No description available.

The purpose of this study is to determine the predictive value of the psychological examination when applied to college grades, with the motive of establishing standards by which students may be guided in their selection of college work.

The problems of this thesis are three-fold: To familiarize administrators and citizens with the problems and needs of accreditation to the extent that these problems become axiomatic, To determine who does the accreditation and how comprehensively is it done, To revise the present state form used for accreditation of Kentucky schools by comparison with other state-accrediting forms.

The problem presented in "A Plan of Supervision for Todd County Elementary Schools" deals primarily with an attempt: To present a plan of supervision. To ascertain a means of evaluating supervision.

The present problem is fivefold: To determine the status of Kentucky city school superintendents with reference to professional training, educational experience and tenure. To determine the facts regarding the financial support and compensation and economic status of Kentucky city school superintendents. To determine the social and professional status, as shown by the facts gathered, and the activities in which the superintendents engage. To determine the status of the city superintendents with reference to their powers and duties granted by the boards of education. To compare the status of the city superintendents of twelve years ago with that of the present time.

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.