This bulletin is the fifth report in the special series presenting a record of the educational-survey movement, and was prepared with special reference to the biennium 1920-1922; but, for the sake of continuity with the material in preceding reports, it includes the relatively few surveys made in 1915-1920. The surveys within each classified group are arranged in historical order. It is believed that this enables the reader to detect more readily the subtle changes which are appearing in the movement. Each of these trends in the movement was apparently inevitable, and essentially experimental in discovering the possibilities and the limitations of this new instrument for measuring and promoting educational progress. The definition of community attitudes, the justification of the new expense involved, the value of a special, synthetic view of the facts in school systems, the propriety of "outsiders prying into home affairs," the provincialism that hesitated to be transformed into a nationalizing democracy, and the absence of any established principles to guide in the formulation or the acceptance of proposals for betterment--all these were elements in educational surveying which came to light amid the countercurrents of belief and doubt, friendliness and opposition. By repeated efforts, and even unrelated trials, the survey came in the course of these years to find itself validated as an acceptable agency of progress, both in lay and in professional judgments. Following the Introduction, topics covered in this bulletin include: (1) State and Territorial surveys; (2) County and rural surveys; (3) City surveys; (4) Special phases in city surveys; (5) Training of teachers for public education; (6) Higher educational institutions; (7) Foreign survey; and (8) Unpublished surveys. (Contains 40 footnotes.) [Best copy available has been provided.]