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A follow-up study of community scholarship recipients of Garfield High School
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A follow-up study of community scholarship recipients of Garfield High School
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Content
A FO LLO W -UP STUDY OF C O M M U N IT Y SCHOLARSHIP
RECIPIENTS OF GARFIELD H IG H SCHOOL
A Project
Presented to
the F acu lty of the School of Education
The U n iv e rsity of Southern C a lifo rn ia
In P a rtia l F u lfillm en t
of the Requirements for the Degree
M aster of Science in Education
by
D elpha Reddick Bunker
A ugust, 1963
UMI Number: EP51066
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Oissertation WNIsMmg
UMI EP51066
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
£d
This project report, w ritten under the direction
of the candidate's adviser and approved by him ,
has been presented to and accepted by the faculty
of the School of Education in p a rtia l fu lfillm e n t
of the requirements fo r the degree of M a ste r of
Science in Education.
0 . „ . .........
' Adviser
T>ean
TABLE OF C O N T E N T S
CHAPTER PAGE
I . IN T R O D U C T IO N .................... I
Statem ent of the Problem
Im portance and A nalysis of the Problem
Lim itations of the Study
M ethod of Procedure
THE C O M M U N IT Y AND THE SCHOOL
H is to ry and D escrip tio n of the Com munity
and of the School ^
O rganization of the Remainder of the StudV'^'^
I I . REVIEW OF RELATED LITERATURE.................................... . 15
H is to ric a l and P h ilosop hical Background
The F o llo w -U p Study
Summary of Chapter 11
111. ANALYSIS AND INTERPRETATION OF THE
Q U E S T IO N N A IR E ............................................................................32
P ost-G raduate School Record
Job D ata
Personal Inform ation
Scholarship Reactions
IV . SUM M ARY........................................................................................... 46
C onclusions
Recommendations
ANNOTATED BIBLIOGRAPHY.................................................................................. 51
A P P E N D IX ....................................................................................................................... 56
Introductory Letter
Q uestionnaire
Clubs and O rganizations C ontributing to the
G a rfie ld Scholarship Fund
L
L IS T OF TABLES
j TABLE PAGE
! I . A nalysis of Response To The Q u e s tio n n a ire ............................ 33
I
I I . P ost-G raduate S c h o o ls ........................................................................35
I I I . D is trib u tio n of Graduates Earning Scholarships
After H igh School ....................................... 37
IV . Scholarship R ecipients W ho Earned D e g re e s 38 |
I
V . Job D a t a ..................... 40
V I. Personal In fo rm a tio n .............................................................................. 42
I N T R O D U C T I O N
CHAPTER I
In this year of 1963 many s c ie n tific and education al changes
have already taken place and others are now in the process of taking
p la c e . In evaluating ed u catio n . D r. Homer Durham of A rizona State
U n iv e rs ity has stated th at "the educational systems of the U nited
States are the envy of the w orld" . (5:440) These m any sys t e m s ,
according to D urham , w hether p u b lic ly supported by taxes or p riv a te ly
supported by patrons of w e a lth , student tu itio n , or church e n d o w e d ,
have combined to produce the highest standard of liv in g for any people
of the w o rld . Other educational systems in such countries as B razil or
In d ia , of sim ilar size and reso u rces, cannot com pare. The investm ent
that the people of the U nited States have made in our schools has r e
sulted in a trained c itiz e n ry , whose cu ltiva te d ta le n t flow s i n t o th e
economic and so cial life of the nation each year from the nation's class
room s.
G reat in terest is being shown by educators, in d u s t r ia lis ts
scien tists and others, in the continuing dem ocratic tendency to extend
and eq u alize educational opportunities for a ll A m ericans. The e n t i r e
nation- is hoping our youth w ill provide the strength and the courage to
improve the present conditions in our w o rld . Flight into space by sev
e ra l men and now also a woman; our increased a ir travel; our labyrinth
of freew ays from our large c itie s to th e ir suburbs; the tran sco ntinental
h ig h w ays, a ll these have made many concepts of a fe w years ago
o b so lete.
------------------------------------------------------------------------------------------------------------------------------------ r
According to G ardner, a dem ocracy m ust, because of t h e
le v e lin g influences w hich are in ev ita b le in popular givernm ent m ain
ta in w hat Perry has c a lle d "an express in sisten ce upon q u ality a n d
d is tin c tio n *', (1 :7 3 ], A chievem ent must be based on the a b ility of the
in d iv id u a l. 'H igh schools do have achievers and n o n - a c h i e v e r s .
"E q u ality of educational opportunity for a l l " , so states R o b e r t
O 'C o n n o r, "is deemed e s se n tia l for an e ffic ie n t a n d p r o g r e s s i v e
society — a society in w hich each person u tiliz e s his fu lle s t poten
tia ls and understands his lim ita tio n s . E qu ality of educational oppor
tu n ity , in the old sense, meant the same opportunity for a ll - - and as
such, although it was an instrum ent of in e q u a lity , it c o n ta in e d an
elem ent of e q u a lity .. . . " (a ll students are required to have E n g l i s h ,
H is to ry , e t c . ] . But it is recommended th at eq u a lity of opportunity in
sofar as the educational program is concerned, be geared to the o p ti
mum developm ent of the in d iv id u a l, as D ew ey and others have suggest
ed . This suggests, also that "enriched and advanced experiences be
offered to those w ith greater p o te n tia l, w h ile at the same tim e appro
p riate methods and m aterial are presented to students of lesser a b ili
tie s , and to each in proportion to his a b il it ie s .. . , d ive rs ifie d talen ts
. . . . , discrepencies in aptitudes and a b ilitie s become evident as stu
dents grow o ld e r, and opportunity for the developm ent of s p e c i f i c
ta le n ts is an inherent tenent of the id e a l of educational op portunity".
(26:60)
M any lib erals possess an abnorm al amount of fa ith th at an
education al system based la rg ely upon an academ ic hierarchy of ed u -
ca tio n a l values com parable to the European concept of e d u c a t i o n
w ill cure a ll our educational il ls . Social philosophies d iffer m arkedly
and when applied to education w ill resu lt in m arkedly d ifferen t systems
of education . Academ ic excellen ce among as many school-age youth
as possible is d e s ira b le . The s o -c a lle d "hard core" subjects are im
pôt ant , and th e ir m astery at every grade le v e l by as many youth as
possible is ad m irab le. They should form the basic core of in structio n
in the nation's schools because they are the tools w ith w hich e n lig h t
ened men w o rk. W isdom though does not resid e in the subject t h e m
s e lv e s , but in the in te llig e n t u tiliz a tio n of the experiences o f m e n .
Arthur J. G oldberg, in considering th is problem asks:
W hy do persons who seek economic and so cial ju s tic e
for a ll men work for an education w hich even by most
conservative estim ates can only lead to the curtailm ent
of education al opportunities for many ch ild ren of the
common man? (7 :1 3 3 ).
Emphasis upon academ ic e x clu s iv e n e s s, and this should not
be confused w ith em phasis upon academ ic e x cellen ce and hard work for
the acad em ically mature as part of a w ell-ro u n d ed program of education,
is much more in keeping w ith a conservative point of v ie w than it is
w ith the lib e ra l point of v ie w . The public desires a un iversal education
for a large segment of our youth, so a system for educating those w h o
cannot cope w ith a rigorous academ ic curriculum w ill s till be needed.
The com prehensive high school in America has emerged as a product of
our dem ocracy. It was not an accident but grew out of the id eals of the
Am erican p eo p le.
W e need to re -em p h asize the changing needs of our job mar
k e ts , to impress upon our young people the need for workers w ith higher
s k ills . This means encouraging our students to stay in school, n o t
m erely by te llin g them of the advantages of a sound ed u catio n , b u t
e s p e c ia lly by broadening the curriculum to make it more a ttra c tiv e to
th e ir w ide v a rie ty of in terests and a p titu d e s . M o reo ver, we need b e t
te r programs of post high school trainin g and continuing education for
the youth who do not go to c o lle g e . "O ver 50 per cent of la s t years
high school graduates did not enter co lleg e but w ent rig h t out into our
h ighly com petitive job m a rk e t." (7:136) N eedless to s a y, many w ere
severely handicapped by th e ir lack of sp ec ific s k ills and w ill need
opportunities for further trainin g on the jo b , or in v o ca tio n al education
courses geared to current occupational train in g requirem ents.
As we w e ll know , high school is the term in al point for a ll too
m any, ju n io r college the term inal for others, and college for only a few [
The high school students who do not continue th e ir ed u catio n , and a
large number of high school "drop outs" are unprepared to meet th eir
needs. M ai y of these reach the r e lie f r o lls . The new spapers, te le
v is io n , ra d io , and other news media are constantly rem inding the
people that our p u blic high schools need to be upgraded. Even so,
more students than ever before are prepared to an tic ip a te the future and
to a n tic ip a te it b e tte r, as far as know ledge is concerned, than a n y
people on the face of the e arth . The wisdom w ith w hich th is k n o w
ledge is u sed , is not alw ays know n. Nor do we know if a developing
school program is fu lfillin g its intended o b je c tiv e s , J, E. C raw ford has
s a id , "The fo llo w -u p study has many p o s s ib ilitie s and can be made ore
of the most valu a b le types of research for a school fa c u lty " . An im por
tant technique for in vestig atin g the resu lts of a school program is the
fo llo w -u p study. It is a technique w hich perm its us to observe o b je ct
iv e ly the p o st-sc h o o l behavior of our graduates and perm its us to study
th e ir opinions. The C a lifo rn ia Education Code has made provision for
the fo llo w -u p studies (1 9 :4 0 2 ). C onsequently th is method is being used
by many to find the m issing answers in ed u catio n , and is the method
being used in th is study .
Statement of the Problem
This fo llo w -u p study was undertaken to evaluate the resu lts
of the scholarship program at G arfield H igh School in Los A n g eles. The
survey was taken from among the scholarship recip ien ts so that t h e i r
post-gradu ate experiences could be used for the fo llo w in g purposes:
(1) to discover the amount of higher education the graduate obtained;
(2) to learn if they la te r earned other scholarships; (3) to compare the
relatio n sh ip betw een high school and college m ajors, for g u id a n c e
im plications; (4) to g ive an in cen tive for other students to go on into
higher education; (5) to serve as evidence th at the students value the
efforts of th e ir community; and (6) to encourage the community to help
a greater number of p ro sp ective , c ap ab le, co lleg e-m in d ed students.
Im portance and A nalysis of the Problem
In 1961, at the February meeting of the G arfield A lu m n i
A ss o ciatio n , m embers, and d ire c to rs , o ffic ia l Board approval was
given to the incorporation of the G a rfield Alum ni Scholarship Fund as a
separate no n -p ro fit corporate e n tity In c o r p o r a tio n papers w ere file d
w ith the Secretary of State in Sacram ento. The function of t h i s
Foundation is the awarding of academ ic scholarships to graduates of
----------------------------------------------------------------------------------------------------------------------------^ ---------- g-
G a rfie ld and a ll contributions to the corporation w ill be used e x c lu s iv e
ly for such aw ard s. The proof of the valu e of any project lie s in the
sig n ifican ce to the persons in vo lved ,(3:18) . John D ew ey has s a id
"H appiness is found only in success, but success means succeeding,
getting forw ard, moving in a d v a n c e ." (1 :1 7 5 -7 9 )
This in ve s tig atio n w ill g ive some clue to the academ ic achievem ent of
the recip ien ts of scholarships from the community fund.
The evalu atio n of the questionnaire as to present status and
personal reactio n of those who received scholarships w ill prove the
wisdom of th is community corporation. A ls o , this evalu atio n would
seem to be the best crite rio n for a mature judgment on the question of
the value of this community s e rv ic e .
Lim itations of the Study
This study was lim ited to those graduates of G a rfie ld who had!
re ceived community scholarships covering the period from 1951 t o 1962.
Four scholarships w ere given the firs t y e a r, three the second y e a r, and
increased each y e a r. These sch o larsh ip s, are for sm all sums and do
not compare w ith college scholarship s, such as those g iven by the
U n iv e rsity of Southern C a lifo rn ia .
The responses to the questionnaire determ ine w hether a true
p ic tu re , or only a lim ited one, can be evolved from the data received
and an honest c ro s s-s e c tio n of opinion presented. The graduates were
encouraged to rem ain anonymous if it would enable them to make more
com plete and frank an sw ers. U n fo rtu n ately, this made it necessary to
s a crific e the expedient of a fo llo w -u p le tte r to urge a return o f t h e
questionnaire because w ithout names on a ll of the re p lie s , fhe non
respondents and the anonymous respondents could not be id e n tifie d .
Such a le tte r w ould have given a larger retu rn .
A s u ffic ie n tly large number of questionnaires were sent o u t,
how ever, so th a t the proportionate number of re p lie s would lend c re
dence to the study. In some c a se s , recent addresses were not record
ed in the school file s so a sm all number of questionnaires were retu rn
ed u n d e liv e re d .
The p o s s ib ility of error is alw ays p resen t, as a ll graduates
may not interpret the questions in the same w a y , and also others may
be relu ctan t to express th e ir re a l fe e lin g s . The student who has had
only a year in college is bound to respond d iffe re n tly from one who has
more or less com pleted his education and is now em ployed in the fie ld
of his ch o ice.
Time is another delim inating fa c to r, as many people get a
"M ariana" feelin g when it comes to a q u estio n n aire. Time and t h i s
study cannot w a it.
M ethod of Procedure
The G a rfie ld Alum ni file s and records from the counseling
o ffic e were searched for correct m ailing ad d resses. M any required
checking and re -c h e c k in g . In some c a s e s , it was necessary to con
sult friends and telephone d ire c to rie s . An inform al explanatory le tte r
accom panied the questionnaire w hich was m ailed to scholarship re c i
pients of G a rfie ld H igh School. A copy o f each appears in the appen-
d ix of th is study. The tw e n ty -n in e questions covered the follow ing
8
areas; post-graduate school records; job data; personal inform ation;
and scholarship re a c tio n . The responses were tab u lated as re c e iv e d .
THE C O M M U N IT Y AND THE SCHOOL
H is to ry and D esc rip tio n of the Community and the School
This b rief h is to ric a l summary of the community into w hich
G a rfie ld H igh School was e s ta b lis h e d , is subm itted to c la rify the need
for a scholarship-aw arding program in this c ity -c o u n t y high school
d is tric t. The problems of th is area appear to be rather un iq u e, not
duplicated in any other Los Angeles H igh School D is tr ic t. Since what
is now East Los Angeles was once a little community outside the lim its
of the c ity , many of its sm all-to w n concepts have been retained and its
high school has been more of a unifying in fluence than have other high
schools in the Los Angeles system .
T w e n ty -fiv e years ago East Los A n g eles, in the County of
Los A ngeles, was m ostly Japanese truck farm s. There were few re s i
d en ces, paved roads w ere n o n -e x is te n t, and there w ere few businesses
east of Ford Boulevard. A tla n tic Boulevard was unknown and transpor
ta tio n systems w ere la c k in g . Bare lots covered w ith weeds met the eye
everyw here. In the F a ll of 1925, a school was b u ilt and named f o r
James A . G a rfie ld , the 20th President of the U nited S tates.
G arfield H igh School is located at 5101 East Sixth S treet.
The school d istric ts boundaries are irre g u la r, ho w ever, the lim its may
roughly be estab lished at Indiana Street on the W e s t, to a few blocks
beyond A tlan tic Boulevard on the E a s t, Union P a c ific Avenue on the
9
South, to the edge of the C ity Terrace d is tric t on the N orth. It in
cludes the areas of East Los A ngeles, B elvedere, Belvedere G ardens,
Brightwood and the Southern section of C ity T errace. Some of the
students livin g on the periphery of th is area have the option to attend
neighboring high schools.
As the community started to grow , so did the school. It b e
gan as a s ix -y e a r school, w ith a reg istratio n of 864 students, housed
in three red brick b u ild in g s , a sm all shop, and a boy' gym nasium .
According to early reports the buildings were g en erally unfinished and
le ft much to be desired in the way of equipm ent, e tc . T y p ify in g the
sp irit of G a rfie ld that made the school unique, achievem ent and honor
societies were form ed. In the Spring of 1927, the G a rfie ld Alumni Asso
c ia tio n was founded. M ore w ill be g iven of th is la te r. By 1 9 3 5 , a
great many p h ysical improvements had been m ade. More buildings were
erected , shops increased in s iz e , and agricultu re was o f f e r e d as a
course. M ost sig n ifican t of a ll the Los Angeles Junior C o lleg e w a s
formed and headquarters estab lish ed at G a rfie ld . The 7th, 8th , and 9tH,
grades moved to G riffith Junior H igh School and G a rfie ld became a thred
year Senior H igh School.
The war years were d iffic u lt ones for a ll educational system s,
j but p a rtic u la rly for G a rfie ld . R egistration dropped. A vion, In c . , a war
production p la n t, was housed in the In d u s tria l Arts B uilding. I
Since W orld W ard II a steady developm ent program has ensued.
The tra d itio n a l, red b ric k , tile roofs have disappeared much to the d is-j
may of the alum ni and com munity. Two new class room b u ild in g s , a |
new c a fe te ria , and a new music h a ll have been b u ilta n d o th e rb u ild in g s
10
buildings renovated . An e le c tric W u rlitz e r organ w ith am p lifiers was
in s ta lle d in the auditorium as a g ift from the alum ni and fa c u lty .
Along w ith the stru ctional and o rg an izatio n al changes over
th irty -s e v e n years at G a rfie ld , community changes took p la c e . In the
ea rly days the population of th is area was m ostly Anglo and O rie n ta l.
Now th is area is about 90 per cent M e xican -A m erican , the others being
m ostly O rie n ta l, w ith som e.Arm enian, Jew ish, Negro and A nglo. This
heterogenous group has liv e d together very harm oniously. Prejudices
are at a minimum. Respect and understanding for each other are p re
v a le n t on a ll sides larg ely the re s u lt of the sponsorship of th is id e a l at
G a rfie ld H igh School.
About 50 per cent or more of the people in th is area own their
hom es. The others pay less than one hundred do llars re n t. The popu
la tio n density is considerably above the c ity averag e. Even though
many of the students are econom ically m iddle class or s lig h tly above,
most would have to be included in a class less favored eco n o m ically.
One of the im plications of th is to education is stated by Tuck: "G etting
beyond the ninth or tenth grade represents an alm ost unsurmount a b l e
hurdle for a child from a lo w -in co m e fa m ily . It is here th a t most of the
education al m ortality o ccurs, and it is here th at fed e ral or state aid is
badly needed, for the prom ising y o u th ." (3 : 189)
The construction of the Santa A na, the San Bernardino, and
the Long Beach Freeways and in tersectio n s have d isp laced and relocatec,
many fa m ilie s . A ll th is tends to make the G arfield d is tric t, one of con
tra s ts , and its uniqueness in th is respect w ill be more apparent in ye arq
to com e.
11
The reten tio n of the M ex ican heritage and culture creates
ad d itio n al problem s, e s p e c ia lly w ith the English language. Spanish is
predom inately the firs t language to the students who come from the
M exican -A m erican hom es. It is g e n erally b elieved that any ch ild who
thinks in tw o languages w ill have d iffic u lty in competing w ith students
who know only on e. W ith the M exican -A m erican student th is often
m anifests its e lf in poorer academ ic perform ance because of slower
th in k in g , not n e ce ssa rily because of in ferio r in te lle c t.
The G a rfie ld population has kept pace w ith the current th in k
ing in its desire for an ed u catio n . W ith the Los Angeles Junior CoMege,|
so c lo s e , about 65 per cent of the graduates attem pt either day or night
school, w ith a good proportion fin ish in g at le a s t two years of co lleg e
w o rk. The opening of Los Angeles State C o lle g e , to the North only a
lit tle farther a w a y , has made it po ssib le for many more of G arfield s
graduates to com plete a co lleg e education (14:6,7,). This w a s p rac
tic a lly im possible fin a n c ia lly when only Los Angeles C ity C o lleg e and
U .C .L .A . w ere a v a ila b le , because transportation costs and d istance
w ere d eterren ts.
C ontrary to the b e lie f of some outsiders G a rfie ld has p r o
duced a very su b stan tial strata to the com m unity. W h ile some h a v e
gone on into graduate w o rk, making a name for them selves in t h e
s c ie n ces, others have gone into the labor m arket, making good salaries
I for them selves and fa m ilie s . A surprisin gly large number have gone in-j
I !
, to m edicine and dentistry and are p racticin g in this a re a . The m ilita ry
I
i has claim ed its share of career personnel. The music and art fie ld s
have claim ed a few fo llo w e rs . Each year finds a large group g o i n g
12
d ire c tly into business and industry because of train in g at G a rfie ld ,
or going on for ad d itio n al work in preparation for those fie ld s . M any
G a rfield students have been s o c ia l-s e rv ic e minded and have follow ed
th at idea in college p reparation. Others have gone into the teaching
profession on the various school le v e ls . G a rfie ld has train ed three
men who are outstanding Superior Court judges in the L o s A n g e l e s
Jud iciary.
The Scholarship Program
N ine years ago the G a rfie ld Scholarship program was in itia t
ed. The factors w hich entered into this project were: such a program
can be ju s tifie d because there is an estab lished need and there a r e
unquestioned benefits; second, such a program is appropriate fo r, and
in harmony w ith , the purposes of an alum ni asso ciatio n ; and th ird , such
a program is not lik e ly to be adequately provided fo r, or carried on b y, j
other o rg an izatio n s. At the in itia l organization m eeting a goal was estj
ablished for the accum ulation of a $3000.00 fund w hich w ould earn suf-[
fic ie n t in terest to provide two $50.00 scholarships each y e a r. T h is |
goal was q u ickly achieved and two years ago the fund had grown s u ffi- i
c ie n tly to enable the asso ciatio n to increase the scholarships to $75. oJ
each. The fund is now approxim ately $5000.00 and in January of this j
last year the amount of the scholarship was increased to $100.00, in j
June to $150.00. No part of the p rin cip al sum or any contribution to Ih e ^
I
fund has ever been used and only the in terest earned is used to provide!
I
these scholarships. Both large and sm all contributions from many clubs,
namely: B'nai B rith, Kiwanis , R otary, Veterans' o rg an izatio n s, and the!
13
Monday Noon C lu b , who contributed $1700,00, as an in itia l contribu
tio n , along w ith in d iv id u a ls , have helped to increase its e ffe c tive n e s s .
The recip ien ts of the scholarships have been screened and
selected by the School Scholarship C om m ittee on the basis of need,
g rades, personal a ttrib u te s , and prospects of success in c o l l e g i a t e
lif e . A ll have been unusually desim^rving and this study w ill show some
of th e ir subsequent accom plishm ents.
M any p o s s ib ilitie s are under discussio n as to ways in w hich
the scholarship program can be enlarged and extended as a d d i t io n a 1
funds are a v a ila b le . These include po ssib le increases in the amouihts
of the in d iv id u a l scholarship aw ard s, increase in the number of awards
each year and the provision for an ad d itio n al award to the re cip ie n t at
the end of his firs t year of c o lle g e . Undoubtedly the students contac
ted in this survey w ill have m eritorious suggestions.
The staff of the Alum ni A sso ciation hopes that the incorpora
tio n of th is fund as a separate e n tity w ill re su lt in i n d u c i n g m a n y
people to. make contributions.w ho might otherw ise hesitate to d o s o .
This should be e s p e c ia lly true of clu b s, o rg an izatio n s , corporation s,
and even in d iv id u a ls , who contem plate s u b stan tially large co ntrib ution s.
This corporation is c le a rly and d e fin ite ly estab lish ed for ch aritab le pur
poses and there w ill be no question of the v a lid ity of tax deductions .
The perm anence and security of the fund is assu red. C ontrol and adminj-
is tra tio n of the fund solely for scholarship purposes is guaranteed. i
ORGANIZATION OF THE REMAINDER OF THE STUDY
C hapter I has been devoted to a consid eratio n of the facets
of the problem along w ith a ju s tific a tio n for th e ir so lu tio n . B a c k
ground m aterial to c la rify its im portance was a lso presen ted , including
the history and descrip tio n of the community and the school w ith the
scholarship program .
Related lite ra tu re in C hapter II w ill d eal w ith fo llo w -u p
s tu d ies, pioneerl studies as background, and others w ith a b asic
mutual in te re s t.
The accu m u lated , categorized findings of the q u e s t i o n -
n a ire s , substantiated by com parative tables w ill be found in C hapter
I I I .
The conclusions and recom m endations used in the study are
found in Chapter IV . An appendix and an annotated bibliography of
relevan t literatu re concludes th is study.
CHAPTER II
REVIEW OF THE LITERATURE
H isto ry and Philosophy
Let a perspective v ie w of ancient and m edieval education
c la rify the contrast betw een our modern system of trainin g youth and
th a t of A ncient G reece and the M editerran ean world of la te r tim e s .
Education was controlled by the ruling class throughout most
of recorded history and e s p e c ia lly in ancient tim e s . In connection w ith
the te m p le s , ea rly Egyptian schools grew up . Learning was m otivated
by the kings for the p rivileg ed fe w . In B abylonia, c a p tiv ity stim ulated
the Jew ish people to preserve th eir relig io u s h erita g e . The synagogue
became the center of th e ir educational lif e . Memory work w as c u lti
vated to help preserve the past and transm it relig io u s doctrines to th eir
yo u th . Spartan education was trainin g boys for the m ilitary id e a l of
service to one's c ity in w a r. In co n trast, the A thenian id e a l w as broad
er and more lik e our Am erican goal of education for hum anitarian p u r-
I suits and the evolving of a good c itiz e n ry , lo yal to th eir c ity . I
I j
j In M e d ie v a l Times vo ca tio n al education was le ft to the fa m - |
I ily - - the son learning a trade from the father or u n cle. This was not !
I I
I form al but a p ra c tic a l experience in one's chosen tra d e , for over a p e r- ■
I I
j iod of seven y e a rs . O nly the p riv ileg ed studied the arts and hum anities.:
I i
I Plato contended that education should be part of p o litic a l and!
j s o c ia l life ; that philosophy and m athem atics provided the best m ental
! d is c ip lin e for the conduct of p u blic a ffa irs . H e , to o , was not in te re s -
1^
16
ted in education for any except the a ris to c ra c y , A ris to tle , was of the
opinion that sciences could re v e a l answers to etern al questions as w e ll
as ph ilo so phy.
Socrates was more lib e ra l in his v ie w s . He fe lt know ledge
should be p ra c tic a l and theory should re s u lt in a c tio n .
The w estern w orld inherited from the G reeks the seven lib e r
a l a rts . The firs t th re e , grammar, rh e to ric , and lo g ic , w ere ju s tifie d
on the basis of its higher in te lle c tu a l q u a litie s and the b e lie f that a
rigorous pursuit of the same w ould exercise the mind prop erly. The
la s t four were a rith m e tic , geom etry, astronom y, and m usic. As these
w ere of p ra c tic a l v a lu e , since they d ealt w ith re a l o b je c ts , as opposed
to abstract co n cep ts, these subjects were not in the same c la s s ific a tio n .
It was not u n til the ris e of modern science th at s c ie n tific pursuits g a in
ed prominence in higher education . The G re e ks , how ever, set the
! pattern somewhat for our ph ysical education program . They b elieved in
p h ysica l fitn e s s . M o ral education was a part of the training of the
young.
The Romans adopted much of the education al philosophy and
curriculum of the G reeks. Grammar schools flo urished and the L a tin i
I I
I schools develop ed . The secular schools operated by the State w e r e I
! I
1 riv a le d by schools sponsored by the C h ris tia n C hurch. As the Roman ;
Empire prospered and expanded education became in creasin g ly re s tric - |
ted to the a ris to c ra ts . ;
j Two Romans are noted for th eir educational th e o rie s . C icero 1
I I
: I
I b elieved that the aim of study was not c h ie fly in te lle c tu a l exercise but
^ th e attainm ent of know ledge for p ra c tic a l use. Q u in tilia n d ealt w ith
instrum ental techniques and stressed w hat is now c a lle d ch ild growth
and developm ent. G reat debates develo p ed , but the m ajority held for
memory trainin g and m ental d is c ip lin e , w h ile others w ere in favor of a
more s c ie n tific approach.
During the M id d le A ges, relig io u s leaders feared the pagan
in flu e n c e , the curriculum changed. Gram m ar, rh e to ric , p h ys ic a l edu
c a tio n , and other subjects w ere dropped. S p iritu al and in te lle c tu a l
matters superceded scien c e. G rad u ally the Church began to make p rac
tic a l use of m usic. The p rin cip a l agencies for higher education during
the M id d le Ages were the m onastic and cathedral schools. The firs t
teaching cred en tials w ere issued th e re . Some of these schools grad
u a lly grew into u n iv e rs itie s , the U n iv e rsity of Paris being the most
fam ous. W ith the expansion of the u n iversity system the curriculum |
I
expanded. C om pletion of th e basic lib e ra l arts m erited a M a s te r's I
D e g re e . Roger Bacon claim ed education was m ainly d e fic ie n t in that j
it depended on the work of A ris to tle and the customs and opinions of I
!
the tim e . j
The Renaissance saw an increasing in terest in in d iv id u a lity ;
and human nature. V ittorino da F e ltre , in estab lishing H um anist school!
included the seven lib e ra l a rts , except lo g ic . H e fo llo w ed the ideas !
I
of C icero and Q u in tilia . H um anists schools w ere e n th u s ia s tic a lly r e - i
[
ceived by the English educators and Eton is w e ll known for its playing |
fie ld s and its preparation of gentlem en. The founding of T rin ity Cdlege|
in Cam bridge in 1546 is said to be the mark for tran s itio n from t h e |
M e d ie v a l to the Hum anist tra d itio n . |
I
A dem and, during the R eform ation, for a type of education
18
better suited to the needs of the common man gave birth to the demo
cratic ideas for nineteenth and tw en tieth cen tu ry. It was during this
tim e that the M oravian leader Com enius championed a continuous school
system . This extended education from the grades to the u n iv e rs ity . An
ea rly en viro n m en talist, he b elieved that ch ild ren became human through
the educational process and through a c c u ltu ra tio n .
In the curriculu m , the growing acceptance of science created
a mounting opposition to m em orization and re c ita tio n as the c h ie f means
of in stru c tio n . D uring W orld W ar I I , "Sense r e a lis ts " , the forerunners
of the A u d io -v is u a l s p e c ia lis ts came into prom inence. They advocated
the use of re a l o b je c ts , rather than words and abstractions a lo n e . A
great proponent of sense realism was Francis Bacon. Other educators
suggested that in structio n would be improved if teaching methods were
based upon the developm ent of students' in terests and c a p a c itie s .
Every colony in C o lo n ia l Am erica made some provision for
teaching its ch ild ren to read and w rite . In 1636, H arvard C o lleg e was
created and had a curriculum consisting of a ll the lib e ra l arts but music,
M athem atics was neglected because of its p ra c tic a l v a lu e . Aristdelian
philosophy was present in the form of p h y s ic s , p o litic s , e th ic s , and ^
m etap hysics. In the 1700's science became a subject for serious studyi
!
The tw en tieth century has seen Am erican higher education de-:
velop into the prom inent place it holdstoday. Academ ic and non-acadanLc|
debates raged through the L e g isla tiv e H a ll in 1961 rem iniscent of the !
i debates of A ris to tle . The junior and senior high school emerged w ith j
the hope for better academ ic and social ad ju stm en t. Much later th is j
was follow ed by the ju nio r c o lle g e , firs t as an extended part of t h e |
19
high school, la te r as an independent unit (5 :1 4 ).
W ith this background in mind we are led to exam ine the
schools of today and the attem pts being made to fit the schools to the
needs of to d a y . For these reasons this study was m ade.
THE FO LLO W -UP STUDY
According to the NBA report on Studies of H igh School
G raduates, "Youth graduated from pu blic high schools in 1961 rep re
sented a to ta l investm ent of public funds of $ 7 ,8 5 5 ,0 5 4 ,0 0 0 o v e r a
period of tw elve y e a rs . W ill th is investm ent pay d iv id e n d s ? ” (21:42)
C itiz e n s and educators should know the answ ers. Not many schools
are able to report the status of th e ir graduates in any d e ta il. O nly two
n a tio n -w id e studies are known to have been m ade. The number of
states that syste m a tic ally evaluate th e ir high school graduates is also
s m all. "Public ed u catio n , w hich involved 3 7 , 4 8 9 ,0 0 0 students,
1 ,5 2 2 ,0 0 0 in stru ctio n al staff m embers, and cost about $16,807,900,0 0 0
I in 1 960-61 does not have an exten sive organized program of graduate I
I I
j a p p ra is a l" . (21:42) O b vio u s ly , high schools need some answers and j
I some have been found through the use of the questionnaire - -'Technique !
I in fo llo w -u p s tu d ies. P rivate industry is constantly appraising and j
' im proving th eir products. An adequate program of graduate evalu atio n '
I !
I should answ er some pertinent questions: Are graduates who want fu r- I
I
I ther education ready for it? Do they succeed in th e ir em ploym ent? |
' Are they successful in m arriage as p aren ts, and in th e ir c iv ic and I
social life ? D ire c t answers cannot be obtained for a ll these questions j
20
but concern about them w ill help a school decide w hat it should do a -
bout the curriculum , the program of a c tiv itie s , and services offered to
students,
That many school adm inistrations w ant the benefits of fo llo w -
! up studies is shown by the requests for inform ation that have come re
p eatedly to the NEA. Research D iv is io n .
No undertaking in education al research takes place com plete
ly divorced from a ll the learning and experience that e a rlie r research
w o rkers, ph ilo so phers, and exponents of various theories have re co r
ded and are a v a ila b le in w ritte n form . A system atic effort must be made
to study the fa c ts , p rin c ip le s , g e n e ra liza tio n s , and other findings that
are re la ted to the problem under study. The re ad in g , the exploration
must be done w ith an open m ind. Reading and contem plation of w hat
others have done can be a lib eratin g in fluence and can broaden the j
v is io n of the in v e s tig a to r. Fortunately there are a number of fo llo w -u p j
studies a v a ila b le . Let us consider a few for general background a n d |
others more d ire c tly re la ted to th is in v e s tig a tio n . i
I A pioneer fo llo w -u p study w h ich b lazed the w ay for others toi
1 , i
i fo llo w , was conducted in the State of M arylan d by the Am erican Youth |
i *
j C om m ission of the Am erican C o u n cil in E ducation. By means of person--
i a l in te rv ie w s , a rep resen tative sam pling of 1 3 ,5 2 8 young people b e - |
i tw een the ages of 16 and 24 w ere co n tacted . Inform ation was c o lle c - j
I
; ted concerning home lif e , church a c tiv itie s , schooling, w o rk, and pLayj
' B ell reports the fo llo w in g , "findings of continued sig n ifican ce re la te j
I
I to the necessity of providing more e ffe c tiv e general education for a ll j
youth , better education al and v o catio n al guidance and more re a lis tic |
21
train in g in c itiz e n s h ip " . (8:12 70)
A second pioneer fo llo w -u p study was conducted years ago
in 1935, when Grover C le velan d H igh School, in C le v e la n d , O h io , was
evaluated for a c c re d ita tio n . C harles A . Tonsor in reporting th is study,
lab eled it the "U n s c ie n tific F o llo w -U p " as opposed to w hat he called a
s c ie n tific fo llo w -u p study. Part of the evalu atio n was a fo llo w -u p of
those who had been graduated during that February and June. The
fo llo w -u p , according to Tonsor, was c a re fu lly planned and care fu lly
execu ted . S c ie n tific procedure follow ed the sampling and rep lie s were
s c ie n tific a lly an alyzed and sythesized leading to w hat was desired —
s ta tis tic s . A ll s c ie n tific fo llo w -u p s end in s ta tis tic s as does t h e
G a rfie ld study. This fo llo w -u p came about through the young people of
Grover H ig h , inspired by and in honor of the 75th birthday of th e ir farmer
m usic te a c h e r. Letters w ere sent to former students a ll over the world I
to jo in in a dinner and song fe s t. Over 250 re p lie s were received t e ll- j
i
ing w hat had happened to the graduates, from the q u ain t, w e l l -
e s ta b lis h e d , conservative Long Islan d fa m ilie s . Tonsor reports the
follow ing:
(1 ). The greater part of the group now liv e outside
of N ew York C ity , some in suburbia, some in New
York S ta te , N ew Jersey, C o n n ecticu t, N ew H am pshire,
P e n n s y Iv a n n ia , , O h io , D e la w a re , M a ry lan d , V irg in ia ,
Tennesee, A labam a, L o u isian a, N eb raska, C a lifo rn ia ,
A rizo n a, G e o rg ia , T e x a s, sixteen states in a ll.
(2 ). These responding or present at the reunion co v
ered the years 1 9 3 4 -1 9 5 7 .
( 3 |. M ost o f them w ere m arried and had one to three
ch ild re n . One fa m ily had fiv e .
!
L
22
(4 ). Their occupations were extrem ely v a rie d .
There w ere six high school te a c h ers , tw o county
agricultu re a g en ts , a professor of m usic, an
acco u n tan t, a for man of heavy construction , a
la w y e r, a foreign exchange ex p e rt, a u n iversity
professor of English; c e llis t; com m ercial bank
em ployees - aplenty; insurance company em
ployees - aplenty; and some professional enter
ta in e rs . The u n sc ie n tific survey re veals what
th e s c ie n tific survey revealed - that there is
little direct in te r-re la tio n betw een curriculum
and life w o rk . M oreover it raises the question;
should there be? Some teach ers and some
hobbies seem to be the m ainspring. These
young people w ere s till in terested in music and
gather in sm all groips in th e ir resp ective com
m unities for an hour of m usic. The fac t to note
is the w ide v a rie ty of occupations shown by
young people whose fundam ental in terest at
school was m usic. Two other facts were r e
vealed by th is u n s c ie n tific survey that do not
appear at a ll in the s c ie n tific survey.
a . That school was a very s a tis -
iÆying exp erien ce,
b . That teachers and not curriculum
w ere the im portant elem ents in th eir
school life • The school had several
curriculum s, yet out of the nearly
300, only one m entioned a subject
and then w ith it m entioned the te a ch
er who gave i t . Their comments show
th at the school, in th e ir case an yw ay,
accom plished its o b jectives as re
lated to w hat kind of person it hoped ;
to make them . W e stressed "fa ith !
in y o u rs e lf", "co m p etence", |
"se rvice " (2 0 :1 5 ), ,
G a rfie ld students, the m ajority of whom are M e x ic a n - j
A m ericans, are b ilin g u a l an d , th e re fo re , somewhat handicapped, A j
study by Ronald Jack Totheroth deals w ith th is same s itu a tio n . Ronald |
Totheroth in his fo llo w -u p study of graduates of Santa Paula Union i
H igh School determ ined to discover the c h arac teristics of our youth andi
I
th e ir im m ediate needs fo llo w in g graduation. H e w an te d , a ls o , to know I
23“
if the educational program was fu lfillin g these needs. This study was
made because th is p a rtic u la r class had been offered an in ten sive term in
a l guidance service through the support of the Parent Teachers A sso ci
a tio n , other community clu b s, and a group of counselors and a psycho
lo g ist from the Los Angeles C ity Schools Advisem ent S ervice. O nly tw o
years had elasped since g raduatio n, yet it was fe lt that the tim e w a s
long enough to evaluate th e ir high school education , " in the lig h t of
post high school e d u c atio n al, v o c a tio n a l, and s o cial e x p e rie n c e s ."
(2 7:2)
In th is survey three graduate students of the class helped
by com piling the lis t of m ailing addresses and telephone numbers. They
c a lle d the members by telephone to inform them th at a questionnaire was
soon to be m ailed . C orrections w ere made in the m ailing lis t . A per
sonal and inform al le tte r accom panied the qu estio n n aire. Included in
the questions were those on m arital sta tu s, present and past em ploy
m en t, and po st-gradu ate ed u catio n . A fo llo w -u p card was sent at the
end of the fifth w eek . Six months la te r a seven page n ew sletter was
m a iled . Better than 94 per cent responded.
The population of Santa Paula was about tw o -th ird s A nglo-
Am erican and o n e-th ird M exican -A m erican . The parents of the gradu-
I ates were stable people involved m ostly in a g ric u ltu re . The only in d u s-
I try was Petroleum e x tra c tio n . O f the graduates, 78 per cent s till live d
i in the community and a little over 11 per cent liv e d in the surrounding
I
! country, follow ing the parent's exam ple. O f these rep o rtin g , 89 per
I cent were m arried, 11 per cent had divorced, 30 per cent had ch ild ren .
Tw ice as many g irls m arried as boys. O n e-th ird of the m arried g irls
w orked.
- - ^
This class had s ta rte d //w ith tw o hundred sixty members and
before graduation suffered a "drop-out" rof about 50 per c e n t. O nly onq
hundred th irty -s ix graduated. The M exican -A m erican s suffered a drop-1
out of about tw o -th ird s of th e ir en ro llm en t. More g irls dropped out thah
I
b o ys. Totheroth thought most of the "drop-ou ts" w ere for fin a n c ia l |
I
reason s. ;
I
The mean score from the O tis te s t was 1 0 0 .3 8 , in d icatin g |
I
the class was a little above norm al. O f the post graduates w ith an j
I . Q . under 100, 80 per cent did not continue in education . Before the |
end of the firs t y e a r, 15 per cent had le ft school. None attended b e - ;
yond the second y e ar. A ll w ith an I . Q . below 105 had dropped out b e - |
fore beginning the third y e a r. O f those in I . Q . bracket 1 0 5 -1 1 9 , 70 j
per cent took at le a s t two more y e a rs . H ow ever, nearly 50 per cent j
attended a ju nio r c o lle g e . M ore boys continued longer in school than i
g irls . None of the M exican -A m erican g irls continued th e ir ed u catio n . '
i
The g raduates, in evaluating th e ir high school train in g
I
c ritic iz e d the guidance program because it fa ile d to prepare them for |
1
the follow ing: (a) getting a jo b , (b) m arriage and fa m ily liv in g , and !
(c) using money w is e ly .
Totheroth fe lt the resu lts of his study "could be used by
curriculum com m ittees w ith in the school to provide a more re a lis tic !
basis for curriculum planning and re v is io n " . (27:116) 1
I Totheroth's study compares favorab ly w ith this study of
I G a rfie ld as the s ta tis tic s in d icate 68 per cent attended East L o s ,
Angeles C o lleg e whereas Totheroth reported 50 per cent of his students i
I :
t attended junior c o lle g e .
25
Lois E . H o tc h k is s , in an unpublished M a s te r's p ro je c t,
has outlined a program for the adaptation of a business machine course
of study to the needs of G a rfie ld H igh School. The study provided an
an alysis of th at school in 1949 w hich made po ssib le a com parison w ith
the students currently a tten d in g . She m aintained that the effectiveness
of business machine train in g upon the secondary le v e l is dependent up
on m eeting the needs and a b ilitie s of the pupils of the in d ivid u al
schools,
H er findings pertaining to G a rfie ld H igh School are true of
conditions today; h o w ever, in many w ays they are more pronounced.
For in sta n c e , she described the community as m id d le -cla ss w ith e x
trem ely poor econom ic co n d itio n s, and a sm all te rrito ry of better than
average hom es. Those students of M e x ic an extractio n made up 54 per
cent of the student body; today that figure is nearer 90 per c e n t. Voca
bulary and language scores show marked re ta rd a tio n . (2 5 ).
The im portance of her contribution to th is study la y in the
environm ent s im ila rity of the two stu d ies.
A fo llo w -u p study was made also of th e business graduates
of G a rfie ld H igh School in 1958 by D onald Brugger. The purposes of
this study was to acquire inform ation about the graduates of the la s t
three years so th at th e ir po st-gradu ate experiences could serve as a
guidance resource to business teachers and counselors enabling them
to furnish the under-graduates w ith valu ab le inform ation about their
chosen fie ld . The study might also suggest improvem ents in the pre
sent business curriculum .
The questionnaire method was used, three hundred and ten
__ 26
w ere m ailed , 3 8 ,8 per cent responded. O f those responding, the
m ajority were students who had done fa irly w e ll in school and were
rather successful on the jo b .
The student's responses in d icated that only 8 per cent
w ere influenced by the counselor and only 5 per cent by the teachers
in the selectio n of vo catio n al courses. Brugger was convinced that
v o catio n al guidance should be em phasized in the school. About 50 per
cent took some business trainin g a fter high school. M any attended
East Los Angeles C o lle g e .
N early h a lf of the graduates w ere engaged in c le ric a l tasks
one fourth w ere performing duties of a stenographic nature w hich re
quires a higher degree of trainin g and s k ill. R eceptionist work e n ta il
ing some general o ffice work was the choice of 9 per cent of the grad
u a te s . C iv il Service jobs were lis te d as the most lu c ra tiv e . The ty p e 4
w riter was the machine most often used, next was the adding m achine.
O f the respondents, 58 per cent were s atis fie d w ith th eir
job and w anted to continue w ith it for some tim e to com e. |
In concluding, Brugger stated that the graduates expressed j
the w ish th at they had c u ltiv a te d better work habits in high school, ■
and had taken more of the business courses offered by the school. I
A ls o , they thought that more guidance in re la tio n to the school testin g j
I
program w ould have been most h e lp fu l. In a d d itio n , the graduates sug
gested more adequate employment counseling,,. (2 3 ).
H otchkiss found in 1949 that many G a rfield students were
lagging in th e ir accom plishm ents in business education, Brugger found
th a t 80 per cent of the responding business students w ere better than
27
average according to marks re c e iv e d . Brugger found as in th is study
th at a g ratifyin g number of G a rfie ld students take advantage of higher
education at the lo c a l c o lle g e s .
Since th is study deals s p e c ific a lly w ith scholarship re c i
p ie n ts , a re vie w of scholarship programs in other schools w ill serve
as background for this study. In g e n e ra l, scholarships are b elieved to
be d e s ira b le , to be for a w orthy purpose, and to be deserving of our
support. Scholarships enjoy w idespread ap p ro val, and persons w h o
contribute to scholarship funds are looked upon w ith favor by the gen
e ral p u b lic . According to John M . S ta ln a ker, the more sp ecific o n e
becomes about a scholarship , the less the p ro b ab ility exists of c o m
p lete ap p ro val. Some question the wisdom of " a th le tic " scholarship s.
A ll do not agree about the d e s ira b ility of a "p rize " scholarship as con
trasted w ith a "need" scholarship . "W ork" scholarships may become
a device of cheap la b o r. A scholarship may carry no monetary payment
or it may pay several thousand d o lla rs . Taking the country as a w h o le ,
the average scholarship valued in terms of do llars is s m all, probably |
around $ 2 7 5 .0 0 a y e a r. M any awards such as those at G arfie ld are j
from $ 5 0 .0 0 to $ 1 5 0 .0 0 . I
Scholarships are freq uently considered by the public as a I
means of making a co lleg e education p o ssib le for a student whose lack j
of funds w ould prevent him from not continuing his education . Slalnaker |
found th a t .......... !
taking a ll co lleg e students, scholarship help has ]
not to date been a major factor in m eeting the s tu - |
dent cost of higher ed u catio n . One study showed I
that scholarship awards account for about 5 per ;
cent of the to ta l student c o s ts , but some 21 per I
28
cent of the students received some scholarship
h e lp , and for some of these students it played
a major ro le in th e ir support (1 8 :1 3 ).
As was pointed out in C hapter I the G a rfie ld Scholarship
Program is a lo c a l com munity p la n . Therefore, it w ill be of in terest to
in ve s tig ate w hat other com m unities are doing along these same lin e s ,
Joe Seale te lls the story of a sim ilar p lan regarding t h e
establishm ent of the Navarro C ounty Student Fund, started by M rs . J.
W h ite s e lle in C o rsican a, T e xas. Over the years C o rs ic a n a , has made
considerable strides in providing college scholarships for its high
school graduates. Today the C orsicana H igh School graduate probably
has a better chance of getting some form of scholarship aid than a n y
other in the s ta te , and a ll from a lo c a lly sponsored program sim ilar to
Gar fie Id s .
In the la s t fiv e y e a rs , 70 per cent of C o rsican a's graduates
j
have gone to c o lle g e , 25 per cent of these have done so w ith some type
of scholarship a id . Last spring, approxim ately 180 got d ip o lm as, of
these 120 enrolled in c o lle g e , 28 students or 22 per cent w ith scholar
ship a s s is ta n c e . In C orsicana th is is considered ju st the beginning
since Seale gives adequate e v id e n c e , that the number of scholarships
a v a ila b le showed increase in the fu tu re. C orsicanas are becom ing,
year a fte r y e a r, more ke e n ly aware of the needs of th e ir graduates.
N e a rly $ 3 0 ,0 0 0 ,0 0 in scholarship aid is a v a ila b le each year for gradu
ates of C orsicana pu blic schools. Scholarships range from one year
tu itio n up to four fu ll year scholarship s.
The backbone of the C orsicana scholarship program is the
Jim C o llin s Fund. Although the number of recip ien ts vary from year to
,29 I
!
y e a r, an average of 12 scholarships are g iven a n n u a lly . The students
are allo w ed up to $ 8 0 0 .0 0 per year for four y e a rs . This sum covers
room , board, tu itio n , textbooks and other fe e s . This fund was started
in 1954 by the la te Jim C o llin s , a w :ealthy o il m an, 8 were g iven the
firs t y e a r, and the la s t year 20 were aw ard ed . For the period ending
August 31, 1954, $ 2 1 9 .0 0 had been disb u rsed , August 31, 19 62, the
sum of $ 2 2 ,0 2 4 .1 6 w as absorbed by the co lleg e students.
To date a to ta l of $ 1 2 8 ,4 1 8 .8 6 has been paid out of the
fund to send C orsicana graduates to c o lle g e . Today 38 young men and
women are attending colleges located throughout the state of Texas a l
most a ll of them m eeting the C orsicana Board of Education requirem ent
of m aintaining a ” B" average or b e tte r, must be in the top o n e-th ird of
his college c la s s . N a tu ra lly the selected students must have been d e
serving as w e ll as needy.
As at G a rfie ld other organizations are offering sm aller
scholarships such a s , the Navarro C ounty C hapter of D e lta Kappa
Gam m a, Parents and Teachers A sso ciatio n , K iw an is , Rotary and Lion
I
service c lu b s. |
I
R ecently in C o rsican a, the K iw anis C lub estab lished a |
K iw anis School Foundation Fund w hich is perpetual due to investm ent |
I
of a lib e ra l portion of the clubs finances each year in a savings organ-!
iz a tio n . Seale b elieve s th is fund w ill offer a minimum of fiv e scholar-j
ships a ll from the dividends earned on the in vestm en t. Several other |
church and business concerns in C orsicana are offering aid to w orthy |
students. The G a rfie ld Alum ni Fund is fo llo w in g th is same p rin c ip le .
.30
In June, 1961, a fo llo w -u p study was made in Florida by
T u lly and Emerson to in vestig ate the fin a n c ia l aid a v a ila b le to high
school graduates of high and low a b ility . This study is of valu e in that
many of the students were not in the top group and not e lig ib le for the
ta le n t centered scholarship . As has been em phasized b efo re, th is
study deals w ith the G a rfie ld Scholarship R ecipients who have not re
ceived state and n atio nal scholarship s, consequently the study by
T u lly and Emerson provides v alu ab le background for the G arfie ld survey
In F lo rid a , as els e w h e re , the s c h o la s tic a lly talen ted
apparently enjoy an adequacy of fin a n c ia l a id funds. Very bright stu
dents have a d is tin c t advantage in com peting for aw ard s. The greater
number of parents of less tale n te d students, bright enough to succeed
in c o lle g e , yet lacking money to en ter, need to know something of the
adequacy of fin a n c ia l aid funds a v a ila b le .
T u lly and Emerson found that 50 per cent of the low er a b il
ity students reported success in securing fin a n c ia l h e lp . This a s s is
tance was more frquently in the form of an education al loan or p a rt- j
tim e work than a scholarship . They conclude th e ir study by suggesting j
I that high school students should develop some s k ill th a t can be used j
I to help defray co lleg e expenses in case the sm aller scholarship is in - j
I su fficien t to defray a ll expenses (2 2 ). j
I I
j Summary of Chapter II I
j M any of the ideas in the w ritin g s re la tiv e to the Scholar-
I ship Program leave us w ith certain g en erally accepted concepts w hich
I
j^provide a foundation for th is stu d y. I n summary they are:_____________
31
(1 }. M any com m unities have and are developing a scho-
ship program w h ich can be used as a guide and for encouragement by
the G a rfie ld Alum ni A sso ciatio n .
(2 ), As evidenced by both pioneer and recent stu d ies, the
fo llo w -u p study using the questionnaire as a to o l have g iven s a tis fa c
tory re s u lts .
CHAPTER III
ANALYSIS A N D INTERPRETATION OF THE QUESTIONNAIRE
In July of 1963, tw o hundred questionnaires w ere sent o u t,
part on the evening of July 4 th , the others on the evening of July 1 3 t h ,
to a selected number of sch o larsh ip recip ien ts (1 9 5 1 -1 9 6 1 ) o f G arfie ld
H igh School, Los A n g ele s, C a lifo rn ia .
O f the 200 m a ile d , 13 # ^ re returned by the Post O ffic e . Six
of these w ere re -s e n t to other suggested addresses but were again r e - .
tu rn ed . Other addresses for the rem aining seven w ere u n obtainab le.
It is presumed th e n , that 187 were d e liv e re d . From th is num
ber 122 or 65.2 per cent of the students responded. Table 1 shows the
d istrib u tio n of the responses and a ll data w ill be based on the 122 p a r- |
tic ip a n ts . |
I
The largest class responding was the 1958 group w ith an 88.9 j
per cent response. The class of 1956 ranked second w ith a response of|
80 per c en t. These people have been out of high school from fiv e to
seven years re sp e c tiv e ly and have therefore had tim e to more or less j
find them selves in terms of th e ir fu tu re . Third in responding was a 75 |
i i
I per cent from the class of 1951 w hich is an e x ce lle n t resp onse, but w e |
I I
j must keep in mind that only four people received scholarships this year !
I w hich was the in itia l year for the scholarship program . The graduates ,
! I
I of 195 7 had a 73.6 per cent resp onse. The m ajority of the 1960 s t u -
j dents responding, 67.9 per c e n t, are continuing in school. The class ,
; of 1955 did w e ll w ith a response of 66.6 per cent fo llo w ed clo s e ly by
33^^
TABLE I
ANALYSIS OF THE RESPONSE TO THE QUESTIONNAIRE
Year of G raduation
’51 752 '53 '54 *55 *56 ‘57 '58 '59 ‘60 '61 T o tal
Number m ailed
4 3 6 10 17 19 20 21 24 29 37 200
Returned by Post O ffice
0 0 0 0 2 4 1 3 1 1 1 13
Number Assumed R eceived
4 3 6 10 15
15 19 18 33 28 36 187
Number Responses
3 1 2 4 10 12 14 16 18 19 23 122
Per cent of Responses
75 33.3 33.3 40 65.6 80 73.6 88.9 54.5 67.9 63. 8 65.
.34
the class of 1961 w ith a response of 63.8 per c e n t. For the class of
1959 better than h a lf responded w ith a percentage of 54.5. Others w ith
less than 50 per cent response w ere the classes of 1954, response of
40 per c e n t, and the classes of 1953 and 1952, each w ith a response
of 33.3 per c e n t.
P ost-G raduate School Record
In order to learn something about the po st-gradu ate school
record of the G a rfie ld Scholarship R ecipients the question was asked,
a fte r high school w hat was your education? O f the 122 respondents
only one did not go on into higher education . This graduate w rote that
she m arried shortly after high school graduation. A ll the other gradu
ates who responded had attended one or more schools beyond G a rfie ld
H igh School. L isted in Table I I are the colleges attended by these
students, many attended the lo c a l c o lle g e s , i . e . , East Los Angeles
C o lle g e , and Los A ngeles State C o lle g e , and then reg istered in other
U n iv e rs itie s .
East Los Angeles C o lleg e registered 68 or 55.7 per cent of the
graduates under co n sid eratio n . This is to be expected as the m ajority
of G a rfie ld students are in a c u ltu ra lly deprived area and are members
of a m inority group handicapped by being b ilin g u a l . It seems lo g ic a l
then that East Los Angeles C o lleg e would attract a ll but the a cad em i-
I c a lly g if ter as the re la tio n sh ip betw een the tw o schools has both a geo-!
I graphic and academ ic bond. This co lleg e is not only nearby but is in -
j expensive and serves as the connecting lin k to more advanced s tu d ies . ;
I '
; Los Angeles State reg istered 27 or 22.1 per cent of the gradu- !
I
Î I
ates. This school is also in the v ic in ity and offers a w ide range of I
TABLE I I
POST-GRADUATE SCHOOLS
3’5
C o lleg e Attendance Per C en t
Attend in g
East Los Angeles C o lleg e 68 55.7
Los Angeles State 27 22.1
U n iv e rs ity of C a lifo rn ia at Los Angeles 17 13.1
Los Angeles Trade T ech n ical C o lleg e 4 3 .2
U n iv e rsity of Southern C a lif or nia 10 8 .1
W h ittie r C o lleg e 2 1 .6
M a rin e lla Beauty C o lleg e 2 1 .6
i Brigham Young U n iv e rs ity 2 1 .6
La S alle Extension U n iv e rs ity 1 ,8 2
H astings C o lleg e of Law 1 .8 2
U n iv e rs ity of C a lifo rn ia at Berkeley 1 .8 2
O tis Art In s titu te 1 .8 2
O c c id en tal C o lleg e 1 .8 2
Long Beach State C o lleg e 1 .8 2
Mount San Antonio C o lleg e 1 .82
U n iv e rs ity of H a w a ii 1 .8 2
36
su b jects. Students often transfer from the junior co lleg e to State as
graduates can gain a background for more advanced work here in t h e
p ro fessio n s, earn an advanced degree, and a C a lifo rn ia Te achin g
c re d e n tia l. The University.*.of C alifo rn ia at Los Angeles attracted 17
or 13.1 per cent of the graduates. The t/hiee schools ju st mentioned
registered 90.9 per cent of a ll the G a rfie ld Scholarship R ecipients in
th is study. The d istrib u tio n of a ll the p o st-g rad u ate schools may be
found in Table I I .
The questionnaire responses brought to lig h t tw o other in te r
esting fa c ts . In response to the qu estio ns, w hat w ere your high school
and co lleg e m ajors, an a ly s is of the rep lie s in d icated 53.2 per cent or
65 continued the high school major or re lated major as th e ir subject
fie ld w h ile 13.1 per cent or 16 chose an unrelated fie ld . The other
fact in response to the q u estio n, "D id you re ce iv e other scholarships
or a id ? " in dicated that 27 students or 22 per cent out of the 122 re
spondents had received funds to enable them to continue th eir educa
tio n . This d istrib u tio n w ill be found in Table I I I .
I A report on the school background of the G ard ield Scholarship
I
I people w ould not be com plete w ithout s ta tis tic s on how many w e r e ^
I granted degrees as a culm ination of th eir efforts and those of the j
, Alum ni A sso ciatio n . In Table IV the d istrib u tio n of these s ta tis tic s |
! w ill show th at a to ta l of 51 per cent or 62 students earned one or more ?
i
I degrees. East Los Angeles C o lleg e leads the lis t w ith 33 or 27 per j
I '
; c e n t. The other neighborhood school, Los Angeles State C o lleg e fo l- j
i I
; lows w ith 15 or 12.5 per c e n t. The U n iv e rs ity of C a lifo rn ia at Los
' Angeles granted 8 degrees or 6 .6 per c e n t. Other data appears in the
TABLE I I I
DISTRIBUTIO N OF GRADUATES EARNING SCHOLARSHIPS
AFTER H IG H SCHOOL
37
Year G raduated Number Per C ent
'51 1
■52 2
■53 1
'54 2
'55 6
■56 1
'57 4
'58 2
■59 3
'60 0
■61 5
To tal 27 22
TABLE IV
SCHOLARSHIP RECIPIENTS W H O EARNED DEGREES
38
‘51 ‘52 ‘53 '54 ‘55 ‘56 ‘57 '58 '59 ‘60 '61 Total %
C o lleg e:
East Los Angeles
1 1 2 2 6 4 7 3 4 0 - 3 33 27
Los Angeles State
0 1 1 1 1 3 5 0 3 0 0 15 12.5
U n iv e rs ity of C a lifo rn ia at Los Angeles
0 1 1 1 2 1 0 1 1 0 0 8 6 ,6
U n iv e rsity of Southern C a lifo rn ia
0 0 0 0 1 1 0 1 0 0 0 3 2 .5
U n iv e rs ity of C a lifo rn ia , Berkeley
0 0 0 1 0 0 0 0 0 0 0 1 .82
W h ittie r C o lleg e
0 0 0 0 0 0 0 0 1 0 0 1 .82
Brigham Young U n iv e rs ity
0 0 0 0 0 0 0 0 1 0 0 1 .8 2
To tal 62 51
39
aforem entioned ta b le .
Tob D ata
Table V is s e lf-e x p la n a to ry and w ill show the great range of
jobs the graduates have held w h ile attending school and la te r. M any
of the scholarship winners are continuing th e ir schooling and are not
em ployed, a number of the g irls have married and are hom e-m akers at
th is tim e .
Personal Inform ation
M any students did not answ er .questions 28 and 29 inquiring
about th e ir fa m ily lif e . One could speculate th at they were tire d of the
q u estio n n aire, unm arried, or considered these questions unnecessary
for th is study. O f those responding, the fo llo w in g were com piled and
placed in Table V I. The longest number of years married was 10 w ith
2 c h ild re n , the shortest tim e given was 1 y e a r.
Scholarship R eactions
The 122 respondents 'unanim ously agreed that the G a rfie ld
Scholarship^ Program has been very h elp fu l and d e fin ite ly should be
continued. M any suggestions and recomm endations w ere m ade. Some
of the ty p ic a l answers of the graduates to the qu estio n, "Do you have
any suggestions fo ri mproving the program "? w ill be lis te d here anon
ym ously I n the students own words:
(1 ). Try to get more scholarship s.
(2). Inform students e a rlie r of scholarship o p portunities.
40
TABLE V
JOB D A TA
Type of Employment
Engineering
C iv il
E le c tric a l
Research
Supervisory
Production
Trucking
Art
A dvertising
Tech n ical
Recorder
Business
G en eral O ffice
C le ric a l
Accountant
Insurance
S ecretaria l
A g ricu ltu ral
Agent
Telephone
Linem an
Law
Attorney
_Enforc^_ment.
Number Reporting
TABLE V
JOB D A T A - ( C o n t . )
41
Type of Employment Number Reporting
M e d ic a l
P hysician 2
X -R ay Technician 2
Public H ea lth 2
Optom etry 1
Teaching
Elem entary 7
Secondary 8
C o lleg e 1
Piano (Private) 1
42
TABLE VI
PERSONAL IN FO R M A TIO N
Years M arried Number of C h ild ren
10 2
7 2
7 1
6 3
6 0
5 2
5 1
4 3
4 1
3 2
(2)
3 1
3 0
2 2
(3) 2 1
(2)
2 0
(3)
1 1
(8)
1 0
L
43
(3) . Tighten req u irem en ts.
(4 ). To go to students re a lly in fin a n c ia l need.
(5 ). There should be some kind of loan program for those
going straight to a 4 year c o lle g e .. .to o d iffic u lt to work and m aintain |
e x c e lle n t sch o larsh ip j
(6 ). C ontinue to give scholarships to deserving students in |
I
te c h n ic a l fie ld s as w e ll as p rofessional ones. j
(7 ). The scholarship re c ip ie n t should be ab le to use the mon-j
ey at any in s titu tio n he fe e ls f i t . . .i t is re a lly an honorary endow m ent. |.
(8 ). More encouragem ent into the p ro fessio n s, .ra th er t h a n ...
channeled into the less demanding sem i-professions a n d /o r trad e s.
(9 ). Scholarships should be granted to those students w i t h
above average grades and prom ising a b ility or^ extrem e in cen tive a n d
average grades.
(1 0 ). Aid should be granted for 1 fu ll year of at le a s t $ 7 5 .0 0 .
(1 1 ). Scholarships o f more than $100.00 should be granted |
for 2 years and continued the 3rd year if m erited. j
(1 2 ). Any amount under $150.10 should be in the form of a i
Governm ent Savings Bond. |
(1 3 ). 1 think it should have a little more to do w ith w hat t h e |
I
student re a lly needs, rather than ju s t the popularity of h im s e lf. I
(1 4 ). In crease the amount of the g rants. I
I
(1 5 ). Anyone who sin cerely needs fin a n c ia l assistan ce should I
be c o n s id e re d .. .th e best grades should not be a c rite ria for a $5 0 . 0 0|
S cholarship i
I
(1 6 ). M ake it for 2 years if proven a c h ie v e s .
44
(1 7 ). D o n 't over-em ph asize e x tra -c u rric u la r a c tiv itie s as a
requirem ent.
(1 8 ). H ave a large fund raisin g program .
(1 9 ). The program is d e fin ite ly an outstanding program and
has expanded in the la s t 10 years g re a tly .
The m ajority of the G a rfie ld Scholarship recip ien ts are contenij
1
w ith the w ay the program is progressing. The recomm endations lis te d |
as given e xh ib it a h e alth y in terest and a d e fin ite desire that some j
facets of the program be changed. j
To the q u estio n , "in w hat measure was the G a rfie ld Scholar
ship h e lp fu l? " the fo llo w in g ty p ic a l student answ ers were:
(1 ) . S cholastic encouragem ent.
(2 ). A llow ed me to go to c o lle g e . I fe e l deeply indebted to
G a rfie ld . Please fe e l free to contact me so th at I might h e lp . W ithout
the scholarship I might never have seen a co lleg e cam pus.
(3 K M ade me fe e l that I had to do my best in college and not
quit halfw ay because people had been kind enough to h e lp .
(4 ). It was a fin a n c ia l asset.
(5 ). Not very much fin a n c ia lly , very h e lp fu l p s y c h o lo g ic a lly .
(6 ). Paid expenses my firs t sem ester when money was so
necessary to get started .
(7). Let me enter co lleg e rig h t after g rad u atio n . W ithout the
scholarship , I would have needed to work for a year and perhaPs have
lost in terest in school.
. Bought art su p p lie s , great in c e n tiv e .
. C overed expenses for books for 3 sem esters.
45
{1 0 ). M o ral support.
(1 1 ). '$ + encouragem ent.
(1 2 ). Got me started . M y dad needed h e lp . There were 13
children at home younger than m y se lf.
(1 3 ). Prompted me to w ork harder.
(1 4 ). It c e rta in ly helped me get started .
(1 5 ). Convinced my parents I should continue my ed u catio n .
(1 6 ). A llow ed me to buy books and drafting supply needs for
my m ajor.
(1 7 ). In c e n tiv e , fin a n c ia l s ecu rity.
(1 3 ). M o tiv a tio n to go on w ith enthusiasm .
(1 9 ). Free to concentrate on su b ject.
(2 0 ). G ave me a chance to see if I could do w e ll w ithout muc,
m oney. j
(2 1 ). I fe e l th at the reco g n itio n of scholastic achievem ent j
w hich the scholarship gave to me spurred me to continue my advanced I
1
education a t tim es when under other conditions I might have q u it. I |
fe lt th at if the Alum ni A sso ciatio n had that much confidence in m e, it ^
was up to me to fin is h . I g ive my h e a rtfe lt thanks to G a rfie ld and its ;
w onderful Alum ni A sso ciatio n .
SUMMARY
C onclusions
This study of the G a rfie ld Scholarship Program in d icates that
the plan has been in sp ira tio n a l and b e n e fic ia l to its re c ip ie n ts . O f
the 122 students who responded, they w ere unanim ously in favor of the
continuation of the program .
A ll but one of the group continued in higher education , 77,8
per cent attended the lo ca l in stitu tio n s n am ely. East Los Angeles
C o lleg e and Los Angeles State C o lle g e . Further scholastic aid was
received by 22 per cent of the students. The s ta tis tic s in d icate that
51 per cent received d eg rees. This is a much larger percentage than
is expected of the average G a rfie ld g rad u ate.
The fo llo w -u p study of the rec ip ie n ts of scholarships was
undertaken to evalu ate the resu lts of the::pr#gram at G a rfield H igh
School. This p lan w as offered w ith the purpose of encouraging the
students of a low er economic group to desire to continue in th e ir pur
suit of a higher ed u catio n . D ue to lack of p aren tal encouragem ent, thej
com m unity, w ith th is unique p la n , is fu lfillin g a v ita l need. The a b - |
I I
I sence of the normal m id d le -c la s s drive to advance s o c ia lly , econom i- I
I i
I c a lly , and a d v o c a tio n a lly , has been one of the greatest enigmas facing!
I I
the school. The scholarship program was in itia te d to overcome th is i
i I
; in e r tia . |
!
, G ranting these scholarships by the different community groups |
I has aroused the a c tiv e in terest of the lo c a l leading business men in the|
! progress of the youth of th is a re a . These sm all g ifts are c o n c r e t e
47
evidence to the students th at the community is v ita lly in terested in
th e ir w e lfa re . The respondents expressed a d e fin ite d esire to merit
the confidence placed in them .
The student responses have in dicated th at the scholarships
provided the necessary e n th u siastic m otivation along w ith a sm all
monetary " lift" so e s se n tia l at th is juncture in th e ir liv e s . To sum
m arize the comments of so m any, the follow ing extract is offered in
a students own words:
I w ant to thank you for giving me th is opportunity
to express my opinions on the scholarship program .
It is my contention (after considerable thought) that
the scholarship w hich I received was a prim ary a -
gent leading to my d ecisio n for the attainm ent of a
co lleg e education .
G raduation from high school, I am sure, is a tim e
of in d ecisio n for many a student of M e x ic a n des
c e n t. H aving liv e d my adolescent years here in
C a lifo rn ia , I w as freq u en tly exposed to a p eo p le's
acquiescence of higher so cial positions to w hat
they c a ll the Am erican ra c e . This continual
acquiescence - - the conceding of the better lif e ,
the better jo b , the better opportunities to those
of lig h te r skins than one's own can and has
created a class of people who are fa ta lis tic in
th e ir attitu d es tow ard education; they w ill fin is h
high school and go on to w o rk, in th e ir p la c e .
Perhaps mine was a fo o lish d e c is io n , but I think
no t. It w ould have been easy to jo in that class
w hich I have w ritte n about; but the scholarship
helped more than anything to turn me from it - -
the scholarship not only provided the funds to
start the co lleg e education , but it gave me hope.
Thus I must fin is h , the scholarship program must
be continued.
Recommendations
The G a rfie ld H igh School Scholarship Program should b e
48
c o n t i n u e d , for its present w orthw hile a c tiv itie s have been h ighly
s u ccessfu l.
H ow ever, many e x ce lle n t suggestions have been made by
the students, and many of these can e a s ily be acco m p lished. M ore
inform ation regarding the scholarship program , its requirem ents and
procedures should be dissem inated to the students. An id e a l tim e to
do th is , would be in the BIO guidance classes as th is is a required
subject and a ll new B-lO's if properly in d o ctrin ated , can p lan th e ir
three year programs to q u alify for a sch o larsh ip . Also Senior Problem s,
as a term inal course offered to the A-12*s, would be an e x c e lle n t time
to re v ie w the scholarship p o s s ib ilitie s . C apable youths need to fe e l
the re s p o n s ib ility of going on w ith th eir p a rtic u la r a b ilit# . S e lf-
re lia n c e must be developed as com plete re lia n c e on others is a d e
te rre n t, Students and parents a lik e need to be informed of the fa c il
itie s at G a rfie ld for assistin g in the fin a n c ia l re s p o n s ib ility of continj-
uing trainin g in th e ir chosen fie ld .
The problem of parent education could be a c ru c ia l facto r in
making a ll th is fin a n c ia l aid more e ffe c tiv e . M any of the capable
M exican -A m erican students have parents who have native in tellig en c ^
I
but little education in Am erican w a y s . M any of them do not belong to
P.T.A. groups for many reasons and except for w hat th eir children te ll
them , do not know of the p o s s ib ility of scholarship a s s is ta n c e , |
Through the counseling o ffic e or in some other w a y , w ritte n |
inform ation could be sent to the fa m ilie s of prospective candidates i
I
for scholarship aid in a b i-lan g u ag e le tte r or circu lar so th at parents
being inform ed, might add th e ir encouragem ent and moral support to
49
worthy students. It is a jo in t student, school, fa m ily and community
project and the aid of a ll these is needed for its highest p o te n tia l.
D esp ite the many lim ita tio n s , th is fo llo w -u p study has giver,
answers for the Alum ni Scholarship A sso ciation unobtainable in any
other manner . It is therefore suggested th at subsequent sim ilar sur
veys be made but w ith improvements in form th a t are in e v ita b le as e x
perience is g ain ed . C o n tin u a lly changing econom ic p atte rn s , a n d
needs d ic ta te that the fa m ily , the com m unity, and the school must
work together for the success of a ll.
L .
A N N O T A T E D B I B L IO G R A P H Y
ANNOTATED BIBLIOGRAPHY
Books
1 . G ardner, John W , E x c elle n c e . N ew York: H arper & Brothers,
1961. 69,83.
In s p ira tio n a l tre a tis e of dem ocratic educationr-as the
pursuit of - excellen ce for a ll, by a l l , in th is changing w o rld ,
2 , H u tc h in s, D r. Robert M . Som ecObservations on Am erican Education
Cam bridge: The Cam bridge Press, 1956.
D r. H utchins quoted K elle y w ith some pertinent r e
marks regarding the questionnaire as a to o l in education .
3. Tu ck,R uth D . N ot W ith the F irs t. N ew York: H arco u rt. Brace
and C om pany, 1946. 189.
Tuck has w ritte n about the lo w -in co m e fa m ily and how
d iffic u lt it is for youth to continue schooling w ithout fin a n
c ia l aid p a ra lle lin g the findings in th is study.
A rticles and P eriodicals
4 . B ennett, F . Ray (ed et a l) . ""Meet Our 18 Scholarship W in n e rs ",
and "Scholarships - S pecial P ro je c t". The G a rfie ld Alum ni
M a g a z in e . 14: 16,17. May 1961.
These a rtic le s contain facts about the Scholarship
Program at G a rfield H igh School and te ll of the academ ic
achievem ents of 18 or the re c ip ie n ts .
5 . Durham , D r. G . H om er. ""Commencement Time - Evaluating
Education"". The Improvement Era. 440-41, 550-52. June,
1963.
D r. Durham strikes a hopeful note for a ll youth in his
commencement address by saying "the U nited States is s till
the land of o p p o rtu n ity".
6 . Ferguson, John L .; D ic k e y , Frank G . '"Career P lann ing , Job
P lacem ent, and F o llo w -U p ." R eview of Educational R esearch.
32: 377-81. O ctober, 1962.
Com pBlation of reports on fo llo w -u p studies pertinent
to th is survey, concluded th at they do a better jo b of pre
dicting success in train in g than on predicting success on the
jo b .
52
M
7 . G oldberg, Arthur J. "Training and W ork O pportunities for Youth"
The V ocation al G uidance Q u a rte rly . 1962. 133-36.
Like G ardner, Goldberg urges educators to p lan ahead
w ith lo c a l businesses to prepare a place for the youth who are
not a cad em ically minded but whose s k ills can be developed to
fit occupational requirem en ts. Urges community cooperation
such as is the p lan in the G a rfie ld a rea .
8 . H a rris , C hester W . "The F o llo w -U p Study" Encyclopedia of
Educational R esearch. 1960.
A pioneer fo llo w -u p study in M aryland by the A m erican
Youth Com m ission of the Am erican C ouncil on E ducation, con
cluded more e ffe c tiv e general education requires better educa
tio n a l and vo catio n al gu id an ce, gives background for th is study
9 . Jackson, R . N . and R othney, J. W . "C om parative Study of the
M a ile d Q uestionnaire and the In te rv ie w in the F o llo w -U p
S tu d ie s ." Personnel and Guidance Journal. 39: 569-71.
M arch 1961.
Jackson and Rothney in a com parative study of ques
tio nnaires and in terv ie w technique found that the in terv ie w
gave a greater in sig h t and a more com plete resp onse. The
questionnaire was the technique used in th is sutdy.
10. K in c a id , G erald L . "Breaking the Learning B arrier". Phi D e lta
Kappan. 40: 179,180. January, 1959.
K incaid states th at no re a l solution can be expected un
less findings are compared w ith la te r fo llo w -u p studies at the
same or s im ilia r sch o o ls.
11. Larson, C a rl A . "C enturies in the M a k in g " . N e w s le tte r. 14.
A p ril, 1962.
S tim u la tin g , b rie f history of the background and evolu
tio n of Am erican Education.
]|2. M an n , S ister M . Ja cin ta. "A Study in the U se of the Q u estio n n a ire .'f
16th Y earbook. 178. 1959.
Sister M ann's in v e s tig a tio n proved that the responses
of early and late respondents did not vary enough to make any
great difference in the o v e ra ll means o b tained. Encouraging
news to one using the questionnaire tech n iq u e. |
I
3 . M c C re a ry , W illia m H . "A Guding Hand Shows the W a y " . C a lifo rn ia î
Teachers Journal. (8). D ecem ber, 1960. |
Report that guidance services in C a lifo rn ia schoojs are j
improving due to the a c tiv e support of the P.T.A. and the C.T.A|.
o rg an izatio n s, G a rfie ld through the Alum ni A sso ciation is en
couraging th is very th in g .
53
14. O ffenb erg, M ax (èd. et al) "A ll H a il to G a rfie ld H igh S chool".
G arfie ld Alum ni M a g a z in e . 16: 6 ,7 , M a y , 1963.
A b rie f story of the histo ry of G a rfie ld H igh School
and the surrounding community and how the school has pro
duced a very su b stan tial strata to th is com m unity.
15. Peters, Jane B. "Is Your F o llo w -U p Show ing?" The C learin g
H ouse. 35: 101, Septem ber, 1960.
A c ritic is m of the in terp retatio n of the resu lts of some
o f the fo llo w -u p stu d ies. The per cent of correlation was
found to be lo w est in g eneral academ ic curriculum and high
est in vo catio n a l and home econom ics fie ld .
16. S e a le , Joe. "Local Scholarships Pave the W ay to C o lle g e " .
The Texas O u tlo o k . 46: 26,27,42. 1962.
R elates the story of a developing scholarship com
m unity p lan in C o rs ic an a, Texas, in itia te d by a M rs . J.
W h ite s e lle and continued by the com m unity. S im iliar some
w hat to the idea behind the scholarship plan at G a rfie ld .
17. Snepp, D a n ie l W . "F o llo w -U p G raduates of 1959” . The
C learin g H o u se, 35: 204, D ecem ber, 1960,
Study of graduates of In d ia n a , June, 1959, conducted by
the guidance counselors and com piled by the o ffice of p u pil
personnel. R evealed need for more guidance as th is study
concludes,
18. S ta ln a ker, John N . "Testing for Scholarship A w ard s". 16th
Yearbook. 13. 1959.
S talnaker found in his study that scholarship help has
not to date been a major factor in m eeting the student cost of
higher ed u catio n , but for some it played a major ro le in th eir
support as it very often does in our lo c a l G a rfie ld com m unity,
TSi, State of C a lifo rn ia , Education Code, 1961, Sec, 22500-22 706,
These sections of the code make provision for the
fo llo w -u p study in the State of C a lifo rn ia ,
2 0 , Tonsor, C h arles A , "U n s c ie n tific F o llo w -U p ” , The C learin g
H o u s e . 35: 15, Septem ber, 1960,
F o llo w -u p study of a C le v e la n d H igh School, revealed
little in te rre la tio n betw een the high school curriculum and
life w o rk. Asks the q u estio n, "Should there be? Serves
a ls o as background for th is G a rfie ld study.
54
2 1 , Tucker, M a rio n , et a l. (eds,). "Studies of H igh School
G raduates” , N atio n a l Education B u lle tin . 40:42, M a y , 1962.
S ta tis tic a l report of the U nited States D epartm ent of
Labor concerning the O ctob er, 1960 status of the nations
high school graduates.
2 2 . T u lly , G . Em erson, and W estb ro o k, Bert W . "F in a n c ial Aid for
Students of H ig h and Low A b ility " . The H igh School Journal.
4 6 . O ctob er, 1962.
A fo llo w -u p study made in Florida concluding th at the
high school students should develop some s k ill to help d e
fray th e ir expenses in cases of a sm all sch o larsh ip , such as
those g iven at G a rfie ld .
U npublished M a te ria ls
2 3 . Brugger, D o n a ld . "A F o llo w -U p Study of Business G raduates of
G arfield H ig h S chool, Los A n g ele s, C alifornia'.' Unpublished
M a s te r's project of the U n iv e rs ity of Southern C a lifo rn ia ,
1958.
Study of business education graduate in d icated need
for more guidance services and the encouraging a ll students
to take typing for its p ra c tic a l contribution to school lif e .
A pioneer study of the business major at G a rfie ld .
2 4 . H ilk e r , Lo uise R ichardson. "The U se of the F o llo w -U p Study in
the H igh S choo l". Unpublished master's project of the
U n iv e rsity of Southern C a lifo rn ia , 1961.
Reported th at the U n iv e rs ity of C a lifo rn ia conducted a
fo llo w -u p study, the resu lts of w hich w ere com piled in a
folder and 70,000 copies w ere distrib u ted on campus of
various high schools.
2 5 . H o tc h k is s , Lois E . "Adoption of the Los Angeles C ity School
D is tric t Business M achine Course of Study to the Needs of
G a rfie ld H igh S ch o o l." U npublished m aster's p ro je c t. The
U n iv e rs ity of Southern C a lifo rn ia , Los A n g e le s, 1941.
A pioneer study in Business Education at G a rfie ld
H igh School presents a descriptio n of G a rfie ld in the early
days.
26. O 'C onn or, Robert J. "An A nalysis of the Basic for the Concept
of E q u a lity ." U npublished d issertatio n of the U n iv e rs ity of
Southern C a lifo rn ia , 1960, 113,
Dr, O 'Connor feels th at e q u a lity requires d ive rs ity of
education al opportunity.
55
2 7. Totheroh, Ronald Jack. "F o llo w -U p Study of Santa Paula H igh
School G ra d u a te s ," U npublished m aster's project of the
U n iv e rs ity of Southern C a lifo rn ia , 1959,
D isco vered need for co n tin u ed , extended, in d iv id u a l,
as w e ll as group guidance in a ll areas of liv in g for students
of a background s im ilia r to that of G a rfie ld ,
A P P E N D I X
L o s A n g e le s C i t y S c h o o l D i s t r i c t s J a c k P . C r o w t h e r
A 7 1 T T * 7 0 7 7 Superintendent of Schools
JcLTïies A . G^cLTjield H igh School g e o r g e g . d i r c k x
5 1 0 1 EAST S i x t h S t r e e t , L o s A n g e le s 2 2 , C a l i f o r n i a Principal
June 25, 1963
D e a r G a r f i e l d G r a d u a t e s
H a v e y o u n o t i c e d t h e n e w b u i l d i n g s a n d o t h e r c h a n g e s t a k i n g p l a c e
o n c a m p u s ? E v e r y e f f o r t i s b e i n g m a d e t o m o d e r n i z e a n d i m p r o v e
t h e f a c i l i t i e s f o r o u r s t u d e n t s .
M o w w e w a n t t o m o d e r n i z e o u r s c h o l a r s h i p p r o g r a m . I t h a s b e e n
e x p a n d e d c o n s i d e r a b l y s i n c e i t s i n c e p t i o n i n 1 9 5 1 # A s u r v e y i s
b e i n g c o n d u c t e d i n t h e f o r m o f t h e e n c l o s e d q u e s t i o n n a i r e .
T h e s e a r e b e i n g s e n t t o o u r s c h o l a r s h i p r e c i p i e n t s o f w h o m y o u
a r e o n e . W e n e e d y o u r h e l p . G a r f i e l d s t u d e n t s h a v e a l w a y s
r e s p o n d e d s o w e l l i n t h e p a s t , a n d w e a p p r e c i a t e y o u . P l e a s e
a n s w e r t h e q u e s t i o n s w h i c h f i t y o u r c a s e . P l a c e i n t h e e n c l o s e d
s t a m p e d e n v e l o p e a n d r e t u r n . T h e i n f o r m a t i o n i s c o n f i d e n t i a l ,
n o n a m e s w i l l b e u s e d . T h e d a t a w i l l b e c o m p i l e d a s s o o n a s
r e c e i v e d .
O u r p r i n c i p a l , M r . D i r c k x ; c o u n s e l o r , M r s . T u r n e r ; a n d a l u m n i
c o o r d i n a t o r , M r s . N o r g a r d , a l s o a w a i t y o u r r e p l y . W a t c h f o r
n e w s o f t h e s u r v e y i n t h e G a r f i e l d A l u m n i M a g a z i n e l a t e r t h i s
y e a r .
Y o u r s t r u l y
D e l p h i B u n k e r , M a t h .
SCHOLARSHIP QUESTIONNAIRE
Year Graduated
A fter high school w hat was your education?
C o lle g e , name___________________________Years, 19____to 19_
D egrees or Honors______________________
Other schools (Trade,Art, e t c .} _____________________________
Length of tim e ____________________ Graduate
3 . W hat was your high school m ajor?_________
M in o r______________________________
4 , W hat was your co lleg e m a jo r? _____________
M inor
5 . D id you work w h ile attending c o lle g e ? _____________________
Hours-per w e e k _____________________
6 . D id th is p ra c tic a l experience help in your co lleg e course?
7. D id you liv e a t home w h ile in co lleg e? On Campus _
8 . D id you re ce iv e other scholarships or a id ? A m t, ___
From whom_____________
9 . W hat subjects have been most h elp fu l in high s c h o o l_____
C o lle g e _____________ Least h elp fu l in high s c h o o l__________
Least h e lp fu l in c o lle g e ________________
10. W hat positions have you held? _____________ _____________
11. A pproxim ately how long did you spend on these jobs?
12. W hat com panies have employed you?__________________
13. Explain b rie fly the type of work you did?
59
14. W hat is your present p o sition ?
D escribe d u tie s ___
15. By whom are you em ployed? _
Length of tim e_______________
1 6. How did you get th is job? C heck the correct answer:
Y o u rs e lf R e la tiv e ______ T e a c h e rs O ther _
17. W hat advancem ents have you made in th is position ?
I
18. W hat is the nature of the next advancem ent?
19. W hat personal preparations are you making tow ard prom otion?
2 0 . W hat is the average pay raise in th is position?
Beginning p a y ________ Top p a y ___________________
2 1 . Does your present p o sitio n fu lfill high school d esires?
C o lleg e? _________________
2 2 . Are you using your co lleg e m ajor? ____________ M in o r?_
2 3 . G ive b rie fly your future work plans______________________
2 4 . In w hat measure was the G a rfie ld Scholarship h elp fu l?
2 5 . W ould you have gone on to school otherw ise?
2 6 . D o you th in k the scholarship program should be continued?
2 7. Do you have any suggestions for im proving the program? __
i28. H ave you married since leaving G a rfie ld ? Years
2 9 . How large is your fam ily now Number of children
EEEL^FREEJTO- C O M M E N T -O N -BACKOF TH IS SHEET^ THANK-YGUT
CLUBS A ND ORGANIZATIONS C O N TR IB UTIN G TO THE
GARFIELD SCHOLARSHIP FU N D
East Los Angeles Rotary C lub
Belvedere O ptim ist C lub
East Los Angeles K iw anls C lub
B ella V ista W om en's C lub
M onday Noon C lub
Teen-Agers of our Lady of Lourdes
M u ltip le Listing
Veterans of Foreign W ars
Exchange C lub of East Los Angeles
G a rfie ld M aids
G a rfie ld H igh School C la s s of S'59
U nion Stamping Company
R oyal Escorts
G a rfie ld C h atelain e s
Parents' A sso ciatio n G riffith Junior H igh School
East side Auto D e a le r A sso ciation
G a rfie ld Key C lub
Belvedere H o s p ita l
C a lifo rn ia Savings and Loan A sso ciatio n
Belvedere C oordinating C o u n cil
East Los Angeles Business and P rofessional W om en's C lub
Belvedere Rotary
Lam bda, Sigm a, Kappa C hapter
61
CLUBS A N D ORGANIZATIONS CO N TR IB UTIN G TO THE
GARFIELD SCHOLARSHIP FU N D - (C o n t.)
Armando C astro M em o rial
East Los Angeles Japanese Am erican C itiz e n s Legion
C le la n d Horse C lub
G a rfie ld H igh School Class of '57
East Los Angeles Com munity C oordinating C o u n cil
P a c ific Savings and Loan A sso ciatio n
Los Angeles C ity C o lleg e F acu lty W om en's C lub
Am erican Legion
Los Rama nos C lub
Eastland Savings and Loan A sso ciation
G a rfie ld F acu lty and Alum ni A sso ciation
D r. B ailey School Fund
B 'nai Brith
UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY
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Bunker, Delpha Reddick
(author)
Core Title
A follow-up study of community scholarship recipients of Garfield High School
School
School of Education
Degree
Master of Science
Degree Program
Education
Degree Conferral Date
1963-08
Publisher
University of Southern California
(original),
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Tag
education,OAI-PMH Harvest
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Digitized by ProQuest
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Georgiades, William (
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