Local Studies Lead to Curriculum Change

Hand, Harold C.
January 1951
Educational Leadership;Jan1951, Vol. 8 Issue 4, p240
The article presents information on how facts concerning local conditions leads to significant curriculum change. To any experienced curriculum worker it is well known that the curriculum can possibly be improved only as teachers, patrons and pupils change their practice. In common with their fellow teachers in all parts of the nation, staff members of a certain Illinois high school believed, and still believe, that the public secondary school should serve all the children of all the people. The teachers in this high school knew that for the nation as a whole only about seven out of every ten youths ever attend high school, and that for Illinois as a whole only about eight out of every ten do so. They knew also that typically only about half of those who enter grade nine continue until graduation. Teachers in another Illinois high school believed, and still believe, that the economic condition of the family should bar no boy or girl from attending high school. These teachers knew that the funded findings of a dozen or so studies of "hidden tuition costs" conducted in scattered communities throughout the U.S. revealed the personal per-pupil cost of attending the public high school was about $125 per year, food, clothing, shelter and transportation excluded.


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