University of Southern California Dissertations and Theses

A follow-up study of an unselected group of graduates of Chico Senior High School

(USC Thesis Other)

A follow-up study of an unselected group of graduates of Chico Senior High School

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content A FOLLOW-UP STUDY OF AN UN SELECTED GROUP OP GRADUATES OF CHICO SENIOR HIGH SCHOOL A Thesis Presented to the Fe.eulty of the School of Education University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science by Stewart S. Ross August \9Sk- UMI Number: EP55593 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. Oisssrtation F\iblisNng UMI EP55593 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 T h is thesis, w ritte n u nd er the d ire c tio n o f the C h a irm a n o f the candidate's G uida nce C o m m itte e and a p p ro ve d by a ll m em bers o f the C o m m itte e, has been presented to and accepted by the F a c u lty o f the S ch ool o f E d u c a tio n o f the U n iv e rs ity o f S outhern C a lifo rn ia in p a rtia l fu lfillm e n t o f the requirem ents fo r the degree o f M a s te r o f Science in E d u ca tio n . Da/^....Auguat>195U. Dean Guidance Committee Chairman «JÜV— TABLE OP CONTENTS CHAPTER PAGE I. THE PROBLEM AND DEFINITIONS OF TERMS USED ... I The problem............................. 1 Statement of the problem ........ I Importance of the study............... 2 Justification of the study .............. 2 Limitations of the study . . . . . . . 5 Definitions of terms used........... ...... 5 Academic................. 5 Fine Arts............................ ... 6 Vocational ............................. 6 Commercial ................. 6 Methods of procedure used in the study ... 6 Organization of the remainder of the study . 8 II. REVIEW OF RELATED LITERATURE............. 9 Literature in the school program or curriculum reorganization ................ 9 Literature on vocational education trends . . 12 Follow-up studies.......................... 13' I I Guidance implications and conceptions .... l5j Summary . ............. li Contrasting aims and purposes of the follow-up study .......................... 19 iv CHAPTER PAGE III. THE GROUP STUDIED, THE COMMUNITY, AND THE INSTRUMENT USED.......................... 20 The group studied........................ 20 An unselected group of graduates .... 20 Chico--the community .................... 21 Historical background ... ............ 21 Political and economic................ 23 Miscellaneous statistical facts about Chico............................... 2ii Method of contact........................ 25 The questionnaire...................... 25 Advantages and disadvantages of this method of contact................... 30 Implications and questions that might arise from this type of study ..... 31 IV. MIGRATION, GEOGRAPHICAL LOCATION, AND MARITAL STATUS .......................... 3k Reasons for migration.................... 3 ^ 4 - Geographical location of graduates .... 35 Migration and mobility.................. l i _ 0 Marital status ......................... k3 V. HIGH SCHOOL AND VOCATIONAL EXPERIENCES OF GRADUATES............................... i j . 6 V CHAPTER PAGE Major courses of study while in high school................................ 1^6 What are these graduates doing now • . • . 50 Military status .......................... 52 Since graduation, how did these graduates secure their first full-time job • . • • 52 High school subjects most helpful in your occupation ................ 55 High school subjects that were of least value in their occupation............... 57 Reasons why you have not pursued your education............................. 59 Occupational status of the group studied . 6l Classification of occupations, in percentages................... 63 Monthly income of these wage earners • • • 65 VI. POST-HIGH SCHOOL EDUCATION AND GENERAL EVALUATION ............................ 66 Post-high school education ............... 66 College enrollment .................... 66 The subjects taken in high school that have been most valuable to you in your education or training beyond the high vi CHAPTER PAGE school level ...................... 70 Courses of study taken by these graduates in further education . . . . . . . 7^ Further education enrollment and the mortality rate of these high school graduates........................... 76 General evaluation ... 79 Who aided you most in making out your course of study while in high school . 79 If you were planning your high school work all over again, what course of study would you follow to prepare yourself better for the future .... 8l Why would you change your course of study................................' 83 Do you think high school offers adequate courses of training in the work you are now doing Y. ................ 83 How well has Chico High School prepared you for some of these common life activities.......................... 83! General and specific comments made by these graduates...................... 89 vii CHAPTER PACE VII. SUMMARY OF FINDINGS AND RECOMMENDATIONS ... 92 Reasons for migration and geographic distribution ..... 92 Marital status ............. 93 High school experience ................ 93 Occupations .......................... 94 Post-high school education ............ 95 General evaluation by the graduates . .. 96 Recommendations.................... 96 Vocational guidance and education .... 97 Educational guidance .................. 97 Conclusion . . . . . . . .......... 98 BIBLIOGRAPHY............................' . . . . 100 APPENDIX............... ........................... 107 LIST OP TABLES TABLE PAGE I. The Questionnaires......................... 22 II. Miscellaneous Statistical Pacts About Chico • 26 III. Reason for Leaving the Chico Area ...... 36 IV. Total Reasons for Migration^-by Classes ... 37 V. Per cent Who Migrated and Per cent Living Outside the Chico Area ......... 38 VI. Geographical Location of Graduates in California ............. 4l VII. Geographical Location of Graduates Living Outside of California................ 42 VIII. Marital Status............................. 45 IX. Per cent Married in Each.... Class ........ 45 X. Major Course of Study While in High School . . 47 XI. Major Course of Study in High School by Departments.............................. 48 XII. Major Course of Study in Percentages by Departments............................. 48 XIII. Major Course of Study While in High School by Subjects.............................. 49 XIV. What are These Graduates Doing Now ...... 5l XV. Military Status ....... . . . . . . . . . 53 TABLE XVI. i x PAGE XVII. XVIII. XIX. XXI. XXII. |XXIII. I i ' XXIV. XXV. XXVI. XXVII. How These Graduates Secured Their First Pull Time Job Since Graduation Prom High School........................... High School Subjects Most Helpful in Present Occupation ...................... High School Subjects of Least Value in Present Occupation ...................... Reasons Why They Have Not Pursued Education Further............................... Occupations Pursued by These Graduates . . Classifications of Occupations ....... Monthly Income of These Wage Earners . . . . Institutions Attended by These Graduates for More Education..................... High School Subjects Most Valuable to You in Your Post-High School Education . . . . Total Number of Choices of Most Valuable •Subjects in Further Education .......... Courses of Study Taken by These Graduates in Further Education .................... 1 Further Education Enrollment and the Mortality Rate of These High School Graduates .............................. 54 56 58 60 62 64 66 69 71 73 75 78 TABLE XXVIII. Who Aided You Most in Making Out Your Course of Study While in High School . , XXIX. If Planning Your High School Work all Over Again, What Course of Study Would You Follow to Prepare Yourself Better for the Future...................... XXX. Why Would You Change Your Course of Study XXXI. Do You Think High School Offers Adequate Courses of Training in the Work You Are Now Doing.....................«... XXXII. How Well Has Chico High School Prepared You For Some of These Common Life Activities ......................... . XXXIII. Graduates Evaluation of These Common Life Activities--in Percentages ............ X PAGE 80 82 82 84 86 87 CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED With the advent of industrialization the producer and consumer have somewhat lost personal contact. At one time they were conscious of each other ^ s wants, desires, and shortcomings. Even so, today, different manufacturers realize the value of a check on their product, and it is good business to take the time and effort to Investigate the desirability and success of their product. If one wants to know how worthwhile a product is, ask the consumer. Educators also have always been personally interested in their pupils. Recently, they have made a more scientific study of their graduates so that they might attempt to improve their product. I. THE PROBLEM Statement of the problem. This investigation consisted of a follow-up study, by the questionnaire method, of an unselected group of boys and girls who graduated in the years 1949, 1951, and 1953, from Chico Senior High School. This study attempted to gather statistical data relative to the educational and guidance services of the school program. Specifically, the 2 investigation sought to determine the following: (1) what elements of high school experience are considered most valuable by the graduates; (2) what are the most useful subjects taken at Chico Senior High School by the graduates; (3) what are some of the post-high school experiences in education and vocations of the graduates; (4) what is the geographical location of the graduates; and (5) what are some of the guidance and educational implications for this high school. Importance of the study. A follow-up study of this particular type was of interest and value in that it sought to discover just where these graduates were; what they were doing; whether their high school training and experiences had helped them materially to prepare for further education and for the work they were doing; whether, in the light of their experiences, they had criticisms which might be used by the school to organize more effectively to meet the needs of future graduates. A study of this type could be of most value, in part or all, to the particular school and community it represented, although others might find some of this material useful to them in their schools. Justification of the study. The existing need for 3 educational and vocational guidance in the secondary school is apparent. The problem of educational and occupational adjustment is a growing problem, and one of the primary steps to be considered before efficient curriculum revision or planning can be accomplished, must be done by the secondary schools. The method of setting up or revising a guidance program is puzzling; so the follow-up study is an attempt to compile and present facts and data of the graduates that may have some bearing upon the educational and guidance services, A previous survey of this nature has never been attempted at Chico High School, Myers states, "The follow-up study is the step child of the guidance family.Erickson relates, "If the follow-up study is to mean anything, it must affect guidance practices in the school and form the basis for 2 curriculum revision." "This is especially true where schools have continued in traditional paths, failing to meet the needs of coming generations." School people George Myers, "The Follow-up Study is the Step child of the Guidance Family," Occupations, 27:100-103, November, 1948. ^ Clifford E. Erickson, Basic Text for Guidance Workers (New York: Prentice Hall, 1947)> p. 398• Loc. cit. 4 with vision, courage, and resources will welcome the results of the follow-up studies, because evidence will show them how to improve the school program. One effective method for a school to test the quality of its educational and guidance program is to make a follow-up study of its former graduates. Through such a survey the school receives guidance, checks its own * work, may find weaknesses, attempts to improve some of its services, and also establishes contact with former students. Today, in 24,000 high schools, 274 specific subject titles are offered, which is evidence of efforts to meet the needs of increasingly diverse bodies of pupils erarolled in high schools. Findings by a committee on "Life Adjustment Education for Youth," resulted in a campaign to encourage the education for all youth of high school age. This committee found that sixty per cent of the students are neglected and much more progress is 4 called for. Further justification of this study may be found in the State of California School Code, which states that ^ Dan J. Hull, "Our Adolescent Education— Some Comments," School and Society, 74076-377, December, 1951. "Each public secondary school has a definite obligation of 5 carrying out placement and follow-up functions," The California Education Code has also made provisions for 6 follow-up studies. Limitations of the study. As mentioned, the questionnaire method was used to conduct this investigation. Addresses of the graduates were not kept up-to-date; consequently, several questionnaires were returned because of faulty addresses. One hundred and thirty of the two hundred and seventy questionnaires were answered and returned. Not all items were answered in every case. While the figure represents about forty-eight per cent return, it may not represent an entirely true and accurate picture of the group. Although many educators believe any return over forty per cent can help give a somewhat reliable study, incomplete returns can easily create biased conclusions, II. DEFINITIONS OF TERMS USED School Code of the State of California (Sacramento, California: State Printing Office, 1931), pp. 170-171. Education Code. State of California (Sacramento, California: Printing Division, Documents Section, 1953), p. 402. y " ^ 6 Academic. Those subjects which are liberal, classical, or literary rather than technical or professional; conforming to scholastic traditions, mostly theoretical, and not expected to produce a practical result. Pine Arts. Those subjects of an aesthetic nature,- such as art and music. Vocational. The absence of a sharp dividing line between vocational and general education subject matter has resulted in a confusion of the fields of interest. As the term vocational is used today, it refers to education that is of value on the job or that is derived from, or related to, job activities. Commercial. Those subjects that are a part of vocational education but limited to bookkeeping, clerical, secretarial, selling, et cetera. Refer to question No. 6 of the questionnaire located in the Appendix. Almost all practical school training and a considerable amount of less pragmatic education can be classified vocational education. III. ■ METHODS OP,PROCEDURE The present investigation was concerned with graduates of Chico Senior High School. The mailed 7 questionnaire method was used in this study to secure information from one hundred thirty graduates. The data afforded by the questionnaires were carefully studied and tabulated into thirty-three tables, and the results were interpreted and discussed for presentation in this report. A copy of the questionnaire used in this investigation and the explanatory letter asking the graduates for their cooperation in making the study, may be found in the Appendix. A California State Department Education Bulletin suggests that,"Intensive coverage is statistically better than extensive."^ With this principle in mind, every third name from each of the three graduating classes provided the mailing list. A pilot study questionnaire was sent to twenty-one graduates to obtain criticisms of this survey and the questionnaire. The response to this pilot study questionnaire was gratifying and helpful. A copy of the questionnaire and letter used in the pilot study may be found in the Appendix. 7 "Guide for Making a Follow-up Study of School Dropouts and Graduates," California Guidance Bulletin, No. 13 (Sacramento, California: California State Department of Education, January, 1950), p. 12. 8 IV. ORGANIZATION OP REMAINDER OP THE THESIS Chapter II gives a review of general related literature. Chapter III considers the group studied, the questionnaire, the community, and a summary. Chapter IV deals with the geographical location of the graduates, reasons for migration, and the marital status of the group. Chapter V contains the high school experiences of the graduates, vocational status, and other implications of post high school occupations. Chapter VI reveals the post high school education- and training, and general evaluations made by the graduates. Chapter VII is the summary and recommendations based upon the findings given. There is a Bibliography and Appendix. CHAPTER II REVIEW OF RELATED LITERATURE Secondary schools today are becoming more conscious of the "what" and "where" of high school graduates and the amount of literature is ever increasing to the problem of the present investigation in three general, closely related fields of educational study and research. These three fields are concerned with the school program, vocational education, and guidance. A general discussion of significant developments in these fields and a r^sum^ of other studies of value to the present investigation will be given under these headings in the following paragraphs of this section. Literature in the school program or curriculum re organi zation. An excellent cooperative survey was compiled by the California State Department of Education under the direction of Donald E. Kitch and William H. McCreary. This study involved seventy-three secondary schools and thirteen thousand high school students in various parts of California. One purpose of this study was to present an analysis of the effectiveness of such 10 studies in the improvement of the school programs.^ Berry 2 and others relate that the work of the school is more frequently being evaluated in terms of youth after they are out of school, and they contend that the follow-up study has a two-fold purpose; (1) It provides for an opportunity for collection of new curriculum materials and (2) it provides for an evaluation of school practices in terms of the behavior of former students. They further state that the trend is away from the college preparatory courses, with more emphasis on the need for more vocational information. Hull had similar comments along the same line of investigation with follow-up studies. He indicates that the trend is for more need of "general education" and high schools show an increase in enrollment in general courses, and a decrease in specialized courses. More students are enrolling in home economics and industrial arts while French and Latin show the greatest 3 decline. A follow-up study carried on by an advanced "Now Hear Youth," Bulletin of the California State Department of Education, No. 9 [Sacramento, California: October, 1953), 22:1-68 2 John Berry, Byron C. Hayes, and Edward Landy, "The School Follows Through," National Association of Secondary School Principals, 25:7, November, 1941. ^ J. Dan Hull, "Trend in High School Subjects Enrollments," School Life, 34:7, October, 1951# 11 typing class also indicated several curriculum 4 implications. The American Council on Education stated, "In the last analysis, the revision of the curriculum will depend 5 upon individual secondary schools." Without the help of individual schools and teachers, the thought of progress will be impossible, Eckert brings to light many significant factors of follow-up studies. "The primary aim of the follow-up study is to improve the school program, to discover specific areas for improvement, and to project new 6 services to meet these demonstrated needs," This type of educational research also helps to cultivate a student personnel point of view on the part of the staff members, possibly bringing in those who might want to stay clear of abstract discussions on educational problems. Follow-up studies foster self evaluation and continued growth on Helen B. Dobbs, "Follow-up Study Carried on by an Advanced Typing Class," Business Education World, 32:122- 123, November, 1951. ^ "What the High Schools Ought to Teach," American Council on Education (Washington, D. C,: August, 1940), p. 36. ^Ruth E, Eckert, "Studies of Former Students as a Measure of School Success," The High School Journal, 34: 106, April, 1951. 12 the part of former students by encouraging them to take Intelligent stock of their achievements. These studies also demonstrate that institutional concern does not close when students leave school, and they also contribute to sound public relations. The graduate should represent the population that the school has served in recent years regardless of sex, economic status, scholastic ability, or other relevant measures. Literature on vocational education trends. Bell, in conjunction with the American Council on Education, made a comprehensive study on occupational adjustment. In part, he gives the number of people who are employed in various occupational fields, which included about nine and one-half million workers, about sixty per cent of whom were 7 between the ages of fourteen and twenty-four. An occupational study made by the National Association of Secondary-School Principals of the National Education Association employed the interview technique of gathering data. The survey revealed the kinds of work engaged in by recent graduates, their difficulties, and 7 Howard M. Bell, Matching Youth and Jobs, (Washington D. C.: American Council on Education, 1940), p. 5. 13 their hopes for future employment. It is expected that this type of occupational adjustment study will serve as a model for follow-up studies throughout the country. Part of the first year^ s work was entitled "Occupational Adjustment and the School.The second report deals with the experimental introduction of occupational follow-up procedures in forty American 9 Secondary Schools. The second phase of this study deals with outcomes of occupational follow-up studies and instruments and procedures employed, with proposed plans and forms. Follow-up studies. Eckert points out that follow- up studies do not represent controlled experiments. Where I patterns of thought and behavior do not conform to school I expectations, it is safe to conclude that the school, in common with other social agencies, has failed to achieve 10 its intended objectives. Although the evidences to date are sketchy and fragmentary, the similarity of findings justifies some preliminary generalizations: In the first Edward Landy, "Occupational Adjustment and the School," National Association of Secondary-School Principals, 24:l-l5l, November, 194o* 10 Berry, pp. cit., pp. 1-131. Eckert, op. cit., p. 10Ô. t : A 14 place. (1) discovered outcomes usually come far short of the school’s announced purposes, (2) yet, there is a distinctly brighter side to the picture, indicating that school instruction has made a difference. Special emphases in school programs are reflected sufficiently often in student’s later activities and interests to show that efforts of the teachers and counselors bear fruit.11 Increasing attention is being given at present to programs of life adjustment education within our high school curriculum. The need for general education is 12 being called to our attention. A survey of 2700 high school graduates in Minnesota, by Berdie, brought out some interesting 13 facts. Almost one million graduate from high school each year in the United States and one-third of these graduates enter college. He found several factors that kept high school graduates from attending college: (l) financial, (2) scholastic grades, (3) education of parents and cultural level at home, (4) accessibility to college. Of these, he concluded the home situation to be the most 11 12 Loc. cit. Ewing Konold, "Needed Curriculum Changes in High School Level," California Journal of Secondary Education, 29:98-101, February, 1954• Ralph P. Berdie, "Why They Don’t Go to College," Personnel and Guidance Journal, 21:352-356, March, 1953. 15 vital factor. Twice as many boys in cities planned to attend college as in the farm area. Guidance implications and conceptions. Individual loyalties and convictions are molded by society, and educators recognize that the young have patterned their behavior after the action behavior exhibited by adults. Hardee brings up the question, ”¥hat is the role today of those who work with youth in the reaffirmation of character, truth, and decent living essentials to the good of life?”^^ The question is brought up because, "Youth today seems frankly materialistic and self- centered." According to Bell, "To help young people today to come to a better understanding of themselves and the world they live in is a primary function of good education. Thië function, with all its implications for the individual and society, is often called guidance. If one believes that counseling is the focal point of the guidance program. Smith states "an understanding of lii Melvene Draheim Hardee, "Moral Guidance--Our Responsibility," Personnel and Guidance Journal, 21:220, January, 1953. Loc. cit. Bell, ££. cit., p. 17. 16 the guidance program must be based upon a knowledge of the scope of the services involved. In general, whether a particular activity should be described as a guidance service depends upon its contribution to the counseling 17 service.** He also states, * ’ The concept of the individual as a whole and integrated organism should suggest the impracticability of separating areas of human needs and „18 problems into discrete compartments. Rogers states, "The steadily increasing interest in the Individual and his adjustment is perhaps one of the outstanding phenomena of our times.He further states, "To many workers in this field, guidance means the giving of information to the individual. Where the individual is making a normal adjustment and merely needs further information, supplying such information is a helpful type 20 of education." The terminology of the guidance worker has been subject to many interpretations, according to Erickson. 17 Glenn E. Smith, Principles and Practices of the Guidance Program (New York: The Macmillan Company, 1951), p. 7. 18 Ibid., preface, p. vii. 19 Carl Rogers, Counseling and Psychotheraphy (Boston; Houghton Mifflen Company, 19l|2), p. 2^2. 20 Loc. cit. 17 "Gradually there is coming about a wider acceptance of a standard definitions of terms. In general, guidance attempts to provide three distinct types of services: (1) assistance to pupils, (2) assistance to teachers, and (3) assistance in the improvement and enlargement of the entire school program. Each school must develop for itself a statement of objectives of the guidance program for that school."^1 Guidance has been defined in various ways for different purposes, according to many authors. Guidance is the discovery— studying the individual, his interests, abilities, and personality. It is also a process of development, helping to create a situation which will assist the individual to realize his capabilities. According to Greene, "The general objective of guidance is to aid pupils in more wisely planning, executing, and evaluating all of the varied activities and interests which engage their attention. The aim of all guidance is to assist individuals in becoming happy and efficient human beings." An alumni survey was conducted in Iowa by a Junior College Workshop. The first phase of this survey was to study the desires of the people for additional training. 21 Erickson, cit., p. l6. 22 H. A. Greene, Measurement and Evaluation in the Secondary School (New York: Longmans-Green and Company, 1948), p. 270. 18 vocations, cultural interests, and spare time activities. The graduates of twelve typical counties cooperated in this study, which included two graduating classes, 194-8 and 1949. Some results of this study revealed that 43 per cent are students of one kind or another, 16 per cent are clerical workers, and 13 per cent were employed as unskilled workers. Other phases of this study brought out that some of these graduates wanted additional instruction in the following fields: English, 35 per cent ; mathematics, 32 per cent; and in science, 27 per cent. Reasons for not attending college were also given: Lack of finances, 32 per cent; wished to earn money, 29 per cent; married, 13 per cent; and 13 per cent did not 23 want college training. Summary. Follow-up studies of high school graduates from an unselected group of schools, indicate a wide range of patterns following graduation. Some surveys show a high degree of mobility in their graduates, while others indicated the opposite. Choice of occupations was influenced by such factors as geographical location, training, and native ability. "Committee Studies Needs of High School Graduates," Midland Schools. 65:22, 1950. î ? j Further education beyond the high school level did not conform to any definite pattern; the percentage varied due to economic status, vocational opportunity, and accessibility. The students evaluation of the curriculum varied from survey to survey. The reliability and validity of these studies are discounted, and the pattern of distribution will not fit the graduates of any two schools. Contrasting aims or purposes of the follow-up study. Should data secured emphasize the present status of former pupils or will it emphasize information concerning students as a means to an end for evaluating educational procedures? Is the follow-up of former pupils for the purpose of helping them get adjusted to their new environment, or is it the purpose to secure evaluation material so that the school curricula can be improved and the future students benefited? CHAPTER III THE GROUP STUDIED, THE COMMUNITY, AND THE INSTRUMENT USED I. THE GROUP STUDIED An unselected group of graduates. The group of graduates was unselected; that is, no reference to their intelligence quotient, scholastic achievement, or extra curricular activities was in any way a basis for the selection of these particular graduates. The longer the graduates were out of school the more opportunity they had in post high school experiences such as education, vocation, migration, and marriage. Thus, the opinions of the older graduates and their experiences can be compared to the younger graduates, who are also asked to reflect their school days and adjustment problems. With this thought in mind, the group to be studied covers one, three, and five year periods. The total number of 270 graduates was to be contacted from an unselected list of boys and girls of three separate graduating classes. The total number of boys to be contacted in this survey was 128, and the total number of girls was II4 . 2. Refer to Table I for a summary of the questionnaires mailed and the total respondents to the questionnaires. A total of eighty-four responded 21 to the first mailing of the questionnaire, or thirty-one per cent. The second mailing of the questionnaire had a total of 186, with 48 returns or a percentage of 24* The second mailing of the questionnaires increased the return seventeen per cent. The older graduates in every case had a lower percentage of returns than the younger graduates. The boys had a higher percentage return than the girls. The boys had a total return percentage of fifty, while the girls had a total percentage return of forty-six. The increase of the boys in the first mailing over that of the second mailing was forty per cent, while the girls in the same incidence only showed a thirty per cent increase. Although more girls than boys were contacted in this survey, each sex had an equal amount of respondents of sixty-five. II. CHICO— THE COMMUNITY Historical background. A study of the racial characteristics in the cultural heritage of Chico shows that the white race predominates ninety-five per cent, with small minorities of Negroes, Orientals, and Indians, five per centThe nationalities represented are ^ Chico Chamber of Commerce, Chico, California, TABLE I THE QUESTIONNAIRES 22 Que s ti onnair e s mailed Questionnaires returned First Second mailing mailing Total number Per Cent 1949 Boys 40 12 6 18 45 Girls 47 10 3 13 28 Total 87 22 9 31 35 1951 Boys 35 8 6 14 40 Girls 48 18 7 25 52 Total 83 26 13 39 47 1953 Boya 53 19 14 33 62 Grlrls 47 17 10 27 57 Total 100 36 2k 60 60 TOTAL QUESTIONNAIRES Mailed Returned Per Cent Boys 128 65 50 Glrla 142 65 46 1 20 J i f i - - -XO USUL H [\J Xj>VJ 23 chiefly American, with small groups of second generation Europeans and Spanish-AmericansThese minority groups are so readily absorbed in the life of the community that they do not create a cultural problem. Chico is a community rich in historical background. Chico*s history had its beginning when a young employee, John Bidwell, working for John Sutter, came to this area in I8I 4 . 3. Perhaps the turning point in Chico* s history was the discovery of gold at Bidwell Bar above Oroville, The gold mined from this strike made John Bidwell a rich man and enabled him to play the part of Chico * s benefactor. Political and economic. Agriculture is the predominant industry of the Chico area. The Chico area produces one-fifth of the world*s supply of almonds. Other nuts grown are English and black walnuts. Crops in this area, in order of their annual value, are; Rice, almonds, beans, peaches, prunes, alfalfa, wheat, sweet corn, and sorghum. Lumbering and related industries are the next largest industries in this area. Chico definitely had a very conservative population, which was slow to accept change. However, in fairly recent years, with the new growth in population, changes have occurred. 24 People of moderate financial circumstances comprise the largest group of the population. With the exception of the two predominant industries, which are seasonal, vocational and technical opportunities are somewhat 2 limited. From a political standpoint 'Chico is considered conservative. The predominance of agriculture, church influence, and the tendency to vote for the man— not the party--bears out the political picture as not being reactionary or radical. Although the majority of the voters in the City of Chico are registered Democratic, the town is not dominated by any one political party. Few racial problems exist, and minorities of any kind are not in evidence. Thus, no real major issues exist to create 3 pressure groups. Miscellaneous statistical facts about Chico. The population of Chico in 194C was 9,28?, and it increased to 12,272 by 1950, an increase of 32.1 per cent in ten years. 2 Lloyd Cook, "Occupational Opportunities of Northern California," Chico State College, Chico, California. ^ Anecdotes available in Office of Superintendent of Chico City Schools. 25 The State of California population increase for the same period was 53*3 per cent.^ In Chico there are 710 males and 990 females who have had four years of high school. Also, living in Chico are 380 males and 585 females who have had four years of college or more. Table II lists some additional statistical figures to help further identify some characteristics of Chico. The boys and girls in Chico, according to Table II, are above the national norm for median school years 7 completed. III. METHOD OF CONTACT The questionnaire. Many major and incidental features confront the investigator in developing a questionnaire. Norman, in his study of the questionnaire, found that the number of items in a questionnaire has a 8 definite relationship to the percentage of returns. k "Characteristics of the Population," California, Bureau of the Census, Part 5, Vol. 2 (Washington, D. C.: Government Printing Office, 1950),, p. 5l. Ibid.. p. 117. ^ Ralph D. Norman, "Review of Some Related Problems to the Mail Questionnaire Technique," Educational and | Psychological Measurement, 8:239, No. 2, Summer, 1948• i TABLE II MISOELLAHEOUS STATISTICAL PACTS ABOUT 26 CHICO Chico State jPopulation median age 32 32.1 People who are 65 and older 12. W 8.5^ jPersons per family 2.85 3.01 Per cent non-white 7 6.3 Persons llf-l? years of age in school 96.6^ 1 90.5^ jPer cent employed in mannfacturing 13.5 19.6 Median income #2,705.00 #3,021.00^ MEDIAN SCHOOL YEARS COMPLETED ie Nati onal State Chic06 Male 9*0 11.9 10.9 Female 9*6 11.2 12.1 ^ Loic. cit. ^ Ibid., p. 98. ■ Î Î - NOTE: These figures represent people 25 years old and over. 27 The general criticism of the pilot study focused on the tendency of items in the questionnaire to be repetitious. With these helpful suggestions and Norman* s study, the questionnaire was reduced to 20 items. The questionnaire was mailed to each of these graduates who had been given an understanding of the purpose and nature of the follow-up study in an introductory letter that accompanied the questionnaire. A copy of this letter and the questionnaire are located in the Appendix. The twenty questions of this instrument were grouped into five sections as follows: General Information (5 questions). High School Experience ( 1 4 - questions), Post High School Experience (6 questions). Post High School Education (2 questions), and General Evaluation (3 questions). Mailing questionnaires early in the week and early in the school year seems to get the best results. The author brings up the question. Is there a difference 9 between early and late respondents? Ruess* comments on the respondents and non-respondents to the mailed Loc. cit. 28 10 questionnaire are worth investigation. Shuttieworth lists various techniques to use in regard to the 11 questionnaire, Moore gives various methods to use to 12 increase percentage returns from the questionnaire. The material presented by Herbert Toops gives a comprehensive and detailed study on the questionnaire, concerning problems and significant factors that an 13 investigator should consider worthwhile investigating. What are some of the factors to consider in this method of contact? What type of information is needed and what Carl H. Reuss, "Difference Between Persons % Responding and not Responding to a Mailed Questionnaire," American Psychological Review, 8:433-438, 1934* P. K. Shuttieworth, "A Study of the Questionnaire Technique," Journal of Educational Psychology, 22:652-658, 1931* TP C. G. Moore, "Increasing the Returns from Questionnaires," Journal of Educational Research. 35: 138-141, October, 194l* H. A. Toops, "Validating the Questionnaire Method," Journal of Personnel Research, 2:153-169, 1923* _____ , ' "The ReturnS'Ufrom Pollow-up Tellers to ; Questionnaires," Journal of Applied Psychology, X:92-101, 1926. _________"Predicting the .R'etjfpns from v Questionnaires," Journal of Expérimenta1 Education, 3 : 204-215, March, 19351 , "The Factor of Mechanical Arrangement and Typography in Questionnaires," Journal of Applied Psychology, 21:225-229, 1937* 29 would be useful? With this thought in mind some of the items of this questionnaire included; Personal data, geographical location of the graduates, factors that influence migration of young people, marital status, extent to which these graduates are engaged in higher education, ways in which school training has been beneficial, ways in which school training has failed, occupational distribution of the graduates, earnings in occupations, courses of study pursued by graduates who are now in college, how applicants secured their jobs, what they are doing now, who aided them most in selecting their course of study while in high school, and how well Chico High School has prepared them for some common life activities* According to Toops and others,the items in the questionnaire should be short, the questionnaire should require very little writing on the part of the respondent, only ask information that the respondent is willing to give or reasonably can be expected to have available, and the responses should lend themselves to tabulation. 14 Toops, op, cit,, p, 213. 30 I Advantages and disadvantages of this method of contact. The questionnaire method is the principal tool of inquiry in modern education. It can be used as a "trail blazer"; it is useful as a research tool; there is freer admission by mail and the possibility of greater validity; and it provides a guide for further research study. Along with the value of the questionnaire method mentioned there are also some shortcomings and limitations involved, as: The conclusions based upon questionnaires are seldom final; the end is not always realized; it is a continuous process; the respondents to a questionnaire may consciously or unconsciously modify their replies; the degree of inaccuracy cannot be estimated; it is time consuming for the respondent; incomplete returns create biased conclusions; it is difficult to secure exact measures of human opinions; the reliability is affected by the percentage of returns ; and there is a possibility of mis interpretation of the question. The Los Angeles City Schools conducted an alumni survey in 1953, and the instrument used was the mailed questionnaire. This questionnaire consisted of six pages, which included 43 items for the respondent to 31 answer, Los Angeles conducted a previous survey in 1948, similar to that in 1953. This survey included l820 graduates from nine city high schools in the city of Los Angeles, This particular questionnaire contained 54 . . 15 items • Suggested forms and samples of questionnaires that can be used are offered by several writers: Lefever and others show a sample of a form for a follow-up study in l6 the junior high school, which includes 22 items, A suggested form for a follow-up study by the State Department of Education is published in one of their bulletins and only l4 items are included in this 17 questionnaire, Traxler also offers a form to be used 18 for a questionnaire in a follow-up study. Implications and questions that might arise from 15 "A Further Analysis of a Follow-up Study of 1820 June, 1948, Graduates from Nine Los Angeles City High Schools," Publication No. SC-453 (Los Angeles: Curriculum Division, January, 1951), p. 10. 16 Welty D. Lefever, Archie M. Turrell, and Henry Weitzel, Principles and Techniques of Guidance (New York: The Ronald Press Company^ 1950j, pp. 550-553* 17 "Now Hear Youth," cit., pp. 58-58. 18 Arthur E. Traxler, Techniques of Guidance (New York : Harper and Brothers, 1945), pp. 32%i%331. 32 this type of study. Weaknesses and other vital problems were brought out in this study that were expected in a study of this kind. The address of pupils is subject to change; answers to some items in the questionnaire were omitted; the returns were not 100 per cent; and it is questionable if this study will be an adequate sampling. Could a study of this kind really influence the school? Does the school really influence? Are the parents responsible? How large a part does chance play? Can there be a proper evaluation of the early and late respondents? How strong an influence is the socio economic environment of the respondent? What about the inward pressure of youth to succeed in their ambitions? Misfits and the maladjusted are a small percentage, but the majority of the people today find their places in the world with reasonable success and apparent happiness. It is time consuming and costly— so are sales analyses. Most manufacturers offer free service for a time on a product they sell, such as replacing parts and making adjustments. Should the public schools recognize themselves as big business and provide similar services for their products also? As other follow-up studies reveal, the respondents of this type of questionnaire, in most cases, are the ;V / : \ 33 ones who are in the upper income bracket group, higher I. Q. students, successful students in college, and graduates 19 who are launched in a successful occupation. What about the others who represent the total picture which should give an unbiased summary of the findings of these follow- up graduates? Will this give a true picture of the situation? What other approach might be used to overcome these shortcomings? Should we be satisfied with the results and let it go at that? 19 John Rothney and Robert Mooren, "Sampling Problems in Follow-up Research," Occupations, 30:573-570, May, 1952. CHAPTER IV MIGRATION, GEOGRAPHICAL LOCATION, AND MARITAL STATUS Reasons for migration. There were seven reasons for migration by these graduates and only three of these reasons had any significant effect on the total picture. Only one student in each case left the Chico area for the following reasons : Husband in the service, prefer a larger town, and health. There were twenty-one students who left Chico to attend school elsewhere, but these students and those who are in the military service are still classified as legal residents because they still maintain a permanent address in Chico. These two groups of students are not included in the percentages in Table V. Excluding these two temporary migratory groups, the total percentage of migration of all the respondents was twenty per cent. The boys had a total of fifteen per cent migration while the girls showed a twenty-five per cent migration. Excluding the two temporary migratory groups, the girls in each case had a higher percentage rate of migration than the boys. The two significant factors that show worthwhile consideration in regard to migration are : (1) find suitable employment elsewhere, and (2) marriage. These 35 two reasons for migration comprise 76 per cent of the entire picture. Of the entire group, I 4 . 8 per cent moved to find suitable employment elsewhere, and 30 per cent moved due to marriage. With reference to Table IV, the more recent graduates show less tendency to migrate than the graduates of the more previous years. Geographical location of graduates. The study of these graduates does not indicate any definite trend to migrate. Of the entire group, 74 per cent are still living in the Chico area. The Chico area refers to the localities of Chico and Paradise. Excluding the Chico area, 22 per cent are still living in California and only .04 per cent are living outside the State of California. It is quite evident that these graduates desire to live in small towns ; only 9 per cent of the total 34 who migrated have moved to a community larger in population than Chico. Other than the Chico and Paradise residents, these graduates are now living in 28 different communities throughout the United States. One of these twenty-eight communities includes a town in Germany. In Table VI, the twenty-eight communities are listed alphabetically, including the total number of boys and girls in each graduating class. There are CM •H O O r4 CM vO lA CM •H O M H M HI HI -d" S •H -P •H •H i 1 TOTAL REASONS TABLE IV FOR MIGRATION BY CLASSES 37 1949 1951 1953 TOTAL School * 4 9 8 21 Find suitable employment elsewhere 6 3 1 12 Marriage k h 8 Family moved 1 2 3 Husband in the service 1 1 Prefer larger town 1 1 Health 1 1 Totals 20 16 11 k7 * These figures are not included in Figure V, Page 38. m \A vO OO O H r4 < r \ m m co o H o m ^ OO o sO M •H •H O O O M O 39 ninety-six of the 130 respondents still living in the Chico area, and the remaining thirty-four graduates are now living in twenty-eight communities. The frequency in each case is not more than three, excluding Chico and Paradise; therefore, the alphabetical listing of these communities seemed justifiable. In Table V, the migration percentage for each class, by sex, and the totals, is indicated. This table indicates the percentage living outside the Chico area. Chico and vicinity still are the homes for 7^ per cent of the group, an additional 22 per cent live elsewhere in California, and the remaining . G i f . per cent live outside the State of California. Cloyd states, 1 "Over one-half of the graduates leave the small town." Bell mentioned with regard to migration of youth, "it is the responsibility of the rural agencies concerned to do something in their power to prepare boys and girls to adjust themselves to the social and occupational realities of the areas where they must eventually look 2 for employment. A survey of i;,888 graduates from the Nina Cloyd, "A Follow-up Study of Graduates from Three Missouri High Schools," High School Teacher, 10:59-60, February, 1934# ^ Bell, op. cit., p. 277. ko years 1930-35, showed that 75 per cent still remained in rural communities and 22 per cent went to cities or towns. Sex shows little variation, but somewhat marked by women. Adjustments are made by migration and the pressure of youth on their economic opportunities of the 3 respective localities was relieved by migration.*' Migration and mobility. The curriculum of the secondary school in a particular community should be determined largely by the needs for that community. There is some justification for this procedure since the support for the school comes mainly from the local l l community. From a study made by Punke the fact is revealed "that 32.6 per cent of 9,953 graduates in Illinois, over a period of 30 years, still live in their home community; and from his point of view, three educational implications arise: School support, the curriculum, and guidance." From the standpoint of school support, if two- thirds of the graduates leave a rural high school ^ Bruce L. Melvin and Grace E. Olin, "Migration of Rural High School Graduates," High School Review, 1)_6: 276-287, April, 1938. ^ Harold H. Punke, "Migration of High School Graduates," School Review, ^2:26-39, January, 1934, P. 29. h TABLE VI GEOGRAPHICAL LOCATION OF GRADUATES IN CALIFORNIA 1949 1951 1953 TOTAL Boys Girls Boys Girls Boys Girls Boys Girls Belden 1 1 Carmichael 1 1 Chico 7 k 10 17 27 20 kk 4i Durham 2 2 Herlong 1 1 Hollywood 1 1 Lincoln 1 1 Los Angeles 1 1 Martinez 1 1 Marysville 1 1 North Hollywood 1 1 Or land 1 1 Oxnard 1 1 Paradise 3 2 k 2 7 k Paynes Creek 1 1 'Redding 1 1 1 2 1 Redlands 1 1 Sacramento 1 1 San Jose 1 1 1 1 Santa Rosa 1 1 Sterling City 1 1 Stockton 2 1 3 Susanville 1 1 Vallejo 1 1 Yuba City 1 1 Totals 15 12 15 zk 33 26 63 62 1 42 TABLE VII GEOGRAPHICAL LOCATION OP GRADUATES LIVING OUTSIDE CALIFORNIA Location 1949 Boys Girls 1951 Boys Girls 1953 Boys Girls Maryland, Elkton 1 Nevada, Lovelock 1 Oregon, Portland 1 Washington, Seattle 1 Germany 1 Totals 1 1 1 1 1 43 community after being reared and educated at the expense of a small community, there is a decided drain of economic and social resources of this small community. With regard to the curriculum, if two-thirds leave the community, why bother about these two-thirds? They will make their contribution to some other community during their adult life. The American population is mobile to a high degree. The important point is to stress adolescent training so it will function anyw4ere. Hence, major emphasis should be put on their acquaintance with the outside world and only minor pecularities of the local community should be considered. The aspect of guidance should consider the mobility of the high school population which calls the attention to the desirability of informing pupils concerning vocational opportunities in the world outside the community in which they are receiving their high school training, as well as concerning the opportunities 5 nearer home. Marital status. Table VIII indicates the total number of students who are married, boys and girls, in the individual classes. A little over one-fourth or 5 Ibid., p. 39. twenty-seven per cent of the graduates who responded are now married. There were no divorces or separations mentioned by any respondent. You will note that the number increase of marriages doubles with each preceding class studied. Five were married in the class of 1953, ten were married in the class of 1951, and twenty were married from the class of 1949. It is interesting to note that the class of 1949 had four times as many married graduates as that of the 1953 class and the class of 1949 has been out of high school four more years than the class of 1953. Table IX shows the percentage married in each class for the boys and girls, and also the total percentage. Except for the class of 1949, there were more married females by percentage than males. 45 TABLE VIII MARITAL STATUS: NUMBER MARRIED 1949 1951 1953 TOTAL Boys 11 3 2 16;-- Girls 9 7 3 19 Totals 1 20 10 5 35 TABLE IX PER CENT MARRIED IN EACH :LAS8 1949 1951 1953 TOTAL Boys 61 21 6 21 Girls 69 28 11 29 Totals 64 25 6 27 CHAPTER V HIGH SCHOOL AND VOCATIONAL EXPERIENCES OP GRADUATES Ma. 1 or course of study while in high school. There are four areas of interests or major courses of study at Chico High School by departments: Academic, Commercial, Vocational, and Pine Arts. In Table X are listed the major courses of study by subjects. In Table XI are listed the major courses of study by departments. This table also includes each class by sex. In Table XII are listed the departments that represent the individual subjects. In-as-much as there are about twice the number of respondents in the class of 1953 as in the class of 1949, it is difficult to ascertain any definite trend or choice by these graduates in any one department. The academic and vocational departments included about seventy-five per cent of those graduates responding. Table XII represents the percentage picture by departments of these graduates. It is apparent that the academic department was represented by the majority of these students. The boys I had a higher percentage in the academic department while ! ! the girls showed a higher percentage in the commercial j department. | Table XIII shows the choice of majors by subjects j MAJOR COURSE TABLE X OP STUDY WHILE IN HIGH SCHOOLi^ 47 1949 1951 1953 Course of study Boys Girls Boys Girls Boys Girls Academic English 5 6 < 8 12 9 Mathematics 6 3 4 3 12 2 Language 6 3 1 10 2 5 Science 3 3 1 3 10 1 College Preparatory 2 1 Commercial Secretarial 8 2 9 Bookkeeping 1 1 1 Clerical 1 1 1 Selling 3 Vocational Homemaking 3 4 6 Woodshop h 1 1 Agriculture 2 1 2 Machine Shop 3 1 Mechanical Drawing 3 1 Industrial Arts 1 2 Auto Shop 2 Electric Shop 2 Pine Arts Art 2 4 1 Music (instrumental ) 1 2 2 Music (vocal) 1 1 1 »Note: It is possible to graduate with more than one major / — ...IjB TABLE XI MAJOR COURSE OP STUDY IN HIGH SCHOOL BY DEPARTMENTS Department 1949 Boys Girls 1951 Boys Girls 1953 Boys Girls TOTAL Boys Girls Academic 22 15 12, 24 34 17 68 56 Commercial 2 10 2 2 4 18 8 30 Vocational 18 3 2 4 11 6 31 13 Pine Arts 1 4 5 3 3 8 8 TABLE XII PER CENT BY DEPARTMENTS--MAJOR COURSE OP STUDY Academic Commercial Vocational Pine Arts Boys 33 k 12 4 Girls 26, 13 h 4 Totals 59 17 16 8 49 TABLE XIII MAJOR COURSE OP STUDY IN HIGH SCHOOL---BY SUBJECTS Subject Per Cent English 21 Mathematics 14 Language Science Secretarial 13 Homemaking 6 Bookkeeping 4 Clerical 3 Art 3 Agriculture 3 Music (instrumental) 3 Woodshop 3 Machine Shop 2 Music (vocal) 2 Mechanical Drawing 2 Auto Shop 1 College Preparatory 1 Industrial Arts 1 Electric Shop 1 Selling 1 Total 100 1 i 50 alone, accompanied with the percentage in each case. It appears that only three subjects indicate any significance--English, 21 per cent; mathematics, lif per cent; and language, 13 per cent. With 59 per cent of the graduates majoring in academic areas of study, it supports the fact that nearly fifty per cent of these graduates are now attending school full time. What are these graduates doing now? These graduates are classified into eight categories of post high school experiences; refer to Table XIV. The plurality, or 43 per cent are attending school full time; 20 per cent are working full time; 11 per cent are in military service; 9 per cent are housewives; 7 per cent are working part time; 5 per cent are unemployed (all girls); 2 per cent are attending school part time; and 1 per cent are in businesses of their own. Some of the respondents are pursuing more than one post high school experience at the present time. Some are working part time and attending school full time; some are working full time and attending school full time ; while some of the housewives are also working full time. According to Table XIV, 39 students, or a 51 TABLE XIV WHAT ARE THESE GRADUATES DOING NOW? 1949 1951 1953 Total Number Per Cent School full time 5 21 39 65 43 Working full time 14 5 13 32 20 Armed forces^^ 6 5 6 17 11 Housewife 6 5 4 15 9 Working part time 3 6 2 11 7 Hot working but looking for work 2 6 8 5 School part time 2 2 k 2 In business for self 1 1 1 «Note; Only boys Included in these figures. — ^ percentage of 60 per cent, from the 1953 graduating class are attending college. According to the United States Office of Education, approximately 46 per cent of the 1953 high school graduates went to college. Military status. Boys were the only respondents who indicated any military service or experience. Table XV shows that twenty-seven boys have had or were in some form of military service. Of this group, 17 are in full time active service, 7 are in the military reserves, and 3 have been discharged. The rank or^ rate of most of these servicemen was either private or seamen; there were 3 sergeants, 3 corporals, and 1 naval cadet. Since graduation, how did these graduates secure their first full-time .job? Over one-half or 62 per cent of the respondents said they secured their first full time job through their own efforts. This figure is much higher than shown in other studies of this type. The Los Angeles Survey indicated 35 per cent, and the ^ "College and University Bulletin," No. 3, 6:1, October 1, 1953. ^ Los Angeles City Schools, op. cit., p. l5. 1 53 TABLE XV MILITARY STATUS Branch of service 1949 1951 1953 TOTAL Army 7 1 8 Navy 2 2 1 5 Air Force 2 1 3 Marines 1 3 . 4 National Guard 1 1 2 Naval Reserve 1 4 5 Present Status Active 8 7 9 24 Discharged 3 3 Totals 5 7 9 21 1 1 54 TABLE,XVI HOW THESE GRADUATES SECURED THEIR FIRST FULL TIME JOB SINCE GRADUATION FROM HIGH SCHOOL 1949 1951 1953 Total Number Per Cent Through own efforts 1? 7 7 31 62 Friends 6 1 3 10 20 Parents 3 3 6 12 College placement service 1 1 2 State or Federal agency 1 1 2 Teacher 1 1 2 55 California Cooperative Study indicated about 50 per cent of the graduates obtained their first job through their own efforts. Table XVI gives the figures on how these graduates secured their first full time job since graduation from high school. Only one student gives direct credit to the school for securing employment. Other studies incorporate the two methods of securing employment. Friends and Relatives, into one category called "relatives." On that basis this study reveals about 32 per cent, which would be in accord with other similar studies investigated. It appears from this study that the school has little influence or effect on securing employment for its graduates. This study reveals that 92 per cent of the respondents who are working relied upon themselves or upon relatives to secure their employment. High school subjects most helpful in your occupation. About 60 per cent of the graduates who responded indicated that their major course of study while in high school was in the academic field of study. Table XVII reveals that 35 per cent of the graduates who ^ "Now Hear Youth," pp. cit., p. l5. HIGH SCHOOL SUBJECTS TABLE XVII MOST HELPFUL 56 IN PRESENT OCCUPATION Department and subject 1949 1951 1953 Total Number Per Cent Academic Mathematics 6 1 3 10 English 3 1 3 7 Biology 1 1 2 Latin 1 1 Public Speaking 1 1 35 Commercial Typing 4 3 4 10 Bookkeeping 3 4 7 Business Machines 1 1 General Business 1 1 Shorthand 1 1 Piling 1 1 35 Vocational Homemaking 2 1 3 Mechanical Drawing 1 2 3 Woodshop 1 1 2 Sewing 1 1 2 Cooking 1 1 Machine Shop 1 1 Agriculture 1 1 Auto Shop 1 1 Radio Plays 1 1 Athletics 1 1 26 Pine Arts Art 1 1 2 57 responded found those subjects in the academic field helpful to them in their occupations. About 17 per cent of the graduates majored in commercial subjects. Of that group, 35 per cent indicated that those subjects were most helpful to them in their occupation. Some 16 per cent had a vocational major while in high school, and 26 per cent who ,are working said those particular subjects were most helpful to them in their occupation. There were four subjects that showed any marked significance of being the most valuable to these graduates who were employed: Mathematics, typing, English, and bookkeeping. The figures in Table XVII somewhat agree with the statistical picture in Table XIII. Mathematics and English represented the two highest percentages with reference to major subjects taken while in high school. Fine Arts had only one graduate in the entire group that indicated that a subject in that department had been beneficial in their occupation. High school subjects that were of least value in their occupation. History and Spanish appear to be the only two subjects that are of the least value to these graduates who are now working. Other subjects are listed in Table XVIII, according to their frequency* TABLE XVIII HIGH SCHOOL SUBJECTS OF LEAST VALUE IN PRESENT EMPLOYMENT Total Department and subject 1949 1951 1953 Number Per Cent Academic History 4 3 4 11 Spanish 1 4 1 6 English 2 2 Geometry 1 1 2 Biology 2 2 Language 1 1 2 Algebra 1 1 Chemistry 1 1 Physics 1 1 Latin 1 1 63 Commercial Shorthand 2 1 3 Bookkeeping 1 1 2 Typing 1 1 13 Vocational Agriculture / 1 1 Clothing 1 1 Cooking 1 1 Physical Education 1 1 Sewing 1 1 Woodshop 1 1 13 Fine Arts Art 1 2 3 Chorus 2 2 11 Total 100 ---------------------------------------------------------591 Two students indicated language was of least value but they did not specify which language was intended. The subjects in the academic field of study had a total of 63 per cent who revealed that these particular subjects were of little value to them in their employment. Subjects in vocational and commercial had a total of 26 per cent which was of little value to these graduates in their occupations. Almost 60 per cent stated that subjects in the academic field were their major while in high school, and 63 per cent of the graduates indicated academic subjects were of the least value to them in their work. These figures would tend to point out that academic subjects had little value in making a living, in the opinion of the graduates. Reasons why you have not pursued your education. Table XIX gives five reasons why these high school graduates did not continue their education further. The answers to these questions can be easily disguised, and no attempt here will be made to analyze them. Marriage and military are the two prominent causes for not attending institutions of higher learning, while lack of finances seems to appear a close third. The only possible group who may continue their education are ----------------------------------------------------------- c r . --------- 60 TABLE XIX REASONS WHY THEY HAVE NOT PURSUED EDUCATION FURTHER Reason 1949 1951 1953 Total Number Per Centj Marriage 8 6 5 19 31 Military 8 5 5 18 30 Financial 3 2 9 14 23 No desire 4 2 6 10 College not necessary 2 1 3 5 61 those who had to drop out or volunteered for military service. Several of those had some college work but it was discontinued due to the military service. Qccupational status of the group studied. Both men and women in America today understand the vital part that vocation plays in their cultural life. Vocational adjustment for youth is an important facet of adjustment, and, without a worthwhile occupation or satisfying vocation, young men and women feel insecure and inadequate. Almost 20 per cent of the group contacted were working full time and about 7 per cent were working part time. Five per cent were unemployed, but se'eking work. This would mean that about one-third of the students have some idea what a pay check looks like, and some ideas on the subject of earning a living. An analysis of Table XX reveals the occupations pursued by these graduates. It appears that workers advance to better jobs as they acquire more training and experience. More older graduates were working full time than those recently graduated. These graduates are now employed in about 37 different types of occupational pursuits. In a follow-up study in Minnesota of 2500 co P4 i g O O O k r4 ® C d .O 4a g O 3 EH A m H © S 0 Bi H © © »û 4» g O 3 BH f l •62i rH OJ rH rH rH rH O J C O rH rH \0 © 0 1 © © +) 4 3 © © o •H © § • S k © ©rH A o © 4 3 I S § ■ o Tf O O A © A © <© S 4 3 © b043 t > Q O rH geo 4 - 1 O § © •© 44 O k I O s î WrH rH © O rH «H il® 43 4 3 © g •H 43 © t > b 3 a ^ © o © 43 © P 4 O © © © © U ' â S A « CO ÇO ^ rH rH rH OJ rH rH rH rH rH rH rH rH rH rH rH rH rH H S rH g *© 43 &H © II « o ®v. s-ss . . © © s« © rH o 0 0 0 © A^ © © © © 43 o © «H •© O © © W CO A A H- l 43 .H 43 rH «H A ^ A ^ >» © CO CO E h ^ rH rH rHOJrHCVjCVlrHrHiHrHrHOJrHrHrH CO OJ OJ m & ■S-p o © & • ^ M ® ©.My H Of: rH 4-1 © y © - _ 00 PQ o o Q êî •H © 4 3 © O © §1 S g ^ g © g © % © © bO © f a OrH (H 4 - 1 4 - 1 43 © tOrH © & w © tÛ © I ^ 4 -1 o o & § QHAWi-Oag; © o o o CO W Ei © Oi43 O © © 4-1 <H k > O O k O © © «_CQ M © rH © 43 O E i _ 63 graduates^ one-third got jobs and there was a high correlation between scholastic achievement and the number getting jobs. Classification of occupations in percentages. Table XXI classifies the occupations pursued by these graduates, according to the Dictionary of Occupational 5 Titles. The older students occupy more favorable positions on the occupational ladder than the younger graduates. These figures compare quite favorably with the California Cooperative Study,^ particularly professional and clerical workers. There were no professional workers classified other than the class of 19il9, which might indicate that training and experience are necessary to gain that particular occupational status. The semi-professional workers appear to be evenly distributed within the three classes of graduates. Clerical and sales workers occupy about ^ Barbara H. Wright, "A Follow-up of 1934 Graduates," Occupations, 15:42-45, October, 1936. 5 Dictionary of Occupational Titles (Washington, D. C.: United States Printing Office, 1939), preface, p. ix. ^ "Now Hear Youth," cit., p. l5* XA GO lA •H XA H M A J rH O O XA m m A J o M O •H +> •H •H •H rH +> O rH •H •H •H •H iH •H rH O 65 one-half of the jobs on the occupational ladder, and the percentage distribution is somewhat evenly spread in all three classes* The girls occupied in the clerical and sales occupations outnumber the boys three to one. Only boys were working in the skilled trades and 11 per cent constituted the entire working group. The semi-skilled group made up about one-fifth of the total group with the employment ratio of boys over girls constituting a ratio of three to one. Personal service, agriculture, and unskilled trades made up about 7 per cent of the entire working group. Monthly income of these wage earners. Table XXII shows the maximum, minimum, and median wages of these working people. Hourly wages were computed into an eight hour day and a five day week, so that all figures in this table are on a monthly basis. There is no attempt here to analyze these figures, but simply a desire to set forth a few high points. The older graduates appear to have the larger income of this particular group studied. This group studied and the figures in Table XXII are in no means an example or indication that this group represents the average. These figures are not to prove anything statistically; that is not the intent. 66 TABIÆÎ XXII MONmLY INCOME OP THESE WAGE EARNERS 19 1 ^ 9 1951 1953 Boys Girls Boys Girls Boys Girls Minimum $ 200 $ 160 $ 125 $ 160 $ 160 f 120 Maximum 500 310 275 194 295 250 Median 2^7 224 227 175 2l|6 176 CHAPTER VI POST-HIGH SCHOOL EDUCATION AND GENERAL EVALUATION I. POST-HIGH SCHOOL EDUCATION College enrollment. Table XIV revealed that about fifty per cent of the group that responded are now attending school full time. As mentioned earlier, the United States Office of Education gave the figures that about È 4 . 6 per cent of the 1953 graduates from high school 1 attended college. Dillon*s study of 7°3 school leavers showed that about 20 per cent took additional training 2 beyond the high school level. Another study of 1350 graduates in Philadelphia indicated that 25 per cent of 3 these high school graduates were attending college. Another^ study revealed that only 8 per cent of the 25l k graduates were attending college. The California Cooperative Study stated "The proportion that go to ^ College and University Bulletin, op. cit., p. 1 ^ Harold J. Dillon, "Early School Leavers," National Child Labor Committee, 194#, P* 75. Ann Pavan, "A Follow-up Study of Philadelphia Public School Graduates," Occupations, l6: 252-259, Dec., 1937. ^ Lester V. Hill, "A Follow-up Study of 2$1 Graduates," Industrial Arts and Vocational Education, 34: 335-341, October, 11457 68 college, while unknown, is probably less than 50 per 5 cent." The graduates of this study compared to other similar studies, may not be representative of high school graduates in this State. The high percentage of 1953 graduates might be the result of accessibility because Chico is a college town. About 50 per cent of the 1953 graduates attended Chico State College. Table XXIII shows the number of students, by class, that are or were attending institutions of higher learning. Of the 130 who responded, 79 per cent attended school at one time after graduation from high school. These 102 students attended a total of 24 different colleges and universities and, of these 102 students, about 60 per cent were associated with Chico State College. As Table XXIV shows, more colleges were attended by the former graduates than recent graduates. The class of 1949 had 90 per cent of its students who responded, at one time attending schools of higher learning in eight different institutions. The class of 1951 had 89 per cent of its respondents attending ten institutions of higher learning. The class of 1953 had sixty-five per cent of its respondents attending 11 ^ "Now Hear Youth," pp. cit., p. 3. 69 TABLE XXIII INSTITUTIONS ATTENDED BY THESE GRADUATES FOR MORE EDUCATION 1949 1951 1953 TOTAL Bethesda Bible School 1 1 Bible School 1 1 Brigham Yoimg University 1 1 Chico High Night School 1 1 Chico State College 16 19 29 64 College of the Pacific 1 1 Colorado A. and M. 1 1 2 Idaho College 1 1 Mills College 2 2 Multnomah Bible School 1 2 3 Oregon State College 1 1 2 Pacific Bible Institute 1 1 Pasadena College 1 1 Permanente School of Nursing 1 1 Radio and Television School 1 1 Saint Mary’s College 1 1 Santa Clara University 1 1 Santa Rosa Junior College 1 1 1 3 Stanford 1 1 2 Syracuse University 1 1 University of California 2 6 8 University of Hawaii 1 1 University of Redlands 1 1 Yuba College 1 1 Totals 28 34 4o 102 j 1 70 different colleges or universities at one time. The subjects taken in high school that have been most valuable to you in your education or training beyond the high school level. This above item was to be answered by those graduates who had any post high school education, and they were to indicate those subjects by first, second, and third choices. Table XXIV gives a numerical picture of their choices by class and subject matter. Table XXV is a more condensed numerical summary of Table XXIV. Other studies of a similar 6 nature find that English, mathematics, and typing, in that order, are the most helpful subjects. Boys indicated that mathematics was a more useful subject than the girls indicated, while the girls felt that typing was more helpful to them than the boys. Both girls and boys named English their most valuable subject, with about equal distribution in this choice. It was quite difficult to tabulate some of their choices into specific subjects because some of the respondents indicated a choice such as "language" or "mathematics" or "science." The subjects are listed alphabetically ^ Ibid., p. 6. > s I g I g § tû g w EH CQ O Pk S M ; ! EH I g I CQ g O g CQ g B A M ® a J 0 o +3 ^ #4 o s o ^l-g 0 O •H 0 • g •n u 1 0 0 •H 1 1 O 0 CQ 0 O •H O O +) m g g H H # r4 g r4 O r4 S H g r4 y) H S O r4 7i r4 en C M mCM H C^vû C M iH O <0 rVr^CM lACM-cJ- r4 ^ H m r4 m C M H H rH rH r^CM r4 m M r4 m r4 C M H H m C M r r \ rH-=f r4\OCM C M r4 H H C M H -Cj- lA CAlACM H lA r H r4 C M C M H O rH r4 rH O O H r4 r4 C M C M m H rH rH C M r4 iH H-SfCM C M CAH H I t J O - P A U k 0 4a Æ . . W 0 m 0 0 4a O *H O «H n H S |S *H r4 © 4a O O 0 > bO k 0 0 0 1 g P 0 bO I § P 0 4a o 4a g I 0 P 0 O 5 p 0 6 "3 0 0 0 0 0 0 f S r4 A "H P ^ v4 g 0 *H 091: OCQ «H 0 0 r4 43 O P O P P «H «H «H *H «H P4 0 0 0 r4 - s p 4a ÎZ p M ^ < D ç S O +3 , 0 «H cvl CA-dhCVl C\J CM A o H P v4 rH CM O rH M iH C M rH rH f rH rH CM M rH •H 2 f CM CM CM O O W ^rH lOXl S3 +5 W "H O a m «H A k "H A ««H'd kooowOÀo mrC! f: o Pr A Ko H 73 TABLE XXV TOTAL NUMBER OP CHOICES OP MOST VALUABLE SUBJECTS IN PURTHER EDUCATION Field of study 1949 1951 1953 Total Ntmtber Per Cent Academic 38 ?2 $4 144 69 Commercial 7 7 20 34 16 Vocational 9 6 10 25 11 Pine Arts 1 k 3 8 4 7 1 4 - in Table XXIV rather than by frequency. Table XXV contains a condensed numerical and percentage summary of these graduates* choices shown in Table XXIV. The academic field of study received the greatest number of choices, II4 . I 4 . , which was 69 per cent of the total choices made by these respondents. The academic field of study had a fairly constant increase of choices by each class. The commercial and vocational departments showed a decided increase in their number of choices as to the subject value of the recent graduates compared to the older graduates. Courses of study taken by these graduates in further education. The figures in Table XXVI show the individual major courses of study pursued by these graduates. This table does not include three students who attended Chico High School night classes. There were 88 students who are or were attending schools for further education. These courses of studies are listed in alphabetical order rather than by frequency. These 88 students were engaged in 3I 4 - different courses of study. Some of these courses of studies are in closely related fields such as general business and business administration. The three areas of study that show the most frequency are education, scientific, and commercial. TABLE XXVI COURSES OF STUDY TAKEN BY THESE GRADUATES IN FURTHER EDUCATION 75 Course of study 1949 1951 1953 TOTAL Accounting 1 1 Animal Husbandry 1 1 Applied Science 1 1 Art 2 1 3 Biological Science 1 1 2 Business Administration 1 2 3 Botany 1 1 Chemistry 1 1 Decorative Art 1 1 Dentistry 2 1 3 Drafting 1 1 Dramatics 1 1 Education 4 5 4 13 Engineering 1 2 4 7 %igligh 1 1 Forestry 2 1 3 General 2 2 4 General Business 1 1 2 History 1 1 2 Home Economics 1 1 2 Home and Family Living 3 3 Journalism 1 1 Language 1 1 2 Law 1 1 2 Medicine 1 1 2 Ministerial 2 2 2 6 Nursing 2 1 3 6 Pharmacy 1 1 Psychology 1 1 Social Science 1 1 Sociology 2 2 Secretarial 3 5 8 Speech and Dramatics 2 2 Television and Radio 1 1 No major given 1 1 2 Totals 20 34 39 93 1 76 Table XXVI indicates a wide variety of educational pursuit on the part of these students. There is no attempt here to analyze why this condition should exist. There were several students who had changed their course of study in a given year; for example, the class of 1949 had 18 students taking 12 different courses of study. The class of 1951 had 34 students majoring in 24 different courses of study. The class of 1953 had 39 students pursuing 22 different courses of study. Further education enrollment and the mortality rate of these high school graduates. The college mortality rate of these students was 35 per cent for the entire group. The mortality rate gets progressively higher with each preceding class studied. In a study of 21 universities and colleges, including l5,5l5 students, 28.3 per cent obtained degrees from publically owned or controlled universities. In the same study, 36.4 per cent received degrees from privately owned or controlled universities, while 31*6 per cent received degrees from both types of universities. The tendency of net college mortality is higher in men than women.^ ^ J. H. McNeely, "College Student Mortality," j Bulletin No. 11 (Washington, D. C.: United States Printing Office, 1938), p. 112. 77 By geographical regions of the United States, the Pacific Coast Region leads in the highest college mortality rate with 71.8 per cent, while the Southern States are next 7 with 69.9 per cent. The 67 per cent who had further education is higher than most other studies reveal. The percentages for each class who had more training or education varied. The class of 1949 had the lowest of the three classes, 58 per cent; the class of 1953 had 64 per cent; and the 1951 class had 77 per cent. Two specific reasons were given for this college mortality: Military, with 11 cases, and marriage, with 5 cases. Eight girls gave no reason why they dropped out of college. The questionnaire did not have any items that requested this type of information. There were two girls and one boy who had received degrees from college in the class of 1949 at the time these questionnaires were mailed. Contrary to the study made by McNeely, the girls have a higher college mortality rate than the boys. It was interesting to notice the same number of boys and girls have had additional education or training beyond the high school level. In Table XXVII one will note ^ Ibid., p. 24^ Eh CO O eh E H ffi <H O O H O O 2 .78 in ^ i > - v j O sO m m m •p 8 I A 0 3 ® % s n- - z j " \0 n- in m oj H in OJ C M C M -Hî* o r4 r4 m CO CO o rH rH g < A I < D g :S g (M l > - 00 rH sO % g 1 I < D % I I I 0 g 1 o g A rH C t f 4» I 8 %H 0 3 0 3 a 0 P: in CO C M rH rH < 0^ in CM <n CM in cn CM cn CM cn CM CM rH C M C M rH m C M m C M vO cn o C M CO rn CM O cn cn sO o sO o m cn rH <o C M C M vO rH 0 O 0 O 0 0 43 bO rH o 0 O 0 P bO Ü 43 0 o 0 o 0 0 44 k 0 0 •d 0 * > 0 A u •H 0 o bO P P 1 a 0 0 0 0 o P p u bO m 0 rH 0 0 t s S 0 0 0 rH k u -P •H 0 0 44 •H U U S) P rH U 0 P p •H 0 o 0 44 44 5 2 5 A A M rH 0 0 0 0 A P P A 5 ^ O O < 5z * s 79 no boys gave up their education other than for military service. II. GENERAL EVALUATION Who aided you most in making out your course of study while in high school? There were eight answers given to this particular question; and the numerical answers are shown in Table XXVIII, which includes each class, both boys and girls, and the total. This item was concerned particularly with the guidance and counseling service of the high school. Some respondents gave more than one answer to this question. These students were equally distributed as to their most influential agent in helping them make their choices of study while in high school. The counselor and the students had a total of 6l choices each. The next influential factor, was the parent, with a total of 34 selections. The counselor and the teacher are an Influential element, as indicated by the students. Table XXVIII reveals that about 4l P®r cent of the students* evaluation was influenced by the counselor and 8 the teacher. The Los Angeles Study shows about the 8 Ibid., p. l4# p A 0 O m m ro ro k 0 A P i 0 0 P rH g P, -=j- P *H OJ m d e H 0 0 P | > » trv 00 O O m CM Eh A 0 rH P , so 0- •H rH C Î 3 0 0~ ro O rH rH A 0 rH k Pj- CM •H rH rH C Î 3 0 N O nO O H A 0 rH Pi O- \A •H e 0 1» OO <0^ o A m rH Fl 00 OJ sû OJ g H 0 r a C M 0 o o u 0 rH 0 k 0 > 0 p 0 •d 43 0 •H 0 d 43 d o d P k 0 O 0 k o 0 3 k 0 •H P H O 0 0 & 43 o 0 N A Eh 6 A 8l same percentage on this phase of the study in question. Six girls indicated no one helped them make out their course of study. If you were planning your high school work all over again, what course of study would you follow to prepare yourself better for the future? This is a reflective type question, with implications for reminiscence for the graduates evaluation on their high school education or experiences. Table XXIX gives a numerical answer to this question. Fifty-one respondents or 42 per cent indicated that they were satisfied with their planning of high school work. Sixty-one respondents, or 50 per cent of the respondents, indicated they would change their course of study. The remaining nine respondents were undecided or uncertain. Eight respondents did not reply to this item. It appears that the girls were more satisfied with their high school work than the boys. Twenty-nine girls indicated they would continue in the same courses of study, while only twenty-two boys responded to this same item. Thirty-two boys would like to have had different courses, while twenty-nine girls wanted different courses of study. The nine uncertain choices appear difficult to fit into the picture. M A g EH gg M & A 0 P S § rH S' rH 0 rH P , S 0 & m 0 71 S 0 I 0 rH Pi S 0 s 0 rH g 0 f 0^0^\A CM CM CMCM-0- CM m OO rH ra-0-rH rH rH rH moo rH sOlfNCM vO O CM II PiP 0 P# 0 44 0 g A O W P î§ 83 A O rH 0 0 P P g O 3 Eh a g % ) rH O -=3" C J N rH § 0 3 A 82 r-MDCM c^C^lfN CM CM CM H O ct' nû oif\ m CM rH rH rH rH O^cn-rJ-rH \A0O O-0-A A rH PfCM cr \Ç \l CM H I O P 0 0 bO*H 0 *0 « i H 0 0 bO 0 A iH O P & P 0 0 0 0 O »0 I i g % 0 i • r l 15 O 0 > 1 0 i •H O 0 0 0 ArH § o O s A 4 h 0 0 §•& Pi U 0rH 0 >«H ti bO*H ^ 3 0 40 0 43 go's A «H A 0 0 0 ©•“ II 0 O 4H P ! g 0 à g 0 0 E P 0 0 0 0 0 0 0 À pLrH rH 0 P pop O P P Eh Eh_Eh_E:I .Eh_Eh_ 83 Why would you change your course of study? A follow-up question of the previous item mentioned above investigated the reason why these graduates would want different planning in their high school courses and experiences. This question was made up of five factors as to why they would change their course of study. These figures are listed in Table XXX. Some respondents gave more than one answer to this question. There are three significant reasons why these graduates would want to change their high school planning: To prepare for employment, to prepare for college entrance, and to learn more effective methods of studying. This table indicates the need for more vocational education and guidance. Do you think high school offers adequate courses of training in the work you are now doing? The girls indicated that the high school courses prepared them quite well to carry on the work they are now doing. Table XXXI shows their opinion to be 19 to 5 for a favorable response. The boys showed a majority of yes opinions, but not as convincing as the girls. The girls, in general, are more satisfied with their high school training than the boys. How well has Chico High School prepared you for TABLE XXXI DO you THINK HIGH SCHOOL OFFERS ADEQUATE COURSES OR TRAINING IN THE WORK YOU ARE NOW DOING? Total Niamber Per Cent 19 1+9 Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 1953 Yes No 12 8?| i life activities? How well has Chico High School measured up in preparing these graduates for some common life activities such as reading, speaking, business problems, getting along with people, care of health, and marriage? The combined judgment of these graduates is shown in Tables XXXII and XXXIII. The graduates indicated that high school had prepared them quite well in using good English, getting along with people, and in the use of mathematical skills. In most of the cases, comments made by these graduates gave no direct credit to anything in particular, whether it was the subject matter, teacher, counselor, or the possibility of mere chance. But Tables XXXII and XXXIII indicate quite clearly that the high school had done a good job in these three areas of education or training. Some of these activities were rated between strong and weak, and these activities might be classified as "fair;” Leisure activities, care of health, and reading efficiently indicated percentages as high as 28 per cent that received little training in these areas. While some students felt that understanding oneself was Important, only l6 per cent said they received a great deal of help in this area. It would appear that the school*s accomplishments could be g k M u m > II @ 1^ & O 5 o ^ 00 Q @8 B: O 00 CM M M M EH :& O co I I © d © P dP O o © EH d p © « % © H © o d H d P p 3 O p p d © M o 1^ © © P g © 8 rH o u co •H rH O © PQ © P © O © EH Tî P © rH © u © •H u O 60 < © PQ -=j-r>-r>-r-vo\Aoo mcr~r4 oco m m r4 c \ j mLzf(\i^v\mi>-'mr4 H OJ C \ J v O v O tA H OXZ) OJ O -O ^G ^IA O J 0-10 iHHOj ojmnmoj i HHH OO H OJsOO-O-sOsOO OJlO^sOOO H OJ OJ H H OJ H-iJ-OJ mmoj 0-10OJ oxz> o o-tjvo miH voiovoiovotomiooj \oiOvOiovO loo-o-cfo-mo^o^msooj oxo oj OJ OJ mmmoj HojHOJOjmojm 00 sO mmoo oo cr~i>--d"Oj o-ioo ojojojojojojojoj OJ moj OJ OJ -=f o-OnO <>oo mo miooo t^s6 -d- lomiHH OJ H OJ miH Hiom-=j-m moo CT^o 0-0 OJ 0-0 c-voioo vO rO i~t r4 f— I rH r— I r— I r— I 00 rH Oj rH H 0^0 v o o jo o H m m o o o j o j vOoo O J r H H H H r H OJ OJ OJ iH < D 0 3 & J Q) <D jQ P, tjOrH O < D 0 ) "H O ^ O à 03 rH rH •H k» m Ü tûU go H 3 d bOfü tiO*H <p> @ > +> < D «d rH P h O fi î§ O • r l -P 00 0 3 < 0 I 2 rH *H « r - a + a 03 03 60 <D S5 •H P 03 0 3 P . H 0 O @ m O M P § XS ® H 03 > Oj P «H O rH P P 60 O P O d <D Oj O g o ^ Çh O P © © 60 O 60 d Md 60d e ^ © p p d •H iH 60li} 6Q*i H d © d "ü P h d P © «H © © © © A © © w p w d> M -86 87 ^(\j-=î"mr4-=)"mHd-r4 me—GO so m r4 r4 < \ I nO 0 ^ 0 r4 r4 t— mcO O^OrH OJ O rH H iHOji-iH<vJHmojojmmu\ mco miTviArH o^-sfoj OJ sO c —msO ^ ^ ^ ^ X A U V ^ X A miA-d'Pt’ -d" r4 c-H c —iH ocoirvstob^vomoj ih ^ ^ mmmoj cvjojiHi H i -ihi-Ii -i © m rH r4 Ar4 G Ti A © © © 60 P o © ■g-sis o © 60 W 8 W t\ 60 P O P © ©MM H ©r4 H > P •H d M P © P _ O *H «H d © O t> P O vl «H 44 44 P ©44 O © © d 60 H d 60 © 44 3 TÎ Ô ° © P ^ A © np © © © © © «H P4 P i A © © © MJ5Q « M_0_ © © © § 1 60P © d © © M ^ d P © M p »d © © d P OPffl © § rH • g a § © u & 60d §) d «H •H rH > ■3 M.H- & I © I 88 improved in this area of training. The ratings also revealed some weaknesses in the school program, weaknesses in the sense of sharing the responsibility of helping to prepare students for the activities listed below. The respondents felt that they received the least help in relation to the following areas: "getting a job,” "solving personal problems," and "marriage." Over half of the respondents felt that they received little or no help or understanding in marriage problems, 30 per cent felt the same about handling money, and 32 per cent had no help in the activity of solving personal problems. There can be several reasons and explanations for these weaknesses or low ratings given by the graduates in these areas. Appropriate courses or activities were not provided. The student might have been in classes where some of this instruction was taught but he failed to profit by the instruction. The students might not have participated in extra curricular activities and other school functions, or availed themselves of the counseling services. The statement above is not a defense for the school or education, but merely a supposition. Many students commented that high school students do not realize or are unaware of the 89 opportunities afforded them. In the final analysis, these graduates felt that the instruction in these areas is much less effective than in others. General and specific comments made by these graduates. The girls in general and the graduates who had made the better post-high school adjustment, such as schooling and jobs, made the more favorable comments. Others, who were possibly making a slower and more painful adjustment, indicated negative responses in their comments• The class of 191+9 had both favorable and unfavorable comments to make, and some of them are listed below. Homemaking should be a required course for all girls in high school. More courses in typing, should be stressed. "Teach less worthless history and more arithmetic." Offer more marriage courses. "Make English more attractive to those like me who do not like English; it is boring and unnecessary." "Better counseling; aptitude tests were given in our senior year; why not this special guidance as a freshman?" More personal instruction and actual usage, and more knowledge of the students and understanding of them. Too much recreation and social life. "If the basic aim 90 of the curriculum is still to graduate a teen-ager who is fairly well grounded in the three R*s, Chico High is doing its job well.” The pre-college student ought to be taught how to study. A student can get a fine education at Chico High School if he will only take advantage of it. It appears that this class felt ”It should be done this way,” while other comments were aimed at the curriculum and more practical instruction. Several teachers received compliments, but, as a Wiole, the respondents kept their comments impersonal. The class of 1951 had more critical comments to make than the class of 19^9. Most of these comments focused upon the curriculum and the counseling services. The majority of these critical comments were made by students who are attending college or universities. The^ thought that more counseling services should be offered to the students who plan to attend college and stricter application of subject matter and content be made for the college preparatory classes. A few students suggested more emphasis on mathematics and typing. Several students thought more help is needed in understanding oneself and applying of same to others. One graduate stated, teach the ”HOW” to study. Another said, ”keep up the good work”; while another stated, ”I 91 attended four different high school and I feel Chico High to be the best. There is plenty of freedom and selection of classes.” The class of 1953 had about 25 per cent of its re'spondents leave the item concerning "comments” blank. Mhy they failed to answer this particular item will be left to speculation. Most of the comments made by this particular group concerned the curriculum. More basic fundamentals in reading, mathematics, and English were called for by these graduates. The counseling was weak and classes should be taught in vocational education. One student suggested a class in senior guidance so that "they might better understand themselves.” "Require more work of the students.” Center studies on actual life situations, practical knowledge, and not classroom suppositions. One girl's comment stated that the school "should encourage more pupils to take part in activities and see their counselor when they have problems.” Several comments were lengthy, including an eight page letter by one of the respondents. There has been no attempt here to include all comments made by these graduates. CHAPTER VII SUMMARY OP FINDINGS AND RECOMMENDATIONS This study consisted of a survey of graduates who had been out of high school long enough to have formed some rather definite opinions concerning their experiences in school. The primary purpose of this investigation was to ascertain the vocational education and vocational guidance services rendered by Chico High School. It was essential to find out where the graduates were located, occupations they were'engaged in, why they left their home town, additional education or training received, and their criticisms and evaluations of their experiences while in high school. In order to carry on this investigation, the addresses of two hundred and seventy graduates were secured and questionnaires were sent to them. Replies were received from one hundred and thirty of the alumni who had graduated in the years 1949, 1951, and 1953 respectively. Of the many findings of this investigation, only the significant ones have been selected for inclusion in this chapter. Reasons for migration and geographic distribution. There were seven reasons for migration given by these 93 graduates, and only two of these reasons appear significant: (1) find suitable employment elsewhere, and (2) marriage. The total migration of all the respondents was 20 per cent. The girls had a higher percentage rate of migration than the boys. Of the total respondents, 74 cent are still living in the Chico area. There were only 4 p©i* cent living outside the State of California. These alumni are living in twenty- eight communities. There is no tendency for these graduates to migrate or no desire to live in cities. Marital status. A little over one-fourth or 2? per cent of the graduates who responded are now married. There were more married girls than boys in this group studied. High school experiences. The majority of these graduates, 59 per cent, majored in academic courses. Only three subjects in this field of study appear important: English, 21 per cent; mathematics, l4 per cent; and language, 13 pen cent. A majority of the graduates indicated that the counselor and teacher were the most influential factor in helping them make their choices of study while in high school. While 50 per cent of the graduates would 94 like to change their plans with respect to their high school work or experience, 42 pen cent indicated they were satisfied with their planning of high school work. It appears that the girls were happier with their high school planning than the boys. Of the sixty—one who wanted to change their course of study while in high school, 27 P©n cent wanted to prepare for employment and 25 pen cent wanted to prepare for college. Occupations. There were 20 per cent of these alumni working full time. Of this employed group, 62 per cent secured their jobs through their own efforts. This working group thought mathematics, typing, English, and bookkeeping were the most valuable high school subjects to them in their occupations. History and Spanish were the two subjects taken in high school that were of the least value in their work. Occupations engaged in included a wide range of specific jobs. Four groups of these workers comprised 76 per cent of the employed group and these groups are classified into clerical, 35 per cent; semi-skilled, 19 per cent; sales, 11 per cent; and skilled trades, 11 per cent. The majority of respondents who are working 95 thought that high school prepared them adequately for the work they were doing. The older graduates occupy more favorable positions on the occupational ladder than the younger graduates. The older graduates appear to have the larger income of the group employed. It is indicated that training and experience are necessary to gain a more favorable position on the occupational ladder. Post-high school education. About 50 per cent of the respondents are now attending school full time. At one time or other, 79 per cent of these graduates attended school after graduation from high school. There were 102 students who attended 2 l \ . different colleges and universities. About 60 per cent of these 102 students were associated with Chico State College, English, mathematics, and typing, in that order, were considered the most valuable subjects to these students in their post-high school education. Boys found mathematics a more useful subject than the girls, while girls felt typing a more useful subject to them than the boys. The class of 1949 had l8 students majoring in 12 different courses of study. The class of 1951 had 31 students taking 24 different courses of study* The class of 1953 had 39 students pursuing 22 different 96 courses of study. Education had the highest single frequency in its major course of study in college. The college mortality rate of the entire group was 30 per cent. General evaluation by the graduates. The reactions of former students indicate general satisfaction with their school experiences, but also point out ways in which the high school might have been a greater contribution to their personal development. The curriculum and guidance program were criticized by some of the graduates. The graduates felt some curriculum changes would be helpful. The college students felt a need for knowing how to study more effectively. More private talks with counselors and teachers were indicated by these graduates to make their vocational and educational adjustment smoother. The graduates felt more help could have been given if more emphasis had been placed on college orientation, getting a job, personality development, and the problems of home and marriage. The faculty of any high school is still of major importance in its success or failure. II. RECOMMENDATIONS 97 The responses that these high school graduates made to the environmental conditions in which they found themselves, were, on the whole, quite characteristic of what might be expected of graduates from other high schools of similar circumstances. However, certain definite needs in the fields of vocational guidance, vocational education, and educational guidance are recommended. These may be summarized as follows: Vocational guidance and education. 1. More study of occupations and their requirements. 2. More contacts with men in the fields of work. 3. Better analysis of aptitudes and interest. 4. Earlier decisions regarding life work. 5. Better and more thorough training in business subjects. Educational guidance. 1. Students should not be advised to take an academic course without careful study of aptitudes and home background. 2. More students apparently should be advised to take a business, commercial, or vocational course. 3. More careful study of college and university 98 requirements should be made. 4. Better training and orientation should be offered to those people who plan to go to college. 5. Early planning of complete educational program should be attempted. 6. A more thorough understanding of the fundamental skills is needed. 7. More frequent interviews concerning educational programs should be held. 8. More "general" or "functional" education courses would be beneficial. 9. More training in home and family living and adjustment should be offered. 10. More training to gain experience in cooperating and "getting along" with others. III. CONCLUSION In conclusion, the writer would like to suggest that more detailed records be kept of the vocations and education chosen by the graduates after they leave school. The value of scientifically kept records should be brought to the attention of the students during their high school attendance. It is important that they will acquire the attitude that it is their civic duty to 99 contribute some vital data pertaining to their vocational and educational advancement in the professional and industrial world, to their high school periodically. BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS Erickson, Clifford, Basic Text for Guidance Workers. Mew York: Prentice Hall, 19477 566 pp. Forrester, Gertrude, Methods of Vocational Guidance. Boston: D. C. Heath and Company, 195l. 463 PP. Greene, H. A., Measurement and Evaluation in the Secondary School. New York: Longmans, Green and Company, 19481 670 pp. Lefever, D. Welty, Turrell, Archie M., and Weitzel, Henry I., Principles and Techniques of Guidance. New York: The Ronald Press Company,1950. 577 PP. Rogers, Carl, Counseling and Psychotheraphy. Boston: Houghton Mifflen Company, 1942. 450 pp. Smith, Glenn E., Principles' and Practices of the Guidance Program. New York: The Macmillan Company, 195l. 379 pp. Traxler, Arthur E., Techniques of Guidance. New York: Harper and Brothers, Publishers^ 19457 394 PP* Williamson, E. G., Counseling Adolescents. New York: McGraw-Hill Book Company, 1956. 548 pp. Wren, C, Gilbert, and Harley, D, L., Time on Their Hands. Washington, D. C.: American Council on Education, June, 1941# 266 pp. B. PERIODICALS Berdie, Ralph P., "Why They Don't Go to College," Personnel and Guidance Journal, 21:352-356, March, TWT. Berry, John, Hayes, Byron C., and Landy, Edward, "The School Follows Through," National Association of Secondary-School Principals, 25:Ï-I64, November, 1934 (L/b u v ^ s w y o ir c s o u O M ia a 102 Cloyd, Nina, "A Follow-up Study of Graduates from Three Missouri High Schools," High School Teacher, 10:59-60, February, 1934* College and University Bulletin, 6:1-116, No, 2, October 1, 1953• "Committee Studies Needs of High School Graduates," Midland Schools, 65:22, September, 1950. Dobbs, Helen B., "Follow-up Study Carried on by an Advanced Typing Class," Business Education World, 32:122-123, November, 19W. Eckert, Ruth E., "Studies of Former Students as a Measure of School Success," The High School Journal, 34:106-109, April, l"^. Konold, Ewing, "Needed Curriculum Changes in High School Level," California Journal of Secondary Education, 29:98-101, February, 1954* Hardee, Melvene Draheim, "Moral Guidance--Our Responsibility," Personnel and Guidance Journal. 21:220-223, January, 1953* Hill, Lester V., "A Follow-up Study of 25l Graduates," Industrial Arts and Vocational Education, 34:335-341, October, 1945* Hull, Dan J., "Our Adolescent Education— Some Comments," School and Society, 74:376-377, December, 1951* "Trend in High School Subjects Enrollments," School Life, 34:7, October, 1951* Landy, Edward, "Occupational Adjustments and the School," National Association of Secondary-School Principals, 24:l-l5l, November, 194o. . Melvin, Bruce L., and Olin, Grace E., "Migration of Rural High School Graduates," High School Review, 46:276- 287, April, 1938. 103 Myers, George, "The Follow-up Study is the Stepchild of the Guidance Family," Occupations, 27:100-103, November, 1948. Moore, C, G., "Increasing the Returns from Questionnaires," Journal of Educational Research, 35:138-141, October, 194%. Norman, Ralph D., "Review of Some Related Problems to the Mail Questionnaire Technique," Educational and Psychological Measurement, 8:235-245, No. 2, Summer, 1948. Pavan, Ann, "A Follow-up Study of Philadelphia Public School Graduates," Occupations, I6:252-259, December, 1937. Punke, Harold H., "Migration of High School Graduates," School Review, 42:26-39, January, 1934* Reuss, Carl H., "Difference Between Persons Responding and Not Responding to a Mailed Questionnaire," American Psychological Review, 8:433-438, 1934* Rothney, John, and Mooren, Robert, "Sampling Problems in Follow-up Research," Occupations, 30:573-578, May, 1952. Shuttleworth, F. K., "A Study of the Questionnaire Technique," Journal of Educational Psychology, 22:652-658, 1931. Toops, H. A., "Validating the Questionnaire Method," Journal of Personnel Research, 2:153-169, 1923. _______, "The Returns from Follow-up Tellers to Questionnaires," Journal of Applied Psychology, 10:92-101, 1926. "Predicting the Returns from Questionnaires," Journal of Experimental Education, 3:204-215, March, Ï93T. "The Factor of Mechanical Arrangement and Typography in Questionnaires," Journal of Applied Psychology, 21:225-229, 1937. 104 Wright, Barbara H., "A Follow-up Study of 1934 Graduates," Occupations, 15:42-45, October, 1936. C. UNPUBLISHED MATERIALS Bennett, Leeraan Bell, "A F’ ollow-up Study of the Graduates of the Parowan High School, Parowan, Utah." Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1940. 103 pp. Cavanaugh, Dorothea May, "Five Year Follow-up of Whittier Union High School Graduates." Unpublished Master's thesis. The University of Southern California, Los Angeles, 1934. 182 pp. Donnelly, James Bedford, "Guidance and Counseling Facilities and Opportunities Offered to Former Pupils of Certain California High Schools." Unpublished Master's thesis. The University of Southern California, Los Angeles, June, 1941. l52 pp. Gohdes, Marguerite Ehdy, "A Follow-up Study of Gary Indiana High School Graduates Who Have Received the Vocational Diploma in Business Education." Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1939. l43 PP. Horton, Helen Maude, "Occupations for Graduates of Los Angeles High Schools." Unpublished Master's thesis. The University of Southern California, Los Angeles, 1928. 133 pp. Nold, Virginia Ruth, "A Follow-up Study of an Unselected Group of Graduates of Benjamin Franklin High School, Los Angeles." Unpublished Master’s thesis. The University of Southern California, Los Angeles, 1938. l52 pp. Saul, Oliver Weston, "Implications for Guidance of High School Pupils from Follow-up Study." Unpublished Master’s thesis. The University of Southern California, Los Angeles, June, 1939. 99 pp. 105 Wiles, Helen Mary, "A Follow-up Study of a Selected Group of Graduates of Fremont High School." Unpublished Master’s thesis. The University of Southern California, Los Angeles, 194-1. l42 pp. D. OTHER MATERIAL USED Anecdotes Available in the Office of the Superintendent of Chico City Schools. Bell, Howard M., Matching Youth and Jobs. Washington, D. G,: American Council on Education, 1940. 277 PP. "Characteristics of the Population." California, Bureau of the Census, Part 5» Vol. 2. Washington, D. C.: Government Printing Office, 1950. 483 pp. Cook, Lldyd, "Occupational Opportunities of Northern California." Chico State College, Chico, California. Dictionary of Occupational Titles « Washington, D. C.: United States Printing Office, 1939. Il6 pp. Dillon, Harold J., "Early School Leavers." National Child Labor Committee, 1948. 94 PP. Education Code. State of California. Sacramento, California: Printing Division, Documents Section, 1953. 1165 PP. "Guide for Making a Follow-up Study of School Dropouts and Graduates," California Guidance Bulletin. No. 13. Sacramento, California: California State Department of Education, January, 1950. 23 pp. "A Further Analysis of a Follow-up Study of l820 June, 1948, Graduates from Nine Los Angeles City High Schools," Publication No. SC-453. Los Angeles: Curriculum Division, January, 1951. 55 pp. McNeely, J. H., "College Student Mortality," Bulletin No. 11. Washington, D, C.: United States Printing Office, 1938. 106 "Now Hear Youth," Bulletin of the California State Department of Education. No. 9. Sacramento, California; October, 1953. 6É pp. School Code of the State of California. Sacramento, California: State Printing Office, 1931* 76? pp. "What the High Schools Ought to Teach," American Council on Education. Washington, D. C.: August, 1940% 36 pp. APPENDIX In this section are included copies of all the material that was mailed in the form of questionnaires and letters. The material included (1) The Questionnaire (2) Letter (3) Pilot Study Questionnaire (4) Pilot Study Letter (5) Pilot Study Letter to Fourteen Educators QUESTIONNAIRE 1, Name________________________ Year graduated_ 2. Former name, if changed since graduating from high s choo 1__________________________________ . 3, Present home address_____________________ (If other than Chico area^ reason for moving.) Prefer larger town ; Marriage ; Health ; Family moved ; Could not find suitable employment in Chico area ; Other___________________________ 4. Marital status: Single____ Married___ Other 5. Sex: Male____ Female____ 6, What was your major course of study while in high school: Academic Commercial Vocational Fine Arts English Bookkeeping Agriculture Art Math Clerical Auto Shop Music Instrumental Science Secretarial Electric Shop Music Vocal Language Selling Homemaking Ind. Arts Machine Shop Me ch. Drawing Woodshop 7. Who aided you most in making out your course of study while in high school? 109 Parents Teacher Relatives No one Friends Yourself Counselor Church Other 8. What are you doing now? School full time In business for myself School part time Not working but looking for work. Housewife Working part time Armed Forces Working full time Other (If you are attending school full time, it is not necessary for you to answer questions 9, 10, 11, 12, 13, and l4.) 9. If you have not pursued your education, give reasons; Financial Marriage ___No desire Military Illness ___College not necessary 01 he r______________________________________________ 10. Give a brief record of your work experience since graduation; begin with present employment. Firm or Employer Location Duties How Long Wages Employed (Sample) Diamond Match 1. . 2. _ 3. 11. If you worked since your graduation from high school, how did you secure your first full time job? 110 Through own efforts ___Labor Unions State or Federal Agency Parents Newspaper advertisement ________Other___________ 12. Do you think high school offers adequate courses or training in the work you are now doing? Yes No. 13. What high school subjects were the most beneficial to you in your present job? 1.____________ 2.___ 3.____________ 14. What high school subjects were of least value to you in your present job? 1. 2. 3. ___ 15. Which military service, if any, are or were you in? Branch (Rank or Rate) (Type ofDuty) (Present Status) 16. If you have continued your education after graduating from Chico High School, please indicate. Dates Total credit Course of Name of School Attended earned(approx.) Study 17. What subjects taken in high school have been the most valuable to you in your education or training beyond the high school level? (List in order of their value, starting with #1.) 1. 2. 3. 18. If you were planning your high school work all over again, what course of study would you follow to prepare yourself better for the future? Same Different Uncertain Ill (If "different" why would you change? If more than one reason, number your reasons 1-2-3-4 in order of importance.) to prepare for college entrance to prepare for employment to acquire more culture Other to learn how to get along with people to learn the basic skills of writing, read ing, etc. to learn more effective methods of studying 19. How well has Chico High School prepared you for each of these common life activities? Little Great or Un- Deal Some None certain a. Getting along with people b. Preparing for college c. Understanding oneself d. Solving personal problems e. Care of health ] f. Business problems g. Getting a job ' h. Leisure activities [ i. Marriage j. Handling money k. Using good English 1. Speaking effectively " m. Using mathematical skills_ n. Reading efficiently 20. In the light of this questionnaire and your high school experience, how can Chico High School be impr oved?______________________________________ 112 LETTER ATTACHED TO THE QUESTIONNAIRE Chico, California February 9, 1954 Dear Chico High School Alumnus: Your high school is interested in knowing what graduates are now doing and how well the high school program is meeting your present needs. We think Chico High is a fine school and we are attempting to make it more useful to our students. You have had some experiences while in high school that will be of great value to us. Will you help us by remembering and evaluating some of your high school experiences, by telling us what was most useful and what had least value, so that we may serve better the students now in school, and those who will come later. To obtain this information we are submitting to you this form to fill out and answer. The care with which you answer these questions will determine the value of this study. If you prefer not to give your name, leave that part of the questionnaire blank. Your name will not be associated with this study. Remember, all information given in this questionnaire will be held confidential. Omit any questions you do not wish to answer. A stamped addressed envelope is enclosed for your convenience, and we hope you will reply at your earliest opportunity. Thank you for your time and valuable assistance. Sincerely yours. Stewart 8. Ross Counselor and Teacher 113 PILOT STUDY OF THE FOLLOW-UP QUESTIONNAIRE Your comments, suggestions, and criticisms will be greatly appreciated. 1. Who do you think should sign the ' ' explanatory LETTER"? The person who is making the survey. Head Counselor, Principal, Superintendent, or a Teacher who knows the student best? 2. Yes No Do you feel the Explanatory Letter is pleading too much? 3# Yes No Do you think the title "Dear Alumnus" appropriate? What other title would you sugge 81?________________________________ 4. Yes No Do you think there are too many questions in this questionnaire? 5* Yes No Do you think question #28 should be eliminated? 6. I attempted to cover several areas in this questionnaire. What areas do you think should be covered more thoroughly, what other areas could be included, or what areas could have less consideration? 7. Would you have this questionnaire ( ) mimeographed or ( ) printed? 8. How many students should be contacted to make this an adequate survey? 250 500 750 1000 9. How far back should this study cover? 1, 2, 3, U years 1, 2, 3, 5 " 1, 3, 5 other 10. Do you feel that the order of some of these questions could be changed? Such as reversing questions 14, l5, 16, and 17? 114 11. Do you feel that question #17 is too negative? Revise it to read "Did you desire education beyond high school?" 12. In question #13 would you substitute the word "SUBJECTS" for the word "COURSE?" 13. In question #l4 would you substitute the word "TRAINING" for the word "EDUCATION?" Or use both? 14. Do you feel that various types of responses to questions are wise ; you will note there are the (a) Check answer (b) Yes-no answer (c) Opinion (d), Write in answer (e) Free response answer (f) Rank or Rate answer and (g) Pact answer. 15. Additional remarks : 115 COPY OF PILOT STUDY LETTER SENT TO GRADUATES January 11, 195^ Dear Graduate; I am sending this questionnaire to you in order to get some of your reactions. I plan to do a follow-up study of about ^00-500 Chico High graduates and I want to get your opinion and particular reactions to this questionnaire. Would you fill out the questionnaire and the question blank and return it to me at your earliest convenience. This is called a "pilot" study, I want to get your reactions and opinions before I actually make up the final form for this questionnaire. Your criticisms and ideas may help me make some revisions or changes. Do you think this questionnaire is too long? Yes No_ Have I asked too many questions? Yes No_ How long did it take you to answer this questionnaire?___ Do you feel that some of these questions are too personal? Yes No__ What comments would you care to make ?____________________ Enclosed is a self addressed, stamped envelope for your convenience. Thank you for your cooperation. Sincerely, Stewart S. Ross Teacher and Counselor 116 COPY OP THE PILOT STUDY LETTER SENT TO FOURTEEN EDUCATORS October 16, 1953 Dear Mr. I am submitting to you a questionnaire I have in mind for using in a "Follow-up" study of Chico High School graduates. I realize, and I am sure you do also, that the questionnaire method has its limitations and shortcomings. May I take advantage of your generosity to help me evaluate this questionnaire? I realize I am taking advantage of your educational knowledge to serve as a "Sounding Board," but your comments and criticisms will be sincerely appreciated. To my knowledge Chico High School has not made any study or survey of this kind previously. Enclosed you will find the Questionnaire, Evaluation Question Sheet, and a self-addressed envelope for your convenience. Thank you for your valuable assistance and cooperation. Respectfully, Stewart S. Ross Teacher and Counselor SSR:nl Enclosures 3</p>

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

A follow-up study of the attitudes and interests of the first graduating class of a California suburban senior high school

PDF

A follow-up study of community scholarship recipients of Garfield High School

PDF

A guide for parents of seniors at La Serna High School, Whittier Union High School District, 1962-1963

PDF

Choice making: A unit of study for tenth grade students

PDF

An evaluation of the experimental parent teacher conferences in Pasadena elementary schools

PDF

The reorganization of a junior high guidance program

PDF

A comparative study of methods and types of reports to pupils and parents now being used in the Long Beach public schools

PDF

Orientation in action: a proposed orientation unit for B-10 English at Dorsey Senior High School

PDF

A manual for the operation of a high school placement service

PDF

Development of the University neighborhood: The University of Southern California

PDF

An analysis of procedures used in dental corrections in an elementary school

PDF

The personality of the contracted studio muscian: An investigation using the Guilford-Zimmerman Temperament Survey

PDF

Role accommodation: A study of optometrists in a prepaid medical group as perspective for viewing relations between two professiosl occupations

PDF

A handbook for twelfth year students on careers

PDF

The relation between high and low social service interest measured by the Kuder, and adjustment, as indicated by the MMPI

PDF

A comparative investigation of the mid-century status of educational leaders in the Middle East

PDF

A handbook for physical education majors at the University of Southern California

PDF

A follow-up study of Helix High School graduates, 1954

PDF

The effect of loss of molar occlusion upon the mandibular joint

PDF

A follow-up study of the 1958 graduates of Morningside High School

Asset Metadata

Creator Ross, Stewart S. (author)

Core Title A follow-up study of an unselected group of graduates of Chico Senior High School

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1954-08

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-c37-316719

Unique identifier UC11649755

Identifier EP55593.pdf (filename),usctheses-c37-316719 (legacy record id)

Legacy Identifier EP55593.pdf

Dmrecord 316719

Document Type Thesis

Format application/pdf (imt)

Rights Ross, Stewart S.

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