A description of the background and procedure of this ... · Errors in tabulation.1. Page. Chart. 1. Sample questionnaire and tabulation sheet. used in Pilot Study. of. Langu.age

DOCUMENT RESUME

ED 027 780 49 FL 001 099

By-Eshelman, James N.Pilot Study of Language Sequences Completed by Secondary-School Graduates, Spring 1963.Modern Language Association of America, New York, N.Y. Foreign Language Program Research Center.Spons Agency-Office of Education (DHEW), Washington, D.C.P tit) Date 31 Mar l-5Contract- 0EC-4 -14 -037Note- 34p.EDRS Price MF-$0.25 HC-$1.80Descriptors-*Data Collection, Graphs, *High School Graduates, Language Instruction, *Language LearningLevels, *Language Programs. Language Research, Latin, *Questionnaires, School Surveys, Secondary Schools,Sequential Programs, Tables (Date)

A description of the background and procedure of this pilot study precedes thedata charts and sample forms that make up the majority 0 f the report. Questionnairesgathered information from 304 representative schools on languages studied, gradesin which they were studied, and number of credits earned, for each student. Schoolsare classified by the type of language program they offer. Suggestions are nade fJra questionnaire and tabulation sheet for the next year's study. The 1962 and 13studies are available as ED 010 474 and ED 010 473. (AF)

19.

U.S. DEPARTMENT of HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING II. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

The Modern Language Association of AmericaForeign Language Program

Research Center4

M.M.11=11.10

PILOT STUDY OF LANGUAGE SEQUENCES COMPLETED BY

SECONDARY-SCHOOL GRADUATES, SPRING 1963

James N. Eshelman

March 31, 1965

04Cr4 The research reported here was performed

pursuant to Contract No. OE 4-14-037 with thePI U.S. Office of Education, Department of Health,Q Education, and Welfare0

TABLE OF CONTENTS

Introduction

Page

1

Purpose of the survey 1

Acknowledgments1

L The survey.,. 2

A. Selection of the sample 2

B. Response2

C. Accuracy2

D. Tabulations2

1. Detailed language study data O 2

2. Sequence evaluations3

E. Inflation of the sample 5

F. Commentary6

1. The questionnaire 6

2. Tabulations 7

3. Use of the survey 7

II, Recommended procedure for proposed survey of languagesequences completed by June 1965 graduates of publicsecondary schools .. 8

A. Coverage 8

1. Forms 0 8

a. Questionnaire 8

b. Tabulation sheet 8

2. Follow-up 0 8

B. Tabulation 9

ChartsI

and the numbek of respondents in each category.

16

Chart 5. Patterns of language study by individual school. (Sample form) 17

14

Chart 3. Date of receipt of completed tabulations15

Chart 4. Errors in tabulation

.1

Page

Chart 1. Sample questionnaire and tabulation sheet used in Pilot Study of

Langu.age Sequences Completed by Secondary-School Graduates,liSpring 1963. (Gilroy Union High School, Gilroy, Cafornia) 10-13

Chart 2. Selection of the sample by organization and size of school

Chart 6. Detailed language study data by individual school. (Sample form) 18

Chart 7. Classification of schools19

Chart 8. Detailed language study data for schools in which graduation creditis first earned in the 7th grade .. . .

20, 21

Chart 9. Detailed language study data for schools in which graduationcfedit is first earned in the 8th grade

22, 23

Chart 10. Detailed language study data for schools in which graduationcredit is first earned in the 9th grade 24, 25

Chart 11. Detailed language study data for schools in which graduationcredit is first earned in the 10th grade 26, 27

Chart 12. Carnegie Units and Sequence Evatuation Points earnedfor foreign-language study

28

Chart 13. Graph showing correlation of Carnegie units andsequence evaluation points that represent the average amount of

language study completed by graduates who studied foreign lan-guages in schools with an estimated average grade enrollment of

220 to 390 (stratum 3 of the sample)29

Chart 14. Proposed tabulation sheet for use in Survey of Foreign-Language Sequences Completed by Secondary-SchoolGraduates, June 1965

30

Chart 15. Proposed questionnaire for use in Survey of Foreign-LanguageSequences Completed by Secondary-School Graduates, June 1965 31

INTRODUCTION

In the spring of 1964, the Research Center of the Modern Language Association re-quested data from some 300 public high schools throughout the country concerning the foreignlanguages that 1963 graduees had studied during the course of their secondary-school edu-cation. One of the lacks in foreign-language instruction has been the schools' failure to pro-vide adequate sequences. Although foreign-lglignage' offerings and enrollments have beensurveyed annually since fall 1958 by the MLA 1, this was the first atempt to gather informa-tion on the length of sequences. The sample was very small covering only 304 of the morethan 20,000 public secondary schools in the United States. It was intended as a useful, thoughfar from conclusive, insight into offerings and patterns of study and, mainly, as a guide forfurther research activity. The pilot study was evaluated in terms of the willingness ofschools to participate, the intelligibility of the questionnaire, the reliability of the data re-ceived, the variety of information available from the tabulations, and possible methods ofscoring the results.

We wish to acknowledge a debt of gratitude to the principals of the public secondaryschools that participated in this study and their staffs who provided the tabulations and tran-scripts. This survey was possible only because of their enthusiastic cooperation.

We are especially grateful for the guidance and advice of officials in the U.S. Office ofEducation, in particular, Dr. Bronson Price, Miss Esther Eaton, Miss Mary Hayes, Mrs.Mary McVeigh, and Dr. Tongsoo Song.

The many constructive suggestions of Dr. Glen Willbern, Director of Research of theMLA Foreign Language Program, concerning evaluation of data and their presentation in thisreport are greatly appreciated. Special thanks go to Mr. James Dershem of the MLA Centerfor his assistance in tabulating returns and preparing tables for this text.

1- Reports of public-school foreign-language offerings and enrollments:

J. Wesley Childers: Foreign-Language Merin s and Enrollments in Public SecondarSchools, Fall 1958, prepared for the U.S. Office of Education pursuant to contract underthe National Defense Education Act.

J. Wesley Childers: Forel -Lan! e Offerin s and Enrollments in Public SecondarSchools, 1 Ill 1959, prepared for the U.S. Office of Education pursuant to contract underthe National Defense Education Act.J. Wesley Childers: Foreign-Language Offerings and Enrollments in Public SecondarySchools, Fall 1960, sponsored by the Foreign Language Program of the Modern LanguageAssociation.James N. Eshelman, N. W. Lian: Foreign-Language Offerings and Enrollments in Second-ary Schools Public Schools: Fall 1961, Fall 1962 and Nonpublic Schools: Fall 1962. Re-search for fall 1961 was sponsored by the Foreign Language Program of the ModernLanguage Association; research on foreign-language enrollments in public and nonpublicsecondary schools, fall 1962 was performed for the U.S. Office of Education pursuant tocontract under the National Defense Education Act.

James N. Eshelman, J. F. Dershem: ForeignLanguage_.-hls a nd erm IEnroll ts in Pub-lic Secondary, Schools, Fall 1963, prepared for the U.S. Office of Education pursuant tocontract under the National Defense Education Act.

I. The Survey

A. Selection of the sample

The questionnaire (Chart 1, pages 10 - 13) was designed in September 1963. By way

of pretest, drafts of the questionnaire were sent to a dozen principals of high schools in dif-ferent areas of the United States with the request that they be completed and that suggestionsbe made to improve format and intelligibility.

A list of 304 schools, chosen to be rexesentative of varying organizational patterns,

sizes, and regions, was provided by U.S.O.E. in early March, 1964. Chart 2 on page 14 shows

the selection in terms of organization and size.

B. Response

Questionnaires were mailed to the principals of the 304 schools on March 10, 1964.

The principals were requested to select clerks, to be paid at the rate of $2.00 per hour, totransfer the name of each 1963 graduate and a record of his language studies from theschools' transcript records to the tabulation sheets of the questionnaire. By April 7, tabula-

tions had been received from 124 schools (41%), and "reminder" letters were sent to all non-respondents. A second "reminder" was mailed on April 29, by which date tabulations from188 schools (62%) had been received. By May 7, tabulations had been returned by 200 schools(66%). On May 18, 19, and 20, all schools that had not yet submitted tabulations were con-tacted by telephone, with the result that by June 1 returns had come in from 254 schools (84%).The final number of returns by the end of summer was 275 schools (90%). The last column of

Chart 2 .on page 14 shows the number of returns in each group of schools. A record was r.lsokept of the date of receipt of the completed tabulations. See Chart 3 on page 15.

C. Accuracy

To check the accuracy of the data received, it was considered desirable to requestphotocopies of transcript records for comparison with the tabulations. A random samplingmethod was suggested by the U.S. Office of Education and, accordingiy, 320 transcripts wererequested from a total of 149 schools in July. By the end of November, 298 transcripts (93%of those requested) had been received from 139 schools (93% of the schools contacted). Therecords of 25 of the 298 students (8.4%) had been tabulated incorrectly. Chart 4 on page 16 de-

scribes the errors. For the most part, underreporting characterized the discrepancies.

D. Tabulations

1. Detailed language study data

A study of the tabulations submitted by several high schools (principally Gilroy

Union High School of Gilroy, California, which seemed to be "average" with respect to the

size of the graduating class, the number of graduates who studied foreign languages, the num-

ber of languages taught, the sequences available inioreign languages, etc.) suggested methods

by which the gathered data could be assembled into concise and usable charts.

The completed tabulation sheets show a record of each 1963 graduate's language

study during the course of his secondary-school education. Each tabulation shows the lan-

guages studied, the grades in which they were studied, and the number of credits earned. Bygrouping the students with identical patterns of language study and using a code to indicate

1) the number of students in a given category, 2) the language studied, 3) the grade in which

the students began study of the language, and 4) the number of years the language was studied,

-2-

it was possible to transfer the information gathered from each school to an 81- "x 11" sheetof paper. See Chart 5 on page 17. The organization of language patterns into a logical systemmakes it possible to tell at a glance how many students took one language, two languages,three languages, what languages were studied .inwhat grades, how many years these languageswere studied, and so forth.

This information was used to answer the questions set forth on the form shownas Chart 6 on page 18. Some of the questions that these tabulations answer are: 1) what per-cent of the graduating class studied foreign languages; 2) what opportunities the graduates hadfor foreign-language study; 3) how many students took advantage of the full sequence offeredin the languages they studied; 4) how many studied more than one language; 5) how manystudied morg. than one language at the same time; 6) how many students of modern foreignlanguages studied Latin as well; 7) in what rade most of the students began foreign-languagestudy; and 8) how many foreign-language students did not take a language in their last yearof high school.

A master tabulation showing totals for each item for all 275 respondents was notconstructed because of the variety in size, organizational structure, language opportunities,combinations of language sequences, etc. Rather, the schools were grouped into 30 classifi-cations as shown on Chart 7, page 19, and master tabulations for each classification weremade. See Chart 8, page 20 for schools in which graduation credit was first earned in the 7thgrade, Chart 9, page 22 for schools in which graduation credit was first earned in the 8th grade,Chart 10, page 24 for schools in which graduation credit was first earned in the 9th grade, andChart 11, page 26 for schools in which graduation credit was first earned in the 10th grade.The column headings of these charts include such codes as 7/2/3 (high-school credit wasfirst earned in the 7th grade, fae school offered 2 languages, the maximum number of yearsany one of these languages was taught was 3), and so forth. Refer to Chart 7 on page 19.

2. Sequence evaluations

All teachers of language would surely agree that two years of study in a languageare preferable to nne, and that three are preferable to two. Beyond this, most of them wouldprobably agree also that it is better to study a single language for four years than to spend)Vtwo years on each of two; that consecutive years of study, whatever the length of the sequence,are more effective than the same amount of study spread over a longer period; and even,possibly, that each year of study in a sequence is potentially more valuable to the learner thanthe one that preceded it.

It would be useful to supplement the quantitative measurement of language se-quences by a qualitative measurement that reflected the advantages generally assumed forrelatively long, unbroken sequences.

In the present study we have explored a possible approach to measuring aualitythrough a system of "sequence evaluation points," whichis described in detail below. It shouldbe understood that no claim is made that this formula represents a final solution. We includeit in the hope that a critical examination of it, even if it is found to be inadequate for its pur-pose, may generate suggestions for improvement or lead to a different device for evaluatingfactors of quality in language sequences.

"Sequence evaluation points" were given for language study in grades 9-12 ac-cording to the following scale:

SequenceEvaluation

Points

the student completed four years of uninterrupted language study 7

the student completed three years of uninterrupted language study 5

the student completed three years of language study. not continuous 4

the student completed two years of uninterrupted language study 3

the student completed two years of language study, not continuous 2

the student completed one year of language study 1

the student did not study a language 0

This scale was designed to reflect the increasing value to the student as the se-quence lengthens. For this reason, a language studied for two successive years carries morepoint value than twice the point value allotted for one year of language study. Also, a four-year sequence in one language carries more point value than a two-year sequence in one lan-guage plus a two-year sequence in another.1

In each school, the points allotted for the sequences studied in each language weretotaled and the result was divided by the number of enrollments in the language. This estab-lished an average sequence for each language within the school. In a school where many stu-dents take more than one language, the average length of sequence for a language is influ-enced by the fact that the student usually has a shorter sequence in his second or third lan-guage. For this reason, a more meaningful average is obtained when sequence evaluationpoints for all foreign languages are totaled and divided by the number of foreign-languagestudents.

For each school, the total of the sequence evaluation points in all foreign lan-guages was divided by the total number of graduates. The resulting figure represents a percapita evaluation of language training in the graduating class in terms of length of sequencesstudied and number of persons who studied foreign languages.

Chart 12 on page 28 shows the average sequence in each language. This averageis shown by means of sequence evaluation points (SEP) and by means of Carnegie units (CU).

(A Carnegie unit is given for each suce,essfully completed year of study comprising 4 to 5class periods per week of at least 40minutes each.) For this report totals are shown for eachof the five strata of schools that were used in the selection of the sample (see following sec-tion). Tabulations of Carnegie units and sequence evaluations in each school are on file atthe MLA Research Center.

Chart 13 on page 29 is a graphic representation of the correlation of Carnegieunits and sequence evaluation points. The average language study as determined by each sys-tem of evaluation is shown for all the schools in the sample that had an estimated averagegrade enrollment of 220 to 390 students.

1. An additional consideration that this scale does not reflect is the concept that each suc-cessive year of language study beyond the second year is of greater value than the last.

E. Inflation of the sample

The 304 schools surveyed were stratified by estimated gTade enrollments1 for thepurpose of inflating enrollments to national proportions.

StratumAverage Grade

EnrollmentNumber of Schools

in PopulationNumber of Schools

in SampleNumber ofRespondents

1 550-900 1.066 15 142 400-540 897 22 213 220-390 1,527 28 274 120-190 4,070 70 655 100 or less 17,955 169 148

Unknown 969

26,484 304 275

Figures shown in Chart 12 on page 28 were inflated for the following categories: 1)total number of graduates; 2) total number of graduates who studied a foreign language; 3)total number of graduates who studied a modern foreign language; 4) total number of gradu-ates who studied French; and 5) total number of graduates who studied Spanish. The resultsare shown below. The enrollments in languages other than French and Spanish were thoughttoo small to warrant inflation.

StudiedStudied modern

Number of foreign foreign Studied StudiedGraduates language language French Spanish

Stratum 1 496,604 262,084 220,814 64,265 114,976Stratum 2 272,090 161,246 134,166 45,363 75,134Stratum 3 277,518 154,566 119,389 45,923 66,453Str atum 4 365,799 176,012 140,258 77,706 58,295Stratum 5 601,735 176,396 136,968 55,563 70,122

TOTAL 2,090,224 965,635 780,139 299,945 399,600

It was necessary to adjust the total figures to include enrollments of 969 schools thatwere not included in the stratification because the size of the graduating class could not bedetermined. For this reason the total of each of the above columns is greater than the sum ofenrollments in strata 1 through 5.

A comparison of the above inflated figures yields the following percents:

46.2% of the 1963 high-school graduates studied a foreign language.37.4% of the 1963 high-school graduates studied a modern foreign language.80.8% of the 1963 high-school graduates who studied foreign language, studied a modern for-

eign language.

1. Average grade enrollments were estimated by dividing total school enrollments by thenumber of grades in the school.

14.3% of the 196331.1% of the 196338.5% of the 1963

French.19.1% of the 196341.3% of the 196351.2% of the 1963

Spanish.

high-schoolhigh-schoolhigh-school

high-schoolhigh-schoolhigh-school

graduatesgraduatesgraduates

graduatesgraduatesgraduates

studied Frewho studiedwho studied

studied Spanwho studiedwho studied

nch.a foreign language, studied French.a modern foreign language, studied

ish.a foreign language, studied Spanish.a modern foreign language, studied

The relative error of the estimated total number of graduates (2,090,224) was calcu-lated to be 7.2% at the 95% confidence level. The relative error of the proportion of the num-ber of graduates who studied foreign languages to the total number of gTaduates (46.2% of cne1963 graduates studied foreign languages) was calculated to be 7.8% at the 95% confidencelevel. The relative error of other inflations or proportions were not worked out for this re-port.

F. Commentary

1. The questionnaire

By and large, the questionnaire used in this pils:. study was excellent but, un-fortunately, the format made it easy for the respondent to ignore the first nine questions thatwere printed on the reverse side of the tabulation sheets. All the needed information wasasked for. Items 6 and 7: however, were misinterpreted by many schools.

6. Encircle the grades for which the student recordcards kept in your school show official creditstoward graduation.

7 8 9 10 11 12

7. Do the records in your school show language coursestaken as early as the 7th grade? Yes No

If no, specify the lowest grade for which records arekept. VII.=1~P.

Forty-six schools that indicated they haa records showing language courses takenas early as the 7th grade failed to record any language study in the 7th or 8th grade on thetabulation sheet. Each of these schools was asked for an explanation of the omission. Twentyone replied that they had made an error. Nine schools replied that language study in the 7thand 8th grades had not been recorded because students were enrolled in Course I of a lan-guage in the 9th grade regardless of previous training in the language. Eight schools, thoughthey had not recorded 7th and 8th grade study, replied that foreign-language study in the 7thand 8th grades allowed the student to be enrolled in Course II of the language upon enteringthe 9th grade. Eight schools did not reply.

Eight schools in which graduation credit is first earned in the 10th grade wereasked if students who had taken a language in the 7th, 8th, and 9th grades were placed in ad-vanced courses upon entering the 10th. Three schools replied that they would permit a stu-dent who had studied a language in the 9th grade to enter Course II in the 10th grade. Oneschool placed the student who had taken a foreign language in the 7th, 8th, and 9th grades inCourse III of the language. One school replied that all 10th-grade language students commencedwith Course I regardless of previous study, and one school offered no Course II language, Twoschools did not reply.

The fact that courses which the student failed were not to be recorded was notclear to many schools. Often enrollments were inscribed with 0 credit where one credit wouldhave been given if the student had passed the course. This was easily spotted on the tabula-tion sheets and such entries were disregarded, but the tabulator is inconvenienced by thissuperfluous detail.

Twenty-seven schools submitted tabulations that showed half credits were givenfor a course. Upon being asked for an explanation, eleven schools indicated that a half credithad been recorded when the student failed one semester of a full year's course and that thehalf credit earnad for wnrk in the first semester counted toward eraduation. Five schools re-plied that a half credit had been recorded when the student failed one semester of a full year'scourse but that it did not count toward graduation. Three schools replied that half credit count-ing toward graduation had been reported for one-semester courses that were completecourses. Three schools had recorded half credits for exploratory courses that did not counttoward graduation. Five schools did not reply. For the purpose of this report, all half creditswere disregarded.'

Because it was contrary to local regulations or practices, four schools objectedto listing the names of graduating students, but were willing to report the essential data byusing a numerical system to identify each graduate. Such tabulations were acceptable sincestudents' names were used only when requesting transcript copies from the high schools tocheck accuracy of reporting.

2. Tabulations

Summary tabulations were made according to the schools' organization (Charts 8through 11) and by estimated size of graduating classes (Chart 12). Tabulations were not de-vised to show the effect of geography or other factors that might influence offerings and lan-guage-sequence patterns, but such considerations can be determined by rearranging the col-lected data into different categories.

3. Use of the Survey

A periodic comparison of the evaluations that result from surveys of this kindwill, in addition to providing an enrollment count, measure the quality of fore:gn-languageprograms in public secondary schools.

I On the tabulation for Giiroy High School (pages 10 - 13), disregarded years in which thestudent failed have been marked "f" and incomplete years have been marked "s".

-7-,

II. Recommended procedure for proposed survey of language sequences com leted by June1965 graduates of public secondary schools.

A. Coverage

1. Forms

Early in 1966, letters will be sent to the principals of a representative and ade-quate sampling of public secondary schools requesting that they participate in a study of lan-guage sequences. The letter will outline the purpose of the survey_and offer payment at ;432.00per hour for clerical assistance in transferring data from student transcripts to MLA tabu-lation sheets. A copy of the tnbulation sheet will be enclosed. (See Chart 14 on page 30.) Theprincipal will be asked to fill out an enclosed questionnaire (Chart 15 on page 31) and return it.This questionnaire will indicate how many tabulation sheets will be required by the schooland whether 7th- and 8th-grade language study leads to Course II in a language program. Tab-ulation sheets and a billing form will be sent to each school when the questionnaire is re-turned to the MLA. This procedure will circumvent the problems that resulted from trying toestimate the number of tabulation sheets required by each contact in the pilot study. More re-liable information concerning the school's practice in granting credit for 7th- and 8th-gradelanguage study should be received if the principal is asked to supply the information. In thepilot study such questiohs were generally answered by a clerk who had been assigned the re-sponsibility of completing the tabulation sheets.

The, instructions on the tabulation sheet will indicate that all successfully com-pleted language study in the 7th through the 12th grades should be recorded whether or notcredit for high-school graduation was earned. This relieves the tabulator from decidingwhether 7th- and 8th-grade language study is germane to the report. It will be the responsi-bility of the Research Center to determine whether 7th- and 8th-grade language work in agiven school is to be considered. Such work will be tabulated for the study only if the ques-tionnaire received earlier from the principal indicates that 7th- and 8th-grade language studyplaces the student in Course II or III in the 9th grade.

The school will not be asked to record Can't._ units, since the principal'squestionnaire will indicate whether credit was received for the course. This again relievesthe school's tabulator from determining if credit was granted for a course of study. Specialemphasis is placed on the fact that courses which the student failed and courses for which halfcredit was earned are not to be recorded. Even though some schools count half a credit to-ward graduation for one semester of study of a full year's course, the value of that semesteris questionable when the student failed the next. The pilot study indicated that there are toofew courses that are complete in one semester for them to be introduced into the mechanicsof the survey.

The accuracy check of the data reported for the pilot study indicated that the de-gree of significant error was insufficient to justify the expense of requesting transcripts insubsequent surveys of this typP. (For analysis of errors, see Chart 4.) Adjustment for prob-able discrepancies will be made in the inflation of the sample. Because transcripts will not berequested, students will be identified by number on the tabulation sheet, not by name, and

students who did not study language will not be shown.

2. Follow-up

Follow-ups will be made to insure the highest percent cl return possible.

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B Tabulation

When the tabulation sheets are returned to the Research Center, credits earned ineach language will be totaled and divided by the number of enrollments in the language. The

average units earned in each langaage in each school will be tabulated. The proportion of

graduates who studied foreign languages will also be tabulated for each school. If a systemthat reflects a qualitative evaluation of language study were agreed upon (such as the "se-quence evaluation points" used in the pilot study), it could be used to supplement the quanti-tative analysis based on Carnegie units. The total Carnegie units or sequence evaluationpoints earned in foreign languages can be divided by the total number of graduates in eachschool to give an evaluation of each school's language program in terms of length of sequencestudied and number of graduates who studied foreign languages. In this manner, the languageprogram of any school can be readily compared with that of any other. Schools will then be

grouped into categories, whether by size of the graduating class, geographical location, orany other desired arrangement.

Chart 1. Sample questionnaire and tabulation sheets used in Pilot Study of Language SequencesCompleted by Secondary-School Graduates, Spring 1963. (Gilroy Union High School ,Gilroy,California)

Form 0E-4199 THE MODERN LANGUAGE ASSOCIATION OF AMERICA4 WASHINGTON PLACE NEW YORK 3, N. Y. SPRING 7-7100

Budget Bureau No. 51-R-437Approval Expires Nov. 15, 1964

PILOT :Tun/ OP LANGUAGE SEQUENCES COMPLETED BY SECONDARY SCHOOL GRADUATES, 1962-63Conducted under contract with NDEA Title VI funds for the

UNITED STATES DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION

To the Principal:

The Modern Language Association, under contract with the United States Office of Education, is undertakinga survey which is designed to provide information regarding opportunities and sequences of studies in foreignlanguages in the public secondary schools.

We are requesting transcript data from two-hundred schools which have been selected according to estab-'isl-ed sampling techniques. Information received from these schools will provide a basis on which to formulatesubsequent national surveys of this nature and an analysis of foreign language sequences.

Your school is onecf the selected two hundred. The Modem Language Association will be glad to pay aqualified person on your staff at the rate of $2.00.per hour to transfer information from the transcript records ofyour Spring 1963 graduates onto our enclosed tabulation sheets.

We are enclosing a billing form to be submitted at the completion of the tabulation. Please enclose this formwith your tabulation in the enclosed postage-free envelope. Later, we may request the copies of transcripts for asmall number of your students.

We assure you in advance of our gratitude for your help.

Sincerely yours,

7:John T. HarmonDirector of Research

EVERY SCHOOL SHOULD COMPLETE ITEMS 1 8 EVEN IF THE SCHOOL HAS NO FOREIGN LANGUAGEPROGRAM.

1. Name of school Gilroy Union High School

.2. Street address I.O.O.F Avenue

City StateGilrqy California Zip Code

4o8 842-3.44 Extension(s)3. Telephone: Area code Local No

hkSaaara4. Name of person completing this report Alice Title Registrar

5. Total number of graduates from your school in the year 1962-63. (This number should be the same as the totalnumber of graduates reported on all sheecs). 149

6. Encircle the grades for which the student record cards kept in your school show official credits toward gradua-tion:

7 8 10 11 12 )

7. Do the records in your school khow language courses taken as early as the 7th grade?Yes No (If no, specify the lowest grade for which records are kept ) 9

8. If your school had no graduates in 1962.63 who completed at least a year of foreign language study, and doesnot have students currentiy enrolled in foreign language courses, check here

9. If your school had no graduates in 1962-63 who completed at least a year of foreign language study, but doeshave students cquently enrolled in foreign language courses, check here

10. If you checked the box for either item 8 or item 9, use the postage-free envelope to return this sheet withoutproceeding further.

-10- Page 1 of Chart 1

0E-1199

ET NO OF ..?--SHEETS

PILOT STUDY OF LANGUAGE SEQUENCES COMPLETED BY SECONDARY SCHOOL GRADUATES, 1962-63 Budget Bursou No. 51.R437

Conducted under contract with NDEA Title VI funds for the Approval Expo's, nay. 15, 1964


1 1. If the graduate did not complete work in any foreign language,entr x in Column 2.

12. In Columns 3 - 8 ploc on x in each column that indicates a gradein which the student succssfully completed a year's study ofLatin A "year's" study is to be defined in accordance with thepractice in your school. Note that the number of grade levelschecked may exceed the number of credits in Latin which youwill record in Column 9. (See the example for student Shumacher )

COPY

13. In Column 9, indicate the total number of Latin credits earned

towird high school graduation. For this purpose, assume that acredit toward graduation r.presents o year of study with 4 to 5class periods per week of at least 40 minutes each (or th equiv-alent) and satisfactory completion of th work. Credits in "Gen-oral Language" courses and "Exploratory" couries aro not to beincluded.

14. Use the method outlined in paragraphs II - 13 above to reportfor French, Spanish, German, Russian and "Other" languages.

(Follow the example shown for student Wendley if a graduate hoscomplete wo.:, on two "Other" languages.)

NOTE: If you have any suggestions for improving this form, use thereverse side of this sheet for your comments.

e I 2 3 4 1 5 6 7 1 8 9IIIIT

10 1-11 1 12 1 13 1 t4 1 15 1 16 17 18 1 19 29 1 21 1 22 23 24 1251261028 129773 31 32133134135 136 38 139140 141142 143 44 45

t' HP-YES OFR

?GRADUATES

itEFERABLY In

!ALPHABETICAL,T

4 ORDER)'

NU

LAN-

GUAGE

WORK

LATIN FRENCH SPANISH GERMAN RUSSIAN OTHER LANGUAGE (S) MAIMS) OF

(.1..PlEI,I

LANGUAGE(S)

IN COLUMNS

38 -43

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY CCM-

PLETED A YEAR'S STUDY

TotalNumber or

LATINownsEarned

TowardGiacuston

CHECK EACH GRADE

WHICH THE GRADUATE

SUCCESSFULLY COW

PLETED A y EAR'S

IN

SW"(

Ilth

1

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...Numbef ofFRENCHooditsEarned

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CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COM-


'Human otSPANISH

CreditsEarnedToward

Graduation

cnEcn EACI1 GRADE lil

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SUCCESSFULLY COM-


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EXAMPLES

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1 Iiii . 1Note: Years in which the student failed hava been marked with "f," and incomplete years hare bean marked

with an "s." Such information was disrogarded in final tabulations.Pete 2 of Chen I

OE4111 PILOT STUDY OF LANGUAGE SEQUENCES COMPLETED BY SECONDARY SCHOOL GRADUATES, 1962-63 Budfo Bursau No. 5141437

N0.1.- OF 3 .SHEETS Conducted under contract with .NDEA Title VI funds for the Approval Expires Nov. 15, 1964


1 1. If the graduate did not complete work in any foreign language,enter s in Column 2.

12. In Columns 3 - 8 place on a in each column that indicates a gradein which the student successfully completed a year's study ofLatin. A "yoar' s" study is to be definird in accordance with thpractice in your school. Note that the number of grad* levelschecked may exceed the number of credits in Latin which youwill record in Column 9. (See th example for student Shumacher.)

COPE

13. In Column 9, indicate the total number of Latin credits earnedtoward high school graduation. For this purpose, assume that acredit towarJ graduation represents a year of study with 4 to 5class periods per week of at least 40 minutes ach (or the equiv.dent) and sati sfactory completion of the work. Credits in "Gen-eral Language" course s and "Exploratory" courSes are nat to beincluded.

14. Use the method outlined in paragraphs 71 - 13 above to wortfor French, Spanish, German, Russian and "Other" languaget.(Follow the example shown for student Wendley if a graduate hascomplete work in two "Other" languages.)

NOTE: If you have any suggestions for improving this form, use thereverse side of this sheet for your comments.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 a 23 24 25 26 27 28 20 33 31 32 33 34 35 36 37 38 33 43 41 42 43 44 45

d..OF

NO

LAN-

GUAGE

WORK

LATIN FRENCH SPANISH GERMAN RUSSIAN OTHER LANGUAGE(S)NAME(S) OF

0 TH ER

LANG UAGE(S3

IN COLUMNS

33 - 43

WA14ESi,

RADUATES

iFERAIILY In

1,PHABETICAL

ORDERj

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY CCU-


Torsi

NadViittrots

LamedTowed

Gtaduation

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COW


Total

NrItEbNCretli

CreditsEarnedTowatd

Graduation

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY CP*PLETED A YEAR'S STUDY

Total

Nsuul,A70°H1

Gledne

EatnedTowed

Graduation

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY CO*PLETE0 A YEAR'S STUDY

.1°21

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Gisduation

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY CC*PLETE0 A YEAWS STUDY

I''''NuZANI ut

Gtedas

EarnedTowed

Gtabation

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COM-

PLETE 0 A YEAR'S STUDY

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-12-

Page 3 ef Chart t

:FORM OE-11993

FSHEET NO.-

SHEETS

COPT

PILOT STUDY OF LANGUAGE SEQUENCES COMPLETED BY SECONDARY SCHOOL GRADUATES, 1962.43 Niter &few N. SI.R437

Cocducted under wontPati +oath NDEA Title VI funds fot the

UNITED STATES DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF

17. If the graduate did not complete work in ony foreign language,enter x in Column 2.

12. In Columns 3 - 8 place an x in each column that indicates a gradein which the student successfully completed a year's study ofLatin. A "yoar's" study tOts bit defined in accordance with theprottic in your school. Note that the number of grade levelschocked may exceed the number of credits in Latin which youwill record in Column 9. (See the example for student Shumacher.)

73. In Column 9, indicate the totol number of Latin credits isomer)toward high school graduation. For this purpose, assume thatcredit toward graduation represents o year of study with 4 to 5class periods per week of at least 40 minutes each (or th equiv.olent) and satisfactory completion of the work. Credits in "Gen.erol Language" courses and "Exploratory" couriers ore not to beincluded.

EDUCATION

Approval Expires Nov. 15, 1964

14. Us. the method outlined in paragraphs 11 - 13 above to reportfor French, Spanish, German, Russian and "Other" languages.(Follow th example shown for student Wendley if o graduate hascomplete work in two "Other" languages.)

NOTE: If you hove any suggestions for improving this krtn, use thereverse side of this sheet for your comments.

1

12 31 4 1 516 1 7 1 8 9 10111[12113114115 16 171181191201211-n1 23 24125126127128 124 33 31132133134135136 37 43141[42143381391 44 45

NAMES OF

GRADUATES

(PREFERABLY in

ALPHABETICAL

t ORDER)

NO

LAN-

WAGE

WORK

LATIN FRENCH SPANISH GERMAN RUSSIAN OTHER LANGUAGE(S) NAIIE(S) OF

LAONTGHUENRE ElS)

IN ,ALUMNS

33 - 43

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COW

P L E TEO A YEAWS STUDY

TotalMende oft ATINown,EsinrdTowed

Groom=

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COW

PLETE 0 A YEAPS STUDY

To"'Numbs; ofFRENCHCauhtsEarnodTamara

osoueuon

CHECK EACH GRADE IN

WHICH THE GRADUATE

SuCCESSFuLLY COW


TOWPlustot ofSPANISH

CisclitsEarnedToward

Gialuation

CHECK EACH GRADE IN

ITHICH THE GRADUATE

succusn:Lvt C,.....-4-PLETED A YEAR'S STUDY

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lth Nth 9th 10th lth 12th 7th 8th sui 10th llth 12th 7th 8th 9th 10th Ilth 12111 7th 8th 9th 10th Ilth 12th 7th 8th 9th 10th Ilth 1201 7th 8th 9th 1001 Ilth 12th

. EXAMPLES

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-13-

Chart I. Selection of the sample by organization and size of school and the number of respondents in

each category.

Number of

Organization School schools Number of

(grade span) Enrollment in sample Respondents

1-12 under 100 4 4

100-199 5 14

200-299 7 7

300-499 13 12

500-999 14 13

1000-1499 5 3

1500-1999 1 1

2000-2499 1 1

75 77-12 under 100 9 8

300-199 18 17200-299 19 17

300-499 25 19

500-999 29 26

1000-1499 10 10

1500-1999 14 3

2000-2499 1 1

2500 or more 1

TIT 102

8-12 under 100 2 2

100-199 1 1200-299 2 2

300-499 3 3

500-999 4 4

1000-1499 2 2

1500-1999 1 1

2000-2499 1 1

2500 or more 1 1

17 17

9-12 under 100 8 7

100-199 9 7

200-299 9 9

300-1499 15 15500-999 22 17

1000-1499 10 91500-1999 6 6

2300-2499 5 52500 or more 14 3

7 8

10-12 under 100 1 1100-299 1 1

300-499 3 3

500-999 9 9

1000-11499 8 8

1500-1999 5 52000-2499 3 3

2500 or more 3 3

-14-

Cha

rt 3

. Dat

e of

rec

eipt

of c

ompl

eted

tabu

latio

ns

Size of school by

number of 1963

graduating class

Total

schools

in

sample

(co1.3

& co1.4)

Non-

respon-

dents

'

Total

respon-

dents

,

(co1.5

'84 co1.8)

j

Schools

Respondents

co1.8

as %

of

co1.4

with 3.,..s.:.e -raduates

Schools

Total

with n.

antuaggraduates

Total

having li.,-.4

language

graduates

having

0or more

language

graduates

No language

graduates or

language

program

No language

graduates but

language

program

12

314

56

78

910

x.1

1:4 " 1-1

rg s. o. 1 eg /4

All sizes (total)

500 or more graduates

dt

499

100-

grauaes

0.99 graduates

153 2

36

115

124 2

36

86

85 0 3

82

39 2

33 14

29 0 0 39

22 0 022

7 0 0 7

19.0

0.0

0.0

25.2

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41

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1500

"11430-499

k/0..99

134

All sizes (total)

or more graduates

graduates

graduates

1

104

,

5 33,

66

76 5 30 41

42 0 2

40

34 5

28 1

28 0 3

25

25 0 3

22

3 0 0 3

26.9

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s-1

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0 t'l

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All sizes (total)


100-499 graduates

0-99 graduates

18 1 710

15 1 7 7

8 0 1 7

7 1 6 0

3 0 0 3

t 0 0 3

0 0 0 0

16.7

0.0

0.0

30.0

0 m cl.

-u?

C)r4 F-1 0 z

All sizes (total)


10041499 graduates

0-99 graduates

304

1988

197

29

11

12 6

275

;

8

76

191

215 8

73

134

135 0 6

129

80 8

67 5

60 0 3 57

50 0 3

147

10 0 0

10

21.8

0.0

3.9

29.8

1 I

Chart 4. Errors in tabulations.

Tabulation Sheet Record Transcript Record

04.3

0 40 W0 0 +1

XI PI+) 0 .rin-I 14r0 0 0o o m14 rt 1:10 +3 0

41 148.4 r-II 43Os 0

0' 41 0OS

1 1, cp..4.1. = lotu, iltu greAdaft

2. French - 10th, llth grades

3. French - 9th, 10th grades

4. Spanish - 9th, 10th grades

5. Latin - llth, 12th grades

6. French - llth grade

Anominh . llth_ 12th erAdose

French - 9th, 10th grades

French - 10th, llth grades

Spanish . 9th, llth grades

Latin - 10th, llth grades

Spanish - llth,grade

e14 010 02e n-1

+3CO OS

+3 ri04 0

1-1 0$4 CI0.1-)mo saas ok44 'ti

0o fclo r.io0 043 0 0

r1 f.4 +3'ZS 00) 4-) 0/4 0 .0o g co

7. No language

8. No language

9. No language

10. Spanish - 9th grade (no credit)

11. No Latin

12. No Garman

23. No French

14. No French

15. Spanish - 10th grade

16.French - 9th, 10th grades;No Latin

17. Latin - 9th grade

Spanish - 9th grade

Latin - 9th grade

French . 10th grade; Latin - llth grad

Spanish - 10th grade (1 credit)

Latin - 9th, :10th grades

German - llth grade

French - 10th grade

French - llth, 12th grad.ts

Spanish - 10th, 12th grades

French - 12th grade; Latin - 10th,llth grades

Latin - 9th grade, Caesar - 10th grade

.00 0V 4-3 1414 0 0o at o0 .0 P40 0 0414 0 0

01 +)0 0 4" 04r4 ni 0 .ri0 4-3 0 kx 0 0ri 0 00 0 '0 CI43.0 OS

s4 0 .0 /4TS +I 0 +)o 114 CI 41 0C) 0 Ds 0

13. Spanish - 12th grade

19. Spanish - llthl 12th grades

20. Latin - 9th grade

21. Spanish - 10th grade (1 credit)

22. French - 9th grade (1 credit)

23. Spanish , 10th, llth grades

24. Latin . 10th, llth grades

25. German - 10th, llth, leth grades

No language

No language

No language

Spanish -(one semester only)

French (failed)

Spanish . 20th grade

Latin - llth grade

German - 10th, llth grades

Chart 5. Patterns of language study by individual school.

Description of columns:

Name of school: Gilroy Union High School

Graduation credits first earned in grade

Number of June 1963 graduates

Column 1 . Number of studentsColumn 2 . Name of language studied (S Spanish, F - French, G . German, etc.)

Column 3 Grade level at which study of language was commenced

Column 4 . Number of years studied

InterruptedSequences*

FirstLanguageStudied

SecondLanguageStudied

ThirdLanguageStudied

41

11 2 3 4 2 3 4 2 3

PM26E1

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i4 1111M1111

tilMir1111

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IIIIIIIIII

lRl,) 1= / / 3 , g 2, . ,.,_, .,.. 1 - i

mraffin

6' MEM=; figure inMA hesislicates theaber of stu-Its in the

:egory whichis opposite)se language)(V was not

consecutivelrs. The;ures follow; show the

)des in

Lch the

aguage wasziied.

i° Ems=Le Ini /C 2 OM

alIII

Mallill MI/ egg N

En1111111110

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1

'

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der

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whilar

sti

-17-

I

FirstLanguageStudied

Second Third

LanguageianguageStudied Studied

2 3 1 it 2I

3 ,4

_I___t______

i-

Hii;

1

,

111 NMI111111E

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11111111MIli

1

101111.041

me

Chart 6. Detailed language study data by individual school.

Name of school 6 ago' unhoN t is'.Number of 1963 graduates Pig

Number of 1963 graduates with foreign-language credite / //

Of /// graduates who studied foreign languages,

6 began study of a foreigm language in the 7th grade

o It H II II II " " " 8th u

e 1 u . u u u u n n 9th u

/ q " II H II H II" " 10th u

if11 u H u il 11

" " llth u

..'.?

u u n u s 11 " " 12th "

c terminated foreign-language study in the 7th "

o II II It II " " 8th u

7

,4631

II II It H " 9 tt" th

u u u It" 10th It"

u u u It" 11th "

It It tI It

"

" " 12th It

,20 studied full sequence of at least one foreirn language

96 studied one foreign language only

i-g etudied two foreign languages only

2 studied three foreign languages

Of /i- students who studied more than one foreign language,

e' began second foreign lamguage in the 7th grade

0 11 u 11 u " " 8th 11

0 " fl H II " " 9th fl

...?u u 11 It " " 10th u

/e; u u It It " " llth 11

2. 11 11 II It " " 12th "

6 studied full sequence in one or more foreign language

'i studied full sequence in none

6/ studied more than one foreign language at the same time

/3 studied Latin

Of /el student enrollments in language courees with 4-year sequences,

26- students took one year only

60 I, ti two years "a m m tbrse " "

9 I, n four "

Of q student enrollments in language courses with 3-year sequences,

.., students took one year only

,5- It

/ II

" two years "

" three "

Of /9 student enrollments in language courses with 2-year aequences,

7 students took one year only

1/ u u two years

0 students took language courses with only a one-year program

Of 4 6 enrollments in 2-year sequences,

64 students completed sequence without interruption

2, students interrupted completion of sequence

2 students took three years to complete sequence

0 students took four years to complete Squence

Of / 9 enrollmente in 3-year sequences,

/3 students completed sequence without interruption

3- students interrupted completion of eequence

A skipped a year following first year of study

3 skipped a year following second year of study

-18-

Chart 7. Classification of Schools

Class

Graduationcredits firstearned ingrade:

Number oflanguagestaught

Maximumnumber ofyears anyone languageis offered

..--

Number oflschoolsin eachclass

1 7 3 or more 4 or more 1

2 7 3 or more 3 1

3 7 3 or more ,c -L

4 7 2 2 2

7 2 1 1

6 7 1 4 or more 1

7 1

*

3 1

8 7 1 2 4

9 1 1

10 0 5

11 8 3 or more 4 or more

12 8 3 or more 2 3

13 8 1

14 9 3 or more 40

15 9 3 or mor 3 23

16 9 3 or more 2 21

17 9 2 4 6

18 9 2 3 9

19 9 2 28

20 9 2 1 4

21 9 1 4 1

22 9 1 3 3

23 9 1 2 33

24 9 1 1 13

25** 9 o o 7

26 9 0 49

27 10 3 or more

28 10 2 1

29 10 1 2 6

30 10 0 0 2

* Three schools reported language study in the 7th and 8th

grades for which no graduation credit was given.

No graduating class in 1963.* *

-19-

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Enr

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100

1369

Num

ber

of g

radu

ates

with

FL

cred

its16

367

.619

870

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746

.831

26.7

936

.022

33.3

1631

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28.0

536

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0.0

GR

AD

UA

TE

S W

ITH

FL

CR

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Beg

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52.

6

Beg

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7646

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62.0

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57.1

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1.7

4924

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32.6

1341

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e7

4.3

5226

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Ter

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Ter

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5.5

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3.7

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9.1

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Ter

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1911

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39.4

6534

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22.6

1159

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Ter

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4628

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Ter

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8350

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21.2

6836

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836

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Stu

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Stu

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162

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191

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71.0

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Stu

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6137

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8.6

5127

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Stu

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Stu

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Beg

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5.8

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2845

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8

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3048

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66.7

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211

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Stu

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812

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Stu

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5487

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76.5

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Stu

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3962

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17.6

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8

Stu

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Lat

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71.0

1164

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COURSE ENROLLMENTS

Enr

ollm

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L co

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ith 5

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r se

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151

Stu

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one

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16.6

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two

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23.8

Stu

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only

3523

2

Stu

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four

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4227

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L co

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6714

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11.9

4632

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8760

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59.1

Stu

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2029

97

4.9

Stu

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18

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26.9

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64 2

Stu

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thre

e ye

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68

915

93.8

Enr

ollm

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in F

L co

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75

233

3728

Stu

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240

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378

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ITY

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Y

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8

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7

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7

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CH

AR

T 9

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ET

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NG

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GE

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Num

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s51

131

368

Num

ber

of g

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FL

cred

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064

.614

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14.7

GR

AD

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S W

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an F

L st

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216.

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1.4

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an F

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231

70.0

3927

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60 fi

Beg

an F

L st

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grad

e52

15.8

4632

.9

Beg

an F

L st

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in 1

1th

grad

e25

7.6

4632

.94

49.0

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an F

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0

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min

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9227

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Ter

min

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9127

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Stu

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7823

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382

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387

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1

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915

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211

8

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1322

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17 6

Stu

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Lat

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CO

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336

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23 5

Sto

thed

two

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ly17

451

8

Stu

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4714

0

Stu

died

four

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rs36

10.7

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in F

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7

Stu

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ly

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9764

77

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CO

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ITY

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Y

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222

347

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=

Num

ber

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963

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2

Num

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2,79

351

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545

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28.0

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550.

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66.4

1,50

153

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265

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346

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55.6

1460

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318

49

6.5

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21.7

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26.1

256

27.7

7928

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733

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823

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70.6

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230

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99.

247

617

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321

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118

323

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313

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12.9

Beg

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1.3

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126

2.8

41.

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3.7

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103

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Ter

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810

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298

10.6

165.

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11.3

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17.4

143.

09

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Ter

min

ated

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2091

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129

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936

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29.7

121

34.4

244

31.8

1058

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13.0

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25.5

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5

Ter

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899

32.2

262

28.3

9434

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27.6

168

21.9

111

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152

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1 gr

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624

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30.4

7320

325

833

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41.2

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43.5

182

39.0

103

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Stu

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16.9

928

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65.9

6423

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44.4

1147

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Stu

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18.1

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467

100.

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Stu

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1,49

921

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117

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514

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13.8

5615

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11.8

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8.7

Stu

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Stu

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1,54

621

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918

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915

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13.8

5615

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an 2

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5.9

183.

58

5.8

12.

62

3.6

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7

Beg

an 2

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42.2

120

23.6

3322

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57.9

3053

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11.8

Beg

an 2

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L in

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696

45.0

313

61.5

5841

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31.6

2137

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76.4

110

0.0

210

0.0

Beg

an 2

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12t

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107

6.9

5811

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28.8

37.

93

5.4

109.

12

100.

0

Stu

died

full

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ence

in o

ne o

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ore

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416

26.9

215

42.2

120

86.3

1539

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50.0

102

92.7

210

0.0

150

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Stu

died

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tn n

one

1,13

073

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457

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13.7

2360

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87.

31

100.

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Stu

died

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an o

ne F

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me

600

38.8

100

19.6

2316

.523

60.5

2544

.610

9.1

Stk

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196

77.4

418

82.1

109

78.4

3797

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57.3

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CO

UR

SE

EN

RO

LLM

EN

T

Enr

ollm

ents

11

FL

cour

ses

with

5 y

ear

sequ

ence

s20

3

Stu

died

one

yea

r on

ly6

3.0

Stu

died

two

year

s on

ly90

44.3

Stu

died

thre

e ye

ars

only

5024

.6

Stu

died

four

yea

rs o

nly

3517

.2

Stu

died

five

yea

rs22

10.8

Enr

ollm

ents

in F

L co

urse

s w

ith 4

yea

r se

quen

ces

5,86

424

79

Stu

died

one

yea

r on

ly1,

566

26.7

4518

.22

22.2

Stu

died

two

year

s on

ly2,

787

47.5

8032

.43

33.3

Stu

died

thre

e ye

ars

only

989

16.9

8534

.4

Stu

died

four

yea

rs52

28.

937

15.0

444

.4

Enr

ollm

ents

in F

L co

urse

s w

ith 3

yea

r se

quen

ces

1,85

82,

536

356

23

Stu

died

one

yea

r on

ly60

232

.477

430

.514

440

.45

21.7

Stu

died

two

year

s on

ly96

451

.91,

380

54.4

165

46.3

834

.8

Stu

died

thre

e ye

ars

2S2

15.7

382

15.1

4713

.210

43.5

Enr

ollm

ents

in F

L co

urse

s w

ith 2

yea

r se

quen

ces

559

740

1,03

265

4977

32

467

Stu

died

one

yea

r on

ly18

232

.618

324

.738

737

.540

61.5

1632

.726

133

.81

50.0

133

29.6

Stu

died

two

year

s37

767

.455

775

.364

562

.525

38.5

3367

.351

266

.21

50.0

329

70.4

Enr

ollm

ents

in F

L co

urse

s w

ith 1

yea

r pr

ogra

m5

3832

310

618

139

CO

NT

INU

ITY

OF

ST

UD

Y

Enr

ollm

ents

in 2

yea

r se

quen

ces

4,21

81,

937

645

105

198

512

39

329

Uni

nter

rupt

ed4,

101

97.2

1,98

698

.463

498

.310

398

.119

598

.551

099

.63

100.

09

100.

032

097

.3

Inte

rrup

ted

117

2.8

311.

611

1.7

21.

93

1.5

20.

49

2.7

by o

ne y

ear

laps

e10

085

.526

83.9

1090

.92

100.

03

100.

02

100.

09

100.

0

by tw

o ye

ar la

pse

1714

.55

16.1

19.

1

Ern

oilm

ents

in 3

yea

r se

quen

ces

1,33

138

285

4795

.710

Uni

nter

rupt

ed1,

261

94.7

369

96.6

8195

.345

4.3

990

.0

Inte

rrup

ted

for

a ye

ar70

5.3

133.

44

4.7

110

.0

afte

r fir

st y

ear

of s

tudy

3245

.73

23.1

250

.02

100.

0

afte

r se

cond

yea

r cf

stu

dy38

54.3

1076

.92

50.0

110

0.0

Enr

ollm

ents

in 4

yea

r se

quen

ces

557

Uni

nteu

upte

d55

599

.6

Inte

rrup

ted

for

a ye

araf

ter

first

yea

r of

stu

dy

afte

r se

cond

yea

r of

stu

dy

2 1

0.4

50.0

afte

r th

ird y

ear

of s

tudy

150

.0

Enr

ollm

ents

in 5

yea

r se

gue

ntes

22

Uni

nter

rupt

ed17

77.3

lnte

hdpt

ed fo

r a

year

afte

r i:r

st y

ear

of s

tudy

afte

r se

cond

yea

r of

stu

dy

afte

r th

ird y

ear

of s

tudy

afte

r fo

urth

yea

r of

stu

dy

5 2 3

22.7

40.0

60.0

_*

Incl

udes

one

sch

ool i

n w

hich

lang

uage

stu

dy b

egin

s n

7th

grad

e an

d tw

o sc

hool

s in

whi

ch la

ngua

ge b

egin

s in

8th

gra

de th

ough

no

grad

uatio

n cr

edit

is e

arne

d.

** N

o gr

adua

ting

clas

s in

196

3. F

our

scho

ols

have

a fo

reig

n la

ngua

ge p

rogr

am.

"' S

ixte

en o

f the

sch

ools

cur

rent

ly h

ave

a fo

reig

t lan

guag

e pr

ogra

m, b

ut n

o 19

63 g

radu

ates

stu

died

a fo

reig

n la

ngua

ge.

CH

AR

T 1

1.D

ET

AIL

ED

LA

NG

UA

GE

ST

UD

Y D

AT

A F

OR

SC

HO

OLS

IN W

HIC

H G

RA

DU

AT

ION

CR

ED

IT IS

FIR

ST

EA

RN

ED

IN T

HE

10T

H G

RA

DE

.

Cla

ss 2

7

10/3

/3

(1 s

choo

l)

Cla

ss 2

8

10/2

/1

(1 s

choo

l)

Cla

ss 2

9

10/1

/2

(6 s

choo

ls)

Cla

ss 3

0

10/0

/0

(2 s

choo

ls')

Enr

oll-

men

ts%

Enr

oll-

men

ts

Enr

oll-

men

ts

Enr

oll-

men

ts

Num

ber

of 1

963

grad

uate

s26

876

278

169

Num

ber

of g

radu

ates

with

FL

cred

its19

472

.415

19.7

9132

.70

0.0

GR

AD

UA

TE

S W

ITH

FL

CR

ED

ITS

Beg

an F

L st

udy

in 1

0th

grad

e12

363

.45

33.3

2224

.2

Beg

an F

L st

udy

in 1

1th

grad

e68

35.0

6470

.3

Beg

an F

L st

udy

in 1

2th

grad

e3

1.5

1066

.75

5.5

Ter

min

ated

FL

stud

y in

10t

h gr

ade

115.

75

33.3

88.

8

Ter

min

ated

FL

stud

y in

11t

h gr

ade

6935

.642

46.2

Ter

min

ated

FL

stud

y in

12t

h gr

ade

114

58.8

1066

.741

45.1

Stu

died

full

sequ

ence

in a

t lea

st o

ne F

L45

23.2

1510

0.0

5156

.0

Stu

died

onl

y on

e F

L16

625

.615

100.

091

100.

0

Stu

died

two

FLs

2613

.4

Stu

died

thre

e F

Ls2

1.0

Stu

died

mor

e th

an o

ne F

L28

14.4

GR

AD

UA

TE

S W

HO

ST

UD

IED

MO

RE

TH

AN

ON

E F

L

Beg

an 2

nd F

L in

10t

i gra

de1

3.6

Beg

an 2

nd F

L in

11t

h gr

ade

1864

.3

Beg

an 2

nd F

L in

12t

h gr

ade

932

.1

=lie

d fu

n se

quen

ce in

one

or

mot

e F

L5

17.9

Stu

dien

full

sequ

ence

in n

one

2382

.1

Stu

died

mor

e th

an o

ne F

L at

a ti

me

621

.4

Stu

died

Lat

in10

35.7

CO

UR

SE

EN

RO

LLM

EN

TS

Enr

ollm

ents

in F

L co

urse

s w

ith 3

yea

r se

quen

ces

203

Stu

died

one

yea

r on

ly51

25.1

Stu

died

two

year

s on

ly10

953

.7

Stu

died

thre

e ye

ars

4321

.2

Enr

ollm

ents

in F

L co

urse

s w

ith 2

yea

r se

quen

ces

2191

Stu

died

one

yea

r on

ly11

90.5

4347

.3

Stu

died

two

year

s2

9.5

4852

.7

Enr

ollm

ents

in F

L co

urse

s w

ith 1

yea

r pr

ogra

m15

CO

NT

INU

ITY

OF

ST

UD

Y

Enr

ollm

ents

in 2

yea

r se

quen

ces

111

48

Uni

nter

rupt

ed10

998

.247

97.9

Inte

rrup

ted

21.

81

2.1

by o

ne y

ear

laps

e

by tw

o ye

ar la

pse

210

0.0

110

0.0

Enr

ollm

ents

in 3

yea

r se

quen

ces

43

Uni

nter

rupt

ed43

1n0.

0

Inte

rrup

ted

for

a ye

ar

afte

r fir

st y

ear

of s

tudy

afte

r se

cond

yea

r of

stu

dy

* N

eith

er s

choo

l has

a fo

reig

n la

ngja

ge p

rogr

am.

,-

Chart 12. Carnegie Units and Sequence Evaluation Points earned for foreign innnhonnrau---v- study.

Abbreviations:

Stratum 1 Stratum 2 Stratum 3 Stratum 4 Stratum 5

CU - Carnegie unitsSEP - Sequence Evaluation Pointsay. - average per student

Number of graduates 6,522 6,370 4,907 5,842 4,960Av. CU in foreign languages 1.3 1.3 1.3 1.1 0.5Av. SEP in foreign languages 1.8 1.9 2.0 1.6 0.7

Number of graduates who studied aforeign language 3,442 3,775 2,733 2,811 1,454

Total nij 8;167 8,214 6,494 6,414 2,532Av. CU

Total SEP2.3

12,0 182.2

12,0432.4

9650,

2.39,220

1.73,434

Av. SEP 3.5 3.2 3.5 3.3 2.4

Number of graduates who studied Latin 1,104 1,069 1,109 1,046 439

Total CU 2,054 1,887 2,082 1,961 692

Av. CU 1.9 1.8 1.9 1.9 1.6

Total SEP 2,973 2,709 3,097 2,794 940

Av. SEP 2.7 2.5 2.8 2.7 2.1

Number of graduates who studied amodern foreign language 2,900 3,141 2,111 2,240 1,129

Total CU 6,113 6,327 4,412 4,453 1,840Av. CU 2.1 2.0 2.1 2.0 1.6

Total SEP 9,075 9,264 6,553 6,516 2,432Av. SEP 3,1 2.9 3.1 2.9 2.2

Number of graduates who studied French 844 1,062 812 1,251 458

Total CU 1,720 2,152 1,683 2,438 775Av. CU 2.0 2.0 2.1 2.0 1.7

Total SEP 2,549 3,216 2,536 3,586 1,085Av. SEP 3.0 3.0 3,1 2.9 2.4

Number of graduates who studied German 540 260 235 112 108

Total CU 1,169 467 462 217 143

Av. CU 2.2 1.8 2.0 1.9 1.3

Total SEP 1,798 731 688 322 186

Av. SEP 3.3 2.8 2.9 2.,) 1.7

Number of graduates who studied Italian 39 179 1 3 0

Total CU 70 360 2 8 0

Av. CU 1.8 2.0 2.0 2.7 0.0Total SEP 100 533 3 13 0

Av. SEP 2.6 3.0 3.0 4.3 0.0

Number ot graduates who studied Russian 47 26 4 10 21

Total CU 91 35 7 14 23

Av. CU 1.9 1.3 1.8 1.4 1.1

Total SEP 134 44 10 18 43

Av. SEP 2.9 1.7 2.5 1.8 2.0

Number of graduates who studied Spanish 1,510 1,759 1,175 931 578

Total CU 2,910 3,310 2,258 1,774 889

Av. CUTotal SEP

1.94,272

1.92,833

1.93,316

1.92,574 1,115.55

Av. SEP 2.8 2.7 2.8 2.8 2.0

Number of graduates who studied "other"modern foreign languages 83 2 0 1 1

Total CU 153 3 0 2 1

Av. CU 1.8 1.5 0.0 2.0 0.0Total SEP 267 4 0 3 1

Av. SEP 3.2 2.0 0.0 3.0 1.0

-28-

7.0

6.96.8

6.76.66.5

6.46.36.26.16.0R.0

5.85.75.65.5

5.45.35.25.15.04.94.84.7

4.64.54.44.34.24.14.03.9

3.83.73.63.5

3.43.33.23.13.02.92.82.7

2.62.5

2.42.3

2.22.12.01.91.8

1.71.61.51.41.31.2

1.1

1.00.90.80.7

0.60.50.40.30.2

0.10.0

Chart 13. Graph showing correlation of Carnegie units and sequence evaluation points

that represent the average amount of language study completed by 1963 gradu-

ates who studied foreign languages in schools with an estimated overage grade

enrollment of 220 to 390 (stratum 3 of the sample).

............... mi.........

......................s.......mumm..m.......m........................................................m...........................................................................mounsummumm..........m....mi. ............................. ............... ......mum mum .... ...II.m........ .. ......... momm.1 .............. .......

.1...........................m............ um...................... lim.

mimmommummumm...17.......min mummmummix...... IMOMN 1111111111111MMEMOMMIUMM EMI 11.11

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iirromormitms......01a mom mmossms....A..... nu ..................

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....... . mum .... mu

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....m....... samm....... megmom .. imm......... mum

............ ........... mom.......s.. ....m.....1 momMEMEMMMEMM IMMEMINIMMEMM milmmm..........m.......... ...........m................ .............m.........i... ....................imm...0 momminlummum. . om0,4NOVIOw t...c0010,INM'c40CDts 00 0) n TI4 tf 1.1D C. CO 01 0

Schools in stratum 3 (arranged by ascending Carnegie unit averages). Schools 1

and 2 had no fcreign language program.

-29-

Chart 14. Proposed tabulation sheet for use in Survey of Foreign-Lunguage Sequences Completed by

Secondary-School Graduates, June 1965.

SHEET NO SHEETS THE MODERN LANGUAGE ASSOCIATION OF AMERICA

Foreign Language Program Research Center4 Washington Place New York, N. Y.

STUDY OF Lk1GUAGE SEQUENCES COMPLETED BY SECONDARY SCHOOL GRADUATES, 1965

Conducted under contract with NDEA Title VI funds for the


Budget Bureau No.

Appcoval Expires

PLEASE COMPLETE ITEMS 1..4

1. Name of :school

2. Addresa (number and atet)

(city) (state) (zip code)

3. Telephone (area code) (local no.) (extension)

it. Name of person completing this repat b

INSTRUCTIONS:

(title)

Pull the transcript of each June 1965 graduate who studied a foreip language in t,!.e 7th, 8th, 9th, 10th, llth, or 12th grades.

Number the transcripts consecutively. (When you have finished tabulating, do not erase the number from the transcript because it will be

used to identify the student if there is a need to do so at a later date.)Enter a record of language study for each student on the line in colum 1 that con asponds to the number you have assigned to each transcript,

In colums 2-7, place an X in each column that indicates a grade in which the student successfully completed a full year's studi ,f Latin.

Include a record of language study completed in grades 7 through 11 if it is available to you, even if t e student was not enrolled in your

school at the time.Use the method outlined above to report French, Spanish, German, Italian, Russian, and "other" languages. Identify any "other" language in

column 38. Note the example shown for student (26) who studied more than one "other" language.

DO NOT MARX YEARS IN WHICH THE STUDENT FAILED.

DO NOT MARE YEAR: 'WHICH ONLY ONE SEMESTER WAS SUCCESSFULLY COMPLETED.

6 7 8 9 1011 12 I 3 1114 1 6 i7 4.8 9 20 frL 2 4 214 25 126 '7 '8 29 0 1 2 0 04 ;5 :6 3 38 39 40 41 42143 44________

EXAMPTyAUCCESSFULLY-PLE

ALTIN FRENCH SPANISH GERMAN ITALIA N RUSSIAN OTHER LANGUAGE NAMEM OF

OTHER

LANGUAGE(S)

IN COLUMNS

38-443

CHECK EACH GRADE tN

WHICH THE GRADUATE

COM-

TED A y EAR'S STUDY

CHECK EACH GRADE

WHICH THE GRADUATESUCCESSFULLY COM-

METED A YEAR'S

IN

STUDY

CHECK EACH GRADE IN

WHICH THE ORADUATE

SUCCESSFULLY COM-

PLETED A TEAR'S STUDY

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COM-

METED A YEAR'S STUDY

CHECK EACH GRADE IN

WHICH THE GRADUATESUCCESSFULLY COMPLETED A YEAR'S STUDY

CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COM-


CHECK EACH GRADE IN

WHICH THE GRADUATE

SUCCESSFULLY COM-


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23. XXX XX X NorAreg 77--

24. g X2S. ..X' )4 X x X

26. x ax >4 ricre7ti- 6 rtek

START HERE:

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214. i- 17.'3.0_ siit

Chart 15. Proposed questionnaire for use in Survey of Foreign-Language Sequences Completed

by Secondary-School Graduates, June 1965.

Name of School

Address (number and street)

(city)

Name of Principal

(state)

Number of 1965 graduates

Number of 1965 graduates who studied a foreign language in the

7th, 8th, 9th, 10th, llth, or 12th grades

Students begin earning credit toward high-school graduation in grade

A student who had successfully completed a foreign-language course in the 7th

or 8th grade, but not both, and continued study of the language in the 9th

grade (check one)

a. was placed in Course I of the l',.anguage.

b. was placed in Course II of the language,or its equivalent.

. A student who had successfully completed foreign-language courses in the 7th

and 8th grades and continued study of the language in the 9th grade (check one)

a. was placed in Course I of the language.

b. was placed in Course II of the language,

or its equivalent.

c. was placed in Course III of the language.

If the placement of foreign-language students in your school differs from the

above patterns, please describe your practice below:

immot-.

There are no records in our school of languages studied by 1965 graduates in

the following grades: (Encire.e as appropriate)

8 9

-31-

Documents

A description of the background and procedure of this ... · Errors in tabulation.1. Page. Chart. 1. Sample questionnaire and tabulation sheet. used in Pilot Study. of. Langu.age