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An Analysis Of The Characteristics Of Mexican-American And Anglo-Americanparticipants In Co-Curricular Activities

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An Analysis Of The Characteristics Of Mexican-American And Anglo-Americanparticipants In Co-Curricular Activities

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Content This dissertation has been microfilmed exactly as received PLOTT, Curtis Ellsworth, 1936- AN ANALYSIS OF THE CHARACTERISTICS OF MEXICAN- AMERICAN AND ANGLO-AMERICAN PARTICIPANTS IN CO-CURRICULAR ACTIVITIES. University of Southern California, Ed.D., 1967 Education, administration U niversity Microfilms, Inc., A nn Arbor, M ichigan AN ANALYSIS OF THE CHARACTERISTICS OF MEXICAN-AMERICAN AND ANGLO-AMERICAN PARTICIPANTS IN CO-CURRICULAR ACTIVITIES by C u r t i s E lls w o rth P l o t t A D i s s e r t a t i o n P re s e n te d to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In P a r t i a l F u l f i l l m e n t o f the R equirem ents fo r th e Degree DOCTOR OF EDUCATION June 1967 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of D octor of Education . Date. 4UNE, 1967 Guidance Committee Dean TABLE OF CONTENTS Page LIST OF TABLES.............................................................................................. v C hapter I . INTRODUCTION TO THE PROBLEM........................................ 1 Background of the P r o b l e m ........................................ 3 S tatem ent of the Problem ............................................. 6 Im portance of the S t u d y ............................................. 7 S tatem ent o f th e H y p o t h e s e s ................................... 12 Assum ptions . ................................................................ 12 D e f in iti o n of T e r m s ....................................................... 13 D e lim ita tio n s of the S t u d y ........................................ 15 G eneral P ro c ed u res ............................................................ 16 O rg a n iz a tio n o f Remaining C h a p ters .................... 18 I I . REVIEW OF RELATED LITERATURE........................................ 19 H i s t o r i c a l Development o f A c t i v i t i e s . . . . 19 Aims and O b je c tiv e s of A c t i v i t i e s .................... 28 V alues o f th e C o - C u r r i c u l u m ................................... 33 The Need f o r E v a l u a t i o n ............................................. 40 E f f o r t s to E v a lu a te O b je c tiv e s .............................. 45 E f f e c t s of E th n ic Group and C u l t u r a l O p p o rtu n ity on P a r t i c i p a t i o n .............................. 53 S u m m a r y .................................................................................... 59 I I I . RESEARCH DESIGN AND PROCEDURES ................................... 63 R esearch D esign ................................................................. 63 D e s c rip tio n of th e P o p u l a t i o n ......................... 63 D e s c rip tio n of th e S a m p l e ................................... 65 Sources o f D a t a ................................................................. 68 D e s c r ip tio n of th e In s tru m e n ts ......................... 68 Academic Grades ............................................................ 74 C i tiz e n s h ip Marks ....................................................... 74 A ttendance Record ....................................................... 75 E x p o n e n t s .......................................................................... 75 C o - c u r r ic u la r A c t i v i t y Record S h eets . . . 76 P u p il Data S h e e t ............................................................ 76 ii Chapter Page C o l l e c t i o n o f th e D a t a ................................................... 76 T e s t A d m i n i s t r a t i o n ................................................... 76 C u m u lativ e Record Card D a t a ............................... 79 T re a tm e n t o f th e D a t a ................................................... 81 S u m m a r y ....................................................................................... 85 IV. FIN D IN G S............................................................................................ 87 C om parison o f Iowa T e s t o f E d u c a tio n a l D evelopm ent S c o re s ........................................................ 88 C om parison o f Academic Grade A verages . . . 120 C om parison o f C i t i z e n s h i p A verages ................... 122 C om parison o f S ch o o l A tte n d a n c e ........................ 127 C om parison o f B oysT P h y s ic a l C h a r a c t e r i s t i c s 128 Com parison o f A t t i t u d e s on th e Meaning o f Words I n v e n t o r y .............................................................. 135 A nglo-A m ericans vs M exican-A m ericans . . . 141 Boys vs G i r l s .........................................................................141 E d u c a t i o n a l l y D is a d v a n ta g e d vs E d u c a t i o n a l l y A dvantaged .................................... 142 P a r t i c i p a n t s vs N o n - P a r t i c i p a n t s ..................... 142 E th n ic and Sex Group C om parisons ..................... 143 E th n ic and E d u c a tio n a l O p p o rtu n ity Group C o m p a r i s o n s ......................................................... 144 E th n ic and P a r t i c i p a t i o n Group C o m p a r i s o n s .........................................................................144 Sex and E d u c a tio n a l O p p o rtu n ity Group C o m p a r i s o n s .........................................................................145 E d u c a tio n a l O p p o rtu n ity and P a r t i c i p a t i o n Group C o m p a r i s o n s ......................................................... 146 S u m m a r y .............................................................................................147 V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.........................................................................151 S u m m a r y .............................................................................................151 The P r o b l e m ..............................................................................151 The S a m p l e ......................... 152 C o l l e c t i o n o f D ata ......................................................... 152 S t a t i s t i c a l and D e s c r i p t i v e M ethods . . . 153 Summary of F i n d i n g s ...............................................................154 C o n c l u s i o n s ...................................................................................162 Recomm endations .................................................................. 164 BIBLIOGRAPHY 167 Chapter Page APPENDIX A CO-CURRICULAR ACTIVITY RECORD......................... 184 APPENDIX B PUPIL DATA S H E E T ....................................................... 188 LIST OF TABLES T ab le Page 1. V alues Claim ed f o r P a r t i c i p a t i o n in E x t r a c u r r i c u l a r A c t i v i t i e s by T h i r t y - E ig h t A u th o rs i n F o rty S o u rc es ............................... 34 2. B a s is f o r D ete rm in in g th e S iz e o f th e E le v e n th Grade Sample ................................................... 66 3. N um erical D e s c r i p t i o n o f R e se a rc h Sample . . . 67 4. B a sic S t a t i s t i c a l Model .................................................... 83 5. B a sic S t a t i s t i c a l Model ..................................................... 84 6. A n a ly s is o f C o v a ria n ce f o r th e ITED S u b t e s t , U n d e rs ta n d in g o f B a s ic S o c ia l C o n c ep ts f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n i n C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o r t u n i t y ............................................................................. 89 7. A n a ly s is o f C o v a ria n c e f o r th e ITED S u b te s t Background i n the N a tu r a l S c ie n c e s f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O ppor t u n i t y ............................................................................................ 92 8. A n a ly s is o f C o v a ria n c e f o r th e ITED S u b te s t C o r r e c t n e s s and A p p r o p r ia te n e s s o f E x p re s s io n f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n i n C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o r tu n ity .............................................. 95 v Table 9. 10. 1 1 . 12. 13. 14. 15. Page A n a ly s is of C o v a ria n c e f o r th e ITED S u b t e s t , A b i l i t y to do Q u a n t i t a t i v e T h in k in g f o r E le v e n th Grade S tu d e n ts w ith R egard to P a r t i c i p a t i o n in C o - C u r r ic u la r A c t i v i t i e s , Sex, E t h n i c G roup, and E d u c a tio n a l O p p o r t u n i t y .................................................................................. 98 A n a ly s is o f C o v a ria n c e f o r th e ITED, S u b te s t A b i l i t y t o I n t e r p r e t R eading M a t e r i a l s in S o c i a l S t u d i e s f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in Co- C u r r i c u l a r A c t i v i t i e s , Sex, E th n ic Group, E d u c a tio n a l O p p o rtu n ity ................................................... 102 A n a ly s is o f C o v a ria n c e f o r th e ITED S u b te s t A b i l i t y to I n t e r p r e t R eading M a t e r i a l s in th e N a t u r a l S c ie n c e s f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o r t u n i t y ................................104 A n a ly s is o f C o v a ria n c e f o r th e ITED S u b te s t A b i l i t y to I n t e r p r e t L i t e r a r y M a t e r i a l s f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o rtu n i t y ............................................................................................................ 108 A n a ly s is o f C o v a ria n c e f o r th e ITED S u b te s t G e n e ra l V o ca b u lary f o r E le v e n th Grade S tu d e n ts w ith R egard to P a r t i c i p a t i o n in C o - C u r r ic u la r A c t i v i t i e s , S ex, E th n ic G roup, and E d u c a tio n a l O p p o r tu n ity ..................... I l l A n a ly s is o f C o v a ria n c e f o r th e ITED S u b t e s t , Use o f S o u rc es o f I n f o r m a tio n f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n i n C o - C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o r tu n ity .......................... 115 A n a ly s is o f C o v a rian ce f o r th e ITED C om posite S core T e s t s 1-8 f o r E le v e n th Grade S tu d e n ts w ith R egard to P a r t i c i p a t i o n i n Co- C u r r i c u l a r A c t i v i t i e s , Sex, E th n ic Group, and E d u c a tio n a l O p p o r tu n ity ......................................... 118 vi Table 16. 17. 18. 19. 20 . 21 . 22 . 23. A n a ly s is of C ovariance f o r the Academic G radepoint Average o f E le v e n th Grade S tu d e n ts w ith Regard f o r P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , Sex, E th n ic Group, and E d u c a tio n a l O p p o rtu n ity .................... A n a ly s is o f C ovariance fo r the School C i t i z e n s h i p o f E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in Co- C u r r ic u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o rtu n ity ................................... A n a ly s is of C ovariance f o r School A ttendance f o r E le v e n th Grade S tu d e n ts w ith Regard to P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , Sex, E th n ic Group and E d u c a tio n a l O p p o rtu n ity .......................................................................... A n a ly s is of C ovariance fo r the Age of E le v e n th Grade Boy S tu d e n ts w ith Regard to P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , E th n ic Group and E d u c a tio n a l O p p o rtu n ity . . A n a ly s is of C ovariance f o r the H eight of E lev e n th Grade Boys w ith Regard to P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , E th n ic Group and E d u c a tio n a l O p p o rtu n ity . . A n a ly s is of C ovariance f o r th e Weight of E le v e n th Grade Boys w ith Regard to P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , E th n ic Group and E d u c a tio n a l O p p o rtu n ity . . A n a ly s is of C ovariance f o r the T o ta l C .I .F . E xponents of E lev en th Grade Boys w ith Regard to P a r t i c i p a t i o n in C o -C u rric u la r A c t i v i t i e s , E th n ic Group and E d u c a tio n a l O p p o rtu n ity .......................................................................... Summary o f A n a ly s is o f C ovariance Comparisons .......................................................................... Page 123 125 129 132 133 134 136 137 vii CHAPTER I INTRODUCTION TO THE PROBLEM Our re q u ire m e n ts fo r w orld le a d e r s h i p , our hopes fo r economic grow th, and the demands o f c i t i z e n sh ip i t s e l f in an e r a such as t h i s a l l r e q u ir e th e maximum developm ent of ev ery young A m erican’s c a p a c ity . John F. Kennedy S p e c ia l Message on E d u catio n Sent to Congress F ebruary 20, 1961 - The number o f c h ild r e n who rem ain in secondary s c h o o ls , e i t h e r by t h e i r own choice or through le g a l man d a t e , i s in c r e a s in g each y e a r. The re a s o n fo r t h i s i s two f o l d . The m a jo r ity o f th e youth of the n a t io n are r e q u ire d by s t a t e laws to a tte n d some type of sch o o l from age e i g h t to s i x t e e n . The second reaso n i s b a s ic to the U nited S t a t e s ’ d e m o c ra tic way of l i f e which g u a ra n te e s each Ameri can e q u a l i t y of o p p o r tu n ity and a p u b lic e d u c a tio n system open to a l l r e g a r d l e s s of r a c e , creed or c o lo r . The s e l e c t i o n of the d e m o cratic form of government and th e developm ent o f the U nited S t a t e s i n t o an u rb an , i n d u s t r i a l s o c ie ty has made a form al e d u c a tio n a n e c e s s i t y and i t has become alm ost mandatory th a t each i n d i v i d u a l be d e veloped to h is maximum c a p a c ity . 1 The i n c r e a s e i n th e s c h o o l p o p u l a t i o n has changed th e c h a r a c t e r and r o l e o f th e h ig h s c h o o l. I t i s no lo n g e r a s e c o n d a ry s c h o o l d e s ig n e d s o l e l y f o r th e a c a d e m ic a lly " e l i t e ” b u t now h a s th e ta s k o f e d u c a tin g c h i l d r e n o f q u i t e d i v e r s e i n t e r e s t s , a p t i t u d e s , a b i l i t i e s , a t t i t u d e s , home e n v iro n m e n ts and g o a l s . As the h ig h s c h o o ls g r a d u a l l y a c c e p t ed th e d o c t r i n e t h a t i n s t r u c t i o n sh o u ld be p ro v id e d f o r y o u th w ith a v a r i e t y o f a m b itio n s and a b i l i t i e s , th e sc h o o l program was f o r c e d t o in c lu d e a d i v e r s i t y o f c u r r i c u l a r a c t i v i t i e s and e x p e r i e n c e s to meet th e n eed s o f th e s e p u p i l s . The r e s u l t o f th e s e ch anges h as been the c r e a t i o n o f what Jam es B ry an t C onant h as term ed as th e "c o m p re h en siv e h ig h s c h o o l . ” The c o n c e p t o f a com prehensive h ig h s c h o o l i s n o t alw ays c l e a r , b u t Jo h n G a rd e n e r, S e c r e t a r y o f H e a lth , E duca t i o n and W e lfa re , d e s c r i b e d i t , p ro b a b ly as c l e a r l y as p o s s i b l e , when he w ro te : The com prehensive h ig h sc h o o l i s a p e c u l i a r l y A m erican phenomenon. I t i s c a l l e d co m p reh en siv e b e c au se i t o f f e r s , under one a d m i n i s t r a t i o n and under one r o o f ( o r s e r i e s o f r o o f s ) , s e c o n d a ry e d u c a ti o n f o r alm o st a l l th e h ig h s c h o o l age c h i l d r e n o f one town or n e ig h b o rh o o d . I t i s r e s p o n s i b l e f o r e d u c a t ing th e boy who w i l l be an atom ic s c i e n t i s t and th e g i r l who w i l l m arry a t e i g h t e e n ; th e p r o s p e c t i v e c a p t a i n o f a s h i p and th e f u t u r e c a p t a i n of i n d u s t r y . I t i s r e s p o n s i b l e f o r e d u c a tin g th e b r i g h t and th e n o t so b r i g h t c h i l d r e n w ith d i f f e r e n t v o c a t i o n a l and p r o f e s s i o n a l a m b itio n s and w ith v a r i o u s m o tiv a t i o n s . I t i s r e s p o n s i b l e , i n sum, f o r p r o v id in g good and a p p r o p r i a t e e d u c a ti o n , b o th academ ic and v o c a t i o n a l , f o r a l l young p e o p le w i t h i n a d e m o c ra tic en v iro n m en t w hich th e A m erican p e o p le b e l i e v e s e r v e s th e p r i n c i p l e s th e y c h e r i s h ( 3 : 3 ) . One o f th e b a s e s fo r th e o r g a n i z a t i o n of th e 3 com prehensive hig h sc h o o l was to o f f e r a w ider range o f ex p e r ie n c e s fo r the p u p i l . C o - c u r r ic u la r a c t i v i t i e s were an outgrow th of th e changing r o l e o f the secondary sc h o o l. There has been e x te n s iv e growth over the p a s t few y e a rs , w ith more and more of the s o - c a l l e d e x t r a - c u r r i c u l a r a c t i v i t i e s b ein g in c o rp o r a te d in to the r e g u la r c u rric u lu m of the sch o o l (3 4 :1 1 0 ). There are many who a re convinced t h a t a co- c u r r i c u l a r program , p r o p e r ly conceived and g u id e d , can e x te n d , r e i n f o r c e , su p p o rt and r e v i t a l i z e th o se le a r n in g e x p e r ie n c e s th a t occur in the classro o m . E d u cato rs have e v e ry i n d i c a t i o n t h a t th e demands p la c e d upon e d u c a tio n in th e f u tu r e w i l l become i n c r e a s i n g l y more se v ere and c h a lle n g in g . These demands can only be met through improvement of a l l phases of the e d u c a tio n program and c o - c u r r i c u l a r a c t i v i t i e s w i l l h e lp meet th e s e needs of our young people i f th ey a re p ro p e rly i n t e g r a t e d w ith an academic program and i f the p u r poses o f b o th are m eaningful to the i n d iv i d u a l s tu d e n t (63: 268). Background of th e Problem The r o le of the a c t i v i t i e s program has gone through a s e r i e s of changes sin c e i t f i r s t appeared as a t o l e r a t e d p a r t of the sch o o l program. The p e rio d of t o l e r a t i o n was follow ed by a p e rio d o f acce p tan c e on the p a r t of most school p e o p le . In r e c e n t y e a r s , th e a c t i v i t i e s program has 4 been i n a p e r io d o f c a p i t a l i z a t i o n or w hat may have been term ed " th e t a i l wagging the dog p h a s e ." I t a p p e a rs to many e d u c a t o r s now, t h a t th e y a r e fa c e d w ith a f o u r t h phase i n th e c o - c u r r i c u l a r program , t h a t o f r e t r e a t i n g to a r e a s o n a b l e , a c c e p ta b le and w o rth w h ile program which i s n o t p r o moted a t th e ex pense of o th e r p a r t s o f th e c u r r ic u lu m (36: 112) . The v ig o ro u s grow th of th e c o - c u r r i c u l a r program s in c e 1900 c a n n o t be e x p la in e d sim p ly , b u t t h e r e have been s o l i d e d u c a t i o n a l r e a s o n s f o r th e developm ent o f th e s e a c t i v i t i e s . One o f th e most im p o r ta n t re a s o n s was a s u s t a i n e d demand by th e s t u d e n t s f o r sc h o o l a c t i v i t i e s . D uring th e e a r l y y e a r s o f th e A m erican h ig h s c h o o l, th e i n t e r e s t of s t u d e n t s and t h e i r c o n v i c t i o n t h a t a c t i v i t i e s had v a lu e prom pted them to i n i t i a t e and ta k e p a r t in th e s e a f f a i r s in the f a c e o f s tr o n g f a c u l t y o p p o s i t i o n . A n o th er r e a s o n was t h a t e d u c a to r s have had a c c e s s to a la r g e body o f com petent r e s e a r c h on a d o l e s c e n t p sy c h o lo g y and c h a r a c t e r i s t i c s and t h i s knowledge h as s u g g e s te d t h a t s tu d e n t a c t i v i t i e s have an im p o rta n t r o l e i n m eeting y o u t h 's n e e d s . A t h i r d r e a s o n c o n t r i b u t i n g to th e grow th o f a c t i v i t i e s has been t h e i r e f f e c t i v e n e s s in im p lem en tin g e d u c a t i o n a l and p s y c h o lo g ic a l th e o r y . P s y c h o l o g i s t s and e d u c a to r s have le a r n e d a g r e a t d e a l a b o u t i n d i v i d u a l d i f f e r e n c e s , m o ti v a ti o n , t r a n s f e r of t r a i n i n g and y o u t h 's i n t e r e s t s d u r in g th e p a s t f i f t y y e a r s and much o f what th e y have le a r n e d s u p p o r ts th e case fo r 5 c o - c u r r i c u l a r a c t i v i t i e s as an e f f e c t i v e media f o r l e a r n ing (2 :2 2 3 -2 2 5 ). The changing view of e d u c a tio n from s t r i c t l y an i n t e l l e c t u a l e n t e r p r i s e to a r e a l i z a t i o n t h a t th e re are a v a r i e t y o f human n eed s, re c e iv e d an im petus from the Commis sio n on R e o rg a n iz a tio n of Secondary E d u ca tio n of the N a tio n a l E d u ca tio n A s s o c ia tio n which re p o r te d in 1918 and l i s t e d the Seven C a rd in a l P r i n c i p l e s of e d u c a tio n . In more r e c e n t y ears the N a tio n a l A s s o c ia tio n fo r Secondary School P r i n c i p a ls review ed the needs o f youth and p u b lis h e d the Ten Im p e r a t iv e Needs of Youth. I t was e v id e n t in bo th landmark r e p o r t s t h a t the proper use of l e i s u r e time should be con s id e re d a proper o b je c ti v e of any com prehensive e d u c a tio n a l program. Undoubtedly a major p o r tio n of the a c t i v i t i e s p r o gram was an outgrow th of the need fo r those e x p e rie n c e s which would h e lp e d u c a tio n ach iev e the o b je c ti v e of w orthy use of l e i s u r e time (3 6 :1 1 3 ). With the e x c e p tio n of such groups as t e a c h e r s , doc t o r s , clergymen and n u r s e s , Americans have more l e i s u r e time than a t any o th e r tim e in the h i s t o r y of th e n a t i o n . Be cause a d u l t s have more f r e e tim e among o th e r re a s o n s , they have become i n t e r e s t e d in e n te r ta in m e n t and have su p p o rted sch o o l a c t i v i t i e s in the i n t e r e s t of good e n te r ta in m e n t. And because s tu d e n ts have fewer work r e s p o n s i b i l i t i e s , sc h o o ls have expanded t h e i r c o - c u r r i c u l a r programs in order to keep youth o f f the s t r e e t s and to occupy t h e i r f r e e time w ith c o n s t r u c t i v e l e i s u r e tim e p u r s u i t s (2 :2 2 6 ) ( 3 6 :1 1 3 ) . The a c c e p ta n c e o f c o - c u r r i c u l a r a c t i v i t i e s as a l e g i t i m a t e phase o f th e s c h o o l program was i n e v i t a b l e in l i g h t o f th e p r e v i o u s l y l i s t e d s u p p o r tin g e v id e n c e . E d u c a tio n a l l e a d e r s and w r i t e r s have a g re e d in r e c e n t y e a r s t h a t a c t i v i t i e s a r e in d e e d im p o r ta n t and t h a t th e y d e s e rv e e d u c a t i o n a l r e c o g n i t i o n . A q u ic k su rv e y o f th e l i t e r a t u r e p e r t a i n i n g to c o - c u r r i c u l a r a c t i v i t i e s w i l l r e v e a l a number o f presum ed v a lu e s of th e s e a c t i v i t i e s . Among th e f r e q u e n t l y l i s t e d v a lu e s o f a c t i v i t i e s a re t h a t th e y have h e lp e d promote s c h o o l s p i r i t , im prove t e a c h e r - p u p i l r e l a t i o n s , e n r i c h th e fo rm a l c u r r ic u lu m , p ro v id e f o r b e t t e r use o f l e i s u r e tim e and p r o v id e o p p o r t u n i t y f o r th e d evelopm ent o f s tu d e n t i n i t i a t i v e and r e s p o n s i b i l i t y ( 8 4 : 5 - 6 ) . O b v io u sly th e s e v a lu e s a re h ig h ly commendable and w i l l make a s i g n i f i c a n t c o n t r i b u t i o n to th e growth o f th e whole c h i l d . I t i s a p p a re n t t h a t th e n a t u r e o f th e p u r p o r t ed v a l u e s o f th e a c t i v i t i e s makes i t d i f f i c u l t to a s c e r t a i n w h e th e r th e s e g o a ls a re b ein g a t t a i n e d . However, any r e a s o n a b le e d u c a ti o n program must a tte m p t to e v a l u a t e a l l p h a s e s o f i t s c u r r ic u lu m . T here sh o u ld be c o n tin u o u s e v a l u a t i o n of th e a c t i v i t y program as to i t s e d u c a t i o n a l c o n t r i b u t i o n to th e i n d i v i d u a l p u p i l or group o f p u p i l s . S ta te m e n t o f th e Problem T h is s tu d y was c o n c ern ed w ith an e v a l u a t i o n of c e r t a i n a s p e c t s o f th e c o - c u r r i c u l a r program s o f two f o u r - y e a r 7 s e n i o r h ig h s c h o o ls . S p e c i f i c a l l y , the s tu d y was co n cern ed w ith w h eth e r some o f th e p u r p o r te d d i f f e r e n c e s betw een p a r t i c i p a n t s and n o n - p a r t i c i p a n t s a c t u a l l y e x i s t when such f a c t o r s as e t h n i c group and c u l t u r a l and e d u c a t i o n a l o p p o r tu n i t y a r e in c lu d e d i n th e d e s ig n o f th e s tu d y . The p u rp o se o f th e s tu d y was to d e te rm in e th e d i f f e r e n c e betw een e d u c a t i o n a l l y d is a d v a n ta g e d and e d u c a t i o n a l ly a d v a n ta g e d M exican-A m erican and A nglo-A m erican s t u d e n t s who a re p a r t i c i p a n t s or n o n - p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s . The v a r i a b l e s - - s c h o o l a d ju s tm e n t, sc h o o l a t te n d a n c e , e d u c a t i o n a l a c h ie v e m e n t, p u p i l a t t i t u d e s , i n t e l lig e n c e and p h y s ic a l c h a r a c t e r i s t i c s - - w e r e m easured to d i s c e rn i f c h i l d r e n who p a r t i c i p a t e i n c o - c u r r i c u l a r a c t i v i t i e s d i f f e r s i g n i f i c a n t l y from n o n - p a r t i c i p a n t s . Im p o rtan ce o f th e Study What i s th e s t a t u s o f th e c o - c u r r i c u l a r program in th e Am erican s e n i o r h ig h s c h o o l? T here i s i n c r e a s i n g p r e s s u r e from th e A m erican p u b l i c to ta k e a lo o k a t th e co- c u r r i c u l a r program . The p o p u l a t i o n e x p lo s io n has pro v en c o s t l y to th e ta x p a y e r s as th o u s a n d s o f com m unities need more s c h o o ls and b e t t e r t e a c h e r s , hence more money t o make q u a l i t y e d u c a ti o n a r e a l i t y . The fo rw ard lo o k in g sc h o o l sy ste m s f a c e two p o s s i b i l i t i e s . On th e one hand, w h ate v er i t i s t h a t i s u n ique a b o u t c o - c u r r i c u l a r a c t i v i t i e s co u ld be used to u n i f y and e n r i c h th e c u r r ic u lu m or on the o t h e r hand 8 i t could be allow ed to co n tin u e to dev elo p in t o a second program of i n s t r u c t i o n competing f o r tim e and i n t e r e s t of the s tu d e n ts (3 8 :1 1 6 ). The answer has become i n c r e a s i n g l y obvious i f e d u c a to rs a c c e p t one o f th e c u r r e n t th e s e s i n the U n ited S t a t e s re g a rd in g c u rric u lu m , which i s to in c lu d e a l l the le a rn in g e x p e rie n c e s provided by the sch o o l fo r i t s s tu d e n ts as an i n t e g r a l p a r t of i n s t r u c t i o n and the s c h o o lTs cu rric u lu m ( 1 6 : 1 ) . T his means t h a t , in th e o ry , th e e x i s t ence o f the c o - c u r r i c u l a r program can be j u s t i f i e d only i f i t s e rv e s some e d u c a tio n a l o b j e c t i v e . Many of the problem s of th e s tu d e n t a c t i v i t y program have been d is c u s s e d in th e l i t e r a t u r e . The c r i t i c i s m s have been d i r e c t e d toward such w eaknesses as th e overem phasis of the co m p e titiv e a s p e c t of the i n t e r - s c h o l a s t i c program s, the f a c t t h a t p a r t i c i p a t i o n te n d s to be lim ite d to a p a r t i c u l a r s e c tio n of th e s tu d e n t body, th e a c t i v i t y program has not always been r e l a t e d to the c u rric u lu m and e v a lu a tio n in term s of b a s ic o b je c ti v e s has been la c k in g in many cases (1 3 :3 5 6 -3 5 7 ). C r itic is m of the a c t i v i t y program en co u rag es the need f o r e v a lu a t io n and r e q u ir e s th a t a l l claim s of v a lu e s n o t be accep ted a u t o m a t ic a lly , b u t t h a t achievem ent be con firm ed whenever p o s s i b l e . I t i s toward th e se ends t h a t t h i s stu d y has sought to su p p o rt or r e j e c t some o f the avowed v i r t u e s in th e c o - c u r r i c u l a r program. S y stem atic e f f o r t s to e v a lu a te th e c o n t r i b u t i o n of e x t r a c l a s s programs have been i n f r e q u e n t . An ex am in atio n of th e l i t e r a t u r e in t h i s a re a r e v e a ls th a t n e a r l y a l l w r i t i n g s are concerned w ith r e p o r t i n g th e s t a t u s of programs i n o p e r a t io n along w ith argum ents e i t h e r pro or con f o r th e c o n t in uance o f change of a p a r t i c u l a r e v e n t. The r e s e a r c h r e l a t e d to p a r t i c i p a n t s and n o n - p a r t i c i p a n t s has g e n e r a lly showed th e s u p e r i o r i t y of the p a r t i c i p a n t s in such a re a s as i n t e l l ig e n c e , c i t i z e n s h i p in sc h o o l, a t t i t u d e s , i n t e r e s t s , but l i t t l e has been done to show the cause and e f f e c t r e l a t i o n s h ip nor are th e re many s t u d i e s which c o n s id e r e t h n ic group and e d u c a tio n a l o p p o r tu n ity as p a r t of t h e i r d e s ig n (28:166). A q u e s tio n which a r i s e s when review ing the r e s e a r c h showing some s u p e r i o r i t y of th e p a r t i c i p a n t s over th e non p a r t i c i p a n t s in th e afo rem en tio n ed a re a s i s t h a t of d e t e r mining whether th e s t u d e n ts are s u p e r io r in the v a r io u s c a t e g o r ie s because th e y p a r t i c i p a t e in a c t i v i t i e s or because s tu d e n ts of s u p e rio r a b i l i t y j u s t tend to p a r t i c i p a t e . Bas i c to d e te rm in in g a cause and e f f e c t r e l a t i o n s h i p i s , in e f f e c t , to c o n tr o l the v a r i a b l e s which may be r e l a t e d to the c r i t e r i a fo r su c ce ss or f a i l u r e . The im portance of t h i s stu d y re v o lv e d around the i n v e s t i g a t o r Ts a b i l i t y to achieve some lim ite d c o n t r o l over the v a r i a b l e s of sex, e t h n ic group and c u l t u r a l o p p o r tu n ity . The d e s i r e to c o n tr o l th e v a r i a b l e c u l t u r a l oppor t u n i t y or d e p r iv a tio n was m o tiv ate d by two c o n c e rn s. The f i r s t being the s t a t i s t i c s which have come to the s u rfa c e 10 b e c a u se o f th e r e c e n t em phasis by th e s c h o o ls and th e f e d e r a l governm ent on th e la c k o f o p p o r t u n i t y by th e s o c i a l l y d is a d v a n ta g e d c h i l d . H a v ig h u rs t (5 4 :1 1 4 ) h as e s t i m a t e d t h a t th e s o c i a l l y d is a d v a n ta g e d make up about 15 p er c e n t of th e U n ite d S t a t e s p o p u la tio n and s in c e th e y te n d to have l a r g e f a m i l i e s t h e i r c h i l d r e n make up as much as 20 per c e n t of th e c h i l d p o p u l a t i o n . O r n s t e i n (6 0 :1 5 4 -1 5 5 ) e s t i m a t e s a re even l a r g e r as he a p p l i e s h i s f i g u r e s to th e 1960 c e n su s and p r e d i c t e d t h a t s e v e n ty m i l l i o n l i v e i n one of th e low income g ro u p s . He th en goes on t o p r e d i c t t h a t th e number of y o u th s who seem doomed to become th e n e x t g e n e r a t i o n o f d i s a d v a n ta g e d A m ericans w i l l be about 40 per c e n t o f th e s e v e n ty m i l l i o n p e o p le in low income g ro u p s . The second c o n c ern re v o lv e d around th e f e e l i n g of many o f th e e x p e r t s in i n t e r g r o u p r e l a t i o n s who b e l i e v e t h a t p e r m i t t i n g th e yo u th o f m in o r it y g ro u p s to m in g le f r e e l y w ith th o s e o f th e dom inant c u l t u r e i s the s i n g l e most e f f e c t i v e way to re d u c e p r e j u d i c e ( 4 7 : 1 5 ) . The a r e a w i t h i n th e t o t a l c u r r ic u lu m w hich most e a s i l y le n d s i t s e l f to in f o r m a l f r e e a s s o c i a t i o n betw een s t u d e n t s i s t h e c o - c u r r i c u l a r a c t i v i t y program and y e t t h e r e i s some e v id e n c e t h a t th e p r o gram d i s c r i m i n a t e s a g a i n s t the d is a d v a n ta g e d member o f a m in o r it y group r a t h e r th a n h e lp in g to e l i m i n a t e p r e j u d i c e th ro u g h making a v a i l a b l e more c o n t a c t w ith th e dom inant c u l t u r e . T here i s a need f o r e v id e n c e on the c h a r a c t e r i s t i c s o f th o s e g ro u p s o f s t u d e n t s who do or do n o t p a r t i c i p a t e in 11 s t u d e n t a c t i v i t i e s . In d i s c u s s i n g th e d e p r iv e d i n r a c i a l and e t h n i c te rm s , H a v ig h u rs t (5 4 :1 1 4 ) l i s t e d th e M exicans w ith a r u r a l background who have m ig r a te d i n t o th e w est and m id d lew est and th e S p an ish -A m e ric a n s in th e s o u th w e s te r n s t a t e s as among th o s e g ro u p s w hich have a d i s p r o p o r t i o n a t e number o f d is a d v a n ta g e d y o u th . The m ig r a tio n o f a p p ro x im a te ly one and o n e - h a l f m i l l i o n p eo p le w ith a S p a n ish surname to C a l i f o r n i a betw een 1950 and 1960 w ith a p p r o x im a te ly 2 ,2 5 0 o f t h e s e p e o p le moving i n t o m e tr o p o l ita n Los A n g ele s e v e ry month d u rin g t h i s p e r io d i n d i c a t e s t h a t the s c h o o ls in th e l o c a l a r e a have a grow ing problem i n m eeting th e n eed s o f th e s e y o u th s . T h is co u p led w ith th e f a c t t h a t a r e c e n t su rv e y showed t h a t ab o u t 12 p er c e n t o f th e t o t a l e n r o llm e n t in C a l i f o r n i a s c h o o ls a re M exican-A m erican y o u n g s te r s sh o u ld i n d i c a t e t h a t th e a t t e n t i o n to t h i s group by t h i s s tu d y was c e r t a i n l y w a r r a n te d ( 4 6 :1 9 - 2 2 ) . R e se a rc h h as as a p rim a ry o b j e c t i v e th e need to d e te rm in e b a s i c f a c t s . T here have been many c la im s o f d i f f e r e n c e s betw een p a r t i c i p a n t s and n o n - p a r t i c i p a n t s in co- c u r r i c u l a r a c t i v i t i e s w hich i n d i c a t e th e v a l u e s of such a c t i v i t i e s . S t u d i e s w hich were b o th s u b j e c t i v e and o b j e c t i v e have shed some l i g h t on the c h a r a c t e r i s t i c s of b o th g ro u p s . T h is stu d y was an a tte m p t to e v a l u a t e c o - c u r r i c u l a r a c t i v i t i e s by s tu d y in g the c h a r a c t e r i s t i c s o f p a r t i c i p a n t s and n o n - p a r t i c i p a n t s i n l i g h t o f t h e i r c u l t u r a l and e t h n i c background. S tatem en t of th e H ypotheses The n u l l h y p o th e s is was advanced f o r a l l main e f f e c t s and i n t e r a c t i o n s on the fo llo w in g in d e p en d en t v a r i a b le s : 1 . Anglo-Am ericans 2. M exican-Am ericans 3. M ales 4. Females 5. E d u c a tio n a lly D isadvantaged 6. E d u c a tio n a lly Advantaged 7. P a r t i c i p a n t s 8. N o n - p a r tic ip a n ts The n u l l h y p o th e s is was advanced fo r th e fo llo w in g e ig h t major a r e a s f o r the Meaning o f Words I n v e n to r y : 1 . Anglo-Amer ic a n s 2. M exican-Americans 3. M ales 4. Females 5. E d u c a tio n a lly D isadvantaged 6 . E d u c a tio n a lly Advantaged 7. P a r t i c i p a n t s 8. N o n - p a r tic ip a n ts A ssum ptions For p u rp o ses of t h i s stu d y , the fo llo w in g major 13 assum ptions were made: 1. The C a l i f o r n i a T e s t o f M ental M a tu rity gave v a lid m easures of g e n e ra l i n t e l l i g e n c e . 2. The Iowa T e st o f E d u c a tio n a l Development gave v a lid m easures of e d u c a ti o n a l developm ent. 3. The Meaning o f Words In v e n to ry gave a v a l id a s s e s s ment o f p u p il a t t i t u d e s toward achievem ent r e l a t e d c o n c e p ts . 4. The academic grade p o in t average gave a v a lid a s sessm ent of s tu d e n t achievem ent in sc h o o l. 5. The te a c h e r c i t i z e n s h i p marks gave v a l i d m easures of s tu d e n t a d ju stm e n t. 6. The te n th grade absence r e c o r d s gave a v a lid a s s e s s ment of p u p ils * a tte n d a n c e p a t t e r n . 7. The C a l i f o r n i a I n t e r s c h o l a s t i c F e d e ra tio n exponent system gave v a lid m easures of age, h e ig h t and w e ig h t. 8. The Warner R evised S c a le s o f Socioeconomic S ta tu s gave a v a l id assessm en t of s o c i a l c l a s s f o r both e t h n ic g ro u p s. 9. The p u p ils were t r u t h f u l in f i l l i n g out the a c t i v i t y r e c o r d . D e f i n i t i o n of Terms For p u rp o ses of t h i s stu d y s e v e r a l term s were d e fin e d f o r usage th ro u g h o u t the stu d y . A nglo-A m erican. Americans of non-Spanish h e r i t a g e , o f the C aucasian ra c e and born in th e U nited S t a t e s . C o - c u r r ic u la r a c t i v i t i e s . The a re a o f th e t o t a l c u rric u lu m which in c lu d e s e x p e rie n c e s no t u s u a l l y p ro v id ed in t y p i c a l c l a s s e s ( 8 : 8 ) . The term may be used in te rc h a n g e a b ly w ith e x t r a - c u r r i c u l a r a c t i v i t i e s , s e m i - c u r r i c u l a r a c t i v i t i e s , c o l l a t e r a l a c t i v i t i e s , p u p il a c t i v i t i e s , s o c i a l i z i n g a c t i v i t i e s , a l l i e d a c t i v i t i e s , s tu d e n t a c t i v i t i e s and sch o o l a c t i v i t i e s ( 2 0 :3 ) . C i t i z e n s h i p . A high mark on te a c h e r c i t i z e n s h i p r a t i n g s was presumed to be i n d i c a t i v e of p u p ils who a re w e l l - a d j u s t e d to the sch o o l environm ent ( 8 4 :2 6 ). E d u c a tio n a lly d is a d v a n ta g e d . A p u p il who because of h i s home and community environm ent i s s u b je c te d to lan g u ag e, c u l t u r a l , economic and lik e d is a d v a n ta g e s (9 7 :3 0 4 ). I f th e p u p i l ’s f a t h e r ' s o cc u p a tio n was c l a s s i f i e d e i t h e r s c a le 6 or 7 on the Revised Warner S cale of Socioeconomic S t a t u s , he was d e s ig n a te d ed u c a t i o n a l l y d isa d v a n ta g e d (2 1 :1 0 0 ). M exican-A m erican. Those p u p i l s of Mexican h e r i t a g e who were born and ed u cated in t h i s co u n try and have U nited S t a t e s c i t i z e n s h i p . The term s M exican, Spanish-A m erican and M exican-American are c o n sid ere d synonymous. 15 6. MOWI. Meaning o f Words In v e n to ry , a sem antic d i f f e r e n t i a l in s tru m e n t. 7. P a r t i c i p a n t . P a r t i c i p a n t s a re th o se p erso n s engaged in c o - c u r r i c u l a r a c t i v i t i e s sponsored by th e school w herein the s tu d e n t a c t i v e l y co n tin u ed in membership fo r a t l e a s t tw o - th ir d s of any sem ester or s p o r t in the case of i n t e r s c h o l a s t i c or in tr a m u r a l a t h l e t i c s ( 8 4 :3 7 ) . 8. N o n - p a r t i c i p a n t . Any s tu d e n t who d id n o t p a r t i c i p ate in a c o - c u r r i c u l a r a c t i v i t y fo r a t l e a s t two- t h i r d s of th e sem ester or s p o r t (8 4 :3 7 ). 9. Sem antic d i f f e r e n t i a l . A com bination of c o n t r o ll e d a s s o c i a t i o n s and s c a lin g p ro c e d u re s where the sub j e c t i s p re s e n te d w ith a concept to be d i f f e r e n t i ate d and a s e t or b ip o la r a d j e c t i v a l s c a l e s on which the concept i s r a t e d . The d i r e c t i o n and i n t e n s i t y of th e a s s o c i a t i o n i s r a t e d on a s e r i e s of s c a le s w ith a s p e c i f i c number o f s te p s (9 1 :1 5 ). D e lim ita tio n s o f th e Study The stu d y was c o n fin e d to Anglo-American and Mexican-American e le v e n th grade s tu d e n ts whose socioeconom ic background ranged from low er-low er c l a s s to u p p er-upper c l a s s . The sample in c lu d e d th e e n t i r e e le v e n th grade popu l a t i o n of two f o u r - y e a r s e n io r high sc h o o ls w ith in a c i t y high sc h o o l d i s t r i c t lo c a te d in the San G a b rie l V a lle y . 16 S tu d e n ts who were a b sen t d u rin g th e p e rio d of th e i n v e s t i g a t i o n or who had inco m p lete cu m u lativ e re c o rd card d a ta were n o t in c lu d e d in th e s tu d y . A com plete d e s c r i p t i o n of th e sample c o n ta in e d i n th e stu d y a p p e a rs in C h ap ter I I I of the r e p o r t . The v a r i a b l e s in c lu d e d f o r p u rp o ses of com parison were lim ite d to th o se most commonly r e p o r te d by the l i t e r a tu r e as r e p r e s e n tin g v a lu e s o b ta in e d through p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s and which had e s t a b l i s h e d o b je c t i v e measurement d e v ic e s . G eneral P ro c ed u res The t o t a l sample c o n s is te d o f 502 e le v e n th grade s tu d e n ts in two s e n io r h ig h sc h o o ls in the Alhambra C ity School D i s t r i c t . S tu d e n ts in t h i s d i s t r i c t r e s i d e in the c i t i e s o f Alhambra, M onterey P ark , San G a b rie l and South San G a b r ie l. The i n i t i a l phase of the stu d y in c lu d e d the c o l l e c ti o n of i n i t i a l s c re e n in g d a t a th ro u g h a d e t a i l e d s e a rc h of each p u p i l ’s cum ulative re c o rd c a rd . Grade p o in t a v e ra g e s, s ta n d a rd iz e d t e s t r e s u l t s , c i t i z e n s h i p m arks, sch o o l a t t e n d ance r e c o r d s , p h y s ic a l c h a r a c t e r i s t i c s , e t h n i c group and f a th e r o c c u p a tio n were g a th e re d in the i d e n t i f i c a t i o n phase of the s tu d y . A d e te r m in a tio n as to w hether a p u p il was Mexican-American or Anglo-Am erican and e d u c a t i o n a l l y d i s a d vantaged or e d u c a ti o n a ll y advantaged was a ls o made a t t h i s tim e . 17 The a s s e s s m e n t phase of the s tu d y in c lu d e d th e ad m i n i s t r a t i o n o f th e Meaning o f Words I n v e n t o r y , t o d e te rm in e p u p i l a t t i t u d e s , th e Iowa T e s t o f E d u c a tio n a l D ev elo p m en t, th e C a l i f o r n i a T e s t of M ental M a t u r i t y , and the s tu d e n t a c t i v i t y c h e c k l i s t . P u p i l s were i d e n t i f i e d as e i t h e r p a r t i c i p a n t or n o n - p a r t i c i p a n t in c o - c u r r i c u l a r a c t i v i t i e s from th e in f o r m a tio n on th e s t u d e n t a c t i v i t y c h e c k l i s t . A l l o f th e d a t a o b ta in e d w ith th e e x c e p tio n o f th e MOW I was th e n punched on d a t a c a rd s and a s t a t i s t i c a l a n a l y s i s was made o f th e s i x t e e n s e p a r a t e g ro u p s th ro u g h use o f th e te c h n iq u e a n a l y s i s o f c o v a ria n c e by u s in g a m o d i f i c a t i o n of th e B io m ed ical s e r i e s program 05V on th e H oneyw ell 800 com puter. U sing an F t e s t an a n a l y s i s o f th e d i f f e r e n c e b e tween g ro u p s was made. The s c o r e s o b ta in e d f o r each s t u d e n t on each o f th e 270 ite m s o f th e MOWI were re d u c e d to t h r e e f a c t o r s c o r e s f o r each o f th e t h i r t y s e l e c t e d c o n c e p ts , p ro v id in g a t o t a l of 90 s c o r e s f o r each s u b j e c t . N in e ty mean s c o r e s f o r ea ch o f th e s i x t e e n g ro u p s were o b ta in e d and th e s e group means were employed i n a su b s e q u e n t a n a l y s i s . Means, s ta n d a r d d e v i a t i o n s and t s c o r e s were employed as s t a t i s t i c a l t o o l s in d e te rm in in g th e d e g re e of s i g n i f i c a n c e among th e v a r io u s c o m b in a tio n s o f v a r i a b l e s . A ll th e s t a t i s t i c a l c a l c u l a t i o n s and com puter work was done a t th e Computer S c ie n c e s L a b o r a to r y , U n i v e r s i t y of S o u th e rn C a l i f o r n i a . 18 O rg a n iz a tio n o f Remaining C h a p ters C hapter II of t h i s r e p o r t c o n ta in s a rev iew o f th e l i t e r a t u r e which i s d iv id e d in to s i x s e c t i o n s . The o r g a n i z a t i o n i s as fo llo w s : (1 ) th e h i s t o r i c a l developm ent of the c o - c u r r i c u l a r a c t i v i t i e s , (2 ) th e aims and p u rp o ses o f a c t i v i t i e s , (3) th e v a lu e s of c o - c u r r i c u l a r a c t i v i t i e s , (4 ) th e problem s and w eaknesses of s tu d e n t a c t i v i t i e s , (5) th e e f f o r t s made to measure th e v a lu e s o f the s tu d e n t a c t i v i t y program , and (5 ) the e f f e c t s of e t h n i c group and c u l t u r a l o p p o r tu n ity on the p a r t i c i p a n t in c o - c u r r i c u l a r a c t i v i t i e s . C hapter I I I o u t l i n e s the procedure and d e s ig n of the r e s e a r c h stu d y which in c lu d e s a d e s c r i p t i o n of the s c h o o ls , sam ple, d a t a , g a th e rin g p ro c e d u re s , and s t a t i s t i c a l p ro c e d u re s used . C hapter IV c o n ta in s a l l the f in d in g s of th e i n v e s t i g a tio n . C hapter V p r e s e n ts a summary of th e f i n d i n g s , con c l u s io n s , and recom m endations based on the f in d in g s from the s tu d y . CHAPTER II REVIEW OF RELATED LITERATURE The purpose o f t h i s c h a p te r was to review the l i t e r a t u r e r e l a t e d to c o - c u r r i c u l a r a c t i v i t i e s in the s e n io r hig h sc h o o l. The c h a p te r i s d iv id e d in to s i x s e c tio n s around the fo llo w in g t o p i c s : (1) th e h i s t o r i c a l developm ent of a c t i v i t i e s ; (2 ) the aims and p u rp o ses of a c t i v i t i e s ; (3 ) the v a l ues o b ta in e d from p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s a c c o rd in g to a u t h o r i t i e s in the f i e l d ; (4) the w eaknesses and problem s of a c t i v i t i e s and th e need f o r e v a lu a tio n ; (5) th e a tte m p ts to measure the o b je c ti v e s o f a c t i v i t i e s ; and (6) th e e f f e c t s of e t h n i c group and c u l t u r a l d e p r i v a t i o n on p a r t i c i p a t i o n . H i s t o r i c a l Development o f A c t i v i t i e s C o - c u r r ic u la r a c t i v i t i e s are n o t new. A lthough the e x p re s s io n " c o - c u r r i c u l a r a c t i v i t i e s " has become p o p u lar r e c e n t l y , the a c t i v i t i e s th em selv es are not by any means new-- they are as old as th e o r i g i n of e d u c a tio n i t s e l f . The f i r s t form al b e g in n in g s of secondary e d u c a tio n c o n s t i t u t e d a kind of a c t i v i t i e s program. For example, 19 20 a t h l e t i c s , music and o r a t o r i c a l co m p o sitio n s, s tu d e n t p a r t i c i p a t i o n in governm ent, c lu b s , d e b a tin g , d ra m a tic s , s p e c i a l day c e l e b r a t i o n s , p u b lic program s, and honor awards and s o c i e t i e s were w e ll e s t a b l i s h e d in A thens and S p a rta ( 2 0 :1 ) . In th e m edieval p e rio d the b a s ic p a t t e r n o f s tu d e n t a c t i v i t i e s rem ained th e same. E x te n siv e o p p o r t u n i t i e s f o r s o c i a l i n t e r c o u r s e and se lf-g o v e rn m e n t were enjoyed by the cosm opolitan s tu d e n t le a d e r s o f m edieval European u n i v e r s i t i e s through a v a r i e t y of o r g a n iz a tio n s . The chorus was s u p p la n te d by th e p ro c e s s io n of monks, c h o ir boys and s t u d e n t s , many of whom were of ju n io r and s e n io r hig h sch o o l age. S tu d en t g u ild s o fte n p a r t i c i p a t e d in m ystery m ira c le s and m o r a lity p la y s . S p o rts and e x e r c i s e s were a r e g u la r p a r t o f many of th e well-known sc h o o ls th ro u g h o u t Europe (2 6 :5 ) ( 9 : 1 - 2 ) . The R en aissan ce was marked by an in c re a s e d i n t e r e s t in man and h i s n a t u r a l environm ent and i n s t i t u t i o n s . D ra m a tic s were encouraged and s p o r ts and games a ls o r e c e iv e d t h e i r sh are o f a t t e n t i o n from R enaissance sc h o o lm a s te rs who g e n e r a lly fav o re d i n d i v i d u a l and team s p o r t s . S tu d e n t p a r t i c i p a t i o n in school c o n t r o l took the form of the rao n o to rial system whose fu n c tio n was la r g e ly d i s c i p l i n a r y ( 9 : 2 - 3 ) . S tu d en t a c t i v i t i e s held a p la c e of some im portance i n E n g lish secondary sc h o o ls around the b eg in n in g of the e i g h te e n th c e n tu ry . The f i r s t f o r e n s i c a c t i v i t i e s c o n s is te d m ainly of o r a tio n s on c l a s s i c a l themes b u t d eb a tin g 21 s o c i e t i e s soon began to f l o u r i s h when the d is c u s s io n of c u r r e n t p o l i t i c a l q u e s tio n s became a m a tte r of i n t e r e s t in pub l i c s c h o o ls . S e v e ra l ty p e s of s tu d e n t government were i n tro d u ce d by t h i s i n s t i t u t i o n w ith the most modern type being e s t a b l i s h e d in 1832 in Hazelwood. I t in c lu d e d laws which were en fo rc ed by a c o u rt and a c o u n c il in charge of th e whole s c h o o l. C o m p etitio n between sc h o o ls was an e a r l y d e velopm ent d u rin g t h i s p e rio d as th e re are r e c o r d s of i n t e r sch o o l c o n t e s ts i n c r i c k e t a t W estm inster in 1746 (2 6 :6 ) ( 6 1 :5 - 9 ) . The b eg in n in g o f the a c t i v i t i e s program in e a r l y c o l o n i a l tim es in America was slow as the c o l o n i s t s were so busy c l e a r in g th e la n d , e s t a b l i s h i n g homes and e a rn in g a liv i n g t h a t they had l i t t l e tim e fo r a n y th in g o th e r than ed u c a tio n in i t s most form al s e n s e . L a te r when they tu rn ed more of t h e i r a t t e n t i o n toward e d u c a tio n , the a c t i v i t i e s i n tro d u ce d were p a tte r n e d a f t e r European models and engaged in l a r g e l y because of t r a d i t i o n ( 2 2 : 5 ) . T h is tim e might be c a lle d the p e rio d of s u p p re s s io n f o r the s tu d e n t a c t i v i t i e s program . The c o - c u r r i c u l a r program d u rin g the n e x t few d e c ades might be c h a r a c te r i z e d b e s t by the word t o l e r a t i o n . The te a c h e r c o n s id e re d h is job t h a t of i n s t r u c t i o n and t h i s u s u a l l y meant l e c t u r i n g . He re c o g n iz e d and acce p ted no r e s p o n s i b i l i t y fo r what th e s tu d e n ts did o u ts id e of h is own s u b j e c t , in f a c t , he sim ply ig n o red th e s o c i a l and p h y s ic a l 22 i n t e r e s t s o f the p u p i l s . T his p e rio d was marked by some p u b lic and o f f i c i a l r e c o g n i tio n of s tu d e n t a c t i v i t i e s as p a r t o f sch o o l l i f e . T h is took p la c e la r g e ly on the e a s t c o a s t as E x e t e r ’ s f i r s t f o o t b a l l game w ith Andover took p la c e in 1859. T h is was preceded by P h i l l i p s D ebating Club in 1841 which was th e n follow ed by th e e s ta b lis h m e n t of a d ra m a tic s o c ie ty a t H a rtfo rd P u b lic High School in 1859. In g e n e r a l, t h i s p e rio d moved from in te n s e ap ath y to s tu d e n t a c t i v i t i e s to a long p e rio d where sch o o l a u t h o r i t i e s m erely looked th e o th e r way ( 6 :2 3 - 2 4 ) . Around th e tu r n o f th e tw e n tie th c e n tu ry th e re was ev id en ce o f a slow ly changing p h ilo so p h y as to the f u n c tio n s of e d u c a tio n ; the programs of the school were e v a lu a te d and e f f o r t s were made to a d j u s t i t s program to th e needs of the p u p i l s . The im petus f o r t h i s movement was s tim u la te d in p a r t by the in c r e a s e in the number o f s c h o o ls , by la r g e r sc h o o l e n r o llm e n ts , by changing n eed s due to a m odified c u l tu r e b rought about l a r g e l y by te c h n o lo g ic a l advancement and by a d d i t i o n a l e x p e rie n c e in e d u c a tio n in c lu d in g some e x p e r i m e n ta tio n . A lthough most of the a t t e n t i o n was d i r e c t e d t o ward th e fo rm al a s p e c t of th e c u rric u lu m , many e d u c a to rs b e gan to more c r i t i c a l l y examine the in fo rm a l c o - c u r r i c u l a r a c t i v i t i e s th a t were becoming so common ( 2 2 : 6 ) . The t h i r d phase of th e developm ent of c o - c u r r i c u l a r a c t i v i t i e s began around 1920 when e d u c a to rs began to f e e l t h a t in fo rm a l s tu d e n t a c t i v i t i e s had e d u c a tiv e value and 23 should be th e d i r e c t concern of te a c h e r s and a d m in is t r a to r s ( 6 : 2 5 ) . The r e a l i z a t i o n o f the in h e re n t p o s s i b i l i t i e s f o r e d u c a tio n made l o g i c a l th e demand t h a t a c t i v i t i e s be c a p i t a l i z e d r a t h e r th an ig n o red or condemned. P roof o f t h e i r ac ce p tan c e i s c o n ta in e d i n th e f o llo w in g f a c t s . Between 1925 and 1940 about f o r t y books were p u b lis h e d in t h i s f i e l d , and m agazines co v erin g th e g e n e ra l f i e l d made t h e i r a p p e a ra n c e , School A c t i v i t i e s in 1929, and S tu d e n t L ife in 1934. The N a tio n a l A s s o c ia tio n of Secondary School P r i n c i p a l s sponsored and developed The N a tio n a l Honor S o c ie ty and The N a tio n a l A s s o c ia tio n of S tu d en t C o u n c ils. There a re now many a d d i t i o n a l n a t i o n a l a s s o c i a t i o n s and groups i n t e r e s t e d in th e a c t i v i t i e s c o n ta in e d in a c o - c u r r i c u l a r program ( 2 0 : 3 - 4 ) . There were a number of re a s o n s f o r th e g rad u a l a c ce p tan c e of th e c o - c u r r i c u l a r program not th e l e a s t of which was th e ra p id ex p a n sio n o f th e high sc h o o l e n ro llm e n t. Tom k i n s b e l ie v e s the in c r e a s e in s tu d e n t e n ro llm e n t was a major re a s o n fo r the a c ce p tan c e of a c t i v i t i e s as an i n t e g r a l p a r t o f the e d u c a tio n program . He goes on to c i t e the fo llo w in g s t a t i s t i c s to su p p o rt h i s c o n te n tio n . The number e n r o lle d in th e l a s t four y e a rs of high sc h o o l per 100 of the p o p u la t i o n , 14-17 y e a rs o f age, was 11 p er ce n t in 1900, 15 per c e n t in 1910, 32 per c e n t in 1920, 51 per ce n t in 1930, 73 p e r c e n t in 1940, and 75 per ce n t in 1950. In o th e r words, ap p ro x im a te ly f i f t y y e a rs ago one out of every te n youths o f 24 se c o n d a ry s c h o o l age was i n h ig h s c h o o l w h ile to d a y th r e e o u t o f e v e ry fo u r of t h a t age group a r e in h ig h sc h o o l (7 3 :4 1 ) . As h ig h s c h o o l e n r o llm e n ts i n c r e a s e d and th e com pul s o ry sc h o o l a tte n d a n c e age advanced in th e m a j o r i t y o f s t a t e s , th e c h a r a c t e r o f s e c o n d a ry e d u c a tio n underw ent ch an g es to a d j u s t to i t s e n la r g e d m em bership. One o f th e changes was th e e x p a n s io n o f p u p i l a c t i v i t i e s . I t would be n ic e i f i t co u ld be s a id t h a t m ost h ig h sc h o o ls fo re s a w th e problem s o f a t t r a c t i n g and h o ld in g a l l norm al y o u th e n r o l l e d i n sc h o o l and so d e v e lo p e d a c t i v i t y program s to h e lp meet t h e i r n e e d s and i n t e r e s t s , b u t such a s ta te m e n t would n o t be t r u e . A c t u a l l y , a c t i v i t i e s f l o u r i s h e d b e c a u se p u p i l s were a t t r a c t e d to them n o t b e c a u se s c h o o ls p la n n e d i t t h a t way ( 7 3 : 4 2 ) . S t i l l a n o th e r answer fo r th e r e a s o n s f o r th e ch a n g ing i n t h i n k i n g ab o u t th e a c t i v i t i e s program may be found in th e o b j e c t i v e s o f th e modern se c o n d a ry s c h o o l. The s c h o o l no lo n g e r co n cern ed i t s e l f s o l e l y w ith th e developm ent o f th e s k i l l s o f th e mind r e l a t e d to i n t e l l e c t u a l p u r s u i t s , b u t h a s been co n cern ed w ith th e grow th o f th e whole c h i l d to h i s h i g h e s t c a p a c i t y . T h is p h ilo s o p h y o f e d u c a tio n was s u p p o r t ed by John Dewey and h i s f o l l o w e r s who em braced th e co n c ep t o f e d u c a tin g th e "whole c h i l d " and s t r e s s e d th e im p o rta n ce in l e a r n i n g . S i m i l a r l y , th e p s y c h o l o g i s t s f em p h asis upon o rg a n ism ic p sy c h o lo g y and upon d e v e lo p m e n ta l t a s k s o f y o u th s 25 added su p p o rt ( 4 7 :4 ) . The view of e d u c a to r s began to change when one of th e f i r s t c o n c erted a tte m p ts of the American people to ex p r e s s t h e i r aims and hopes fo r secondary e d u c a tio n through groups of le a d e r s and i t r e s u l t e d in the Seven C a rd in a l P r i n c i p l e s o f Secondary E d u c a tio n . The p r i n c i p l e s were h e a l t h , fundam ental p r o c e s s e s , w orthy home membership, v o c a t i o n , c i t i z e n s h i p , w orthy use of l e i s u r e tim e and e t h i c a l c h a r a c t e r . In 1938, th e N a tio n a l E d u c a tio n A s s o c ia tio n p r e s e n te d fo u r g e n e ra l o b j e c t i v e s which in tu r n were expanded and a p p lie d p a r t i c u l a r l y to the youth of America by th e Na t i o n a l A s s o c ia tio n of Secondary School P r i n c i p a l s in "Im per a t i v e Needs o f Youth" in 1947. These e x p r e s s io n s of e d u c a t i o n a l o b je c ti v e s which s t a t e d in g e n e ra l term s th e ends to which American secondary e d u c a tio n i s d i r e c t e d had trem en dous in f lu e n c e on the p la c e o f the c o -c u rric u lu m in the high sc h o o l ( 9 :2 2 ) . O ther re a s o n s for the ra p id e v a lu a t io n of programs o f c o - c u r r i c u l a r a c t i v i t i e s a re summarized as f o llo w s . The programs grew because p a r e n ts lik e d to see t h e i r c h ild r e n perform . They grew because te a c h e r s o f te n g o t more e n jo y ment from working w ith a d o le s c e n ts in in fo rm a l a c t i v i t i e s than in th e classroom and th e y re c e iv e d more r e c o g n i tio n f o r s u c c e s se s in t h i s f i e l d than fo r academic work. The p ro grams grew because as th e n a tio n became i n c r e a s i n g l y urban f a m il ie s could no longer keep young p eo p le busy w ith the 26 c h o re s . They grew b e c a u se c h i l d la b o r laws and com pulsory a t te n d a n c e laws k e p t s t u d e n t s from q u i t t i n g s c h o o ls and p u p i l s in t u r n found s c h o o l i n t e r e s t i n g i f th e y were a c t i v e in th e c o - c u r r i c u l a r program . I t grew b e c a u se o f th e i n c r e a s e i n l e i s u r e tim e a c t i v i t i e s which can be a t t r i b u t e d to th e v e ry r a p id i n c r e a s e i n th e amount o f l e i s u r e tim e a v a i l a b l e t o th e A m erican p e o p le , e s p e c i a l l y d u rin g th e second q u a r t e r o f th e t w e n t i e t h c e n tu r y ( 6 : 2 8 ) ( 4 7 : 5 ) . The s e c o n d a ry s c h o o ls i n th e U n ite d S t a t e s had a l most c o m p le te ly moved i n t o th e p e r io d o f c a p i t a l i z a t i o n o f th e e d u c a tiv e v a lu e s o f c o - c u r r i c u l a r a c t i v i t i e s by th e m id d le o f th e t w e n t i e t h c e n tu r y . In th e p r e s e n t day o f c a p i t a l i z a t i o n , s t u d e n t a c t i v i t i e s a re made e a s i l y a v a i l a b l e , e n c o u ra g e d , u rg e d , p u b l i c i z e d and s u p p o rte d f o r th e y a re th o u g h t to be an i n t e g r a l and im p o r ta n t p h ase o f th e t o t a l e d u c a ti v e p r o c e s s . S tu d e n t a c t i v i t i e s a re now c o n s id e r e d by many as a t h i r d c u r r ic u lu m ( 6 :2 5 ) . I f one a c c e p ts th e t h e s i s which i s c u r r e n t i n th e U n ited S t a t e s r e g a r d in g c u r r ic u lu m , th e n th e modern c o n c e p t o f th e c o - c u r r ic u lu m program m ust se e a l l a c t i v i t i e s sp o n s o re d by th e s c h o o l, in th e c la s s ro o m and o u t o f th e c l a s s room, as an i n t e g r a l p a r t o f i n s t r u c t i o n . T h is means t h a t in th e o r y , a t l e a s t , th e e x i s t e n c e o f s t u d e n t a c t i v i t i e s can be j u s t i f i e d o n ly i f th e y s e rv e some r e a l o b j e c t i v e . T h is a l s o means t h a t such a c t i v i t i e s a r e h e ld on sc h o o l tim e , a t th e sc h o o l and under th e g u id a n c e , s u p e r v i s i o n and d i r e c t i o n 27 o f the p r o f e s s i o n a l sc h o o l s t a f f (8 0 :2 0 3 ). In th e c u r r e n t e r a o f e d u c a tio n , i t i s no t hard to f in d a c r i t i c o f the c u rric u lu m in modern e d u c a tio n . The r e a c tio n s o f e d u c a to rs to th e se c r i t i c i s m s w i l l have lo n g - range e f f e c t s on the f u tu r e of th e c o - c u r r i c u l a r program and from the te n o r of th e l i t e r a t u r e i t may be i n f e r r e d t h a t th e y may p la y an even more im p o rta n t r o l e in the developm ent of an o v e r a l l c u rric u lu m which i s r e l e v a n t to the needs of modern day youth. The r e f r a i n o c c u rr in g in c r i t i c i s m s of modern c u r ricu lu m i s th a t th ey are s t r a i g h t ja c k e te d by grade l e v e l s , C arnegie U n its and sem ester h o u rs. The p o p u la r it y of un graded classro o m s and th e f re q u e n t p ro p o s a ls to th in k and plan in d is r e g a r d of course co n tain m en ts p o rte n d f u r t h e r d r a s t i c c u r r i c u l a r changes. S tu d e n ts and e d u c a to r s want a r e l e v a n t cu rricu lu m t h a t has f l e x i b i l i t y and i s e x p e r ie n t i a l . T h is kind o f c u rric u lu m i s c o n sid e red p o s s ib le on ly to a lim ite d e x te n t when packaged in grade l e v e l s , hig h school u n i t s and c o lle g e h o u rs. The modern p r a g m a tis t has seen the c o -c u rric u lu m as a l i f e g iv in g su b stan ce to the c u rric u lu m because i t i s so n e c e s s a r i l y e x p e rim e n ta l. I t i s in the a re a of c o -c u rric u lu m t h a t s tu d e n ts have d ared to take up arms in the c u r r e n t c i v i l r i g h t s r e v o l t . I t i s in the o u t - o f - c l a s s o r g a n iz a tio n where s tu d e n ts have m a rsh a lle d t h e i r p o l i t i c a l and s o c i a l f o r c e s . I t i s th e se s tu d e n t a c t i v i t i e s in which they have g a th e re d to 28 c o n s tr u c t t h e i r p e rs o n a l and s o c i a l p h ilo so p h y because i t is on ly i n th e se a c t i v i t i e s ” t h a t a s tu d e n t may hammer out and t e s t w ith freedom and abandon h i s o u tlo o k on l i f e ( 6 5 : 2 - 3 ) . ” S tu d en t a c t i v i t i e s of the f u tu r e are ex p ected to p re p a re the young fo r th e l e i s u r e they w i l l have a l l t h e i r l i v e s . They should no t be sim ply r e p l i c a s o f classw o rk , b u t must be f u l l e x te n s io n s o f i n t e l l e c t u a l and p h y s ic a l a c t i v i ty f i e l d s t h a t s tu d e n ts can e x p lo re a t w i l l . In a d d i tio n to e d u c a tin g fo r l e i s u r e and fo r d em o cratic p a r t i c i p a t i o n , s t u d en t a c t i v i t i e s should make a c o n t r ib u t io n to improve i n t e r group and i n t e r n a t i o n a l u n d e rs ta n d in g . The prim ary c o n t r i b u tio n to in te r g r o u p r e l a t i o n s may be t h a t o th e rs a c c e p t a s tu d e n t i r r e s p e c t i v e o f r a c e , r e l i g i o n or e t h n ic o r i g i n , in the a c t i v i t y of h is choice (4 7 :1 5 -1 6 ). The h i s t o r i c a l developm ent of the c o - c u r r i c u l a r p ro gram has seen i t p a ss through p e r io d s of s u p p re s s io n , t o l e r a t i o n , c a p i t a l i z a t i o n and e x p l o r a tio n and i t has been the hope of the a c t i v i t y s u p p o r te r s th a t th e s e a c t i v i t i e s con t r i b u t e to the developm ent o f a more r e l e v a n t c u rric u lu m th u s h e lp in g many s tu d e n ts to accom plish e d u c a tio n a l g o a ls t h a t would not have been a t t a i n a b l e w ith o u t the o p p o rtu n ity to p a r t i c i p a t e . Aims and O b je c tiv e s of A c t i v i t i e s A c o n s id e r a tio n of any phase of the school system o r d i n a r i l y b e g in s w ith a d is c u s s io n of th e aims and 29 o b j e c t i v e s . A com parison o f th e l i s t s of c o - c u r r i c u l a r a c t i v i t i e s w ith th o s e purposed f o r e d u c a tio n as a whole by s e v e r a l n a t i o n a l o r g a n i z a t i o n s would show a g r e a t d e a l of s i m i l a r i t y . T h is i s as i t sh o u ld b e . The l e a d e r s h i p and d i r e c t i o n w hich i n i t i a t e d and em phasized th o s e f a c t o r s to w hich s t u d e n t a c t i v i t i e s co u ld make a maximum c o n t r i b u t i o n was th e r e p o r t o f th e Commission on th e R e o r g a n iz a tio n of Secondary E d u c a tio n i s s u e d in 1918 and t i t l e d C a r d in a l P r i n c i p l e s of S econdary E d u c a tio n . I t b ased i t s recom m endations upon t h r e e r e v o l u t i o n a r y p r e m is e s : S eco n d ary e d u c a ti o n sh o u ld be d e te rm in e d by th e n eed s of s o c i e t y to be s e rv e d , th e c h a r a c t e r of th e i n d i v i d u a l to be e d u c a te d , and th e knowledge o f e d u c a t i o n a l th e o ry and p r a c t i c e a v a i l a b l e ( 6 : 4 8 ) . The p r e v i o u s l y s t a t e d p re m is e s were im p o r ta n t b e cause th e y s t r e s s e d o b j e c t i v e s to w hich s tu d e n t a c t i v i t i e s co u ld make a c o n t r i b u t i o n and th e y g r e a t l y in f lu e n c e d a l l s u b se q u e n t s t a te m e n ts o f e d u c a t i o n a l o b j e c t i v e s . As th e recom m endations were g r a d u a l l y a c c e p te d , s e c o n d a ry schoolm en began to r e a l i z e th e im p o rta n t p a r t s t u d e n t a c t i v i t i e s co u ld p la y in f u l f i l l i n g th e s e new o b j e c t i v e s . In f a c t , to d a y , many e d u c a to r s c o n s id e r th e o b j e c t i v e s o f c o - c u r r i c u l a r a c t i v i t i e s i d e n t i c a l w ith th o s e o f th e g e n e r a l e d u c a tio n p r o gram ( 6 : 5 4 ) . A nother n a t i o n a l r e p o r t which p la c e d f u r t h e r empha s i s on th e s o c i a l and d e v e lo p m e n ta l aims o f e d u c a tio n and a s a r e s u l t p ro v id e d im p e tu s to the a c t i v i t i e s program was the 30 E d u c a tio n a l P o l i c i e s Commission w hich i d e n t i f i e d fo u r a s p e c t s o f e d u c a t i o n a l p u rp o se which w ere: (1 ) s e l f r e a l i z a t i o n ; ( 2 ) human r e l a t i o n s h i p ; (3 ) econom ic e f f i c i e n c y ; and (4 ) c i v i c r e s p o n s i b i l i t y ( 5 : 4 8 ) . The P r o g r e s s iv e E d u c a tio n A s s o c i a t i o n s e t up s e v e r a l o b j e c t i v e s as p a r t of th e E ig h t-Y e a r Study among w hich were th e i n c u l c a t i o n o f s o c i a l a t t i t u d e s , a c q u i s i t i o n o f s i g n i f i c a n t i n t e r e s t s , h e a l t h , and developm ent o f b e t t e r p e r s o n a l a d ju s tm e n t ( 1 : 8 9 ) . In 1947, th e Commission on L if e A d ju stm en t E d u c a tio n f o r Youth was fo rm u la te d f o r th e p u rp o se o f im proving l i f e a d ju s tm e n t e d u c a ti o n in se c o n d a ry s c h o o ls and s u g g e s te d , among o t h e r s , such o b j e c t i v e s as h e a l t h , fu n d a m e n ta l s k i l l s , r e c r e a t i o n a l i n t e r e s t s and p e r s o n a l ac h ie v e m e n ts ( 6 : 4 9 ) . A ll o f th e s e r e p o r t s were im p o rta n t in h e lp in g e d u c a to r s to r e a l i z e th e v a l u e s i n h e r e n t in th e c o - c u r r ic u lu m . T here a re many long l i s t s o f aims and o b j e c t i v e s o f c o - c u r r i c u l a r a c t i v i t i e s l i s t e d in th e l i t e r a t u r e , b u t th e one most w id e ly a c c e p te d i s a l i s t s u g g e s te d by McKowse in 1952: 1. To c a p i t a l i z e f o r e d u c a t i o n a l p r o f i t im p o rta n t fu n d a m e n ta l d r i v e s ; 2. To p re p a re th e s tu d e n t f o r a c t i v e l i f e i n democ ra c y ; 3. To make him i n c r e a s i n g l y s e l f d i r e c t i v e ; 4. To te a c h s o c i a l c o o p e r a tio n ; 5. To i n c r e a s e th e i n t e r e s t o f th e s t u d e n t in s c h o o l ; 6. To d e v e lo p s c h o o l m o ra le ; 7. To f o s t e r s e n tim e n ts o f law and o r d e r ; 31 8. To d is c o v e r and dev elo p s p e c i a l q u a l i t i e s and a b i l i t i e s ( 2 0 :1 3 -1 6 ). The o b j e c t i v e s of the two k in d s of e d u c a tio n a l ex p e r ie n c e s in th e s c h o o l, the r e g u la r classro o m a c t i v i t i e s and th e c o - c u r r i c u l a r a c t i v i t i e s a re th e same alth o u g h the p a th taken toward accom plishm ent of th e s e aims i s and should be d i f f e r e n t . The em phasis o f s tu d e n t a c t i v i t i e s i s on i n f o r m a l i t y , p u p i l - t e a c h e r p la n n in g , s a t i s f y i n g the needs o f youth, p u p il i n i t i a t i v e , and o p p o r tu n ity fo r a c tiv e p a r t i c i p a tio n a l l o f which can am plify and supplem ent the classroom a c t i v i t i e s and a id in f u l f i l l i n g th e b a s ic needs o f p u p ils ( 4 :2 4 1 ) . In o rd e r to accom plish the afo rem en tio n ed aims and o b j e c t i v e s of a c t i v i t i e s , the sc h o o l has made a v a i l a b l e a broad range of a c t i v i t i e s in th e sc h o o l program. T h is has tended to in s u r e t h a t the i n d i v i d u a l 's p a r t i c i p a t i o n i s d i v e r s i f i e d and t h a t th e program o f f e r s him the o p p o rtu n ity to engage in a c t i v i t i e s which a re s u ite d to h is p a r t i c u l a r g i f t s and n ee d s. I t i s in t h i s way t h a t p a r t i c i p a t i o n in a c t i v i t i e s has b ro u g h t the p u p il c l o s e r to a r e a l i z a t i o n of h i s a c t u a l p o t e n t i a l i t i e s and h i s i n t e r e s t s a re broadened and deepened as h i s s o c i a l c o n ta c ts f u l f i l l h is needs (2 2 :4 9 ). The au th o r of E v a lu a tiv e C r i t e r i a ex p ressed the view p o in t t h a t the e x p e rie n c e s o f the s tu d e n t a c t i v i t y program are d esig n ed to h e lp meet th e l e i s u r e , r e c r e a t i o n a l , s o c i a l 32 and em o tio n a l i n t e r e s t s and needs of th e s tu d e n ts . The ex p e r ie n c e s a ls o p ro v id e o p p o r t u n i t i e s f o r s e l f d i r e c t e d sp e c i a l i z a t i o n in a re a s o f th e c u rric u lu m o f p a r t i c u l a r i n t e r e s t to s t u d e n t s . These a c t i v i t i e s are conducted under con d i t i o n s which in c r e a s e th e lik e lih o o d of c a rry - o v e r to a d u lt l i f e . Under com petent g u id a n ce, s tu d e n ts sh a re th e re s p o n s i b i l i t y fo r s e l e c t i n g , o rg a n iz in g and e v a lu a tin g th e a c t i v i t i e s . In a l l a c t i v i t i e s , i t i s f e l t t h a t th e re should be ample o p p o r tu n ity f o r th e developm ent of d e m o cratic l e a d e r sh ip and f o llo w e r s h ip a b i l i t i e s ( 4 :2 4 1 ). In 1952, E lls w o rth Tompkins c a lle d a t t e n t i o n to the o v e r a l l aims o f the a c t i v i t y program which are s h o r t and somewhat a l l i n c l u s i v e . They a r e : 1. To lead to th e developm ent of w orthy use o f l e i su re tim e , s e l f r e a l i z a t i o n , and p o s i t i v e e t h i c a l and c i v i c a t t i t u d e s on th e p a r t of a l l pu p i l s in high sc h o o l; 2. To engage th e t o t a l r e s o u r c e s o f the f a c u l t y and th e sc h o o l in the s tu d y of the s c h o o l 's r o le in p ro v id in g c o - c u r r i c u l a r e x p e rie n c e s fo r a l l pu p i l s ; 3. To se rv e a l l p u p i l s d e m o c r a tic a lly w ith o u t s o c i a l , econom ic, or s c h o l a s t i c r e s t r i c t i o n s (7 5 :2 4 ). The need fo r s tu d e n t a c t i v i t i e s to co n tin u e t h e i r d r iv e toward t h e i r l o f t y aims and o b j e c t i v e s was never g r e a t e r than i t i s a t p r e s e n t . They should be p a r t o f an o f f e n s iv e program in th e d i f f i c u l t b a t t l e a g a in s t the i n c re a se in v ic e , d e lin q u e n c y , and crime which seeks to lu re youth o u ts id e o f s c h o o l. E x t r a c l a s s a c t i v i t i e s can se rv e to p ro v id e an o u t l e t fo r t a l e n t s and d r i v e s of youth and make 33 h ig h sc h o o ls more i n t e r e s t i n g fo r more s tu d e n ts - These ends may be gained only through q u a l i f i e d le a d e r s h ip on th e p a r t of a d m in is t r a to r s and t e a c h e r s , c o n s ta n t a l e r t n e s s , c o n tin u a l r e a p p r a i s a l and d e d i c a t io n to th e p r o f e s s io n of e d u c a tio n (7 9 :2 1 0 ). V alues o f the C o-C urriculum The v a lu e s o f th e c o -c u rric u lu m as espoused by the s u p p o r te r s of th e a c t i v i t y program are many- I n f l u e n t i a l A m ericans, in c lu d in g c o lle g e adm ission o f f i c e r s , p a r e n t s , em ployers and sch o o l le a d e r s b e l ie v e t h a t s tu d e n ts gain much from e x t r a c l a s s a c t i v i t i e s . The a c t i v i t y program f in d s i t s e l f in a somewhat p r e c a r io u s p o s i t i o n , in r e l a t i o n to i t s c r i t i c s , as the s p e c i f i c v i r t u e s a t t r i b u t e d to th e co c u rric u lu m do no t lend th e m selv es to o b je c ti v e m easurem ents. In view ing any com plete l i s t of th e v a l u e s , however, i t b e comes a p p a re n t t h a t the claim ed v i r t u e s of the program are commendable rea so n s fo r s u s t a in in g th e c o -c u rric u lu m . In 1926, Koos r e p o r te d a survey o f f o r t y a r t i c l e s and c h a p te rs in e d u c a tio n books by t h i r t y - e i g h t d i f f e r e n t w r i t e r s a n a ly z in g th e v a lu e s a s c r ib e d to c o - c u r r i c u l a r a c t i v i t i e s ( 1 7 :9 -1 2 ). Table 1 p r e s e n ts th e s e a t t r i b u t e d v a l u e s . The f a c t t h a t th e f i r s t e le v e n v a lu e s mentioned by the w r i t e r s f a l l in the l e s s ta n g ib le a r e a s of t r a i n i n g in some c i v i c , s o c i a l , or m oral q u a l i t y le n d s f u r t h e r su p p o rt to the b e l i e f th a t th e v a lu e s o f th e c o -c u rric u lu m , a lth o u g h not 34 TABLE 1 VALUES CLAIMED FOR PARTICIPATION IN EXTRACURRICULAR ACTIVITIES BY THIRTY-EIGHT AUTHORS IN FORTY SOURCES (1 7 :1 1 ) Number Claimed Value R ep o rtin g 1. T ra in in g in some c i v i c , s o c i a l , or moral valu e a r e a s ....................................................... 37 2. S o c i a l i z a t i o n ........................................................................... 23 3. T ra in in g f o r s o c i a l c o o p e ra tio n ............................... 19 4. A c tu a l e x p e rie n c e in group l i f e .............................. 17 5. T ra in in g f o r e t h i c a l l i v i n g ......................................... 11 6. T ra in in g f o r c i t i z e n s h i p in a democracy . . . 16 7. T ra in in g f o r l e a d e r s h i p ................................................... 22 8. W orthwhile f r i e n d s h i p s ................................................... 3 9. T ra in in g f o r w orthy home membership ..................... 4 10. T ra in in g in p a r lia m e n ta r y usage ............................... 3 11. Improved d i s c i p l i n e and sch o o l s p i r i t . . . . 21 12. T ra in in g f o r r e c r e a t i o n a l and a e s t h e t i c p a r t i c i p a t i o n ..................................................................... 15 13. H e a l t h .......................................................................................... 10 14. V o catio n al t r a i n i n g ............................................................. 4 15. T ra in in g in b u s in e s s methods .................................... 4 16. I n t e l l e c t u a l developm ent .............................................. 7 17. R e te n tio n in sc h o o l ............................................................. 4 18. R e co g n itio n of i n t e r e s t s and a m b itio n s . . . 10 19. E x p lo ra tio n ................................................................................ 5 20. Improved s c h o la r s h ip ........................................................ 8 21. C o n s tru c tiv e in f lu e n c e on i n s t r u c t i o n . . . . 6 22. R e co g n itio n o f a d o le s c e n t n a tu re .......................... 24 23. T ra in in g in fundam ental p r o c e s s e s .......................... 3 24. R e la tio n of sc h o o l and community .......................... 7 25. D ischarge of su perabundant e n e rg ie s ..................... 4 35 e a s i l y m e a s u ra b le , make a d e f i n i t e c o n t r i b u t i o n to m eetin g th e n e e d s o f y o u th i n a modern day e d u c a t i o n a l system ( 1 7 : 1 0 ) . A lthough c h i l d r e n e x h i b i t many common c h a r a c t e r i s t i c s and n e e d s , th e y v a ry w id e ly i n t h e i r i n t e r e s t s , c a p a c i t i e s and a t t i t u d e s tow ard e d u c a t i o n . S tu d e n t a c t i v i t i e s , b ased on p u p i l i n t e r e s t , have p ro v en more a d a p ta b le to i n d i v id u a l d i f f e r e n c e s th a n th e n o n -fo rm a l c la ssro o m c o u r s e s . C lu b s, a t h l e t i c s , p u b l i c a t i o n s and s o c i a l a f f a i r s p ro v id e many o p p o r t u n i t i e s f o r s t u d e n t s to d e v e lo p i n t e r e s t s and t a l e n t s . C u rre n t e d u c a t i o n a l th e o ry h o ld s t h a t m o ti v a ti o n i s a p r e r e q u i s i t e c o n d i t i o n f o r l e a r n i n g and i n t e r e s t and p u rp o se a re two o f th e most e f f e c t i v e means o f m o tiv a tin g s t u d e n t s . S in ce i n t e r e s t and p u rp o se a re c h a r a c t e r i s t i c of c o - c u r r i c u l a r a c t i v i t i e s , i t fo llo w s t h a t a c t i v i t i e s may mo t i v a t e l e a r n i n g and th e s e a r e some of th e v a lu e s o f th e co c u r r ic u lu m ( 2 :2 2 5 - 2 2 6 ) . The o l d e s t , b e s t u n d e rs to o d and most w id e ly a c c e p te d v a lu e o f th e c o - c u r r ic u lu m i s c o u rse r e l a t e d a c t i v i t i e s which p ro v id e e n ric h m e n t, e x t e n s i o n , v a r i a t i o n , e n la r g e d i n t e r e s t and u n d e r s ta n d in g o f th e work which i s b e in g c a r r i e d on in a r e g u l a r s u b j e c t o f s tu d y . In e f f e c t , th e a c t i v i t y i s u se d to r e i n f o r c e and s t r e n g t h e n th e work o f th e c u r r i c u lum ( 6 : 5 6 ) . P u p il a c t i v i t i e s have ta k e n s t i l l a n o th e r form o f e n r i c h i n g th e c u r r ic u lu m by p r o v id in g f o r th e a d a p t i v e , 36 d i r e c t i v e and c o r r e c t i v e t r a i n i n g th a t youth has needed. When new em otions b eg in to sway y o u th , new id e a s as to the purpose of l i f e begin to be fo rm u late d and become f i r e d ; a s p i r a t i o n s and v i s i o n s o f the f u t u r e b eg in t o ta k e h o ld ; q u a l i t i e s of le a d e r s h ip emerge, im pulses tak e a c tio n and youth needs some media fo r th e se e x p r e s s io n s . The p u p il ac t i v i t i e s program has been the avenue by which th e se e x p r e s sio n s may be n u rtu re d and c u l t i v a t e d (5 9 :2 4 9 ). E x tr a c l a s s a c t i v i t i e s a ls o make d i r e c t and p o s i t i v e c o n t r i b u t i o n to the s o c i a l p u rp o ses o f e d u c a tio n . Many of the p re v io u s ly re p o r te d s ta te m e n ts of e d u c a tio n a l o b je c ti v e s have advanced th e th e o ry t h a t sc h o o ls should develop p r o grams which would r e s u l t in the emergence o f c i v i c r e s p o n s i b i l i t y , economic competence and s o c i a l u n d e rs ta n d in g . The s o c i a l v a lu e s d e riv e d from the t r a i n i n g in s tu d e n t a c t i v i t i e s such as s o c i a l c o o p e ra tio n , s o c i a l r e c r e a t i o n and r e c o g n itio n o f i n t e r e s t s and a b i l i t y has been termed s e l f - r e a l i z a t i o n by th o se who f e e l t h i s i s a f u n c tio n of th e n a t i o n ’s sc h o o ls and more s p e c i f i c a l l y the c o -c u rric u lu m (5 9 :2 5 0 -2 5 1 ). The p h ilo so p h y o f e d u c a tio n has been d is c u s s e d and r e d is c u s s e d by many g r e a t minds o f ev ery z e . In the p a s t , the main f u n c tio n of school was to i n s t r u c t in th e b a s ic p r i n c i p l e s o f m athem atics, E n g lis h , and h i s t o r y and give l i t t l e tho u g h t to o th e r phases o f the c h i l d ’s developm ent. Through a g r a d u a l, never ceasing t r a n s i t i o n , the so le 37 em phasis i s no lo n g er on the i n t e l l e c t u a l developm ent of the c h i l d , b u t on the developm ent of th e "w holeM c h i l d . Taking p a r t in s tu d e n t a c t i v i t i e s i s f e l t to h e lp a person to b e come a w e ll rounded i n d i v i d u a l . These a c t i v i t i e s give a l l p u p ils a chance to ta k e a p a r t in some o r g a n iz a tio n . School p u b l i c a t i o n s , c lu b s , a t h l e t i c groups and o th er a c t i v i t i e s p ro v id e s tu d e n ts w ith an o p p o rtu n ity to p r a c t i c e n o t only what th e y le a r n in th e "classroom , b u t a ls o th o se q u a l i t i e s of r e s p o n s i b i l i t y , sp o rtm a n sh ip , s e l f - c o n t r o l , le a d e r s h ip and how to g et along w ith p eo p le (5 8 :2 9 -3 0 ) . The p ro p o n en ts of group a c t i v i t i e s claim a number of v a lu e s r e s u l t from p a r t i c i p a t i o n in c e r t a i n ty p e s of group e x p e r ie n c e s . S tran g found t h a t p o s i t i v e v a lu e s are r e l a t e d to both th e i n d iv i d u a l and th e group. For the i n d iv i d u a l th e re are d ev e lo p m e n tal, d ia g n o s tic and th e r a p e u t i c v a lu e s which p ro v id e o p p o r tu n iti e s to s a t i s f y b a s ic n ee d s, f o r i n d i v id u a l s e l f - a p p r a i s a l and to work out r e l a t i o n s w ith o th e r s . For the group, th e re are c o n t r i b u t i o n s to m orale or s p i r i t and to a r r i v e a t s o l u t i o n s to r e a l school problem s. I t i s in t h i s way t h a t group work in s tu d e n t a c t i v i t i e s and the c o u n s e lin g p ro c e s s are fu se d in o rd e r to use the group to develop th e p o t e n t i a l i t i e s of the in d i v i d u a l s tu d e n t (2 5 :2 9 ). S t i l l an o th er value i s the in f lu e n c e o f co- c u r r i c u l a r a c t i v i t i e s i n keeping s t u d e n ts in sch o o l who might o th e rw ise drop o u t. A lthough the re s e a r c h has no t 38 shown th a t th e re i s a d i r e c t cause and e f f e c t r e l a t i o n s h i p between p a r t i c i p a t i o n and s ta y in g in sc h o o l, th e re has been ev id en ce to i n d i c a t e t h a t s tu d e n ts who have com pleted high sch o o l took p a r t in a g r e a t e r number of a c t i v i t i e s than did d ro p o u ts d u rin g th e same p e rio d of tim e ( 3 0 :5 - 7 ) . This had led e d u c a to rs to b e lie v e t h a t one o f the v a lu e s in a c t i v i t y p a r t i c i p a t i o n has been to p ro v id e an i n t e r e s t fo r s tu d e n ts who m ight o th e rw ise not s ta y in sc h o o l. Even a c u rso ry look a t p e r i o d i c a l s and books in the a c t i v i t i e s f i e l d , f in d s w r i t e r s who expouse the p u b lic r e l a t i o n s v a lu e s o f the c o -c u rric u lu m . One index of the p u b lic r e l a t i o n s v alu e of sc h o o l a c t i v i t i e s may be found in the amount of space th ey re c e iv e in new spapers. In a stu d y r e p o rte d by Anderson and Van Dyke (2 :2 2 7 ) su rv ey in g the amount o f newspaper space devoted to d i f f e r e n t ty p e s of school news, th ey found th a t s i x t y - f i v e per ce n t of the space d e v o ted to sc h o o ls d e a l t w ith e x t r a c l a s s a c t i v i t i e s . The pub l i c r e l a t i o n value i s not l i m ite d to the p u b l i c i t y in news p a p e rs , as s e rv ic e to the community by groups o f s tu d e n ts has given an e x c e l l e n t image of te e n a g e rs to the p u b lic and in tu r n pro v id ed the o p p o rtu n ity fo r developm ent of re sp o n s i b i l i t y , s e l f - r e l i a n c e and i n i t i a t i v e ( 2 2 :1 9 ). Because of the supplem ental and i n t e g r a t i v e v a lu e s o f many s tu d e n t a c t i v i t i e s , th ey may be sa id to be in accord w ith th e l i f e ad ju stm e n t concept in e d u c a tio n . The c h a ra c t e r i s t i c s of f l e x i b i l i t y and s tu d e n t c o n tr o l have made the 39 c o - c u r r i c u l a r program re s p o n s iv e to th e immediate needs of youth. O rg a n iz a tio n s devoted to im p o rta n t m a tte rs of man n e r s , d r e s s , o c c u p a tio n a l c h o ic e , boy and g i r l r e l a t i o n s h i p s , m a rriag e and a n t i c i p a t e d s e r v ic e in th e armed f o r c e s a re n o t uncommon in s tu d e n t a c t i v i t y program s. School people were u s in g s tu d e n t a c t i v i t i e s to meet the p r a c t i c a l needs of youth long b e fo re e d u c a tio n f o r l i f e a d ju stm e n t was i n t r o - dued i n t o th e language of p r o f e s s io n a l e d u c a to rs ( 6 :5 8 ). The c i v i c v a lu e s d e riv e d from p u p il a c t i v i t y p r o grams and t r a i n i n g in le a d e r s h ip , b u s in e s s methods and c i t i z e n sh ip f o r l i f e in a d em o cratic s o c i e t y . T h is i s an area in which knowledge of d em o cratic i n s t i t u t i o n s i s n o t enough; the p u p it must have o p p o rtu n ity f o r p r a c t i c a l a p p l i c a t i o n of th e p r i n c i p l e s he le a r n s in th e classroom . The s tu d e n t c o u n c il, clu b s and o th e r o r g a n iz a tio n in the s tu d e n t a c t i v i t i e s program have p ro v id ed a p la c e f o r in fo rm a l and form al p r a c t i c a l a p p l i c a t i o n o f new le a rn e d d em o cratic p r i n c i p l e s of good and u s e f u l c i t i z e n s h i p (5 9 :2 5 0 -2 5 1 ). A c t i v i t i e s a f f o r d golden o p p o r tu n iti e s f o r s tu d e n ts and te a c h e rs to work to g e th e r on a f r i e n d l y c o o p e ra tiv e b a s is th u s e s t a b l i s h i n g r a p p o r t so n e c e s s a ry f o r guidance. The v alu e in t h i s type a c t i v i t y l i e s in the o p p o rtu n ity to f o s t e r more e f f e c t i v e teamwork between s tu d e n ts , f a c u l t y and a d m i n i s t r a t i v e p e rs o n n e l. I t has a ls o en ab led te a c h e rs to b e t t e r u n d e rsta n d the f o rc e s t h a t m o tiv ate p u p ils to r e a c t as th ey do in c e r t a i n s i t u a t i o n s (22:18 (6 7 :2 7 3 ). 40 Each s e p a r a t e a c t i v i t y , w h eth e r i t be a t h l e t i c s , a s s e m b lie s , c l u b s , d r a m a t i c s , f o r e n s i c s , p u b l i c a t i o n s or s t u d e n t c o u n c i l , h a s i t s own c h a r a c t e r i s t i c s b u t th e y a l l co n t r i b u t e to th e a fo re m e n tio n e d g e n e r a l v a lu e s o f th e co- c u r r i c u l a r program j u s t as th e c o - c u r r ic u lu m c o n t r i b u t e s to the o v e r a l l e d u c a t i o n a l o b j e c t i v e s o f th e c u r r ic u lu m . I t i s from t h e s e v a l u e s t h a t th e c o - c u r r ic u lu m makes i t s c o n t r i b u t i o n tow ard th e a t t a i n m e n t o f e d u c a t i o n Ts s o c i a l , a t h l e t i c , a e s t h e t i c , e t h i c a l , s p i r i t u a l , c i v i c , and l e i s u r e tim e ob j e c t i v e s ( 6 7 :2 7 4 ) . The Need f o r E v a lu a tio n The dev elo p m en t o f th e c o - c u r r i c u l a r program h as n o t p ro ceed ed i n an o r d e r l y f a s h i o n and a s a r e s u l t th e o b j e c t i v e s o f a c t i v i t i e s and th e p r o p o r te d v a lu e s may need to be q u e s tio n e d . In th e e v a l u a t i o n o f a program th e p rim a ry o b j e c t i v e should be to d e te r m in e w h eth er th e aim s of t h a t p r o gram a re in f a c t b ein g a t t a i n e d . I f th e aim s and p u rp o s e s o f th e c o - c u r r ic u lu m , or any o th e r program in e d u c a ti o n , a re f e l t to be no lo n g e r l e g i t i m a t e f u n c t i o n s o f e d u c a tio n or i f su b se q u e n t i n v e s t i g a t i o n r e v e a l s them to be u n a t t a i n a b l e th e n th e y sh o u ld be d i s c a r d e d , as th e j u s t i f i c a t i o n o f any program must be t h a t i t s e r v e s th e o v e r a l l p u rp o se of e d u c a t i o n . The c o - c u r r ic u lu m , l i k e any o th e r program in e d u c a t i o n , h as a number o f problem s and th u s t h e r e i s a need f o r 41 d i s c u s s i o n o f th e s e p roblem s and p o s s i b l e s o l u t i o n s . The p e r s o n n e l f a c t o r h a s been a d e f i n i t e problem in th e e x t r a c l a s s a c t i v i t i e s p ro g ram . The two c h i e f re a s o n s a re i d e n t i f i e d as a s h o r ta g e o f q u a l i f i e d t e a c h e r s and a change o f a t t i t u d e tow ard te a c h in g lo a d . In some c a s e s , i t h as been i n c r e a s i n g l y d i f f i c u l t to m o tiv a te t e a c h e r s to do e x t r a work when most o f th e s a l a r y s c h e d u le s a r e b a s e d upon th e number o f u n i t s a t e a c h e r h a s a c q u ir e d and th e y e a r s he h as ta u g h t ( 7 7 :2 0 6 - 2 0 7 ) . S tu d ie s c o n c e rn in g lo a d s o f t e a c h e r s r e v e a l t h a t as much as one t h i r d o f t h e i r tim e may be ab so rb e d in co- c u r r i c u l a r a c t i v i t i e s and y e t th e c u r r ic u lu m load o f th e te a c h e r has n o t been re d u c e d a s th e c o - c u r r ic u lu m h as been added. As a r e s u l t , e i t h e r th e t e a c h e r has to l i m i t th e amount o f tim e d e v o te d to a c t i v i t i e s or he must d e v o te l e s s tim e to h i s c la s s ro o m d u t i e s - - a n u n f o r t u n a t e o c c u rre n c e in e i t h e r case ( 3 7 :2 5 8 ) . A second problem in th e c o - c u r r ic u lu m i s th e f a c t t h a t i t may im pinge upon th e p u p i l . T here i s th e q u e s t i o n o f w h eth e r i t looms to o l a r g e in th e mind of th e p u p i l and has i t become to o e l a b o r a t e , e x p e n s iv e and tim e consum ing. C r i t i c s a re s a y in g p u p i l s have become to o a b so rb e d i n e x t r a c l a s s a c t i v i t i e s and have l o s t p e r s p e c t i v e c o n c e rn in g s c h o o lin g ( 3 7 :2 5 9 ) . J o h n s to n and Faunce have sum m arized th e w ea k n esse s and c r i t i c i s m s o f the c o - c u r r i c u l a r program . They a r e : 42 1. Many sc h o o ls have adopted th e form s of a c t i v i t y programs w ith o u t any r e a l u n d e rs ta n d in g by te a c h e r s and p u p ils of the f u n c tio n s i t should perform . 2. W e have been a f r a i d of dem ocracy. W e have lacked f a i t h in the a b i l i t y of p u p ils to p la n , to make i n t e l l i g e n t d e c i s i o n s , and to a c c e p t r e s p o n s i b i l i t y . 3. P a r t i c i p a t i o n in th e a c t i v i t i e s program has been lim ite d to to o few p u p i l s . 4. The c o m p e titiv e a s p e c ts o f th e program have been overem phasized. The w inning of c o n t e s t s has been allow ed to overshadow more im p o rta n t o u t comes . 5. The a c t i v i t y program has n o t been v i t a l l y r e la te d to the c u rric u lu m . 6. T here has been no c o n s i s t e n t e f f o r t to e v a lu a t e a c t i v i t i e s in term s of fundam ental o b j e c t i v e s . 7. Teacher t r a i n i n g i n s t i t u t i o n s have f a i l e d to p ro v id e a p p r o p r ia te e x p e rie n c e s f o r p r o s p e c tiv e te a c h e r s to p re p a re them fo r r e s p o n s i b i l i t i e s in r e l a t i o n to s tu d e n t a c t i v i t i e s . 8. D u ties in r e l a t i o n to the a c t i v i t y program s have not re c e iv e d adequate r e c o g n i tio n in c o n s id e rin g th e t e a c h e r s 1 load (1 3 :3 5 6 -3 6 1 ). The concern f o r e v a lu a t io n o f th e a c t i v i t y program has been ex p re sse d by numerous a c t i v i t i e s s u p p o r te r s . The w eaknesses which have been p o in te d out a re s e r io u s and un f o r t u n a t e l y too common. They a re not in su rm o u n ta b le as has been shown by some sc h o o ls which have developed programs which are v i t a l l y r e l a t e d to th e e d u c a tio n a l o b j e c t i v e s of the sch o o l (5 6 :1 2 ). Schoolmen have a d m itted t h a t they have a co- c u r r i c u l a r program , but most of them have n o t e v a lu a te d i t to see i f i t i s m eeting th e needs of s t u d e n t s . E v a lu a tio n i s f e l t by many to be the w eakest p a r t of the c o - c u r r i c u l a r program. I f the sch o o l c u rric u lu m i s going to meet th e ob j e c t i v e s s e t f o r t h each sc h o o l w i l l need to e v a lu a te the 43 a c t i v i t y program (3 1 :6 1 ). The E v a lu a tiv e C r i t e r i a as e s t a b l i s h e d by th e Coop e r a t i v e Study of Secondary School S ta n d a rd s has su g g e sted t h a t th e re are two p i v o t a l p o i n t s of e v a lu a t io n which a r e : "(1 ) th e s c h o o l’s p h ilo so p h y and o b j e c t i v e s and (2) c h a ra c t e r i s t i c s o f the sc h o o l and community” ( 4 :2 4 2 ). I t was a ls o su g g ested t h a t when e v a lu a t io n s are made such f a c t o r s as s i z e , ty p e , lo c a ti o n of s c h o o l, f i n a n c i a l su p p o rt a v a i l a b l e , and s t a t e re q u ire m e n ts should not be allow ed to j u s t i f y f a i l u r e t o p ro v id e a program and f a c i l i t i e s a p p r o p r ia te to the p h ilo so p h y and o b je c ti v e s to meet the needs of the com m unity. The r e p o r t c o n sid e re d i t e s s e n t i a l to use d i s c r i m i n a tin g judgment i n o rd er f o r the e v a lu a t io n to s tim u la te im provement ( 4 :2 4 2 ). There are g e n e r a lly th r e e acce p ted approaches t h a t have been found to be u s e f u l in e v a lu a tin g s tu d e n t a c t i v i t y program s. The b e s t known and most w id ely used i s th e p r e v i o u sly d is c u s s e d e v a lu a tiv e check l i s t t h a t was produced by s e v e r a l p r o f e s s i o n a l g ro u p s. The l i s t in c lu d e s e v a lu a tio n c r i t e r i a based on e d u c a tio n a l o b j e c t i v e s fo r the a p p r a i s a l of the e n t i r e secondary s c h o o l. A second approach has been to a p p r a is e through an o p in io n p o l l . The b a s i s f o r t h i s ap proach has been th a t th e e f f e c t i v e n e s s of any program i s d e term ined in p a r t by the a t t i t u d e o f a l l people concerned and t h a t SQme s y s te m a tic e f f o r t to a p p ra is e th e s e a t t i t u d e s i s n e c e ss a ry i f c o n c lu s io n s a re to be r e l i a b l e and v a l i d . The 44 t h i r d ap p ro ac h i s p r i m a r i l y co n cern ed w ith b e h a v io r . C e r t a i n te c h n iq u e s may be used to g a t h e r d a t a which when such d a t a i s p o s i t i v e and f a v o r a b le t h e r e i s a b e t t e r chance t h a t th e s c h o o l h as a sound program o f a c t i v i t i e s th an when th e d a t a a re n e g a t i v e . The d i f f i c u l t y in th e l a s t te c h n iq u e a r i s e s b e c au se o f th e i n a b i l i t y o f th e r e s e a r c h e r to con t r o l a l l v a r i a b l e s a f f e c t i n g h i s c r i t e r i a f o r s u c c e s s o f f a i l u r e ( 1 2 : 7 - 9 ) . E v a lu a tio n sh o u ld be p la n n ed t o r e v e a l e v id e n c e r e g a rd in g th e e x t e n t to which th e r e a l l i f e n ee d s a re b e in g s e rv e d . T here sh o u ld be a s y s t e m a tic a n a l y s i s o f i n d i v i d u a l and g ro u p grow th and developm ent ch an g es r e s u l t i n g from p a r t i c i p a t i o n in a c t i v i t i e s . Trumph h as s u g g e s te d t h a t th e f o llo w in g sev en s t e p s i n e v a l u a t i o n a re a p p r o p r i a t e : (1 ) f o rm u la tin g o b j e c t i v e s , (2 ) c l a s s i f i c a t i o n o f o b j e c t i v e s , (3) d e f i n i n g o b j e c t i v e s i n term s o f b e h a v io r , (4 ) s u g g e s tin g s i t u a t i o n s in w hich th e ac h iev em en t o f o b j e c t i v e b e h a v io r w i l l be known, (5) s e l e c t i n g and t r y i n g p ro m is in g e v a l u a t i o n m ethods, (6) im proving a p p r a i s a l m ethods, and (7 ) i n t e g r a t ing r e s u l t s ( 2 8 :1 6 9 ) . The c o - c u r r i c u l a r program h as many o b j e c t i v e s which a re d i f f i c u l t to m easure in t h a t th e y a r e i n th e a f f e c t i v e domain and in s t r u m e n ts in t h e s e a r e a s w hich p r o v id e o b j e c t i v e means f o r com parison a re n o t num erous. N e v e r th e le s s , th e o b j e c t i v e s of th e program s h o u ld be e v a l u a t e d by w h a t e v e r means a v i l a b l e to see i f th e y a re i n f a c t a t t a i n a b l e . 45 E f f o r t s to E v a lu a te O b j e c t i v e s The s y s t e m a t i c e f f o r t s to e v a lu a t e th e c o n t r i b u t i o n s o f th e e x t r a c l a s s program have been i n f r e q u e n t . An exam ina t i o n o f th e l i t e r a t u r e i n t h i s a r e a r e v e a l s t h a t n e a r l y a l l w r i t i n g s a re c o n c ern ed w ith r e p o r t i n g th e s t a t u s o f program s in o p e r a t i o n a lo n g w ith argum ents pro and con f o r th e con tin u a n c e or change in g iv e n a c t i v i t i e s . R esearch h as been l i m i t e d to c o m p ariso n s betw een p a r t i c i p a n t s and non p a r t i c i p a n t s or l e a d e r s and n o n - l e a d e r s . T here has been v e r y few s t u d i e s o f b e h a v i o r a l ch an g es r e s u l t i n g from p a r t i c i p a t i o n and as a r e s u l t th e ca u se and e f f e c t r e l a t i o n s h i p i s n o t a p p a r e n t. The la c k o f s y s t e m a tic e v a l u a t i o n c r e a t e s p ro b lem s a s i t i s d i f f i c u l t to know w hich a c t i v i t i e s a re of th e most v a lu e in m eeting the n ee d s o f yo u th ( 2 8 :1 6 6 ) . The r e a d e r o f th e l i t e r a t u r e in t h i s a re a can h a r d ly f a i l to n o te th e wide ra n g e o f v a lu e s claim ed to a c c ru e to th e p a r t i c i p a n t i n a c t i v i t i e s . These a s su m p tio n s a re n o t new nor a r e th e y any more r e p r e h e n s i b l e th a n the number of t e a c h e r s and e d u c a to r s making c la im s c o n c e rn in g v a lu e s of c e r t a i n s u b j e c t s , c o n te n t or m ethods in t e a c h i n g . The r e s e a r c h in c o - c u r r i c u l a r a c t i v i t i e s can g e n e r a l l y be s e p a r a t ed i n t o th r e e c a t e g o r i e s . The f i r s t has u s u a l l y b een con c e rn e d w ith te s tim o n y of th e p a r t i c i p a n t s th e m s e lv e s . The te s tim o n y h as u s u a l l y been o v erw h elm in g ly in fa v o r o f a c t i v i t i e s . A nother ty p e o f in q u i r y which i s r e g a rd e d as p ro g r e s s in e v a l u a t i o n a re e f f o r t s to a s c e r t a i n th e n a t u r e and e x t e n t of p u p il p a r t i c i p a t i o n in a c t i v i t i e s . These p a r t i c i p a tio n s t u d i e s a re g e n e r a lly a tte m p ts to i n d ic a t e i n t e r e s t in or v alu e of a c t i v i t i e s in g e n e ra l or p a r t i c u l a r . The t h i r d type of stu d y has been c a te o g riz e d as one which i n q u ir e s i n t o the r e l a t i o n s h i p between p a r t i c i p a t i o n in co- c u r r i c u l a r a c t i v i t i e s and o th e r c r i t e r i a in an e f f o r t to n o te any in flu e n c e o f one on the o th e r (1 7 :2 2 6 -2 2 9 ). S tu d ie s such as H am ilto n Ts on o p in io n s of s tu d e n ts and t e a c h e r s w ith r e s p e c t to v a lu e s of a c t i v i t i e s show the people most d i r e c t l y in v o lv e d r a t e a c t i v i t i e s h ig h ly . Ham i l t o n secured e v a lu a t io n s of c o n t r i b u t i o n s o f th e a c t i v i t y program t o e d u c a tio n a l needs of youth as d e fin e d by the Co o p e r a tiv e Study of Secondary School S ta n d a rd s . R a tin g s were o b ta in e d from 180 a c t i v i t y sp o n so rs and 2,061 high sc h o o l s e n io r s in tw e n ty -fo u r hig h sc h o o ls in Texas. He found t h a t the outcomes of a c t i v i t i e s r a te d h ig h e s t by s tu d e n ts were in the a r e a s of s o c i a l i z a t i o n ( 3 .8 6 ) , m ental h e a lth ( 3 .6 9 ) , guidance ( 3 .6 5 ) , p r e p a r a t io n f o r f u r t h e r e d u c a tio n ( 3 .6 2 ) , re a s o n in g (3 .5 4 ) and a e s t h e t i c s ( 3 .5 4 ) . A ll of the r a t i n g s f e l l in th e c a te g o ry "more than average v a l u e ," as d e fin e d by th e a u th o r. S tu d e n ts r a te d th e a c t i v i t y program as hav ing above average value in c o n t r i b u t i n g to e d u c a tio n a l needs w h ile te a c h e rs r a te d the v a lu e s somewhat h ig h e r th an did the s t u d e n ts . The c o r r e l a t i o n of .84 between te a c h e rs and s t u d e n ts r a t i n g s i n d i c a t e s c lo se agreem ent (5 7 :1 3 2 -1 3 6 ). In a stu d y in v o lv in g s i x a c t i v i t y a d v is o r s , elev e n 47 m ajor o f f i c e r s and 288 a c t i v e p a r t i c i p a n t s of s i x ty p e s of a c t i v i t i e s , R u s s e l l found t h a t i n g e n e r a l t h e r e were r e l a t i v e low d e g r e e s of agreem ent betw een th e d i r e c t o r o f s t u d e n t a c t i v i t i e s and f a c u l t y a d v i s o r s , m ajor o f f i c e r s and a c t i v e members on th e p e r c e iv e d g e n e r a l o b j e c t i v e s o f th e t o t a l a c t i v i t i e s program . The e x t e n t to w hich th e g e n e r a l and s p e c i f i c o b j e c t i v e s o f most o f th e o r g a n i z a t i o n s were b e in g f u l f i l l e d , a s p e r c e iv e d by f a c u l t y a d v i s o r s , m ajor o f f i c e r s and m ajor members ra n g e d from r e l a t i v e l y h ig h t o r e l a t i v e l y low ( 9 2 :1 9 0 7 ). A s tu d y by Trumph r e v e a le d m ajor b e n e f i t s w hich s t u d e n t s , f a c u l t y , p a r e n t s and alum ni b e l i e v e a re o b ta in e d from ta k in g p a r t in e x t r a c l a s s a c t i v i t i e s . The v a lu e s r a t e d h i g h e s t by th e 3 ,5 2 5 se c o n d a ry s c h o o l s t u d e n t s were as f o l low s: p a r t i c i p a t i o n r e s u l t e d in d e v e lo p in g new f r i e n d s h i p s , made s c h o o l seem more i n t e r e s t i n g , made e x t r a c l a s s a c t i v i t i e s , s c h o o l s u b j e c t s , a c t i v i t i e s c e n t e r e d around th e home, a c t i v i t i e s c e n te r e d around com m ercial a c t i v i t i e s and un p la n n e d p e e r group a c t i v i t i e s . S tu d e n ts in I l l i n o i s s c h o o ls u n if o rm ly ran k ed c o - c u r r i c u l a r a c t i v i t i e s above r e g u l a r s c h o o l s u b j e c t s i n te rm s o f p e r s o n a l s a t i s f a c t i o n . P a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s ran k ed second o n ly to p a r t i c i p a t i o n in com m ercial and u n p la n n ed p e e r g ro u p a c t i v i t i e s ( 8 9 :4 7 - 5 2 ) . In s t i l l a n o th e r su rv ey o f p r a c t i c e s i n i n d i v i d u a l s c h o o l sy s te m s , 200 "secondary s c h o o l p r i n c i p a l s were p o lle d 48 as to w hether c o - c u r r i c u l a r a c t i v i t i e s were needed, how a c t i v i t i e s could be im proved, and were e x i s t i n g programs e f f e c t i v e . E ig h ty per cen t of the p r i n c i p a l s s a id t h a t a c t i v i t i e s were more im p o rta n t in a d e m o c ra tic s o c i e t y than a t o t a l i t a r i a n s t a t e and o n e - t h i r d s a id t h a t t h e i r a c t i v i t i e s program re c e iv e d g r e a t e r em phasis sin c e S p u tn ik . Seventy- one per c e n t of the a d m i n i s t r a t o r s fa v o re d enco u rag in g o th e r a g e n c ie s and i n s t i t u t i o n s of s o c ie ty toward h e lp in g p ro v id e a p p r o p r ia te c o - c u r r i c u l a r a c t i v i t i e s as a means o f im proving e x t r a c l a s s a c t i v i t i e s . In answer to th e q u e s tio n , "Are e x i s t i n g e x t r a c l a s s a c t i v i t i e s program s e f f e c t i v e ? ” 31 per cen t r a te d c u rric u lu m s u p e r io r , 21 per ce n t r a te d co- c u r r i c u l a r s u p e rio r and 51 per c e n t r a te d c o -c u rric u lu m av erag e ( 6 6 :6 7 -6 9 ) . S tu d en t p a r t i c i p a t i o n s t u d i e s range in purpose from how many p a r t i c i p a t e to why the s tu d e n ts d id not p a r tic ip a te . Trumph conducted a stu d y f o r the l a t t e r purpose when he s u r veyed 3,581 s tu d e n ts in f iv e s e le c te d sc h o o ls in I l l i n o i s . The number o f a c t i v i t i e s p a r t i c i p a t e d in ranged from zero to s i x t e e n . A pproxim ately o n e - f o u r th of th e s tu d e n ts did no t p a r t i c i p a t e in any a c t i v i t y and 48 per c e n t of th e boys and 39 per ce n t of th e g i r l s were in e i t h e r none or only one a c t i v i t y (2 8 :1 6 4 ). A ccording to Wood, n o n - p a r t i c i p a n t s in many of to d a y ’s sc h o o ls would p ro b ab ly be c lo s e r to 65 per c e n t. He s t a t e d th a t a c t i v i t i e s are being conducted p r im a r il y fo r 49 about o n e - th ir d o f the s tu d e n t body and t h a t in g e n e ra l th o se s tu d e n ts who p a r t i c i p a t e are th o se who need the t r a i n ing and b e n e f i t s l e s s th an most o t h e r s in the s tu d e n t body (80 : 204) . There are numerous s t u d i e s re g a rd in g the r e l a t i o n s h ip of p a r t i c i p a t i o n in e x t r a - c u r r i c u l a r a c t i v i t i e s to dropping o u t of s c h o o l. An i n v e s t i g a t i o n by B e ll su p p o rted e a r l i e r s t u d i e s which showed t h a t la c k o f p a r t i c i p a t i o n in sc h o o l a c t i v i t i e s i s a s i g n i f i c a n t c h a r a c t e r i s t i c o f the d ro p o u t. T w o -th ird s o f the d ro p o u ts did n o t p a r t i c i p a t e in a s in g l e a c t i v i t y . In each o f th e e n ro llm e n t c l a s s i f i c a t i o n s in v o lv in g 10,000 p u p ils , a s i g n i f i c a n t d i f f e r e n c e was found between d ro p o u ts and n o n -d ro p o u ts on a c t i v i t y p a r t i c i p a t io n ( 3 0 :5 - 7 ) . There i s s u b s t a n t i a l evid en ce t h a t d ro p o u ts do no t p a r t i c i p a t e in c o - c u r r i c u l a r a c t i v i t i e s t o any d e g re e . L iv in g s to n re p o r te d a s tu d y of 45,000 s tu d e n ts in w hich, in s p i t e of a number of s i g n i f i c a n t r e l a t i o n s h i p s , o n ly one f a c t o r , p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s a t the secondary sch o o l l e v e l accounted fo r more than o n e - th ir d of the v a ria n c e (5 7 :1 9 7 ). Thomas r e p o rte d an o th er stu d y which i n d ic a te d t h a t not one person who dropped out b e fo re com p l e t i n g th e t h i r d year had ever engaged in an a c t i v i t y , and 89 per cen t of those who g ra d u a te d had p a r t i c i p a t e d . Of th o se d ro p o u ts who l e f t school d u rin g t h e i r f o u r th y e a r, 30 p er ce n t had taken p a r t in a c t i v i t i e s (7 1 :1 9 ). In 50 W illia m s ’ stu d y of 13,715, when n o n - p a r t i c i p a n t s were s t u d ie d , i t was found t h a t more th an tw o - th ir d s of th e d ro p o u ts never p a r t i c i p a t e d in a t h l e t i c s or c o -c u rric u lu m a c t i v i t i e s of any kin d (8 1 :1 2 ). A lthough no cause and e f f e c t r e l a t i o n s h i p has been e s t a b l i s h e d i t would no t be in a p p r o p r ia t e to assume t h a t a c t i v i t i e s may p la y some p a r t in r e t e n t i o n of p o s s i b le e a r l y sch o o l le a v e r s . A stu d y by Trumph o f 3,581 s tu d e n ts in f i v e s e le c te d h ig h sc h o o ls sheds some l i g h t on why s tu d e n ts do n o t p a r t i c i p a t e . The fo llo w in g re a s o n s were g iv e n : la c k of n e c e s s a ry a b i l i t y and s k i l l , la ck of time because of out of school a c t i v i t i e s or work, p a r t i c i p a t i o n would i n t e r f e r e w ith r e g u la r sch o o l work, membership by e l e c t i o n p rev en ted p a r t i c i p a t i o n , lack of money, and o p p o s itio n to the way a c t i v i t i e s were run (2 7 :2 2 4 ). There have been a number of s tu d i e s which atte m p ted to show r e a l t i o n s h i p between p a r t i c i p a t i o n in a c t i v i t i e s and o th e r f a c t o r s . The c r i t e r i a used f o r com parison was most o fte n s c h o l a s t i c achievem ent and sometimes ad ju stm e n t or su c c e s s in l a t e r l i f e . Hemerling and H urst did a stu d y of l e i s u r e time a c t i v i t i e s of high sc h o o l s tu d e n ts and th e p o s s ib le r e l a t i o n sh ip to s c h o l a s t i c achievem ent. The sample c o n s is te d of two hundred sophomore s t u d e n ts . Data was g a th e re d from a q u e s t i o n n a i r e and cum ulative re c o rd s and c o r r e l a t i o n c o e f f i c i e n t s were com pleted. I t was found t h a t th e re was no 51 r e l a t i o n s h i p between amount of tim e sp e n t in s p o r t s , a c t i v i t i e s , r e a d in g , d a tin g or r e l i g i o u s a c t i v i t i e s and s c h o l a s t i c achievem ent as measured by the grade p o in t average (5 5 :8 7 - 90) . In 1958, S u t c l i f f e , in a d o c t o r a l d i s s e r t a t i o n , found t h a t p u p ils o f above average m e n tal a b i l i t y re c e iv e d b e t t e r marks than th o se who d id n o t p a r t i c i p a t e in co- c u r r i c u l a r a c t i v i t i e s . The r e s e a r c h re v e a le d t h a t a c h ie v e rs fav o red s p o r t s , s tu d e n t government and i n t e r e s t c lu b s . The u n d e ra c h ie v e rs were found to favor s p o r t s , music i n t e r e s t c lu b s , s ta g e crew and r i f l e clu b (9 4 :1 8 0 ). A stu d y was done by May to d eterm in e i f any r e l a t io n s h i p e x i s te d between s c h o l a s t i c achievem ent and th e amount o f p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s . The stu d y re v e a le d t h a t th e re was no evidence to prove t h a t th e achievem ent o f th e s tu d e n ts was r e l a t e d to e x te n s iv e p a r t i c i p a t i o n in a c t i v i t i e s , a f t e r i n v e s t i g a t i n g the re c o rd s of f o rty - o n e s e n i o r s . The r e s u l t s were d i r e c t e d by h o ld in g th e i n t e l l i g e n c e f a c t o r c o n s ta n t and th e r e s u l t s were the same (7 9 :3 0 5 -3 0 8 ). In a stu d y o f 293 s e n io r s tu d e n ts in P e n n sy lv a n ia , an e f f o r t was made to f in d out w hether time sp e n t in co- c u r r i c u l a r a c t i v i t i e s was r e l a t e d w ith s c h o l a s t i c a v era g es when th e i n t e l l i g e n c e f a c t o r was h eld c o n s ta n t. P a r t i c i p a n ts in c o - c u r r i c u l a r a c t i v i t i e s re c e iv e d h ig h e r grade av e ra g e s in t h e i r s e n io r year than th o se who d id n o t 52 p a r t i c i p a t e , how ever, th e y a l s o r e c e iv e d h ig h e r s c o r e s on th e O tis - Q u ic k - S c o r in g M en tal T e s t th an th e n o n - p a r tic i p a n ts . In c o n s id e r in g th e s t u d e n t s who s p e n t th e most tim e on a c t i v i t i e s m atched w ith n o n - p a r t i c i p a n t s , th e p a r t i c i p a n t s r e c e iv e d h ig h e r grade a v e ra g e s ( 7 4 :1 8 1 -1 8 4 ) . B u llo c k , in a 1965 d o c t o r a l d i s s e r t a t i o n , s t u d i e d 102 p a r t i c i p a n t s and n o n - p a r t i c i p a n t s and found no s i g n i f i c a n t d i f f e r e n c e s betw een th e two groups in th e a r e a s of s o c i a l a d ju s tm e n t, g rad e p o i n t a v e ra g e , e d u c a t i o n a l d e v e lo p ment as m easured by th e Iowa T e s t o f E d u c a tio n a l D ev e lo p m ent, i n t e l l e c t u a l a p t i t u d e s , i n t e l l i g e n c e and p e r s o n a l a d ju s t m e n t . He a l s o found t h a t g ra d e s do n o t v a ry w ith th e type o f p a r t i c i p a t i o n and e n t h u s i a s t i c s t u d e n t s a re more l i k e l y to be judged b e t t e r a d j u s t e d and have s u p e r i o r p e r s o n a l i t i e s by t h e i r t e a c h e r s th a n n o n - p a r t i c i p a n t s (8 4 : 275- 280) . A r e s e a r c h s tu d y was co n d u cted on 1 ,7 5 1 t e n t h , e l e v e n t h and t w e l f t h g rad e s t u d e n t s in Iowa to d e te rm in e w h eth e r p a r t i c i p a n t s r e c e i v e d more f a v o r a b le s o c i a l e m o tio n a l and home a d ju s tm e n t s c o r e s on th e B e l l In v e n to r y A d j u s t ment th a n d id n o n - p a r t i c i p a n t s . The a u th o r co n cluded t h a t s o c i a l a d ju s tm e n t i s accom panied by a te n d e n c y tow ard p a r t i c i p a t i o n . I t was a l s o n o te d t h a t p a r t i c i p a t i o n may be m e re ly a n o th e r symptom of good s o c i a l a d ju s tm e n t r a t h e r th a n a c a u s a l c o n d i t i o n p ro m o tin g a d ju s tm e n t ( 6 8 :1 1 - 1 5 ) . A q u e s t i o n n a i r e was m a ile d to a group o f s t u d e n t s o f 53 a s e le c te d l i b e r a l a r t s c o lle g e to d eterm in e the im pact of s e l e c t i o n p ro c ed u res which weigh s c h o l a s t i c a p t itu d e and h ig h school re c o rd as a c r i t e r i a f o r c o lle g e ad m issio n . I t was concluded th a t c o - c u r r i c u l a r involvem ent seems to be un r e l a t e d to p r o f e s s i o n a l su ccess f o r bo th h ig h and low p r o f e s s i o n a l g ro u p s. However, among th o se who e n te re d b u s in e s s c o - c u r r i c u l a r in v o lv em en t, the same seems to be r e l a t e d to s u c c e s s in b u s in e s s . Those who were judged to be s u c c e s s f u l had s i g n i f i c a n t l y h ig h e r s c h o l a s t i c a p t itu d e sc o re s than th o se who were l e a s t s u c c e s s f u l (4 5 :1 8 9 ). E f f e c t s of E th n ic Group and C u l tu r a l O p p o rtu n ity on P a r t i c i p a t i o n There have been a number of s t u d i e s whose purpose was to i n v e s t i g a t e the r e l a t i o n s h i p between th e s o c io economic background of s tu d e n ts and p a r t i c i p a t i o n in co- c u r r i c u l a r a c t i v i t i e s . The r e s e a r c h p ro c e d u re s have e i t h e r been q u e s tio n n a i r e s to d eterm in e p a re n t o c c u p a tio n , the ex t e n t o f p a r t i c i p a t i o n and th e c o s t o f p a r t i c i p a t i o n or com p a r a t i v e s t u d i e s t r e a t i n g th e same v a r i a b l e s w ith some s t a t i s t i c a l p ro c e d u re . As e a r l y as 1932, e d u c a to r s have been i n t e r e s t e d in a s c e r t a i n i n g th e in f lu e n c e th a t the f a t h e r Ts o c c u p a tio n p la y s upon the p a r t i c i p a t i o n of the high sch o o l p u p il in co- c u r r i c u l a r a c t i v i t i e s . The a u th o r of t h i s stu d y sought to d eterm in e from which o c c u p a tio n a l groups d id 473 g ra d u a te s of an Iowa high school come, who reaped the l a r g e s t b e n e f i t s 54 from the c o - c u r r i c u l a r program and which b e n e f ite d the l e a s t . The r e s u l t s of the stu d y showed t h a t boys whose f a t h e r s were salesm en or c le r k s p a r t i c i p a t e d , on the average, in more a c t i v i t i e s than any o th e r group. The sons of f a th e r s in the p r o f e s s io n s ranked second. The low est ranking groups were the c h ild re n of s k i l l e d la b o r e r s and farm ers (3 9 :5 4 ). Many r e f e r e n c e s are made in the l i t e r a t u r e to Pogue’s stu d y to d eterm in e the e x te n t to which th e number of p a r t i c i p a t i o n s in e x t r a c l a s s a c t i v i t i e s was r e l a t e d to the membership of p u p ils in d i s t i n c t i v e s o c ia l groups. Compari sons were made of the number of p a r t i c i p a t i o n s in e x t r a c l a s s a c t i v i t i e s among p u p ils of th re e socio-econom ic c l a s s i f i c a tio n s . A t o t a l of 6,817 re sp o n se s were secured and the r e s u l t s were: 1. The r e l a t i v e s a t i s f a c t i o n of p u p ils w ith e x t r a c l a s s a c t i v i t i e s tended to d e c re a se w ith lower socio-econom ic c l a s s i f i c a t i o n . 2. L eaders of e x t r a c l a s s a c t i v i t i e s were chosen from the h ig h e r socio-econom ic c l a s s i f i c a t i o n s to an e x te n t in ex c ess of the p r o p o rtio n a te num ber of a c t i v i t i e s engaged in by p u p ils of th e se c l a s s i f i c a t i o n s . 3. Boys’ a t h l e t i c s and club a c t i v i t i e s e l i c i t e d more p a r t i c i p a t i o n on the p a r t o f p u p ils from lower socio-econom ic c l a s s i f i c a t i o n s while 55 government s e r v i c e , d ra m a tic s and committee work were most p o p u la r w ith s tu d e n ts from the upper c l a s s i f i c a t i o n s ( 8 9 :7 7 -7 9 ). In a stu d y d esig n ed to d is c o v e r m easurable d i f f e r ences in p e rs o n a l background c h a r a c t e r i s t i c s between s t u d e n ts most a c tiv e and i n a c t i v e i n s c h o o l a c t i v i t i e s and b e tween th o se r e c e iv in g th e most rew ards and r e c o g n i tio n in t h e i r g ra d e , R obertson concluded th a t c e r t a i n p e rs o n a l b a c k ground c h a r a c t e r i s t i c s could be a s s o c ia te d w ith d i f f e r e n c e s in degree of p a r t i c i p a t i o n and r e c e i p t of sc h o o l awards. I t was a ls o concluded t h a t th e same d i f f e r e n c e s could r e f l e c t l i k e d i f f e r e n c e s in s t a t u s b e h a v io r which may not be d e t e r mined in s t a t u s r a t i n g s based upon o c c u p a tio n , house and neighborhood type (9 0 :3 3 1 4 ). There i s evidence t h a t in high s t a t u s a c t i v i t i e s of sch o o l-b o y a t h l e t i c s some s o c i a l e q u a l i t y e x i s t s . H u llc h an , th ro u g h comparing ju n io r h ig h s p o r t s h i s t o r i e s , found th a t in th r e e of fo u r y e a rs in ju n io r h ig h sc h o o l a b ia s a t the .01 l e v e l of s i g n i f i c a n c e e x i s t e d fa v o rin g a t h l e t i c p a r t i c i p a tio n o f m iddle c l a s s over lower c l a s s . No b ia s was d i s covered i n the s e n io r h ig h a lth o u g h th e same boys were con s id e r e d . The a u th o r concluded t h a t sc h o o l-b o y a t h l e t i c s a lth o u g h a ro u te f o r s o c i a l m o b ility was n o t e q u a lly a c c e s s i b l e to lower c l a s s s t u d e n t s , t h a t the b ia s e x i s te d w e ll below the s e n io r high g ra d e s (8 7 :1 9 0 ). There have been s t u d i e s of stu d e n t p a r t i c i p a t i o n in 56 f o r m a lly o rg a n iz e d s t u d e n t g r o u p s , th e s tu d e n t in f o r m a l s t r u c t u r e and s o c i a l a c c e p t a b i l i t y in h ig h s c h o o l. Snyder s tu d i e d th e e f f e c t o f im posed s o c i a l change r e s u l t i n g from movement o f a s c h o o l to a new campus w ith a d i f f e r e n t adm in i s t r a t i v e o r g a n i z a t i o n and found t h a t th e s o c i a l change seemed t o have e f f e c t e d th e fo rm a l s t r u c t u r e more d i r e c t l y th a n th e s t u d e n t in f o r m a l s t r u c t u r e . The s tu d y showed t h a t th e i n t e r r e l a t i o n s h i p o f th e s c h o o l w ith th e l a r g e r s o c i e t y i s i l l u s t r a t e d by th e im p o rta n c e o f s o c io -e c o n o m ic s t a t u s , e t h n i c b a c k g ro u n d , and r e l i g i o u s a f f i l i a t i o n a s f a c t o r s i n f lu e n c e s t u d e n t p a r t i c i p a t i o n i n fo rm a l a c t i v i t i e s (93:3015). A s tu d y to d e m o n s tr a te c e r t a i n d i f f e r e n c e s betw een sc h o o l l e a d e r s and n o n - j o i n e r s of c o l l e g e s t u d e n t s r e v e a le d some s i g n i f i c a n t e n v iro n m e n t d i f f e r e n c e s . In a r e t r o s p e c t i v e s tu d y w hich p ro p o se d to a n a ly z e c e r t a i n academ ic a b i l i t i e s and p e r s o n a l i t y c h a r a c t e r i s t i c s of th e 1962 M ichigan S t a t e U n i v e r s i t y g r a d u a t in g c l a s s , B ark e r found t h a t g e n e r a l l y th e o r g a n i z a t i o n l e a d e r s and n o n - j o i n e r s r e v e a le d u n iq u e p a t t e r n s o f e n v iro n m e n ta l d i f f e r e n c e s . The s tu d e n t n o n - j o i n e r s were from homes t h a t could be a s s o c i a t e d w ith d is a d v a n ta g e s as m easured by a l l a r e a s o f th e in v e n to r y (8 3 :3 7 6 7 ). In th e H idden T u i t i o n C o s ts Study s p o n so re d by th e I l l i n o i s S eco n d ary S chool C u rric u lu m Program and co n ducted in e i g h t y s c h o o ls in 1947-1948, i t was found t h a t p r ic e t a g s o f c o n s i d e r a b l e m agnitude were a t t a c h e d to th e c o u rs e s 57 and e x t r a c l a s s a c t i v i t i e s o f fe re d by many s c h o o ls . Only a sm all m in o rity had y e t made any of t h e i r c o u rse s or s tu d e n t a c t i v i t i e s g e n u in e ly t u i t i o n f r e e . The p r o p o r tio n of th e upper income youth who belonged to the s c h o o ls 1 c lu b s , played on t h e i r teams was more than tw ice th a t of th e p e r centage of the p o o rer youth who p a r t i c i p a t e d . In one i n s t i t u t i o n , the r a t i o was as hig h as 6 .5 to 1. I t was a ls o ob served t h a t th e upper economic p u p ils brought about th r e e tim es as many or as much of th in g s t h a t th e p u p i l s found i t n e c e s s a ry or d e s i r a b l e to b rin g in co n n e c tio n w ith a t t e n d ing the t h e o r e t i c a l l y f r e e h ig h sch o o l ( 1 1 :9 ) . Trumph has concluded t h a t the p a r t i c i p a t i o n in e x t r a c l a s s a c t i v i t i e s c o n s t i t u t e s one of th e s i g n i f i c a n t c o s ts of seco n d ary s c h o o ls . The s tu d e n t who comes from th e m ar g in a l or subm arginal income home f i n d s i t im p o s sib le to tak e p a r t in e x t r a c l a s s a c t i v i t i e s to th e e x te n t he would p r e f e r . Trumph a ls o observed t h a t not only does the subm arginal s t u dent la c k the p r ic e of equipm ent, dues or a d m issio n s, b u t he probably must be busy a t work e a rn in g p a r t of the fam ily i n come a t a tim e when a c t i v i t i e s are sc h e d u le d . The c o s ts of p a r t i c i p a t i o n p r e s e n t a very s i g n i f i c a n t problem in m eeting the y o u th ’s needs through e x t r a c l a s s a c t i v i t i e s ac co rd in g to the a u th o r (2 8 :1 6 5 ). S t i l l an o th er stu d y was conducted by Dolan to d e t e r mine the m agnitude of each and ev ery c o s t to th e s tu d e n t in c o n n e ctio n w ith a tte n d in g the l o c a l sc h o o l and p a r t i c i p a t i n g 58 in i t s a c t i v i t i e s program . The r e s u l t s o f t h i s s tu d y p r e s e n te d an o p p o sin g p o i n t o f view to p r e v io u s s t u d i e s as th e re s p o n s e to fo u r q u e s t i o n n a i r e s showed t h a t th e c o s t s to s t u d e n t s to b elo n g to and to be r e g u l a r l y p a r t i c i p a t i n g mem b e r s o f c o - c u r r i c u l a r a c t i v i t i e s sp o n so re d by th e s c h o o l a re r e l a t i v e l y uncommon, and when the c o s t s a re l e v i e d th e y a re g e n e r a l l y l i g h t . The a u th o r d id f e e l , how ever, t h a t a l l co- c u r r i c u l a r a c t i v i t i e s sh o u ld be a b s o l u t e l y f r e e (4 2 :1 3 9 - 140) . T here a re r e l a t i v e l y few r e p o r t s o f s t u d i e s whose s p e c i f i c p u rp o se was to d e te rm in e th e r e l a t i o n s h i p betw een b e in g a member o f a s p e c i f i c e t h n i c group and p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s a v a i l a b l e in th e l i t e r a t u r e . Homer H am ilton co n d u cted a stu d y o f tw e n ty -f o u r a c c r e d i t e d h ig h s c h o o ls , tw elv e f o r w h ite s t u d e n t s and tw elve f o r Negro s t u d e n t s i n th r e e d i f f e r e n t s iz e d co m m u n ities. A p p r a is a l s h e e t s were r e t u r n e d by 2 ,0 6 1 s t u d e n t s and 180 f a c u l t y members who were asked to a s s e s s th e e d u c a t i o n a l w orth o f c o - c u r r i c u l a r a c t i v i t i e s in th e t o t a l s c h o o l e x p e r i e n c e s w ith y o u th . Race proved to be th e most p e r s i s t e n t f a c t o r i n f l u e n c i n g p u p i l a p p r a is e m e n ts . In e i g h t o u t of e le v e n p r o p o s i t i o n s t h i s f a c t o r was s i g n i f i c a n t a t th e .01 l e v e l o f c o n f id e n c e . The r e s e a r c h e r e x p la in e d th e d i f f e r en c es by th e g e n e r a l knowledge t h a t T exas com m unities p r o v id e more and b e t t e r o r g a n i z a t i o n s o u t o f s c h o o l and d e v e lo p b e t t e r r e c r e a t i o n a l f a c i l i t i e s f o r w h ite s in g e n e ra l and 59 w h ite m a les in p a r t i c u l a r th a n th e y do f o r N eg ro es. H am il to n on th e b a s i s o f th e i n f o r m a ti o n g a th e r e d in th e s tu d y i n f e r r e d t h a t th e program s i n w h ite s c h o o ls were b e t t e r s u i t e d to t h e i r n ee d s th a n th e y were to th e N eg ro Ts (5 1 :1 3 2 - 136) . In a 1965 s tu d y d e s ig n e d to i n v e s t i g a t e a C a l i f o r n i a h ig h s c h o o l ’s e x t r a c l a s s program to d e te rm in e i f d i f f e r e n c e s could be n o te d betw een p e r c e n ta g e s o f N egroes and non- N egroes p a r t i c i p a t i n g in v a r i o u s fo rm a l and in f o r m a l s c h o o l a c t i v i t i e s th e f o llo w in g r e s u l t s were fo u n d . N egroes were r a r e l y found in academ ic c l u b s . N egroes were dom inant in some n o n -acad em ic c lu b s such as b an d , pep band and g i r l s ’ a t h l e t i c a s s o c i a t i o n s , b u t were r a r e l y found i n o th e r non- academ ic c l u b s . N egroes were s t r o n g l y r e p r e s e n t e d i n b a s k e t b a l l , t r a c k and f o o t b a l l i n t e r - s c h o l a s t i c c o m p e titio n s b u t d id n o t p a r t i c i p a t e a t a l l in swimming, g o l f and t e n n i s i n t e r - s c h o l a s t i c a c t i v i t i e s (8 6 :2 3 2 3 ). Summary T h is c h a p te r h as p r e s e n te d an o v erv ie w o f th e l i t e r a t u r e r e l a t e d to c o - c u r r i c u l a r a c t i v i t i e s . T here h a s been a re v ie w o f th e h i s t o r i c a l developm ent o f a c t i v i t i e s as w e ll a s a lo o k a t th e p u rp o s e s and v a lu e s o f th e program . A t t e n t i o n has b een d i r e c t e d tow ard th e w eak n esses and need f o r e v a l u a t i o n o f th e c o - c u r r ic u lu m and th e need f o r r e s e a r c h r e l a t e d to e f f o r t s to m easure th e v a lu e s and th e e f f e c t s of e t h n i c group and c u l t u r a l o p p o r tu n ity has been re v ie w e d . 60 I t has been shown t h a t s tu d e n t a c t i v i t i e s had t h e i r o r ig in as f a r back as the c i v i l i z a t i o n s of e a r l y Greece and S p a rta . The a c t i v i t y program has undergone an e v o lu tio n and n e v e r-c e a s in g t r a n s i t i o n from an e a r l y p e rio d where i t was m erely t o l e r a t e d by the f a c u l t y to a p la c e o f accep tan ce and in tu r n a p e rio d o f c a p i t a l i z a t i o n and e x p l o r a tio n which now e x i s t s in the modern day e d u c a tio n a l program. A number of c o n d itio n s o u ts id e as w e ll as w ith in have been shown to d i r e c t l y e f f e c t the growth of the co c u rric u lu m . The in c r e a s e in the number o f s tu d e n ts a t t e n d ing h ig h s c h o o l, com pulsory a tte n d a n c e law s, c h ild lab o r law s, th e d e s i r e of the e d u c a tio n a l program to meet the needs of th e whole c h i l d , changes in v iew p o in t re g a rd in g c h ild growth and developm ent and th e acce p tan c e by the school of many of the r e s p o n s i b i l i t i e s fo rm e rly perform ed by the home have been a few of th e f a c t o r s in f lu e n c in g the t r e mendous growth of the c o -c u rric u lu m . The aims and o b je c ti v e s of the c o -c u rric u lu m have re c e iv e d t h e i r d i r e c t i o n from s e v e r a l n a t i o n a l com m ittees which in e f f e c t have broadened the scope of e d u c a tio n and in tu rn have caused the g ra d u a l a c ce p tan c e o f th e c o - c u r r i c u l a r program . The d e s i r e f o r the school to meet such needs as h e a l t h , r e c r e a t i o n a l i n t e r e s t , p e rs o n a l a d ju stm e n t, w orthy use o f l e i s u r e , s o c i a l c o o p e ra tio n , p r e p a r a t io n f o r demo c r a t i c liv i n g has g o als which could be more e a s i l y met in the in fo rm a l and more f l e x i b l e c o -c u rric u lu m . The 61 o b j e c t i v e s o f th e c o - c u r r ic u lu m have been shown to be r e s u l t s o f and d i r e c t l y in l i n e w ith th e u l t i m a t e g o a ls o f th e e n t i r e e d u c a t i o n a l sy stem . A lth o u g h th e e v id e n c e to s u b s t a n t i a t e many o f th e c la im s o f th e v a lu e s o f th e s t u d e n t a c t i v i t i e s have n o t been c o n s i s t e n t l y s u p p o r te d by r e s e a r c h , t h e r e h as been s u f f i c i e n t e v id e n c e t h a t a number o f th e v a lu e s r e s u l t i n g from p a r t i c i p a t i o n a r e b e in g ac c o m p lish e d w hich in t u r n h as shown t h a t e x t r a c l a s s a c t i v i t i e s have in f a c t been o f r e a l o v e r a l l v a l u e . V alu es which have been g e n e r a l l y claim ed by a c t i v i t y s u p p o r t e r s in c lu d e i n c r e a s e d i n t e r e s t i n s c h o o l a c t i v i t i e s , e n ric h m e n t and e x t e n s i o n o f th e r e g u l a r c u r r ic u lu m , c o n t r i b u t i o n s to s o c i a l p u rp o s e s o f e d u c a ti o n , developm ent o f i n d i v i d u a l r e s p o n s i b i l i t y , s p o rts m a n s h ip and s e l f - c o n t r o l , b e t t e r community p u b l i c r e l a t i o n s , r e t e n t i o n of p o s s i b l e e a r l y s c h o o l l e a v e r s , o p p o r t u n i t y f o r in f o rm a l p u p i l - t e a c h e r r e l a t i o n s and c o n t r i b u t i o n to s c h o o l m orale and s p i r i t . The need f o r e v a l u a t i o n o f s t u d e n t a c t i v i t i e s was th o u g h t to be as im p o rta n t as e v a l u a t i o n of any o th e r a s p e c t o f th e t o t a l e d u c a t i o n a l program . The p r a g m a tic developm ent o f th e a c t i v i t i e s program , i t s w ea k n esse s and i t s problem s have i n d i c a t e d a c o n s ta n t need f o r r e v i s i o n and im provem ent. The t h r e e g e n e r a l a p p ro a c h e s to e v a l u a t i o n o f a c t i v i t i e s have been b ro u g h t to l i g h t th ro u g h te s tim o n y o f th e v a lu e s by s t u d e n t s , f a c u l t y , alum ni and community c h e c k l i s t s or 62 q u e s t i o n n a i r e s to d e te rm in e th e d e g re e and e x t e n t o f p a r t i c i p a t i o n and co m p a ra tiv e r e s e a r c h a t te m p tin g to show th e r e l a t i o n s h i p betw een p a r t i c i p a t i o n i n a c t i v i t i e s and o th e r f a v o r a b le outcom es in s c h o o l. T here h a s been a g r e a t amount o f te s tim o n y by s t u d e n t s , f a c u l t i e s and laymen s u p p o r tin g th e claim ed v a lu e s and th e need f o r an a c t i v i t y program . E x p e rim e n ta l r e s e a r c h h as been alm o st t o t a l l y a b s e n t from t h i s f i e l d o f e d u c a ti o n , b u t what s t u d i e s t h e r e have been have shown p a r t i c i p a t i o n to have some e f f e c t on th e s t u d e n t . C om parison o f th o s e who p a r t i c i p a t e and th o s e who do n o t on such v a r i a b l e s as sc h o l a s t i c ac h iev e m e n t, a d ju s tm e n t and i n t e l l i g e n c e has b een i n c o n c lu s iv e a lth o u g h t h e r e has been some te n d e n cy to fa v o r p a r t i c i p a n t s . Few s t u d i e s have shown a cau se and e f f e c t r e l a t i o n s h i p betw een p a r t i c i p a t i o n and a f a v o r a b l e c r i t e r i a . The r e s e a r c h i n th e a r e a o f th e e f f e c t o f th e s o c i o econom ic background on w h eth er a s tu d e n t p a r t i c i p a t e d in co- c u r r i c u l a r a c t i v i t i e s h as been f a i r l y d e f i n i t e . I t h a s been g e n e r a l l y c o n c lu d ed t h a t s t u d e n t s w ith low er c l a s s b a c k ground do n o t p a r t i c i p a t e i n a c t i v i t i e s and th e c o s t to p a r t i c i p a t e h as been p r o h i b i t i v e . T here have been few s t u d i e s which have looked i n t o th e e f f e c t o f e t h n i c group on th e e x t e n t o f s tu d e n t p a r t i c i p a t i o n . The few r e p o r t e d in th e l i t e r a t u r e have n o t p ro v id e d a b a s i s f o r a d e f i n i t e c o n c lu s io n o th e r th an f o r th e f a c t t h a t th e r e i s a d i f f e r e n t p a t t e r n o f p a r t i c i p a t i o n f o r c e r t a i n e t h n i c g ro u p s . CHAPTER III RESEARCH DESIGN AND PROCEDURES T his c h a p te r was concerned w ith th e d e s c r i p t i o n of the p o p u la tio n and th e sample used in th e stu d y . I t a ls o in c lu d e d a d e s c r i p t i o n of th e in s tru m e n ts used in the s tu d y , the method of c o l l e c t i n g d a ta , and th e s t a t i s t i c a l te c h n iq u e s , and th e methods of t r e a t i n g th e d a ta . A summary of the r e s e a r c h d esig n and p ro ced u res was in c lu d e d a t the end of th e c h a p te r. R esearch Design D e s c rip tio n of th e P o p u la tio n The p o p u la tio n sample f o r the stu d y c o n s is te d o f the e le v e n th grade s tu d e n ts from two hig h sc h o o ls in th e Alhambra C ity High School D i s t r i c t . The Alhambra C ity High School D i s t r i c t i s composed of th e ele m e n ta ry d i s t r i c t s known as the Alhambra C ity School D i s t r i c t , th e Garvey School D i s t r i c t and the San G a b rie l School D i s t r i c t . The High School D i s t r i c t s e rv e s the com m unities of Alhambra, Monterey Park and San G a b rie l. These c i t i e s are lo c a te d in th e San G a b rie l V a lle y and a re a p a r t of Los Angeles 63 64 County. Alhambra C ity High School D i s t r i c t has a p o p u la t i o n of ap p ro x im a tely 161,000 and a lth o u g h th e boundary l i n e s of th e High School D i s t r i c t are n o t co -term inous w ith th o se of th e above mentioned c i t i e s , th e m a jo rity of th e s tu d e n ts are drawn from th o se a r e a s . The Alhambra a re a , w h ile p r im a r il y a r e s i d e n t i a l a re a , has a la r g e d i v e r s i f i e d i n d u s t r i a l b a se . P r i n c i p a l so u rc e s o f employment a re m a n u fa c tu rin g , 25.3 p er c e n t, w h o lesale and r e t a i l t r a d e , 25.3 p er c e n t and s e r v i c e , 18 per ce n t (9 5 :1 0 ). The p re s s u r e f o r d w e llin g u n i t s c lo s e to th e c e n te r of th e Alhambra m e tro p o lita n a re a has been a c c e n tu a te d by p o p u la tio n in c r e a s e s and th e developm ent of th e freew ay system i T his has caused a marked change from s i n g l e fa m ily d w e llin g s to m u ltip le r e s i d e n t i a l housing th ro u g h o u t the c e n t r a l p o r tio n of the m e tro p o lita n a re a (1 0 1 :9 ). When fa m ily income i s used as an i n d i c a t i o n o f the economic s t r e n g t h o f th e a re a , Alhambra C ity High School D i s t r i c t compares fa v o ra b ly w ith o th e r sch o o l d i s t r i c t s in th e s o u th e rn C a l i f o r n i a a re a . More th an h a l f of th e fam i l i e s r e s i d i n g in th e d i s t r i c t had incomes over $6,000 per year in 1960. The median income f o r f a m i l i e s w ith in th e h ig h sch o o l d i s t r i c t was $7,314. Only 11.2% or 8,924 f a m il ie s earned l e s s th an $3,000 d u rin g th e 1960 census year (1 0 1 :9 -1 3 ). 65 The r a t e o f p o p u la tio n grow th d u r in g th e p e r io d 1950 to 1960 was s i g n i f i c a n t l y l e s s th a n t h a t o f Los A n g el es C ounty. However, s i n c e 1960 th e d i s t r i c t a r e a , w ith th e e x c e p tio n o f San G a b r i e l , has i n c r e a s e d a t a more r a p id r a t e th a n th e c o u n ty . The i n c r e a s e i n p o p u la tio n and m u l t i p l e d w e llin g u n i t s h as r e s u l t e d i n a more t r a n s i t sc h o o l p o p u l a t i o n f o r th o s e h ig h s c h o o ls w hich draw p u p i l s from th e A lham bra, M onterey P ark and S outh San G a b r ie l a r e a s . The e t h n i c composure o f th e p o p u la tio n o f th e d i s t r i c t i s p r i m a r i l y A nglo-A m erican, a lth o u g h t h e r e a re M exican-A m erican com m unities i n th e a r e a s s u r ro u n d in g th e San G a b r ie l M is s io n , th e G arvey S chool D i s t r i c t a r e a and M onterey P ark . D e s c r i p t i o n o f th e Sample The o r i g i n a l group in c lu d e d i n th e s tu d y in c lu d e 517 p u p i l s from San G a b r ie l High S chool and 526 p u p i l s from Mark K eppel High S chool who had com pleted th e f i r s t s e m e s te r o f t h e i r e l e v e n t h g rad e y e a r . As can be se en in T a b le 2, th e t o t a l e l e v e n t h g rad e p o p u la tio n was 524 a f t e r s t u d e n t s were dropped from th e sam ple b e c a u se o f in c o m p le te d a ta (3 0 1 ), in c o m p le te t e s t s (3 4 ), absence d u r in g t e s t i n g p e r io d (152) and l o s s d u r in g d a ta p r o c e s s in g (3 8 ). 66 TABLE 2 BASIS FOR DETERMINING THE SIZE OF THE ELEVENTH GRADE SAMPLE E x clu d e d from Sample Number o f S u b je c ts A bsent (re a s o n ^ unknown) 152 D ata in c o m p le te 301 In c o m p le te t e s t s 34 Loss d u r in g d a ta p r o c e s s in g 28 T o t a l e x c lu d e d 515 T o t a l re m a in in g 524 T o t a l E le v e n th Grade Sample 1039 The d e s c r i p t i o n o f th e com parison g ro u p s i s shown i n T a b le 5. The number o f s t u d e n t s who p a r t i c i p a t e d in c o - c u r r i c u l a r a c t i v i t i e s was 351 or 67 p e r c e n t o f th e t o t a l sam ple w h ile 173 o r 33 p e r c e n t o f th e t o t a l sam ple d id n o t p a r t i c i p a t e . T h ere were a t o t a l o f 241 boys or 45 p e r c e n t and 283 g i r l s or 54 p e r c e n t . The e t h n i c com posi t i o n o f th e sample was 2 2 .5 p er c e n t M exican-A m ericans and 7 7 .5 p e r c e n t A n g lo -A m erican s. The f o u r t h main c l a s s i f i c a t i o n was composed o f 392 e d u c a t i o n a l l y a d v a n ta g e d s t u d e n t s and 132 e d u c a t i o n a l l y d is a d v a n ta g e d . A more d e t a i l e d lo o k a t th e groups compared in th e s tu d y may be o b ta in e d by lo o k in g a t th e number o f s t u d e n t s i n ea ch c e l l i n T a b le 3. TABLE 3 67 NUMERICAL DESCRIPTION OF RESEARCH SAMPLE Group P a r t i c i p a n t s N o n -P a r tic ip a n ts Boys G ir ls M exican-Americans Anglo-Americans E d u c a tio n a lly D isadvantaged E d u c a tio n a lly Advantaged Number in Sample 351 173 241 283 118 406 132 392 Per c e n t of Sample ______ In Group______ 67.0 33.0 45.9 54.1 22.5 77.5 25.1 74.9 C e ll C l a s s i f i c a t i o n Anglo-Am erican, E d u c a tio n a lly D isadvantaged Boy, P a r t i c i p a n t Anglo-Am erican, E d u c a tio n a lly D isadvantaged Boy, N o n -P a rtic ip a n t Anglo-Am erican, E d u c a tio n a lly D isadvantaged G i r l , P a r t i c i p a n t M exican-American, E d u c a tio n a lly D isadvantaged Boy, P a r t i c i p a n t M exican-American, E d u c a tio n a lly D isadvantaged Boy, N o n -P a rtic ip a n t M exican-American, E d u c a tio n a lly D isadvantaged G i r l , P a r t i c i p a n t M exican-American, E d u c a tio n a lly D isadvantaged G i r l , N o n -P a rtic ip a n t Number in C e lls 21 19 23 20 10 11 16 68 TABLE 3 (CONT.) C e ll C l a s s i f i c a t i o n Number in C e lls Anglo-Am erican, E d u c a tio n a lly Advantaged Boy, P a r t i c i p a n t Anglo-Am erican, E d u c a tio n a lly Advantaged Boy, N o n -P a rtic ip a n t Anglo-Am erican, E d u c a tio n a lly Advantaged G i r l , P a r t i c i p a n t Anglo-Am erican, E d u c a tio n a lly Advantaged G i r l , N o n -P a rtic ip a n t M exican-American, E d u c a tio n a lly Advantaged Boy, P a r t i c i p a n t M exican-American, E d u c a tio n a lly Advantaged Boy, N o n -P a rtic ip a n t M exican-American, E d u c a tio n a lly Advantaged G i r l , P a r t i c i p a n t M exican-American, E d u c a tio n a lly Advantaged G i r l , N o n -P a rtic ip a n t T o ta l Sources of Data D e s c rip tio n of th e In stru m e n ts There were th r e e s ta n d a r d iz e d t e s t s t h a t were s e le c te d as m easuring in s tru m e n ts in th e s tu d y . They were th e C a l i f o r n i a T e st of M ental M a tu r i ty , th e Iowa T e s t of E d u ca tio n Development and the Meaning of Words I n v e n to r y , in a d d i tio n , academic g ra d e s , c i t i z e n s h i p m arks, school a tte n d a n c e re c o r d s , C. I. F. exponent r a t i n g s and r e s u l t s from a c o - c u r r i c u l a r a c t i v i t y re c o rd s h e e ts were used as 91 52 150 38 14 14 21 12 524 69 m e asu rin g in s t r u m e n ts i n th e s tu d y . C a l i f o r n i a T e s t o f M ental M a tu r ity (CTMM) T h is t e s t was used t o d e te rm in e i f any s i g n i f i c a n t d i f f e r e n c e s e x i s t e d betw een groups i n i n t e l l i g e n c e and t o a d j u s t f o r i n d i v i d u a l d i f f e r e n c e s by u s in g th e s tu d e n t t o t a l s c o re as a c o v a r i a t e i n th e s t a t i s t i c a l te c h n iq u e o f a n a l y s i s o f c o v a r ia n c e . A cco rd in g to th e a u th o rs o f th e t e s t , th e t o t a l i n t e l l i g e n c e q u o t i e n t ra n k s an i n d i v i d u a l in o v e r a l l m e n tal m a t u r i t y i n r e l a t i o n to o t h e r s o f same c h r o n o l o g i c a l age and has a s i n g l e s c o re in p r e d i c t i n g how w e ll a s t u d e n t w i l l do i n s c h o o l. The CTM M has a c o r r e l a t i o n o f .81 w ith ac h iev e m en t t e s t s a t th e t e n t h g rad e l e v e l ( 9 6 : 7 ) . The t e s t a l s o c o n t a in s la n g u ag e s c o r e s , b u t due t o in c o m p le te d a ta f o r a l l members o f th e sam ple th e y were n o t u se d f o r p u rp o s e s o f com parison. The a u th o r s have l i s t e d a r e l i a b i l i t y s c o r e f o r th e t e s t o f .87 f o r th e la n g u ag e s u b s c o re , .85 f o r th e n o n lan g u ag e su b p c o re and .92 f o r th e t o t a l t e s t . A s ta n d a r d e r r o r o f m easurem ent o f 5 .0 was found f o r th e t o t a l i n t e l l i g e n c e q u o t i e n t . The v a l i d i t y o f th e CTM M i s shown th ro u g h c o r r e l a t i o n w ith o th e r s t a n d a r d i z e d i n t e l l i g e n c e t e s t s w ith a c o r r e l a t i o n o f .80 w ith th e W echsler I n t e l l ig e n c e S c a le f o r C h i l d r e n , .9 4 w ith th e O tis Quick S c o rin g I n t e l l i g e n c e T e s t and .88 w ith th e Kuhlm ann-Anderson I n t e l l i g e n c e T e s t (9 6 :7 ) 70 Iowa T e s t s o f E d u c a tio n a l D evelopm ent (ITED) T h is t e s t in c lu d e d a b a t t e r y o f n in e o b j e c t i v e t e s t s d e s ig n e d to p r o v id e a co m prehensive and d e p e n d a b le d e s c r i p t i o n o f th e g e n e r a l e d u c a t i o n a l d ev elo p m en t o f th e h ig h s c h o o l p u p i l . The h e a r t o f th e b a t t e r y c o n s i s t s of T e s t s 3-8 and p a r t i c u l a r l y o f T e s t s 5 -7 . T e s t s 5, 6 and 7 a re d e sig n e d to m easure th e a b i l i t y to i n t e r p r e t r e a d i n g m a t e r i a l s in th e s o c i a l s t u d i e s , th e n a t u r a l s c i e n c e s and l i t e r a t u r e . The a u t h o r s o f th e t e s t c o n s id e r c o n t e n t v a l i d i t y a s th e most im p o r ta n t a s p e c t o f v a l i d i t y , b u t do n o t l i s t a n u m e r ic a l v a lu e as an i n d i c a t i o n o f th e t e s t s T v a l u e . The o p in io n i s e x p r e s s e d t h a t th e b e s t way f o r th e a d m i n i s t r a t o r to d e te rm in e th e c o n te n t v a l i d i t y i s to p u t h im s e lf in th e p la c e o f th e t e s t t a k e r and i n t h a t way he can d e c id e w h eth e r th e t e s t s m easure what th e y p u r p o r t to m e asu re. The ITED does show a c o r r e l a t i o n o f .72 w ith c u m u la tiv e g rad e p o i n t a v e ra g e in g rad e tw elv e a s a m easure o f i t s c o n c u r r e n t v a l i d i t y . Each t e s t in th e o r i g i n a l form of th e ITED was c o n s t r u c t e d to y i e l d a r e l i a b i l i t y c o e f f i c i e n t o f .91 f o r s t u d e n t s in a s i n g l e g rad e and s u b s e q u e n t form s have con form ed to t h i s s ta n d a r d ( 9 9 :2 0 - 2 3 ) . The names and d e s c r i p t i o n s of th e i n d i v i d u a l t e s t s a re a s f o llo w s : 1. U n d e rs ta n d in g o f B a sic S o c i a l C o n c e p ts . T h is t e s t i s d e s ig n e d to m easure th e p u p i l s 1 g e n e r a l knowledge and u n d e r s ta n d in g o f contem porary s o c i a l i n s t i t u t i o n s and p r a c t i c e s . The t e s t was n o t co n s t r u c t e d on th e b a s i s of a n a l y s i s o f the c o n t e n t of any s p e c i f i c hig h s c h o o l c o u r s e s . Background i n th e N a tu r a l S c ie n c e s i s d e s ig n e d t o e v a l u a t e th e p u p i l s ' g e n e r a l u n d e r s ta n d in g o f s p e c i f i c term s and p r i n c i p l e s , o f common phenomena and i n d u s t r i a l a p p l i c a t i o n s , and o f th e p la c e o f s c ie n c e i n modern c i v i l i z a t i o n . C o r r e c t n e s s and A p p r o p r ia te n e s s o f E x p r e s s i o n . T h is t e s t g iv e s an i n d i c a t i o n o f the s t u d e n t ' s m a s te ry of some o f th e b a s i c e le m e n ts in c o r r e c t and e f f e c t i v e w r i t i n g : p u n c t u a t i o n , u sa g e , c a p i t a l i z a t i o n , s p e l l i n g , d i c t i o n , p h ra s e o lo g y and o r g a n i z a t i o n . A b i l i t y to do Q u a n t i t a t i v e T h in k in g . T h is i s a g en e r a l m a th em a tic s t e s t w hich i s d e s ig n e d to m easure th e m ain te n an ce and developm ent o f th e s t u d e n t 's m a th e m a tic a l s k i l l s w hich a re a p ro d u c t o f b o th h i s i n - s c h o o l and o u t - o f - s c h o o l e x p e r i e n c e s . A b i l i t y to I n t e r p r e t R eading M a t e r i a l s in th e S o c ia l S t u d i e s . T h is t e s t i s co n c ern ed w ith th e s t u d e n t 's a b i l i t y to i n t e r p r e t and e v a l u a t e r e p r e s e n t a t i v e r e a d in g s e l e c t i o n s ta k e n from s o c i a l s t u d i e s t e x t books and r e f e r e n c e s , from m agazine and new spaper a r t i c l e s on s o c i a l p ro b le m s, and from the l i t e r a t u r e o f th e s o c i a l s t u d i e s in g e n e r a l . 6. A b i l i t y to I n t e r p r e t Reading M a te r ia ls in the N a tu r a l S c ie n c e s . T his t e s t i s in te n d ed to measure the p u p i l 's a b i l i t y to i n t e r p r e t and e v a lu a te two ty p es of m a te r ia l . The f i r s t type i s e x p o s itio n a l in i t s purpose and the second i s more p a r t i c u l a r l y con cerned w ith the d e s c r ip tio n of a c tu a l ex perim ents and the r e p o r tin g of e x p e rim e n ta l d a t a . 7. A b i l i t y to I n t e r p r e t L i t e r a r y M a t e r i a l s . This t e s t i s an attem p t to a s s e s s most o f the m easurable un d e rs ta n d in g s th a t high school p u p ils may be expected to d e riv e from the rea d in g of l i t e r a r y m a t e r i a l s . 8. G eneral V ocab u lary . T est number e ig h t i s designed to measure d i r e c t l y the a b i l i t y to reco g n ize the meaning of words commonly en co u n tered in re a d in g . 9. Use of Sources of I n fo r m a tio n . The purpose of t h i s t e s t i s to e v a lu a te the s t u d e n t ’s a b i l i t y to u t i l i z e the im p o rtan t so u rces o f in fo rm a tio n a v a ila b le to high school s tu d e n ts , or h is a b i l i t y to tu r n to the source of in fo rm a tio n which i s most l i k e l y to con t a i n the s o l u t i o n to p a r t i c u l a r problem s. 10. Composite S c o re . The sta n d ard composite score on t e s t s 1-8 determ ined by f in d in g the sum o f sta n d a rd sc o re s and then changing t h i s in to a sta n d a rd sc o re . This score g iv es a f a i r l y a c c u ra te in d ic a t io n of the g e n e ra l le v e l of a p u p i l ’s e d u c a tio n a l developm ent. 73 Meaning o f Words In v e n to ry (MOWI) T h is i s an in s tru m e n t in which the sem atic d i f f e r e n t i a l method i s a p p lie d in a t atte m p t to measure c r i t i c a l a t t i t u d i n a l and m o tiv a tio n a l f a c t o r s r e l a t e d to problem s of achievem ent and non-achievem ent as i d e n t i f i e d by s t u d e n ts , te a c h e r s and sch o o l a d m in is t r a to r s ( 1 0 1 :3 ). The In v e n to ry c o n ta in s t h i r t y co n c ep ts s e le c te d on the b a s i s o f r e s e a r c h f in d in g s r e l a t e d to the problem of achievem ent. There are n in e s c a l e s fo r each f a c t o r having maximum lo a d in g s on each of the f a c t o r s of e v a lu a t io n , po tency and a c t i v i t y . Each p a i r in g of a concept w ith a s c a le com prises one item and the M OW I i s a 270 item in s tru m e n t. There are t h i r t y c o n c ep ts r e p r e s e n tin g te n major c r i t i c a l f a c t o r a re a s found to be concerned w ith the achievem ent m o tiv a tio n complex. The fo llo w in g i s a l i s t of the co ncepts in the te n major a r e a s ( 1 0 2 :4 ): 1. A s s o c i a t i o n s . T e a c h e rs, I d e a l T ea ch er, S tu d e n ts Who Get Good G rades, S tu d e n ts Who Get Poor G rades. 2. S o c ia l R e l a t i o n s h i p s . C la ssm a te s, My B est F rie n d s , O lder K ids. 3. A dult A p p ro v a l. Grownups, P a r e n ts , I d e a l P a r e n ts , Most P eo p le . 4. Moral and S o c ia l V a lu e s . Trying Hard, C h eatin g . 5. P erceiv ed U t i l i t y o f School E x p e rie n c e . Homework, A rith m e tic , Taking T e s t s , School, R eading, S tu d y in g . 74 6. Success P a t t e r n s . F i r s t Grade, My Grades, Rich P eople, Poor People. 7. A u th o rity R e la t io n s h ip s . R ules, D is c ip lin e . 8. Goal D i r e c t i o n . C o lle g e , S uccess, F u tu re . 9. S e lf C oncept. How My C lassm ates See Me, Me, My School A b i l i t y , How I 'd Like To Be. 10. Spontaneous I n t e r e s t . Clubs and O rg a n iz a tio n s. Academic Grades The grade average, alth o u g h much c r i t i c i z e d , has r e mained the b e s t i n d i c a t o r o f f u tu r e academic success and has been g e n e ra lly accepted as the b e s t o v e r a l l sim ple o b je c tiv e measure of the s t u d e n t ’s school achievem ent. An e v a lu a tio n was made by comparing the grade average of a l l s tu d e n ts f o r four sem esters in a l l s u b je c ts except p h y s ic a l e d u c a tio n . The p h y s ic a l e d u c atio n grade was excluded because the p a r t i c i p a t i o n in the a t h l e t i c phase of the c o - c u r r i c u l a r p r o gram o fte n re c e iv e d u n u su a lly high grades in p h y s ic a l educa tio n . I t was thought th a t th e se grades might d i s t o r t the tru e p i c t u r e of s c h o l a s t i c g rad es. C i tiz e n s h ip Marks The te a c h e r c i t i z e n s h i p marks are given by each te a c h e r in each s u b je c t in a d d itio n to the grade. These marks are an attem pt to r a t e the s t u d e n t s ' adjustm ent to the school environm ent in each c la s s and the average of th e se 75 m arks over fo u r s e m e s te r s was u s e d , f o r th e p u rp o s e s o f t h i s s tu d y , as a m easurem ent o f th e s t u d e n t s ' t o t a l s c h o o l a d ju s t m e n t . The i n c l u s i o n o f a l l c i t i z e n s h i p marks e x c e p t p h y s i c a l e d u c a ti o n sh o u ld have e l i m i n a t e d any one i n d i v i d u a l t e a c h e r ' s b i a s and sh o u ld be a v a l i d m easure o f th e s tu d e n t's a b i l i t y to conform to th e b e h a v io r s t a n d a r d s s e t f o r t h by the s c h o o l. A tte n d a n c e Record The t o t a l number o f f u l l day a b s e n c e s f o r th e s t u d e n t s 1 t e n t h g rad e y e a r were u sed to compare p a r t i c i p a n t s and n o n - p a r t i c i p a n t s i n c o - c u r r i c u l a r a c t i v i t i e s . E xp o n en ts The C a l i f o r n i a I n t e r s c h o l a s t i c F e d e r a tio n e s t a b l i s h e s , ea ch y e a r , a s e t o f n u m e ric a l v a lu e s f o r male s t u d e n t s in m easu rin g a g e , h e i g h t and w e ig h t. T h is a r b i t r a r y number was used to a v o id the c o m p le x i tie s o f a c c u r a t e m eas urem ent w hich do n o t lend th e m s e lv e s to d a t a p r o c e s s in g and b e c au se i t i s a sim p le method common to a l l s c h o o ls in C a l i f o r n i a . An ex p o n e n t i s e s t a b l i s h e d f o r ea ch s i x months o f a g e , f o r one and o n e - h a l f to t h r e e in c h e s in h e i g h t and f o r each f i v e or s i x pounds v a r i a t i o n in w e ig h t. A t o t a l o f th e t h r e e f i g u r e s g iv e s th e s t u d e n t ' s t o t a l e x p o n e n ts which a re th e n used to d e te rm in e a b o y 's c l a s s i f i c a t i o n f o r w e ig h t team s. T here a r e u s u a l l y fo u r c l a s s i f i c a t i o n s o f w e ig h t t e a m s - - v a r s i t y , Bee, C e e , and som etim es D ee--w h ich a re 76 e s t a b l i s h e d so t h a t s m a ll, young boys w i l l compete a g a in s t boys of s im ila r s i z e , red u cin g the p o s s i b i l i t y of i n j u r y through p la y in g w ith o ld e r , la r g e r boys and e q u a tin g the c o m p e titio n - For the p u rp o ses of t h i s stu d y the t o t a l o f the w e ig h t, h e ig h t and age ex p o n en ts were assumed to give an a c c u ra te measure o f the o v e r a l l p h y s ic a l c h a r a c t e r i s t i c s of p a r t i c i p a n t s and n o n - p a r t i c i p a n t s . C o - c u r r ic u la r A c t i v i t y Record S h e e ts A l i s t of a l l th e c o - c u r r i c u l a r a c t i v i t i e s of each i n d i v i d u a l sch o o l was p laced on a s in g le s h e e t o f paper w ith space pro v id ed so a s tu d e n t could i n d i c a t e w hether he p a r t i c i p a t e d in an a c t i v i t y in g rad e s n in e through tw elv e. (See Appendix A.) P u p il D ata Sheet A p u p il d a ta s h e e t was used to com pile a l l in fo rm a t i o n on each in d i v i d u a l s tu d e n t in c lu d e d in th e s tu d y . (See Appendix B.) C o l le c tio n of th e Data T est A d m in is tra tio n The i n i t i a l t e s t s , th e Iowa T est of E d u c a tio n a l De velopm ent and th e C a l i f o r n i a T est o f M ental M a tu rity were a d m in iste re d to a l l e le v e n th grade s tu d e n ts in both high sc h o o ls d u rin g the months of O ctober and November of 1966. The t e s t s were a d m in iste re d f i r s t a t Mark Keppel High School 77 i n la r g e group s i t u a t i o n s and th e n a t San G a b r ie l High School where f a c i l i t i e s p e r m it te d t e s t i n g i n s m a lle r g ro u p s . Each t e s t was th e n c le a n e d and checked and s e n t to th e A l hambra C ity High S ch o o l D i s t r i c t O f f i c e to be m achine s c o r e d . The i n d i v i d u a l raw s c o r e s and p e r c e n t i l e s c o r e s were r e t u r n e d to th e i n d i v i d u a l s c h o o ls on d a t a s h e e t s and th e raw s c o r e s were c o p ie d on th e p u p i l d a t a s h e e t s f o r th e p u rp o se s o f th e s tu d y . The M eaning o f Words I n v e n to r y was a d m in is te r e d by th e a u th o r and a c r e d e n t i a l e d s c h o o l p s y c h o l o g i s t to e v e ry e l e v e n t h g rad e E n g lis h c l a s s a t San G a b r ie l High S ch o o l and to e v e ry e l e v e n t h g rad e s o c i a l s c ie n c e c l a s s a t Mark K ep p el High S ch o o l i n J a n u a r y o f 1967. The t e s t was a d m in is t e r e d in s m a ll group s i t u a t i o n s and by p e r s o n s who were a c q u a in te d w ith th e t e s t b e c a u s e o f th e u n u su a l fo rm a t o f th e t e s t and th e c o m p le x ity o f th e d i r e c t i o n s n e c e s s a r y to a d m in is te r th e MOWI. Each t e s t was th e n checked to in s u r e t h a t e v e ry q u e s t i o n had b ee n answ ered and t h a t t h e r e were no d o u b le a n sw e rs. T h is was n e c e s s a r y b e c a u se th e o p t i c a l s c a n n e r u sed to t r a n s f e r th e an sw ers to d a t a c a r d s r e j e c t s t e s t s h e e t s unmarked or im p ro p e rly m arked. A f t e r th e t e s t s were ru n th ro u g h th e o p t i c a l s c a n n e r , i t was th e n n e c e s s a r y to check each d a t a c a rd t o i n s u r e t h a t i t had been p r o p e r l y punched and t h a t t h e r e was one c a rd f o r ea ch of th e f i f t e e n p ag es i n the t e s t . The d a t a c a rd s were th e n ru n th ro u g h th e com puter f o r s t a t i s t i c a l a n a l y s i s . The l a b o r i o u s p r o c e s s i n s u r i n g 78 com pleteness and accu racy of the MOW I because of the r e q u irem en ts of th e computer program caused the e l im in a tio n of t h i r t y - f o u r t e s t s which were incom plete and tw e n ty -fo u r t e s t s because of th e t r a n s f e r to d a ta c a rd s . At the same tim e the MOW I was a d m in is te re d each e le v e n th grade p u p il was asked to f i l l out a C o - c u r r ic u la r A c t i v i t y Record S h e e t. A d i f f e r e n t s h e e t was made up fo r each sc h o o l c o n ta in in g the c o - c u r r i c u l a r a c t i v i t i e s o f fe re d a t t h a t s c h o o l. S tu d e n ts were asked to i n d i c a t e what a c t i v i t y or a c t i v i t i e s th e y had p a r t i c i p a t e d in d u rin g t h e i r n in th and te n th grade y e a rs and t h e i r f i r s t sem ester of th e e le v e n th grad e. P u p ils were asked n o t to i n d i c a t e t h a t th e y had p a r t i c i p a t e d in an a c t i v i t y u n le s s th e y had m a in tain ed membership fo r a t l e a s t tw o - th ir d s o f th e sem ester or s p o r t in the case o f i n t e r s c h o l a s t i c a t h l e t i c s . An e f f o r t was made to minimize the im portance of w hether th e s tu d e n t p a r t i c i p a t e d in an a c t i v i t y or not by i n d i c a t i n g t h a t th e s t u d e n ts were e v a lu a tin g the c o - c u r r i c u l a r a c t i v i t i e s and t h a t n o n - p a r t i c i p a t i n g s tu d e n ts were i n d i c a t i n g th a t the sch o o l did not o f f e r any a c t i v i t i e s th a t i n t e r e s t e d them. A ll s t u d e n ts were a s su re d t h a t a l l d a t a g a th e re d during th e t e s t i n g s e s s io n would n o t be re c o rd e d on t h e i r permanent reco rd c a rd s . In fo rm a tio n from t h i s sh e e t was th en t r a n s f e r r e d to the p u p il d a ta s h e e t. 79 C um ulative Record Card D ata D uring th e f i r s t week o f s c h o o l in S ep tem b er, each male s t u d e n t was w eighed and had h i s h e ig h t m easured d u r in g h i s p h y s i c a l e d u c a ti o n p e r i o d . T h is d a t a a lo n g w ith th e s t u d e n t Ts age i n y e a r s and m onths was p la c e d on a C. I . F. c l a s s i f i c a t i o n c a rd where the e x p o n e n ts were d e te rm in e d f o r ag e , h e i g h t and w e ig h t and t o t a l e d in o rd e r to a s c e r t a i n th e s t u d e n t 's a t h l e t i c c l a s s i f i c a t i o n . The d u p l i c a t e c a rd was k e p t by ea ch s c h o o l and th e d a t a was th e n t r a n s f e r r e d from i t to th e p u p i l d a t a s h e e t . In December o f 1966 th e c u m u la tiv e r e c o r d c a rd s and the s tu d e n t a tte n d a n c e r e c o r d s were used to o b t a i n th e r e m aining d a t a n e c e s s a r y f o r th e s tu d y . The s t u d e n t s ' s e x , e t h n i c g ro u p , o c c u p a tio n o f p a r e n t , s c h o o l a t t e n d a n c e , g rad e p o in t a v e ra g e and c i t i z e n s h i p marks were d e te rm in e d a t t h i s tim e and p la c e d on the p u p i l d a t a s h e e t . E th n ic m em bership was d e te rm in e d in one o f s i x ways: Cl) c u m u la tiv e r e c o r d p h o to g ra p h , (2) fa m ily surnam e, (3 ) m o t h e r 's maiden name, (4 ) language spoken in th e home, (5 ) b i r t h p l a c e of th e c h i l d , and (6) b i r t h p l a c e o f th e p a r e n t . Only A nglo-A m erican and M exican-A m erican p u p i l s who met th e q u a l i f i c a t i o n s as d e f in e d in th e d e f i n i t i o n o f te rm s were in c lu d e d i n th e s tu d y . The o c c u p a tio n o f th e p a r e n t was o b ta in e d from th e s t u d e n t ' s c u m u la tiv e r e c o r d ca rd and th e s tu d e n t was th e n c l a s s i f i e d e i t h e r e d u c a t i o n a l l y d is a d v a n ta g e d or 80 e d u c a t i o n a l l y a d v a n tag e d by u s in g th e R e v ise d Warner S c a le s of Socio-Econom ic S t a t u s - The O c c u p a tio n a l S c a le o f th e W arner S c a le s was s e l e c t e d b e c a u s e i t was c o n s id e r e d by th e a u th o r o f th e Handbook o f R e se a rc h D esign and S o c ia l Meas urem ent as th e b e s t s i n g l e i n d i c a t o r o f s o c i a l c l a s s p o s i t i o n w i t h i n a seven p o i n t ra n g e . The h ig h c o r r e l a t i o n i t h as e x h i b i t e d w ith th e e v a l u a t i v e p a r t i c i p a t i o n method of s o c i a l c l a s s p o s i t i o n Cr - .9 1 ) f u r t h e r commends o c c u p a tio n a s a s o c i a l d im e n sio n ( 2 1 :1 0 2 ) . S tu d e n ts whose f a t h e r Ts o c c u p a tio n was a s s ig n e d r a t i n g one to f i v e were c l a s s i f i e d e d u c a t i o n a l l y a d v a n ta g e d w h ile p u p i l s whose f a t h e r ’ s o c c u p a t i o n was a s s ig n e d r a t i n g s o f s i x o r seven were c o n s id e r e d e d u c a t i o n a l l y d is a d v a n ta g e d . The academ ic g ra d e s and c i t i z e n s h i p marks were a b s t r a c t e d from th e c u m u la tiv e re c o r d c a rd s and p la c e d on th e p u p i l d a t a s h e e t s . Grade p o i n t s were a s s ig n e d f o r e v e ry g r a d e : 0 f o r f a i l , 1 f o r D, 2 f o r C, 3 f o r B, and 4 f o r A. The p u p i l ’ s g rad e a v e ra g e was d e te rm in e d by d i v i d i n g th e s t u d e n t ’s t o t a l number o f g rad e p o i n t s by th e number o f c o u r s e s he had ta k e n i n s c h o o l. The s t u d e n t ’s p h y s i c a l e d u c a t i o n g rad e was n o t in c lu d e d in th e c o m p u ta tio n o f h i s g ra d e a v e r a g e . A n u m e ric a l v a lu e was a s s ig n e d to e v e ry c i t i z e n s h i p mark: 3 was c o n s id e r e d u n s a t i s f a c t o r y c i t i z e n s h i p , 2 was s a t i s f a c t o r y c i t i z e n s h i p , and 1 was c o n s id e r e d e x c e l l e n t c i t i z e n s h i p . The t o t a l c i t i z e n s h i p p o i n t s were th e n d iv id e d by th e number o f marks he had r e c e i v e d to p ro d u ce an 81 o v e r a l l c i t i z e n s h i p a v e ra g e . A s t u d e n t ' s a t te n d a n c e r e c o r d was g a th e r e d from h i s perm anent a t te n d a n c e r e c o r d c a rd which c o n ta in e d a l l f u l l and p a r t i a l days of a b s e n c e . Only f u l l days o f absence were c o u n ted and r e c o r d e d on th e p u p i l d a t a s h e e t . No a tte m p t was made to d e te rm in e w hether th e s t u d e n t ' s f u l l day absen ce was ex cu sed or u n e x c u se d . At t h i s p o i n t , a l l p u p i l d a t a had been p la c e d on th e p u p i l d a t a s h e e t w ith th e e x c e p ti o n o f th e MOW I d a t a w hich was a l r e a d y punched on d a t a c a r d s . From th e d a t a s h e e t th e com plete in f o r m a ti o n was punched on F o r tr a n punch c a rd s f o r t r e a tm e n t by th e com puter. T re atm en t of th e D ata The b a s i c s t a t i s t i c a l model u sed in t h i s s tu d y f o r a l l d a t a on th e p u p i l d a t a s h e e t was a 2 X 2 X 2 X 2 l i n e a r f a c t o r i a l d e s i g n . The h y p o th e s e s advanced a p p e ar in T a b le s 4 and 5. The in d e p e n d e n t v a r i a b l e s i n t h i s f i x e d c o n s ta n t model were s e x , e t h n i c g ro u p s , c u l t u r a l o p p o r t u n i t y and p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s . The t o t a l sample was d i v id e d i n t o s i x t e e n d i f f e r e n t c e l l c l a s s i f i c a t i o n s as seen i n T ab le 3. The d e p e n d en t v a r i a b l e s in c lu d e d were th e te n s u b s c o r e s on th e ITED, s c h o o l a t t e n d a n c e , academ ic grade a v e r a g e , c i t i z e n s h i p marks and ag e , h e i g h t , w e ig h t, and t o t a l e x p o n e n ts f o r th e b o y s. A l l p u p i l s in th e s tu d y were compared on t h i r t e e n 82 s e p a r a t e ite m s and th e boys were compared on s e v e n te e n i te m s . On each o f th e t h i r t e e n d e p e n d e n t v a r i a b l e s t h e r e were f i f t e e n in d e p e n d e n t co m p ariso n s as se en in th e s t a t e ment o f h y p o th e s e s t e s t e d i n T ab le 4 . The b o y s were com p a re d on fo u r a d d i t i o n a l d e p e n d e n t v a r i a b l e s i n a 2 X 2 X 2 f a c t o r i a l d e s ig n w hich had seven in d e p e n d e n t co m p ariso n s as se e n in th e s ta te m e n t o f h y p o th e s e s in T ab le 5. The method used f o r d e te r m in in g any s i g n i f i c a n t d i f f e r e n c e s betw een g ro u p s was a n a l y s i s o f c o v a r i a n c e . In o r d e r to use t h i s s t a t i s t i c a l te c h n iq u e i t was n e c e s s a r y to r e s o r t to e l e c t r o n i c d a t a p r o c e s s i n g . The in f o r m a tio n was punched on e l e c t r o n i c d a t a p r o c e s s in g c a r d s w ith f o r t y - s i x s p a c e s b e in g needed on each c a rd f o r e v e ry s t u d e n t . The c o v a r i a t e f o r th e fo u r-w ay a n a l y s i s of c o v a r i ance w ith an M F,f t e s t was each s t u d e n t 's i n t e l l i g e n c e quo t i e n t as m easured by th e CTMM. T h is c o v a r i a t e was s e l e c t e d in o rd e r to a d j u s t f o r the i n i t i a l i n d i v i d u a l d i f f e r e n c e s i n i n t e l l i g e n c e betw een th e s e v e r a l c l a s s i f i c a t i o n s o f p u p i l s in th e s tu d y . The fo u r-w ay a n a l y s i s o f c o v a ria n c e was done on th e Honeyw ell 800 com puter a t th e Computer S c ie n c e L a b o r a t o r y a t th e U n i v e r s i t y o f S o u th e rn C a l i f o r n i a u s in g a m odi f i c a t i o n o f th e B io m e d ic a l Computer Program 05V. For each o f the co m p ariso n s th e g ro u p s b e in g a n a ly z ed had means and s ta n d a r d d e v i a t i o n s com puted. U sing th e T ,FT r t e s t , a n a l y s i s o f d i f f e r e n c e s was made w i t h i n and b e tween g ro u p s . R e fe re n c e was made to th e s ta n d a r d "F" t a b l e s 83 TABLE 4 BASIC STATISTICAL MODEL A n a ly sis of Covariance--2X2X2X2 F a c t o r i a l Design Hypotheses te s te d f o r each a p p ro p ria te dependent v a r ia b le Main E f f e c ts Ho^: P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n Ho : Anglo-American vs Mexican-American n Ho : C u l tu r a l O p p o rtu n ity vs N on-C ultural O p p o rtu n ity Ho^: Boys vs G ir ls Two Way I n t e r a c t i o n Ho^: P a r t i c i p a t i o n x C u ltu r a l O p p o rtu n ity Ho : P a r t i c i p a t i o n x Sex n Ho : E th n ic Group x C u l tu r a l O p p o rtu n ity Ho®: E th n ic Group x Sex Q Ho : C u ltu r a l O p p o rtu n ity x Sex Three Way I n t e r a c t i o n H o ^ : P a r t i c i p a t i o n x E th n ic Group x C u ltu ra l O p p o rtu n ity H o ^ : P a r t i c i p a t i o n x E th n ic Group x Sex 12 Ho : P a r t i c i p a t i o n x C u l tu r a l O p p o rtu n ity x Sex 13 Ho : E th n ic Group x C u ltu r a l O p p o rtu n ity x Sex Four Way I n t e r a c t i o n Ho1^: P a r t i c i p a t i o n x E th n ic Group x C u ltu r a l O p p o rtu n ity x Sex 84 TABLE 5 BASIC STATISTICAL MODEL A n a ly sis of C o v a ria n c e --2X2X2 F a c to r a l Design Hypotheses t e s t e d fo r p h y s ic a l c h a r a c t e r i s t i c s o f boys Main E f f e c ts Ho*: P a r t i c i p a n t s vs N o n -P a rtic ip a n ts p Ho : C u ltu r a l O p p o rtu n ity vs N o n -C u ltu ral O p p o rtu n ity Ho : Anglo-American vs Mexican-American Two Way I n t e r a c t i o n s Ho^: P a r t i c i p a t i o n x C u ltu r a l O pportunity Ho : P a r t i c i p a t i o n x E th n ic Group Ho : C u l tu r a l O p p o rtu n ity x E th n ic Group 7 Ho : P a r t i c i p a t i o n x C u l tu r a l O p p o rtu n ity x E th n ic Group a t th e a p p ro p ria te d eg ree s of freedom to determ ine when the one p er cen t and f iv e per cent l e v e l s of co n fid en ce were reach ed . The n u ll h y p o th e sis t h a t was advanced was th a t th e re was no d if f e r e n c e s between any groups. The Meaning of Words In v en to ry was s u b je c te d to a d i f f e r e n t method of a n a ly s is because of th e use of the se- m atic d i f f e r e n t i a l and the s p e c ia l program w r i tte n to make com parisons of groups w ith t h i s te ch n iq u e . 85 For e v e ry s u b j e c t in th e sam p le, t h e r e w ere f i f t e e n d a t a c a r d s . T h is meant t h e r e was a t o t a l o f 7,860 c a r d s f o r t h e e n t i r e sam p le. A s p e c i a l program f o r th e H oneyw ell 400 com puter a t th e Computer S c ie n c e L a b o r a to r y was w r i t t e n which a n a ly z e d each c a rd f o r e r r o r s . In o rd e r to c a r r y o u t th e a n a l y s i s , th e d a t a from th e u n w ie ld ly g ro u p of c a rd s was p la c e d on m a g n e tic ta p e which was th e n u sed i n a l l c a l c u l a t i o n s . In each c a s e , m eans, s ta n d a r d d e v i a t i o n s , and ftt " t e s t s f o r s i g n i f i c a n c e were ru n on th e mean f a c t o r f o r a l l c o n c e p ts and g ro u p s . The n u l l h y p o th e s is was advanced f o r co m p ariso n o f a l l g ro u p s , h e n c e , any s i g n i f i c a n t g ro u p s i n d i c a t e d t h a t d i f f e r e n c e s d id e x i s t among th e s e p a r a t e c a t e g o r i e s on s p e c i f i c c o n c e p ts . Summary In t h i s c h a p te r t h e r e was a d e s c r i p t i o n o f the sc h o o l d i s t r i c t p o p u la tio n and th e 524 s t u d e n t s c o n ta in e d in th e sam p le. The Iowa T e s t o f E d u c a tio n a l D evelopm ent, th e C a l i f o r n i a T e s t o f M en tal M a t u r i t y and th e Meaning o f Words I n v e n to r y were th e t e s t i n g i n s t r u m e n t s u s e d . In a d d i t i o n , d a t a was g a th e r e d p e r t a i n i n g to th e p u p i l s ’ academ ic g r a d e s , c i t i z e n s h i p , s c h o o l a t t e n d a n c e , and p h y s i c a l c h a r a c t e r i s t i c s . The method o f t r e a t m e n t of th e d a t a was a four-w ay a n a l y s i s o f c o v a ria n c e w hich was d e s c r i b e d as was th e use of e l e c t r o n i c com puters n e c e s s a r y to compute th e s t a t i s t i c s . 86 The l e v e l s of s i g n i f i c a n c e were s e t a t th e one and f i v e p er c e n t l e v e l s o f c o n f id e n c e . CHAPTER IV FINDINGS The b a s i c p u rp o se o f t h i s s tu d y was to d e te rm in e i f any s i g n i f i c a n t d i f f e r e n c e s co u ld be found betw een p a r t i c i p a n ts and n o n - p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s when c e r t a i n o b j e c t i v e m easu res were u sed f o r p u rp o s e s o f com par i s o n . The r e s e a r c h d e s ig n o f th e s tu d y in c lu d e d th e f a c t o r s of s e x , e t h n i c group and e d u c a t i o n a l o p p o r t u n i t y alo n g w ith th e c o n s i d e r a t i o n f o r p a r t i c i p a t i o n i n a c t i v i t i e s . The d i f f e r e n t i a t i n g m easu res in c lu d e d e d u c a t i o n a l d e v e lo p m e n t, e d u c a t i o n a l a c h ie v e m e n t, s c h o o l a t t e n d a n c e , c i t i z e n s h i p , p u p i l a t t i t u d e s tow ard c o n c e p ts r e l a t e d to ach iev em en t and b o y s 1 p h y s i c a l c h a r a c t e r i s t i c s . The a n a l y s i s o f th e d a t a o b ta in e d by th e p ro c e d u r e s r e p o r t e d i n th e p r e v io u s c h a p te r c o n s i s t s o f: Cl) main e f f e c t s o f th e in d e p e n d e n t v a r i a b l e s o f p a r t i c i p a t i o n , e t h n i c g ro u p , c u l t u r a l d e p r i v a t i o n and se x ; (2 ) two-way i n t e r a c t i o n s o f th e s e v a r i a b l e s ; (3 ) th re e -w a y i n t e r a c t i o n s , and; (4 ) fo u r-w a y i n t e r a c t i o n s o f the fo u r v a r i a b l e s . The b a s i c s t a t i s t i c a l model f o r th e s tu d y c o n s i s t e d of a 2X2X2X2 l i n e a r f a c t o r i a l a n a l y s i s o f c o v a ria n c e d e s ig n 87 88 w ith th e i n t e l l i g e n c e q u o t i e n t used as th e c o v a r i a t e . There was a l s o a 2X2X2 l i n e a r f a c t o r i a l d e s ig n u s in g a n a l y s i s of c o v a ria n c e f o r th e p h y s ic a l c h a r a c t e r i s t i c s of boys in c lu d e d i n th e s tu d y . The f i n d in g s e x p re s s e d in th e form of F r a t i o s f o r each c o n c e p t a re p r e s e n te d under th e a p p r o p r i a t e m ajor a r e a . Because of th e e x p l o r a t o r y n a t u r e o f th e s tu d y , a d ju s te d mean d i f f e r e n c e s were found to be s i g n i f i c a n t i f th e f i v e or one p er c e n t l e v e l s of c o n fid e n c e were i n d i c a t e d in th e t a b le of F r a t i o s . Com parison o f Iowa T e st o f E d u c a tio n a l Development S c o re s U n d ersta n d in g o f B a sic S o c ia l C oncepts was d e sig n e d to measure a s t u d e n t s u n d e rs ta n d in g and knowledge o f con tem porary s o c i a l i n s t i t u t i o n s and p r a c t i c e s (s e e T able 6 ) . The n u l l h y p o th e s is was r e j e c t e d in fa v o r of th e r e s e a r c h h y p o th e s is a t th e .01 l e v e l of c o n fid e n c e i n th e com p a r is o n of p a r t i c i p a n t s and n o n - p a r t i c i p a n t s . P a r t i c i p a n t s ten d ed to s c o re s i g n i f i c a n t l y h ig h e r th a n n o n - p a r t i c i p a n t s on th e f i r s t s u b t e s t of the ITED. An F r a t i o o f 7 .4 5 i n d i c a t e d t h a t A nglo-A m ericans sco re d s i g n i f i c a n t l y h ig h e r th a n M exican-A m erican s t u d e n t s . The n u l l h y p o th e s is was r e j e c t e d a t th e .01 l e v e l of c o n f i dence . TABLE 6 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST, UNDERSTANDING OF BASIC SOCIAL CONCEPTS FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares begree of Freedom Mean Square P R a tio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 270.22 1 270.22 11.09 .01 Mexican-American vs Anglo-American 181.61 1 181.61 7.45 .01 E d u ca tio n al O pportunity vs E d u c a tio n a lly Disadvantaged 2.42 1 2.42 .10 --------- Boy vs G ir l 271.45 1 271.45 11.14 .01 P a r t i c i p a n t x E thnic Group .82 1 .82 .03 --------- P a r t i c i p a t i o n x E d u ca tio n al O p p o rtu n ity 12.79 1 12.79 .53 --------- P a r t i c i p a t i o n x Sex .02 1 .02 .001 --------- E th n ic Group x E d u c a tio n al O pportunity 1.91 1 1.91 .08 - — E th n ic Group x Sex 1.28 1 1.28 .05 00 o TABLE 6 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _________________Squares_______ Freedom________ Square R atio ______Level E d u ca tio n al O pportunity x Sex 0 1 0 0 ------ P a r t i c i p a t i o n x E thnic x E d u ca tio n al O pportunity 41.75 1 41.75 1.71 ------ P a r t i c i p a t i o n x E thnic x Sex 7.40 1 7.40 .30 ------ P a r t i c i p a t i o n x E d u catio n al O pportunity x Sex 27.18 1 27.18 1.11 ------ E th n ic x E d u catio n al O pportunity x Sex .24 1 .24 .01 ------ P a r t i c i p a t i o n x E thnic x E d u ca tio n al O pportunity x Sex 2.25 1 2.25 .09 ------ W ithin Groups 12,203.99 501 243.59 TOTAL 13,253.03 516 vO o 91 The F r a t i o of .10 r e v e a le d no s i g n i f i c a n t d i f f e r ences between e d u c a t i o n a l l y d isa d v a n ta g e d and e d u c a ti o n a ll y advantaged s t u d e n ts . The boys sco red s i g n i f i c a n t l y h ig h e r th an the g i r l s a t th e .01 le v e l of c o n fid e n c e . The F r a t i o of 11.14 showed th a t th e boys u n d ersto o d contem porary s o c i a l i n s t i t u t i o n s and p r a c t i c e s b e t t e r th an g i r l s . A range of F r a t i o s from .03 to 1.71 fo r a l l two- way, th re e -w a y and four-w ay i n t e r a c t i o n s showed t h a t a l l d i f f e r e n c e s were i n s i g n i f i c a n t . The n u l l h y p o th e ses were ac ce p te d f o r a l l i n t e r a c t i o n s . Background in N a tu r a l S c ie n ce s m easures the p u p i l Ts g e n e ra l u n d e rs ta n d in g of sc ie n c e in a modern c i v i l i z a t i o n (se e T able 7 ) . The F r a t i o of 10.03 was d eterm ined f o r p a r t i c i p a n t s and n o n - p a r t i c i p a n t s and th e n u l l h y p o th e s is was n egated a t the .01 l e v e l of c o n fid e n c e . The p a r t i c i p a n t s e x h ib ite d a tendency to re c e iv e s i g n i f i c a n t l y h ig h e r s c o re s than did th e n o n - p a r t i c i p a n t s . Anglo-American s tu d e n ts r e c e iv e d b e t t e r s c o re s than d id th e Mexican-American s tu d e n ts on th e second s u b te s t of the ITED. The F r a t i o was 8.50 and the n u l l h y p o th e s is was r e j e c t e d a t th e .01 le v e l o f c o n fid e n c e . The n u l l h y p o th e s is s t a t i n g no d i f f e r e n c e s between e d u c a ti o n a ll y d isa d v a n ta g e d and advantaged p u p ils was a c c e p te d . The F r a t i o was found a t 1.25 and was not TABLE 7 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST BACKGROUND IN THE NATURAL SCIENCES FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares Degree of Freedom Mean F C onfidence Square R atio______Level P a r t i c i p a t i o n vs N o n - p a rtic ip a tio n Mexican-American vs Anglo-American E d u ca tio n al O pportunity vs N on-Educational O p p o rtu n ity Boy vs G ir l P a r tic i p a n t x E th n ic P a r t i c i p a t i o n x E d u c a tio n a l O pportunity P a r t i c i p a t i o n x Sex E th n ic Group x E d u c a tio n al O pportunity E th n ic Group x Sex 244.78 207.77 30.53 658.69 13.93 1.02 34.08 1.56 4.37 1 1 1 1 1 1 1 244.78 10.03 207.77 13.93 8.50 30.53 1.25 658.69 26.98 57 1.02 .04 34.08 1.40 1.56 .06 4.37 .18 .01 ,01 01 co TABLE 7 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _________________Squares_______ Freedom________ Square R atio Level E d u catio n al O pportunity x Sex 4.28 1 4.28 .18 M P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity 244.32 1 244.32 10.00 .01 P a r t i c i p a t i o n x E thnic x Sex 12.63 1 12.63 .52 — ---------- P a r t i c i p a t i o n x E d u catio n al O p p o rtu n ity x Sex 23 .06 1 23.06 .94 --------------- E th n ic x E d u ca tio n al O p portunity x Sex 15.68 1 15.68 .64 ---------------- P a r t i c i p a t i o n x E thnic x E d u ca tio n a l O pportunity x Sex 40 .52 1 40.52 1.67 ---------------- W ithin Groups 12,232.47 501 244.16 TOTAL 13,831.08 516 'O C O 94 s i g n i f i c a n t . The boys s c o re d s i g n i f i c a n t l y h ig h e r th a n th e g i r l s on u n d e r s ta n d in g o f n a t u r a l s c i e n c e s . The n u l l h y p o th e s is was r e j e c t e d a t th e .01 l e v e l of c o n fid e n c e when an F r a t i o o f 2 6 .9 8 was fo u n d . A l l d i f f e r e n c e s as a r e s u l t o f two-way i n t e r a c t i o n s were d e te rm in e d to be chance v a r i a t i o n s . T able 8 shows th e F r a t i o s to be to o s m a ll and th e n u l l h y p o th e s e s were a c c e p te d i n a l l c a s e s . One o f th e f o u r th re e -w a y i n t e r a c t i o n s was d i s c o v e re d to be s i g n i f i c a n t a t th e .01 l e v e l o f c o n f id e n c e . The i n t e r a c t i o n s betw een p a r t i c i p a t i o n , e t h n i c g roup and c u l t u r a l d e p r i v a t i o n p ro duced an F r a t i o o f 10.00 w hich was l a r g e enough to r e j e c t t h e n u l l h y p o th e s e s . In a l l o t h e r t h r e e - way i n t e r a c t i o n s th e n u l l h y p o th e s e s were a c c e p te d . The fo u r-w ay i n t e r a c t i o n s betw een th e fo u r in d e p e n d e n t v a r i a b l e s r e v e a le d an F o f 1 .6 9 . The d i f f e r e n c e s were a t t r i b u t e d to chance and th e n u l l h y p o th e s e s were a c c e p te d . C o r r e c t n e s s and A p p r o p r ia te n e s s o f E x p re s s io n was d e s ig n e d t o g iv e th e t e a c h e r a r e l i a b l e i n d i c a t i o n o f th e s t u d e n t s m a ste ry of th e b a s i c e le m e n ts i n c o r r e c t and e f f e c t i v e w r i t i n g ( s e e T ab le 8 ) . P a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s showed a g r e a t e r d e g re e of m a s te ry o f w r i t i n g s k i l l s th a n non p a r t i c i p a n t s . The F r a t i o was 11.34 and th e n u l l h y p o th e s is was r e j e c t e d a t th e .01 l e v e l of c o n f id e n c e . TABLE 8 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST CORRECTNESS AND APPROPRIATENESS OF EXPRESSION FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares Degree of Freedom Mean Square F R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 159.56 1 159.56 11.34 .01 Mexican-American vs Anglo-American 36.20 1 36.20 2.57 ------ E d u ca tio n al O pportunity vs N on-Educational O pportunity 4.44 1 4.44 .31 ------ Boy vs G ir l 165.34 1 165.34 11.75 .01 P a r t i c i p a n t x E thnic 80.70 1 80.70 5.73 .05 P a r t i c i p a t i o n x E d u c a tio n a l O pportunity .01 1 .01 0 ------ P a r t i c i p a t i o n x Sex 9.49 1 9.49 .68 ------ E thnic Group x E d u c a tio n a l O p portunity .01 1 .01 0 ------ E thnic Group x Sex 10.44 1 10.44 .74 TABLE 8 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n ____________________ Squares Freedom________ Square_____R atio______Level E d u ca tio n al O pportunity x Sex .57 1 .57 .04 mm mm _ P a r t i c i p a t i o n x E thnic x E d u ca tio n al O pportunity 41.94 1 41.94 2.98 P a r t i c i p a t i o n x E thnic x Sex 12.82 1 12.82 .91 ------ P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 15.87 1 15.87 1.13 ------ E thnic x E d u ca tio n al O pportunity x Sex 3.63 1 3.63 .26 ------ P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity x Sex 16.11 1 16.11 1.15 ------ W ithin Groups 7,047.11 501 14.06 TOTAL 7,604.24 516 v O O ' 97 There was no s i g n i f i c a n t d i f f e r e n c e between A nglo- American and M exican-American s c o re s on th e t e s t . Table 8 shows an F r a t i o of 2.57 and the n u l l h y p o th e s is was a c cepted . The F r a t i o of .31 was found when comparing ed u ca t i o n a l l y d isa d v a n ta g e d and advantaged s t u d e n t s . T h is f ig u r e was of v i r t u a l l y no s i g n i f i c a n c e and in d ic a t e d t h a t the d i f fe re n c e could only be a t t r i b u t e d to chance. A d i f f e r e n c e s i g n i f i c a n t a t the .01 le v e l of c o n f i dence was found f o r sex . G i r l s showed a g r e a t e r m astery of w r i tin g s k i l l s th an boys and th e n u l l h y p o th e s is was r e j e c t e d . For the two-way i n t e r a c t i o n between p a r t i c i p a t i o n and e t h n ic group, an F r a t i o of 5.73 was o b ta in e d . The n u l l h y p o th e s is was r e j e c t e d as n o n - p a r t i c i p a t i o n was shown to have a g r e a t e r e f f e c t on Anglo-Am ericans than Mexican- Americans although both g ro u p s ' p a r t i c i p a n t s sco red h ig h e r on th e t e s t than n o n - p a r t i c i p a n t s . A ll o th e r d i f f e r e n c e s in two-way, th ree -w ay and four-w ay i n t e r a c t i o n s were i n s i g n i f i c a n t . T able 8 shows the F r a t i o s to be too sm all and th e n u l l h y p o th eses were a c cepted fo r th e se i n t e r a c t i o n s . A b i l i t y to do Q u a n t i t a t i v e T h in k in g measured the m aintenance and developm ent o f th e s t u d e n t s ' m ath em atical s k i l l s ( s e e T able 9 ). TABLE 9 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST, ABILITY TO DO QUANTITATIVE THINKING FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP, AND EDUCATIONAL OPPORTUNITY Source o f V a ria tio n Sum ol Squares Degree o± Freedom Mean Square F R a tio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 390.06 1 390.06 16.72 .01 Mexican-American vs Anglo-American 40.51 1 40.51 1.74 ------ E d u c a tio n al O pportunity vs N on-Educational O p p o rtu n ity 36.80 1 36.80 1.58 ------ Boy vs G irl 186.01 1 186.01 7.98 .01 P a r t i c i p a n t x E th n ic 36.14 1 36.14 1.55 ------ P a r t i c i p a t i o n x E d u c a tio n a l O p p o rtu n ity 22.65 1 22.65 .97 P a r t i c i p a t i o n x Sex 101.60 1 101.60 4.36 .05 E th n ic Group x E d u c a tio n a l O pportunity 23.30 1 23.30 1.00 ------ E th n ic Group x Sex 7.36 1 7.36 .32 ------ v O 00 TABLE 9 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _______________ Squares_______ Freedom________ Square_______R a tio Level E d u ca tio n al O pportunity x Sex 32.30 1 32.30 1.38 a M P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity .£0 1 o 00 • .03 ----------- P a r t i c i p a t i o n x E th n ic x Sex 46.36 1 46.36 1.99 P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 59.61 1 59.-61 2.56 — - E th n ic x E d u ca tio n al O pportunity x Sex 70.46 1 70.46 3.02 P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity x Sex 225.08 1 225.08 9.65 .01 W ithin Groups 11,685.61 501 233.24 TOTAL 12,964.65 516 o v O 100 There was a s i g n i f i c a n t F r a t i o of 16.72 o b tain ed between p a r t i c i p a n t s and n o n - p a r t i c i p a n t s , as shown in Ta b le 9. The p a r t i c i p a n t s sco red s i g n i f i c a n t l y h ig h er than th e n o n - p a r tic i p a n ts and the n u ll h y p o th e sis was r e j e c t e d a t the .01 le v e l of co n fid en ce. No s i g n i f i c a n t d if f e r e n c e s were found between Mexican-American and Anglo-American s tu d e n ts and between e d u c a tio n a lly d isa d v an tag ed and advantaged s tu d e n ts on the g e n e ra l m athem atics t e s t . The n u ll h y p o th e sis was accepted in each in s ta n c e . The boys re c e iv e d s i g n i f i c a n t l y b e t t e r sc o re s on the f o u r th s u b te s t of the ITED than the g i r l s . An F r a t i o of 7.98 caused the r e j e c t i o n of the n u l l h y p o th e sis a t th e .01 le v e l of co n fid en ce. The two-way i n t e r a c t i o n between p a r t i c i p a t i o n and sex was s i g n i f i c a n t a t the .05 le v e l of c o n fid e n ce. Both boy and g i r l p a r t i c i p a n t s re c e iv e d h ig h er sc o re s than non p a r t i c i p a n t s b u t the la c k of p a r t i c i p a t i o n had more i n f l u ence on g i r l s than boys. A ll o th e r d if f e r e n c e s between two and three-w ay i n t e r a c t i o n s were a t t r i b u t e d to chance and the n u ll hypotheses were accep ted . An F r a t i o of 9.65 was found f o r the four-w ay i n t e r a c tio n s between p a r t i c i p a t i o n , e th n ic group, e d u c a tio n a l op p o r tu n ity , and sex. The F r a t i o s were s i g n i f i c a n t and the n u ll hypotheses were accepted a t the .01 le v e l of c o n f i dence. 101 A b ilit y to I n t e r p r e t Reading M a te ria ls in S o c ia l S tu d ie s was concerned w ith th e s t u d e n t s ' a b i l i t y to i n t e r p r e t and e v a lu a te the l i t e r a t u r e of the s o c i a l s tu d ie s (see Table 10). This t e s t d i f f e r e n t i a t e d between p a r t i c i p a n t s and n o n - p a r tic i p a n ts a t the .05 le v e l of s i g n i f i c a n c e . The p a r t i c i p a n t s ' a b i l i t y to i n t e r p r e t and e v a lu a te s o c i a l s t u d ie s re a d in g m a te r ia ls was s i g n i f i c a n t l y b e t t e r than t h a t of th e n o n - p a r tic i p a n ts . An F r a t i o of 6.45 was found and the n u l l h y p o th e sis r e j e c t e d . According to Table 10 the t e s t did no t produce s i g n i f i c a n t F r a t i o s fo r the groups of Anglo-Americans and M exican-Am ericans, e d u c a tio n a lly d isad v an tag ed and advan taged boys and g i r l s . In the th re e comparisons the Anglo- Americans, e d u c a tio n a lly advantaged boys tended to re c e iv e h ig h e r sc o re s on the t e s t b u t the d if f e r e n c e s were no t s i g n i f i c a n t and the n u ll hypotheses were ac cep ted . A ll d if f e r e n c e s between two-, t h r e e - , and four-w ay i n t e r a c t i o n s were not la rg e enough to r e j e c t the n u l l hy p o th e se s. The n u l l hypotheses were accepted and the d i f f e r ences were a t t r i b u t e d to chance. A b i l i t y to I n t e r p r e t Reading M a te ria ls in the N a tu r a l S ciences was in te n d ed to measure the p u p i l s ' a b i l i t y to e v a lu a te e x p o s itio n a l and ex p e rim en ta l m a te r ia l in th e n a t u r a l sc ie n c e s (see Table 11). TABLE 10 ANALYSIS OF COVARIANCE FOR THE ITED, SUBTEST ABILITY TO INTERPRET READING MATERIALS IN SOCIAL STUDIES FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP, EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares T 5 eg re^ ^ F Freedom Square R atio TonTTdence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 149.77 Mexican-American vs Anglo-American 63.87 E d u ca tio n al O pportunity vs N on-Educational O pportunity 18.25 Boy vs G ir l 54.22 P a r t i c i p a n t x E th n ic 76.86 P a r t i c i p a t i o n x E d u c a tio n al O pportunity .21 P a r t i c i p a t i o n x Sex 20.71 E th n ic Group x E d u ca tio n al O pportunity 11.51 E th n ic Group x Sex 1.34 1 1 1 1 1 1 1 149.77 63.87 18.28 54.22 76.86 .21 20.71 11.51 1.34 6.45 2.75 .79 2.33 3.30 .01 .89 .50 .06 .05 102 TABLE 10 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _______________ Squares_______ Freedom________ Square_______ R a tio _______Level E d u ca tio n al O pportunity x Sex .06 1 .06 o o • mm mm m * P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O pportunity 66.37 1 66.37 2.85 ------------ P a r t i c i p a t i o n x E th n ic x Sex .65 1 .65 .03 ------------ P a r t i c i p a t i o n x E d u ca tio n al O p p o rtu n ity x Sex .22 1 .22 .01 ------------ E th n ic x E d u c a tio n a l O p portunity x Sex 27.74 1 27.74 1.19 ------------ P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O p p o rtu n ity x Sex 1.26 1 1.26 .05 W ithin Groups 11,636.08 501 232.26 TOTAL 12,129.12 516 o C O TABLE 11 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST ABILITY TO INTERPRET READING MATERIALS IN THE NATURAL SCIENCES FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO- CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sura of Squares Degree ot Freedom Mean Square F Confidence R a tio Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n Mexican-American vs Anglo-American E d u c a tio n a l O p p o rtu n ity vs N on-Educational O p p o rtu n ity Boy vs G ir l P a r t i c i p a n t x E th n ic P a r t i c i p a t i o n x E d u c a tio n a l O p p o rtu n ity P a r t i c i p a t i o n x Sex E th n ic Group x E d u c a tio n a l O p p o rtu n ity E th n ic Group x Sex 150.51 157.97 .06 17.06 16.18 .06 .01 .02 1.17 150.51 157.97 .06 17.06 16.18 .06 .01 .02 1.17 6.39 6.71 .00 .72 .69 .00 .00 .00 .05 .05 .05 104 TABLE 11 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _______________ Squares_______ Freedom________ Square_______R atio_______Level E d u ca tio n al O pportunity x Sex 15.21 1 15.21 .65 _ « m P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity 23.89 1 23.89 1 . 0 1 ------ P a r t i c i p a t i o n x E th n ic x Sex .09 1 .09 . 0 0 — --- P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 7.36 1 7.36 .31 ------ E th n ic x E d u ca tio n al O pportunity x Sex 30.48 1 30.48 1.29 ------ P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O p portunity x Sex 141.24 1 141.24 6 . 0 0 .,05 W ithin Groups 11,799.39 501 235.52 TOTAL 12,360.61 516 o U l 106 The F r a t i o s fo r p a r t i c i p a n t s and n o n - p a r tic i p a n ts and Anglo-Americans and M exican-Americans were s i g n i f i c a n t a t the .05 l e v e l of co n fid e n ce. The F r a t i o fo r p a r t i c i p a n ts of 6.39 showed th a t th ey had a tendency to score h ig h er than n o n - p a r t i c i p a n t s . The Anglo-Americans re c e iv e d h igher s c o re s than M exican-Americans as shown by the F r a t i o of 6 .7 1 . In both cases the n u l l h y p o th e s is was r e j e c t ed . A p r a c t i c a l l y n o n - e x is te n t F r a t i o of .002 was found w ith no s i g n i f i c a n t d i f f e r e n c e s between the educa t i o n a l l y d isa d v an tag ed and e d u c a tio n a lly advantaged p u p ils . The n u l l h y p o th e s is was a c c e p te d . The d i f f e r e n c e between the b o y s’ and g i r l s ’ sc o re s on the t e s t were n o t s i g n i f i c a n t . The F r a t i o of .72 caused th e n u l l h y p o th e s is to be ac c e p te d . A ll d i f f e r e n c e s in groups in two-way, and three-w ay i n t e r a c t i o n s were no t s i g n i f i c a n t a t the .05 le v e l of con fid e n c e . The F r a t i o s , as shown in Table 11, were too sm all to r e j e c t the n u l l h y p o th eses. The groups c o n s id e rin g the v a r i a b l e s of p a r t i c i p a t i o n , e th n ic group, e d u c a tio n a lly d isad v an ta g ed and sex in a four-way i n t e r a c t i o n had d i f f e r e n c e s which were s i g n i f i cant at the .05 le v e l of co n fid e n ce. The n u l l hypotheses were r e j e c t e d . A b i l i t y to I n t e r p r e t L ite r a r y M a te r ia ls was an a t tempt to a s s e s s m easurable u n d e rsta n d in g s t h a t s tu d e n ts may 107 be ex p ected t o d e r iv e from the re a d in g o f l i t e r a r y m a t e r i a l s (se e T able 12). The p a r t i c i p a n t s showed s i g n i f i c a n t l y g r e a t e r a b i l i t y to i n t e r p r e t l i t e r a r y m a t e r i a l s as measured by the se v e n th s u b te s t of th e ITED than did th e n o n - p a r t i c i p a n t s . The F r a t i o of 4 .3 5 was s i g n i f i c a n t a t th e .05 l e v e l of co n fid en ce and th e n u l l h y p o th e s is was r e j e c t e d . An F r a t i o of 8.80 was o b ta in e d when Anglo-American s c o re s on th e t e s t were compared w ith th o se of the M exican- A m ericans. The d i f f e r e n c e s were too g r e a t to be a t t r i b u t e d t o chance and th e n u l l h y p o th e s is was r e j e c t e d a t the . 0 1 l e v e l o f c o n fid e n c e . As can be seen in T able 12, th e re were no s i g n i f i can t d i f f e r e n c e s between e d u c a t i o n a l l d isa d v a n ta g ed and advantaged and boys and g i r l s . The d i f f e r e n c e s could have been caused by chance f a c t o r s so the n u l l h y p o th eses were a c c e p te d . The d i f f e r e n c e s between the groups of s tu d e n ts con s id e r in g the f a c t o r s of p a r t i c i p a t i o n and e t h n ic group were s i g n i f i c a n t a t th e .05 l e v e l o f c o n fid e n c e . The F r a t i o o f 5.36 was la r g e enough to r e j e c t the n u l l h y p o th e s is . Both Anglo-American and Mexican-American p a r t i c i p a n t s ach iev ed h ig h e r s c o re s than did n o n - p a r t i c i p a n t s w ith in t h e i r group bu t th e la c k of p a r t i c i p a t i o n had a g r e a t e r in f lu e n c e on the Anglo-Am ericans th an i t d id on the M exican-Am ericans. TABLE 12 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST ABILITY TO INTERPRET LITERARY MATERIALS FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum ot Squares Degree o± Freedom Mean Square F R a tio Contidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 91.85 1 91.85 4.35 .05 Mexican-American vs Anglo-American 185.71 1 185.71 8.80 . 0 1 E d u c a tio n a l O pportunity vs N on-Educational O p p o rtu n ity 5.38 1 5.38 .25 ------ Boy vs G irl 59,. 84 1 59,84 lr 2.83 ------ P a r t i c i p a n t x E th n ic 113.21 1 113.21 5.36 .05 P a r t i c i p a t i o n x E d u c a tio n a l O pportunity 9.01 1 9.01 .42 ------ P a r t i c i p a t i o n x Sex 6.27 1 6.27 .30 i ' E th n ic Group x E d u c a tio n a l O pportunity 67.49 1 67.49 3.19 ------ E th n ic Group x Sex 4.85 1 4.85 .23 I-* O o o TABLE 12 (CONTI) Sum of Degree of Mean F Confidence Source of V a ria tio n __________ Squares_______ Freedom________ Square_______ R a tio _______Level E d u ca tio n a l O pportunity x Sex 13.03 1 13.03 .62 » « « ■ P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O pportunity 45.52 1 45.52 2.15 ------ P a r t i c i p a t i o n x E th n ic x Sex 10.16 1 10.16 .48 --- — P a r t i c i p a t i o n x E d u c a tio n a l O p portunity x Sex 2.93 1 2.93 . 1 2 ------ E th n ic x E d u c a tio n a l O p portunity x Sex 7.14 1 7.14 .34 ------ P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O p p o rtu n ity x Sex 5.53 1 5.53 .26 W ithin Groups 10,572.19 501 2 1 1 . 0 2 TOTAL 1 1 , 2 0 0 . 1 1 516 o vO 110 A l l o th e r d i f f e r e n c e s i n two-way as w e l l a s t h r e e - and fo u r-w ay i n t e r a c t i o n s w ere to o s m a ll to be c o n s id e r e d s i g n i f i c a n t . In a l l n in e c a s e s th e n u l l h y p o th e s e s were a c c e p t e d . G en e ra l V o ca b u lary p r o v id e s a s c o re which m easures th e s p e c i a l ty p e o f i n t e l l i g e n c e needed f o r s u c c e s s i n sc h o o l work as w e l l as b e in g a t e s t o f g e n e r a l v o c a b u la ry ( s e e T a b le 1 3 ). The F r a t i o o f 7 .3 5 r e v e a le d t h a t th e p a r t i c i p a n t s r e c e iv e d a s i g n i f i c a n t l y h ig h e r s c o re on th e t e s t th a n d id th e n o n - p a r t i c i p a n t s . The n u l l h y p o t h e s i s was r e j e c t e d a t th e . 0 1 l e v e l of c o n f id e n c e . T a b le 13 shows t h a t s i g n i f i c a n t d i f f e r e n c e s a re in e v id e n c e f o r th e main e f f e c t s of e t h n i c g ro u p and e d u c a t i o n a l o p p o r t u n i t y ; A nglo-A m erican s t u d e n t s sc o re d h ig h e r th an M exican-A m erican s t u d e n t s and e d u c a t i o n a l l y a d v a n ta g e d r e c e iv e d h ig h e r v o c a b u la ry s c o r e s th a n e d u c a t i o n a l l y d i s a d v a n ta g e d . In b o th c a s e s th e d i f f e r e n c e s were s i g n i f i c a n t a t th e .01 l e v e l o f c o n f id e n c e . The n u l l h y p o th e s e s were r e j e c t e d . No d i f f e r e n t i a t i o n was d i s c e r n a b l e betw een boys and g i r l s on th e g e n e r a l v o c a b u la r y t e s t . The n u l l h y p o th e s is was a c c e p te d as an F r a t i o o f .04 r e v e a le d th e p o s s i b i l i t y of e r r o r due to chance f a c t o r s to o g r e a t . TABLE 13 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST GENERAL VOCABULARY FOR ELEVENTH GRADE STU DENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP, AND EDUCATIONAL OPPORTUNITY Source o f V a ria tio n Sum o± Squares Degree of Freedom Mean Square " v— R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 132.04 1 132.04 7.35 . 0 1 Mexican-American vs Anglo-American 212.96 1 212.96 1 1 . 8 6 . 0 1 E d u ca tio n al O pportunity vs N on-Educational O pportunity 1 2 0 . 2 0 1 1 2 0 . 2 0 6.69 *.01 Boy vs G irl . 8 6 1 . 8 6 .04 ------------ P a r t i c i p a n t x E thnic 14.09 1 14.09 .78 ------------ P a r t i c i p a t i o n x E d u c a tio n a l O pportunity .05 1 .05 . 0 0 ------------ P a r t i c i p a t i o n x Sex 23.89 1 23.89 1.33 ------------ E th n ic Group x E d u ca tio n al O pportunity 72.69 1 72.69 4.04 .05 E th n ic Group x Sex 7.39 1 7.39 .41 TABLE 13 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _____________ Squares_______ Freedom________ Square_______ R a tio _______Level P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O p p o rtu n ity 84.93 1 84.93 4.72 .05 P a r t i c i p a t i o n x E th n ic x Sex .03 1 .03 . 0 0 --------— P a r t i c i p a t i o n x E d u c a tio n a l O pportunity x Sex 21.05 1 21.05 1.17 --------- E th n ic x E d u ca tio n a l O p portunity x Sex 13.42 1 13.42 .75 V P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O p portunity x Sex 60.50 1 60.50 3.36 W ithin Groups 8,997.84 501 17.96 TOTAL 9 ,7 4 9 .1 8 516 113 In those groups where e d u c a tio n a l d isa d v an tag e and e th n ic o r i g i n were c o n sid ered th e re was a two-way i n t e r a c tio n t h a t was s i g n i f i c a n t a t the .05 le v e l of c o n fid en ce. The e d u c a tio n a lly advantaged Anglo-American and Mexican- American o u tsco red the e d u c a tio n a lly d isa d v an ta g ed p u p il in bo th groups, b u t e d u c a tio n a l o p p o rtu n ity had a g r e a te r e f f e c t on the Mexican-American p u p i l s ' sc o re s. No o th e r two- way i n t e r a c t i o n s were s i g n i f i c a n t as can be seen in Table 13. The three-w ay i n t e r a c t i o n s between the independent groups c o n s id e rin g p a r t i c i p a t i o n , e th n ic group and educa t i o n a l d isa d v an ta g e was s i g n i f i c a n t a t the .05 le v e l of c o n fid e n ce . The d i f f e r e n c e s were la rg e enough to cause an F r a t i o of 4.72 and co n sequently the r e j e c t i o n of the n u l l h y p o th e s e s . In the comparison of Anglo-American, Mexican- American e d u c a tio n a lly d isa d v an ta g ed and advantaged, a l l four groups of p a r t i c i p a n t s o u tsc o red the n o n - p a r tic i p a n ts alth o u g h p a r t i c i p a t i o n had r e l a t i v e l y l i t t l e e f f e c t on the e d u c a tio n a lly d isa d v an ta g ed and e d u c a tio n a lly advantaged. The s i g n i f i c a n t i n t e r a c t i o n ap p ears to be caused by the high sc o re s re ce iv ed by Mexican-American p a r t i c i p a n t s as opposed to the v e ry low sc o re s re c e iv e d by Mexican-American n o n - p a r tic i p a n ts . The d i f f e r e n c e s w ith in th e Mexican- American group were q u ite marked w hile d if f e r e n c e s between p a r t i c i p a n t s and n o n - p a r tic i p a n ts in the o th e r group were 114 ap p roxim ately the same. The rem aining three-w ay i n t e r a c t i o n s and the one four-w ay i n t e r a c t i o n were no t s i g n i f i c a n t a t e i t h e r the . 0 1 or .05 le v e l o f co n fid en ce. Use of Sources of In fo rm a tio n t e s t i s to e v a lu a te th e s t u d e n t s t a b i l i t y to u t i l i z e the im p o rtan t so u rc e s of in fo rm a tio n a v a ila b le to high school s tu d e n ts (se e Table 14) . Table 14 p r e s e n ts the F r a t i o fo r p a r t i c i p a n t s and n o n - p a r t i c i p a n t s in c o - c u r r ic u la r a c t i v i t i e s and i n d i c a t e s a s i g n i f i c a n t d if f e r e n c e between the two groups a t the . 0 1 le v e l of co n fid e n ce. P a r t i c i p a n t s were ab le to sc o re s i g n i f i c a n t l y hig h er than n o n - p a r t i c i p a n t s causing th e r e j e c tio n of the n u l l h y p o th e s is . E th n ic group d i f f e r e n t i a t i o n occurred a t the .01 le v e l o f c o n fid e n c e. The d a ta re v e a le d t h a t Anglo-American p u p ils achieved s i g n i f i c a n t l y higher sc o re s than the Mexican-American p u p ils . An F r a t i o of 16.48 was more than enough to r e j e c t the n u l l h y p o th e s is . The e d u c a tio n a lly d isad v an ta g ed showed no d is c e r n - a b le d i f f e r e n c e s from the e d u c a tio n a lly advantaged in the use of so u rc e s. The sm all F r a t i o o f .21 allow ed fo r too many so u rce s o f e r r o r and the n u ll h y p o th e sis was a c c e p te d . A ccording to Table 14, boys and g i r l s showed no d i f fe re n c e s as th e F r a t i o was .00. The n u l l h y p o th e sis was a c c e p te d . TABLE 14 ANALYSIS OF COVARIANCE FOR THE ITED SUBTEST, USE OF SOURCES OF INFORMATION FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum o± Squares Degree ot Freedom Mean Square " ■ 1 "T " R a tio Contidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 249.68 1 249.68 9.49 . 0 1 Mexican-American vs Anglo-American 433.33 1 433.33 16.48 . 0 1 E d u catio n al O pportunity vs Non-Educational O pportunity 5.59 1 5.59 . 2 1 ---------------- Boy vs G irl .17 1 .17 . 0 0 ---------------- P a r t i c i p a n t x E thnic 42.18 1 42.18 1.60 ------ P a r t i c i p a t i o n x E d u ca tio n al O pportunity 11.47 1 11.47 .44 ------ P a r t i c i p a t i o n x Sex 6.19 1 6.19 .24 ---------------- E thnic Group x E d u ca tio n al O pportunity 14.63 1 14.63 .56 ------ E th n ic Group x Sex 10.27 1 10.27 .39 ------ L a TABLE 14 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _____________ Squares_______ Freedom________ Square_______R a tio _______Level E d u ca tio n al O pportunity x Sex 1.14 1 1.14 .04 P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O pportunity 119.99 1 119.99 4.56 .05 P a r t i c i p a t i o n x E th n ic x Sex 1.32 1 1.32 .05 ------ P a r t i c i p a t i o n x E d u c a tio n a l O pportunity x Sex .32 1 .32 . 0 1 ------ E th n ic x E d u ca tio n al O p p o rtu n ity x Sex 4.99 1 4.99 .19 ------ P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O p portunity x Sex 1.46 1 1.46 .05 W ithin Groups 13,169.87 501 262.87 TOTAL 14,072.60 516 117 T here were no s i g n i f i c a n t two-way i n t e r a c t i o n s a s a l l d i f f e r e n c e s were n e g l i g i b l e . A l l s i x n u l l h y p o th e s e s were a c c e p te d . The th re e -w a y i n t e r a c t i o n s betw een p a r t i c i p a t i o n , e t h n i c g ro u p and e d u c a t i o n a l o p p o r t u n i t y y ie ld e d an F r a t i o o f 4 .5 6 , s i g n i f i c a n t a t the .05 l e v e l o f c o n f id e n c e . The p o s s i b i l i t y o f e r r o r due to chance was s m a ll enough t o r e j e c t th e n u l l h y p o th e s e s . The th re e -w a y i n t e r a c t i o n s showed p a r t i c i p a n t s r e c e iv in g h ig h e r s c o r e s th a n n o n - p a r t i c i p a n t s f o r b o th e t h n i c group c o m p a riso n s and e d u c a t i o n a l l y d is a d v a n ta g e d group c o m p a riso n s. The A nglo-A m erican p a r t i c i p a n t s and non p a r t i c i p a n t s r e c e i v e d h ig h e r s c o r e s th a n the M exican- A m erican p a r t i c i p a n t s and n o n - p a r t i c i p a n t s w h ile th e e d u c a t i o n a l l y a d v a n ta g e d p a r t i c i p a t i o n g ro u p s o u ts c o re d th e e d u c a t i o n a l l y d is a d v a n ta g e d g ro u p s. The e f f e c t of p a r t i c i p a t i o n had l i t t l e e f f e c t on th e two e t h n i c g ro u p s and s l i g h t l y more on th e e d u c a t i o n a l l y d is a d v a n ta g e d g ro u p s . The re m a in in g th re e -w a y i n t e r a c t i o n , a s w e l l as th e fo u r-w ay i n t e r a c t i o n had such s m a ll d i f f e r e n c e s betw een g roups t h a t th e n u l l h y p o th e s e s were a c c e p te d in a l l c a s e s . C om posite i s a summation and s t a n d a r d i z a t i o n o f th e f i r s t e i g h t s c a l e s o f th e t e s t . I t i s d e f in e d by th e a u t h o r s as th e b e s t o v e r - a l l m easure of e d u c a t i o n a l d e v e lo p ment ( s e e T a b le 15 f o r F r a t i o ) . TABLE 15 ANALYSIS OF COVARIANCE FOR THE ITED COMPOSITE SCORE TESTS 1-8 FOR ELEVENTH GRADE STU DENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP, AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum o± Squares Degree of Freedom Mean Square ■ £ - R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 330.00 1 330.00 13.04 . 0 1 Mexican-Araerican vs Anglo-American 174.16 1 174.16 6 . 8 8 . 0 1 E d u c a tio n a l O p p o rtu n ity vs N on-Educational O pportunity 3.44 1 3.44 .14 ------ Boy vs G ir l 58.96 1 58.96 2.33 ------ P a r t i c i p a n t x E th n ic 9.00 1 9.00 .36 ------ P a r t i c i p a t i o n x E d u ca tio n a l O pportunity 26.08 1 26.08 1.03 ------ P a r t i c i p a t i o n x Sex 12.84 1 12.84 .51 ------ E th n ic Group x E d u ca tio n al O pportunity 3.88 1 3.88 .15 ------ E th n ic Group x Sex .85 1 .85 .03 ____ M h * 00 TABLE 15 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _____________Squares_______ Freedom________ Square_______ R a tio _______Level E d u ca tio n al O pportunity x Sex 9.89 1 9.89 .39 P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity 81.62 1 81.62 3.22 ------------ P a r t i c i p a t i o n x E th n ic x Sex 5.33 1 5.33 . 2 1 -------— P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 9.11 1 9.11 .36 ------------ E th n ic x E d u ca tio n al O pportunity x Sex 16.70 1 16.70 . 66 ------------ P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity x Sex 52.81 1 52.81 2.08 Within Groups 12,676.38 501 253.02 TOTAL 13,471.05 516 120 The p a r t i c i p a n t s were a b le to s c o re s i g n i f i c a n t l y h ig h e r on a sum m ation o f th e f i r s t e i g h t t e s t s o f th e ITED th an th e n o n - p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s . The F r a t i o o f 13.04 was more th a n enough t o r e j e c t th e n u l l h y p o th e s is a t th e . 0 1 l e v e l o f c o n fid e n c e . The a n a l y s i s o f c o v a ria n c e in term s of e t h n i c group y ie ld e d an F r a t i o o f 6 . 8 8 , s i g n i f i c a n t a t th e .01 l e v e l o f c o n f id e n c e . A n g lo -A m erican s, in f i v e o f th e e i g h t s u b t e s t s , o u ts c o re d th e M exican-A m ericans on th e co m p o site o f th e f i r s t e i g h t t e s t s . E d u c a tio n a l d is a d v a n ta g e and sex f a c t o r s showed no s i g n i f i c a n t d i f f e r e n c e s betw een e d u c a t i o n a l l y d is a d v a n ta g e d and e d u c a t i o n a l l y a d v a n tag e d s t u d e n t s and b etw een boys and g i r l s . The n u l l h y p o th e s e s were a c c e p te d in b o th c o m p ari so n s . T here were no s i g n i f i c a n t d i f f e r e n c e s betw een any o f th e g ro u p s i n th e tw o -, t h r e e - , and fo u r-w a y i n t e r a c t i o n s . In a l l e le v e n c a s e s the F r a t i o was n o t s i g n i f i c a n t a t th e .05 l e v e l o f c o n f id e n c e . I C om parison o f Academic Grade A v erag es The academ ic g ra d e a v e ra g e s were a com parison of a l l academ ic ac h iev em en t a s m easured by g ra d e s d u rin g th e s t u d e n t s 1 f i r s t f o u r s e m e s te r s in h ig h s c h o o l. A l l g ra d e s e x c e p t p h y s i c a l e d u c a tio n were a v e ra g e d f o r th e co m p ariso n . 121 The p a r t i c i p a n t s , w ith a combined academic grade av erag e of 2 .4 8 , ac h iev ed a s i g n i f i c a n t l y h ig h e r average than d id th e n o n - p a r t i c i p a n t s whose combined average was 1 . 7 5 . The F r a t i o was an overwhelming 26.78 which was s i g n i f i c a n t a t the .01 l e v e l of c o n fid e n c e . The n u l l h y p o th e s is was r e je c te d due to th e sm a ll chance o f making a Type I e r r o r . A lthough Anglo-Am ericans re c e iv e d h ig h e r grade av e ra g e s than M exican-A m ericans, the F r a t i o o f 2.97 was la rg e enough to be s i g n i f i c a n t a t th e .05 le v e l of c o n fid e n c e . The n u l l h y p o th e s is was acce p ted f o r f e a r of making a Type I e r r o r . The d i f f e r e n c e between th e e d u c a ti o n a ll y d is a d v a n taged and advantaged was b a r e ly d is c e r n a b le as shown by the F r a t i o of .12. The n u l l h y p o th e s is was r e j e c t e d . The g i r l s 1 mean grade average of 2.37 s i g n i f i c a n t l y d i f f e r e d from th e b o y s ’ of 2 .1 0 . The F r a t i o of 4 .25 was la rg e enough to r e j e c t the n u l l h y p o th e s is a t the .05 le v e l of c o n fid e n c e . The two-way i n t e r a c t i o n betw een th e v a r i a b l e s o f p a r t i c i p a t i o n and sex had an F r a t i o of 3.54 which was n o t la rg e enough to be s i g n i f i c a n t a t the, .05 l e v e l of c o n f i dence. The i n t e r a c t i o n d id show th a t p a r t i c i p a n t s tended to get b e t t e r g rades and t h a t the e f f e c t of p a r t i c i p a t i o n i s g r e a t e r fo r the g i r l s than i t i s f o r th e boys alth o u g h n o t s i g n i f i c a n t l y g r e a t e r . 122 A l l o th e r tw o -, t h r e e - , and fo u r-w a y i n t e r a c t i o n s on th e d e p e n d en t v a r i a b l e o f academ ic g r a d e s were n o t s i g n i f i c a n t . The n u l l h y p o th e s e s were r e j e c t e d ( s e e T ab le 1 6 ). C om parison o f C i t i z e n s h i p A v erag es The a v e ra g e o f the t e a c h e r s 1 c i t i z e n s h i p m arks was b ased on a t h r e e p o i n t s c a l e w ith t h r e e b e in g u n s a t i s f a c t o r y , two s a t i s f a c t o r y and one e x c e l l e n t . The s t u d e n t s 1 a v e r a g e s were b ased on t h e i r f i r s t fo u r s e m e s te rs in h ig h s c h o o l . The main e f f e c t s o f p a r t i c i p a t i o n , e t h n i c g ro u p , e d u c a t i o n a l o p p o r t u n i t y and sex d id n o t show enough d i f f e r e n t i a t i o n to be s i g n i f i c a n t a t th e .05 l e v e l o f c o n f id e n c e . In th e com parison o f p a r t i c i p a n t s and n o n - p a r t i c i p a n t s , th e p a r t i c i p a n t s te n d e d to be b e t t e r c i t i z e n s as r a t e d by th e t e a c h e r s , b u t th e F r a t i o o f 2.86 was n o t s i g n i f i c a n t . The th r e e o t h e r main e f f e c t s showed v e ry l i t t l e o b s e rv a b le d i f f e r e n c e s as shown by th e F r a t i o in T ab le 17. T here was one s i g n i f i c a n t two-way i n t e r a c t i o n . The i n t e r a c t i o n betw een e t h n ic g ro u p s and sex p ro d u ced an F r a t i o of 3.92 w hich was s i g n i f i c a n t a t th e .05 l e v e l of con f i d e n c e . A nglo-A m erican boys and M exican-A m erican boys r e c e iv e d , on th e a v e r a g e , about th e same c i t i z e n s h i p a v e ra g e s w h ile M exican-A m erican g i r l s r e c e i v e d p o o re r c i t i z e n s h i p marks th a n th e A nglo-A m erican c o u n t e r p a r t s . The n u l l h y p o t h e s i s was r e j e c t e d . TABLE 16 ANALYSIS OF COVARIANCE FOR THE ACADEMIC GRADEPOINT AVERAGE OF ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP, AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum ot Squares Degree ot Freedom Mean Square ■ ■ y R atio C ontidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 101,737.97 1 101,736.97 26.78 . 0 1 Mexican-American vs Anglo-American 11,317.57 1 11,317.57 2.97 ------ E d u ca tio n al O pportunity vs N on-Educational O pportunity 467.65 1 467.65 . 1 2 - — Boy vs G irl 16,160.91 1 16,160.91 4.25 .05 P a r t i c i p a t i o n x E thnic 14,036.80 1 14,036.80 3.69 ------ P a r t i c i p a t i o n x E d u c a tio n a l O pportunity 254.95 1 254.95 .07 ------ P a r t i c i p a t i o n x Sex 13,482.74 1 13,482.74 3.54 ------ E th n ic Group x E d u c a tio n a l O pportunity 4,641.20 1 4,641.20 1 . 2 2 ------ E th n ic Group x Sex 2,119.66 1 2,119.66 .56 ------ M C O C O TABLE 16 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _____________Squares_______ Freedom________ Square_______ R atio_______Level E d u ca tio n al O pportunity x Sex 7.67 1 7.67 . 0 0 . . . P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity 654.33 1 654.33 .17 — — — P a r t i c i p a t i o n x E th n ic x Sex 111.30 1 111.30 .03 — _ — P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 2,336.37 1 2.336.37 .61 ________ E th n ic x E d u c a tio n al O pportunity x Sex 57.96 1 57.96 . 0 1 ------------ P a r t i c i p a t i o n x E thnic x E d u ca tio n al O pportunity x Sex 2,719.74 1 2,719.74 1.91 Within Groups 1,903,047.34 501 37,984.97 TOSE--------------------------------- 27073,1^.16------- STS TABLE 17 ANALYSIS OF COVARIANCE FOR THE SCHOOL CITIZENSHIP OF ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum ot Squares Degree ot Freedom Mean Square .............P " ■ R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 34.56 1 34.56 2 . 8 6 _ — — Mexican-American vs Anglo-American 8.80 1 8.80 .72 ------ E d ucational O pportunity vs Non-Educational O pportunity .17 1 .17 . 0 1 ------ Boy vs G irl 2.60 1 2.60 . 2 1 ------ P a r t i c i p a t i o n x E th n ic 13.04 1 13.04 1.07 ------ P a r t i c i p a t i o n x E d u ca tio n al O pportunity 2 . 1 2 1 2 . 1 2 . 0 1 ------ P a r t i c i p a t i o n x Sex .03 1 .03 . 0 0 ------ E thnic Group x E d u ca tio n al O pportunity .38 1 .38 .13 ------ E th n ic Group x Sex 47.41 1 47.41 3.92 .05 co u» TABLE 17 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _________Squares_______ Freedom________ Square_______R a tio _______Level E d u ca tio n al O pportunity x Sex 14.87 1 14.87 1.23 _ ^ — P a r t i c i p a t i o n x E th n ic x E d u c a tio n a l O pportunity 2.23 1 2.23 .18 ------ P a r t i c i p a t i o n x E th n ic x Sex . 0 2 1 . 0 2 . 0 0 - - - P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 5.02 1 5.02 .45 ------ E th n ic x E d u c a tio n a l O pportunity x Sex 2 . 6 8 1 2 . 6 8 . 2 2 ------ P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity x Sex 7.24 1 7.24 .60 W ithin Groups 6,054.52 501 12.08 TOTAL 6,195.69 516 , co O ' 127 In th e rem aining two-way i n t e r a c t i o n s and the th re e - and four-way i n t e r a c t i o n s th e re were no s i g n i f i c a n t d i f f e r ences between com parison groups. The n u l l hypotheses ad vanced in th e te n com parisons were a c ce p ted . Comparison of School A ttendance The comparison of the s t u d e n t s ’ absence re c o rd s was based on the number of f u l l day absences from school fo r each s tu d e n t in th e te n th g rad e. The p a r t i c i p a n t s were absent l e s s from school than the n o n - p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s . The F r a t i o was 1 1 . 5 0 which was s i g n i f i c a n t a t th e . 0 1 le v e l of c o n fid e n ce. The p a r t i c i p a n t s averaged about e ig h t days of absence per y e a r, w hile th e n o n - p a r t i c i p a n t s averaged about twelve days per y ea r. The F r a t i o of 2.07 fo r Anglo-Americans v e rsu s Mexican-Americans was n o t s i g n i f i c a n t a t the .05 le v e l of co n fid e n ce. The n u l l h y p o th e sis was a c c e p te d . The e d u c a tio n a lly d isa d v an ta g ed stu d e n t was a b sen t 12.30 days p er year w hile the e d u c a tio n a lly advantaged s t u dent was a b se n t 8.84 days per y e a r. The d if f e r e n c e was s i g n i f i c a n t a t the .05 le v e l of c o n fid en ce. The g i r l s were absent s i g n i f i c a n t l y more than the boys over t h e i r te n th grade y e a r. A la rg e F r a t i o of 23.53 was s i g n i f i c a n t a t the . 0 1 le v e l of confidence and the n u l l h y p o th e sis was r e j e c t e d . 128 I n a two-way i n t e r a c t i o n betw een p a r t i c i p a t i o n and se x , th e e f f e c t o f p a r t i c i p a t i o n in a c t i v i t i e s had a much g r e a t e r e f f e c t on the g i r l s th a n th e b o y s. The g i r l non p a r t i c i p a n t s were a b s e n t alm o st tw ic e as much as th e boy n o n - p a r t i c i p a n t s w h ile th e boy and g i r l p a r t i c i p a n t s were about th e same. The F r a t i o o f 6 .3 2 was s i g n i f i c a n t a t th e . 0 1 l e v e l o f c o n f id e n c e . T a b le 18 shows t h a t t h e r e were no s i g n i f i c a n t d i f f e r e n c e s betw een g ro u p s in th e o th e r two-way i n t e r a c t i o n s and in a l l o f th e t h r e e - and fo u r-w ay i n t e r a c t i o n s . The n u l l h y p o th e s e s were a c c e p te d i n th e re m a in in g co m p ariso n s of sc h o o l a t te n d a n c e . Com parison o f B o y sT P h y s ic a l C h a r a c t e r i s t i c s T h is p a r t o f th e s tu d y was d e s ig n e d to d e te rm in e i f any r e a l d i f f e r e n c e s e x i s t e d betw een p a r t i c i p a n t s and non p a r t i c i p a n t s in th e a r e a o f ag e , h e i g h t and w e ig h t. The C. I . F. e x p o n e n ts were used and a f o u r t h m easu re, a t o t a l s c o r e , was used to compare th e o v e r a l l s i z e s of th e s t u d e n t s . Age was th e l e a s t l i k e l y f a c t o r to show d i f f e r e n c e s as e x p o n e n ts v a r i e d in six -m o n th b r a c k e t s and t h e r e i s n o t u s u a l l y t h a t much v a r i a t i o n i n th e a g e s of h ig h s c h o o l j u n i o r s . TABLE 18 ANALYSIS OF COVARIANCE FOR SCHOOL ATTENDANCE FOR ELEVENTH GRADE STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, SEX, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum ot Squares Degree ot Freedom Mean Square ..........v— R a tio C ontidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 993.65 1 993.65 11.50 . 0 1 Mexican-American vs Anglo-American 179.68 1 179.68 2.07 ------ E d u ca tio n al O pportunity vs N on-Educational O pportunity 482.89 1 482.89 5.59 .05 Boy vs G ir l 2,033.91 1 2,033.91 23.53 . 0 1 P a r t i c i p a n t x E th n ic 42.75 1 42.77 .49 ------ P a r t i c i p a t i o n x E d u c a tio n al O pportunity 8.82 1 8.82 . 1 0 ------ P a r t i c i p a t i o n x Sex 546.89 1 546.89 6.32 .05 E th n ic Group x E d u c a tio n al O pportunity 5.79 1 5.79 .07 ------ E th n ic Group x Sex . 1 0 1 . 1 0 . 0 0 to vO TABLE 18 (CONT.) Sum of Degree of Mean F Confidence Source of V a ria tio n _____________Squares_______ Freedom________ Square_______R a tio _______Level E d u ca tio n al O pportunity x Sex 239.58 1 239.58 2.77 P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity 51.22 1 51.22 .59 ----— P a r t i c i p a t i o n x E th n ic x Sex 140.69 1 140.69 1.63 — --- P a r t i c i p a t i o n x E d u ca tio n al O pportunity x Sex 8.42 1 8.42 . 1 0 --- -- E th n ic x E d u ca tio n al O pportunity x Sex 36.77 1 36.77 .43 ------ P a r t i c i p a t i o n x E th n ic x E d u ca tio n al O pportunity x Sex 266.27 1 266.27 3.08 W ithin Groups 43,301.16 501 864.29 TOTAL 48,338.59 516 131 A cc o rd in g to T ab le 19 t h e r e a re no s i g n i f i c a n t d i f f e r e n c e s betw een any o f th e main e f f e c t s of p a r t i c i p a t i o n , e d u c a t i o n a l o p p o r t u n i t y and e t h n i c g ro u p . T here w as, a l s o , no s i g n i f i c a n t d i f f e r e n c e s betw een g ro u p s i n any two-way or th re e -w a y i n t e r a c t i o n s . The n u l l h y p o th e s e s were a c c e p te d i n a l l c a s e s as th e F r a t i o was n o t s i g n i f i c a n t a t th e .05 l e v e l o f c o n fid e n c e f o r any co m p ariso n . H e ig h t was a n o th e r c r i t e r i a to d e te r m in e i f p a r t i c i p a n ts d i f f e r e d s i g n i f i c a n t l y in s i z e . The F r a t i o s , as shown in T ab le 20 ra n g e d from .00 to .96 w hich was n o t l a r g e enough f o r any o f th e main e f f e c t s or i n t e r a c t i o n s to be s i g n i f i c a n t a t th e .05 l e v e l o f c o n f id e n c e . T here was to o much p o s s i b i l i t y f o r e r r o r to r e j e c t th e n u l l h y p o th e s i s . W eight was a n o th e r f a c t o r c o n s id e r e d when com paring th e p h y s i c a l c h a r a c t e r i s t i c s of the b o y s. As e v i d e n t in T ab le 21 t h e r e were no s i g n i f i c a n t d i f f e r e n c e s betw een any o f th e com parison g roups in any method o f co m p ariso n . The n u l l h y p o th e s e s , in a l l c a s e s , were a c c e p te d b ec au se o f th e f a i l u r e o f th e F r a t i o to meet th e .05 l e v e l o f c o n fid e n c e . T o ta l E xponents was a combined t o t a l o f th e age, h e i g h t and w eig h t e x p o n e n ts o f th e boys i n th e s tu d y . TABLE 19 ANALYSIS OF COVARIANCE FOR THE AGE OF ELEVENTH GRADE BOY STUDENTS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source o f V a ria tio n Sum ot Squares Degree ot Freedom Mean Square .................... R a tio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 1.96 1 1.96 .36 _ _ _ E d u ca tio n al O pportunity vs N on-Educational O pportunity .41 1 .41 .07 — - Mexican-Araerican vs Anglo-American .07 1 .07 .01 ------ P a r t i c i p a t i o n x E d u ca tio n al O pportunity 2.41 1 2.41 1.06 ------ P a r t i c i p a t i o n x E th n ic Group .87 1 .87 .16 ------ E d u ca tio n al O pportunity x E th n ic Group 2.75 1 2.75 .50 _ _ _ P a r t i c i p a t i o n x E d u ca tio n a l O pportunity x E th n ic Group 2.02 1 2.02 .36 W ithin Groups 1,246.03 228 5.46 GJ C O TOTAL 1,256.52______ 235 TABLE 20 ANALYSIS OF COVARIANCE FOR THE HEIGHT OF ELEVENTH GRADE BOYS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares Degree of Freedom Mean Square F R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n .08 1 .08 .01 _ _ E d u ca tio n al O pportunity vs N on-Educational O pportunity 5.77 1 5.77 .81 ------ Mexican-American vs Anglo-American 3.04 1 3.04 .43 ------ P a r t i c i p a t i o n x E d u ca tio n al O pportunity 6.82 1 6.82 .96 ------ P a r t i c i p a t i o n x E th n ic Group 3.28 1 3.28 .46 ------ E d u ca tio n al O pportunity x E th n ic Group .21 1 .21 .02 ------ P a r t i c i p a t i o n x E d u c a tio n al O pportunity x E th n ic Group .01 1 .01 .00 ------ W ithin Groups 1,609.70 228 7.06 H * OJ OJ TOTAL 1,628.91______ 235 TABLE 21 ANALYSIS OF COVARIANCE FOR THE WEIGHT OF ELEVENTH GRADE BOYS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a ria tio n Sum of Squares Degree of Freedom Mean Square "P --------------- R atio Confidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 1.20 1 1.20 .08 __ E d u ca tio n al O pportunity vs N on-Educational O pportunity 42.79 1 42.79 2.87 — — Mexican-American vs Anglo-American 9.29 1 9.29 .62 ------ P a r t i c i p a t i o n x E d u c a tio n a l O pportunity 14.26 1 14.26 .96 ------ P a r t i c i p a t i o n x E th n ic Group .07 1 .07 .00 ----------- E d u ca tio n al O pportunity x E th n ic Group 9.50 1 9.50 .63 P a r t i c i p a t i o n x E d u c a tio n a l O pportunity x E th n ic Group W ithin Groups 35.43 3,374.07 1 228 14.79 2.38 I-* GJ TOTAL 3,486.61______ 235 135 Table 22 shows the F r a t i o o b ta in e d from com parisons of main e f f e c t s and i n t e r a c t i o n s of th e se groups. There were no s i g n i f i c a n t d i f f e r e n c e s a t any le v e l of co nfidence as th e means of a l l groups showed l i t t l e d i f f e r e n c e . The n u l l h y p o th e se s were ac c e p ted in a l l c a s e s . Comparison of A t t i t u d e s on the Meaning of Words In v e n to ry The t e s t used f o r th e purpose of comparing the a t t i t u d e s of th e s ix t e e n d i f f e r e n t groups was th e Meaning of Words In v e n to ry which was d e sig n e d to measure th e sem atic meaning d i s t a n c e s between groups in t h e i r a t t i t u d e s toward t h i r t y c o n c e p ts . The t e s t was sc o re d and sem atic d i f f e r ences were computed by means of a s p e c i a l l y d esig n ed com p u te r program. In comparing th e t h i r t y c o n c e p ts , each concept was p a ire d a g a in s t th e co rresp o n d in g concept between a l l p o s s i b le group com binations and a " t " sc o re o f d i f f e r e n c e s b e tween means was computed to p ro v id e an i n d i c a t i o n of where s i g n i f i c a n t a t t i t u d i n a l d i f f e r e n c e s e x i s t e d . The d i f f e r ences f o r a l l com parisons on the t h i r t y c o n c e p ts were s e t a t th e .01 and .05 l e v e l s of c o n fid e n c e . The .05 l e v e l i n d i c a t e s t h a t the s i g n i f i c a n t d i f f e r ences would only occur f i v e tim es in one hundred by chance w h ile the .01 l e v e l would allo w fo r the r e s u l t s to occur by chance one time in one hundred. TABLE 22 ANALYSIS OF COVARIANCE FOR THE TOTAL C. I. F. EXPONENTS OF ELEVENTH GRADE BOYS WITH REGARD TO PARTICIPATION IN CO-CURRICULAR ACTIVITIES, ETHNIC GROUP AND EDUCATIONAL OPPORTUNITY Source of V a r ia tio n Sum of Squares Degree ot Freedom Mean Square -------P — ' R a tio C ontidence Level P a r t i c i p a t i o n vs N o n -P a rtic ip a tio n 1.71 1 1.71 .02 _ _ _ E d u c a tio n al O pportunity vs N on-Educational O pportunity 56.55 1 56.55 .65 ------ Mexican-American vs Anglo-American 49.75 1 49.75 .57 ------ P a r t i c i p a t i o n x E d u c a tio n al O p p o rtu n ity 103.62 1 103.62 1.19 ------ P a r t i c i p a t i o n x E th n ic Group .36 1 .36 .00 ------ E d u c a tio n a l O p portunity x E th n ic Group 25.48 1 25.48 .29 ------ P a r t i c i p a t i o n x E d u c a tio n a l O p p o rtu n ity x E th n ic Group 43.56 1 43.56 .50 ------ W ithin Groups 19,680.17 268 8.63 H 1 W O ' TOTAL 19,961.20______ 235 TABLE 23 SUMMARY OF ANALYSIS OF COVARIANCE COMPARISONS Independent V a ria b le s P a r t i c i p a n t Angio- N o n -P art. Mexican ■ ■ r o ■ EA Boy G ir l I n t e r a c t 2 3 ion 4 ITED 1. U nderstanding of B asic S o c ia l Concepts P>NP A>M ns B>G ns ns ns 2. Background in the N a tu ra l S ciences P>NP A>M ns B>G ns PxExEO ns 3. C o rre c tn e ss and A p p ro p ria te n e ss of E xpression P>NP ns ns B<G PxE ns ns 4. A b i l i t y to Do Q u a n tita tiv e Thinking P>NP ns ns B>G PxS ns PxExEOxS 5. A b i l i t y to I n t e r p r e t Reading M a te ria ls in the S o c ia l S tu d ie s P>NP ns ns ns ns ns ns 6. A b i l i t y to I n t e r p r e t Reading M a te ria ls in the N a tu ra l S ciences P>NP A>M ns ns ns ns PxExEOxS 7. A b i l i t y to I n t e r p r e t L i t e r a r y M a te r ia ls P>NP A>M ns ns PxE ns ns 8. G eneral Vocabulary P>NP A>M EA>EO ns ExEO PxExEO ns 9. Use of Sources of In fo rm atio n P>NP A>M ns ns ns PxExEO M ns o j -a TABLE 23 CCONT.) P a r t i c i p a n t Anglo EO Boy I n t e r a c t i o n Independent V ariab les_______________ N on-P art. Mexican EA G ir l 2______3_______ 4 10. Composite P>NP A>M ns ns ns ns ns Academic Grade Average P>NP ns ns B<G ns ns ns C itiz e n s h ip Average ns ns e >eo ns ExS ns ns School A ttendance ns ns ns B<G PxS ns ns Age ns ns ns ns ns ns ns Height ns ns ns ns ns ns ns Weight ns ns ns ns ns ns ns T o ta l Exponents ns ns ns ns ns ns ns P = P a r t i c i p a t i o n E = E th n ic Group EO = E d u ca tio n al O p p o rtu n ity S = Sex 138 139 In o r d e r to g u ard a g a i n s t th e p o s s i b i l i t y t h a t s i g n i f i c a n t d i f f e r e n c e s o c c u rr e d by chance i n th e t h i r t y com p a r i s o n s f o r each p a i r o f g ro u p s r e f e r e n c e was made t o th e Handbook o f T a b le s f o r P r o b a b i l i t y and S t a t i s t i c s e d i t e d by W illia m H. M eyer. A ccording to th e C u m u lativ e Terms P o is - son D i s t r i b u t i o n T ab le on page 59, seven s i g n i f i c a n t d i f f e r e n c e s a t th e .05 l e v e l would o cc u r by chance o n ly n in e tim e s in te n th o u san d i n t h i r t y c o m p a riso n s. At th e .01 l e v e l of c o n fid e n c e t h r e e s i g n i f i c a n t d i f f e r e n c e s i n t h i r t y co m p ariso n s would o ccu r by chance t h i r t y - s i x tim e s in te n th o u s a n d . For th e p u rp o s e s o f t h i s s tu d y sev en s i g n i f i c a n t d i f f e r e n c e s a t th e .05 l e v e l and t h r e e a t th e .01 l e v e l were c o n s id e r e d to have o c c u rre d as a r e s u l t o f s i g n i f i c a n t l y d i f f e r e n t a t t i t u d i n a l p a t t e r n s r a t h e r than c h a n c e . The co m p ariso n s made w ith th e s i x t e e n d i f f e r e n t g ro u p s were as f o llo w s : A nglo-A m ericans v s M exican-A m ericans Boys vs G i r l s E d u c a t i o n a l l y D isa d v a n ta g ed vs E d u c a t i o n a l l y A dvantaged P a r t i c i p a n t s v s N o n - P a r t i c i p a n t s E th n ic Groups and Sex Groups E th n ic Groups and E d u c a tio n a l O p p o rtu n ity Groups E th n ic Groups and P a r t i c i p a t i o n Groups Sex Groups and E d u c a tio n a l O p p o rtu n ity Groups Sex Groups and P a r t i c i p a t i o n Groups E d u c a tio n a l O p p o rtu n ity G roups and P a r t i c i p a t i o n Groups 140 No th re e -w a y or fo u r-w ay co m p ariso n s were made a s d a t a d id n o t p ro v id e a means to d e r iv e m e a n in g fu l in f o rm a t i o n from such co m p a riso n s. The t h i r t y c o n c e p ts t h a t were u sed were th e f o l l o w ing : 1 . S u cce ss 2. R u les 3. Most People 4. Homework 5. S tu d e n ts Who Get Good G rades a . D i s c i p l i n e 7. My F u tu re 8. A r i th m e t ic 9. T aking T e s t s 10. School - 11. C o lle g e 12. How My C la s s m a te s See Me 13. Grown Ups 14. C lubs and O r g a n iz a tio n s 15. Poor P eople 16. F i r s t Grade 17. My G rades 18. R ich P eo p le 19. P eo p le Who Work Very Hard 20. I d e a l T eacher 21. The P erso n I Would L ike To Be 141 22. Studying 23. T each ers 24. Me 25. My B est F rie n d s 26. Reading 27. My School A b i l i t y 28. Older K ids 29. S tu d e n ts Who Get Poor Grades 30. I d e a l P a re n ts Anglo-Am ericans vs M exican-Americans Only the com parison between Anglo-American g i r l s , e d u c a ti o n a ll y advantaged p a r t i c i p a n t s and M exican-American g i r l s , e d u c a ti o n a ll y d isa d v a n ta g e d p a r t i c i p a n t s e x h ib ite d enough s i g n i f i c a n t d i f f e r e n c e s th a t could not have o ccu rred by chance. The M exican-American g i r l s f e l t s tr o n g e r about r u l e s , ta k in g t e s t s , poor p e o p le , r i c h p e o p le , stu d y in g , te a c h e r s and s tu d e n ts who g et poor g rad e s than d id th e Anglo-American g i r l s . Anglo-American g i r l s , e d u c a ti o n a ll y advantaged p a r t i c i p a n t s f e l t s tr o n g e r about people who work very h a rd . Boys vs G i r l s The Anglo-American boys, e d u c a ti o n a ll y advantaged, n o n - p a r t i c i p a n t s and the Anglo-American g i r l s , e d u c a ti o n a ll y ad v an tag ed , n o n - p a r t i c i p a n t s d i f f e r e d s i g n i f i c a n t l y on te n c o n c e p ts. The Anglo-American g i r l s f e l t s tr o n g e r about my 142 f u t u r e , p e o p le who work v e ry h a r d , i d e a l t e a c h e r , th e p e r son I would l i k e to be and i d e a l p a r e n t s w h ile th e A nglo- A m erican boys f e l t s t r o n g e r a b o u t homewoik, poor p e o p le , t e a c h e r s , my b e s t f r i e n d s and s t u d e n t s who g e t poor g r a d e s . E d u c a t i o n a l l y D isa d v a n ta g ed vs E d u c a t i o n a l l y A dvantaged Only two co m p ariso n s had enough s i g n i f i c a n t d i f f e r e n c es on th e t h i r t y c o n c e p ts . A nglo-A m erican b o y s, e d u c a t i o n a l l y d is a d v a n ta g e d p a r t i c i p a n t s f e l t s t r o n g l y a b o u t most p e o p le , ta k in g t e s t s , s t u d y i n g , t e a c h e r s and s t u d e n t s who g e t poor g ra d e s and e d u c a t i o n a l l y ad v a n tag e d boys of th e same ty p e f e l t s t r o n g l y ab o u t s u c c e s s , my f u t u r e , c o l le g e , i d e a l te a c h e r and i d e a l p a r e n t s . On th e second s i g n i f i c a n t co m p ariso n , e d u c a t i o n a l l y ad v a n tag e d A nglo- American g i r l s who were n o n - p a r t i c i p a n t s f e l t s i g n i f i c a n t l y s t r o n g e r about s u c c e s s , s c h o o l, c o l l e g e , my g r a d e s , i d e a l te a c h e r and me. The A nglo-A m erican g i r l s who were p a r t i c i p a n ts and e d u c a t i o n a l l y d is a d v a n ta g e d showed s i g n i f i c a n t l y s t r o n g e r f e e l i n g s tow ard the c o n c e p ts o f ta k in g t e s t s , grown u p s, s tu d y i n g , t e a c h e r s , me and s t u d e n t s who g e t poor g r a d e s . P a r t i c i p a n t s vs N o n - P a r t i c i p a n t s When e i g h t g ro u p s o f p a r t i c i p a n t s were compared w ith e i g h t g ro u p s of n o n - p a r t i c i p a n t s o n ly one com parison had enough s i g n i f i c a n t d i f f e r e n c e so a s n o t to a t t r i b u t e them 143 a s o c c u r r in g by c h a n c e . The A nglo-A m erican, e d u c a t i o n a l l y a d v a n tag e d boy p a r t i c i p a n t d i f f e r e d from th e n o n - p a r t i c i p a n t i n t h e f o llo w in g c o n c e p ts . The p a r t i c i p a n t s showed s t r o n g e r f e e l i n g a b o u t s u c c e s s , most p e o p le , my f u t u r e , how my c l a s s m ates s e e me, c lu b s and o r g a n i z a t i o n s , p e o p le who work v e ry h a r d , i d e a l t e a c h e r , th e p e rso n I would l i k e to b e , my s c h o o l a b i l i t y and i d e a l p a r e n t s . The n o n - p a r t i c i p a n t s f e l t s t r o n g e r a b o u t homework, ta k in g t e s t s , poor p e o p le , t e a c h e r s and s t u d e n t s who g e t poor g r a d e s . The f o llo w in g co m p ariso n s were made b ec a u se i t was f e l t t h a t th e i n t e r a c t i o n betw een two v a r i a b l e s m ight a c count f o r some a d d i t i o n a l s i g n i f i c a n t d i f f e r e n c e s n o t found i n th e p r e v io u s one-w ay co m p a riso n s. E th n ic and Sex Group C om parisons In th e e i g h t co m p ariso n s w hich allo w ed th e v a r i a b l e s o f sex and e t h n i c group to v a ry w h ile th e v a r i a b l e s o f p a r t i c i p a t i o n and e d u c a t i o n a l a d v a n ta g e were h e ld con s t a n t t h e r e were two group co m p ariso n s which had a s i g n i f i c a n t number o f d i f f e r e n c e s . A nglo, e d u c a t i o n a l l y advan ta g e d boy p a r t i c i p a n t s f e l t s t r o n g e r a b o u t my f u t u r e and th e p e rs o n I would l i k e to be th a n M exican, e d u c a t i o n a l l y ' a d v a n ta g e d g i r l p a r t i c i p a n t s who in t u r n f e l t s t r o n g l y about homework, ta k i n g t e s t s , poor p e o p le , r i c h p e o p le , t e a c h e r s and s t u d e n t s who g e t poor g r a d e s . When A nglo g i r l s and Mexican boys who were b o th 144 e d u c a t i o n a l l y advantaged and n o n - p a r t i c i p a n t s were compared th e boys f e l t s tr o n g e r about te a c h e r s and s tu d e n ts who get poor g ra d e s w h ile g i r l s T f e e l i n g s were s tro n g e r tow ards s u c c e s s , c o l le g e , p eo p le who work very h a rd , i d e a l te a c h e r and o ld e r k i d s . E th n ic and E d u c a tio n a l O p p o rtu n ity Group Comparisons None o f th e e i g h t com parisons had seven sig n ific a n c e s a t th e .05 l e v e l or th r e e a t th e .01 l e v e l of co n fid en ce so th e n u l l h y p o th e ses were ac ce p ted and a l l s i g n i f i c a n c e s in th e 240 com parisons were a t t r i b u t e d to chance. E th n ic and P a r t i c i p a t i o n Group Comparisons The Anglo boy who was e d u c a ti o n a ll y advantaged and p a r t i c i p a t e d in c o - c u r r i c u l a r a c t i v i t i e s f e l t s tr o n g e r about s u c c e s s , my f u t u r e , c o lle g e , people who work very h a rd , i d e a l t e a c h e r , th e p erso n I would l i k e to b e , o ld e r k id s and i d e a l p a r e n t s than did the Mexican boy who was e d u c a t i o n a l l y advantaged and d id n o t p a r t i c i p a t e in a c t i v i t i e s . The Mexican boy d id , however, f e e l s tr o n g e r about te a c h e r s and s tu d e n ts who g e t poor g ra d e s . No o th e r com p a r is o n s re c e iv e d th e r e q u i s i t e number of s i g n i f i c a n c e s a l though th e com parisons o f Anglo g i r l , e d u c a ti o n a ll y advan ta g e d , p a r t i c i p a n t v e rs u s Mexican g i r l , e d u c a ti o n a ll y advan ta g e d , n o n - p a r t i c i p a n t and Anglo g i r l , e d u c a ti o n a ll y advan ta g e d , n o n - p a r t i c i p a n t v e rsu s Mexican g i r l , e d u c a ti o n a ll y 145 advantaged p a r t i c i p a n t had s i x s i g n i f i c a n t d i f f e r e n c e s . Sex and E d u c a tio n a l O p p o rtu n ity Group Com parisons Two of th e fo u r group com parisons in v o lv in g Anglo- Americans had th e p r e r e q u i s i t e number o f s i g n i f i c a n c e s w h ile none of th e fo u r com parisons in v o lv in g M exican- Americans have any s i g n i f i c a n t com parisons ou t o f th e 120 com parisons. There were t h i r t y - o n e s i g n i f i c a n t t s c o re s out of the 120 p o s s i b le Anglo-Am erican com parisons. Anglo g i r l s , e d u c a t i o n a l l y advantaged p a r t i c i p a n t s had h ig h e r mean s c o re s than Anglo boys, e d u c a ti o n a ll y d i s advantaged p a r t i c i p a n t s on the c o n c e p ts o f s u c c e s s , my f u t u r e , c o l l e g e , i d e a l p a r e n t s , i d e a l te a c h e r and my b e s t f r i e n d s . In the same com parison, the boys had h ig h e r mean sc o re s f o r the c o n c e p ts of ta k in g t e s t s , s tu d y in g , t e a c h e r s and s tu d e n ts who g e t poor g ra d e s . In the second s i g n i f i c a n t Anglo-American com pari son, Anglo g i r l s who were e d u c a t i o n a l l y d is a d v a n ta g e d and p a r t i c i p a n t s in s tu d e n t a c t i v i t i e s had h ig h e r mean sc o re s on th e c o n c e p ts most p e o p le , homework, ta k in g t e s t s , grown u p s, s tu d y in g , t e a c h e r s and s tu d e n ts who g e t poor g rad es th an the Anglo boys who were e d u c a t i o n a l l y advantaged and p a r t i c i p a n t s in a c t i v i t i e s . The b o y s T s c o re s were h ig h e r on s u c c e s s , my g ra d e s and me. 146 Sex and P a r t i c i p a t i o n Group Comparisons The M OW I produced tw e n ty -fiv e s i g n i f i c a n t d i f f e r ences ou t of a p o s s i b le 120 com parisons f o r Anglo-Am erican b u t only one com parison o u t of 120 f o r M exican-Am ericans was s i g n i f i c a n t . The Anglo boy, e d u c a ti o n a ll y d isa d v a n ta g e d p a r t i c i p a n ts f e l t s tr o n g e r about homework, people who work v e ry h a rd , th e person I would l i k e to be and re a d in g than the Anglo boy, e d u c a ti o n a ll y advantaged n o n - p a r t i c i p a n t . The n o n - p a r t i c i p a n t boy, i n t u r n , f e l t s tr o n g e r about c o l le g e , poor p eo p le and my b e s t f r i e n d s . Anglo boy, e d u c a t i o n a l l y advantaged p a r t i c i p a n t s f e l t s tro n g e r about the c o n c ep ts of people who work v ery hard and th e p erso n I would l i k e to b e , th an Anglo boys, e d u c a ti o n a ll y d is a d v a n ta g e d , n o n - p a r t i c i p a n t s and, in tu r n , th e n o n - p a r t i c i p a n t s had s tr o n g e r f e e l i n g s toward th e con c e p ts of r u l e s , homework, ta k in g t e s t s , poor p e o p le , f i r s t g ra d e , te a c h e r s and s tu d e n ts who g et poor g ra d es th an the p a r t i c i p a n t s . E d u c a tio n a l O p p o rtu n ity and P a r t i c i p a t i o n Group Comparisons Anglo-American boy, e d u c a t i o n a l l y d isa d v a n ta g e d p a r t i c i p a n t s a p p a re n tly f e l t s tr o n g e r about th e co n c ep ts of most p e o p le , the p erso n I would l i k e to be, re a d in g and peo p le who work very hard than do Anglo boy, e d u c a t i o n a l l y ad vantaged n o n - p a r t i c i p a n t s . The n o n - p a r t i c i p a n t s f e l t 147 s t r o n g e r ab o u t c o l l e g e , poor p e o p le and my b e s t f r i e n d s . In th e second co m p ariso n betw een Anglo boy, e d u c a t i o n a l l y d is a d v a n ta g e d n o n - p a r t i c i p a n t s and A nglo b o y , e d u c a t i o n a l l y a d v a n tag e d p a r t i c i p a n t s th e p a r t i c i p a n t s had h ig h e r mean s c o r e s on s u c c e s s , my f u t u r e , c o l l e g e , p e o p le who work v e ry h a r d , i d e a l t e a c h e r , th e p e rso n I would l i k e to b e , o ld e r k i d s and i d e a l p a r e n t s th a n th e n o n p a r t i c i p a n t s . The n o n - p a r t i c i p a n t s d id f e e l s t r o n g e r a b o u t t e a c h e r s and s t u d e n t s who g e t poor g r a d e s . Summary The p u rp o se o f t h i s c h a p te r was t o r e p o r t a l l f i n d in g s a s to w h eth e r p a r t i c i p a n t s and n o n - p a r t i c i p a n t s d i f f e r e d any s i g n i f i c a n t l y m e a su ra b le am ount. A n a ly s is o f co - v a r ia n c e was used i n s t a t i s t i c a l c o m p a riso n s and f i f t e e n n u l l h y p o th e s e s were advanced on ea c h in d e p e n d e n t v a r i a b l e u se d f o r co m p ariso n . Seven a d d i t i o n a l n u l l h y p o th e s e s were advanced when boys* p h y s i c a l c h a r a c t e r i s t i c s were u sed f o r p u rp o s e s o f c o m p ariso n . When u s in g th e Iowa T e s t s o f E d u c a tio n a l D ev e lo p ment as a m easu rin g in s tr u m e n t t h e r e were s i g n i f i c a n t d i f f e r e n c e s in f a v o r of p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s on a l l te n o f th e s u b t e s t s . T here were s i g n i f i c a n t d i f f e r e n c e s showing t h a t A nglo-A m ericans te n d e d to r e c e i v e h ig h s c o r e s on seven of th e t e n s u b s c o re s on th e ITED. When e d u c a t i o n a l l y d is a d v a n ta g e d were com pared w ith 148 e d u c a t i o n a l l y a d v a n ta g e d , the s c o r e s o f th e l a t t e r g ro u p s i g n i f i c a n t l y exceed th o s e of th e fo rm e r group o n ly on th e g e n e r a l v o c a b u la ry t e s t . The boys exceeded t h e g i r l s s i g n i f i c a n t l y on such t e s t s a s u n d e r s ta n d in g b a s i c s o c i a l con c e p t s , background f o r s o c i a l s c i e n c e s and q u a n t i t a t i v e t h i n k i n g . The g i r l s ex ceeded th e boys s i g n i f i c a n t l y on th e t e s t o f c o r r e c t e x p r e s s i o n . T here were f o u r two-way i n t e r a c t i o n s , t h r e e th re e -w a y i n t e r a c t i o n s and two fo u r-w a y i n t e r a c t i o n s w hich were s i g n i f i c a n t a t th e .01 and .05 l e v e l s o f c o n fid e n c e . When academ ic g r a d e s were com pared, p a r t i c i p a n t s r e c e iv e d s i g n i f i c a n t l y h ig h e r g rad e a v e ra g e s th a n non p a r t i c i p a n t s . G i r l s r e c e iv e d s i g n i f i c a n t l y b e t t e r g rade a v e ra g e s th a n boys a t th e .01 l e v e l o f c o n f id e n c e . S chool a tte n d a n c e was u sed as a b a s i s f o r c o m p a ri son and p a r t i c i p a n t s were a b s e n t l e s s th a n n o n - p a r t i c i p a n t s , e d u c a t i o n a l l y a d v a n ta g e d l e s s th a n e d u c a t i o n a l l y d is a d v a n ta g e d , and boys were a b s e n t l e s s th a n g i r l s . A ll d i f f e r e n c e s w ere s i g n i f i c a n t . A two-way i n t e r a c t i o n showed p a r t i c i p a t i o n in a c t i v i t i e s h av in g g r e a t e r e f f e c t on g i r l s 1 a t te n d a n c e th a n b o y s. T each er c i t i z e n s h i p m arks were a v e ra g e d and com par i s o n s showed no s i g n i f i c a n t d i f f e r e n c e s betw een th e mean g ro u p . One two-way i n t e r a c t i o n showed M exican-A m erican g i r l s r e c e i v i n g poor c i t i z e n s h i p marks th a n A nglo-A m erican boys and g i r l s and M exican-A m erican b o y s. 149 The age, h e i g h t , w eight and t o t a l C. I . F. exponents were used as c r i t e r i a f o r com paring the p h y s ic a l c h a r a c t e r i s t i c s of b oys. There were no s i g n i f i c a n t d i f f e r e n c e s on any of th e four c r i t e r i a on any o f the seven n u l l h y p o th e s e s advanced. The n u l l h y p o th eses were a c c e p te d in a l l c a s e s . Table 23 c o n ta in s a summary o f a l l a n a ly s e s o f co- v a ria n c e com parisons. The mean s c o re s on the t h i r t y c o n c ep ts on the M OW I were computed and the mean sc o re fo r each group were com pared w ith a l l of th e o th e r f i f t e e n groups to d eterm in e i f th e r e were s i g n i f i c a n t d i f f e r e n c e s . In th e com parison b e tween e t h n ic groups only th e Anglo g i r l and Mexican g i r l e d u c a ti o n a ll y advantage p a r t i c i p a n t groups d i f f e r e d s i g n i f i c a n t l y . When boys and g i r l s were compared, the one com pari son out of th e e i g h t made which d i f f e r e d s i g n i f i c a n t l y was between Anglo boys and g i r l s , e d u c a ti o n a ll y advantaged who d id n o t p a r t i c i p a t e i n a c t i v i t i e s . In th e com parison of the e d u c a ti o n a ll y d isa d v a n ta g e d and advantaged, th e two com parisons between the Anglo boy p a r t i c i p a n t s and Anglo g i r l p a r t i c i p a n t s were th e only ones which d i f f e r e d s i g n i f i c a n t l y a t the .05 and .01 l e v e l s of c o n fid e n c e . The com parisons o f a t t i t u d e s of p a r t i c i p a n t s and n o n - p a r t i c i p a n t s re v e a le d t h a t Anglo boy, e d u c a ti o n a ll y d isa d v a n ta g e d n o n - p a r t i c i p a n t s and p a r t i c i p a n t s d i f f e r e d s i g n i f i c a n t l y on f o u rte e n of th e t h i r t y c o n c e p ts . The 150 seven o th e r com parisons were n o t s i g n i f i c a n t and n u l l hy p o th e s e s were a c c e p te d . In th e t h r e e two-way com parisons which in v o lv ed com parisons of e t h n ic group w ith one of th e o th e r f a c t o r s o f se x , e d u c a ti o n a l o p p o r tu n ity and p a r t i c i p a t i o n , th e re were th r e e s i g n i f i c a n t com parisons out o f a p o s s ib le tw enty- f o u r . The c o n c e p ts which d i f f e r e n t i a t e d between groups most o f te n were people who work v e ry h a rd , the p erso n I would l i k e to be and s tu d e n ts who g et poor g ra d e s . In the th r e e two-way com parisons which involved p a r t i c i p a t i o n w ith each of the o th e r th r e e v a r i a b l e s s e p a r a t e l y , s i x of the tw e n ty -fo u r com parisons between Anglo- A m ericans d i f f e r e d s i g n i f i c a n t l y - In the o th e r tw e n ty -fo u r com parisons between M exican-A m ericans, th e r e was n o t one s i g n i f i c a n t o v e r a l l group com parison. Out of 240 t t e s t s fo r s i g n i f i c a n t d i f f e r e n c e between co n cep ts f o r M exican- A m ericans, on ly two were s i g n i f i c a n t a t th e .05 l e v e l and none a t the .01 le v e l of c o n fid e n c e . There were a t o t a l of 231 s i g n i f i c a n t t t e s t s out of 2400 or 9.6 p er c e n t of the n u l l h y p o th eses were r e j e c t e d in th e ten b a s ic com parisons. CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary The Problem The c h i e f p u rp o se o f t h i s s tu d y was to d e te rm in e i f some o f th e claim ed v a lu e s o f th e c o - c u r r i c u l a r a c t i v i t y program do become i n h e r e n t i n p a r t i c i p a t i n g s t u d e n t s and i f some o f th e p r e v i o u s l y claim ed d i f f e r e n c e s betw een p a r t i c i p a n ts and n o n - p a r t i c i p a n t s do, in f a c t , e x i s t . The problem was one o f e v a l u a t i o n i n o r d e r t o a f f i r m or deny some of th e claim ed v a lu e s o f th e c o - c u r r ic u lu m . In a d d i t i o n to th e p a r t i c i p a t i o n f a c t o r an e f f o r t was made to compare and c o n t r o l th e se x , e t h n i c background and e d u c a t i o n a l o p p o r t u n i t y v a r i a b l e s . The i n i t i a l d i f f e r e n c e s betw een s t u d e n t s in a b i l i t y was c o n t r o l l e d by u s in g th e i n t e l l i g e n t q u o t i e n t o f th e s tu d e n t as a c o v a r i a t e i n th e a n a l y s i s o f c o v a ria n c e . A number o f q u e s t i o n s were asked when com paring th e main e f f e c t s of th e f o u r m ajor groups and th e i n t e r a c t i o n s betw een th e same g ro u p s. The q u e s t i o n s in c lu d e d : Cl) Do p a r t i c i p a n t s a c h ie v e h ig h e r s c o r e s on t e s t s o f e d u c a t i o n a l developm ent? (2) Do p a r t i c i p a n t s m a in ta in b e t t e r academ ic 151 152 grade averag es? (3) Are p a r t i c i p a n t s b e t t e r a d ju s te d to the sc h o o l environm ent? (4) Do p a r t i c i p a n t s a t te n d school more r e g u l a r l y ? (5) Are th e r e s i g n i f i c a n t d i f f e r e n c e s in p h y s ic a l s i z e between p a r t i c i p a n t s and n o n - p a r t i c i p a n t s ? and, (6) Are th e re s i g n i f i c a n t d i f f e r e n c e s in a t t i t u d e s r e l a t e d to achievem ent i n sc h o o l between p a r t i c i p a n t s and n o n - p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s ? The Sample The sample used to answer th e p rev io u s q u e s tio n s in c lu d e d 524 e le v e n th grade s tu d e n ts who a tte n d e d two hig h sc h o o ls in th e Alhambra C ity High School D i s t r i c t . The s tu d e n ts were c l a s s i f i e d i n t o e i g h t main groups which were Anglo-Am erican, M exican-American, boys, g i r l s , e d u c a tio n a l l y d isa d v a n ta g e d , advantaged, p a r t i c i p a n t s and n o n - p a r t i c ip a n ts in c o - c u r r i c u l a r a c t i v i t i e s . A summary o f th e num e r i c a l count w ith in each c l a s s i f i c a t i o n i s lo c a te d in T able 2 . C o l le c tio n o f Data T hree s ta n d a r d iz e d t e s t s were a d m in is te re d to the p u p ils in th e sample a t some time d u rin g t h e i r e le v e n th grade year i n hig h s c h o o l. The C a l i f o r n i a T e st of Mental M a tu rity was given to a s c e r t a i n a t o t a l i n t e l l i g e n c e quo t i e n t to be used as a c o v a r i a te in a tte m p tin g to c o n tr o l th e i n i t i a l d i f f e r e n c e s between s tu d e n ts in a b i l i t y . The e d u c a tio n a l developm ent o f th e s tu d e n ts was measured by th e 153 n in e s u b t e s t s and th e co m p o site s c o r e o f th e Iowa T e s t o f E d u c a tio n a l D evelopm ent. An a tte m p t was made to d e te rm in e w hether th e a t t i t u d e s tow ard c o n c e p ts r e l a t e d to achiev em en t i n s c h o o l o f th e com parison groups d i f f e r e d s i g n i f i c a n t l y when m easured by th e Meaning o f Words I n v e n t o r y . The o th e r s o u r c e s o f d a ta which were used f o r th e p u rp o se s o f com parison were g a th e r e d from each s t u d e n t ’s c u m u la tiv e r e c o r d c a rd and a tte n d a n c e r e c o r d s - The p u p i l ’ s h ig h s c h o o l g ra d e s f o r h i s f i r s t two y e a rs were used as a m easure o f h i s academ ic ac h ie v e m en t. Along w ith th e s t u d e n t ’ s academ ic g ra d e a v e ra g e , th e p u p i l ' s a d ju s tm e n t to fh e sc h o o l en v iro n m e n t as m easured by h i s t e a c h e r r a t e d c i t i z e n s h i p marks a v e ra g e were com pared. F i n a l l y , i n an a tte m p t t o a s c e r t a i n w h eth er t h e r e were s i g n i f i c a n t d i f f e r e n c es in th e p h y s i c a l c h a r a c t e r i s t i c s betw een th e v a r io u s groups o f b o y s, th e C. I . F. E xponent S c a le was used t o compare th e age, h e i g h t , w e ig h t and t o t a l e x p o n e n ts o f th e male s t u d e n t s in th e sam ple. S t a t i s t i c a l and D e s c r i p t i v e Methods A l l o f th e d a t a , e x c e p t th e s t u d e n t s ’ s c o r e s on th e MOWI, were compared by use o f th e s t a t i s t i c a l te c h n iq u e o f a n a l y s i s o f c o v a r ia n c e . The BIMD 05V program , a 2X2X2X2 l i n e a r f a c t o r i a l d e s ig n was employed t o d e te rm in e w h eth er s i g n i f i c a n t d i f f e r e n c e s e x i s t e d betw een th e e i g h t main groups and th e c o m b in a tio n o f s i x t e e n groups on each o f th e 154 t h i r t e e n dependent v a r i a b l e s . The boys were compared on an a d d i t i o n a l fo u r dependent v a r i a b l e s . In o rd er to perform th e a n a l y s i s re p o r te d in C hapter V on th e 270 item s c o n ta in e d in th e Meaning of Words In v en t o r y , th e sc o re s o f each p u p il were punched on an e l e c t r o n i c com puter. The means f o r each of th e t h i r t y co n c ep ts were computed and a t e s t f o r s i g n i f i c a n t d i f f e r e n c e between means was a p p lie d to a s c e r t a i n any s i g n i f i c a n t d i f f e r e n c e s which might e x i s t between th e major and two-way com parison groups. In a l l , 3200 com parisons which were made between te n groups on th e t h i r t y a t t i t u d i n a l c o n c ep ts. A ll s t a t i s t i c a l and computer work was done on the Honeywell 800 computer a t th e Computer S cience L ab o ra to ry a t the U n iv e r s ity o f S outhern C a l i f o r n i a . Summary of F in d in g s When th e fo u r main groups, th e s i x two-way i n t e r a c t i o n s , th e fo u r three-w ay i n t e r a c t i o n s and th e one f o u r way i n t e r a c t i o n were computed fo r th e s c o re s of th e Iowa T e st of E d u c a tio n a l Development th e fo llo w in g s i g n i f i c a n t d i f f e r e n c e s a t th e .05 and .01 le v e f s of co n fid en ce were found: 1. The p a r t i c i p a n t s in c o - c u r r i c u l a r a c t i v i t i e s sc o re d s i g n i f i c a n t l y h ig h e r a t e i t h e r th e ,05 or .01 l e v e l s of co n fid en ce than th e n o n - p a r t i c i p a n t s on a l l nine s u b t e s t s and th e com posite sc o re on th e ITED. A fte r e q u a tin g f o r i n i t i a l d i f f e r e n c e s in i n t e l l i g e n c e , th e p a r t i c i p a n t s re c e iv e d s i g n i f i c a n t l y h ig h e r s c o re s in th e a re a s o f b a s ic s o c i a l co n c e p ts, b ac k ground in th e n a t u r a l s c ie n c e s , c o r r e c tn e s s and a p p r o p r ia te n e s s o f e x p re s s io n , q u a n t i t a t i v e th in k in g i n t e r p r e t i n g re a d in g m a te r ia l s in th e n a t u r a l s c i e n c e s, i n t e r p r e t i n g l i t e r a r y m a t e r i a l s , g e n e ra l v o c a b u la ry , use o f so u rc e s of in fo rm a tio n and th e com posite sc o re of th e n in e s u b t e s t s . The Anglo-American sc o re d s i g n i f i c a n t l y h ig h e r than th e Mexican-Americans on th e s u b t e s t s which measured b a s i c s o c i a l c o n c e p ts , n a t u r a l s c ie n c e s , i n t e r p r e t in g re a d in g m a te r ia l s in th e s o c i a l s t u d i e s , i n t e r p r e t i n g re a d in g m a te r ia l s in the n a t u r a l s c ie n c e s , i n t e r p r e t i n g l i t e r a r y m a t e r i a l s , g e n e ra l v o c a b u la ry , use of so u rc e s o f in fo rm a tio n and th e com posite s c o re . No s i g n i f i c a n t d i f f e r e n c e s were found on the s u b t e s t s m easuring c o r r e c tn e s s and a p p r o p r ia te n e s s of e x p re s s io n , q u a n t i t a t i v e th in k in g , and i n t e r p r e tin g re a d in g m a t e r i a l s in th e s o c i a l s t u d i e s . Only one s u b t e s t of th e ITED d i f f e r e n t i a t e d s i g n i f i c a n t l y between th e e d u c a ti o n a ll y d isa d v a n ta g e d and th e e d u c a ti o n a ll y advantaged. The e d u c a ti o n a ll y advantaged s tu d e n ts did s i g n i f i c a n t l y b e t t e r than 156 th e e d u c a tio n a ly d isa d v a n ta g e d s tu d e n ts on th e gen e r a l v o cab u lary s u b t e s t . The n u l l h y p o th eses were ac ce p ted on a l l o th e r s u b t e s t com parisons. 4. The boys sco re d s i g n i f i c a n t l y h ig h e r th a n th e g i r l s on th e s u b t e s t s of b a s ic s o c i a l c o n c e p ts , b a c k ground in n a t u r a l s c ie n c e s and q u a n t i t a t i v e t h i n k ing w hile th e g i r l s s i g n i f i c a n t l y o u tsc o re d the boys on th e c o r r e c tn e s s and a p p r o p r ia te n e s s of e x p r e s s io n s u b t e s t . 5. T here were fo u r s i g n i f i c a n t two-way i n t e r a c t i o n s out o f a p o s s i b le s i x t y . There were two s i g n i f i can t two-way i n t e r a c t i o n s between p a r t i c i p a t i o n and e th n ic groups. On th e s u b t e s t s m easuring c o r r e c t ness and a p p r o p r ia te n e s s of e x p re s s io n and i n t e r p r e t i n g l i t e r a r y m a t e r i a l s , the p a r t i c i p a n t s in b o th e t h n ic groups o u tsc o re d th e n o n - p a r t i c i p a n t s b u t n o n - p a r t i c i p a t i o n had a g r e a t e r e f f e c t on the Anglo-American s c o re s than i t did on th e Mexican- American s c o re s . On th e s u b t e s t o f q u a n t i t a t i v e th in k in g , b o th boy and g i r l p a r t i c i p a n t s re c e iv e d h ig h e r s c o re s th an n o n - p a r t i c i p a n t s , b u t la ck of p a r t i c i p a t i o n a p p a re n tly had g r e a t e r e f f e c t on the g i r l s . The f o u r t h s i g n i f i c a n t two-way i n t e r a c t i o n o c c u rred on the g e n e ra l v o c a b u lary t e s t and in v o lv e d th e e t h n ic and c u l t u r a l d e p r iv a tio n groups. The e d u c a ti o n a ll y advantaged Anglo-American and Mexican- American sc o re d h ig h e r th an th e e d u c a t i o n a l l y d i s advantaged s tu d e n ts of b o th e t h n ic g ro u p s, b u t th e e f f e c t o f e d u c a tio n a l o p p o r tu n ity appeared to be o f g r e a t e r consequence on th e M exican-Am ericans. There were th r e e s i g n i f i c a n t th ree-w ay i n t e r a c t i o n s a l l in v o lv in g th e p a r t i c i p a t i o n , e t h n ic and educa t i o n a l o p p o r tu n ity groups. On th e n a t u r a l s c ie n c e s u b t e s t th e e f f e c t o f p a r t i c i p a t i o n on th e M exican- Americans and th e e d u c a t i o n a l l y advantaged was l e s s than i t was on th e Anglo-American and the e d u c a tio n a l l y advantaged. On th e use of so u rce s o f in fo rm a ti o n s u b t e s t , th e e f f e c t o f p a r t i c i p a t i o n was more marked on th e M exican-Am erican, about th e same f o r Anglo-Am ericans and th e e d u c a ti o n a ll y advantaged and c o n s id e r a b ly l e s s th a n th e p r e v io u s ly m entioned groups f o r th e e d u c a t i o n a l l y advantaged s tu d e n ts . The s i g n i f i c a n t th ree -w ay i n t e r a c t i o n s o cc u rred on th e g e n e ra l v o c a b u la ry t e s t w ith b o th e th n ic groups and b o th c u l t u r a l o p p o r ty n ity g ro u p s, p a r t i c i p a n t s s c o rin g h ig h e r th an n o n - p a r t i c i p a n t s . The e f f e c t o f p a r t i c i p a t i o n was a p p ro x im a te ly th e same f o r th e Anglo-Am erican, e d u c a ti o n a ll y advantaged and d i s advantaged, b u t r a t h e r marked on th e M exican-Ameri cans . T here were two s i g n i f i c a n t four-w ay i n t e r a c t i o n s , 158 one on th e q u a n t i t a t i v e t h i n k i n g s u b t e s t and one on i n t e r p r e t a i n g r e a d in g m a t e r i a l s i n th e n a t u r a l s c i e n c e s . When th e s t u d e n t s 1 adadem ic g rad e a v e ra g e s were com p a re d th e d i f f e r e n c e s were as f o llo w s : 1. The p a r t i c i p a n t s m a in ta in e d s i g n i f i c a n t l y h ig h e r academ ic g rad e a v e ra g e s th a n th e n o n - p a r t i c i p a n t s . 2. The g i r l s a t t a i n e d s i g n i f i c a n t l y h ig h e r academ ic g rad e a v e ra g e s th a n th e b o y s. 3. T h ere were no s i g n i f i c a n t d i f f e r e n c e s i n academ ic g ra d e a v e ra g e betw een th e A nglo-A m ericans and Mex ic a n -A m e ric a n s and th e e d u c a t i o n a l l y a d v a n ta g e d and th e e d u c a t i o n a l l y d is a d v a n ta g e d . 4. T h ere were no s i g n i f i c a n t tw o-, t h r e e - , or fo u r-w a y i n t e r a c t i o n s . The com parisons betw een groups on th e d ep en d en t v a r i a b l e o f t e a c h e r r a t e d c i t i z e n s h i p marks p ro duced th e f o llo w in g r e s u l t s : 1. T h ere were no s i g n i f i c a n t d i f f e r e n c e s betw een p a r t i c i p a n t s and n o n - p a r t i c i p a n t s , Anglo<-Americans and M exican-A m ericans and e d u c a t i o n a l l y a d v a n ta g e d and th e d is a d v a n ta g e d s t u d e n t s . 2. G i r l s were found to be a b s e n t from s c h o o l s i g n i f i c a n t l y more th a n boys. 3. The two-way i n t e r a c t i o n betw een p a r t i c i p a t i o n and 159 sex group was s i g n i f i c a n t a t the .05 l e v e l of con fid e n c e - In b o th groups, p a r t i c i p a n t s were a b s e n t l e s s than n o n - p a r t i c i p a n t s b u t th e e f f e c t o f p a r t i c i p a t i o n was g r e a t e r on th e g i r l s th a n on th e boys. 4. A ll o th e r tw o-, t h r e e - , and four-w ay i n t e r a c t i o n s were not s i g n i f i c a n t a t th e d e s ig n a te d l e v e l s . The p h y s ic a l c h a r a c t e r i s t i c s o f a l l make s tu d e n ts in th e sample were compared by u s in g th e C. I. F. exponent s c a l e . There were no s i g n i f i c a n t d i f f e r e n c e s in age, h i g h t , w eight or t o t a l exponents on any of th e com parisons. The Meaning o f Words In v e n to ry was a d m in is te re d to a l l s tu d e n ts in th e sample to a s c e r t a i n i f th e re were any s i g n i f i c a n t d i f f e r e n c e s in th e t h i r t y co n c ep ts r e l a t e d to achievem ent among th e com parison groups in th e s tu d y . The f in d in g s were as f o llo w s : 1. One of th e e i g h t e t h n ic group com parisons had the r e q u i s i t e number o f s i g n i f i c a n t d i f f e r e n c e s i n d i c a tin g t h a t they could n o t be a t t r i b u t e d to chance. Anglo-American and M exican-American g i r l s who were e d u c a ti o n a ll y advantaged and p a r t i c i p a n t s d i f f e r e d s i g n i f i c a n t l y on e i g h t o f th e t h i r t y co n c ep ts. T here were tw e n ty -fo u r s i g n i f i c a n t com parisons ou t of a p o s s ib le 240. 2. T here were f i f t e e n s i g n i f i c a n t s c o re s out o f 240 when g i r l s ' a t t i t u d e s were compared w ith boys. 160 Only Anglo-Am erican, e d u c a ti o n a ll y advantaged non p a r t i c i p a n t s , boys and g i r l s , d i f f e r e d a s i g n i f i c a n t number o f tim es. 3. The c u l t u r a l d ep riv e d and e d u c a ti o n a ll y advantaged a t t i t u d e s were s i g n i f i c a n t l y d i f f e r e n t on tw enty- two concepts and on two of th e e ig h t com parisons. The Anglo-American boy and g i r l p a r t i c i p a n t s d i f f e r ed s i g n i f i c a n t l y t,he r e q u ir e d number o f tim e s. 4. The v a r i a b l e s of p a r t i c i p a t i o n produced se v en te en s i g n i f i c a n t d i f f e r e n c e s w ith th e Anglo-American boy, e d u c a ti o n a ll y advantaged p a r t i c i p a n t and n o n - p a r t i c ip a n t d i f f e r i n g s i g n i f i c a n t l y f o u r te e n o f th e s e v e n te e n tim es. 5. The two-way com parison between e t h n ic and sex groups had tw enty-tw o out of the 240 a t t i t u d i n a l concept com parisons s i g n i f i c a n t a t e i t h e r th e .05 or .01 le v e l s o f c o n fid e n ce . Anglo-American e d u c a tio n a lly advantaged boy p a r t i c i p a n t s and g i r l n o n - p a r t i c i p a n ts d i f f e r e d w ith M exican-American, e d u c a tio n a lly advantaged g i r l p a r t i c i p a n t s and boy n o n - p a r t i c i p a n ts . 6., There were f i f t e e n s i g n i f i c a n t d i f f e r e n c e s in th e com parisons of e th n ic and e d u c a tio n a l o p p o r tu n ity groups. None of the e i g h t com parisons had e i t h e r th r e e s i g n i f i c a n c e s a t th e .01 l e v e l of co n fid en ce or sev en a t th e .05 l e v e l o f c o n f id e n c e . A nglo-A m erican boy, e d u c a t i o n a l l y a d v a n ta g e d p a r t- , i c i p a n t s and M exican-A m erican boy, e d u c a t i o n a l l y d is a d v a n ta g e d n o n - p a r t i c i p a n t s d i f f e r e d s i g n i f i c a n t l y on te n c o n c e p ts w h ile A nglo-A m erican g i r l e d u c a t i o n a l l y a d v a n tag e d p a r t i c i p a n t s d i f f e r e d s i g n i f i c a n t l y w ith M exican-A m erican g i r l e d u c a t i o n a l l y ad v a n ta g e d n o n - p a r t i c i p a n t s on se v en c o n c e p ts . T here were a t o t a l o f t w e n t y - f i v e d i f f e r e n t i a t e d c o n c e p ts in th e co m p ariso n s o f e t h n i c and p a r t i c i p a t i o n g r o u p s . Sex and e d u c a t i o n a l o p p o r t u n i t y group co m p ariso n s produced a t o t a l o f t h i r t y - t w o s i g n i f i c a n t d i f f e r e n c e s on c o n c e p ts r e l a t e d to e d u c a ti o n . A ll com p a r i s o n s w ith th e d e s i r e d number o f s i g n i f i c a n c e s in v o lv e d A n g lo -A m erican s, e d u c a t i o n a l l y ad v a n tag e d boy and g i r l p a r t i c i p a n t s . When se x and p a r t i c i p a t i o n g ro u p s were compared tw e n ty - f o u r o f th e t w e n t y - f i v e s i g n i f i c a n t co m p ari so n s in v o lv e d A nglo-A m erican. M exican-A m ericans f d i f f e r e d on one o f th e 120 a t t i t u d e com parisons., The same p a t t e r n e x i s t e d f o r e d u c a t i o n a l o p p o r tu n ity and p a r t i c i p a t i o n groups as e x i s t e d f o r th e groups l i s t e d in number n in e . One o f th e t w e n t y - s i x s i g n i f i c a n t d i f f e r e n c e s on th e c o n c e p t com parisons 162 in v o lv e d M exican-A m ericans- The two A nglo boy e d u c a t i o n a l l y d is a d v a n ta g e d and e d u c a t i o n a l l y a d v a n t aged p a r t i c i p a n t and n o n - p a r t i c i p a n t com parisons had s e v e n te e n o f th e s i g n i f i c a n t d i f f e r e n c e s . C o n c lu sio n s On th e b a s i s o f th e r e s e a r c h f i n d i n g s r e p o r t e d i n t h i s s tu d y , th e f o llo w in g c o n c lu s io n s a re o f f e r e d . In con s i d e r i n g th e s e c o n c lu s io n s , how ever, a number o f f a c t s s h o u ld be k e p t i n mind. The e x t e r n a l design, o f th e s tu d y a tte m p te d t o c o n t r o l s o c io -e c o n o m ic d i f f e r e n c e betw een p u p i l s by i n c l u d i n g w i t h i n th e d e s ig n th e two m ajor e t h n i c g roups c o n ta in e d i n th e s c h o o ls s t u d i e d , as w e ll as s e g r e g a t i n g th o s e s t u d e n t s whose e n v iro n m e n ta l d i f f e r e n c e s may have h a n d ic a p p e d or a id e d them. P u p ils were s e p a r t e d a c c o r d in g to t h e i r se x on th e p re m ise t h a t d i f f e r e n c e s may o c c u r b e c a u s e o f m em bership on a p a r t i c u l a r se x . In a d d i t i o n , th e s t a t i s t i c a l te c h n iq u e o f a n a l y s i s o f c o v a ria n c e was s e l e c t e d so .th a t th e c o v a r i a t e o f th e i n t e l l i g e n c e q u o t i e n t as m easured by th e CTMM co u ld be u sed t o e q u a te f o r d i f f e r e n c e s o f a b i l i t y to .succeed i n s c h o o l work. The v a l i d i t y o f th e c o n c lu s io n s a r e in e f f e c t d e p e n d e n t on th e a c c e p ta n c e o f th e a s su m p tio n s s e t f o r t h i n th e f i r s t c h a p te r o f t h i s s tu d y . I f th e c r i t e r i a f o r co m p ariso n s and p la c e m e n t o f i n d i v i d u a l s i n t o c l a s s i f i c a t i o n s can be a c c e p te d by th e r e a d e r as v a l i d , th e s tu d y can 163 be c o n s id e re d m eaningful. The stu d y was ex p o s t f a c t o in n a tu re and c a r r i e d w ith i t th e weaknesses in h e r e n t in t h i s p a r t i c u l a r type of r e s e a r c h . A cause and e f f e c t r e l a t i o n s h i p canhot be a s sumed as in th e case o f some e d u c a tio n a l r e s e a r c h ; pure c o n tr o l over a l l v a r i a b l e s and tr e a tm e n ts could n o t be m a in tain ed in t h i s s tu d y . The p u rp o se, as s t a t e d p r e v io u s ly , was to f in d i f s i g n i f i c a n t d if f e r e n c e s do, in f a c t , e x i s t between p a r t i c i p a n t s and n o n - p a r t i c i p a n t s i n c o - c u r r i c u l a r a c t i v i t i e s when e th n ic group, se x , e d u c a tio n a l o p p o r tu n ity and i n t e l l i g e n c e are co n ta in e d in th e d esig n of th e stu d y . On th e b a s i s of th e r e s e a r c h r e s u l t s in t h i s stu d y and keep in g th e afo rem en tio n ed l i m i t a t i o n s in mind the fo llo w in g c o n c lu sio n s were drawn: 1. P a r t i c i p a n t s in c o - c u r r i c u l a r a c t v i t i e s a re more l i k e l y to a c h iev e b e t t e r e d u c a tio n a l developm ent as measured by th e ITED and academic grade a v e r ages th an n o n - p a r t i c i p a n t s . P a r t i c i p a n t s and non p a r t i c i p a n t s do n o t, however, d i f f e r e n t i a t e s i g n i f i c a n tly in th e a re a s o f sc h o o l a tte n d a n c e , p u p il a t t i t u d e s , school ad ju stm e n t and male p h y s ic a l c h a r a c t e r i s t i c s . 2. Anglo-Americans are more l i k e l y to a t t a i n b e t t e r e d u c a tio n a l developm ent as measured by th e ITED than M exican-Americans b u t( th e r e i s l i t t l e d i f f e r e n t i a t i o n 164 betw een th e two e t h n i c g ro u p s i n a r e a s o f academ ic g ra d e a v e r a g e s , s c h o o l a t t e n d a n c e , s c h o o l a d j u s t m ent, p u p i l a t t i t u d e s and male p h y s i c a l c h a r a c t e r i s t i c s . 3. The e d u c a t i o n a l l y a d v a n ta g e d and d is a d v a n ta g e d s t u d e n ts a re n o t l i k e l y to d i f f e r s i g n i f i c a n t l y when e d u c a t i o n a l d ev e lo p m e n t, academ ic g rad e a v e r a g e s , s c h o o l a t t e n d a n c e , p u p i l a t t i t u d e s and male p h y s i c a l c h a r a c t e r i s t i c s a re u sed as c r i t e r i a f o r com paring th e two g ro u p s. Recommendations As a r e s u l t o f t h i s s tu d y s e v e r a l recom m endations f o r f u t u r e e d u c a t i o n a l p r a c t i c e w ith r e g a r d to c o - c u r r i c u l a r a c t i v i t i e s a re p r e s e n t e d . 1. The s c h o o ls s h o u ld make g r e a t e r e f f o r t s to b ro a d e n , d i v e r s i f y , and make more co n tem p o rary i n n a t u r e th e a c t i v i t i e s i n th e c o - c u r r i c u l a r program so as to e n c o u ra g e a l a r g e r number o f modern y o u th t o p a r t i c i p a t e in t h e s e a c t v i t i e s . T h is s tu d y s u b s t a n t i a t e d th e f a c t t h a t p a r t i c i p a n t s do a c h ie v e b e t t e r th a n n o n - p a r t i c i p a n t s w hich, in t u r n , sh o u ld s u p p o r t th e in v o lv e m e n t o f th e 30 to 40 p e r c e n t o f th e s t u d e n t s who do n o t p a r t i c i p a t e in a c t i v i t i e s . 2. E d u c a to rs s h o u ld s tu d y in d e p th th e c u l t u r e s and i n t e r e s t o f m in o rity groups such as M exican-Ameri cans in o rd e r to h e lp th e s e s tu d e n ts c r e a t e and de- velope a c t i v i t i e s which ap p e al to th o se groups o f s tu d e n ts t h a t do n o t re c e iv e the b e n e f i t s o f p a r t i c i p a t i o n in r e g u la r s tu d e n t a c t i v i t i e s . Every e f f o r t should be made to reduce th e c o s ts of p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s so t h a t s tu d e n ts w ith lim ite d f i n a n c i a l re s o u r c e s a re no t p re v e n te d from r e c e iv in g th e v a lu e s o f p a r t i c i p a t i o n because o f c o s t. More i n t e r e s t should be ta k en by th e p ro p o n en ts of th e co<-curriculum in expanding th e a c t i v i t i e s in such a manner as to h e lp reduce d i f f e r e n c e s between c e r t a i n socio-econom ic groups g iv in g a l l the oppor t u n i t y to succeed a t sch o o l ta s k s . F u rth e r stu d y sh o u ld be made to d eterm in e th e r e l a tio n s h i p between p a r t i c i p a t i o n in a c t i v i t i e s and membership in sex, e t h n i c , and c u l t u r a l groups. A lo n g i t u d i n a l stu d y which would e v a lu a te p u p ils p r i o r to and a f t e r p a r t i c i p a t i o n might p ro v id e i n s i g h t to a cause and e f f e c t r e l a t i o n s h i p between p a r t i c i p a n t s and t h e i r g r e a t e r e d u c a tio n a l a c h ie v e ment . Proponents of th e c o - c u r r i c u l a r program should c o n s tr u c t more and b e t t e r in s tru m e n ts to e v a lu a te 166 th e e f f e c t i v e n e s s o f t h e i r program in m eeting i t s aims and o b j e c t i v e s . 7. More a tte m p ts sh o u ld be made to c o n s tr u c t i n s t r u ments which measure such b e h a v io r a l o b je c ti v e s as a t t i t u d e s which a re r e l a t e d to p a r t i c i p a t i o n in c o - c u r r i c u l a r a c t i v i t i e s . 8. The f a c t t h a t p a r t i c i p a n t s s t i l l a c h ie v e a t a h ig h e r l e v e l th an n o n - p a r t i c i p a n t s even a f t e r d i f f e r ences in a b i l i t y o f th e two groups were eq uated should p ro v id e even more im petus to th e movement to c o n s id e r th e c o -c u rric u lu m as a c o n t r i b u t i n g and im p o rta n t p a r t o f th e t o t a l sc h o o l program. BIBLIOGRAPHY Books 1. Ahren, W ilford M. The S to ry o f the E ig h t-Y e a r S tu d y . New York: H arper and B ro th e rs , 1942 A r e p o r t of th e r e s u l t s o f a landmark e x p e r i ment in th e developm ent o f c u rric u lu m in American e d u c a tio n . 2. Anderson, L e s te r W . and Lauren A. Van Dyke. Secondary School A d m in is tr a tio n . Boston: Houghton M i f f l i n Company, 1963. C hapter 8, " E x tr a c la s s A c t i v i t i e s and T h e ir Management,” pp. 221-246. A d is c u s s io n o f th e h i s t o r y , v a lu e s and ways to manage e x t r a c l a s s a c t i v i t i e s from an a d m in is t r a t i v e p o in t of view. 3. Conant, James Bryant,. The Comprehensive High S c h o o l. New York: McGraW-Hill Book C o ., I n c . , 1967. T his volume i s concerned p r im a r il y w ith th e o p p o r t u n i t i e s f o r stu d y in g a v a r i e t y of s u b je c ts in 2,000 w idely com prehensive sh o o ls of medium s i z e . 4. C o o p erativ e Study o f Secondary School Standards., E v a lu a tiv e C r i t e r i a . W ashington, D. C . : C o o p e ra tiv e stu d y of Secondary School S ta n d a rd s, 1950. C r i t e r i a f o r e v a lu a tio n o f th e sc h o o l a c t i v i t i e s are in c lu d e d in th e book. 5. E d u c a tio n a l P o l i c i e s Commission. The P urposes of E d u ca tio n in American Democracy. W ashington, D* C . : N a tio n a l E d u ca tio n A s s o c ia tio n and American A s s o c i a t i o n of School A d m in is tr a to r s , 1938. A r e p o r t s e t t i n g f o r t h th e framework f o r e d u c a tio n a l p u rp o ses in an i n d u s t r i a l z e d dem ocrat ic s o c ie ty . 167 168 6. F re d ric k , R obert W . The T h ird C u rric u lu m . New York: A p p le to n -C e n tu ry -C ro tts, I n c . , 1959. A r e c e n t tex tb o o k on a c t i v i t i e s which s t a t e s the p o s i t i o n t h a t s tu d e n t a c t i v i t i e s are an e s s e n t i a l p a r t o f e d u c atio n in America. They form a t h i r d cu rricu lu m . 7. F r e tw e ll, E l b e r t K. E x tr a - C u r r ic u la r A c t i v i t i e s in Secondary Schools'! Cambridge, Mass, : R iv e rs id e P r e s s , 1931,. An o rg an ized stu d y o f e x t r a c u r r i c u l a r a c t i v i t i e s which g iv es d i r e c t i o n and s e t s up c r i t e r i a f o r e x t r a c l a s s a c t i v i t i e s . 8. Good, C a rte r V. ( e d . ) . D ic tio n a ry of E d u c a tio n . New York: McGraw-Hill book C o ., I n c . t 1^59. D e f in itio n s of words in e d u c a tio n . 9. G ruber, F re d ric k C. and Thomas B. B e a tty . Secondary School A c t i v i t i e s . New York: McGraw-Hill Book C o ., I n c . , 1954. An in depth stu d y of the secondary school a c t i v i t i e s program w ith an emphasis on th e r e l a t i o n between the a c t i v i t i e s and the dem ocratic i d e a l . 10. Hand, Harold ( e d .) . Campus A c t i v i t i e s . New York: McGraw-Hill Book Company, 1938, A book on s tu d e n t a c t i v i t i e s w r i tte n f o r c o lle g e b u t p a r a l l e l i n g most secondary school books w r i t t e n on the same s u b je c t. 11. Hand, H arold C. How to Conduct the P a r t i c i p a t i o n in E x tra -C la s s A c t i v i t i e s S tu d y . I l l i n o i s Secondary School C urriculum Program. S p r in g f ie ld , I l l i n o i s , Department of E d u ca tio n , 1951. Hidden c o s ts of f r e e e d u c a tio n and th e f a c t t h a t p a r t i c i p a t i o n i s le s s in lower income a re a s . 12. Hearn, A rthur C. E v a lu a tio n of S tu d en t A c t i v i t i e s . The N a tio n a l A s s o c ia tio n ot Secondary-School P r i n c i p a l s , 1966. A pamphlet in te n d e d to p ro v id e some i n s i g h t in t o the a p p ro p ria te f u n c tio n s of e v a lu a tio n and to su g g e st some c r i t e r i a a g a in s t which th e a d v is e r and s tu d e n t o f f i c e r can measure th e e f f e c t i v e n e s s of a program and decide how, when, where, and by whom i t s h a l l be done. 169 13. J o h n s to n , Edgar and Roland C. Faunce. S tu d en t A c t i v i t i e s in Secondary S c h o o ls . New York: The Ronald P re s s Company, 1952. A rev iew and stu d y o f th e com plete range of s tu d e n t a c t i v i t i e s in a secondary sc h o o l program. 14. Keim, Edward B. and M orris C. J o n e s , J r . A Guide to S o c ia l A c t i v i t i e s . The N a tio n a l A s s o c ia tio n of E econdary-S chool P r i n c i p a l s , W ashington, 1966. A guide to h e lp d e f in e what i s in v o lv e d in p la n n in g , a d m in is t r a tin g , and e v a lu a tin g sch o o l s o c i a l a c t i v i t i e s . 15. K e r lin g e r , Fred N. F oundations o f B e h a v io ra l Re s e a r c h . New YorlTi H o lt, R in e h a rt and W inston, T n c . , 1965. I t s aim i s to convey th e e x c i t i n g and a b s o rb in g q u a l i t y of r e s e a r c h in g e n e ra l and e d u c a tio n a l and p s y c h o lo g ic a l r e s e a r c h in p a r t i c u l a r . 16. K i l z e r , Louis R . , H arold H. Stephenson and H. O r v i lle Nordberg. A llie d A c t i v i t i e s in th e Secondary S c h o o l. New York: H arper and B ro th e rs , 195o. H is to r y o f a c t i v i t i e s , an overview of the p h ilo so p h y of a l l i e d a c t i v i t i e s and an in d ep th stu d y of th e major a s p e c ts of th e a c t i v i t i e s program. 17. Koos, Leonard. ''A n a ly sis of th e G eneral L i t e r a t u r e on E x t r a - C u r r i c u l a r A c t i v i t i e s , " 25th Yearbook o f th e N a tio n a l S o c ie ty f o r the Study of Educa t i o n , P a r t I I . E d ite d by G. M. W hipple. EToom- in g to n , I I I . : P u b lic School P u b lis h in g Company, 1926. An e a r l y c o m p ila tio n of views o f e x p e rts in th e f i e l d of e x t r a c u r r i c u l a r a c t i v i t i e s . De s c r i b e s common p r a c t i c e s and an overview of the i n d i v i d u a l a s p e c ts o f e x t r a c l a s s a c t i v i t i e s * 18. Madsen, W illiam . The M exican-Americans of South T e x a s. San F ra n c is c o : H o lt, R in e h a rt, and W inston, I n c . , 1965. A case s tu d y in c u l t u r a l an th ro p o lo g y d e s c r i b i n g in d e t a i l th e a s p e c ts of b e h a v io r and b e l i e f t h a t make th e M exican-American way of l i f e d i s t i n c t i v e . 170 19. M a lle r y , D avid. Ferm ent on th e Campus. New York: H arp er and Row” 1966. A s tu d y o f c o l l e g e campus were s t i r r i n g w ith ferm e n t i n th e e a r l y 1 9 6 0 Ts . 20. KcKown, H arry C. E x t r a c u r r i c u l a r A c t i v i t i e s . New Y ork: The M acm illan Company, 1952. The main p u rp o se o f t h i s book i s to p ro v id e im m ediate and p r a c t i c a l a s s i s t a n c e to th e te a c h e r and a d m i n i s t r a t o r by an sw erin g im p o rta n t q u e s t i o n s i n th e a r e a o f e x t r a c u r r i c u l a r a c t i v i t i e s . 21. M i l l e r , D e l b e r t . Handbook o f R e s e a r ch D esig n and S o c i a l M easurem ent. New V ork: b a v id McKay Company, I n c . , 1964. The p u rp o se o f t h i s handbook i s t o a s s i s t th e s o c i a l r e s e a r c h e r in f i n d i n g i n f o r m a ti o n on h i s n ee d s in b r i e f form when he i s d e s ig n in g and con d u c t in g r e s e a r c h . The book c o v e rs f o u r m ajor a r e a s which a s s o c i a t e d w ith r e s e a r c h f u n c t i o n s . The a r e a s a re r e s e a r c h d e s ig n and sa m p lin g , s t a t i s t i c a l a n a l y s i s , s e l e c t i o n of s o c io m e t r i c s c a l e s or in d e x e s , and r e s e a r c h c o s t i n g and r e p o r t i n g . The book i s p r i m a r i l y a c o m p ila tio n o f r e s o u r c e s o rg a n iz e d to p ro v id e r e f e r e n c e to th e e s s e n t i a l m a t e r i a l s needed i n th e d e s ig n o f r e s e a r c h . 22. M i l l e r , F r a n k lin A ., Jam es H. Moyer and R o b e rt P a t r i c k . P la n n in g S tu d e n t A c t i v i t i e s . Englewood C l i f f s , New J e r s e y : P r e n t i c e - H a l l , I n c . , 1956. I l l u s t r a t i o n s o f s u c c e s s f u l e x p e r i e n c e s in th e f i e l d o f th e c o c u rric u lu m to a s s i s t se c o n d a ry sc h o o l a d m i n i s t r a t o r s in p la n n in g a c t i v i t y p r o grams . 23. M i l l e r , R ic h a rd I . E d u c a tio n In A Changing S o c i e t y . W ashington D. C .: KlcGiraw-Hill Book C o ., I n c . , 1963. A f o u r t e e n member N a t i o n a l Com mittee and a N a ti o n a l E d u c a tio n A s s o c i a t i o n h e a d q u a r t e r s s t a f f was a p p o in te d and c a l l e d th e P r o j e c t on th e i n s t r u c t i o n a l Program o f th e P u b lic S c h o o ls . The c o m m itte e 's p u rp o se was to sp eak o u t c l e a r l y as th e v o ic e of th e te a c h in g p r o f e s s i o n . T h is book i s a r e p o r t o f t h a t c o m m itte e 's w ork. 171 24. 25. 26. 27. 28. 29. Osgood, C h a r le s E. , George J . S u ci and P e rc y H.' Tannen- baum. The M easurem ent o f M eaning. U rbana: U ni- v e r s i t y o f I l l i n o i s t r e s s , 195?. A d i s c u s s i o n o f th e d evelopm ent and a p p l i c a t i o n of new q u a n t i t a t i v e m easurem ent te c h n iq u e s d e s ig n e d t o m easure m eaning. I t c o n t a i n s a p p ro x im a te ly f i f t y s t u d i e s and some n o t i o n s ab o u t th e n a t u r e o f m ean in g . S tr a n g , R u th . Group Work in E d u c a t i o n . New York: H arper and B r o t h e r s , 1958. A d i s c u s s i o n o f th e a d m i n i s t r a t i o n o f e x t r a c u r r i c u l a r a c t i v i t i e s and th e v a lu e and dynam ics o f th e group o r g a n i z a t i o n a l a s p e c t o f th e m ajor a r e a s o f th e s e a c t i v i t i e s . T e r r y , P a u l W. S u p e r v is in g E x t r a - C u r r i c u l a r A c t i v i t i e s . New Y ork: M cGraw-Hill Book C o ., 1930. A h i s t o r y , p h ilo s o p h y and i n d e p th s tu d y of th e m ajor p o r t i o n s of th e a c t i v i t y program w ith an em phasis on t r a i n i n g in c i t i z e n s h i p . Trump, J . L lo y d . T ,E x t r a c u r r i c u l a r A c t i v i t i e s : Some P r i n c i p l e s o f M anagem ent," A m erican S econdary S c h o o l. E d ite d by P a u l B. J a c o b s o n . Englewood C l i f f s , New J e r s e y : P r e n t i c e - H a l l , 1952. Pp. 2 0 8 -2 4 2 . The c h a p te r i n th e book was co n cern ed w ith o v e r a l l p r i n c i p l e s f o r m anaging a program of e x t r a c u r r i c u l a r a c t i v i t i e s . Trump, J . L lo y d . " E x t r a c l a s s A c t i v i t i e s and th e Needs o f Y o u th ," The F if ty - S e c o n d Yearbook of th e N a tio n a l S o c ie ty For th e S tudy o f E d u c a tio n , frartY ~. C h icag o : U n i v e r s i t y o f Chicago P r e s s , 1953. Pp. 160-179. P o s s i b l e v a l u e s and p roblem s o f th e e x t r a c u r r i c u l a r program a r e rev ie w e d by th e a u th o r of t h i s c h a p te r of th e y e a rb o o k . W alker, H elen and J o s e p h Leu. S t a t i s t i c a l I n f e r e n c e . New Y ork: H o l t , R in e h a r t and W in sto n , I n c . , 1^53. A s t a t i s t i c a l book w hich a p p ro a c h e s s t a t i s t i c a l d a t a from th e u n i f i e d p o i n t o f o f th e r e l a t i o n of sam ple to p o p u l a t i o n b a se d on th e p rem ise t h a t th e i n t e r e s t i n th e d a t a a t hand i s due t o i t s b e a r i n g on s i t u a t i o n s or g ro u p s o th e r th a n th o s e a c t u a l l y o b s e rv e d . 172 P e r i o d i c a l s 30. B e ll, James W. "School D ropouts and School A c t i v i t i e s , " School A c t i v i t i e s , Vol. 36, (Septem ber, 1964), Pp. 4 -7 . A stu d y of the r e l a t i o n s h i p between th e number of d ro p o u ts and t h e i r p a r t i c i p a t i o n in school a c t i v i t i e s . 31. Benerd, G ladys. "How Can W e E v a lu a te th e C o -C u rricu l a r Program ?" B u l l e t i n of th e N a tio n a l A s s o c ia tio n o f Se condary P r i n c i p a l s , V ol. 37, No. 197 (Novem- t e r , 1953), Pp. 61-62. A summary o f r e f e r e n c e s on how to e v a lu a te the c o c u r r i c u l a r program . 32. Benerd, G ladys. "How Can P u p ils B e n e fit by P a r t i c i p a tio n in th e C o -C u rric u la r Program?" B u l l e t i n of th e N a tio n a l A s s o c ia tio n of Secondary P r i n c i p a l s , Vol. 37, No. 193 (March, 1953), pp. 163-111. A review of th e l i t e r a t u r e co n cern in g the needs of y o u th , th e b e n e f i t s o f c o c u r r i c u l a r p a r t i c i p a tio n and the r e l a t i o n s h i p between p a r t i c i p a t i o n and d ro p o u ts . 33. B olm eier, E. C. "L egal A sp ects of th e C urriculum and E x tr a c u r r ic u lu m ," B u l l e t i n o f th e N a tio n a l A ssoc- i a t i o n of Secondary School P r i n c i p a l s , XLlX 49, tfo. 299 (March, 1965), 128-142. A rev iew of c o u rt c a se s and p r i n c i p l e s e s t a b lis h e d which a f f e c t th e e x t r a c u r r i c u l a r program. 34. Bowman, M arvin. "The Value of E v a l u a t i o n ," School A c t i v i t i e s , V ol. 28, No. 7 (March, 1957), p. 203. The a u th o r makes a case f o r e v a lu a t io n upon improvem ent, v e r s a t i l i t y , lo n g -ra n g e p la n , u s e f u l n e s s , e d u c a tio n a l m e rit and community a p p ro v a l. 35. Boyle, R egis L. "S tu d e n t P u b l i c a t i o n s , " B u l l e t i n of the N a tio n a l A s s o c ia tio n o f Secondary School P r i n c i p a l s , V ol. 36, No. 184 (F e b ru a ry , 1932), pp. 57-71. The a r t i c l e gave a framework and su g g e sted the scope on which b e t t e r sch o o l p u b l i c a t i o n p r o grams a re o p e ra tin g or p r o g r e s s in g . 173 36. 37. 38. 39. 40. 41. Braham, R. V. and C harles E. Smith. "What Role fo r Student A c t i v i t i e s in th e New Emphasis on Q u a lity in Secondary E d u ca tio n ," B u l l e t i n o f the N a tio n a l A s s o c ia tio n o f Secondary Sch ool P r in c i p a l s , V ol. 4 4 .'"no"' ^ ’ T S p F iT ;’ pp. 1 1 0 -1 1 3 ;------ --------- A d i s c u s s i o n o f th e r o l e o f th e s tu d e n t a c t i v i t i e s program i n se c o n d a ry s c h o o ls i n l i g h t of r e c e n t t r e n d s tow ard a g r e a t e r em phasis on th e academ ic a r e a s . Bush, R o b e rt H. "The P ro p e r P la c e o f th e E x t r a c u r r i c ulum i n H igh S c h o o l," C a l i f o r n i a J o u r n a l of S eco n d ary E d u c a t i o n , VoT 34, No. 5 (May, 37759), pp” 261-262'. A re v ie w o f th e p ro b lem s o f th e e x t r a c u r r i c u lum a lo n g w ith th e need t o b a la n c e i t w ith th e c u r r ic u lu m i n an e f f o r t to overcome th e s e p ro b le m s. C am pbell, L au ren c e R. " C o - C u r r ic u l a r A c t i v i t i e s - - S u c c e ss or F a i l u r e ? " S ch o o l A c t i v i t i e s , V ol. 33, No. 4 (Decem ber, 19 6 1 ). The a u th o r a d v o c a te s a g r e a t e r em phasis upon te a c h e r p r e p a r a t i o n f o r homeroom a c t i v i t i e s as w e ll a s th e s p o n s o rin g o f c lu b s or a c t i v i t i e s r e l a t e d to h i s s u b j e c t f i e l d . C ory, Byron F. "Whose C h i ld r e n P r o f i t Most From E x t r a c u r r i c u l a r A c t i v i t i e s ? " N a t i o n ’ s S c h o o l s , V ol. 25 ( J a n u a r y , 1 9 4 0 ), pp. 5 3 -5 4 . A s tu d y to d e te rm in e what i n f l u e n c e th e f a t h e r ’ s o c c u p a tio n h a s on p a r t i c i p a t i o n in e x t r a c u r r i c u l a r a c t i v i t i e s . D ee, M. B a rb a ra . " O b je c tiv e s and A c t i v i t i e s in th e E x tra C u r r i c u l a r F i e l d Which I l l u s t r a t e s th e seven C a r d i n a l P r i n c i p l e s o f E d u c a t i o n ," S chool A c t i v i t i e s , V ol. 36, No. 6 ( F e b r u a r y , 19 6 5 ), PP- 2 - 4 . An e v a l u a t i o n o f th e e x t r a c u r r i c u l a r program by u s in g th e Seven C a r d i n a l P r i n c i p l e s of E duca t i o n a s a c r i t e r i a . D i l l o n , Edward M. "How Much and What Kind o f S tu d e n t A c t i v i t i e s i n T o d a y ’s S eco n d a ry S c h o o l? " B u l l e t i n o f th e N a t i o n a l A s s o c i a t i o n o f S econdary S chool P r i n c i p a l s , V ol. 45, No. 264 ( A p r i l , 19 6 1 ), pp. 254-255- Review o f th e e x t r a c u r r i c u l a r a c t i v i t i e s t h a t should be o f f e r e d i n th e modern s e n i o r h ig h s c h o o l . 174 42. 43. 44. 45. 46. 47. 48. D olan, F r a n c is H enry. "H idden S tu d e n t C o s t s , " B u l l e t i n o f th e N a t i o n a l A s s o c i a t i o n o f Secondary S chool P r i n c i p a l s , V ol. $6, too. 188 (O c to b e r, 1952), pp. 139-142. A re v ie w o f a s tu d y d e s ig n e d to d e te rm in e th e c o s t o f a t t e n d i n g h ig h s c h o o l to th e s t u d e n t . E vans, D ina R. "The High S chool S ta g e --A L a b o ra to r y f o r P e r s o n a l D e v e lo p m en t," B u l l e t i n o f th e N a tio n a l A s s o c i a t i o n o f S econdary S chool P r i n c i p a l s , Vo1. 32, No. 151 ( J a n u a r y , 1948) \ pp. 7 4 -8 0 . A c o n t r o l l e d s tu d y of d r a m a tic s v s . s ta n d a r d E n g lis h as a method to improve th e o v e r a l l e m o tio n a l a d j u s t m e n t . F aunce, Roland C. "The S tu d e n t A c t i v i t i e s Program : Some A ch ie v em en ts, Some C h a l l e n g e s ," C a l i f o r n i a J o u r n a l o f S econdary E d u c a tio n , V ol. 34, Wo. 5"'"" ( M a T T i ^ y , ' p p . 3 0 6 - 3 1 2 .------------- An a r t i c l e t r a c i n g th e h i s t o r y and a c h ie v e m e n ts of th e a c t i v i t i e s program s in c e 1920. F in g e r , John A. "Academic M o tiv a tio n and Y o u th -C u l- tu r e In v o lv e m e n t: T h e ir R e l a t i o n s h i p s t o S chool P erform ance and C a re e r S u c c e s s ," The School R eview , V ol. 74, No. 2 (Summer, 19§'6T~, pp. 177-195. 5” s tu d y o f g r a d u a t e s o f l i b e r a l a r t s c o l l e g e s to d e te rm in e th e im pact o f s e l e c t i o n p r o c e d u r e s . G o n z a le s, Eugene. "The M exican-A m erican in C a l i f o r n i a " C a l i f o r n i a E d u c a tio n , V ol. 3, No. 3 (November, 1 9 6 5 ;, pp. 19 -2 2 . A d e s c r i p t i o n of th e c u l t u r a l d i f f e r e n c e s which a f f e c t th e M exican-A m erican in s c h o o l. Graham, G race . " S tu d e n t A c t i v i t i e s : An O verview and a R a t i o n a l , " B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f S econdary S ch o o l P r i n c i p a l s , V ol. 4&, No. 294 ( O c to b e r , 1 9 6 4 ;, pp. i - i ? . A re v ie w o f th e h i s t o r i c a l developm ent o f e x t r a c u r r i c u l a r a c t i v i t i e s , t h e i r p r e s e n t and f u t u r e r o l e in e d u c a tio n and s u g g e s tio n s f o r m o d i f i c a t i o n o f th e program i n th e f u t u r e . G ray, M a rth a . " S tu d e n t C l u b s ," B u l l e t i n o f th e N a tio n a l A s s o c i a t i on o f Sec o n d a ry School P r i n c i p a l s , V o l. 36, No. 1&4 (F e b ru a ry , 1 9 3 2 ;, pp. 80-93. A rev ie w o f th e ty p e s o f s c h o o l c l u b s , th e p u rp o se s and p o s s i b i l i t i e s of th e c l u b s , and answ ers to a number of q u e s t i o n s ab o u t c l u b s . 175 49. 50. 51. 52. 53. 54. G reenberg, J u d i t h W., Joan M. G erv er, Jeanne C h all and Helen H. D avidson. " A ttitu d e s o f C h ild re n From a D eprived Environment Toward A chievem ent-R elated C o n c ep ts," The J o u rn a l o f E d u ca tio n a l R esearch, Vol 59, No. 2 (.October, 1965;, pp. 5i~62. An i n v e s t i g a t i o n o f the a t t i t u d e s of c h ild re n from s e v e r e ly d ep riv ed environm ents toward a num ber of concepts presumed to be im p o rtan t fo r school l e a r n i n g . H am ilton, Homer. "The E d u c a tio n a l Value of P u p il A c t i v i t i e s , " Texas Study of Secondary E d u c a tio n , R esearch B u l l e t i n No. 29, A u stin : U n iv e rs ity of Texas (Ja n u a ry , 1960). A survey of o p in io n s of s tu d e n ts and te a c h e r s w ith r e s p e c t to v alu e s of a c t i v i t i e s . ________ . "The E d u c a tio n a l Value of the E x tra - c u r r ic u lu m ," B u l l e t i n o f the N a tio n a l A s s o c ia tio n of Secondary School P r i n c i p a l s , Vol. 43, No. 251 (becem ber, 1933'/,' pp. 132-136. A stu d y to determ ine the v a lu es of the e x t r a cu rricu lu m as seen by 2,000 Negro and w hite Texas s tu d e n ts and 180 te a c h e r s . Hand, H arold C. "Do School C osts D rive Out the Youth of the Poor?" P ro g re s s iv e E d u c a tio n , Vol. 28, No. 3 (Ja n u a ry , 1951), pp. 89-93. The a c t u a l f a c t s about the way youth from low income f a m il ie s are d riv e n out of school by the co st of e d u c a tio n . H are, A. P au l. "An E v a lu a tio n of E x tra-C u rricu lu m A c t i v i t i e s , " School Review, Vol. 63, No. 3 (March, 1955), pp. 164-16S. The study re p o rte d in t h i s a r t i c l e i d e n t i f i e s e f f e c t s of p a r t i c i p a t i o n by c o lle g e s tu d e n ts in p u b lic a t io n , d ra m a tic s , and s p o r ts a c t i v i t i e s . H av ig h u rst, Robert J . "The E d u c a tio n a lly D i f f i c u l t Student--W hat Can th e Schools Do?" The B u l le t in of the N a tio n a l A s s o c ia tio n of Secondary School P r i n c i p a l s , Vol. 49, Wo. 299 (March, 1963), pp. 110-127. A d e s c r i p t i o n of the e d u c a tio n a lly d i f f i c u l t s tu d e n ts and recommendations fo r h e lp in g th ese c h ild r e n . 176 55. Hemmerling, R obert L. and Homer H u rst. "The E f f e c t s o f L eisure-T im e A c t i v i t i e s o n - S c h o la s tic A chieve m en t," C a l i f o r n i a J o u r n a l of E d u c a tio n a l R e s e a rc h , V ol. 12, No. 2 (March, 1961), pp. 86-90. A stu d y o f th e r e l a t i o n s h i p between s c h o l a s t i c achievem ent and amount o f tim e sp e n t by a s tu d e n t in l e i s u r e time a c t i v i t i e s . 56. Jo h n sto n , Edgar G. " C r i t i c a l Problems in th e A dm inis t r a t i o n o f S tu d en t A c t i v i t i e s , " B u l l e t i n o f the N a tio n a l A s s o c ia tio n of Secondary School P r i n c i p a l s , Vol. 36, No. 184 (F e b ru a ry , 1^52), pp. 1-12. A d is c u s s io n of the problem s and w eaknesses of the s tu d e n t a c t i v i t i e s program . 57. L iv in g s to n , A. Hugh. "High School G rad u ates and D ropouts--A New Look a t a P e r s i s t e n t Problem, "School A c t i v i t i e s , V ol. 66, No. 2 (Summer, 1958), pp. 195-20 3. A stu d y d esig n ed to develop in d ic e s fo r d ro p o u ts and to examine th e s e c h a r a c t e r i s t i c s fo r p l a u s i b l e cause and e f f e c t r e l a t i o n s h i p s . 58. M o r r i l l , C h a rle s L. "S tu d en t A c t i v i t i e s P re p a re Youth fo r L i f e , " School A c t i v i t i e s , Vol. 29, No. 1 (Septem ber, 1957), pp7 25-30. A b r i e f e x p o s itio n of th e v alu e of p a r t i c i p a t i o n in th e sch o o l a c t i v i t i e s program. 59. Nimmo, Hazel T. "V alues of a P u p il A c t i v i t i e s P ro gram ," School A c t i v i t i e s , Vol. 24, No. 8 ( A p r i l , 1958), pp. 249-231. The s o c i a l , c i v i c and m oral v a lu e s d e riv e d from the p u p il a c t i v i t i e s program are d is c u s s e d . 60. O rn s te in , A lla n C. "Who Are the D isad v an tag ed ?" J o u r n a l o f Secondary E d u ca tio n , Vol. 41, No. 4 (Apri'iV m 6 ) . A d e s c r i p t i o n of the number and ty p e s of c u l t u r a l d isa d v a n ta g ed s tu d e n ts in th e U nited S t a t e s to d ay . 61. P o r t e r , Henry, "The O rig in and Development of E x tr a - C u r r ic u la r A c t i v i t i e s , " School A c t i v i t i e s , Vol. 36, (F e b ru a ry , 1965), pp. 5-§ . A b r i e f review of the h i s t o r y and o r ig in of e x t r a c u r r i c u l a r a c t i v i t i e s . 177 62. R a n d all, G erald K. ’’Ladies and Gentlemen of the Board o f E d u c a tio n ,” School A c t i v i t i e s , Vol. 30, No. 5 (Jan u ary , 1959), pp. 152-154. A defense of the e x t r a c u r r i c u l a r a c t i v i t i e s program i s made by review ing th e v alu es of th e a c t i v i t i e s through a h y p o th e tic a l speech made by a te a c h e r to th e board of ed u c a tio n . 63. Rybus, Henry. " A c t i v i t i e s Are E ducation T oo,” School A c t i v i t i e s , Vol. 33, No. 9 (May, 1962), pp. 267-269. A j us t i f i c a t i on o f th e v alu es of a c t i v i t i e s in answer to th e movement to e x c e lle n c e in th e academ ic area only. “ 64. S a la r io , Isa d o re . "School A t h l e t i c s on T r i a l , " School A c t i v i t i e s , Vol. 33, No. 7 (March, 1962), p p : ' 2 ? 7T - 2 0 8 .------------ A review of th e v alu es by the i n t e r s c h o l a s t i c a t h l e t i c program. 65. Schmidt, E rv in H. "The E x tra c u rric u lu m Mandates C u r r ic u la r C hanges," School A c t i v i t i e s , Vol. 37, (December, 1965), pp. 2-3. A d is c u s s io n o f the need fo r change in the c u r r i c u l a r program as caused by e x t r a c u r r i c u l a r a c t i v i t i e s . 66. S h a fe r, Hugh M. "Q u a lity C o n tro l Your S tudent A c t i v i t i e s , " The School E x e c u tiv e , Vol. 79, No. 3 (Nov ember , 1959), pp. 67-70. A stu d y of some 210 school system s re v e a le d a re-em phasis on s tu d e n t a c t i v i t y programs and g en eral improvement of school a c t i v i t i e s s in c e S p u tn ik . 67. Shippy, Lina M . " E x tr a c u r r ic u l a r A c t i v i t i e s A fford Golden Developmental O p p o r t u n itie s ," School A c t i v i t i e s , Vol. 30, No. 9 (May, 1959), pp. 273- 27 6. The r o l e , o b je c ti v e s , g u id e lin e s and v a lu e s of the e x t r a c u r r i c u l a r a c t i v i t i e s program in the modern secondary school are d isc u sse d thoroughly. 68. Smith, Henry P. "The R e la tio n s h ip Between Scores on B e ll Adjustm ent In v en to ry and P a r t i c i p a t i o n in E x t r a c u r r i c u l a r A c t i v i t i e s , " J o u r n a l of E d u ca tio n al Psychology, Vol. 38, No. 1 (Jan u a ry , 1947), pp. 11-16. A comparison between p a r t i c i p a n t s and non p a r t i c i p a n t s in a la rg e hig h school in Iowa. 178 69. Snepp, D a n ie l. "Why They Drop O u t," B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f S econdary S ch o o l P r i n c i p a l s , Vol. 3'5, No. 1S T ) ’ (October', 1951), pp. 137-151'. ----- A r e p o r t o f a C om m unity's s u rv e y o f why s t u d e n t s d ro p o u t o f s c h o o l. 70. S to u g h , S e l l e r s . "What Kind o f an A c t i v i t y Program f o r a l l S tu d e n ts i n S e n io r High S c h o o l? " B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f S eco n d ary S chool Fr in c lp a lsT V or" ^)" ' No. 185 (M ' archV 1952).------- pp. 193-203. A d i s c u s s i o n o f th e d i f f e r e n t f a c e t s and v a lu e s o f th e s c h o o l a c t i v i t y program i n th e a u t h o r ’ s own s e n i o r h ig h s c h o o l. 71. Thomas, R o b e rt J a y . "An E m p ir ic a l S tu d y o f High S chool D rop-O uts i n R egard t o Ten P o s s i b l y R e la te d F a c t o r s , " J o u r n a l o f E d u c a tio n a l P s y c h o lo g y , Vol. 28, No: 1 (S e p tem b er, 19 5 4 ), pp. i l - 1 9 . A com parison o f h ig h s c h o o l g r a d u a te s and d r o p o u ts on t e n r e l a t e d f a c t o r s . 72. Thompson, N e l l i e Z. " S o c i a l A c t i v i t i e s , " B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f S eco n d ary S chool P r i n c i p a l s , V ol. 36, No. 164 ( F e b ru a ry , 1 9 5 2 ;, pp. 112-126. A d i s c u s s i o n o f th e r o l e o f p r i n c i p l e s and o b j e c t i v e s o f s o c i a l a c t i v i t i e s i n a s e n i o r h ig h s c h o o l . 73. Tom pkins, E l l s w o r t h . "The R e l a t i o n o f A c t i v i t i e s to th e C u r r ic u lu m ," B u l l e t i n o f th e N a ti o n a l A s s o c ia t i o n o f S eco n d ary S c h o o l P r i n c i p a l s , Vol. 36, No. X84 (.F ebruary, 1 9 5 2 ;, pp. 13-24. A d e s c r i p t i o n o f th e t h r e e b a s i c o r g a n i z a t i o n a l p a t t e r n s f o r a s e c o n d a ry s c h o o l a c t i v i t i e s program . The t h r e e p a t t e r n s d is c u s s e d were a c t i v i t y p e r io d , co re program , and o u t - o f - s e s s i o n s p e r io d . 74. T w in in g , C h a rle s W. "The R e l a t i o n s h i p o f E x t r a c u r r i c u l a r A c t i v i t y to S chool M a rk s," S chool A c t i v i t i e s , V ol. 28, No. 6 ( F e b ru a ry , 1 9 5 7 ;, pp. l S l - 1 8 4 . A s tu d y o f th e r e l a t i o n s h i p betw een p a r t i c i p a t i o n i n e x t r a c u r r i c u l a r a c t i v i t i e s and s c h o o l marks. 179 75. 76. 77. 78. 79. 80. Van P o o l, G e ra ld M. " C h e r is h Your A c t i v i t y P ro g ra m ," C l e a r i n g H ouse, Vol. 29, No. 5 ( J a n u a ry , 19 5 5 ), pp. £59-263. An a r t i c l e n o t i n g th e need f o r c a re and con t r o l o f su ch a v i t a l p a r t o f th e t o t a l s c h o o l p r o gram as e x t r a c l a s s a c t i v i t i e s . . "The S tu d e n t C o u n c i l ," B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f Seco n d ary S chool P r i n c i p a l s , V ol. Iso, No. 184 F e b r u a r y , 1952}, pp. 2TT-52. A summary and d i s c u s s i o n o f th e p r i n c i p l e s , o b j e c t i v e s and v a l u e s o f a good s t u d e n t c o u n c il program . V redevoe, Lawrence E. "What E x t r a c l a s s A c t i v i t i e s S hould be I n c lu d e d i n th e Program f o r S e n io r High S chool S t u d e n t s , " B u l l e t i n o f th e N a ti o n a l A s s o c i a t i o n o f S eco n d ary S ch o o l P r i n c i p l e s , V ol. 42, floT' 237' (Apr i l 1 9 '53)T PP-' 2D"6-’ 20i 8. c----- A summary o f a d i s c u s s i o n o f th e e x t r a c l a s s a c t i v i t i e s program w ith an em phasis on th e p r o b lems and th e need f o r su ch a program . W a lla c e , C h a rle s and C h a r le s S u t c l i f f e and H elen Luke. "The E f f e c t s of th e A t h l e t i c P ro g ra m ," C a l i f o r n i a J o u r n a l o f S eco n d ary E d u c a tio n , V ol. 34, No. 5 (May, 1959}, pp. 284-291. The v a l u e s , c r i t i c i s m s and answ ers t o c r i t i c i s m o f th e i n t e r s c h o l a s t i c a t h l e t i c program . W elty, Mary L. "Does A c t i v i t y P a r t i c i p a t i o n Im p air Academic A chievem ent in High S c h o o l," C a l i f o r n i a J o u r n a l o f S eco n d ary E d u c a tio n , V ol. 34, No. 5 TMky," 1 9 3 9 )', PP- 305-308J---------- A s tu d y d e s ig n e d t o d e te rm in e th e r e l a t i o n s h i p betw een p a r t i c i p a t i o n in e x t r a c u r r i c u l a r a c t i v i t i e s w ith th e i n t e l l i g e n c e f a c t o r h e ld c o n s t a n t . Wood, Donald I . " S tu d e n t A c t i v i t i e s - - A Hope o r a D e lu s io n ? " B u l l e t i n o f th e N a t i o n a l A s s o c i a t i o n o f S eco n d ary S chool P r i n c i p a l s , V ol. 46, No. 273 T S p 'r il, T 9 6 2 ), pp. 201-2051------ A p le a f o r a r e a p p r a i s a l o f th e s t u d e n t a c t i v i t i e s program in a new age f o r o ld b u t w orthy o b j e c t i v e s . 180 81. W illia m s, P ercy V. "S ch o o l D ro p o u ts ," J o u r n a l o f th e N a ti o n a l E d u c a tio n A s s o c i a t i o n , Vol. 52, No. 2 ^ F e b ru a ry , 1 9 6 3 ;, pp. 11-12. A s tu d y o f w hich s t u d e n t s a r e most l i k e l y t o d ro p o u t o f s c h o o l and what c h a r a c t e r i s t i c s s e t them a p a r t from s t u d e n t s who g r a d u a te from h ig h s c h o o l. U n p u b lish ed M a t e r i a l 82. Amend, Jo h n . "The R e l a t i v e Em phasis On Academic C o u rse s V ersu s th e A rts And S tu d e n t A c t i v i t i e s In th e High S ch o o ls o f Ring C o u n ty , W a sh in g to n ," New York U n i v e r s i t y , u n p u b lis h e d d o c t o r a l d i s s e r t a t i o n , 1961. R e p o rte d i n D i s s e r t a t i o n A b s t r a c t s . Ann A rb o r: U n i v e r s i t y M ic ro f ilm s , V ol. 22, No. 12, P a r t I , (J u n e , 1 9 6 2 ), p. 4211. A s u rv e y t o d e te rm in e th e amount o f em phasis on academ ic c o u r s e s and a r t s and s t u d e n t a c t i v i t i e s . 83. B a rk e r, L. A. "A C om parison o f U n i v e r s i t y S tu d e n t O r g a n iz a tio n L e a d e rs and N o n -J o in e rs in Academic A b i l i t i e s and P e r s o n a l i t y C h a r a c t e r i s t i c s . " M ichigan S t a t e , u n p u b lis h e d d o c t o r a l d i s s e r t a t i o n , 1962. R e p o rte d i n D i s s e r t a t i o n A b s t r a c t s . Ann A rbor: U n i v e r s i t y M ic r o f ilm s , V o l. 23, No. 10 ( A p r i l , 19 6 3 ), pp. 3766-67. One hundred s t u d e n t l e a d e r s compared w ith one hundred n o n - p a r t i c i p a n t s on a number o f m e a su re s. 84. B u llo c k , K enneth V. " C e r t a i n C h a r a c t e r i s t i c s o f P a r t i c i p a n t s and N o n - P a r t i c i p a n t s In E x t r a c u r r i c u l a r S chool A c t i v i t i e s , " U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , u n p u b lis h e d d o c t o r a l d i s s e r t a t i o n , 1965. T h is s tu d y was c o n c e rn e d w ith w h eth e r some o f th e c la im e d d i f f e r e n c e s betw een p a r t i c i p a n t s and n o n - p a r t i c i p a n t s i n e x t r a c u r r i c u l a r program s do, in f a c t , e x i s t i n some m e a s u re a b le amount. 85. B u r n e t t , J a c q u e t t a H i l l . "A P a r t i c i p a n t O b s e rv a tio n S tudy o f a S o c i o c u l t u r a l S ub-System o f th e S tu d e n ts in a Sm all R u ra l H igh S c h o o l," Colum bia U n iv e r s it y , u n p u b lis h e d d o c t o r a l d i s s e r t a t i o n , 1964. R e p o rte d in D i s s e r t a t i o n A b s t r a c t s . Ann A rb o r: U n i v e r s i t y M ic r o f ilm s , V ol. 26, No. 11 (May, 1 9 6 6 ), pp. 6437- 6438. T h is in q u e r y r e p r e s e n t s a c a se s tu d y i n tim e 181 dep th of r a t i o n a l and o r g a n iz a tio n a l p ro c e s s e s o f th e s tu d e n t su b -sy stem c e n te re d in th e s tu d e n t a c t i v i t i e s program. 86. H ick erso n , N a th a n ie l. ’'Comparisons Between Negro and Non-Negro S tu d e n ts In P a r t i c i p a t i o n In th e Formal and In fo rm al A c t i v i t i e s of a C a l i f o r n i a High School,” U n iv e r s ity o f C a l i f o r n i a , u n p u b lish ed d o c to r a l d i s s e r t a t i o n , 1963. R eported i n D i s s e r t a t i o n A b s tr a c ts Ann A rbor: U n iv e r s ity M ic ro film s, Vol. 24, No. 6 ( (December, 1963), pp. 2322-2323. A stu d y to d eterm ine i f d i f f e r e n c e s could be n o te d between p e rc e n ta g e s of Negro and non-Negro s tu d e n ts p a r t i c i p a t i n g in v a r io u s form al and i n f o r mal sc h o o l a c t i v i t i e s . 87. H a llih a n , W illiam F r a n c is . ’’R e la tio n s h ip s Among S o c ia l C lass Membership, A t h l e t i c P a r t i c i p a t i o n , O ther V a ria b le s and S o c ia l M o b i l i t y ,” U n iv e r s ity of F lo r i d a , u n p u b lish ed d o c to r a l d i s s e r t a t i o n , 1964. R eported in D i s s e r t a t i o n A b s t r a c t s . Ann A rbor: U n iv e r s ity M ic ro film s, Vol. 26, too. 1 ( J u ly , 1965), pp. 190-191. A stu d y to d eterm in e i f s o c i a l e q u a l i t y e x i s t s in hig h sch o o l a t h l e t i c s . 88. L i l l a r d , Eugene Lew. "The I d e n t i f i c a t i o n o f In fo rm al Groups and Inform al Group L ea d e rsh ip In S e le c te d Schools In O h io ,” Ohio S t a t e U n iv e r s ity , unpub l i s h e d d o c to r a l d i s s e r t a t i o n , 1962. R eported in D i s s e r t a t i o n A b s t r a c t s . Ann A rbor: U n iv e rs ity M ic ro film s, Vol. 23, No. 9 (March, 1963), p. 3207. A stu d y o f form al and in fo rm a l s tu d e n t r e l a tio n s h ip s in s e l e c t e d hig h s c h o o ls . 89. Pogue, E a r l Graham. " P a r t i c i p a t i o n In E x tr a - C la s s A c t i v i t i e s as R e la te d to Socio-Econom ic C l a s s i f i c a t i o n , ” U n iv e r s ity of I l l i n o i s , u n p u b lish ed d o c t o r a l d i s s e r t a t i o n , 1949. R eported in D i s s e r t a t i o n A b s tr a c ts . Ann A rbor: U n iv e r s ity M ic ro film s, Vol. 9, too. 3 (1950), pp. 77-79. A stu d y d esig n ed to i n v e s t i g a t e w hether p a r t i c i p a t i o n in s tu d e n t a c t i v i t i e s i s a f u n c tio n of a s t u d e n t ’ s s o c i a l background. 90. R o b ertso n , Alan G. "S tu d e n t A c t i v i t i e s and School Rewards in a M id d le c la ss Community High School: A Study o f th e E x te n t o f P a r t i c i p a t i o n in School A c t i v i t i e s and R e c e ip t o f School Rewards and T h e ir R e la tio n To C e r t a in I d e n t i f i a b l e P e rs o n a l 182 Background C h a r a c t e r i s t i c s of a Group of N inth Grade S t u d e n t s ,” New York U n iv e r s ity , unp u b lish ed d o c to r a l d i s s e r t a t i o n , 1960. Reported in D i s s e r t a ti o n A b s t r a c t s . Ann Arbor: U n iv e rs ity M ic ro film s, V o l. 21, No. Tl (May, 1961), pp. 3313-3314. See d i s s e r t a t i o n t i t l e . 91. R o sen th a l, Oscar A rth u r. ”A Sem atic D i f f e r e n t i a l I n v e s t i g a t i o n o f C r i t i c a l F a c to rs R e la te d to A chieve ment and Underachievement o f High School S tu d e n ts ," U n iv e rs ity o f Southern C a l i f o r n i a , u n published doc t o r a l d i s s e r t a t i o n , 1965. The purpose of t h i s stu d y was to determ ine w hether s i g n i f i c a n t d if f e r e n c e s e x i s t between n in th grade a c h ie v e rs and u n d era c h ie v e rs by t h e i r r a t i n g s on s e l e c t e d a c h ie v e m e n t-re la te d co n cep ts. 92. R u s s e ll, C h ester H arold. "A Study of P e rc e p tio n and Degree of F u lf illm e n t of V arious S tu d en t O rg an iza ti o n O b je c tiv e s By S e le c te d R e sp o n d en ts,” U niver s i t y of In d ia n a , u n published d o c to ra l d i s s e r t a t i o n , 1962. R eported in D i s s e r t a t i o n A b s t r a c t s . Ann Arbor: U n iv e rs ity M icro film s, Vol. 24, No. 5 November, 1963), pp. 1907-1908. An e v a lu a tio n o f w hether s tu d e n t a c t i v i t i e s and c e r t a i n s e l e c t e d a c t i v i t i e s f u l f i l l t h e i r o b je c tiv e s as p erc e iv e d by s e le c te d re sp o n d e n ts. 93. Snyder, Eldon Eugene. "The School As A S o c ia l System: A Study o f S e le c te d A spects of a S tu d en t S o c ia l S t r u c t u r e , ” U n iv e rs ity o f Kansas, unpublished d o c to ra l d i s s e r t a t i o n , 1962. R eported in D i s s e r t a ti o n A b s t r a c t s . Ann A rbor: U n iv e rs ity M ic ro film s, Vol. 23, No. 5 (F eb ru ary , 1963), p. 3015. A stu d y of th e s o c i a l s t r u c t u r e of an old e s ta b lis h e d high sch o o l and a new hig h sch o o l. 94. S u t c l i f f e , C h a rle s E rn e s t. " F a c to rs R e la te d To Low Achievement By High School P u p ils of High Mental A b i l i t y , " U n iv e rs ity of Southern C a l i f o r n i a , unpub lis h e d d o c to r a l d i s s e r t a t i o n , 1958. An e f f o r t to determ ine reaso n s which c o n trib u te to the low marks made by some p u p ils w ith above- average i n t e l l i g e n c e . O ther Sources ?5. . Alhambra Market A rea, A Copley Newspaper Market A n aly sis k e p o rt, 1967. 96. 97. 98. 99. 100. 101 . 102. 183 A d e s c r i p t i o n o f th e p o p u la tio n c h a r a c t e r i s t i c s and m ark et p r o p e c ts f o r c i t i e s i n th e a r e a s s u r ro u n d in g Alham bra, C a l i f o r n i a . . C a l i f o r n i a T e s t o f M ental M a t u r i t y , Monte r e y : C a T ito r n ia l e s t riureau, 1964. A g u id e to th e i n t e r p r e t a t i o n , o r g a n i z a t i o n and a d m i n i s t r a t i v e u s e s o f th e group i n t e l l i g e n c e t e s t . _ _ _____ . Census o f P o p u la tio n : 1960, Vol. 1. C h ar- a c t e r i s t i c s of th e P o p u la ti o n . P a r t 6, C a l i f o r n i a . W ashington, ET 0 . : D epartm ent of Commerce, 1960. _________. D epartm ent o f Commerce, B ureau o f th e Cen s u s , C u r r e n t P o p u la ti o n R e p o r t , S e r i e s 1-2 2 7 , No. 96. S e r i e s l - 6 0 l , No. 225. S e r i e s 1-604, No. 226. In c lu d e s c u r r e n t p o p u la tio n and income f i g u r e s . E d u c a tio n C ode. S t a t e o f C a l i f o r n i a , D epartm ent o f G e n e ra l S e r v i c e s , Documents S e c t io n , S e c tio n s 1-17103, Vol. 1, 1965. D e fin e s c u l t u r a l l y d is a d v a n ta g e d p u p i l s and c o n t a in s r e f e r e n c e s t o th e s e c h i l d r e n . _____. The Iowa T e s t s o f E d u c a tio n a l Developm ent Manual f o r th e S chool A d m i n i s t r a t o r . C h icag o : S c ie n c e R e se a rc h A s s o c i a t e s , 1966. A d e s c r i p t i o n o f th e o b j e c t i v e s and v a lu e s o f th e d i f f e r e n t a r e a s w ith in th e t e s t . . 1985, Lon g Range D evelopm ent, Alhambra C ity S c h o o ls , Los A n g e le s: D a n i e l , Mann, Jo h n so n and M e n d e n h a ll, 1965. M e t f e s s e l , Newton S . , and O scar A. R o s e n th a l. P r o j e c t P o t e n t i a l : I n t e r p r e t i v e Guide f o r Meaning of Wor<!s I n v e n t o r y , u n p u b lis h e d , 1964. G en e ra l d e s c r i p t i o n o f th e s e m a tic d i f f e r e n t i a l and th e MOWI. APPENDIX A CO-CURRICULAR ACTIVITY RECORD 184 185 SAN GABRIEL HIGH SCHOOL CO-CURRICULAR ACTIVITY RECORD NAME___________^ 9 10 11 12 L a s t F i r s t M iddle D ate com pleted ( C u r r e n t g rad e) c i r c l e ACTIVITY 9 10 11 12 ACTIVITY 9 10 11 12 AFS O r g a n iz a tio n Pep Squad Band or O r c h e s tr a ft P r e s s Club C hess Club Q u i l l & S c r o l l C h o re o d a n c e rs R adio Club C la s s O f f i c e r S c h o la r s h i p Soc. D r i l l Team 1 S chool Annual F olk S in g e r s flSchool P aper F u tu re Bus. L d rs. H S c ie n c e C lub F u tu re Homemakers U S c r i b b l e r s F u tu re N urses U Student Body O ff. F u tu re T e a c h e rs H Thespians Gen’ l Teen I n t . | GAA U B aseball G i r l s 1 League O ff ((B a sk e tb a ll Hi-Y & T ri-H i-Y C ro s s C ountry I n t e r a c t F o o tb a ll I n t l . T r a v e l C lub G o lf J u n i o r S ta te sm a n G ym nastics Key C lub T e n n is A Language Club T rack L e tte rm a n O t h e r : 186 SAN GABRIEL HIGH SCHOOL CO-CURRICULAR ACTIVITY RECORD (CONT.) ACTIVITY " " ’ 0 10 x r X T ACTIVITY “ 9 “ I T TTT n r Math Club Movie C lub N a t 'l . F o re n s ic League 187 M ARK KEPPEL HIGH SCHOOL CO-CURRICULAR ACTIVITY RECORD name 9 10 11 12 L a s t F i r s t I n i t i a l Oate com pleted (C u rre n t grade) c i r c l e a c tiv ity 10 r r 12" "SC TTV TTY 0 ■io r r 12" AFS School Paper Band or Orch. School Annual Boys’ F e d e ra tio n S cien ce Club C la s s O f f ic e r j S tage Crew Rep. C ouncil Stud. Body O ff. D r i l l Team T hespians F u tu re Nurses T ri-H i-Y F u tu re T eachers Usher Club GAA V a r s ity Club G i r l s League V ic to ria n s Hi-Y S erv. Club I n t e r a c t B a se b a ll J r . Exchange B a s k e tb a ll J r . Red C ross C ross Country Key Club I F o o tb a ll A Language Club I G olf Math Club Gymnastics N a tl. F o re n s ic s T ennis P a t r i c i a n s 8 Track Pep Squad O th e r s : S c h o la rs h ip Soc. (CSF) APPENDIX B PUPIL DATA SHEET 188 PUPIL DATA SHEET 189 S c h o o l: P u p il Number: P u p il Name:__ Sex: M ( ) F ( ) E th n ic Group C l a s s i f i c a t i o n : K 7 7 C .--------- — n ----------- M.A. ( ) D eterm ined by: Cum Photograph Fam ily Surname M o th e r's Maiden Name Lang. Spoken in Home B i r th p l a c e o f c h ild B ir th p la c e o f p a r e n t 0 th e r __________________ O ccupation of P a r e n t; Warner S cale Number: I.Q . D a ta : Name of T e s t: D ate :_________ [ G rade:________ S c o r e s : L N E T otaT Achievement Data: Name of T e s t: Date: G rade:_______ S c o r e s : Soc. Stud. N at. S ci. C o rr. Exp. Reading S.ST Reading N.S.' Reading L i t . ' Gen. Vocab._ Corap, Use oT S. C u l t u r a l Group C l a s s i f i c a t i o n : E x tra C u r r ic u la r A c t i v i t i e s CB { 5 P a r t i c i p a n t ( ) NCD ( ) N o n -P a rtic ip a n t ( ) School A tte n d a n c e : T o ta l A b se n c es--1 0 th Grade Type of A c ti v ity A t h l e t i c s ( ) Clubs & A c t i v i t i e s ( ) B ov's P h y s ic a l C h a ra c te ristic s C .I .F . E xponents: Age H eight_______ Weight ____ T o ta l___ ____ B9 A9 BIO A10 T o ta l G.P.A. Grade P o in t Average C i tiz e n s h ip Marks* T o ta l C.A.

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Creator Plott, Curtis Ellsworth (author)

Core Title An Analysis Of The Characteristics Of Mexican-American And Anglo-Americanparticipants In Co-Curricular Activities

Degree Doctor of Education

Degree Program Education

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

Tag education, administration,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Nelson, D. Lloyd (committee chair), Kelly, Edward C. (committee member), Martin, David W. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-148750

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Legacy Identifier 6713759.pdf

Dmrecord 148750

Document Type Dissertation

Rights Plott, Curtis Ellsworth

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...

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