The High Schools of Utah

The High Schools of Utah

By Mosiah Hall, B. S., Ph. M., State High School Inspector

Utah believes in education. She believes in it so strongly that she is attempting to provide a high school education for every boy and girl in the state.

Utah's Faith in Education

Utah considers that education is the best investment that can be made; that nothing else promotes so greatly, the hap- piness of her people and at the same time yields such high dividends on the money invested. She is convinced that a free people must be an educated people; that progress rests upon intelligence and good will; that ignorance is the chief cause of poverty and misery, and the real source of danger to free gov- ernment. Utah has demonstrated her belief in education through pro- viding an admirable system of support for her schools, and in the adoption of the most approved methods of organization and control.

Support of Schools Ample support and thorough-going organization are the chief elements upon which success is based in any school system. Utah has set herself the task of providing, through state aid, approximately one-half the revenue required for ele- mentary and secondary education. A constitutional amend- ment is to be voted on next November which provides that a state fund equal to $25 per capita of the school population from 6 to 18 years of age shall be provided by the state. In addition to this, a state tax for the aid of high schools yields about $15 per capita for each student in attendance in high school. Be- fore any high school can share in the distribution of the high school fund, it must meet certain standards set up by the state board of education. Among these are (1) a school year of thirty-six weeks including holidays, (2) a satisfactory course of study, (3) ample equipment for the courses offered, and (4) a professionally trained corps of teachers. Astate high school inspector is charged with the responsibility of seeing that these provisions are carried out.

THE HIGH SCHOOLS OF UTAH 795

Organization and Control

Utah has probably the most thoroughly organized system of schools among the states of the Union. All of her schools are embraced within 40 school units, 5 city systems, and 35 rural districts which coincide in general with the county boundaries. Over each rural district is a board of five members elected by the people and empowered by law to administer the schools of its respective district. Under this most efficient system, the schools have made marvelous progress. Most of the one and two-roomed schools have been abandoned and modern, graded schools taken their places. Within each dis- trict unit, school taxes are equalized, transportation of pupils to convenient centers is provided, high school centers established, and every other reasonable effort made to provide equal school advantages for all children within the district.

Recent School Legislation

The state legislature of 1919 enacted into a law a far-reach- ing program of education. Among the measures passed was a provision for part-time compulsory attendance up to 18 years of age, and one providing for all-year-round supervision of health, civic and vocational activities.

Growth of High Schools

Under consolidation, and stimulated by these admirable laws, the growth of high schools has been remarkable. During the past half-dozen years, attendance has increased 100 per cent, and school buildings and equipment have been taxed beyond their capacity to care for the enlarged enrollment. The part- time compulsory attendance law is responsible for an added en- rollment of approximately 40 per cent during the present year and bids fair to become a full-time compulsory law. More than 14,000 students are enrolled in the state high schools this year and about one-third as many in the private schools of secondary grade. Statistics are not yet available, but it is probable that not more than from 5 to 8 per cent of the boys and girls in the state between 14 and 18 years of age have not been enrolled sometime during the year, either in full-time or part-time schools. Indeed, there are six or eight districts in which the enrollment of the total school population has reached above 98 per cent. It may be impossible for all the other districts to reach the high standard attained by the few, but it isthe fixed determination of the school officials of the state to approximate as nearly as may be, this splendid record.