Table 36.-Percent of schools requiring pupils to participate in at least one extraclass activity, by grade, and type and size of school

Table 37.-Percentage distribution of schools by maximum number of extraclass activities in which a pupil may participate, by grade, and type and size of school

Approximately 75 percent of the junior-senior high schools and about 80 percent of the junior high schools set no maximum. About half of the 20 to 25 percent having a maximum set it at two. The remaining 10 to 12 percent were distributed as shown in table 37.

Thus in at least three-fourths of all schools, pupils might or might not as they chose participate in an activity program, and if they did, there was no limit on the extent of participation.

THIS

VII. Staff

HIS SECTION gives such quantitative information on the staff as was comparatively easy for principals to assemble from school records. Included are data on the numbers of various types of supervisory and specialist personnel serving junior and junior-senior high schools and their location, whether it be in the schools themselves or in central offices. Although the survey cannot make comparisons of schools solely on the basis of numbers of professional personnel available, it certainly should follow that the effectiveness of schools should be enhanced if specialist personnel are added and used to good advantage.

Another aspect of the staff picture which has an important bearing on the type of educational experiences junior and junior-senior high school pupils have is that related to the principals and teachers. This section also includes, therefore, the experience and current teaching duties of principals and education, experience, and supply of teachers.

Professional Supervisory and
Specialist Personnel

In addition to the teachers and principals, what type of professional personnel is serving the junior and junior-senior high schools in the United States? Are there differences in the amount of service which junior high schools and junior-senior high schools receive? Is the entire time of these people being given to the individual school in each instance or are the services being shared by other schools?

In this survey over one-half of the large junior and slightly higher fraction of the large junior-senior high schools had assistant principals but, as might be expected, very few small schools had such assistance. (See table 38.) Where assistant principals were available to schools such personnel was most frequently housed in the schools themselves rather than in the central office. Only one-eighth of all large juniorsenior high schools or approximately one-fourth of those being served by assistant principals housed these staff members in the central

64

office. It is most unlikely that the principals located centrally could devote as much time to each school as those located in the building itself.

Table 38.-Percent of schools providing services of full- and part-time professional personnel to grades 7, 8, and/or 9, by type and affiliation of personnel, and type and size of school

Table 38.-Percent of schools providing services of full- and part-time professional personnel to grades 7, 8, and/or 9, by type and affiliation of personnel, and type and size of school-Continued

NOTE: Item response analysis was not made. Where an item was not checked the assumption was made that the school had no such personnel.

Department heads were available to a greater proportion of juniorsenior than to junior high schools. Most of the schools had such personnel located in the schools themselves. Large schools, of course, were much more likely than small schools to have department heads and grade level chairmen.

There was little difference in the availability of grade-level chairmen to the two types of schools except that a greater proportion of large junior high schools had the advantage of their services than did those of the junior-senior high schools.