A Comparison In The Efficiency of The Teaching of Arithmetic In Grades Four To Eight, Inclusive, In The Standard And Non-Standard, One-Room Rural Schools of Western Kansas

Considerable discussion regarding the effectiveness of the teaching in the one-room rural school versus the standard school has been going on for some time, and it is hoped that the results of this study will throw some light on this subject which appears to be more or less perplexing at the present time. Education has become a science and its accomplishments can be quite definitely measured by the use of standardized tests. Before their time, the task of comparing schools in educational achievement was practically impossible; with age-grade and achievement norms scientifically determined, it became a simple matter to make these comparisons. Since the one-room rural schools have been receiving criticism by many laymen and educators alike, it was felt that a study as much as this might give to the public which invests more money in education than any other type of beneficial endeavor, the facts regarding the teaching process in one of the fundamental subjects in our school program. This study is to discover whether or not the Standardization Movement has materially improved the teaching process, or whether these criticisms have been just