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The Rehabilitation Of School Dropouts Through An Intensive Summer School Program

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The Rehabilitation Of School Dropouts Through An Intensive Summer School Program

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Content This dissertation h u been
microfilmed exactly as received 6 7-5305
POWELL, Clyde Francis Allen, 1924-
THE REHABILITATION OF SCHOOL DROPOUTS
THROUGH AN INTENSIVE SUMMER SCHOOL PROGRAM.
U niversity of Southern California, Ph.D., 1966
Education, guidance and counseling
University Microfilms, Inc., Ann Arbor, Michigan
THE REHABILITATION OP SCHOOL DROPOUTS
THROUGH A N INTENSIVE SU M M ER SCHOOL PROGRAM
by
Clyde F ra n c is A llen Powell
A D is s e r ta tio n P re se n te d to th e
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In P a r t i a l F u lf illm e n t o f the
R equirem ents f o r th e Degree
DOCTOR OF PHILOSOPHY
(E d u catio n )
Septem ber 1966
UNIVERSITY OP SOUTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANOELES, CALIFORNIA 8 0 0 0 7
This dissertation, written by
______ C I y j s L e ..-E ? X j3 u ic ia .A lL e x i.P ja w .e lI______
under the direction of hia.....Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by the Graduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R O F P H IL O S O P H Y
Dean
Date J S f e p . t j £ c n . b e . r .. 19.66
rTATl
.& JLU V
TABLE OP CONTENTS
Page
LIST OF TABLES........................................................................................ iv
LIST OF F IG U R E S .........................................................................................viJLi
Chapter
I . THE PROBLEM AN D DEFINITION OF TERMS USED . . . 1
The Problem
D e fin itio n o f Terms Used
O rg an izatio n o f the Remainder
o f the D is s e r ta tio n
I I . REVIEW OF THE LITERATURE................................................. 9
The C h a r a c te r is tic s o f Dropouts
The E x ten t o f the Dropout Problem
The R e h a b ilita tio n o f Dropouts
The Semantic D i f f e r e n t i a l —A R a tio n a le
I I I . THE RESEARCH DESIGN AND FINDINGS............................ 50
P rocedures fo r O btaining Samples
D e sc rip tio n o f th e Data
Assumptions
S t a t i s t i c a l Treatm ent
R e h a b ilita tio n o f Dropouts
T estin g o f Hypotheses and F indings
O ccupational C hoices—The T estin g o f
Hypotheses and F in d in g s
V o catio n al Guidance
T estin g o f Hypotheses and F indings
IV. GENERAL DISCUSSION A N D CONCLUSIONS....................... 109
The R e h a b ilita tio n o f Dropouts
The R e a lity o f V o ca tio n al Goals
P re fe rre d Guidance A c ti v itie s
C onclusions
V. SU M M A R Y AND RECOMMENDATIONS..................................... 130
Summary
Recommendations
i i
— • Page
APPENDIX....................................................................................................... 138
BIBLIOGRAPHY.............................................................................................. 153
i l l
LIST OP TABLES
Table Page
1. C h a r a c t e r i s t i c s o f D ropouts which Most
S tu d ie s Have Found to be Common............................. 12
2. C h a r a c t e r i s t i c s o f D ropouts (From New York
C ity H olding Power P r o je c t) ...................................... 13
3 . D ro p o u ts' Reasons and C o u n se lo rs' Reasons
f o r Leaving S c h o o l ......................................................... 14
4 . A P e rcen tag e D is tr ib u ti o n o f High School
G rad u ates and High School D ropouts by I Q 's . . 15
5 . A Comparison o f th e P a r e n ts ' O cc u p atio n a l
L ev els o f D ropouts and G rad u ates as
D eterm ined in Los A n g e l e s ........................................... 20
6 . H u f f in g to n 's Summary o f M aryland D ropouts . . . 26
7. U n ite d S ta te s 1962 High School G rad u ates a s
P e rc e n t o f 1957-58 E ig h th Grade E n ro llm e n t. . 29
8 . R e te n tio n R a te s F i f t h Grade th ro u g h High
School G rad u atio n in th e P u b lic and Non
p u b lic Schools o f th e U n ite d S t a t e s ................... 30
9. The P e rc e n t o f S ix te e n and S eventeen Y ear
Old S tu d e n ts in School and Not in School
f o r S e le c te d Y e a r s ......................................................... 31
10. The Numbers and th e P e rc e n ta g e s o f S tu d e n ts
in th e C o n tro l and th e E x p erim e n tal Group
Who E n te re d R eg u lar School in th e F a l l . . . 59
11. The Numbers and th e P e rc e n ta g e s o f Those
S tu d e n ts in th e C o n tro l and th e E x p e ri
m ental Groups Who E n te re d School and
Who Com pleted One and Two S em esters
F ollow ing t h e i r Summer School .................................. 60
12. The C r i t i c a l R a tio s O btained by Comparing
th e P e rc e n ta g e s o f th e C o n tro l and o f
th e E x p erim en tal Groups E n te rin g School
and S tay in g in S c h o o l ..................................................... 6 l
i v
Table
Page
13. Mean Grade P o in t Averages fo r the C ontrol
and th e E xperim ental Groups p r io r to
Dropping Out o f S c h o o l .............................................. 63
14. Mean Grade P oint Averages fo r the C ontrol
and the Experim ental Groups fo r the
F i r s t Semester a f t e r R eturning to School. . . 63
15. Mean Grade P o in t Averages fo r the C ontrol
and the Experim ental Groups fo r th e
Second Sem ester a f t e r R eturning to School . . 64
1 6 . Mean Grade P o in t Averages fo r the C ontrol
and the Experim ental Groups fo r Both the
F i r s t and th e Second Sem ester Combined
a f t e r R eturning to S c h o o l ......................................... 64
17. A Summary o f t R atio s Determined fo r Compar
ing Grade P oint A v e r a g e s ......................................... 66
18. The Comparison o f Mean Henmon-Nelson I n t e l
lig e n ce Q uotients fo r th e E xperim ental,
th e C ontrol and the Comparison Groups . . . . 67
1 9 . A Summary o f th e t R a tio s Determined fo r
Comparing Mean Henmon-Nelson I n te llig e n c e
Q u o t i e n t s .............................................................................. 68
20. R e su lts o f an A nalysis o f Covariance
between IQ 's and Grade P oint Averages
fo r the E xperim ental and C ontrol Groups . . . 69
21. A ttitu d in a l Changes fo r the E xperim ental
Group Boys on the Twenty-two Concepts
o f the W ebb-Harris Word Meaning T est
A dm inistered b efo re and a f t e r Summer
S c h o o l .................................................. 72
22. A ttitu d in a l Changes fo r the E xperim ental
Group G ir ls on th e Twenty-two Concepts
o f The W ebb-Harris Word Meaning T est
A dm inistered b efo re and a f t e r Summer
S c h o o l ........................................................................ 73
2 3 . The Mean S e lf-c o n c e p ts o f the E xperim ental
Group Boys b efo re Summer School Compared
to the Mean S e lf-c o n c e p ts o f the C ontrol
Boys as Measured by The Webb-Harris
Word Meaning T e s t .......................................................... 75
v
Table Page
24. The Mean S e lf-c o n c e p ts o f th e Experim ental
Group G irls b e fo re Summer School Compared
to th e Mean S e lf-c o n c e p ts o f the C ontrol
G ir ls as Measured by The W ebb-Harris Word
Meaning T est ........................................................ 76
2 5 . The Mean S e lf-c o n c e p ts o f th e E xperim ental
Boys b efo re Summer School Compared to the
Mean S e lf-c o n c e p ts o f the Comparison Boys
as Measured by the Mean W ebb-Harris Word
Meaning T e s t ...................................................................... 77
26. The Group S e lf-c o n c e p ts o f the E xperim ental
Group G irls b e fo re Summer School Compared
to the S e lf-c o n c e p ts o f the Comparison
G irls aB Measured by The W ebb-Harris
Word Meaning T e s t ............................................................ 78
27. The Mean S e lf-c o n c e p ts o f the Experim ental
Group Boys a f t e r Summer School Compared
to the Mean S e lf-c o n c e p ts o f the C ontrol
Group Boys as Measured by The W ebb-Harris
Word Meaning T e s t ............................................................ 81
28. The Mean S e lf-c o n c e p ts o f the Experim ental
Group G irls a f t e r Summer School Compared
to th e Mean S e lf-c o n c e p ts o f th e C ontrol
Group G irls as Measured by The Webb-
H a rris Word Meaning T e s t ......................................... 82
29. The Mean S e lf-c o n c e p ts o f the Experim ental
Group Boys a f t e r Summer School Compared
to the Mean S e lf-c o n c e p ts o f the Compari
son Group Boys as Measured by The Webb-
H a rris Word Meaning T e s t ........................................ 83
30. The Mean S e lf-c o n c e p ts o f the E xperim ental
Group G ir ls a f t e r Summer School Compared
to th e Mean S e lf-c o n c e p ts o f the Compari
son Group G ir ls as Measured by The Webb-
H a rris Word Meaning T e s t ........................................ 84
31. "G" F acto r Ranks Showing the P opulation
D is tr ib u tio n by P ercentages and by
P e r c e n t i l e s ......................................................................... 87
v i
Table Page
32. A Conversion Table f o r C onverting G eneral
A p titu d e T est B a tte ry "G” F acto r
A p titu d e s and Henmon-Nelson Raw
Scores to G eneral A p titu d e T est
B a tte ry M G" F a c to r Ranks .......................................... 88
3 3 . The P ercen tag es o f S tu d en ts Making R e a li s tic
O ccupational Choices ................................................... 90
34. A Summary o f C r i t i c a l R a tio s Determ ined to
Compare the P ercen tag es o f R e a li s tic Occu
p a tio n a l Choices Made by th e E xperim ental
Group p r i o r to Summer School, th e C ontrol
Group and th e Comparison Group . . . . . . . 91
35. Numbers and P ercen tag es o f S tu d en ts Making
R e a l i s t i c O ccupational Choices ............................ 93
3 6 . A Summary o f the C r i t i c a l R a tio s Determ ined
to Compare th e P ercen tag es o f R e a li s tic
O ccupational Choices Made by th e E x p eri
m ental Group a f t e r Summer School, the
C o n tro l Group and th e Comparison Group . . . 94
37. Minimum A ptitude Scores f o r O ccupational
A p titu d e P a tte rn Using Tenth Grade Norms
on th e G eneral A ptitude T est B a tte ry ,
Form-B-1002 .......................................................................... 97
3 8 . Examples o f O ccupational T i t l e s and t h e i r
R esp ectiv e O ccupational A ptitude
P a tte rn Numbers ................................................................. 98
39. The Number and P ercen tag es o f the E x p e ri
m ental Group Making R e a l i s t i c Occupa
tio n a l Choices b e fo re and a f t e r the
I n te n s iv e Summer School— "G" F a c to r Data . . 98
40. The Number and P ercen tag es o f the E x p e ri
m ental Group Making R e a li s tic Occupa
tio n a l Choices b efo re and a f t e r th e
In te n s iv e Summer School O ccupational
A ptitude P a tte rn D a t a ................................................... 99
41. The Mean Number o f O ccupations L is te d in
Three M inutes by th e E xperim ental Group
b efo re and a f t e r Summer School ............................ 102
v i i
Table Page
42. The Mean Number o f O ccupations L is te d In
Three M inutes by th e E xperim ental
Group b e fo re and a f t e r Summer School
by th e Comparison and by th e
C o n tro l Groups .................................................................. 103
43. A Summary o f the t R a tio s between th e Mean
O ccupations L is te d In Three M inutes
by th e E x p erim en tal, th e C o n tro l and
th e Comparison Groups .................................................... 104
44. The Number and th e P ercen tag es o f "Most
Liked" Responses Made by th e E xperim ental
Group in D ire c t E x p lo ra tio n o f O ccupation,
in O ther V o ca tio n al Guidance A c t i v i t i e s
and in A ll O ther A c t i v i t i e s ............................................107
45. A Summary o f th e C r i t i c a l R a tio s Pound by
Comparing th e P e rc e n ta g e s o f "Most Liked"
Responses o f the E xperim ental Group ................... 107
46. A Summary o f A t t i t u d i n a l Changes f o r the
E xp erim en tal Group Boys ............................................... 113
LIST OP FIGURES
F ig u re Page
1 . A Sample Card, One o f 2 2 , Comprising The
W ebb-Harris Word Meaning T e s t ................................. 56
v i i i
CH APTER I
THE PROBLEM AND DEFINITION OF TERMS USED
Concern f o r th e h ig h school dropout i s c u r r e n tly a t
a h ig h peak. Unemployment today stem s from u n tra in e d p e r
sonnel r a t h e r than from a la c k o f Job o p p o r tu n itie s . R ath er
than tr y in g to fin d an u n s a tis f y in g job f o r e a r ly school
le a v e r s , p erh ap s they could be r e h a b i l i t a t e d in to a school
s i t u a t i o n w ith the d e s ir e and means to com plete h igh sc h o o l.
Any r e h a b i l i t a t i o n program would reduce th e number o f drop
o u ts and make them b e t t e r q u a l i f i e d f o r employment o r ad
vanced t r a i n i n g .
The Problem
S tatem ent o f th e Problem
I t was th e purpose o f t h i s stu d y ( l) to determ ine
w hether an in te n s iv e summer school program w i l l be a s s o c i
a te d w ith improved s k i l l s and th e m o tiv a tio n to s u c c e s s f u lly
r e h a b i l i t a t e school d ro p o u ts in to a r e g u la r school s i t u
a tio n , ( 2 ) to e s t a b l i s h w hether in te n s iv e v o c a tio n a l g u id
ance i s a s s o c ia te d w ith making th e o c c u p a tio n a l ch o ic e s o f
d ro p o u ts more r e a l i s t i c , and ( 3 ) to determ ine w hether th e
d i r e c t e x p lo ra tio n o f o c c u p a tio n s i s a p r e f e r r e d and bene-
f i c i a l v o c a tio n a l guidance a c t i v i t y a t th e secondary le v e l
among p o te n tia l dropouts.
Importance o f the Problem
I t i s g e n e ra lly agreed by in v e s tig a to r s th a t poor
g rad es, su b je c t f a ilu r e , r e ta r d a tio n , d is lik e of te a c h e rs,
poor s o c ia l r e la tio n s h ip s , fin a n c ia l need, and th e la ck o f
p a re n t cooperation are a l l fa c to rs th a t decrease the
holding power o f the school.
According to the United S ta te s Department o f Labor
s t a t i s t i c s 1 th e re a re:
6 l m illio n Americans who h a v e n 't completed high school.
44 m illio n who f a ile d to complete the n in th grade.
2 m illio n who never went to school a t a l l .
A lso:
In 1945* 65 p erce n t o f youngsters 1 6 -1 7 were in school.
In 1963, 77 p erce n t o f youngsters 1 6 -1 7 were in school.
The P re s id e n t's Committee on Ju v e n ile Delinquency
and Youth Crime re p o rte d :
50-60 p ercen t o f p riso n inm ates are dropouts.
8 0 -9 0 p erce n t o f w elfare cases are dropouts.
95 p ercen t of 17 y ear old d elin q u en ts are dropouts.
85 p ercen t o f 16 y ear old d elin q u en ts are dropouts.
50 p erce n t o f 15 y ea r old d elin q u en ts are dropouts.
■^U.S. Department o f Labor, High School Diploma: Pass
p o rt to P ro g re ss, B u l l., 1963, p. 2.
2
N ational Education A sso ciatio n , N ew sletter. P re s i
d e n t's Committee on Ju v e n ile Delinquency and *Youth Crime,
Washington, J u ly , 19^1, p. 2.
J . Edgar Hoover, D ire c to r o f the F ed eral Bureau o f
In v e s tig a tio n , re c e n tly re p o rte d th a t dropouts o r those who
w ill become dropouts commit 7 0 -8 0 p e rc e n t o f the a c ts o f
Ju v en ile delinquency
A re c e n t r e p o r t from the U nited S ta te s Department
o f Labor in d ic a te d th a t p oorly educated a d u lt w orkers,
dropouts o f the l a s t g e n e ra tio n , are th e nucleus o f to d a y 's
hard core o f unemployed w orkers. The Department o f Labor
e s tim a te s th a t o f th e 26 m illio n new workers e n te rin g th e
la b o r fo rc e in the p re se n t decade, some 7 .5 m illio n w ill
not have completed high sch o o l. Of th e se , about 2.5 m il
lio n youth w ill have com pleted the e ig h th grade o r le s s .^
Even though the dropout may have the n a tiv e capac
i t y to perform the s k i l l s in demand in a more s e le c tiv e ,
com petitive la b o r m arket, h is lack o f formal p re p a ra tio n
p reclu d es employer c o n s id e ra tio n . Bureau o f Labor s t a t i s
t i c s claim th a t o f 4,000 dropouts, n e a rly seventy p e rc e n t
possessed normal o r h ig h e r in te lli g e n c e q u o tie n ts and might
have q u a lif ie d fo r a p p re n tic e sh ip o r o th e r advanced
tr a in in g i f they had com pleted high sc h o o l.^
•^Utah S ta te Department o f P ublic I n s tr u c tio n , Utah
S ta te Dropout Study; F i r s t Year In te rim R eport— 1963-64?
D ivision o f P u p il Personnel and Guidance S erv ices (O ctober,
1963)> P* 3.
4
U.S. Department o f Labor, Bureau o f Labor S tan d ard s,
Design f o r Community A ctio n , B u ll. 248 ( 1962), p. 5 .
^Ib ld . , pp. 5-6.
4
As a n a tio n a l index o f dropping o u t o f sch o o l, the
most commonly quoted r a t e i s t h i r t y - t h r e e p e rc e n t. This
fig u re was e s ta b lis h e d by th e U nited S ta te s Department o f
Labor and I s d eriv e d from th e number o f young men and women
o ver e ig h te e n y e a rs o f age who e n te r the la b o r m arket w ith
out having earned a h igh school diplom a. A r a t e o f seven
teen p e rc e n t, 2,266 d ro p o u ts, was e s ta b lis h e d fo r Orange
g
County during th e 1964-1965 y e a r.
I t ap p ears e v id e n t th a t th e p re v e n tio n o f dropouts
could b e n e f it s o c ie ty in g e n e ra l. B asic re s e a rc h to c u ll
e f f e c t iv e p re v e n tiv e and r e h a b i l i t a t i v e p r a c t ic e s from non-
e f f e c t iv e p r a c tic e s would prove v a lu a b le .
This study sought to determ ine w hether o r not drop
o u ts a re in te r e s t e d in r e tu rn in g to school and in com
p le tin g high sch o o l. An assessm ent o f m easurable d i f f e r
ences among school s ta y - i n s , dropouts re tu r n in g to a s p e c ia l
school o r to r e g u la r summer schools may a s s i s t in th e id e n
t i f i c a t i o n o f dropouts o r in the s e le c tiv e counseling o f
d ro p o u ts. Perhaps evidence could be provided to show th a t
in te n s iv e v o c a tio n a l, in d iv id u a l and group counseling can
change th e a t t i t u d e s o f dropouts toward Bchool and th u s
in c re a s e th e h o ld in g power o f sc h o o ls.
g
T. K elly , The N ature and E x ten t o f the Dropout
Problem in Orange County. O ffice o f the County S u perintend
e n i o f Schools {Santa Ana: Jan u ary , 1 9 6 5)* p. 10.
A lthough t h i s stu d y has been lo c a liz e d In Orange
County, the problem o f school d ro p o u ts I s a n a tio n a l p ro b
lem. Em ployers, la b o r placem ent s e r v ic e s , w e lfa re agen
c i e s , and th e armed fo rc e s a l l sh a re in th e need to f u r th e r
th e n a t io n a l g o a l o f p ro v id in g each in d iv id u a l a means to
ach iev e to th e maximum o f h is p o t e n t i a l .
Q uestions C onsidered to Focus
on th e Problem
1. W ill h igh school d ro p o u ts be i n t e r e s t e d enough in
r e tu r n in g to school to ag ree to a tte n d a s p e c ia l
summer school?
2. A fte r an in te n s iv e summer school program , w i l l
d ro p o u ts be m o tiv ated to r e tu r n to school?
3. A fte r an in te n s iv e summer school program , w i l l the
s c h o la s tic su c c e ss o f d ro p o u ts improve when they
r e tu r n e d to school above what i t had been b e fo re
dropping o u t?
4 . A fte r an in te n s iv e summer school program , w i l l th e
o c c u p a tio n a l c h o ic e s o f the form er d ro p o u ts be more
r e a l i s t i c ?
5. I s v o c a tio n a l guidance in a s ix weeks summer school
s e t t i n g a s s o c ia te d w ith an in c re a s e in s tu d e n ts '
aw areness o f o cc u p atio n s?
6 . Can th e a t t i t u d e s o f d ro p o u ts be changed toward
sc h o o l, c o u n s e lo rs, teacherB and a u th o r ity in a
s ix week summer school program?
7 . Did d ro p o u ts t h a t a c c e p te d an i n v i t a t i o n to a
s p e c ia l summer sc h o o l d i f f e r in any m easurable
re sp e c tB from d ro p o u ts t h a t r e tu r n to a r e g u la r
summer sc h o o l in t h e i r own sch o o l d i s t r i c t s o r
from a com parable group o f sc h o o l s ta y - i n s ?
D e f in itio n s o f Terms Used
D ro p o u ts. — For th e purpose o f t h i s stu d y , d ro p o u ts
were s tu d e n ts who f o r variouB re a s o n s had w ithdraw n from
sch o o l and were n o t g ra n te d c r e d i t f o r th e se m e ste r o f
w ith d ra w a l. The summer sch o o l e x p e rie n c e was th en a r e
e n tr y i n to a sc h o o l s i t u a t i o n a f t e r an absence from sch o o l
f o r a t l e a s t one se m e ste r w ith o u t c r e d i t .
I n te n s iv e summer s c h o o l. — Orange County conducted
a Guidance Summer School f o r d ro p o u ts d u rin g th e summer o f
1 9 6 5 . T his program w i l l be known f o r th e p u rp o ses o f t h i s
stu d y a s th e in te n s iv e summer sch o o l program . The s t a f f
f o r th e s p e c ia l summer sch o o l c o n s is te d o f a d i r e c t o r ,
th r e e te a c h e r s and th r e e c o u n s e lo rs . The c o u n s e lo r ca se
lo ad was tw enty o r l e s s . F ive c l a s s p e r io d s were sch ed u led
d a i l y . Three c l a s s p e rio d s were devoted to th e te a c h in g o f
E n g lis h , m athem atics arid re a d in g . The rem ain in g two c l a s s
p e r io d s allow ed each s tu d e n t to p a r t i c i p a t e in in d iv id u a l
o r group c o u n s e lin g . The d ro p o u ts who a tte n d e d th e Orange
County Guidance Summer School com prised th e e x p e rim e n ta l
g ro u p .
Rehab111t a t i o n . —As used in t h i s study, r e h a b i l i
ta tio n r e f e r r e d to both the c u r r ic u la r and guidance e f f o r t s
toward the s a t i s f a c t o r y r e - e n tr y o f dropouts in to a re g u la r
school s it u a ti o n in t h e i r own school d i s t r i c t in the f a l l
follow ing summer school.
R egular summer sc h o o l. —Many school d i s t r i c t s in
Orange County conducted summer sch o o ls. Some dropouts a t
tended summer schools in t h e i r own d i s t r i c t s and did not
p a r t i c i p a t e in the Orange County Guidance Summer School.
Summer schools in the county, e x c lu siv e o f the Orange
County Guidance Summer School, were d esig n ate d in thiB
study as re g u la r summer sch o o ls. The sample o f dropouts
th a t atten d e d r e g u la r summer schools comprised th e c o n tro l
gro u p .
Comparison o r s ta y - in group. —The comparison group
and s ta y -in group are th e same. For the purposes o f t h i s
study, s ta y -in s were matched f o r age, grade le v e l, sex and
i n te llig e n c e q u o tie n t (Henmon-Nelson Forms A and B) w ith
th e experim ental group. They had not withdrawn from reg u
l a r school during any given sem ester w ith lo s s o f c r e d i t .
The ex perim ental group. —The experim ental group was
composed o f f i f t y - e i g h t Orange County dropouts from th e
tw elve high school d i s t r i c t s in Orange County. Of approx
im a te ly 2 ,5 0 0 dropouts who had dropped out o f school in
1 9 6 1, 1962 and 1 9 6 3, a l l were e l i g i b l e to a tte n d the summer
school and were in v ite d to do so. No dropout was denied
adm ission to the ex p erim en tal group.
The c o n tro l gro u p . —The c o n tro l group was com prised
o f tw e n ty -six dropouts who went to summer school in re g u la r
summer sc h o o ls. Each Orange County summer school p r in c ip a l
p ro v id ed the names and a d d re sse s o f d ro p o u ts to th e in v e s
t i g a t o r . Each o f th e 132 dro p o u ts on the p r i n c i p a l s ' l i s t s
was in v it e d to p a r t i c i p a t e as a p a r t o f th e c o n tro l group.
No e l i g i b l e dropout was denied adm ission to th e group.
O rg an izatio n o f th e Remainder
o f th e D is s e rta tio n
C hapter I was an in tr o d u c to ry c h a p te r o u tlin in g the
n a tu re and im portance o f the problem to be s tu d ie d . In
C hapter I I a review o f th e l i t e r a t u r e concerning dropouts
and a r a t i o n a l e f o r u sin g a sem antic d i f f e r e n t i a l i n s t r u
ment was p ro v id ed . In C hapter I I I th e re s e a rc h design and
fin d in g s o f th e in v e s tig a tio n were p ro v id ed . In C hapter IV
a g e n e ra l d is c u s s io n o f th e fin d in g s was in c lu d e d . C hapter
V was used to summarize and to make recom m endations.
C H A PTER I I
REVIEW OP THE LITERATURE
The l i t e r a t u r e p e r ta in in g to dro p o u ts was e x te n s iv e .
Some sc h o o l-co n n ected w r i te r s contended th a t c u rric u lu m and
te a c h in g methods needed to he changed to in c re a s e the
school h o ld in g power. O thers w r i te r s contended th a t a f t e r
a c h i ld f i n a l l y decided to leav e school i t was no lo n g e r a
school problem , b u t one fo r o th e r ag e n c ie s a p a r t from th e
sc h o o l. I t was claim ed th a t compulsory a tte n d a n c e laws
were c a u s a lj in c o n tr a d ic tio n , th e la c k o f e n fo rc in g th e
e x is tin g a tte n d a n c e laws was claim ed c a u s a l. A g e n e ra l
consensus was la c k in g .
The C h a r a c te r i s tic s o f Dropouts
The e a r ly i d e n t i f i c a t i o n o f p o t e n t i a l dropouts was
claim ed to be th e key to keeping more studentB in school
lo n g e r, b u t acco rd in g to some o f th e d ro p o u ts, th ey would
not have co n tin u ed lo n g e r r e g a r d le s s o f what th e school o r
th e community had done. From one p o in t o f view the s c h o o l's
h o ld in g power was g r e a t e r than ever, from a n o th e r p o in t o f
view, to lo se even a few i s a t r a g ic w aste o f human r e
so u rce s th a t must be reckoned w ith by a l l i n s t i t u t i o n s w ith
in a community. To d a te , the problem o f some stu d e n ts
9
10
le a v in g sch o o l b e fo re g ra d u a tio n has n o t been s o lv e d , b u t
much h a s been done to re c o g n iz e and I d e n t i f y th e p ro p o r
tio n s o f th e problem .
School D ropouts
Thorndike In 1908 r e p o r te d t h a t r e t a r d a t i o n was th e
key f a c t o r In sc h o o l d ro p o u ts . He claim ed t h a t com pulsory
laws had l i t t l e e f f e c t upon p u p il r e t e n t i o n . ^ 0 lB rie n d id
an e x te n s iv e stu d y o f d ro p o u ts i n 1919. He concluded t h a t
( l) th e p e rc e n ta g e s o f g ra d u a te s and n o n g ra d u a te s who had
re c e iv e d f a i l i n g marks in sch o o l were alm o st i d e n t i c a l , ( 2 )
th e number o f d ro p o u ts d id n o t te n d to in c r e a s e as th e
number o f f a i l i n g marks p e r p u p il in c r e a s e d , and ( 3 ) f a i l i n g
marks sh o u ld n o t be c o n sid e re d a s a p rim ary cause o f dro p -
2
ping o u t.
Counts m a in tain ed t h a t a number o f p s y c h o lo g ic a l
f a c t o r s were c a u s a l.^ Gragg concluded t h a t th e most im
p o r ta n t fo rc e s r e s u l t i n g i n sch o o l le a v in g were ( l) r e
te n tio n o f one o r two g ra d e s in sc h o o l, ( 2 ) a p t itu d e o r
achievem ent sc o re s in th e lo w est d e c i l e , ( 3 ) a b se n te e ism ,
and (4) sch o o l f a i l u r e . L e sse r fo rc e s in c lu d e d : ( l ) b ein g
E d w ard L. T horndike, The E lim in a tio n o f P u p ils from
S chool, W ashington: U.S. Government P r in tin g O f f ic e , 1908.
O
F ra n c is O 'B rien , The High School F a ilu r e (New York:
Columbia U n iv e r s ity P re s s , 1911;.
^George S. C ounts, S e le c tiv e C h a ra c te r o f American
S chools (C hicago: U n iv e r s ity o f Chicago P re s s , 1922).
11
male, (2) read in g below grade le v e l, ( 3 ) a broken home, (4)
no p a r tic ip a t io n in e x tr a c u r r ic u la r a c t i v i t i e s , (5 ) a poorly-
educated fam ily , (6) low socioeconomic s ta tu s, and (7) th e
occupation o f th e p a re n t being u n s k ille d la b o re r.^
T esseneer and T esseneer made an e x te n siv e review o f
the l i t e r a t u r e concerning school dropoutB. Table 1 was
adapted from t h e i r work and shows the co n siste n cy th a t
re p r e s e n ta tiv e s tu d ie s re p o r t common causes f o r dropping
out o f school.
Table 2 re p re s e n ts a summary of th e New York C ity
Holding Power P ro je c t. I t was found th a t about seventy-
fiv e p e rc e n t o f those in d iv id u a l p u p ils f o r which fiv e or
more o f the ranked factorB a p p lie d , a c tu a lly became school
d ro p o u ts. These c r i t e r i a p re d ic te d male dropouts b e t t e r
than female d ro p o u ts.
Cook stu d ie d n in e ty -f iv e dropouts from a la rg e c ity
high school and found th a t the reaso n s given by dropouts
fo r leav in g school were co n sid erab ly d if f e r e n t p e rc e n ta g e
wise from th e c o u n s e lo rs ’ assessm ents o f t h e i r reaso n s fo r
c ;
le av in g . Table 3 summarizes the d a ta .
4W . L. Gragg, "A Dropout o r a High School Graduate?"
E ducation D ig e s t. XV (September, 19^9)# 30-31.
^Edward Cook, "An A nalysis o f F acto rs R elated to
W ithdrawal from High School P rio r to G raduation," Jo u rn al
o f E ducational R esearch, L (November, 1956), 191-1^6^
12
T A B L E 1
CHARACTERISTICS OF D R O PO U T S W H IC H M O ST STUDIES H A V E F O U N D TO H E C O M M O N 0
(FR O M TESSENEER A N D TESSENEER)*3
,
B R E W E R I
H
K
1 G R A G G 1
,
1 1
L A P A K D O 1
s
C M
S
i
s O
S
i S H IE E E R I
w
T H O M A S I
W A R R E N I
Y O U N G 1
Low Income Fam ilies X X X X X X X X X X X X X X
Low S ch o lastic Achievement X X X X X X X X X X X
Discouraged o r F a ilin g X X X X X X
N on-Participant in A c tiv itie s X X X X X X X
D iss a tisfa c tio n w ith Teachers X X X X X X X
F eeling of Not Belonging X X X X X
Lure o f a Job X X X X X
Weak o r Broken Homes X X X
^ e f e r to bib lio g rap h ic reference by a u th o r's name of th e rep re
se n tativ e stu d ies in the p resen t study.
b „
R. A. Tesseneer and L. M . T esseneer, Review o f the L ite ra tu re
on School D ropouts," N ational A ssociation o f Secondary School P rin c i
p a ls ' B u lle tin . XLII (May, 1958j , 144.
13
T A B LE 2
CHARACTERISTICS OF D R O P O U T S a .
(FR O M N E W Y O R K CITY H O LD IN G P O W E R PROJECT)0
B E S S E r a s E E r n c s E S B B s n a c s a B B E n a s a s a a m B n n B n a n M n n i
Rank C h a rac te ristic Qualifying Condition
1. Age
2. Grade re ta rd a tio n
3-
Learning ra te
k. P u p il's in te re s t in school work
5.
School marks
6. A b ility to read
7.
P aren tal a ttitu d e
8. General adjustment
9-
P a rtic ip a tio n in out-of-school
a c tiv itie s
10. Attendance
11. Acceptance by pup ils
12. Number o f children in fam ily
13.
Reaction to school controls
Ilf. Educational le v e l achieved
by mother
15.
P arental a ttitu d e
16. P a rtic ip a tio n in school
a c tiv itie s
17.
Educational le v e l achieved
by fa th e r
18. F a th e r's occupation
19.
Health
20. School-to-school tra n sfe rs
21. Physical size
Old fo r age group—over 2 years
One year o r more retarded
Below 90 IQ
L ittle or none
Predominately below average
2 years o r more below grade le v e l
Negative
F air or poor
None
20 days or more absenteeism
per school year
Not lik ed
Five or more
Resents control
Grade 7 or below
V acillatin g
None
Grade 7 or below
U nskilled or sem i-skilled
Frequently i l l , e a sily fatigued
P attern of "Jumping from
school to school"
Small or large fo r age group
aThe c h a ra c te ris tic s are lis te d in decreasing order of th e ir
discrim inating power.
Reducing the School Dropout Bate, New York State Department of
Education and U niversity of the State of New York, Albany, 1963.
14
TA B LE 3
D RO PO U TS' R EA SO N S A N D C O U N SELO R S' R EA SO N S FOR LEAV IN G S C H O O L 8 ,
Percentage of
Dropouts Giving
th e Reasons The Reason
Percentage of
Counselors Giving
the Reasons
39.6 Going to work
m m
20.9
D islike of school 7.2
20.9
Marriage 20.2
9-4 F a ilin g courses
34.9
4.6 Needed, a t home
—
2.3
L eft home 28.1
2.3
A dm inistrative request
—
— F eeling of re je c tio n 9.6
100.0 100.0
aTaken from Cook's study.
I n te llig e n c e
A uthors m aintaining th a t low s c h o la s tic a p titu d e
was a major f a c to r in I d e n tif ic a ti o n o f the dropout i n -
ZT rj Q Q
eluded Cook, D re s h e r,' Thomas, and Van Dyke and Hoyt.
£
E. S. Cook, "How IQ F igures in the Drop Out Prob
lem ," School E xecutive, LXXIV ([September, 1954), 56-57.
^R ichard D resher, "F actors in V oluntary D ropouts,"
Personnel and Guidance J o u rn a l, XXXII (January, 1954), 287-
Q
R obert J . Thomas, "An E m pirical Study o f High School
Dropouts in Regard to Ten P o ssib ly R elated F a c to rs ," Jo u r
n a l o f E d u catio n al S ociology, XXVIII (September, 1954), 11-
m
^L. A. Van Dyke and K. B. Hoyt, The Drop-Out Problem
in Iowa High Schools, Des Moines: S ta te U n iv e rsity o f Iowa
and the towa S ta te Department o f P ublic I n s tr u c tio n , 1958.
15
A uthors who e s ta b lis h e d th a t i n t e l l i g e n c e was o f m inor im
p o rtan c e in c lu d e d Boggan, 10 S i b l e r , 11 and McCreary and
K itc h . 12
TA BLE 4
A PER C EN TA G E DISTRIBUTION O F HIGH SC H O O L G R A D U A T E S
A N D HIGH SC H O O L D R O PO U T S B Y IQ'S
(FR O M T H E UNITED STATES D E PA R T M E N T OF L A B O R STU D Y )
Percent w ith IQ 's
Under 84 85-89 90-109
Over 110
High school graduates 10 11
63
16
High school dropouts
51 15
48 6
^ . S . Department of Labor, School and E arly Employment of Youth,
B ull. 1277, Washington: U.S. Government P rin tin g O ffice, August, I960.
Table 4 summarizes th e fin d in g s o f the U nited S ta te s
Departm ent o f Labor in a study o f seven com m unities. I t
may be seen from Table 4 th a t th re e tim es as many dropouts
as h ig h school g ra d u a te s had IQ ’s u nder e i g h ty - f iv e . N early
th re e tim es as many g ra d u a te s had IQ 's o ver 110.
E a rl J . Boggan, "What Are th e Major Causes o f S tu
dent Drop-Outs and What Should the School Do about the
P re sen t C ondition?" N atio n al A sso c ia tio n o f Secondary School
P r in c ip a l s ' B u lle tin , XXXIX (A p ril, 1955). 84-85.
■^Herman S ib le r , "A ttacking th e Drop-Out Problem ,"
N atio n al E d u c a tio n a l A sso c ia tio n J o u rn a l, XLIV (Jan u ary ,
1955), 24-26.
ip
W illiam McCreary and Don K itch , Now Hear Youth
(Sacram ento: C a lif o rn ia S ta te Department o f k d u c a tio n ,
1 9 5 3) .
Warner found eleven p e rc e n t o f th e dropouts in h is
study to have IQ 's over 110, f i f t y p e rc e n t between 90-109,
tw enty p e rc e n t between 8 0 -8 9 and n in e te e n p e rc e n t l e s s than
00. «
A ll s tu d ie s seemed to agree th a t n o t a l l dropouts
were handicapped by a la c k o f academic a p titu d e . S tu d ie s
o f g ra d u a te s re p o rte d s tu d e n ts who were handicapped by la ck
o f s c h o la s tic a b i l i t y and were g rad u ated .
Reading A b ility
Bledsoe found t h a t below average read in g a b i l i t y
14
c o r r e la te d w ith e a rly school le a v in g . He found th a t drop-
outB from th e n in th and te n th grad es had a mean re a d in g
comprehension score o f 7 .9 w hile p e r s i s t i n g n in th and te n th
g ra d e rs had a mean read in g score o f 8 . 9 . Three tim es as
many poor re a d e rs as good re a d e rs dropped o u t o f sch o o l,
acco rd in g to P e n ty .1^
According to S c h re ib e r, read in g i s re q u ire d in a l l
s u b je c ts — "y e t s tu d ie s from every s e c tio n o f the country
t e s t i f y th a t th e average dropout i s a t l e a s t two y e a rs r e -
^ R o y Warner, "The S c h o la s tic A b ility o f School Drop
o u ts ," S e le c te d R eports and S t a t i s t i c s on School Dropouts
(W ashington: U .S. O ffice o f H ealth , E ducation and W elfare,
1964), p . 1 1 .
l4 it
J . B ledsoe, "An I n v e s tig a tio n o f Six C o rre la te s o f
S tudent W ithdrawal from High S chool," Jo u rn a l o f Educa
ti o n a l R esearch. L III (September, 1959)# 6 .
■^Ruth Penty, "Reading A b ility and High School Drop
o u ts ," E ducation D ig est, XXV (F ebruary, i 9 6 0 ) , 3 .
17
16
ta rd e d in re a d in g a b i l i t y by th e tim e he q u i t s s c h o o l."
Nachman, G etson, and Odgers found t h a t 75*^ p e r c e n t
o f th e d ro p o u ts i n t h e i r stu d y sc o re d below th e median o f
t h e i r le v e l ; 5 3 . ^ p e rc e n t were i n th e bottom q u a r t i l e . 1^
F in d le y , in The School D ro p o u t, claim s t h a t in any
t o t a l program to meet th e d ro p o u t problem , a s y s te m a tic
18
re a d in g improvement program h as a c e n tr a l p la c e . He goes
on to say:
The mechanism o f re a d in g d i s a b i l i t y o p e r a te s v a r i
o u s ly to produce lo s s o f s e l f c o n fid e n c e , i f n o t in d e ed
o f s e l f r e s p e c t. I t may r e s u l t a s a secondary e f f e c t
o f em o tio n a l d is tu r b a n c e , b u t i t i s a ls o a p rim ary f a c
t o r in i t s e l f in g e n e ra tin g and sp re a d in g p e r s o n a l d i s
t r e s s . . . . The e tio lo g y o f every case h as i t s own
c h a r a c t e r i s t i c s , b u t re a d in g d i s a b i l i t y can be and i s
in many c a s e s the p rim ary so u rce o f th e d i f f i c u l t y . 19
R e ta rd a tio n and S u b je c t F a ilu r e
R e ta rd a tio n and s u b je c t f a i l u r e seem c l o s e ly r e
la te d to w ith d raw al b e fo re g ra d u a tio n . S ilv e r s to n e found
t h a t 7 0 .9 p e r c e n t o f th e d ro p o u ts from B rid g e p o rt, C onnecti
c u t S chools were f a i l i n g two o r more s u b je c ts . T w en ty -fiv e
D an iel S c h re ib e r, "School D ro p o u ts," N a tio n a l Edu
c a tio n A s s o c ia tio n J o u r n a l, LI (May, 1 9 6 2) , 5 1 .
17
'L . Nachman, R. G etson, and V. O dgers, P i l o t Study
o f Ohio High School D ropouts, 1961-62 (Columbus: Ohio S ta te
D epartm ent o f E d u c a tio n , F e b ru a ry , 1 9 6 3) , P. 56.
18
D. S c h r e ib e r, The School D ropout (W ashington: Na
t i o n a l E d u catio n A s s o c ia tio n , 1964J, p . 169.
19I b id .
p e rc e n t were f a i l i n g four o r fiv e s u b je c ts .2 < ^ Grade r e te n
tio n and su b je c t f a ilu r e were given by S ch reib er as reasons
21
fo r stu d e n ts dropping.
According to B ian ch i, p u p ils who dropped from th e
e ig h th , n in th and te n th grades most o fte n did so f o r reasons
c lo s e ly r e la te d to t h e i r school ex p erien ces, such as grade
r e ta r d a tio n , academic d i f f i c u l t i e s and f a ilu r e to p a r t l c i -
2?
p ate in a c t i v i t i e s .
An a r t i c l e in Overview s ta te d th a t approxim ately
f i f t y - f o u r p e rc e n t o f the stu d e n ts who took more than e ig h t
yearB to f in is h elem entary school became high school drop
o u ts . Only two p e rc e n t o f th e stu d e n ts who took c o lle g e
p re p a ra to ry courses became dropouts w hile t h i r t y - e i g h t p e r
cent o f those in a "general course" l e f t high school before
g ra d u a tio n .2^
Socioeconomic F acto rs
Bledsoe found th a t youth whose p a re n ts were un
s k ille d la b o re rs or unemployed l e f t school in g r e a te r p ro -
20
L e ste r S ilv e rs to n e , Annual Report on D ropouts.
Grades 9-12. 1961-62 and a Comparative Study w ith the Cumu
l a tiv e Record, 1956-bl (B ridgeport: C onnecticut Board o f
E ducation, March, 19&3) > P • 21.
D. S ch reib e r, "School Dropout: F u g itiv e from F a i l
u r e ," N ational A sso ciatio n o f Secondary School P r in c ip a ls 1
B u lle tin , XLVI (May, 19b2), ^35.
22E. S. B ianchi, High School Dropouts (Washington:
N ational Education A sso c iatio n , 1959).
23"Late News," Overview. XXII, August, 1 9 6 2.
19
p2 i
p o rtio n than was to be expected by chance. A ccording to
Popper, the p o o rer the s tu d e n t th e sooner he l e f t sch o o l.
Popper s ta te d f u r th e r th a t p ersev eran ce in school was h ig h ly
c o r r e la te d w ith s o c ia l and economic claB S .2^
A llen found a d is p ro p o rtio n a te p erce n tag e o f drop
o u ts whose f a th e r s were employed in s e m is k ille d and un
s k i l l e d o cc u p atio n s; presumably th e fa m ilie s p la ced a low
26
value on sch o o lin g . In Los Angeles a comparison o f 372
dropouts and 272 g ra d u a te s showed a d is p r o p o rtio n a te number
o f dropouts in th e le s s s k i l l e d o c c u p a tio n s. Table 5 sum
m arizes th e fin d in g s .
H ollingshead in Elmtowns1 Youth s ta te d th a t le av in g
school b efo re g rad u atio n was r e la te d to socioeconom ic s ta tu s
and th a t lower socioeconom ic c l a s s i f i c a t i o n s l e f t school in
g r e a t e r numbers th an those in o th e r groups.
A 1951 stu d y , e v a lu a tin g th e N a tio n a l Aid to De
pendent C hildren Program, in v o lv ed some 18,500 youth from
th r e e - f o u r th s o f a l l the s t a t e s . I t was found th a t sev en ty -
one p e rc e n t o f the boys and six ty -o n e p e rc e n t o f th e g i r l s
oil ,
B ledsoe, op. c i t .. p . 4.
25S . H. Popper, "High School in th e War on P o v e rty ,"
N a tio n a l A sso c iatio n o f Secondary School P r in c ip a ls B u lle
t i n , XLVir CApril, 1962), 91.
26
C harles M . A llen, Combatting th e Dropout Problem
(Chicago: Science R esearch A sso c ia te s, 195& ) > P* k.
20
TA BLE 5
A C O M PA R ISO N OF TH E PARENTS1 O CCU PA TIO N A L LEVELS OF D R O PO U T S®
A N D G R A D U A T E S AS D ETERM IN ED IN IDS A N G E L E S*3
O ccupational Level
o f F ath er
Percent of
Dropout F athers
Percent of
Graduate F ath ers
P ro fe ssio n a l
5 .1 19.1
Sem iprofessional
1 .9
2.6
M anagerial 8.1 17.6
Sales
5 .^
8.1
C le ric a l
6.5 k.8
Service 8.6
2 .9
S k ille d
28.3 26.5
Sem iskilled
20.5 13.6
U nskilled 15 .6 k.Q
aT o ta l number of dropout fa th e rs was 572; of graduate fa th e rs
was 272.
Dropouts v s. G raduates, Measurement and E valuation S ection,
Los Angeles C ity School D is tr ic t, Report 266, 1965•
07
re c e iv in g a id were h ig h school d ro p o u ts. '
R a i t t found in Colusa High S chool, C olusa, C a lif o r
n ia , t h a t f i f t y p e rc e n t o f th e f a th e r s o f th e d ro p o u ts o f
C olusa High School boys had n o t com pleted th e n in th grade
and f i f t y - f i v e p e rc e n t o f th e m others had n o t com pleted the
28
n in th g ra d e .
Van Dyke and Hoyt found th a t th e o c c u p a tio n a l le v e l
o f th e f a t h e r was r e l a t e d to th e p e r s is te n c e o f a boy o r a
^Gordon W. B lack w ell and W in ifred L. Godwin, "S o c ia l
C lass and Economic Problem s o f A d o le s c e n ts," High School
J o u r n a l, March, 1952, p . 1 6 6.
2®A. R a i t t , A Study o f High School D rop-O uts—Colusa
High S chool, C olusa, C a l i f . : County H ea lth b ep artm en t,
19&3.
21
g i r l In school. Chances th a t a c h ild o f an u n s k ille d la b o r
e r would drop o u t were nine tim es g r e a te r than fo r a c h ild
o f a p ro fe s s io n a l f a t h e r . 2^
Dropouts and Delinquency
In the schools o f White P la in s , New York, i t was
determ ined th a t b efo re leaving school fo r good, tw en ty -fiv e
p erce n t were seen by the atten d an ce o f f i c e r , th ir ty - o n e p e r
cent by the school p sy c h o lo g ist, fifty -tw o p erce n t by the
school s o c ia l w orker, n in eteen p e rc e n t by the p o lic e de
partm ent and tw enty-four p erce n t by o th e r community agen
c i e s .^ 0
In Arizona i t was re v e a le d th a t th ir ty - o n e out o f
every 100 dropouts had co u rt re c o rd s; th irty -tw o out o f
every 100 p riso n inm ates had not com pleted the e ig h th grade
and seventy-tw o p e rc e n t o f the s t a t e ’s w elfare r e c ip ie n ts
-ai
had not completed high school.
S o fo k ld is and S u lliv a n would not agree th a t d e l in
quency and leaving school b efo re g rad u atio n were connected.
They m aintained th a t the m a jo rity o f dropouts could n o t be
considered d e lin q u e n t, th a t sev en ty -n in e p e rc e n t were never
2^Van Dyke and Hoyt, op. c l t . . p. 8 5 .
3°Marian p. G raves, Drop Out Study (White P la in s ,
N.Y.: White P la in s P ublic Schools, 196*0* P* 28.
^•htfhat I s a Dropout? A Summary o f School Dropouts in
Arizona (Phoenix: S ta te Department o f feducation, 19°^),
p. 1 0 .
22
s e rio u s problem s in sch o o l, and t h a t se v e n ty -s ix p e rc e n t had
never been suspended from s c h o o l .32
Urban and R ural Dropouts
According to S h ap iro , n e a rly f i f t y p e rc e n t o f a l l
urban c h ild re n leav e school b e fo re they g ra d u a te ; in slum
are a s th e in c id e n c e i s more lik e s e v e n ty -fiv e p e r c e n t .33 In
New York s t a t e i t was found th a t sch o o ls w ith an average
d a ily a tte n d a n c e o f fewer than 100 o r more than 200 d id n o t
have a s g r e a t a holding power as sch o o ls w ith an average
d a ily a tte n d a n c e between 100 and 200. I t was e s ta b lis h e d
th a t sm all communities and c i t i e s d id n o t have the h olding
power o f in te rm e d ia te ly siz e d com m unities. A part from the
s iz e o f the school o r th e s iz e o f th e community i t was
found th a t th e h o ld in g power was g r e a t e s t in those schools
where th e a d m in is tra tio n and f a c u lty " t r i e d th e h a r d e s t .3^
S c h re ib e r made a q u e s tio n n a ire survey o f 150 c i t i e s
in th e U nited S ta te s . I t was found th a t the la r g e r th e
c i ty th e low er th e h o ld in g power. In a "com prehensive"
high school th e average chance to g ra d u a te was seventy in
32J. S o fo k id is and E. S u lliv a n , "A New Look a t School
D ropouts," I n d ic a to r s (W ashington; U.S. O ffic e o f H ealth ,
Education and W elfare, A p ril, 1964), p. x ix .
33S . S h ap iro , "O peration R eturn: A New Program f o r
High School D ropouts," High P o in ts , XLV (A p ril, 1 9 6 3)# 44.
^ Reducing th e School Dropout R a te , op. c l t . , p. 12.
23
1 0 0; In /'v o c a tio n a l" h ig h sch o o ls o nly f i f t y In 100 g rad u
a t e d .- ^
The S e lf-c o n c e p t o f Dropouts
Kohler and F ontaine found dropouts to be b i t t e r ,
d e fe a te d and l o s t :
Some a re b i t t e r ; th e y ’re angry a t anyone who h a s,
o r I s , more than th e y . Most a re a p a th e tic , convinced
t h e r e 's no sense to try in g to do an y th in g .
T h ey 're d e fe a te d . They droop on th e stoops o f
tenem ents, prop up th e w a lls o f candy s to r e s and hang
around Junkyards and Jalopy l o t s .
T h eir p a re n ts o r s o c ie ty pushed them o u t o f th e
m ainstream o f American young l i f e . . . . Some became
Ju v e n ile d e lin q u e n ts , some sim ply s u r v iv e .36
A ccording to Brookover and LePere, d ro p o u ts have
s e lf- c o n c e p ts d e riv e d p rim a r ily from o th e r s , u s u a lly p a r
e n t s . T h eir s e lf-c o n c e p ts l im it t h e i r achievem ent in
school because th ey a re u s u a lly concepts of low a b i l i t y . 37
A dropout to ld Bowman and Matthews:
You know, I was over s ix te e n when I q u it. I had a f e e l
in g th ey were going to k ic k me o u t anyway. I t was q u it
o r g e t kicked o u t because o f my bad b e h a v io r. I
c o u ld n ’t mind my te a c h e rs o r they c o u ld n 't mind me, I
d o n 't know w hich. I thought I could f i n i s h th e n in th
S c h re ib e r, The Holding Power o f Large C ity
School Systems (W ashington: N atio n a l E ducation A sso c ia tio n ,
1964), p. 24V
3^m. Kohler and A. F o n ta in e , "We Waste a M illio n Kids
a Y ear," The S aturday Evening P ost (March 10, 1 9 6 2), pp.
1 6, 1 8, “ S T .
37w. Brookover, e t a l . , S e lf-c o n c e p t and Academic
Achievement: E xperim ental and lo n g itu d in a l S tu d ie s iM oravia,
ti.Y .: C h ro n ical Guidance !P ubiication, 19&5)* P. 2.
24
g ra d e . When one day I was la y in g in bed and I J u s t
decided I was t i r e d and m ight a s w e ll B le e p .3°
Employment and M arriage
Although many s tu d e n ts from low income f a m ilie s
f in is h high sc h o o l, i f o th e r circ u m sta n ces a re fa v o ra b le ,
f i n a n c i a l need i s an im p o rta n t reaso n fo r dropping school
in some c a s e s . Cook found th a t in p a r t i c u l a r , o ld e r age
le v e l d ro p o u ts in th e e le v e n th and tw e lfth g ra d e s l e f t
school to go to work in la r g e r numbers than younger dro p
o u t s . ^ E llin g s to n found the most c o n s is te n t f a c t o r i n
flu e n c in g s tu d e n ts to le a v e school was a job o f t h e i r
40
own.
M arriage and pregnancy among g i r l s were c o n sid ered
common causes fo r le a v in g sc h o o l. While some in v e s t i g a t o r s
were n o t in c lin e d to c o n s id e r m arriag e a r e s u l t o f , as much
as a cause f o r le a v in g sc h o o l, th e U n ited S ta te s Departm ent
o f Labor suggested th a t m arriag e as a cause f o r le a v in g
school may be u n d e rs ta te d ; among g i r l s i t was given a s th e
4 l
reason fo r le a v in g by tw enty-seven p e rc e n t o f th e g i r l s .
Bowman and C. M atthews, M otivation o f Youth fo r
Leaving School, C ooperative R esearch P ro je c t #200 (Washing
ton: UTS. O ffic e o f H e a lth , E ducation and W elfare, O ffic e
o f E d u catio n , i 9 6 0) , p . 4 .
3^Cook, pp. c i t . , p . 57.
^°R. E llin g s to n , "Unemployment and U n f ille d Jo b s—
A Dropout P aradox," M innesota J o u rn a l o f E d u ca tio n , XLIV
(Septem ber, 1 9 6 3) , 10.
4 l
U.S. Departm ent o f Labor, Bureau o f Labor S t a t i s
t i c s , School . . . o r What E ls e ? (W ashington: U .S. Govern
ment P r in tin g O ffic e , 19^2), p . 10.
25
N e is s e r claimB t h a t dropping o u t was s o c i a l l y i n -
42
h e r i t e d . Twenty-one fin d in g s were summarized by H u ffin g -
to n a s c h a r a c t e r i s t i c o f d ro p o u ts in th e M aryland P u b lic
S c h o o ls. T able 6 p r e s e n ts th e summary.
The E x te n t o f th e D ropout Problem
The e x t e n t o f th e d ro p o u t problem was in v e s t i g a t e d
by sm a ll and la r g e sch o o l d i s t r i c t s , c o u n tie s , s t a t e s , and
th e f e d e r a l governm ent; by c o o p e ra tiv e a g e n c ie s w ith in a
community; and by p r iv a te r e s e a r c h a g e n c ie s , c o lle g e s and
u n i v e r s i t i e s .
C ity , County and S ta te S tu d ie s
C o o p e ra tiv e ly th e C olusa High School and C olusa
County H e a lth D epartm ent in v e s t i g a t e d th ir ty - tw o d ro p o u ts
o f C olusa High S c h o o l . ^ The V i s a l i a Schools s tu d ie d one
i 44
hundred t h i r t y - f o u r d ro p o u ts in 1964. Pueblo High School
in Tucson, A rizona s tu d ie d one hundred e i g h ty - e ig h t in
1963 . 45
42
E. N e is s e r , School F a ilu r e s and D ro p o u ts. P u b lic
A f f a i r s Pam phlet No. 34b (W ashington: P u b lic A f f a i r s Commit
te e and American P erso n n el and Guidance A s s o c ia tio n , 1 9 6 3) ,
P . 5.
^ R a i t t , lo c . c l t .
44
D rop-out S tudy—V i s a l i a Union High School S tu d e n ts ,
1 9 6 3- 6 4 , V i s a l i a , C a lif o r n i a , 1964.
^ P u e b lo High School D rop-out R e p o rt, 1955-56, Tucson
A rizo n a, 1963.
TABLE 6
HUFFINGTON'S S U M M A R Y O F M A R Y L A N D D R O P O U T S ®
I I i I ■■. . _■ i i i i _ lj- — w
C h a ra c te ristic s Findings
1. Age 72
2. With whom liv in g 91
3 . S tatus of p arents 72
4. Source of fam ily Income 52
5 . Occupation o f head o f 46
household
6. Education of fa th e r 63
7 . Education of mother 57
8. Hours p e r week th e p u p il 71
had been employed
9. Previous suspension 76
10. P a rtic ip a tio n in a th le tic s 70
11. Other e x tra c la ss a c tiv itie s 69
12. Grade in school 12
1 3 . Courses 46
14. Attendance 60
15. Mental a b ility 50
16. Achievement in terms 56
of a b ility
17. Reading grade le v e l 10
18. F ailu re during la s t 47
marking period
19. R etentions 64
20. Conference about 49
withdrawal
21. Contact between school 80
and parent
percent, e ith e r 16 or 17 years
p ercen t, with p arents o r w ith
parents and step -p aren ts
p ercent, parents liv in g together
p ercent, the fa ttie r; 13 percent
the mother; 27 p ercen t, both
percent, u n sk illed ; 4 l percent,
s k ille d o r in s e llin g o r service
occupation; 6 p ercen t, owner or
member of a profession
percent, no more than 9th grade
percent, no more than 9th grade
p ercent, none
percent, none
percent, none
percent, none
percent, grade 8; 19 percen t, grade
9; 27 percent, grade 10, 22 percent,
grade 11; and 12 percent, grade 12
p ercent, general course; 19 percent
commercial
percent, irre g u la r in preceding
year; 72 p ercent, irre g u la r in
current year
p ercent, below average
percent, le s s than normal
p ercent, below 3rd grade;
36 percent, 3rd to 6th grade
percent, 3 or more; l4 percent, 2;
12 p ercent, 1
p ercent, none in Elementary School;
60 p ercent, none in
Junior High School
percent, w ith counselors; 18 per
cent w ith adm inistrators;
21 percent, none
percent, yes
aPaul H uffington, P upil Dropout Study: Maryland Public High
Schools. Baltim ore: S tate Department of Education, May, 1962.
27
Local s tu d ie s attem p ted to I d e n tif y th e problem and
e v a lu a te means o f In c re a s in g th e h o ld in g power o f lo c a l
sc h o o ls. L arger school d i s t r i c t s , alth o u g h d e a lin g w ith
more s tu d e n ts , had s im ila r m otives. S t. P aul, M innesota,
Z 17 2i8
San Diego, C a lif o r n ia , ' Sacram ento, C a lif o rn ia , and
iiq
B rid g e p o rt, C o n n e cticu t, 7 made dropout s tu d ie s . Los Angel
es found in a lo c a l dropout study th a t t h e i r h o ld in g power,
sev en ty -sev en p e rc e n t, exceeded the n a tio n a l a v e r a g e .^
Fresno County, C a lif o r n ia conducted a dropout study encom-
c i
p a ssin g s ix te e n h igh sc h o o ls. Orange County, C a lif o rn ia
stu d ie d 2,266 d ro p o u ts .^ 2 San Luis Obispo County com piled
a book o f l e t t e r s from form er d r o p o u t s .^ H illsb o ro u g h
h6
S t. Paul P u b lic S chools, Dropou t S tudy. S t. P aul,
Minn.: O ffic e o f Secondary and V o ca tio n al E d u catio n , 1955.
^ G . V. H all and M. M . M ille r, A Study o f the Holding
Power o f th e San Diego S chools. San Diego: Department o f
R esearch, 19&3*
Jlft
Sacramento C ity S chools, L e t' s Stop High School
Dropouts in Sacram ento, Sacramento: The Community W elfare
C ouncil, 19&>5.
jiq
.S ilv e rsto n e , lo c . c i t .
^ D ropouts v s. G raduates, lo c . c i t . (Los Angeles
P ublic S c h o o ls ).
-^H. C oles, e t a l . , Dropout Study, Fresno: Fresno
County S chools, 1 9 6 5.
^ 2K elly , lo c . c i t .
-^R ichard Johnson, Like Money in th e Bank. San Luis
Obispo, C a l i f .: County S u p erin ten d en t o f Schools, 1 9 6 5.
28
County P u b lic SchoolB in F lo rid a i n v e s tig a te d 200 d ro p -
54
o u ts .- '
The s t a t e s o f A riz o n a ,55 C a l i f o r n i a , 56 Io w a,5^
M aine,58 M ary lan d ,59 New Y o rk ,60 O hio,61 U ta h ,62 V i r g i n i a ,63
fiil fiR
W ashington, and West V ir g in ia , 5 conducted s t a t e s tu d i e s .
54
^ H illsb o ro u g h County P u b lic S ch o o ls, In v o lu n ta ry and
V o lu n ta ry W ithdraw als i n H illsb o ro u g h County P u b lic S c h o o ls,
Tampa, F lo r i d a , 19fc>3.
55What I s a D ropout? A Summary o f School D ropouts in
A rizo n a, lo c . c i t .
56
McCreary and K itc h , lo c . c i t .
5^Van Dyke and Hoyt, op. c i t . . p . 82.
58
Maine School L ea v ers, A ugusta, Maine: S ta te D e p a rt
ment o f E d u c a tio n , 19^3 •
59
^^Our D ro p o u ts. B a ltim o re , M aryland: S ta te D epartm ent
o f E d u c a tio n , 1963.
fio
Reducing th e School Dropout R ate, lo c . c i t . (New
Y o rk ).
fi 1
E. H o lt, Ohio Study o f High School D ropouts, 1962-
6 3 , Columbus, Ohio: S ta te D epartm ent o f E d u c a tio n , 19&4.
6 gUtah S ta te Dropout Study, lo c . c i t .
6 3tf. G ra y b ea l, V ir g in ia Secondary School D ro p o u ts.
1 9 6 2- 6 3 . Richmond, V a.: S ta te D epartm ent o f E d u c a tio n , 1964.
64
H. I . K loes, The School D ropout. Olympia, Washing
to n : S ta te D epartm ent o f t’ u b llc I n s t r u c t i o n , 1 9 6 3 .
65R. M. Sm ith, A Study o f S tu d en t W ithdraw als from
West V ir g in ia Secondary 6 c h o o Is. C h a rle s to n . W . V a., 1993.
29
R esearch by P riv a te O rganizations
Two p r iv a te o rg a n iz a tio n s , Science R esearch A ssoci
a te s and th e N atio n al Education A sso ciatio n did e x te n siv e
66
re s e a rc h on dro p o u ts. Table 7 summarizes a r e p o r t o f the
N atio n al E ducation A sso c iatio n .
TABIE 7
UNITED STA TES 1962 HIGH S C H O O L G R A D U A T E S AS PER C EN T OF 1957-58 EIGHTH
G R A D E E N R O L L M E N T (N A TIO N A L ED U CA TIO N ASSOCIATION REPO RT )a
Rank Percent State Rank Percent S tate
1.
92.3
Wisconsin 26 72.4 Ohio
2 . 88.2 Minnesota
27
72.0 Delaware
3.
86 .b C alifo rn ia 28 71.1 Arizona
4. 84.4 Nebraska
29
70.1 Alaska
5.
84.4 I llin o is 30
69.3
New Hampshire
6 . 84.2 Washington
31
68.2 M assachusetts
7-
80.6 Hawaii 32
67.9
Oklahoma
8 . 78.68 New Jersey
33 67.5
Maryland
9.
78.86 Iowa 34 63.7
Nevada
10. 78.4 Michigan
35
62.9 F lo rid a
11. 78.1 Kansas 36
62.2 New Mexico
12. 78.1 South Dakota
37
61.0 Maine
13.
78.0 Pennsylvania 38 60.6 Texas
lb .
77.9
Oregon
39
57.8 Arkansas
15. 77.2 Utah 40 57.8 Louisiana
16. 76.8 North Dakota 41 57.8 M ississippi
17.
74.1 Indiana 42 57.4 North Carolina
18. 74.1 New York
43
56.4 Vermont
19. 73.3
Montana 44
55.5
West V irginia
20.
73.3
Rhode Island
45 55-1
Tennessee
2 1. 73.1
Connecticut 46 55.0 Alabama
22.
73.1
Wyoming
47
54.2 South Carolina
23.
73.0 Missouri 48 54.2 Kentucky
2b.
72.9
Colorado
49 51.9
V irginia
25. 72.5
Idaho 50 51.8 Georgia
aN ational Education A ssociation, Research D ivision, Rankings of
the S ta te s, 1963; Research Report 1963-R 1, Washington, 196J!
C. A llen, Combatting th e Dropout Problem, S ta te De
partm ent o f E ducation, Chicago: Science Research A sso c ia te s,
1956 and S c h re ib e r, The School Dropout, lo c . c i t .
N atio n a l Dropout F ig u res
Two methods a re commonly used to determ ine th e num
b e r o f dropouts on a nationw ide s c a le . The U nited S ta te s
O ffic e o f E ducation s t a r t e d w ith 1,000 p u p ils In th e f i f t h
grade and counted th e number In each grade In su c cessiv e
y e a rs . Table 8 shows fo r s e le c te d y e a rs a com parison o f
each 1 ,0 0 0 s tu d e n ts , b eginning In th e f i f t h grade who gradu
a te d from h igh sc h o o l.
TABLE 8
RETENTION RATES FIFTH GRADE THROUGH HIGH SCHOOL GRADUATION
IN THE PUBLIC AND NON-PUBLIC SCHOOLS OF THE UNITED STATES
(U.S. OFFICE OF HEALTH, EDUCATION AND WELFARE)a
Year in F if t h Grade 1930 1940 1950 1954
Number in F if th Grade 1000 1000 1000 1000
High School G raduates
417
481 582 636
Year o f G raduation 1938 1948 1958 1962
Adapted from th e U .S. O ffic e o f H ea lth , E ducation
and W elfare, " S t a t i s t i c a l Summary o f E ducation, 1955-56,"
B ie n n ie l Survey o f E ducation in the U nited S ta te s , 1954-56
S ta r tin g in 1930 w ith 1,000 p u p ils in th e f i f t h
g rad e, e ig h t y e a rs l a t e r in 1938 417 g rad u ated from high
sc h o o l. The number in c re a s e d in succeeding y e a rs so th a t
in 1962 approxim ately 636 o u t o f each 1 ,0 0 0 stu d e n ts o r 6 3 .6
p e r c e n t g ra d u a te d . Then n a tio n a lly , the dropout r a t e in
1962 was co n sid ered to be 3 6 .4 p e rc e n t.
31
The U nited S ta te s Bureau o f Census determ ined th e
number o f d ro p o u ts by s u b tr a c tin g th e number o f p u p ils in
school from th e number o f c h ild re n o f school age and th u s
p ro v id ed th e p e rc e n ta g e o f any given age group t h a t was in
sch o o l o r n o t in sc h o o l. T able 9 i s adapted from Census
Bureau f ig u r e s and shows the number o f s ix te e n and seventeen
y e a r o ld s in school f o r s e le c te d y e a rs .
TABLE 9
THE PERCENT OF SIXTEEN AND SEVENTEEN YEAR OLD STUDENTS
IN SCHOOL AND NOT IN SCHOOL FOR SELECTED YEARS
(UNITED STATES DEPARTMENT OF COM M ERCE )a
Year
16 and 17 Year
Olds in School
16 and 17 Year
Olds Not in School
1947
6 7 .6 32.4
1949 29.5 30.5
1951 7 5 . 1 24.9
1953 7 4 .7 25.3
1955
77.4 2 2 .6
1957 80.5 19.5
1959 82.9
1961 8 3 .6 16.4
U.S. D epartm ent o f Commerce, School E n ro llm e n t:
O cto b erf 1961, C u rren t P o p u la tio n C h a r a c t e r i s t i c s , S e r ie s
P-20, No. 117. (W ashington: Bureau o f th e Census, J u ly 11,
1 9 6 2 .)
Over th e y e a rs i t may be seen t h a t th e h o ld in g power
o f sch o o ls in g e n e ra l became g r e a t e r and the dropout r a t e
l e s s . Only when lo c a l s tu d ie s a re made can th e sch o o l o r
th e community be c o n fid e n t th a t they know th e tr u e e x te n t
32
o f t h e i r dropout problem . N a tio n a l f ig u re s cannot l e g i t i
m ately be used a s a lo c a l in d e x .
The e x te n t o f th e problem even when known l o c a l l y
does n o t a u to m a tic a lly p ro v id e a means o f in c re a s in g th e
school h o ld in g power. Even w ith th e most a c c u ra te f ig u r e s ,
p h ilo s o p h ie s d is a g re e as to th e m agnitude o f th e problem .
P re s id e n t K ennedy's Committee on Youth Employment made the
fo llo w in g ap p e al:
More c h ild re n th an ev e r b e fo re a re a tte n d in g h ig h school
and th e number being g rad u ated i s la r g e r than e v e r be
f o r e , y e t one o u t o f th re e le a v e s high sch o o l b e fo re
g ra d u a tio n . T his dropout r a t e i s t o t a l l y u n a c c e p ta b le
in a n a tio n whose f u tu re depends upon g r e a t l y in c re a s e d
competence and s k i 11.67
An e q u a lly stro n g ap p eal was made by Vernon Reynold
in the J o u rn a l o f Secondary E d u c a tio n :
Every e f f o r t i s being made to keep th e academic f a i l u r e
in sc h o o l. Can i t be th a t a re v e rs e a tta c k i s th e b e t
t e r s o lu tio n ? P o s s ib ly ev ery e f f o r t should be made to
keep th e p o t e n t i a l dropout o u t o f B c h o o l . 6 8
The R e h a b ilita tio n o f Dropouts
Programs and su g g e stio n s fo r th e r e h a b i l i t a t i o n o f
d ro p o u ts assumed th a t the s tu d e n ts had l e f t sc h o o l. D.
S c h re ib e r s t a t e d t h a t in tr u t h th e dropout was n o t a problem
^U.S. Departm ent o f Labor, P re s id e n t K ennedy's Com
m itte e on Youth Employment, The C hallenge o f J o b le s s Youth
(W ashington: 1 9 6 3) , p . 9«
^®Vernon J . R eynolds, "School F a ilu r e s , L e t 's Help
Them Drop O ut," J o u rn a l o f Secondary E d u catio n , XXXIX (No
vember, 1964), 303^
33
6 q
o f th e school, fo r he l e f t sch o o l. 7 According to S av itsk y ,
once stu d e n ts have withdrawn from school, th e ta sk o f e f
fe c tiv e r e h a b i l i t a t i o n and upgrading becomes doubly d i f f i -
70
c u l t . ' McDaniel m aintained th a t guidance had not y e t
found a way to make young people lik e to le a rn what they
71
ought to know.1 He q u estio n ed the e x is tin g philosophy
th a t supposes I f you don’t fin d i t —e x p e rtn e ss—in high
school then tr y co n tin u a tio n sch o o l, i f you can fin d one,
a d u lt and evening school, o r Ju n io r c o lle g e . He f u r th e r
urged an i n t e r d i s c i p l i n a r y a tta c k upon the dropout problem.
According to Bond, i s o l a te d o r very sim ple rem edies w ill
72
have l i t t l e e f f e c t . He f u rth e r claim ed th a t dropouts
should not be charged as the ex c lu siv e f a u l t o f the second
ary school f o r dropouts are a u n iv e rs a l problem. According
to Bond, success in d ea lin g w ith the dropout problem de
pended on the combined e f f o r t s and a t t i t u d e s o f th e school
a d m in is tra tio n , f a c u lty and school p a tro n a g e .73 Those p ro
^ D . S c h re ib e r, "New Hope fo r DropoutB," A Speech
P resented to th e N orthern C a lifo rn ia Guidance A sso c ia tio n ,
May 8, 1965.
70
C. S av itsk y , "Work Experience Programs fo r Poten
t i a l D ro p o u ts," N ational A sso ciatio n o f Secondary School
P r in c ip a ls ' B u lle tin . XLVI (November. 19b2). 59.
71
H. B. McDaniel, "E xpertness in Preparing Youth fo r
Employment," Jo u rn a l o f Secondary E ducation. XXXVIII (Feb
ru a ry , 1 9 6 3) r&r*
72
T. J . Bond, "The High School Dropout Problem," Na
tio n a l A sso ciatio n o f Secondary School P r in c ip a ls ' B u lle tin ,
TOT '(September',' l$b £), 180-184.-------------------------------------------
73Ib id ., p. 183.
grams th a t were centered in schools, as most o f them were,
needed curriculum reform s. Many were not d ire c te d a t the
dropout but a t the i d e n tif ic a tio n and r e h a b i l i t a t i o n o f the
p o te n tia l dropout.
A daptation o f the Curriculum
A good curriculum , as defined by B ristow , focused
on classroom le a rn in g and teaching; i t was the b e s t hope
74
f o r holding p o te n tia l dropouts in school. S tah leck er
found th a t the a c tu a l number o f secondary school programs
p a r t i c u l a r l y designed fo r slower le a rn e rs was sm all in com
p ariso n w ith the a c tu a l numbers o f slow le a rn e rs found.
P e l l e t t re p o rte d th a t the holding power of the W h ittie r
Union High School D i s t r i c t was 93 out o f every 100. The
reasons given fo r W h ittie r 's success stemmed from a c u rric u
lum th a t u t i l i z e d m u ltip le sensory m a te r ia ls , grouping by
s p e c ia l needs, v o ca tio n a l c la s s e s , and the p ro v isio n o f
r e a l i s t i c le a rn in g ex p erien ces. The c o - c u r r ic u la r program
included a v a rie d club program, an a c tiv e stu d e n t govern
ment, in tram u ra l and in term u ral a t h l e t i c programs fo r boys
and g i r l s and f u l l time a c t i v i t y d ir e c to rs a t each o f the
B ristow , The School Dropout (Washington: N ational
Education A sso c iatio n , 19&4), P« 150.
?5L. V. S tah le ck e r, " P lig h t of Rick M arsh all," C lear-
in g House, XXXVI (A p ril, 1962), 482.
35
h ig h sch o o ls in th e d i s t r i c t . * ^
S te b b in s re p o rte d a p e rs o n a liz e d cu rricu lu m program
in F l i n t , M ichigan which proved s u c c e s s fu l. I t p ro v id ed f o r
p o t e n t i a l d ro p o u ts lo n g e r u n in te r r u p te d p e rio d s o f stu d y
tim e, a u n i t approach to te a c h in g , th e e lim in a tio n o f s t r i c t
s u b je c t m a tte r d iv is io n s , m u lti-s e n s o ry le a rn in g m a te r ia ls ,
in d iv id u a l and sm all group le a rn in g e x p e rie n c e s w ith a "p a r
ti c i p a t i n g " te a c h e r r a t h e r th an a " d ir e c tiv e " te a c h e r .
Work Study Programs
Many s tu d ie s advocated v o c a tio n a l tr a in i n g o r a
com bination o f school and o n -th e -jo b work ex p e rien ce to i n
c re a se th e h o ld in g power o f th e p o t e n t i a l d ro p o u t. I t was
an e f f o r t to make th e c u rric u lu m more p r a c t i c a l .
Keppel c a u tio n e d t h a t r e l i a n c e upon v o c a tio n a l edu
c a tio n a s th e s o lu tio n to th e dropout problem may n o t be
r e a l i s t i c . He s ta te d th a t m erely shoving p o t e n t i a l drop
o u ts in to Job tr a in i n g was no s o lu tio n because more b a s ic
needs were re a d in g fund am en tals, m athem atics, and lo g ic a l
th in k in g . He warned t h a t f re q u e n tly th e u se o f v o c a tio n a l
e d u c a tio n to keep a y o u n g ste r in sch o o l covered up th e f a c t
t h a t th e y o u n g ste r had f a i l e d to a c q u ire p r o fic ie n c y in
^ E . A. P e l l e t t , "M eeting th e Drop-Out Problem ,"
C a lif o r n ia Guidance N e w sle tte r, S ta te Departm ent o f Educa
ti o n , V ol. fc ll, Wo. 2.
^ M . S te b b in s , " F lin t O ffe rs th e P o te n tia l Dropout a
P e rso n a liz e d C urriculum , C le a rin g House, XXXVIII (December.
1 9 6 3) , 2 0 8 .
36
b a s ic s u b je c t m a tte r . He claim ed , "T his i s as much a t r a v
e s ty o f good v o c a tio n a l t r a i n i n g as i t i s o f th e tr u e mean
in g o f s ta y in g in sc h o o l. W e m isuse v o c a tio n a l e d u c a tio n
when we look a t i t alo n e to so lv e th e problem."*^®
S a v its k y ag ree d t h a t v o c a tio n a l e d u c a tio n and work
e x p e rie n c e program s were n o t th e panacea to th e problem o f
r e h a b i l i t a t i n g d ro p o u ts; a lth o u g h a good way to improve th e
7Q
c u rric u lu m . ' *
School O rg a n iz a tio n
W hite m a in ta in ed t h a t lo c a l sc h o o l d i s t r i c t s in
C a lif o r n i a alm ost co m p letely ig n o re d o r evaded th e o b l i g a
tio n to p ro v id e c o n tin u a tio n e d u c a tio n . He u rg ed th e en
forcem ent o f Bchool a tte n d a n c e laws and com pulsory c o n tin u a
tio n e d u c a tio n . He would e s t a b l i s h s e p a r a te c o n tin u a tio n
h ig h sc h o o ls and p ro v id e d a i l y c l a s s e s , S atu rd ay and evening
c l a s s e s and c o o p e ra tiv e program s w ith r e g u la r h ig h
s c h o o ls .®0
WoIfson and K urtz claim ed t h a t o u r p r e s e n t sc h o o l
o r g a n iz a tio n m erely t o l e r a t e d p o t e n t i a l d ro p o u ts co n v in cin g
T. F. K eppel, "Keeping th e S tu d e n t in S chool— th e
End and th e MeanB," S e le c te d R e p o rts and S t a t i s t i c s on
School D ro p o u ts, W ashington: U .S. O ffic e o f H e a lth , Educa
tio n and W e lfa re , 1964.
70
,:7S a v its k y , o p . c i t . , p . 5 3 .
80
L. B. W hite, "C o n tin u atio n E d u catio n f o r D isadvan
ta g e d Youth in C a l i f o r n i a ," J o u rn a l o f Secondary E d u c a tio n .
XXXVII (November, 1 9 6 2) , 405.
37
them to become dropouts by re p e a te d f a i l u r e s in com petition
w ith a b le r companions. He would d r a s t i c a l l y re o rg a n iz e
school programs by combining v o c a tio n a l and academic c u r r i c
u la , condensing shop tr a in in g , in c re a s in g the v a r ie ty o f vo
c a tio n a l o f f e r in g s , in c re a s in g autom ation to make v o c a tio n a l
c la s s e s more r e a l i s t i c , u t i l i z i n g a l l schools both day and
n ig h t, p ro v id in g a p u re ly non-academic tra d e school program
81
and p ro v id in g "crash programs" in v o c a tio n s and guidance.
K olish ch allenged th a t no r e a l e f f o r t had been made
to e s ta b li s h the kind o f school th a t a dropout would lik e
82
to r e tu rn to and in which they would lik e to rem ain. Be
fo re g e n e ra liz a tio n s were made between s tu d ie s , S c h re ib e r,
Kapplan, and Strom would have the annual p e r p u p il expendi
tu re determ ined; the guidance s e rv ic e s a v a ila b le canvassed;
th e economic s ta tu s o f the neighborhood in v e s tig a te d ; th e
e d u c a tio n a l le v e l o f the neighborhood determ ined; th e m ini
mum and maximum te a c h e r s ’ s a l a r i e s determ ined; th e degree to
which compulsory atten d an ce laws are enforced and e s ta b
lis h e d ; the m o b ility o f the p o p u la tio n in v e s tig a te d and the
a v a i l a b i l i t y o f Jobs p r o v id e d .
81
H. E. WoIfson and A. S. K urtz, "B lu e p rin t fo r Re
o rg a n iz a tio n w ith Reply by H. E. W olfson," High P o in ts.
XLIV (May, 1962), 14.
82A. K olish, "Re-Entry?" High P o in ts , XLV (A p ril.
1963), 7.
8^D. S c h re ib e r, B. A. Kapplan and R. D. Strom, Drop
o u t S tu d ie s Design and Conduct (Washingtons N atio n al Sduca-
tio n A sso c ia tio n ! 1965)* P« 55.
38
guidance S e rv ic e s
WoIfson and K urtz encouraged a com petent guidance
s t a f f th a t would sc re en and group s tu d e n ts , allo w f o r f l e x i
b i l i t y in program ing, allo w f o r changes o f tra c k and p ro v id e
84
f o r fo llo w up.
P e l l e t t e s ta b lis h e d t h a t W h i t t i e r 's low dropout r a t e
was in p a r t due to a t o t a l d i s t r i c t p h ilo so p h y d ir e c te d t o
ward th e f u l l e s t development o f each in d iv id u a l and im p le
mented by a guidance o r ie n te d program u t i l i z i n g a guidance
team approach, th e e x te n s iv e u se o f community ag e n c ie s and
88
in d iv id u a l and group c o u n se lin g .
Hoyt ca u tio n e d th a t th e school co u n se lo r cannot hope
to be a s e f f e c t i v e as he i s ex p ected to b e, b u t th a t he can
become more e f f e c t i v e ; he urged th a t c o u n se lo rs be d ev elo p -
m e n ta lly o r ie n te d r a t h e r than problem o r ie n te d .
Woodring sug g ested t h a t c o u n se lo rs should th in k ,
( l ) How does th e s tu d e n t see th e s i t u a ti o n ? (2) How i s th e
s tu d e n t approaching th e s i t u a t i o n ? and ( 3 ) What can I con
t r i b u t e to th e ta s k ? He contended t h a t dro p o u ts w i l l r e a c t
more p o s i t i v e l y than when th e c o u n se lo r th in k s , ( l) What
a r e th e f a c ts ? (2) What needs to be done? and ( 3 ) How b e s t
84
WoIfson and K urtz, op. c i t . . p . 28.
8 5 P e l l e t t , lo c . c i t .
86
K. B. Hoyt, "The C ounselor and th e D ropout," C le a r
in g House, XXXVI (May, 1 9 6 2) , 1 6 .
39
can I g e t him to do it?® ^
A rbuckle summarized th e r o l e o f th e c o u n s e lo r in
Guidance and th e School D ropout:
The c o u n s e lo r as a human b e in g i s more im p o rta n t than
th e c o u n s e lin g , j u s t a s th e i n d iv i d u a l who i s a d ro p
o u t i s more im p o rta n t a s a human th an th e f a c t t h a t he
i s a sc h o o l d ro p o u t. W herever he i s , he s t i l l h as
s tr e n g t h , he s t i l l h as th e p o t e n t i a l f o r freedom , and
w hile many th in g s on many f r o n ts must be done to h e lp
him, th e c o u n s e lo r i s th e one who, now, should be a b le
to o f f e r him what he needs m ost. T h is i s a c lo s e s h a r
in g o f a human r e l a t i o n s h i p w ith one who h a s f o r him a
h ig h r e g a r d , one who can o f f e r him u n c o n d itio n a l a c c e p t
ance, b u t one who h as no g u a ra n te e , no answ ers; one who
can h e lp him to see freedom , b u t freedom w ith r i s k ; one
who can h e lp him to come to see t h a t freedom and s e l f
i n t e g r i t y a re th e same th in g , t h a t th e y a re w ith in th e
g ra sp o f each o f u s , and t h a t we a re th e ones to d e t e r
mine w h eth er we w ish to h o ld t i g h t o r l e t f a l l t h i s
freedom and t h i s s e l f i n t e g r i t y . 88
Recommendations f o r R e h a b il ita tin g
D ropouts
The Maryland Commission f o r C h ild re n and Youth
l i s t e d tw elve recom m endations to in c r e a s e th e sch o o l h o ld in g
power: ( l) e x p lo re how d ro p o u ts d i f f e r from t h e i r p e e r s ,
( 2 ) u t i l i z e a community team ap p ro ach , ( 3 ) develop m o tiv a
t i o n a l te c h n iq u e s , (4) change th e c u rric u lu m , ( 5 ) a d v e r t i s e
th e problem , (6 ) p ro v id e i n - s e r v i c e t r a i n i n g f o r te a c h e r s ,
( 7 ) develop s u p e rio r re a d in g program s, ( 8 ) in c r e a s e th e
number o f a d u l t evening and c o n tin u a tio n s c h o o ls , ( 9 ) e n -
®^P. W oodring, "D ro p o u ts," S a tu rd a y Review. F eb ru ary
16, 1963, P . 17.
88
D. S. A rb u ck le, "C ounseling and D ro p o u ts," Guidance
and th e School D ropout (W ashington: N a tio n a l E d u catio n As
s o c ia tio n and th e American P e rso n n e l and Guidance A sso c ia
t i o n , 1964), p. 1 9 0 .
40
courage y o u th -to -y o u th program s, ( 1 0) in c re a s e the q u a lity
and q u a n tity o f guidance p erso n n e l, ( l l ) reach o u t fo r th e
dropout r a th e r than w aitin g f o r him to r e tu r n , and ( 1 2) con-
8q
tin u e re se a rc h in g th e problem. ^
E ig h t c o rre c tiv e measures were summarized by C assel
and Coleman: ( l) provide e f f e c tiv e counseling and guidance
program s, ( 2 ) broaden I n s tr u c tio n a l o f f e r in g s , ( 3 ) improve
the p re p a ra tio n and s e le c tio n o f te a c h e rs , (4) in c re a s in g ly
in v o lv e more stu d e n ts in c o - c u r r lc u la r a c t i v i t i e s , ( 5 ) u t i
l i z e th e re so u rc e s o f the e n t ir e community, (6 ) provide a
c lo s e r lia is o n w ith a p p re n tic e sh ip tr a in in g programs, ( 7 )
e s ta b li s h a c lo s e r lia is o n w ith the ju v e n ile a u t h o r i t i e s ,
and (8 ) provide continuous in v e s tig a tio n s and e v a lu a tio n .^ 0
Thompson and Nelson suggested twelve approaches to
so lv in g the dropout problem: ( l) e lim in a te compulsory
school a tte n d a n c e , ( 2 ) provide fo r co o p e ra tiv e school and
i n d u s t r i a l p lan n in g , ( 3) in c re a s e the number o f s p e c ia l s e r
v ic e s w ith in the school, (4) f o s te r urban renew al, (5) em
p h asize a d u lt ed u catio n , (6 ) improve the q u a lity o f school
p e rso n n e l, (7 ) keep school f a c i l i t i e s u p - to -d a te , ( 8 ) e v a lu
a te r e g u la rly , (9 ) encourage involvem ent in c o - c u r r ic u la r
®^The Out o f School, Unemployed Youth (B altim ore: The
Maryland Commission f o r C hildren and Youth, 1 9 6 3) , p. 27.
^°R. N. C assel and J . C. Coleman, "A C r i t i c a l Examina
tio n o f the School Dropout, R e lu c ta n t L earner, and A bler
N on-college Student Problem," N atio n al A sso c iatio n o f Sec
ondary School P r in c ip a l s 1 B u lle tin , )c!lV !e (November, 19b2),
W .
41
a c t i v i t i e s , (10) use a l l re so u rc e s w ith in the community,
(11) remove the hidden c o s ts o f e d u c a tio n , and (12) see t h a t
th e Board o f E ducation "moves w ith th e tim e s .M ^ 1
Seven ways to reduce d ro p o u ts were l i s t e d in the
C a lif o rn ia Guidance N e w s le tte r: ( l) ad ap t the cu rricu lu m ,
(2) p ro v id e a c o n c e n tra te d guidance program, ( 3 ) improve
c u rricu lu m sequences between sc h o o ls so as not to handicap
t r a n s f e r s , (4) reduce the hidden c o s ts o f e d u c a tio n , ( 5 )
p ro v id e co u n selin g and placem ent s e rv ic e s fo r th o se who r e
fuse to r e tu r n to sch o o l, (6) modify marking syBtemB, and
(7) group s tu d e n ts by a b i l i t i e s . ^ 2
Many communities have attem p ted to implement recom
m endations in to programs fo r d ro p o u ts.
S e a t t l e , W ashington. —S e a ttle , in an attem p t to r e
duce d ro p o u ts, i n i t i a t e d an e a r ly t e s t i n g program and i n t r o
duced c a re e r u n itB in the elem entary sc h o o ls. Timely occu
p a tio n a l in fo rm a tio n was provided a l l te a c h e rs . A s tr e n g th
ened Ju n io r high school guidance program was i n i t i a t e d w ith
group guidance. More s p e c ia l program s and more v o c a tio n a l
c la s s e s were p ro v id e d . ^
^ M . L. Thompson and R. H. N elson, "Twelve Approaches
to Remedy th e Dropout Problem ," C learin g House, XXXVIII
(December, 1 9 6 3)> 200-204.
^ " M e e tin g th e Dropout Problem ," C a lif o rn ia Guidance
N e w sle tte r, XII (O ctober, 1957)» 7.
Bruno, D ropouts—W ashington1^ Wasted R esources,
Olympia: S ta te Department o f P u b lic i n s t r u c t i o n , 1^6 3 .
42
Anaheim, C a l i f o r n i a . —B rookhurst J u n io r High School
u t i l i z e d f le x ib l e sc h e d u lin g , a broadened cu rricu lu m and
O il
s p e c ia l rem ed ial program s.
Merced County, C a l i f o r n i a . —Dropouts were in v ite d
to a tte n d a summer camp program in th e m ountains. A p erm is
s iv e atm osphere was provided w ith in te n s iv e in d iv id u a l and
QE
group co u n se lin g . ^
New York C ity —o p e ra tio n s a lv a g e . —Jam aica Evening
High School p rovided d a ily , S aturday and evening co u rses
fo r whoever w ished to e n ro ll* adm ission p o l i c i e s were r e
la x e d . S tu d en ts were g ra n te d 487 evening diplom as and 1,118
Q6
day school diplom as.
New York C ity —c o o p e ra tiv e program . —Mayor Wagner
in i 960 allow ed high school s tu d e n ts to be p la c e d in c i t y
c i v i l s e rv ic e p o s itio n s fo r c o o p e ra tiv e w ork-study e x p e ri-
97
ence.
94C. B. Hoffman, "Drop-Out Problem: H elping Vege
ta b le s Grow," Jo u rn a l o f Secondary E du catio n , XXXVIII
(A p ril, 1963), 2 1 5- 2 1 6 .
9^Dropout P i l o t P r o j e c t , Merced, C a l i f . : County
S chools, I 9 6 5 .
96L. Moore, "O peration S alvage, Dropout Problem in
New Y o rk ," High P o in ts , XLV (November, 1 9 6 3) , 55*
9^Monlca B aley, "A Renewed E f f o r t to Solve th e Dropout
Problem ," S e le c te d R ep o rts and S t a t i s t i c s on School Drop
o u ts , W ashington: tJ.S. O ffic e o f H e a lth , E ducation and w el-
f a r e , 1964.
^3
New York C ity —h ig h e r h o riz o n s program . —Guidance
s e r v ic e s were in c re a s e d a t th e J u n io r h igh sch o o l l e v e l .
Remedial and a f t e r sch o o l stu d y program s were in a u g u ra te d .
P a re n ts in low socioeconom ic neighborhoods were encouraged
to r e tu r n to sc h o o l. F ie ld t r i p s and e x p e rie n c e s were p ro
vided th e sch o o l c h ild re n in an e f f o r t to e n r ic h and broaden
th e school program . T his program was l a t e r co p ied in De
t r o i t , Milwaukee, P h ila d e lp h ia , P itts b u r g h , S t. Louis and
Q8
W ashington, D.C.
Columbus. O hio. —Broad improvements were made in th e
school cu rric u lu m . C lass s iz e was red u ced . Guidance s e r
v ic e s were expanded. V is it in g te a c h e rs were p ro v id e d ."
B oston. M a ssac h u setts— s ta y in school week. —A ll
d ro p o u ts o f th e p re v io u s y e a r were s e n t le t t e r B and en co u r
aged to r e tu r n to school and p a r t i c i p a t e in guidance c l i n i c s
b e fo re th e opening o f school in Septem ber. C ounselors p ro
gramed th e se people in school o r r e f e r r e d them f o r f u l l o r
p a r t- tim e em ploym ent.100
Pasadena. C a lif o r n ia —h ig h e r o p p o r tu n itie s in P asa
dena e d u c a tio n . —The e d u c a tio n a lly and c u l t u r a l l y h a n d i
capped were g iv en s p e c ia l a t t e n t i o n . A team approach was
p ro v id ed f o r th e n o n -v e rb a l, c h r o n ic a lly low ac h ie v in g s t u
d e n t. At th e te n th , e le v e n th and tw e lv th grade le v e l s , a
98lb id . " ib id . 100Ibid.
team o f te a c h e rs provided rem edial help in academic sub
j e c t s . 101
Santa Monica. C a lif o r n ia . —Two c la s s e s o f p o te n tia l
dropouts were c re a te d . Each c la s s had a s in g le , in te r e s te d ,
male te a c h e r and a s p e c ia l counselor. The curriculum was
p r a c t i c a l ; the philosophy perm issive; aftern o o n employment
102
was provided and th e re was a sm all c la s s s iz e .
Los A ngeles, C a lif o r n ia . —R eturning dropouts were
assigned to s p e c ia l " fie ld -c o u n s e lo rs " in two high schools.
The counselors worked c lo s e ly w ith i n s t r u c t o r s , s tu d e n ts,
and th e i r f a m il ie s .10^
Chicago. I l l i n o i s . —S ix ty dropouts were h ire d by
one of Chicago’s la r g e s t departm ent s to r e s in 1 9 6 1. The
s to re provided c la s s e s in p erso n a l hygiene and s e llin g h a l f
days and the dropouts worked in the s to re h a lf-d a y s . The
program was ap p a re n tly su c c e ssfu l because the dropouts were
in d is tin g u is h a b le from r e g u la r s to re employees. The program
101I b l d .
102
L. E. L o n g streth , P. J . Shanley, and R. E. R ice,
E valuation o f a Work Study Program fo r P o te n tia l Dropouts.
Los Angeles: Youth S tu d ies C enter, U n iv e rsity o f Southern
C a lifo rn ia , 1962.
103Back to School P ro je c t. Los Angeles C ity Schools,
D ivision o f Secondary E ducation, 1964.
45
was expanded to in c lu d e 100 dropouts in 1 9 6 2. 10^
O ther programs have been t r i e d . S lo tk in emphasized
th e p o in t t h a t dropouts were not o f one b reed , th e y were
h etero g en eo u s. He contended t h a t one program was not th e
answer b u t many, v a rie d program s.
The Semantic D i f f e r e n t i a l —A R a tio n a le
In th e p re s e n t study an e f f o r t was made to a s s e s s
a t t i t u d i n a l change by means o f a sem antic d i f f e r e n t i a l i n
stru m en t, The W ebb-Harrls Word Meaning T e s t.
According to Osgood, th e sem antic d i f f e r e n t i a l p ro
vided a q u a n tita tiv e s c a lin g to word a s s o c i a t i o n .10^ Se
le c te d b ip o la r a d je c tiv e s c a le s allow ed th e s u b je c t to e v a l
u a te any given concept in i n t e n s i t y , on a B ix -ste p s c a le on
The W ebb-Harrls Word Meaning T e s t, 10'* ' and in d ir e c t i o n —to
ward one o r th e o th e r o f any a d je c tiv e p a i r .
For example, a s u b je c t p re se n te d th e concept, M E IN
THE FUTURE, was p rovided a stim u lu s. The meaning o f the
concept to th e s u b je c t was q u a n tifie d when h i s response was
10^L. S. Simon, "School Dropouts Should Be H ire d ," A
T ra n s c rip t o f a T e le c a s t B roadcast over KPIC, San F ra n c isc o ,
June 3 , 1962.
10^H. S lo tk in , "New Programs fo r D ropouts: A P ro g ress
R e p o rt," High P o in ts . XLIV (June, 1 9 6 2) , 40.
C. E. Osgood, G. J . Sucl and P. H. Tannenbaum, The
Measurement o f Meaning (Urbana, 111.: U n iv e rs ity o f I l l i n o i s
P re s s , 195?), P. 9.
107
'A. Webb and J . H a rris , The W ebb-Harrls Word Meaning
T e st, Pasadena C ity S chools.
46
in d ic a te d by r a t i n g th e concept as he p e rc e iv e d i t , more
f a i r than u n f a i r ; more stro n g than weak o r more b e a u t i f u l
th an u g ly ; o r v ic e v e rs a . The W ebb-H arrls Word Meaning
T e s t, a sem antic d i f f e r e n t i a l in stru m e n t used in th e p re s e n t
stu d y allow ed no n e u t r a l p o s it io n . A cho ice in d ir e c tio n
was fo rc e d .
F a c to r a n a ly ti c s tu d i e s , u sin g T h u rs to n 's c e n tr o id
f a c t o r method, determ ined th e number and n a tu re o f th e d i
m ensions t h a t ty p if y sem antic judgm ent, i s o l a t e d e v a lu a tiv e ,
potency and a c t i v i t y f a c t o r s . These th r e e f a c t o r s accounted
f o r f i f t y p e rc e n t o f th e t o t a l v a ria n c e w ith th e e v a lu a tiv e
f a c t o r acco u n tin g f o r seventy p e rc e n t o f th e common v a r i -
108
a n c e .
The E v a lu a tio n F a c to r
The e v a lu a tiv e f a c t o r was re p re s e n te d in The Webb-
H a rris Word Meaning T est by th e p a ire d a d j e c t iv e s , k in d —
c r u e l , t r u e — f a l s e , w is e - - f o o lis h , and u g ly —b e a u t i f u l . The
e v a lu a tiv e f a c t o r h as been found by Osgood to q u a n tify a t -
10 o
t i t u d e s . * In t h i s study th e e v a lu a tio n f a c t o r was used
as a measure o f a t t i t u d e toward th e tw enty-one co n cep ts on
The W ebb-H arris Word Meaning T e s t .
The I d e n t i f i c a t i o n F a c to r
The i d e n t i f i c a t i o n f a c t o r was claim ed by A llan Webb
10®0sgood, op. c l t . , p. 3 6 . 10^ I b i d . , pp. 72, 190.
47
to give a measure o f s e lf- c o n c e p t.11(^ This f a c to r was ob
ta in e d by comparing each o f twenty f a c to rs on The Webb-
H a rrls Word Meaning T est to the sin g le and f i r s t concept,
ME. The p re se n t Btudy used the id e n tif ic a tio n f a c to r as a
measure o f se lf-c o n c e p t.
V a lid ity o f the Semantic
D if f e r e n tia l
Pace v a l id ity i s claimed by Osgood.111 Osgood f u r
th e r s ta te d :
Throughout our work w ith the semantic d i f f e r e n t i a l we
have found no reasons to question th e v a l id ity o f the
instrum ent on the b a s is o f i t s correspondence w ith the
r e s u l t s to be expected from common s e n s e . 1 1 2
There 1 b l i t t l e doubt but th a t r i g i d v a lid ity
s tu d ie s w ith semantic d i f f e r e n t i a l in stru m en ts w ill be r e
q u ired b efo re the a p p lic a tio n s o f and r e s u l t s o b tain ed from
sem antic d i f f e r e n t i a l te s tin g w ill be w idely accepted.
R e l i a b i l i t y o f the Semantic
D if f e r e n tia l
Norman had two s e ts o f comparable su b je c ts drawn
from the same undergraduate population r a te twenty concepts.
High degrees o f c o r r e la tio n , .97 and .9 2 r e s p e c tiv e ly , were
found between the two d if f e r e n t su b je c t groups and the two
te s tin g s in a t e s t , r e t e s t s i t u a t i o n . 11^ Osgood re p o rte d a
110
A llan Webb, c e r t i f i e d p sy c h o lo g ist and au th o r of
The Webb-Harris Word Meaning T est, Pasadena C ity Schools.
1110sgood, op. c i t ., p. l 4 l . 112I b i d .
113W . T. Norman, " S ta b ility - C h a r a c te r is tic s o f the
Semantic D if f e r e n tia l ," American Jo u rn al o f Psychology,
LXXIII (December, 1959) ,1 B T .
48
second t e s t - r e t e s t r e l i a b i l i t y c o e f f ic ie n t o f O.8 5 w ith an
N o f 4,000, 100 su b je c ts and 40 t e s t item s.
Performance o f the Semantic
D if f e r e n tia l
Webb and H a rris used the sem antic d i f f e r e n t i a l to
e v a lu a te changes in a t t i t u d e s o f counselor tr a in e e s a t the
U n iv e rsity o f Southern C a lifo rn ia . For the tw enty-six men
and te n women th e re were no s ig n if ic a n t changes in a t t i t u d e s
toward the concept, Counselor and C o u n sellin g . A b ia s in
the counselor toward g if te d stu d e n ts was d e te c te d .11-’
Gordon se le c te d a group o f concepts from the m iddle-
c la s s , lo w e r-c la ss, c o n f lic t, crim in al and r e t r e a t i s t •sub
c u ltu re s . The semantic d i f f e r e n t i a l technique was used as
a means to d e te c t d iffe re n c e s in each su b -c u ltu re value to -
n * 1
ward c e rta in concepts.
Perez, using The Webb-Harrls Word Meaning T e s t,
found th a t a t t i t u d e changes did occur during a s c h o la s tic
p ro b atio n ary p erio d in a C a lifo rn ia High S ch o o l.11^ "
11^0sgood, op. c i t ., p. 127.
11^Allan P. Webb and John T. H a rris , "A Semantic D if
f e r e n t i a l Study o f Counselors in an N D EA I n s t i t u t e , " Person
n e l and Guidance J o u rn a l, November, 1963* P* 2^3.
1 1 /T
R. A. Gordon, e t a l . , "Values and Gang Delinquency:
A Study o f S tre e t Corner Groups," The American Jo u rn al o f
S ociology, LXIX (September, 1 963) / "TS?T
* ^ P . P erez, "Semantic D if f e r e n tia l Measurement of At-
t i t u d i n a l Changes fo r S tudents on S c h o la stic A b ility " (un
p u b lish ed M aster's p r o je c t in Education, U n iv ersity o f
Southern C a lifo rn ia , Los A ngeles), p. 48.
49
The l i t e r a t u r e in d ic a te d th e sem antic d i f f e r e n t i a l
te ch n iq u e to be a f le x ib l e and easy to sco re in stru m e n t fo r
a s s e s s in g "c o n n o ta tiv e m eaning." I t was used f o r t h i s
study because i t seemed p a r t i c u l a r l y a p p ro p ria te and ap
p eared to be becoming more p o p u la r f o r th e measurement o f
n f i
a t t i t u d e s and s e lf- c o n c e p t.
In C hapter I the problem and i t s im portance was de
lin e a te d . C hapter I I summarized l i t e r a t u r e p e r tin e n t to
the study o f d ro p o u ts. C hapter I I I ex p la in e d how th e sam
p le s fo r t h i s study were o b ta in e d , th e d e s c r ip tio n o f the
d a ta c o lle c te d , th e assum ptions made, th e hypotheses i n
v e s tig a te d , how th ey were te s t e d , and the fin d in g s .
118
T. R. Husek and M . C. W ittro c k , "The Dimensions o f
A ttitu d e s Toward Teachers as Measured by th e Semantic D if
f e r e n t i a l , " Jo u rn a l o f E d u c a tio n a l Psychology. L III ( 1 9 6 2),
209-213.
CH A PTER I I I
THE RESEARCH DESIGN AND FINDINGS
An e x p e rim e n ta l group, a c o n tro l group and a com
p a ris o n group were used in th e ex p e rim en ta l design o f t h i s
stu d y in an e f f o r t to a s c e r ta in w hether an in te n s iv e s ix
week summer school program em phasizing th e r e h a b i l i t a t i o n
o f d ro p o u ts in to a r e g u la r school s i t u a t i o n would be e f f e c
ti v e .
In C hapter I , a g e n e ra l sta te m e n t o f th e n a tu re o f
the problem was p re s e n te d . In C hapter I I , re s e a rc h r e
la te d to th e problem was surveyed. The p r e s e n t c h a p te r
o u tli n e s th e methods by which th e sam ples and d a ta were
p ro cu red , th e s t a t i s t i c a l tre a tm e n t o f th e d a ta , the r e
se a rc h d esig n in term s o f the hypotheses o f th e study and
the f in d in g s .
Procedures f o r O b tain in g Samples
The fo llo w in g p ro ced u re was follow ed in o b ta in in g
the e x p e rim e n ta l, th e c o n tro l and th e com parison groups
fo r t h i s stu d y :
50
The E xp erim en tal Group
From te rm in a l In te rv ie w forms (appendix, p. 139)»
used by a l l secondary sc h o o ls In Orange County, the names
and a d d re s se s o f a l l Orange County d ro p o u ts f o r the school
y e a rs 1961-6 2 , 1962- 6 3 , and 1963-64 were o b ta in e d and com
p i l e d . Each d ropout was asked by p e rs o n a l l e t t e r (appendix,
p. l4 o ) I f he o r she would be I n t e r e s t e d In p a r t i c i p a t i n g
In an Orange County Guidance Summer School to be lo c a te d a t
th e J . P. G reeley School In Orange, C a lif o r n i a . N a tio n a l
Defense E ducation Act and Orange County School funds were
p ro v id ed on a m atching b a s is to make th e s p e c ia l In te n s iv e
program p o s s ib le . Of th e 2,266 l e t t e r s s e n t (appendix,
p. 140), f i f t y - e i g h t d ro p o u ts v o lu n te e re d to a tte n d . They
p ro v id ed t h e i r own tr a n s p o r ta tio n f o r th e summer. T his
v o lu n te e r group com prised th e e x p e rim e n ta l group. They
were p a r t i c i p a n t s in an in te n s iv e summer school program.
No v o lu n te e rin g s tu d e n t was den ied adm ission to th e e x p e r i
m ental group.
The C o n tro l Group
The p r i n c i p a l s o f each o f th e r e g u la r summer sch o o ls
in Orange County, were asked to survey th e s tu d e n ts a t te n d
ing t h e i r summer school s e s s io n . By show o f hands th o se
s tu d e n ts who had n o t been in school th e sem ester p reced in g
th e summer s e s s io n were determ in ed . A l i s t o f d ro p o u ts a t
te n d in g r e g u la r summer sc h o o ls in the county was com piled.
52
P ersonal l e t t e r s were se n t to each o f th e se 132 stu d e n ts on
th re e d i f f e r e n t occasio n s I n v itin g them to p a r t i c i p a t e in
t h i s study (appendix, pp. 144-146). Twenty-six v o lu n te e rs
com prised the c o n tro l group. No v o lu n te e rin g stu d e n t was
denied adm ission to th e c o n tro l group.
The Comparison Group
From the 4,700 stu d e n ts a tte n d in g H untington Beach
High School (H untington Beach and Marina campuses) in the
f a l l o f 1964, the experim ental group o f f i f t y - e i g h t was
matched by age, sex, grade le v e l, and Henmon-Nelson IQ w ith
th e f i f t y - e i g h t dropout stu d e n ts o f the c o n tro l group.
This sample com prised the s ta y - in o r comparison group.
The Data C o lle c te d
The experim ental group was p r e - te s te d during the
f i r s t week o f summer school and p o s t- te s te d during the s ix th
and l a s t week o f summer school w ith the follow ing i n s t r u
ments:
1. The Henmon-Nelson T ests o f Mental A b ilit y ,
Forms A and B.
2. The W ebb-Harrls Word Meaning T e s t.
3. The I Want L i s t .
The G eneral A ptitude T est B a tte ry was ad m in istered
to th e experim ental group by the C a lifo rn ia Department o f
Employment.
53
The c o n tro l and th e comparison groups were ad m in is
te re d the fo llo w in g In stru m e n ts once and once o n ly .
1. The Henmon-Nelson T est o f M ental A b ility .
Forms A and B.
2. The W ebb-Harrls Word Meaning T e s t.
3. The I Want L i s t .
The e x p e rim e n ta l, the c o n tro l and the comparison
groups a l l com pleted a p e rso n a l d a ta s h e e t, C o n fid e n tia l
In fo rm atio n about M yself (appendix, pp. 148-150). The d a ta
o b ta in e d from th e th r e e groups were used to t e s t each o f the
hypotheses com prising t h i s study.
D e sc rip tio n o f th e Data
The Henmon-Nelson T ests o f
M ental A b ility
I n te ll ig e n c e q u o tie n ts as p ro v id ed by The Henmon-
Nelson T ests o f Mental A b ility , Grades 9-12, Forms A and B,
a s se ss e d m ental a b i l i t y . A m ixture o f Form A and Form B
was used a t each a d m in is tra tio n to minim ize th e s t a t i s t i c a l
d if f e re n c e s between forms in d e a lin g w ith th e r e s u l t s . This
in stru m e n t was p u b lish e d by H oughton-M ifflin Company w ith a
1944 c o p y rig h t, and was ad m in iste re d In o n e -h a lf h o u r. Di
r e c tio n s and tim e lim its were s ta n d a rd iz e d .
The P erso n al Data S heet
The form, C o n fid e n tia l In fo rm atio n about M yself
(appendix pp. 148-150), was authored by th e co u n selo rs in
th e Orange County Guidance Summer School S t a f f . Areas i n
clu d ed were fam ily background, sc h o o l, work, stu d y h a b i t s ,
sch o o l a c t i v i t i e s , o u t- o f - s c h o o l a c t i v i t i e s and h e a lth .
The s tu d e n ts were allow ed f o r t y m inutes to com plete th e i n
stru m e n t.
The Webb-HarrlB Word
Meaning T est
The t e s t c o n s is te d o f tw e n ty -th re e s e p a ra te d a ta
p ro c e s sin g c a rd s . The top c a rd was a cover ca rd fo r th e
s t u d e n t 's name and group number. Each s e t o f c a rd s was p r e
punched and coded w ith an i d e n t i f i c a t i o n number. Twelve
p a ire d a d je c tiv e s w ith s ix d eg rees o f freedom were to be
marked by each s tu d e n t concerning each co n c ep t. The tw enty-
two c o n c e p ts, one on each c a rd , were: 1—SCHOOL, 2—READ
ING, 3— BEING SUCCESSFUL, 4—TEACHER, 5~OBEYING THE RULES,
6 — PEOPLE W H O M A K E M E BEHAVE, 7 —ADULTS, 8 — ME, 9 —FEAR,
10— GUILT, 11—HATE, 12—FIGHTING, 13—M E IN THE FUTURE,
14—GIRL, .15— BOY, 16— SISTER, 17—BROTHER, 18—MOTHER,
19— FATHER, 20—FAMILY, 21—LOVE, and 22—H O W I W O U LD LIKE
TO BE.
The tw elve p a ire d a d je c tiv e s to mark f o r each o f
th e tw enty-tw o co n cep ts were: k in d — c r u e l, h a rd — s o f t ,
p a s s iv e —a c t i v e , s tr o n g —weak, calm—e x c ita b le , t r u e — f a l s e ,
l i g h t —heavy, w ise — f o o lis h , moving— s t i l l , u g ly —b e a u t i f u l ,
sm a ll— la r g e , and f a s t — slow. A pproxim ately f o r t y m inutes
were r e q u ire d to com plete a l l ite m s. The d ir e c tio n s were
55
sta n d a rd iz e d . One card f o r The W ebb-Harrls Word Meaning
T est may be found in Figure 1.
The I Want L is t
The I Want L ist was not co p y rig h ted . I t was au
th o red p rim a rily fo r th i s study and concerned v o c a tio n a l
ch o ices and the knowledge o f o ccu p atio n s. In th re e m inutes
time each stu d e n t was to l i s t aB ra p id ly as p o s s ib le as
many occupations o f any kind as he could th in k o f. Three
occupations were then to be l i s t e d in which the stu d e n t
was r e a l ly in te r e s te d w ith a b r i e f ex p lan atio n o f why th ese
o ccupations were o f p a r t i c u l a r i n t e r e s t to him. These same
occupations were then to be ra te d in term s of whether the
r a t e r f e l t he was very q u a lifie d , b e t t e r q u a lifie d than
most, as q u a lif ie d as anyone, not too q u a lif ie d , or not
ab le to e n te r the occupation in q u e s tio n . Five kinds o f
work th a t the stu d e n t was q u a lifie d fo r im m ediately, an o th er
fiv e fo r which he might be q u a lifie d fo r in ten y e a rs , and
an o th er fiv e fo r which th e stu d e n t f e l t he might be q u a l i
fie d fo r in twenty years were to be l i s t e d . L a s tly , the
stu d e n t was to in d ic a te what he wanted o u t of l i f e immedi
a t e ly , in ten y ea rs and in twenty y e a rs (appendix, p. 151).
The inform ation so gained was to in d ic a te knowledge
o f o c c u p atio n al choice and v o ca tio n a l g o a ls as w ell as to
serve as a counseling to o l. Before use i n the in te n s iv e
summer school the in stru m en t was ad m in istered to s e le c te d
c la s s e s a t a p u b lic high school.
56
3 3
HOt I WOULD MOST
LIKE TO BE
! K " ® 0 0 0 0 0 0 c h u e l
H aR O 0 00 00 0 s o F T
PASSIVE 0 0 0 0 0 0 * TIVE
s™ 0* * 3 0 0 0 0 0 0 *E A K
«LM 0 o 0 0 0 0 c m m s -
0 0 0 0 0 0 e a l s e
■ • i6 h t 0 0 0 0 0 0 H E A W
* * 0 0 0 0 0 0 F 0 0 u s H
"O '*5 0 0 0 0 0 0 s t il l
uaY 0 0 0 0 0 0 6eautifu-
s'aall 0 0 0 0 0 0 l *bge
R
fA S T 0 0 0 0 0 0 su*
P ig. 1 .—A sample ca rd ,
one o f 22, com prising The Webb-
H a rrls Word Meaning T e s t.
The g e n e ra l A p titu d e
T est B a tte ry
Through th e co o p eratio n o f the C a lif o rn ia D epart
ment o f Employment the ex p erim en tal group was a d m in istered
Form B-1002 o f th e G eneral A ptitude T est B a tte r y . By spe
c i a l arrangem ent th e sc o re s were r e le a s e d f o r use in t h i s
study to determ ine the r e a l i t y o f o c c u p a tio n a l c h o ic e s.
The r e s u l t s , when compared w ith E stim ate s o f Worker T r a it
Requirem ents f o r 4,000 Jo b s, as D efined in the D ic tio n a ry
o f O ccupational T i t l e s , provided th e index o f r e a l i t y fo r
o cc u p a tio n a l c h o ic e s.
Assumptions
The fo llo w in g assum ptions were made in fo rm u latin g
the design o f t h i s stu d y .
1. Changes in a t t i t u d e s between the p r e - and p o s t
t e s t s it u a ti o n s o f the ex p erim en tal group were due p rim a rily
to th e in te n s iv e summer school ex p e rie n c e .
2. Cumulative grade p o in t averages were a c c e p ta b le
c r i t e r i a fo r m easuring school su ccess.
3. The c r i t e r i o n o f su c c e s s fu l r e h a b i l i t a t i o n was
th e r e tu r n to school and th e com pletion o f a sem ester o r o f
a y ea r in sch o o l.
4. The W ebb-Harris Word Meaning T est a sse sse d
changes in a t t i t u d e s toward c e r ta in s c h o o l-re la te d v e rb a l
co n cep ts.
58
5. The sta te m e n ts made on a l l sam pling in stru m e n ts
were a c c u ra te , h o n e st, and made in good f a i t h .
6 . A ttitu d e s toward SCHOOL, READING, BEING SUCCESS
FUL, TEACHERS, OBEYING THE RULES, PEOPLE W H O M A K E M E BEHAVE,
ADULTS, ME, FEAR, GUILT, HATE, FIGHTING, M E IN THE FUTURE,
FAMILY, LOVE OR H O W I W O U LD M OST LIKE TO BE were v a lid meas
u re s o f m o tiv atio n concerning s c h o o l- r e la te d co n cep ts.
7. The c o n tro l and comparison groups had p r i o r
co u n selin g b u t had not had in te n s iv e v o c a tio n a l guidance.
S t a t i s t i c a l Treatm ent
Raw score form ulas were used in a l l com putations.
One p e rc e n t and fiv e p e rc e n t confidence le v e ls were p r e -
e s ta b lis h e d . Large sample form ulas seemed j u s t i f i e d because
th e s m a lle s t number (N) was tw e n ty -e ig h t. Pooled form ulas
were used to c a lc u la te C r i t i c a l R a tio s and t R a tio s . The
Wilcoxon s ig n -ra n k s t a t i s t i c was used to determ ine s i g n i f i
cance le v e ls f o r The W ebb-Harrls Word Meaning T e s t. Analy
s i s o f co v arian ce was used to determ ine i f th e v a ria n c e in
mean IQ would account fo r the v a ria n c e in mean grade p o in t
averages between th e c o n tro l and ex p erim en tal groups.
R e h a b ilita tio n o f Dropouts
T estin g o f Hypotheses and F indings
Twelve hypotheses were in v e s tig a te d In an e f f o r t to
answer th e b a s ic q u e s tio n s o f t h i s stu d y . Six o f th e hypo
th e s e s sought answers to th e f i r s t q u e s tio n , "Could an i n
te n s iv e summer school program provide b o th th e s k i l l s and
59
th e m o tiv a tio n to s u c c e s s f u lly r e h a b i l i t a t e school d ro p o u ts
i n to a r e g u la r sch o o l s it u a ti o n ? "
HYPOTHESIS 1
There w i l l be no d if f e r e n c e in th e numbers o f d ro p
o u ts who a tte n d e d th e in te n s iv e summer sc h o o l and e n te re d
sc h o o l in th e f a l l , th e e x p e rim e n ta l group, as compared to
th e number o f d ro p o u ts who a tte n d e d r e g u la r summer sc h o o l
and e n te r e d sch o o l in th e f a l l , th e c o n tr o l group.
T e s tin g H y p o th esis 1
To t e s t t h i s h y p o th e s is t r a n s c r i p t s were o b ta in e d
f o r a l l d ro p o u ts in th e c o n tr o l and th e ex p e rim en ta l g ro u p s.
P e rso n a l c o n ta c ts were made w ith th e s tu d e n ts themBelves
and w ith t h e i r s t a t e d sc h o o ls o f a tte n d a n c e .
I t was found, T able 10, t h a t tw enty-one s tu d e n ts o r
e ig h ty -o n e p e rc e n t o f th e c o n tr o l group e n te re d school in
th e f a l l . In th e e x p e rim e n ta l group, f o r t y - t h r e e s tu d e n ts
o r e ig h ty -tw o and s e v e n -te n th s p e rc e n t e n te re d school in
th e f a l l .
TABLE 10
THE NUMBERS AND THE PERCENTAGES OP STUDENTS
IN THE CONTROL AND THE EXPERIMENTAL GROUP
W H O ENTERED REGULAR SCHOOL IN THE PALL
Group Number E n te rin g P ercen tag e E n te rin g
C o n tro l (N-26)
E x p erim e n tal (N-52)
21
^3
81.0
82.7
60
Of those stu d e n ts who e n te re d school, Table 11,
seventeen o r e ig h ty -o n e p erce n t o f the c o n tro l group com
p le te d one sem ester and twelve o r fifty -s e v e n and o n e -te n th
p erce n t completed two sem esters. T h irty -o n e o r seventy-tw o
and tw o -ten th s p e rc e n t o f the ex p erim en tal group completed
one f u l l sem ester and n in eteen o r f o rty - f o u r and th r e e -
te n th s p erce n t com pleted two sem esters.
TABLE 11
THE NUM BERS AN D THE PERCENTAGES OP THOSE STUDENTS IN THE
CONTROL A N D THE EXPERIMENTAL GROUPS W H O ENTERED SCHOOL
A N D W H O COM PLETED ONE A N D T W O SEMESTERS
FOLLOW ING THEIR SU M M ER SCHOOL
Completed Completed
One Sem ester Two Semebt e r s
Group Number Percentage Number Percentage
C ontrol (N-21) 17 81.0 12 57.1
E xperim ental (N-43) 31 7 2 .2 19 4 4 .3
The F indings
In te s tin g the s ig n ific a n c e o f the d iffe re n c e b e
tween the p ercen tag es o f stu d e n ts who re tu rn e d to re g u la r
school a f t e r summer school, i t was determ ined th a t the N ull
H ypothesis was ac ce p ted . There was no d iffe re n c e between
the p ercentages o f the c o n tro l group th a t re tu rn e d to reg u
l a r school and in the p ercen tag es o f the experim ental group
th a t re tu rn e d to school (Table 12).
61
No d if f e r e n c e s were found between th e c o n tr o l and
th e ex p erim en tal groups in t h e i r " s ta y - in power" in sch o o l.
The N ull H ypothesis was accep ted in th e com parison o f p e r
ce n tag e s between th o se sta y in g in school f o r one f u l l sem
e s t e r and fo r two f u l l se m esters.
TABLE 12
THE CRITICAL RATIOS OBTAINED BY COMPARING THE PERCENTAGES
OP THE CONTROL AN D OP THE EXPERIMENTAL GROUPS
ENTERING SCHOOL AN D STAYING IN SCHOOL
C r i t i c a l N ull
Comparison R a tio s H ypothesis
a . There would be no d iffe re n c e
between th e p e rc e n ta g e s o f
s tu d e n ts In th e c o n tr o l and
the ex p erim en tal groups e n t e r
ing r e g u la r school a f t e r
summer sch o o l.
b . There would be no d iffe re n c e
between the p e rc e n ta g e s o f
the B tudents in th e c o n tro l
and th e ex p erim en tal groups
who sta y ed one sem ester in
r e g u la r sc h o o l.
c . There would be no d if fe re n c e
between the p e rc e n ta g e s o f
the s tu d e n ts in th e c o n tro l
and the ex p erim en tal groups
who sta y ed in r e g u la r school
two se m e ste rs.
In Summary—H ypothesis 1
The r e la tio n s h i p between r e tu r n in g to r e g u la r school
and the in te n s iv e summer school ex p e rien ce was n o t m easur
a b ly b e t t e r than the r e la tio n s h i p between o th e r summer
0 .0 5 Accepted
0 .7 6 Accepted
0 .9 6 Accepted
62
sch o o l e x p e rie n c e s and r e tu r n in g to school In th e f a l l . The
I n te n s iv e summer sch o o l was n o t s u p e r io r In t h i s re g a rd .
HYPOTHESIS 2
There w i l l be no d if f e r e n c e s In th e g rad e p o in t
av e ra g es f o r th o se d ro p o u ts r e tu r n in g to sch o o l a f t e r th e
I n te n s iv e summer sc h o o l, th e e x p e rim e n ta l g ro u p , a s com
p ared to th e g rad e p o in t a v e ra g e s o f d ro p o u ts who a tte n d e d
r e g u la r summer sc h o o ls and re tu r n e d to r e g u la r school In th e
f a l l , and th e c o n tr o l group.
T e stin g HypothebI b 2
To t e s t t h i s h y p o th e s is , t r a n s c r i p t s were o b ta in e d
fo r a l l d ro p o u ts In b o th th e e x p e rim e n ta l and th e c o n tr o l
g ro u p s. Grade p o in t av e ra g es were computed f o r a l l marks
on each t r a n s c r i p t p r i o r to dropping o u t. As c r i t e r i o n
m easures o f s u c c e s s , grade p o in t a v e ra g e s f o r th e f i r s t
sem ester a f t e r r e tu r n in g to sc h o o l, f o r th e second se m ester
a f t e r r e tu r n in g to sc h o o l, and f o r b o th se m e ste rs combined
were computed. Comparisons were made between th e g rad e
p o in t av e ra g es s tu d e n ts made p r i o r to dropping o u t and f o r
t h e i r grade p o in t av e ra g es a f t e r r e tu r n in g to sc h o o l. In
com puting g rad e p o in t a v e ra g e s, fo u r p o in ts were a ssig n e d
to A m arks, th re e p o in ts to B m arks, two p o in ts to C m arks,
one p o in t to D marks and zero p o in ts to F m arks. P h y sic a l
E d u catio n marks were in c lu d e d a s were a l l marks l i s t e d on
each t r a n s c r i p t .
63
TA BLE 13
M EA N GRADE POINT AVERAGES FOR THE CONTROL AN D THE
EXPERIMENTAL GROUPS PRIOR TO DROPPING OUT OF SCHOOL
Group Number Mean
Standard
D eviation
Standard E rro r
o f the Mean
C ontrol 26 1.68 0 .7 8 0.16
Experim ental 52 1.11
0.57
0 .0 8
The mean grade p o in t average fo r the c o n tro l group
p r io r to dropping fo r a t le a s t a sem ester was 1.68 w ith a
stan d ard d e v ia tio n o f 0 .7 8 and a stan d ard e r r o r o f the mean
o f 0 .l 6 .' The mean grade p o in t average fo r the experim ental
group p r io r to dropping out o f school was 1.11 w ith a sta n d
ard d ev iatio n o f 0.5 7 and a standard e r r o r o f th e mean o f
0 .0 8 .
TABLE 14
M EA N G RA D E POINT AVERAGES FOR THE CONTROL A N D THE
EXPERIMENTAL GROUPS FOR THE FIRST SEMESTER
AFTER RETURNING TO SCHOOL
Group Number Mean
Standard
D eviation
Standard E rro r
o f the Mean
C ontrol 17 1.99
1.11 0 .2 8
Experim ental
31 1.51 1.11 0.20
The f i r s t sem ester a f t e r re tu rn in g to school the
c o n tro l group o b tain ed a mean grade p o in t average o f 1.99
w ith a standard d e v ia tio n o f 1.11 and a standard e r r o r o f
64
th e mean o f 0 .2 8 . The mean grade p o in t average o f th e ex
p e rim e n ta l group was 1.51 w ith a sta n d ard d e v ia tio n o f 1 .1 1
and a sta n d a rd e r r o r o f th e mean o f 0 . 20 .
TABLE 15
M EA N GRADE POINT AVERAGES FOR THE CONTROL AND THE
EXPERIMENTAL GROUPS FOR THE SECOND SEMESTER
AFTER RETURNING TO SCHOOL
Group Number Mean
S tandard
D eviation
S tandard E rro r
o f the Mean
C o n tro l 12
2.09 0.71
0 .2 2
E xperim ental
19
1.92
0.93
0 .2 2
The mean grade p o in t average fo r the tw elve s t u
d en ts in the c o n tro l group th a t com pleted two sem esters
a f t e r re tu rn in g to school was 2 .0 9 w ith a sta n d a rd d e v ia
tio n o f 0 .7 1 and a sta n d a rd e r r o r o f th e mean o f 0 .2 2 . For
the n in e te e n s tu d e n ts in th e ex p erim en tal group, the mean
grade p o in t average was 1 .9 2 w ith a sta n d ard d e v ia tio n o f
0 .9 3 and a sta n d a rd e r r o r o f the mean o f 0 . 2 2 .
TABLE 16
M EA N GRADE POINT AVERAGES FOR THE CONTROL AND THE
EXPERIMENTAL GROUPS FOR BOTH THE FIRST A N D THE
SECOND SEMESTER COMBINED AFTER RETURNING TO SCHOOL
S tandard S tandard E rro r
Group Number Mean D ev iatio n o f th e Mean
C ontrol 12 2.05 O.65 0.20
E xperim ental 19 1.74 0 .9 5 0 .2 2
65
Twelve s tu d e n ts In th e c o n tro l group re tu rn e d to
school a f t e r summer school and completed two sem esters.
For both th e f i r s t and the second sem esters combined, th ese
tw elve stu d e n ts had a mean grade p o in t average o f 2.05 w ith
a sta n d ard d e v ia tio n o f O.65 and a sta n d ard e r r o r o f the
mean o f 0 .2 0 . For the n in e tee n stu d e n ts In the experim ental
group, the grade p o in t average fo r both sem esters In c lu s iv e
was 1.74 w ith a sta n d a rd d e v ia tio n o f 0.95 and a stan d ard
e r r o r of th e mean o f 0 . 22 .
The Findings
The mean grade p o in t average o f the c o n tro l group
was found to be s ig n i f ic a n t ly h ig h er than th e grade p o in t
average o f the experim ental group a t th e time both groups
l e f t school (Table 17). In each comparison o f mean grade
p o in t averages f o r both groups a f t e r re tu rn in g to school,
f i r s t sem ester marks, second sem ester marks and f i r s t and
second sem ester marks combined, the c o n tro l group-had h ig h e r
averages, b u t not s ig n i f ic a n t ly so.
In Summary—H ypothesis 2
P rio r to a tte n d in g summer sch o o ls, th e c o n tro l
g ro u p s' grade p o in t average o f 1.68 was s ig n if ic a n tly
h ig h e r ( l p e rc e n t le v e l o f confidence) than th e grade p o in t
average o f 1.11 o f the experim ental group. A fte r summer
school ex p erien ces no s ig n i f ic a n t d iffe re n c e s were found
66
TA B LE 17
A S U M M A R Y OF t RATIOS D ETER M IN ED FOR C O M PA R IN G G R A D E POINT A V E R A G E S
Comparison
Degrees
of Freedom
t
Ratio
N ull
Hypothesis
a . There was no sig n ific a n t differen ce
"between the mean grade p oint aver
ages of the co n tro l and th e experi
m ental groups p rio r to dropping out
of school 76 **•99
R ejected
a t th e U fa
le v e l of
confidence
b. There was no sig n ific a n t differen ce
between the mean grade point aver
ages of th e c o n tro l and the ex p eri
m ental groups f o r th e i r f i r s t sem
e s te r marks when they returned to
school 1 * 6 1.1*1 Accepted
c . There was no s ig n ific a n t d ifferen ce
between th e mean grade point aver
ages of th e c o n tro l and the ex p eri
m ental groups in th e i r second sem
e s te r marks a f te r retu rn in g to
school 29 0.53
Accepted
d. There was no sig n ific a n t d ifference
between the mean grade point aver
ages of the c o n tro l and th e experi
m ental groups in th e i r f i r s t and
second sem ester marks combined 29 1.00 Accepted
67
between th e g rade p o in t av erag es o f the ex p e rim en ta l and
c o n tro l g roups.
HYPOTHESIS 3
There w ill be no d if f e r e n c e s between th e mean Hen-
mon-Nelson i n t e l l i g e n c e q u o tie n ts f o r th e ex p e rim en ta l
group, the c o n tro l group and th e com parison group.
T e stin g H ypothesis 3
Summarized in Table 18 a re the mean IQ 's o f th e ex
p e rim e n ta l, th e c o n tro l and th e com parison g ro u p s. The
c o n tro l group had th e h ig h e s t mean IQ o f 99*1. The compar
iso n group had the n ex t h ig h e s t mean IQ o f 91.5* The ex
p e rim e n ta l group had th e low est mean IQ o f 9 0 .9 .
TABLE 18
THE COMPARISON OP M EA N HENMON-NELSON INTELLIGENCE QUOTIENTS
FOR THE EXPERIMENTAL, THE CONTROL AND THE COMPARISON GROUPS
Group Number Mean
S tandard
D ev ia tio n
S tandard E rro r
o f th e Mean
C ontrol 2 6
99.1
11.0 2.50
Comparison
51 91.5 10.9 1.68
E xperim ental 52
90.9
9.0 1.26
The F in d in g s
The mean Henmon'-Nelson IQ o f 90.9 f o r th e e x p e ri-
m ental group d if f e r e d s i g n i f i c a n t l y a t th e one p e rc e n t le v e l
o f co n fidence from th e mean Henmon-Nelson IQ o f 99.1 f o r the
68
c o n tro l group (Table 19). There was a s ig n i f ic a n t d i f f e r
ence ( l p e rc e n t le v e l o f confidence) from th e mean Henmon-
Nelson IQ o f th e comparison group, 91*5» and th e mean Hen
mon-Nelson IQ o f the c o n tro l group, 99*1* The N ull Hypothe
s i s was accepted and th e re was no s ig n i f ic a n t d iffe re n c e b e
tween the mean IQ o f 90.9 fo r th e experim ental group and th e
mean IQ o f 91.5 fo r th e comparison group.
TABLE 19
A SU M M A R Y OP THE t RATIOS DETERMINED FOR COMPARING M EA N
HENMON-NELSON INTELLIGENCE QUOTIENTS
Groups Compared
Degrees
o f Freedom
t
R a tio s
Null
H ypothesis
E xperim ental w ith
c o n tro l
76 3.48
R ejected a t the
1# le v e l
C ontrol w ith
comparison
75 2.85
R ejected a t the
1% le v e l
Experim ental w ith
comparison
101 0.41 Accepted
In Summary—H ypothesis 3
As expected th e re was not a s ig n i f ic a n t d iffe re n c e
between th e mean IQ 's o f the matched experim ental and com
p a riso n groups. The mean IQ o f 99.1 fo r the c o n tro l group
did d i f f e r s ig n i f ic a n t ly from th e mean IQ o f 90.9 fo r the
experim ental group and from th e mean IQ o f 91.5 fo r the
comparison group.
69
A n aly sis o f C ovariance
An a n a ly s is o f co v arian ce was made to e s ta b li s h i f
th e v a ria n c e in mean IQ ’s between th e ex p erim en tal and con
t r o l groups might account fo r s ig n i f i c a n t d if fe re n c e s n o t
being found between the v a ria n c e s in mean grade p o in t a v e r
ages o f th e groups. The assum ptions o f homogeneity o f r e
g re s s io n and o f homogeneity o f v aria n ce were te s te d in each
case and found to be s a t i s f i e d .
TA B LE 20
RESULTS O F A N ANALYSIS O F C O V A R IA N C E B E T W E E N IQ'S A N D G R A D E POINT
A V ER A G ES FO R TH E EX PERIM EN TA L A N D C O N T R O L G R O U PS
Degrees of t Null
Comparison Freedom Test Hypothesis
a. There was no s ig n ific a n t d ifferen ce
between the mean grade p o in t averages
o f th e c o n tro l and the experim ental
groups p rio r to dropping out of school
b . There was no s ig n ific a n t d ifferen ce
between the mean grade p o in t averages
of th e co n tro l and the experim ental
groups fo r th e i r f i r s t sem ester marks
when they returned to school.
c. There was no s ig n ific a n t d ifferen ce
between the mean grade p o in t averages
of the c o n tro l and the experim ental
groups in th e ir second sem ester marks
a f te r retu rn in g to school
d. There was no s ig n ific a n t d ifferen ce
between the mean grade point averages
o f the co n tro l and the experim ental
groups in th e ir f i r s t and second
sem ester marks combined.
7q p R ejected
75 2.75 le v e l
* 4 5 1.28 Accepted
28 0.714- Accepted
28 0.l4k Accepted
70
The a n a ly s is o f co v arian ce confirm ed t h a t a s i g n i f i
c a n t d if f e r e n c e between mean grade p o in t av e ra g es e x is te d
b e fo re th e summer e x p e rie n c e s o f th e ex p e rim en ta l and con
t r o l g roups. A fte r summer school t h i s s i g n i f i c a n t d i f f e r
ence was n o t found between mean f i r s t sem ester grade p o in t
a v e ra g e s, mean second sem ester g rade p o in t a v e ra g e s, and
the mean av erag es fo r th e f i r s t and second se m esters com
b in e d . The a n a ly s is o f co v arian ce e s ta b lis h e d th a t th e
v a ria n c e in IQ between groups was i n s u f f i c i e n t to e s t a b l i s h
s i g n i f i c a n t d if f e r e n c e s between th e v a ria n c e s in mean grade
p o in t av e ra g es.
HYPOTHESIS 4
The dro p o u ts t h a t a tte n d e d th e s p e c ia l summer
sc h o o l, th e e x p e rim e n ta l group, w i l l not m a n ife st in s ix
weeks any s i g n i f i c a n t changes in a t t i t u d e s tow ards SCHOOL,
READING, BEING SUCCESSFUL, TEACHERS, OBEYING THE RULES,
PEOPLE W H O M A K E M E BEHAVE, ADULTS, ME, FEAR, GUILT, HATE,
FIGHTING, M E IN THE FUTURE, GIRL, BOY, SISTER, BROTHER,
MOTHER, FATHER, FAMILY, LOVE, o r H O W I W O U LD MOST LIKE TO
BE.
T e stin g H ypothesis 4
The tw enty-tw o co n c ep ts te s t e d appeared in The Webb-
H arriB Word Meaning T e s t. S ig n if ic a n t changes were to be
assumed to I n d ic a te th a t such changes could be r e a l i z e d in
s tu d e n ts in a s ix week summer s e s s io n . T his h y p o th e sis was
71
in te n d e d to p ro v id e ev id en ce t h a t a s ix week program could
be e f f e c t i v e in in s tru m e n tin g a t t i t u d i n a l changes as meas
u re d by th e e v a lu a tio n f a c t o r o f The W ebb-H arris Word Mean
in g T est in a d ir e c t i o n t h a t would h e lp m o tiv a te dropoutB to
r e tu r n and s ta y i n sc h o o l.
The F in d in g s
T ables 21 and 22 show th e c o n c e p ts, th e number o f
p a i r s i n th e sam ples o f e x p e rim e n ta l boys and g i r l s r e s p e c
t i v e l y , th e sig n ra n k s , th e s i g n i f i c a n t d if f e r e n c e s , and
th e le v e l s o f c o n fid e n c e .
Table 21 shows t h a t th e N ull H y p o th esis was r e
je c te d f o r s ix co n c ep ts and a c c e p te d f o r s ix te e n c o n c e p ts .
B efore and a f t e r summer sch o o l th e e x p e rim e n ta l boys m ani
f e s te d s i g n i f i c a n t d if f e r e n c e s in t h e i r a t t i t u d e s tow ards
(3) MOTHER, (8) GIRL, ( l l ) TEACHERS, (12) SCHOOL, (l6 ) LOVE,
and (19) PEAR.
Table 22 shows t h a t th e N ull H y p o th esis was r e
je c te d f o r o n ly one concept by th e g i r l s in th e e x p e rim e n ta l
g ro u p s, (17) H O W I W OULD LIKE TO BE. The N u ll H ypothesis
was a c c e p te d f o r th e e x p e rim e n ta l g i r l s on th e o th e r tw en ty -
one c o n c ep ts o f The W ebb-H arris Word Meaning T e s t .
In Summary—H y p o th esis 4
D uring th e s ix week p e rio d between th e p r e - and
p o s t - t e s t i n g w ith The W ebb-H arrls Word Meaning T e s t, and
presum ably a s s o c ia te d w ith th e i n te n s iv e summer school
72
TABLE 21
ATTITUDINAL C H A N C E S FOR TH E EX PERIM EN TA L G R O U P B O Y S O N T H E T W E N T Y -T W O
C O N C EPTS O F TH E W EBB-HARRIS W O R D M E A N IN G TEST
A DM INISTERED B E FO R E A N D AFTER S U M M E R S C H O O L
Number of Sign Ranks Null
Evaluation F actor P airs + - S ig n ific an t Hypothe s is
1. M e 32 188 247
-
Accepted
2. M e in the fu tu re 30 165
241 - Accepted
3* Mother 32 230 148 Yes Rejected a t 5$
4. Father
32
286
209
- Accepted
5. S is te r 32 24l
255
- Accepted
6. Brother 32 179 285 - Accepted
7- Boy 31 195
210 - Accepted
8. G irl
31
291
115
Yes Rejected a t 1#
9. Family
31
238
197
-
Accepted
10. M e behave 28 220 186
- Accepted
11. Teachers 30
96 254 Yes Rejected a t 1$
12. School
31
111
295
Yes Rejected a t 1$
13> Reading 29
245 161 - Accepted
14. Obey ru les
31
176 258
-
Accepted
13. Successful 30 176 229 - Accepted
16. Love
31 279
126 Yes Rejected a t 2$
17. Like to be 30 238 140 - Accepted
18. Adults
31
242 223
- Accepted
19. Fear 32 151 183
Yes Rejected a t 5#
20. G uilt 32 233
262 - Accepted
21. Hate 32
272 256
- Accepted
22. Fighting 29 180
197
- Accepted
73
TABLE 22
ATTITUDINAL C H A N C E S FO R TH E EX PER IM EN TA L G R O U P GIRLS O N T H E T W E N T Y -T W O
C O N C EPTS O F TH E W EBB-H A RRIS W O R D M E A N IN G TEST
A D M IN ISTERED B EFO R E A N D A FTER S U M M E R SC H O O L
Number of Sign Ranks N ull
E valuation F acto r P a irs + - S ig n ific a n t H ypothesis
1. M e
15
1 * 2 1 + 8
—
Accepted
2. M e in th e fu tu re
15
1 + 8 30
- Accepted
3. Mother
13 1 + 3
1 + 8 - Accepted
1 + . F ath er
13
26
39
- Accepted
5. S is te r
13
3 1+ 31
- Accepted
6. B rother
13
1 + 7 1 + 1 + - Accepted
7. Boy 13 29 !+ 9
- Accepted
8. G irl
13
1 + 8 30
- Accepted
9. Family
13
1 + 1 50
- Accepted
10. M e behave
13
1 + 9 1 + 2 - Accepted
11. Teachers
13 23
1 + 2 - Accepted
12. School
13
1 + 1 1 + 9 - Accepted
13. Reading
13 57 33
- Accepted
ll+. Obey ru le s
13
50 1 + 0
- Accepted
13. S uccessful
13 31
1 + 7
-
Accepted
16. Love 11
37
28
- Accepted
17. Like to be
13
21
15
Yes R ejected a t 5$
18. A dultb 12
35 30 - Accepted
19. Fear
13 37 17
- Accepted
20. G uilt
13 1 * 5 33
- Accepted
21. Hate
13
2l+ 1 + 2 - Accepted
22. F ig h tin g
13
1 + 1 +
31 *
— Accepted
9
74
e x p e rie n c e , s ix s i g n i f i c a n t changes in a t t i t u d e s among a
p o s s ib le tw enty-tw o changed s i g n i f i c a n t l y fo r th e e x p e r i
m ental group boys. The changed a t t i t u d e s concerned th e
co n cep ts MOTHER, BOY, TEACHER, SCHOOL, LOVE and PEAR. For
th e e x p e rim e n ta l g ir lB one s i g n i f i c a n t change in a t t i t u d e
was found toward th e co n cep t, LIKE TO BE.
HYPOTHESIS 5
The mean s e lf - c o n c e p ts o f th e ex p e rim en ta l group
p r i o r to summer school w i l l n o t d i f f e r s i g n i f i c a n t l y from
th e mean s e lf- c o n c e p ts o f the c o n tro l o r com parison groups.
T e stin g H ypothesis 5
The i d e n t i f i c a t i o n f a c t o r o f The W ebb-Harris Word
Meaning T est was used to measure s e lf- c o n c e p t. The i d e n t i
f i c a t i o n f a c t o r o r s e lf - c o n c e p t was determ ined by comparing
th e tw enty-one o th e r co n cep ts on The W ebb-Harris Word Mean
in g T est w ith th e s in g le concept M E.
The F in d in g s
Table 23 p r e s e n ts the d a ta f o r comparing th e mean
s e lf - c o n c e p ts o f th e ex p e rim en ta l boys p r i o r to th e summer
school w ith th e mean s e lf- c o n c e p ts o f th e c o n tro l group
boys.
Table 24 p r e s e n ts th e d a ta f o r comparing th e mean
s e lf - c o n c e p ts o f th e ex p e rim en ta l g i r l s p r i o r to th e summer
school w ith th e group s e lf- c o n c e p ts o f th e c o n tro l group
g i r l s .
75
TABIE 23
THE M EAN SELF-CONCEPTS OF THE EXPERIMENTAL GROUP BOYS BEFORE SU M M ER
SCHOOL COM PARED TO THE M EAN SELF-CONCEPTS OF THE CONTROL BOYS
AS MEASURED BY THE WEBB-HARRIS W O RD MEANING TEST8,
Id e n tific a tio n Number of Sign Ranks N ull
F actor P a irs + - S ig n ifican t Hypothesis
2 . M e in the fu tu re
9 30 15
—
Accepted
5.
Mother 10 28 27
- Accepted
4. F ather 11
29 37
- Accepted
5.
S is te r 10 44 11
-
Accepted
6 . Brother 10 38
17
- Accepted
7.
Boy 10
35 19
- Accepted
8 . G irl 11 4o 26 - Accepted
9-
Family 12 42 36 - Accepted
10. M e behave 11
35 31
- Accepted
11. Teachers 11 45
21 - Accepted
12. School 12
53
24 - Accepted
13.
Reading 11
49 17
- Accepted
Ik. Obey ru le s 11
37 29
- Accepted
15.
Successful 11 46 20 - Accepted
16. Love
9 31
14 - Accepted
17.
Like to be 10 20
25
- Accepted
18. Adults 12
35 43 - Accepted
19.
Fear 10
32 23
- Accepted
20. G uilt 11 30 36 - Accepted
21. Hate 11 42 24 - Accepted
22. F ighting 11 36
29
-
Accepted
aA U c o n c e p ts com pared t o c o n c e p t ( l ) ME.
76
TABIE 2k
THE MEM SELF-CONCEPTS OF THE EXPERIMENTAL GROUP GIRIS BEFORE SU M M ER
SCHOOL COMPARED TO THE MEM SELF-CONCEPTS OF THE CONTROL GIRLS
AS MEASURED BY THE WEBB-HARRIS W O RD MEMING TEST*
Id e n tific a tio n
Factor
Number of
P a irs
Sign
+
Ranks
S ig n ific a n t
N ull
Hypothesis
2. M e In the fu tu re
7
11
17
—
Accepted
3.
Mother
7 19 9
- Accepted
k. F ather 6
7
8 - Accepted
5.
S is te r 6 12 8 - Accepted
6. B rother
5 5
10 - Accepted
7.
Boy 6 6
15
- Accepted
8. G irl
7
18 10 - Accepted
9.
Family 6 10 l l - Accepted
10. M e behave
7
6 21 - Accepted
11. Teachers
7 19 9
- Accepted
12. School 8 2k 12 - Accepted
13-
Reading 8
19 17
- Accepted
ll*. Obey ru le s
7
11
17
- Accepted
15.
Successful 8 28
7
- Accepted
16. Love
7
21
7
- Accepted
17.
Like to be 6 11 10 - Accepted
18. A dults 6
9
12 - Accepted
19.
Fear 8 28 8 - Accepted
20. G uilt 8 16
19
- Accepted
21. Hate
7
16 k - Accepted
22. F ighting
7
22 6 - Accepted
aA l l c o n c e p ts com pared t o c o n c e p t ( l ) ME.
77
Table 25 p r e s e n ts th e d a ta fo r comparing th e mean
s e lf- c o n c e p ts o f th e ex p e rim en ta l boys p r i o r to summer
school w ith th e mean s e lf- c o n c e p ts o f th e com parison boys.
Table 26 p re s e n ts th e d a ta f o r comparing the mean s e lf - c o n
c e p ts o f the ex p e rim en ta l g i r l s p r io r to summer school w ith
th e mean s e lf - c o n c e p ts o f th e com parison g i r l s .
TABLE 25
TH E MEM SELF-CONCEPTS O F TH E EXPERIM ENTAL BO Y S B EFO RE SIMffiR SC H O O L
C O M P A R E D T O THE MEM SELF-CONCEPTS OF TH E .C O M PA R ISO N B O Y S AS M E A S U R E D
B Y TH E MEM W EBB-HARRIS W O R D MEMING TESTa
IdentIfIcatIon Number of Sign Ranks Null
Factor Pairs + - S ign ifican t Hypothesis
2. M e in the future 30 169 295
Accepted
3.
Mother 30
145 290
- Accepted
4. Father 32 198
329
- Accepted
5.
S iste r 32 260
267
- Accepted
6. Brother 30 188
277
- Accepted
7.
Boy 32 211
285
- Accepted
8. G irl
29
188 217 - Accepted
9-
Family
29
151 284 - Accepted
10. M e behave
31
118 278 - Accepted
1 1. Teachers 30 166 298
- Accepted
1 2. School
31
217 247 - Accepted
Reading 30 183
251
- Accepted
14. Obey rules 32 263 264 - Accepted
15.
Successful 30 183 251
- Accepted
16. Love
31 165 330
- Accepted
17.
Like to be 29
112
323 Yes Rejected at 5$
18. Adult 32 230 265
- Accepted
19.
Fear
31
276 228
- Accepted
20. Guilt
32
271 256
- Accepted
21. Hate
31 3^3
152 - Accepted
22. Fighting 30 257
208 Accepted
aA l l c o n c e p ts com pared t o c o n c e p t ( l ) ME.
78
TABLE 26
THE GROUP SELF-CONCEPTS OF THE EXPERIMENTAL GROUP GIRLS BEFORE SU M M ER
SCHOOL COM PARED TO THE SELF-CONCEPTS OF THE COMPARISON GIRLS
AS MEASURED BT THE WEBB-HARRIS W O R D MEANING TEST®
Id e n tific a tio n
Factor
Number of
P a irs
Sign
+
Ranks
S ig n ifican t
Null
Hypothesis
2 . M e in the fu tu re
13 34 57
Accepted
3.
Mother 12 28
49
- Accepted
4. F ather
13 37
4 l - Accepted
5.
S is te r
13
26
65
- Accepted
6 . Brother 18
59 32
- Accepted
7-
Boy 12 30 42 - Accepted
8 . G irl 13 54 37
- Accepted
9.
Family
13
30 61 - Accepted
10. M e behave
13
24
67
- Accepted
11. Teachers
13
58
33
- Accepted
12. School
13 58 32 - Accepted
13.
Reading
13 35
42 - Accepted
14. Obey ru les
13 47
44 - Accepted
15.
Successful
13 38 52 - Accepted
16. Love 12 24
31
- Accepted
17.
Like to be
13 49
42 - Accepted
18. Adults 11 23 43
- Accepted
19.
Fear
13 52 26 - Accepted
20. G u ilt-
13 45 32 - Accepted
21. Hate
13 59 32
- Accepted
22. Fighting
13 47 43
Accepted
aA ll c o n c e p ts com pared t o co n c e p t ( l ) ME.
In the comparisons o f mean se lf-c o n c e p ts as summar
ized in Tables 23, 24, 25, and 26 between th e experim ental
group boys and g i r l s p r io r to summer school and the compar
iso n and c o n tro l groups, the N ull H ypothesis was accepted
fo r a l l concepts but one. In Table 25 the N ull H ypothesis
was r e je c te d a t the 5 p erce n t lev-el o f concept (17), LIKE
TO BE. The experim ental boys p r io r to summer school had a
79
d i f f e r e n t s e lf-c o n c e p t concerning how they would LIKE TO BE
than th e comparison boys.
In Summary—H ypothesis 5
The mean se lf-c o n c e p ts o f the experim ental group
boys and g i r l s b efo re summer school as measured by the id e n
t i f i c a t i o n f a c to r o f The Webb-Harrls Word Meaning T e s t, were
compared w ith the mean se lf-c o n c e p ts o f the boys and g i r l s
in the c o n tro l and comparison groups. No s ig n i f ic a n t d i f
fe ren ce s were found between the mean s e lf-c o n c e p ts o f the
experim ental group boys and g i r l s b efo re summer school and
the c o n tro l boys and g i r l s . Only one s ig n i f ic a n t d i f f e r
ence fo r the mean se lf-c o n c e p t, LIKE TO BE, was found in
the comparison o f th e experim ental boys b efo re summer school
w ith the comparison boys. No s ig n i f ic a n t d iffe re n c e s were
found between the comparison o f the experim ental g i r l s b e
fo re summer school w ith the comparison g i r l s .
HYPOTHESIS 6
The mean s e lf-c o n c e p ts o f the experim ental group
a f t e r a tte n d in g summer school w ill not d i f f e r s ig n i f ic a n t ly
from the mean s e lf-c o n c e p ts o f th e c o n tro l o r comparison
groups.
T estin g H ypothesis 6
Using the id e n t i f i c a t i o n f a c to r o f The Webb-Harrls
Word Meaning T e s t, the experim ental group boys and g i r l s
mean s e lf-c o n c e p ts a f t e r summer school were compared w ith
th e mean s e lf- c o n c e p ts o f the comparison and c o n tro l boys
and g i r l s . I t was In ten d ed to dem onstrate th a t b efo re an
In te n s iv e summer sch o o l, th e mean s e lf- c o n c e p ts o f th e ex
p e rim e n ta l group would more n e a rly approach th e s e lf - c o n
c e p ts o f o th e r d ro p o u ts, whereas a f t e r summer school the
s e lf-c o n c e p ts would more n e a rly approach the s e lf-c o n c e p ts
o f school s ta y - i n s .
The F in d in g s
Table 27 p re s e n ts the d a ta fo r comparing th e mean
s e lf-c o n c e p ts o f th e ex p erim en tal group boys a f t e r summer
school w ith the mean s e lf-c o n c e p ts o f the c o n tro l group
boys. Table 28 (p. 82) p r e s e n ts th e d ata f o r comparing th e
mean s e lf- c o n c e p ts o f the ex p erim en tal group g i r l s a f t e r
summer school w ith th e group s e lf- c o n c e p ts o f the c o n tro l
group g i r l s .
Table 29 (p. 83 ) p re s e n ts the d a ta f o r comparing
the mean s e lf-c o n c e p ts o f the ex p erim en tal group boys a f t e r
summer school w ith th e mean s e lf-c o n c e p ts o f th e comparison
group boys. Table 30 (p« 84) p r e s e n ts th e d a ta fo r compar
ing th e mean s e lf- c o n c e p ts o f the ex p erim en tal group g i r l s
a f t e r summer school w ith th e mean s e lf-c o n c e p ts o f the
comparison group g ir lB .
81
TABLE 27
THE M EAN SELF-CONCEPTS OF THE EXPERIMENTAL GROUP BOYS AFTER SUM M ER
SCHOOL COMPARED TO THE M EAN SELF-CONCEPTS OF THE CONTROL GROUP BOYS
AS MEASURED BY THE WEBB-HARRIS W ORD MEANING TEST0,
Ident if ic a tio n Number of Sign Ranks N ull
F actor P a irs + -
S ig n ific a n t Hypothesis
2. M e in th e fu tu re 11
39
26
—
Accepted
3. Mother 10
35
20 - Accepted
1 * . F ath er 11 28
37
- Accepted
5 . S is te r 10 30
25
- Accepted
6 . B rother 10
33
22 - Accepted
7. Boy 10 1 * 1 * 11 - Accepted
8 . G irl 11 38 28 - Accepted
9 . Family 12 26 52
- Accepted
10. M e behave 12 1 * 2 36 - Accepted
11. Teachers 12 60 6 Yes R ejected a t Vfa
12. School 12
55 23
- Accepted
13. Reading 12
53
24 - Accepted
ll*. Obey ru le s 11 1 * 2
13
- Accepted
15. Successful 12 61
17
- Accepted
16. Love 10 26 29 - Accepted
17. Like to be 12 18
59
- Accepted
18. Adult 12 1 * 2 2k - Accepted
19. Fear 10
33
22 - Accepted
20. G uilt 11
35 30
- Accepted
21. Hate 11 1 * 1 * 22 - Accepted
22. F ighting 11 30
25
- Accepted
a A U c o n c e p ts com pared to c o n c e p t ( l ) ME.
82
TABLE 28
THE M EAN SELF-CONCEPTS OF THE EXPERIMENTAL GROUP GIRLS AFTER SUM M ER
SCHOOL COMPARED TO THE M EAN SELF-CONCEPTS OF THE CONTROL GROUP GIRLS
AS MEASURED BY THE WEBB-HARRIS W O RD MEANING TEST
I d e n tific a tio n Number of Sign Ranks N ull
F acto r P a irs + - S ig n ific a n t H ypothesis
2. M e in the fu tu re 8 lJ* Ik
. —
Accepted
5. Mother 8
17 19
- Accepted
4. F ather
7 7
1^
-
Accepted
5 . S is te r
7 15
Ik - Accepted
6. B rother 6 8
13
- Accepted
7 . Boy 8
17 19
- Accepted
8. G irl 8 12
23
- Accepted
9 . Family
7
16 12 - Accepted
10. M e behave 8
7 29
- Accepted
11. Teachers 8 22 1^ - Accepted
12. School
9
21 2k - Accepted
1 3. Reading
9
56 8 - Accepted
lU. Obey ru le s 8 32 f c Yes R ejected a t 5$
1 3. Successful
9 25 19
- Accepted
16. Love
7 15 13
-
Accepted
17* Like to be
7
14 14 - Accepted
18. A dults 8 20 16 - Accepted
19. Fear
9 19
26 - Accepted
20. G uilt
9 17
28
- Accepted
21. Hate 8 29 16
-
Accepted
22. F ighting 8 27 9
-
Accepted
aA l l c o n c e p ts com pared t o c o n c e p t ( l ) ME.
83
TABLE 29
THE M EA N SELF-CONCEPTS OF THE EXPERIMENTAL GROUP BOYS AFTER SU M M ER
SCHOOL COM PARED TO THE M EA N SELF-CONCEPTS OF THE COMPARISON GROUP
BOYS AS MEASURED BY THE WEBB-HARRIS W O R D MEANING TEST
Id e n tific a tio n Number of Sign Ranks Null
Factor P a irs + - S ig n ifican t Hypothesis
2 . M e in the fu tu re 32 191
30k
—
Accepted
3.
Mother 29 125
309
Yes Rejected a t 5$
k. F ather 32 186 310 - Accepted
5.
S is te r 32
2lk 282 - Accepted
6 . Brother
29
152 226 - Accepted
7.
Boy
31 257
230 - Accepted
8 . G irl 30 230 262 - Accepted
9.
Family 30 152
313
- Accepted
10. M e hehave
29
172 262 - Accepted
11. Teachers 32
212 281* - Accepted
12. School 32
2^3 285 - Accepted
13.
Reading
29
2k0 166 - Accepted
Ik. Obey ru le s
31
2 7k 190 - Accepted
15.
Successful 30 199
236 - Accepted
16. Love 32
221
307
- Accepted
17.
Like to be
31
161
335
- Accepted
18. Adult
31
262
233
- Accepted
19.
Fear 32 318 210 - Accepted
2 0. G uilt 32 276 219 - Accepted
2 1. Hate
31
328 167
- Accepted
22. F ighting 30 229
235
- Accepted
aA ll c o n c e p ts com pared t o c o n c e p t ( l ) ME.
In T ables 27, 28, 29, and 30 th e N ull H ypothesis was
accep ted fo r a l l but th re e co n cep ts. In Table 27, the N ull
H ypothesis was r e je c te d a t the 1 p e rc e n t le v e l f o r the con
c e p t, TEACHERS. The ex perim ental boys a f t e r summer school
showed a s i g n i f i c a n t d iffe re n c e when compared w ith the con
t r o l boys' s e lf-c o n c e p t o f TEACHERS. T his d if fe re n c e was
not found In th e com parison made in Table 28 p r i o r to sum
mer school. In Table 28 the N ull H ypothesis was r e je c te d
a t th e 5 p e rc e n t le v e l fo r the concept, OBEY RULES.
TA B LE 30
THE MEM SELF-CONCEPTS OF THE EXPERIMENTAL GROUP GIRLS AFTER SU M M ER
SCHOOL COM PARED TO THE MEM SELF-CONCEPTS OF THE COMPARISON GROUP
GIRLS AS M E A SU R E D BI TH E W EBB-HARRIS W O R D MEMING TEST8 ,
Ident if ic a tio n
F actor
Number of
P a irs
Sign
+
Ranks
S ig n ific an t
N ull
Hypothesis
2. M e in th e fu tu re
13
56
35
—
Accepted
3. Mother 12 ^0
37
- Accepted
4. Father
13
t o
37
- Accepted
5. S is te r
13
t o
51
-
Accepted
6. Brother
13 63 28 - Accepted
7. Boy 13
61 30
-
Accepted
8. G irl
13
1 + 8
43
-
Accepted
9. Family
13
t o
36
- Accepted
10. M e behave
13 25 53
- Accepted
11. Teachers
13 to 45
- Accepted
12. School
13
t o
51
-
Accepted
13. Reading
13
48
43
-
Accepted
l4 . Obey ru le s
13 52 38
- Accepted
15. Successful
13
50 4 l -
Accepted
16. Love 12
33 45
-
Accepted
1 7. Like to be
13
66
25
-
Accepted
18. Adults 12 32 46 -
Accepted
19. Fear
13 47
44 -
Accepted
20. G uilt
13 39 52
- Accepted
21. Hate
13
46
45
-
Accepted
22. Fighting
13
46
45
—
Accepted
aA ll c o n c e p ts com pared t o co n c e p t ( l ) ME.
85
The e x p e rim e n ta l g i r l s concept (Table 3 0 ), OBEY RULES, a f t e r
summer school showed a s i g n i f i c a n t d if f e r e n c e when compared
w ith th e c o n tr o l g i r l s concept (Table 28) OBEY RULES. This
d if f e r e n c e was n o t found in th e com parison made in Table 24
w ith th e same group p r i o r to summer sc h o o l. In Table 29
th e N u ll H ypothesis was r e j e c t e d a t th e 5 p e rc e n t le v e l fo r
th e c o n c e p t, MOTHER. The e x p e rim e n ta l boys s e lf- c o n c e p t
concerning M OTHER a f t e r summer school was s i g n i f i c a n t l y
d i f f e r e n t from th e com parison boys s e lf - c o n c e p t o f MOTHER.
T his d if f e r e n c e was not m a n ife ste d in Table 25 when the
same groups were compared p r i o r to summer sc h o o l. The s i g
n i f i c a n t d if fe re n c e th a t d id appear in Table 24 in th e con
c e p t, LIKE TO BE, f a i l e d to appear in Table 29 a f t e r summer
sc h o o l. Both p r i o r to summer school and a f t e r summer
school no changes were m a n ife ste d in the s e lf- c o n c e p ts o f
th e e x p e rim e n ta l group g i r l s when compared w ith th e compar
is o n group g i r l s .
In Summary—H ypothesis 6
The mean s e lf- c o n c e p ts determ ined f o r th e e x p e r i
m ental group boys and g i r l s a f t e r summer school were com
p ared w ith th e mean s e lf- c o n c e p ts o f boys and g i r l s in th e
c o n tr o l and th e comparison g ro u p s. The s e lf- c o n c e p t TEACH
ERS showed a s i g n i f i c a n t d if fe r e n c e between boys o f th e
e x p e rim e n ta l and the c o n tro l g roups. The s e lf - c o n c e p t OBEY
RULES showed a s i g n i f i c a n t d if fe re n c e between g i r l s o f th e
experim ental and the co n tro l groups. The se lf-c o n c e p t
M OTHER showed a s ig n if ic a n t d iffe re n c e between boys o f the
experim ental and the comparison groups. No s ig n if ic a n t d i f
feren ce s were found between the mean se lf-c o n c e p ts o f the
g i r l s in the experim ental and the comparison groups.
O ccupational Choices—The T esting of
Hypotheses and Findings
The second question to be in v e s tig a te d in th is
study was to determ ine w hether in te n s iv e v o ca tio n a l guidance
was a s so c ia te d w ith making the o ccu p atio n al choices o f drop
o u ts more r e a l i s t i c . Three hypotheses o f the twelve in v e s
tig a te d (Hypotheses 7, 8, and 9) te s te d the r e a l i t y o f oc
c u p a tio n a l choices.
HYPOTHESIS 7
There w ill be no d iffe re n c e s in the r e a l i t y o f oc
c u p a tio n a l choices between the experim ental group p r io r to
summer school and the c o n tro l and the comparison groups.
T esting Hypothesis 7
Henmon-Nelson raw scores were converted to percen
t i l e s and then to the General A ptitude T est B a tte ry "G" fac
t o r ranks o f one, two, th re e o r four to e s ta b lis h whether
o ccu p atio n al choices fo r a l l groups were r e a l i s t i c o r un
r e a l i s t i c . "The 1G* f a c to r a p titu d e le v e ls are in d ic a tiv e
o f th a t p ro p o rtio n o f the working p o p u latio n possessing the
87
('O' fa c to r) a p titu d e n ecessary fo r job perform ance . 1
The rankings were determ ined as an e stim a te d index
o f a p titu d e fo r the su c c e s sfu l perform ance o f 4,000 occupa
tio n s in the U nited S ta te s Department o f Labor p u b lic a tio n ,
E stim ates o f W orker-T rait Requirem ents fo r 4,000 Jobs as
D efined in the D ic tio n a ry o f O ccupational T i t l e s . Table 31
shows the p ercen tag es o f th e p o p u la tio n and th e p e r c e n tile
d i s t r ib u t io n o f the p o p u la tio n u t i l i z e d in p re p a rin g "G"
f a c to r ran k s.
TA B LE 31
"G" FA C TO R R A N K S S H O W IN G TH E POPULATION DISTRIBUTION B Y
PER C EN TA G ES A N D B Y PERCENTILES8 ,
Rank Percent of th e Working Population P e rce n tile D istrib u tio n
1 Top 10# 90 - 100
2 Top 33# le s s th e top 10# 6j - 89
3 Middle 33# 33 - 66
4 Lowest 33# 0 - 32
^ . S . Department of Labor, E stim ates o f W orker-Trait Require
ments fo r 4,000 Jobs as Defined in the D ictionary of Occupational
T itle s (Washington: Bureau of Employment S ecurity, 1961), p . v i.
Table 32 was devised as a conversion ta b le f o r con
v e rtin g e i t h e r G eneral A ptitude T est B a tte ry a p titu d e sco res
o r Henmon-Nelson raw sc o re s to "G" f a c to r ra n k s.
^ . S . Department o f Labor, E stim ates o f W orker-T rait
Requirem ents fo r 4,000 Jobs as Defined in th e D ictio n ary o f
O ccupational T itl e s (Washington! Bureau o f Employment Secur
i t y , 1 9 6 1), p. v i.
88
TABLE 52
A CO N V ERSIO N TA B LE FOR C O N V ERTIN G G E N E R A L APTITUDE TEST BATTER! "G"
FA CTO R APTITUDES A N D H EN M O N -N E LSO N R A W SCO RES T O G E N E R A L APTITUDE
TEST BATTER! "G" FA C TO R R A N K S
General A ptitude Henmon-Nelson T est of
T est Battery®-
"G"—F actor
Mental A b ility 1 3
A ptitude Scores P e rc e n tile s Ranks P e rc e n tile s Raw Scores
1 1 * 5 99
1
99
90
118 90 90 70
117 89
2
89 69
ioi* 67
67
58
105 66
3
66
57
89 33 33
1 * 1 *
88 52 1 *
32 1 * 3
1 * 5 1 1 1
^The p e rc e n tile equivalents of te n th grade a p titu d e scores were
taken from Table I I , "P rojected P e rc e n tile E quivalents of Tenth Grade
A ptitude S cores," Guide to th e Use of th e General A ptitude Test Bat
te ry , Section I I : Norms (Washington: U.S. Department of Labor, Bureau
of Employment S ecu rity , 1962), p . 7 .
The p e rc e n tile equivalents of Henmon-Nelson raw scores were
taken from th e Exam iner's Manual, Henmon-Nelson T est of Mental A b ility
(Boston: Houghton M ifflin Company, 1957); P« 7*
To J u s t i f y th e use o f Henmon-Nelson p e r c e n tile s to
o b ta in "G" f a c to r ranks fo r t h i s study a rank o rd e r c o r r e
l a t i o n c o e f f ic ie n t was determ ined. The "G" f a c t o r ranks
determ ined f o r th e ex p erim en tal group u sin g th e G eneral
A p titu d e T est B a tte ry a p titu d e sc o re s were c o r r e la te d w ith
th e "G" f a c to r ran k s determ ined fo r the ex p erim en tal group
u sin g Henmon-Nelson raw sc o re s f o r the same s tu d e n ts . The
89
o b ta in e d p c o e f f i c i e n t o f 0.997 appeared J u s t i f i c a t i o n
enough to u se th e raw sc o re s on th e Henmon-Nelson to d e t e r
mine th e "Q" f a c t o r ra n k s. A p value o f 0 .4 7 8 would be
s u f f i c i e n t to e s t a b l i s h a 1 p e rc e n t le v e l o f s ig n ific a n c e
2
w ith t h i r t y d eg rees o f freedom.
R e a l i s t i c v o c a tio n a l ch o ices were c o n sid e re d those
f o r which th e "G" f a c t o r ra n k , a s co n v erted from Henmon-
Nelson raw s c o re s , was eq u a l to o r l e s s th an th e ran k spe
c i f i e d in E stim a te s o f W o rk er-T rait R equirem ents f o r 4,000
Jobs as D efined in th e D ic tio n a ry o f O ccu p atio n al T i t l e s ,
a s minimal f o r th e o c c u p a tio n . U n r e a li s tic o c c u p a tio n a l
c h o ic e s fo r the p u rp o ses o f t h i s h y p o th e sis were f o r "G"
f a c t o r ran k s which were h ig h e r than s p e c if ie d a s minimal
f o r th e o c c u p a tio n .
The F in d in g s
Table 33 shows th a t the h ig h e s t p e rc e n ta g e s o f r e a l
i s t i c o c c u p a tio n a l ch o ices c o n s is te n tly fav o red th e c o n tro l
group. Table 34 summarizes th e c r i t i c a l r a t i o s determ ined
f o r th e p e rc e n ta g e s in Table 3 3 .
When th e p e rc e n ta g e s o f r e a l i s t i c o c c u p a tio n a l
c h o ic e s o f the ex p e rim en ta l group p r i o r to summer school
were compared w ith th e p e rc e n ta g e s o f r e a l i s t i c occupa
t i o n a l ch o ices o f th e c o n tro l group th e N u ll H ypothesis was
B e n to n Underwood, e t a l . , E lem entary S t a t i s t i c s
(New Yorks A ppleton C entury C r o f ts , 1954)* P* 158 and
Table E, p. 2 3 2 .
9 0
TABLE 33
TH E PER C EN TA G ES O F STU D EN TS M A K IN G REALISTIC O C C U PA T IO N A L CH OICES8 ,
N = 50 N = 24 N =
51
Experimental
Number Percent
Control
Number Percent
Comparison
Number Percent
R e a listic
choice
f i r s t
19
38.0
13
54.0
19
37.4
R e alistic
choice
second
21 42.0
15 62.5 23
45.0
R e alistic
choice
th ird
26 48.o
13
54.0 l4
27.5
R ealistic-
choices
- a l l
combined
66/ 3
43-9
41.3
57.0
56/3
36.6
aThe experim ental group data is p rio r to summer school.
accepted In a l l c a se s. There were no s ig n if ic a n t d i f f e r
ences in the f i r s t , second, th ir d o r combined p ercentages of
stu d e n ts making r e a l i s t i c o ccu p atio n al ch o ices.
When the p ercen tag es o f stu d e n ts making r e a l i s t i c
o ccu p atio n al choices in the experim ental group p r io r to
summer school were compared w ith the p ercen tag es o f s tu
dents making r e a l i s t i c o ccu p atio n al choices in the compari
son o r s ta y -in group, th e re were no s ig n if ic a n t d iffe re n c e s
between r e a l i s t i c f i r s t choices o f occupation, r e a l i s t i c
second choices o f occupations or in the combined r e a l i s t i c
t o t a l choices made by the groups. There was a s ig n if ic a n t
d iffe re n c e between the percentages o f stu d e n ts making r e a l
i s t i c t h ir d ch o ices. For the th ir d choices the N ull Hypoth-
91
TABLE 3k
A S U M M A R Y 1 OP CRITICAL RATIOS DETERMINED TO COM PARE THE PERCENTAGES OP
REALISTIC OCCUPATIONAL CHOICES M A D E BY THE EXPERIMENTAL GROUP PRIOR
TO SU M M ER SCHOOL, THE CONTROL GROUP AND THE COMPARISON GROUP
Groups Compared C r i t i c a l R a tio s N u ll H y p o th e sis
E x p e rim e n ta l Group B e fo re Summer
S c h o o l w ith C o n tro l Group
F i r s t c h o ic e s 1.^3 A ccep ted
Second c h o ic e s 1.67 A ccep ted
T h ird c h o ic e s 0.50 A ccep ted
A l l c h o ic e s com bined
1 A 5
A c c e p te d
E x p e rim e n ta l Group B e fo re Summer
S ch o o l w ith C om parison ■
F i r s t c h o ic e s 0.06 A ccep ted
Second c h o ic e s 0.30 A ccep ted
T h ird c h o ic e s 2.05 R e je c te d a t th e
5# l e v e l
A l l c h o ic e s com bined 0.60 A ccep ted
e s i s was r e je c te d a t th e 5 p e rc e n t le v e l o f c o n fid e n ce, in
d ic a tin g th a t the experim ental g ro u p 's t h ir d choice o f oc
cu p atio n was s i g n i f i c a n t l y more r e a l i s t i c than the t h i r d
ch o ices o f th e comparison group.
In Summary—H ypothesis 7
O ccupational ch o ices were co n sid ered r e a l i s t i c fo r
t h i s study when the "G” f a c to r rank o f the choice o f th e
o ccupation was equal to o r le s s than th a t s p e c if ie d a s r e
92
q u ire d in E stim a te s o f W o rk er-T ralt Requirem ents f o r 4,000
Jo b s as D efined in th e D ic tio n a ry o f O ccupational T i t l e s .
No s i g n i f i c a n t d if f e r e n c e s were found when th e p e r
c e n tag e s o f r e a l i s t i c o c c u p a tio n a l ch o ices o f th e e x p e ri
m ental group b e fo re summer school were compared w ith the
r e a l i s t i c o c c u p a tio n a l ch o ices o f th e c o n tro l group. When
th e ex p erim en tal group was compared w ith the comparison
g roup, only the t h i r d ch o ic e s showed a s ig n i f i c a n t d i f f e r
ence .
HYPOTHESIS 8
There would be no d if f e r e n c e s between th e r e a l i t y o f
o c c u p a tio n a l ch o ices o f th e ex p erim en tal group a f t e r the i n
te n s iv e summer school and the r e a l i t y o f the o c c u p a tio n a l
ch o ic e s o f the c o n tr o l and th e com parison groups.
T e stin g H ypothesis 8
Minimal "G" f a c t o r ran k s n ecessary f o r job perform
ance were ag ain used to determ ine r e a l i s t i c o c c u p a tio n a l
c h o ic e s . I t had been a n tic ip a te d t h a t dropouts would n o t
make r e a l i s t i c o c c u p a tio n a l c h o ic e s. I t was f u r th e r a n t i c i
p a te d th a t school s ta y - in s would make s i g n i f i c a n t l y more
r e a l i s t i c o c c u p a tio n a l ch o ices than dropouts b u t th a t a f t e r
summer school th e r e a l i s t i c ch o ices o f the ex p erim en tal
group would in c re a s e and be commensurate w ith the com pari
son group.
The Findings
Table 35 pro v id es the numbers and percentage o f
stu d e n ts in each group making r e a l i s t i c o ccu p atio n al
ch o ices. The experim ental group d ata were secured a f t e r
summer school.
TA B LE 35
N U M B E R S A N D PER C EN TA G ES O F ST U D E N T S M A K IN G
REALISTIC O C C U PA T IO N A L CH O ICESa
N = 46 N = 24 N =
51
Experimental
Number Percent
Control
Number Percent
Comparison
Number Percent
R e a listic
choice
f i r s t
20
43-5 13
54.0 19 37.4
R e a listic
choice
second
22 48.0
15
62.5
23
45.0
R e a listic
choice
th ird
25 54.5 13
54.0 14
27.5
R ealistic-
choice s
- a l l
combined
67/3 48.5 41/3 57.0 56/3
36.6
aThe experimental group data were secured a fte r the summer
school experiences.
Table 36 shows th a t in a l l cases when the p e rc e n t
ages o f stu d e n ts making r e a l i s t i c o ccu p atio n al choices a f t e r
summer school were compared w ith the r e a l i s t i c o ccu p atio n al
choices o f the c o n tro l group, the N ull H ypothesis was a c
cep ted . There were no s ig n if ic a n t d iffe re n c e s between the
p ercentages o f r e a l i s t i c choices o f the experim ental group
94
a f t e r th e In te n siv e summer school and th e p erce n tag e s o f the
c o n tro l group making r e a l i s t i c o cc u p atio n al c h o ices.
TABIE 36
A S U M M A R Y O F T H E CRITICAL RA TIO S D E T E R M IN E D T O C O M P A R E T H E PE R C E N T A G E S
O F REALISTIC O C C U PA T IO N A L C H O IC ES M A D E B Y T H E E X PE R IM E N T A L G R O U P A FTER
S U M M E R SC H O O L , T H E C O N T R O L G R O U P A N D T H E C O M P A R IS O N G R O U P
G roups Compared C r i t i c a l R a tio N u ll H y p o th e sis
E x p e rim e n ta l Group A f te r Summer
S ch o o l v l t h th e C o n tro l Group
F i r s t c h o ic e s
0.82 A ccep ted
Second c h o ic e s 1.23 A ccep ted
T h ird c h o ic e s o .o k A ccep ted
A ll c h o ic e s com bined 0.68 A ccep ted
E x p e rim e n ta l Group A f te r Summer
S ch o o l w ith th e C om parison Group
F i r s t c h o ic e s o .6o A ccep ted
Second c h o ic e s 0.30 A ccep ted
T h ird c h o ic e s 2.70 R e je c te d a t th e
1 $ l e v e l
A ll c h o ic e s com bined
1.19
A ccep ted
The N ull H ypothesis was accepted when the p e rc e n t
ages o f r e a l i s t i c f i r s t ch o ices, second choices and a l l
choices combined were compared w ith those o f th e comparison
group. The N ull H ypothesis was r e je c te d and th e re was a
s ig n i f ic a n t d iffe re n c e in p ercen tag es between the e x p e ri
m ental g ro u p ’s th ir d choices o f r e a l i s t i c o cc u p atio n al
choices and the comparison g ro u p 's t h ir d ch o ices.
95
In Summary—H ypothesis 8
A fte r th e summer school e x p e rie n c e s the o c c u p a tio n a l
ch o ices o f th e ex p erim en tal group were no more r e a l i s t i c
than th o se o f the c o n tro l group. Only fo r th ir d choices d id
a s ig n i f i c a n t d if fe re n c e occur when th e o c c u p a tio n a l choices
o f th e ex p erim en tal group were compared w ith those o f the
com parison group.
HYPOTHESIS 9
The r e a l i t y o f o c c u p a tio n a l ch o ices o f th e e x p e ri
m ental group w i l l show no s ig n i f i c a n t change during the i n
te n s iv e summer sch o o l.
T e stin g H ypothesis 9
Two approaches f o r d eterm ining r e a l i s t i c occupa
t i o n a l ch o ices f o r t h i s h y p o th e sis were made. The f i r s t
approach used the a p titu d e sco re o b ta in e d on the G eneral
A p titu d e T est B a tte ry which was converted to M G" f a c to r
ra n k s and compared w ith E stim a te s o f W orker-T ralt R equire
ments f o r 4.000 Jobs as D efined in th e D ic tio n a ry o f Occupa
t i o n a l T i t l e s . Table 32 on page 88 was used in making the
co n v ersio n from G eneral A p titu d e T est B a tte ry a p titu d e
sc o re s to "G" f a c to r ra n k s . R e a l i s t i c o c c u p a tio n a l choices
were those f o r which th e "G" f a c to r rank o f the person mak
in g th e o c c u p a tio n a l choice was equal to o r le s s than th a t
s p e c if ie d fo r th e o ccu p atio n in E stim ate s o f W orker-T ralt
96
R equirem ents fo r 4,000 Jobs D efined In th e D ic tio n a ry o f
O ccupational T i t l e s .
The second approach to determ ine r e a l i s t i c occupa
t i o n a l ch o ices employed th e O ccupational A p titu d e P a tte rn s
t h a t were developed by the Bureau o f Employment S ecu ri ty
and used w ith th e G eneral A p titu d e T est B a tte r y .^ For p u r
poses o f t h i s study the e n t i r e p a tte r n was n o t used b u t only
th e minimum "G" f a c to r re q u ire d u sin g te n th grade norms.
Table 37 shows th e conversion c h a rt th a t was used to convert
G eneral A ptitude T est B a tte ry a p titu d e sc o re s to Occupa
t i o n a l A ptitude P a tte rn numbers. Table 38 shows some ty p i
c a l o cc u p atio n s w ith t h e i r re s p e c tiv e O ccupational A ptitude
P a tte rn numbers as found in the "A lp h a b e tic a l Index o f Oc-
.. ii
c u p a tio n s o f the G eneral A p titu d e T est B a tte ry Manual.
Using the c r i t e r i a o f O ccupational A p titu d e P a t
t e r n s , a r e a l i s t i c o c c u p a tio n a l choice fo r t h i s stu d y was
any stu d e n t who had an O ccupational A ptitude P a tte r n , on
th e b a s is o f h is "G" f a c to r a p titu d e score on th e G eneral
A p titu d e T est B a tte ry , equal to o r le s s than th a t s p e c ifie d
f o r th e s tu d e n ts ' o c c u p a tio n a l c h o ic e . An u n r e a l i s t i c o c
c u p a tio n a l choice was co n sid ered as any s tu d e n ts ' "G" f a c
t o r a p titu d e sco re on the G eneral A ptitude T est B a tte ry
^U.S. Departm ent o f Labor, Guide to th e Use o f th e
G eneral A ptitude T est B a tte ry . S ectio n I I , O ccupational Ap
ti t u d e P a tte rn S tr u c tu r e . W ashington; Bureau o f Employment
S e c u r ity , I 9S2 .
^Ibid., p. 55ff.
97
TABLE 37
MINIMUM APTITUDE SCORES FOR OCCUPATIONAL APTITUDE PATTERNS
USING TENTH GRADE NORM S ON THE GENERAL APTITUDE
TEST BATTERY, F0RM-B-1002a
O ccu p atio n al A p titu d e Grade 10—Minimum "G"
P a tte r n Number F a c to r Scores
1
117
2 109
3
104
4 101
5
101
6
96
7 96
8 96
9 92
10 92
11 92
12 92
87
14
87
15 87
16
87
17
8 2
18
77
19 77
20
77
21
77
22 72
23
—
24 No "G" f a c t o r r e q u ir e
25
ment below OAP #22
aAdapted from U.S. Departm ent o f Labor, Guide to th e
Use o f th e G eneral A p titu d e T e st B a tte ry . B-1002, S ectio n I :
ploym ent S e c u r ity ) , p. 70T
98
t h a t f e l l below th e te n th g rade O cc u p atio n a l A p titu d e P a t
te r n number norm e s ta b li s h e d f o r th e s p e c i f i c o c c u p a tio n
l i s t e d .
TABLE 38
EXAMPLES OF OCCUPATIONAL TITLES AND THEIR RESPECTIVE
OCCUPATIONAL APTITUDE PATTERN NUM BERS
O cc u p atio n a l A p titu d e
O ccu p atio n al T i t l e P a tte rn Number
C iv il E n g in eer 1
D en ta l H y g ie n ist
5
Chef o r Cook 10
T y p ist
15
Heavy C o n s tru c tio n 20
P a in te r
25
The F in d in g s
Table 39 In c lu d e s th e numbers and p e rc e n ta g e s o f th e
e x p e rim e n ta l group making r e a l i s t i c o c c u p a tio n a l c h o ic e s b e
fo re and a f t e r summer school u sin g th e "G" f a c t o r c r i t e r i o n .
TABLE 39
THE NUM BER AND PERCENTAGES OF THE EXPERIMENTAL GROUP MAKING
REALISTIC OCCUPATIONAL CHOICES BEFORE A N D AFTER
THE INTENSIVE SU M M ER SCHOOL— "G" FACTOR DATA&
R e a l i s t i c
Number C hoices P e rc e n t
B efo re summer school 50 64 /3 4 2 .5
A fte r summer school 46
6 7 /3 4 8 .5
a Three r e a l i s t i c c h o ic e s f o r each s tu d e n t.
99
The c r i t i c a l r a t i o between a comparison o f the p e r
cen tag es o f r e a l i s t i c choices made by th e experim ental group
b efo re the in te n s iv e summer school and a f t e r the summer
school proved to be 0 .6 . The N ull H ypothesis was accep ted .
There was no s ig n if ic a n t d iffe re n c e in the p ercen tag es of
r e a l i s t i c v o c a tio n a l ch o ices made by the experim ental group
b efo re and a f t e r the in te n s iv e summer school ex p erien ce.
The second approach to th e problem o f r e a l i s t i c vo
c a tio n a l choices by the experim ental group b efo re and a f t e r
summer school, involved the use o f the O ccupational A ptitude
P a tte rn S tru c tu re (OAP minimal cu t o f f sco res) fo r groups o f
o cc u p atio n s. Table 40 summarizes the fin d in g s .
TABLE 40
THE N U M BER AND PERCENTAGES OF THE EXPERIMENTAL GROUP M AKING
REALISTIC OCCUPATIONAL CHOICES BEFORE A N D AFTER THE
INTENSIVE SU M M ER SCHOOL OCCUPATIONAL APTITUDE PATTERN DATAa
Number
R e a lis tic
Choices P ercent
Before summer school 40
72/3
60 .0
A fte r summer school 36 6 6 /3 6l.O
a Three r e a l i s t i c choices f o r each stu d e n t.
The c r i t i c a l r a t i o between a comparison o f the p e r
centages o f r e a l i s t i c o cc u p a tio n a l choices made by the ex
p erim en tal group before and a f t e r an in te n s iv e summer school
was O.8 9 . The N ull H ypothesis was accepted in the Occupa-
100
t l o n a l A p titu d e P a tte rn approach to determ ine I f th e in te n
siv e summer school e x p e rien ce s would cause more r e a l i s t i c
o c c u p a tio n a l ch o ic e s in th e experim ental group. There was
no s i g n i f i c a n t d iffe re n c e in the p e rce n tag e s o f r e a l i s t i c
v o c a tio n a l ch o ices made b e fo re and a f t e r the in te n s iv e
school by the ex p erim en tal group.
In Summary—H ypothesis 9
Using "G" f a c to r ran k s converted from G eneral A p ti
tude T est B a tte ry a p titu d e sc o re s a s the c r i t e r i a , no s ig
n i f i c a n t d if fe re n c e was found between th e p erce n tag e o f
r e a l i s t i c o c c u p a tio n a l ch o ices made b efo re summer school as
compared to a f t e r summer school in the ex p erim en tal group.
S im ila r ly , u sin g O ccupational A ptitude P a tte rn minimum a p t i
tude sc o re s as th e c r i t e r i a , no s i g n i f i c a n t d iffe re n c e was
found between the p e rce n tag e s o f r e a l i s t i c o c c u p a tio n a l
c h o ic e s made by th e ex p erim en tal group b e fo re and a f t e r
summer school.
V o catio n al Guidance
T estin g o f Hypotheses and~Tlndlngs
The t h i r d q u estio n to be in v e s tig a te d in t h i s study
was w hether d ro p o u ts on the secondary le v e l would p r e f e r and
b e n e f i t from th e d i r e c t e x p lo ra tio n o f o cc u p atio n s when com
p ared to o th e r methods o f v o c a tio n a l guidance. Three hy
p o th e se s, te n , e lev en , and twelve provide in fo rm atio n p e r t i
n en t to answ ering th e q u e stio n as posed.
101
HYPOTHESIS 10
A fte r the in te n s iv e summer sch o o l, th e ex p erim en tal
group w i l l n o t have in c re a s e d t h e i r f a m i l i a r i t y w ith occu
p a tio n s .
T e stin g H ypothesis 10
A measure o f in c re a s e d knowledge o f o c c u p a tio n s was
o b ta in e d in t h i s stu d y by having stu d e n ts l i s t a l l o f the
o c c u p a tio n s they could th in k o f in a th re e m inute p e rio d on
th e I W ANT LIST. For th e ex p erim en tal group t h i s measure
was taken p r i o r to summer school and a f t e r summer sch o o l.
I t was assumed th a t an in c re a s e d knowledge o f o c c u p atio n s
would be b e n e f i c ia l in t h a t new job o p p o r tu n itie s m ight
re a c h a le v e l o f aw areness.
The F indings
From Table 4 l i t may be seen t h a t b e fo re summer
school th e mean number o f o c c u p a tio n s l i s t e d in a th r e e
m inute p e rio d by th e ex p e rim en ta l group was 1 4 .7 . A fte r
summer school the mean number o f o ccu p atio n s l i s t e d in a
th re e m inute p e rio d in c re a s e d to 21.2. The N ull H ypothesis
was r e je c te d a t the one p e rc e n t le v e l o f c o n fid e n ce. There
was a s i g n i f i c a n t in c r e a s e in th e number o f o c c u p a tio n s th e
ex p e rim en ta l group l i s t e d a f t e r summer sc h o o l.
102
TABLE 41
THE M EA N N U M BER OP OCCUPATIONS LISTED IN THREE MINUTES BY
THE EXPERIMENTAL GROUP BEFORE A N D AFTER SU M M ER SCHOOL®
Number Mean
Standard
D eviation
Standard E rro r
o f th e Mean
Before
47 14.7 8.97 1.32
A fter
47
21.2 10.50
1.55
at r a t i o 3.12. The N ull H ypothesis was r e je c te d a t
the 1% le v e l o f confidence w ith 92 degrees o f freedom.
In Summary—H ypothesis 10
The in c re a se d number o f occupations th a t could be
l i s t e d in a th re e minute p erio d b efo re and a f t e r summer
school was used as the c r i t e r i o n o f o c c u p a tio n a l f a m ilia r
i t y . I t was found th a t the experim ental group s ig n i f ic a n t ly
in c re a se d th e mean number o f o ccupations th a t they l i s t e d
on the I Want L i s t .
HYPOTHESIS 11
There w ill be no d iffe re n c e in the mean number o f
occu p atio n s l i s t e d by th e experim ental group p r io r to sum
mer school and th e mean number l i s t e d by the c o n tro l and
the comparison groups. There w ill be no d iffe re n c e in the
mean number o f o ccu p atio n s l i s t e d by the experim ental group
a f t e r summer school and th e mean d iffe re n c e l i s t e d by th e
comparison and the c o n tro l groups.
T estin g H ypothesis 11
The I Want L is t was ad m in istered tw ice to the exper
im en tal group, once b efo re summer school and once a f t e r sum
mer school. The I Want L is t was ad m in istered only once to
the c o n tro l and once to the experim ental group.
The Findings
Table 42 shows th e mean number o f o ccupations
l i s t e d in th re e m inutes by the experim ental group b efo re
and a f t e r summer school, and by the c o n tro l and by the com
p a riso n groups.
T A B L E 42
THE M EA N NUM BER OF OCCUPATIONS LISTED IN THREE MINUTES BY THE
EXPERIMENTAL GROUP BEFORE AN D AFTER SU M M ER SCHOOL
BY THE COMPARISON AND BY THE CONTROL GROUPS
S ta n d a rd S ta n d a rd E r r o r
G roups Number Mean D e v ia tio n o f th e Mean
The e x p e rim e n ta l group
b e fo re summer s c h o o l
47
14.7
8.97
1.52
The c o n tr o l group
25
19.6 7.21
1.47
The com parison gro u p
51
17.4
7-55 1.07
The e x p e rim e n ta l group
a f t e r summer sc h o o l
47
21.2 10.50
1.55
The mean o f the experim ental group b efo re summer
school was 14.7 and a f t e r summer school th e mean was 21.2.
The mean o f the c o n tro l group was 19.6. The mean o f the
104
com parison group was 1 7 .4 . Table 43 summarizes th e t r a t i o s
between the means f o r a l l g ro u p s.
TA BLE 43
A S U M M A R Y OF TH E t RATIOS B E T W E E N THE M E A N OCCUPATIONS LISTED IN TH R EE
M INUTES B Y TH E EXPERIM ENTAL , TH E C O N T R O L A N D TH E C O M PA R ISO N G R O U PS
Groups
Degrees
of Freedom
t
R atios
N ull
Hypothesis
The experim ental group p r io r
to summer school w ith
th e c o n tro l group
70 2.32
R ejected a t
the 5$ le v e l
The experim ental group a f te r
summer school w ith
th e c o n tro l group
70 O.65 Accepted
The experim ental group p r io r
to summer school w ith
th e comparison group
96 1.61 Accepted
The experim ental group a f t e r
summer school w ith
th e comparison group
96 1.06 Accepted
The c o n tro l group w ith the
comparison group
74 1.18 Accepted
I t may be seen from Table 43 t h a t th e c o n tro l group
l i s t e d s i g n i f i c a n t l y more o c c u p a tio n s than th e e x p e rim e n ta l
group d id p r i o r to summer sc h o o l. A fte r th e summer school
ex p e rien ce t h i s d if f e r e n c e d id not e x i s t and th e N ull Hy
p o th e s is was a c c e p te d . The N ull H ypothesis was a c c e p te d
when th e com parison group was compared w ith th e c o n tr o l
group and w ith th e e x p e rim e n ta l group p r i o r to summer school
and a f t e r summer sc h o o l.
In Summary— H ypothesis 11
The mean number o f o c c u p a tio n s l i s t e d i n th r e e min
u t e s was taken a s the c r i t e r i o n o f th e knowledge o f occupa
t i o n s . I t was found t h a t when th e mean o c c u p a tio n a l l i s t
in g s o f th e c o n tr o l and th e e x p e rim e n ta l groups were com
p a re d , the s i g n i f i c a n t d if f e r e n c e th a t appeared p r i o r to th e
summer school e x p e rie n c e was n o t a p p a re n t a f t e r th e summer
sch o o l e x p e rie n c e . There were no d if f e r e n c e s between the
mean number o f o c c u p a tio n s l i s t e d by th e c o n tr o l and compar
is o n groups o r between th e com parison and e x p e rim e n ta l
g ro u p s .
HYPOTHESIS 12
The d i r e c t e x p lo ra tio n o f o c c u p a tio n s th ro u g h g u e s t
sp e a k e rs and a c t u a l v i s i t a t i o n s to i n d u s t r i e s w i l l be no
more lik e d as ex p re sse d by th e e x p e rim e n ta l group than
o th e r v o c a tio n a l a c t i v i t i e s and a c t i v i t i e s n o t r e l a t e d to
v o c a tio n a l gu id an ce.
T e stin g H y p o th esis 12
As an e v a lu a tio n o f th e summer school program , the
e x p e rim e n ta l group was re q u e s te d to com plete a P a r t i c i p a
tio n Survey (se e appendix, p. 152). F o rty a c t i v i t i e s o f
th e summer were l i s t e d . Each s tu d e n t was to check th e f iv e
a c t i v i t i e s t h a t he lik e d most and th e f iv e a c t i v i t i e s th a t
he lik e d l e a s t . The "most" re sp o n se s were grouped f o r t h i s
stu d y in to th r e e c a te g o r ie s . The f i r s t c a te g o ry in c lu d e d
the "most1 1 resp o n ses to th e d i r e c t e x p lo ra tio n of occupa
tio n s by means o f guest speakers and f i e l d t r i p s . In t h i s
categ o ry th e re were 124 "most" re sp o n se s. The maximum
"most" resp o n ses would be 2 2 5, o r fiv e f o r each of th e
f o r ty - f iv e experim ental group members com pleting the I n s t r u
ment. The second category in clu d ed in d iv id u a l v o c a tio n a l
co u n selin g , the te s tin g program and the use o f the voca
tio n a l l ib r a r y . The t h ir d a c t i v i t y in clu d ed a l l o th e r ac
t i v i t i e s fo r the summer e x c lu siv e of v o c a tio n a l guidance a c
t i v i t i e s , such as school dances, the school p la y , s p o rts
and a r t a c t i v i t i e s .
The F indings
F ie ld t r i p s and v i s i t i n g speakers accounted f o r 124
o r f i f t y - f i v e p e rc e n t o f a l l the "most lik e d " resp o n ses
made by th e experim ental group. Table 44 shows the number
and p ercen tag es o f "most lik e d " responses made to each o f
the th re e c a te g o r ie s . The c r i t i c a l r a t i o s found by compar
ing th e th re e c a te g o rie s o f "most lik e d " resp o n ses made by
th e experim ental group are summarized in Table 45.
1 0 7
TABLE 44
T H E N U M B E R A N D T H E PE R C E N T A G E S O F "M O S T LIKED" R ESPO N SES M A D E B Y T H E
EX PER IM EN TA L G R O U P IN D IRECT EX PIO RA TIO N OF O C C U PA TIO N, IN O T H E R
V O C A T IO N A L G U ID A N C E ACTIVITIES A N D IN A LL O T H E R ACTIVITIES
Category
Number Checking
"most lik ed "
Percent of "most
lik ed " Responses
1. "The D irect E xploration of
Vocations" by f i e l d t r ip s
and v is itin g speakers
124 55.0
2. "Other V ocational Guidance
A c tiv itie s "
23
10.3
3. "A ll Other A c tiv itie s "
exclusive o f vocational
guidance a c t iv i t ie s
78
34.7
T o tal "Most Liked" responses 225 100.0
TA B LE 45
A S U M M A R Y OF TH E CRITICAL RATIOS F O U N D B Y C O M PA R IN G TH E PERC EN TA G ES
OF "M O ST LIKED" RESPONSES OF TH E EX PERIM EN TA L G R O U P
Category C r itic a l Ratio N ull Hypothesis
1 w ith 2
The d ir e c t ex p lo ratio n of
vocations w ith a l l o th er vo
c a tio n a l guidance a c t iv i t ie s .
4.26
R ejected a t the
1it le v e l
1 w ith 3
The d ire c t ex p lo ratio n of
vocations w ith a l l o th er ac
t i v i t i e s exclusive of voca
tio n a l guidance a c t iv i t ie s .
1.98
R ejected a t the
5 i > le v e l
2 w ith 3
O ther v o catio n al guidance
a c t iv i t ie s w ith a l l o th er ac
t i v i t i e s exclusive o f voca
tio n a l guidance a c t iv i t ie s .
2.34
R ejected a t the
5# le v e l
108
The N ull H ypothesis was r e j e c t e d in a l l th r e e c a se s .
There was a s i g n i f i c a n t d if f e r e n c e in th e p e rc e n ta g e s o f th e
ex p e rim en ta l group lik in g th e d i r e c t e x p lo ra tio n o f voca
tio n s (c a te g o ry l) and th e p e rc e n ta g e s lik in g o th e r voca
t i o n a l a c t i v i t i e s (c a te g o ry 2 ) and a l l o th e r a c t i v i t i e s
(c a te g o ry 3 ).
The N ull H ypothesis was r e je c te d a t th e f iv e p e rc e n t
le v e l when a com parison was made between th e p e rc e n ta g e s o f
th e ex p e rim en ta l group lik in g a l l o th e r a c t i v i t i e s ( c a t e
gory 3 ) and v o c a tio n a l a c t i v i t i e s (c a te g o ry 2 ). The s i g
n i f i c a n t d if fe re n c e fa v o rs the lik in g o f th e n o n -v o c a tio n a l,
o th e r a c t i v i t i e s (c a te g o ry 3 ).
In Summary—H ypothesis 12
The "most lik e d " re sp o n se s to a P a r tic i p a ti o n Survey
re v e a le d th a t s i g n i f i c a n t l y more "most lik e d " re sp o n se s were
made to a c t i v i t i e s in v o lv in g th e d i r e c t e x p lo ra tio n o f voca
tio n s by f i e l d t r i p s and v i s i t i n g sp eak ers than to o th e r vo
c a tio n a l guidance a c t i v i t i e s o r to a l l o th e r a c t i v i t i e s ex
c lu s iv e o f v o c a tio n a l guidance a c t i v i t i e s .
The problem f o r t h i s stu d y and i t s im portance were
o u tlin e d in C hapter I . C hapter I I d e a lt w ith p e r tin e n t
fin d in g s in th e l i t e r a t u r e . C hapter I I I p ro v id ed th e f i n d
in g s o f th e b a s ic re s e a rc h p e r tin e n t to th e r e h a b i l i t a t i o n
o f d ro p o u ts in to r e g u la r sch o o l, the r e a l i t y o f v o c a tio n a l
ch o ic e s and p r e f e r r e d v o c a tio n a l guidance a c t i v i t i e s . Chap
t e r IV p ro v id e s a d is c u s s io n o f th e fin d in g s .
CHAPTER IV
GENERAL DISCUSSION A N D CONCLUSIONS
One purpose o f t h i s study was to determ ine w hether
the su c c e s sfu l r e h a b i l i t a t i o n o f dropouts in to r e g u la r
school s it u a ti o n s was a s s o c ia te d w ith an in te n s iv e s ix weeks
summer school program. The dropouts a tte n d in g the Orange
County Guidance summer school ap p a re n tly d e s ire d in some
measure to continue t h e i r ed ucation fo r they v o lu n te e re d to
a tte n d the summer program. The c o n tro l group as w e ll were
d e siro u s o f more education fo r they too v o lu n ta r ily a t
tended a re g u la r summer sch o o l. The fin d in g s o f t h i s study
may not be g e n e ra liz e d to in c lu d e a l l dropouts fo r the p a r
t i c u l a r dropouts in th e experim ental and c o n tro l groups
showed by t h e i r very r e tu r n to school th e d e s ire to resume
some type o f form alized ed u c atio n .
The R e h a b ilita tio n o f Dropouts
To the degree th a t r e h a b i l i t a t i o n in f e r r e d a re tu rn
to school i t could be sa id th a t both th e experim ental and
the c o n tro l groups were e q u a lly su c cessfu l? both groups con
s is te d o f dropouts who v o lu n te ered to r e tu rn to sch o o l. The
c r i t e r i a e s ta b lis h e d fo r su c c e s sfu l r e h a b i l i t a t i o n involved,
109
110
In a d d itio n , however, the r e tu r n to a r e g u la r school in
September and a te n u re o f one o r two sem ester g rad in g pe
r io d s .
I t had been a n tic ip a te d th a t because o f in d iv id u a l
c o u n se lin g , group c o u n selin g , a s p e c ia l cu rricu lu m and ex
te n s iv e v o c a tio n a l guidance, the ex p erim en tal group would
re tu r n to school in g r e a te r numbers, sta y in school lo n g e r,
and improve t h e i r grade p o in t av erag es to a g r e a te r degree
than th e c o n tro l group.
Dropouts Who R eturned to School
I t was found th a t th e in te n s iv e summer school was
a s s o c ia te d w ith n e i th e r a g r e a t e r m o tiv atio n to r e tu r n th e
ex p erim en tal dropouts to r e g u la r school nor th e b a s ic s k i l l s
re q u ire d to ex p erien ce success and s ta y in school lo n g e r.
S lig h tly over e ig h ty p e rc e n t o f both the c o n tro l and the
ex p erim en tal groups re tu rn e d to school in the f a l l . Of
those r e tu r n in g , approxim ately th r e e -f o u rth s o f each group
la s te d through one sem ester g rading p e rio d and approxim ately
o n e -h a lf rem ained f o r a second g rad in g p e rio d . The n a tio n a l
dropout r a t e i s co n sid ered to be roughly t h i r t y - t h r e e p e r
c e n t, in comparison th e dropout r a t e fo r the c o n tro l and
the ex perim ental groups, combined, in t h i s study was
s l i g h t l y over f if ty - o n e p e rc e n t.
As evidenced in th e ex p erim en tal group, sm all c la s s
s iz e , e x te n siv e co u n selin g and a p r a c t i c a l cu rricu lu m were
I l l
n o t th e only c o n s id e ra tio n s a s s o c ia te d w ith red u cin g drop
o u t r a t e s . Pew p u b lic sch o o ls could a ff o rd th e id e a l con
d iti o n s o f th e in te n s iv e summer school and y e t, th e su c c e ss
f u l r e h a b i l i t a t i o n o f th e r e c i p i e n t s was no more pronounced
than th e re g u la r school program ex p erien ced by the c o n tro l
g ro u p .
Success in School
Grade p o in t averages f o r a l l marks re c e iv e d in
school were used as the c r i t e r i o n f o r su ccess in school.
At the time o f dropping school i t was found th a t the con
t r o l group had a s i g n i f i c a n t l y h ig h e r high school grade
p o in t av erag e. I t was 1.68 o r ro ughly a C- average as com
p ared to the ex perim ental g ro u p 's D average o f 1.11.
At b oth grading p e rio d s a f t e r re tu r n in g to school
th e s i g n i f i c a n t d iffe re n c e in grade p o in t av erag es between
th e two groups no lo n g er e x is te d . Two p o s s i b i l i t i e s could
e x p la in the change; e i t h e r th e c o n tro l group d id r e l a t i v e l y
p o o rly o r th e experim ental group d id r e l a t i v e l y b e t t e r . An
in s p e c tio n o f the d ata tended to confirm th e in c re a s e d suc
c e ss o f the ex p erim en tal group. For th e f i r s t g rad in g pe
r io d the ex perim ental g ro u p 's average was 1 . 5 1 ; f o r th e
second sem ester i t was 1 .7 ^ . The c o n tro l g ro u p 's grade
p o in t average a lso improved b u t n o t as s u b s t a n t i a l l y w ith
a mean f o r th e f i r s t grading p e rio d o f 1 .9 9 and f o r the
second sem ester o f 2.09. This study confirm ed th e fin d in g s
o f o th e r s tu d ie s th a t many dropouts can compete su c c e ss
112
f u l l y In school and p ro b ab ly have no more f a l l i n g marks o r
low er g rade p o in t av erag es than many g ra d u a te s .
The A b ility F a c to r
Grade p o in t average and su ccess In school appeared
a s s o c ia te d w ith a b i l i t y . I t was determ ined th a t th e con
t r o l group was a t an advantage In a b i l i t y In t h i s study
w ith a mean IQ o f 9 9 .1 . S ig n if ic a n tly lower was th e e x p e ri
m ental g ro u p 's mean IQ o f 9 0 .9 . Although th e mean IQ o f
th e ex p e rim en ta l group was low er than the c o n tr o l g r o u p 's ,
I t was c o n s is te n t w ith o th e r s tu d ie s which g e n e ra lly have
re p o rte d th e mean IQ o f groups o f dro p o u ts about ten IQ
p o in ts below th e n a tio n a l norm.
No answer appeared obvious as to why th e v o lu n te e r
c o n tro l group should approach th e n a tio n a l norm and have
s i g n i f i c a n t l y h ig h e r a b i l i t y . The com parison group o f
school s ta y - i n s w ith no h ig h e r a b i l i t y than the ex p e rim en ta l
group were s u c c e s s fu l in school according to th e c r i t e r i a
o f su ccess f o r t h i s stu d y . C e rta in ly a b i l i t y was not th e
f a c t o r making dropping o u t o f school in e v i t a b l e . C onsis
t e n t w ith o th e r s tu d ie s i t was found th a t most d ro p o u ts
have th e a b i l i t y to perform in sch o o l; the com parison group
w ith matched IQ 's were succeeding.
A ttit u d in a l Changes
By comparing th e a t t i t u d e s o f the boys and g i r l s in
th e ex p e rim en ta l group b e fo re and a f t e r the in te n s iv e summer
113
school e x p e rie n c e , I t was In te n d e d to show t h a t a t t l t u d i n a l
changes could be m a n ife ste d in s ix weeks. Comparisons were
made o f th e mean a t t i t u d i n a l s c a lin g s p ro v id ed by th e e v a l
u a tio n concept o f The W ebb-Harris Word Meaning T e s t.
The boys In th e ex p e rim en ta l group changed t h e i r
a t t i t u d e s concerning s ix o f th e tw enty-tw o p o s s ib le con
c e p ts . Table 46 summarizes th e d a ta . For g i r l s , o n ly one
a t t i t u d i n a l change f o r the a t t i t u d e , LIKE TO BE, proved s ig
n i f i c a n t .
TABLE 46
A SU M M A R Y OF ATTITUDINAL CHANGES FOR THE
EXPERIMENTAL GROUP BOYS
Level o f Confidence
E v a lu a tio n Concept %
M OTHER 5
BOY 1
TEACHER 1
SCHOOL 1
LOVE 1
FEAR 1
The f a c t th a t some a t t i t u d e s were changed su p p o rted
in c o n c lu s iv e ly th a t a t t i t u d i n a l change was p o s s ib le in an
i n t e n s i f i e d approach in six weeks.
In c lu d in g b o th boys and g i r l s , some seven a t t i t u d e s
changed, th e re was however no in d ic a t io n as to why the
o th e r p o s s ib le th ir ty - s e v e n co n cep ts d id not change. F u r
therm ore, alth o u g h th e changes in a t t i t u d e s tow ards TEACHER,
SCHOOL and H O W I W O U LD LIKE TO BE in d ic a te d changes fa v o r -
ing school r e h a b i l i t a t i o n , th e changes in a t t i t u d e toward
MOTHER, BOY, LOVE and PEAR seem n o t as c lo s e ly r e l a t e d and
no e x p la n a tio n a p p e ars obvious to acco u n t fo r th e change.
A ttitu d e s were n o t changed tow ard th e co n c e p ts, M E IN THE
FUTURE, M E BEHAVE, READING, and OBEY THE RULES; th e con
c e r te d e f f o r t th a t was made to in s tru m e n t changes in th o se
co n cep ts d u rin g th e in te n s iv e summer school was a p p a re n tly
i n e f f e c t i v e . The la c k o f s i g n i f i c a n t changes in a t t i t u d e s
toward co n cep ts which were em phasized, in d ic a te d t h a t em
p h a s is alone may n o t b rin g ab o u t d e s ire d changes in a t t i
tu d e s.
S e lf-c o n c e p ts b e fo re Summer School
In term s o f s e lf- c o n c e p t i t was supposed th a t b e
fo re th e in te n s iv e summer school ex p e rien ce th e s e lf - c o n
c e p ts o f the e x p e rim e n ta l d ro p o u ts would more n e a rly approx
im ate th e group s e lf- c o n c e p ts o f o th e r d ro p o u ts in the con
t r o l group and l e s s n e a rly approxim ate th e s e lf - c o n c e p ts o f
th e com parison o r s ta y - i n group. The evidence d id n o t sup
p o r t t h i s s u p p o s itio n . As expected th e N ull H ypothesis was
ac ce p ted in a l l tw enty-one s e lf - c o n c e p ts t h a t were m easured
when th e ex p e rim en ta l group boys and g i r l s were compared to
th e c o n tro l g ro u p ’s re sp o n se s f o r boys and g i r l s . On th e
b a s is o f the co n cep ts m easured, w ith th e in stru m e n t u se d ,
i t may be s a id th a t th e s e lf - c o n c e p ts o f th e ex p e rim en ta l
group b e fo re summer school d id n o t d i f f e r s i g n i f i c a n t l y
from th e o th e r d ro p o u ts in the c o n tr o l group.
115
Not as expected however, th e se lf-c o n c e p ts o f the
experim ental group dropouts b efo re summer school d id not
d i f f e r s ig n i f ic a n t ly from the s ta y - in s In th e comparison
group. The one ex ception In which th e N ull H ypothesis was
r e je c te d a t th e fiv e p e rc e n t le v e l was fo r the concept LIKE
TO BE. A pparently a d iffe re n c e did e x is t between the ex
p erim en tal group boys and the comparison boys concerning
t h e i r own concepts o f how they would lik e to be.
Although the o r ig in a l assumption was not confirm ed,
th a t th e re would be a m easurable d iffe re n c e between the
s e lf-c o n c e p ts o f the dropouts b efo re the in te n s iv e summer
school study and the s ta y -in s in t h i s study, I t may be
worthy o f f u r th e r in v e s tig a tio n o r o f some im portance th a t
the B elf-concepts of th e dropouts and s ta y -in s in t h i s study
were not found to be d if f e r e n t s t a t i s t i c a l l y , and th a t the
one exception was fo r the concept, H O W I W O U LD LIKE TO BE.
S e lf-c o n c e p ts a f t e r Summer School
A fter the summer school experience i t had been sup
posed th a t the s e lf-c o n c e p ts o f the experim ental group drop
o u ts would more n e a rly approxim ate the s e lf-c o n c e p ts o f s t u
d en ts who had p e r s is te d in school and had not dropped o u t
than they would approxim ate the se lf-c o n c e p ts o f the drop
o u ts in the c o n tro l group who had n o t had th e summer school
ex p erien ces.
116
As expected the N ull H ypothesis was accep ted fo r a l l
tw enty-one concepts when the s e lf- c o n c e p ts o f the e x p e ri
m ental g i r l s a f t e r the summer school ex p erien ce was com
pared to th e comparison g i r l s a f t e r summer sch o o l. In
tw enty o u t o f tw enty-one concepts th e N ull H ypothesis was
accepted when th e s e lf - c o n c e p ts o f th e ex p erim en tal boys
a f t e r summer school were compared w ith the s e lf- c o n c e p ts o f
the com parison group boys. The one e x c e p tio n , s i g n i f i c a n t
a t th e f iv e p e rc e n t le v e l was fo r th e concept MOTHER; fo r
t h i s s in g le s e lf-c o n c e p t th e re was a s ig n i f ic a n t d iffe re n c e
a f t e r the summer school ex p e rien ce between th e ex p erim en tal
boys and the s ta y - in boys.
Not as expected, the N ull H ypothesis was accep ted
fo r tw enty of th e tw enty-one s e lf- c o n c e p ts measured fo r
both boys and g i r l s in th e ex p erim en tal group a f t e r summer
school and dropouts o f th e c o n tro l group. The Bingle ex
cep tio n f o r the experim ental boys a f t e r summer school and
the c o n tr o l group, dropout boys was fo r the s e lf- c o n c e p t,
TEACHERS. The s in g le ex cep tio n fo r th e ex p erim en tal g i r l s
a f t e r summer school and th e c o n tro l group g i r l s was f o r th e
concept OBEYING THE RULES.
A ccording to the d a ta c o lle c te d in t h i s study and
fo r the sample s tu d ie d th e re was no evidence su p p o rtin g s i g
n if ic a n t changes in the s e lf- c o n c e p ts measured by th e id e n
t i f i c a t i o n concept o f The W ebb-Harris Word Meaning T est in
th e ex p e rim en ta l group o f d ro p o u ts. I t was found, c o n tra ry
1 1 7
to e x p e c ta tio n s th a t the s e lf- c o n c e p ts o f th e ex p e rim en ta l
group d id n o t d i f f e r a p p re c ia b ly o r s i g n i f i c a n t l y from th e
s e lf- c o n c e p ts o f o th e r d ro p o u ts o r o f a matched com parison
group o f s ta y - i n s e i t h e r b e fo re o r a f t e r an in te n s iv e sum
mer school e x p e rie n c e . Perhaps a d d itio n a l re s e a rc h could
d eterm ine i f t h i s would be tru e in o th e r samples o r I f a s
used in t h i s study th e m easuring in stru m e n t p rovided an
adequate measure o f s e lf- c o n c e p t.
I t seemed h ig h ly s i g n i f i c a n t to th e i n v e s tig a to r
t h a t so few changes in s e lf- c o n c e p t a c tu a l ly appeared in
t h i s stu d y . For th e th re e g ro u p s, b o th boys and g i r l s and
in c lu d in g com parisons made b e fo re and a f t e r summer sch o o l,
168 p o s s i b i l i t i e s f o r d if f e r e n c e s to o ccu r were p o s s ib le ;
f iv e o c c u rre d . Would i t n o t seem l i k e l y th a t chance alo n e
would account f o r f iv e o r more? With c o n s id e ra b le assu ra n ce
i t may be s ta te d th a t f o r the assessm en ts made, by the i n
stru m en t u sed , on th e samples p ro v id ed no evidence was ob
ta in e d th a t in d ic a te d d if f e r e n c e s between th e s e lf- c o n c e p ts
o f th e groups o r a change in th e ex p e rim en ta l g ro u p ’s s e l f -
co n cep ts a s s o c ia te d w ith t h e i r summer e x p e rie n c e s.
I t appeared th a t d ro p o u ts ' s e lf-c o n c e p ts were con
s i s t e n t w ith matched s ta y - i n s . I t appeared th a t no meas
u ra b le change o cc u rred in s e lf - c o n c e p ts d u ring th e summer
in th e ex p e rim en ta l group. The dro p o u ts in th i s study
proved no more “b i t t e r , d e fe a te d and l o s t " 1 than matched
■^Kohler and F o n ta in e , op. c i t . , p. 1 6 .
118
sc h o o l s t a y - i n s . For th e sam ples u se d i t would ap p e ar i n
a p p r o p r ia te to c la im as d id Brookover and L ePere, t h a t th e
achievem ent in sc h o o ls o f d ro p o u ts was due to s e lf - c o n c e p ts
o f low a b i l i t y . 2
The R e a lity o f V o c a tio n a l Goals
In th e s ix week in t e n s i v e summer sc h o o l program ,
em phasis was p la c e d on v o c a tio n a l p la n n in g . The C a lif o r n i a
D epartm ent o f Employment t e s t e d and in te rv ie w e d a l l o f th e
s tu d e n ts in th e e x p e rim e n ta l group. B u sin ess and i n d u s t r i a l
p e rso n n e l made p r e s e n ta ti o n s to i n t e r e s t e d s tu d e n t g ro u p s.
F ie ld t r i p s were made to i n d u s t r i e s in Orange County and
e x te n s iv e v o c a tio n a l f i l e s were p ro v id ed f o r u se in c l a s s e s
in v o c a tio n a l c o u n se lin g and f o r lo an to s tu d e n ts a s d e
s ir e d .
A second purpose o f th e p r e s e n t stu d y was to in v e s
t i g a t e i f a s ix week in te n s iv e v o c a tio n a l guid an ce program
was a s s o c ia te d w ith more r e a l i s t i c o c c u p a tio n a l c h o ic e s
b ein g made by d ro p o u ts.
I t had been a n t i c i p a t e d t h a t the e x p e rim e n ta l group
o f d ro p o u ts b e fo re t h e i r summer sch o o l e x p e rie n c e would make
v o c a tio n a l c h o ic e s no more r e a l i s t i c than th e o th e r d ro p
o u ts in the c o n tr o l group, b u t t h a t s tu d e n ts who had n o t
dropped o u t o f sc h o o l, in th e com parison group, would make
more r e a l i s t i c c h o ic e s .
b r o o k o v e r and L ePere, op. c l t ., p . 2.
1 1 9
R e a l i s t i c O cc u p atio n a l C hoices
p r i o r to Summer School
As e x p e c te d , when com parisons were made o f th e p e r
c e n ta g e s o f r e a l i s t i c o c c u p a tio n a l ch o ices made by th e ex
p e rim e n ta l group b e fo re summer school and th e p e rc e n ta g e s
o f r e a l i s t i c o c c u p a tio n a l c h o ic e s made by th e c o n tro l group
o f d ro p o u ts, th e N ull H ypothesis was accep ted in a l l c a s e s .
The f i r s t , second, t h i r d , and a l l c h o ic e s combined o f th e
o c c u p a tio n a l e x p e rim e n ta l group d ro p o u ts were n o t s i g n i f i
c a n tly more r e a l i s t i c than th o se o f o th e r d ro p o u ts in the
c o n tr o l group.
Not ex p ected was th e fin d in g th a t th e N ull Hypothe
s i s was ac ce p ted when a com parison was made between th e
p e rc e n ta g e s o f r e a l i s t i c f i r s t c h o ic e s , r e a l i s t i c second
c h o ic e s and r e a l i s t i c a l l c h o ic e s combined o f th e s ta y - in
com parison group and th e ex p e rim en ta l group. Only f o r the
p e rc e n ta g e s o f r e a l i s t i c t h i r d c h o ic e s o f o c c u p a tio n s was
t h e i r a s i g n i f i c a n t d if f e r e n c e , f iv e p e rc e n t le v e l o f con
fid e n c e , between th e com parison and ex p e rim en ta l g roups.
The fin d in g s in t h i s stu d y were th a t th e o c c u p a tio n a l
c h o ic e s o f d ro p o u ts, on the whole, were no more r e a l i s t i c
than th e o c c u p a tio n a l ch o ic e s o f o th e r d ro p o u ts o r o f p e r
s i s t i n g s t a y - i n s .
Change in O ccu p atio n al C hoice—
R e a lity
Two approaches were u t i l i z e d in d eterm in in g i f th e
e x p e rim e n ta l group had more r e a l i s t i c o c c u p a tio n a l ch o ic e s
120
a f t e r summer school than they did b e fo re . The f i r s t ap
proach determ ined r e a l i s t i c o cc u p atio n al choices by compar
ing stu d e n t "G" f a c to r ran k s, d eriv ed from "G" f a c to r a p t i
tude s c a le s on the G eneral A ptitude T est B a tte ry in com pari
son to "G" f a c to r ranks re q u ire d fo r t h e i r s ta te d occupa
tio n s in W orker-T ralt Requirements fo r 4,000 Jobs as De
fin e d in th e D ictio n ary o f O ccupational T i t l e s .^ The second
approach u t i l i z e d O ccupational A ptitude P a tte rn (OAP) m ini
mal c u t - o f f scores f o r the "G" f a c to r on the G eneral A p ti
tude T est B a tte r y . Both approaches provided evidence th a t
the dropouts in the ex perim ental group, when a l l th re e o c
cu p a tio n a l choices th a t they made b efo re and a f t e r summer
school were co n sid ered , made no more r e a l i s t i c o c c u p atio n al
choices a f t e r summer school than they had b efo re summer
school. This was tru e in s p ite o f the sin c e re e f f o r t to
promote r e a l i s t i c o cc u p atio n al ch o ices.
R e a li s tic Choices a f t e r
Summer School
I t had been expected th a t a f t e r the summer school
ex p erien ce, the o cc u p atio n al choices o f the dropouts in the
experim ental group would be more r e a l i s t i c than the drop
o u ts in th e c o n tro l group and more n e a rly resem ble th e oc
cu p a tio n a l ch o ices o f the comparison group o f s ta y - in s .
^U.S. Department o f Labor, E stim ates o f W orker-T ralt
Requirem ents fo r 4,000 Jobs as D efined in the D ictio n ary o f
O ccupational T itl e s (Washington: Bureau o f lEmployment Secur
i t y , 1961)* P. v i.
I
121
This proved not to be the case. In a l l com parisons o f the
p e rce n tag e s o f experim ental dropouts w ith c o n tro l dropouts
the N ull H ypothesis was accepted. As was tru e p r i o r to
summer sch o o l, when the p ercen tag es o f r e a l i s t i c occupa
tio n a l ch o ices were compared between r e a l lB t lc f i r s t choices,
second ch o ices and a l l ch o ices combined o f th e experim ental
and comparison groups the N ull H ypothesis was accepted.
Only in the case o f a comparison o f th ir d ch o ices were
those o f the ex p erim en tal group more r e a l i s t i c ; t h i s was
c o n s is te n t w ith the fin d in g s b efo re summer school as w e ll,
so no fin d in g s e s ta b lis h e d th a t o cc u p atio n al choices were
more r e a l i s t i c a f t e r th e summer school ex p e rien ce .
P re fe rre d Guidance A c ti v itie s
C. G ilb e rt Wrenn advised th a t "the prim ary emphasis
in counseling stu d e n ts be placed on developm ental needs and
d e c isio n p o in ts . . . r a th e r than upon rem edial needs and
2i
c r is e s p o in ts . . . . The focus o f v o c a tio n a l counseling
during the summer se ssio n d id emphasize developm ental needs
and r e a l i s t i c d e c isio n making. I t was presumed th a t voca
tio n a l guidance should be emphasized because the U nited
S ta te s Department o f Labor estim a ted th a t 7 .5 m illio n young
persons would e n te r the la b o r market during th e 1 9 6 0's w ith
o u t a h igh school diplom a. In 1 9 6 1, one out o f fo u r drop-
4C. G. Wrenn, The Counselor in a Changing World
(W ashington; American P ersonnel and Guidance A sso c iatio n ,
1962), p. 106.
122
o u ts was unemployed, the h ig h e s t unemployment r a t e fo r any
e ;
subgroup in th e la b o r fo rc e .
V o c a tio n a l guidance a c t i v i t i e s fo r th e ex p erim en tal
group in c lu d e d : d is c u s s io n s o f the f i e l d s o f work, e n try
o c c u p a tio n s, fin d in g th e " r ig h t" jo b , a p p lic a tio n p ro c e
d u re s, th e p la c e o f work e x p e rie n c e , o p p o r tu n itie s in Orange
County, c a re e r choosing, and how one succeeds on the jo b .
S p e c ia l a t t e n t i o n was given to p ro v id in g in s i g h t in to th e
e x te n s iv e v a r ie ty o f o c c u p a tio n s and job c l a s s i f i c a t i o n s .
In o rd e r to a s s e s s th e g ro u p 's knowledge o f o c c u p a tio n s,
th e ex p e rim en ta l group was re q u e s te d to l i s t in th re e min
u te s a l l o f th e o c c u p a tio n s th ey could th in k o f b oth b e fo re
and a f t e r th e summer school experience,* the c o n tro l and the
ex p e rim en ta l groups were a lso asked, b u t only once.
I t was reco g n ized th a t more than j u s t a knowledge o f
o c c u p a tio n s was in v o lv ed in l i s t i n g , such as w ritin g s k i l l s ,
m o tiv a tio n , s p e llin g , o r g a n iz a tio n a l a b i l i t y , c o o rd in a tio n
and I n t e l l i g e n c e . I t was assumed t h a t the more o cc u p atio n s
th a t were known, th e more th a t would be w ritte n in th re e
m in u tes. The tech n iq u e was used to determ ine i f the con
c e rte d e f f o r t to p ro v id e v o c a tio n a l guidance d uring the sum
mer was a s s o c ia te d w ith an in c re a s e d knowledge o f occupa
tio n s on the b e h a lf o f the p a r t i c i p a n t s .
■ 5
-'L. Feldman and M . Peavey, Young W orkers: T h eir Spe
c i a l T ra in in g Needs, B u ll. 3 (W ashington: U. S. Government
P rin tin g O ffic e , O ffic e o f Manpower, Automation and T ra in
in g , May, 1963), P. 19.
123
Mean Occupations L iste d by
the Experim ental Group
For the experim ental group, the mean number o f oc
cupations l i s t e d before summer school was 14.7. A fte r sum
mer school the mean number l i s t e d was 21.2. When a compar
ison was made o f mean d iffe re n c e s the N ull H ypothesis was
re je c te d a t the one percent le v e l o f confidence. The ex
perim ental group l i s t e d s ig n if ic a n tly more occupations a f t e r
summer school than they had p r io r to summer school. Appar
e n tly they had in creased t h e i r o v e r a ll knowledge o f occupa
tio n s and in te n s iv e v o ca tio n a l guidance was su c cessfu l in
th is re g a rd .
Mean Occupations L iste d
by A ll Groups
I t had been presupposed th a t b efo re summer school
the mean number o f occupations th a t would be l i s t e d by the
experim ental group would not be s ig n if ic a n tly d if f e r e n t
from the mean number of occupations l i s t e d by the c o n tro l
and the comparison groups because none o f the groups had
presumed to have had in te n s iv e v o c a tio n a l guidance. I t was
fu rth e r supposed th a t a f t e r th e in te n s iv e school the e x p e ri
mental group would l i s t s ig n if ic a n tly more occupations than
e ith e r the c o n tro l o r comparison groups.
U nexpectedly, both the c o n tro l and the comparison
groups l i s t e d more occupations than the experim ental group
before summer school; the c o n tro l group l i s t e d s ig n if ic a n tly
124
more. The h ig h e r average a b i l i t y o f the c o n tro l group could
have been a c o n trib u tin g f a c to r but w ouldn't ex p lain why
t h i s was tru e fo r the matched comparison group as w ell.
A fte r summer school i t was found th a t the e x p e ri
m ental group indeed l i s t e d more occupations than the c o n tro l
and comparison groups b u t not s ig n if ic a n tly so; the N ull Hy
p o th e s is was accepted in a l l com parisons. However, the
average number o f o ccupations l i s t e d by the experim ental
group was h ig h e r.
The o r ig in a l h y p o th e sis tended to be v e r if ie d . Al
though both the c o n tro l and the comparison groups had l i s t e d
more occupations o r ig in a l ly , the experim ental group l i s t e d
more a f t e r summer school and the s ig n if ic a n t d iffe re n c e
found b efo re summer school was not found a f t e r summer
school. The fin d in g s in t h i s study in d ic a te d th a t a con
c e n tra te d e f f o r t in s ix weeks was a s so c ia te d w ith an i n
c rea se in th e experim ental g ro u p 's knowledge o f o cc u p atio n s.
V o cational Guidance A c t i v i t i e s - -
Most L ike?
A fte r the six weeks summer school, the experim ental
group was req u ested to complete a P a r tic ip a tio n Survey (see
appendix, p. 152). F orty a c t i v i t i e s o f the summer were
provided fo r th e stu d e n ts to ( l) check a l l the a c t i v i t i e s
in which they p a r tic ip a te d , and (2) to rank from one to
fiv e those a c t i v i t i e s they lik e d most.
125
Category one, th e "D ire c t E x p lo ra tio n o f V ocations"
f o r t h i s study in c lu d ed f i f t e e n f i e l d t r i p s and v i s i t i n g
sp e a k e rs. C ategory two, "O ther V o catio n al Guidance A c tiv i
t i e s " in c lu d e d t e s tin g w ith the G eneral A p titu d e T est B a t
te r y and i n t e r p r e t a t i o n by th e C a lif o r n ia Department o f
Employment, the use o f th e v o c a tio n a l l i b r a r y and looking
through v o c a tio n a l pam phlets. C ategory th re e , "A ll O ther
A c tiv itie s " in c lu d e d a c t i v i t i e s n o t r e l a t e d to th e o rgan
iz e d v o c a tio n a l guidance a c t i v i t i e s , such a s p a r t i c i p a t i o n
in stu d e n t governm ent, being in th e school p la y , the back-
to -sc h o o l dance, th e beach p a r ty , baby-day and bermuda-day.
F i f t y - f i v e p e rc e n t o f th e t o t a l "most lik e d " resp o n ses were
made in categ o ry one, th e d i r e c t e x p lo ra tio n o f . v o c a tio n s .
In su p p o rt o f the o r i g i n a l h y p o th e sis th a t the d i r e c t ex
p lo r a tio n o f v o c a tio n s would be "m ore-liked" by stu d e n ts
than "o th e r" v o c a tio n a l guidance a c t i v i t i e s , th e N ull Hy
p o th e s is was r e je c te d a t the one p e rc e n t le v e l when the
p erce n tag e o f "m o st-lik ed " resp o n se s was compared to "o th e r"
v o c a tio n a l guidance a c t i v i t i e s .
Not a n tic ip a te d was the fin d in g th a t th e N ull Hy
p o th e s is waB r e je c te d a t the fiv e p e rc e n t le v e l o f c o n f i
dence when th e p ercen tag e o f "m o st-lik ed " resp o n ses to " a l l
o th e r v o c a tio n a l a c t i v i t i e s " was compared to th e p ercen tag e
o f "m o st-lik ed " resp o n se s to " a l l o th e r a c t i v i t i e s . " I t
seemed ap p a re n t in the ex p erim en tal group th a t v o c a tio n a l
guidance was an accep ted and lik e d a c t i v i t y , s i g n i f i c a n t l y
126
more so than many o th e r a c t i v i t i e s of the in te n s iv e summer
program .
V ocational guidance i s a re o c c u rrin g recommendation
in proposed r e h a b i lita tio n programs fo r dropouts; i t should
be. This study did not in v e s tig a te the need fo r v o ca tio n a l
guidance among dropouts but did e s ta b lis h th a t the groups
in v e s tig a te d made some u n r e a l is ti c v o ca tio n a l choices.
This study e s ta b lis h e d th a t in six weeks v o c a tio n a l guidance
could be a p re fe rre d a c t i v i t y and perhaps a v aluable one i f
value could be a s s o c ia te d w ith an in c re a se d knowledge o f oc
cu p atio n s.
Conclusions
In C hapter I se v e ra l q u estio n s were considered to
provide focus on the problem under in v e s tig a tio n . Answers
to those q u estio n s are provided as conclusions which may be
drawn from the fin d in g s o f t h i s study.
W ill high .school dropouts be in te r e s te d in re tu rn in g
to school?—High school dropouts did re tu rn to school. They
re tu rn e d to re g u la r summer schools as w ell as to the in te n
siv e summer school. I t would appear th a t th e re was no one
program or one school th a t a ttr a c te d them but th a t some
program proved a t t r a c t i v e . Having l e f t school once does not
imply th a t dropouts w ill not re tu rn .
127
A fte r a summer school program w i l l d ro p o u ts r e tu r n
to a r e g u la r sch o o l program ?— The fin d in g s o f t h i s stu d y i n
d ic a te d t h a t th e in te n s iv e summer school program was n e i t h e r
p r o p o r tio n a te ly , n o r s i g n i f i c a n t l y more a s s o c ia te d than
o th e r summer sc h o o ls in m o tiv a tin g d ro p o u ts to r e tu r n to
. r e g u l a r sc h o o l.
A fte r an in te n s iv e summer school w ill th e su c cess
o f th e p a r t i c i p a t i n g d ro p o u ts be g r e a t e r than b e fo re d ro p
ping sc h o o l?—I t was found in t h i s stu d y th a t th e g rade
p o in t a v e ra g e s, th e c r i t e r i a fo r su c c e s s, o f th e p a r t i c i p a t
ing d ro p o u ts d id in c re a s e b u t n o t s i g n i f i c a n t l y so. O ther
d ro p o u ts who a tte n d e d o th e r summer sc h o o ls a ls o showed an
in c re a s e in grade p o in t av erag e b u t n o t s i g n i f i c a n t l y so.
P erhaps i t i s th e m o tiv a tio n to r e tu r n a t a l l , r a t h e r than
s k i l l s le a rn e d in a summer school th a t i s a s s o c ia te d w ith
th e improved g rade p o in t av e ra g es o f b o th groups o f dropouts.
A fte r an I n te n s iv e summer school w ill th e occupa
t i o n a l c h o ic e s o f d ro p o u ts be more r e a l i s t i c ?—The fin d in g s
o f t h i s study in d ic a te d th a t ap p ro x im ately o n e - h a lf o f th e
o c c u p a tio n a l c h o ic e s made by dro p o u ts were r e a l i s t i c . There
were no f in d in g s to s u b s t a n tia te th a t th e in te n s iv e summer
school program s i g n i f i c a n t l y o r s u c c e s s f u lly was a s s o c ia te d
w ith th e o c c u p a tio n a l c h o ic e s o f d ro p o u ts being more r e a l
i s t i c than th ey had been p r i o r to summer sc h o o l.
128
Does v o c a tio n a l guidance In c re a s e stu d e n ts1 aw are
ness o f o c c u p a tio n s?—The fin d in g s o f t h i s study would i n
d ic a te , th a t i f the c r i t e r i a fo r "awareness" o r "knowledge"
o f o ccu p atio n s can be accepted a s the number o f o ccupations
l i s t e d in th re e m inutes, then th e re were s ig n if ic a n t i n
cre a se s in th e "awareness" o r "knowledge" o f o ccupations o f
the dropouts in the experim ental group. I t would seem
lik e ly th a t the emphasis placed on v o c a tio n a l guidance d u r
ing the summer was a t l e a s t p a r t i a l l y re sp o n sib le and a s so
c ia te d .
Gan the a t t i t u d e s o f dropouts be changed toward
school in s ix weeks?—Some s ig n i f ic a n t a t t i t u d i n a l changes
were found in t h i s study; some th a t were expected were not
found. The handling o f th e d ata u t i l i z e d group means and
may have overlooked s ig n i f ic a n t in d iv id u a l a t t i t u d i n a l
changes. With th e assessm ent in stru m e n t used, and on the
b a s is o f group d a ta , the s ig n if ic a n t a t t i t u d i n a l changes
found were d isa p p o in tin g and in c o n c lu siv e .
Did the dropouts th a t a tte n d e d the summer school
d i f f e r a p p re c ia b ly from o th e r d ro p o u ts?—Although th e re was
a s ig n i f ic a n t d iffe re n c e in the mean IQ between the c o n tro l
group dropouts and the experim ental group dropouts, both
groups appeared r e p r e s e n ta tiv e by age, g rad e, sex and IQ.
T heir c h a r a c t e r i s t i c s were c o n s is te n t w ith the fin d in g s o f
o th e r s tu d ie s . I t could not be im p lied th a t the fin d in g s o f
1 2 9
t h i s study could be g e n e ra liz e d to in c lu d e an e n t i r e p o p u la
tio n o f d ro p o u ts. Such i s not the ca se . A lso, th e re i s not
evidence th a t would in d ic a te th a t two o th e r v o lu n te e r sam
p le s o f dropouts in Orange County would not be r e l a t i v e l y
c o n s is te n t in com position.
C hapter I was devoted to a p r e s e n ta tio n o f the p ro b
lem to be in v e s tig a te d . C hapter I I was used to summarize
some o f the l i t e r a t u r e concerning d ro p o u ts. C hapter I I I was
concerned w ith the re se a rc h design and the fin d in g s . In
C hapter IV th e fin d in g s were d isc u sse d and co n clu sio n s p r e
se n ted as answers to the q u e stio n s posed in C hapter I . In
the f i n a l and concluding c h a p te r, C hapter V, a b r i e f summary
o f th e study i s provided w ith recommendations fo r f u r th e r
r e s e a r c h ..
CHAPTER V
SU M M A R Y AN D RECOMMENDATIONS
T his study was prompted by w idespread concern f o r
th e d ro p o u t. L ocal, s t a t e and n a tio n a l concern has been
ex p ressed in h i s e a r ly i d e n t i f i c a t i o n . R e h a b ilita tio n p r o j
e c t s , changed a t t i t u d e s toward the dropout and the revamp
in g o f school c u r r ic u la , and school o rg a n iz a tio n to meet
t h e ■ d ro p o u t' s needs as w ell as s o c i e t y 's needs have been
p r e v a le n t.
Summary
The Problem f o r Study
I t was the purpose o f t h i s study to ( l ) determ ine
i f an in te n s iv e summer school program w ill be a s s o c ia te d
w ith improved s k i l l s and m o tiv a tio n to s u c c e s s fu lly r e h a b i l
i t a t e school d ro p o u ts in to a r e g u la r school s i t u a t i o n , ( 2 )
to determ ine w hether in te n s iv e v o c a tio n a l guidance i s a s s o
c i a te d w ith making th e o c c u p a tio n a l ch o ices o f d ro p o u ts
more r e a l i s t i c , and ( 3 ) to determ ine w hether th e d i r e c t ex
p lo r a tio n o f o c c u p atio n s i s a p r e f e r r e d and b e n e f i c i a l voca
t i o n a l guidance a c t i v i t y a t th e secondary le v e l among dro p
o u ts .
130
The Sample Groups
Com parisons were made between th r e e groups o f Orange
County s tu d e n ts . Two groups o f v o lu n te e r d ro p o u ts com prised
the e x p e rim e n ta l and th e c o n tr o l g ro u p s. The d ro p o u ts o f
the e x p e rim e n ta l group v o lu n te e re d to a tte n d an in te n s iv e
summer school conducted by Orange County. The sch o o l main
ta in e d a c o u n s e lo r-s tu d e n t and te a c h e r - s tu d e n t r a t i o o f
tw enty to one. The c o n tr o l group o f d ro p o u ts a tte n d e d re g u
l a r summer sc h o o ls in Orange County. They were i d e n t i f i e d
a s p re v io u s d ro p o u ts by th e summer school p r i n c i p a l s and
th o se d ro p o u ts p a r t i c i p a t i n g in t h i s stu d y v o lu n te e re d to
undergo th e n e c e s s a ry t e s t i n g .
The com parison group was m atched by age, sex, g rad e
le v e l and IQ w ith th e e x p e rim e n ta l group. They were s t u
d e n ts in a la rg e Orange County h ig h school who had n o t w ith
drawn from school w ith lo s s o f c r e d i t f o r any g iv en semes
t e r and were d e s ig n a te d sch o o l s t a y - i n s .
The F in d in g s
The f in d in g s o f t h i s i n v e s t i g a t i o n sought answ ers
to th e th r e e co n cern s o f th e problem u nder i n v e s t i g a t i o n .
The f i r s t concern was w hether d ro p o u ts co u ld be r e h a b i l i
ta t e d in to a r e g u la r sch o o l s i t u a t i o n a f t e r a s ix weeks
“c r a s h 1 1 program .
The Success o f R e h a b ilita tio n
The c r i t e r i a f o r s u c c e s s fu l r e h a b i l i t a t i o n fo r t h i s
study were te n u re in r e g u la r school in the f a l l , improved
grade p o in t averages and changed s e lf- c o n c e p ts and a t t i
tu d e s.
I t was found th a t th e s p e c ia l program as p ro v id ed
by th e in te n s iv e summer school fo r th e e x p e rim e n ta l group
was n o t a s s o c ia te d w ith a g r e a t e r m o tiv a tio n to r e tu r n to
r e g u la r school than was tru e o f the c o n tro l group who r e
tu rn ed to school w ith o u t b e n e f i t o f an in te n s iv e program.
This fin d in g was tru e f o r b oth th e numbers o f s tu d e n ts who
stay ed in school to com plete one sem ester as w e ll as f o r
those who sta y ed to com plete two sem esters in r e g u la r
sch o o l.
Both th e c o n tro l and th e ex p erim en tal groups im
proved t h e i r grade p o in t av erag es a f t e r r e tu r n in g to sc h o o l.
At th e time o f dropping school i t was found th a t the con
t r o l group had a s i g n i f i c a n t l y h ig h e r grade p o in t average;
a f t e r r e tu rn in g to school no s i g n i f i c a n t d if f e r e n c e was
found, ten d in g to confirm th e h y p o th e sis t h a t th e e x p e ri
m ental group re c e iv e d r e l a t i v e l y b e t t e r m arks. This fin d in g
was tr u e in s p it e o f th e fin d in g th a t the c o n tro l group had
a s i g n i f i c a n t l y h ig h e r mean IQ than th e c o n tro l group.
A ttit u d in a l changes were a sse ss e d f o r a l l groups.
I t was found th a t em phasis d uring th e in te n s iv e program was
not n e c e s s a r ily a s s o c ia te d w ith a n tic ip a te d a t t i t u d i n a l
133
changes. Some ex p ected changes in a t t i t u d e s d id o cc u r and
some d id n o t.
I t was o r i g i n a l l y h y p o th e siz e d th a t th e m atched,
s t a y - i n , com parison group would have d i f f e r e n t s e lf - c o n
c e p ts than t h e i r dropout c o u n te r p a r ts ; i t was f e l t t h a t the
d i f f e r e n t s e lf - c o n c e p ts c o n trib u te d to the com parison groups
prolonged te n u re in sch o o l. This h y p o th e sis was overwhelm
in g ly r e j e c t e d . The th re e sample groups used in t h i s study
showed h ig h ly c o n s is te n t s e lf - c o n c e p ts . F urtherm ore, th e
in te n s iv e summer e x p e rie n c e s were n o t a s s o c ia te d w ith s i g
n i f i c a n t changes in the s e lf - c o n c e p ts o f the ex p e rim en ta l
g ro u p .
I t was determ ined in t h i s stu d y th a t r e g u la r summer
sc h o o ls in Orange County were a s e f f e c t i v e as th e in te n s iv e
program in r e h a b i l i t a t i n g dro p o u ts in to r e g u la r school s i t
u a tio n s . The c r i t e r i a used to e s t a b l i s h t h i s fin d in g were
in term s o f th e numbers o f s tu d e n ts r e tu r n in g to and s ta y in g
in school a f t e r th e summer; th e improvement in grade p o in t
av e ra g es; th e o v e r a l l changes in a t t i t u d e s and s e lf - c o n
c e p ts .
R e a l i s t i c O ccu p atio n al Choices
The second concern o f the problem under i n v e s t i g a
t io n was w hether th e v o c a tio n a l guidance e x p e rie n c e s in th e
in te n s iv e summer school were a s s o c ia te d w ith an in c re a s e in
th e number o f r e a l i s t i c o c c u p a tio n a l c h o ic e s made by dro p
1 3 4
o u ts . The c r i t e r i o n fo r r e a l i s t i c choices was a measured
"Q” fa c to r on e i t h e r the G eneral A ptitude Test B a tte r y , o r
The Henmon-Nelson T ests o f Mental A b ility to perform s a t i s
f a c t o r il y in the occupation o f choice.
I t was found th a t a f t e r th e in te n s iv e summer school
ex p erien ce, h a l f the experim ental g ro u p ’s o cc u p atio n al
choices were r e a l i s t i c but no more r e a l i s t i c than before
summer school. No d iffe re n c e s were found between groups in
th e numbers of r e a l i s t i c o c c u p a tio n a l choices made. In
s h o rt, the in te n s iv e summer school experience c o r r e la te d no
more s u c c e s s fu lly than o th e r ex p erien ces in achieving more
r e a l i s t i c o cc u p atio n al ch o ices.
P re fe rre d and B e n e fic ia l Voca
tio n a l Guidance E xperiences
The th ir d concern o f the problem under in v e s tig a tio n
was whether v o c a tio n a l guidance a c t i v i t i e s were b e n e f ic ia l
in terms o f the in c re a se d knowledge o f occupations and
whether the d ir e c t e x p lo ra tio n o f occupations in v o c a tio n a l
guidance would be enjoyed.
To the degree th a t an in c re a se d knowledge o f occu
p a tio n s may be assumed as b e n e f ic ia l, and to the degree
th a t the l i s t i n g o f o ccupations assessed the knowledge of
o ccu p atio n s, the in te n s iv e summer school was s u c c e s sfu l.
The experim ental group l i s t e d s ig n i f ic a n t ly more occupations
a f t e r summer school than they did p r io r to summer school.
135
Both the c o n tro l and the comparison groups i n i t i a l l y
l i s t e d more occupations than the experim ental group. A fter
summer school the experim ental group l i s t e d more but not
s ig n if ic a n tly more. The b e n e f ic ia l a sp e c ts o f knowing many
occupations presumedly allow s in c re a se d la titu d e in making
occu p atio n al choices and in e s ta b lis h in g v o c a tio n a l g o a ls.
The d ir e c t e x p lo ra tio n o f occupations by means o f
f i e l d t r i p s and d isc u ssio n s w ith re p re s e n ta tiv e s o f v ario u s
occupations was e s ta b lis h e d as most lik e d w ithout q u e stio n .
As a summer a c t i v i t y i t was s ig n if ic a n tly p re fe rre d above
o th e r v o catio n al guidance a c t i v i t i e s and above ex tra-an d
c o -c u rric u la r a c t i v i t i e s .
In Answer to the Problem Studied
The fin d in g s o f th i s study ( l) determ ined th a t the
in te n siv e summer school program showed a r e la tio n s h ip no
more e f f e c tiv e than o th e r summer schools in m otivating drop
o u ts to re tu rn to school and in providing the s k i l l s neces
sary to succeed in school, (2) e s ta b lis h e d th a t although
the knowledge o f occupations could be s ig n if ic a n tly i n
creased , th e re was no s ig n if ic a n t in c re a se in the number o f
r e a l i s t i c o ccu p atio n al choices made by the samples a f t e r the
summer school experience, and ( 3 ) determ ined th a t the d ir e c t
e x p lo ra tio n o f occupations through the media o f f i e l d t r i p s
and guest speakers was p re fe rre d and enjoyed more than o th e r
summer school a c t i v i t i e s .
136
Recommendations
The methods and fin d in g s o f the p re s e n t stu d y sug
g e s te d p o s s i b i l i t i e s fo r f u r th e r re s e a rc h .
In d iv id u a l V ersus
Group Research
I t would be recommended th a t some dropout s tu d ie s
be c o n c e n tra te d on what happens to s e le c te d In d iv id u a l drop
o u ts r a th e r than to groups o f d ro p o u ts. Group d a ta may ob
scure s p e c if ic , in d iv id u a l, a t t i t u d i n a l changes and perhaps
dram atic changes in grade p o in t averages and s e lf-c o n c e p t.
The in d iv id u a l approach to a s se ss in g and so lv in g th e drop
o u t problem may prove f r u i t f u l , f o r f o r each in d iv id u a l i t
i s a unique s e t o f circu m stan ces th a t r e s u lte d in le av in g
school i n i t i a l l y ; perhaps th e re would a lso be found a unique
s e t o f circu m stan ces th a t could h elp r e h a b i l i t a t e each drop
o u t.
Improved Measuring
In stru m en ts
In c re a se d v a l i d i t y and r e l i a b i l i t y a re needed in i n
strum ents fo r a s s e s s in g a t t i t u d e s and s e lf- c o n c e p t. Many
approaches seem J u s t i f i e d to fin d in stru m e n ts th a t may be
m eaningfully in te r p r e t e d in term s o f v a lid c r i t e r i a .
The School P e r s is te r
School p e r s i s t e r s o f th e same age, grade, sex and
IQ s ta y in school; th e f a c to r s u n d erly in g why one stu d e n t
becomes a dropout and a "matched" s tu d e n t does n o t, could
p o s s ib ly be u s e f u l In the e a r ly i d e n t i f i c a t i o n o f dro p o u ts
and in co u n selin g w ith them.
The Need f o r V o ca tio n al Guidance
A d d itio n a l em phasis should p ro b ab ly be given to vo
c a tio n a l guidance in th e s c h o o ls. Emphasis should be p la c e d
on d i r e c t e x p e rie n c e s in every p a r t o f th e cu rricu lu m and
not d e le g a te d to a s in g l e - u n i t in th e n in th grade o r i n c i
d e n ta lly , a s a c r i s i s a r i s e s . How e f f e c t i v e a re e x i s tin g
v o c a tio n a l guidance program s; how p re v a le n t a re they?
Pooled R esources and a
Hum anistic Approach
L a s tly , d ro p o u ts a re human r e s o u rc e s . To be compla
cen t about th e in c re a s e d h o ld in g power o f th e school i s to
ig n o re the problem o f in d iv id u a ls . Perhaps i t should n o t be
a q u e stio n o f whose r e s p o n s i b i l i t y i t i s to h elp the drop
o u t, b u t r a t h e r , what re s o u rc e s a re a v a ila b le to th e d ro p
o u t o r p o te n tia l d ro p o u t who i s i d e n t i f i e d o r who r e q u e s ts
h elp from any agency, i n s t i t u t i o n o r in d iv id u a l. What a re
v a rio u s ag en cies doing; has c o o rd in a tio n been provided?
A P P E N D I X
138
ORANGE COUNTY DROPOUT COMMITTEE
R E PO R T F O R M
Information Contained Herein Is Strictly Confidential
Each secondary school is to complete and return this form to the address
liBted below. In cases of students1 transferring, hold the form for an
additional month for a request for transcript. If no such request ar
rives in that period, consider the student a dropout. A dropout is de
fined as:
"A student who enters school at ninth grade or above, who leaves
without a valid transfer or completion of attendance through the
twelfth grade.”
(1) N A M E _______________________________ (2) P H O N E ________
L a s t First
(5) A D D H E S S _
(5) SE X
Middle
(1 * -) CITY
I
M F
(8 ) DATE OF W ITHDRAW AL
] (6 ) BIRTHDATE (7) A G B _
Month Day Year
.(9) G R A D E L E V E L
Month Day Year
(10) W O U L D S T U D E N T PROFIT F R O M S U M M E R G U ID A N C E INSTITUTE? □ Y ES □ N O
Prepared by:
Position:__________________________________________________________
School
D ls tr ic t_
D ate
Send monthly to:
Thomas F. Kelly, Chairman
Dropout Comaittee
Orange County Schools Office
1104 West Eighth Street
Santa Ana, California
2-18-64
3 M
Duplicated by the Office of Orange County
Superintendent of Schools EP-3448 ^
139
U N T Y O F
A I S I O E
SUPERINTENDENT OP SCHOOLS
February 26, 1964
F. A. QRUNENFELDER
COUNTY SUPERINTENDENT O F SCH O O LS
1104 W EST EIGHTH STREET
SANTA ANA. CALIFORNIA S2701
TELEPH O N E: SS4-3SO O
AREA C O D E 714
l a s t spring se v e ra l hundred young people in Orange County, who had l e f t
school before graduating, received a l e t t e r and questionnaire from th e
County Superintendent o f Schools. They were asked to say whether th ey
were In te re ste d In continuing t h e i r education. Hundreds o f r e p lie s In
d icated th a t many young people f e l t they needed a p a rtic u la r k in d of
summer school where they would receiv e both counseling and In stru c tio n .
I am going to o ff e r such a program t h i s summer to s ix ty young people of
t h is county. You may be one o f th e six ty se le c te d to a tte n d a six-week
summer school. The program w ill o f fe r you help In reading and mathemat
ic s I f you need o r want I t . A counselor w ill help you and your p a re n ts
w ith plans f o r fu rth e r education. T rip s to In d u strie s w ill help you to
see th e p o s s ib ilitie s fo r work. This I s a d iffe re n t k in d o f summer
school from anything u su a lly o ffere d ; however, high school c re d it w ill
be given.
W EEN : June 22, 1964 through Ju ly 31, 1964; 8:00 A.M. to 12:20 P.M.
W H ERE: In a school, 12352 South Manchester Avenue In Orange,
south o f Orange County H o sp ital.
W H A T: Orange County Schools Summer School. High School c re d it
w ill be given.
FOR W H O M : S ixty high-school-age boys and g i r l s liv in g In Orange County.
SPO N SO R ED B Y Orange County Superintendent o f Schools.
COST: Free to th e stu d e n ts. In d iv id u als se le c te d must be able to
provide h is o r h e r own tra n s p o rta tio n .
I f you are In te re ste d In being a candidate f o r th e Orange County Summer
School, please re tu rn th e enclosed q u e stio n n a ire , N O W .
Mrs. Donna R. Nelson, S p ecial C onsultant, Guidance, Orange County Schools
O ffice, w ill in terv iew in te re s te d candidates. F or more Inform ation phone
834-3900 and ask f o r th e County Schools O ffice .
Very tr u ly yours,
F. A. G runenfelder,
Orange County Superintendent of Schools
FAG:Jp
E n d s . (2)
E M -3505
140
O R A N G E C O U N T Y S U M M E R S C H O O L
"S tu d e n t's Response"
P lease f i l l out t h i s form, enclose i t in th e envelope and m ail.
Y O U R N A M E: PH O N E N U M B ER :_________
L ast F ir s t
Y O U R ADDRESS:______________________________ N O PHONE:_________
House No. S tre e t C ity
N A M E OF PA R EN T (OR G U A RD IA N ) W ITH W H O M Y O U ARE LIVING:__________________
C H E C K
Yes, I am in te re s te d in the Orange County Summer School.
No, I am not in te re s te d in th e Orange County Summer School
because: (Please in d ic a te your reason b e lo v .)
a . I am "working f u l l tim e.
b . I am a tte n d in g night school.
c . I am a tte n d in g _______________________________________
Name of School in Orange County
d. I am not in te re s te d in school a t t h is tim e.
e . I am planning to go in to th e Armed F o rc e s ____________
Branch Date
f . O ther
Signature
D ate: _____________________
FAG: Jp
2-25-6V2500
D uplicated by: Orange County Superintendent o f Schools
Education Service D ivision
EM-3506
141
F. A. GRUNENFELDER
COUNTY SUPERINTENDENT OF SCHOOLS
1104 WEST EIGHTH STREET
SANTA ANA. CALIFORNIA 92701
TELEPHONE: S 3 4 -3 9 0 0
AREA CODE 714
C O N G R A T U L A T IO N S! Mr. F. A. Grunenfelder, Orange County Superintendent
of Schools, wishes to Inform you th a t th e Screening Committee has se
lec te d you to he one of th e six ty young people to atten d the Orange
County Summer School.
As you know, school w ill hegln on June 22 and end on Ju ly 31. Classes
w ill hegln sharply a t 8:00 A.M. and end a t 12:52. As I t was explained
to you In your personal interview , th is Is a p ilo t summer school pro
gram designed to help you work toward your educational and occupational
goal. Our objective Is to help you retu rn to school and work toward
your high school graduation.
You w ill have ample opportunity to work closely with your teachers as
th e c la ss size w ill he q u ite sm all. The teaching methods which w ill he
used hy our teachers w ill he d iffe re n t from any type o f class In stru c
tio n you have had before. Also, you w ill he assigned a counselor who
w ill have ample time to work with you In planning your occupational and
educational goals. W e are sure th a t spending s ix weeks In our summer
school w ill he a most rewarding experience.
The lo ca tio n of the summer school Is 12352 South Manchester, Orange,
C alifo rn ia. This I s near th e Orange County H ospital o ff the Santa Ana
Freeway. The phone number Is 834-3900. I t w ill he our pleasure to
have you atten d our school which Is operated through th e Office of the
County Superintendent of Schools.
W e sh a ll he looking forward to seeing you a t th e beginning of th e c la ss
session Monday, June 22.
Sincerely,
Ralph C. Hickman, D irector
Summer In s titu te
RCH:bc
UNTY OF
ANGE
SUPERINTENDENT OP SCHOOLS
M ay 25, 1964
142
UNTY OR
ANGE
SUPERINTENDENT OP SCHOOLS
Ju ly 20, 196k
F. A. GRUNENFELDER
COUNTY SUPERINTENDENT OF SCHOOLS
1104 W EST EIGHTH STREET
SANTA ANA. CALIFORNIA 92701
TELEPHO NE: 8 3 4 -3 9 0 0
AREA CO D E 7M
D is tr ic t Superintendent
H lgi School D is tric t
, C alifo rn ia
Dear Superintendent:
For research purposes th e county vould U te to know, w ith some accuracy,
th e number of former dropouts attending summer school in your d i s t r i c t .
The p rin c ip a l o r d ire c to r o f your summer session may obtain t h is In fo r
mation from th e classroom tea ch e rs. A show of hands In every classroom
w ill id e n tify TH O SE STU D EN TS W H O ENROLIED IN S U M M E R SC H O O L B U T W E R E N O T
IN A N Y SC H O O L OR DID N O T C O M PL E T E TH E LAST SEM ESTER OF S C H O O L B EFO RE
S U M M E R SC H O O L. I t may be th a t many former dropouts are now In school.
Your cooperation and assista n ce In th is m atter w ill help co rre ct our
dropout data.
Please Id e n tify your schools and l i s t the names o f students w ith th e ir
home addresses and telephone numbers. Send th e l i s t s o f retu rn ees to
Mr. Ralph Hickman, Consultant In P upil Personnel S ervices, Orange County
Schools O ffice.
Very sin c ere ly yours,
Frank A. Grunenfelder
County Superintendent of Schools
FAQ: cap
P.S . This l e t t e r Is fo r your ln fo ra a tlo n j your summer school p rin c ip a l
has agreed to supply th e lnfoxm atlon.
143
UIMTY OR
F. A. GRUNENFELDER
COUNTY SUPERINTENDENT OF SCHOOLS
1104 WEST EIGHTH STREET
SANTA ANA. CALIFORNIA 02701
ANGE
TELEPHONE: 8 3 4 -3 0 0 0
AREA CODE 7V»
SUPERINTENDENT OP SCHOOLS
A pril 2, 1965
Dear Student:
On December JO, 1964, I sent you a l e t t e r asking i f you would be
w illin g to p a rtic ip a te in an Orange County research study in education.
The purpose of th is research i s to determine why you l e f t school in th e
spring o f 1964 and returned to school In the summer o f th a t year.
As you may have heard, my o ffic e Is conducting a study on why stu
dents drop out of school, and now we axe try in g to fin d reasons why stu
dents, lik e you, who l e f t school In the spring, returned to summer school.
This study is most im portant, not only fo r youngsters In Orange County,
b u t has nation-wide sign ificance.
I t i s our plan to adm inister approximately three separate types o f
t e s t s so th a t we may le a rn more about you and, of course, you w ill le a rn
more about y o u rself. I f you o r your parents were asked to pay fo r the
te s tin g , i t would cost In the neighborhood of $50.00. However, we are
going to give you the te s tin g fre e . The County Superintendent, Mr. F. A.
Grunenfelder, and I would consider I t a p riv ileg e i f you would take the
tim e to come to our o ffic e :
PLACE: The Orange County Schools O ffice,
1 1 0 k West Eighth S tre e t,
Santa Ana, C alifo rn ia.
D A TE: April 12, 1965.
TIME: 9:00 A.M. to 12:00 noon.
I would appreciate your using th e enclosed card to Indicate whether
o r not we may depend upon your being here. Thanks again fo r your cooper
a tio n .
Very sincerely yours,
Ralph C. Hickman, D irector
Orange County Summer School
RGH:lh
encl.
1 4 4
POST GAUD A
IM PO RTA N T: PLEASE C O M P L E T E
A N D R ETU R N N A M E
1. I w ill a tten d th e A p ril 12 m eeting a t
1104 West E ighth S tre e t.
2. I would lik e to a tten d i f I had tra n s p o rta tio n .
___ 3.
I would lik e to p a rtic ip a te in the study,
hut c a n 't make the A p ril m eeting.
4. I am now in school.
___5.
I am not now in school.
6. You sent th is card to my o ld address.
M y new address is :
POST C A R D B
Dear Mr. Powell:
I w ill be th e re f o r my d o lla r.
No, I'm so rry , I c a n 't make i t .
Name
Address
Date
1 4 5
F. A. GRUNENFELDER
COUNTY SUPERINTENDENT OF SCHOOLS
1104 W EST EIGHTH STREET
SANTA ANA. CALIFORNIA 92701
TELEPHONE: 8 3 4 * 3 9 0 0
AREA CODE 7M
Dear Student;
I A M AT TH E EN D O F M Y RO PE!
HELP!
Another te s tin g session has been scheduled fo r A pril 24,
1965j from 9:00 A.M. to 12:00 noon, In the PTA Room, f 2 l 2 , a t
the Orange County Schools O ffice, 1104 West 8th S tre e t, Santa
Ana, C a lifo rn ia . For those "w h o atten d 1 w ill b ribe you with
a d o lla r. I know your time Is worth more than th a t but I
h av en 't got a d o lla r more than th a t. Please retu rn the attached
card. I N E E D Y O U R HELP!
Very sincerely yours,
C. F. A. P O W E L L
Counselor,
Orange County Summer Guidance School
CFAP:lh
en d
EP-6004
U N I T Y O F
SUPERINTENDENT OP SCHOOLS
A pril 19, 1965
146
W ILCO X EN Sica? R A N K S
N
P - 5#
P = 1#
6 0
7
2
—
8 4 0
9
6 2
10 8 5
11 11
5
12 l 4
7
13 17
10
14 21
13
- S - " io “
16
20
17 35 23
18 4o 28
19
46 32
20
~21 ~
_£2_
59
- 8 -
22 66
49
23 73 55
24 81 61
“S “
- § ■
68
~ W
27 107
81
. 28 116
89
29
126 98
30 137
106
31 147 115
32
158 125
S ig n ific a n t T Values a t th e .05 and .01 le v e ls of d if fe r e n t
numbers o f ranked d iffe re n c e s . T I s th e sm aller sum o f ranks a sso c i
a te d w ith d iffe re n c e s a l l o f th e same sig n . (Taken from J . P. G uil
fo rd , Fundamental S t a t i s t i c s In Psychology and E ducation (New York:
McGraw-Hill Book Co., I n c ., 1956), p . 553*
b -
For N’ s of 26 and g re a te r, th e s ig n ific a n t v alu es were
c a lc u la te d .
1 4 7
N am e___
Section
C O N FID EN TIA L IN FO R M A T IO N A B O U T M Y S E L F
M I FA M IL Y A N D I
1. M y birthday was_________________. I was born in
city, state
2 . M y present address is_______________________________________
M y telephone number is_______________
3. I live with m y_______ _______________________________________
(father, mother, both parents, other)
k. M y father and mother are
(living together, separated, divorced)
3. Here is a summary of important facts about m y parents:
Living Age Occupation Education Working Hours Hobbles
Father _____ _ _ _________ ________ ____________ _________
Mother
6 . W hen I grow up, m y father wants m e to become a_________ . M y Mother
wants m e to become a I want to become a
7 . I have brothers and sisters. Here is a summary of important
Information about them:
N am e Age Living at home? Grade in School Occupation
Note: If you have more brothers and sisters them there are spaces
here, use the back of this sheet to complete this section.
If you do, check here .
8 . M y regular Jobs at home are_____________________________________
9. Sometimes I help m y parents by
10. I receive a regular allowance (yes, no)
148
SCHOOL W O RK IN OTHER YEARS
1 . I h ave gone to s c h o o ls . H ere I s a summary o f Im p o rta n t In fo rm a tio n :
Name o f S chool C lty f S ta t e My l a s t t e a c h e r 1s name G rades I a tte n d e d
N ote: I f you n eed more s p a c e , u se th e b ack o f s h e e t. I f s o , p le a s e
check .
2 . I s k ip p e d th e ___________ g ra d e ( s ) . I re p e a te d th e ___________ g ra d e ( s ) .
3 . H ere I s a summary o f Im p o rta n t In fo rm a tio n a b o u t s u b je c ts I have
ta k e n :
I l i k e d b e s t I li k e d l e a s t I fo u n d h a r d e s t I fou n d e a s i e s t
b. I have always taken English, Social Studies, Math. Of these subjects
the one I liked best was_______ ; the one I liked least was ;
the hardest one was ; the easiest was______________.
5. In general, I school. In the past, I have missed
(like,dislike)
days of school.
(many, some, few)
6 . In general, I reading. W hen compared to others in m y
(like,dislike)
class, I think that m y reading ls_^_________________ .
(good,average,poor)
M Y S T U D Y H A B ITS
1. Usually I study about m inutes a day at school and about min
utes at home. I have a quiet place to study at home,
(do, do not)
I have a room of m y own at home in which to study.
(do, do not)
I usually work in the same place at home every time I
(do, do not)
study.
3* I___________ have a definite plan for studying. I t easy
for m e to concentrate when I study. (is, is not)
I____________ feel I need help in developing better study habits.
(do, do not)
SCHOOL ACTIVITIES
1 . L a s t y e a r , I J o in e d th e s e sc h o o l a c t i v i t i e s :
My f a v o r i t e was
2 . T h is y e a r , I h av e J o in e d th e s e sc h o o l a c t i v i t i e s ^
. My f a v o r i t e i s _ __
3* I l ik e t o d a n c e . I l ik e assem b ly p ro g ram s.
(d o , do n o t) (d o , do n o t)
If. I b een a c l a s s o f f i c e r . I b een an
(h a v e , h av e n o t) (h a v e , have n o t)
o f f i c e r In some sc h o o l o r g a n iz a tio n o r c lu b .
5 . I h av e f r ie n d s i n t h i s s c h o o l. The name o f my b e s t
( s e v e r a l , few )
f r i e n d i s ___________________. He (o r s h e ) goes t o a nd i s
(name o f s c h o o l)
in th e g ra d e . The th i n g we l i k e m ost t o do to g e th e r i s _____________ .
M X OUT OF SCHOOL ACTIVITIES
1 . H ere i s a summary o f im p o rta n t in fo im a tio n a b o u t th e c lu b s an d o rg a n
i z a t i o n s I b e lo n g to w hich a re n o t p a r t o f th e sc h o o l p rogram :
Name M eets how o f te n ? A t w hat tim e ? The th i n g I l i k e b e s t a b o u t i t
2. I go to the movies about times a week. M y parents le t m e go out
of the house about nights a week. I am usually expected to be
home by_________ o'clock.
3. W hen I am out with m y friends, the things we like to do most are:
•
4. I spend about hours per day watching television.
5. I earn money by___________ . I usually work about hours per
week. Other things I have done to earn money are:_________________ .
6 . M y hobbies are:__________________________________________________ .
M X H E A L T H
1. M y present health i s (excellent, fa ir, poor).
2. I been sick much during m y life . The longest I was
(have, have not)
ever sick was__________ days or about __________ weeks.
3. I w ear glasses. I hard of hearing. I
(do,do not) (am,am not) (do,do not)
have another physical handicap.____It is______________ .
4. The last time I had a physical examination was (year).
5. I sometimes worry about m y health. The name of m y
(do, do not)
family doctor is _____________________________ .
150
I W A N T LIST
(C ondensed Form)
1 . L i s t a s f a s t a s p o s s i b le a s many o c c u p a tio n s , o f any k in d o r ty p e ,
t h a t you ca n t h i n k o f . YOU HAVE THREE MINUTES. (S pace p ro v id e d )
2 . L i s t th r e e o c c u p a tio n s i n w hich y o u a r e r e a l l y I n t e r e s t e d . T ry t o
e x p la in b r i e f l y why you a r e I n t e r e s t e d In th e s e o c c u p a tio n s .
Name o f Job o r o c c u p a tio n Why t h i s Job o r o c c u p a tio n I n t e r e s t s you
3. Using the occupations that you listed above, rate yourself on the
following scale as to how qualified you feel you are to actually
hold that kind of job. (Space provided)
V ery B e t t e r q u a l i f i e d As q u a l. Not to o I c o u ld n o t
O c c u p a tio n q u a l i f i e d th a n m ost p e o p le a s anyone q u a l. do th e jo b
#2
#3
List five kinds of work that you think you would like to sta rt doing
tomorrow and for which you are qualified. (Space provided)
5. List five kinds of work that you think you would like to be doing in
ten (10) years and for which you think you will be qualified.
(Space provided)
6. List five kinds of work that you think you would like to be doing in
twenty (20) years and for which you think you w ill be qualified.
(Space provided)
7* Write down as many "things" that you want out of life right now,
today, tomorrow and next week. (Space provided)
8 . Write down as many "things" that you want out of life in ten (10)
years. (Space provided)
9. Write down as many "things" that you want out of life in twenty (20)
years. (Space provided)
151
PARTICIPATIONS S U R V E Y
D i r e c t i o n s :
1 . Check o n th e l e f t ALL o f th e a c t i v i t i e s I n w h ich you p a r t i c i p a t e d .
2 . On t h e r i g h t , u n d e r MOST, num ber fro m 1 t o 5 th e a c t i v i t i e s you l i k e d
m o st; u n d e r IEAST, num ber fro m 1 t o 5 t h e a c t i v i t i e s y o u l i k e d l e a s t .
MOST LEAST
1. Field trip to the bank
2. Field trip to the Orange County Civil
Service Department
3. Field tr ip to the probation department
fr. Field trip to Orange Coast College
5. Field trip to Woodbury College
6 . Field trip to Santa Ana Beauty College
7* Field trip to Guarantee Chevrolet
8 . Field trip to Calif. Dept, of Forestry
9* Field trip to Aero-Butronics
10. Field trip to Orange County Hospital
11. Field trip to Fairviev Hospital
12. Field trip to Alpha Beta Packing Plant
13* Field trip to Standard Pressed Steel
lfr. Visit to Kiwanis Club
15. Parents' Night
16. The back-to-school dance
17. Working on the school newspaper
18. Working on the yearbook
19. Being in school play
20. "Berm uda-Day"
21. "Baby-D ay"
22. Sports a c tiv itie s—vollyball and football
23. Being a studentbody officer
2b. Being a class or group representative on
the council
23. Doing art work in art room
26. Using the vocational library
27. Vocational counseling
28. Individual counseling
29> Group counseling
30. The testing program
31• Looking through vocational pamphlets
32. Serving on a committee
The v is it by a former dropout
The assembly about guns
35• The assembly with the congressmen
36. Testing by the Calif. Dept, of Employment
37* Visit to the Calif. Dept, of Employment
38. Visit by the telephone company representative
39* Visit by the night school principals
fro. Other (write in)
L i s t some s u g g e s tio n s f o r n e x t y e a r t o h e lp t h e s t a f f d e c id e w hat
t o do an d w hat n o t t o d o . ^52
B I B L I O G R A P H Y
153
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Creator Powell, Clyde Francis Allen (author)

Core Title The Rehabilitation Of School Dropouts Through An Intensive Summer School Program

Degree Doctor of Philosophy

Degree Program Education

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

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Advisor Carnes, Earl F. (committee chair), Jacobs, Alfred (committee member), Lefever, David Welty (committee member)

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