Accredited Secondary Schools in the United States. Bulletin 1915
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NITED STATES BUREAU OF EDUCATION BULLETIN, 1915, NO, 7.. WHOLE NUMBER 631 ACCREDITED SECONDARY SCHOOLS IN THE UNITED STATES SAMUEL PAUL CAPEN SPECIALIST IN HIGHER EDUCATION, BUREAU OF EDUCATION WASHINGTON GOVERNMENT PRINTING OFFICE 1915 ' - * ' y NITED STATES BUREAU OF EDUCATION BULLETIN, 1915, NO. 7.WHOLE NUMBER 631 ACCREDITED SECONDARY SCHOOLS IN THE UNITED STATES BY SAMUEL PAUL CAPEN * 9 SPECIALIST IN HIGHER EDUCATION, BUREAU OF EDUCATION WASHINGTON GOVERNMENT PRINTING OFFICE 1915 ADDITIONAL COPIES OF THIS PUBLICATION MAY BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE "WASHINGTON, D. C. AT 15 CENTS PEE COPY V / ■o v CONTENTS. y A Page. Letter of transmittal. 5 Accredited secondary school defined. 7 Unit defined. 8 Variations in requirements of accrediting agencies. 8 Methods of accrediting. 9 Contents of the bulletin. 10 Part I.—State lists. 13 Part II.—Lists of accrediting associations.... 76 The commission on accredited schools of the Southern States of the Asso¬ ciation of Colleges and Preparatory Schools of the Southern States. 76 New England College Entrance Certificate Board. 80 North Central Association of Colleges and Secondary Schools. 84 Part III.—Lists of certain private institutions. 93 Schools in Washington, D. C., accredited by George Washington Univer¬ sity, October 13, 1914. 93 Schools affiliated with the Catholic University of America, June, 1914.... 93 Accredited by the University of Chicago, Chicago, Ill., June, 1914. 95 Affiliated with Tulane University of Louisiana, October 1, 1914. 99 Accredited by Johns Hopkins University, Baltimore, Md., June, 1914.... 99 Schools in Maryland accredited by St. Johns College, October, 1914. 100 Schools outside of New England accredited by Mount Holyoke College, Octo¬ ber 3, 1914. 100 Schools sending students to Wellesley College on certificate in September, 1914. 103 Private secondary schools in Maryland and Pennsylvania (not listed else¬ where in the bulletin) belonging to the Association of Oolleges and Prepara¬ tory Schools of the Middle States and Maryland and having the privilege of certificating their graduates to various colleges of high standing. 106 3 LETTER OF TRANSMITTAL. Department of the Interior, Bureau of Education, Washington, January 19, 1915. Sir: On the first of May, 1913, I recommended the publication of a pamphlet containing lists of accredited secondary schools in the United States as a bulletin of the Bureau of Education. In my letter of transmittal I called attention to the fact that many students apply for admission to higher institutions in other States and sec¬ tions than those in which they have received their high-school prepa¬ ration. Many also seek certificates from examining and licensing boards, which have no direct means of knowing the standards of the schools from which the applicants come. The demand for this information led the Bureau of Education to undertake the collec¬ tion and preparation of lists of high schools and academies accred¬ ited by State universities, approved by State departments of educa¬ tion, or recognized by examining and certifying boards. The demand proved to be even greater than had been anticipated. The edition of the bulletin was soon exhausted, and there have since been many requests from college and university officers for copies of it, which could not be met. Moreover, changes are made in these lists of accredited schools from year to year. For these rea¬ sons, I have requested Dr. S. P. Capen, specialist in higher education in the bureau, to revise the pamphlet on a somewhat different basis. The revision is contained in the accompanying manuscript which I recommend for publication as a bulletin of the Bureau of Education. Respectfully submitted. P. P. Claxton, Commissioner. The Secretary of the Interior. 5 ACCREDITED SECONDARY SCHOOLS IN THE UNITED STATES. The lists of accredited secondary schools which are presented in this bulletin are designed to meet the needs of officers charged with the admission of new students to secondary schools, colleges, univer¬ sities, professional schools (especially schools of law and medicine), normal schools, etc.; of State examining and certifying boards, which are concerned with the status of secondary schools located at a distance; and of parents who may want to know about the high schools of any particular State or section. The first issue of the bulletin was published in 1913. The great annual increase in the number of secondary schools (in 1910-11 there were 12,213; in 1911-12 the number had grown to 13,268; in 1912-13 it had reached 13,445), together with the sudden changes in standing, generally for the better, of many secondary schools in all parts of the country, necessitate frequent revisions. A few new lists have been added, and certain minor changes have been made in the arrange¬ ment of the bulletin. These are mentioned below. For the rest, the essential part of the introduction to the previous issue is reprinted here. ACCREDITED SECONDARY SCHOOL DEFINED. An “accredited secondary school,” as the term is used in this bulletin, is a school which is equipped to prepare students for col¬ leges requiring at least 14 units for unconditioned admission and which has been investigated or approved for this purpose by one of the following agencies: A State officer of education, a university or college inspector or committee on admissions, an officer or committee of an accrediting association. Except in the case of certain of the Southern States whose high-school courses are based upon seven years of elementary training, it is understood that these 14 units represent secondary work above the standard eight-grade elementary- school course. It is assumed that the curriculum of an accredited 7 8 ACCREDITED SECONDARY SCHOOLS. school represents four years of 36 or more weeks each; that at least three teachers give their whole time to high-school work;1 and that the school keeps up an adequate library and laboratory equipment. UNIT DEFINED. The following authoritative definition of the word “unit” has been made by the National Conference Committee on Standards of Col¬ leges and Secondary Schools, which is composed of representatives of the National Association of State Universities, the New England College Entrance Certificate Board, the College Entrance Examina¬ tion Board, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, the North Central Association of Colleges and Secondary Schools, the Association of Colleges and Pre¬ paratory Schools of the Southern States, the New England Associa¬ tion of Colleges and Preparatory Schools, the Carnegie Foundation for the Advancement of Teaching, and the United States Commis¬ sioner of Education: A unit represents a year’s study in any subject in a secondary school, constituting approximately a quarter of a full year’s work. This statement is designed to afford a standard of measurement for the work done in secondary schools. It takes— (1) The four-year high-school course as a basis and assumes that— (2) The length of the school year is from 36 to 40 weeks; that— (3) A period is from 40 to 60 minutes in length; and that— (4) The study is pursued four or five periods a week; but under ordinary circumstances a satisfactory year’s work in any subject can not be accomplished in less than 120 sixty-minute hours, or their equivalent. Schools organized on any other than a four-year basis can nevertheless estimate their work in terms of this unit. VARIATIONS IN REQUIREMENTS OF ACCREDITING AGENCIES. The number of subjects recognized by the various accrediting bodies as forming an acceptable part of the college preparatory course varies greatly; for example, the subjects recognized by the College Entrance Examination Board as permissible in a standard high-school course are: Units. Units. English up to. 3 Spanish. 2 Mathematics up to 31 History.. 4 Latin. 4 Science. 4 Greek. 3 Drawing. 1 French. 3 Music... 2 German. 3 On the other hand, there are State universities and privately endowed institutions, like Leland Stanford University, which permit Exceptions are certain schools in the lists of Georgia, New Hampshire, and Vermont which have less than three teachers, but otherwise conform to the definition and are approved by the State officials. INTRODUCTORY STATEMENT. 9 great enlargement of the range of electives. The University of Minnesota, for example, accepts the following: Units. Units. English. 3-4 Business arithmetic. ^ Mathematics. 2-3£ Business law. £ Latin. 2-4 Bookkeeping. 1-2 Greek. 2 Stenography and typewriting. 1-2 French. 2-4 Freehand drawing. 2 German. 2-4 Mechanical drawing. 2 Spanish. 2-4 Shopwork. 2 Scandinavian. 2-4 Modeling and wood carving. 1 History and social science. |-6 Domestic art and science up to. 4 Natural science. ^-6 Agriculture... 1. 1-4 Vocational subjects. \-4 Normal training subjects. 1-3 It will therefore be apparent that the only close correspondence among the requirements of the various institutions mentioned in this pamphlet is the quantitative one. All specify at least 14 units, except the University of South Carolina, which admits with 10. None requires more than 16 units for admission. The requirements of each accrediting agency are briefly stated at the head of the list of schools which each accredits. At the head of each list of schools accredited by a State university or private institution the requirements for admission to the A. B. course are summarized. The schools on the accredited list generally have the privilege of certificating students to other courses as well. To outline the admission requirements for all these courses would consume much space and might lead to confusion. The requirements for admission to the A. B. course may in each case be considered fairly typical of the institution’s policy with respect to entrance requirements. METHODS OF ACCREDITING. Two general methods are in use for carrying on the system of accrediting in those States where the State authority embraces agencies for higher education.