Georgia annual narrative report, 1958-1959

EORGIA

'1140

'1180

'lieD

70 "'40

Number Schoo" RepordQI

~7

J

's)V-

'"40

'"110

'lieD

'"110

"'eo

Number Schoo" with Counselors

Number of Full-Time Equivaleot Counselors

2' , 1140
Number Certificates

'"40

'"110

, lieD

Number Counselors

$71111,4e8

LOCAL STATE FEDERAL

Jt

'1140

'"110

'lieD

Budaet Earmarked fo r Guidance

1100

'"40

, 11110

'lieD

Total Number Periods Per Day

An Effective Partnership

e3

'"40

'"110

'lieD

Number Schools with s Counselor per 500 SlUdeots

GE 0 RGI A
STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING
Atlanta 3, Georgia
Dr. Claude Purcell State Superintendent of Schools
Division of Instruction Dr. H. S. Shearouse, Director
Guidance and Testing Service R. D. Pulliam, Chief
Hugh F. Moss, Consultant Mrs. Edna S. Tolbert, Consultant
Cover Page - The small graphs on the cover are actual graphs plotted from State Department of Education Records and therefore illustrate the progress
of the Georgia Program, 1944-1959

ANNUAL NARRATIVE REPCRT
1958-1959

Table of Contents

I. HistoricAl. Background ..................................... Page 1

A. Federal Assistance Under Title V, Part A of the National Defense
EducatiC'n Act,....................................... f .1
B. History of Guidance, Counseling and Testing in Georgia . l

II. ~;ogram of-state Supervision and Related Services--State Leve~ . 14

.......... .... ........ ........ .... .. . . . . .. A. Administrative Provisions, Procedures, and Problems . 14

B. State Supervisory Activities

l;~;

C. Publication and Distribution of Printed Materials .... 17

D. Professional Standards and Approval Procedures ...... 18

E. Studies, Investigations, and Experimental Projects ..... 18

F. Professional Personnel ................................... 19

III. Program of Testing for the- Identificat-io-n-o-f -A.p_titu-d-es-a-nd-A-b-il-it-ie-s
A. Administrative Provisions and Procedures ..... 21 B. Utili zation of Test Results ........... 21 C. Results of Research Growing Out of Testing Program ... 22

IV. Local Programs of Guidance and Counseli~g .... 23

A. Collecting, Organizing, and Interpreting Information About The
Student ................................................... 23
B. Providing Educational and Career Information ....... 24 C. Providing Individual Counseling ...... 25
D. PrOViding Educational Placement Service ..... 26 E. Providing Orientation Activities ............ 26 F. Working With Teachers and School Administrators Regarding
Educational Needs of Students ........... 26 G.. Local Program Evaluations ......... 27 H. Physical Facilities, Equipment, and Materials to Carry Out
Program of Guidance, Counseling and Testing ..... 28 I. Coordination of the Guidance, Counseling and Testing Program
with the Total School Program............... 29 J. Staff Assignments .............. 30

V. Evaluation of State and Local Programs of Guidance, Counseling and
Testing....................................................... 30

A. Evidence of Improvement in the Relationship between Student
Potential and Achievement ..................... 30 B. Evidence of Changes in Secondary Curriculum and Instruction...... 32
C. Evidence of More Realistic Educational and Career Plans.... 33 D. Evidences of Increased Understanding and Support of Guidance,
Counseling and Testing Programs by School Administrators,
Teachers, Parents and Students................... 35

VI. Conclusion.................................................. 36

Georgia
Annual Narrative Report
Program of Guidance, Counseling, and Testing
Under Provisions
Title V-A of the National Defense Education Act of 1958
Historical Background
Provisions for Guidance, Counseling, and Testing under Title V, Part A of the National Defense Education Act of 1958, has given a tremendous boost to the State's own effort in the development of a program of services which Georgia has long recognized as a significant part of the total program of the school.
Assistance from the Federal Government, under provisions of the Act, has been welcomed by local systems because: (1) it has greatly stimulated interest, stepped-up study, and spurred effort to provide more complete guidance programs; (2) it has increased consciousness of need; (3) it has increased effort to find more and better ways to initiate programs;
(4) it has stepped-up study and effort to improve quality of services; and (5) federal assistance has resulted in an improved effort to make
program services more efficient and effective in assisting students in understanding themselves, their environment and finding their proper place in it according to the uniqueness of each. Their programs are assisting students in formulating more intelligent plans for education and work that provides optimal opportunity for meeting needs of the individual, the community, the State, and the Nation. These conditions promise productive lives, more satisfying to self and society.
As supporting evidence of the foregoing, the following brief historical background of the guidance and testing movement in Georgia is cited:
As nearly as can be determined from State Department of Education records, ~the first use of standardized tests in Georgia schools was in Tift County in 1916. The first published report of test results in a Georgia school was in 1918. There are records of early testing in schools of Dublin, Albany, Gainesville, and Carrollton, Georgia.
It is known that standardized tests were administered by one college to in-coming freshmen in 1923, not as admission procedures, but to obtain information on the ability and preparation of students which would be useful in improving teaching and administration.
The need for guidance in public secondary schools of Georgia was recognized and advocated by certain professors in teacher education and institutions as early as 1923.

-2-
One professor reported, "During the years 1923, 1924, and 1925, I gave a series of talks over a radio station on matters pertaining to guidance. One of these talks was entitled, Analysis of the Guidance Problem. The analysis of the guidance problems of youtn ~ased upon three prrnciples: (1) the recognition of fundamental human needs; (2) the recognition of individual differences in meeting human needs; and (3) the recognition of differentiated programs of education to meet the needs of youth according to the facts of individual differences."
During 1924-1925, several vocational guidance folders were provided by one Georgia college. In June, 1925, the college president reported, "For the past few years some systematic effort has been directed toward the guidance of our students into calling for which the individual is best fitted."
In 1932, the College of Education, University of Georgia, began offering educational and vocational gUidance as a five-quarter-hour credit graduate course.
As early as 1933, definite actions of school leaders in Georgia pointed to the need for guidance programs in Georgia high schools in the movement for revising the public school curriculum, sponsored by the State Department of Education and the University System of Georgia, with the cooperation of the Georgia Education Association. Bulletin No.1 of this program stated, "The importar.ce of the guidance movement is obvious when we realize that a curriculum built upon it transforms the pupil's entire school experience to a purposive, personal, social, educational and vocational purpose."
One Georgia college professor, using information secured from pupils in 1935-1936 wrote, "Difficulties of youth . are factors which focus attention on guidance for youth . . . Since the secondary school has extensive contact with youth, its services should be studied . . . Pupils reported most guidance received from principals and teachers related to school subjects . . . More pupils reported guidance from acquaintances and associates than from principals and teachers . . Students reported further, most guidance received from schools seemed haphazard and incidental."
"In the summer of 1937, the Georgia State Board of Education made the teaching of one-half unit in occupational information a requirement in all high schools of the State. With the course in vocational (occupational) information as a foundation, it was hoped that within a few years every school system in the State would have developed a complete guidance program which would embrace both individual counseling and placement. "
In March, 1938, a sub-committee published a manual on guidance. It stated, "The field of vocational guidance is a broad field. It involves information about the pupil, vocational life, vocational information, personal information and counseling.

-3-
In 1938, a speaker said, "Because a student has a right to know something about what he is getting into educationally and occupationally, he needs guidance services before he makes the most important decisions in his life."
In 1939, the Georgia State Plan for Vocational Education was amended to provide for the establishment and maintenance of an Occupational Information and Guidance Service, in the Division of Vocational Education.
The High School Victory Corps--started in 1942--helped to strengthen the determination of educators to continue guidance more than had been emphasized before this time. They had realized that a world of science and engineering needed something more than the school was doing. They recognized that students with high capacity or potential for learning and their education needed something more, and that a program of guidance services could help bring that "something more" about.
An act of the Georgia Legislature created the Agricultural and Industrial Development Board in 1943. It was organized into seven panels; one was for education. In 1944, it selected twelve "spot" counties in which to do comprehensive work. It undertook intensive planning with local school and lay people to bring about an improvement in the program of the school. The education panel planned a program of studies and investigations in education at all levels and carried on long-range developmental programs. In all counties, planning groups recognized the need for a planned program of guidance services that should be provided by the school.
In March, 1944, the State Department of Education activated its program of occupational information provided for in its 1939 amendment to the State Plan for Vocational Education. Georgia was the eighteenth state in the Nation to do this.
The State Supervisor of Occupational Information and Guidance worked closely with the education panel of the Agricultural and Industrial Development Board.
As a result of the panel's effort and action, the first comprehensively planned Georgia school guidance programs were activated in certain schools in most of the twelve "spot" counties. One school wrote of its program in the Georgia Education Journal:
"This school now has as an integral part of its program an effective and comprehensive guidance service, the aim of which is the giving of intelligent assistance to each pupil in finding solutions to his own particular problems and in making a wise vocational choice and future plans.
"A centrally located room adjoining the principal's office has been designated as the "Counseling Room". Pictures, window curtains, books, a college and training school catalogue file, a desk, and flowers make the room inviting and provide a business-like atmosphere for the private interviews.

-4-
IIVocational magazines, books, pamphlets, clippings, bulletins, and school catalogues have been placed in the room to make accessible information on occupations and training opportunities.
"The counselor devotes two hours each day to individual interviews and to the co-ordination of guidance activities; an average of thirty minutes is scheduled for each interview, which schedule will enable each student to have at least two interviews during the school term.
liTo provide a basis for the counseling service, the counselor seeks to bring together a useful and comprehensive record of data concerning each student. To aid the counselor and teachers in recording the data, the Revised High School Jr./Sr. Cumulative Record Folder, prepared by the American Council on Education, is being used.
"In addition to the information available from the cumulative record folder, a note of any significant information brought out in the interview is made and dropped into the folder before it is filed. Significant data is derived from tests.
"A reliable intelligence test is given each student, but not all students are given the same aptitude and interest tests. Aptitude and special ability tests are given in an effort to narrow the range of occupational choice after the intelligence ratings, schools achievements and personality data have been used as an indicator of a level of occupations suitable for the individual student. All tests are carefully scored and filed in the individual folder.
"Students are encouraged to keep scrapbooks, folders, or 'Career Books' on selected occupations. One student who is interested in interior decorating is keeping a scrapbook on color harmony and furniture arrangement, while another who is interested in commercial art, collects newspaper and magazine designs for advertisements. In addition to books and papers, radio programs, motion pictures, lectures, and other forms of information and incentives are made use of in providing occupational information.
"Although the guidance program in Murray County High School is for the most part in the initial stages, the hearty co-operation and interest manifest among students, parents, teachers, and school officials are indicative of future success. The end of the school term should see the already initiated services of the program much improved, and the placement and follow-up services necessary to a more comprehensive guidance program in effective operation, serving in a vital way the youth of this County."
In December, 1944, a state-wide committee on organization of the school
recommended in their report: lilt is proposed that a definite program of guidance be instituted in all Georgia schools from the primary grades through senior high school and as a basis for guidance, cumulative record cards for all the children be kept and passed on as children are promoted. For guidance to be successful) all administrators and teachers are urged to study constantly child gro~vth and development. 11

A sub-committee of the Southern Association Secondary Colleges recommended: "That each secondary school and college organize a program of guidance. The program was to include: (1) Individual Inventory, (2) Educational and Occu-
pational Information, (3) Counseling, (4) Placement, and (5) Follow-up."
In the summer of 1945, in-service education of school guidance personnel
was started in several Georgia colleges.
A guidance survey made by the State Department of Education in 1946 revealed the following: Questionnaires were sent to 715 schools. One hun-
dred and five out of three hundred and thirteen returns reported that th~y were administering scholastic aptitude, seventy-nine achievement, fiftyone special aptitude tests in at least one grade. Sixty-one reported they were using vocational interest inventories.
In 1946, the College of Education accepted the responsibility for providing
a comprehensive professional Counselor Education program beginning with a course in guidance and counseling. This came to be "Fundamentals of a Guidance Program." Later other courses: Techniques of Counseling, Analysis of the Individual, Counseling, Educational and Occupational Information, Internship in Counseling, and Laboratory in Applied (Guidance) Education were added to comprise a counseling Major or a Masters Degree Program.
In the summer of 1946, one student wrote: "During the first half of the (1946) summer session at the University of Georgia, a workshop was conducted
in guidance and counseling. It was the first concrete effort in Georgia to train a group of educators (teachers, principals, and superintendents) in the techniques of guidance and counseling. The group (approximately thirty) recognized the need and set about to develop a basic functional program that could be used in the average Georgia school."
In 1947, the State Department of Education set up qualifications and em-
barked on a program of certifYing counselors.
In the 1947-1948 school year, 24 students in the counselor education pro-
gram were interns. Seven students completed field problems dealing with
developing and setting up guidance programs. In 1948, ten students completed
programs.
During the 1947-1948 school year, the City of Atlanta provided the equiva-
lent of two full-time counselors in each of its high schools.
Within the 1948-1949 school year, 136 persons enrolled in Professional
Counselor Education courses in the College of Education, University of
Georgia. They earned 459 course credits.
In 1948-1949, the Georgia Education Association officially recognized the
guidance and counseling group as an affiliate.
During the same year, the State Department of Education certified 21 counselors, 10 professional and 11 provisional.
In 1948, a state-wide standardized testing program was provided for
seniors in all Negro high schools.

A co-operative standardized testing program service was organized and
offered to Georgia schools; in 1948, sixteen schools participated.
In 1959, fourteen schools administered 2,528 standardized tests of scholastic aptitude, 3,471 achievement batteries, 1,211 adjustment inventories and 1,568 vocational interest inventories; making a total of 8,778.
After two years of preliminary organizational meetings, the Georgia Associ-
ation of School Counselors was founded in 1950 with the purpose of bringing
together those who are interested in guiding the youth of Georgia toward more satisfactory personal, social, educational, and occupational adjustment; of increasing the effectiveness of the individual school counselor; and of promoting the profession of counseling. The charter members included
30 professional and 24 associate members.
The Georgia Association of School Counselors is the state professional guidance organization for counselors and teachers who are involved in carrying on guidance functions in the schools and for all school personnel who are interested in providing better guidance for Georgia youth.
Two state-wide meetings of the organization are held each y~ar--one the first weekend in December, the other during GEA in the spring. Guidance groups meet annually as a part of the district GEA meetings in the fall.
Throughout its brief history, the organization has grown steadily in membership and influence.
In 1950, more than 260 persons were enrolled in the College of Education, Professional Counselor Education Program. At that time, Georgia had 51
certified counselors.
In 1951-1952, the State Department of Education had issued 122 counselors'
certificates.
Status of standardized testing in Georgia schools was determined in 1955 by a survey of local school systems, with 94% responding. Results of the survey showed that 27 independent systems had some sort of testing program while 14 had none. Seventy-one county school systems had some sort of testing, while 76 had none. Some sort of testing is interpreted to be a
test administered in at least one grade in at least one school in the system.
In December, 1955, an advisory committee on testing, including represen-
tatives of the public schools, colleges, and State Department of Education, suggested a Minimum Testing Program for local schools.
In 1955, an affiliate membership category was added to the Georgia Associa-
tion of School Counselors so that any school person interested in guidance might belong.

-7-::
In April, 1956, the State Board of Education changed the service in the
Department from Occupational Information and Guidance to Guidance and Testing, provided a budget of $25,000 annually for staff and test scoring services, and authorized a transfer from the Division of Vocational Education to the Division of Instruction.
In their recommendations, the State Elementary Education Committee in
their meeting in 1957 said, "We approve testing programs properly operated
at the local level, and in order to encourage this, we recommend that the State Department of Education and the colleges furnish encouragement, consultative, and informational services to schools." They recommended:
(1) that no testing program be inaugurated without proper in-service train-
ing, especially in interpretation and use of results, (2) that school systems do more total planning for testing programs and make adjustments to testing programs, (3) that the State Department give consultant help
to prepare teachers to give and interpret tests, and (4) that the State
Department of Education set up regional testing centers staffed with adequate personnel and equipment to meet the needs of the region.
For the Georgia Association of School Counselors, 1956 was a significant
year. The organization was made an affiliate of the Georgia Education Association, and the GEA guidance interest groups which had been meeting for eleven years became an integral part of the Georgia Association of School Counselors.
In 1957, the State Department of Education stated, "The single curriculum
approach in which, through effective guidance, each student has a program tailor-made for his individual needs and of course all students receiving a high school diploma. This approach, of course, necessitates our knowing a great deal about the student from teachers' reports, standardized tests, and requires that he be individually guided in the building of his education program in terms of himself as an individual, his abilities, capacities, and aspirations. This is the desirable way for a local school to discharge its responsibility.
"In any event, whether we recognize it or not, some kind of guidance does go on; therefore, it is highly desirable for local schools to move toward effective, organized guidance programs under the direction of trained personneL If this is not done it probably would be fair to say that the elective system will break, at least, any effective functioning will break down.
"By its very nature, the elective system must be based on guidance, that is, someone must guide the student in planning his total program and in the proper selection of electives to round out his program. We should say effective employment of the elective system requires effective guidance because it is possible for a school to give little or no. guidance to students and parents in these vital decisions."
A State Department of Education organized committee, composed of representatives of colleges, public schools and the State Department of Education, proposed a minimum program of standardized testing for local public schools.

-8-
It suggested that systems use a reading readiness test in grade 1 and that an achievement battery and scholastic aptitude tests be administered
to all students in grades 3, 6, 8, and 11. It also suggested that these
tests be given in the early part of the school year. It further proposed purposes as follows:
11(1) The purpose of reading readiness testing is to measure whether or not beginning or first grade pupils are ready, or have reached maturity enough to begin learning to read. Readiness tests are valuable in helping teachers understand children for particular kinds or degrees of instruction, and are recommended for all beginners.
11(2) Achievement tests measure past accomplishments in terms of skills, knowledge, and responses that have been learned or of abilities achieved. They have value in estimating possibilities of future progress and of comparing potential for learning with what has already been learned and re-
commended for grades 3, 6, 8, and 11.
tI(J) Aptitude tests measure a condition or set of conditions; a quality or set of qualities; a characteristic or set of characteristics; or potential for learning skills, knowledge, or set of responses. Results are symptomatic or have predictive value for degree of skills, knowledge or responses that might reasonably be expected. Scores are valuable in comparing achievement with potential for achievement. Recommended for all
3, 6, 8, and 11 grades.
tI(4) Interest inventories provide a scheme for numerically evaluating or measuring the degree of interest or preference in vocational activities and are useful as one aid in helping a student choose a vocation, and are recommended for all 9th graders or before a student leaves school. tI
The State Department of Education encourages systems which do not now have a testing program to begin one and for systems which have limited testing to expand their testing to minimum programs.
The retiring president in an address before the Georgia Counselors Association in 1957 said, til wish I could tell you that everything is fine and rosy and that counseling and guidance is recognized as an integral part of the program in each school in Georgia, but I can't. It has been reported that, in Georgia, we have the equivalent of 200 full-time counselors. We have approximately 917,000 pupils enrolled in public schools of Georgia. This means that we have one counselor per 4,585 pupils. To meet the minimum requirements we need 1,530 or 1,330 additional counselors.
III can say, however, that we have been encouraged by the interest shown by a number of people and groups in the State and some school organizations. At last year's GEA convention the Honorable George P. Whitman, Jr., Chairman of the State Board of Education, proposed the establishment of a guidance program in each school to channel pupils toward life's work.
tlImmediately following the convention, $25,000 was budgeted by the State Board as a starter toward expanding guidance and testing in the Education Department. Since that time, a member of the State Department of Education staff, now known as Chief, Guidance and Testing, has been relieved of some duties and responsibilities to devote full time to the job. This person

-9-
is Mr. Rufus Pulliam, formerly State Supervisor of Occupational Information and Guidance.
IIIn February of this year, the Senate Education Committee passed the following resolution concerning us: 'That the State Board of Education consider establishing departments of guidance in schools over the State to help students pick careers suitable to their abilities.'
IIThis is not an easy task. Just saYing that guidance is a good thing is not enough. We must go beyond this statement with facts and figures that can be understood and a thorough knowledge of what we can do. II
The retiring president said, liThe following may be possibilities for selling our program:
11(1) Reducing the number of repeaters.
IIIn 1953-54, the cost per pupil in Georgia was $157.28. It would be
economically sound then to reduce the number of repeaters. In those schools which now have counselors, it would help to have information to show whether or not programs of guidance have been helpful in reducing the number of repeaters.
11(2) Preventing early, unnecessary and ill-advised drop-outs.
liThe most recent study in Georgia (The White House Conference Report) reported one of three white students and one of ten Negro children who enter the first grade graduate from high school. Programs of competent guidance and counseling can increase the holding power of our schools.
11(3) Reducing labor turnover.
IISurveys indicate that students who received the benefits of guidance program services tended to remain in the occupations for which they were prepared, were more satisfied with their job, received more promotions and were more satisfactory employees than students who left school without those benefits.
11(4) Helping those who suffer from personal, social, physical, and emotional
maladjustments.
lilt is difficult for a boy or girl to reach maximum potentiality in any field if not well-adjusted. Counselors are trained to understand these problems and possess counseling skills that assist students in achieving re-adjustment. With the help of counselors, maladjusted students are able to re-educate themselves toward improved attitudes, deeper insights, and broader understandings resulting in improved self concepts. Those changes enable students to live lives more satisfying to self and society by becoming better learners and more productive workers.
"(5) Aiding our young people to bridge the gap between school and the
occupational world.
"In an age of intense specialization, keen competition, and rigid job specification, the assistance guidance and counseling can provide is

-10-
increasingly more necessary. A realistic look at job requirements and opportunities and a broader knowledge of one's abilities and aptitudes will payoff.
"Every day I see more and more the importance of research in our work. I believe the future of guidance programs, and even the life of guidance itself, is very closely related to the kind of objective findings we discover as a result of action research. It's up to us to be cognizant of this need and begin now with evaluation of our services through research. 1I
In 1957, the state Board of Education recognized that counseling and
teaching--in order to be more effective--needs to be based upon more accurate information about the ability, achievement, and aptitude of individual pupils, that valuable data derived from observation, standardized tests, school marks, and from other sources needs to be accumulated and utilized
in understanding the uniqueness of individual students. For 1957-1958, the State Board budgeted $55,000 to be used as state aid to schools for testing during the 1957-1958 school year. Previously no provision had
been made for assistance to schools in this area.
Experience of the Department revealed a deterrent to the use of tests in local schools was presented by the additional time and effort required of teachers for hand-scoring. Therefore, a contract was let in the fall of
1957 for a test-scoring machine to enable the Department to perform scoring
service for the local schools. (Delivery of the machine was made September,
1958.)
The impact the National Defense Education Act of 1958, Title V, Part A,
Guidance, Counseling, and Testing is making--on top of the State's own effort--on the program of guidance is evidenced by the following measures and policies passed by the State Board of Education; budgets and resolutions by the State Board; special in-service preparation of counselors by colleges and the State Department of Education; remarks of a nationally
known consultant on testing before the 1958 Annual State Principals'
Conference; State Department news releases; quotations from the Georgia Nuclear Energy Commission and excerpts from annual reports of the Department.
By resolution, the State Board of Education on July 14, 1958, made a period
in guidance the equivalent of a regular class period of teaching to establish counseling as a recognized and approved school staff function. This further made counselors eligible to be paid State salary on a comparable basis with teachers. "For many reasons, II the Board said, "guidance is an increasingly important need in the school. While much of the guidance a child needs is given by his classroom teacher, there should be, in addition, a specific person responsible for co-ordinating the school's guidance and testing program. As a member of the staff, this person should possess knowledge and skills for helping teachers understand and use test results effectively, and for helping pupils and parents get the utmost from school program services. 1I
The Board said further, IIGuidance and testing includes helping the pupil discover his abilities, choose courses that best meets his need, pick a career, choose a college, and formulate plans for his life in every area, thereby, getting the most out of school. It includes helping students get the most out of his studies and out of the resources that are available

-11-
to him in preparing for job opportunities in business, industry, agriculture, and work in professions of the State and Nation."
IIBeginning with the school year 1959-1960,11 the Board said, "local school systems are urged to provide for guidance services in each high school. There should be a guidance counselor in everyone, with the equivalent of one period--free from other duties--for each 50 to 100 pupils enrolled."
By resolution, the Board determined that persons assigned to guidance must have had at least three courses in guidance and counseling from an approved institution qualifying for the provisional counselors certificate, by the beginning of the school year 1960-1961. Thereafter, they must show annual progress toward professional certification.
During the 1957-1958 school year, the Department called conferences for principals, superintendents, supervisors, counselors, and visiting teachers in each of the ten supervisory areas on testing plans and purposes. Instructional supervisors, teachers, and principals of elementary schools participated in district and state 1fide meetings on the problems of testing during the year.
In 1958, summer school courses and workshops for teachers, counselors, administrators, and supervisors emphasized standardized testing as a means of understanding pupils and improving instruction, adminstration and guidance. During the same summer, the College of Education at the University adapted its program for counselor education to improve competency in the use of tests.
A consultant in a keynote address before the 1958 Annual Principals' Conference said, "Georgia is making such progress in education that if it keeps up at the same rate for another ten years, the State may lead the nation in education. It will be hard to find another state that does a better job of educating its young people.
"The Georgia story in education is a startling exception to the old stereotype of Southern backwardness. It is the story of a renaissance in education, a new kind of dedication to realities, a new willingness to study your strength and weaknesses, a fresh eagerness to borrow and adapt good educational ideas from wherever they exist. To an on-looker, this is an exciting story! II
Following is a quotation from a State Department of Education ~ Release:
"Georgia's testing program for public schools--started two years ago with $55,000--gets a boost this month with $129,132 from federal funds coming into the State through the National Defense Education Act, II Dr. Claude Purcell, State Superintendent of Schools, said today, 'The funds must be used before June 30 or they revert to the Federal Treasury. It is not likely that any will go unused because the local school systems have been very much interested in the testing program that the Department inaugurated on its own two years ago.' The $55,000 beginning program in 1957-1958 amounted to 7 1/3 cents per child in grades 1-12. This year, 1958-1959, the State program amounted to about 33 per child, or a total of $385,000 authorized by the State Board of Education.

-12-
"The Federal funds may be used only for testing in the 8th, 9th, lOth, 11th, and 12th grades. Superintendents are expected to use the $129,132 to buy career information, equipment for guidance and counseling offices, salary and salary supplements for counselors, clerical assistants, for counselors and other things needed for guidance.
"The Department has urged local school systems to have counselors for high school students, and to see that their counselors have professional training.
"'The testing program has not only helped identify our bright children; it has enabled us to find what all children are capable of doing, and given the teachers a much better understanding of how to help each child achieve his best possibilities,' Dr. Purcell said.
"The Department scores the tests free of charge for local public school systems. Four test scoring machines have been installed and about 6,000 scores a day from 2,000 answer sheets are being sent back to the school systems from the Department's Guidance and Testing Service.
"A program for preparing and sending electronic machine reports to school systems is in process of being planned."
A Georgia Nuclear Advisory Commission special report on testing, counseling, and guidance written during 1958-1959 said, "Guidance, counseling, and testing services are a part of the total school program, but not identical with any other part. The aims and objective of guidance, counseling, and testing are to find and evaluate the interest, aptitudes, talents, gifts, goals, drives, achievements, abilities, and other significant characteristics of individual pupils. Making an inventory of characteristics significant and indicative of intellectual potential, relating them to, and assisting in, full educational development of each pupil are part of the Georgia program.
"It is known that many thousands drop out of school every year. Many aimlessly drift through school without any recognized goal to be achieved.
"This situation represents an appalling loss of talent, distressing frustrations, needless worry, wastefulness, and unhappiness for both students and their families.
"Guidance in 1,013 Georgia schools, teaching one or more high school grades 8-12, showed 50% of schools with part or full-time counselors.
"Pleased with the 1957-1958 testing results, the State Board of Education has budgeted $385,000 for testing during the 1958-1959 school year, an amount estimated to be required to provide a minimum testing program for every public school in the State. The program has been optional with local systems--not required.

-13-
"A free machine test scoring service in the State Department of Education
was offered to schools during 1957-1958, and expanded to include reporting on test scores during 1958-1959.
"The College of Education, University of Georgia, and Atlanta University now offer programs for professional preparation of counselors at the graduate level. Both programs are approved by the State Department of Education, Teacher Education and Certification Units."
Follo1dng is a quotation from the 1958-1959 biennial report of the Depart-
ment of Education:
"Guidance, Counseling, and Testing is essential if today's school is to achieve its objective.
"Assistance provided by the State Board of Education; financial assistance available to Georgia from Federal funds authorized by the National Defense
Education Act of 1958, and the educational situation in general has greatly
stimulated interest, study, and effort to provide more and better guidance services in Georgia schools.
"Since 1944, Guidance, Counseling, and Testing has slowly but surely made
steady progress in terms of both quantity and quality of service.
"Leadership provided by the State Department of Education, Professional Counselor Education in the College of Education, University of Georgia, Counselor Certification, and recent resolutions by the State Board of Education are all making a significant contribution to development of the program in our schools.
"During this year, the State Board of Education has urged schools to begin planning now toward an adequate program of guidance, counseling, and
testing in every Georgia high school for 1959-1960. They have approved
scheduled periods of time spent in counseling as the equivalent of a period of teaching as qualification for payment of State salary. Beginning in
1960-1961, the State Board of Education will require that all counselors
in Georgia school hold at least a provisional Counselors' Certificate.
"Perhaps the most significant single thing that is happening during this
(1958-1959) school year is standardized testing made possible by the State
Board of Education budgeting suf ficient funds to purchase a minimum testing program for every public school in Georgia. The program has been universally accepted and approved by the schools. Much time and effort at both the State and local level has been spent in planning and carrying out programs. There is much evidence of improved quality of administration, instruction and guidance services.
"1\1uch remains to be done. The program needs further assistance if it can be found. Even so, perhaps the rate of progress is as good as can be expected for a program which is optional with local schools."

-14-
,.nnual Ijarrative Report By Outline Suggested by the Office of Education
I. Program of State supervision and related services - State level.
A. Administrative provisions, procedures, and problems (staff, budget, committees, administrative relationships, etc.)
Administrative Provisions - In Georgia, as in democratic forms of government, the final authority is vested in the electorate. There are three branches of State government: executive, legislative, and judicial.
Authority for leVYing taxes is vested in the legislature. In the legislative appropriation act, a lump sum is provided for a constitutional State Board of Education. The State Board then budgets for various school expenditures subject to approval of the Budget Bureau composed of the Governor, State Treasurer, and State Auditor.
An elected State Superintendent of Schools serves as executive officer of the Board of Education and the State Department of Education.
The State Department of Education is organized into several divisions. One of these is the Division of Instruction. A Director provides leadership for five services; they are: (1) Guidance and Testing, (2) Teacher Education, (3) Certification of Local
School Personnel, (4) Curriculum, and (5) Education for Excep-
ti onal Chi Idren.
In Guidance and Testing there are three professional and nine clerical employees. They are a chief, two consultants, in Guidance and Testing, with a secretary each. There is a supervisor of test scoring and reporting services consisting of four IBM test scoring machine operators and one key punch operator. The work of these last six employees provides a service for local school systems.
Other jobs established, but presently vacant, are for two consultants and two secretaries. These have not been filled for several reasons, mostly comparative low salary and scarcity of people with proper background of professional preparation and experience.
The Guidance and Counseling staff is adequately prepared, dedicated and hard working. It is not adequate in number to properly perform all the duties that would be significantly useful in establishing, maintaining and improving programs.
Other Department staff services, such as personnel office, IBM room, mail room, print shop, bookkeeping, and others, are available to guidance and testing as Department-wide staff services.

-15-
There is one standing committee on testing that has existed since
1957. Its major duty is to evaluate and recommend to the Depart-
ment a multiple list of tests for approval for purchase by local school systems with State and Federal funds.
The administrative relationships are wholesome and helpful.
The Guidance and Testing service budget for 1958-1959 was $75,000 state funds and $19,406.12 Title V Federal funds, making a total of $94,406.12. However, not all of the State funds budgeted were
used for Guidance and Testing. The budget was more than adequate
for the 1958-1959 level of operations for Guidance and Testing.
B. State supervisory activities (conferences, workshops, consultative activities, work with organized groups, co-operation with institutions of higher education, etc.)
Because the State Board of Education budgeted $385,000 in December, 1957, for State aid to local systems in testing during the 1958-1959
school year, a large portion of State supervisory services (but not all) were devoted to testing until work and preparation for the NDEA - Title V program came along.
The picture of State supervisory activities in 1958-1959 would not
be adequate without reporting a brief run-down of background information concerning activities in the area even though most of the story is told in the preceding historical background.
On or about 1950, the chairman of the University System of Georgia,
Committee on Testing, called the State Supervisor of Guidance and asked if the State Department of Education would help the university system test high school seniors. He was told No, but the Department would help them organize and conduct a public education testing program for beginners in public schools through graduate school in the University System. The resultant was a joint committee on testing named by the State Superintendent of Schools and the Chancellor of the University System.
This committee met several times and was instrumental in the adoption by the Board of Regents of the College Entrance Examination
Board Program for all entering students beginning in the fall, 1957.
Work has been done toward adopting a uniform sophomore testing program in units of the system. The committee also played a big part in the decision of the State Board of Education to make available the first State aid for testing in public schools.
In January, 1958, just after the State Board of Education had budgeted $385,000 as state aid for testing in the public schools, a
two-day conference was called in Atlanta by the State Department
of Education. Invited were 100 selected Georgia educators from the
Department, colleges and public schools. The basis of their selection was that they were leaders in testing and often served as consultants to Georgia public schools.

-16-
Following the January, 1958 conferences, special courses of study
were organized in Georgia teacher education institutions for superintendents, principals, teachers, counselors, instructional supervisors, visiting teachers, and others who staff public schools to work toward competency in testing.
Essentially every meeting, every conference, every in-service education program, at the system, area or State level of all education organizations during the year devoted all or a very large part of their agenda to guidance, counseling and, especially testing.
During July of 1958, the four-day Principals' Annual Conference,
sponsored jointly by the Georgia Elementary Principals' Association, the Georgia High School Principals' Association and the State Department of Education, devoted three-fourths of its program to guidance, counseling and testing. National authorities were invited to serve as speakers and consultants. Approximately 300 Georgia principals were in attendance.
In October of 1958, as a follow-up of the State Principals' Con-
ference, the State Department organized and staffed principals' conferences in each of the State's ten congressional districts. These were in session four hours each. Three-eights of the agenda time was devoted to guidance, counseling, and testing problems. The principals were organized into four groups; each group rotated through and worked with the leadership team in the area. More than 1200 educators attended this series of ten conferences.
At the ten district principals' conferences, all principals were invited to bring their counselors. More than 300 counselors attended and devoted the full four-hour period to problems of guidance, counseling and testing.
In Georgia, local school systems conduct their own in-service education programs throughout the school year. They begin with a week of pre-school planning and terminate with a week of postschool planning. In-service education experiences are planned
and held in the interim. During 1958-1959, according to a survey
made by the Department's teacher education service, more systems devoted their in-service education effort to guidance, counseling, and testing than to any other topic. The frequency was almost equal to all other topics.
The Georgia Association of School Counselors devoted two days
to the program at their December, 1958 annual conference.
During the fall of 1958, counselors in each of the ten congres-
sional districts met for two hours each lv.Lth programs on guidance, counseling and testing.
During the 1958-1959 year, members of the Guidance and Testing
staff of the Department of Education talked and served as con-
sultants at 85 local school system staff meetings on guidance,

-17-
counseling and testing. They met with, talked to, and served as consultants with the faculty of 32 schools. They also met with, talked to, and served as consultants on guidance, counseling, and
testing to the following: 10 college groups; 7 school administra-
tors groups; 12 area principals meetings; 10 district GEA meetings;
10 area teacher meetings; IS education workshops; and spoke to 6 civic clubs; participated in 24 state Education conferences; helped evaluate 5 schools; held 9 State Department staff meetings; partici-
pated in 2 national conferences; 3 Southeastern regional conferences; and served on 14 committees in the area of guidance and testing.
C. Publication and distribution of printed materials (nature of publication and extent of distribution.)
The following documents were made available to approximately 4000 key persons in education. Comprising the group of 4000 were: 198 superintendents of local school systems, 2100 principals of schools, 143 system-level instructional supervisors, 170 system visiting teachers, 71 Jeanes supervisors, 823 counselors, and 800 members of State Department of Education and college staffs:
1. A four-page multilithed Memorandum on Testing.
2. A four-page multigraphed Suggested Outline for Preparing Local System Plans.
3. Copies of Mimeographed State Plan for Guidance, Counseling,
and Testing Under Provisions of NDEA-Title V - Part A.
4. Mimeographed copies of Multiple List of Tests Approved for
Purchase with State and Federal Funds.
S. Copies of Multigraphed statement of Measures passed by the
State Board of Education which contained measures dealing with guidance, counseling, and testing.
6. A report of the Wesleyan Conference on Testing.
7. A multigraphed reprint of Interpreting Test Scores from
Large Scale Testing Programs by Educational Testing Service.
To 198 superintendents of local school systems:
1. A multigraphed memorandum on Allotment of NDEA-V-A Funds and Procedures.
2. A multigraphed statement of supplementary allotment of NDEA-V-A funds.
3. A two-page memo and three-page outline for preparing local
system narrative reports.
4. A supply of NDEA-V-A-I and II forms for requesting ~eimburse
ment.
5. A supply of test order forms.

-ld-
One thousand copies of a printed brochure, Twenty-Five Best Questions and Answers on Guidance Programs by Michigan State College were distributed to counselors at area conferences.
Copies of numerous other reprints were distributed in response to special inquiries received. Task Force No.1, the Georgia Nuclear Energy Commission, is writing a Special Report on Testing, Counseling and Guidance.
There was a recognized need for many more items, but limited time and staff resources would not permit the preparation and distribution of other materials.
D. Professional standards and approval procedures (program, personnel, and school accreditation standards).
Program approval procedures for NDEA-V guidance, counseling, and testing were prepared by the State Department staff and approved by the State Board of Education. This was handled in regular department conferences with local school officials and released in printed materials as outlined in "C" above.
Counselor accreditation standards were re-evaluated by a State Department of Education Committee.
There have been two meetings of a committee of the Georgia Teacher Education Council on criteria for counselor education program.
Conferences have been held vnth three colleges that contemplate offering counselor-education programs.
Georgia schools are accredited by two independent accrediting associations - the Georgia Accrediting Commission and the Southern Association of Colleges and Secondary Schools.
E. Studies, investigations, and experimental projects (State and/or local studies initiated, completed, stimulative activities, cooperative studies, needs, etc.).
During 1958-1959 school year, the Georgia Nuclear Advisory Commission identified and selected testing, counseling and guidance as a problem area for study; Task Force No. 1 was organized. They prepared and expect to publish 5,000 copies of a special report on testing, counseling, and guidance.
A resolution of the Georgia General Assembly created a joint committee to study education at the January - February 1958 session of the Georgia legislature. They have included guidance, counseling and testing in their study. A report is to be made to the 1960 session.
No other state level studies, investigations or experimental projects have b~en initiated at the state level. Local level activities in this area are included in part II and III of this report.

-19-
Stimulative activities are reported in llBll, llCll, and llDll above.
A State study of the number of academically gifted students (Conant standards), their choice of high school subjects, the number entering colleges from high schools ith and ithout counselors is being organized to be conducted during the 19591960 school year.
From test scoring and reporting to public schools, the State Department no, has approximately one million scores punched into IBh cards. Research 1. ill be conducted as soon as adequate staff can be provided.
There is pressing need for an evaluation of the results of standardized testing, a study of the work of the counselor and re-evaluation of professional counselor-education programs.
F. Professional personnel (State and local supply and demand, preparation programs, guidance majors, applications for certification, etc.).
Since the summer of 1946, when counselor education was first offered in Georgia, and 1947, when the State Department of Education initiated a counselor certification program, the number participating in counselor education and the number applying for counselor certificates has been growing steadily-even though the State Department has not required a certificate to do counseling in Georgia schools.
By authority of a resolution of the State Board of Education and the State Plan for NDEA-V program, all counselors, parttime or full-time in Georgia schools must possess a provisional counselor's certificate (3 five quarter hour graduate courses beyond the bachelor's degree in an approved institution) beginning with the opening of school in the fall of 1960.
Since a four-year professional teachers certificate is the only State requirement at the present time, the supply has been adequate. The demand has been greater than the supply for certified counselors in systems requiring certificates at the local level.
In a survey made by the Department in January, 1959, Georgia schools having one, a combination or all grades 8-12 inclusive, reported 823 part-time or full-time counselors. One hundred and thirteen of these reported counselors with certificates-90 professional certificates (a master's degree with a major in counselor education from an approved institution) and 23 with provisional certificates. Thirty-five reported counselors who had completed five or more courses; 82 had completed 3 to
4 courses. If all these courses are creditable toward a
counselor certificate, then 105 are eligible for certification upon application. In addition, 309 schools reported counselors who had completed from one to two courses in counselor education. Out of the 823 counselors, 284 were reported who had completed no professional counselor education courses.

-20-
According to the above, 230 counselors have certification or
are eligible to be certified.
t the same time, schools reported 386 members of their staffs
who had earned credit for one or more counselor education courses,
none of h011 .ere counseling. Of this number, 27 had profes-
sional certificates, 8 provisional certificates, 18 with five
or more courses, 60 with three to four courses and 273 with one
to two courses.
Adding those counseling and not counseling, the total number of members of school staffs with professional certificates would
be 140, 31 provisional certificates, and 308 members of school
staffs who hold, or are eligible for, certificates.
A total of 593 counselors who were reported counseling had less
than provisional certification level professional preparation.
During the summer of 1959, the number enrolled in counselor
education doubled previous enrollments. No doubt this increase was brought about by NDEA-V.
A survey of all NDEA-V guidance and counseling institutes during
the summer of 1958 revealed 47 Georgians enrolled as follows:
27 - Atlanta University; 8 - University of Florida; 4 - University
of South Carolina; and 1 each at University of Kentucky, University of Louisana, New York University, University of Tennessee and George Washington University.
~fuch interest is being shown in regular session institutes to
be offered during 1959-1960 and smnmer sessions for the summer of 1960.
Emory University in Atlanta, Georgia Southern at Statesboro, and Fort Valley State College at Fort Valley have indicated strong interest in providing approved professional counselor education programs.
In spite of the above, it is anticipated that beginning in
the fall of 1960, when counselors will be required to hold
at least a provisional certificate, the demand will exceed the supply by a sizable number. It is expected that a number of schools will not have programs because they will be unable to secure certified counselors.
At the present time, two institutions in Georgia are offering professional counselor education programs approved by the State Department of Education. They are the University of Georgia, Athens, and Atlanta University, Atlanta.

II. Program of Testing for the identification of aptitudes and abilities.

A. Administrative provisions and procedures.

A general pattern seems to be evident in the manner in which the local school systems in Georgia went about providing administra-
tive support for planning and implementing testing programs. From reports made by each systenl, it appears that the abilities of different groups were drawn upon to work out a feasible testing program. Testing co~mittees composed of guidance workers, administrators, supervisors, and teachers rere organized to ~xplore the advantages and disadvantages ~hich would be found in using various standardized tests. In most instances, the test selection vlaS left to the committee. HOvlever, in some systems groups composed of grade-level teachers or subject-matter teachers made detailed studies of the various tests on the state approved list with the help of local persons well acquainted vrith standardized tests or \dth consultative aid from the state Department of Educa-
tion. The final selection of the tests to be used lias made by tr-e local system.

No general pattern is evident in the basic testing programs implemented in the local systems. Some had already instituted a basic testing program and in cases of this type the program was expanded to include additional grades or subject-matter areas. Some systems had no testing programs on the secondary level. Thus, a very basic program was planned and implemented. A~so, next steps were discussed and plans made. The programs which were devised met the unique needs of the local situation and were not handed down by administrative order from the State Department of Education. For instance, the grade levels at which tests were administered were arrived at by the local systems. However, the State Plan did provide that achievement and ability tests be given at either the eighth, ninth, or tenth grade level. Some selected specific grades for administering certain aptitude and ability tests while others felt that the administration of the same tests would produce more effective results for them if they were given at other grade levels.

The procedure of allowing those persons actually on the scene

and cognizant of the needs of the school and community to plan

and initiate the testing program has proven extremely valuable

because the persons most concerned with the program have made

progress program.

in

understanding

the

IIwhy ' sll

and

IIhow'SIl

of

the

testing

In-service training sessions have been held by systems throughout the state in order that all school personnel could gain an urderstarding of their testing program. Usually, these sessions were held after the committees had made some study of tests. In the in-service training sessions purpose, scope, proper administration of tests, interpreting, and possible uses of tests results were emphasized.

-22-
state Departrrent consultants, faculty members from state colleges and the University, and consultants from test publishing companies were often invited and participated in these in-service sessions.
B. Utilization of test results.
State vude the trend seems to be for total high-school staffs of the various schools to become involved in the utilization of test results.
The school administrators use test results in the following w~s:
(1) as factual data for planning a curriculum which is flexible
and one which can meet the needs of the student population, (2) to help in decision making when new classes for students of high ability, low ability, and special disabilities are needed, (3) for general evaluation of school achievement and evaluation of learning in subject matter areas.
The guidance personnel use the test results as a partial criteria for helping the students plan for their next steps in their educational career and to take an objective look at their educational and vocational goal~.
The instructional staffs use test results as an aid in attempt-
ing to (1) diagnose student learning difficulties, (2) identify
pupils who possess low and high mental aptitudes and those with special abilities or disabilities, (3) adjust their teaching procedures and materials to the aptitudes and abilities of their specific classes.
Parents are invited and encouraged to discuss test results with counselors in order that they may have benefit of factual information about the learning rate and achievement of their children. The parents are given this information to motivate them to help their children make realistic plans. Parent-Teacher Association meetings were used to discuss tests and their use. Civic clubs scheduled programs on the testing and guidance services afforded by the local school system. Often these programs were led by consultants from the State Department of Education.
Students, with the help of counselors, use the test results for arriving at a better self-understanding and in making vrlser plans
and decisions about their educational and vocational goals.
C. Results of research growing out of testing program.
It is still too early in the program to give definite results of research growing out of the testing program. In summarizing the reports from local school systems, it has been found that predictive studies are underway in six schools. Three of these schools are 1V'orking with test scores and college grades. One system is utilizing test results and high school grades ani two are making studies with ability and achievement test results. Attached as appendix A is a study accomplished by the Moultrie Senior High School, Moultrie, Georgia. This stuqy will be carried on in years to corne to give a better picture of the predictive value of high school grades for college work.

-23-

The actual studies underw~ at the present in Georgia schools may be grouped into the following areas:

TYPE OF STUDY

NO. OF SCHOOLS MAKING STUDY

Curriculum

12

Identifying the gifted students

11

Establishment of local norms

9

Encouraging plans for higher education

7

Grouping

7

Identifying retarded students

5

Reading programs

3

Grading and evaluating students

2

Follow up studies on graduates

2

Evaluative studies in special areas

1

Enrichment programs

1

Several areas are proposed for investigation beginning with the school year 1959-1960. The areas in which studies are contemplated may be broken down as follows:

TYPE OF STUDY

NO. OF SCHOOLS PROPOSING STUDY

Establishment of local norms

8

Self study

4

Curriculum

4

Grouping

3

Identifying gifted students

3

Identifying retarded students

3

Drop-outs

3

Evaluative studies in special areas

1

III. Local programs of guidance and counseling.

A. Collecting, organizing, and interpreting information about the student.

Most schools in Georgia appear to be making use of c~ulative record folders. These are started in the elementary schools and follow
the students on through secondary school. In the elementary grades,

-24-
the folders are maintained by the grade teacher;but,in the secondary school,they are filed alphabetically by grades in the ~oun selor's office. Some schools have adopted commercial folders while others have developed their own. Many schools using the commercial type folders have found that their needs are not adequately met and have formed committees to design folders for their particular programs.
Usually such items as personal data, test results, autobiographical sketches, career questionnaires, grades, and copies of miscellaneous correspondence concerning the student make up the content of the folders. Copies of the cumulative folders and personal data sheets used in some Georgia schools are to be found in appendixes Band C.
One problem which the schools are facing in maintaining cumulative folders is establishing which of the materials should be permanently kept after the student's graduation.
The general procedure for using the materials in the cmnulative folders is through interpretation by the counselor. Teachers have access to them; but, in working toward learning experiences for their students, they most frequently use their class record sheets.
B. Providing educational and career information.
Information regarding the student's career plans is secured by means of a questionnaire which is completed by all students. One example of such a questionnaire may be found in Scholastic Teacher, Volume 72, NO.3, February 21, 1958. The usual tests utilized in GeorgiaJs schools, for determining the areas of interest the student has, are the Occupational Interest Inventory or the Kuder Preference Record. Tests of technical skills and aptitudes are administered when needed to do a better job of counseling.
"Career Days" and "College Days" seem to have a great deal of worthwhile advantages for the students. These two days are arranged and sponsored for the benefit of interested students.
Most of the schools have a vocational guidance course taught by a trained instructor. Self inventory and career information are major emphases in these courses.
The school counselor is mainly responsible for collecting and organizing information on careers and educational opportunities. However, in addition to the resources which the counselor has at hand, most of the libraries have information on their shelves which is helpful to students in investigating career and educational opportunities.
Subject-matter teachers are realizing their responsibilities for
providing career and educational information to students. A move
seems to be under way for them to become as familiar as possible with vocational opportunities which are closely allied with the area in which they teach.

-25-
An excerpt from the Baldwin County report might help in glvlng a picture of what is taking place in college counseling. This same approach is being used in other systems:
"College counseling is given to all seniors who plan to continue their education. On the junior level students are given information pertaining to national testing programs (such as CEEB, National, PSAT, etc.) and are urged to participate in them. Beginning in 1959-1960 we plan to make participation in the PSAT mandatory for all college-bound students in order to have added data available for counseling. The likelihood of success in one college as compared to success in another is interpreted in line with available data and predictive formulae (SAT verbal score + SAT math. score + 6 high school average) (with a scale of 400
for an A, 300 for a B, 200 for a C, etc.) supplied by the Regents
of the University System of Georgia.
IIPhamphlets on careers and current catalogues of colleges and universities are collected and kept on open shelves in the library for consultation by stUdents. In individual instances the counselor corresponds with colleges in regard to candidacy and scholarship help for particularly talented students. 1I
C. Providing individual counseling.
Individual counseling appears to be basic in the counseling and guidance service extended by the counselors throughout the state's schools. The content of the counseling provided seems to run the gamut from college consultations to discussions of delinquent behavior. Counselors report that it is difficult to keep statistical data on this phase of their programs, simply because any significant surveyor recording procedure would be too time consuming. However, the Atlanta system has made a statistical summary of cases referred to the guidance and counseling services of the Pupil Personnel Services Division. (See appendix D) A format similar to this has been suggested for counselor's use throughout the state for 1959-1960 in order that the impact of what they are doing may be brought home to the various superintendents and local school boards.
The length of individual interviews vary from brief informative types to lengthy therapeutic sessions. Occasionally, when serious personality disturbances are involved, the counselor recommends medical or clinical referral. No written data are kept on such cases if social aberrations are involved. Often, the professional person to whom the counselee has been referred does contact the counselor for a verbal report. Systems report that clinical cases are not too numerous.
The main problem which counselors over the state are facing in the area of individual counseling is the lack of time to see all the students who need and desire individual counseling.

-26-
D. Providing educational placement service.
Within the high schools, educational placement is normally accomplished through collaboration between counselors and other school personnel: principals, teachers, schedule corr~ittee, et. ale Counselors recommend special schedules to school authorities and counsel students and their parents about such arrangements.
Schools report that the guidance, counseling, and testing program has been most helpful in advising students and parents as to courses needed to meet requirements of the college of their choice. Information is prOVided on the prerequisites for various colleges in which students are interested. In addition to giving this information, counselors are assisting students in securing scholarships or part and full-time employment to help in defraying the expenses incurred in obtaining a college education.
E. Providing orientation activities.
The general pattern of orientation programs for Georgia!s schools seems to be one where the counselors and/or secondary high school principals undertake the orientation activities for pupils in the feeder elementary schools each spring. At this time, each pupil is given an over-all view of the high school, its program and policies. Most of the high schools have student councils and these councils have appointed representatives to help students become adjusted upon their arrival at the school in the fall. Also, assembly programs and other group guidance activities are used to further welcome and orient the new pupils to the school. Homeroom teachers are acknowledged as playing a valuable role in the orientation programs of most of the schools. The homeroom is used as a place where problems common to the group can be discussed. It is also here that stress is placed on developing good study habits.
F. Working nth teachers and school administrators regarding educational needs of students.
It is common in most Georgia schools for the counselor to be a member of the curriculum committee that makes a continuous study of the educational needs of students. Curricular changes are made as the need arises.
There is a close working relationship between administrators, teachers and counselors to make necessary schedule changes to meet individual needs. One system! s report has stated that their counselor "attempts to provide teachers and school administrators with such inforwation about individual students or groups of students as may be necessary to enable them to plan curricular and instructional programs appropriate to the educational needs of the students and to the needs of society. "
The counselor appears to be the main force behind organlzlng and implementing in-service programs to prOVide better understanding by the total faculty of the value of a strong testing and guidance program. Some of the resources used in these programs are reported to be consultants, printed materials, and films such as "~1ike Makes His Marks."

-27-

As valuable as total staff meetings are in planning to meet the needs of students, counselors report that small group meetings and discussions are proving very effective. Also, individual conferences which are held with the principal and teachers to consider needs of the students are extremely beneficial.

One important outcome of the close team approach for the guidance and testing program has been the realization that group work can have real value in v~rking on common school problems. This approach is being used in areas other than guidance and testin8.

G. Local program evaluations.

TrB general theme of plan, implement, evaluate, plan-and through the cycle again-seems to be prevalent in most of the schools reporting.

To give a general picture of what goes on, it might be well to quote verbatim from four of the reports received:

1. Atlanta Public Schools Atlanta, Georgia

"In the course of a general revie J of the secondary school
curriculum in 1958-1959 by a committee of 65 citizens and
school personnel, a questionnaire on guidance and counseling
services brought strong general endorsement (91% of the lay members and 76% of the professional staff approved increasing
the number of counselors in high schools) and specific endorse-
ment of particular activities, among others, as follows:

Assisting students in selecting subjects appropriate to their educational aims
Getting full information about students from feeder elementary schools

100%-96% 82%-80%

Orientation program in eighth grade Sponsorship of college d~s Sponsorship of career days Reporting college entrance results Use of test results generally Follow-up studies of graduates Central office counseling and testing

82%-80%
73%-76% 73%-72% 73%-72% 73%-64% 73%-60% 63%-72%

Testing for special education program

82%-88%

liThe final recommendations of this committee, backed by all
parties, was for expansion of guidance and counseling services
in the high schools as soon as financially feasible to provide
one counselor for every 400 students, up to 1600 students in
anyone school.

-213-

2. \illiam Bryant High School Moultrie, Georgia

"The Guidance Committee devoted one meeting of too pre-
planning session (1958-1959) to an oral evaluation of
projects undertaken the previous school term. The com-
ments served as a basis for planning more adequately for
activities for the current term.

"During the year homeroom sponsors were given forms on which to evaluate the homeroom programs, the core of group guidance at the school. Information on the forms was compiled by a committee of three teachers and presented to the entire faculty for discussion and recommendations.

"Informal evaluations were held two other times during the year. One was in reply to a questionnaire from a research worker who was studying the guidance programs in certain Georgia schools. Constant emphasis was placed on evaluations in an effort to develop an awareness of the existing program as compared vrith 'an adequate program of guidance' for the school."
3. Waycross Public Schools
W~cross, Georgia
"Evaluation is considered a constant necessity in the W~cross Public Schools. Progress reports were rendered at regular staff meetings during the past two years. The testing program, its results, are compared vuth curriculum offerings. Curriculum strengths and weaknesses are examined in the light of test results as one of several criteria of measurement."
4. Baldwin High School
Milledgeville, Georgia
"As for the evaluation of the local program, it seemed important to make sure that the faculty of Baldwin High approved of and supported the guidance, counseling, and testing program. In an attempt to secure an accurate picture of faculty reaction, an opinion poll was taken. Each teacher was urged to express himself freely in an unsigned questionnaire. Twenty responses were received. These showed the following ratings:

'Excellent'

5

'Very good'

9

'An improvement over last year'

3

'Generally acceptable'

2

'Poor'

a

'Very bad'

a

'No comment'

1

"There was uniformity in the 0plnlon that the placement program in particular represented a great improvement because it gives every student a chance to undertake work according
to his ability. Criticism centered around the difficulties

-29-
in re-sectioning a student found to be in the wrong learning group. Maximum student loads and overflowing sections have often made the immediate moving of a student extremely difficult. Misplacement of some students had been anticipated, particularly of transfer students from other communities coming with little or no information to Baldwin County. This criticism was justified and led to the establishment of early registration dates for transfer students. On August 17, 1959, seventeen students, newcomers to Baldwin County, were registered, and between this date and pre-planning (August 27) information can be secured to make for adequate programming. 1I
H. Physical facilities, equipment, and materials to carry out the Guidance, Counseling, and Testing program.
There seems to be a movement now underway for the schools to obtain the necessary physical facilities, equipment, and materials to carry out the guidance, counseling, and testing program. The movement is being;given an extra impetus through I~EA Title V. Expressions were made that certain needs could not be met because of lack of funds; however, with the additional funds a minimum provision is being made to fill these needs. Schools and school systems have expressed the idea that the above mentioned facilities, materials, etc. are being acquired as the program developes step by step.
I. Coordination of the Guidance, Counseling, and Testing program with the total school program.
Emphasis has been placed by the State Department on school systems to coordinate their programs to cover the range of first through the twelfth grades. Dooley County System reports that coordination
Ills one of the first objectives set up in our program. Not only do we consider this a vital part of our school program, but we consider it a part of the curriculum itself. It provides the foundation upon which sound teaching and learning situations can be developed.
Ir"le test to determine what a student is capable of learning; we test to determine the student's main interests; we test to determine what the student is achieveing in comparison to his ability to meet the needs as shown by the test results, as nearly as we are able to do so; then, follow systematic steps in guidance and counseling."
Other systems report that the guidance, counseling, and testing activities are integral parts of the total school program and requires the cooperation of all school personnel. In the high school, the counselor serves as coordinator of services, using all teachers as a part of the program. In this way, the counselor-student ratio can be handled effectively in large student populations. One of the problems faced by counselors is the counselor-student ratio. The prospect of having additional counselors available, due to the training institutes provided by NDEA funds, enables interested persons to prepare to enter the counseling field and offers some relief for the high counselor-student ratio.

-30-
J. Staff assignments (professional and clerical).
A few systems have directors for the system-wide guidance, counseling, and testing program with full-time counselors working in the junior high and high schools; however, quite a number of schools at the present time have half-time counselors who serve as directors for the program. They are assisted by other counselors who have one or two periods available per day for counseling. As has been stated previously, it is anticipated that the institutes and NDEA funds will help alleviate the dire need for additional staff.
Clerical aid is sadly lacking in practically all of the smaller school systems in Georgia. The counselor is dependent upon clerical assistance from the school secretary, teachers, and selected students; however, often he must preform the tasks himself.
The Berrien County Report is somewhat representative of what many others had to say:
"We have one professional guidance worker in the school. He is given half-time for guidance, counseling, and testing ~urk. We feel that this amount of time is inadequate for the job to be done, but it is the best that can be accomplished at the present time. A new service is difficult to initiate and we feel that we are making progress toward a fulltime guidance program. We feel we will reach a full-time program in the near future. No clerical help is assigned to the guidance department. However, the school secretary aids the guidance counselor in every possible way."
IV. Evaluation of state and local programs of guidance, counseling, and testing.
In making an evaluation of the state and local programs it seems apropos to let those systems and schools actually involved do the relating, thus, a random selection has been made of the reports submitted by the systems and schools in order that they may speak for themselves.
A. Evidences of improvement in the relationship between student potential and achievement.
1. Marietta Public Schools Marietta, Georgia
"Marietta High School seniors of 1959 were awarded over $150,000.00 in various scholarships. (sic) Our college freshmen's first quarter grades, were on the whole, better than in the past. Collece Board scores were higher. We feel the counseling program improved the relationship between student potential and achievement."
2. Mitchell County High School Camilla, Georgia

-31-
"Using all information concerning the individual available, an attempt has been made to place the student in the curriculum where he can develop to his maximum potential. Studies of individuals are made in order to place him in content areas which will be most suitable for him nOvi and in the future."
3. Walton County Schools i'"onroe, Georg ia
"Test scores reveal that many students are over or under achievers according to ability. In cases where children are achieving well above or below their ability teachers begin to look for causes."
4. Bibb County high schools
-'lacon, Georgia
"The advanced program of guidance in our schools is so new that evidences of improvement between potential and achievement of the student can best be noted after we have been under way longer. However, we are expecting some marked changes because our teachers are already taking note of the potential that is evident and comparing it to achievement."
5. Chatham County Schools
Savannah, Georgia
"Individual conferences with counselor and student or counselor, parent and student to encourage pupils to work up to potential, also, grouping for instruction are taking place to challenge students to work up to potential. "
6. Hall County Schools
Gainesville, Georgia
"Program has not been in effect long enough to evaluate."
7. Clarke County Schools
Athens, Ge"rgia
"Factual evidence cannot be cited at this short interval. "
8. Fulton County Schools
tlanta, Georgia
"Over 400 high schol'll students are nl'lw takine advanced placement courses under ~uidance and counseling program. Two years ago no such provision existed. Sixtyfive per cen~ of grades made by these students on work a year in advance of normal are Als and Bls."

-32-
B. Evidences of changes in second~ school curriculum and instruction.
1. Marietta Public Schools Marietta, Georgia
"Changes in secondary school curriculum and instruction include: 'Merit I sections in mathematics and English for the gifted; more use of audio-visual aids, such as lChemistry on Film l ; more laboratory work; two new vocational offerings; and reorganized health and physical education program."
2. Mitchell County High School Camilla, Georgia
"Through the use of reading tests, teachers have been able to adapt their instructional materials and methods to the reading ability of the student, always striving to improve the level of reading. Pupils ..Tith special abilities in mathematics, and science are being guided into these areas. Other special abilities and aptitudes of students are being studied, and guidance for these students is available."
3. ~Jalton County Schools.
"Teachers are calling for more materials for instruction. They do not confine instruction to one source of information. More exploratory experiences are being provided. ManY books and related materials of varying interests and levels are placed in classrooms for easy accessibility. All children ate not required to take same courses."
4. Bibb County High Schools.
"A system of ability grouping has begun to develop in our schools as a result of this pro ram."
5. Savannah-Chatham County Schools.
"Grouping was begun for improved instruction in mathematics and science. Teachers of English are to plan this year for revision of English curriculum. Classes of advanced standing in social studies carrying college credit were instituted for those who pass test. Mathematics curriculum was revised to offer students of high potential the following courses:
Eighth grade - first year algebra. Ninth grade - second year algebra. Tenth grade - geometry. Eleventh grade - advanced algebra and trigonometry. Twelfth grade - a new course designed to include
introduction to calculus, elements of analytical geometry and other advanced mathematics.
The Guidance, Counseling, and Testing Office and the Division of Instruction cooperated in planning for screening these students.
Program for academically talented vIas inaugurated in 1955."

-33-
6. Hall County Schools.
"School curriculum vIas revised and up-graded during the sunrrner 1958-59 to include 'Psychology For Living' and 'Occupational Guidance. 'II
7. Clarke County Schools.
II Algebra vlaS offered to accelerated group in 8th grade. Basic mathematics may be substituted for algebra for credit tOvlard gra duation. Advanced courses in homemaking were provided. A practical course in home mechanics vTas introduced. Seniors were allowed to substitute academic subjects for physical education. Advanced mechanical drawing was added for pre-engineering students. A course in physical science was provided for pre-physics or non-physics students. II
8. Fulton County Schools.
lIUnder the guidance and counseling proe;ram opportunities are now available to qualified students for a four year program in depth in modern foreign languages, four years in Latin, five years in science, five years in mathematics, etc. College level courses are being developed for 12th grade students. 1I
C. Evidence of more realistic educational and career plans and choices made by students in terms of knom abilities, aptitudes, interests, and achievements.
1. l1arietta Public Schools Marietta, Georgia
IIHore realistic career choices, I am afraid, are not being made to the degree we should like, although progress is being made. Factors such as emphasis of the press on science and mathematics and Marietta's proximity to so many colleges may contribute to this. However, we are counseling with parents and pupils more consistently and more frankly concerning known abilities, etc."
2. Nitchell County High School Camilla, Georgia
IIParents and students are seeking the services that the guidance program provides in increasing numbers. They are becoming more aware of the many services that the good program provides and are utilizing these services more often. 11
3. "VITalton County Schools.
"There are evidences of more realistic educational and career plans and choices made by students in terms of kno~n abilities, aptitudes, interests, and achievements: children are learning

-34-
to diagnose their own strenghs and weakness. Evidence of this is noted in their choices of careers. For example: those who have college ability feel responsible to plan for college."
4. Bibb County high schools.
"Nany of our students have readjusted their aims and goals in life because of conferences with them explaining their interests, aptitudes, and abilities as well as opportunities available to them."
5. Savannah-Chatham County Schools.
"These are evidences of more realistic educational and career plans:
1. Provision for prediction of college success for eleventh and twelfth grade students in conjuction .vith achievement and personal records the following tests are used: a. SCAT b. Scholastic QualifYing Test c. College Entrance Examination Test d. National Merit Scholarship Test for those seeking scholarships.
2. Individual conferences with counselors and students for discussion of above tests.
3. College catalogues, career guidance bulletins and books
in high school libraries and counselors offices."
6. Hall County Schools.
1IComments of teachers indicate the pupils appear to be considering more maturely the selection of colleges and plans for vocations. 11
7. Clarke County Schools.
1IThere is an ever increasing number of students who ask for individual interpretation of test results and use these in planning high school program of studies. There is also an increasing number of requests from parents for conferences re lati ve to abilities, aptitudes, interests of their children. 11
8. Fulton County Schools.
1ISome evidences of more realistic educational and career plans and choices made by students in terms of abilities, aptitudes, etc. are these:
1. In our co-op program we find that most of our students continue on the same job after graduation and that they get promotions in the same company.

-35-
2. As far as college choice is concerned, our current rate of subject failure of high school graduates in
first year of college is only 5%."
D. Evidence of increased understanding and support of guidance, counseling, and testing programs by school administrators, teachers, parents, and students.
1. Marietta Public Schools l'Iarietta, GeorgL a
"Evidences of increased understanding and support of guidance include:
1. Employment of an additional counselor at Marietta High School.
2. Use of NDEA funds for materials.
3. Marked increase in use of standardized tests in
subject fields by high school teachers during 195960.
4. Provision by administration of suite of guidance
offices for high schools.
5. Huch more interest on part of parents in results of
testing programs, especially College Board.
6. Acceptance and appreciation of merit sections."
~. Mitctoll County High School Camilla, Georgia
"I-litchell County anticipates offering a broader program of services for the year 1959-1960 because of the increase in awareness of services by administrators, teachers, parents, and students."
3. tJalton County Schools.
Attitudes have changed to an acceptance of testing and guidance. They are no longer a threat but a help."
4. Bibb County high schools.
"Evidences of the acceptance of the guidance programs of schools are seen through the increased demand for tlB counselor in solving problems. The principal, the parents, tre teacher s, and the students are turning more and more to the counselors for help. Panels, forums, and study groups from various organizations are desiring the services of the school counselor increasingly more. "
5. Savannah-Chatham County Schools.
"Evidences of increased understanding and support of program are these:
1. Testing program - increased number of request for tests by teachers and principals to be used to improve instructional program.

-36-
2. Increased interest and Hillingness on part of students to take tests to help them understand their aptitudes, interests and abilities.
3. Administrators' and Board of Education's willingness to increase number of counselors in secondary schools.
a. 100 students per period for each counselor at senior high level.
b. 250 students per period for each counselor at junior high level.
4. Guidance council organized in Chatham County in 1957.
5. Plans to coordinate Hork of all counselors in county
to be set up this school year. If
6. Hall County Schools.
IfSchool administrators have expressed the need for fulltime counselors. Teachers consult more frequently vnth counselors regarding pupil ability and achievement. Parents and pupils seem pleased that more interest has been placed on guidance and counseling."
7. Clarke County Schools.
1f}1any more inquires for information about the local program are being received. These come from school patrons, civic clubs, child stuqy groups, church groups of young people as veIl as individuals in the community. Administrators provide more time for counseling, suggest changes in physical set up, make more student and parent referrals. Teachers depend on student cumulative folders for better understanding and also counselors for more tests. Students in larger numbers seek interviews with counselors and continue this relationship after leaving school."
8. Fulton County Schools.
"I. The vnde acceptance of the Conant report vrhich terms guidance the 'most strategic services the American high school offers.'
2. The constant demand made upon those of us in education for information about guidance and counseling, speeches and discussions on the subject, etc. These demands are coming in every increasing numbers from P.T.A.'s, civic groups, grand jury committees, etc. 1f
As a conclusion to this report, it might be added that the schools of Georgia were working toward providing a program of guidance, counseling, and testing prior to the advent of NDEA, Title V. Since these funds have been made available great strides are being taken to prOVide the necessary services to the bodys and girls of the state to enable them to take their places in society

-37-

to function fully as individuals for their own welfare, the local community, state" and ;'''ltional welfare as well. It is believed that this report has borne out the premise that guidance, counseling" and testing program is a very real opportunity to be of significant service in the program of providing education for our children. We might even go so far as to say that the program is essential if today's schools are to achieve their objectives.

Report prepared by:

Rufus D. Pulliam" Chief" Guidance and Testing and
Hugh F. Moss" Consultant" Guidance and Testing

.J L: