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This summary brings together data from the various statistical chapters of the Biennial Survey of Education 1932-34. Each of these chapters deals with one field of education and has been published separately as part of Bulletin, 1935, No. 2, as follows: Chapter II. Statistics of State School Systems, 1933-34; Chapter III. Statistics of City School Systems, 1933-34; Chapter IV. Statistics of Higher Education, 1933-34; Chapter V. Statistics of Public High Schools, 1933-34; Chapter VI. Statistics of Private Elementary and Secondary Schools, 1932-33; Chapter VII. Statistics of Private Commercial, and Business Schools, 1932-33; and Chapter VIII. A Review of Educational Legislation, 1933 and 1934. (Contains 12 tables and 2 footnotes.) [Best copy available has been provided.].
The statistics presented in this report relate for the most part to the public elementary and secondary schools. In no case have the statistics of colleges, universities, and professional schools been included. A few figures are included, however, for kindergarten and private elementary and secondary schools. The information contained herein was furnished in 1934 by the State offices of education in 48 States, the District of Columbia, and the 8 outlying parts of the United States. This chapter includes the combined statistics for all the school districts within each of the States. However, in order to obtain statistics for places with less than 2,500 population, and generally regarded as rural territory, corresponding numbers from chapter III, Statistics of City School Systems, have been subtracted from the totals herein given. The statistics in this chapter include both white and Negro pupils. In a few tables the school wholly for Negro children have been treated separately. (Contains 12 figures and 58 tables.) [Best copy available has been provided.].
Acts by State legislatures affecting schools, colleges, and universities during 1933 and 1934 are reviewed herein. During this biennium the legislature of every State had one or more legislative sessions; all of them except Alabama had regular sessions. In approximately three-fourths of the States special sessions of the legislature were called. Moreover, many legislative and constitutional measures affecting education were referred to the people for their determination. This biennium, like the preceding two years, was marked by unusual legislative activity. Efforts to meet the strains produced by the economic crisis dominated the legislative scene. To relieve hard-pressed property owners, many legislatures lowered property tax levies. When this action left schools without sufficient income from local sources many legislatures increased the amount of State funds distributed for the support of schools. These funds were raised by recourse to new non-property tax sources, such as sales taxes and income taxes. Moreover, the legislature acted to reduce the cost of maintaining schools by cutting teachers' salaries, consolidating school administrative units, reorganizing State systems of higher education, extending State control over local school district budgeting, and other means. The central tendency of the legislative action in the past two years appears to be a vigorous extension of the principle of State responsibility for public education. Major legislative trends evident during the biennium are: (1) Extension of State control over administration of public education; (2) Revision of local school administrative organizations and functions; (3) Assumption by the State of wider responsibility for financial support of education; (4) Extension of State control over expenditures for public education; (5) Improvement or revision of methods of distributing State funds for schools; (6) Use of new taxes to raise money for schools; (7) Increased pressure to insure economy and efficiency in the operation of public schools; (8) Elimination of ex-officio members on State boards of education; (9) Coordination of work and functions of institutions of higher education within the respective States; (10) Extension of the practice of requiring tuition of students attending public institutions of higher education; (11) Extension of provisions for free textbooks for school children; (12) Insistence on better provisions for health and safety of school children; and (13) Improvement of facilities for Negroes in institutions for higher education. An index is included. (Contains 4 footnotes.) [Best copy available has been provided.
The publication each 2 years by the Office of Education of a statistical report dealing with the institutions of higher education leads an occasional reader to a misconception of the Federal Government's relation to higher education. There is no national system of higher education in this country. Except for the 69 land-grant colleges and universities, and the Army, Navy, and Marine training schools, the Federal Government exercises no administrative jurisdiction over any of the institutions of higher education. Whether or not an institution is to be regarded as a college for purposes of these statistical compilations depends upon certain arbitrarily chosen facts such as enrollment, accreditation, etc. Several fairly large groups of institutions which provide education at a level above the high school are not included in the compilations. Typical of these groups are private business colleges, private art schools, and schools specializing in training for certain healing cults not approved by the medical profession. In the statistical compilations found in this document, the data were gathered by means of two questionnaires--one on faculty, students, and degrees; and the other on receipts, expenditures, and property. These questionnaires were sent to all of the 1,465 institutions listed in the 1934 Office of Education Educational Directory. Of the questionnaires sent out, usable returns on the personnel blank were received from 1,418 institutions. For the questionnaire on receipts, expenditures, and property, 1,357 usable returns were received. This bulletin is presented in four parts, as follows: (1) Part I: General Findings and Interpretations; (2) Part II: Summary Tables for the United States; (3) Part III: Summaries by State; and (4) Part IV: Statistics Detailed for Individual Institutions. (Contains 43 tables and 6 footnotes.) [Best copy available has been provided.].
This bulletin is the eighth compilation of statistics on private commercial and business schools made by the Office of Education since 1900. The seventh, or preceding report, on this field of education was published for the year 1929. The effect of the economic situation on private commercial and business schools has been to reduce their enrollments, attendance, and activities by 1933 to the general level they were in 1905, a matter of 29 years ago. A drop in day enrollments of about 52 percent since 1929, with a drop of only 20 percent in teachers, has the apparent advantage for the students of giving a ratio of 1 teacher to every 18 students instead of 28 students as in 1929. Of the list of 1,826 schools canvassed in 1933, this report includes data for 651 schools, or 35.5 percent of the total. At least 275 schools went out of existence from 1929 to 1933 and 147 were organized. Schools seem to be most stable in cities of from 30,000 to 100,000 population. The level of the educational background of students entering private commercial and business schools is higher than in 1929. Only 66 percent had graduated from high school in 1929, whereas 77 percent had reached this level or beyond in 1933. A list comprising 1,826 schools was used for the purpose of this study. Of the 1,826 schools addressed by questionnaire, 661 schools in 45 States and the District of Columbia, as well as 7 schools in the outlying parts of the United States (Hawaii, the Philippines, and Puerto Rico), responded with data which could be used. (Contains 11 tables.) [Best copy available has been provided.].
It is the purpose of this chapter to show some of the more outstanding tendencies and examples of legislation affecting education in the United States during 1935 and 1936. During these years the legislature of every State had one or more legislative sessions, and, in addition, special sessions were called in many States. Moreover, many legislative and constitutional measures affecting education were referred to the people for determination. The three most significant tendencies in legislation affecting education during the 2 years reviewed here are toward: (1) Increased State responsibility for the support of public education; (2) A strengthening of State instrumentalities of control over education; and (3) The establishment of minimum State-aid foundation programs of State-wide application. (Contains 1 footnote.) [Best copy available has been provided.].