The purpose of this study is to determine how Taylor County as a unit can best provide equal educational opportunities for the 2,417 boys and girls who are, or should be enrolled in the elementary and secondary schools within the county, and as a result propose reorganization and make general recommendations.

This study represents an attempt to discover high cost areas in the Robertson County Pupil Transportation System by comparing the pupil transportation expenditures of Robertson County with pupil transportation expenditures of four counties of comparable size. The data used was that submitted to the Tennessee State Department of Education by Anderson County, Franklin County, McMinn County, Roane County and Robertson County and published in annual reports for 1974, 1975, and 1976. The pupil transportation expenditures for each county were averaged for the three-year period and the mean was used as a basis for comparison to determine relative high costs. Robertson County ranked third in expenditures and showed relative high costs. Purchasing policies and procedures were reviewed by means of interviews. Robertson County purchased from suppliers on the local, state, and federal level and usually accepted the low bid--a policy considered by many administrators as sound management practice. No outstanding high cost areas were found. However, a more indepth study of the high cost areas found in the related literature was recommended to determine possible areas for lowering of costs.

The assignment is the teacher's one best chance of stimulating children with a desire for the work that is to follow. For this reason it should be carefully and methodically given and should be definite and clear. Study increases in intelligence somewhat in the degree that the main or salient features of the material to be studied are emphasized in the assignments.

The following are the things the writer hopes to accomplish by this study: I. Find the number of eighth grade graduates of the Bullitt County Schools over a four-year period (from 1948 to 1953): a. That entered high school b. That did not enter high school. c. That completed one, two or three years of high school. d. That completed high school. e. That married, died, etc. before entering or completing high school. II. Find age of graduation from the eighth grade. III. Compare the number of eighth grade failures in a non-consolidated school with those of a consolidated school. IV. Compare the percentage of eighth grade graduates from non-consolidated schools who entered or failed to enter high school with those who graduated from the eighth grade in the consolidated schools. V. Find the relationship between grade retardation and drop-outs. VI. Interview a number of boys and girls to find the cause of drop-outs.

The purpose of this thesis is to make a scientific study of education in Clay County. A. To clear up some of the false sensational stories and ideas of the so-called mountains and mountaineers. B. To study the school system of Clay County. a. Teachers. 1. Experience, pay and load. b. Finance. 1. Sources of revenue. 2. Expenditures c. Buildings and equipment d. Enrollment, census and attendance e. Efficiency of one-teacher schools compared with the efficiency of four or more teacher schools. C. To secure a basis for recommendations in the interest of better education in Clay County.

This study was undertaken in an effort to identify the marginal students at Western Kentucky University who will succeed academically only if they receive special help. Thirty-four male and eleven female marginal freshmen (ACT scores 13 to 17; GPAs 1.9 to 2.2) were tested with the Edwards Personal Preference Schedule (EPPS) to explore the possible relationship of the EPPS need for achievement (n Ach) to the academic success of the marginal freshmen. A secondary purpose was to determine if the need for achievement had a significant relationship to the number of hours for which the students initially registered and the number of hours carried to the end of the semester. The subjects were divided into three n Ach groups based on the scores obtained: Low (1-10), Medium (11-16), and high (17-23). Data on college GPAs and beginning and ending hours attempted were analyzed statistically across the n Ach groups. The three groups did not differ significantly on college CPA. The beginning and ending hours of males in the low and medium n Ach groups differed significantly; no significant difference was found for males in the high n Ach group or for the females. Additional explorations were made into the relationship between other factors (personality needs, high school class size, sex) and academic achievement. Nothing of significance was found.

The general purpose of this study is to investigate the status of the study of Latin in Kentucky. It is in detail a study to ascertain whether Latin is an elective or required subject; what per cent of high school students are studying Latin; preparation of Latin teachers; where Latin is elective how the enrollment in this subject compares with that of other subjects.

Secondary school science consists of biology, chemistry, physics, or a combination course known as general science. General science deals only with the practical side of the laws of physics. It fails to go into detail and very often omits the law entirely. Physics in high school requires a special room in the building which is not easily adapted to other use. A large amount of expensive equipment is need to teach it efficiently. Can all of this expense be justified? Is the student who ends his school career with high school graduation sent out into life with a large amount of useful information? Is the student who goes on into college given a clearer conception of the subject? Is he able to go farther in his college science because of his high school background? This study will try to answer these last two questions.

Two groups of Title I Math teachers, one representing school systems which reported second and third grade student achievement gains of one year or more on the Comprehensive Test of Basic Skills for 1978-79, and one group which reported gains of less than eight months, were surveyed in an effort to identify which methods of presentation and types of materials apparently contributed to the most successful Title I Math programs, in terms of student achievement gains. A study of survey results indicated that a Title I Math pull-out program served by a teacher in groups of less than ten students was the most common method of presentation in both survey groups. Results suggested that small-group settings, contact with a teacher and an aide in a pull-out situation, and a low student-teacher ratio were among the factors which influenced the achievement of Title I Math students. In regard to program planning. school systems which reported higher CTBS test scores achieved a more even balance of time spent between teaching from commercial materials/programs and teaching from teacher-made units or packets of work. with a limited amount of time utilized for games and other approaches; school systems which reported lower test scores devoted over half their teaching time to the use of teacher-made materials. Teachers from both groups indicated that their students, who represented several age groups from more than one grade level, necessitated a wide range of Math materials; because of the ages and individual differences in students, no one program or approach to teaching Title I Math was preferred or felt to be more effective than any other. An approach to teaching Title I Math suggested paying heed to the abilities and needs of the students, utilizing resources from a variety of commercial materials, permitting the teacher flexibility in developing work packets as needed, and infusing any other methods in planning a Title I Math curriculum.

The one purpose of this study has been to produce a program for the improvement of Kentucky's effort to equalize the opportunities for education throughout the commonwealth. As a means of accomplishing this purpose investigations have been the following: Other state plans for meeting this problem of equalization. Kentucky's present plan and the inequalities that still exist. The factors that must be considered in an equalization program for Kentucky.