIST OF TABLES...................................... v
LIST OF FIGURES.................................... vii
Chapter
I. THE PROBLEM................................ 1
Definitions of Terms
Significance of the Problem
Organization of the Study
II. SURVEY OF RELATED STUDIES ................. 6
Studies Outside California
Studies in California
Summary
III. RESEARCH DESIGN............................ 21
Research Method
Techniques
Procedures
Summary
IV. PRESENTATION AND INTERPRETATION OF THE
DATA...................................... 40
Proportion of Schools Offering Speech
Classes
Proportion of Students Enrolled in
Speech Classes
Training and Teaching Assignments of
Classroom Teachers of Speech
Chapter
iii
Page
Proportion of Schools Offering the
Various Activities
Proportion of Students Involved in
Speech Activities
Training and Teaching Assignments of
Teachers Directing Speech Activities
Summary
V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . 74
Summary
Conclusions
Implications
BIBLIOGRAPHY............ 87
APPENDIXES
APPENDIX A: Schools Included in Sampling
Listed by Regions................. 95
APPENDIX B: Geographic Division of State
According to Counties ............. 99
APPENDIX C: Letter to Administrators Request
ing Interview..................... 101
APPENDIX D: Interview/Data Forms ............... 103
APPENDIX E: Tally Sheets ........................ 105
APPENDIX F: Enrollments of the Various Speech
Courses........................... 114
APPENDIX G: Training and Teaching Assignments
of Classroom Teachers of Speech . . 116
APPENDIX H: Training and Teaching Assignments
of Teachers Directing Speech
Activities....................... 118
APPENDIX I: Amount and Kinds of Forensic
Activities....................... 120
IV
Page
APPENDIX J: Amount and Kinds of Dramatic
Activities....................... 123
APPENDIX K: Theater Facilities and Audience
Sizes.................... 126
APPENDIX L: Amount and Kinds of Broadcasting
Activities....................... 128
APPENDIX M: Amount and Kinds of Community
Activities....................... 130
LIST OF TABLES
Table Page
1. Statewide Distribution of Schools According
to Enrollment and A r e a ................... 30
2. Distribution of Schools and Students Among
Geographic Areas .......................... 31
3. Distribution of Schools and Students Among
Enrollment Categories ..................... 32
4. Frequency with which Various Speech
Courses are Offered....................... 41
5. Enrollment in Various Speech Courses .... 43
6. Students Participating in Various Speech
Activities................................ 52
7. Academic Speech Training of Teachers
Directing Speech Activities ............... 53
8. Teaching Assignments of Teachers Directing
Speech Activities .......................... 55
9. Activity Directors Receiving Extra Compen
sation: Frequency and Amount............. 56
10. Proportion of Speech Students Enrolled
in Various Courses: 1947-48 versus
1962-63 .................................. . 59
11. Differences of Proportion of Schools Offer
ing Speech Activities: 1947-48 versus
1962-63 .................................... 61
v
vi
Table Page
12. Academic Speech Training of Classroom
Teachers of Speech: 1947-48 versus
1962-63 .............. 63
13. Schools Offering Speech Classes According
to Enrollment and Location............... 65
14. Proportion of Students Enrolled in Speech
Classes by Enrollment and Location .... 67
15. Number and Proportion of Schools Offering
Speech Activities ......................... 70
16. Number and Proportion of Students in Speech
Activities................................ 72
LIST OF FIGURES
Figure Page
1. Geographic Districts of California ........... 28
vii
CHAPTER I
THE PROBLEM
Empirical studies of speech education have been re
ported from time to time since the early 1920's. These
studies have varied in scope from local to national; they
have usually sought to describe and evaluate status and
trends; they have investigated both classroom speech in
struction and out-of-class speech activities (for example,
school plays or interscholastic debates). The purpose of
this study was to investigate the amount, extent and nature
of speech education in the public senior high schools of
California in 1962-63. The general problem was subdivided
into the following constituent parts:
A. What was the status of classroom speech instruc
tion in California public senior high schools during 1962-
63?
1. What proportion of these schools offered
speech classes?
1
2. What proportion of the students in these
schools enrolled in speech classes?
3. What was the academic speech training and
what were the teaching assignments of classroom
teachers of speech?
B. What was the status of speech activities in
California public senior high schools in 1962-63?
1. What proportion of these schools offered the
various types of speech activities?
2. What proportion of the students in these
high schools engaged in the various speech activi
ties?
3. What was the academic speech training and
what were the teaching assignments of teachers
directing the various speech activities?
C. What were the observable differences and resem
blances between the patterns of speech education in Cali
fornia public senior high schools in 1947-48 and 1962-63?
1. Was the proportion of schools offering
speech classes and the proportion of students en
rolled in speech classes greater or less than in
1947-48?
2. Was the proportion of schools offering the
various activities greater or less than in 1947-48?
3. Was the academic speech training of teachers
of speech greater or less than in 1947-48?
D. Were there any observable differences in the
patterns of speech education among schools of various sizes
or geographic locations?
Definitions of Terms
The following definitions of terms were used in this
study.
Speech education.— Speech education includes both
classroom instruction in the various aspects of oral com
munication (rhetorical, poetic, or dramatic) and speech ac
tivities involving planned experiences with oral communica
tion outside the classroom.
Public senior high schools.— The restrictive phrase,
"public senior high schools," indicates schools operated at
public expense, organized with grades nine through twelve or
ten through twelve. It excludes private schools, as well as
special schools for the incarcerated, retarded, afflicted,
or the like.
Significance of the Problem
This study was thought to be significant to the
field of speech for the following reasons:
A. The study provides an indication of the degree
of skill with which people may be expected to communicate
orally. As it is basic to the field to know the ways in
which people respond to various types of messages, it is
also basic to describe the proficiency with which people at
tempt communication.
B. The study provides a resource for public agen
cies concerned with planning, regulating, or planning and
regulating secondary education in the State of California,
or those who would wish to counsel such agencies.
C. The Study provides a resource for institutions
engaged in training teachers of speech for California sec
ondary schools.
D. The Study provides a resource for teachers of
speech and related disciplines in the California secondary
schools.
Organization of the Study
This chapter has presented a statement of the prob
lem and the questions to which answers were sought. It has
also indicated the definitions of terms in the study and has
5
given the reasons for which the study was thought to be sig
nificant. The remaining chapters are organized as follows:
Chapter II, Survey of Related Studies: A summary of
previous research, indicating procedures and principal find
ings .
Chapter III, Research Design: A description of the
method, techniques, and procedures employed in this study.
Chapter IV, Presentation and Interpretation of the
Data: Answers to specific questions posed in Chapter I,
along with appropriate data collected.
Chapter V, Summary, Conclusions, and Implications:
Generalizations which emerged from an analysis of the data.
CHAPTER II
SURVEY OF RELATED STUDIES
Introduction
The literature in the field of speech includes a
substantial number of surveys of speech education in the
various states and areas. In addition, a few researchers
have assumed the ambitious task of attempting to survey all
or a major part of the nation. This chapter will present a
summary of representative studies which provided background,
methodology or data directly related to the current study.
This summary will be presented in two sections. The first
section will deal with research surveying areas other than
California, the second with studies relating to speech edu
cation within the State of California.
Studies Outside California
Among the earliest studies, Jack's was especially
valuable because it covered nearly a decade.^- Through
■*"Eula 0. Jack, "Statistical Study Showing the Types
6
inspection of state records, Jack sought to discover the
amount and kinds of courses, as well as the training and
teaching assignments of speech teachers in Oklahoma, during
the twenties. She reported that few teachers of speech were
full-time in that subject, a minority of schools offered
speech and only a small portion of the speech teachers had a
major or minor in the subject. She found a negative corre
lation between size of school and proportion of students en
rolled in speech, which contrasted with a positive correla
tion between size of school and the number of speech classes
offered. Analyzing the trends which could be seen during
this nine-year period, Jack found that the number of schools
offering speech was increasing, the proportion of students
enrolled fluctuated but increased slightly, and the speech
training of teachers increased only slightly.
Williams concluded in 1922 that interest in speech
2
was being aroused in "nearly every state m the union."
of Speech Courses Taught, Preparation of Teachers, and Sub
ject Combinations of Part-Time Teachers of Speech in the
High Schools of Oklahoma during the Period from 1920-21 to
1928-29" (unpublished Master's thesis, University of South
ern California, 1930).
2R. E. Williams, "A Survey of Speech Training in
High Schools of the United States with Recommendations for
Its Improvement," The Quarterly Journal of Speech, VIII
(June, 1922), 224-225.
However, of the 1,032 schools he surveyed in the seventeen
member states of the North Central Association, he found
that in only three states did more than one-half of the
schools offer speech classes. Also, data for the states not
included in the North Central Association were difficult to
obtain because speech was not clearly designated in official
bulletins of most states.
In the first of two articles, Krefting reported
findings drawn from an examination of courses of study and
correspondence with state superintendents of instruction for
3
twelve Central states. In general, she found that most
speech instruction was conducted in English classes or was
the result of participation in extracurricular activities.
In a second article, Krefting reported scattered
findings from seventeen Eastern and Western states.^ Among
the Western states, only Arizona had a course of study, al
though nearly all the high schools in Idaho reportedly of
fered some form of speech instruction and Oregon reported
^Clara Krefting, "The Status of Speech Training in
the Secondary Schools of the Central States," The Quarterly
Journal of Speech, XXIII (December, 1937), 594-602.
^Clara Krefting, "The Status of Speech Training in
the Secondary Schools of the Western and Eastern States,"
The Quarterly Journal of Speech, XXIV (April, 1938), 248.
activities to be prevalent. Among the Eastern states, New
York's high schools all had programs in oral English and New
Jersey had published a course of study. Other states in the
East indicated less, or no, attention to speech.
Smith continued the nationwide survey begun by
Krefting and reported findings concerning twelve states of
5
the South. Only Oklahoma, Louisiana, and Texas indicated
the existence of substantial numbers of speech courses or
training of speech teachers. However, Florida, Arkansas,
South Carolina, as well as Oklahoma, indicated much emphasis
on activities.
Lynch undertook to survey speech education in Penn
sylvania by means of a questionnaire sent to 1,000 high
schools. The disappointing response of only 114 returned
questionnaires casts doubt on the reliability of his find
ings, although he was successful in gaining at least one re
sponse from nearly 75 per cent of the counties in the state.
His findings indicated little speech activity. Less than
5Harley A. Smith, "The Status of Speech Training in
the Secondary Schools of the South," The Quarterly Journal
of Speech, XXIV (February, 1938), 95-101.
. K. Lynch, "A Survey of Speech Education in the
High Schools of Pennsylvania" (unpublished Master's thesis,
Pennsylvania State College, 1939) .
10
15 per cent of the schools had separate courses in speech,
but almost one-half were engaged in some type of extracur
ricular activity. Most alarming of all was the indication
that nearly one-half of the teachers engaged in speech in
struction had no college training in speech.
Just prior to World War II, Mackin attempted to
determine the status of speech education in Michigan. He
sent a questionnaire containing 62 items to the principals '
of 620 high schools and received responses from about 40 per
cent. He made no claim concerning the representative nature
of his findings. Although he found separate courses in
speech to be quite common (57 per cent) and speech activi
ties to be highly organized and extensive, only a slight
percentage of the teachers involved had an adequate amount
of college training in speech.
Petty had greater success in gaining responses from
Q
the junior and senior high schools of Kansas. Polling 131
schools (method of selection unspecified), she received
7Edward Mackin, "The Status of Speech Education in
Michigan" (unpublished Master's thesis, Wayne University,
1940).
®Mary Deane Petty, "Status of Speech Education in
the High Schools of Kansas" (unpublished Master's thesis,
University of Denver, 1944).
11
returns from 76 per cent. While several types of classes
were offered by substantial proportions of the schools,
speech was often combined with English and teachers commonly
taught both subjects.
Anthony encountered great difficulties in getting
9
responses from Alabama schools. Repeated efforts with a
variety of forms succeeded in obtaining returns from 53 per
cent of the schools polled. Of the schools responding, less
than one-fourth offered courses in speech or dramatics and
most teachers directing dramatics, forensics, and oratorical
contests taught English, but not speech.
After World War II, Purcell investigated the status
of speech education in New Mexico.^ A second effort to
gain response to her questionnaire provided a sampling which
included about 60 per cent of New Mexico's high schools.
Her conclusions were as follows:
These reports seem to indicate that speech, dramatic
and radio training have very little status in New
Mexico high schools. Even in the minority of schools
Q
Nina Jo Anthony, "A Survey of Speech Education in
the Secondary Schools of Alabama" (unpublished Master's
thesis, University of Alabama, 1941).
■ L0Marian Helen Purcell, "A Survey of Speech Educa
tion in the Public High Schools of New Mexico" (unpublished
Master's thesis, University of Denver, 1946).
12
that do offer some phase of speech education, many of
the teachers, themselves, have had no speech training.H
Knower and associates conducted an extensive inves
tigation of speech education in Ohio, concerning all levels
of instruction.12 proportion of responses was not great
(42 per cent) but he was satisfied that it represented a
good cross section of the state. His data showed that 44
per cent of Ohio's high schools offered one or more speech
1 O
courses, J yet he estimated that only 25-30 per cent of the
state's high school graduates had taken a speech class.
Two independent studies surveyed the curricular and
extracurricular speech offerings of South Dakota's high
schools for the 1957-58 academic year; their findings pro
vided some interesting comparisons. Heiman, basing her
findings on reports from 87 schools, determined that all but
three respondents offered some form of formal instruction in
speech.I5 Forty-nine of the schools (56 per cent) required
H lbid. , pp. 260-261.
12Franklin H. Knower, Speech Education in Ohio
(Columbus, Ohio; Ohio State University, 1950).
13Ibid., p. 32. 14Ibid., p. 31.
l5Hazel Heiman, "A Survey of the Speech Curriculum
and Extra-Curricular Activities in the High Schools of South
Dakota" (unpublished Master's thesis, University of South
Dakota, 1959).
13
a speech course of all graduates. She also found that extra
curricular speech activities existed in most of the schools,
with 31 of the 87 schools supporting these activities from
school district funds. Concerning speech training of
teachers providing instruction in speech, she noted a posi
tive correlation between size of school and amount of train
ing: all speech teachers in schools exceeding 400 students
had either a speech major or minor, while only 16.6 per cent
of speech teachers at schools of less than 50 students had
17
such training. Swanson, working independently and using
data from 60 per cent of the 261 schools polled, found simi-
18
lar differences between large and small schools. Among
other differences, he found that 90 per cent of large
schools (those having more than 250 students) offered
classes, while only 45 per cent of the smaller schools did
so, and that 90 per cent of the large schools participated
in debate, while only 17 per cent of smaller schools had a
debate program.
However, gross differences between the findings of
16Ibid., pp. 55-56. 17Ibid., p. 61.
1 f t
J -°Alan Swanson, "A Survey of the Speech Activities
and Fundamental Speech Course in the Public Secondary
Schools of the State of South Dakota" (unpublished Master's
thesis, University of Minnesota, 1958).
14
Swanson and Heiman cast doubt on the reliability of either.
For instance, Swanson, while noting the differences between
small and large schools indicated above, found that 51 per
19
cent of all schools offered speech courses. The discrep
ancy between that figure and Heiman's (84 of 87) would seem
to be larger than ordinary variations. These studies ap
peared to represent the dangers inherent in gathering data
by means of an unstructured sampling.
Studies in California
One of the first related studies done in California
20
was accomplished by Lockwood. Using the interview tech
nique, she surveyed all 33 of the high schools in the Los
Angeles system. She found that although 15 schools engaged
in interscholastic debating, all but five offered some form
of debate training. She also noted the emergence of debate
classes, a relatively new development.
The next two years saw the completion of two studies
concerning evening schools and junior colleges. Both were
^ Ibid. , p. 55.
^Bonnie Jean Lockwood, "A Survey of Debating in the
Senior High Schools of the Los Angeles District" (unpublish
ed Master's thesis, University of Southern California, 1931).
15
similar to Lockwood's study in one respect— they sought to
describe a sufficiently limited group of schools so as to
permit comprehensive coverage. Surveying the 31 evening
schools in the city of Los Angeles, Cline found that all but
four offered speech classes, many offering two or more
classes.^ Larson surveyed all the 47 junior colleges in
22
the state at that time. Of the 33 public junior colleges,
which were classified as a part of secondary education and
often administered by high school districts, all offered
speech and drama classes. The extent of the training was
suggested by the existence of two or more courses at 23 of
the public junior colleges.
The first study encompassing all the high schools of
2 3
the state was attempted by Cathcart in 1947. Sending
questionnaires to 181 of the 287 senior high schools in the
2^Mildred A. Cline, "The History and Present Status
of Speech Education in the Los Angeles Evening High School"
(unpublished Master's thesis, University of Southern Cali
fornia, 1932) .
22Gretchen 0. Larson, "The Present Status of Speech
Education in the Junior Colleges of California" (unpublished
Master's thesis, University of Southern California, 1933).
2^Robert Cathcart, "Investigating California High
School Speech Activities to Determine the Need for an Im
proved Speech Program" (unpublished Master's thesis, Red
lands University, 1947).
16
state, he received returns from 70 schools. Respondents in
cluded 52 speech teachers, 9 English or social studies
teachers, three counselors, and six administrators. He
characterized the nature of his sampling when he said,
"There was a tendency for those schools having speech teach
ers to answer the questionnaire in more cases than schools
that did not have speech teachers. It seemed therefore
that Cathcart's data might describe the nature of the speech
activity at the 70 schools that responded to his question
naire, but could scarcely provide a reliable index to the
remaining 217 schools in the state.
Phelps employed a representative sampling to collect
data concerning the amounts and kinds of speech education
25
among California high schools. The schools surveyed by
Phelps were distributed proportionally among three geo
graphic areas and four enrollment classifications. Reject
ing the questionnaire technique, Phelps visited each of the
selected 84 schools and personally interviewed teachers and
administrators. He recorded data during the interview on a
^ Ibid. , p. 8.
25waldo W. Phelps, "A Survey of Speech Education in
the Public Senior High Schools of California" (unpublished
Doctoral dissertation, University of Southern California,
1949).
17
form he had previously memorized. He made every effort to
minimize interference with the conversation, but recognized
that some degree of interference was inevitable.
Phelps found no differences that he could attribute
to location or size. He found well developed curricular and
extracurricular programs in a small proportion of the
schools. He found the academic speech training of speech
teachers to be slight. He concluded that the amounts and
kinds of speech education were erratic and seemed to depend
upon the energy and competence of the teacher and the sympa
thies of the principal. Phelps' study was considered to be
highly important: his techniques served as a model for the
current study and his findings served as a basis for com
parison.
Ackley attempted to locate trends in California
speech education over a twenty-year period by inspecting the
26
annual editions of the California School Directory. Col
lecting data for each year between 1928-29 and 1948-49, he
recorded the total number of speech and drama teachers and
the subjects taught by each. Ackley found that during the
26John W. Ackley, "A Study of the Status and Trends
of speech Education in the Secondary Schools of California
1928-29 through 1948-49" (unpublished Doctoral dissertation,
University of Southern California, 1953).
1948-49 academic year 69.8 per cent of the senior high
schools listed at least one teacher who supposedly was en
gaged in teaching at least one class considered to be speech
or drama. He found that such teachers comprised 4.1 per
cent of the faculties of the schools offering speech and
drama classes. Only 10.2 per cent of the speech teachers
were full time teachers of speech. Ackley's data concerning
teaching assignments defy comparison with any study other
than one which substantially duplicates his research design.
Of the several broadly conceived studies cited, only this
one involved no margin of error traceable to the techniques
and procedures used.
The last known investigation of speech education in
California public high schools was conducted by Mellgren in
27
1956. Questionnaires were sent to 200 selected high
school speech teachers: responses were received from 132
(66 per cent). The procedure for selecting these 200 teach
ers was not described; the reason for directing question
naires to selected teachers was not indicated. It would
seem that her purpose was to describe speech education in
those schools where it was known to exist rather than to
^Marian Helen Mellgren, "A Survey of Speech Educa
tion in the High Schools of California" (unpublished Mas
ter's thesis, College of the Pacific, 1956).
19
determine the proportion of schools engaged in.speech educa
tion. Mellgren classified data according to school size and
discovered marked differences in the number of speech
courses offered, the number of activities available to stu
dents, and the training of speech teachers. These differ
ences strongly suggested that a combination of favorable
circumstances was most likely to be found in larger schools.
Summary
This chapter has surveyed studies of speech educa
tion in California and outside California. Most of the
studies presented were Master's theses and most of them re
lied upon the mailed questionnaire to collect data. In no
instance was evidence given to show that this questionnaire
technique had been successful in obtaining a representative
sampling? on the contrary, several of the studies contained
indications that the obtained data were not representative.
Other researchers, perhaps in an effort to avoid
such difficulties, have made comprehensive studies of a lim
ited aspect or specific region. A single researcher at
tempted to measure a broad aspect for the entire state by
means of a controlled sampling.
These and other studies supplied background informa
tion and both the successes and difficulties of the various
20
investigators provided valuable guidance in formulating the
current study.
CHAPTER III
RESEARCH DESIGN
It is the purpose of this chapter to describe the
research method, techniques, and procedures employed in this
s tudy.
Research Method
This study undertook to record and present numeri
cally the amount and extent of speech education in Cali
fornia public senior high schools. "The empirical method is
a research plan to describe relationships existing at a giv
en time among phenomena by means of controlled observation
but without attempting to control or modify the phenomena
themselves."^ Therefore, this study may be considered to
employ the empirical method.
1
Milton Dickens, class lecture notes, University of
Southern California, 1964.
21
22
Techniques
Data for this study were obtained by means of two
techniques, the interview and review of documents. All data
concerning the proportion of senior high schools offering
speech education, the types of speech education offered,
the training and assignments of teachers, and the conduct of
activities were obtained through the interview. There were
two alternatives for collecting these data, the question
naire and the interview. The questionnaire offered certain
advantages— economy of time, effort, and expense. Moreover,
the questionnaire is used, according to Auer, when the
"chief consideration is usually that of gathering a limited
amount of information from a large number of subjects.
2
. . However, these advantages were accompanied by dis
advantages which resulted in the rejection of the question
naire technique. The two major disadvantages considered
were: (1) possible inaccuracy or incompleteness of re
sponses, and (2) possible distortion of findings due to un
representative nature of the obtained sample.
Although the interview technique involved a far
greater investment of time, effort, and expense, it was
2j. Jeffery Auer, An Introduction to Research in
Speech (New York: Harper and Brothers, 1959), p. 148.
23
selected on the grounds that more representative data might
be gathered. The procedures used to insure representative
data will be discussed in the following section of this
chapter.
Data concerning the number of schools and teachers,
enrollments, and geographic distribution of schools were
collected by inspection of the California School Directory
which is an annual, semi-official record based upon official
reports submitted to the state Department of Education by
the school principals. No other technique for obtaining
standardized enrollment figures and personnel lists was dis
covered by the researcher.
Procedures
Procedures to be described will include the decision
to use a sampling, the type of sampling used, the construc
tion of the sampling, obtaining the interviews, use of the
tape recorder, conduct of interviews, and processing of
data.
Use of a sampling.— The first procedural question
concerned the feasibility of obtaining reliable data. Maxi
mum reliability would be obtained by collecting data from
every public senior high school in the state. This pro-
24
cedure, however, was impractical. The number of schools,
584, was thought to be more than could be contacted by the
researcher in a necessarily limited period of time.
The alternative was to collect data from a sampling.
Conjecture over the reliability of sampling procedures is no
longer profitable. Public opinion measurements have long
been based upon a selected cross section of the population,
and the difficulties of this technique have been overcome,
for the most part, by increasingly sophisticated methods.
As indicated by Ackoff and Pritzker, "The [sample] survey
has been the most potent tool employed by the social sci
ences, the most frequently used instrument for the accumula
tion of social data.
Type of sampling.— The next question to be consid
ered was the appropriate type of sampling to be used. Among
the types of "representative samplings" treated by Stephan
and McCarthy are random samplings, purposive samplings,
quota samplings, and probability samplings.4
3
Russell L. Ackoff and Leon Pritzker, "The Method
ology of Survey Research," International Journal of Opinion
and Attitude Research, V (Fall, 1951), 313.
4Frederick F. Stephan and Philip J. McCarthy, Sam
pling Opinions (New York: John Wiley and Sons, Inc., 1958).
25
The population to be sampled embodied the following
characteristics affecting the choice: (1) the factors to be
measured were numerous and apt to vary greatly among the
schools, (2) the population to be measured did not contain
convenient units similar in size and/or population, and (3)
at least two distinguishable factors (location and size)
could materially affect the items to be measured. A popula
tion embodying these characteristics can best be measured by
means of a "stratified random sampling," a refinement of
quota sampling. According to Stephan and McCarthy, a quota
sampling "should be scattered over the population and should
contain the same fraction of individuals having certain
5
characteristics as does the population." The fractions of
the population possessing each of these characteristics are
termed strata. "The total sample is then allocated among
these strata . . . in proportion to their real or estimated
fi
size." The refinement of quota sampling concerns the
choice of individuals selected to represent the strata.
Failure to choose these individuals completely at random has
"long been recognized as a fundamental weakness of quota
7
sampling. . . ." Such random selection of individuals from
5Ibid., p. 37. 6Ibid. 7Ibid.. p. 38.
26
the strata designates the sampling as a stratified random
sampling.
Because the above refinement was deemed so desirable
in affording reliability to the data, the investigator at-
tempted to adhere strictly to this concept in constructing
the sampling.
Construction of the sampling.— It was first neces
sary to determine the distribution of schools according to
location and size, these factors being the strata included
in the sampling. The first stratum to be considered was lo
cation. Several considerations contributed to the decision
to employ four regions rather than the three used for the
previous study. First, Southern California and the San
Francisco Bay area are greatly influenced by the Los Angeles
and San Francisco metropolitan areas. Second, Northern
California and South-Central California are largely agricul
tural areas that contain no pronounced focal points. Third,
any attempt to divide the state into three areas of approxi
mately equal size would necessarily divide the relatively
homogeneous San Francisco Bay area. These considerations
®Phelps, "A Survey of Speech Education in the Public
Senior High Schools of California," p. 33.
27
suggested that any natural differences which did exist among
the regions might be obscured if only three regions were
used.
The four regions were termed Northern, North-Central,
South-Central, and Southern. For convenience (in tabulating
school enrollment, for example)., county lines were used as
boundaries. The geographic division of the state appears in
Figure 1. A list of counties included in each district ap
pears in Appendix B.
Next, schools throughout the state were classified
according to enrollment. Five size classifications were
selected: (I) 1-499, (II) 500-999, (III) 1,000-1,499, (IV)
1,500-1,999, and (V) 2,000 and over. No logic other than
convenience can be cited for this classification.
Using the above as a basis for the distributional
analysis, the actual computations were accomplished through
inspection of the California School Directory: 1961-62, the
g
most recent comprehensive source available. Employing a
separate card, or group of cards, for each secondary school
district, the location and enrollment for each senior high
^California Association of Secondary School Adminis
trators, California School Directory: 1961-62 (Burlingame,
California, 1962), pp. 94-233.
28
Northern
North-
Central
South -
Central
Southern
Fig. 1 -Geographic Districts of California Used for Sampling
Purposes in This Study.
Note: See Appendix B for list of counties.
29
school were recorded. A simple process of addition yielded
the summary displayed in Table 1.
It was then possible to select specific schools to
comprise the sampling. Using a master list of all schools
prepared from the district cards, schools were chosen at
random to fill the quota for each size and region until the
total of 86 was reached. A list of schools included in the
sampling appears in Appendix A. A comparison of the samp
ling with the population represented, according to geo
graphic distribution, appears in Table 2. A comparison of
the sampling with the population represented, according to
size classification, appears in Table 3.
Efforts to fill quotas for one stratum often frus
trated efforts to fill quotas for the other stratum. Thus,
a few variations resulted. The only variation of any magni
tude involved distribution by size classification. The
sampling failed to reach the quota for Class I schools and
exceeded the quota for Class II schools. These adjoining
classes could have been combined with logic equal to that
which separated them. The data for geographic areas (Table
2) and for enrollment categories (Table 3) were tested sta
tistically by means of chi square. In both sets of data the
observed frequencies comprising the sample were compared
TABLE 1
STATEWIDE DISTRIBUTION OF SCHOOLS ACCORDING TO ENROLLMENT AND AREA
Enrollment Northern No.-Central So.-Central Southern Totals
Class I
0-499
29 schools 70 schools 36 schools 31 schools 166 schools
with
5,854
with
16,830
with
9,261
with
8,514
with
40,459
Class II
P A/N ft A A
9 schools 36 schools 28 schools 36 schools 109 schools
with with with with with
500-999
6,601 27,798 20,674 27,336 82,409
4 schools 50 schools 14 schools 52 schools 120 schools
Class III
with with with with with
1000-1499
4,880 63,061 17,229 64,404 149,574
Class IV
1500-1999
1 school 37 schools 8 schools 59 schools 105 schools
with
1,645
with
64,400
with
14,063
with
105,578
with
185,686
Class V
23 schools 2 schools 59 schools 84 schools
None with with with with
2000 & over
53,742 6,864 146,878 207,484
43 schools 216 schools 88 schools 237 schools 584 schools
Total with with with with with
18,980 225,831 68,091 352,710 665,612
31
TABLE 2
DISTRIBUTION OF SCHOOLS AND STUDENTS
AMONG GEOGRAPHIC AREAS
STATEWIDE No. of % of No. of % of
Area Schools Schools Students Students
Northern 43 7.4 18,980 2.9
North-Central 216 37.0 225,831 33.9
South-Central 88 15.1 68,091 10.2
Southern 237 40.6 353,710 53.0
Total 584 665,612
SAMPLING
Area
No. of
Schools
% of
Schools
No. of
Students
% of
Students
Northern 6 7.0 4,295 4.0
North-Central 31 36.0 36,702 34.5
South-Central 14 16.3 11,110 10.4
Southern 35 40.7 54,307 51.0
Total 86 106,414
32
TABLE 3
DISTRIBUTION OF SCHOOLS AND STUDENTS
AMONG ENROLLMENT CATEGORIES
STATEWIDE No. of % of No. of % of
Size Class Schools Schools Students Students
I: Under 500 166 28.4 40,459 6.1
II: 500-999 109 18.7 82,409 12.4
III: 1000-1499 120 20. 5 149,574 2 2.5
IV: 1500-1999 105 18.0 185,686 27.9
V: 2000 & over 84 14.4 207,484 31.0
SAMPLING No. of % of No. of % of
Size Class Schools Schools Students Students
I: Under 500
II: 500-999
III: 1000-1499
IV: 1500-1999
V: 2000 & over
17 19.8
20 23.3
18 20.9
16 18.6
15 17.4
4,607 4.3
14,981 14.1
22,022 20.9
27,646 26.0
37,158 34.9
33
with the theoretical (or desired) frequencies based on
statewide totals and subtotals. The null hypothesis was
that the observed frequencies did not vary significantly
from the theoretical frequencies with regard to (a) geo
graphic categories, or (b) enrollment categories. The
hypothesis that the sampling represented the several geo
graphic categories was sustained (p = > .99). The hypothe
sis that the sampling represented the various enrollment
categories could not be rejected (p = > .40). The latter
hypothesis was supported more strongly (p = >.90) when
Class I and Class II were considered a single grouping.
Therefore it was concluded that in terms of at least two
variables (geographic areas and enrollment sizes) the repre
sentativeness of the sample was sustained.
Obtaining interviews.--Interviews were arranged in
advance by mail. A form letter, a copy of which appears in
Appendix C, was sent to the principal of each high school to
be visited approximately three weeks prior to each trip
planned. The principal was provided with a reply postcard
which enabled him to indicate exact time and date. Fre
quently resorting to long distance telephone calls, the in
vestigator was able to arrange dates and times to establish
an efficient itinerary. To arrange interviews with schools
34
in the Southern California area, the investigator made ini
tial contact by telephone. In nearly every instance the
principals were cooperative and willing to make every effort
to grant interviews at times favorable to the investigator.
Use of tape recorder.— Two choices were available
for the initial recording of data during the interview:
note-taking and electromagnetic transcription of the conver
sation. Taking notes presented certain disadvantages:
(1) time necessary would prolong the interviews and inter
rupt communication, (2) errors or ambiguities might arise as
a result of hurried writing, (3) no opportunity would be
provided to interpret remarks carefully. Use of a tape re
corder also presented certain disadvantages: (1) possible
inhibiting effect upon interviewee, (2) possible objection
from interviewee.
It was decided to use the tape recorder unless the
interviewee refused permission or the interviewer perceived
an indication of inhibition. Permission was denied on four
occasions. The interviewer turned off the recorder twice,
once on the pretext of mechanical difficulty and once on the
pretext that the "official" portion was completed. In both
instances the interviewee spoke more freely in the absence
of the recorder. The interview sheet, which was used as a
35
guide when tape recording the interview, became a data
sheet when the tape recorder was not used. This sheet had
been prepared so as to permit the indication of many items
with a simple check mark and had been memorized by the
interviewer. A sample of the interview/data form appears in
Appendix D.
Conduct of the interviews.— For guidance in inter
view technique the investigator turned to two sources. The
first was the work of Kinsey.^ In analyzing the obstacles
to successful interviewing he stressed three concerns:
(1) the necessity of making the interviewee desire to pro
vide information, (2) establishing rapport with the inter
viewee, (3) taking care not to lead the interviewee by bi
ased phrasing of the questions or by indications of approval
or disapproval of answers.
Keeping the above considerations in mind, the inter
viewer attempted three things in each interview: (1) to
establish some form of commonality with the interviewee by
beginning the interview with small talk related to the
interviewee's school, its activities, etc.; (2) to explain
l^Alfred c* Kinsey, et al., Sexual Behavior in the
Human Male (Philadelphia: W. B. Saunders Company, 1948),
pp. 35-62.
36
to the interviewee that it was not my intention to pass
judgment on his program, but merely to collect data in hopes
of helping all concerned to understand what actually is done
in California high schools; (3) to avoid the use of adjec
tives or construction which might convey value judgments in
asking the questions or responding to the answers. It was
felt that these approaches would reduce bias resulting from
the interviewee's response to the interviewer.
It was also thought likely that the interviewer's
expectations might bias his perception of otherwise unbiased
responses from the interviewee. The second source of guid
ance for the investigator, Herbert Hyman, classified such
sources of bias as (1) Bias-producing cognitive factors
within the interviewer,1' 1 ' (2) Attitude-structure expecta-
12 13
tions, (3) Role Expectations. These factors might sim
ply be characterized as bias-producing reactions stemming
from (1) an appraisal of the character or personality of the
interviewee, (2) an inclination to expect responses to be
consistent with one another, (3) an expectation of
11Herbert H. Hyman (with William J. Cobb, Jacob J.
Feldman, Clyde W. Hart, and Charles H. Stember), Interview
ing in Social Research (Chicago: University of Chicago Press,
1954), p. 58.
^ Ibid. , p. 59. 13Ibid., p. 61
stereotypes.
Because each of these processes normally operates at
a level below the conscious and because a certain amount of
interpretation of responses was considered necessary, it was
believed that no reasonable steps to rule out this type of
bias were available to the researcher. However, all con
scious efforts were made by the interviewer to avoid forming
conclusions concerning the amount and kinds of speech educa
tion at a given school until after the interview was com
pleted. Toward accomplishing this, no inspection of the
school or its facilities was made prior to the interview.
Second, the investigator silently verbalized his appraisal
of the interviewee so as to bring this attitude to the con
scious level.
Additionally, it was thought that the use of re
corded interviews would help to eliminate bias generated by
the interviewer. Removed from the reactions of the moment
when transcribing the data to permanent records, the inves
tigator might be assumed to be free of many bias-producing
reactions.
Processing data.— Processing of data may be broken
into two steps: transcription of data from tape recordings
to summary sheets for each school, and tabulation of summary
38
sheets by means of tally sheets.
The forms used as guide sheets or interview sheets
(discussed on page 32) were used to transcribe the data from
tape recordings. Quality of several of the recordings pre
sented an inconvenience but not a problem. With the aid of
an auxiliary amplifier it was possible to hear all inter
views clearly. As noted above, a copy of the interview sum
mary sheet appears in Appendix D.
Several tally sheets were constructed, each one con
cerning a small portion of the data to be found on the
interview summary sheet, and each one providing ample space
for numerous entries. Using these forms, a separate tally
was made for each size class within each geographic region.
These were in turn used as a basis for a tally for each size
class and each region, which in turn were used for estab
lishing grand totals.^ The multiple and progressive use of
each form made cross-checking an integral part of the pro
cessing procedure. Samples of these forms appear in Appen
dix E.
Data relating to differences between schools of
l^All original data and tabulations will be held in
the possession of the researcher for a period of 10 years.
Other researchers may obtain his address by contacting the
Department of Speech, University of Southern California.
39
varying sizes or locations and data from the present study
which could be relevantly compared with data from Phelps 1
1947-1948 study, were subjected to statistical treatment.
The significance of difference between two proportions was
estimated by the following formulas:
techniques and has given a detailed description of the pro
cedures used by the investigator. Specifically, the type of
sampling employed has been identified, the steps in con
structing the sampling have been detailed, the conduct of
the interviews described, and the processing of the data
explained.
t = _P1 ~ P2
~ OL
P1 “ P2
Summary
This chapter has indicated the research method and
CHAPTER IV
PRESENTATION AND INTERPRETATION
OF THE DATA
It is the purpose of this chapter to answer the four
general questions posed in Chapter I by presenting the data
collected pertaining to each.
A. What was the status of classroom speech instruc
tion in the California public senior high schools during
1962-63?
1. What proportion of these schools offered
speech classes?
It was found that 79 of the 86 schools in the sam
pling (91.9 per cent) offered some type of speech class.
Table 4 shows the frequency with which the various types of
courses were offered. It was noted that dramatics courses
were offered most frequently (64 per cent of the schools)
while fundamentals (53.5 per cent) and public speaking (39.5
per cent) were also commonly offered.
It was found that the classes were totally elective
40
TABLE 4
FREQUENCY WITH WHICH VARIOUS
SPEECH COURSES ARE OFFERED
No. of Schools % of Schools
Type of Course
Offering Offering
Oral English 3 3.5
Fundamentals 46 53.5
Public Speaking 34 39.5
Debate 5 5.8
Forensics 16 18.6
Dramatics 55 64.0
Play Production 13 15.1
Stagecraft 9 10.5
Other 7 8.1
42
in 67 instances (84.8 per cent of the schools offering
speech classes). Speech classes could be used to meet the
English requirement for graduation in nine of the remaining
12 schools. In only 3 instances was speech a specific
graduation requirement.
The role of speech in the curriculum may be clari
fied further by noting that 64 schools (81 per cent of those
offering speech) permitted students of all grades to enroll
in classes. Of the restrictions made, the most common was
to limit enrollment to students in the 11th and 12th grades.
This was done in 8 schools.
2. What proportion of the students in these
schools enrolled in speech classes?
Of the 106,414 students enrolled in the schools in
cluded in the sampling, 8.8 per cent were taking speech
courses. Table 5 shows the number of students and percent
age of students enrolled in each of ten types of courses.
The same pattern found in Table 4 emerges: dramatics,
fundamentals, and public speaking enrolled more students
than the other courses. Data were also gathered concerning
individual class enrollments. All courses except stagecraft
averaged between 20 and 30. Appendix F shows class enroll
ment range and mean for each type of course.
TABLE 5
ENROLLMENT IN
VARIOUS SPEECH COURSES
m , Total No. of % of Speech
Type of Class _. . , , .
ir Students Students
Oral English 315 3.4
Fundamentals 2,427 26.0
Public Speaking 2,005 21.5
Debate 106 1.0
Forensics 535 5.7
Dramatics 3,303 35.4
Play Production 303 3.1
Stagecraft 136 1.5
Other 209 2.2
Total 9,339
44..
3. What was the academic speech training and
what were the assignments of classroom teachers of
speech?
Of the 136 teachers of speech included in the survey,
91 (66.9 per cent) had a college major in speech, 23 (16.9
per cent) had a speech minor, 18 (13.2 per cent) had less
than a minor, and only 4 (2.9 per cent) had no academic col
lege training in speech. Thus, 83.8 per cent of the teach
ers of speech met or exceeded the minimum qualifications to
teach the subject established by the State Board of Educa
tion.
A close relationship between the teaching of speech
and the teaching of English was found by examining the
teaching assignments of speech teachers. Approximately one-
fifth (19.9 per cent) of the teachers of speech taught only
speech, 61 per cent of the classroom teachers of speech also
taught English, 12.5 per cent also taught social studies,
and 16.9 per cent also taught a subject or subjects other
than English or social studies. The total exceeds 100 per
cent because some teachers taught more than one subject in
addition to speech. Full data concerning training and
teaching assignments of classroom speech teachers appear in
Appendix G.
45
B. What was the status of speech activities in
California public senior high schools during 1962-63?
1. What proportion of these schools offered the
various types of speech activities?
All of the 86 high schools surveyed offered at least
one of the four activities of concern to this study. It was
common for a school to offer two or three of the activities.
Forensics, including all types of interscholastic
speech contests organized by the schools themselves, was of
fered at 47 of the schools surveyed (54.7 per cent). It was
also found that 37 of the 47 schools engaging in forensic
activities belonged to a league and 44 of the 47 attended
tournaments during the year. The number of tournaments en
tered by a given school ranged from 2 to 20 ? the mean was
9.5. Only 4 schools engaged in dual meets and 4 debated be
fore audiences. Twenty-five of the 47 schools had active
chapters of the National Forensics League. It seemed there
fore, that forensics existed on a highly structured basis,
with participation concentrated in league-sponsored tourna
ments .
The relationship forensics had to the curriculum was
displayed by two factors: (1) the source and amount of
financial support, (2) the proportion of preparation time
46
allotted during class periods. The budget figures gathered
did not include the cost of district-furnished buses for
transporting the students to and from events. It was neces
sary for the participants to arrange for their own expenses
at 7 schools. The associated students paid at least a por
tion of the expenses in 37 instances. Student body funds
were supplemented by school district funds in 2 instances,
by money earned by the participants in 8 instances, and by
contributions from outside organizations in 4 instances.
Only one school provided all expenses from school district
funds and 2 schools supplied all support from funds earned
by the participants.
The number of schools having classes in forensics
(16) materially affected the amount of classroom preparation.
Using a three-step scale, it was found that at 26 schools
the students spent much preparation time in class, at 14
schools they spent some preparation time in class, and at 7
schools they spent no preparation time in class.
These data indicated that in most school districts
forensics was integrated into the course of study, but that
total responsibility for the activity had not been assumed
by the school districts. The investigator was told by sev
eral administrators that the law forbade use of district
47
funds in this manner. However, the use of district funds
for at least partial support in three instances suggests
that the law was subject to various interpretations. Raw
data concerning amounts and kinds of forensic activities
appear in Appendix I.
Dramatics, including plays and playlets produced for
both public and school audiences, were offered at 81 of the
86 schools surveyed (94.2 per cent). Of the 81 schools
which offered dramatic activities, 76 presented three-act
plays before public audiences. The number of three-act
plays produced during the year varied from one to 8; the
mode was 2. One-act plays were presented at 24 schools and
16 entered play festivals or contests. Clubs and organiza
tions played a lesser role than was the case in forensics.
Only 14 schools sponsored a nationally affiliated club, the
National Thespians.
The relationship of dramatic activities to the cur
riculum was analyzed in the same manner as forensics. It
was found that the school district paid expenses at 10
schools, the associated students at 46. Other sources of
funds were: class treasury, 19 schools; club treasury, 9
schools; a self-supporting, independent fund, 13 schools.
Total yearly expenses (not net cost) for all productions
ranged from $0 to $5,000; the mean was $555.
The amount of classroom preparation was much at 30
schools, some at 27 schools, and none at 24 schools. It
was noted that of the 30 schools where much class time was
provided, 13 had classes in play production. Full data con
cerning amount and kinds of dramatic activities appear in
Appendix J.
A great variety of facilities was used and average
audiences ranged from 50 to 3,000. Types and capacities of
theater facilities and sizes of audiences appear in Appendix
K.
Broadcasting, including all uses of electronic
equipment for oral communication purposes, was offered at 22
of the schools surveyed (25.6 per cent). The following
media were used: radio, 7 schools; television, 6 schools;
public address systems, 11 schools. The types of material
broadcast were as follows: general announcing, 16 schools;
speeches, 6 schools; plays, 5 schools; panel discussions, 5
schools.
In no instance were funds specifically allocated for
this activity. In only two instances was class time made
available for preparation. Further, the extracurricular
nature of the activity was disclosed by the fact that 6 of
49
the 7 schools using radio did so at the request or permis- .
sion of commercial stations and 5 of the 6 using television
did so in a like manner. The one school that was not de
pendent upon commercial television for equipment borrowed a
closed-circuit system from the district to be used on a sin
gle occasion. Full data concerning amount and kinds of
broadcasting activities appear in Appendix L.
Community activities, including all extra-scholastic
contests and speech appearances, were available at 81 of the
86 schools surveyed (94.2 per cent). The most common type
of activity was entry in one or more organization-sponsored
contests; 78 schools were involved in such contests. The
students of 44 schools presented speeches in other than the
contest situation to audiences or organizations in the com
munity, students from 27 schools gave readings, and students
from 10 schools presented playlets or skits. The 78 schools
which entered contests averaged three contests during the
year. Total appearances before community audiences, accord
ing to estimates made by the principals and speech teachers,
averaged 9.7 per year for each of the 81 schools involved in
community activities.
None of the 81 schools specifically allocated funds
for community activities although schools with forensics
50
programs did divert expense money from the forensic budget.
The amount of classroom preparation for community activities
was much in 33 schools, some in 36 schools, and none in 17
schools.
Community activities seldom were the result of much
planning. Only 3 schools operated a speakers' bureau and
only one school sponsored a club to encourage students to
take part in the activity. Requests for speakers, etc.,
were generally channeled to the speech teacher in an infor
mal manner. Raw data concerning amount and kinds of commun
ity activities appear in Appendix M.
2. What proportion of the students in these
high schools engaged in the various speech activi
ties?
The data to be presented were based upon estimates
made by principals and speech teachers and were subject to
an unknown margin of error. The principals and speech
teachers of the 86 schools surveyed estimated that the vari
ous activities involved a total of 8,546 students. This
figure represented 8.0 per cent of the combined student
bodies. Of the various activities, dramatics involved al
most three times as many students as the next highest activ
ity. However, the extent of involvement of the individual
51
students could not be measured. For example, many of the
schools having dramatic activities were limited to a single
play. Thus, 25 or 30 students of a student body of 200
could have been "involved" in speech activity although a
given individual's participation might have been limited to
a single line. The estimated numbers and proportions of
students who engaged in each activity appear in Table 6.
3. What was the academic speech training and
what were the assignments of teachers directing the
various speech activities?
The relatively high incidence of extensive speech
training among classroom teachers of speech was reflected in
the training of the teachers directing the various activi
ties. There were, however, variations of some size among
the directors of the different activities. Directors of
forensics and broadcasting activities possessed the largest
proportion of those with majors in speech and the smallest
proportion of those with little or no academic training in
speech. Table 7 shows the academic speech training of
teachers directing each of the activities.
The practice of assigning other than speech teachers
to direct the activities caused noticeable differences be
tween the teaching assignments of classroom teachers of
52
TABLE 6
STUDENTS PARTICIPATING
IN VARIOUS SPEECH ACTIVITIES
(Estimates by Principals and Teachers)
Type of Activity Students
Mean No.
per School
% of Total
Students
Forensics 1,768 38 1.7
Dramatics 4,891 60 4.6
Broadcasting 353 16 .3
Community 1, 534 19 1.4
Total 8, 546 99
53
TABLE 7
ACADEMIC SPEECH TRAINING
OF TEACHERS DIRECTING SPEECH ACTIVITIES
Less Than
Activity
Teachers
Major Minor
Minor
None
Forensics 50 74.0% 12.0% 14.0% — —
Dramatics 86 57.0% 17.4% 17.4% 8.1%
Broadcasting 20 7 5.0% 5.0% 15.0% 5.0%
Community 78 65.4% 16.7% 14.1% 3.8%
54
speech and teachers directing speech activities. However,
the basic tendency of assignments combining speech and
English did appear. The teaching assignments of directors
of each activity are indicated in Table 8. Fewer teachers
directing community and dramatic activities were full-time
teachers of speech than was the case among classroom teach
ers of speech (see above). Full data concerning teaching
assignments and training of teachers directing speech activ
ities appear in Appendix H.
Data were also gathered concerning the amount and
kinds of compensation received by the teachers for their
work with speech activities. Release time included both
free periods allowed because of the activity work and as
signment to classes devoted to preparing the students for
the activity. Extra pay included only funds budgeted es
pecially for that purpose? it did not include any bonuses,
etc., which might result, all or in part, from successful
work, with activities. The frequency and amount of such ex
tra compensation for each speech activity is shown in Table
9. Both extra pay and release time were not uncommon for
forensics and dramatics, rare for community activities, and
nonexistent for broadcasting activities.
55
TABLE 8
TEACHING ASSIGNMENTS OF
TEACHERS DIRECTING SPEECH ACTIVITIES
Assignment Forensics Dramatics
Broad
casting
Community
All Speech
(13)
26.0%
(15)
17.4%
(5)
25.0%
(14)
18.0%
Speech and (24) (46) (10) (44)
English 48.0% 53.5% 50.0% 56.4%
Speech and (8) (8)
(11)
Soc.Stud. 16.0% 9.3% — 14.1%
Speech and (3) (8)
(1)
(8)
Other 6.0% 9.3% 5.0% 10.3%
English
(2)
4.0%
(ID
12.8%
(1)
5.0%
(5)
6.4%
Soc. Stud.
(1)
2.0%
(3)
3.5%
(3)
15.0%
(2)
2.6%
Other
(1)
2.0%
(4)
4.7% —
(1)
1.3%
Total* 104.0% 110.5% 100.0% 109.1%
*Totals larger than 100% indicate teachers whose
assignments fall into more than one category (such as
speech and English and Social Studies).
56
TABLE 9
ACTIVITY DIRECTORS RECEIVING
EXTRA COMPENSATION: FREQUENCY AND AMOUNT
Extra Pay Release Time
No. Mode Amount No. Mode Amount
Forensics 14 $200-$300 22 1/5
Dramatics 29 $200-$ 300 18 1/5
Broadcasting 0 0 0 0
Community 2 $400 0 0
57
C. What were the observable differences and resem
blances between the patterns of speech education of the
California public senior high schools in 1947-48 and 1962-
63?
1. Was the proportion of schools offering
speech classes and the proportion of students en
rolled in speech classes greater or less than in
1947-48?
There was a marked increase in the proportion of
schools offering speech classes. Ackley found that 66.5 per
cent of the public senior high schools offered such courses
in 1947-48.1 A comparison of this figure with the 91.9 per
cent of the schools which offered speech courses in 1962-63
showed an increase of 25.4 per cent. This significant in
crease (p = <.001) was reflected in the proportion of stu
dents enrolled in speech classes. Phelps found that 7.5 per
cent of the students in his 1948 sampling were enrolled in
2
some kind of speech course. The increase to 8.8 per cent
among schools included in this survey was significant beyond
^Ackley, "A Study of the Status and Trends of Speech
Education in the Secondary Schools of California 1928-29
through 1948-49," p. 59.
2
Phelps, "A Survey of Speech Education m the Public
Senior High Schools of California," p. 76.
the .001 level.
The increase in enrollments was mostly in two types
of courses— public speaking and debate. Table 10, using the
same categories that were used by Phelps, shows a signifi
cant increase of 4 per cent in public speaking (p = <.001),
and a similar increase of 4.1 per cent in debate (p = <.01).
There was a significant drop in enrollments in radio (now
including television) classes (p =<.001). The slight in
crease in drama enrollments was not statistically signifi
cant.
2. Was the proportion of schools offering the
various speech activities greater or less than in
1947-48?
The proportion of schools offering forensics, dra
matics , and community activities increased substantially be
tween 1947-48 and 1962-63, while the proportion offering
broadcasting activities increased slightly. The proportion
offering forensics increased from 30 per cent in 1947-48 to
54.7 per cent of the schools surveyed in 1962-63. The in
crease in dramatic activities was not statistically signifi
cant. Phelps found that 81 per cent of the schools he
3Ibid., p. Ill.
59
TABLE 10
PROPORTION OF SPEECH STUDENTS ENROLLED
IN VARIOUS COURSES
1947-48 versus 1962-63
Type of Class
1947-48* 1962-63
Number Per Cent Number Per Cent
Public Speaking 3,697 49 4,856 52.0
Dramatics 3, 3.21 41 3,797 40.6
Radio 529 7 20 .2
Debate 195 3 641 6.8
Other — — 25 .3
Total 7, 542 100 9, 339 99.9
*Phelps, op. cit., p. 109.
60
surveyed had dramatic activities4 and 98 per cent of the ad
ministrators he questioned desired that their school had
dramatic activities. It would seem that their desires had
nearly materialized, with 94.2 per cent of the schools of
fering some form of dramatic activities in 1962-63. Commun
ity activities experienced significant growth. Phelps found
that 55 per cent of the schools in his survey had activities
of this sort, whereas 94.2 per cent of the schools surveyed
in 1962-63 offered community activities. The incidence of
broadcasting activities remained almost unchanged between
1947-48 and 1962-63. Phelps found such activities in 24 per
7
cent of the schools while 25.6 per cent of the schools in
the 1962-63 sampling had broadcasting activities. Table 11
compares the proportion of schools offering each of the ac
tivities in 1947-48 and 1962-63 and indicates amount of
change and statistical significance of the changes.
3. Was the academic speech training of class
room teachers of speech greater or less than in
1947-48?
The amount of academic speech training possessed by
c
4Ibid.
^Ibid., p . Ill.
5Ibid., p. 88.
^Ibid.
61
TABLE 11
DIFFERENCES OF PROPORTION OF SCHOOLS
OFFERING SPEECH ACTIVITIES
1947-48 versus 1962-63
Activity
Per Cent of Schools
Offering
Change
Signifi
1947-48 1962-63
cance
Forensics 30 54.7 +24.7 .01
Dramatics 81 94.2 + 13.2 NS
Community 55 94.2 + 39.2 .01
Broadcasting 24 25.6 +1.6 NS
62
classroom teachers of speech increased substantially between
1947-48 and 1962-63. If it is postulated that the minimum
preparation for teaching speech (or any other high school
subject) should be a college minor, then the most important
aspect of the data in Table 12 is the large increase in the
numbers of speech teachers with either a major or a minor
during the past 15 years. This increase is significant be
yond the .001 level. Although the unsatisfactory conditions
of 1947-48 have been greatly improved, they have not been
totally corrected.
D. Were there any observable differences in the
patterns of speech education among schools of various sizes
or geographic locations?
It seemed reasonable to hypothesize that differences
in population density, distances, and number of students and
faculty would cause differences in the amount and kinds of
speech education. These hypotheses were tested by comparing
the data for schools in the various areas and enrollment
classifications.
Proportion of Schools Offering
Speech Classes
Observable differences in the proportion.of schools
offering speech classes were found among the geographic
63
TABLE 12
ACADEMIC SPEECH TRAINING
OF CLASSROOM TEACHERS OF SPEECH
1947-48 versus 1962-63
Amount of Training
1947-48* 1962-63
No. Per Cent No. Per Cent
Major 38 26 91 66.9
Minor 46 32 23 16.9
Less than Minor 49 34 18 13.2
None 12 8 4 2.9
Total 145 136
Increase in proportion of teachers with either
a major or minor is significant at <.001 level.
*Phelps, op. cit., p. 102.
64
areas. The Southern region, although accounting for more
than 40 per cent of the schools, contained only one of the 7
schools not offering speech classes. Although the percent
age differences shown in Table 13 appeared to be quite large,
they were not statistically significant; this lack of sig
nificance is attributed to the small number of northern
schools.
Observable differences in the proportion of schools
offering speech classes among the five enrollment classifi
cations were found to be significant beyond the .01 level.
Five Class I and 2 Class II schools did not offer speech
while all Class III, IV, and V schools offered speech. Al
though small schools (enrollment less than 1,000) were not
prevented from offering speech classes, 30 of 37 did; it
would seem that lack of size was an inhibiting factor.
Table 13 indicates the number and proportion of schools of
fering speech in each enrollment classification as well as
in each geographic area.
Proportion of Students Enrolled
in Speech Classes
Differences in the proportion of students enrolled
in speech classes among the geographic areas were small.
The Northern region had 240 of 4,295 students (5.6 per cent)
TABLE 13
SCHOOLS OFFERING SPEECH CLASSES ACCORDING TO ENROLLMENT AND LOCATION
Class I Class II Class III Class IV Class V Total
No. % No. % No. % No. % No. % No. %
North 1 33 1 100 1 100 1 100 — — 4 67
North-Central 7 100 5 71 7 100 6 100 4 100 29 94
South-Central 2 50 5 100 3 100 2 100 — — 12 86
South 2 67 7 100 7 100 7 100 11 100 34 97
Total 12 71 18 90 18 100 16 100 15 100 79 92
u i
66
while the South-Central region had 1,070 of 11,110 students
(9.6 per cent) enrolled in speech classes. All regions
other than the Northern had more than 8.2 per cent enrolled
(see Table 14). A test of significance of the difference of
proportions between the Northern region and the North-
Central region (the next lowest) indicated a level of confi
dence at only <.11.
Differences in the proportion of students enrolled
in speech classes among enrollment classifications were sig
nificant. Table 14 shows enrollment proportions ranging
from 6.4 per cent for Class I to 9.4 per cent for Class II
(p = <.001). The differences between Class I (6.4 per cent)
and Class IV (8.2 per cent) was also significant beyond the
.001 level, as was the difference between Class IV and Class
II. The meaning of these differences was not clear: small
schools (enrollment of less than 1,000) represented the
largest and the smallest proportions while large schools
represented the medial proportions.
Training and Teaching Assignments
of Classroom Teachers of Speech
No differences in the training or teaching assign
ments of classroom teachers of speech were found among the
geographic areas. Significant differences (p = <.05) in
67
TABLE 14
PROPORTION OF STUDENTS ENROLLED
IN SPEECH CLASSES
BY ENROLLMENT AND LOCATION
District Students %
Enrollment
Class
Students %
North 240 5.6 Class I 295 6.4
North-Central 3,006 8.2 Class II 1,421 9.4
South-Central 1,070 9.6 Class III 1,868 8.5
South 5,023 9.3 Class IV 2,359 8.2
Class V 3,396 9.1
Total 9,339 8.8 Total 9,339 8.8
68
amount of speech training existed between Size Classes. Ten
of 38 speech teachers in Class I and Class II schools (en
rollments of less than 1,000) had less than a minor in
speech (27 per cent) while 90 of 98 speech teachers in
larger schools had a speech major or minor (91 per cent).
Also, only one of 38 (3 per cent) speech teachers in the
smaller schools was full-time in speech as compared to 26 of
98 (27 per cent) in the larger schools. This difference was
significant beyond the .001 level and was thought to be co
incident with a lack of sufficient numbers of speech classes
to occupy a full teaching load. Appendix G indicates amount
of speech training and teaching assignments of teachers in
each enrollment classification and geographic region.
Proportion of Schools Offering
the Various Activities
No substantial differences in proportion of schools
offering community or dramatic activities were found among
enrollment classifications or geographic areas. Differences
in the proportion of schools offering broadcasting activi
ties among the geographic areas were pronounced. Broadcast
ing activities were all but limited to the Southern and
North-Central regions; only 2 of 22 schools having such ac
tivities were located outside those two regions. The
69
difference between the proportion of schools offering broad
casting activities in the Southern and North-Central areas
(30 per cent) and the proportion offering them in the North
ern and South-Central areas (10 per cent) was found to be
significant beyond the .05 level. This difference did not
appear to be the result of the concentration of larger
schools in the Southern and North-Central areas. The 20
schools in those regions were distributed among all Size
Classes.
The greatest difference of frequency with which an
activity was offered concerned forensics. Twenty-five of 35
schools in the Southern district offered forensics activi
ties. Only in that region was forensics found in more than
50 per cent of the schools. This, no doubt, was related to^
the differences found among Size Classes. Only 8 of 37
schools (22 per cent) in Class I and Class II (enrollments
less than 1,000) had forensics programs while 23 of 31
schools (74 per cent) in Class IV and Class V offered such
activities for their students. The difference between these
proportions was significant beyond the .001 level. Table 15
shows the number and proportion of schools offering the
various speech activities in each geographic area and en
rollment classification.
TABLE 15
NUMBER AND PROPORTION OF SCHOOLS OFFERING SPEECH ACTIVITIES
Forensics Dramatics Broadcasting Community
Schls. % Schls. % Schls. % Schls. %
Class I 3 17.7 15 88.2 1 5.9 14 82.4
Class II 5 25.0 19 95.0 5 25.0 19 95.0
Class III 16 88.9 16 88.9 3 16.7 18 100.0
Class IV 12 75.0 16 100.0 6 37.5 16 100.0
Class V 11 73.3 15 100.0 7 46.7 14 93.3
Northern Dist. 3 50.0 5 83.3 1 16.7 6 100.0
North-Central Dist. 13 41.9 29 93.5 8 25.8 28 90.3
South-Central Dist. 6 42.9 13 92.9 1 7.1 12 85.7
Southern Dist. 25 71.4 34 97.1 12 34.3 35 100.0
71
Proportion of Students Involved
in Speech Activities
No substantial differences in the proportion of
students involved in speech activities existed among the
geographic areas. The proportion of students involved in
speech activities varied greatly among the various Size
Classes. Table 16 shows that tvith the exception of Class IV
schools the proportion of students involved in activities
declined as the enrollment increased. All differences were
significant beyond the .001 level except the difference be
tween Class III and Class IV (p = <.05). Also, although the
differences of proportion among the larger schools (enroll
ment over 1,000) were significant, they were of lesser mag
nitude than the difference between large schools and small
schools.
Training and Teaching Assignments
of Teachers Directing Speech Activities
No substantial differences in academic speech train
ing or teaching assignments of teachers directing speech
activities were found among the various regions or Size
Classes. Full data appear in Appendix H.
72
TABLE 16
NUMBER AND PROPORTION OF STUDENTS
IN SPEECH ACTIVITIES
(BY ENROLLMENT CLASSIFICATION)
Enrollment
Classification
Total
Enrollment
No.of Students
in Activities
% of Students
in Activities
Class I 4,607 1,040 22.6
Class II 14,981 1,511 10.1
Class III 22,022 1, 531 7.0
Class IV 27,646 2,148
00
•
Class V 37,158 2,316 6.2
Total 106,414 8, 546
73
Summary
This chapter has answered the specific questions
asked in Chapter I. The study showed that the amount and
extent of speech education had increased since 1947-48.
Significant increases took place in the number of schools
offering speech classes, the proportion of students enrolled
in speech classes, the amount of speech training of the
teachers, and the number of schools offering the various ac
tivities. The patterns of speech education differed sig
nificantly in several respects among schools of various
areas and enrollment classifications.
The chapter has also presented initial data concern
ing the nature of the various activities and the number of
students involved in these activities, as well as the teach
ing assignments and training of the teachers directing the
activities.
CHAPTER V
SUMMARY, CONCLUSIONS, AND IMPLICATIONS
Summary
The purpose of this study was to investigate the
amount, extent, and nature of speech education in the public
senior high schools of California in 1962-63. The general
problem was subdivided into the following questions: (A)
What was the status of classroom speech instruction in the
California public senior high schools during 1962-63? (B)
What was the status of speech activities in California pub
lic senior high schools in 1962-63? (C) What were the ob
servable differences and resemblances between the patterns
of speech education in California public senior high schools
in 1947-48 and 1962-63? (D) Were there any observable dif
ferences in the patterns of speech education among schools
of various sizes or geographic locations?
A review of the literature revealed 22 theses and
dissertations and 4 other studies dealing with the status of
speech education in various states and regions; one study
74
75
was a national survey. The research that was most directly
related to the present study was Phelps ' dissertation re
porting a survey of public senior high schools of California,
1947-48. In fact, the present study was designed so as to
make possible comparisons with Phelps' data.
The design of the present study was as follows: A
stratified random sampling composed of 86 schools was se
lected to represent California public senior high schools
with regard to size and geographic location. Data were ob
tained from each of these selected schools by means of an
interview with a teacher or administrator. The data were
tabulated for each one of 5 enrollment classifications and 4
geographic areas. Statistical procedures were applied to
the data where appropriate. The formulas used were for cal
culations of chi square and the significance of the differ
ence between proportions.
Conclusions
Within the limits imposed by the design of the
study, the following conclusions seemed tenable:
A. Conclusions regarding current status of class
room speech instruction:
1. Speech had been established as a separate
course of study. More than 90 per cent of
the schools offered some type of speech
course. These classes were rarely required
of all students although approximately 15
per cent of the schools accepted speech
classes as an alternative for a required
English course.
2. The number of students enrolled in speech
classes was 8.8 per cent of the total en
rollments .
3. A large majority of teachers offering speech
classes possessed the expected qualifica
tions of a college major or minor in speech.
Over 65 per cent of the teachers had com
pleted a major while only 16.2 per cent had
less than a minor or no academic speech
training.
B. Conclusions regarding current status of speech
activities:
4. All schools surveyed offered some type of
speech activity. More than 90 per cent of
fered dramatic and community activities, 54
per cent offered forensics activities, and
approximately 2 5 per cent offered broad-
casting activities. Dramatic activities
centered around three-act plays presented
for the public; forensics activities cen
tered around league-sponsored tournaments;
broadcasting activities centered around use
of public address systems; community activi
ties centered around organization-sponsored
contests.
Nearly as many students participated in
speech activities as enrolled in speech
classes. Eight per cent of the students
were involved in speech activities at the
time of the study.
The academic speech training of the teachers
directing the various activities was gener
ally comparable to the training of classroom
teachers of speech. However, teachers di
recting dramatic activities had somewhat
less training, with 25.5 per cent possessing
less than a minor or no academic speech
training. Teaching assignments were also
comparable except for a slightly larger pro
portion of full-time teachers of speech
among those directing forensics and broad
casting activities.
Conclusions regarding the observable differences
and resemblances between patterns of speech edu
cation in 1947-48 and 1962-63:
7. The proportion of schools offering speech
classes increased significantly between
1947-48 and 1962-63: 66.5 per cent versus
91.9 per cent. The proportion of students
enrolled in speech classes increased signif
icantly between 1947-48 and 1962-63: 7.5
per cent versus 8.8 per cent. Most of the
increase took place in two types of courses—
public speaking and debate. There was a
significant decrease in enrollment in radio
(now including television) classes.
8. The proportion of schools offering forensics
and community activities increased signifi
cantly between 1947-48 and 1962-63; the pro
portion offering dramatic activities in
creased, but the increase was not statisti
cally significant; the proportion offering
broadcasting activities increased slightly.
79
9. The academic, speech training possessed by
teachers of speech increased significantly
between 1947-48 and 1962-63. The propor
tion with a college major or minor in
speech increased from 58 per cent in 1947-
48 to 83.8 per cent in 1962-63 while the
proportion with less than a minor or no
academic speech training decreased from 42
per cent in 1947-48 to 16.1 per cent in
1962-63.
D. Conclusions regarding observable differences in
patterns of speech education among schools of
various sizes or locations:
10. No significant differences between geo
graphic areas were found with regard to
proportion of schools offering speech
classes, proportion of students enrolled in
speech classes, speech training of class
room teachers of speech, teaching assign
ments of classroom teachers of speech, pro
portion of schools offering forensics, pro
portion of schools offering dramatic activ
ities, proportion of schools offering
11.
12.
13.
80
community activities, proportion of stu
dents engaged in speech activities, speech
training of teachers directing speech ac
tivities, or teaching assignments of teach
ers directing speech activities.
No significant differences between enroll
ment classifications were found with regard
to proportion of schools offering dramatic
activities, proportion of schools offering
broadcasting activities, proportion of
schools offering community activities, or
academic speech training and teaching as
signments of teachers directing speech ac
tivities.
Significant differences between geographic
areas were found with regard to proportion
of schools offering broadcasting activities.
Significant differences between enrollment
classifications were found with regard to
proportion of schools offering speech
classes, proportion of students enrolled in
speech classes, academic speech training of
classroom teachers of speech, assignment of
81
classroom teachers of speech, and propor
tion of schools offering forensics activi
ties .
Implications
The years between 1947-48 and 1962-63 witnessed a
phenomenal increase in the amount and extent of speech edu
cation among the public senior high schools of California.
There is little doubt that this increase was the result of
an action taken by the California Board of Education in 1949.
At that time the requirements for the General Secondary
Teaching Credential were amended to include speech as an ac
ceptable teaching major. Once accepted as a legitimate
field of study for teacher candidates, speech assumed the
position of a subject commonly taught in the secondary cur
riculum.
The recent nation-wide interest in stimulating en
rollments in the natural and physical sciences, mathematics,
and foreign languages could well encroach upon other fields
of study. For instance, the National Defense Education Act
favors these subjects, both in allocation of money for in
stitutional facilities and in allocation of loan funds for
college students. Also, the California State Board of Edu
cation, in the 1964 revision of the teaching credential
82
structure, defined certain teaching majors as "academic"
subjects. Many representatives of the field of speech at
tended a Board of Education Hearing in San Francisco on
April 26, 1963, at which time speech narrowly averted being
excluded from the list of acceptable "academic" majors.
Although the legal status of speech as an acceptable
"academic" teaching major seems at present secure, this re
searcher found evidence that speech (as well as all arts and
humanities) may soon be pushed into a less prominent posi
tion in California high schools. The following are typical
comments made by teachers and principals during the course
of interviews:
"We used to have a more extensive speech program
than we have this year. Each year it gets more difficult to
enroll students in courses not required for college en
trance ."
"Speech activities have declined in the last few
years. It seems students are so busy cramming for their
science and foreign language classes that they don't have
time for things like this."
"The increased college entrance requirements don't
leave much time for classes they don't have to take. We now
schedule speech three days a week and music twice a week so
83
that they can get at least a little of each."
"Today’s students don't seem to care for elective
subjects. Speech, drama, art, music, and others have fewer
students now than before Sputnik started this emphasis on
science."
These comments and many others created the impres
sion that schools are finding it increasingly difficult to
maintain strong programs in speech. If this is an accurate
impression, this study may well have described a high point
for speech in the California public senior high school. It
is suggested that another study, using similar techniques
for sampling control, be conducted in approximately 5 years
to determine whether the relative position of speech educa
tion in the secondary school will decline.
The second implication found in the data is that
speech activities tended to attract enough students to main
tain the activity program, but not the potential number
which would have or could have benefited from participation.
It was previously shown that the activities claimed propor
tionally fewer students in the larger schools than in the
smaller schools. If it is assumed that most of the students
who participated in the programs offered by the smaller
schools were capable of benefiting from participation, then
84
it must also be assumed that larger schools had failed to
include in their programs large numbers of students who
could profit from the experience.
It is unlikely that a larger proportion of the stu
dents in smaller schools were inherently more ready or able
to participate than is the case in larger schools. There
fore, it must be assumed that the teachers or the adminis
trators of the larger schools did not wish to take those
measures necessary to expand the speech activity programs to
their optimal size, or that some other characteristic of the
larger high school hinders such expansion. In either case,
it seems apparent that the trend toward larger high'schools
in California may result in decreasing student participation
in speech activities.
The third implication found in the data is that the
schools generally have not incorporated technological ad
vances in electronic transmission of voice and image into
speech programs. The widespread existence of public address
systems extending throughout the school had come into being
after the 1947-48 study, yet few schools employed these in
speech classes or activities. Although educational televi
sion has attracted much attention, few plans had been made
for student use of the equipment. This study made no effort
85
to determine whether teachers and administrators were aware
of the potential uses of such equipment or were trained to
plan and direct programs incorporating its use. Unless it
is determined why broadcasting is given little attention, it
would seem likely that secondary speech programs will con
tinue to fail to adapt to the technology of this era.
The fourth implication to be found in the data is
that the two major problems noted by earlier investigators—
lack of speech training among teachers of speech and few
schools which made speech classes and activities available—
seemed to have been substantially corrected. There was no
way to determine whether a continuing supply of qualified
teachers would be available to meet the coming demands of
more schools and larger enrollments. As suggested above,
another study might well be conducted in approximately five
years to determine whether the 1963 supply was temporary or
enduring.
The fifth implication to be found in the data has
not been mentioned previously in this report. The investi
gator observed that gross differences of quality and content
existed— differences that this study was not designed to
measure. If the training received by public senior high
school students was often ill-conceived, poorly conducted, or
both, we can have little confidence that they are more able
communicators than if they had received no such training.
It is suggested that the development of appropriate methods
to measure the effectiveness of existing training would be
the proper business of researchers in the field of speech.
B I B L I O G R A P H Y
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the High Schools of Oklahoma during the Period from
1920-21 to 1938-39." Unpublished Master's thesis,
University of Southern California, 1930.
Larson, Gretchen Oline. "The Present Status of Speech Edu
cation in the Junior Colleges of California." Unpub
lished Master's thesis, University of Southern Cali
fornia, 1933.
Lockwood, Bonnie Jean. "A Survey of Debating in the Senior
High Schools of the Los Angeles District." Unpublished
Master's thesis, University of Southern California,
1931.
Logue, Calvin M. "A Survey of Speech Education in the Ac
credited Public White Secondary Schools of Alabama."
Unpublished Master's thesis, Florida State University,
1961.
Lynch, G. K. "A Survey of Speech Education in the High
Schools of Pennsylvania." Unpublished Master's thesis,
Pennsylvania State College, 1939.
Mackin, Edward. "The Status of Speech Education in Michi
gan." Unpublished Master's thesis, Wayne University,
1940.
92
Mellgren, Marian Helen. "A Survey of Speech Education in
the High Schools of California." Unpublished Master's
thesis, College of the Pacific, 1956.
Padrow, Ben. "A Study of Speech Education in the Secondary
Schools of Oregon." Unpublished Master's thesis,
University of Oregon, 1951.
Petty, Mary Dean. "Status of Speech Education in the High
Schools of Kansas." Unpublished Master's thesis,
University of Denver, 1944.
Phelps, Waldo Woodson. "A Survey of Speech Education in the
Public Senior High Schools of California." Unpublished
Doctoral dissertation, University of Southern Cali
fornia, 1949.
Purcell, Marian Helen. "A Survey of Speech Education in the
Public High Schools of New Mexico." Unpublished Mas
ter's thesis, University of Denver, 1946.
Ritter, Paul John. "Speech Education in Public Secondary
Schools with Emphasis on the Training of Teachers of
Speech." Unpublished Doctoral dissertation, University
of Southern California, 1934.
Swanson, Alan. "A Survey of the Speech Activities and Fun
damental Speech Courses in the Public Secondary Schools
of the State of South Dakota." Unpublished Master's
thesis, University of Minnesota, 1958.
APPENDIXES
APPENDIX A
SCHOOLS INCLUDED IN SAMPLING
LISTED BY REGIONS
APPENDIX A
SCHOOLS INCLUDED IN SAMPLING
LISTED BY REGIONS
NORTHERN
Areata High School, Areata
Dunsmuir High School, Dunsmuir
Fall River High School, McArthur
Ferndale High School, Ferndale
Ukiah High School, Ukiah
Willits High School, Willits
NORTH-CENTRAL
Alameda High School, Alameda
Ayer High School, Milpitas
Benicia High School, Benicia
Berkeley High School, Berkeley
Courtland High School, Courtland
Mt. Diablo High School, Concord
Durham High School, Durham
Encina High School, Sacramento
Galileo High School, San Francisco
Half Moon Bay High School, Half Moon Bay
Hayward High School, Hayward
lone High School, lone
Liberty Union High School, Brentwood
Linden High School, Linden
Lincoln High School, Lincoln
Lincoln High School, Stockton
McClatchy High School, Sacramento
McClymonds High School, Oakland
Manteca High School, Manteca
Mills High School, Milbrae
95
Norte Del Rio High School, Sacramento
Pacific High School, San Leandro
Palo Alto High School, Palo Alto
Polytechnic High School, San Francisco
Ravenswood High School, East Palo Alto
Saratoga High School, Saratoga
Sonoma Valley High School, Sonoma
Tamalpais High School, Mill Valley
Tracy High School, Tracy
Washington High School, Fremont
Washington High School, San Francisco
SOUTH-CENTRAL
Atascadero High School, Atascadero
Arvin High School, Arvin
Carmel High School, Carmel
Edison High School, Fresno
Foothill High School, Bakersfield
Laton High School, Laton
Lemoore High School, Lemoore
Madera High School, Madera
Maricopa High School, Maricopa
Morro Bay High School, Morro Bay
North Salinas High School, Salinas
Selma High School, Selma
South High School, Bakersfield
Templeton High School, Templeton
SOUTHERN
Anaheim High School, Anaheim
Beaumont High School, Beaumont
Beverly Hills High School, Beverly Hills
Bonita High School, La Verne
Calexico High School, Calexico
Calpatria High School, Calpatria
Canoga Park High School, Los Angeles
Coachella Valley High School, Coachella
Duarte High School, Duarte
El Cajon Valley High School, El Cajon
Escondido High School, Escondido
Excelsior High School, Norwalk
Fullerton High School, Fullerton
Hoover High School, San Diego
Huntington Beach High School, Huntington Beach
Huntington Park High School, Los Angeles
Jordon High School, Los Angeles
Mark Keppel High School, Alhambra
La Habra High School, La Habra
Laguna Beach High School, Laguna Beach
Marshall High School, Los Angeles
Norwalk High School, Norwalk
Pacific High School, San Bernardino
Paramont High School, Paramont
Perris High School, Perris
Pioneer High School, Whittier
Polytechnic High School, Long Beach
Polytechnic High School, Riverside
Redlands High School, Redlands
Reseda High School, Los Angeles
San Diego High School, San Diego
Sweetwater High School, National City
Temple City High School, Temple City
Valencia High School, Placentia
Vista High School, Vista
APPENDIX B
GEOGRAPHIC DIVISION OF STATE
ACCORDING TO COUNTIES
APPENDIX B
GEOGRAPHIC DIVISION OF STATE
ACCORDING TO COUNTIES
Northern District
Del Norte
Humboldt
Lassen
Mendocino
Modoc
Shasta
Siskiyou
Tehama
Trinity
North-Central
District
Alameda
Alpine
Amador
Butte
Calaveras
Colusa
Contra Costa
El Dorado
Glenn
Lake
Marin
Mono
Napa
Nevada
Placer
Plumas
Sacramento
San Francisco
San Joaquin
San Mateo
Santa Clara
Santa Cruz
Solano
Sonoma
Sierra
Stanislaus
Sutter
Tuolumne
Yolo
Yuba
South-Central
District
Fresno
Inyo
Kern
Kings
Madera
Mariposa
Merced
Monterey
San Benito
San Luis Obispo
Tulare
99
100
Southern District
Los Angeles
Imperial
Orange
Riverside
San Bernardino
San Diego
Santa Barbara
Ventura
1
APPENDIX C
LETTER TO ADMINISTRATORS
REQUESTING INTERVIEW
ORANGE STATE COLLEGE
800 NORTH STATE COLLEGE BOULEVARD
FULLERTON, CALIFORNIA
Dear Mr.
I am presently engaged in a research study which attempts
to determine the amount and extent of speech education in
California public senior high schools. I am doing this to
fulfill two purposes: 1) to add to the body of knowledge
concerning the speech discipline in order to complete re
quirements for the doctorate, 2) to add to our body of
knowledge concerning public education in order to more
successfully plan our program of teacher training. Both
the University of Southern California, at which I am work
ing toward the Ph.D., and Orange County State College, of
which I am a member of the faculty, support me in this in
vestigation.
Because of the questionable reliability resultant from an
unsure sampling, it is my intention to personally visit
101 carefully selected public high schools all over the
state in an effort to obtain an accurate cross section of
speech education in our state. Your high school has been
selected as one which should be included in such an accurate
sampling.
I plan to be in your part of the state between and
I would appreciate it very much if you could
allow me 15 or 20 minutes of your time while I am in your
area. If you would be so kind as to see me, please inform
me of the most convenient date and hour so that I might plan
an itinerary for my trip.
Naturally, I would be more than happy to supply you with an
abstract of the research when it is completed.
Thank you,
Lee E. Granell
Department of Speech and Drama
102
APPENDIX D
INTERVIEW/DATA FORMS
104
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Much Some Very Little None
APPENDIX E
TALLY SHEETS
APPENDIX E
TALLY SHEETS
area size class
activity
Number working with act, 1 __________________________
2
3 _____________________________
Training, major _____________________________________
minor ______________________________________
less _______________________________________
none _______________________________________
All Speech ___________________________________________
Also teach, Eng ______________________________________
Soc Stud ________________________________
Other ___________________________________
Teach only, Eng ______________________________________
Soc Stud ________________________________
Other
106
Release time, portion
Extra pay, amount
area size class
classes exist.
yes _____
no
type
oral eng
fund _____
pub spkg _
deb ______
for ______
interp ___
acting ___
dramatics
production
stage ____
other
relation to curr
required _______________________
elective ______________________
year ___________________________
sem ____________________________
all ____________________________
10
11 _____________________________
12 _____________________________
10-12 ___________________________
11-12 ___________________________
all ____________________________
number of teachers in speech classes
1 ___
2 _______________________________
3 __________________________________
4
more
109
teachers also teach
soc stud _____
eng ___________
other ________
training
major _______
minor ______■
less
none
110
area size-class
Dram act exist _________________________________________
no ________________________________________________
Type
3-act _____________________________________________
1-act _____________________________________________
fest or cont _____________________________________
pub perf __________________________________________
schl ______________________________________________
thesp _____________________________________________
number students ____________ _____________________
Funds, amount __________________________________________
ASB _______________________________________________
Dist _____________________________________________ _
Class _____________________________________________
Club ______________________________________________
Ind
Facility seats ______
Aud ___________
Caf _____________
Gym _________ .
All-purp _______
other __________
perf per prod __
ave total attend
Prep in class, much _
some ____________
little
none
Ill
area size class
Forensics exist, yes _________________________________
no __________________________________
Type, all _____________________________________________
deb ______________________________________________
I. E. ____________________________________________
league
tournaments
dual meets ______________________________________
audience _________________________________________
NFL ______________________________________________
club _____________________________________________
number students _________________________________
Funds, amount _________________________________________
ASB ______________________________________________
District _________________________________________
ASB + Dist ______________________________________
ASB + contribs __________________________________
ASB + earned ____________________________________
contribs + earned _______________________________
earned ___________________________________________
no support _______________________. _______________
Prep in class
much _____________________________________________
some _____________________________________________
little ___________________________________________
none _______
112
area size class
Commun act exist, yes . _______
no ____________
incidents _____
number students
club __________
bureau
Type
contests
panels
speeches
readings
plays
Prep in class, much
some
very little
none
Funds, amount
ASB
dist
other
113
area size class
Broadcasting exists, yes ___________
no _____________
incidents _____
club ________
number students
Type
radio __
TV _____
PA _____
Announce
speeches
plays __
readings
Funds, amount
dist ___
ASB ____
Contrib
club
APPENDIX F
ENROLLMENTS OF THE VARIOUS
SPEECH COURSES
APPENDIX F
ENROLLMENTS OF THE VARIOUS SPEECH COURSES
Type
of Class
Schls.
Offer.
Total
Stud.
No. of
Classes
Mean
Class
Enroll.
Enroll.
Range
Oral English 3 315 11 29 26-30
Fundamentals 46 2,427 90 26 11-39
Pub. Speak. 34 2,005 71
28 15-42
Debate 5 106 5 21 10-26
Forensics 16 535 21 25 10-45
Dramatics 55 3,303 120 28 15-45
Play Prod. 13 303 15 20 13-31
Stagecraft 9 136 10 14 7-20
Other 7 209 8 26 20-31
APPENDIX G
TRAINING AND TEACHING ASSIGNMENTS
OF CLASSROOM TEACHERS OF SPEECH
APPENDIX G
TRAINING AND TEACHING ASSIGNMENTS OF CLASSROOM TEACHERS OF SPEECH
(BY AREA AND ENROLLMENT)
North
North-
Central
South-
Central
South
Class
I
Class
II
Class
III
Class
IV
Class
V
TRAINING
Coll. Sp. Major 3 23 10 45 4 17 18 24 28
Coll. Sp. Minor 0 7 13 13 1 4 8 2 8
Less than Minor 1 6 4 7 5 5 2 5 2
None 0 3 1 0 2 0 ■ 0 1 0
TEACHING
ASSIGNMENT
Full-Time Sp. 1 7 1 18 0 1 5 7 14
Speech & Eng. 2 30 14 37 8 21 19 15 20
Sp. & Soc.Stud. 0 9 2 6 4 3 4 5 1
Speech & Other 1 8 6 8 4 8 1 7 3
APPENDIX H
TRAINING AND TEACHING ASSIGNMENTS
TEACHERS DIRECTING SPEECH ACTIVITIES
APPENDIX H
TRAINING AND TEACHING ASSIGNMENTS OF TEACHERS DIRECTING SPEECH ACTIVITIES
(BY AREA AND ENROLLMENT)
North
North-
Central
South-
Central
South
Class
I
Class
II
Class
III
Class
IV
Class
V
TRAINING
Coll. Sp. Major 10 51 17 74 10 29 35 44 34
Coll. Sp, Minor 0 14 4 17 1 11 12 2 9
Less than Minor 4 10 9 13 14 7 5 7 3
None 0 6 2 3 8 3 0 0 0
TEACHING
ASSIGNMENT
Full-Time Sp. 4 10
, 3
30 0 1 12 13 21
Speech & Eng. 6 47 v 19 52 15 34 32 24 19
Sp. & Soc.Stud. 0 10 5 12 7 6 7 6 1
Speech & Other 2 7 7 4 3 8 0 7 2
No Speech 2 9 6 10 11 5 4 3 4
APPENDIX I
AMOUNT AND KINDS OF FORENSIC ACTIVITIES
APPENDIX I
AMOUNT AND KINDS OF FORENSIC ACTIVITIES
(BY AREA AND ENROLLMENT)
AREA North
North-
Central
South-
Central
Soutl
No. of Schools 3 13 6 25
No. of Students 73 309 203 1183
No. of Tournaments 8 84 53 271
No. of Dual Meets 0 1 2 1
Audience Appearances 0 1 3 0
All Events 3 10 5 23
Debate Only 0 0 1 0
Ind. Events Only 0 3 0 2
League 0 9 5 23
N.F.L. 0 2 4 19
Club 0 3 2 4
ENROLLMENT
Class
I
Class
II
Class
III
Class
IV
Clas:
V
No. of Schools 3 5 16 12 11
No. of Students 33 190 377 638 530
No..of Tournaments 6 54 113 122 138
No. of Dual Meets 0 0 2 2 0
Audience Appearances 0 0 2 1 1
All Events 2 4 13 12 10
Debate Only 0 0 1 0 0
Ind. Events Only 1 1 2 0 1
League 1 3 14 9 10
N.F.L. 1 3 4 8 9
Club 2 0 4 3 0
121
122
Source School Assoc. Contri No
of Funds District Student Club butions Support
No. of
Schools
3 37 11 4 7
Total Funds Mean Range
$13,809 $294 0-$l,400
Preparation in Class Much Some Little None
Number of Schools 26 6 8 7
APPENDIX J
AMOUNT AND KINDS OF DRAMATIC ACTIVITIES
APPENDIX J
AMOUNT AND KINDS OF DRAMATIC ACTIVITIES
(BY AREA AND ENROLLMENT)
AREA North
North-
Central
South-
Central
South
No. of Schools 5 29 13 34
No. of Students 267 1713 581 2330
Three-Act Plays 11 68 18 69
One-Act Plays 6 36 16 39
Festival or Contest 1 4 3 8
Public Audiences 5 29 12 31
School Audiences 1 10 4 11
National Thespians 1 4 1 8
Clubs 0 9 5 13
ENROLLMENT
Class
I
Class
II
Class
III
Class
IV
Class
V
No. of Schools 15 19 16 16 15
No. of Students 774 920 782 1125 1290
Three-Act Plays 25 32 29 40 40
One-Act Plays 23 10 16 35 13
Festivals or Contests 2 2 4 4 4
Public Audiences 15 17 16 16 13
School Audiences 4 5 8 5 2
National Thespians 2 2 2 4 4
Clubs 6 5 4 5 7
124
125
Source School Assoc.
Club Class
of Funds District Students
Earned
No. of
Schools
10 46 9 19 13
Total Funds Mean Range
$44,955 $555 0-$ 5,000
Preparation in Class Much Some Little None
Number of Schools 30 15 12 24
APPENDIX K
THEATER FACILITIES AND AUDIENCE SIZES
APPENDIX K
THEATER FACILITIES AND AUDIENCE SIZES
Number of Schools
TYPE OF FACILITY
Auditorium 46
Cafetorium or
All-Purpose
26
Gymnasium 9
Other 11
NUMBER OF SEATS
Under 200 12
200-499 33
500-999 27
1000-1499 13
1500 & Over 7
Mean = 607
Range = 40-3500 1
AVERAGE AUDIENCE
PER PRODUCTION
10
21
29
21
Mean = 7 55
Range = 100-4500
Under 200
200-499
500-999
1000 & Over
127
APPENDIX L
AMOUNT AND KINDS
OF BROADCASTING ACTIVITIES
APPENDIX L
AMOUNT AND KINDS OF BROADCASTING ACTIVITIES
(BY AREA AND ENROLLMENT)
North
North-
Central
South-
Central
South
NO. of Schools 1 8 1 12
No. of Students 40 124 8 181
No. of Appearances 98 51.7 173 1
Class Class Class Class Class
I II III IV V
No. of Schools 1 5 3 6 7
No. of Students 5 50 40 14 149
No. of Appearances 10 127 196 146 310
Outlet Radio TV P.A. System
No. of Schools 7 6 11
Content
Announc-
Speeches Plays
Read
ings
Panels
No.of Schools 16 6 5 6 5
Source of Funds
School
District
Assoc.
Students
Contri
butions
Club
No. of Schools 0 0 0 0
129
APPENDIX M
AMOUNT AND KINDS OF COMMUNITY ACTIVITIES
APPENDIX M
AMOUNT AND KINDS OF COMMUNITY ACTIVITIES
(BY AREA AND ENROLLMENT)
North
North-
Central
South-
Central
South
No. of Schools 6 28 12 35
No. of Students 71 491 254 718
Appearances 32 194 102 460
Contests 15 87 27 109
Panels 1 0 0 4
Speeches 3 12 4 25
Readings 1 7 3 16
Plays 0 3 2 5
Class
I
Class
II
Class
III
Class
IV
Class
V
No. of Schools 14 19 18 16 14
No. of Students 228 351 332 296 327
Appearances 56 129 413 112 130
Contests 29 50 43 34 57
Panels 0 1 1 3 0
Speeches 6 6 12 8 10
Readings 2 9 5 5 5
Plays 1 4 3 0 1
131
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Asset Metadata
Creator
Granell, Lee Edward
(author)
Core Title
A Survey Of Speech Education In The California Public Senior High Schools, 1962-1963
Degree
Doctor of Philosophy
Degree Program
Speech
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
OAI-PMH Harvest,Theater
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Dickens, Milton (
committee chair
), Cannon, Wendell E. (
committee member
), Richards, Gale L. (
committee member
)
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155492
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Type
texts
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(contributing entity),
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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...
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