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
UNITED STATES DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION
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
2th
...Numbef ofFRENCHooditsEarned
TovaidGraduation
CHECK EACH GRADE IN
WHICH THE GRADUATE
SUCCESSFULLY COM-
PLETED A YEAR'S STUDY
'Human otSPANISH
CreditsEarnedToward
Graduation
cnEcn EACI1 GRADE lil
WHICH THE GRADUATE
SUCCESSFULLY COM-
PLE TEO A YEAR'S STUDY
TatatNumber ot
Dem%
EarnedToward
GadultlOn
'""r ......,^. ^...s.."'' '' -
WHICH ME GRADUATE
SUCCESSFULLY COM-
PLETED A YEAR'S STUDY
To431Number olRum"DeditsEanwpd
Towardgisaustim
cHECK EACH GRADE IN
WHICH ME GRADUATE
SUCCESSFULLY COM-
PLETED A YEAR'S STUDY
t°41num., el
Met 1-26-gases ceo-drts Earnod
Towed
CiadullIon
7N 8Ih 9th 100/1th 12th Ith 3th 9th 10111 701 Ilth 9th Oth Ilth 2th 7th 8th 9th 10th 1th 12th 7th 8th 9th 10th Ilth I2th Ith 8th 9th 1081 Ilth 12111
EXAMPLES
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11
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
UNITED STATES DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION
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-
PLETED A YEAR'S STUDY
Torsi
NadViittrots
LamedTowed
Gtaduation
CHECK EACH GRADE IN
WHICH THE GRADUATE
SUCCESSFULLY COW
PLETED A YEAR'S STUDY
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
.41-3 u.GlenneEarnedTowed
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
T:1:lotNurdunes cm-MO Eamod
TowedGataatIon
7th 8th 9th 10th Ilth 12th 7th 8th 9th 10th 1Ith 12th 71n 8th 9ffi 10th Ilth 12th 7th 8th 9th 10th Ilth 12th 7th 8th 9th 10th Ilth 12th 7th 8th 9th 10th Ilth 12th
"EXAMPLES
vinrazirze-, C X X )4 .2.. X ,c X 3aVol,Saa, el .X
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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
PLETED A YEAR'S STUDY
TOWPlustot ofSPANISH
CisclitsEarnedToward
Gialuation
CHECK EACH GRADE IN
ITHICH THE GRADUATE
succusn:Lvt C,.....-4-PLETED A YEAR'S STUDY
ToUlPlumbei ofGEc.,;;;;;;EatnodTcwatcl
Giguation
CHECK EACH GRADE IN
WHICH THE GRADUATESUCCESSFuLt y COW
PLETED A YEAR'S STUDY
TsUI
itu-ITZ.c...1,..EFfoodToiled
Grattan*,
CHECK EACH GRADE tN
WHICH THE GRADUATE
SUCCES FULLY COW
PLETED A YEAR'S STUDY
Total,s,
,3";7, La;gages as." Latni°
Thwart
Geadsauce
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
,..S.4.4.,:rz.fix,'. C X X g1..2/., ...,,K.
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START HERE
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102.
103.______ _____
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II
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129. M X 2
2
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to- itu___- 134.
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III 1 Ili.4= 136.
137.
- 138.
w 139. X I I-4.= 1140. 1
41 111.1.r 2
n Va. X
E' 143.,1
We. 2 2
VS. I 2.
1146. 1
147. X X 2 X X 4_
318. 2
149. X 3.,
Pero 4 ef Chen 1
-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
E4 0 FA
CY p r4 E4
41
c!,
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
I0.0
9.1
37.9
'
s-1
114 Z 0 0 rr4
c) a H fil 0 r4
fr.,-
c)
E4
.44
0 t'l
43 a c7 --I g -.4
All sizes (total)
500 or more graduates
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)
500 or more graduates
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
Yam=q El NI 111
i4 1111M1111
tilMir1111
IIIBS
21111119 i I
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
isms Ole
1
'
2- II
MO S MIMI/ t.19 9 2- s-
Ilia
//I
IN
It
m1111111111/
i
.1111111111
MIR
M113
AMIEMISIMMINVES
/ AM
3 4A-Z2113.11IN
ran.sNM5J.IS
ffligi /1'7s-- ci 2 Furl /2,
*Thc
par
inc
num
der
cat
it
whc
sta
inyez
fiinE
grz
whilar
sti
-17-
I
FirstLanguageStudied
Second Third
LanguageianguageStudied Studied
2 3 1 it 2I
3 ,4
_I___t______
i-
Hii;
1
,
111 NMI111111E
INNIIIIIIIIIII
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-
CH
AR
T 8
.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
ITH
GR
AD
E.
Cla
ss 1
7/3/
4(1
sch
ool)
Cla
ss 2
7/3/
3
(1 s
choo
l)
Cla
ss 3
7/3/
2(4
sch
ools
)
Cla
ss 4
7/2/
2(2
sch
ools
)
Cla
ss 5
7/2/
1
(1 s
choo
l)
Cla
ss 6
7/1/
4(1
sch
ool)
Cla
ss 7
7/1/
3(1
sch
ool)
Cla
ss S
7/1/
2(4
sch
ools
)
CI s
s 9
7,1/
1
(1 s
choo
l)
Cla
ss 1
0
7;0
0(5
sch
ools
*)
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts:
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Em
il.m
ents
%
Num
ber
of 1
963
grad
uate
s24
128
340
811
625
6651
100
1369
Num
ber
of g
radu
ates
with
FL
cred
its16
367
.619
870
.018
746
.831
26.7
936
.022
33.3
1631
.428
28.0
536
.50
0.0
GR
AD
UA
TE
S W
ITH
FL
CR
ED
IT$
Beg
an F
L st
udy
in 7
th g
rade
52.
6
Beg
an F
L st
udy
in 8
th.g
rade
7646
.612
6.1
Beg
an F
L st
udy
in 9
th g
rade
6036
.880
40.4
116
62.0
1734
.89
100.
022
100.
016
57.1
Beg
an F
L st
udy
in 1
0th
grad
e19
1.7
4924
.761
32.6
1341
.916
100.
0
Beg
an F
L st
udy
in 1
1th
grad
e7
4.3
5226
.37
3.7
13.
2li
39.3
Beg
an F
!, st
udy
in 1
2th
grad
e1
0.5
31.
61
5.6
510
0.0
s
Ter
min
ated
FL
stud
y in
7th
gra
de
Ter
min
ated
FL
stud
y in
8th
gra
de9
5.5
Ter
min
ated
FL
stud
y in
9th
gra
de6
3.7
168.
117
9.1
516
.19
100.
01
4.6
414
.3
Ter
min
ated
FL
stud
y in
10t
h gr
aik
1911
.778
39.4
6534
.87
22.6
1159
.11
6.3
1242
.9
Ter
mln
ated
FL
stud
y ni
11t
h gr
ade
4628
.262
31.3
3719
.810
32.3
310
.7
Ter
min
ated
FL
stud
y in
12t
h gr
ade
8350
.942
21.2
6836
.49
29.0
836
.415
93.8
932
.15
100
0
Stu
died
full
sequ
ence
in a
t lea
st o
ne F
L8
12.9
94.
614
477
.024
77.4
910
0.0
836
.415
93.8
2071
.45
100
0
Stu
died
onl
y on
e F
L10
162
.018
191
.413
572
.222
71.0
910
0.0
2210
0.0
1610
0.0
2810
0.0
Stu
died
two
FLs
6137
.417
8.6
5127
.39
29.0
Stu
ched
thre
e F
Ls1
0.6
10.
5
Stu
died
mor
e th
an o
ne F
L62
38.0
178.
652
27.8
929
.0
GR
AD
UA
TE
S W
HO
ST
UD
IED
MO
RE
TH
AN
ON
E F
L
Beg
an 2
nd la
ngua
ge in
7th
gra
de
Beg
an 2
nd la
ngua
ge in
8th
gra
de
Beg
an 2
nd la
ngua
ge in
9th
gra
de4
6.5
15.
93
5.8
Beg
an 2
nd la
ngua
ge in
1G
th g
rade
2845
.26
35.3
35.
8
Beg
an 2
nd la
ngua
ge in
11t
h gr
ade
3048
.48
47.0
4382
.76
66.7
Beg
an 2
nd la
ngua
ge in
12t
h gr
ade
211
.83
5.8
333
.3
Stu
died
full
sequ
ence
in o
ne o
r m
ore
FL
812
.94
23.5
5210
0 0
8b8
.9
Stu
died
full
sequ
ence
in n
one
5487
.113
76.5
111
.1
Stu
died
mor
e th
an o
ne F
L at
a ti
me
3962
.93
17.6
35.
8
Stu
ched
Lat
in44
71.0
1164
.751
98.1
666
.7
COURSE ENROLLMENTS
Enr
ollm
ents
in F
L co
drse
s w
ith 5
yea
r se
cuen
ces
151
Stu
died
one
yea
r of
fiy25
16.6
Stu
died
two
year
s on
ly36
23.8
Stu
died
thre
e je
ars
only
3523
2
Stu
died
four
yea
rs o
nly
4227
.8
Stu
died
five
yea
rs13
8.6
Enr
ollm
ents
in F
L co
urse
s w
ith 4
yea
r se
quen
ces
6714
322
Stu
died
one
yea
r on
ly8
11.9
4632
.21
4.6
Stu
died
two
year
s on
ly32
47.8
8760
.813
59.1
Stu
died
thre
e ye
ars
only
2029
97
4.9
Stu
died
tom
yea
rs7
10.4
32
18
36.4
Enr
ollm
ents
in F
L co
urse
s w
ith 3
yea
r se
quen
ces
6716
Stu
died
one
yea
r on
ly18
26.9
16.
3
Stu
died
two
year
s on
ly43
64 2
Stu
died
thre
e ye
ars
68
915
93.8
Enr
ollm
ents
in F
L co
urse
s w
ith 2
yea
r se
quen
ces
75
233
3728
Stu
died
one
yea
r on
ly1
14.3
360
050
21 5
924
38
28.6
Stu
died
two
year
s6
85.7
240
0i8
378
628
76 7
2071
.4
Eru
ollm
ents
in F
L co
urse
s w
ith 1
yea
r pr
ogra
m6
39
5
tsD
CO
NT
INU
ITY
OF
ST
UD
Y
Enr
ollm
ents
in 2
yea
r se
quen
ces
7413
218
328
1320
Uni
nter
rupt
ed74
100.
013
199
.218
310
0 0
2810
0.0
1310
0.0
201"
^
Inte
rrup
ted
10.
8
by o
ne y
ear
laps
e
by tw
o ye
ar la
pse
110
0.0
Enr
ollm
ents
in 3
yea
r se
quen
ces
5513
15
Uni
nter
rupt
nd54
98 2
1292
.315
100
0
Inte
rrup
ted
for
a ye
ar1
1.8
17.
7
afte
r fir
st y
ear
of s
tudy
110
0.0
afte
r se
cond
yea
r of
stu
dy1
100.
0
Enr
ollm
ents
in 4
yea
r se
quen
ces
7
Uni
nter
rupt
ed5
71.4
Inte
rrup
ted
for
a ye
ar2
28.6
afte
r fir
st y
ear
of s
tudy
afte
r se
cond
yea
r of
stu
dy
150
.0
afte
r th
ird y
ear
of s
tudy
150
.0
One
sch
ool c
urre
ntly
has
a fo
reig
i lan
guag
e pr
ogra
m b
ut n
o 19
63 g
radu
ate
stud
ied
a fo
reig
n la
ngua
ge.
CH
AR
T 9
.D
ET
AIL
ED
LA
NG
UA
GE
ST
UD
Y D
AT
AF
OR
SC
HO
OLS
IN W
HIC
H G
RA
DU
AT
ION
CR
ED
ITIS
FIR
ST
EA
RN
ED
IN T
HE
8T
H G
RA
DE
.
Cla
ss 1
1
8/3/
4
(2 s
choo
ls)
Cla
ss 1
2
8/3/
2
(3 s
choo
ls)
Cla
ss 1
3
8'1,
2
(2 s
choo
ls)
rm.,.
Enr
oll-
men
ts%
Enr
oll-
men
ts%
Enr
oll-
men
ts
ob
Num
ber
of 1
963
grad
uate
s51
131
368
Num
ber
of g
radu
ates
with
FL
cred
its33
064
.614
044
.710
14.7
GR
AD
UA
TE
S W
ITH
FL
CR
ED
ITS
Beg
an F
L st
udy
in 8
th g
rade
216.
3n ,
1.4
Beg
an F
L st
udy
in 9
th g
rade
231
70.0
3927
.96
60 fi
Beg
an F
L st
udy
in 1
0th
grad
e52
15.8
4632
.9
Beg
an F
L st
udy
in 1
1th
grad
e25
7.6
4632
.94
49.0
Beg
an F
L st
udy
in 1
2th
grad
e1
0.3
75.
0
Ter
min
ated
FL
stud
y in
8th
gra
de4
1.2
Ter
min
ated
FL
stud
y in
9th
gra
de33
10.0
96.
43
30 0
Ter
min
ated
FL
stud
y in
10t
h gr
ade
110
33.3
3726
.43
30.0
Ter
min
ated
FL
stud
y in
11t
h gr
ade
9227
.946
32.9
Ter
min
ated
FL
stud
y in
12t
h gr
ade
9127
.648
34.3
440
.0
Stu
died
full
sequ
ence
in a
t lea
st 1
FL
7823
.610
071
.47
70 0
Stu
died
onl
y on
e F
l27
382
.712
387
.910
100.
0
Stu
died
Iwo
Fl_
s57
17.3
1611
.4
Stu
died
thre
e F
Ls1
0.7
Stu
died
mor
e th
an o
ne F
L57
17.3
1712
1
GR
AD
UA
TE
S W
HO
ST
UD
IED
MO
RE
TH
AN
ON
E F
L
Beg
an 2
nd la
ngua
ge in
8th
gra
de1
1.8
Beg
an 2
nd la
ngua
ge in
9th
gra
de3
5.3
Beg
an 2
nd la
ngua
ge in
10t
h gr
ade
1933
.32
11 8
Beg
an 2
nd la
ngua
ge in
11t
h gr
ade
3256
.19
52.9
Beg
an 2
nd la
ngua
ge in
12t
h gr
ade
23.
56
35.3
Stu
died
full
sequ
ence
3)
one
or m
ore
Fls
915
.815
88.2
Stu
died
full
sequ
ence
in n
one
/18
84 2
211
8
Stu
died
mor
e th
an o
ne F
L at
a ti
me
1322
.83
17 6
Stu
died
Lat
in46
803
1482
.4
CO
UR
SE
EN
RO
LLM
EN
TS
Enr
ollm
ents
in F
L co
urse
s w
ith 4
yea
r se
quen
ces
336
Stu
died
one
yea
r on
ly79
23 5
Sto
thed
two
year
s on
ly17
451
8
Stu
died
thre
e ye
ars
only
4714
0
Stu
died
four
yea
rs36
10.7
Enr
olln
mts
in F
L co
urse
s w
ith 4
yea
r se
quen
ces
7
Stu
died
one
yea
r on
ly
Stu
died
two
year
s on
ly6
85 7
Stu
died
thre
e ye
ars
114
3
Enr
ollm
ents
19
FL
cour
ses
with
2 y
ear
sequ
ence
s44
150
10
Stu
died
one
yea
r on
ly2
4.5
5335
.33
30 0
Stu
died
two
year
s42
95.5
9764
77
70 0
Enr
ollm
ents
in F
L co
urse
s w
ith 1
yea
r pr
ogra
m5
CO
NT
INU
ITY
OF
ST
UD
Y
Enr
ollm
ents
in 2
yea
r se
quen
ces
222
347
Uni
nter
rupt
ed21
596
.833
97.1
710
0.0
Inte
rrup
ted
73
21
2.9
by o
ne y
ear
laps
e6
85.7
110
0.0
by tw
o ye
ar la
pse
114
.3
Enr
ollm
ent i
n 3
year
seq
uenc
es48
Uni
nter
rupt
ed44
91.7
Inte
uupt
ed fo
r a
year
48.
3
afte
r fir
st y
ear
of s
tudy
125
0
afte
r se
cond
yea
r of
stu
dy3
75.0
CH
AR
T 1
0.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
9T
H G
RA
DE
.
Cla
ss 1
4
9/3/
4*(4
0 sc
hool
s)
Cla
ss 1
5
9/3/
3(2
3 sc
hool
s)
Cla
ss 1
6
9/3/
2(2
1 sc
hool
s)
Cla
ss 1
79/
2/4
(6 s
choo
ls)
Cla
ss 1
8
9/2/
3(9
sch
ools
)
Cla
ss 1
9
9/2/
2(2
8 sc
hool
s)
Cla
ss 2
0
9/2/
1(4
sch
ools
)
Cla
ss 2
1
9/1/
4(1
sch
ool)
Cla
ss 2
2
9/1/
3(3
sch
ools
)
CIn
s 23
9/1/
2(3
3 sc
hool
s)
Cla
ss 2
4
9/1/
1
(13
scho
ols)
Cla
ss 2
5
9/0/
0(7
sch
ools
")
Cla
ss 2
6
9/0/
0(4
9 sc
hool
s"')
Enr
oll-
men
ts%
Enr
oll-
men
ts
Enr
oll-
mer
its
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
men
ts
Enr
oll-
ITL
=
Num
ber
of 1
963
grad
uate
s11
,379
5,37
92.
052
560
653
1,84
756
2660
1,59
649
70
1,44
2
Num
ber
of g
radu
ates
with
FL
cred
its7.
048
61.9
2,79
351
.992
545
.127
649
.335
253
.976
841
.617
30.4
934
.623
38.3
467
29.3
139
28.0
00.
00
0.0
GR
AD
UA
TE
S W
ITH
FL
CR
ED
ITS
Beg
an F
L st
udy
in 1
th g
rade
410.
6
Beg
an F
L st
udy
in 8
th g
rade
550.
8
Beg
an F
Lstu
dy in
eth
gra
de4,
680
66.4
1,50
153
.744
047
.618
265
.919
756
.035
346
.05
55.6
1460
.081
318
49
6.5
Beg
an F
L st
udy
in 1
0th
grad
e1,
531
21.7
729
26.1
256
27.7
7928
.611
733
.217
823
.212
70.6
626
.114
230
.49
6.5
Beg
an F
L st
udy
in 1
1th
grad
e64
99.
247
617
.020
321
.911
4.0
257.
118
323
.83
33.3
313
.022
047
.118
12.9
Beg
an F
L st
udy
in 1
2th
grad
e92
1.3
873.
126
2.8
41.
413
3.7
541.
05
29.4
111
.119
4.1
103
74.1
Ter
min
ated
FL
stud
y in
8th
gra
de1
0.01
Ter
min
ated
FL
stud
y in
9th
gla
de10
810
.022
88.
298
10.6
165.
861
11.3
9812
.84
17.4
143.
09
6.5
Ter
min
ated
FL
stud
y in
10t
h gr
ade
2091
,29
.781
129
.033
936
.682
29.7
121
34.4
244
31.8
1058
.83
13.0
119
25.5
96.
5
Ter
min
ated
FL
stud
y in
Ilth
gra
de2,
134
30.3
899
32.2
262
28.3
9434
.197
27.6
168
21.9
111
.16
26.1
152
325
1812
.9
Ter
nuna
ted
FL
stud
y in
120
1 gr
ade
2,11
430
.085
530
.622
624
.484
30.4
7320
325
833
.67
41.2
888
.910
43.5
182
39.0
103
74.1
Stu
died
full
sequ
ence
in a
t lea
st o
ne F
L1,
193
16.9
928
33.2
610
65.9
6423
.278
22.2
577
75.1
952
.94
44.4
1147
.833
372
.413
910
0.0
Stu
died
onl
y on
e F
L5,
502
18.1
2,28
481
.878
685
.023
886
.229
684
.165
885
.715
88.2
888
.921
91.3
467
100.
013
910
0.0
Stu
died
two
FLs
1,49
921
.349
117
.513
514
.638
13.8
5615
.911
014
.32
11.8
111
.12
8.7
Stu
died
thin
FLs
470.
718
0.6
40.
4
Stu
died
mor
e th
an o
ne F
L ,
1,54
621
.950
918
.213
915
.038
13.8
5615
.911
014
.32
11.8
111
.12
8.7
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
9th
gra
de91
5.9
183.
58
5.8
12.
62
3.6
32.
7
Beg
an 2
nd F
L in
10t
h gr
ade
652
42.2
120
23.6
3322
.722
57.9
3053
.613
11.8
Beg
an 2
nd F
L in
11t
h gr
ade
696
45.0
313
61.5
5841
.712
31.6
2137
.584
76.4
110
0.0
210
0.0
Beg
an 2
,A F
L in
12t
h gr
ade
107
6.9
5811
.440
28.8
37.
93
5.4
109.
12
100.
0
Stu
died
full
sequ
ence
in o
ne o
r m
ore
FL
416
26.9
215
42.2
120
86.3
1539
.528
50.0
102
92.7
210
0.0
150
.0
Stu
died
full
sequ
ence
tn n
one
1,13
073
.129
457
.819
13.7
2360
.528
50.0
87.
31
100.
01
50.0
Stu
died
mor
e th
an o
ne F
L at
a ti
me
600
38.8
100
19.6
2316
.523
60.5
2544
.610
9.1
Stk
:;:te
d La
tin1,
196
77.4
418
82.1
109
78.4
3797
.456
100.
063
57.3
110
0.0
210
0.0
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
IIIIIIIIIIIIIIIIIIIIIM11116111MOMMOMMUMMOMMOMMEMill MOMMIMM..................m........................8...............0..........m.....rimmli........
iirromormitms......01a mom mmossms....A..... nu ..................
..........m...........um. ........................IIIIIIIIIIIINIIIIIIIIIIIII1_IIIIII111M1111MNIIIIIIIIIIIIIIOMMEMEMMOMMIMMWOMMOOMMUMMUMM............................................................r............mum...................m.s.imsamm...0.......IIMMOMMINIROMMEMMUNIMMENNIMMEMMMMINAMMIIIIIMMEMMUMMIMMENUMMMmommumemmiummumm...................................0mom m.......................UN= WM= MIUMMINIMMIUMMUMEMIIIMMOM MR Mill MMINMOMMIUMMOMMIIM111.111111111=111111.4.1111 MOMMIMMEMOMM 11.111 Ills
....... . mum .... mu
...... mu
....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
UNITED STATES DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION
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-
PLETED A YEAR'S STUDY
CHECK EACH GRADE IN
WHICH THE GRADUATE
SUCCESSFULLY COM-
PLETED A YEAR'S STUDY
7% 80 Mh 111111th tah 7% 80 9M 100 1Rh II! 7th Mh 9% Wth nth .2th Rh 8M 9th 100 Ilth 12th 8th 90 Igh 1Rh t2th 7th 8th Mh Wth nth 2th nh 80 gh MUM 12th
23. XXX XX X NorAreg 77--
24. g X2S. ..X' )4 X x X
26. x ax >4 ricre7ti- 6 rtek
START HERE:
RhMI5: 11th 120 70 gh 90 10th 110 12% Rh 8M 9% 10h 11th 12th
III7th gh 90 NRhlIth 12th 7th 9th 10th MINI 7th 9° Wth thh 12th 7U1 9th 9th Wth 11th 12th
1.2.
...i
1.. d..
:
IIIII
.
..
1
1111111
,
7.
8 !
9.
10.,
11. IIII 111
II iliumili12.
III13.
14.
gliiiiiiMillii1516.
MI illl'aill1.111
1111
IIII_ 17.
IN 11I 1 .19.
IMOIIII
II20.
21.umamm
22.
23
f
IlLiaiitiriEMI ilm
"I I111 #111'41illii
0.'"/ ''
-IpPaillinispoomk t4 Ai , lir
'''Igillwrr .I .
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-