Donald M. Cleland A History of the Santa Monica Schools 1876-1951, Santa Monica Unified School District, February 1952 (Copied for the Santa Monica Library, July 22, 1963). 140 pp., 1924, 1920s
The further development of the elementary school program came about through the adoption of the platoon system in 1924, and consideration will be given to the effect this had upon the construction of new elementary buildings of the period.
Also discussed will be the extension of the regular high school program, which came about in two ways.
" . . .
Each year brought a sharply increased enrollment [at Santa Monica High School], compelling the construction, in 1924, of a fourteen-room addition at Seventh Street and Pico Boulevard, at a cost of $132,000. Included in this new building were the library facilities to provide for the school of even larger enrollment, the Board having estimated that the maximum number of students might reach two to three thousand. [62. Pearl, op. cit. , p. 93.]
" . . .
Special Services
Many special services have been introduced in the Santa Monica schools during the years, some of the earlier ones being these: [46: Martin, op. cit., p. 60.]
1924 Community Service Program Adopted.
1924 Research Department established.
" . . .
"But in Santa Monica, it was the establishment of the research department, now the guidance department, which probably had the most far-reaching influence on the program of the schools. This department was instituted in September, 1924, through cooperation with the University of California, Los Angeles, and its work was directed by J. Harold Williams of the University faculty. In the first two years of its operation, a program was developed which included demonstration testing, test surveys, and the training of teachers. Many of the teachers had had no previous experience in testing and research methods. [48. Martin, op. cit. p. 25.]
The research department staff consisted of the director, who served on a part-time basis, a supervisor, and two assistants. The department was organized to serve the various levels of the school system and provided six major activities: (1) measurement, (2) counseling, (3) clinical investigation, (4) organization and supervision of special classes, (5) curriculum research, and (6) the study of special problems. [49. Loc. cit.]
One of the most practical results of the research work in Santa Monica was the organization of special classes for children whose progress in the regular grades would be seriously retarded by maladjustment which could be minimized under conditions of more individual teaching. Three types of classes were established: opportunity classes for gifted children, adjustment classes for pupils who had fallen behind in their work but who were mentally capable of making normal progress in school, and development classes of the mentally retarded. [50. Ibid., p. 26.] Supervision of these special classes was provided directly from the research office, where arrangements were made for the admission, promotion, and transfer of pupils in any of the special groups. In cases of severe maladjustment, the work was handled on a clinical basis. The use of numerous mental tests, interviews with parents and with teachers, and the study of data supplied by the school physician, nurses, and visiting teachers provided the information needed to aid in special placement. [51. Martin, Loc. cit.]
While the opportunity classes no longer exist, special training classes have replaced the development classes and special remedial reading classes operate in place of the former adjustment classes. The research department established the beginnings of the testing program now used in the schools, and has had the responsibility of developing the counseling and guidance program for the entire district."
" . . .