University of Southern California Dissertations and Theses

A survey of Central Union High School graduates with implications for curriculum.

(USC Thesis Other)

A survey of Central Union High School graduates with implications for curriculum.

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content A SURVEY OP CENTRAL UNION HIGH SCHOOL
GRADUATES WITH IMPLICATIONS FOR CURRICULUM
A Project
Presented to
the Facility of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
t o y
Marvin G# Buller
August 1958
UMI Number: EP49443
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation PwblisMng
UMI EP49443
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
Ed ' 5$ & f 36
This project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillment
of the requirements for the degree of Master of
Science in Education.
Date....
A dviser
Dean
TABLE OP CONTENTS
CHAPTER PAGE
I. THE PROBLEM AND DEFINITIONS OF TERMS.......... 1
The problem ................. 1
Statement of the problem ................. 1
Importance of the problem................. 2
Definitions of terms used . ............ 3
.Academically prepared ..................... 3
Emotionally prepared ....................... 3
Socially prepared .......................... 3
Method of procedure.......................... 2 j .
Organization of the project * ........... 5
II, REVIEW OF THE LITERATURE....................... 8
Literature on the purpose of secondary educa
tion . . . . .............................. 8
Literature on the validity of student centered
questionnaires ••«••••••••••• 9
Literature related to the percentage of
students who finish high school and college,
and the requirements for college . • • • • 11
Literature on student opinions concerning
curriculum and that of counseling and
guidance.................... ......... .. 13
iii
CHAPTER PAGE
III, DESCRIPTION AND BACKGROUND OF THE LOCAL SCHOOL
AND COMMUNITY.....................................17
IV. STUDENT OPINIONS CONERNING THEIR PREPARATION
FOR COLLEGE.......................................22
Graduates1 choices of favorite college subjects 23
Graduates1 opinions concerning high school
subjects considered least valuable ..... 27
The participation of graduates in college
organizations.............. 35
Graduates1 opinions concerning their high
school extra curricular activities ........... 37
Graduates1 opinions concerning emotional and
social preparation for college............... I 4 .O
Graduates1 opinions concerning their high
school experience In general .............
V. STUDENT OPINIONS CONCERNING THE COUNSELING
PROGRAM OF THE LOCAL SCHOOL......................Ifi
VI. SUMMARY AND CONCLUSIONS ............... 53
Findings on student opinions concerning their
preparation for college ........... ..... 53
Findings on opinions concerning the counseling
programs of the local school................. 55
iv
CHAPTER PAGE
Suggestions based on student opinions • • . • 56
Academic considerations •••••••••* 56
Social considerations ..................... 57
Counseling considerations ............ 57
APPENDIX ............................................... 58
BIBLIOGRAPHY ........................................... 62
V
LIST OP TABLES
TABLE PAGE
I. Frequency distribution of college subject
preferences of 1|2 Central Union High School
graduates 1953 - 1957 ? .................... . . 2k
II. Frequency distribution of high school subjects
which Central graduates 1953 - 1957 con
sidered most valuable ....... ......... 28
III. Frequency distribution of high school subjects
that l\Z Central Union High School graduates
1953 - 1957 considered least valuable .... 31
IV. Frequency distribution of high school subjects
that I}_2 Central graduates 1953 - 1957 wished
they had taken .............................. 33
V. Frequency distribution of college activities
participation by i j . 2 graduates of Central Union
High School 1953 - 1957...................... 36
VI. Frequency distribution of high school activity
preferences of 1 } . 2 Central High School
graduates 1953 - 1957 ......................... 38
VII. Frequency distribution of high school activities
least preferred by 1|2 Central Union High
School graduates 1953 - 1957 i+1
Vi
TABLE PAGE
VIII* Frequency distribution of professions and
occupations of l|2 Central Union High School
graduates 1953 - 1957..........................I 4 . 9
CHAPTER I
THE PROBLEM AND DEFINITION OF TERMS USED
Modem secondary education is In a continual process
of curriculum evaluation to increase the probability
of its success in meeting the needs of the secondary
school student in his preparation for his continued
education or intended occupation. In view of the ever-
increasing demands made upon members of modern society,
the college preparatory function of the secondary school
becomes even more significant.
Any attempt to evaluate this phase of the secondary
school*s program would be facilitated by a survey of
student opinion.
I. THE PROBLEM
Statement of the problem. The purpose of this
study was to evaluate the college preparatory program
at Central Union High School in terms of student reaction
to the program. In other words, this study was to answer
the following questions:
1. Do the students say they have been (a) aca
demically, (b) emotionally, and (c) socially prepared
for their college experiences?
2
2. Bo the students say they have had adequate
counseling and guidance in regard to their (a) high
school programs, (b) vocational choices, (c) choices of
college, and (d) personal problems?
Importance of the study* Modern technological and
scientific advances along with international tensions
have put pressures upon our public schools to evaluate
the extent of their meeting the needs of the society
which they serve. Because of this, it has become
necessary to re-evaluate the programs of the public
schools.
This study is designed to provide a guide for
curriculum planning, especially in the college preparatory
program at Central Union High School. It is intended:
1. to give the counselors and guidance staff
some indication of what students consider essential and
desirable in preparation for college work;
2. to provide suggestions that might be emphasized
In certain units by the classroom teacher;
3. to indicate subjects that should be added or
dropped;
I j . . to stimulate a continuous evaluative program
based on a follow-up of college enrollees*
I
3
It was not the purpose of this study to indicate
the reaction of all students who have been graduated
from Central Union High School. Only students who had
been graduated from Central high school during 1953 to
1957, and who have continued their education at Fresno
State College were selected for this study.
II. DEFINITIONS OF TERMS USED
Academically prepared. In this study, academic
preparation refers to the basic course of study which
the high school considers important for suecess in
college. This does not exclude the courses in the arts
and such that add to the student*s cultural growth.
Emotionally prepared. The ability to make sound
and mature judgements in making choices and decisions
in college was considered the essence of being emotionally
prepared.
Socially prepared. Social preparedness was indicated
by the ability of the student to meet new people, become
a useful part of a group, and enhance social relation
ships that would enrich the student*s college life.
k
III. METHOD OF PROCEDURE
To make an evaluation, an instrument of measurement
and evaluation was needed. It was essential that an
instrument be selected which would measure the given
objectives. Since this study is concerned with the
curriculum to which the high school student has been ex
posed, the student himself becomes the central part of
that instrument. The instrument used in this study was
a questionnaire interview; the student was asked to give
his opinion concerning the effectiveness of his high
school experience. In preparing the questionnaire, it
was important that there be a flexibility for other
comments to be made by the student. These comments have
been used when they pertained to this study*
In developing the questionnaire, interviews were
made with the superintendent, vice principal and
counselors, and a set of tentative questions was composed*
With the use of questionnaires made in other studies,
such as the Beverly Hills High School College or University
Conference Report and after editing, the questionnaire
was revised to meet the particular need of the given
high school.
In administering the questionnaire, a personal
5
interview was made with the graduate when possible. In
some cases, where this was impossible, the questionnaire
was mailed to the individual. Some of the graduates
had moved or were in military service and therefore had
to be left out of the survey.
Out of sixty-five graduates, forty-two responses
were received; thus giving over a sixty per cent return.
It was assumed that the high school graduates
were capable of making an appraisal of their high school
experiences. The assumption is discussed in the related
literature of Chapter II. The factual data were taken
at -face value. Similar information repeated in the
interviews with significant frequency was included in
the interpretation of the results.
IV. ORGANIZATION OP PROJECT
Chapter II will deal with:
1. A review of literature in regard to the
validity of student centered questionnaires;
2. A survey of studies made with respect to the
percentage of secondary school graduates going to college
and the percentage of those who finish college;
3. A review of what authorities consider
prerequisites for college success;
6
L } . * Studies in which students expressed their
opinions concerning their subjects taking in high school,
5>. Students1 expressions concerning the counseling
and guidance that they received in their high school
experience.
The validity of an interpretation of any survey,
such as this, would depend upon the background of the
school and pupils involved. Therefore, Chapter III deals
with:
1. The geographic location of the sehool.
2. The ethnic characteristics.
3. The socio-economic status of the school*s
constituency.
The results of the questionnaire-interview dealing
with the students1 opinions of their high school
preparations for college are recorded in Chapter IV.
The survey results pertaining to the graduates1
evaluations of the high school*s counseling program are
given in Chapter V.
In Chapter VI the findings of this study are
summarized and areas for future studies are given.
In a survey of students* opinions concerning
their academic, emotional and social preparations for
7
college, and their opinions concerning the counseling and
guidance program of the school, the need of the individual,
as well as the community, must be considered.
CHAPTER II
REVIEW OF THE LITERATURE
Much has been written on surveys of studies that
deal with success of high school graduates in finding
Jobs in various fields, especially in industry and
business. Other studies show relationships between
education and future income. Some progress has been made
in obtaining the graduated evaluation of his high school
experience. In comparison with the kinds of studies
mentioned above, very little has been written concerning
the college student!s appraisal of his high school
experience. Literature on the validity of such an
appraisal, and a survey of various studies Including
students1 opinions has been presented.
I. LITERATURE OH THE PURPOSE OF
SECONDARY EDUCATION
Every individual is responsible for the welfare
of a democratic society. Social and political competence
becomes a requirement for every good citizen. According
to Thut and Gerbreich, the primary function of secondary
education in America is to prepare the individual for
9
effective participation with his contemporaries in
carrying out the activities that constitute their common
life.1
The individual is of utmost importance in a
democracy. Thut and Gerbreich state that every democratic
institution exists only for the purpose of serving the
individual. It Is therefore important that a study be
made to determine how well the individual has been served.2
II. LITERATURE OH THE VALIDITY OF
STUDENT CENTERED QUESTIONNAIRES
In regard to the Eight Year Study, Eugene R. Smith
says that the validity of a questionnaire type of
instrument depends on (1) the validity of the instrument
itself which includes the genuineness of response, and
(2) validity of interpretation.^
Leonard says that in answering the question of
the school adequately meeting the needs of youth, one
of the difficulties is finding a satisfactory answer to
?T. N. Thut and J. R. Gerbreich, Foundations of
Methods for Secondary Schools (New York: McGraw-Hill Book
Company, 1914- 9), p. 10.
2Ibid.. p. 12-13.
-'Eugene R. Smith. Appraising and Re cording Student
Progress (Vol. Ill of Adventures in American Education,
Eds. Eugene R. Smith and Ralph W. Tyler. 5 vols; New York:
Harper and Brothers, 19l}-2), p* 3$5
10 i
i
the lack of confidence in the source from which it must j
i
be obtained— youth itself. He continues by quoting Van
Denburg*s anecdote about this attitude.
Those unlearned and abashed children who decide
that the high school studies are of no .use to
them, may be nearer the truth than many of us
who are unreasoning servants of tradition and
habit .1 +
It is noteworthy that the Procedure of Appraising
California Secondary Schools, as established by the
California Association of Secondary School Administrators,
contains a section in which the students evaluate their
school.
In the Eight Year Study, Smith points out that the
questionnaire is flexible and therefore aims at a dynamic
instead of a static picture. Results are more descriptive
than definitive.
It is necessary, he explains, that in the inter
pretation the interpreter consider (1) the objectives of I
the school, (2) the pattern of goals of the Individual, and
(3) the pressures of the students1 environment.^
^Paul J. Leonard, Developing the Secondary School
Curriculum (New York: Rinehardt and Company, Inc., 191*6,
19#'), P* 21? ♦
^ Smith, op. clt., pp. 385-1 4 - 03.
11
III. LITERATURE RELATED TO PERCENTAGE OF STUDENTS
WHO FINISH HIGH SCHOOL AND COLLEGE, AND THE
REQUIREMENTS FOR COLLEGE
Percentages of high school graduates going to
college vary with every study. The geographic location
of the school, the accessibility of a local college, the
various standards of high schools and colleges, the
predominate ethnic group, and the social economic status
of the locale all influence the number of graduates that
go on to college.
The percentage of college enrollees and the
percentage of those who are ultimately graduated from
college are largely determined by the previously stated
factors.
According to Leonard the United States Office of
Education Statistics of State School System, states that
only 20 per cent of the high school pupils that are
graduated go to college, and less than 5>0 per cent of the
6
students who enter college are graduated.
Howard In checking his high school graduates found
that only J j . 0 per cent of students who had taken college
Leonard, op. cit.. p. 208.
12
preparatory courses actually attended college* and a few
who did not take a college preparatory program went to
college*?
The determination of subjects deemed necessary for
success in college has been a topic of controversy for
many years. Many experiments have been made, including the
Eight Year Study. The thirty schools involved in the
Eight Year Study came out with varying results. The
traditional idea that a prescribed course of study was
necessary for college success was not substantiated in
the study. Many colleges have changed their entrance
requirements and become more liberal about a prescribed
college preparatory course. Leonard points out, after a
review of a number of studies, that students who have
superior success in high school, whether the school be
conventional or experimental, usually succeed in college
and that there is no one pattern of subject preparation for
college superior to any other.®
7w. L. Howard, "What Becomes of our Graduates,1 1
School Executive Magazine, 57•268-2699 February, 193u.
^Leonard, o clt., p. 211.
13
IV. LITERATURE ON STUDENT OPINION CONCERNING
CURRICULUM AND THAT OF COUNSELING
AND GUIDANCE
It is significant that students1 opinions in the
various studies be uniform in regard to the value of their
school subjects.
In a Tulare Union High School study, Bess Valentine
stated that 39 per cent of the graduates continuing their
9
education rated English as the most helpful.'
Eugene Mitchell agrees with the Tulare Study in
considering English to be the most important subject;
civics and typing are close seconds. Mitchell continued
i
by saying that business was ranked highest as the course
students wished they had taken.^ The choice varies with
different high schools. The Beverly Hills High School
follow-up study shows that more mathematics was desired;
11
the second choice was to have more history.
Besides English, mathematics was generally high on
^Bess Valentine, "How are We Doing? 191+6-191+8,"
California Journal of Secondary Education, 25*206, 1950. |
j
■^Eugene Daniel Mitchell, A Follow-Up Study of !
Graduates of Fontana High School, Fontana, California,"
(Unpublished Master*s project^ The University of Southern
California, Los Angeles, June 1957)*
^Beverly Hills High School Curriculum Survey report
1956 to 1957* on file in the counseling office.
14
the lists of subjects considered most valuable in the
preceding studies* In studies such as the California
Extensive Study, Orange Gounty, made by Cunliff in 1950,
mathematics topped the list as the subject most liked
while social science was the subject liked the least*
The word liked was used in this study in place of
valuable* The survey covered 3>936 students. Since this
study seems to be typical of other studies, a break down
12
of the various subjects is given below.
ORANGE COUNTY, CALIFORNIA EXTENSIVE STUDY
Liked the most Subjects Liked the least
l±2 % Mathematics 1*5$
34$ English 1%
25$ Shops 5$
13*5$ Science
10*5$ Social Science 18%
Foreign Language 10$
A survey of studies shows that the value of high
school extra-curricular activities should not be under
estimated. A Compton High School and Junior College
report states that 54 VGr cent of the students participated
in extra curricular activities.*^
•^William J# A. Cunliff, "A Quart of Education,"
California Journal of Secondary Education. 25:477-479, 1950.
ULloyd N. Morrisett and John A. Sexson, A Survey
Studies of t he Compton High School and Junior College,
TLos Angeles: University of Southern California, June 1949)
15
Mitchell states that 39 per cent of the ex-students
said that activities in high school helped them. Sports
were the most helpful; student government activities was
a close second choice.^*
In evaluating her school, Valentine claims it is
necessary to train students for activity participation
in clubs or organizations since only one half of the
graduates belonged to clubs or organizations after
graduat ion*
Anecdotal statements and remarks are used in
several studies, but have value only as they are inter
preted in the light of the individual study*
Counseling and guidance have become a vital part
of high school service* Studies show that students are
in need of these services. The Eight Year Study has
focused attention on the importance and values of these
services. The degree to which these services are offered
depends upon the local school district1s recognition of
their importance. Therefore some schools offer a good
amount of counseling and guidance while others only a
limited amount.
^Mitchell, op* cit*, p. 31.
l^Valentine, op. cit*, p* 205-206.
16
In a New York State survey of l,6JLp. graduates,
75 per cent claimed they had no one to advise them on their
high school curriculum program; eighty per cent claimed
that the school did not advise them on any problem. The
same study noted that those students who are considered the
school*s finest products are just as critical of the
1 6
current school program as the less successful ones.
The Compton survey indicates that 75 Pe^ cent of the
students questioned in the study wanted more counseling
and guidance* Sixty two per cent wanted more vocational
and prevocational informat ion. ^
These surveys and studies serve as a guide in
comparing and evaluating the students1 opinions that are
related.in Chapters IV and V.
Leonard, 0£. cit., p. 218.
•^Morrisett and Sexson, o£. cit., 22ij. pp.
CHAPTER III
DESCRIPTION AND BACKGROUND OP THE
LOCAL SCHOOL AND COMMUNITY
The public school is designed to meet the need
of the constituency which It serves. In determining the
students needs, inter-relationships with socio-economic
status, ethnic groups and geographic locations must be
considered. These factors must be ;taken into consideration
in order to understand .the responses of the students.
It is for this reason that a background of the local
school and the school district is given.
According to the Central Union High School
Evaluation of 1958* Central Union is a comprehensive
four year high school with an average daily attendance
of 733 in 1957• On its professional staff are 3b teachers,
2 full time counselors, a vice principal and the district
superintendent•
The school district is adjacent to the north west
side of the City of Fresno. For years the district has
been considered as 100 per cent rural with five un
incorporated towns in the area. As many areas of
California, the school district is going through a period
of ehange. Some areas are being subdivided as a
residential areas 'for workers in Fresno City. Although
the district major source of income is agriculture,
approximately 50 per cent of the people work in Fresno
and live in the district. The major industry of the
district is farming. In surveying the occupations of
the district’s constituency, semi-skilled and skilled
labor constitutes l j . 8 percent of the residents. Thirty-
one per cent are in agricultural work.
The community is cosmopolitan in that many ethnic
groups are represented in the school’s enrollment. This
could become a problem, but evidence shows that the school
has succeeded in integrating these groups. One of
these evidences is that a number of students with various
ethnic backgrounds have been elected to the highest student
offices. During the past few years two oriental boys
have held the office of Student Body President. For the
year of 1958-1959 an Armenian boy has been elected student
Body President and a Mexican boy as the boys’ vice-
president. Twenty-six per cent of the enrollment are
of Mexican descent. According to the Evaluation these
Mexican students are making poorer grades and have a
poorer attendance record than any other group -in school.
However, the Mexican students are generally well accepted
19
by other students as verified above.
The 1958 Evaluation states that the needs of
the community are:
1. A college preparatory curriculum of the
minority group;
2. A group needs training in agriculture and
farm shop;
3. There is a need for training for skilled
and semi-skilled labor groups.
The college entrance rate of graduates.is
18.9 per cent.
Because of school studies, the agriculture
and shop programs are being enlarged. Plans are being
prepared to provide facilities for agriculture and shop
classes, thus making the present farm shop available
for an expanded industrial shop program.
The college preparatory program is set up to meet
the entrance requirements of the University of California,
and also prepares students who wish to enter a state
college where requirement patterns are not so rigid.
Studies have been made from time to time in
evaluating the various departments of the school. This
past year the administration and staff completed the
Report of the Self Appraisal Program using the Procedure
for Appraising California Secondary Schools as established
by the California Association of Secondary School
Administrations*
The basic requirements for being graduated from
the school are as follows:
1. Pour years of Health and Physical Education;
2* Pour years of Social Studies;
3*- Three years of English although the fourth
year is required for the college preparatory group and
a remedial course in English is required for all students
who fall below a specified grade level*
Similarly, students who fall below a specified
grade in arithmetic are required to take remedial
mathematics*
Central Union considers counseling as an important
function of the school’s services* The 1958 Evaluation
lists the following three functions of the Secondary
School’s guidance services:
1. To provide educational, vocational, personal
and social guidance*
2* To assist both pupils and teachers to under
stand, develop and provide those human relations
experiences that are involved in problem adjustment*
21 !
j
3* To provide the kinds of data about pupils |
which are necessary for developmental curriculum planning*
The Evaluation also shows that the counselors
have contact with all the students at least once, 16
per cent twice, l£ per cent of the students three times,
I l f . per cent four times and ipl per cent of the students
five times* Sixty-five per cent of counseling contacts
are initiated by the students* These facts show the
importance of counseling and guidance at Gentral Union
High School.
Mr, Livingston^ study points out that, nThe
program that the student follows in school must be
related to his goals* His goals, in turn, are related
to his home environment, his natural ability and interests,
and the stimulation that the school provides.! l It is
for this reason that the understanding of the background
(
and description of the school and community is of j
utmost importance.^ |
i
i
t
t
Hugh A. Livingston, 1 , High School Graduates and
Dropouts - A Uew Look at a Persistent Problem,f t The
School Review (Chicago: University of Chicago Press,
Summer 195>6), p. 200*
CHAPTER IV
STUDENT OPINIONS CONCERNING THEIR
PREPARATION FOR COLLEGE
In conducting this study, a structured interview
was devised in the form of a questionnaire. Over 80
per cent of the students who gave their opinions
concerning the school's program were interviewed. In
cases where it was impossible to contact them for an
interview, questionnaires were sent to them. This
study covers the high school graduates from 1953 to
1957.
In 195^4- the postal system was changed in this
area. Since this is a rural area, the route and box
numbers were replaced by house numbers and street names.
This change made it difficult to contact especially
the graduates of 1953 since only the old routes and
box numbers were available. It was also noted that a
comparatively large number of boys of the 1953 graduating
class were in the military service making it necessary
to leave them out of this study*
All of the students interviewed were very
courteous and helpful, eager to ..help in any way that they
could. A number expressed their appreciation for being
23
able to participate in such a survey and complimented
the school in this effort of evaluation* A few even
said, "I1 am glad that the school is interested in me*1 1
Some of the students that made constructive
suggestions concerning their opinion of the school's
curriculum, prefaced their suggestions with a statement
that they realized that the school must meet the need
of the community. They continued by saying that Central
being a rural school had most of its students not
going to college, therefore, the emphasis of the school
could not be upon college preparation. A number of the
students prefaced their comments with remarks such as,
"When I was there, although I've heard it's different
now. "
I. GRADUATES' CHOICES OF FAVORITE
COLLEGE SUBJECTS
The students were asked what college subject
they liked the best. The answers varied greatly.
Generally it was associated with their maj or field of
study. Mathematics and psychology were rated the-best
liked with music and business being a close second.
See Table I.
All except two listed at least one favorite.
TABLE I
FREQUENCY DISTRIBUTION OF COLLEGE SUBJECT PREFERENCES OF 1+2 CENTRAL HIGH SCHOOL
GRADUATES 1953 - 195?
SUBJECTS
1957
1956 .1955 195k ,1953
Total : T0TA1
Choices Choices Choices Choices Choices Choices Choii
list P2nd 1st • 2nd 1st -2nd 1st -2nd 1st 2nd
*
■1st .2nd
Mathematics
3
1 1 2
5 3
8
Psychology
3
2 1 1
k 3 7
Music 2 1 1 1
k
1
5
Business 1 1 1 1 1
3
2
c j
Accounting 1 1 1 1 2 2
* 4 -
Science 1 1 1
3
0
3
Chemistry 1 1 0 1
Biology 1 11 1
2
1
3
English 1 1 1 2 1
3
Geology 1 1 0 2 2
Speech 1 1 2 0 2
Agriculture 1 1 1 1 2
r v j
4=*
SUBJECTS 1957 1956
Choices Choices
1st 2nd 1st 2nd
Art 1
History
Ancient Hist. 1
Social Science 1
Languages
Economics
Drama
Statistics
Logic 1
ROTC 1
Mech. Drawing . 1
Philosophy
Mechanics
TABLE I (cori't)
1955 195U- 1953 Total TOTALS
Choices Choices Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd 1st 2nd
1
1 1
1
1 1 2
1 1 2
1 0
1
1 0 1
1 0 1
0 1 1
0 1 1
1 0 1
o 1 1
0 1 1
1 0 1
1 0 1
0 1 1
ro
vn
.TABLE I (con11
SUBJECTS 1957 1956 1955
Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd
Woodwork 1
Education 1
Public Hel. l
P. E. 2 2
All 2
1951+ 1953 Total TOTALS
Choices Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd
0 1 1
1 0 1
1 0 1
0
k k
2 0 2
ro
O'
27
A number of students did not list a second choice. One
person said that he liked them all because they were all
related to his future occupation.
In making this tabulation, some subjects of
a general area field were put under the same heading.
Mathematics is an example of this. Although accounting
is in the business field, they were put under separate
headings. It should be noted that combining business
and accounting as one field, it would rank first place
in subjects liked. Combing the various sciences they
would rank equal with psychology.
II. GRADUATES' OPINIONS CONCERNING
HIGH SCHOOL SUBJECTS CONSIDERED LEAST VALUABLE
In the students' opinions, mathematics and
English were by far the most valuable subjects that they
had taken in school. See Table II. Science was rated
as the third most valuable subject and history as fourth.
Mathematics as number one and English as number two in
value were rated all over the other subjects by more
than fifty per cent.
Students generally felt that the high school
subjects contained some value. Approximately 2$ per cent
TABLE
i
II
F.REQUENCY DISTRIBUTION OF HIGH SCHOOL SUBJECTS WHICH l j .2 CENTRAL GRADUATES
t
1953 -
1957 CONSIDERED MOST VALUABLE
SUBJECTS
1,957
Choices
1956
Choices
1955
Choices
1951+
.'Choices
1953
Choices
Total
Choices
TOTALS
1 Choices
1st
i
2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Mathematics 10
1 5
1 1 2 2 11+ 8 22
English 1
3 k k 3
2 1 1 12
7 19
Science 2 1 1 1 1
k
5
Chemistry 1 1 0 2 2
Senior Problems 1 2
1
k
0
k
History
2 1 1 1 1
k 5
Typing
3 1
1
3 k
Agriculture 1 1 1 1 2
Spanish 1 2 1 2
3
Music 1 1 0 1
Home Econ. 1 1 0
l
Speech 1 1 0
r \ )
1 00
SUBJECTS 1957 1956
Choices Choices
1st 2nd 1st 2nd
Bookkeeping
Social Science
Business
Indust. Arts
Journalism
P. E.
All
ho Choices 2 1
TABLE II (con't)
1955
Choices
19 51 1 -
Choices
1953
Choices
Total
Choices
TOTALS
Choices
1st 2nd 1st 2nd 1st 2nd 1st 2nd
1 1 0 1
1 1 1 1 2
1 1 0 1
1 1 0 1
1 1 0 1
1 0 1 1
1 1 1 1 2
1
3
0
7 7
ro
xD
of the students made no choice in rating the least
valuable subjects* See Table III* Remarks such as,
"They all had some value," were common* A few students
pointed out that shorthand doesn!t help in taking notes
in college* The area of social science, orientation,
and senior problems which generally come under the
social science division received the highest rating as
the least valuable subject* Much caution must be used
in interpreting this response due. to the large number
of students listing no choice.
in the course of the interviews, some students
were very definite in questioning the value of certain
areas of the high school social science program.
In general the students were satisfied with
the classes that they had taken*- See Table IV. A desire
was expressed for more foreign languages with special
emphasis upon latin. Some expressed the feeling that
some other language beside Spanish would be more helpful.
Most of the expressions were in terms of additional
amounts. Some said, "I wish I had taken more science."
The same thing was true concerning mathematics and shop
courses. The expressions for more stress on reading was
made by two students. Although this would generally
TABLE III
FREQUENCY DISTRIBUTION OP HIGH SCHOOL SUBJECTS THAT l f .2 CENTRAL UNION HIGH SCHOOL
GRADUATES 1953 - 1957 CONSIDERED LEAST VALUABLE
SUBJECTS 1957 1956 1955 1 9 5 1 4. 1953 Total TOTALS
Choices Choices Choices Choices 'Choices Choices
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Social Science 1 1 1 2 2 2 1
5 5
10
Orientation 2 1 1 1
k
l
5
Senior Problems 1 1 2 2 2
k
Science 1 1 2 0 2
Chemistry * 2 0 2 2
Physics 1 1 0 1
History
1 1 1 1 2
Shop 1 1 2 0 2
Spanish 1 1 1
3
0
3
English 1 1 1 1 2
Mech. Drawing 1 1 2 0 2
Music 1 1 0 1
H
SUBJECTS
P. E.
Band
Shorthand
German
Speech
Ag. Mech.
Algebra
No choice
1957 1956
Choices Choices
1st 2nd 1st 2nd
1
1
1
1
4 8 2 5
Sable h i (con«t)
1955 1954 1953 Total TOTALS
Choices Choices Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd 1st 2nd
1
1
1 5 3
0 1 1
1 0 1
0 1 1
1 0 1
0 1 1
1 0 1
1 0 1
11 26
37
u>
r\)
?ABLE IV
FREQUENCY DISTRIBUTION OF HIGH SCHOOL SUBJECTS THAT l j . 2 CENTRAL GRADUATES 1953-1957
WISHED THEY HAD TAKEN
SUBJECTS
1957
Choices
1956
Choices
1955
Choices
1951).
Choices
,1953
Choices
T; otal
Choices
t^ ota:
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Foreign Lang. 1 1 1 1 1
k
1
5
Lais m 1 1 1 2
1 3
Spanish
1 1 1 1 2
Science 1 1 1 1 2
Biology 1 2 2 Q 2
Chemistry 1 1 1 1 2
Physics 1 1 1 1 2
Mathematics 1 2 1 1 1
k
2 6
Shops 2 1 1
3
1
k
Business 2 2 0 2
Typing 1 1 1 1 2
Speech
1
1 0 1
TABLE IV (oon't)
SUBJECTS
»
1957
Choices
1956
Choices
1955 1 9 5 1 4-
Choices Choices
1953
Choices
Total
Choices
TOTALS
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Shorthand 1
2 0 2
Home Econ. 1
1 0 1
Reading
1 1 1‘ 1 2
World History 1 0 1 1
Orchestra 1 1 0 1
Art
1 0 1 1
Philosophy
1 0 1 1
Literature 1 0 1 1
Blue Printing
1 i:. 0 1
English IV 1 1 0 1 1
Ho Choice
3 7
6
3 8 o I j . 0 1 10 26 0^
■ > T £
35
come under the English it was listed separately,
III. THE PARTICIPATION OF GRADUATES IN
COLLEGE ORGANIZATIONS
Livingston1s study points out that the factor
with one of the highest correlation in regard to school
drop-outs was the failure to participate in either
formal or informal extracurricular activities.1 It is,
therefore, important that the students cultivate student
participation in various activities.
The majority of the college students were in
at least one activity. See Table V. One student who
had completed one year in college stated’ that she was
not in any activity and was very sorry that she had not
joined. She claimed that the lack of being acquainted
with the college and being a freshman hindered her
chances of getting into the organizations that she wanted.
She expressed her desire to joining some organizations
next year. Another 1957 graduate gave a similar expression
for not having joined. Still another said, ”1 don’t
1Hugh A. Livingston, nHigh School Graduates and
Dropouts - A New Look at a persistent Problem,” (Chicago:
University of Chicago Press, Summer 1958)> p. 200.
TABLE V
FREQUENCY DISTRIBUTION OF COLLEGE ACTIVITIES PARTICIPATION BY l j .2 GRADUATES OF
CENTRAL UNION HIGH SCHOOL 1953 - 1957
DATE OF HIGH NO 1 - 3 \ and more
SCHOOL ACTIVITIES ACTIVITIES ACTIVITIES TOTAL
GRADUATION
1957. 5 7 1 13
1956 5 2 0 7
1955 3 8 2 13
1951) . 2 1 * . 1 7
1953 1 1 0 2
TOTAL
37
have time for activities other than class work.”
The graduates of 1956 show a definite lack of
student participation in activities and clubs* The
response of the students showed a lack of desire* Remarks
like, nI have no time,” were common. One person stated
that she had to work and could not belong to a club.
I V . GRADUATES1 OPINIONS CONCERNING HIGH SCHOOL
EXTRA-CURRICULAR ACTIVITIES
It is noteworthy that of those who belong to
more than four organizations, belong to as many as fourteen
organizations and committees.
The students in general consider high school
activities important. The student council activities
were rated as the most valuable* See Table VI* In the
study there were three past student body presidents. The
1956 graduating class was the most indifferent concerning
choosing the most valuable activity. This attitude is
also seen in their lack of participation in college
activities. Next to the student council, sports were
rated highest in value* A number of students said that
the opportunity to meet students from other places was
the most important contribution that the activities made.
TABLE VI
FREQUENCY DISTRIBUTION OF HIGH SCHOOL ACTIVITY PREFERENCES OF I j . 2 CENTRAL HIGH
i t t i t i i
SCHOOL GRADUATES 1953 - 1957
SUBJECTS
1957
Choices
1956 .
Choices
1955
Choices
19511-
Choices
1953
Choices
Total
Chibices
TOTAI
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Student Council
k
3
6 2
k 17
2
19
Sports 1 2 1 1 1 2
3 5
8
Tri Hi Y.
1 1 1 1
2 2
k
Committees
2 1
0
3 3
Plays
1 1 1 1
3
1
k
Hi Y.
1 1 0 2 2
Choir
2
2 0 2
Speeches 1
0 1 1
Band
1 1
1 1 2
k H 1
1 0 1
F H A 1
1 Q 1
Class Officers 1
0 1 1
Yell leader
1
0 1 1
TABLE VI (con1t)
SUBJECTS 1957 1956 1955 1951j- I9^3 Total TOTAL
Choices Choices Choices Choices Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
Ind. Arts 1 1 0 1
C S P 2 1 0
3 3
P P A 2 2 0 2
Letterman1s 1 1 0 1
Editor 1 0 1 1
Uo Choice 2
K
2 6 2
3
2
k
0 1 8 18 26
vO
The high school activities considered the least
valuable, seems to indicate that most activities have
some value, since the Table shows that most students
made no choice regarding this question. See Table VII.
In evaluating the activities of Central Union
High School, the.following comments made by the graduates
should be considered:
I don!t feel that the social groups on campus
complete or fulfill the purposes and needs they
are supposed to."
Social concept is bad, too many fcliques1 also
it is hard for a new student to get in with the
good kids.
Special Interests groups are of more value
than clubs
Social life at Central Is very pleasant.
V. GRADUATES1 OPINIONS CONCERNING EMOTIONAL AND
SOCIAL PREPARATION FOR COLLEGE
Most of the graduates said that they were ex
perienced in getting acqainted with new students. A few
thought that they needed help in getting acquainted.
One student mentioned that he felt that students of Fresno
High and Roosevelt were more acquainted with the college
and therefore It was 'easier for them to get acquainted.
_ . . . > The students were asked concerning their preparedness
TABLE VII
FREQUENCY DISTRIBUTION OF HIGH SCHOOL ACTIVITIES LEAST PREFERED BY 1+2 CENTRAL
HIGH SCHOOL GRADUATES 1953
- 1957
SUBJECTS
1957
Choices
1956 1955 195ij-
Choices Choices Choices
1953
Choices
Total
Choices
TOTAL
1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
G A A 1
1
1 2 1
3
Tri Hi Y
2 1 2 1
3
Shop Act.
1 1 1 1 2
Rally Comm. 1 1 2 0 2
F H A 1 1 0 11
Block C. 1
1 0 1
Red Cross
1 1 1 1 2
Exch. Assem.
1 0 1 1
Boys Fed.
1 1 1 1 2
Hi Y.
1 1 0 1
Home Room
1 1 0 1
Recreation Comm. 1 1 0
4 = “
1 » - *
SUBJECTS 1957 1956'
Choices Choices
1st 2nd 1st 2nd
Student Council
Activity .Period
No Choice 8 11 5 7
TABLE VII (con't)
1955 1 9 5 1 ) . 1953 Total TOTALS
Choices Choices Choices Choices
1st 2nd 1st 2nd 1st 2nd. 1st 2nd
1
1
0 l
2 2 0 2
6
9 5
6 1 2
35
60
-h"
ro
1 * 3
to make sound judgements in choosing clubs and fraternities^
In the interview this question was broadened to include
other choices* A little over half the students said
they were experienced in making sound judgements. Five
students were uncertain. One student stated that he
had to make an adjustment. Another one’s answer was,
’ ’ not too well.1 1 A group simply said "no, ” that they
had not had experience in making mature or sound
judgements.
The ability of budgeting time is important to
every student. The students made a number of comments
concerning the budgeting of their time. Approximately
two thirds of the students said that they did not have
experience in budgeting their time.
Here are some of their remarks:
Central was not pushing its students enough -
not enough to do.
I knew how partially - at first poor, but
improved.
Most of the kids do not have.enough homework -
did not learn how to study.
Hot in high school, but in college.
Hot too well.
Learned how'in college.
Ho, teachers are too easy on students.
No, feel they did not make me buckle down to
study.
No, high school courses were not enough of a
challenge, therefore, I did not learn how to
study until I got to college.
Yes, but not as much as in college,
I still don’t know how. (Others repeated this
statement).
In a way, but not completely.
In college, but not in high school.
Other students made similar remarks on the subject
of having experience in budgeting their time. Many
students inserted the idea of knowing how to study with
that of budgeting of time.
Competition is basic to the American way of life.
Therefore it is important that the college student is
prepared to meet scholastic competition. The students
were asked if they had been prepared to meet competition
in college from other high schools.
Two thirds of the graduates said that they were
prepared to meet the competition. Some of them made
soma qualifying remarks and statements of deficiencies.
Yes, except in Math. (Repeatedly several)
Yes and no, education - insufficient.
Socially, no problem.
On par with others.
Yes, 99 per cent of Central students are out
standing •
No, the students at Fresno High, San Joaquin
and Roosevelt are better prepared.
Did not expect competition to be so rough.
No, desire for speech class, know something
about reasoning.
I think the city high schools are meeting it
easier.
I have enough background to meet high school
graduation competition, but it is a little harder
against the transfer students and veterans.
Need more background in science, music, speech,
civics and dramatics.
Yes, and no, wish for a better background in
spelling and reading.
Yes, except for music.
Yes, compared with some other school, it was
better.
Yes, except for literature and composition.
VI. GRADUATES’ OPINIONS CONCERNING THEIR HIGH
SCHOOL EXPERIENCE IN GENERAL
The graduates were asked,1 1 In general, do you feel
satisfied with the training offered by Central Union High
School in preparing you for college?” • They were also
asked for suggestive improvements. On a question of
this nature the yes and no answers have little significance
unless they are related to the suggestion of improvement.
Only some of the suggestions, as they are related to
this question, are given:
heeded experience in writing term papers.
More essays and themes needed. (Repeated a number of
times)
More orientation to college. (Repeated)
Many of the preparatory classes are weak in
subject and presentation.
Have more than one language, such as Latin.
Need improvement in instructional planning -
More stress on languages. (Repeated)
Need composition writing and more foreign
languages.
Not have enough grammar. (Repeated a few times)
A more rigid training in academic subjects. (Repeated!)
Since I maj ored in music, I could have used
a more extensive musical background. (Repeated)
Teaching should be more interesting.
Ancient and modern histcry needed. (Repeated)
Need more equipment in laboratory.
More science and speech courses.
Not enough science courses - too big a gap*between
high school and college.
Need to find some way to get students to know
what college is about. (Repeated)
kl
Over 60 per cent of the students said that they
were satisfied with the high school training. The above
statements are suggestive improvements which were ex
pressed by those who were satisfied as well as those also
satisfied.
A summary of the opinions expressed in this chapter
will be made in Chapter VI.
CHAPTER V
STUDENT OPINION CONCERNING- THE COUNSELING PROGRAM
OP THE LOCAL SCHOOL
The service of counseling and guiding students is
one of the important jobs of the school. This is seen
by responses of students in.their opinions of counseling
and guidance received in high school. Over 90 per cent
of the graduates who were interviewed either had com
pleted their college work or were still in college. One
person transferred to the Fresno City GolUe ge. One boy
is planning on attending the Air Force Prep School. One
girl quit college because of marital plans. One of the
other two boys in the survey, who discontinued his
education, had to help support his mother, and the other,
Decause he went into farming after one and one half years
Df college.
All of the students, with the exception of two,
said that they had chosen the correct college. A number
of the students made remarks such as: ’ ’ Taking everything
into consideration, ye.-so.1 1 "For my field yes#” ”1 think
so - in my situation,” and similar remarks.
Thirty five per cent of the graduates have chosen
a phase of education for their life’s profession. See
Table VIII.
table VIII
FREQUENCY DISTRIBUTION OF PROFESSIONS AND OCCUPATIONS OF i ( . 2 CENTRAL UNION HIGH
SCHOOL GRADUATES
1953 - 1957
SUBJECTS
1957
1956
1955 1952* 1953
Total
Sec* Education 1 2
3
1
7
El* Education
k
2 1 7
Farming 1 3
1 1 6
Accounting 1 1 1 3
Engineering 3
1
k
Law 1 2
3
Selling
1 1
Conservation 1 1
Christian Ed.
1 1
Nursing 1 1
Dentistry 1 1
Diplomacy . 1 1
Art 1 1
wSUBJECTS
Public Rel.
Business
Uncertain
i 1957
2
i 1956
'TABLE VIII (con't)
1955
1
I 195U ’ 1953 1 Total
1
1 1
1 3
TOTAL I ) . 2
5i
Six chose farming with engineering receiving four choices.
Most of the students are well on their way in preparing
themselves for their profession or occupation. The one
student going into diplomatic service graduated from
college this year and is planning on going to Europe in
August to continue his education with the aid of a
scholarship.
The vast majority of the students in the survey
said that they had received adequate counseling in
planning their high school program. They were generally
enthusiastic in their response. Only a few students
thought that too much pressure had been applied in’ taking
courses that they did not want to take. One boy mentioned
that he had received good advise but did not follow it.
A few mentioned that counseling had been good especially
the last few years. Some students stated that the
preparing of one individual high school program was left
very much to the individual student.
A large group of students said that they did not
have sufficient guidance in selecting a vocation. A few
expressed themselves by saying they needed to know more
about various fields and jobs. One student gave an
example that she did not know about the various areas of
education. She explained that when she started college,
52
she thought that there was only one educational area—
teaching* Concern was expressed by a number of students
over the fact that they needed to be more orientated with
college. Some felt that they were not prepared for what
they called the big step between high school and college.
A number of students stated that the selection of an
occupation was left strictly to the Individual student.
Most of the students stated that they would have
discussed personal problems with the counselors if there
had been a need. One person said that he would have been
too shy* A few boys said that the coach helped them a
lot with personal problems. Others would have felt free
to consult with various teachers. Only a few responded
”non to the question of sufficient counseling in personal
problems.
The summary of student opinions with suggested areas
for development will be presented in the following
chapter.
u
CHAPTER VI
SUMMARY AND CONCLUSIONS
It was the purpose of this study to obtain the
graduates1 opinions concerning their high school experience.
They were asked to give opinions concerning the academic
and social phase of their high school experience, as well
as the counseling and guidance that they received* A
review of literature was used as a guide for developing
this study. A brief background of the local school and
community was presented to facilitate the interpretation
of the data collected in this study.
1. Business and Accounting combined were the best
i
liked college subjects. Not combing Business and Accounting,
Mathematics and Music were considered first in rating
with Science being a close second.
2. The most valuable high school subjects were
! Mathematics and English.
3. Social Sciences which includes Orientation
and Senior Problems was considered to be of the least value*
I. FINDINGS ON STUDENT OPINIONS CONCERNING
THEIR PREPARATION FOR COLLEGE
5k
It should be noted that approximately fifty per cent
of the students In the study made no choice as to which
subject was the least in value.
k• Foreign Languages and Science were rated first
and second respectively for the courses the students
wished they had taken. Some of the responses were in
terms that Indicated additional languages and science*
About twenty five per cent of the students gave no opinion
on this section.
5* Approximately one third of the college students
s'
did not participate In any college extra curricular
activities. Fifty per cent of the students were in from
one to three activities. There were ten per cent of the
students that \jere In more than four activities. The
number of activities in which these students participated
was as high as fourteen. The graduates of 1956 were the
least active in college activities.
6. The high school activity which the graduates
considered of most value was that of the Student Council.
Sports was given second choice. A number of students
mentioned that the opportunity to meet students from
other places was one of the important contributions that
the activities made. Most of the students expressed that
all activities had some value.
55
7* Nearly all of the graduates were able to
readily get acquainted with new students as they started
their college experience*
8. The majority of graduates considered that their
judgements were sound and mature upon graduation from
high school, although some said MNo,l f and a few were
uncertain*
9- Approximately two thirds of the graduates
said that they had not learned how to budget their time
in high school* Many considered this to be directly
related to not knowing how to study*
10* In general, the graduates were satisfied with
their ability to meet competition in eollege. Others
mentioned areas of weakness*
11* Over sixty per cent of the graduates were
satisfied with their high school experience* Suggestions
for improvements were given and will be considered in
the suggestions for areas of future study.
II. PINDING-S ON STUDENT OPINIONS CONCERNING THE
COUNSELING PROGRAMS OF THE LOCAL SCHOOL
1* All except two of the students said that they
had chosen the correct college for their individual need.
56
2. In choosing a profession, thirty per cent
chose an area of education. Farming was the second choice j
followed by Accounting and Engineering.
3. The majority of students expressed their
satisfaction with the counseling program of the school.
The students were critical in their opinions concerning
the vocational and future educational guidance. They
expressed a need for more information on vocational
opportunities and college orientation.
III. SUGGESTIONS BASED ON STUDENT OPINIONS
Central Union High School is a rural community
.with less than twenty per cent of its graduates going
I
to college. It would be false to impose the needs of
those continuing their education upon all the students.
Since the opinions expressed in this study is a j
representation of less than twenty per cent, no definite j
i
conclusions can be made by only this one study. Therefore,
the suggestions that are made are in terms of needs for
future study.
Academic Considerations. A study to consider the
feasibility of enriching the English and Mathematics
program for the college bound students shouls be made.
This should include the use of more essay writing and
57
and taking of notes* There is an indication that the
student does not understand the purpose of the social
science courses. This suggests an area for future
studies.
Foreign languages and science courses need to be
studied in relation to the college prep student*
A need for more extensive musical background was
requested by music majors and elementary education majors.
This should be investigated.
Social considerat1ons* A continuous evaluation
of purposeful activities should be continued and
developed* According to the 1956 graduates, the
participation in high school activities have a carry
over into the participation in college organizations.
Some means of acquainting the students with the values
in organizational participation should be made.
Counseling considerations. A study of means to
orientate the students with the local college is advisable.
This can be applied to the area of vocational guidance*
This study has been made with the hope that Central
Union High School will continue to meet the needs of the
individual students by providing adequate curriculi
offerings, social experiences and counseling services.
APPENDIX
SAMPLE L E T T E R
Date
Name
Address
City, State
Dear Mr. ______________
A survey is being made of the graduates of Central
Union High School who have continued their education at
Fresno State College.
We need your help. Would you kindly fill out the
enclosed questionnaire and return immediately by way of
the enclosed self addressed stamped envelope?
Thank you for your cooperation.
Marvin G. Buller
MGB/eb
60
A STRUCTURED INTERVIEW 1953 - 1957
Name _________________ Address____________
Date High School Graduation ___________ _________________
Date entered college _______________
1* Do you feel that you have chosen the correct college
for you? ______________________________________________
2* What college activities are you in? __________________
3* Upon entering college were you experienced in:
(1) G-etting acquainted with new students? ________
(2) Using sound judgments in choosing clubs and
fraternities? ______ __________
(3) Budgeting your time? _________________________
ll« What college subject or subjects do you like best?
5* What is your chosen profession or vocation? ______
6. In general, do you feel satisfied with the training
offered by G. U. H. S. in preparing you for college?
(1) If not, what improvements would you suggest ?
61
7* What do you consider was your most valuable high
school subject7
First _ _ _______________ Second _ _ _ _ _ _ _ _ _ _
8* What high school subject do you consider was the least
valuable?
First __________________ Second __________________
9. What high school activity was the most valuable?
First _____ _________ ____ Second ____________________
LO. What high school activity was the least valuable?
First_________________ Second _______________________
11. What high school subject do you wish you had taken?
First ___________________ Second _ _ _ _ _ _ _ _ _ _ _
12. At the college you are competing with graduates from
many high schools. Do you feel that you have been
adequately prepared to meet this competition? ______
13* Do you say that you had sufficient counselling and
guidance in: j
i
(1) Planning your high school program? ______________
(2) Selecting a vocation? ____________________________
(3) Personal problems? _______________________________
L i j . . If you have dropped out of school before college grad- |
i
uation, what was the reason? ________________________ ^
i
i ------------------------ --------------------------------
! ^
15* Remarks:
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS
Allsen, Wilfred M. The Story of the Eight Year Study.
Vol. I of Adventures in American Education. Edited
by Eugene R. Smith and Ralph W. Tyler; 5 vols. New
York: Harper and Brothers, 1952. 15? PP«
A description of the way the Eight Year Study is
carried out.
Leonard, Paul J. Developing the Secondary School Cur
riculum. New York: Rinehardt and Company, Inc., 1953*
582 pp;
A comprehensive coverage of various theories and
practices related to curriculum development.
Progressive Education Association, Publication Commission
on the Relation of School and College. Thirty Schools
Tell Their Story. Vol. 5 of Adventures in American
Education. Edited by Eugene R. Smith and Ralph W.
Tyler; 5 vols. New York: Harper and Brothers, 19ij-2.
A collection of the reports of the thirty schools
in the Eight Year Study.
Smith, Eugene R. Appraising and Recording Student Progress.
Vol. 3 of Adventures in American Education. Edited
by Eugene R. Smith and Ralph W. Tyler; 5 vols. New
York: Harper and Brothers, 19lj-2.
This volume contains data on the appraising and
recording of the student progress in the Eight Year
Study •
Thut, I. N., and J. R. Gerbreich. Foundations of Methods
for Secondary Schools. New York: McGraw-Hill Book
Co., Inc., 19i|-9. 14-93 pp.
A presentation of various methods used in secondary
schools.
64
B. PERIODICALS
Cunliff, William A. J. "A Quart of Education,” California
Journal of Secondary Education, edited by Prank W.
Thomas and Henry Clay Lindgren, 25• 477-479 •
This article deals with the follow-up study of
Orange County, California.
Howard, W. L. ”What Becomes of High School Graduates?”
School Executive Magazine, 572268-269, February, 1938*
This eheck-up on high school graduates lists student
opinions concerning their high school experience*
Valentine, Bess, ”How Are We Doing? 1911.6-1948,” California
Journal of Secondary Education, Vol* 25> January to
December 1950•
A follow-up study made at the Tulare Union High
School, Tulare, California.
C. PAMPHLET
Morrisett, Lloyd N., and John A. Sexon, ”A Survey of the
Compton High School and Junior College,” Los Angeles:
. The University of Southern California, June 1940*
224 pp.
A survey of the school and community of Compton
High School and Junior College, and an evaluation of
these schools.
D. UNPUBLISHED MATERIALS
Cavanaugh, Dorether Mary, f , A Five Year Follow-Up.”
Unpublished Master1s thesis, The University of Southern
California, Los Angeles, 1934*
Mitchell, Eugene Daniel. ”A Follow-Up Study of Graduates
of the Fontana High School, Fontana, California.”
Unpublished Master1s thesis, The University of Southern
California, Los Angeles, 1957.
65
Nash, Dorothy G* 1 1 A Follow-Up Study of Stenographic
Commercial Graduates of Washburn High School,
Minneapolis, Minnesota*" Unpublished Master1s thesis,
The University of Southern California, Los Angeles,
1939.
Tucker, Robert* "A Survey of Drop-outs at Central Union
High School." Unpublished Master’s thesis, The
University of Southern California, Los Angeles, 1951.
0 H fv e ra lttr of* ??on+ihPT-n cai jfo n r tli

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

A study of the Girls' League with a handbook for advisers

PDF

A course in senior high school play production

PDF

A curriculum survey of Big Bear High School.

PDF

Health services and procedures employed by the health office personnel at John Muir Junior High School.

PDF

The techniques and procedure for beginning a plan of curriculum evaluation in high school.

PDF

A plan for making the master schedule for a junior-senior high school of 1500 students

PDF

The organization and administration of health education for secondary schools

PDF

A handbook of referral agencies for school counselors in the Los Angeles area.

PDF

The standardization of the driver training program in the high school curriculum.

PDF

A course in human biology for Santa Rosa Junior College.

PDF

A study of the factors influencing the curriculum in junior high schools.

PDF

A survey of the graduates of the Needles, California Junior-Senior Union High School for the past fifteen years for the purpose of improving the curriculum and guidance services.

PDF

A study of nonparticipating students in high school athletics.

PDF

A guide for the use of projects in teaching high school chemistry

PDF

A functional course of study in high school biology

PDF

A guide for the extracurricular program of Centennial High School.

PDF

A proposed curriculum and teacher procedure for the Nellie N. Coffman Junior High School.

PDF

Suggested curriculum for the junior high school mentally retarded child.

PDF

A high school course in architecture

PDF

Correlation of general science and health education in the high school curriculum.

Asset Metadata

Creator Buller, Marvin G. (author)

Core Title A survey of Central Union High School graduates with implications for curriculum.

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1958-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, curriculum and instruction,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Calvert, Leonard (committee chair)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c24-186472

Unique identifier UC11279403

Identifier EP49443.pdf (filename),usctheses-c24-186472 (legacy record id)

Legacy Identifier EP49443.pdf

Dmrecord 186472

Document Type Thesis

Rights Buller, Marvin G.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA