The purpose of this study was to trace the development of the content of the disciplines in the social studies curriculum in the public secondary schools of Utah from 1847 to 1967. The factors considered in dealing with the development of the social studies curriculum were: textbooks, courses of study, and associated teacher materials used by the students in the public secondary schools of the Utah territory and state. The school subjects within the social studies curriculum included: history, geography, civics, economics, psychology, sociology, and anthropology. These school subjects were examined chronologically for the period, 1847-1967, to determine events that reflected major educational changes in the school curriculum of Utah. From the findings of the study, it was concluded that: 1. History as a subject in the public secondary schools of Utah from 1847 to 1967 was characterized by growth and development. This was through the greater availability of textbooks and the appearance of the subject at different grade levels. National committees in the United States have prominently influenced the instructional content of history in Utah through textbooks and courses of study. 2 . Geography was taught as a separate subject of study in the public secondary schools of Utah. As one of the first of the social studies offered it received major emphasis during the territorial period. Efforts in the nineteenth century to improve the geography textbooks in American education brought forth materials that included maps, globes, drawings of the earth's physical features, and study of the pupil's home region, Present-day practices traced to national developments came from the Committee of Ten, 1892, and the 1916 report of the Committee of Social Studies by the National Education Association which exerted influences on geography instruction in the secondary schools of Utah. 3 . Civics and other associated materials in the political science field including law and constitution owe their greatest debt of existence in the Utah territorial schools to the teaching of American history, The first evidence of a separate offering of materials from the study of civics in Utah's public schools was in 1892. On the national level various committee reports since 1892 by the American Political Science Association, American Historical Association, and the National Education Association have materially shaped school courses in Utah in the great task of citizenship training. 4. Economics, formerly known as political economy, never enjoyed a prominent position in the schools of Utah. During the first three decades of the present cenmry the subject of economics gained a foothold in the program of studies of Utah schools, Since the 1960's implementation of economic materials have assisted in promoting greater economic understanding. S. Psychology as a school study was found in other subject-matter textbooks used in Utah secondary schools before psychology became an independent and separate subject in 1921. A very limited number of high school textbooks in psychology on state approved textbook listings, over the years, may be evidence that this subject has not been a strong, separate and independent subject in Utah schools. 6. Sociology prior to 1913 was not an independent subject of study in Utah schools. Since 1913 it has been taught on a limited basis. The emerging in 1930 of the course in present-day problems in American democracy contained then as it presently does, elements of sociology, economics, and political science. 7. Anthropology in Utah schools had been taught from the behavioral content of history, geography, sociology etc., but there has been little effort to identify the anthropological concepts. Anthropology has not yet become firmly established as a separate and independent subject in Utah schools.

This study was based upon the assumption that there was a need to discover current practices in Utah music education programs. The purpose of the study was to gather data relevant to the status of music programs in the elementary, junior high, and senior high schools of Utah and to evaluate and interpret the data in relation to selected criteria. School size and geographic location were established as variables upon the assumption that large schools generally provide more comprehensive programs than smaller schools and that schools located in large population and cultural centers generally provide more comprehensive programs then those located away from these centers in more remote areas. The forty school districts were divided into eight regions. A questionnaire for purposes of comparison was constructed in three sections: elementary, junior high, and senior high . Each section requested information in the areas of content and sequence, personnel, time allotment and scheduling, and facilities and instructional materials. Freedom to express general ideas was given in "open-ended' questions. The sample comprised the 403 elementary, 82 junior high, and 84 senior high schools listed in the Utah Public Schools Directory, 1967-68. The permission of the district superintendents was obtained to carry out the study. The questionnaire , with a letter of explanation to the principal and a letter of endorsement from the State Department of Education, was mailed to each principal. Questionnaires were returned by 73 percent of the elementary, 91 percent of the junior high, and 93 percent of the high schools. Utah data were tabulated, processed, and presented in a series of tables with explanations and interpretations of the data. The data were compared to the evaluative criteria and results presented. There was great variation among the schools according to school size and geographic location. The data revealed that more comprehensive music programs were generally provided in larger schools than in smaller schools and that more isolated schools away from large population and cultural centers offered fewer activities in music education than those located in the larger population centers. Regions I, II, and III, located along the Wasatch Front, comprise large population centers and generally provide comprehensive music programs. In these regions the elementary schools devoted sufficient time to the study of music in all grades and most of the schools offered choral and instrumental experiences. The junior high schools provided general music classes and opportunities to study instrumental and choral music. The high schools provided specialized music classes and choral and instrumental music groups. Regions IV, V, VI, VII, and VIII are located away from the Wasatch Front and large cultural centern and provide limited opportunities for the study of music and music performance. The limitations included insufficient time allotments in elementary music classes, lack of a variety cf music experiences in elementary general music classes, lack of participation in elementary instrumental and choral groups, and lack of string programs at all levels. Lack of teacher specialization and training, consultant services and supervision, instructional materials and facilities were among the more serious limitations within smaller and more isolated schools and school districts. Elementary principals reported dissatisfaction with the elementary music program in marginal notes on the questionnaire. They state that the classroom teacher is unprepared to teach music, that supervision is not adequate, and that the principal can do nothing to help. Recommendations centered around a written philosophy statement, provision of music guides, the elementary music program, percentage of student enrollment in high school music, general music requirements, specialized music classes, a variety of music experiences in general music and in performing groups, supervision, time allotments, materials, and equipment.

The legislation of No Child Left Behind (NCLB) has brought to educators’ attention the need, requirement, and demand that all children are guaranteed an equitable education. In support of this mandate, Assistant Deputy Secretary of the United States Department of Education Kathleen Leos (2006) states, “There are approximately 5 ½ million non-English-speaking students in the United States public schools, speaking 440 different languages and 80% of those English language learners speak Spanish” (p. 2). Continuing, Leos reports that English language learners are the fastest growing K–12 population in the United States with 16 states reporting a 200% increase in English language learner enrollment from 1991–2001, (NCELA, 2006b). The Mississippi English language learner population has steadily grown between 50–100% during this same time period (NCELA, 2006b). Since 1994, the steady growth of numbers of English language learners is an indicator of why NCLB mandates specific requirements for English language learners in school districts across the nation(NCLB, 2002). NCLB includes basic principles that require stronger accountability in all realms of education, increase flexibility and local control, expand options for parents, and emphasize utilizing teaching methods that have proven to work in other school programs. Other stipulations of NCLB include providing assistance to schools in need of improvement, providing better information to teachers and administrators, ensuring teacher quality is a high priority, and giving more resources to the schools to accomplish these goals (USDE, 2004). Furthermore, this law has prioritized that all school-age children must make the grade state-defined education standards by the end of the 2013–2014 school year. Stemming from this legislation, educators and school districts have become more aware of their obligations to identify and provide English language instruction for immigrant students in order for them to understand and perform successfully in an all-English-speaking academic setting. Because of the impact of immigration in Mississippi and the legislation of NCLB, this study was designed to determine the progress of English language acquisition of English language learners (ELLs) on the Stanford English Language Proficiency test (SELP), and the relationship, if any, to the progress of English language learners on the Mississippi Curriculum Test (MCT). The results of this study show that ELLs showed English language acquisition on the (SELP) and academic progress on the Mississippi Curriculum Test (MCT) and that there was a significant positive relationship between the two assessments administered during the 3-year period of this study in the Rankin County School District in Mississippi.

The influx of people into Sacramento during the days of the Gold Rush brought many problems to the citizens of this new community. One problem that manifested itself early was that of educating the children of the pioneer population.

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