It was the purpose of this study (1) to find out what use is being made of the tape recorders as shown by the literature; (2) to find out by questionnaires to what extent they are used in the city school districts of California; (3) to find out by personal interviews the extent to which they are used in nearby counties and comparable neighboring school districts; (4) to determine the administrative practices and extent of use of tape recorders within elementary schools of the Modesto City School District, and (5) to recommend a program of administration and use of tape recorders based upon the findings of this survey.

How can school district budget procedure in California be improved? This thesis submitted evidence indicating a need for improved practices in many areas directly connected with school district budgets. Problems involved are shown to be extremely complex, and from the facts presented the study concludes that there can be no simple, piecemeal approach. How may the problems of school district budgeting in California be solved through a comprehensive study of all related fields, made by a committee giving representation to all interested groups, the committee to be appointed and financed by the State of California, with instructions to recommend and prepare legislation?

Statement of the problem: How does the program of safety education in California elementary schools meet the needs of youth as defined by selected authoritative criteria? A sampling of 112 elementary schools of various grade combinations in thirty-four California counties furnished the basis for a questionnaire study. These schools fell within the average daily attendance range of 165 to 599. In addition to this the questionnaire was sent to twelve large city schools in various parts of the state, but in no case did the attendance figure go over seven hundred. The majority of the schools were in rural or semi-rural areas.

The two foremost forces working for human betterment are the religious values and secular education. To assist in the attainment of these values, released-time religious instruction has been organized in many communities. The problem that naturally arises and needs evaluation in California is: What are the Nature and scope of released-time religious education in California? California has permitted released-time religious education since 1943. The program has been carried on extensively. It is advisable than an evaluation be made. What are the nature and scope of released-time religious education in California up to and including May, 1948? How successfully has the arrangement operated, in the opinion of public school administrators? The ultimate objectives that evolve in this investigation are: (1) To provide for workers and others interest in public education and in religious education, information regarding the historical background, and present status of released-time religious instruction in California.; (2) To furnish possible bases for revision and improvement of the released-time program as it now exists. This evaluation of religious education in California will limit itself to released-time religious education as carried out in the elementary school system. The information secured is data, reactions and opinions of school administrators, because it is they who work intimately with the plan, and who have opportunities to evaluate its effectiveness in their particular school systems.

No description available.

Title I of the Elementary and Secondary Education Act (ESEA) of 1965 was originally created to ensure academic equity and opportunity for all students. As the largest federal program supporting elementary and secondary education, providing nearly $11.6 billion annually, Title I targets resources to local education agencies (i.e., school districts) to support additional programs and services for improving student achievement. Despite expansive reform efforts, political cries for accountability, and standardized testing, urban school-wide elementary school students are still--in large numbers --experiencing failure and defeat. The process of determining how Title I funds can be used effectively to address the needs of disadvantaged students is quite often multi-layered and complex. Due to the limited availability to research to support Title I coordinators in determining how to purposefully utilize Title I funds to supplement the disadvantages of urban elementary school students, the extent to which Title I funds are supporting and/or contributing to the transformation of low-performing Title I schools is relatively unknown. The focus of this mixed-methods study was to provide important insight into the appropriateness of federal funding of the No Child Left Behind Act (NCLB, 2001), in particular Title I funds, that support and/or contribute to the academic achievement of high poverty Title I elementary schools. Four data collection tools were employed in this study: Document review of the Single Plan for Student Achievement for 10 elementary schools serving high poverty, low-performing student populations, survey questionnaire sent to 10 Title I coordinators serving at school-wide Title I elementary schools, a follow-up questionnaire interview to gather further insight into the survey questionnaire responses, and open-ended response interviews conducted with 4 Title I coordinators to understand the challenges and obstacles that impede their ability to address the needs of Title I students. Results of this study provide local education agencies, schools, and Title I coordinators with research-based data regarding the impact of Title I funds to support high poverty, historically low-performing students.

No description available.

No description available.

During the period from April of 1940 to April of 1944, the population of the City of San Leandro increased from 14,601 to 22,903, or approximately 56.8%. Farmland and other undeveloped properties, to the extent of 215 acres, mostly far removed from the former residential sections, have been turned into closely built residence areas. Some 1500 houses have been built in one such section, alone, and the total, to January 1, 1945, included 2,504 residences and 171 multiple unit dwellings.2 War activities, within the city and the neighboring communities, have attracted large numbers of defense workers and these have been augmented by the families of men or women in the various armed services. Several thousand of the San Leandro residents have been employed in the military and naval establishments, shipyards, and the machine, food, and other industries of Alameda, Oakland, Richmond, San Francisco and other nearby cities, in addition to the four to five thousand who are manning the war industries within San Leandro.1 The great number of working mothers, with dependent children, has created the need for child care centers and nursery schools. The twenty-four hour operation of industry has upset the normal schedule of family life, and led toward serious problems in the direction of child delinquency. War conditions have placed new and greater burdens upon the schools. The normal problems of securing an adequate and effective personnel have been intensified by the scarcity of trained teachers and the difficulty of securing uncertificated help. Problems of providing housing and equipment have been increased greatly. Including these various problems in the field of this investigation, it is planned to analyze each, so far as may be found practicable, indicate the method used and the progress made toward the solution of each, and make suggestions for future action, as indicated by the anticipated needs of the district during the fifteen year period to 1960.

Does the individual guidance program of Modesto secondary schools meet the needs of the youth enrolled? This question is to be answered through a study of (1) the counselee loud of the counselors in the Modesto secondary schools; (2) the distribution of problems encountered in counseling; (3) the number of repeat counselees and how and why they came to the counselors; (4) the effectiveness of the counseling program from the students’ viewpoint; (5) the effectiveness of the counseling program from the counselors’ viewpoint.