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61-3710 GRAY, Norman Hamblin, 1915 61-3710 GRAY, Norman Hamblin, 1915— THE ADEQUACY OF THE PREPARATION OF SAINT STEPHEN'S BOYS FOR COLLEGE. The American University, Ed.D., 1961 Education, general University Microfilms, Inc., Ann Arbor, Michigan THE ADEQUACY OF THE PREPARATION OF SAINT STEPHEN’S BOYS FOR COLIEGE by Norman Hamblin Gray Submitted to the Faculty of the Graduate School of The American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Signatures of Committees Chairmans^^ / ^ ^ ^ j ^. ^^^ ' " 7 4 "> ^■TTL Vi SJ, <70*1 twcycwi f t - y>u« /?(*/. Date t fl'Uu? /s^ /?£. / 1961 "The AMEPTAN UNIVERSITY The American University t < 0 P / >74 r Washington, D. C. J U N 1 4 1961 washin&iun. o. a Acknowledgements Since I began this study I have had considerable correspondence and have talked with many people regarding the problems involved. It would be impossible to thank by name all who have contributed of their time and knowledge to this study. I am deeply obligated to the five members of my dissertation committee, Dr. Samuel Engle Burr, Chairman, Dr. John Devor, Dr. Robert Walker, Dr. Stanley Smith, and Dr. Howard Didsbury. They have worked closely with me and have read critically this manuscript. Their riper Judgments and wider knowledges, in the fields of both public and pri­ vate education, have encouraged me in this task. I am also indebted to Dr. Richard Van Wagenen, Dean of the Graduate School of The American University, who assisted me in the development of my proposal. Mr. Willis Wills, Academic Dean of the St. Stephen’s School for Boys, suggested the nature of the study to me and has contributed much of his precious time in providing informa­ tion and advice as the study developed. Many other friends have lent a hand in this enterprise, reading proof sheets and making last minute suggestions. I am indebted also to St. Stephen's School for Boys, where it was my pleasure to have been an instructor for two years* My gratitude to all who have aided is most sincere, particularly to my wife, Elaine, whose day-to-day help has made this project a reality. TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM AND DEFINITION OF TERMS USED ......... 1 Introduction • • • o ........... ........... 1 The Problem • ................ 3 Justification of the Study .................. U ~ ~ - Definition and limitation of Terms ........... 6 Premises of the S t u d y .................. 7 Procedures • ....... ....... 9 Outline of the Study ........ ............. •• 11 II. THE PHILOSOPHY OF THE PRIVATE SECONDARY SCH O O L ......... 13 The Role of the Private School Within the American Educational System • • • ........... ........ 13 Riilosophy of Secondary Education in the Private School. 16 The Philosophy and Objectives of St. Stephen's School for Boys . .................. 20 III. A REVIEW OF THE LITERATURE.............................. 2k The Sight Year Study ...................... 2k Other Similar Studies 25 IV. THE D A T A ............ 29 Sources of D a t a ...................... 29 Analysis of the Data ......................... 29 Criteria ......... 30 V. FIND I N G S................................ 32 iv CHAPTER PAGE Relationship of High School Performance With College Board Scores and With the A.C.P.E. Test Results • • 32 Relationship of Certain High School and College Subjects (Mathematics, Science) .......... 3U Performance in Mathematics ................. 37 Performance in English ........ 36 Performance in Science ....................... 1*2 Performance in Foreign Language ............. 1*3 College Board Performance ................ It I; Interrelationship of Certain High School Grades . 1*6 Academic Probations ............................ iiQ Ranking by Aptitude Test Performances ........ 51 College Board Scores Related to an Average of Freshman G r a d e s ............... * ........................ 53 Suimary of the Findings ............... 51* Analysis of the Questionnaire ........... ..... 56 VI. C O N C L U S I O N S .................. .. .................. 67 VII. RECOMMENDATIONS................................... 76 GLOSSARY OF TNRMS SPECIFIC TO THIS REPORT ........... 79 BIBLIOGRAPHY ............................. 61 APPENDICES.................................................. 86 I. Colleges and/or Universities Attended by Graduates of St. Stephen13 School for Boys (Period 191*6-1958) . 87 V CHAPTER PAGE AFPSNDICKS (continued) II. St. Stephen's School for Boys Yearly Enrollment and Number in Graduating Class ............ 89 III. Total Population of St. Stephen's Graduates and Their English and Mathematics Grades ............ 90 IV. Sixty-eight of the 95 St. Stephen's Graduates Showing Their Scores on Certain High School, College, and ii-chievement Tests (1'heir Sums of Squares and Cross Products..................................... 93 V. last of Private Secondary Schools Initially Questioned Regarding Study .................... 96 VI. list of Headmasters and/or Responsible Officials Submitting Questions for Use in Questionnaire Used in This S t u d y ....................... 98 VII. Copy of 'Original Letter Sent to li* S c h ools...... ... 99 VIII. Letters Received in Connection with Study ........ 100 LIST OF TABIJSS TABLE PAGE 1. Correlation of Certain High School Subjects With College Board Results ......... ........... 33 2* Correlations of Certain High School Subjects With College Board h-esults and A.C.P.E. Test Results • . • 35 3* Correlations of Certain High School Subjects With Certain College Subjects • . • .................. 36 1*. Correlations With the Predictor (**igh School English Averages) of College English Averages and Certain Tests .................. ............ ' ....... 1*0 5. Correlation of Certain Variables Involving St. Stephen's Graduates ......... 1*1 6 . College Board Means for Certain Years and the College Board Mean for All St. Stephen's Graduates (Who Took Exams) Over Same Period of Years « . ......... 1*5 7. Correlation of Certain High School Averages •••••. 1*7 8. Correlation of Certain College Averages ............. 1*8 9. Comparative High School and College Performance of Students Placed on Probation Freshman Y e a r ....... 50 10. Correlation of 57 tanked-Cases of Performance on the Two Factors of the A.C.P.E. With College Board (Two Factors) and College Grades ........... 52 vli TABIfi PAGE 11. Correlations of College Board Scores With CoiJege Freshman Grades at Eight Certain Colleges and With Those of St. Stephen's Graduates .............. 55 12. Tabulation of Questionnaire Responses ......... 58 13* Recommendations of St. Stephen's Graduates to Help the Program Better Prepsu e Its Boys for College • . • • • 6l CHAPTER I THE PROBLEM AND DEFINITION OF TERMS USED I. INTRODUCTION The earliest American secondary school of which there is any 1 record — the Latin grammar school— limited itself to the training of an exclusive minority for the ministry and other learned professions. Such schools were imported, not indigenous, and were designed to serve a tradition which was to become obsolete as the American colonist faced social, political, and economic conditions radically different from those of the mother country* The New England academy, e stablished in the late eighteenth century, and its prototypes in other parts of the country were native American schools. They gave the people a variety and freedom of choice that would better meet their real needs and interests* By 1850 over six thousand academies were in operation, with a s tudent population of a quarter of a million. These were mostly private schools, financed by the rich parents of those who attended them. At the same time, responsible people strove to make a secondary education possible for all, with the establishment of the first public secondary school in 2 America, the English High School, in Boston, in 1821* The people 'Vi111 am V. Bothke, The Private School in Modern Education (New York* National Home Study Council, 19l*6), pp. 61-65* 2 Harold Rugg, The Teacher in School and Society (New York* World Book Company, 19^0), pp. 121-123* turned more and more to the public high school as the general concep­ tion of an American public school system evolved. Education had been "nationalized," "universalized," and "made free" by 1870, in the 3 northeastern and western states and, to a lesser extent, in the south. The academy began to disappear, and by 1900 there remained only 1500 such institutions. The present American private secondary school sprang up after the Civil War. Whereas the academy had represented terminal educa­ tion to a considerable number of its students and had provided prac­ tical as well as cultural instruction, the private school during the past one hundred years has become almost entirely a college preparatory school. Private schools reached the end of another phase at about U 1950. Financial security is gone. Estate and income taxes have made inroads upon the wealth of the income groups that have largely supported the private school for the past century. The value system of the world we live in has changed. Two great international conflicts and the threat of another have thrown Paul idonroe, Founding of the American Public School System (New York: The MacMillan Company, 19U0), p. 210. h Allan V. Heely, Why the Private School? (New Yorks Harper and Brothers, 1951), passim. * The words "private school" in the remainder of this disserta­ tion will be used to mean "private secondary school." economic and social systems out of gear. Parents are often bitter and frustrated at the problems that confront them. Students
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