The subject of this study grew out of a desire to estimate the value of high school chemistry and its relation to college chemistry. The purpose is to bring about a better understanding of the necessity of a closer tie-up between different levels of our educational system. Life and growth are continuous processes, and, if education if life, we must make it a continuous experience. While limited because of incomplete records and changing classifications of our high schools, it is hoped that this study will lead to a further and more scientific study of related problems in this field.

This study is undertaken to find out what activities are actually performed by the county school superintendent in the state of Kentucky. Much theorizing has been done about what he should do and how he should allocate his time, but it seems that no one has done much to find out just what he does. Courses of instruction are being offered in many colleges for the purpose of preparing person to administer efficiently the office of county school superintendent. These courses are based mainly on theory and not on facts. It is hoped that this study will aid instructors in formulating a more efficient program for the purpose of training these school administrators. Most county school superintendents in Kentucky must serve as such for several months or perhaps a year or so before they are capable of rendering efficient service. This is the apprentice period, when the benefits of the business are reaped by the superintendent and not by the school system he is serving. It is this period of time we must seek to improve.

The problem of the study was: To test the effect of free reading in the eighth grade, having materials provided with a range of difficulties suited to the differences in ability of the pupils.

The problem involves the following divisions: To build a course of study in shorthand with all the units developed To suggest means of evaluation of the course of study

The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students. Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years. A comparison of student retention for the four academic years of this study produced the following results: All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison. Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group. At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention. Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.

The purpose of this study was threefold: (1) to ascertain what is being done in elementary science on the fourth grade level in the states included in this study; (2) to determine whether the work being done is in keeping with the thinking of the modern authorities on the teaching of elementary science; and (3) to formulate a program of elementary science on the fourth grade level based on the materials considered most practical and organized around the "center of interest" currently accepted as basic for the teaching of science in the fourth grade.

Fifty students from English 055 and 50 students from English 101 were given the Edwards Personal Preference Schedule, the Mooney Problem Check Lists, the Allport/ Vernon/Lindzey Study of Values, and the Willoughby Schedule to determine if any significant differences existed between the two groups in the areas of personality characteristics, values, or problems. A statistical analysis of the results was determined by means of a t value from a separate variance estimate. Results indicated that significant differences existed between the 055 students and the 101 students in the following areas: self-esteem, economic values, need for achievement, and number of problems. There were no other significant differences. Since colleges and universities are accepting more and more students who are academically too weak to pursue the traditional course of study, it is recommended that special consideration be given to the needs of these remedial students and that an attempt be made to educate each as a whole individual.

The first-year shorthand class of Woodway Senior High School was given the test instrument, The Turse Shorthand Aptitude Test, to determine whether achievement in shorthand could be predicted by the percentile rank achieved on The Turse Aptitude Test. Comparison was made of the shorthand grades; SCAT-Total, and Grade Point Averages. The only significant correlation found was between first semester grades of first-year shorthand and the overall grade point average which was significant at the .03 level. The second semester grades of first-year shorthand and the overall grade point average was significant at the .13 level. The socio-economic factors of father's occupation, mother's occupation, student's educational and vocational plans, showed no significant relationship with the student's achievement in first-year shorthand grades. No significant correlation between The Turse Shorthand Aptitude Test Scores and achievement of students in first-year high school shorthand was found. This study indicates that The Turse Shorthand Aptitude Test is an unlikely predicator of shorthand success.

In this study the records examined showed that the per capita cost of instruction in the one-room and the two-room schools varied from three to six times that of the larger schools. The one-room school is the most expensive means of education, yet it offers far fewer advantages and opportunities. The decline in the number of these schools has been in progress for a number of years. This has been true in the rural sections that have a larger number of improved roads. The lack of sufficient roads has seemed to be the greatest obstacle in the consolidation of schools. Yet we find in some sections, where conditions seem favorable for consolidation, a reluctance on the part of rural communities to see the traditional one-room school disappear. This condition will gradually decline as the people of the community become more enlightened in regard to the school situation.

Samples from two populations, entering freshmen at Western Kentucky University who were either peer counseled/advised or professionally counseled/advised, were compared on three vairables: (i) retention rate as sophomores, (2) freshman grade point averages earned. and (3) client satisfaction with counseling/advisement services. The variance between the means of the two freshmen groups was analyzed using a two tailed t test. There was no significant difference between groups in retention or grade point average. There was, however, significant difference in client satisfaction between the peer counseled/advised freshmen and the professionally counseled/advised freshmen. Freshmen receiving peer counseling/advisement rated their helpers at a higher level of effectiveness than did the professionally counseled/advised group of freshmen.