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This bulletin presents statistics of state school systems in 1937-38. For the most part statistics presented in this chapter relate to public elementary and secondary schools in 48 States, the District of Columbia, and the outlying parts of the United States. Such data were submitted by States for nonpublic schools are incorporated in separate tables for private and parochial schools. Data for Negro schools supplied by the States maintaining separate schools for white and Negro pupils served as the basis for discussions under "Negro schools." Statistics of colleges, universities, and professional schools are not included in the tabulations in this chapter. Whenever possible totals and averages for the Nation are included. (Contains 79 tables, 12 figures and 3 footnotes.) [Best copy available has been provided.]

The statistics presented in this chapter were furnished by the State offices of education of the 48 States, by the District of Columbia, and by the 8 outlying parts of the United States. For the most part, these statistics relate to public elementary and secondary schools, although such data as were made available by the States are included in separate tables for private and parochial schools. Seventeen States and the District of Columbia maintaining separate schools for white and Negro pupils, supplied data permitting the presentation of Negro school statistics. Whenever possible, totals and averages for the Nation are included. Statistics from the outlying parts are included in several of the tables but are excluded from the totals. In no case have the statistics of colleges, universities, and professional schools been included. Data relating to and reflecting changes in enrollments, attendance of pupils, length of school term, income, expenditures, per capita costs, etc., have been basically considered for the statements and interpretations presented in the textual material. Significant trends for the States and the Nation and variations within and among States are pointed out for the biennium 1934-36 and for the 6-year period since 1930. (Contains 61 tables, 12 figures and 2 footnotes.) [Best copy available has been provided.]

It is generally recognized that the organization of satisfactory schools, attendance area, and local units of school administration involves a careful study of existing educational conditions. If satisfactory functioning of units proposed is to be assured, the study must consider functions of schools and local school units, services now rendered and those to be rendered, relationships of governmental units responsible for providing educational opportunities, and financial support for schools. This bulletin suggests principles and procedures, and presents forms for collecting and tabulating data, maps, and charts which may be used in making a study of local school unit organization. It constitutes a revision and elaboration of the "Handbook of Procedures for Planning the Reorganization of Local School Units," Circular No. 156 of the U.S. Department of the Interior, Office of Education, January 1936. Eleven chapters address: (1) Planning a study of local school units; (2) Organization and work of staff; (3) Defining and stating objectives; (4) Defining minimum standards; (5) Collecting and Organizing data; (6) Preparation of maps; (7) Presenting and evaluating the present situation; (8) Proposing improvements in organization; (9) Securing the cooperation and support of the public; (10) The legislative program; and (11) The financial program. An appendix presents forms that are suggested for the collection and tabulation of data necessary to study present status and to project proposed organization for local and State school systems and to insure comparability of studies made. A selected, annotated bibliography is also included. (Contains 38 footnotes, 41 forms, 10 maps, and 4 figures.) [Best copy available has been provided.]

This bulletin is a product of the Local School Units Project, a cooperative effort of the Office of Education, the National Professional Advisory Committee, the Works Progress Administration which funded the project, and the Office of Education Professional Advisory Committee. Its work could not have been completed without the support of the chief State school officers, the State project directors and their staffs, and members of the State departments of education in the ten States. Chapter 1, Status and Development of Public-School Organization in the United States, describes the existing organization and historical development of local school units, and their effect on the educational program. Chapter 2, Organization and Operation of the Local School Units Project, explains the: (1) reasons for undertaking the study; (2) purposes and organization of the Local School Units Project; (3) procedures for studying the units; (4) evaluation of existing educational conditions; (5) procedures for proposing more satisfactory school units; (6) projecting a program for effective project proposal; and (7) dissemination of the findings. Chapter 3, Nature and Operation of Local School Administrative Units, provides: (1) an analysis of local school units; (2) classification of units; (3) some complexities in the application of a classification; and (4) illustrative applications of the suggested classification. Chapters 4-13 present, for each of the 10 States (Arizona, Arkansas, California, Illinois, Kentucky, North Carolina, Ohio, Oklahoma, Pennsylvania, and Tennessee), the social and economic background of the State; historical development, types, number and size, and operating relationships of local school units; the procedures for changing unit boundaries; and factors encouraging and discouraging the organization of satisfactory local school units. A summary reviews the status and operation of local school units in the 10 States. The final chapter, Formulation of Plans for the Improvement of Public-School Organization, includes: (1) procedures in planning the organization of satisfactory school units; (2) the relation between the structure of local school units and their effectiveness; (3) determination of desirable minimum standards for local school units; (4) proposed programs in Oklahoma and other project States; (5) proposed legislative programs; (6) evaluation of proposed programs; and (7) some factors and conditions to be recognized in a program for improving the organization and administration of public education. Appended is a selected annotated bibliography. (Contains 25 footnotes, 97 tables, 40 charts, 13 maps, and 8 figures.) [Best copy available has been provided.]