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A follow-up study of the business graduates of North High School, Omaha Nebraska, for the year 1955

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A follow-up study of the business graduates of North High School, Omaha Nebraska, for the year 1955

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Content A POLLOW-OT STUDY O P THE BUSINESS GRADUATES OP NORTH HIGH SCHOOL, OMAHA, NEBRASKA, POR THE YEAR 1955 A P ro je c t P resente d to th e F a c u lty o f th e S chool o f E d u c a tio n The U n iv e r s ity o f S o uthern C a lifo r n ia In P a r t ia l P u lf illm e n t o f th e R equirem ents f o r th e Degree M aster o f S cience in E d u c a tio n by H a rry R ic h a rd S ta y e r A ugust 1957 UMI Number: EP49324 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. Dissôrtâlion Rublishirig UMI EP49324 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 B-d S 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. Date..., Adviser Dean r ~ TABIÆ: op 00HTBHT8 CHAPTER I . IHTRODÜCTIGN . # ........................................ 1 S tatem ent o f th e Problem • • • • • • • • • • 1 A n a ly s is o f th e Problem . # . # # * # 1 Heed f o r M aking th e S urvey • • • • • • • • « 3 L im ita tio n o f th e Stmdy # # # # . # * # 4 Methods o f P rocedure . * # * # * # # 6 D e f in it io n o f Terms # . . # # , * . # 9 R e p o rt on P re v io u s R esearch • « « « • • • # 11 H e THE GOMMUHITÏ AM) THE SCHOOL 13 D e s c rip tio n o f the Community • • • • • • • • 13 D e s c rip tio n o f th e S chool 18 D e s c rip tio n o f the C u rric u lu m • * • • • • • 19 I I I . GEHERAL DATA ABOUT THE GRADUATES . . . . . . . 29 M o b ility o f th e G raduates • • • • • • • • . 29 M a r ita l S ta tu s o f the G raduates . . . . . . 31 P re se n t S ta tu s o f G raduates . . . . . 33 E d u c a tio n beyond H igh S chool . . . . . . . 35 \ IV . EMPLOYMENT RECORD O P GRADUATES . 40 A tta in m e n t o f th e I n i t i a l P o s itio n . . . . . 41 Means o f s e c u rin g w o rk . . . . . . . . . . 41 Time between g ra d u a tio n and employment . . 41 T ests ta k e n f o r employment . . . . . . . . 44 ill CHAPTER I n i t i a l o c c u p a tio n s . . . . # . # # « 44 Humber o f f u ll - t i m e jo b s # • • • • • • • • 47 Reasons f o r le a v in g jo b s . # . . * # . » # 49 M achines used on th e Job • • » • • • « * • 49 P u ll"# tim e s a la ry o f g ra d u a te s • • # • • • 53 A n a ly s is o f P re s e n t Employment « • • • • • • 56 B usinesses in w h ich employed • • • • # • « 56 Length o f employment in p re s e n t f u ll - t i m e p o s it io n • • # « # • • • • • • • • . • • 58 A ttitu d e to w a rd p re s e n t employment * * * # 60 O p p o rtu n itie s f o r advancement • • • • • • 62 V. BUSINESS EDUGATIOH TRAINING OP THE GRADUATES AND GUIDANCE . . . , . . . , ......................... 64 B usiness E d u c a tio n T ra in in g o f th e G raduates 64 H igh s c h o o l b u sin e ss cou rses s tu d ie d by g ra d u a te s • • • • • • « • • • • • • • • 65 B usiness s u b je c ts fo u n d m ost h e lp f u l on th e jo b 67 B usiness s u b je c ts g ra d u a te s w ould a d vise h ig h s c h o o l s tu d e n ts to ta k e . . . . . . 67 B u siness E d u c a tio n Guidance . . . . . . . . . 70 S e le c tio n o f a h ig h s c h o o l cou rse . . . . 71 G raduates d e s ire f o r more gu id an ce in fo m a t io n . . . . . . . . . . . . . . 75 iv CHAPTER PAGE V I. SUMMARY, GOHCLÜSIÔHS, AND RECOMMENDATIONS . . 76 Summary . . . • • • . • • • • • • • • • • « 76 C o n clu sio n s . . . . . . . . . . . . . . 81 Recommendations . . . . . . . . . . . . 84 BIBLIOGRAPHY.......................................... 88 APPENDIX A. L e tte r o f T ra n s m itta l 96 APPENDIX B. Q u e s tio n n a ire . . . . . . . . . . . . . 97 APPENDIX C. Comments and S u g g e stio n s o f th e G raduates . . . . . . . . . . . . . . 1 TABLE I . I I . I I I . IV . V. V I. V I I . V I I I . IX . X . X I. X I I . X I I I . XIV. LIST O P TABLES A n a ly s is o f R eturns fro m G raduates . * . . S e le c te d Average W eekly S a la ry H ates f o r th e Average O ffic e o f 25-100 Employees i n Omaha, Nebraska . . . . . . . . . . . Y e a rly S chool E n ro llm e n t f o r N o rth H i ^ S ch o o l, Omaha, Nebraska N o rth S chool S t a f f Members . . . . . R e g u la r F a c u lty D epartm ent D is t r ib u t io n . N o rth H ig h S chool B usiness E d u c a tio n Course O ffe rin g s and Average R e p re s e n ta tiv e E n ro llm e n ts . . . . . . . M o b ilit y o f 100 N o rth H ig h S chool G raduates . . . . . . . . . . . . . . . What Year G raduates M a rrie d . . . . . . . M a rrie d G raduates H aving C h ild re n . . . . P resent S ta tu s o f 100 G raduates . . . . . F ie ld s o f Advanced S tudy o f 45 G raduates . Schools and C o lle g e s A tte n d e d by 45 G raduates . . . . . . . . . . . . . . . How 92 G raduates O btained F i r s t P o s itio n . Time Between G ra d u a tio n and Snploym ent o f 86 G raduates . . . . . . . . . . . . PAGE 17 21 23 27 ' I 1 30 I 32 3 . : i 35 I \ 36 I i I 38 ' 42 43 v l TABLE XV. X V I. X V II. X V III. X IX . XX. X X II. X X I I I. XXIV. XXV. XXVI. XXVII. T e sts Taken f o r Employment b y 59 G raduates . . . I n i t i a l O ccupations o f 86 (^ a d u a te s . « • Number o f F u ll-T im e Jobs H eld b y 100 G raduates . . . . . . . . . . . . . . . The Reasons o f 60 G raduates f o r L e aving T h e ir Jobs . . . . . . . . . . . . . . . A n a ly s is o f M achines Used on th e Job by 84 G raduates . . . . . . . . . . H ig h e s t Income o f 91 G raduates Who Have Been Employed F u ll Time . . . . . . . Income o f 66 G raduates Now Employed . . . Types o f B usinesses in W hich 74 o f th e G raduates Were Employed 22 Months a f t e r G ra d u a tio n . . . . . . . . . . Le ng th o f Employment i n P re se n t F u ll-T im e P o s itio n f o r 67 G raduates . . . . . . . A t titu d e o f 80 G raduates Toward P re se n t Phploym ent . . . . . . . . . . . . . . . O p in io n s o f 74 G raduates as to T h e ir O p p o rtu n itie s f o r Job Advancement . ♦ . H igh S chool B usiness Courses S tu d ie d by 97 G raduates B usiness S u b je c ts Found M ost H e lp fu l on th e Job by 82 G raduates . . . . . . . PAGE 45 46 48 50 51 54 55 57 59 61 63 66 68 vii TABLE PAGE X X V III. B usiness S u b je c ts G raduates W ould A d vise H igh S chool S tu d e n ts to Take . . . . . . 69 XXIX. G re a te s t In flu e n c e 92 G raduates Had in S e le c tin g H i ^ S chool Course . . . . . . 72 XXX. G raduates ' O p in io n o f G uidance S e rv ic e s . 74 CHAPTER I INTRODUCTION S ta te m e n t o f th e Problem T h is fo llo w - u p s tu d y o f th e N o rth H l ^ S chool g ra d u a te s o f 1955 was made to d e te rm in e how s u c c e s s fu l th e p re s e n t b u s in e s s e d u c a tio n c u rric u lu m has been in p r o v id in g adequate t r a in in g f o r p o s t-g ra d u a te em ploym ent. I t was f e l t t h a t , th ro u g h th e e x p re s s io n o f o p in io n s by th e g ra d u a te s c o n c e rn in g t h e ir h ig h s c h o o l t r a in in g and th e f a c t s d e s c rib in g t h e ir jo b s , an a p p ra is a l m ig h t be made o f th e e ffe c tiv e n e s s o f th e b u s in e s s phase o f th e e d u c a tio n a l pro gra m . The b e s t c u rric u lu m f o r a p a r t ic u la r s c h o o l is one w h ic h is d e sig n e d to m eet th e needs o f th e s tu d e n ts and th e com m unity w hich th e s c h o o l s e rv e s . One means o f fin d in g o u t how w e ll th e p re s e n t c u rric u lu m is fu n c tio n in g has been t o co n d u ct a fo llo w - u p s tu d y o f th e g ra d u a te s o f th e h ig h s c h o o l. A n a ly s is o f th e Problem G raduates a re u s u a lly m ost c o o p e ra tiv e in m aking h o n e st c o n tr ib u tio n s to such a s u rv e y , as th e y f e e l com plim ented know ing t h e ir e x p e rie n c e , t r a in in g , and recom m endations a re b a s ic to th e success o f such a s tu d y . 2 In o rd e r to a c q u ire th e n e ce ssa ry In fo rm a tio n to a n a lyze and e v a lu a te th e p re s e n t c u rric u lu m in r e la t io n to th e g ra d u a te s * needs on th e jo b , a q u e s tio n n a ire s tu d y was made to o b ta in answers to th e fo llo w in g q u e s tio n s : 1* What e d u c a tio n have th e g ra d u a te s had beyond h ig h sch o o l? 2 . What ty p e s o f jo b s do th e g ra d u a te s h o ld ? 3 . In w hat ty p e s o f o f f ic e s a re th e g ra d u a te s now employed? 4 . What methods were m ost commonly used b y th e g ra d u a te s to o b ta in t h e i r f i r s t p o s itio n ? 5 . What ty p e s o f te s ts were the g ra d u a te s re q u ire d to ta ke to secu re t h e ir jo b s ? 6 . What o f f ic e m achines have th e g ra d u a te s used i n 9 7 . How do th e g ra d u a te s f e e l ab ou t t h e ir p re s e n t p o s itio n s , and w hat a re th e o p p o r tu n itie s f o r advancement ? S. Who was p r im a r ily re s p o n s ib le f o r in flu e n c in g th e se g ra d u a te s to ta k e b u s in e s s courses? 9* What b u s in e s s s u b je c ts d id th e se s tu d e n ts ta k e in h ig h sch o o l? 10# What b u s in e s s s u b je c ts ta k e n have been th e m ost v a lu a b le on th e jo b ? 1 1 . What b u s in e s s s u b je c ts w ould th e g ra d u a te s a d v is e p re s e n t s tu d e n ts to ta ke ? 1 2 . Would th e g ra d u a te s l i k e to have had more v o c a tio n a l in fo r m a tio n w h ile in h ig h sch o o l? 13. Would th e g ra d u a te s l i k e to have had te s ts to p r e d ic t t h e ir a b i l i t y to meet jo b re q u ire m e n ts ? 14# What g e n e ra l s u g g e s tio n s f o r im provem ent o f t h e ir h ig h s c h o o l t r a in in g were made b y the g ra d u a te s? 3 Need f o r Making th e Survey W ith a u to m a tio n becom ing more and more im p o rta n t in to d a y 's o f f ic e s th e re a re many changes i n th e d u tie s and in th e s k i l l s r e q u ir e d o f the o f f ic e w o rker# The b u s in e s s e d u c a tio n c u rric u lu m m ust be revamped and b ro u g h t up to d a te to keep pace w ith changing demands# T h is s tu d y s h o u ld p ro v id e some i n s i s t as to w hat in s t r u c t io n a l a d ju s tm e n ts a re needed in o rd e r to b e tte r e q u ip th e p ro s p e c tiv e o f f ic e w o rk e r to m eet more e f f e c t iv e ly th e c u rre n t demands o f th e b u s in e s s o ffic e # Some e f f o r t has been made b y th e p re s e n t chairm an o f th e b u sin e ss e d u c a tio n d e p a rtm e n t a t N o rth H igh S chool to f o llo w up b u s in e s s e d u c a tio n gra d u ate s# However, m ost o f th e in fo rm a tio n re g a rd in g im m ediate em ploym ent, educa t io n beyond h ig h s c h o o l, and m a r it a l s ta tu s i s a c q u ire d fro m th e s tu d e n ts b e fo re g ra d u a tio n , s in c e c o n ta c t i s much e a s ie r . U n fo rtu n a te ly , t h is in fo rm a tio n is in c o m p le te and in c o n s is te n t in many ca se s. In a d d itio n , a f t e r g ra d u a tio n s tu d e n ts * p la n s and s ta tu s change c o n s id e ra b ly fro m w hat th e y had a n tic ip a te d . As a r e s u lt much o f th e in fo r m a tio n is n o t r e lia b le and does n o t s e rve as an a c c u ra te o r a com plete e v a lu a tio n o f th e e ffe c tiv e n e s s o f th e p re s e n t c u rric u lu m in m e e tin g th e needs o f th e em ployee on the jo b . A fo llo w - u p s tu d y o f a re p re s e n ta tiv e g ro up o f g ra d u a te s sh o u ld p ro ve a trem endous a s s e t to 4 a d m in is tr a to r s , te a c h e rs and th e com m unity in im p ro v in g th e p re s e n t c u rric u lu m # The s tu d e n t deserves th e m ost e f f e c t iv e in s t r u c t io n p o s s ib le , and t h is can be p ro v id e d o n ly i f th e c u rric u lu m i s geared to m eet th e c u rre n t demands o f b u s in e s s . There is no more d ir e c t way o f d e te rm in in g how w e ll th e s c h o o l i s m e e tin g t h is o b lig a tio n th a n by d i r e c t ly s u rv e y in g th e g ra d u a te who has made re c e n t p r a c t ic a l a p p lic a tio n o f h is b u s in e s s t r a in in g . L im ita tio n o f th e S tudy 3 h is s tu d y was lim it e d to th e fe m a le g ra d u a te s o f N o rth H igh S choo l i n 1955 who had a t le a s t tw o b u s in e s s cou rses o th e r th a n bookkeeping and g e n e ra l b u s in e s s . M ales were n o t in c lu d e d in t h is s tu d y as th e re were o n ly two who met th e cou rse re q u ire m e n t e s ta b lis h e d f o r t h is s tu d y . I t was f e l t th a t th e ove rw h elm ing r a t i o (108 to 2 ) o f g i r l s to boys was to o d is p r o p o r tio n a te to be w o rth w h ile . In a v e ra g in g to g e th e r th e p e rce n ta g e s o f th e boys * and th e g i r l s * answers and comments, th e r e s u lts w o u ld n o t be re p re s e n ta tiv e o f the two s e p a ra te g ro u p s , b u t dom inated e n t ir e ly b y th e tre n d o r p a tte r n o f the g i r l s . A ls o , two boys c o u ld n o t be c o n s id e re d re p re s e n ta tiv e o f the average m ale b u s in e s s e d u c a tio n g ra d u a te . Such a s m a ll number c o u ld n o t p ro v id e a tr u e a n a ly s is ; th e r e fo r e , no c o n c lu s io n s c o u ld be drawn fro m th e bo ys* re s p o n s e s . 5 R a th e r th a n s u rv e y in g a l l s tu d e n ts who had ta k e n a b u s in e s s e d u c a tio n c o u rs e , i t was deemed a d v is a b le to in c lu d e in th e s tu d y o n ly th o se g ra d u a te s vho had two courses o th e r th a n bookkeeping and g e n e ra l bu sin ess# Many **general** s tu d e n ts a re e n r o lle d i n th e se tw o courses and do n o t in te n d to w ork in b u s in e s s o ffic e s # As a r e s u lt , th e se s tu d e n ts sh o u ld n o t have been in c lu d e d in t h is study# The p rim a ry purpose o f t h is s tu d y was to s u rve y tho se s tu d e n ts whose o b je c tiv e in e n r o llin g in b u sin e ss e d u c a tio n courses was to a c q u ire th e s k i l l s n e ce ssa ry to e n te r some phase o f o f f ic e work# I t seems re a s o n a b le to e x p e c t th a t a s tu d e n t who has e n r o lle d i n a t le a s t two b u s in e s s e d u c a tio n s k i l l co u rse s w ould be l i k e l y to use t h is t r a in in g f o r e ith e r f u l l o r p a r t- tim e o f f ic e em ploym ent. The 1955 g ra d u a te s were su rve ye d i n p re fe re n c e to th e 1956 g ra d u a te s , as i t was f e l t the 1955 g ra d u a te s * a n a lyse s w ould be more r e lia b le i n e v a lu a tin g a c tu a l o n - th e - jo b needs because o f t h e i r lo n g e r and, u n d o u b te d ly , b ro a d e r e x p e rie n c e . W ith re g a rd to u s in g o ld e r g ra d u a te s , i t seems re a s o n a b le to assume t h a t the lo n g e r a g ra d u a te has been o u t o f s c h o o l, th e more d i f f i c u l t i t w ould be to r e c a ll h is h ig h s c h o o l t r a in in g . T h e re fo re , th e 1955 g ra d u a te had th e advantage o f a p p ro x im a te ly two y e a rs o f p o s s ib le 6 o f f ic e e x p e rie n c e and y e t h is h ig h s c h o o l t r a in in g w ould he re c e n t e n o u ^ to he e a s ily r e c a lle d and e v a lu a te d i n te rm s o f o n - th e -jo b needs# Methods o f P rocedure The m ethod o f re s e a rc h s e le c te d to o b ta in th e in fo r m a tio n f o r t h is s tu d y was th e q u e s tio n n a ire survey# E x te n s iv e re a d in g s fro m b u s in e s s e d u c a tio n p e r io d ic a l a r t ic le s p e r tin e n t to such a s tu d y , as w e ll as fro m e d u c a tio n a l books w h ich w ould c o n tr ib u te were used i n th e developm ent o f t h is study# I n a d d itio n to th e se re a d in g s , fo u r th e s e s , s im ila r to th e proposed s tu d y were secu red th ro u g h tw o-w eek, i n t e r - l i b r a r y lo a n s between th e Omaha P u b lic L ib r a r y and f o u r c o lle g e lib r a r ie s # T h is s tu d y was o rg a n iz e d and c a r r ie d o u t as a r e s u lt o f th e a n a ly s is and e v a lu a tio n o f th e se p r o fe s s io n a l re a d in g s and re se a rch # To g e t th e s tu d y underw ay, i t was f i r s t n e ce ssa ry to o b ta in p e rm is s io n fro m th e S u p e rv is o r o f B u siness E d u c a tio n o f th e Omaha P u b lic S c h o o ls , M iss M ild re d B la iif , to co n d u ct t h is s u rv e y in an Omaha h ig h sch o o l# A f te r r e c e iv in g h e r a p p ro v a l, th e n e x t s te p was to s e le c t one o f th e f iv e Omaha h ig h s c h o o ls to be used f o r th e survey# N o rth H ig h S chool was s e le c te d f o r th re e m a jo r re a s o n s : (1 ) th e s tu d e n t body was m ost re p re s e n ta tiv e o f th e a ve ra g e , s ta b le , m id d le -c la s s p o p u la tio n ; (2 ) th e s tu d e n t 7 re c o rd s were more c o m p le te ; and (3 ) th e cha irm an o f th e N o rth H l# i S chool b u s in e s s e d u c a tio n d e p a rtm e n t, Mrs# Mary U h l C o llin s , was v i t a l l y in te r e s te d i n a s u rve y o f t h is ty p e . The p r in c ip a l o f N o rth H ig h S c h o o l, Mr# K enneth B u rk h o ld e r, was m ost c o o p e ra tiv e i n g r a n tin g p e rm is s io n to co n d u ct th e s tu d y o f th e N o rth H igh S chool gra d u a te s# As a r e s u lt o f c o n fe re n ce s w ith M iss B la ir and M rs. C o llin s i t was d e cid e d w h ic h gro up s h o u ld be in c lu d e d in th e s u rv e y and some changes were proposed i n the q u e s tio n n a ire # U sing N o rth H ig h S c h o o l's perm anent re c o rd s , a m a ilin g l i s t was c o m p ile d o f th e 1955 fe m a le g ra d u a te s who had com pleted two o r more b u sin e ss e d u c a tio n cou rses o th e r th a n bookkeeping a n d /o r g e n e ra l b u sin e ss# C u rre n t m a ilin g addresses were checked b y u s in g th e Omaha te le p h o n e d ir e c to r y and th e c i t y d ir e c to r y # Each g i r l was sen t a q u e s tio n n a ire (A ppendix B ), a lo n g w ith a l e t t e r o f t r a n s m itt a l (A pp en dix A ), and a s e lf-a d d re s s e d , stam ped envelope# To in s u re th e h ig h e s t r a te o f r e tu r n to th e q u e s tio n n a ire , t h is su rv e y was o rg a n iz e d to appear to have o r ig in a te d fro m th e N o rth H ig h S chool a d m in is tra tio n # I t seemed a d v is a b le th a t th e l e t t e r o f t r a n s m it t a l be prepared f o r Mr# B u rk h o ld e r's s ig n a tu re , w ith th e s tu d y s a p p a re n tly em anating fro m h is o ffic e # The s e lf-a d d re s s e d , stamped r e tu r n envelop e was addressed to N o rth H igh School# The h ig h r a te o f r e tu r n to t h is s u rv e y was due in g re a t measure to Mr# B u rk h o ld e r's p e rm is s io n to have th e q u e s tio n n a ire o r ig in a te w ith h is o f f ic e and th e c o n s is te n c y o f t h is d ir e c t a s s o c ia tio n # As th e q u e s tio n n a ire s were re tu rn e d , th e y were checked o f f by d a te s on a m a s te r m a ilin g l i s t # A f te r th re e weeks 6 1 , o r 56#6 p e r c e n t, o f th e 108 q u e s tio n n a ire s had been re tu rn e d # A c u rre n t m a ilin g address o r te le p h o n e number c o u ld n o t be fo u n d f o r 5 o f th e 103 gra d u a te s# As a r e s u lt , a fo llo w - u p te le p h o n e c a l l was made to 42 o f th e g ra d u a te s who had n o t re tu rn e d t h e ir q u e s tio n n a ire s # Of th e 42 g ra d u a te s c o n ta c te d , 6 re q u e s te d a n o th e r q u e s tio n n a ire , in d ic a t in g i t had e ith e r been d e s tro y e d o r i t had n o t been re c e iv e d due to a change o f address# A f te r th e f i f t h week 26 a d d itio n a l q u e s tio n n a ire s were re c e iv e d , m aking a t o t a l o f 87 , o r 80#6 p e r c e n t, o f th e 108 re tu rn e d # A second fo llo w - u p te le p h o n e c a l l was made to th e 16 re m a in in g g ra d u a te s f o r whom th e re was a c u rre n t a d d re ss and te le p h o n e number# A t th e end o f th e se ve n th week an a d d itio n a l 13 q u e s tio n n a ire s were re c e iv e d , m aking a t o t a l r e tu r n o f 100, o r 92#5 p e r c e n t, o f th e o r ig in a l 108 q u e s tio n n a ire s # T able I shows the t o t a l number o f q u e s tio n n a ire s m a ile d , the number and th e p e r c e n t re tu rn e d and n o t re tu rn e d f o r t h is surve y# E ig h t, o r 7#5 p e r c e n t, o f th e q u e s tio n n a ire s ware n o t re tu rn e d . Of th e 108 g i r l s who were m a ile d q u e s tio n n a ir e s , 100, o r 92#5 p e r c e n t, re tu rn e d them# Dame and Brinkm an (2 :9 5 ) commented c o n c e rn in g th e r e t u r n o f q u e s tio n n a ire s : **In th e case o f th e m a ile d q u a s tio n n a lre o r p o s t c a rd , th o se c o n d u c tin g th e s tu d y may a n tic ip a te an average o f fro m 30 to 50 p e r c e n t re tu rn s # ** T h e re fo re , th e 92#5 p e r ce n t r e tu r n o f t h is su rv e y i s c o n s id e ra b ly h ig h e r th a n th e average fig u r e # j O th e r ta b u la tio n s made fro m the in fo rm a tio n I re c e iv e d a re re p o rte d i n the fo llo w in g ch a p te rs# D e f in it io n o f Terms The te rm ^graduate** when used in t h is s tu d y w i l l r e f e r to th e gradua te who has had tw o o r more b u s in e s s e d u c a tio n co u rse s o th e r th a n b o o kke e p in g and g e n e ra l bu sin e ss# The te rm **Gourse** in t h is s tu d y w i l l be r e fe r r e d to in two c o n te x ts : (1 ) a fo u r - y e a r m a jo r a re a o f s tu d y f o r th e h ig h s c h o o l s tu d e n t; (2 ) a s in g le s u b je c t s tu d ie d by th e s tu d e n t# 10 I TABLE ANALYSIS OF RETURNS I FROM GRADUATES Q u e s tio n n a ire s Number Per Gent Q u e s tio n n a ire s re tu rn e d 100 9 2 .5 Q u e s tio n n a ire s n o t re tu rn e d 8 7 .5 T o ta ls 108 100.0 11 R e p o rt om P re vio u s R esearch W ith re fe re n c e to th e purpose o f th e fo llo w - u p s tu d y . Dame and Brinkm an (2 :1 0 4 ) sa y, **This p a r t ic u la r guidance s e rv ic e i s concerned w it h the im p o rta n t o b lig a t io n o f th e b u s in e s s d e p a rtm e n t to e v a lu a te th e e ffe c tiv e n e s s o f i t s program in m a tch ing young p e o p le and jo b s.** R egarding th e s tu d e n ts to be co ve re d by th e surveys Dame and B rinkm an say th a t th e su rve y may in c lu d e th o se s tu d e n ts who a re g ra d u a te s o f th e b u s in e s s c u rric u lu m and a ls o th o se who may have com pleted o n ly a fe w b u s in e s s s u b je c ts and a re engaged in s a le s o r c le r ic a l w o rk . In 1955 Montgomery (5 8 :4 7 ) conducted a s u rv e y o f b u s in e s s g ra d u a te s o f Monahans H ig h S ch o o l, Monahans, Texas, e n t it le d **A F o llo w -U p S tudy o f th e B usiness Gradu a te s o f Monahans H igh S ch oo l f o r th e Y ears 1946-54 In c lu s iv e .* * M ontgom ery's fin d in g s in c lu d e d th e fo llo w in g : The c o n te n t o f th e s u b je c ts ta k e n b y a lm o s t a l l th e s tu d e n ts s h o u ld be based to some e x te n t upon jo b d u tie s perfoxm ed in th e com m unity « Of th e 40 g ra d u a te s who were w o rk in g , 75 p e r c e n t a re i n o f f ic e o c c u p a tio n s . Twelve, o r 4 0 .0 p e r c e n t, o f th o se in o f f ic e o c c u p a tio n s a re e ith e r s e c r e ta r ie s , s te n o g ra p h e rs , o r t y p is t s , and 5 6 .7 p e r c e n t a re b o o kke e p e rs. S h ipp y (5 9 :8 8 ) condu cted a n o th e r fo llo w - u p s tu d y in b u s in e s s e d u c a tio n i n 1955. T h is s u rve y was e n t it le d **F o llo w -% S tudy o f H ig h S chool G raduates and Suggested 12 R e v is io n o f B usiness C u rrie u lu m , LeRoy, I l l i n o i s . ” As a r e s u lt o f h e r fin d in g s S hippy recommended t h a t a l l s tu d e n ts sh o u ld s tu d y g e n e ra l b u s in e s s d u rin g t h e ir freshm an y e a r so t h a t th e y may b e t te r u n d e rs ta n d b u s in e s s and i t s fu n c tio n and be b e t te r a b le to m eet th e problem s o f e ve ryd a y l i v i n g . She a ls o recommended th a t a l l b u s in e s s e d u c a tio n m a jo rs sh o u ld be r e q u ire d to ta k e I g e n e ra l m athem atics and g e n e ra l b u s in e s s d u rin g t h e ir freshm an y e a r. I n a f u r t h e r recom m endation, she s ta te d t h a t b u s in e s s E n g lis h sh o u ld be in te g r a te d in a ju n io r o r s e n io r E n g lis h c la s s and a ls o i n a l l th e b u s in e s s educa t io n c la s s e s . CHAPTER I I THE COMMOTITY AND THE SCHOOL D e s c rip tio n o f th e Community Omaha was f i r s t s e ttle d e a r ly i n 1854# In 1945 th e p o p u la tio n was 257,479 and by 1956 th e p o p u la tio n had r is e n to 2 8 0 ,0 0 0 . Omaha is lo c a te d on th e extrem e e a s te rn boundary o f N ebraska, and i t is s itu a te d on th e w e st bank o f th e M is s o u ri R iv e r, a lm o s t midway betw een th e m outh and th e s o u rc e . I t com p rise s 4 2 .8 2 square m ile s o f u rb an com m unity and i t s t e r r a in s lo p e s g ra d u a l l y to th e r i v e r . Omaha is i n th e h e a rt o f a r i c h and r e s o u r c e fu l re g io n , th e b re a d -b a s k e t o f A m e rica , and i t i s a ls o v i r t u a l l y th e g e o g ra p h ic a l c e n te r o f th e U n ite d S ta te s . The n a t io n ’ s m a jo r tr a n s p o r ta tio n and com m unication lin e s c ro s s i n Omaha, m aking i t one o f th e m ost im p o rta n t tr a n s p o r ta tio n c e n te rs o f th e c o u n try . As a r e s u lt o f i t s lo c a t io n , Omaha o c c u p ie s a s t r a t e g ic p o s itio n fro m th e s ta n d p o in t o f m anuf ac t u r in g and d is t r ib u t io n . I n d u s t r ia lly and c o m m e rc ia lly Omaha is th e w o r ld ’ s la r g e s t c a t t le m a rk e t, th e w o r ld ’ s la r g e s t b u tte r m a n u fa c tu re r, th e second la r g e s t fo o d p ro c e s s in g c e n te r, th e a g r ic u lt u r a l c a p it a l o f th e n a tio n , th e f o u r th la r g e s t r a ilr o a d c e n te r i n th e n a tio n , th e home o f th e __ 14 w o r ld ’ s la r g e s t h e a lth and a c c id e n t Iz ^ u ra n c e company, and th e home o f the w o r ld ’ s s tro n g e s t f r a t e r n a l l i f e In s u ra n c e s o c ie ty , th e w h o le s a le c e n te r o f th e West C e n tra l s ta te s , th e h e a d q u a rte rs o f th e S tr a te g ic A ir Command, and one o f th e n a tio n ’ s le a d in g g r a in m arkets# Seven la rg e n a tio n a l c o rp o ra tio n s have b u i l t o r sch e d u le d new p la n ts in th e Omaha a re a s in c e W o rld War I I , and e x p a n s io n o f e x is tin g in d u s tr y has c o n tin u e d a t a r a p id pa ce. Omaha is a ls o r a p id ly becom ing a c e n te r o f a c t i v i t y in th e f ie l d s o f chemurgy and c h e m is try . Pood p ro c e s s in g i s Omaha’ s la r g e s t in d u s tr y , a c c o u n tin g f o r a p p ro x im a te ly 70 p e r c e n t o f th e v a lu e o f i t s m a n u fa ctu re d p ro d u c ts , and e m p lo y in g 50 p e r c e n t o f th e p e o p le engaged i n m a n u fa c tu rin g # Omaha i s th e h e a d q u a rte rs o f th e U nion P a c ific R a ilro a d Coa^any and th e N o rth w e s te rn B e ll Telephone Company w h ich fu rn is h e s s e rv ic e to 1 .8 m il lio n te le p h o n e s in N ebraska, Iow a, M in n e s o ta , N o rth D akota and S outh D a ko ta . In th e f i e l d o f e d u c a tio n Omaha has 56 p u b lic e le m e n ta ry s c h o o ls and 5 p u b lic h ig h s c h o o ls . I n a d d itio n , th e re a re 56 p a r o c h ia l e le m e n ta ry s c h o o ls , 10 p a r o c h ia l h ig h s c h o o ls and one p r iv a te h ig h s c h o o l. Three in s t i t u t io n s o f u n iv e r s it y ra n k and 2 c o lle g e s add to 15 Omaha’ s e d u c a tio n a l f a c i l i t i e s . S e v e ra l p r iv a te and com m ercial s c h o o ls p ro v id e a d u lt t r a in in g in b u s in e s s c o u rs e s . Omaha’ s new m u n ic ip a l s ta d iim i and a u d ito riu m a re two o f th e m ost m odern f a c i l i t i e s o f t h e ir k in d in th e n a tio n . A ls o , r a d ia l highw ays a re b e in g c o n s tru c te d to g r e a tly f a c i l i t a t e c o n t r o l o f t r a f f i c in many areas o f th e c ity # W ith Omaha’ s g ro w th and in c re a s in g in d u s t r ia liz a t io n , th e re is a c o n tin u a lly in c re a s in g demand f o r more and more o f f ic e w o rk e rs . I t i s one o f th e m a jo r r e s p o n s ib ilit ie s o f th e b u s in e s s e d u c a tio n de pa rtm e nt o f th e p u b lic h ig h s c h o o ls to h e lp s u p p ly w e ll- t r a in e d g ra d u a te s to f i l l th e se o f f ic e p o s itio n s . The Omaha C h ap te r o f th e N a tio n a l O ffic e Manage ment A s s o c ia tio n con du cted an ” O ffic e S a la ry S u rve y” w hich was com ple te d on September 1 , 1956, ( 8 ) . U sing th e in fo r m a tio n fro m t h is su rv e y as i t s b a s is , a p r o f ile o f th e ave rag e o f f ic e in Omaha is d e s c rib e d in th e n e x t two p a ra g ra p h s . A lm o st a l l c le r i c a l w o rke rs a re n o n -u n io n iz e d , w ith the average o f f ic e s ta ffe d w it h 26 to 100 employe e s -- t h is in c lu d e s s u p e rv is o rs and e x e c u tiv e s . The pay p e rio d is tw ic e m o n th ly , w ith a 4 0 -h o u r s ta n d a rd w ork week o f f iv e s ta n d a rd w o rk d a ys. S ix p a id h o lid a y s a re 16 g u a ra n te e d a l l c l e r i c a l em ployees p e r y e a r, e x c lu d in g th e r e g u la r v a c a tio n p e r io d . Job advancement i s based e ith e r on the jo b e v a lu a tio n p la n o r th e m e r it r a t in g p la n . About one h a lf o f th e com panies pay th e f u l l p e n s io n premium f o r th e em ployees and f o r th e o th e r h a lf th e company and th e em ployees share th e c o s t. I n th o se companies h a v in g g ro up l i f e in s u ra n c e , i t i s p a id i n f u l l b y th e m a jo r ity o f th e com panies, and in th e case o f h o s p it a liz a t io n in s u ra n c e , th e em ployees and th e company sha re th e c o s t. The average w e e k ly s a la r y r a te s o f th e average o f f ic e f o r a s e le c te d g ro up o f o f f ic e jo b s in Omaha a re shown in T a b le I I . The average s a la r y r a t e o f a l l jo b c la s s if ic a t io n s i n b u s in e s s and in d u s tr ie s i n Omaha is $ 3 2 .2 6 . In com paring t h is average s a la r y to th a t o f the average w e e k ly s a la r y o f o f f ic e w o rke rs in T ab le I I , i t is q u ite a p p a re n t th a t th e o f f ic e employees ’ s a la r ie s a re much lo w e r. Throughout th e Ik iite d S ta te s t h is s a la ry c o ^ a r is o n i s q u ite s im ila r , as s t a t i s t i c s in d ic a te th e o f f ic e w o rk e r’ s s a la r y is much le s s th a n th a t o f th e la b o r e r . Out o f th e tw e n ty - fo u r jo b c la s s if ic a t io n s fro m th e * * O ff ic e S a la ry S u rv e y ,” th e te n li s t e d below a re th o se in w h ich th e g r e a te s t number o f employees were re c o rd e d . 17 TABLE I I SËIECTED AVERAGE WEEKLT SALARY RATES PGR THE AVERAGE OFFICE OF 25-100 EMPLOYEES m OMAHA, HEBRASKA^f O ffic e Job W eekly S a la ry S e c re ta ry • « • • • • • • • • • • • ! J tm lo r bookkeeper (a c c o tm tin g c le r k ) S e c re ta ry -s te n o g ra p h e r • • • • • • S te n o g ra p h e r (s e n io r) . . . . . . , C a lc u la tin g m achine o p e ra to r . . . T y p is t ( s e n io r ) . . . . . . . . I Telephone opera : Key punch m achine o p e ra to r . . . . . . . . . . . . i , C le rk , g e n e ra l ( J u n io r ) . . . . . . . . . . . . . . ; T y p is t ( J u n io r ) ........................................................................... < F ile c le r k ................... .... I « T h is ta b le was ta k e n fro m th e ^ O ffic e S a la ry 'co n d u cte d b y th e Omaha C hapter o f th e n a tio n a l O ffic e Management A s s o c ia tio n on Septem ber 1 , 1956. 64 61 58 58 57 54 51 48 18 A e co u n tin g c le r k - ju n io r bookkeeper C le rk , g e n e ra l ( s e n io r } C le rk , g e n e ra l ( ju n io r ) C a lc u la tin g m achine o p e ra to r S e c re ta ry , p r iv a te S e c re ta ry - s te n o g ra p h e r S te n o g ra p h e r ( s e n io r ) S te n o g ra p h e r ( ju n i o r ) î^ rp is t (s e n io r) T y p is t ( ju n io r ) The g e n e ra l, ju n io r and s e n io r, c le rk s a re th e two jo b c la s s if ic a t io n s v h lc h have th e g re a te s t number o f em ployees* The Omaha b u s in e s s , e d u c a tio n d e p a rtm e n ts sh o u ld aim much o f t h e ir I n s t r u c t io n to th o s e jo b c la s s if ic a t io n s li s t e d above * An I n v e s tig a tio n s h o u ld be made re g a rd in g th e d u tie s and th e s k i l l s needed I n th e s e p a r t ic u la r jo b s to le a m how th e co u rse s o f I n s t r u c t io n c o u ld be in te g ra te d and adapted to m eet th e se t r a in in g needs* D e s c rip tio n o f th e S chool F o rth Hl#iL S chool opened I t s doors I n Septem ber, 1924* I t stan ds h ig h a to p a h i l l o v e rlo o k in g th e N o rth Omaha com m unity In m hlch I t s s tu d e n ts li v e * She b u ild in g c o n ta in s an a u d ito riu m , a gymnasium w ith lo c k e r f a c i l i t i e s 19 f o r b o th boys and g i r l s , t h i r t y - e i g h t c la s s ro o m s , two la b o r a to r ie s , two l i b r a r i e s , tw o shops, th re e d ra w in g room s, as w e ll as a modern c a fe te r ia * ; Viewed fro m th e a ir N o r th ’ s th r e e - s to r le d re d b r ic k b u ild in g lo o k s li k e a g ia n t ” E *” I t s p la n t f a c i l i t i e s a re s m a ll In com parison to th e fo u r o th e r I Omaha p u b lic h ig h s c h o o ls * As a r e s u lt o f N o rth ’ s | I lim it e d p la n t f a c i l i t i e s , i t s e n ro llm e n t Is r e s t r ic t e d to j a d e f in it e , d i s t r i c t e d a re a * j N o rth H ig h S c h o o l’ s com m unity Is p r im a r ily th e i i r e s id e n t ia l areas o f N o rth Omaha, w ith s m a ll n e ig h b o rh o o d ' b u s in e s s a re a s , b u t no la r g e - s c a le in d u s tr y * The m a jo rlty j o f th e fa m ilie s ’ s o c io -e c o n o m ic s t a t u s , is t h a t o f th e s ta b le , m id d le c la s s * D e s c rip tio n o f th e C u rric u lu m A summary o f N o rth H ig h S c h o o l’ s e n ro llm e n t fro m 1960 th ro u g h 1957 I s g iv e n I n T able I I I * I t I s a p p a re n t t h a t N o rth H igh S c h o o l’ s s tu d e n t body has c o n tin u e d to In c re a s e even th o u g h I t s e n ro llm e n t has been r e s t r ic t e d * S ince 1950 th e g r e a te s t In c re a s e I n s tu d e n t e n ro llm e n t f o r one y e a r was I n th e academ ic y e a r 1953-54* The g ra d u a tin g c la s s e s average a p p ro x im a te ly th re e hundred s tu d e n ts each y e a r* T able IV in d ic a te s th e breakdow n o f th e N o rth H igh S chool s t a f f members a c c o rd in g to t h e ir employment a re a s* 20 ÎABIÆ I I I YEARLY SCHOOL ENROLLMENT FOR NORTH HIGH SCHOOL OMAHA, NEBRASKA Academic Y ear Boys G ir ls T o ta l 1950-1961 . # • 715 878 1593 1951-1952 • . . 785 887 1672 1952*"19 53 # # # 804 880 1684 1953— 1954 « • • 827 939 1811 1954— 1955 « • • 924 955 1879 1965-1956 . . . 918 855 1873 1956-1957 . . . . 939 961 1900 TABLE IV NORTH HIGH SCHOOL STAFF MEMBERS 21 C la s s lf ie a t lo n Number R e g u la r f a c u lt y • • • « • « * * • • • • • 64 C le rk s . # . # # * * # . . . * . 5 A d m in is tra to rs * . . . . 2 R . 0 . T . C. ....................... 2 L ib r a r ia n s 2 S e c re ta ry 1 N urse 1 V o ca l m usic acco m p a nist . . . * # * 1 I g 2 I % e re Is a t o t a l o f 78 s t a f f members, n o t In c lu d in g th e I c u s to d ia l s t a f f . S ix ty - fo u r o f th e s t a f f members a re I r e g u la r cla ssro o m te a c h e rs . The r e g u la r f a c u lt y members j a re a ss ig n e d to d e p a rtm e n ts in ith ic h th e y te a c h . The I d e p a rtm e n ta l d i s t r i b u t i o n i s shown in Table V. The E n g lis h and th e s o c ia l s c ie n c e depa rtm e nts com bined have 50 te a c h e rs , w h ich is n e a r ly one h a lf o f th e te a c h in g s t a f f . The m a th e m a tics, s c ie n c e , and b u s in e s s e d u c a tio n d e pa rtm e n ts a re th e th re e n e x t la r g e s t d e p a rtm e n ts , h a v in g 9 , 7 , and 6 members r e s p e c tiv e ly . One te a c h e r fro m each o f 4 d e p a rtm e n ts (E n g lis h , s c ie n c e , s o c ia l s c ie n c e , and b u sin e ss e d u c a tio n ) have s p l i t te a c h in g sche dule s betw een 2 d e p a rtm e n ts . Two d e p a rtm e n ts (m a the m a tics and in d u s t r ia l e d u c a tio n ) each has two te a c h e rs , vho te a c h a s p l i t s c h e d u le . Three members o f th e p h y s ic a l e d u c a tio n d e p a rtm e n t te a c h on a s p lit- d e p a r tm e n t s c h e d u le . The b u s in e s s e d u c a tio n in s t r u c t o r who te a ch e s a s p l i t schedule has 4 p e rio d s o f b u s in e s s e d u c a tio n s u b je c ts and 2 p e rio d s o f m a th e m a tics. The s c h o o l day c o n s is ts o f e i ^ t 4 0 -m in u te p e rio d s , b e g in n in g a t 8 :2 0 and ending a t 3 :0 0 . There is an ho ur and a h a lf lu n c h p e rio d fro m 11 :3 0 u n t i l 1 :0 0 . Seven groups e a t a t r e g u la r ly sche d u le d in te r v a ls d u rin g t h is p e r io d . 23 TABLE V REGBLAR FACULTY DEPARTMENT DISTRIBUTION D epartm ent Number 1 5 I I S o c ia l S cience 15 I M athem atics . . . . . . . . . . . . . . 9 | S cience . . . . . . . . . . . . . . . . 7 I B u sine ss E d u c a tio n . . . . . . . . . . 6 | Language . . . . . . . . . . . . . . . 5 I n d u s t r ia l E d u c a tio n . . . . . . . . . 5 Î P h y s ic a l E d u c a tio n ............................ 3 M usic . . . . . . . . . . . . . . 2 Art ................................................ . . . . . . 1 T o ta l 64 24 The f i r s t te n m in u te s o f th e f o u r th h o u r are d e s ig n a te d as th e homeroom p e rio d * D u rin g t h is p e rio d a d a ily c ir c u la r o f announcements p e r ta in in g to s c h o o l a c t i v i t i e s and a d m in is tr a tiv e n o tic e s is re a d by th e te a c h e r. The f o u r t h p e rio d has been s e le c te d f o r home room as a l l ta r d y s tu d e n ts have n o m a lly a r r iv e d by t h i s tim e , and th e s tu d e n ts who have a fte rn o o n w o rk p e rm its have n o t l e f t . N o rth Higih S ch o o l has th re e co u rse s o f s tu d y w h ich a s tu d e n t may pu rsu e : c o lle g e p re p a ra to ry , b u sin e ss e d u c a tio n , o r g e n e ra l# The sug g e ste d cou rse o f s tu d y f o r th e b u s in e s s e d u c a tio n m a jo r is g iv e n b e lo w : SUGGESTED COURSE OP STUDY B u sine ss E d u c a tio n ' E le v e n th Grade N in th Grade E n g lis h I - I I Geography I - I I G eneral Math I - I I o r A lg e b ra T en th Grade E n g lis h I I I - I V W orld H is to r y I - I I Type I - I I G eneral B u sin e ss I - I I G en era l S cience I - I I o r B io lo g y E n g lis h V -V I A m erican H is to r y I - I I Bookkeeping I - I I S horthand I - I I Type I I I - I V T w e lfth Grade E n g lis h V I I Am erican Government I - I I S h ortha nd I I I - I V T r a n s c r ip tio n I - I I O ffic e P ra c tic e I - I I r D u rin g each se m e ste r s tu d e n ts s h o u ld e le c t c r e d its to make a t o t a l o f fo u r o r fo u r and o n e -h a lf c r e d it s . E le c tiv e s m ust in c lu d e one y e a r o f s c ie n c e (a la b o r a to r y s c ie n c e i n th e c o lle g e p re p a ra to ry c o u rs e ), two ye a rs o f p h y s ic a l t r a in in g , and one sem ester o f S e n io r A r ith m e tic to be ta k e n i n th e t w e lf t h grade i f th e s p e c ia l a r ith m e tic t e s t i s n o t passed . Two y e a rs ago th e c o n tin u o u s y e a r p la n was adopted f o r s tu d e n t r e g is t r a t io n . Ik id e r t h is p la n a s tu d e n t m ust c o n tin u e a s u b je c t f o r two s e m e s te rs . However, an e x c e p tio n is made in a fe w extre m e cases to a llo w a s tu d e n t to d ro p a cou rse a f t e r th e f i r s t s e m e s te r. The c o n tin u o u s p la n has th re e m a jo r a d va n ta g e s: (1 ) I t conserves tim e a t th e sem ester b re a k , (2 ) th e te a c h e rs become w e ll a c q u a in te d w ith th e s tu d e n ts , and (3 ) i f th e s tu d e n t had l i t t l e success th e f i r s t s e m e s te r, he has th e o p p o r tu n ity to im prove th e second s e m e s te r. A s tu d e n t vho f a i l s a c o u rs e th e f i r s t sem ester re c e iv e s a ** c o n d itio n ’’ in s te a d o f a f a i l i n g m a rk. I f he passes th e second sem ester o f w o rk, he is th e n g iv e n c r e d it f o r b o th the f i r s t and th e second se m e s te r. Both th e a d m in is tr a tio n and th e te a c h in g s t a f f a re c o n v in c e d , a f t e r u s in g t h is p la n , th a t th e advantages g r e a tly o u t w e ig h any d is a d v a n ta g e s . 26 The b u s in e s s e d u c a tio n s u b je c t o ffe r in g s w ith th e average re p r e s e n ta tiv e e n ro llm e n ts a re g iv e n i n Table V I. T y p e w ritin g , f i r s t y e a r, e n r o lls a b o u t t w o - f if t h s o f a l l th e b u s in e s s educaid.on s tu d e n ts y e a r ly . G e n e ra l b u s in e s s is second in e n ro llm e n t, w ith bookkeep in g and ty p e w r itin g , second y e a r, n e a r ly t ie d f o r t h ir d - p la c e i n e n ro llm e n t. Less th a n h a lf th e s tu d e n ts fro m th e f i r s t - y e a r ty p e w r it in g c la s s e n r o ll f o r advanced t y p e w r it in g . A p p ro x im a te ly two t h ir d s o f th e s tu d e n ts d ro p s h o rth a n d a f t e r th e f i r s t y e a r. T h is s h o rth a n d m o r t a lit y r a te is com parable to th e average f o r th e n a t io n ’ s h ig h s c h o o ls . S horthand i s th e o n ly b u s in e s s e d u c a tio n cou rse a t N o rth H ig h S ch o o l th a t a tte m p ts to scre e n i t s e n r o ll m en t. The p ro s p e c tiv e s tu d e n t is n o rm a lly e xp e cte d to have an I . Q. r a t in g o f a t le a s t 100 and a t le a s t average achievem ent in fre sh m a n and sophomore E n g lis h . W ith t h is s e l e c t iv i t y , i t w ould appear th a t th e s h o rth a n d m o r t a lit y r a te i s u n u s u a lly h i ^ . The com m ercial a r ith m e tic c o u rs e , in tro d u c e d in t o th e c u rric u lu m in 1926, was dropped a t th e c o n c lu s io n o f th e 1954-55 academ ic y e a r a t th e s u g g e s tio n o f th e s u p e rin te n d e n t o f s c h o o ls . I t was h is o p in io n th e co u rse c o n te n t no lo n g e r j u s t i f i e d in c lu s io n in th e c u rric u lu m , as he d ir e c te d th e m athem atics d e p a rtm e n t s h o u ld te a c h a l l 27 " 1 TABLE V I NORTH HIGH SCHOOL BUSINESS EDUCATION COURSE OFFERINGS AND AVERAGE REPRESENTATIVE ENROLLMENTS S u b je c ts S tu d e n ts e n r o lle d Per c e n t o f s tu d e n t e n ro llm e n t T y p e w ritin g , f i r s t y e a r . . . . 345 3 7 .5 . G en era l b u s in e s s • • * . 1 7 .4 T y p e w ritin g , second y e a r . . . 115 1 2 .5 B ookkeeping 1 1 .9 O ffic e p r a c tic e • # • • 7 .1 S h o rth a n d , f i r s t y e a r • • 6 .5 B usiness la w . . . . . . 4.9 S h o rth a n d , second y e a r . . . . 30 2 .2 T o ta ls 920 10 0.0 28 The b u s in e s s e d u c a tio n d e p a rtm e n t sponsors one c lu b c a lle d th e " G r e g g ite s .” I t was fo u n d e d i n 1930 to a c q u a in t g i r l s w ith a l l ty p e s o f s e c r e t a r ia l w ork and h e lp them p la n f u tu r e b u s in e s s c a re e rs . Membership is open to g i r l s who have co m p le te d one y e a r o f s h o rth a n d t r a in in g w ith a grade o f * ’1** ( e q u iv a le n t to ” A” ) . B i-w e e k ly m e e tin g s on the second and f o u r th Tuesday o fte n in c lu d e to u rs o f lo c a l b u s in e s s e s . An a c tiv e in t e r e s t in lo c a l c h a r it ie s is a ls o fo s te r e d th ro u g h th e c lu b ’ s a c t i v i t i e s . O ffic e r s e le c te d f o r th e e n tir e y e a r a re o f f ic e m anager, s e c r e ta r y , b u rs a r, and two s e rg e a n ts -a t-a rm s . CHAPTER I I I GENERAL DATA ABOUT THE GRADUATES The s c h o o l c u rric u lu m s h o u ld in te g r a te in s t r u c t io n and s k i l l s w h ic h w i l l be o f v a lu e to th e s tu d e n t a f t e r g ra d u a tio n . In o rd e r to s tr u c tu r e a program to m eet th e se n e e d s , i t is n e c e s s a ry to know w hat happens to th e s tu d e n t a f t e r g ra d u a tio n . Where does he liv e ? Is he m a rrie d o r s in g le ? I f m a rrie d , does he have any c h ild re n ? How soon a f t e r g ra d u a tio n was he m a rrie d ? What i s h is p re s e n t s ta tu s re g a rd in g em ploym ent? Does he o b ta in any e d u c a tio n beyond h ig h sch o o l? I f s o , idaat in s t i t u t io n s does he a tte n d , and w h at is h is f i e l d o f advanced stu d y? In th e fo llo w in g pages o f t h is c h a p te r th e s e q u e s tio n s c o n c e rn in g th e g ra d u a te s ’ m o b ilit y , m a r it a l s ta tu s , and a d d itio n a l e d u c a tio n a re to be answ ered. M o b ilit y o f th e G raduates Of th e 100 g ra d u a te s who responded to th e q u e s tio n n a ir e , 89 gave t h e i r m a ilin g a d d re ss as Omaha. O nly one o f th e re s p o n d e n ts liv e s i n N ebra ska, b u t n o t in Omaha# About 90 p e r c e n t o f the g ra d u a te s re m a in e d i n Omaha a f t e r g ra d u a tio n to w o rk , become h o u se w ive s, and pu rsue advanced s tu d y . T a b le V I I s u c c in c tly o u tlin e s th e m o b ilit y o f th e 100 g ra d u a te s . 30 TABÎE V I I MOBILITY OP 100 NORTH HIGH SCHOOL GRADUATES P re s e n t lo c a tio n Number I n O m aha............... . . . . . . 89 I n S ta te o f N ebraska . . . . . . . 1 Out o f s ta te . . . . . . . . . . . . . 10 T o ta l 100 31 Of th e 10 g ra d u a te s who moved o u t o f th e s t a t e , 4 l e f t Omaha to a tte n d c o lle g e , 5 were m a rrie d and moved to o th e r s ta te s w ith t h e ir husbands, and 1 jo in e d th e WAO’ s# T his a n a ly s is o f th e m o b ilit y o f th e g ra d u a te s s h a rp ly p o in ts up th e f a c t th a t a v e r y la rg e m a jo r ity re m a in i n Omaha. T h is is a v e ry im p o rta n t f a c t o r to be c o n s id e re d i n recom m ending c u rric u lu m changes. M a r ita l S ta tu s o f th e G raduates Even th o u g h th e g ra d u a te s were m a rrie d , th e m a jo r it y c o n tin u e d f u l l - t i m e em ploym ent. Table V I I I shows t h a t 35 g i r l s were m a rrie d a t th e tim e o f t h is s u rv e y , w h ic h in d ic a te s t h a t more th a n one t h ir d o f th e t o t a l re sp o n d e n ts w ere m a rrie d w it h in two y e a rs a f t e r Of th e 35 m a rrie d g ra d u a te s , 3 0 , o r 85#7 p e r c e n t, were m a rrie d w it h in a y e a r and a h a lf a f t e r g ra d u a tio n . P o u r, o r 1 1 .4 p e r c e n t, w ere m a rrie d betw een a y e a r and a h a lf and tw o y e a rs a f t e r g ra d u a tio n . One, o r 2 .9 p e r cent» o f th e g ra d u a te s were m a rrie d p r i o r to g ra d u a tio n . Of th e 35 m a rrie d g ra d u a te s , 2 1 , o r 60 p e r c e n t, re m a in em ployed f u l l tim e . I t is re a s o n a b le to assume t h a t many o f th e m a rrie d g ra d u a te s w i l l r e tu r n to f u l l - t i m e em ploym ent as soon as arrang em e nts f o r th e ca re o f th e c h ild r e n can be made. 32 TABLE V I I I WHAT TEAR GRADUATES MARRIED Y ear Number Per c e n t 1954 ............................ 2 .9 1955 ............................ 1 1 .4 1956 ........................ , 7 4 .3 1957 ............................ 1 1 .4 T o ta l 35 100.0 33 Of th e t o t a l gro up o f 100 re s p o n d e n ts 66 p e r e e n t were em ployed, as w i l l be shown la te r # T h e re fo re , m a rria g e does n o t seem to change th e em ploym ent p ic tu re # An e x c e e d in g ly h ig h p e rc e n ta g e o f th e o f f ic e w o rk e rs nowadays a re m a rrie d , and in c re a s in g n m b e rs a re m a rrie d and have one o r more c h ild re n # M a rria g e and a fa m ily su*e no lo n g e r c o n s id e re d to be th e te r m in a l p o in t f o r th e fem a le o f f ic e w o rk e r’ s employment# T a b le IX shows the number o f c h ild r e n o f th e 35 m a rrie d g ra du a te s# T w e n ty -fiv e , o r 71#4 p e r c e n t, o f th e is a rrie d g ra d u a te s have no c h ild re n # There a re 9 , o r 25#7 p e r c e n t, o f the m a rrie d g ra d u a te s who have one c h ild # One, o r 2 .9 p e r c e n t, o f th e m a rrie d g ra d u a te s has two c h ild re n # The 10 m a rrie d g ra d u a te s who have c h ild r e n a re n o t employed# Of th e 25 m a rrie d g ra d u a te s who do n o t have c h ild r e n , 3 , o r 12#0 p e r c e n t, a re n o t w o rk in g , and 2 2 , o r 88#0 p e r c e n t, a re em ployed f u l l tim e# P re s e n t S ta tu s o f the G raduates S ix t y - s ix o f th e 100 g ra d u a te s were w o rk in g f u l l tim e a t th e tim e o f t h i s s u rv e y (see T a b le X)# Twenty o f th e g ra d u a te s were i n s c h o o l f u l l tim e , 8 o f whom were a ls o w o rk in g p a r t tim e , and 1 m a rrie d g ra d u a te was w o rk in g p a r t tim e # The re m a in in g 13 g ra d u a te s were m a rrie d and n o t w o rkin g # 54 TABLE IX MARRIED GRADUATES HAVING CHILDREN Number o f c h ild r e n Number Per c e n t None . . . . . . 7 1 .4 One 2 5 .7 Two . . . « • • • < 2 .9 T o ta ls 35 1 0 0 .0 35 fA B IE X PEESEOT STATUS OF 100 GRADUATES P re s e n t s ta tu s Number Employed f u l l tim e Em ployed p a r t tim e • « • • • • • In s c h o o l f u l l tim e • • • • • . • In s c h o o l f u l l tim e and w o rk p a r t tim e • • • • • • • • • « . M a rrie d , n o t w o rk in g • « • • • • T o ta l 100 35 Over 75 p e r c e n t o f a l l o f th e g ra d u a te s w ere em ployed i n some ty p e o f o f f ic e w o rk 22 m onths a f t e r g ra d u a tio n . N in e ty p e r ce n t o f th o s e were em ployed i n th e im m ediate Omaha com m unity# T his is an e x c e lle n t in d ic a t io n th a t the b u s in e s s e d u c a tio n c u rric u lu m s h o u ld be s tr u c tu r e d around th e needs and demands o f th e Omaha b u s in e s s o ffic e s # E d u c a tio n Beyond H ig h S chool The c o n c lu d in g p a ra g ra p h s and ta b le s i n t h is c h a p te r d e a l w it h th o se g ra d u a te s idao have a tte n d e d c o lle g e s , u n iv e r s it ie s , b u s in e s s s c h o o ls and o th e r s c h o o ls o f f u r t h e r t r a in in g a f t e r g ra d u a tio n fro m h ig h T h is d a ta s h o u ld be o f in t e r e s t and b e n e f it to th e a d m in is tr a tio n o f N o rth H ig h S ch oo l and e s p e c ia lly to th e b u s in e s s e d u c a tio n te a c h e rs to show w hat a d d it io n a l t r a i n in g t h is re p re s e n ta tiv e group o f g ra d u a te s has a tta in e d s in c e le a v in g h i ^ school# N e a rly one h a lf o f th e t o t a l number o f g ra d u a te s , 45#0 p e r c e n t , have o b ta in e d some ty p e o f s c h o o lin g s in c e le a v in g h ig h s c h o o l# Of th o se who to o k f u r t h e r t r a in in g a f t e r g ra d u a tio n , 3 2 *0 p e r c e n t o f th e 100 g ra d u a te s a tte n d e d c o lle g e s o r u n iv e r s itie s # T a b le X I shows th e f i e l d s o f s tu d y in th e v a rio u s ty p e s o f in s t i t u t io n s a tte n d e d # 36 TABLE X I FIELDS OF ADVANCED STUDY OF 45 GRADUATES F ie ld s Number C o lle g e s and u n iv e r s it ie s : B u sin e ss a d m in is tr a tio n • • • • • • • # 8 E le m e n ta ry e d u c a tio n • « « • • * • • • 7 E n g lis h ................... . . . . . . . 4 B u sin e ss e d u c a tio n . . . . . . . . . . 3 A c c o u n tin g . . . . . . . . . . . . 2 R e lig io n . . . . . . . . . . . 2 P re -n u rs in g . . . . . . . . . . . . . . 2 Home econom ics . . . . . . . . . . . . 1 M athem atics . . . . . . . . . . . . . . 1 A p p lie d a r ts . . . . . . . . . . . . 1 Speech . . . . . . . . . . . . . . 1 T o ta l 32 B u sine ss s c h o o ls : S horthand 5 S e c r e ta r ia l . . . . . . . . . . . . 3 Com ptom etry . . . . . . . . . . . . . . 2 G e n e ra l . . . . . . . . . . . . . . 2 T o ta l 12 Trade s c h o o l: T e le ty p e — a i r l i n e t r a in in g . . . . . . 1 T o ta l 45 57 E ig h t o f th e 32 g ra d u a te s who a tte n d e d a c o lle g e o r a u n iv e r s it y m a jo re d in b u s in e s s a d m in is tr a tio n , 3 in b u s in e s s e d u c a tio n , and 2 i n a c c o u n tin g . A t o t a l o f 13 o f th e 32 r e g u la r c o lle g e a tte n d a n ts w ere e n r o lle d in a re a s d i r e c t ly a l l i e d to b u s in e s s e d u c a tio n , i f n o t i n th e f i e l d i t s e l f . Twelve o f th e 45 g ra d u a te s ta k in g f u r t h e r t r a in in g beyond h ig h s c h o o l had a tte n d e d a b u s in e s s s c h o o l. T h e re fo re , a g ra n d t o t a l o f 25 o f th e g ra d u a te s o b ta in in g a d d itio n a l t r a in in g a f t e r h ig h s c h o o l had e n r o lle d i n some ty p e o f b u s in e s s t r a in in g c o u rs e . E le m e n ta ry e d u c a tio n was th e second m ost p o p u la r a re a o f s tu d y , w ith 7 g ra d u a te s e n r o lle d . O th e r a re a s o f s tu d y w ere E u g lis h , r e l ig io n , p re -n u rs in g , home econom ics, m a th e m a tic s , a p p lie d a r t s , and sp e e ch . W ith 45 p e r c e n t o f th e b u s in e s s g ra d u a te s recdhdagl f u r t h e r t r a in in g , i t is th e r e s p o n s ib ilit y o f th e s c h o o l to p ro v id e a b a s is f o r f u r t h e r t r a in in g and a ls o to g iv e th e b e s t p o s s ib le t r a in in g f o r th o s e who w i l l go d i r e c t ly in to an o c c u p a tio n . A t o t a l o f 45 g ra d u a te s have a tte n d e d 24 d if f e r e n t i n s t i t u t i o n s . Pour o f th e s e g ra d u a te s had e n r o lle d i n 2 in s t i t u t io n s and 1 had e n r o lle d i n 3 i n s t i t u t i o n s . T ab le X I I l i s t s th e in s t i t u t io n s a tte n d e d b y th e graduates and th e number o f g ra d u a te s e n r o lle d i n ea ch. 38 TABLE X I I SCHOOLS AMD COLLEGES ATTENDED BY 45 GRADUATES I n s t i t u t i o n Number C o lle g e s and u n iv e r s it ie s : Omaha T M iv e rs i t y , Omaha .............................. . * . C re ig h to n U n iv e r s ity , Omaha . # . . . # # # G ustavus A dolphus C o lle g e , S t. P e te r, M in n e so ta U n iv e r s ity o f N ebraska, L in c o ln , N ebraska . . G rin n e l C o lle g e , G r in n e ll, Iow a . . . . . . . Iowa S ta te C o lle g e , Ames, Iow a . . . . . . . B ethany Nazarene C o lle g e , B e th a n y, Oklahoma . N ebraska W eselyan, L in c o ln , N ebraska . . . . Texas W e ste rn , E lP a so , Texas . . . . . . . . W illia m Woods C o lle g e , P u lto n , M is s o u ri . . . Grace B ib le C o lle g e , Omaha . . . . . . . . . C e n tra l B ib le I n s t i t u t e , S p r in g fie ld , M is s o u ri V a lp a ra is o tfe iiv e r s ity , V a lp a ra is o , In d ia n a . Wayne S ta te Teachers C o lle g e , Wayne, N ebraska 20 3 2 2 1 1 1 1 1 1 1 1 1 1 D ic k in s o n S e c r e ta r ia l S ch o o l, Omaha . . . . . . 2 C om m ercial E x te n s io n , Omaha . . . . . . . . . . 2 S p e e d w ritin g S c h o o l, Omaha . . . . . . . . . . 1 B o yles Van Sant B usine ss S c h o o l, Omaha . . . . 1 P e rry B u sin e ss C o lle g e , M ilw au ke e , W is c o n s in . 1 P e lt and T a rre n t, Comptometer S c h o o l, Omaha . . 1 Government S e c r e ta r ia l D evelopm ent S c h o o l, Omaha . . ^ 1 O thers : Omaha A r t C e n te r, Omaha . . . . . . . . . . . i Army C le r ic a l T r a in in g , P o rt M c C le lla n , Alabama 1 T e c h n ic a l H igh S ch o o l (A d u lt E d u c a tio n ), Omaha 1 E le c tr o n ic R adio T e le v is io n I n s t i t u t e , Omaha . 1 39 j (Maha U n iv e r s ity , w ith 20 g ra d u a te s h a v in g I a tte n d e d , is e a s ily th e m ost fre q u e n te d i n s t i t u t i o n o f I h ig h e r le a r n in g , w ith C r e i^ t o n U n iv e r s ity second w ith j 3 g ra d u a te s * Nine o f th e g ra d u a te s were e n r o lle d i n I b u s in e s s s c h o o ls in Omaha, 1 in a b ib le s c h o o l, and 1 i n I a tra d e s c h o o l* The h ig h e r e d u c a tio n a l in s t i t u t io n s i n Omaha have had a t o t a l o f 31 o f th e 100 g ra d u a te s e n r o lle d * T his f a c t s h o u ld be o f p a r t ic u la r im p o rta n c e to th e a d m in is tra t io n and te a c h e rs w it h re fe re n c e to s e e k in g a s s is ta n c e and c o o p e ra tio n fro m th e se i n s t i t u t io n s in th e fu tu r e * GHAPŒR IV EMPLOYMENT RECORD OP GRADUATES D ata c o n c e rn in g th e m o b ilit y , m a r ita l s ta tu s , p re s e n t s ta tu s , and a d d itio n a l e d u c a tio n o f th e N o rth H igh S chool g ra d u a te s was g iv e n i n th e la s t c h a p te r* In o rd e r f o r th e p ic tu r e to be more n e a r ly co m p le te re g a rd in g th e se g ra d u a te s , i t m ust be known: 1* What t h e i r employment has been j 2* How lo n g th e y were em ployed j 3 * How many jo b s th e y have h e ld | i 4* What t h e i r reasons w ere f o r le a v in g t h e i r jo b s j 5* What em ploym ent te s ts th e y have ta k e n j 6* How many weeks th e re were betw een g ra d u a tio n : and th e f i r s t p o s it io n : I 7 . How t h e ir f i r s t p o s it io n was obtsdLned ! 8# What t h e i r a t t it u d e was to w a rd t h e ir em ploym ent' 9 . What o p p o r tu n itie s th e re were f o r advancem ent 10. What was t h e ir h ig h e s t f u l l - t i m e s a la r y j 11. What b u s in e s s m achines th e g ra d u a te s used on ' th e jo b i T h is c h e p te r p re s e n ts in fo r m a tio n c o n c e rn in g the i em ploym ent re c o rd o f the g ra d u a te s * 41 A tta in m e n t o f th e I n i t i a l P o s itio n "Ehe s c h o o l s h o u ld p ro v id e as much a s s is ta n c e as p o s s ib le in h e lp in g th e s tu d e n t g e t h is f i r s t p o s itio n # T h e re fo re , th e f o llo w in g s e c tio n has been d e vo te d to th e a n a ly s is o f the fa c to r s in v o lv e d in t h is i n i t i a l employment# Means o f s e c u rin g w o rk # Of th e 92 g ra d u a te s who in d ic a te d how th e y o b ta in e d t h e ir f i r s t p o s it io n , 42, o r 45#7 p e r c e n t, checked "p e rs o n a l a p p lic a tio n # " I t s h o u ld be n o te d th a t th e h ig h s c h o o l was in s tru m e n ta l i n a s s is tin g 2 0 , o r 21#7 p e r c e n t, o f th e g ra d u a te s i n o b ta in in g t h e ir f i r s t p o s itio n # F rie n d s were th e m ost im p o rta n t means in a id in g 1 6 , o r 16 #3 p e r c e n t, o f th e g ra d u a te s g e t t h e ir f i r s t jo b # T able X I I I f u r t h e r shows th a t p a re n ts , w ant a d s , and em ploym ent a g e n cie s w e re , i n t h is o r d e r , o f le s s e r im p o rta n c e i n a s s is tin g the g ra d u a te s o b ta in t h e ir f i r s t employment# Time betw een g ra d u a tio n and em ploym ent# T a b le X IV in d ic a te s t h a t 2 5 , o r 29#2 p e r c e n t, o f the 86 respondents had p o s itio n s p r i o r to g ra d u a tio n # T h e re fo re , no tim e e la p se d betw een g ra d u a tio n and em ployment# A p p ro x im a te ly 57 p e r c e n t o f the w o rk in g g ra d u a te s w ere em ployed by th e second week a f t e r g ra d u a tio n . Most o f th e g ra d u a te s ^ o were n o t em ployed b y th e end o f th e f o u r t h week a f t e r g ra d u a tio n were th o s e in te n d in g to go on to c o lle g e # TABLE X I I I HCM 92 GRADUATES OBTAINED FIRST POSITION j How o b ta in e d Number Per c e n t 1 P e rs o n a l a p p lic a tio n < 1 45 #7 f H igh s c h o o l . . # 2 1 .7 ' F rie n d s 5 1 6 .3 ( ! P a re n ts « • • • • # < 1 6.5 ] 1 Want ad « • • • • # < 5.4 ; Employment agency . , 4 .4 ! — •Ill*— ................ ' I -n 1 T o ta ls 92 10 0 .0 45 fA B IE X IV ' TIME BETWEEN GEHADNATION AND EMPLOYMENT OP 86 GRADDATES Number o f weeks Number o f g ra d u a te s 0 . . . # . 1 ........................ 2 ........................ « o 4 ................. 5 ................. A o 7 . . . . . . • • • 9 . . . . . . 10 w . ^ i . . 1 1 ....................... 12 • . • w « • • ♦ ♦ w . 15 . . . . . . 1 4 ....................... 16 . . . . . . 16 . . . . . . 20 . . . . . . 66 . . . . . . T o ta l 86 44 O th ers w ere v a c a tio n in g and d id n o t a c t iv e ly seek em ploym ent u n t i l f a l l . I t i s q u ite a p p a re n t fro m T able XEV t h a t th e g ra d u a te s had no d i f f i c u l t y i n o b ta in in g esplcy- m e n t. T e sts ta k e n f o r em ploym ent. From th e ty p e o f te s ts ta k e n by the g ra d u a te s an in fe re n c e may be draw n as to th e know ledge businessm en e x p e c t o f th e p ro s p e c tiv e em ployee. T h is in fo r m a tio n s h o u ld be o f c o n s id e ra b le s ig n ific a n c e to th e a d m in is tr a tio n and th e te a c h in g s t a f f in r e o r g a n iz in g th e c u rric u lu m , as v o c a tio n a l p re p a ra tio n is one o f th e o b je c tiv e s o f secondary e d u c a tio n . As can be seen fro m T a b le XV, g e n e ra l know ledge was te s te d m ost fr e q u e n tly , as in d ic a te d b y 44 o f th e 59 re s p o n d e n ts . Second i n im p o rta n c e in t e s t in g was ty p e w r it in g . Over 65 p e r c e n t o f th e g ra d u a te s te s te d in d ic a te d th e y had ta k e n a ty p e w r itin g t e s t . T h is was # ie o n ly s p e c ia l s k i l l te s te d w ith any h ig h de gre e o f fre q u e n c y . O nly 22 p e r c e n t r e fe r r e d to a d ic t a t io n and t r ansc r ip t io n t e s t . V o c a b u la ry te s tin g was t h i r d h ig h e s t i n fre q u e n c y and m a th e m a tics f o u r t h . T a b le XV l i s t s 6 o th e r t e s t in g areas o f much le s s im p o rta n c e . I n i t i a l o c c u p a tio n s . S in ce 14 o f th e re s p o n d e n ts d id n o t in d ic a te f u l l - t i m e em ploym ent, th e y were n o t in c lu d e d in T a b le X V I. 45 TABLE XV TESTS TAKEN BY 59 GRADUATES FOR IMPLOYMENT Type o f t e s t Number G e n e ra l know ledge •••••••••# 44 T y p e w ritin g . . . . . . . . 40 | V o c a b u la ry . . . . . . . . . . . . 36 | M athem atics . . . . . . . . . . . . . 30 i j D ic ta tio n and t r a n s c r ip t io n . . . . . 13 j F ili n g @ ! i I B ookkeeping . . . . . . . . . . . . . 1 ! i I I S p e llin g . . . . . . . . . . 1 I I - I I A p titu d e . . . . . . . . . . . . . . 1 I ; - ! B usiness m achines 1 i C le r ic a l . . . . . . . . . . . . . . 1 IN IT IA L OCCUPATIONS OF 86 GRADUATES Type o f w o rk Number Per c e n t T y p is t and e le r k - t y p is t . # . . - , . 1 6 , 1 8 .5 C le r ie a l 1 4 .0 B ookkeeper # . . # . . * * 1 2 .8 S e c re ta ry . . . . . . . 1 2 .8 S te n o g ra p h e r . . . . . . . . . 9 .3 F ile c le r k . . . . . . . . 5.8 S ales c le r k . . . . . . . . 4 .6 Telephone o p e ra to r . . . . 3.5 Key punch o p e ra to r . . . . 2.3 W a itre s s . . . . . . . . . 2.3 B i l l e r • . . . . .. .. .. .. . .. . 2 .3 C a lc u la tin g c le r k . . . . . 2.3 S w itc h b o a rd o p e ra to r . ., ., ., 2 .3 Comptometer o p e ra to r . . . 1 .2 Messenger . .. .. 1 .2 D e n ta l a s s is ta n t . . . . . 1.2 Hate c le r k .. . .. .. . . .. ., 1 .2 M u ltig ra p h o p e ra to r . . . . 1.2 C ounselor (summer camp) .. • .■,*«. . ’ 1 1 .2 T o ta ls . . . _ 86 • 100.0 47 Âs an i n i t i a l o c c m p a tio n , th e t y p i s t and c le r k t y p is t c la s s if ic a t io n was in d ic a te d b y 1 6 , o r 1 8 .5 p e r c e n t, o f th e g ra d u a te s . The n e x t fo u r m ost fre q u e n t ty p e s o f Jobs were c l e r i c a l , b o o kke ep e r, s e c re ta ry and s te n o g ra p h e r r e s p e c tiv e ly . O nly 7 o f th e g ra d u a te s * i n i t i a l o c c u p a tio n s c o u ld n o t be c la s s if ie d as o f f ic e w o rk . T h e re fo re , 7 9 , o r 9 1 .9 p e r c e n t, o f th e g ra d u a te s * i n i t i a l o c c u p a tio n s were o f f ic e w o rk . I t is re a s o n a b le to assume fro m t h is h ig h p e rc e n ta g e o f o f f ic e em ploym ent t h a t a b u s in e s s e d u c a tio n ba ckgroun d was in s tru m e n ta l i n a s s is tin g th e s e g ra d u a te s to o b ta in em ployment im m e d ia te ly a f t e r h ig h s c h o o l g ra d u a tio n . Number o f f u l l - t i m e Jobs. The ra n g e in th e number | o f f u ll - t i m e jo b s h e ld b y ^each o f th e 100 g ra d u a te s i n th e 22 m onths s in c e g ra d u a tio n was ze ro to f o u r , as shown i n T a b le X V II. The g r e a te s t number o f g ra d u a te s , 4 7 , had h e ld one f u l l - t i m e jo b s in c e g ra d u a tin g . T h ir ty - o n e o f th e g ra d u a te s had been em ployed in tw o f u l l - t i m e jo b s ; 14 had n e v e r h e ld a f u l l - t i m e jo b ; 7 o f th e g ra d u a te s had h e ld th re e f u l l - t i m e p o s it io n s , and o n ly one o f th e ^ g ra d u a te s had been em ployed i n fo u r f u l l - t i m e jo b s . Over th re e fo u r th s o f th e g ra d u a te s have had I e it h e r one o r two f u l l — tim e jo b s . T h is h ig h p e rce n ta g e o f g ra d u a te s # io have h e ld o n ly one o r tw o p o s itio n s c o u ld be an in d ic a t io n o f good jo b s e le c tio n and TÂBIE X V II NUMBER OF FULL-TIME JOBS HELD BY 100 GRADUATES Number o f Number o f jo b s g ra d u a te s None 14 I One 47 . . . . . . . . . . 31 Three . . . . . . . . . . . . 7 F o u r . . . . . . . . . . . . 1 100. 48 ^ 49 a d ju s tm e n t. On th e o th e r ha nd , i t appears t h a t th e g ra d u a te may h o ld s e v e ra l p o s itio n s b e fo re f in d in g a s u ita b le jo b . Reasons f o r le a v in g jo b s . T ab le X V IIX shows t h a t 1 9 , o r 3 1 .7 p e r c e n t, o f th e g ra d u a te s changed em ploym ent to o b ta in a b e t t e r p o s it io n . N in e , o r 15 p e r c e n t, l e f t t h e i r jo b s to a tte n d s c h o o l, and th e same n m ib e r and p e r c e n t l e f t t h e ir jo b s because o f p re g n a n c y . A change i n _ re s id e n c e caused 7 , o r 1 1 .7 p e r c e n t, o f the g ra d u a te s to le a v e t h e ir jo b s . S ix , o r 1© p e r c e n t, o f th e j g ra d u a te s changed p o s itio n s because th e y d is lik e d t h e i r I jo b s , and 5 , o r 8 .3 p e r c e n t, l e f t t h e ir jo b s because o f j m a rria g e . O nly 2 , o r 3 .3 p e r c e n t, o f the g ra d u a te s l e f t | t h e ir jo b s because o f in a d e q u a te s k i l l , one i n s h o rth a n d I I and th e o th e r i n b o o k k e e p in g . A p p a re n tly th e b u s in e s s j g ra d u a te s a re eq uipp ed w it h s a t is f a c t o r y em ploym ent j s k i l l s . M achines used on th e jo b . P ro p e r equipm ent is v e ry e s s e n tia l i n p r o v id in g an adequate b u s in e s s e d u c a tio n ; t r a in in g program p a r t ic u l a r ly w ith th e in c re a s e d demand and use o f th e s e b u s in e s s m achines in th e b u s in e s s o ffic e s # I The g ra d u a te s were asked to in d ic a te w h e th e r th e y used ! c e r ta in m achines fr e q u e n tly o r o c c a s io n a lly on th e jo b . | T a b le X IX l i s t s th e m achines i n th e o rd e r o f t h e ir ! fre q u e n c y o f use on th e jo b . 50 TABLE X V III THE BEASONS OF 60 6RADWATKS FOR LEAVING THEIR JOBS Reason H in d e r o f B e tte r jo b 19 S ehool . . . # . . . # * * # # # 9 Pregnancy 9 R esidence change 7 D is lik e f o r th e jo b • • • • • « . 6 M a rria g e 5 M il it a r y s e rv ic e . . . . . . 1 111 h e a lth . . . . . . . 1 S easonal w o rk . . . . . . . . . . 1 Ho bo okke ep ing e x p e rie n c e . . . . 1 In a d e q u a te s h o rth a n d s k i l l . . . ^ 1 T o ta l 60 51 TABIB XIX ANALYSIS OP MACHINES USED ON THE JOB BY 84 GRADUATES M achine Used fr e q u e n tly Number Per c e n t Used o c c a s io n a lly Number Per c e n t T y p e w rite r . . . . . . . 65 1 8 .2 15 3 .6 59 1 6 .5 15 11 8 .6 P u ll- k e y a d d in g m achine . . . . 27 7 .6 6 .3 T en-key a d d in g ma c h in e . . . . . 25 7.0 13 7.5 E le c t r ic ty p e w r ite r . . . . . 25 7 .0 13 7 .5 16 4 .5 7 4 .0 16 4 .5 7 4 .0 S w itc h b o a rd . . . . . . . . . . 13 3 .6 3 1 .7 D it t o o r li q u i d p ro c e s s d m p lic a t o r . . . . . . . . . . . . — 12 3 .3 9 5 .2 B ookkeeping - p o s tin g m achine . 11 3 .1 3 11 1 .7 M im eograph . . . . . . . . . 9 2 .5 6 .3 Comptometer . . . . . . . . . 8 2 .2 9 7 5.2 Gash r e g is t e r . . . . . . . . 8 2 .2 4 .0 A d dresso gra ph . . . . . . . . 8 2.2 6 3.4 o th e r d u p lic a to r s . . . . . . . 7 2.0 1 .6 D ic ta p h o n e , E diphone, Sound scribe r 6 1 .7 13 7e5 Check p r o te c to r . . . . . . . . 5 1 .4 5 2 .9 E nvelope s e a lin g m achine . . . . 5 1 ,4 6 3 .4 stamp a f f i x e r . . . . . . . . 5 1.4 4 3.4 W ire re c o rd e r . . . . . . . . 4 1.1 1 .6 Mimeoscope . . . . . . . . . . 2 .6 1 .6 M u ltig ra p h . . . . . . . . . . 2 .6 2 1.2 B ookkeeping - b i l l i n g m achine . 2 .6 0 0 .0 A d d re ssin g m achine . . . . . . 2 .6 2 1.2 L e tte r o p e n in g m achine . . . . 2 .6 4 2.3 Key punch . . . . . . . . . . 1 .3 2 1.2 O th e rs ; P le x o w r ite r . . . . . . . . . 1 .3 0 0.0 O z a lid p h o to g ra p h in g m achine . 1 .3 0 0 .0 T e le ty p e ...................................... . 3 .8 1 .6 IBM p ro o f m achine . . . . . 1 .3 0 0.0 H eeordak m achine . . . . . . 0 0.0 1 .6 NCR 3100 . . . ............................. 1 .3 0 0 .0 M ic r o film . . . . . . . . . 1 .3 0 0.0 Graphety p e . . . . . . . . 1 .3 1 .6 W estern Tkiion Desk Pax . . . . 2 .6 0 0 .0 P h o to s ta te . . . . . . . . 1 .3 0 0.0 B lu e p r in t m achine . . . . . 0 0.0 1 .6 T o ta ls 357 1 0 0 .0 174 m o 52 The m anual ty p e w r ite r and th e te le p h o n e f a r outnum bered th e o th e r m a (h in e s w h ic h w ere used fr e q u e n tly on th e jo b * Of secondary im p o rta n c e were th e f u l l - k e y a d d in g m achine, th e te n -k e y a d d in g m a ch in e , and th e e le c t r ic ty p e w r ite r # These f i r s t f i v e fre q u e n tly -u s e d m achines were a ls o th e m achines used o c c a s io n a lly on th e jo b * I n a b ro a d c a te g o ry o f th o s e m achines ^ i c h ra n k e d t h i r d in fre q u e n c y o f use w ere th e c a lc u la t o r , th e p o sta g e m e te r m a ch in e , th e s w itc h b o a rd , th e d i t t o o r l i q u i d p ro ce ss d u p lic a t o r , and th e b o o kke e p in g — p o s tin g | ! m a ch in e • j IM de r the s e c tio n "O th e rs " in T a b le X IX is a l i s t 1 ■ ‘ t o f s p e c ia l m achines th e re s p o n d e n ts li s t e d w h ic h th e y had j used e it h e r f r e q u e n tly o r o c c a s io n a lly * Prom t h is lis tin g ^ ; o f s p e c ia l m a ch in e s, i t become a p p a re n t th e in c re a s in g number and v a r ie t y o f m achines w h ic h a re b e in g used i n o f f ic e s nowadays* The im p o rta n c e o f t h is s h o u ld be ! I r e f le c t e d v e ry d e f i n i t e l y in th e b u s in e s s e d u c a tio n | c u rric u lu m b y In c re a s in g m achine f a m i l i a r i t y th ro u g h f i e l d I t r i p s and t r a in in g on th e s e m achines* M achine m a s te ry s h o u ld be th e t r a in in g o b je c tiv e o f th e f iv e m ost fr e q u e n tly used m achines : th e ty p e w r ite r (m a n u a l), th e te le p h o n e , th e f u l l - k e y a d d in g m achine, th e te n — key a d d in g m ach in e, and th e e l e c t r ic ty p e w r ite r * F u rth e r a n a ly s is o f T a b le X IX in d ic a te s t h a t 53 f a m ilia r iz a t io n sh o u ld he th e t r a in in g o b je c tiv e o f th e f o llo w in g b u s in e s s m a ch in e s: th e c a lc u la t o r , th e p o sta g e m e te r m achine, th e s w itc h b o a rd , th e l i q u i d p ro ce ss d u p lic a to r s , th e bo okke e p in g — p o s tin g m ach ine, th e m im eograph, th e com p tom ete r, th e cash r e g is t e r , and th e a d d re sso g ra p h * F u ll- tim e s a la r ie s o f g ra d u a te s * T a b le XX in d ic a te s th e h ig h e s t ran ge o f w e e k ly s a la r ie s o f 91 g ra d u a te s who have been em ployed f u l l tim e * F o r ty - n in e , o r 53*8 p e r c e n t, o f th e g ra d u a te s earned a to p s a la ry o f $50 to #59* The second la r g e s t number o f g ra d u a te s , 18 , o r 19*8 p e r c e n t, w ere i n th e #40 to #49 ra n g e * In th e com bined #40 to $59 w e e k ly s a la r y b ra c k e t th e re was a t o t a l o f 6 7 , o r 73 *6 p e r c e n t, o f th e g ra d u a te s * There was a c o m p a ra tiv e ly s m a ll num ber, 2 4 , o r 26*5 p e r c e n t, o f th e g ra d u a te s i n th e f o u r ran ge s a t th e extre m e ends o f th e s a la r y s c a le * The m edian s a la r y f o r th e g ra d u a te s in T ab le XX was a p p ro x im a te ly #54* There were 66 g ra d u a te s em ployed f u l l tim e when the q u e s tio n n a ire s were re tu rn e d (see T a b le X X I) * I t s h o u ld be n o te d th a t th e h ig h e s t s a la r y ran ge was $50 to $59, w ith 4 3 , o r 65*2 p e r c e n t, o f th e g ra d u a te s i n t h is c la s s if ic a t io n * In T a b le XX 30*8 p e r c e n t o f th e g ra d u a te s earned le s s th a n #50 and in T a b le X X I o n ly 19*6 p e r c e n t earned le s s th a n #50* Of th e g ra d u a te s in TA3IE XX 54 HIGHEST INCOME OP HAVE BEM EMPLOYED GRADUATES TOO PULL TIME W eekly s a la r y Number o f g ra d u a te s Per c e n t Below Above T o ta ls 2 2 .2 8 3 *8 18 1 9 .8 49 5 3 .8 8 8 .8 6 6 .6 91 100*0 55 TABLE XXI INCOME OP 66 GRADUATES H O W EMPLOYED W eekly s a la r y Humber o f g ra d u a te s Per c e n t Below $30 # # # . 3*0 #30 - #39 * * • * $40 - $4# . . . . 3*0 1 3 .6 #50 - #59 * • • * 6 5 .2 #60 - #69 . * . 10*6 Above #70 * • • ♦ 4*6 T o ta ls 66 100*0 i ; I 56 T able XX, 6 9 .2 p e r c e n t earned a s a la r y o f $50 o r more and 8 0 .4 p e r c e n t o f th e g ra d u a te s earned a s a la r y o f $50 o r more i n T a b le X X I. A f t e r a p p ro x im a te ly one and a h a lf y e a rs o f o f f ic e em ploym ent th e b u s in e s s e d u c a tio n graduate may e x p e c t to e a rn an average s a la r y o f ab o u t $5 6. T h is s a la r y i s s l i g h t l y lo w e r th a n th e ave rag e o f f ic e s a la r ie s i n Omaha as li s t e d in T ab le I I . T h is is p ro b a b ly due to th e r e la t iv e in e x p e rie n c e on th e p a r t o f the re c e n t h i ^ s c h o o l g ra d u a te s . A n a ly s is o f P re s e n t Employment B u sine sse s in w h ic h em ployed* The ty p e s o f b u s in e s s in w h ic h 74 o f th e g ra d u a te s w ere em ployed a t th e tim e th e q u e s tio n n a ire s w ere re tu rn e d a re shown i n T able X X II. N in e te e n , o r 2 5 .7 p e r c e n t, o f th e g ra d u a te s were em ployed in in s u ra n c e o f f ic e s , and 1 0 , o r 1 3 .5 p e r c e n t, were em ployed in b a n k s . The p u b lic u t i l i t i e s and m a n u fa c tu rin g in s t i t u t io n s each e o ^ lo y e d 8 , o r 1 0 .8 p e r c e n t, o f th e g ra d u a te s . F o u r, o r 5 .4 p e r c e n t, o f th e g ra d u a te s were em ployed i n C i v i l S e rv ic e o f f ic e s . P ro fe s s io n a l o f f ic e s em ployed 3 , o r 4 .1 p e r c e n t, o f th e g ra d u a te s , and 3 , o r 4 .1 p e r c e n t,o f th e g ra d u a te s were em ployed in r e t a i l s to r e s . The re m a in in g 19, o r 2 5 .7 p e r c e n t, o f th e g ra d u a te s w ere em ployed i n in d iv id u a lly c la s s if ie d p o s itio n s and a re grouped u n d e r th e t i t l e "O th e rs " i n T a b le X X II. 57 TABLE X X II T ÏIE S OP BUSINESSES GRADUATES WERE EMPLOYED IN WHICH 74 OP 22 MONTHS AFTER THE GRADUATION 1 Type o f b u s in e s s Number o f g ra d u a te s Per c e n t 1 Bank 1 3 .4 In s u ra n c e 1 2 5 .7 P u b lic u t i l i t i e s * • « • . 1 0 .8 Î M a n u fa c tu r in g ........................ . 1 0 .8 ! U. S. C i v i l S e rv ic e « • • • 5 .4 j . . . 1 R e ta il s to re s • « * • • • • ! 4 .1 1 P ro fe s s io n a l • • • • • • # 4.1 ! O th e rs • • • • « • • • • • 2 5 .7 i T o ta l 74 1 0 0 .0 58 I t î s in t e r e s t in g to n o te th a t one h a lf o f th e g ra d u a te s were em ployed i n s e rv ic e in d u s tr ie s in Omaha# The b u s in e s s e d u c a tio n d e p a rtm e n t s h o u ld make a r e a l e f f o r t t o f in d w h a t th e s e o rg a n iz a tio n s e x p e c t o f t h e ir o f f ic e w o rk e rs # As a r e s u lt o f th e s e fin d in g s th e b u s in e s s e d u c a tio n program s h o u ld be ad ap ted to m eet th e s e needs i n p r o p o r tio n to w h a t i s fo u n d to be re a s o n a b le and d e s ira b le # I j L e n g th o f employment in p re s e n t f u l l - t i m e p o s it io n # I S ix ty -s e v e n g ra d u a te s .were em ployed f u l l tim e a t th e tim e I th e q u e s tio n n a ire was com pleted# The le n g th o f employment; I was b ro ke n down in t o s ix -m o n th in t e r v a ls ( w ith th e I e x c e p tio n o f th e la s t in t e r v a l) i n T able X X III to show th e number and p e r c e n t .o f g ra d u a te s i n each o f th e s e c a te g o r ie s . T w enty-tw o m onths was th e maximum tim e fro m g ra d u a M o n u n t i l th e q u e s tio n n a ire was re c e iv e d # The m edian le n g th o f f u l l - t i m e em ploym ent o f th e 67 g ra d u a te s i s a p p r o x iim te ly 18 m onths. There were 5 3 , o r 49#3 p e r c e n t, o f th e g ra d u a te s who rem a in ed betw een 19 and 22 m onths i n t h e i r p re s e n t em ploym ent* T h is i s a good in d ic a t io n o f th e p o s it iv e s t a b i l i t y o f n e a r ly one h a lf o f th e g ra d u a te s# The p e rio d o f em ploym ent w ith the fe w e s t number o f g ra d u a te s was th e 15 to 18— m onth b ra c k e t i n w h ic h th e re 59 LENGTH OP EMPLOYMENT IN PRESENT FULL-TIME POSITION FGR 67 GRADUATES L e n g th o f em ploym ent Nmaber o f (m onths )_________ g ra d u a te s P er c e n t 1 to 6 17 2 5 *4 7 to 12 . . • # . • 11 16 *4 13 to 18 • ♦ • • • • 6 9*0 19 to 22 .................... .... 33 49*2 100*0 60 were o n ly 6 , o r 9 .0 p e r c e n t, o f th e g ra d u a te s . In the 7 to 12-m onth c la s s if ic a t io n th e re wore 11, o r 1 6 .4 p e r c e n t, o f th e g ra d u a te s . S eventeen, o r 2 5 .4 p e r c e n t, o f th e g ra d u a te s had been em ployed 1 to 6 m on ths. I t was fo u n d in Table X V III t h a t th e m a jo r ity , 8 1 .7 p e r c e n t, o f the g ra d u a te s l e f t t h e ir Jobs f o r d o m e stic reasons m to a tte n d c o lle g e , and o n ly 10 p e r c e n t l e f t t h e i r p o s itio n s because th e y d is lik e d t h e ir jo b s . T h is seems to be a s ig n if ic a n t in d ic a t io n th a t th e g ra d u a te s had a d ju s te d w e ll to t h e ir jo b s . A t titu d e to w a rd p re s e n t em ploym ent. A la rg e m a jo r ity o f th e g ra d u a te s , 62, o r 7 7 .6 p e r c e n t, in d ic a te d "much s a t is f a c t io n " i n t h e ir em ploym ent a t th e tim e th e ques tlo n n a ir e was co m p le te d (see T a b le X X IV ). S ix te e n , o r 2 0 .0 p e r c e n t, o f th e g ra d u a te s checked "some s a t is f a c t io n " and no g ra d u a te m arked " l i t t l e o r no s a t is f a c t io n . " O nly 2 , o r 2 .5 p e r c e n t, o f th e g ra d u a te s in d ic a te d "some d is s a t is f a c t io n " w ith t h e i r em ploym ent. A t o t a l o f 7 8 , o r 9 7 .5 p e r c e n t, o f th e g ra d u a te s exp resse d much o r some s a t is f a c t io n w ith t h e i r em ploym ent. T his is a n o th e r in d ic a t io n o f s u c c e s s fu l Job a d ju s tm e n t by m ost o f th e g ra d u a te s . The a d m in is tr a tio n and the te a c h in g s t a f f th ro u g h t h e ir gu id an ce and in s t r u c t io n sh o u ld be g iv e n c r e d it f o r t h e ir c o n tr ib u tio n i n h e lp in g to b r in g about su<± l a h ig h degree o f jo b s a t is f a c t io n . 61 TABLE XXIV ATTITUDE OF SO GRADUATES TOWARD FRESENT mPLOYMENT A t titu d e Number o f g ra d u a te s Per c e n t Mueh s a t is f a c t io n • • • • 77#5 Some s a t is f a c t io n . * # . 2 0 .0 L i t t l e o r no s a t is f a c t io n • . © 0 .0 Some d is s a t is f a c t io n . . 2 .5 T o ta ls @ 0 10 0.0 62 O p p o rtim lt le s f o r advano ement # As shown i n T a b le XXV, i t was th e o p in io n o f 38 , o r 51*4 p e r c e n t, o f the g ra d u a te s t h a t t h e i r o p p o r tu n itie s f o r advancem ent were "g o o d ." Tw enty, o r 2 7 .0 p e r c e n t, o f th e g ra d u a te s b e lie v e d t h e ir chances f o r advancem ent w ere " f a i r . " The le a s t number o f g ra d u a te s , 3 , o r 4 .0 p e r c e n t, in d ic a te d t h e ir o p p o r tu n itie s f o r advancement were " p o o r ." Thirteen, o r 1 7 .6 p e r c e n t, f e l t th e r e were no o p p o r tu n itie s f o r I advancement on t h e ir jo b s . j A g re a t m a jo r ity o f th e g ra d u a te s , 58, o r 7 8 .4 j p e r c e n t, th o u g h t th e re was a good o r f a i r o p p o rtu n ity ^ f o r advancem ent. T his w o u ld seem to in d ic a te f u r t h e r I I „ j s a t is f a c t io n o f th e g ra d u a te s to w a rd t h e i r p re s e n t ^ em ploym ent. I t a ls o r e f le c t s fa v o r a b ly upon th e s c h o o l and i t s c o n tr ib u tio n i n t r a in in g g ra d u a te s to make a good jo b s e le c tio n and to make th e p ro p e r jo b a d ju s tm e n t. 63 TABLE XXV OPINIONS OP 74 GRADUATES AS TO THEIH OPPORTUNITIES FOR JOB ADVANCEMENT O p p o rtu n i t ie s Number o f g ra d u a te s Per c e n t Good . . . . . . 5 1 .4 F a ir ........................ 2 7 .0 Poor . . . . . . 4.0 None . . . . . . 1 7 .6 T o ta ls 74 100.0 CHAPTER V BUSINESS EDUCATION TRAINING OP THE GRADUATES AND GUIDANCE The p re c e d in g c h a p te r d is c u s s e d th e em ploym ent s ta tu s o f th e g ra d u a te and p e r tin e n t d a ta a b o u t h is employment# T his c h a p te r w i l l be p r im a r ily d e vo te d to an a n a ly s is o f th e b u s in e s s e d u c a tio n co u rse s s tu d ie d b y th e g ra d u a te s and t h e i r r e a c tio n to them . A ls o , a b r i e f a n a ly s is w i l l be made o f th e g ra d u a te s ’ r e a c tio n s to b u s in e s s e d u c a tio n guidance# B usiness E d u c a tio n T r a in in g o f th e G raduates I t is n o t th e num ber o f g ra d u a te s e n r o lle d i n th e v a rio u s b u s in e s s e d u c a tio n c la s s e s t h a t r e v e a l th e r e l a t iv e v a lu e o f th e cou rses# The use made o f th e co u rse s i s th e r e a l e v a lu a tio n o f th e m e r it o f t h is tr a in in g # The b u s in e s s e d u c a tio n c u rric u lu m s h o u ld be so o rg a n iz e d to s a t is f y th e needs o f th re e c la s s e s o f stud en ts who e n te r b u s in e s s e d u c a tio n c o u rs e s . I t m ust p ro v id e a good fo u n d a tio n f o r th o s e s tu d e n ts Who ta k e advanced t r a in in g ; i t m ust p ro v id e adequate t r a in in g and s k i l l s f o r th o s e s tu d e n ts who w i l l seek em ploym ent im m e d ia te ly a f t e r g ra d u a tio n ; and i t m ust s a t is f y th e needs o f s tu d e n ts who I. . ■ _ ' 65 e n r o ll i n c e r ta in b u s in e s s e d u c a tio n c o u rs e s f o r t h e i r p e rs o n a l use v a lu e # H igh s c h o o l b u s in e s s co u rse s s tu d ie d b y th e g ra d u a te s . T ab le XXVI shows t h a t a l l o f th e g ra d u a te s who responded to t h is q u e s tio n w ere e n r o lle d i n th e f i r s t - y e a r ty p e w r itin g c o u rs e , and 8 9 , o r 9 1 .9 p e r c e n t, to o k s e c o n d -y e a r t y p e w r it in g . S ix ty , o r 6 1 .8 p e r c e n t, o f th e g ra d u a te s e n r o lle d i n s h o rth a n d , f i r s t y e a r, b u t o n ly 2 6 , o r 2 6 .8 p e r c e n t, c o n tin u e d w ith t h e ir s h o rth a n d th e second y e a r* T his is a l i t t l e le s s th a n one h a lf ta k in g advanced s h o rth a n d , w h ic h i s b e t te r th a n th e average N o rth H igh S chool r a te o f s e co n d -ye a r s h o rth a n d d ro p o u ts . The b ookke ep ing cou rse was ta k e n b y 55, o r 5 6 .7 p e r c e n t, o f th e g ra d u a te s . F o r t y - fo u r , o r 4 5 .3 p e r c e n t, o f th e g ra d u a te s e n r o lle d i n o f f ic e p r a c tic e . Com m ercial a r ith m e t ic , as p r e v io u s ly m e n tio n e d , was dropped fro m th e b u s in e s s educ a t io n c u rric u lu m , b u t 34 , o r 3 5 .0 p e r c e n t, o f th e g ra d u a te s had ta k e n t h i s c o u rs e p r io r to i t s b e in g d ro p p e d . O nly 2 5 , o r 2 5 .8 p e r c e n t, o f th e g ra d u a te s to o k g e n e ra l b u s in e s s . None o f th e g ra d u a te s e n r o lle d f o r th e b u s in e s s la w c o u rs e . W ith th e in c re a s in g c o m p le x ity o f th e le g a l a s p e c ts o f b u s in e s s and e ve ry d a y l i v i n g , i t seems t h is co u rse w ould make a d e f in it e c o n tr ib u tio n to the p ro s p e c t iv e o f f ic e w o rk e r, as w e ll as have an im p o rta n t p e rs o n a l- use v a lu e . __________________________________ __ _ __ _ TABIE XXVI HIGH SCHOOL BHSIHESS COBRSES STUDIED BY 97 OBADUATES 66 B u sin e ss co u rse s Number o f g ra d u a te s Per c e n t T y p e w ritin g , f i r s t y e a r • • • 1 0 0 .0 T y p e w ritin g , second y e a r • * 9 1 .9 S h o rth a n d , f i r s t y e a r • • • • 6 1 .8 B ookkeeping 6 6 .7 O ffic e p r a c tic e # . # * 4 5 .3 C om m ercial a r ith m e tic . . * 3 5 .0 S h o rth a n d , second y e a r • • • 2 6 .8 O e n e ra l b u s in e s s • . # . . 2 5 .8 67 B u sin e ss s u b je c ts fo u n d m ost h e lp f u l on th e jo b # T y p e w ritin g was s e le c te d b y 49, o r 69*8 p e r c e n t, o f th e g ra d u a te s as th e b u s in e s s s u b je c t th e y c o n s id e re d to be m ost h e lp f u l on th e jo b (see T a b le X X V II). T w elve, o r 14*6 p e r c e n t, o f th e g ra d u a te s in d ic a te d th a t o f f ic e p r a c tic e was th e m ost h e lp f u l s u b je c t. S hortha nd re c e iv e d r e c o g n itio n as b e in g th e m ost h e lp f u l b u s in e s s s u b je c t by 9 , o r 1 1 .0 p e r c e n t, o f th e g ra d u a te s . B ookkeeping was s e le c te d by 7 , o r 8 .5 p e r c e n t, o f th e g ra d u a te s as b e in g m ost h e lp f u l. G e n e ra l b u s in e s s was in d ic a te d by 5 , o r 3 .7 p e r c e n t, o f th e g ra d u a te s , and co m m e rcia l a r ith m e tic was in d ic a te d by 2 , o r 2 .4 p e r c e n t, o f th e g ra d u a te s as b e in g th e m ost h e lp f u l s u b je c ts on th e jo b . B u sin e ss s u b je c ts g ra d u a te s w ould a d v is e h ig h s c h o o l s tu d e n ts to ta k e . The g ra d u a te s were asked to in d ic a te t h e ir f i r s t , second, and t h i r d c h o ic e s o f b u s in e s s s u b je c ts th e y w ould a d v is e h ig h s c h o o l s tu d e n ts to ta k e . Table X X V III shows th e d i s t r i b u t i o n o f th e g ra d u a te s * c h o ic e s » Of th e g ra d u a te s who answ ered t h is q u e s tio n , ty p e w r it in g was s e le c te d as th e f i r s t c h o ic e b y 7 0 , o r 7 4 .5 p e r c e n t. S h o rtha nd was th e second c h o ic e o f 4 4 , o r 4 7 .8 p e r ce n t o f th e g ra d u a te s . The number o f f i r s t and second c h o ic e s e le c tio n s o f bookkeeping and o f f ic e p r a c tic e s h o u ld be n o te d i n T ab le X X V III. As a r e s u lt o f th e 68 TABLE X X V II BÜSTHESS SUBJECTS POUND MOST HELPPUL ON THE JOB BY 82 GRADUATES S u b je c t Number o f g ra d u a te s Per c e n t T y p e w ritin g . . . . . . 5 9 .3 O ffic e p r a c tic e . . . . . 1 4 .6 S h ortha nd . . . . . . . . 1 1 .0 B ookkeeping . . . . . . . 8.5 G e n e ra l b u s in e s s . . . . 3 .7 C om m ercial a r ith m e tic . . . . 2 2 .4 T o ta l 82 1 0 0 .0 69 TABLE X X V III BUSINESS SUBJECTS GRADUATES WOULD ADVISE HIGH SCHOOL STUDHITS TO TAKE S u b je c t F i r s t c h o ic e Second c h o ic e T h ird c h o ic e Number Per c e n t Number Per c e n t Number Per c e n t T y p e w ritin g . . . 70 7 4 .5 19 2 0 .7 5 7 .2 S h o rtha n d • . • • 13 1 3 .8 44 4 7 .8 10 1 4 .5 Bookkeeping • • • 7 7 .4 14 1 5 .2 17 2 4 .7 O ffic e p r a c tic e . 2 2 .1 10 1 0 .9 24 3 4 .8 C om m ercial a r ith m e tic # • 1 1 .1 4 4 .3 6 8 .7 G e n e ra l b u s in e s s 1 1 .1 1 1 .1 7 1 0 .1 T o ta ls 94 100.0 92 100 .0 69 1 0 0 .0 70 g r e a te r number o f p re fe re n c e s f o r bookkeeping i n th e f i r s t tw o c a te g o rie s , b o o kke e p in g was s e le c te d as th e t h ir d c h o ic e o f th e g ra d u a te s . T y p e w ritin g was in d ic a te d as th e s u b je c t fo u n d m ost h e lp f u l on th e jo b and was a g a in f i r s t c h o ic e by th e g ra d u a te s as b e in g th e s u b je c t th e y w o u ld a d v is e h ig h s c h o o l s tu d e n ts to ta k e . T y p e w ritin g appears to be th e m ost h e lp f u l s u b je c t as w e ll as th e one w ith th e m ost p o t e n t ia l f o r f u t u r e s tu d e n ts . O nly a s m a ll p e rc e n ta g e o f th e g ra d u a te s f e l t s h o rth a n d was th e m ost h e lp f u l on th e jo b ; h o w e ve r, i t s p o t e n t ia l im p o rta n c e was re c o g n iz e d by th e g ra d u a te s i n s e le c tin g i t as th e second m ost a d v is a b le b u s in e s s s u b je c t f o r h ig h s c h o o l s tu d e n ts t o ta k e . The im p o rta n c e o f shorth€LBd was in d ic a te d in a g re a t m easure b y th e graduates who d id n o t go on w ith s e c o n d -y e a r s h o rth a n d and b y th e g ra d u a te s who d id n o t ta k e sh o rth a n d a t a l l . I t is a p p a re n t fro m t h is a n a ly s is th a t th e g ra d u a te s w ith o u t th e s h o rth a n d s k i l l a p p re c ia te i t s p o t e n t ia l and im p o rta n c e on th e jo b . B u sine ss E d u c a tio n Guidance I t is th e r e s p o n s ib ilit y and o b lig a tio n o f th e s c h o o l to d e te rm in e th e needs o f th e s tu d e n t and th e n to e s ta b lis h a c u rric u lu m to s a t is f y th e s e needs as n e a r ly as p o s s ib le . 71 Dame and B rinkm an s a y : (2 :1 0 4 ) E ve ry y e a r a p p ro x im a te ly two m il lio n young p e o p le i n the m it e d S ta te s o f f e r t h e i r s e rv ic e s to o u r econom ic system as b e g in n in g w o rk e rs . Some o f th e s e know th e ty p e o f jo b f o r w h ic h th e y a re b e s t q u a lif ie d . H ow ever, many o f th o s e young w o rk e rs make jo b c h o ic e s on ih e b a s is o f n o th in g more s u b s ta n tia l th a n in fo r m a tio n o b ta in e d fro m m o v ie s , t e le v is io n , p o p u la r f i c t i o n , o r ju s t p la in w is h fu l t h in k in g . As th e h ig h s c h o o l p o p u la tio n c o n tin u e s to grow i n numbers and as th e ch a ng in g econom ic o rd e r r e f le c t s changes i n o c c u p a tio n s , th e re is an e v e r - in c r e a s in g need f o r s c h o o ls to p ro v id e g u id a n ce s e rv ic e s f o r young p e o p le . G uidance i n b u s in e s s e d u c a tio n is e x c e e d in g ly im p o rta n t, b u t i t is to o b ro a d and to o com plex an a re a to be g iv e n adequate tre a tm e n t in t h i s p r o je c t# However, i t is f e l t th a t w ith more e f f i c i e n t and p ro p e r v o c a tio n a l g u id a n c e , jo b tu rn o v e r and o n - th e -jo b d is s a t is f a c t io n c o u ld be g r e a tly m in im iz e d . S e le c tio n o f a h ig h s c h o o l c o u rs e . The g ra d u a te s were asked to che ck w h ic h p e rso n o r pe rson s in flu e n c e d them m ost i n s e le c tin g t h e i r h i ^ s c h o o l c o u rs e . T ab le XXIX shows th e r e s u lt s o f t h is q u e s tio n . M other and fa t h e r were s e le c te d by a t o t a l o f 6 0 , o r 6 5 .1 p e r c e n t, o f th e g ra d u a te s as b e in g m ost d i r e c t ly re s p o n s ib le i n h e lp in g them choose t h e ir h ig h s c h o o l c o u rs e . A p p a re n tly 15 , o r 1 4 .2 p e r c e n t, o f th e g ra d u a te s depended i n g r e a te s t m easure upon th e m se lve s in m aking a co u rse d e c is io n . T w e lve , o r 1 3 .1 p e r c e n t, o f th e g ra d u a te s in d ic a te d th a t members o f th e s c h o o l s t a f f TABIE XXIX GREATEST INFLUENCE 9g GRADUATES HAD IN SELECTING HIGH SCHOOL COURSE 72 Type o f in flu e n c e Number o f g ra d u a te s Per c e n t M other and f a t h e r « • . 3S .0 M other 2 1 .7 S e lf 1 4 .2 Teacher • • • # • • • • 9.8 F a th e r « # • • • • • • 5.4 F rie n d • • • • • • • • 5.4 G o im se lo r « • • • • • « 2.2 R e la tiv e • • • • • • • 2.2 P r in c ip a l 1 .1 T o ta l 92 100.0 73 (te a c h e rs , c o u n s e lo rs , and p r in c ip a l) were in s tru m e n ta l in h e lp in g them make t h e i r co u rse d e c is io n . **P riend” was checked hy 5 , o r 5 .4 p e r c e n t, o f th e g ra d u a te s as b e in g th e g re a te s t in flu e n c e i n t h e i r co u rse s e le c tio n . Two, o r 8 .2 p e r c e n t, o f th e g ra d u a te s f e l t r e la t iv e s (a s is ta ? in b o th in s ta n c e s ) were m ost re s p o n s ib le i n t h e ir co u rse A v e ry la rg e p e rc e n ta g e o f th e g ra d u a te s (6 5 .1 p e r c e n t) agreed t h a t t h e ir p a re n ts w ere m ost i n f l u e n t i a l i n h e lp in g them make t b e lr h ig h s c h o o l cou rse s e le c tio n . In c o n tr a s t th e s c h o o l was c o n tr ib u to r y to t h is d e c is io n i n o n ly 1 3 .1 p e r ce n t o f th e ca s e s . I t is a v e ry d is q u ie tin g a n a ly s is to le a rn o f th e s c h o o l’ s in ^ o te n c y i n a s s is tin g i t s s tu d e n ts in t h is a re a o f g u id a n c e . The s c h o o l c o u ld h e lp in s u re i n t e l l i g e n t p a r e n ta l v o c a tio n a l gu id a n ce by w o rk in g i n c o n ju n c tio n w ith the p a re n ts th ro u g h o rg a n iz e d g ro u p s . S in ce th e s c h o o l s t a f f has v e ry s e rio u s tim e lim it a t io n s re g a rd in g in d iv id u a l s tu d e n t g u id a n c e , i t w o u ld be hoped t h a t a g r e a t d e a l c o u ld be done th ro u g h t h is ty p e o f g ro u p g u id a n c e . Such a p la n c o u ld a ls o c o n c o m ita n tly b r in g a b o u t b e t te r s c h o o l- com m unity r e la t io n s . G raduates d e s ire f o r more g u id a n ce in fo r m a tio n . T able XXX shows t h a t 8 2 , o r 8 6 .3 p e r c e n t, o f th e g ra d u a te s re s p o n d in g d e s ire d in fo m a t io n in h ig h s c h o o l 7 4 l TABLE XXX GRADUATES» OPINION OF GUIDANCE SERVICES S u b je c t Number o f g ra d u a te s Per c e n t W ould you l i k e to have had more In fo r m a tio n i n h ig h s c h o o l a b o u t th e d i f f e r e n t jo b s i n b u s in e s s and in o th e r f ie ld s ? Yes 8 6 .3 N o ......................................................... 1 3 .7 T o ta l 95 10 0 .0 W ould you l i k e to have had th e o p p o r tu n ity i n h i ^ s c h o o l to ta ke te s ts to p r e d ic t how w e ll y o u c o u ld m eet jo b re q u ire m e n ts ? Yes 8 2 .2 No 1 7 .8 T o ta l 90 10 0.0 75 a b o u t th e d i f f e r e n t jo b s in o th e r f i e l d s . O nly 13, o r 1 3 .7 p e r c e n t, d id n o t d e s ire m ore in fo r m a tio n . S e v e n ty - f o u r , o r 8 2 .2 p e r c e n t, o f th e g ra d u a te s w ould li k e to have had th e o p p o r tu n ity in h i ^ s c h o o l to have ta k e n te s ts to p r e d ic t how w e ll th e y c o u ld m eet jo b re q u ire m e n t^ and 1 6 , o r 1 7 .8 p e r c e n t, o f th e g ra d u a te s in d ic a te d th e y w ould n o t l i k e to have had th e o p p o r tu n ity to ta k e th e s e t e s t s . A number o f th e g ra d u a te s w ro te in th a t th e y w o uld li k e to have had average jo b -re q u ire m e n t s k i l l te s ts i n m achines, s h o rth a n d and ty p e w r itin g to p r e d ic t t h e ir re a d in e s s f o r o f f ic e w o rk , t t e a d m in is tr a tio n , te a c h in g s t a f f and c o u n s e lo rs s h o u ld f in d th e s e p r a c t ic a l g u id a n ce d e s ire s o f th e g ra d u a te s in d ic a te d in T a b le XXX o f d e f in it e v a lu e in im p ro v in g th e gu id a n ce p ro g ra m . GHAPTER VI SUMMARY, GONCLUSIONS, AND RECOMMENDATIONS Summary P e rm is s io n was re c e iv e d fro m th e a d m in is tr a to r s o f th e Omaha P u b lic S chools to e xe c u te a fo llo w - u p s tu d y o f 108 N o rth H ig h S chool b u s in e s s e d u c a tio n g ra d u a te s o f 1955. T h is s tu d y was made to d e te rm in e how s u c c e s s fu l th e p re s e n t b u s in e s s e d u c a tio n c u rric u lu m has been i n p ro v id in g adequate t r a in in g f o r p o s t-g ra d u a te em ploym ent. A q u e s tio n n a ire s u rv e y (see A p pe ndix B) was used to a c q u ire th e n e c e s s a ry in fo r m a tio n to a n a ly z e and e v a lu a te th e p re s e n t c u rric u lu m in r e l a t io n to th e g ra d u a te s * needs on th e jo b . T h is s tu d y was lim it e d to th e fe m a le g ra d u a te s o f N o rth H igh S ch oo l who had a t le a s t two b u s in e s s co u rse s o th e r th a n b o o kke e p in g and g e n e ra l b u s in e s s . I t was f e l t t h a t th e o ve rw h e lm in g r a t i o (108 to 2) o f g i r l s to boys was to o d is p r o p o r tio n a te to be w o rth w h ile to in c lu d e th e b o y s . E x te n s iv e re a d in g s fro m p e r t in e n t b u s in e s s educa t io n p e r io d ic a l a r t i c l e s , e d u c a tio n a l books and s im ila r re s e a rc h s tu d ie s w ere used in th e d e velop m en t o f t h is s tu d y . 77 Of th e 108 q u e s tio n n a ire s s e n t to the g ra d u a te s , , o r 9 2 .5 p e r c e n t, were r e tu rn e d . The in fo r m a tio n fro m th e s e q u e s tio n n a ire s was ta b u la te d , a n a ly z e d and re p o rte d i n t h is s tu d y * Through d a ta s u p p lie d b y th e Omaha Chamber o f Commerce, i t was fo u n d t h a t Omaha was c o n tin u in g i t s r a p id in d u s t r i a l g ro w th , id aich w ould i n tu r n in c re a s e th e demand f o r more o f f ic e w o rk e rs . A s tu d e n t may e le c t to f o llo w one o f th re e co u rse s o ffe r e d a t N o rth M g h S c h o o l: c o lle g e p r e p a r a to r y , b u s in e s s e d u c a tio n , o r g e n e ra l. The b u s in e s s e d u c a tio n c u rric u lu m c o n s is te d o f th e fo llo w in g s u b je c ts : T y p e w ritin g , I , I I , I I I , and IV S h o rth a n d , I , IX , I I I , and IV O ffic e P ra c tic e B ookkeeping G e n e ra l B u sine ss B u sin e ss Law S h orthand i s th e o n ly b u s in e s s e d u c a tio n s u b je c t i n w h ic h th e e n ro llm e n t was r e s t r ic t e d b y a minimum I . r a t in g o f 100 and an average a ch ie ve m e n t in E n g lis h f o r th e freshm an and sophomore y e a rs . The f o llo w in g p a ra g ra p h s sum m arize th e fin d in g s o f th e s u rv e y o f th e g ra d u a te s . 78 Of th e 100 re s p o n d e n ts , 89 s t i l l liv e d i n Omaha a t th e tim e t h is s u rv e y was c o n d u c te d , 1 liv e d in th e S ta te o f N ebraska, and 10 liv e d o u t o f th e s t a t e . T h ir t y - f iv e o f th e 100 g ra d u a te s were m a rrie d , and 2 1 , o r 6 0 .1 p e r c e n t, o f the m a rrie d g ra d u a te s w ere em ployed f u l l tim e . T w e n ty -fiv e , o r 7 1 .4 p e r c e n t, o f th e m a rrie d g ra d u a te s d id n o t have c h ild r e n ; 9 , o r 2 5 .7 p e r c e n t, had one c h ild , and 1 , o r 2*9 p e r c e n t, had two c h ild r e n . Advanced s c h o o lin g s in c e le a v in g h ig h s c h o o l was o b ta in e d by 45 p e r c e n t o f th e g ra d u a te s . T w e n ty -fiv e o f th e g ra d u a te s who re c e iv e d a d d itio n a l t r a in in g w ere e n r o lle d i n some ty p e o f b u s in e s s t r a in in g c o u rs e s . The q u e s tio n n a ire f u r t h e r re v e a le d t h a t Omaha U n iv e r s ity was th e i n s t i t u t i o n a tte n d e d by th e g r e a te s t number o f th e s e g ra d u a te s . The p e rs o n a l a p p lic a tio n was th e means by w h ic h th e m a jo r ity o f th e g ra d u a te s o b ta in e d t h e ir f i r s t p o s it io n . The em ploym ent te s ts m ost commonly g iv e n were g e n e ra l know ledge and ty p e w r it in g . The i n i t i a l employment o f 57 p e r c e n t o f th e s tu d e n ts was p ro c u re d w it h in two weeks a f t e r g ra d u a tio n fro m h ig h s c h o o l. F o u rte e n o f th e g ra d u a te s had n o t h e ld a f u l l - t i m e jo b . F o rty -s e v e n o f th e g ra d u a te s h e ld o n ly one f u ll- t im e 79 jo b s in c e g ra d u a tin g , and 31 g ra d u a te s had tw o f u l l - t i m e jo b s . The la r g e s t p e rce n ta g e o f th e s e g ra d u a te s l e f t t h e ir p o s itio n s because o f a b e t t e r jo b , advanced s c h o o lin g , p re g n a n c y , o r a change o f re s id e n c e . The t y p is t and c le r k t y p i s t c la s s if ic a t io n s were th e m ost common i n i t i a l o c c u p a tio n s o f th e g ra d u a te s , and th e n e x t th re e i n o rd e r o f t h e ir im p o rta n c e w e re : c le r k , bo okke ep in g and s e c r e ta r y . The b u s in e s s m achines used on th e jo b b y th e m ost g ra d u a te s were th e t y p e w r ite r and th e te le p h o n e . Many o f th e g ra d u a te s in d ic a te d new m achines w h ic h th e y were u s in g fr e q u e n tly on th e jo b . The la r g e s t m a jo r it y o f th e g ra d u a te s , 5 3 .8 .p e r c e n t, earned a to p s a la r y o f $50 to $59 w e e k ly ,a n d 1 9 .8 p e r c e n t o f th e g ra d u a te s earned a s a la r y o f $40 to $49. The s a la r ie s e a rn e d by th e g ra d u a te s w ere a l i t t l e lo w e r th a n th e ave rag e Omaha o f f ic e s a la r ie s re p o rte d in th e s u rv e y o f th e Omaha C hapter o f th e N a tio n a l O ffic e Management As so c ia t l on . The f o u r m ost p o p u la r ty p e s o f b u s in e s s e s i n w h ic h th e g ra d u a te s w orked w e re : b a n ks, in s u ra n c e com panies, p u b lic u t i l i t y o f f ic e s , and m a n u fa c tu rin g c o n c e rn s . T h ir t y - t h r e e , o r 4 9 .2 p e r c e n t, o f th e g ra d u a te s had re m a in e d in t h e i r p re s e n t em ploym ent betw een 19 and 22 m o n th s. Much o r some s a t is f a c t io n w ith t h e ir em p lo y- mentjwa3_. exp re sse d _by_78,_or-_97_. 5 -p e r-c e n t ,— o f - t h e -------------- 80 g ra d u a te s , and o n ly 2 , o r 2 *5 p e r c e n t. In d ic a te d some d is s a t is f a c t io n . F if t y - e ig h t , o r 7 8 .4 p e r c e n t, o f th e g ra d u a te s f e l t th e re was a good o r f a i r o p p o r tu n ity f o r jo b advancement# F ir s t - y e a r ty p e w r itin g was ta k e n b y a l l o f th e g ra d u a te s , and 8 9 , o r 9 1 .9 p e r c e n t, to o k s e c o n d -y e a r t y p e w r itin g . S ix t y , o r 6 1 .8 p e r c e n t, o f th e g ra d u a te s e n r o lle d i n f i r s t - y e a r s h o rth a n d , b u t o n ly 2 6 , o r 2 6 .8 p e r c e n t, c o n tin u e d w ith s e co n d -ye a r s h o rth a n d . T y p e w ritin g was s e le c te d by 4 9 , o r 5 9 .8 p e r c e n t, o f th e g ra d u a te s as th e b u s in e s s s u b je c t th e y c o n s id e re d m ost h e lp f u l on the jo b . O ffic e p r a c tic e , s h o rth a n d and b o o kke e p in g w ere th e th re e s u b je c ts c o n s id e re d n e x t in the o rd e r o f t h e ir r e s p e c tiv e im p o rta n c e . A ls o , ty p e w ritd n g was th e f i r s t c h o ic e o f 7 0 , o r 7 4 .5 p e r c e n t, o f th e g ra d u a te s as the b u s in e s s s u b je c t th e y w ould a d v is e h ig h s c h o o l s tu d e n ts to ta k e , w ith s h o rth a n d as th e second c h o ic e , and b o o kke e p in g as the t h i r d c h o ic e . S ix t y , o r 6 5 .1 p e r c e n t, o f th e g ra d u a te s in d ic a te d t h e ir m o th e r a id f a t h e r w ere m ost d i r e c t ly re s p o n s ib le i n h e lp in g them s e le c t t h e i r h ig h s c h o o l c o u rs e . O nly 12# o r 1 3 .1 p e r c e n t, o f th e g ra d u a te s in d ic a te d th a t members o f th e s c h o o l s t a f f w ere in s tru m e n ta l in h e lp in g them make t h e ir co u rse d e c is io n . L 81 A g re a t m a jo r ity o f th e g ra d u a te s , 8 6 .3 p e r c e n t, d e s ire d in fo r m a tio n in h ig h s c h o o l a b o u t th e d if f e r e n t jo b s i n o th e r f i e l d s . Many o f th e g ra d u a te s , 8 2 .2 p e r c e n t, in d ic a te d th e y w o u ld li k e to have had th e o p p o r t u n it y i n h i ^ s c h o o l to ta k e te s ts to p r e d ic t how w e ll th e y c o u ld meet jo b re q u ire m e n ts . The g ra d u a te s in d ic a te d b y t h e ir comments th a t more b u s in e s s m achines s h o u ld be added to th e o f f ic e p r a c tic e c o u rs e . Some su g g e ste d a m achines co u rse i t s e l f s h o u ld be added to th e c u r r ic u lu m . The im p o rta n c e and th e extrem e p r a c t i c a l i t y o f ty p e w r itin g f o r a l l s tu d e n ts was m e n tio n e d b y many o f th e g ra d u a te s , and f u r t h e r su g g e ste d t h a t ty p e w r itin g s h o u ld be a r e q u ir e d c o u rs e . A number o f th e g ra d u a te s su g g e ste d t h a t many o f the b u s in e s s c o u rs e s c o u ld be con d u cte d i n a more o f f i c e l i k e manner and atm osphere to h e lp prom ote in t e r e s t , in a d d itio n to p r o v id in g more r e a l i s t i c e x p e rie n c e and t r a in in g . The g ra d u a te s in d ic a te d a need f o r b e t t e r and more gu id an ce i n th e s e le c tio n o f a c o u rs e , as w e ll as t h e ir p ro b a b le v o c a tio n a l s u c c e s s . C o n clu sio n s I n a s tu d y l i k e t h is some o f th e c o n c lu s io n s a re o f lim it e d v a l i d i t y be ca u se , as th e d a ta was b e in g ________ 82 g a th e re d , th e g ra d u a te s in c lu d e d in # i i 8 s u rv e y were u n d e rg o in g new e x p e rie n c e s . C o n se qu en tly t h e ir resp on ses were s u b je c t to change i n th e l i g h t o f t h e i r m ost re c e n t exposure# T h is s tu d y has n o t in c lu d e d a s u rv e y o f th e em ployers o f th e se g ra d u a te s# The e m p lo y e rs ’ o p in io n s w o u ld have p ro v id e d a more c o m p le te p ic tu r e and e v a lu a tio n o f th e p re s e n t b u s in e s s e d u c a tio n c u rric u lu m # However, fro m th e d a ta p re s e n te d i n t h i s s tu d y , th e fo llo w in g c o n c lu s io n s seem w a rra n te d : ; 1# The b u s in e s s e d u c a tio n program a t N o rth H i ^ I ! S ch o o l has been v e ry e f f e c t iv e i n p re p a rin g i t s s tu d e n ts i 4 f o r s u c c e s s fu l o f f ic e employment# I I 2# There i s l i t t l e m o b ilit y o f g ra d u a te s , s in c e j ( a p p ro x im a te ly 90 p e r c e n t o f th e g ra d u a te s l i v e and w o rk ; ! i n Omaha# ' j I j 3 . There a re many jo b o p p o r tu n itie s i n Omaha in I a l l a re a s o f o f f ic e w o rk , and th e jo b o p p o r tu n itie s a re I c o n tin u in g to in c re a s e w ith Omaha’ s in d u s t r i a l grow th# ! 4# The b u s in e s s co u rse s i n o rd e r o f h ig h e s t [ 1 e n ro llm e n ts in N o rth H ig h S ch o o l a re : T yp in g I and I I , T y p in g I I I and IV , B o o kke e p in g , O ffic e P r a c tic e , S h o rt hand I and I I , and S h o rth a n d I I I and IV# 5# T yp in g , s h o rth a n d and o f f ic e p r a c tic e a re v e ry v a lu a b le to the g ra d u a te s on th e jo b # 83 6 # The m a jo r it y o f th e g ra d u a te s use th e p e rs o n a l a p p lic a tio n o r in te r v ie w as a means o f o b ta in in g em ploym ent. 7 . Most o f th e g ra d u a te s a re i n i t i a l l y em ployed in th e f o llo w in g c a p a c itie s : t y p is t and c le r k t y p i s t , b o o kke e p e r, s e c r e ta r y , g e n e r ^ c le r k , and s te n o g ra p h e r. 8 . The b u s in e s s m achines m ost commonly used by th e g ra d u a te s i n t h e ir w o rk a re : ty p e w r ite r , te le p h o n e , f u l l - k e y a d d in g m ach in e, te n -k e y a d d in g m ach in e, e le c t r ic t y p e w r it e r , c a lc u la t o r , and p o sta g e m e te r m a ch in e s. 9 . A l l c u r r e n t b u s in e s s s u b je c ts s h o u ld be r e ta in e d , as th e g ra d u a te s d id n o t in d ic a te th a t any o f th e p re s e n t co u rse s s h o u ld be e lim in a te d fro m th e c u rric u lu m . i 10. The g ra d u a te s sug g e sted more b u s in e s s m achines ; I s h o u ld be in c lu d e d in th e o f f ic e p r a c tic e course# ' 1 1 # Iiiqjrovem ent o f th e s c h o o l g u id a n ce s e rv ic e s ; was in d ic a te d as a need b y th e g ra d u a te s . I 1 12# The b u s in e s s cou rses c o u ld be im p rove d b y I o rg a n iz in g th e in s t r u c t io n a l m a te r ia l and p ro c e d u re i n a ■ more o f f i c e - l i k e manner# i 13# A lm o st one h a l f o f th e g ra d u a te s re c e iv e d some ! ty p e o f advanced s c h o o lin g a f t e r g ra d u a tio n fro m h ig h j sch o o l# j 84 14# The g e n e ra l know ledge and ty p in g te s ts a re ta k e n m ost fr e q u e n tly f o r employment# 15# A m a jo r ity o f the g ra d u a te s had o n ly one p o s it io n s in c e g ra d u a tio n , and th e y a re p r e s e n tly em ployed f u l l tim e # M a rria g e does n o t a f f e c t the em ploym ent s ta tu s f o r m ost o f th e g ra d u a te s , as th e y c o n tin u e f u l l - t i m e em ploym ent a f t e r m a rria g e # j I 16# Most o f th e g ra d u a te s f e e l much s a t is f a c t io n j to w a rd t h e i r p re s e n t em ploym ent and f e e l th e re i s a good chance f o r advancement# 17# G raduates g e n e r a lly f i n d i n i t i a l em ploym ent i n s e rv ic e in d u s tr ie s # 18# G raduates do n o t le a v e t h e i r jo b s because o f in a d e q u a te b u s in e s s s k i l l s • 19# The m a jo r it y o f s tu d e n ts clto d ir e c te d by t h e i r p a re n ts as to w h ic h co u rse th e y w i l l p u rsu e in h ig h sch o o l# In v ie w o f th e p re c e d in g c o n c lu s io n s , th e f o llo w in g recommandatio n s a re made f o r th e b u s in e s s e d u c a tio n c u rric u lu m o f N o rth H i# i School# i / l # The b u s in e s s e d u c a tio n c u rric u lu m o f N o rth H ig h S ch oo l m ust have a tw o - fo ld pu rp o se s (1 ) to e q u ip s tu d e n ts to go im m e d ia te ly fro m h i ^ s c h o o l in t o 85 o c o u p a tio n a , and ( 2 ) to g iv e them a fo u n d a tio n f o r advanced t r a in in g ♦ 2 . A b u s in e s s m achines c o u rs e s h o u ld be added to th e b u s in e s s e d u c a tio n c u rric u lu m # The re q u ire m e n ts f o r ta k in g t h is c o u rs e s h o u ld be T y p in g I and I I and e ith e r ju n io r o r s e n io r s ta n d in g # , 3# A s u rv e y sh o u ld be made o f re p re s e n ta tiv e o f f ic e s in Omaha to d e te rm in e w h ic h m achines w ould be m ost p r a c t ic a l to In c lu d e in th e b u s in e s s m achines course# 4# I f th e b u s in e s s m achines co u rse ca n n o t be s e t up im m e d ia te ly , th e o f f ic e p r a c tic e s co u rse s h o u ld a tte m p t to add as many o f th e m ost commonly used b u s in e s s m achines as is p ra c tic a b le # 5# An a tm o sph ere, o r g a n iz a tio n and p ro c e d u re as n e a r ly l i k e th a t on th e jo b as p o s s ib le s h o u ld be used in ! i th e b u s in e s s c la s s e s # ! 6 # A more e f f e c t iv e em ploym ent lia s o n sh o u ld be I e s ta b lis h e d w ith b u s in e s s and in d u s tr y to prom ote jo b i place m en t o f g ra d u a te s , as w e ll as p a r t- tim e w ork d u rin g i th e s c h o o l y e a r f o r u n d e rg ra d u a te s# ' 7# A s tu d y sh o u ld be made o f th e s e rv ic e j i in d u s tr ie s in Omaha to d e te rm in e w hat t h e ir re q u ire m e n ts ' I a re f o r o f f ic e w o rkers# | 86 8 # T h is s tu d y d is c lo s e d th e p a re n ts to be in s tru m e n ta l in h e lp in g th e s tu d e n t s e le c t h is h ig h s c h o o l course# The s c h o o l s h o u ld w o rk in c o n ju n c tio n w ith th e P# T# A* to f a m ilia r iz e th e p a re n ts w it h v o c a tio n a l gu id a n ce in fo r m a tio n , e m p h a sizin g such th in g s as o c c u p a tio n a l in fo r m a tio n , jo b re q u ire m e n ts , and a p titu d e te s ts # 9 # A s tu d y ^ o u ld be made o f th e causes f o r th e h ig h r a te o f d ro p o u ts a f t e r th e f i r s t y e a r o f s h o rth a n d , p a r t ic u l a r ly s in c e th e s tu d e n ts have been scre e n e d w ith re s p e c t to I# Q# and E n g lis h achievem ent p r i o r to e n te rin g th e c la s s # 10# A s u rv e y s h o u ld be made o f some o f th e em ployers o f N o rth H ig h S chool b u s in e s s g ra d u a te s to g e t t h e i r o p in io n s and s u g g e s tio n s a b o u t th e e ffe c tiv e n e s s o f th e s e g ra d u a te s on th e jo b# F u rth e r and more co m p le te c u rric u lu m recom m endations c o u ld be made fro m such a stud y# 11# To a s s is t th e s tu d e n t in m aking a jo b a p p lic a tio n , more a t t e n tio n s h o u ld be g iv e n to th e in te r v ie w and th e jo b a p p lic a tio n i n s e n io r b u s in e s s e d u c a tio n courses# 12# A p titu d e te s ts s h o u ld be g iv e n to b u s in e s s e d u c a tio n m a jo rs f o r v o c a tio n a l guidance# A rrangem ents f o r th e t e s t in g may be a t N o rth H ig h S chool o r i n 87 c o o p e ra tio n w ith one o f the h ig h e r e d u c a tio n a l in s t i t u t io n s i n Omaha# 7# L „ — I 89 BIBLIOGRAPHY A . BOOKS 1# B ln n io n , John E# Equipm ent Standfiupds f o r B u sin e ss C lassroom s, M o n o ^a p ïjT 8 8 # C in c ln n a l^ i: s o u m - W estem P u b lis h in g Company, 1954# 2# Dame, J# P ra n k , and B rin km an, A lb e r t R# G uidance in B u sine ss E d u c a tio n # C in c in n a ti, O h io : S o u th - W estern P u b lis h in g Company, 1954, pp# 90-123# 3# Tonne, H e rb e rt A# P r in c ip le s o f B u sin e ss E d u c a tio n # Hew Y o rk : The Gregg P u b lis h in g Company, Ï9 4 ¥ , pp# 1 1 7 -1 3 2 , 241-257# 4# T k iiv e r s ity o f C in c in n a ti# Imp ro v e d Meigiods o f Teaching th e B u sine ss S u D je c t*^ Monograph 63# ê in c lim a t l: S o u lii-W e s te rn P u b lis h in g Company, 1945# 5# W a lte rs , R. G. The Community S u rve y, Monograph 5 8 . C in c in n a ti : South-W es te r n ^P ub lish in g Company, B . PUBLICATIONS OF THE LEARNED SOCIETIES AND OTHER ORGANIZATIONS 6 # D e lta P i E p s ilo n Committee# Good C lassroom P ra c tic e s in B u sin e ss E d u c a tio n # Monograph è6 # C in c in n a ti : S o u th -W e ste rn P u b lis h in g Company, 1953# The N ^ jg a t o r # N o rth H l ^ S c h o o l, S tu d e n t Handbook# dmana, N e b ra ska : Advanced J o u rn a lis m C la s s e s , 1952# 8 # S a la ry S urvey Com m ittee# O ffic e S a la ry S u rve y, Omaha, N ebraska: Omaha Chamber o f Commerce, 1956# 9# T h is I s Omaha# Omaha, N ebra ska: Omaha Chamber o f Commerce, 1956# 90 G. PERIODICALS 1 0 . A nderson, Dean C. ^R equirem ents f o r B e g in n in g O ffic e S a p lo ya e s,** Forum, V o l. X I, No# 3 ( Decexaber, 1 9 5 6 ), pp# 27-28# 11# Andrew s, M a rg a re t E# ^ M in n e a p o lis F o llo w s T ^p B usiness G raduates,** B usiness E d u c a tio n Wor l d , V o l. X X X V II, No# 5 ( J ^ u a r y , " l9 5 7 ) , pp# 3% % 55— 36 # ; 12# B la c k le r , W illia m R# ^T a king th e Cue fro m B usine ss,** XJBEA Forum, V o l# X, No# 7 ( A p r i l, 1 9 5 6 ), pp# 13# B rig g s , R o b e rt L# **What Does In d u s tr y E kp e ct o f Our Graduates?** The B alance S h e e t, V o l# X X X V II, No# 4 (Decem ber, 1 9 5 5 ), pp# i 5 8 -1 5 9 , 161# 14# C h ris te n s e n , Edward L# **In ta n g ib le O c c u p a tio n a l S tanda rds and th e S tu d e n t P ro d u ct,** UBEA Forum, V o l. IX , No# 4 (J a n u a ry , 1 9 5 5 ), pp# 33# 15# Dame, J# Frank# **G uidance and the B u sine ss Teacher,** The B alance S h ee t. V ol# XXXVI, No# 9 (May, 19 55 ), pp# 38 8- 16# D a u g h tre y , Anne S c o tt, “ F in d in g Her P lace i n th e B u sin e ss W orld,** The J o u rn a l o f B usiness E d u c a tio n , V ol# XXXI, No# 6 ( M arch, 1 9 0 6 ), pp# 2 4 8 -r 17# Day, E lm ore M. ( J r . ) , “ The N a tio n a l P u lse o f O ffic e Phiploym ent, * * The B alance S h e e t, Vol# X X X V III, No# 4 (Decem ber, 1 9 ^ 6 ) , pp# 1 5 8 -1 6 1 , 165# 18# De Vaughn, A# G# “ Why Good B e g in n e rs F a il in th e O ffic e , “ B alance S h e e t# V ol# XXXVI, No# 3 (Novem ber, 1 9 5 4 ), pp# 1 0 3 -1 0 5 , 107# 19# D unbar, F lo re n c e W is s ig (M rs # ), “ The H ig h S chool B u sine ss D epartm ent P la n s f o r th e S tu d e n t’ s ] ^ t u r e , “ % e B a ly ic e S h e e t, V ol# X X X V III, No# 1 (S eptem ber, l9 ô é ;, pp# l o , 13# D vo ra k, E a r l A# “ P re p a ra tio n o f th e R esearch R e p o rt, “ R & tio n a l B u sin e ss Educa tio n Q u a r te r ly , V ol# 3C(iV7 So# 3 (^ p F in g , l9 è 6 ) , pp# 2 f- 3 o , 48# 91 21* Eflnaons, Henry C o o p e ra tiv e A p p ra is a l o f th e H ig h S chool G raduates i n B u sin e ss,** fh e J o u rn a l o f Busin e s s Educat i o n , V o l* XXX, Ho# 7 fA p r 11 , T T p p T 22# E ric k s o n , Lawrence W # **A P rocedure f o r M aking a S urvey o f B u sin e ss E d u c a tio n P ra c tic e s i n the H ig h S chools,** The n a tio n a l B u sin e ss E d u c a tio n Q u a r te r ly , V o l# J S v , ^o# S (S p rin g , 195 é ), pp# lé -^ è # 23# E y s te r, E lv in S# **P ro v id in g G uidance and C o u n se lin g S e rv ic e ,** A m erican B u sin e ss E d u c a tio n # V ol# X I I , No# 4 (May, Ï9 È 6 ), p p .2 ^ 6 -2 ^ 8 # 24# F itz g e r a ld , Edward J# **How th e S ch o o l Can D eterm ine What th e E m ployer W ants,** X TBEA Forum, Vol# X, No# 8 (May, 1 9 5 6 ), pp# 17, 2 0 . F r is c h , V ern A# **Are lo u r S tu d e n ts Aware o f O ffic e S ta n d a rd s? ^ gBEA F o r ^ , V o l. X I, No. 4 (J a n u a ry , 1 9 5 y )T "p p . 6 , 10# . ^M eeting th e C h a lle n g e o f Today * s B u sine ss îm rough C le r ic a l and O ffic e P ra c tic e ,** A m erican B usine ss E d u c a tio n , V ol# X I I I , No# 2 (December, 1956»/ , pp# 86— 93# 27# G re e n fie ld , Mary F# **Let*s N arrow th e Gap Between th e T y p e w ritin g C lassroom and th e I n i t i a l Job,** DBEA F o r y i, V ol# X I, No# 3 (Decem ber, 1 9 5 6 ), pp# 22-23# 2 8 . G ru b e r, Joseph# **What B usiness Wants to Know A bout Your H ig h S ch o o l G raduates,** The B alance S h e e t, V o l. X X X V III, No* 7 (M arch, 195 T T ,- pp# 2 9 2 -^9 4 , 2 9 . Guss, D o r is , **Where to F in d a J o b ,^ B u siness E d u c a tio n W o rld , VdL XXXVI, No. lO T J u n e T 1 9 5 6 ), p# 3 1 . 3 0 . G u th rie , M e a rl R. **Mea8urem ent o f P e rs o n a l F a c to rs R e la te d to Success o f O ffic e W orkers,** The N a tio n a l B u sin e ss E d u c a tio n Q u a r te r ly . fS T . X X I I I, No7 3 (S p rin g , 1 9 5 5 }, pp# 1 6 -1 8 , 4 4 . 31# H a le , Jordan# * *A u to m a tio n and B u sin e ss E d u ca tio n ,** B usiness E d u c a tio n W o rld , Vo# XXXVI, No. 5 (J a n u a ry , 1 9 5 6 ), p p . 1 1 -1 3 , 31# 92 32* H a rdy, A r th u r L» "The R e s p o n s ib ilitie s o f th e B usine ss E d u c a tio n D epartm ent i n G u id a n c e ," The B alance S h e e t, V o l. X X X V TII, No. 6 (F e b ru a ry , 1957)7 W • 2 4 8 -2 4 9 . 3 3 . H e a th e rly , © p a l. "We Make O ffic e P ra c tic e a L iv in g S itu a tio n . " B u siness E d u c a tio n W o rld , V ol# XXXVX, No. 8 ( A p r il, 1 9 5 6 ), pp# 25-26# 34# K u n h a rd t, B a rb a ra H# (M Ts#). "A ©heek-Dp o f th e Recommendations Made As a R e s u lt o f a F o llo w -% S tudy o f B usiness G ra d u a te s ," T to B alance S h e e t, V ol# XXXV, No# 4 (Decem ber, 19E5T7 pp# Ïë 4 -iê ¥ # 35# L ig u o r i, F ra n k E . "P roblem s o f B e g in n in g O ffic e W o rk e rs ," The B a la n c e S h e e t, V ol# X X X V III, No. 2 (O c to b e r, lé ë s ) , p p . 5 5 ^5 ^, 6 1 . 3 6 . Lomax, P a u l S. "How Good I s B u sin e ss E d u c a tio n i n Our Secondary S c h o o ls ? " The J o u rn a l o f B u sin e ss EdULcati g n . V o l. XXX, No. 6 (M arch, 1 9 5 5 ), p p . , 255# 3 7 . M a cD on ne ll, M ary A. " L e t S tu d e n ts V i s i t an O ffic e f o r a Day . . # o r a W eek," B u sin e ss E d u c a tio n W o rld , V ol# X X X V II, No. 4 (Decemlnez*, 1 9 5 6 ), pp^r""Tfe — 17 , 36 # 3 8 . M e K itr ic k . Max 0 . "B e g in n in g B u sine ss E xp e rie n ce I s H ot E n ou gh," The B alance ^ e e t . V o l. XXXVI, No.3, (Novem ber, 1 9 5 ^ ), p p ^ - î'é S - lië # 3 9 . Meehan, James R. "A u to m a tio n and B u sin e ss E d u c a tio n ," ^ e B alance S h e e t, V o l. X X X V II, No# 5 (J a n u a ry , , pp # 1 M -T & 9 . 4 0 . Moorman, John H# "F o llo w — Bp S tu d ie s Can In p ro v e I n s t r u c t io n , " BBEA Forum, V o l. IX , No# 8 (May, 1 9 5 5 ), p p . 2 0 -5 1 . 41# O h lin e , A . H a ro ld . "How Can B u sin e ss Teachers Be More E f f e c t iv e , " UBEA Forum, V ol# X I , No# 1 (O c to b e r, 1 9 5 6 ), p p . 2 8 -2 9 . 4 2 . P a s to re , P h ilip M. "How th e E m ployer O rie n ts th e New W o rk e r," BBEA Forum , V o l. X, No. 8 (Mav. 1 9 5 6 ). p p . 1 2 -1 3 :------------------ 4 3 . P e n n s y lv a n ia D epartm ent o f P u b lic I n s t r u c t io n . *!8v a lu a tio n o f C r it e r ia f o r a B u sine ss E d u c a tio n P ro g ra m ," B u s in ess E d u c a tio n W o rld . V o l. X X X V II. No # 1 (SepiemKer , pp# T R I 5:. _________ _____ I 93 I 4 4 . P rlm z, Raymond F . "How th e S chools Gan H elp th e B e g in n e r Over th e Rough % > o ts," BBEA Forum, V o l. X I, No. 6 (M arch, 1 9 5 7 ), p . 3 3 . 4 5 . R o b in so n , J u liu s M. "B u sin e ss E d u c a to rs C onduct j Community S u rv e y ," The B alance S h ee t, V o l. XXXVII, I No. 1 , (S eptem ber, 1 9 5 5 ), p p . 6- 8 , Ï 0 . j • i 4 6 . R osen dahl, P a u l A . "U s in g C e n tra l G uidance S e rv ic e s ,* I Am erican B u sine ss E d u c a tio n , V o l. X I, No. 2 fBeeemfeor, 1 9 5 4 ), p p i lo ê - lG 7 , 1 0 9 . 4 7 . A R ound-Table D is c u s s io n . "A re Our S tu d e n ts B eing T ra in e d f o r B u sin e ss? " B u sine ss E d u c a tio n W o rld . V o l. XXXVI, No. 3 (Novem ber, 1 9 5 5 ), p p . 1 1 -1 3 , 30— 31. 48 . S heer, W ilb e r t E. "Why A re So Many Job A p p lic a n ts R e je c te d ? " B u sine ss E d u c a tio n W o rld , V o l. X X X V II, No. T l ] E r c K , " l l t 7 T r p p 7 " T ^ 4 3 -4 4 . 4 9 . S huder, B e rn ic e . "The Teacher V is it s An O f f ic e , " J o u rn a l o f B u sin e ss É d u c a tio n , V o l. X X X II, No. 4 T JÂ nuary, 1 9 5 7 ), p p . 1 6 4 -1 6 5 . I 5 0 . S te in , La ure nce 'W . "How Many o f These O ffic e M achineq I Do You Dse?" B u sin e ss E d u c a tio n W o rld , V o l. XXXV, No. 9 (May", lè S '4 )T 3 T ¥ S Z 51. Tonne, H e rb e rt A . "E ve ryb o d y Is T a lk in g A u to m a tio n , " The J o u rn a l o f B usiness E d u c a tio n , V o l. X XXI, No. è J M arcii, l 5 M ) , p p . 52 . . "T re n ds i n B usiness O ccu p a tio n s i n th e 1 9 5 0 * s , " J o u rn a l o f B u sin e ss E d u c a tio n , V o l. . XXXI, No. 8 (May, l95@T, p p . fe4Ï, 344é 5 3 . U lr ic h , H e in z . ."So Y our S tu d e n ts Want B u sine ss E x p e rie n c e ? " The B alance S h e e t, V o l. X X X V II, No. 3 (Novem ber, 1 9 5 5 ), p p . I Ï1 - 1 1 6 . 5 4 . Ife ite d B u sin e ss E d u c a tio n — D e lta P i E p s ilo n C o o p e ra tin g P r o je c t, The N a tio n a l B usiness E d u c a tio n Q u a r te r ly . V o l. XXV, N o.T T % ? a ll, 1956), pp # 43, 46 , 53 , 5 6 . 5 5 . V ir g in ia B u siness E d u c a tio n B u lle t in . " Im p lic a tio n o f S h o rth a n d S u rve y o f D rop-O uts and F a ilu r e s , " Jour n a l o f Bu s in e s s E d u c a tio n , V o l. X X X II, No. 5 (F e b ru a ry , ÏÔ1S*!'), pp7 2 1 ë -2 l7 . I 94 I I 5 6 . W est, W in ifre d # "G uidance f o r B u sin e ss S tu d e n ts ," I A m erican B u sine ss E d u c a tio n , V o l. X X I, No. 1 I (O c to b e r, 1 9 5 5 ), p . 2 5 . I 5 7 . W h ite r a f t , John E . "How B u sin e ss E d u c a tio n Gan ! E v a lu a te I t s S e rv ic e to th e Com m unity, " UBEA Forum, V o l. X , Ho. 8 (May, 1 9 5 6 ), p p . 1 8 -1 9 . i I i I D. OTPIBLISBED MATERIALS 5 8 . M ontgom ery, M a r ie tta . "A F o llo w -U p S tud y o f th e B usiness G raduates o f Monahans H ig h S chool f o r th e Y e ars 1946-54 I n c lu s iv e . " U n p u b lish e d M a s te r^8 t h e s is , Texas T e c h n o lo g ic a l C o lle g e , Tahoka, 1955. 5 9 . S h ip p y , H elen E liz a b e th . "Foliow-%%) S tu d y o f H igh S ch oo l G raduates and S uggested R e v is io n o f • B usine ss C u rric u lu m , LeRoy, I l l i n o i s . " U n p u b lish e d M a s te r's th e s is , I l l i n o i s S ta te H o m a l d i v e r s i t y . N o rm al, 1955. 6 0 . S o h o lt, A l f M. "A F o llo w -U p S tudy and E v a lu a tio n w ith Recommendations o f C le r ic a l O ffic e P ra c tic e a t C olum bia H e ig h ts S c h o o l." u n p u b lis h e d M a s te r's th e s is . The U n iv e r s ity o f M in n e s o ta , M in n e a p o lis , 1955. APPEHDIXES APPENDIX A 96 0 0 P • H © 0 0 0 0 0 A d d © A 0 d d d 0 > 0 © 0 p d Ü d P d d p d “H 0 0 0 0 0 0 P A d 0 © p © • H d d p d • H 0 A 0 A C O d 1 - 1 6 0 d d C d 0 d p p d d © # 0 0 bO A P d A 0 d Ü p A 0 d d 0 < 0 0 A d 0 0 Ü A d A E H p d 0 A 1 — ! 0 0 H d © Ü 0 0 P o S 0 © 0 C O d d © C O c d d d 0 © 0 d @ 2; d p 0 d « H d p 1 — 1 < * 5 0 C O 0 bO 0 P d 0 C O d A . 0 0 d 0 > & H 0 d A 0 Ü Ü • H W 0 (D O g 5 M < tJ c O t o C O C D rj r d O 0 M 4^ (V) 0 f n 0 0 0 3 > V 0 3 Ü 0 ^ w H - p <z! • H O CO ' H 0 'O a > 4 - ~ ^ t ; - | M |?'5 « H • • H » H O CO ^ 0 0 0 ^4 ^4 0 • V D O 0 C 3 0 -P O 0 -P S I Î | X J P > c O ■ P r— i r H » H © |C3 p C3 r H • ' O - d • t ! B 00 a • H 01 m (D o © ^ u o A 0 4 :^ w » H cd 5 M « H u o © o H - P T ; - P d ?H d o S 3 d o Cd G " d o 0 d o r h j 01 - d • Ü ^ L O L O d C D ^ © H d d © © 0 d > Ü - p 3 0 0 M 0 H ?s 0 Ü - P I 0 © cd © > 0 © cd fn d d o © < p > d d • r l O * H - P Î> î Ü 0 0 - p d <M 0 - P P rd 0 ^ g O © < p d d o k p © 0 0 » p d d 0 0 o d o " r - 3 r H 0 0 d © > _ d © 6 p 0 O d d P b O O o A d © r H A d © © d d o o d d * H 0 P I— I Ü 0 0 Ü d d d p o d o [;>5 © 0 P © 0 0 © d d o p p d • H C D C D C O ^ > d © d o • H P ® p j ^ o g © A O ^ O A rH O d Ü r H C O O d d ( 3 0 Ü « H © A d d d p O d o © A > o 0 A ^ g P » H d A o p A r H CD & 3 - ^ 0 r - \ A 0 . H d ^ H d t H O 0 ^ d 0 ^ 0 0 d d p 0 > d • H H b O d • © o s p f > ^ « 3 d d O d b O d o o d • H d P P A © A I O 0 0 0 d © A P d d d © * H © S o H O Ü (XJ d © d 0 © d d A p 0 d o o g A 4 0 A O • H d A 0 O d P » H A A © « H d ^ b O d A A 0 Ü d 0 d I— I » H A > A f> 5 d d d d 0 d © 0 d 0 © d d 0 0 0 d Ü o . H O ♦ _ d d 0 d d 0 A • » © © d Ü 0 A • H © © d II 0 0 0 A d • H !> sA d 0 A o 6 O 0 0 P P S 0 0 ° H © d P A o O A d d A P A © 0 0 0 d d p p p d 0 A 0 d d d p o O * H > 4 P 0 ■ • d § 0 A S P d Ü A 0 r— I O d A Ü ^ b O d • H d © © b O © 0 d d A A d d © O P î > , p p © A d d o A d © d P 0 d A 0 0 © P d 0 A A 1 — 1 © A 0 A d A d d A 0 © f— 1 0 d « H d 0 0 d © « H 0 A p A ! > j A 0 © 0 > A d 0 d p f> 3 0 0 P A Ü 0 P 0 © A A • H d S d d 0 0 p d d A d A p • H 0 0 © d d 0 p • H 0 0 Cd 0 © 6 d d Ü © d 0 p 0 © d • H • H d . 0 d P 0 p © o 0 0 d 0 d d A © c d © A • d 0 © 0 d 0 • H A 5 g • H © © 0 o A » H » H 0 © p S A 0 0 • H © 1 — ! 0 d 0 0 p > 0 ^ d d © d • H d d 0 © © d 0 d 0 0 A © • H A d P A d 0 ^ d d 0 © A 1 P 4 r H A 0 A A 0 © © Ü d 0 d è d d 0 0 © !> 3 > 5 A + : I © p 0 P 0 d 0 A p Ü < © © d A A 0 • A d 0 a !> 3 © 0 © ^ d d © d 0 A 0 3 d 0 d 1>3 t > 5 C Q A A 0 © d A d P ® H © © Ü Ü d d d d A A © d C O d A 0 3 0 © 0 o A Ü APPENDIX B 97 I M E H O Q G ? C O E H g 9 g d O d 0 O cs c o d d 0 Ü S H 0 d d E H 0 g a A 0 1 g c o d o • r - î p 0 ë d O A d H A 0 d 0 d 0 C Î 3 P d 0 A © P 0 * • P • a 0 0 • • d - — - - - — © d A , p • H © d 0 d 0 0 d d 0 O A — ■ 6 d •rH © •iH A a o d 0 © d d p d 0 A 1 — 1 P p 0 • r H d 0 0 ü P - — d A © O 0 $ o 0 • « d d • • 0 A « d • 6 d 0 - — ^ • d d A © d • A o d d 0 d A d o p © A 0 Ü © d d d P i p ü 0 O 0 © A > ü d © •rH •rH d o C O A d © " — " d d ®H 6 0 o s d p p p 0 b O © P O ' d © C O d o H d © p P A • r - î o 0 0 0 0 • P i A d ■ — ' P a d A A • H 0 O A d • 6 A 0 o d 0 • 0 d 0 P d 0 p 0 d © 0 0 0 r - \ • H d d 0 b O d P ü d © d d 0 0 d d •rH 0 d d C A c o g o 0 0 0 d 0 « H ü 0 •H q > d Ü ! 0 d 0 g : O d 0 0 P P 0 A d A 0 'H A S O • d d d d O b O b O d d * H •H d d 0 0 0 0 0 0 P d o d d 0 I I d d 0 © O o A I — ! « ° A P i d 6 6 0 0 0 d .g |p A » o 6 P A d A d 0 O A & • 0 0 6 6 ° r 4 •rH " d P A P I — I d d 0 A A A 0 d o 4 - t 0 o « H i>^d ^ o ü 0 A c o 0 M d b O d d oH c t f ü A O O d ü c o & •g p 0 o P - ; H H P d 0 P 4 0 > 0 d o î > 3 d o 0 | - - i P 0 Ü d d © 0 b O d < * H d u 0 ü d o ü d A o O A O P d 0 Ü 6 0 O d A b O d « H d I—t d A 0 A d I — I o o © ü d © d d Q A 0 0 d d o d d o A A d 0 0 d P 0 •rH P A X •rH A A b O r - l d 0 « r H ^ 0 O © I — I A 0 d © ü A O O d ü c o 0 0 0 d •H 0 d 0 b O 0 A A O O — - s . d # b O d • H d d b O © O 1 d d d A • b O o d " H d O d 0 O > 0 S 0 A 0 p - — > © © p o » o ® o O O 0 0 O O O O 0 A d < ' ' 0 A 0 d d © 6 > 4 © o P o l Ü • r H P 0 P i « d p A d A A o • r H « r H o © 0 d 0 d 1 — 1 0 O A g d A P p o d b û A o © d P h o 0 d 0 P d 0 0 d A S 0 ü > 0 d © 0 d d A d A o d o 'g d o d O d O d 0 î > 3 o 6 P •r-j A d d A 0 o ü 0 O S A A •H d Ü © © A O O d ü A M 0 P O • t - 3 d P 0 O 6 ■ ; c o A 6 d 4 - 3 A P © f — ! © H O d 0 p I d A A d 6 o A O f ~ î d • r H d b O P A © A 0 m O A A O d O A 0 0 d ■ d A 6 d d o 0 0 O ü o . d A 0 0 ü 6 A 0 0 A M 98 H O O d ü • 0 d G d •H bûP •H •H d 0 G b O A d A P > d 0 © © 0 A © d © A Ü d d •H G 0 P 0 d P © G o • '~ 3 © d © 6 P A 0 P G 1 6 P d d 0 P A 'H A d d 0 A b O p © A P Q © d © # • > 0 G d A © d d o A - P m A * H I — I I — i tO d ^ o d'H 0 G > 0 A 0 © © A d P A d ^ G © 0 _ 6 d d A P p G d b Û A o d A S Æ l '- ' d d M A O © A O # 09 09 «9 g • H A A G 6 0 A P G • f - i • d d • G d • ® ( “r G • -p A • A • o r - î © h • d • ü d • 0 ü d • d O O © © « 0 0 > » d A • r H • A A G b iû A P * ( % O © m d P © m ^ © P d o A A d 0 0 p © 0 d © 0 P P A O O P © g d O © A ^ 0 ) O d A ü © 5 - g A d d P - 0 o 0 I— ( « H ' — d p p 0 d . 0 P © Ü Ü d o A p > Q O 0 9 • P © « * © P 4 • • d A i • p © • d b O • c r * © P o © d © • d p A 0 O ü O 0 d d ü t d « H • H P P r 4 « H 0 0 d 6 d ^ © © © d d A P © A 0 o b A S A o d d o b O d A d • H 0 P P O © d o p - t © p d o • H P 0 d p 0 d b O d © P A 0 0 d © © A O d © P • 6 P d d d - H d © > A • H d c d 0 p H o g " p 0 o ü © g g O • H p A 0 O A P 0 d A P © P d • H O P P ^ d o 0 K P t û « • # o • » • » # • © o ü A * 0 d ü — © d p d © 0 A b û « H A 0 A d ---- A P d d © © 0 6 d P A P d G G © 1 — î d A A 0 B d A A d d d • o G • • A » d a • • o • 1 — 1 d • « H « O •H » P • G 0 o 0 • d P 0 ü • o p P A » 0 G d A d © A • d •H A o d 0 • « H A • A • d I — I d 0 p d b O d 0 b D d o d o 0 p o d d d ?-i g S 'I f i © d o d ü © d o CN- P d © K '3 0 A 1 P d © 0 © d P h d G A P d o p 0 A © © A d G A G P S A d G • H P Ü 0 A 0 “H P 0 C O q -, 0 G d p 0 d 0 G 0 • H © A A P © P 6 •■H O id C O d d G G • H » r4 p p ü Ü 0 0 A A 0 0 • H « H P P 0 0 C O C O d © § 1 s c o p © A G A I O d © d 0 d o A d ü • H d d • H 0 0 © d • H 0 d p A o p d A d © d p d ü © d o c o 0 © • H p • H A A A A • H © Ü 0 © A P d 0 ü A A 0 P P d © p 4 A G A P © d d A © G 0 d A 0 P 0 © O d A 0 o A d A o 0 © d G P C O P d © © ü ^ 6 d d p 0 • H d d d 0 d d A 0 0 © d m A A A 0 d d d G A ^ 0 «rH ü » H A G q - i ®r4 G ) 0 0 Ü © A A A O - 9 d d A . A A o © ü • H > d © C O A A > © d o d ü © g p G P d © 0 © R d G p d i o § > p 0 d A 0 © A P • H P d G A A O C D © d g d G G A d A 0 A r ' 99 A © r A p 0 1 A d 0 Ü P 0 0 p P A Ü © O d r A O d O 0 ü o O ' A A A P o » H d A O d 0 © d O H o o • o 0 9 0 A 1 — i A A 0 d 0 A A p p d o © P d A W d A d © A p O p d P I P o F h A © © d d •r-î © d 0 d © P A d ! d P A A 1 d d P ■ d o t4 o o P A d A © © E h d 0 ; © 9 9 9 9 9 9 0 9 99 9 o d > !' 0 P © 1 d p o p ' 0 > 0 0 ü A © d 1 d, © d ; d c o A d ! o 0 0 9 9 0 O 9 O 99 0 9 0 d o 1 d ü A 1 b O P 0 P 0 S d ' © d O ü : 6 A A © •r-î 1 o P r . , ü d © » 0 9 = 9 9 0 O 9 9 9 9 9 ®H , d A " H P d t r 4 O 0 © " ° © © © p d P d © 0 o A • H O ®H L © © A O d "-3 d d ü ü p A P 0 © 0 ! 0 6 d • H p O A © 0 d •s A d 0 o o d ! “H 0 O C DC DC DC D O 0 p > 3 1 d A t o P A üO d - •(H r H 1 ^ d 0 ' GO'- k ô d A 1 © CO r 6 0 o © 1 J I 1 ' © O d d 1 P p A O l> A A O d o A A O O O o o © O »r4 d © C OA L Ot e P m ü 0 "© PQ ig o - k d < © o A ' A A 90 9 9 09 99 99 99 99 99 90 99 9 9 09 09 09 99 99 99 99 90 90 09 o . 99 90 09 09 09 09 99 9 0 09 9 9 9 9 0 9 99 9 9 09 99 9 9 99 09 09 90 99 09 99 0 9 99 09 99 99 0 9 .00 99 90 09 90 90 99 .9 90 0 9 . O. d d O © P P 0 •rH Ü d A Ü © © A 0 d d A P •rH • r - î d d d d p d ü Ü o 0 © © 0 -- -. c o 6 d © d 0 © © • H d © 6 b C b C © d d •r-î d ü 0 © d d d • r - î ü d d ü o d o j — i d 0 © ü d O 4 3 A © d ü P 0 g ,d 0 A d ü 0 'H 6 d A o ® H •rH g ü : b C d b C P O •rH A d d d d b Od ° H p P O ü b CA 99 © d • H d 0 F Q d l 1 d p rd 0 d d 1 — ! d A A p A O © © ü P. 6 © •rH 0 © P ,A P p •rH • H P « 9 p d b £ b CP © 0 p d © X 0 d A P 0 d © d A A d © d d © d d 0 p d bl © © 0 O p - j •rH • © 0 A A A © 0 d O OP c ri •rH • r - î o d b C d A dl r-l P O ! > : 0 O 0 d d d O O ü P © A A b ( d ü O • r - l O © p « H H A © d o d O P o d d © 0 S © © © A d 0 0 © A 0 d d © d Q / : 0 b ( d d A d A ü © © d 0 0 b [ d O 0 p d 1 o o A o d A ü 0i d p d d A © © 0 © A Pild © ü 1 A © © P p © © p p © o p i - : d d d ü d d P p © 6(© A © p : | A g g p d A • H ü d A 6 O " o 0 © A P P 0 p > 0 1d A A © d •rH 'H d • H p © •rH 0 o O o 0 d © P 'A O © d P P A d A A A P o A C OP O o p p O o d d p P M C O O i 100 d ü © d • « • o d • ■ • • • ' — r 0 ® • » © d d > H 0 0 e C ^ - © © # A P > H > H • G 0 G d P p 0 d • r H 0 d © Ü A d G ü 0 Ü “ r H # % © P d Ü O C O Ü b O d •\ cj • r H •H p p d d P h d dI A © 0 0 d © d d © • r H d P p Ü d d d • r H © G O G A d G d d A 0 m c o c o C d o > - 3 (D > © d o d ü • H d • V o » a d ' D o 1 W ] ® H ■ « 0 ? ■ ë g o © 6 d © p 0 © H œ .\P > 3 © d “H 0 d 0 0 © © p H P P P O 0 P © O b O b D 0 ü 0 © © © A A d > 3 > 3 © E H B 4 o O A S 0 rH K ) o * P © > O d 6 • H © P d o o d o !> 3 0 © 0 O Ü 0 0 © d • r H 0 d p A O O d ü 0 'S) d © d p p A d o ü a A O d ü c o W ) d • H © ü d 0 P O p d 0 A P A d o o p © 0 o ü p 0 p © o d o d o 4 3 • H d 0 0 • r H H - 3 ü d © o p © a p 0 © o d 6 6 © o g g o O © P d o p — © A A 0 ‘ © ^ O A d o % p p p • r H c © 0 A » A © 0 *0 i> P h • r H “r H '" O P O d d 0 d © © I — i « r H ° r H p © d d P A A A O • d o © • d . 4 3 « 0 o A . « y n M M ^ © . © © d d. d d ü p p 4 3 0 c c d o © s A s A A O o * O 0 d P ü A CQ © « H d p Ü O " H d d © d p • r H O d d o " r H • r H . P P I S d o 0 p 0 d © • r H d “rH © 0 d p tH 0 d 0 p © o • > ‘ r-3 ■ » 0 d P • G O © ! p P d © © P d P • r H P • H d © o d î^ p ^ p p • A d « d o 0 o P © ^ 0 > H O p I A © O d a a ü c d 0 © ü O p •rH O d “ '■ 3 d p • r H © © ^ > 3 g P • H P § d P O d Ü o A d A o o | > 3 © A d A P © H .® 0 ^ © > P 0 ü d • r H P O © P d A © d O •rH p A 0 d p o 0 > 3 © p p A © d d o 0 ^ p • o» • 0 O P A 0 © p I d © 0 © ü d 0 • p p • r H © d © üüd 0 S 3 g g © ü A d o o ü d ü 0 0 d P o • r H © d 0 4 3 © g § d 0 O 0 ri © O d P P O * v © A >3 P P • 0 s -g 0 O * © 0 î > 3 P - d © A 6 A r H 0 O g ü 0 o © * H ü d d o 0 A © ü A " r H H > g S o ® p d A A © A O P d d ü o o © g o > 3 0 P g I O o t - H > P d 0 A P P d d 0 0 A © ^ © d o p p © 0 d P 0 O © © d d ü « H o 0 0 ! > 3 A d 0 p o p © © d d ( D P A O « H d p i > • r H A P - H © © 0 d 0 d G p d A d © p Ü O P 0 • i— l 0 © 6 © Ü O d b o d b O d ü 0 « r! A d o > 3 ^ d © * 0 p p A © o © © A G d d G d 0 0 o ü 6 d 0 0 ü © A co d 0 d “ri 0 P d ^ © b O ^ I —I * + - 4 “ rH O A G A P P O A I A C v î I — 1 P A A A P A C D A A I— I C O A 0 3 A O A 101 APPENDIX 0 COMMENTS AND SUGGESTIONS OF THE GRADUATES Many o f th e g ra d u a te s made some in t e r e s t in g , as w e ll as e x e e lle n t comments and s u g g e s tio n s ab ou t g u id a n c e , cou rse o f f e r in g s , and t r a in in g re c e iv e d . The fo llo w in g comments a re q u o te d d i r e c t l y fro m th e Comments Coneezning Course O ffe rin g s "S p e e d w ritin g s h o u ld be ta u g h t i n p la c e o f s h o rth a n d . I t is e a s ie r th a n s h o rth a n d to c a tc h ." " I th in k a cou rse in h a n d lin g a l l ty p e s o f b u s in e s s m achines w ould be a g re a t a s s e t to th e s c h o o l. M ost o f th e b ig o f f ic e s use th e s e m achines to d a y ." I " a cou rse f o r 'O ff ic e M achines O n ly* w o uld be a | i w o n d e rfu l c la s s ." | Comments C oncerning T ra in in g R eceived | "T he re a re many jo b s f o r c a lc u la t o r o p e ra to rs i n g e n e ra l b u s in e s s jo b s . I t h in k th e y s h o u ld be p r a c tic e d on r i g h t i n w ith g e n e ra l b u s in e s s c o u rs e s . A ls o , I t h in k know ledge o f a d d in g m achines i s v e ry h e lp f u l. " "T y p in g numbers i n m ost o f f ic e s is v e ry im p o rta n t and e s s e n t ia l. I b e lie v e th e y s h o u ld be s tre s s e d i n I ty p in g c la s s e s as th e y a re so im p o r ta n t." j _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ J 102 " I t h in k i n o f f ic e p r a c tic e th e y c o u ld te a c h more on th e m a c h in e s ." " I n a l l ways p o s s ib le , h ig h s c h o o l te a c h e rs should| p o in t o u t th e ad vantages o f a c o lle g e e d u c a tio n . H ig h s c h o o l s u b je c ts s h o u ld p ro v id e a sound fo u n d a tio n upon | w h ic h th e s tu d e n t can b u ild h is c o lle g e w o rk . T h o u ^ | h i 01 s c h o o ls can t r a i n s tu d e n ts i n many b a s ic s u b je c ts , | th e s tu d e n ts s t i l l need a d d itio n a l e d u c a tio n ." | ! " I was q u ite s a t is f ie d w ith a l l my co u rse s and ( i f e l t th e te a c h e rs were d o in g an e x c e lle n t jo b on j p re p a rin g us f o r b u s in e s s ." I i " I f e l t i t was a v e ry good c o u rs e . I have had to j le a r n v e ry l i t t l e a d d itio n a l in my p re s e n t jo b as f a r as ! s h o rth a n d , ty p in g , and g e n e ra l o f f ic e p ro c e d u re s a re c o n c e rn e d ." " I t s h o u ld be r e q u ir e d to ta k e s e c o n d -y e a r • s h o rth a n d i f th e f i r s t y e a r is ta k e n ." ' I " I t h in k s tu d e n ts s h o u ld have more t r a in in g on j th e e l e c t r ic t y p e w r it e r . I t h in k t h a t i f th e s tu d e n ts i c o u ld have more t r a in in g w ith b u s in e s s m achines i t w o u ld | be a g re a t h e lp f o r them when th e y go in t o th e b u s in e s s | w o r ld ." "M ore b u s in e s s e s nowadays a re u s in g p o s tin g m a ch in e s, s te n o re tte s o r d ic t a t in g m achines and e l e c t r ic ty p e w r ite r s , and I m y s e lf fo u n d th a t i f I w o uld 103 have had more e x p e rie n c e w ith th e s e m achines I w ould have had a h ig h e r p a y in g jo b . My p re s e n t em p lo yer was w i l l i n g to t r a i n me on th e above m a ch in es, b u t n o t to o many em ployers a re w i l l i n g to t r a i n y o u ." " I was q u ite s a t is f ie d and f e e l th e y p re p a re d me e x tre m e ly w e ll f o r the b u s in e s s w o r ld ." "Less tim e c o u ld be sp e n t on r e l a t i v e l y u n im p o r t a n t th in g s such as p o s tu re w h ile ta k in g d ic t a t io n o r ty p in g , and more tim e givea o v e r to p re p a ra tio n f o r a c tu a l s itu a tio n s w h ic h may a r is e . As yo u may gu ess, my s u g g e s tio n is fro m p e rs o n a l e x p e rie n c e and gave a fe # "bad moments" d u rin g my f i r s t days on th e jo b# In s h o rth a n d c la s s , we were t o ld to s i t w ith b o th arms on th e t a b le , f e e t f l a t on th e f l o o r , to ta k e d ic t a t io n . I was c o m p le te ly u n p re p a re d and " o f f b a la n c e " when I fo u n d t h a t I was to take d ic t a t io n fro m a c h a ir a b o u t th re e f e e t away fro m a desk o f any s o r t . L e a rn in g to b a la n ce my n o te b o o k on my knee ( I c o u ld c ro s s them now— in f a c t I had t o , to have so m e th in g to w r it e on) and g e t th e pages tu rn e d w ith o u t d ro p p in g b o th th e n o te b o o k and my pen re q u ire d more a t t e n tio n a t f i r s t th a n th e a c tu a l s h o rth a n d d id . I do t h in k th a t v e r y fe w o f f ic e s a re eq uipp ed f o r a g i r l to ta k e d ic t a t io n a t a d e sk, and i t w ould be p r a c t ic a l f o r them to le a rn to do o th e rw is e . I 104 ! I I " A ls o , I n t r a n s o r lp t lo n c la s s , i t was a c a r d in a l r u le t h a t books fro m w h ic h yo u w ere ty p in g s h o u ld be I p la c e d a t th e r ig h t- h a n d s id e o f th e ty p e w r ite r . A t j w o rk , my ty p e w r ite r was p la c e d on the rig ih t-h a n d s id e o f I th e desk m aking i t n e c e s s a ry f o r me to p la c e th e m a te r ia l fro m w hich I am ty p in g on th e le ft- h a n d s id e o f th e j ty p e w r ite r . T h is was c o m p le te ly fo r e ig n to my t r a in in g and made even th e s im p le m a tte r o f ty p in g d i f f i c u l t f o r a w h ile . S ince th e re a re q u ite a fe w desks l i k e t h i s , th e re i s no re a s o n why th e g i r l s s h o u ld n 't become accustom ed to re a d in g fro m e it h e r s id e . " " I t h in k th a t i f you c o u ld have a co u rse i n th e soundex code system o f f i l i n g i t w o u ld h e lp a l o t o f th e g i r l s who g e t a jo b a t M u tu a l B e n e f it . " " I w is h t h a t when I was ta k in g ty p in g in h ig h s c h o o l th a t X w o uld have had a b e t t e r id e a o f b u s in e s s ty p in g . I h a te d ty p in g in h ig h s c h o o l and a f r a id to t e l l em ployers t h a t I knew how to ty p e u n t i l my la s t jo b . I w a s n 't good in i t a t s c h o o l, b u t th e te a c h e rs alw ays made me f e e l l i k e yo u had to be a w h iz a t i t , w h ic h made me w ith d ra w fro m i t u n t i l t h is la s t jo b . I le a rn e d a t w o rk t h a t you can ty p e and lo o s e n up because yo u are n o t un de r a s t r a in o f b e in g t o l d you a re n o t to o f a s t . So even th e slo w ty p e rs have t h e i r p la c e ." 105 "C heck on th e new way th e y do b o o k k e e p in g ." " I t h in k t h a t th e use o f new b u s in e s s m achines sh o u ld be ta u g h t. I 'v e fo u n d t h a t h e re i n C a lif o r n ia a g i r l J u s t o u t o f h i 0 i s c h o o l can e a rn a s t a r t in g s a la r y o f $350 o r more p e r m onth i f she has had any t r a in in g w ith th e u p -to -d a te b u s in e s s m a ch in e s. A ls o th e demand, f o r g i r l s who can ta k e s h o rth a n d i s tremendous ( I w is h I h a d n 't dropped i t ) . " Comments C o n ce rnin g Guidance " I f e e l v e ry s tr o n g ly t h a t h ig h s c h o o l s tu d e n ts s h o u ld be in fo rm e d and exposed to th e v a rio u s Jobs i n the s p e c if ic f i e l d o r f i e l d s th e y le n d t h e ir in te r e s t s t o . As many o th e r c o lle g e p re p s tu d e n ts , I knew th a t I w anted t o a tte n d c o lle g e b u t was v e ry co n fu se d i n re g a rd to my m a jo r. I now f in d m y s e lf m is p la c e d as Iow a S ta te d o e s n 't o f f e r th e m a jo r I have d e cid e d upon. I'm t r a n s fe r r in g to th e U n iv e r s ity o f W is c o n s in w here I in te n d to m a jo r i n O c c u p a tio n a l T h e ra p y. Perhaps th e f a u l t i s my own, b u t I b e lie v e th a t h ig h s c h o o l s tu d e n ts need d e f in it e gu id a n ce in c o r r e la t in g t h e ir a p titu d e s w ith jo b re q u ire m e n ts ." "The U n iv e r s ity o f Omaha g iv e s V o c a tio n a l G uidance T e sts to t h e i r s tu d e n ts . T h is t e s t m ig h t be to o advanced f o r h ig h s c h o o l s tu d e n ts , b u t maybe a t e s t o f t h is s o r t w ould be a d v a n ta g e o u s ." 106 " I b e lie v e i t w o u ld be v e ry advantageous i f th e b u s in e s s s tu d e n ts c o u ld have had c la s s v i s i t o r s fro m v a rio u s lin e s o f em ploym ent. Maybe i t c o u ld be p o s s ib le f o r s tu d e n ts to v i s i t th e d if f e r e n t b u s in e s s e s and see how and w hat goes on i n th e averag e b u s in e s s o f f i c e . " "D o n 't le a d o n ly "1 " s tu d e n ts to t h in k th e y w i l l su cce e d . I was an average " 3 " s tu d e n t, b u t I o b ta in e d a much b e t te r jo b th a n some s tu d e n ts w ith h ig h e r g ra d e s . I t is s u r p r is in g th e th in g s you a re ca p a b le o f when y o u a re a c tu a lly on th e jo b . " "The guidance s e rv ic e p ro v id e d in the h ig h s c h o o ls does n o t seem t o be a d e q u a te . There a re to o many s tu d e n ts in each c la s s to be heuidled b y one o r tw o c o u n s e lo rs . S tu d e n ts a re r e q u ire d to fa c e many more p ro blem s now th a n e v e r b e fo re , and th e y need a p e rso n to whom th e y can lo o k f o r c o n s ta n t a d v ic e and h e lp . When th e re is ju s t one c o u n s e lo r f o r s e v e ra l hund red s tu d e n ts , no one s tu d e n t can re c e iv e th e p ro p e r h e lp and g u id a n c e . T h is , I know, w i l l p re s e n t a p ro b le m ; b u t i t is th e o n ly s a t is f a c to r y way to g iv e th e s tu d e n ts th e p ro p e r g u id an ce th ro u g h t h e ir h ig h s c h o o l y e a r s ." " I to o k a co m p le te c o lle g e p re p c o u rs e , and now I'm w o rk in g in an o f f i c e . I w ould su g g e st th a t yo u urg e the g i r l s who a re ta k in g s t r i c t l y c o lle g e p re p cou rses to ta ke ty p in g and a co u rse in s h o rth a n d . These cou rses 107 a re handy no m a tte r w h e th e r yo u c o n tin u e w it h c o lle g e o r go in t o th e b u s in e s s w o rld . I was u rg e d to ta k e s h o rth a n d by my c o u n s e lo r b u t n e v e r th o u g # t h a t I w ould need i t , and now t h a t I 'm w o rk in g I see th a t I c o u ld have done much b e t te r w ith some s h o rth a n d ." " I t h in k th e o p p o r tu n itie s f o r women in b u s in e s s c o u ld be s tre s s e d to th e fre sh m e n more th a n th e y w e re , and to th e p a r e n ts i" "Perhaps a g u e s t spe ake r once in a w h ile whom th e s tu d e n ts w o u ld n 't be a f r a id to q u e s tio n on h o n e s t- to - goodness o f f ic e r o u tin e and p r a c tic e w o u ld g iv e them a b e t te r in s id e v ie w th a n some o f th e a r t ic le s on to p f l i g h t s e c r e ta r ie s w h ic h a re p u b lis h e d i n m ag azine s, s in c e fe w g i r l s , ju s t o u t o f h ig h s c h o o l, w ould e v e r s te p in to a p o s it io n l i k e t h a t* A l l i n a l l , I c a n 't t h in k o f any o th e r im p ro ve m e n t*" Comments C oncerning S u b je c t Em phasis " I t is a lm o s t im p o s s ib le to s tre s s e n o u 0i th e g re a t va lu e o f ty p e w r itin g and s h o rth a n d to th e s tu d e n t who goes on to c o lle g e . A lo n g w ith th e a id th e y g iv e i n assign m en ts and i n n o te ta k in g , b o th co u rse s a re so h e lp f u l in o b ta in in g th e p a r t- tim e w o rk w h ich so many c o lle g e s tu d e n ts n e e d . I know w hat a h e lp i t has been ' to me i n g e ttin g p a r t o r f u l l - t i m e w o rk* I w ould j recommend th a t e v e ry c o lle g e p re p a ra to ry s tu d e n t, as w e ll- 108 as e v e ry b u s in e s s s tu d e n t, ta k e a t le a s t one and p r e fe r a b ly two y e a rs o f ty p e w r itin g and i f p o s s ib le some s h o rth a n d .” . "Make ty p e w r itin g a re q u ire m e n t f o r a l l s tu d e n ts * ” " I t h in k sh o rth a n d sh o u ld be r e q u ir e d i n h ig h s c h o o l f o r b o th c o lle g e p re p and b u s in e s s co u rse s* Those in c o lle g e p re p c o u ld g e t summer jo b s e a s ie r w ith th e know ledge o f t h i s s u b je c t* I a ls o b e lie v e t h a t s h o rth a n d c o u ld have h e lp e d me more th a n ge om etry o r some o f th e o th e r s u b je c ts I to o k because o f th e im p o r ta n c e o f ta k in g good n o te s in c o lle g e . H ow ever, I r e a liz e th e c o lle g e s and n o t the h ig h s c h o o ls s e t up th e re q u ire d s u b je c ts i n m ost c a s e s .” " I f th e re is one s u b je c t among th e many im p o rta n t b u s in e s s co u rse s w h ic h I b e lie v e s h o u ld be r e q u ire d o f e v e ry s tu d e n t; c o lle g e p re p , b u s in e s s , o r o th e rw is e , t h is s u b je c t i s t y p in g . ” " I n o f f ic e p ro c e d u re s , a s p e llin g co u rse sh o u ld be added, as t h is is som e thing a h ig h s c h o o l s tu d e n t may fo r g e t fro m h is grammar s c h o o l d a y s . Modern b u s in e s s m achines a re p r a c t ic a l ly a "m u st” f o r co u rse s in business." "S h o rth a n d c la s s e s s h o u ld have more in d iv id u a l in s t r u c t io n ; as each p e rso n has h is own speed o f a t t a in in g a now s ÿ i l l . A t C om m ercial E x te n s io n we were r a is e d in th e c la s s e s o f s h o rth a n d b y ta k in g te s ts and 109 b e in g r a te d on speed* W e had c la s s e s i n 40, 5 0 , 6 0 , 80, and 100 wpm* T his way th e s tu d e n t is more on h is own, and he can push ahead o r go more s lo w ly th a n a g ro u p o r c la s 8 doe s ♦" " I b e lie v e O ffic e P ra c tic e s c o u ld be o ffe r e d to any persons who have ta k e n ty p e . Many o f th e m achines used in o f f ic e s ta ke no o th e r p re v io u s t r a in in g . " " I d o n 't know a b o u t o th e r o f f ic e s , b u t a t my o f f ic e no one d ic ta te s much o v e r 80 wpm, much le s s a t 120 wpm. I t h in k th e re was to o much em phasis on speed in s h o rth a n d and n o t enough on d i f f i c u l t te c h n ic a l term s «” "The o n ly s u g g e s tio n I have is to p o in t o u t and even s tre s s how im p o rta n t th e b u s in e s s co u rse s a re and th e n t r y to make them in t e r e s t in g to th e s tu d e n t. I f w h ile in c la s s you f e e l as th o u g h yo u a re a c t u a lly in an o f f ic e d o in g th e w o rk , you re c e iv e so much more o u t o f i t , a t le a s t I d id . " "When you w o rk in an o f f ic e yo u g e n e r a lly come in c o n ta c t w ith th e te le p h o n e ; th e r e fo r e , I t h in k th e y s h o u ld e x p la in te le p h o n e te c h n iq u e o r te le p h o n e c o u rte s y i n O ffic e P r a c tic e ." "They s h o u ld have more t r a in in g on o f f ic e m achines and le s s on f i l i n g . " 110 "M ore emphasis on a c c u ra c y th a n speed. I t is f a r m ore im p o rta n t on th e jo b th a n s p e e d ." "More d ic t a t io n g iv e n in b o th y e a rs o f s h o rth a n d . More s tre s s f o r p r a c t ic e . " "T e a ch in g w ith m eaning, n o t r o t e ; more em phasis on g ra s p in g m a te r ia l r a t h e r th a n speed i n c o v e rin g t e x t . " "P erhaps a more d e ta ile d e x p la n a tio n and a c tu a l e x p e rie n c e w ith th e d i f f e r e n t m achines w ould g iv e th e s tu d e n t more c o n fid e n c e when g o in g In to an o f f ic e to w o rk ." "C la s s c o u ld be co n d u cte d as tho ug h in d iv id u a ls were on th e jo b . " " A l l b u s in e s s s tu d e n ts s h o u ld be r e q u ir e d to ta k e b u s in e s s la w ." M is c e lla n e o u s Comments "© le b ig g e s t p ro b le m a g ra d u a te w i l l f in d i n an o f f ic e is th e a b i l i t y to li s t e n to th e pro blem s o f o th e rs w ith o u t g e ttin g in v o lv e d . And, a ls o to hum ble h im s e lf to r e a liz e w hat a b ig w o rld i t is and how i t was HOT p u t th e re ju s t f o r h im . M ost o f th e k id s we g e t i n an o f f ic e a re J u s t to o co cke y. M ost o f th e w o rk done i n an o f f ic e has to be ta u g h t c o m p le te ly to th e p e rso n com ing i n — an in te n s iv e b u s in e s s c o u rs e d o e s n 't h e lp th e r e . A l l th e y need is s im p le a r ith m e tic , E n g lis h and th e a b i l i t y to g e t a lo n g w e ll w ith o th e r s ." Ill " I f th e b u s in e s s c la s s e s w ere s m a lle r so each s tu d e n t c o u ld g e t th e p ro p e r h e lp such as s h o rth a n d , ty p in g and i n g e n e ra l b u s in e s s , i f yo u had to g e t r ig h t down to th e p o in t, th e m ain p o in t , and n o t be ru sh e d i t j w ould be much b e tte r # " "N o rth H ig h has a w o n d e rfu l r e p u ta tio n i n the b u s in e s s w o rld f o r p r o v id in g b u s in e s s s u b je c ts and g iv in g | th e r i g h t t r a in in g in th e s e s u b je c ts to th e s tu d e n ts ." O n iv e rs ity o f So’A h e rn C a l i f oral»

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University of Southern California Dissertations and Theses

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Creator Stayer, Harry Richard (author)

Core Title A follow-up study of the business graduates of North High School, Omaha Nebraska, for the year 1955

Degree Master of Science

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

Tag Education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-283177

Unique identifier UC11634335

Identifier EP49324.pdf (filename),usctheses-c37-283177 (legacy record id)

Legacy Identifier EP49324.pdf

Dmrecord 283177

Document Type Thesis

Format application/pdf (imt)

Rights Stayer, Harry Richard

Type texts

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

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

Repository Name University of Southern California Digital Library

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