The major purposes of this study are to compare the science curriculums of selected large and small Negro high schools in Texas with respect to the facilities and equipment, nature of experiences provided and to test the hypotheses of The Reed Study as follows: 1. The most common science courses taught to the Negro high school students in Texas are biology and general science. This Is true regardless of the size of the school. 2. The nature of the science equipment found in large high schools can enable the science teachers in the schools to give the students more diversified experience in science. 3. The best qualified science teachers in Texas as measured by professional preparation, are teaching in large high schools. 4. The locality of the school, whether it is urban-industrial or rural-industrial, will Influence the kind of science curriculum offered by the school. 5. Administrators and science teachers feel that their science programs are inadequate as measured by the extent to which some students are prepared for further advanced study of science and in terms of meeting the needs of those students who do not plan to go further in the study of science.1
The sample of this study includes twenty small schools and twenty large Schools in Texas.
Personal visits could not be made to all the schools because of the writer\u27s work load and teaching responsibilities. Lists of schools visited, and those receiving questionnaires are found In Appendix B.
The findings indicated in this study are designed to give the reader a descriptive view of science curriculums of selected Negro high schools in Texas, and whatever differences that are found to exist among them. This study is further limited due to the number of schools sampled. Therefore, the findings should be interpreted with caution.
1Louis H. Reed, Jr., A Comparative Study of Science Curriculums of Large and Small Negro High Schools in Texas (Unpublished Master\u27s thesis, Department of Education, Prairie View A. and M. College, Prairie View, Texas, 1958)
