Public Junior College Legislation in the United States By John Addison Clement Professor of Education and Vivian Thomas Smith Assistant, Bureau of Educational Research BUREAU OF EDUCATIONAL RESEARCH BULLETIN No. 61 Price Fifty Cents COLLEGE OF EDUCATION UNIVERSITY OF ILLINOIS UNIVERSITY 4000 3-32 2(i31 OF Illinois ii P«ESS I I PREFACE Requirements relating to junior colleges range from no legislative enactments specifically dealing with this division of our system of public education to elaborate and detailed laws governing the establishment and maintenance of public : colleges for the thirteenth and fourteenth years. In addition ; to the legal provisions several requirements of a semi-legal •o character have been formulated by state departments of ~1 education and other bodies on which authority has been T conferred. The legislative acts and the other requirements are scattered through a variety of sources and are not gen- erally known outside of the areas to which they apply. Hence, it has seemed desirable to gather together and to present in an organized form the essential information in regard to the various legislative enactments and the semi- legal requirements pertaining to public junior colleges, and it is hoped that this bulletin will be useful to persons in- terested in the present status of this institution or in the legal aspects of its development. Walter S. Monroe, Director Digitized by the Internet Archive in 2011 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/publicjuniorcoll61clem TABLE OF CONTENTS PAGK Chapter I. Introduction' 9 The problem 9 Sources and methods used 9 Accrediting-agency standards not included 11 Chapter II. General Legal Status of Junior Colleges . 12 Number and distribution of public junior colleges ... 12 Types of public junior colleges 12 General legal status of public junior colleges 13 Non-legalized junior colleges 19 The junior-college decision in North Carolina .... 20 Dates of junior-college legislation 21 Lack of uniformity in legal requirements of different states 23 Specific nature of recent legislation 24 Generally restrictive nature of the legislation .... 24 Agency of control 26 The standard of work in the junior college 27 Chapter III. Legal Provisions for the Establishment and Maintenance of Junior Colleges 28 Provisions for the establishment of junior colleges ... 28 Provisions for financing the establishment of junior colleges 29 State aid for maintenance of junior colleges 30 Provisions for local support of junior colleges .... 34 Tuition 35 Required size of junior-college districts 35 Required minimum assessed valuation of districts ... 36 Student enrollment required 37 Library requirements in junior colleges 40 Semi-legal standards for libraries 41 Laboratories 42 General material equipment 42 Chapter IV. Legal Requirements Concerning Junior Col- lege Administrative and Academic Standards . 44 Administrative and academic standards set up by state de- partments .... 44 PAG1 Legal provision for junior-college local administration . 4: Inspection and reports 45 Legal and semi-legal requirements concerning the junior- college faculty 47 Admission requirements 50 Graduation requirements 52 Maximum student load and standards for work done in junior college 54 Junior colleges required to be organized on the college level 55 Certain features of legislation pertaining to junior-college curricula 56 Chapter V. Summary and Conclusions ...... 60 Types of junior colleges 60 Recent tendencies in junior-college legislation .... 60 Organization and control 60 Financial support of junior colleges 61 Academic standards 61 LIST OF TABLES PAGE Table I. Public Junior Colleges in the United States 14 Table II. Number of Public Junior Colleges in Operation in the United States. January 31, 1932 19 Table III. Dates of Latest Enacted or Revised Statutes Now in Effect Legal- iz'ng Public Junior Colleges in Twenty States 22 Table IV. Legal Procedure in Establishing Public Junior Colleges in Thirteen States 30 Table Y. Legal Provisions in Effect for Maintenance of Public Junior Colleges in Fifteen States 33 Table VI. Minimum Legal and Semi-Legal Requirements for Establishing and Maintaining Junior Colleges in Thirteen States Having General Junior College Legislation 38 Table VII. Legal and Semi-Legal Administrative and Academic Standards for Junior Colleges in Fourteen States 46 PUBLIC JUNIOR COLLEGE LEGISLATION IN THE UNITED STATES CHAPTER I INTRODUCTION The problem. The purpose of this study is to summarize Legal and semi-legal provisions for the publicly controlled junior colleges in the United States. The latter include the standards set up by state departments of education to whom such legislative powers have been delegated either expressly by the statutes, or implicitly by judicial de- cisions, or assumed by those states under provisions of their general school law. The general legal status of the public junior college is described in Chapter II. The details of legislation are taken up in Chapters III and IV under two heads: "Legal Provisions for the Establishment and Maintenance of Junior Colleges" and "Legal Requirements Con- cerning Junior College Administrative and Academic Standards." Under the first heading are grouped legislation affecting types of dis- tricts, procedure in establishing, minimum requirements for establish- ing, state and local agencies of control, functions of state and local controlling agencies, and provisions for maintenance, including state aid, local taxation, and tuition. Under the second heading are grouped legal provisions for administrative control, qualifications and duties of teachers, admission and graduation of students, standard of work done, and curriculum requirements. In every case it must be remembered that this discussion is limited to the legal aspects. Existing conditions, such as costs, enrollments, equipments, tuition, tax rates, facts con- cerning teacher training, and other items of statistical information are of interest here only in so far as they throw light on the legal pro- visions. Sources and methods used.'' For the most part, the data used in this study were obtained from original sources consisting of copies of the school laws of the various states and the various state statutes or state codes as found in the Law Library of the University of Illinois. Recently published studies of several phases of junior-college legisla- 'The manuscript for this study was practically completed before the appearance of Eell's, W. C. The Junior College, but a comparison has been made between a number of the facts presented herein and tho-e in The Junior College. Such slight discrepancies as were found were checked by a further reference to the original sources. 10 Bulletin No. 61 tion 2 have been carefully compared and used to check the findings herein set forth. In a few cases, articles written by state officials have j been accepted as primary sources for the data therein assembled. 3 In order to supplement the sources mentioned above, the writers sent a questionnaire to all of the state departments of education in the United States, requesting information concerning junior-college regu- lations. Replies were received from forty-three states. Since the questionnaire was sent out, communications concerning 1931 junior- college legislation have been received from four of these states. Ten of the respondents enclosed pamphlets or manuals giving standards relative to junior colleges. 4 These replies, together with other infor-.. mation at hand concerning five states, comprised a complete source of original data concerning junior-college statutes enacted by state legislatures and rules and regulations set up by state boards of edu- cation. Effort has been made to limit the information contained to statements of fact and to avoid interpretations whenever possible. Where doubt existed as to the status of a junior college or to the bet 2 Broom, K. M. Public Junior College Bulletin, State of Mississippi, Department of Ed- ucation, No. 58. Jackson, Mississippi: State Superintendent of Education, 1929. 43 p. Brothers, E. Q. "Legal Status of the Publicly Supported Junior Colleges," School Review, 38:737-49, December, 1930. Chambers, M. M. "Junior College Legislation in Michigan," Educational Law and Administration, 1:6-7, January, 1932. Eells, W. C. "Recent Junior College Legislation in California," Junior College Journal, 2:24-29, October, 1931. Foster, I. O., et al. "Some Phases of the Junior College Movement." Bulletin of the School of Education, Vol. 4, No. 1. Bloomington: Indiana University, 1927, p. 60-67. Hughes, R. H. "The Public Junior Colleges in Kansas," School Review, 38:450-55, June, 1930. Morgan, W. E. "Junior College Developments in California," Junior College Journal, 1:64-73, November, 1930. National Education Association. "State School Legislation," Studies in State Educa- tional Administration, Studies Nos. 1, 6, and 10. Washington: National Education Asso- ciation, December, 1929, December, 1930, February, 1932. Wallace, C. M. "Development of Junior Colleges in Iowa," Junior College Journal, 1:176-82, January, 1931. Whitney, F. L. "Recent Legislation Affecting the Junior College," School Re 39:775-81, December, 1931. 3 For an example of this, sec: Wallace, Op. fit. 4 California State Department of Education, State Board of Education, "Rules and Regu- lations of the State Board of Education for the Government of the Public Schools of the State of California," Bulletin No. F-l. Sacramento: California State Printing Office, 1930, p. 14-17. Foote, J. M. "The Junior College Movement in Louisiana," State Department of Edu- cation of Louisiana Bulletin, No. 119. Baton Rouge: State Superintendent of Public Educa- tion, 1928. 26 p. Maryland Department of Education. "Principles and Standards for Accrediting Junior Colleges." Baltimore: Department of Education. 1 p. (American Council of Education recommendations. Mimeographed. ) Minnesota Department of Education. Standards for Graded Elementary and Secondary Schools. St. Paul: Department of Education, 1929, p. 49-52. Mississippi State Department of Education. "Public Junior College," Bulletin No. 58. Jackson: State Department of Education. 43 p. New Hampshire State Board of Education. Report for the Biennial Period Ending June .W, 1930. Concord: State Board of Education, 1930, p. 126-29. New Jersey State Department of Public Instruction. "Regulations for Approval of Junior Colleges." Trenton: Department of Public Instruction. 1931. 2 p. (Mimeographed.) Oklahoma State I'.oard of Education. "Standards for Oklahoma Junior Colleges." Okla- homa Citv: State Hoard of Education. 1928. 2 p. (Mimeographed.) Reid, T. R. and Marrs. S. M . X. "Texas Municipal Junior Colleges," Bulletin of the State Department of Education, No. 255. Austin, Texas: State Department of Education. 93 p. Taylor, C. W. "Standards for Accrediting Junior Colleges in Nebraska." Reprinted from the Junior College Journal, 2:175-77, December, 1931. Texas State Department of Education. "Standards for Accrediting Junior Colleges. Austin: State Department of Education. 3 p. (Mimeographed.) Public Junior College Legislation* 11 neaning of a law. letters were sent to persons who presumably were ible to supply the desired information. In case ambiguities and in- iccuracies still exist, the writers will be glad to receive corrections. Accrediting-agency standards not included. Standards set up by txtra-legal bodies, such as state universities or regional standardizing " igencies on accredited relations, are not included, except in cases where he standards of such agencies are adopted for the state by some legally •onstituted or legally empowered body. Thus, for example, the stand- irds set up by the Committee on Accredited Relations with Higher nstitutions. in Kentucky, 5 are not given in this report. Furthermore, •egulations and standards which are known to refer exclusively to Drivate junior colleges are not included. Such documents as those describing the conditions of incorporation of the Junior College of Connecticut at Bridgeport, 6 the rules applying with respect to private unior colleges in Maine which receive state aid, 7 the statement of defi- litions of junior colleges in Virginia, 5 and the list of regulations for the istablishment of junior colleges in Washington, as stated by Bolton. 9 ire not included, since they are not thought of as applying specifically o public junior colleges. 10 "Listed and discussed in the Kentucky School Journal, 6:21-25, November, 1927. 'Connecticut Schools (Legislative Number). 8:9, July, 192". "Maine Department of Education. "Legislation Relating to Public Schools." Augusta: I Department of Education, 1929. s Rivers. W. W. "The Present Status of the Tunior College," Baxlor University Bul- letin, 19:42-45, 1916. 'Bolton, F. E. "The Establishment of Junior Colleges," Washington Educational Jour- nal, 5:270-71. 293-94; May. 1926. "For standards set up by various accrediting agencies, sec: Whitnev. F. L. "Present Standards for Tunior Colleges," School Review, 36:593-603, October, 1928. CHAPTER II GENERAL LEGAL STATUS OF JUNIOR COLLEGES Number and distribution of public junior colleges. There art today approximately 550 1 so-called junior colleges in the United States including standard and non-standard institutions. As indicated ir Tables I and II, 212 of these are publicly controlled, of which 149 are of the locally controlled type, 58, state-controlled, and 5, branches of state universities. These publicly controlled junior colleges are dis- tributed over thirty-five states. Locally controlled junior colleges are found distributed over twenty-two states, while the state controlled junior colleges are found in twenty 2 states. Seven states have both locally and state controlled types. Publicly controlled junior colleges are most numerous in California, Iowa, and Texas, these states having, in the order named, thirty-seven, twenty-seven, and twenty public jun- ior colleges. Some of the other states having several public junior colleges are: Arkansas, eight; Illinois, six; Kansas, ten; Michigan, eight ; Minnesota, seven ; Mississippi, twelve ; Missouri, eight ; Okla- homa, thirteen ; Georgia, eight ; and Washington, six. Types of public junior colleges. The two general types of locally controlled public junior-college districts are those in which the junior colleges are combined with high schools and those that are inde- pendent of high schools. The junior-college district coterminous with a citv or county district and constituting an upward extension of the high school is provided for in all states having a general statutory pro- vision. In such districts the statutes usually provide that the junior college shall be combined with the high school and under the admin- istration of the high-school principal or the superintendent of schools. There are, however, legal provisions in several states for other types of districts. California, Mississippi, and Texas have legislation con- cerning independent single junior-college districts and union districts consisting of various combinations of the single units. Arizona, Kansas, 2a Mississippi, California, and Texas provide for county dis- tricts. In the 1931 law. Arizona provides for both union and county junior-college districts in addition to single districts of the combination type, a union district including two or more contiguous high-school districts in the same county, and a county district including all of the 'These facts are based on studies made at the University of Illinois in Ancust, 1930, and in April, 1931. The results of these studies were compared with the lists published in the Junior College Journal of lanuarv, 1931, and January, 1Q32. =This number includes those states having junior-college branches of state universities. ••In Kansas, no county junior colleges have been established. 12 Public Junior College Le .i-lation 13 territory of a county not included in any other junior-college district. The Louisiana law provides that a district shall consist of an entire parish. The state controlled junior colleges, wherever found, are usually state agricultural, teacher-training, or vocational schools, or branches of the state university. It is difficult to draw, on the basis of the method or amount of state control, a hard and fast line between the state controlled and the other types of public junior colleges. The fundamental difference ap- pears to be found in the agency to which the state has delegated the authority. It will be shown that the tendency is to centralize authority in the hands of state departments of education for the approving, standardizing, and supervising of locally controlled junior colleges. Such state controlled institutions as state normal schools, state or county agricultural schools, and state military schools usually operate under detailed statutory provisions and are accountable directly to the legislature or to bodies created by the legislature. This is particularly true of the agricultural and industrial schools of Georgia and Missis- sippi in which the courses of study are specifically prescribed. Branches of state universities are. of course, under the control of university authorities. General legal status of public junior colleges. Table III indi- cates the twenty states in which junior-college legislation is now in effect. Only thirteen of these states — Arizona. California, Iowa. Kansas. Louisiana. Michigan, Minnesota, Mississippi. Missouri, Mon- tana. Xebraska. North Dakota, and Texas — have general legislation concerning the locally controlled type. In eight states — California. Georgia. Idaho. Montana, Oklahoma. Pennsylvania. Tennessee, and Texas — legislative provision is made for the state controlled type, either under the direct control of the state or as a branch of the state university. Two states. California and Texas, make statutory pro- visions for both the locally controlled and the state controlled types, while the Mississippi agricultural junior colleges appear to be the extended-high-school as well as the state controlled type. Seven states — Colorado, Georgia, Idaho. Illinois, Oklahoma. Penn- sylvania, and Tennessee — have only special legislation providing for certain institutions at definitely stipulated places. 3 Of these seven states. Colorado has special legislation concerning junior colleges of the extended-high-school type at Grand Junction and at Trinidad. In J In 1931, the legislature of Utah passed a measure providing for the taking over by the state of Snow College at Ephraim and the Weber College at Ogden. However, Utah is not listed in Table III, because one of these institutions does not come under the control of the state until July 1, 1932, and the other, not until July 1, 1933. The law is, therefore, not considered to be yet in effect. 14 Bulletin Xo. 61 Table I. — Public Junior Colleges in the United States How Controlled Name of Institution Date Established Location Local StateJ Branch of University Alabama Normal Sta. Aur. and Mech. Inst. (Coll.) X 1875-1920 Arizona Phoenix 1920 Arkansas Eldorado Tr. Coll X 1925 Fort Smith Fort Smith Tr. Coll X 1928 Sta. Agr. and Mech. Coll X 1910 Little Rock Little Rock Jr. Coll X 1927 Magnolia Sta. Agr. and Mech. Coll X 1910-1925 Monticello Sta. Agr. and Mech. Coll X 1910-1925 Pine Bluff Sta. Agr. and Mech. Coll. and Norm. Sch. . X Russellville Ark. Polytechnic Coll... X 1910-1922 California • Azusa Bakersfield Tr. Coll 1915 x 1913* 1917 b Brawler Tr. Coll X 1910-1924 Compton Compton Tr. Coll X 1927 Central (Union ) Tr. coii : X 1922 East Side Tr. Coll X 1930 Fullerton Tr. Coll X 1913 Fresno Tr. Coll X 1910* 1917 b Fresno v 1930 X 1927 San Benito Co. Tr. Coll. X 1919 Marin Union Jr. Coll.. X 1926 Antelope Vallev Tr. Col! '. ." X 1912-1928 Long Beach. . . . Long Beach Tr. Coll. . . . X 1926" 1927" Los Angeles. . . . Los Angeles Jr. Coll. . . . X 1929 Yuba Co. Tr. Coll X 1927 Modesto Tr. Coll X 1921 Chaffev Tr. Coll X 1916-1922 Pamona Tr. Coll X 1916 X 1924 Porterville Tr. Coll X 1927 Reedlev Jr. Coll X 1926 X 1916 Sacramento Tr. Coll.. . . X 1921* 1922 b X 1926* 1920' San Bernardino. San Bernardino Vallev Union Tr. Coll. X 1926 San Tose Tr. Coll. Div.. X 1921-1929 San Luis Obispo. Calif. Polytechnic Sch.. X 1903-1927 San Mateo Tr. Coll X 1922" 1921' Santa Ana X 1915" 1922* Santa Maria. . . . Santa Maria Tr. Coll. . . . X 1920 Santa Monica. . . Santa Monica Tr. Coll.. X 1929 Santa Rosa Union Tr. Coll X 1918 Lassen Tr. Coll X 1925 Taft Taft Tr. Coll X X 1916-1922 1926-1929 X 1926 Colorado Grand function. Grand Junction Tr. Coll X 1925 x» 1925 Public Junior College Legislation Table I. — (Continued) 15 How Controlled Name of Date Location Institution Established Local State Branch of University Delaware Sta. Coll. for Colored Students X 1926 Florida St. Petersburg. . St. Petersburg Jr. Coll.. X 1927 X 1931 Georgia (.a. Norm, and Agr. Coll X 1917 Americus Sta. Agr. and Norm. Coll X 1926 Jr. Coll. of Augusta. . . . X 1925 Bowden Bowden Sta. Norm. and Indus. Coll X Middle (ja. Agr. and Mech. Coll X X 1928 So. Ga. Sta. Coll 1927 Tifton Ga. Sta. Coll. for Men. . Burke Co. Jr. Coll X X 1924 Waynesboro .... 1928 Idaho Albion Albion Sta. Norm. Sch.. Lewiston Sta. Norm. X 1S93 Sch X 1893 So. Branch Univ. of X 1927 Illinois Crane Jr. Coll Morton Jr. Coll Joliet Jr. Coll Lyons Twp. Jr. Coll. . . . X X X X X 1911 1924 1927 Joliet 1902 1929 La Salle La Salle-Peru- Oglesby Jr. Coll X 1924 Iowa Albia Albia Jr. Coll X X 1927 Bloomfield Tr. Coll 1928 Boone Tr. Coll Britt Jr. Coll Burlington Jr. Coll X X X 1927 Britt 1927 1920 Centerville X 1930 Chariton Jr. Coll X 1927 Clarinda X 1922" 1923 bc Creston X 1926 Eagle Grove Eagle Grove Tr. Coll. . . . X 1928 Elkader Elkader Jr. Coll Ellsworth Jr. Coll X X 1929 1928 Emmetsburg. . . . Emmetsburg Jr. Coll. . . X 1930 Estherville Estherville Tr. Coll X 1924 Fort Dodge Jr. Coll.. .. X 1922 Independence . . . Independence Tr. Coll.. X 1928 Maquoketa X 1927 Marshalltown . . . Marshalltown Jr. Coll.. X 1927 Mason City Mason City Jr. Coll. . . . X 1918 X 1929 Osceola Osceola Jr. Coll Red Oak Jr. Coll X X 1927 Red Oak 1921 Sheldon Jr. Coll X 1926 Tipton X X 1927 Washington Tr. Coll. . . . 1927 X 1923 Webster City. . . . Webster City Jr. Coll... X 1926. 16 Bulletin No. 61 Table I. — (Continued) Location How Controlled Name of Institution T . ,. . Branch of Local .Mate University Date Established Kansas Arkan>a> City. Coffeyville. . . . El Dorado. . . . Fort Scott (iarden City. . . Hutchinson . . . Independence. Iola Kansas City. . . Parsons Kentucky Frankfort Louisiana Monroe Maryland Bowie Frostbur, Salisbury Towson Massachusetts Springfield. . . , Michigan Bay City Calumet Flint Grand Rapids. Highland Park Jackson Muskegon .... Port Huron. . . Minnesota Coleraine Duluth Ely Eveleth Hibbing Rochester. . . . Virginia Mississippi* Carthage Decatur Ellisville (ioodman Moorhead .... l'erkinston. . . Poplarville. . . Raymond Scooba Senatobia. . . . Summit Wesson Arkansas Citv Tr. Coll ". Coffeyville Tr. Coll El Dorado jr. Coll Fort Scott jr. Coll Garden City Jr. Coll.. . Hutchinson jr. Coll.. . . Independence Tr. Coll.. Iola Jr. Coll Kansas City Jr. Coll. . . Parsons Jr. Coll Kv. Norm, and Indus. Inst Ouachita Parish Tr. Coll Maryland Norm. Sch. . Sta. Norm. Sch Marvland Sta. Norm. Sch Marvland Sta. Norm. Sch Springfield Jr. Coll. . . . Bay City Jr. Coll Calumet Tr. Coll Flint Jr. Coll Grand Rapids Tr. Coll.. Highland Park Tr. Coll Jackson Jr. Coll Muskegon Jr. Coll Port Huron Jr. Coll.. . Itasca Tr. Coll Duluth Tr. Coll Elv Tr. Coll Eveleth Tr. Coll Hibbing Jr. Coll Rochester Jr. Coll Virginia Jr. Coll Leake Co. Jr. Coll East Central (Newton) Jr. Coll Tones Co. Jr. Coll Holmes Jr. Coll Sunflower Jr. Coll Harnson-Stone- Jackson Tr. Coll Pearl River Tr. Coll... Hinds Jr. Coll E. Miss. (Kemper i Ir. Coll X. \Y. Miss. (Tate i Tr. Coll .".. S.W. Miss. (Pike) Ir. Coll ."... Con'ah-Lincoln Tr. Coll " 1922 1923 1927 1919 1919 1928 1925 1923 1923 1923 1931 1925 1866 1917 1922 192S 1923 1914 1918 1928 1926 1923 1922 1927 1921 191S 1916 1915 1921 1926 1914-1928 1911-1927 1925-1928 1926 1925 b 1926* 1908-1923 1922* 1923' !912»c i927 d » 1926 1918-1929 1928 Public Junior College Legislation Table I. — (Continued) 17 Location Missouri Caruthersville. Flat River. . . . Jefferson City . Kansas City. . . Moberly Monett St. Joseph. . . . Trenton Montana Hillings Dillon Havre Nebraska McCook Norfolk Scottsbluff New Mexico Roswell North Carolina Asheville Biltmore Elizabeth City. North Dakota Bottineau Wahpeton .... Ohio Toledo Oklahoma Altus Bartlesville. . . Claremore. . . . Goodwell Lawton Miami Muskogee. Okmulgee Tishomingo. . . Tonkawa Warner , Wilburton .... Oregon Ashland Monmouth. . . . Oswego Pennsylvania 1 Erie Name of ln.-titution Jr. Coll. of Caruthers- ville , Jr. Coll. of Flat River Jefferson City Jr. Coll. Jr. Coll. of Kansas City Moberly Jr. Coll Monett Jr. Coll Jr. Coll. of St. Joseph Trenton Jr. Coll East. Mont. Norm. Sch Mont. Sta. Norm. Sch. North. Mont. Sch McCook Jr. Coll Norfolk Tr. Coll Scottsbluff Jr. Coll N. Mex. Mil. Inst Coll. of the City of Asheville 1 " Buncombe Co. Jr. Coll. Elizabeth City Norm. Sch N. Dak. Sch. of Forestry N. Dak. Sch. of Sci.... Jr. Coll. of Univ. of Toledo Altus Jr. Coll Bartlesville Jr. Coll. . . . Okla. Mil. Coll Panhandle A. and M. Coll Cameron Sta. Sch. of Agr N. E. Okla. Jr. Coll.... Muskogee Jr. Coll Okmulgee Jr. Coll Murray Sta. Sch. of Agr Univ. Prep Sch. and Jr. Coll Connors Sta. Agr. Coll East. Okla. Coll South. Oreg. Norm. Sch Oreg. Norm. Sch Mayhurst Norm. Sch. Erie Jr. Coll. of Univ. of Pittsburgh. How Controlled Local State Branch of University Date Established 1928 1922* 1921b 1910c 1926* 1915 1927 1927 1915 1925 1925 1893 1929 1926» 1925 b 1928 1929 1898-1914 1926 1927 1922 1906-1925 1908" 1910 b 1872-1922 1921" 1926" 1927 1919 ab 1923 a 1927 1923" 1924 bc 1920 1926 1922" 1923 b 1920" 1923 b 1927 1909-1927 1910 1928 If _r— >- N": r'. T - .i - 1 . — - J-.-r.-.-j.i.-i :-:.■ . ;-—.-_- -_ . — . . - "^ -■'■' •- " :•■ il - - -..::?: v . ------v- -- ; ; X- S ----- ■■ V-.:=::v- fr J: - __ ... x- :■ : X g - - : - - Au3iJr.Cd.. i i - - - : X .- : ?:•-• - - : X - v- ■ - . - X - _.=_-!-: :- r T: * — 1— " -"- ■'-'-- ' . -. X m i '■ ■^« ..r r C:: X H3LhamJr.ColL- X . _ . . — H.--1 ;■ -r: - c*« X -_- :-: --- - "- :*■ - . ■ :. SaoBgerJr-CalL..- -T~"«f - :■ X - - - i - - - - - »iiJtoc»Tr.Coi.. X . SliLwfcimlft r." .17:"'" .-. . " X _±~; i TcHpleTr.CML... - t--i.r = .i.- i - _ :.. i X 7-.tr T : - - :.: X . - . - x . : Wichita Fate Jr. Coffl. X -- -" :- "- Breach Aer. CoIL . . . . - ::-:■: - - ; - - -- : -- .- : X --' C~ r"-Si ' - Co_ . I . - - - X Ife-VOMB It a -:- ma xa&SB. Vi_.t . - .- - i - - . - - --^-i - - :- X :•:-:-:.-_-: - ; - ; -_; ;, - v a 22- .'rZf ..-,- t- . . . . X :■-: i ::-:• - - -.:: !--• .it t~ tr i .--_ ::-t; -_it ii-t i-- :-t:_': - ~ lary os the .*,-nv— i-j-- < mil iiili— of Tumor Colleges, in the Junior College Jo -m,~ the date asagmed w F. L Wfiscaey in Th* Junior CoBepe ta -see as idirtnl im the fatJil yg wrs of ike in^kniumts . The letter "d" is Hiiiiriiiu"«j««i to liodir m dates as grrea in the lfwajwigoi Deparanent of rd i K W i— - -.- -n\. :.--—'" •-' ----- - - . - • ._. - - --. - •-- .... ,_ -.-__ ._ : .__-,.... 7 - __.. -..-.- 1 - *The tirts hi iihi i of the Unrrtrsrrr of Pbtshargh are only partly state '. 1 _--i--;_ i :— -i f tit >.rr.-r..::ri I: ■::': *Triaasad Jaaaor College is fisted as state costxoDed by Cataphffl ^. cit. "Minnesota Department of Education, op. cit., p. 51. 52 Bulletin No. 61 units accepted for admission must be definitely correlated with the curriculum to which the student is admitted. 28 The South Dakota standards, 29 like those of Iowa and Mississippi, make fifteen units of high-school work a minimum requirement but permit freshmen under twenty-one years of age to be registered conditionally with four- teen units, provided that the total of conditioned freshmen and special students is less than 15 per cent of the total enrollment. Perhaps the most detailed list of junior-college admission standards is that of the Texas State Department of Education. 30 These stand- ards provide for the regular admission of graduates from recognized four-year high schools, for admission of graduates of non-recognized high schools by examination, for admission of special students who are over twenty-one years of age, and for transfer or advanced-standing students. General rules are given which provide for the admission of each of these types of students. Students who are graduates of non- accredited schools are admitted only by examinations. For attaining regular college standing special students must meet all regular require- ments, and conditioned students must meet all conditions. It is recom- mended that the major portion of the units accepted be definitely correlated with the curriculum to which the student is admitted. De- tailed rules are given for acceptance of secondary credit for admission and of college credit for advanced standing. Students claiming more credit than is recommended by the state superintendent's rating shall be given this credit by examination only, and for not more than four units for each year spent in the secondary school. Five term hours of college credit, or its equivalent, may be accepted as one secondary unit in making up secondary deficiency. The method and time of giving examinations for admission or for advanced standing are definitely prescribed. Graduation requirements. The student load is so closely con- nected with total graduation requirements that some indication has already been given of the general nature of the time and unit require- ments for graduation in most of the states. The standard of sixty semester hours to be completed in two years is so common a require- ment that it may be considered universal. However, there are some differences in such matters as definitions of a semester hour, organi- zation of courses, transfer of credits, degrees, diplomas or certificates granted, and privileges attached to such certification. ^Oklahoma State Board of Education. "Standards for Oklahoma Junior Colleges." Oklahoma City: State Hoard of Education, 1928. 2 p. (Mimeographed.) -"South Dakota, University of. Op. cit. w Reid, 1. R. and Marrs, S. M. N. "Texas Municipal Junior Colleges," Bulletin of the State Department of Education, No. 255. Austin, Texas: State Department of Education, 1929, p. 21-26. Public Junior College Legislation 53 In addition to the sixty-hour and two-year requirements mentioned above, examples of special ruling in the standards of the different states may be given. The standards of the California State Depart- ment of Education 81 provide that students who have successfully com- pleted any special course of study shall be entitled to receive a certifi- cate of completion which shall state the nature of the special course completed and the degree of proficiency attained therein. These stand- ards also provide that in junior-college classes the minimum length of class period upon which attendance may be counted shall be fifty minutes, exclusive of time allotted for passing from one class to another, and that attendance upon three such class periods shall con- stitute one day of attendance. Xo more than sixteen periods of at- tendance of the same student may be counted in any week for appor- tionment purposes. 32 The published standards of the Iowa State Board of Education 33 specify that junior-college credit earned in night-school classes or by correspondence or by other forms of extension work may not be used in meeting the requirements for a degree from a state institution of higher learning. The Iowa standards further provide that not more than one-half of the collegiate requirements for a degree from a state institution of higher learning may be satisfied by credit earned in a junior college. When the combined credit earned in a junior college and in any other institution of collegiate rank is sufficient to satisfy one-half of the collegiate requirements for a degree from a state in- stitution of higher learning, further credit toward a degree may not be earned in a junior college. The Kansas standards 34 define a semester hour of credit as that earned by one fifty-minute recitation per week for one semester of at least eighteen weeks. 3 "' The Minnesota standards 36 prescribe that no school board shall, under any conditions, issue to any person a certifi- cate or diploma, showing the completion of a junior-college course, ex- cept upon recommendation of the superintendent ; and a two-year cer- tificate or diploma shall be recommended on the completion in a credit- able manner of at least sixty semester hours, or its equivalent, in a course approved by the State Department of Education. The minimum length of the junior-college recitation period in Minnesota must be "California State Department of Education, op. cit., p. 17. "Ibid., p. 6. 33 WalIace, op. cit. 34 Kansas State Board of Education, of. cit. "Secretary Louie Leslie stated in his letter of April 16, 1931, that "only one or two of our junior colleges confer a degree, but require students to complete groups of subjects before they certify that the student has completed the junior college course." ''Minnesota Department of Education, op. cit., p. 51. 54 Bulletin No. 61 fifty minutes. Mississippi 37 provides for the granting of diplomas bearing the title of "An Associate of Arts," or "An Associate of Ag- riculture." The legal accrediting agencies of Mississippi require sixty semester hours for junior-college graduation and may recognize not exceeding sixty-five semester hours. In stating the sixty-credit-hour requirement for graduation, the recent Nebraska law defines a credit hour as "approximately three hours of recitation, study, and laboratory work per week carried through one semester." 38 Maximum student load and standards for work done in junior college. An attempt is made in the junior colleges of several states to control the student load and other factors contributing to the quality of work accomplished by the students. The standards of Iowa pro- vide as follows: The regular credit work of a student shall be fifteen hours per week, one additional hour being allowed if desired. Except in the last semester before graduation, extra work should be permitted only in case of superior scholarship and in no case should a student be permitted to register for more than twenty hours of credit work per week. 39 The Kansas Department of Education standards prescribe fifteen semester hours as the normal program for a junior-college student. This, however, is further qualified by the following statement: No student in the freshman year shall be allowed more than sixteen semester hours credit, not including hygiene lectures and gymnasium, in one semester of 18 weeks, nor shall any student in the sophomore year be allowed more than 18 semester hours credit, not including hygiene lectures and gymnasium, in one semester of 18 weeks. 40 In Mississippi 41 and Nebraska 413 junior colleges sixteen hours per week is regarded as the standard load for students, more than eighteen hours not being recognized. The Texas standards 42 require that no student be allowed to do more than fifteen hours of classroom work per week, on a basis of sixty semester hours for graduation. That is, "as a rule the student should be allowed only one- fourth of his degree work per year, unless that student is a conditioned freshman." A stu- dent may, however, in addition to fifteen hours, take "a given amount of music or other fine arts." The South Dakota standards, formulated by the University of South Dakota, provide that a student may trans- fer credits from an unaccredited institution and meet all standards "Section 310 of Chapter 40 as found on page 133, School Code of 1928. 3s Scott-Meyers Bill, 1931, Section 9, lines 19-21, Senate File Xo. 1. 39 Wallace, op. cit., p. 180. 40 Kansas Department of Education, op. cit. 4, Mississippi State Department of Education. "Public Junior College" Bulletin Xo. 58. Jackson: State Department of Education, p. 20. 41a Taylor, C. W. "Standards for Accrediting Junior Colleges in Nebraska." Reprinted from the Junior College Journal, 2:176, December, 1931. 4 -Reid, T. R. and Marrs, S. M. N. "Texas Municipal Junior Colleges," Bulletin of the State Department of Education, No. 255. Austin, Texas: State Department of Education, p. 13. Public Junior College Legislation 55 except having graduated in "an acceptable class," which is one of the South Dakota requirements of a junior college seeking accreditment. Junior colleges required to be organized on the college level. The requirement that the work of the junior college be maintained at the college level is common to all standards set up in the different states. Such expression as "for high school graduates," "beyond the high school level," and "superior to the high school" are found in both the statutes and the additional lists of regulation. The junior college is usually defined as an institution offering two years of college work beyond the high-school level. The Iowa standards state that "the work of any course in the junior college should be equivalent in quantity and quality to the work of a similar freshman or sophomore in a stand- ard college. . . . The length of the recitation period and the number of laboratory hours counted as one class hour should be in harmony with the practice of standard colleges." 43 The Kansas "Standards of Accredited Junior Colleges" 44 defines the junior college as "an in- stitution of higher education with a curriculum covering two years of work equivalent in prerequisites, methods, aims, and thoroughness to that done in the first two years of an accredited four year college." Rut this is followed by the statement that "Subject to this requirement, the junior college may offer completion courses in such vocations as will meet the needs of the local community." The Louisiana law pro- vides that "Any junior college .... must offer 2 years of standard .college work, in keeping with accredited colleges, in advance of the course of study prescribed for state high schools." 45 In Mississippi, the requirements for the junior colleges are the same as for the first two years of a standard college. The school code 46 provides that the work of the junior college must be organized on a collegiate and not on a high-school basis. The new junior-college standards in Nebraska pro- vide that the work of the junior college "shall be organized on a college basis distinguished from a high-school basis, so as to secure equiv- alency ... of the work done in the first two years of a standard four- year college." 463 The South Dakota standards 47 provide that high-school and college students shall not be combined into the same class for instruction, ex- cept in foreign languages. In case of such combination, college stu- dents may claim credit at the rate of six semester hours for a course "Wallace, op. cit., p. 180. "Kansas State Department of Education, op. cit. 45 Foote, J. M. "The Junior College Movement in Louisiana," State Department of Ed- ucation of Louisiana Bulletin, No. 119. Baton Rouge: State Superintendent of Public Edu- cation, 1928. 26 p. ■"'Paragraph 3, Section 309, Chapter 40, as found on page 132, School Code of 1928. 46aXaylor, op. cit., p. 175. "Sec footnote on page 23. 56 Bulletin Xo. 61 meeting five times per week throughout the year. Even the adminis- tration must be on a different basis from that of the high school. This is evidenced by the rule that "The grading system and its adminis- tration .... shall be such as to conform to the better practices of higher institutions." 48 As in the matter of admission requirements, the Texas State De- partment of Education junior-college standards pertaining to definition and organization of junior colleges are so detailed as to deserve par- ticular mention here. The standard junior college is defined in these standards as: .... an institution of higher education which offers and maintains at least sixty semester hours of work acceptable for advanced standing in the college of arts and sciences of standard senior colleges, including the equiv- alent of the required work of the first two years of said colleges of arts and sciences. A semester hour is defined as one period of class-room work in lecture or recitation extending through not less than fifty-five minutes net, or its equivalent, per week for a period of eighteen weeks at least, two periods of laboratory work being required as the equivalent of one hour of lecture or recitation. The junior college work is based upon and con- tinues or supplements the work of secondary instruction as given in any accredited four-year high school. Its classes are composed of only those students who have complied with the minimum requirements for admission. No junior college student shall receive credit for more than sixteen hours in one semester exclusive of the required practical work in physical educa- tion. The maximum credit a student can earn in a junior college is sixty semester hours. 49 Under the topic, "Organization,'' the statement is made that "the work of the junior college shall be organized on a college basis, as distinguished from a high school basis, so as to secure equivalency in prerequisites, scope, and thoroughness to the work done in the first two years in the standard college." Certain features of legislation pertaining to junior-college cur- ricula."' A considerable degree of uniformity of requirements in regard to the work offered in the public junior colleges of the various states appears to exist, though it will be noted there is some variation. As indicated in several of the references from which quotations have already been selected, there are usually provisions for five or more major departments, to each of which, or at least to three of which, no less than one instructor must devote his full time. In several cases, the actual subjects or subject groups in which departments are re- 4S South Dakota, University of, op. cit. '•Texas State Department of Education. "Standards for Accrediting Junior Colleges." Austin: State Department of Education. 3 p. (Mimeographed. I ""It is outside the scope of this study to outline in detail the nature of the content of subject-matter offered. Public Junior College Legislation 57 quired have been mentioned. There are certain particular requirements that remain to be discussed. The questionnaire reply from California indicates that the course of study, as approved by the State Board of Education, falls into three sets of curricular offerings — courses preparatory to higher institutions, vocational courses, and civic and liberal education courses. A more complete statement of the California State Department of Education requirements concerning junior-college courses is found in the published rulings of that body. 51 All candidates for graduation from any public junior college in California must take regularly pre- scribed courses in physical education and health, as well as such courses in American citizenship and ideals as are provided to meet the requirements of law. Students desiring to qualify for admission to the upper classes in the University of California must take a prescribed course in English composition in addition to the lower division require- ments of degree-granting colleges. Students in any other groups may receive a diploma of graduation after all deficiencies have been re- moved, upon completion of sixty-four semester hours of work made up of such courses as those taken by the regular university-preparatory group, or made up of the following: a. English — not less than 6 semester hours. b. Social Science (which may include any prescribed course in Citizen- ship) — not less than 6 semester hours. c. Mathematics or Natural Sciences — not less than 6 semester hours. d. A major of not less than 20 semester hours in a selected field, such major to include, if desired, any one of the above subject require- ments. e. Physical Education and Health — 1- semester hours. 52 Provision is also made for vocational courses designed specifically to meet occupational needs. Such courses may be developed in con- ference with the Division of City Secondary Schools and approved by the State Department of Education. Such other courses as may be "necessary to provide for the civic and liberal education of the citizens of the community," may also be given with the approval of the State Department of Education. The published Iowa standards state that "a junior college should provide college courses in at least the following fields: English, foreign language, mathematics, physical or natural science, and the social sci- ences. The number and character of these courses should be such as to provide proper preparation for college work." 33 Kansas lists the 51 California State Department of Education, op. cit. s-Ibid. "Wallace, of. cit., p. 180. 58 Bulletin No. 61 same subjects with the number of semester hours to be allotted to each as follows: Departments of Instruction. For a two-year curriculum instruction shall be provided to include the following: (a) English. At least 5 semester hours in rhetoric and composition, and 5 semester hours in English literature. (b) Mathematics. At least 10 semester hours selected from the follow- ing: Algebra, solid geometry, trigonometry, and analytical geometry, based upon a two-year course in high school mathe- matics. (c) Social Sciences. At least 15 semester hours selected from the fol- lowing: Modern European History, English History, American History, Economics, American government and sociology. (d) Natural Sciences. At least 10 semester hours in science selected from the following: Agriculture, botany, zoology, chemistry, and physics. Courses should be offered in at least two sciences, preferably so as to include both biological and physical science. (e) Foreign Languages. At least 10 semester hours in each of the two languages selected from the following: Greek, Latin, French, German, and Spanish. 54 The Mississippi school code 55 requires that the junior-college cur- riculum include agriculture, home economics, commerce, and mechani- cal arts, and recommends, where possible, teacher training, music, and public speaking. In addition, the law provides that, in so far as pos- sible, the junior college shall offer a complete course of instruction so that their graduates may immediately thereafter enter professional schools if they so elect. Academic subjects are prescribed for the first year. The "Legalized Junior College Commission" has also ap- proved of developing courses suited to the general needs of the com- munity, "if such courses are on an appropriate level for high-school graduates." 56 Two courses, college-entrance and vocational, are recom- mended. Extra-curricular activities are under the supervision of the Junior College Library and Athletic Commission. The Nebraska law states that "junior colleges may provide courses of instruction designed to prepare for higher institutions of learning ; courses of instruction designed to prepare for agricultural and in- dustrial, commercial, homemaking, and other vocations ; and such courses of instruction as may be deemed necessary to provide for the civic and liberal education of the citizens of the country." 57 The junior-college boards are empowered to adopt regulations governing the organization of such courses and to prescribe requirements for graduation from such courses. "Kansas State Board of Education, op. cit. ''Section 308, Chapter 40, School Code, 1928. 56 Mississippi Department of Education, op. cit., p. 19. "Scott-Meyer Bill, 1931, Section 9, Lines 8-14, Senate File No. 1. Furlic Junior College Legislation 59 The quasi-legal standards set up by the accrediting agencies of Arkansas, Kentucky, Maine, Maryland. New Hampshire, New Jersey, and South Dakota are of interest in reflecting the curricula* require- ments of the different regional accrediting agencies. Arkansas and South Dakota accept the graduation standards set by the Xorth Central Association. South Dakota specifies that the sixty semester hours required for graduation "shall include six hours each in English, a foreign language, a social science, and either mathematics or a natural science. A diploma may be issued to graduates but no baccalaureate degree shall be conferred. . . . Instruction shall be departmentalized as far as possible, and not less than four teachers shall be doing col- lege work. . . . The departments of instruction shall not be less than five in number. . . ." 5S Maine, a member of the New England As- sociation, requires sixty-four units for a diploma, twelve of which shall be in English, twelve in continued language, twelve in social science, twelve in science, and sixteen in electives. Maryland, which accepts the principles and rules of the American Council of Education, issues the statement that ''The curriculum should provide both for breadth of study and for concentration and should have justifiable relations to the resources of the institution. The num- ber of departments and the size of the faculty should be increased with the development of varied curricula and the growth of the student body." 59 The University of Kentucky accredits on the basis of "sixty semester hours, exclusive of physical education and military science, of corresponding grade to that given in the freshmen and sophomore years of standard colleges and universities." 60 ^This statement is based on information in a letter and circular received April 18, 1931, from Dean E. S. Sparks of the University of South Dakota. "Maryland Department of Education. "Principles and Standards for Accrediting Junior Colleges." Baltimore: Department of Education. 1 p. (American Council of Education recommendations.) 60 As stated above, Kentucky has no junior-college legislation, nor regulations by the State Department of Education, but the state university has a set of standards based on the recom- mendations of the Southern Association of Colleges and Secondary Schools. Reference is here made to this set of standards as indicating official procedure in accrediting junior colleges in Kentucky and other southern states. CHAPTER V. SUMMARY AND CONCLUSION Types of junior colleges. In Chapter I it was stated that the purpose of this study was to summarize legal and semi-legal provisions for the publicly controlled junior colleges in the United States. There are 212 such institutions found in thirty-five states. In twenty of the thirty-five states there is some kind of junior-college legislation. How- ever, the legislation in seven of these states is special in its nature. The legislation in the remaining thirteen states is general in nature and provides for the locally controlled type of junior college. Junior col- leges of this type are most frequently found in districts coextensive with single high-school districts, either as an added department of the high school or independent of it. However, in a few states the laws provide for union or county junior-college districts made up of various combinations of the single high-school district. Besides the locally controlled types of junior colleges there are also two state controlled types. State normal or agricultural schools illustrate one of the state controlled types, and branches of state uni- versities, the other. Recent tendencies in junior-college legislation. During the past four years, public junior-college legislation has been enacted initially or by revision of existing laws in ever\ r state, except one, where such legislation is now in effect. During 1930 there was a lull in legislative activity, but during 1931 there was a resumption of interest, in that new laws were enacted in four states and revisions or additions made in four other states. It is true that che new laws passed in two states, Utah and Illinois, were special in their nature and that the apparently general law of North Dakota really can apply only to Bismarck. But the interest displayed and the improvements effected by the revisions in the Arizona, California, and Michigan laws indicate a steady prog- ress in the field of junior-college legislation. The tendency in recent legislation concerning junior colleges has been in the direction of more specific and restrictive provisions. It appears that the purpose of such legislation is to standardize the junior college rather than to encourage it. The lack of permissive legislation in fifteen states having public junior colleges appears to be due, in part, to the feeling that permissive legislation is not needed, since the general school law makes sufficient provision for the upward extension of high- school instruction. Organization and control. The standards required in order to establish a junior college are usually set up in the law or by the state 60 Public Junior College Legislation 61 department of education to whom the law delegates this authority. Requirements as to the size, wealth, population, and school enrollments of the proposed districts vary from no standards in some states to high standards in others. There is little uniformity in these provisions. Financial support of junior colleges. It is unusual for state aid to be granted to locally controlled junior colleges, other than that which is regularly provided for the high schools from state distributive funds. In several states the statutes provide for the charging of tuition, although no state law definitely fixes the required rate. The method of financing the newly organized junior college is a matter usually not included in the statutes, although some of the more recent laws give this matter considerable attention. The rate of taxation for support of the junior college is ordinarily fixed by law at two mills, but there are several exceptions to this requirement. Academic standards. The legal, administrative, and academic standards for junior colleges are similar in nature for most of those states in which standards have been set up. In general, teachers are required to have one year beyond graduation from a recognized four- year college. It is commonly required that the student must earn sixty semester hours of credit to graduate. The curriculum usually includes the five major subjects, English, mathematics, social studies, science, and language. T he laws and state-department standards of the various states cle arly recognize the junior college as an institution on the secondary l evel but insist that it do work of college grade. The rules for admis- sion frequently take into account the admission requirements of the higher institutions of the state. Several states grant a degree of "as- sociate" in arts or science. The effect of this situation seems to be the holding of the junior-college curriculum in the form of the tra- d itional-college curriculum, especially for those who wish to continue in the upper classes of the senior college or university. I UNIVERSITY OF ILLINOIS BULLETIN Issued Twice a Week Vol. XXIX March 18, 1932 No. 58 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the Act of August 24, 1912. Acceptance for mailing at the special rate of post- age provided for in section 1103, Act of October 3, 1917, authorized July 31, 1918.] Public Junior College Legislation in the United States By JOHN ADDISON CLEMENT Professor of Education and VIVIAN THOMAS SMITH Assistant, Bureau of Educational Research Of 'U, OF EDUCATIONAL RESEARCH ^0f\ BULLETIN No. 61 Price Fifty Cents COLLEGE OF EDUCATION UNIVERSITY OF ILLINOIS The Bureau of Educational Research was established by act of the Board of Trustees June 1, 1918. It is the purpose of the Bureau to conduct original investigations in the field of education, to summarize and bring to the attention of school people the results of research elsewhere, and to be of service to the schools of the state in other ways. The results of original investigations carried on by the Bureau of Educational Research are published in the form of bulletins. The accounts of research conducted elsewhere and other communications to the school men of the state are pub- lished in the form of educational research circulars. A list of available bulletins is given on the back cover of this bulletin. The Bureau is a department of the College of Education. Its immediate direction is vested in a Director, who is also an instructor in the College of Education. Under his supervision research is carried on by other members of the Bureau staff and also by graduate students working on theses. From this point of view the Bureau of Educational Research is a re- search laboratory for the College of Education. Bureau of Educational Research College of Education University of Illinois, Urbana BULLETINS OF THE BUREAU OF EDUCATIONAL RESEARCH, COLLEGE OF EDUCATION, UNIVERSITY OF ILLINOIS, URBANA, ILLINOIS (BULLETINS OUT OF PRINT ARE NOT LISTED) Price No. 1. Buckingham, B. R. Bureau of Educational Research, Announcement, 1918-19 .15 No. 5. Monroe, Walter S. Report of Division of Educational Tests for 1919-20 25 No. 6. Monroe, Walter S. The Illinois Examination 50 No. 7. Monroe, Walter S. Types of Learning Required of Pupils in the Seventh and Eighth Grades and in the High School 15 No. 13. Monroe, Walter S. and Foster, I. O. The Status of the Social Sciences in the High Schools of the North Central Association 50 No. 15. Monroe, Walter S. The Constant and Variable Errors of Educational Measure- ments 25 No. 16. Odell, Charles W. An Annotated Bibliography Dealing with the Classification and Instruction of Pupils to Provide for Individual Differences 50 No. 18. Streitz, Ruth. Teachers' Difficulties in Arithmetic and Their Correctives 30 No. 19. Odell, Charles W. The Progress and Elimination of School Children in Illinois .50 No. 21. Monroe, Walter S. (Director). A Survey of the City Schools of Marion, Illinois .50 No. 22. Odell, Charles W. Conservation of Intelligence in Illinois High Schools 30 No. 24. Seybolt, Robert Francis. The Evening School in Colonial America 50 No. 29. Odell, Charles W., assisted by Blough, John H. An Annotated Bibliography Dealing with Extra-Curricular Activities in Elementary and High Schools. . . .50 No. 30. Monroe, Walter S. The Duties of Men Engaged as Physical Directors or Athletic Coaches in High Schools 25 No. 31. Monroe, Walter S., assisted by Clark, John A. The Teacher's Responsibility for Devising Learning Exercises in Arithmetic 50 No. 33. Monroe, Walter S. and Herriott, M. E. Objectives of United States History in Grades Seven and Eight 30 No. 34. Odell, Charles W. Are College Students a Select Group? 25 No. 35. Ojemann, R. H. The Constant and Variable Occupations of the United States in 1920 25 No. 39. Monroe, Walter S., Hindman, Darwin A., and Lundin, Roy S. Two Illustra- tions of Curriculum Construction 50 No. 41. Monroe, Walter S. and Herriott, M. E. Reconstruction of the Secondary- School Curriculum: Its Meaning and Trends 50 No. 42. Monroe, Walter S., Odell, Charles W., Herriott, M. E., Engelhart, Max D., and Hull, Mabel R. Ten Years of Educational Research, 1918-1927 1.00 No. 43. Odell, Charles W. A Selected Annotated Bibliography Dealing with Examina- tions and School Marks 50 No. 44. Monroe, Walter S. How Pupils Solve Problems in Arithmetic 50 No. 45. Odell. Charles W. A Critical Study of Measures of Achievement Relative to Capacity 50 No. 46. Odell, Charles W. The Use of Scales for Rating Pupils' Answers to Thought Questions 50 Xo. 47. Herriott, M. E. Attitudes as Factors of Scholastic Success 50 No. 48. Monroe, Walter S. and Engelhart, Max D. Experimental Research in Education .50 No. 49. Odell, Charles W. Summer Work in Public Schools 30 No. 50. Monroe, Walter S., Hamilton, Thomas T., Jr., and Smith, V. T. Locating Educational Information in Published Sources 50 No. 51. Monroe^ Walter S. and Engelhart, Max D. Stimulating Learning Activity 30 No. 52. Odell, Charles W. Predicting the Scholastic Success of College Students 30 No. 54. Proceedings of the Annual Conference of the Faculty of the College of Educa- tion, University of Illinois, with the Superintendents of Schools of Illinois. Urbana, Illinois, November 20, 1930 30 No. 55. Gregg, Russell T., and Hamilton, Thomas T., Jr. Annotated Bibliography of Graduate Theses in Education at the University of Illinois 50 No. 56. Hendrix, S. Gertrude. Teaching Devices on the High-School Level 30 No. 57. Clevenger, Arthur W. and Odell, Charles W. High-School Libraries in Illinois .30 No. 58. Monroe, Walter S. and Engelhart, Max D. A Critical Summary of Research Relating to the Teaching of Arithmetic 50 No. 59. Odell, Charles W. Provisions for Mentally Atypical Pupils 30 No. 60. Astell, Louis A., and Odell, Charles W. High School Science Clubs 50 No. 61. Clement, John Addison and Smith, Vivian Thomas. Public Junior College Leg- islation in the United States 50