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Psychologists and leaders in the field of education have pointed out time and again that high school curriculums should be designed not only to teach a group of subjects, but also to meet the needs of a large group of individuals - the students. The boy or girl who spends four years in classes of mathematics, history, English, science, and a lot of other subjects does so not in order to parrot back to a teacher a long list of learned facts, but in order that he may prepare himself to take his place in a society as well adjusted and useful citizen in his chosen community. If this premise is true, then it would appear that one of the basic needs of the high school student is effective oral communication. As a consequence, one of the basic curriculum subjects would be a course in fundamentals of speech. This thesis is an attempt to find out if that need is being met by the high schools in the State of California. Briefly stated the thesis problem is: “Are the individual student’s speech needs being met by the California high school curriculums?”

This study should, in a small way, add an important chapter in the total local historical record, and be of particular value to the Stockton Unified School District. It is to be hoped that the following study will give proper credit to the early achievements of the schools, and give a chronology of school progress. This paper also points to the shortcomings and failures of the local schools, since there are also a part of the record.

During recent years, courts in the United States have in many instances attempted to force other agencies of government to take some sort of affirmative action. In doing so, they have sought repeatedly to force those other agencies to act where, left to their own accord, they would choose not to do so. A specific example of a situation of this sort is the United States Supreme Court's entry into the field of race relations with the issuance of the Brown decision in 1954. Quite obviously, in rendering that decision, the nation's highest court was seeking to force local school boards to act in a manner distinctly at odds with how they would otherwise have chosen to proceed. In the Brown situation and others like it, a crucial question which has arisen is this: to what degree is a court able to force other agencies to act where they otherwise would not? It is, moreover, with this question that this dissertation is concerned. Specifically, this volume seeks to explore the capability of the courts to force unwilling agencies to act in a manner opposed to their natural inclination by exploring the California school finance litigation and the legislative responses to it. What this exploration leads to is the conclusion that, although courts can and do force other agencies to act, their ability to do so is nonetheless limited. Specifically, it would appear that courts can act as agenda setters, thereby forcing other agencies of government to at least consider issues they otherwise would have ignored. Courts also, it would seem, can play some role in the molding of the substantive provisions of a given policy. There, though, their impact would appear not to be a particularly great one; rather, in that regard it would seem that all they are capable of doing is simply prodding other policy-makers in a given direction but little more. Indeed, it would appear that the capacity of courts to act as actual molders of substantive policy is seriously undercut by the fact that the decisions they issue are merely one component of the overall political environment with which nonjudicial officials must be concerned.

No description available.

The purpose of this study is to show whether it will be more advantageous for the Geyserville Union High School District to join with the Healdsburg High School District sven miles to the south, or with the Cloverdale Union High School District nine miles to the north, distances being registered from the center of Geyserville.

The main purpose of this study was to discover if and why some small California secondary schools fail to provide continuation education. The study involved two problems: First, to show the arrangements, methods, and problems encountered in carrying out statutory provisions concerning continuation education in small secondary schools; Second, to determine the attitude of secondary school administrators toward continuation education.

This study was conducted for the purpose of determining whether the size of school districts (in terms of the number of teachers they employ) affects the employment of the instructional staff with regard to their academic preparation, experiences, and professional interest. In question form the problem may be stated: What is the relationship of the professional status of the teacher to the size of the district in the elementary schools of San Joaquin and Stanislaus Counties?

The emphasis of this study will be centered in the search for answers to the following questions: (1) How accurately and extensively do adults of the community know their elementary schools?; (2) What are the various sources by which adults of the community receive school information?; (3) What types (categories) of school information for citizens desire most?; (4) What types of school news items appear most frequently in the local newspaper, and how accurate and effective in it? The objective in conducting this study is to gain an insight into the matter of communication between the elementary school and the community and to evaluate local school publicity.

The purpose of this study was to find for the fiscal year 1950-51 some characteristics of the variou sizes of California school districts as indicated by the average daily attendance for the fiscal year 1950-51 in relation to (1) the average current expenses per unit of average daily attendance, (2) the average state apportionment per unit of average daily attendance, (3) the average transportation costs per unit of average daily attendance, and (4) the average district tax rates.