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

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

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Content A FOLLOW-UP STUDY OF THE ATTITUDES AND INTERESTS
OF THE FIRST GRADUATING CLASS OF A
CALIFORNIA SUBURBAN SENIOR HIGH SCHOOL
A Thesis
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Edgar Howard Ross
August 195?
UMI Number; EP55741
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UMI EP55741
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T h is thesis, w ritte n u n d e r the d ire c tio n o f the
C h a irm a n o f the candidate's G uidan ce C o m m itte e
and a p p ro v e d by a ll m em bers o f the C om m itte e,
has been presented to a n d accepted by the F a c u lty
o f the S cho o l o f E d u c a tio n o f T h e U n iv e rs ity o f
S ou th ern C a lifo rn ia in p a r tia l fu lfillm e n t o f the
requirem ents f o r the degree o f M a s te r o f Science
in E d u ca tio n .
Date.
Dean
Guidance Committee
TABLE OP CONTENTS
CHAPTER PAGE
I. THE PROBLEM, PHILOSOPHY OF THE DISTRICT AND
HIGH SCHOOL, AND DEFINITIONS OP TERMS USED . • 1
The problem .............................. 1
Statement of the problem.................. 1
Importance of the s t u d y ............... 2
Scope of the study........................ 2
Limitations of the study.............. 3;
The philosophy of the district and the I
school............................. 3^
-Philosophy and the community............... 3
The Whittier Union High School District's
philosophy ............................. 3
California High School’s philosophy . . . 5
The community................. 6*
Definitions of technical terms and words . . 8|
Attitude....................... 81
!
Curriculum............................. 8!
Follow-up............................. 8*
Opinion 8 !
Questionnaire 8 |
Organization of the s t u d y .............. 81
Organization of the chapters 8 j
II. REVIEW OF THE LITERATURE 10 I
i
Introductory statement . . . . . . . __,___lOj
iv
CmPTER PAGE
Background of the problem.....................10
History of questionnaires . . . . . . 10
Preliminary thought.......................,11
Estimating cost..............................12
Factors concerning follow-up studies . . . 13
General principles ......................... 13
Letter from Dr. Claude Wilson . . . . . l i | .
Librarian’s aid ...........................1^1
Construction, an expert’s view . . . . . 19|
I
Wording of the questionnaire...............21
Thorndike’s word list........................22!
High school course l i s t .....................22
j
Pilot study techniques.....................23 !
Accompanying l e t t e r................... 2 l ( . l
Follow-up ...........................2ii I
Actual follow-up studies.....................26 j
The study of 15,000 teen-agers...............26 i
The California Study of Drop-Outs and i
Graduates................................ 26,
NBA Research Bulletin........................27 i
Purposes . 28
Further suggestions ...............28
Two follow-up studies...................... 29
III. PROCEDURE............................ 30
The problem....................................30
V
CHAPTER PAGE
The emergence of the problem..................30
St'aident-aide group...........................31
Sources of information........................33
Indoctrination of students . . . . . . 33
The expert’s evaluation.....................34
Pilot s t u d y .................................35
Stamped, addressed envelopes ................ 36
Introductory letter . . . . . . . . . 37
Tabulation of the data . . . . . . . . 371
”A good neighbor” ......................... 3Bi
Mailing of the questionnaire . . . . . . 391
!
Subsequent post-card . . . . . . . . 39i
IV. THE QUESTIONNAIRE RESULTS................... i | . O j
Introduction . . . . . . . . . . . . 40!
Ntmiber answering..............................41
Vocational interests and further training . . l\.l\
Vocational interests . . . . . . . . 41i
I
Occupational statuses . . . 41'
Difficulty in obtaining a j o b ...............41
Location of company . . . . . . . . . 45 '
Approximate amount of monthly earnings . . 45 j
Further training . . . . . . . . . . 45 j
Personal questions......................... 49'
I
Marital sta t u s............................. i|91
Valuable courses or activities . . . . . 49 !
Vi
CHAPTER PAGE
Skills in which more training would be
desired...............................49
Occupational goals ........................ 54
Opinions of ways of improving high school
experiences............................ 54
The most enjoyable high school experience . . 62
The high school activity most disliked . . . 62
The classes of most value, most enjoyed,
and of least value...................... 62
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 102
Summary............................. 102
Conclusions....................... 106
Recommendations............................107
BIBLIOGRAPHY ......................................109
APPENDIX........................................113
LIST OP TABLES
TABLE PAGE
I. Present Occupational Status of 212 High School
Graduate s . . . . . 43
II. Responses of High School Graduates to the
Question: How Did You Get Your Job? . . . 44
III. Location of Employer...........................46
IV. Approximate Amount of Monthly Earnings by
Those Graduates Who Either Have Part-Time
or Full-Time Jobs ...............47j
V. Further Training Obtained After Graduation j
From High School . . . . . . . . 46
VI. Marital Status of Responding High School
I Graduates.................. 50
I
I
I VII. The Specific High School Courses or Activities
j Rated'by High School Graduates as of Great-
I est Value on Present Job or School Work . . 5l
iVIII. Skills Which Students Would Want to Take More
I Training if They Could Return to School . . $2
I IX. Female Students Who Now Have the Same Occupa-
! tional Goals as They Had When They were in
I High School .............................. 55
!
I X. Male Students Who Now Have the Same Occupa-
1
I tional Goals as They Had When They were in
High School . 56
---------------------------------------------------
TABLE PAGE
XI. Female Students Who Have Made New Choices of
Occupational Goals from What They Had
Selected While in High School...............57
XII. Male Students Who Have Made New Choices of
Occupational Goals from VJhat They Had
Selected While in High School....... 56
XIII. What One Thing Might Have Been Done for you
at California High School to Have Made You
Happier? ................. 59
XIV. What Did You Enjoy the Most at California
High School?................. 64
XV. What Did You Dislike the Most at California
High School?......................... 67
XVI* The Class Which was of Most Value to Students !
I
Now in University or College . . . . . 71 *
XVII. The Class Which was of Most Value to Students
Now in Junior College........................73,
XVIII. The Class Which was of Most Value to Students |
Now Employed......................... 75 '
XIX. The Class Which was of Most Value to Students
Now in the Armed Forces............. 77 j
XX. The Class Which was of Most Value to Students
Who Have Married................... 78
XXI. The Class Which was of Most Value to a Stu
dent Unable to Work Due to Illness . . . 78 !
TABLE
XXII.
XXIII.
XXIV.
XXV.
XXVI.
XXVII.
XXVIII
XXIX
XXX
XXXI
XXXII
XXXIII
The Class Which Students Now in Universi
ties and Colleges Enjoyed the Most
The Class Which Students Now in Junior
College Enjoyed the M o s t ...............
The Class Which Students Already Engaged in
Business Enjoyed the M o s t ...............
The Class Which was Enjoyed the Most by
Students Now in the Armed Forces .
The Glass Which was Enjoyed the Most by
Students Who Have Married...............
The Class Which was Enjoyed the Most by a
Student Who is Unable to Work Due to
Illness ................................
The Class Which was of Least Value to Stu
dents Now in Universities and Colleges .
The Class Which was of Least Value to Stu
dents Now in Junior College ............
The Class Which was of Least Value to Stu
dents Now Employed .....................
The Class Which was of Least Value to Stu
dents Now in the Armed Forces............
The Class Which was of Least Value to Stu
dents who Have Married ..................
The Class Which was of Least Value to a Stu
dent who is Unable to Work Due to Illness .
ix
PAGE
79
81
83
8$i
86
86
87
89 i
91
93
9 1 ) . ;
9k
TABLE
XXXIV.
X
PAGE
Combined Totals of Female Students* Opinions
in Regard to Courses Offered at California
High School.................................95
XXXV, Combined Totals of Male Students* Opinions
in Regard to Courses Offered at California
High School............................. 98
XXXVI. Totals of All Students Responding to the
Questionnaire .......................... 101
CHAPTER I
THE PROBLEM, PHILOSOPHY OP THE DISTRICT
AND HIGH SCHOOL, AND DEFINITIONS
OF TERMS USED
It became obvious to the investigator when it was
learned that California High School, Whittier, with its
over 2,800 students and rapid growth had not yet undertaken
I a follow-up study, that this research could aid the staff
i
land administration. California High is a new school and
i
had its first graduating class in 1956. It is necessary to
■measure attitudes and interests of graduates to determine
I if the school is meeting their needs.
I The first chapter of this study will include a
I statement of the problem, importance of the study, scope,
jlimitations of the study, the philosophy of the district
;and the school, definitions of technical terms and words
I
I used, and the organization by chapters for the remainder of
I the study.
I. THE PROBLEM
I Statement of the problem. It was the purpose of the
I investigator to formulate a well directed questionnaire and
an efficient system of analysis utilizing follow-up to use
'with a high-school graduate class. This was attempted
ithrough an analysis of the literature and contact with
- — ■ - " 2
experienced educators and authorities in the fields of edu- ;
cation and questionnaire technique. ;
It is hoped that the forms and system used will |
prove useful to others interested in obtaining a meaningful ,
picture of the graduates. The particular areas covered in -
this questionnaire are personal data, vocational and educa
tional attainments, curriculum interests, and evaluation.
j Importance of the study. Daily we hear of industry
Iimproving their products. Educators also are constantly
working at the improvement of their product and services.
I
iCalifornia High School, Whittier, had its first graduating
Iclass in June, 1956. The investigator believes that a part
jof any evaluation program should include the students,
! since they have been most intimately concerned and affected
by the curriculum.
j This follow-up study is an attempt to evaluate the
jattitudes and opinions of the first graduating class to
jlearn the high points as well as any low points. This
•study will be used by the High School and was considered to
!have value when discussed with the administration.
1 Scope of the study. This study included the returns
jsent to the entire 350 graduates of the 1956 class. Mrs.
Eleanor Horner, the Registrar of California High School,
jstated that California High had 2,18? students at the time
of graduation.^
Limitations of the study♦ Some students moved with
out leaving a forwarding address with the school or post
office. None of the graduates who were contacted were pre-.
I I
jviously made aware of this follow-up study, since the
jinvestigator was not a part of this school district when
Ithey graduated.
I
The philosophy of the district and the school. In
jorder to more fully appreciate the educational system of
jCalifornia High School on which this study is based, the
Whittier Union High School District philosophy and Cali-
jfornia High School philosophy are mentioned.
I First is a statement of philosophy which was adopted
'by the Whittier Union High School District Board of Trus-
!
tees when policy was established for the selection of
lie arning materials
I
: II. PHILOSOPHY AND THE COMMUNITY
I
i The Whittier Union High School District * s philosophy.
1
I The general goals of education in a democracy govern
the selection and role of learning materials in a pub-
I lie school system.
i At the present time, there is widespread agreement
^Statement by Mrs. Eleanor Horner, Registrar, Cali
fornia High School, Whittier, California, in a personal
interview, April 26, 1957.
throughout the United States on the general character
istics of a person we would like our educational system'
to produce. He should be able to live his life effect-|
ively within the limits of his capacity. To be effect-|
ive, not only must his own personal life be rich and
rewarding, but it must contribute to the richness and
well-being of others. He must be able to make wise
choices vocationally and to function efficiently in our;
economic system. Finally, he must participate as a I
loyal and thoughtful citizen of our contry who meets i
his responsibility for preserving our ideals and con
tributing to the development of our American way of
life. j
Our emphasis in the United States on the dignity and*
value of the individual provides a basic distinction
between our way of life and the way of life under a
totalitarian regime. A fundamental goal of education
is therefore to develop citizens who respect the rights
of others as well as recognize their own rights as
guaranteed under our constitution.
The nature of our society places an additional obli
gation on our schools. It is characterized by rapid
change and increasing complexity. Ways of life that
have been effective in the past may no longer be
effective today. Ways that seem to be effective today
may not be tomorrow. Ways that are suitable for one
person may not be for another. Students cannot be
given prepared solutions to problems that confront them
or that will confront them later in life. Rather, they
have to be helped to acquire skills necessary to ana
lyze whatever problems they may have now or in the
future. They must reach effective solutions to these
problems by using the accumulated knowledge of the
past, in conjunction with their own creative abilities,
and they must translate these solutions into appropri
ate action. Involved in these skills are the abilities
to distinguish facts from fiction, to recognize bias and
propaganda, to think critically and to act responsibly.
The world of reality is full of issues, and varia
tions in opinion on how to meet these issues are as
numerous and diverse as the facets of American life, it
self. In our society, the freedom to express one’s
feelings on controversial matters is guaranteed by our
constitution. In order that these freedoms are not
misused, students need to have opportunities to study
controversial issues.in an atmosphere free from indoc
trination and emotional partisanship. Our democratic
life can flourish only through wise decision, developing
from the free and objective discussion of ideas.
Textbooks and other learning materials have an impor
tant role to play in the attainment of these educational
goals. The content of a book, the way the content is
presented, and the way the book is used in the class-
! room, are factors in determining the kinds of people
j our educational system is shaping. If learning materi-
1 als are to serve these purposes well, they must be
I chosen by methods which are closely defined and effi-
; ciently administered.
I
j In accordance with established custom, the Board of
Trustees legally responsible for the adoption and
I approval of textbooks delegates to the professional
I personnel, the responsibility for evaluating and select-
I ing learning materials. They reserve the right and
I obligation to approve or disapprove final selections.^
I
I California High School’s philosophy. One of the
Ifinest statements of a high school philosophy was made by
I
Arthur T. Hobson, Principal of California High School,
jWhittier, in his introduction to the Teacher*s Handbook.
! These remarks follow:
; The high school period can well be the best four
i years of a young person’s life; the challenge to make
I it so can be the inspiration in the teacher’s life. To
I provide the opportunity for an appreciation of the best
i the world has to offer, to instill the principles of
! human worth and the democratic process, and to inspire
I youth to "play the game of life for all it’s worth”—
these are the satisfactions that make teaching a way of
life and not just a job.
i
The difficult part of the task is convincing the
I student of the worthwhileness of those knowledges,
1 attitudes, and appreciations which so enrich life. This
; teachers can do if they hold to the beliefs that all
! ^Hora Weckler, Guide to Selection of Textbooks,
Cooperative Council on In-Service Education, XJCLA, Los
Angeles County, and Cooperating High School Districts, 1953.
Adopted by the Whittier Union High School District Board of
Trus tee s, July, 1953♦
humans are unique, that they are valuable and worthy, j
and that all have a capacity and desire to learn* j
With such understandings, advances can be made in '
method and curriculum by teachers who are sympathetic
to students’ needs and aware of changing patterns of ^
society. This does not, however, preclude the belief .
that learning takes effort and demands a struggle on |
the part of students; it merely emphasizes the fact
that that understanding "why” the student is not will
ing to struggle can lead to increasing his effort. |
Toward this end all phases of the school program *
should be brought into the curriculum, for in many
cases it is the "extra-curricular” subjects that pro
vide the fertile ground for the seed of self-improve
ment and educational growth.
To guide each student to an enriched life should be
the desire of teachers in the Whittier Union High
School District. It is true that all youth cannot be
reached, but teachers can be positive in their approach,
fair in their practices, and humble in their human re
lations. Whittier teachers should live each day in the
hope that the young people who come to them will be
better for the experience; the district and the coramu-
j nity can ask no more.3
i
j The community. After one reads of the philosophy of
;the district and the high school, a normal completion of
jthe picture would include mention of the community. In
[reading figures, one should not forget that they never
[equal the lives and effort that is required to build a com
munity such as East Whittier. California High School is
[not actually in Whittier, other than for a mailing address.
East Whittier is a part of Los Angeles County in regard to
I %rthur T. Hobson, California High Teacher *s Hand.-
jbook (Whittier: Whittier Union High School District,1956),
ipp. ii-iii.
political administration,
I A recent survey by the University of Southern Cali-
I
I
jfornia Survey Team revealed many items of significant
information. This information is reproduced from a recent
I
local newspaper article.
i Twenty-nine per cent of East Whittierites have com-
I pieted high school while 26 per cent have completed 13
j to 16 years education (including B.S. or B.A. degrees).
I Over 5l per cent of East Whittier residents are
registered voters. This figure related to general
i family size and the number of ineligible voters indi-
j cates a high degree of political participation.
I
I Five per cent of the population work in East Whit
tier, while 24 per cent are employed in Whittier and
26 per cent in Los Angeles.
A high percentage of residents are in the age cate
gory of 0-11 years and the highest percentage of the
adult population falls in the 31 to 4^ age group.
Seventy-four per cent of East Whittier residents use
their own cars as a means of transportation to work.
The highest percentage of the area’s occupation were
related to manufacturing and sales.
Thirty per cent of the residents are employed full
time, while 21 per cent are housewives, and 27 per cent
are classified as students.
The survey team also noted that "in the location of
purchases data particularly in the high cost furniture,
appliances, and automobile categories there is a con
siderable loss to outside communities, especially to
the city of Los Angeles."4
! ^The East Whittier Review, 8822 South Walnut Way,
Whittier, California, June I3, 1957, p. 1.
8
III. DEFINITIONS OF TECHNICAL TERMS AND WORDS
I
Attitude. A state of mental and emotional readiness,
to react to situations, persons, or things in a manner
in harmony with a habitual pattern of response previ-
ously conditioned to or associated with these stimuli.^
Curriculum. A body of prescribed educative experi
ences under school supervision, designed to provide an |
individual with the best possible training and experi- ,
ence to fit him for the society of which he is a part
or to qualify him for a trade or profession.6
Follow-up. A plan by which the experiences or status
of young people who have left school are investigated
or surveyed, either for the purpose of assisting them
in further adjustment or securing facts to improve the
plan of guidance for those still in school.'
Opinion. What is thought on any matter or subjeci.®
Questionnaire. A list of planned, written questions
related to a particular topic, with space provided for
indicating the response to each question, intended for
submission to a number of persons for reply.9
IV. ORGANIZATION OF THE STUDY
OrRanlzation of the chapters. The second chapter is
devoted to a review of the literature. This chapter de
scribes many useful sources that will furnish a background
■^Carter V. Good, editor. Dictionary of Education
'(New York; McGraw-Hill Book Company, Inc., 1945), p. 37*
I ^Ibld.. p. 113.
I 7lbld.. p. 1 7 1 » . .
I o
^Clarence L. Barnhart, editor. The toerican College
Dictionary (New York; Harper and Brothers, Publishers,
jl946), p. 849.
9
to those interested in questionnaires. It describes many-
useful principles and suggestions by noted authorities who
have made a thorough study of questionnaire techniques.
The third chapter is devoted to procedure. This
chapter describes the student-aide group, helpful personal
ities, the obtaining of student addresses, development of
[sources of information, "pilot study" use of the question-
inaire, noted people who were consulted, the tabulation of
i
[data, and special forms.
* The fourth chapter is concerned with the question
naire results. • It mentions the number of graduates reply-
jing, vocational interests and further training, location of
employers, approximate amount of monthly earnings, personal
{questions, such as marital status and selection of life’s
goal, and a section asking which particular courses were of
most value, most enjoyed, and of least value. These
'answers were classified according to university and college
I
students, junior college students, graduates now engaged in
business pursuits, graduates in the military, husbands or
■wives, and a special section on one graduate who is pres
ently unable to work. Individual and total returns are
given in the tables as well as a differentiation between
the sexes.
CmPTBR II
j I
! REVIEW OP THE LITERATURE
The preceding chapter discussed the nature of the
problem. It presented a statement of the problem, impor
tance of the study, scope, limitation of the study,
philosophy of the district and the high school, background
of the community, definitions of technical terms and words
used, and the organization by chapters for the remainder of
'the study. This chapter will deal with a review of the
I
! literature involved.
I
I
I Introductory statement. There have been many survey
I
and questionnaire studies conducted in the United States in
jthe past fifty years both by graduate students in universi-
jties and by school personnel. Many of these studies have
{been condensed and included in leading educational publica-
I
itions. The biggest problem occurs when a person is at-
Itempting to form a particular type of questionnaire or
isurvey device. The literature seems limited in the area of
itechnique8 and construction. The investigator, after many
hours of exploration, found some useful materials which
I
jwill be mentioned in this chapter.
I
I I. BACKGROUND OF THE PROBLEM
i
I
! History of questionnaires. One engaged in research
11
in any particular area should be aware of the historical
{background which preceded his particular study. Henry
[Lester Smith had the following to say about questionnaires:
i The questionnaire is probably one of the most common
I means of collecting data for a research study. It is
I usually a typed or printed set of questions dealing
I with the field to be studied and is sent to individuals
whose training and experience makes it possible for
! them to give answers of value in carrying out the
I research.
I The first use of the questionnaire in the United
i States is credited to Horace Mann who, in 1847, sent a
I ten-page circular to a selected group of teachers in
Massachusetts for the purpose of determining the pro-
i fessional attitude regarding certain educational ques-
I tions. The popularity of this method of collecting
data for educational research grew by leaps and bounds
until recently it has been estimated that one out of
every four theses of graduate students is based on in-
j formation gained through questionnaires
I Good and Scates indicate that the questionnaire came
1
[about through dissatisfaction with the incomplete experi-
[mental methods of the time during G. Stanley Hall’s promi-
I
inence. Hall and his associates were responsible for this
[contribution to research methodology.^
I
! Preliminary thought. The necessity of clear think-
i
ing and planning before one goes into a questionnaire study
will help avoid considerable difficulty. There can never
^ He nry Lester Smith, Educational Research, Princi
ples and Practices (Bloomington, Indiana: Educational
iPublications, 15i|4), P • I80.
I ^Garter V. Good and Douglas E. Scates. Methods of
[Research, Educational, Psychological, and Sociological"%Hew
York: App let on-Cent\iry-Crofts, Inc., 1954 ), P # è O i j . .
12
be a substitute for careful planning as expressed in the
following:
The graduate student especially should give consid
eration to the administrative aspects of his proposed
study, both in choosing a problem and in planning the
attack— the cost, space, time span, and similar prob
lems. A number of questions are especially pertinent
to questionnaire studies. Will the project require
sponsorship? Is it a problem that can be finished in
the allotted time? Will it require endless clerical
time? Tabulating machine work, or intricate machine
work that cannot be arranged for? A great deal of
table or desk space--more than is available? Cost for
stationery, mimeographing, paper, postage, and related
I expenses? The graduate student is forced to keep his
' work within attainable time limits, even though some
] flexibility is possible; he cannot stretch out indefi-
; nitely his days in the graduate school.3
(
I Estimating cost. An interesting section in McCreary
land Kitch relates to an actual list of expenditures made in
I
I the Tracy Union High School study. The cost was approxi-
I \
jmately 25 cents for each re turn. An itemized list stated:
! 500 stamps................................... #15.00
I 500 school envelopes ...................... 3.85
1 ream school letterhead stationery .... 8.03
^ k reams white legal-length mimeograph paper 6.40
! 6 mimeograph stencils .................. 1.20
500 printed goldenrod business reply envelopes 9.57
' 550 2-cent return-postal cards.......... 22.00
! Return postage (295 answers at 4/)............ 11.80,
I Totals §77.854
i
; It is obvious from the Tracy study that there is
j ^Ibid., p. 612.
I William H. McCreary and Donald E. Kitch, Now Hear
. Youth, Bulletin of the California State Department of Edu-
jcation. Vol. XXII, No. 9 (Sacramento: State Printing Office,
iOctober, 1953), p. 56.
13
considerable cost attached to this type of research. One
must anticipate this and be aware of whether school backing
is possible.
II. FACTORS CONCERNING FOLLOW-UP STUDIES
General principles. A fine explanation is made by
Good and Scates of the uses and applications of the ques
tionnaire, psychology of the respondent, choice of ques-
!tionnaire in comparison with other techniques, stages and
I
I administrative aspects of questionnaire surveys, larger
I forms of the questionnaire , questionnaire construction,
itryout or pretesting, follow-up, and tabulating and summa-
jrizing returns. This book has one of the clearest and most
jup-to-date sections on questionnaires incorporating the
ideas of many experts
! Koos, under his admonitions in making questionnaire
I
{investigations, has the following list:
! (1) The technique should be used only when there is
no other feasible means of securing the information re-
' quired.
I (2) Great care should be taken in the preparation of
I the questionnaire form.
(3) The questionnaire as a whole and each specific
! inquiry in it should be subjected to the two working
j criteria of the ability and willingness of the person
; approached to respond.
I (4) Responses or entries required on the form should
5uood and Scates, op. cit., pp. 606-632.
x i » .
be of as simple types as possible.
(5) The questionnaire form should be mechanically
adequate.
(6) It should be as short as possible,
(7) It should be sent to per
tion to make reliable responses
(7) It should be sent to persons in the best posi-
ae>. R . O
I Letter from Dr. Claude Wilson. A great aid was a
jrecent letter from Dr. Claude E. Wilson, of the Division of'
I
IResearch and Guidance, County of Los Angeles Superintendent
I of Schools* Office, which set up a system of criteria to
I follow:
' 1. The students should be thoroughly indoctrinated
i before you make the study. This indoctrination is not
intended in any way, shape or form to structure the
study so that you will get only desirable answers from
the students; rather it is intended to have the stu
dents thoroughly familiar with the purpose of the study
and have a clear understanding of what they are to do,
and especially that they are to answer the questions as
they feel these questions should be answered.
2. If you plan to have the students answer the study
after they have graduated from high school this spring,
it is often wise to have the students address the
envelopes in which the study is to be returned before
they leave school. Thus they have greater interest,
and you have a much greater chance of getting a higher
percentage returned.
3. It is quite important that the students be given '
sort of a pep talk so that they will feel enthusiastic
about the study and will fully cooperate in trying to
provide information which would be helpful as California
^Leonard V. Koos, "The Specific Techniques of Inves
tigation: Observation, Questionnaire, and Rating," The
Thirty-Seventh Yearbook of t^ National Society for the
Study of Education, Part II (Bloomington, Illinois; Public
School Publishing Company, 1938), p. 382.
------------------------------------------------------------------------15“
High School develops its curriculum and procedures. j
After talking to you on the phone, it occurred to me^
that perhaps you might feel that no attempt should be
made to use a questionnaire which the students answer '
by checking certain statements, or in certain specified:
places, I think it should be understood that when you :
use such an instrument it has to be very carefully j
formulated and stated, but that a check list kind of j
questionnaire is much easier to score than is a discus-i
sion or open-ended type. Another good technique is to I
work out the particular questionnaire which you think i
you will use, and then have a trial run of say one room
of approximately 25 to 30 students. This procedure ,
often helps you locate unsatisfactory portions of the
instrument•
It would be helpful if you would try to get the
questionnaire in the best shape possible and then to
ask perhaps some personnel from this office to look at
it and offer suggestions. Also, you will find that Mr.
Philip Nash, Who is in Research in Los Angeles City
(School System), has had a great deal of experience in
working out these kinds of studies, and would be a very
great help. Another source of assistance might be Mr.
John Mangold of the Long Beach City School System.7
I Librarian*s aid, One of the biggest problems
Iencountered in finding materials mentioning criteria in
I formulating a questionnaire was the fact that many of the
i
I sources are not listed in a library card system under the
jgeneral listing of "surveys" or "questionnaires." A school,
jlibrarian should never be overlooked as an excellent re- i
I
.source. Miss Eleanor Beach, of the California High School
jLibrary, suggested ¥arren* s book which might have been
ioverlooked had it not been for her interest.
, ^Claude E. Wilson, Los Angeles, a personal letter
dated January 15, 1957^ to the investigator in response to
[a request for questionnaire criteria.
““ 16'
Warren wrote an Interesting list of criteria. It
was one of the most useful printed articles and provided an :
excellent aid along with Dr. Wilson’s letter and the previ-,
ously cited materials. Warren states;
The following points, if carefully followed, should
help to avoid the most obvious pitfalls of the ques
tionnaire technique. . . *
1. First determine as precisely as possible what you!
want to know. This is important, for you can thus
avoid catch-all questionnaires which are needlessly
long and which may fail to yield the type of informa
tion required.
2. Plan in advance the way in which you are going to
tabulate your material. This is possible through the
use of "dummy tables." Actually construct models of
the table with which you want to end up. These can be
used as a basis for planning the questions you will
wish to ask in order to get the necessary information
for these tables.
3. Ask yourself whether, on the basis of the dummy
tables, you will actually have the answers to the ques
tions you are seeking after you have made all the tabu
lations .
I } . . Draft the individual questions for the question
naire. In general, it is extremely helpful if these
can be in a form which requires only check marks, or
"yes" or "no," or a specific figure for an answer. In i
order to do this, it is necessary to anticipate the
types of answers which will be given. Then list the
possible answers, plus one for "undecided," or "other,";
or "don*t know," where appropriate, so that to answer
the question the respondent need only place a check
mark next to the answer which indicates what he wants
to say. This has the advantage of rapid administration
of the questionnaire and rapid tabulation.
However, there are some types of questions on which
you should solicit individual comment and opinion. For
these, you may want to use "open-end" questions where
the respondent does not check one or more of a number
of answers which are listed for him, but rather supplies
the answer in his own words. This procedure has two
advantages. It enables the respondent to answer in a
17
way which may yield fresh insight into the matter being ^
investigated, and it enables him to use his own words.
The disadvantage here is that such questions are diffi-!
cult to tabulate. However, a little practice with
tabulating open-end questions will train the tabulator
to classify the individual answers into a series of
categories which seem to be appropriate. Nevertheless,
the process is somewhat time consuming.
5. Exercise care in wording the individual questions.
Use language which is sufficiently simple for the
intellectual level of the respondents. Avoid ambiguity^
in the wording. Guard against questions which are
actually "double-barreled" and which ask for a yes or
no answer when it is possible that the answers to one-
half of the question would be "yes" and to the other
half "no." As in interviewing, donlt ask loaded ques
tions. In general, ask a question which is neutral in
tone and clear to the respondent.
6. Try to keep the questionnaire short. A long
questionnaire is particularly discouraging to the po
tential respondent. The schedule can usually be longer
than the questionnaire and still get good response.
7. Carefully explain special terms or categories
used in the questionnaire so as to avoid possible mis
understandings of meaning. Prepare an instruction
sheet for the schedule which defines ambiguous terms
(for example, if you are counting family units, define
"family") and gives instructions as to how to mark for
"no answer," or "questions not applicable to respond
ent," and so on. Such instructions assure valid answers
and facilitate accurate tabulation. The instruction
sheet can be worked up in advance, then modified as a
result of the pretest.
8. Test the questionnaire in advance of mailing it
by getting a small group of people to fill it out. As
a result of the pretest experience you will discover
difficulties in administering the questionnaire, dis
cover questions that cannot be answered in their pres
ent form, and find other "kinks" that can be corrected.
This pretest is often overlooked but it is very impor
tant, for it is desirable to find the deficiencies
before rather than after the questionnaires have all
been filled out. At this time, the instruction sheet
can also be revised. Tabulate the answers, for in the
process you may find that changes are indicated.
9. Mail the questionnaires, or send the interviewers
around with the schedules. In the case of mailed ques
tionnaires, follow-up letters may be important. Unless;
there is special interest in your survey by the people !
who are to fill out the questionnaires, a return of 20 i
per cent is to be regarded as good. You should con- |
sider whether those who return the questionnaire are I
truly representative of the whole group. Often they
j are better educated and have a higher income than the ,
I average. You should send a stamped, self-addressed 1
I envelope. If confidential information is requested,
i you stand a better chance of getting it if the name of '
I the respondent or other identifying data are not re-
i quested on the questionnaire.
I '
! 10. Tally the answers to questions and prepare the
statistical tables. If no cross-tabulations are to be
I used, the easiest way is to take a separate sheet of
■ paper for each question and list the various categories
I of answers with ample space for tallying. The tally
! sheet is filled in according to the way the individual
I questions are answered. By adding the number of tallies
i for each type of ^swer, you will have a summary answer
I for each question^. Where numerical data are requested,
like number of .ÿéars of schooling, you may want to .use
averages, or other statistical measures.^
Kelley has a complete chapter on research and evalu-
lation which will furnish the reader with many ideas to
jcarry on further research or to incorporate into a present
^study. There is a section in this chapter on studies for
course needs, where she mentions a study to change curricu
lum for the terminal student; a study to determine where
the emphasis should be placed upon agriculture; and research
activities as: follow-up studies of graduates and school
leavers, persistency studies, studies of dropouts, and
occupational surveys of parents and students. Additional
I %toland L. Warren, Studying Your Community (New York:
Russell Sage Foundation, 1955) j PP• Biffi-31|5•
19
material in this chapter covers: interpretation of perform-{
I
ances of seniors on the five General Educational Tests, i
visits to alumni on the job, preparation of local norms fori
the standardized tests generally used by the school, and j
the making of surveys as a basis for curriculum changes.^
The Kelley works aided the investigator by showing a format ;
for check lists which was partially incorporated, and there
10
(Were other useful materials in the appendix.
I
i Construction, an expert’s view. In a review of the
!
literature concerning questionnaires, it is very seldom
i
that one is able to find such complete material as Nixon
Ishows in his article. The many other aspects of utilizing
|a questionnaire in a research study are covered by numerous
[authorities, but the area of great importance, construc-
i
jtion, is rarely dealt with in as complete and clear a form
as that which Nixon uses. He discusses paper and ink, ar
rangement, directions, covering letter, envelopes, mailing,
jfollow-up letter, and summary.
; Under his section on paper and ink Nixon mentions:
; 1. The questionnaire should be placed on high qual-
; ity paper.
!
I 2. The page size should conform to that which will
I 9Janet A. Kelley, Guidance and Cyriculum, (Engle
Wood Cliffs, New Jersey: Prentice-Hall, ïnc., 1955)$ pp.
i355-377.
p. 1 | . 9 2 .
20
be used in writing up the study.
3. Page size should be selected for ease in folding I
and mailing in standard number 7 and 8 envelopes .l^- I
Under arrangement is the following:
1. The first or covering page of the questionnaire
should contain the complete designation of the sponsor
ing agency centered at the top. If at all possible
questionnaire investigations should receive the spon
sorship of some recognized professional organization
rather than to be submitted only in the name of some
individual person.
2. The date of mailing should appear on page one
The next few suggestions in the arrangement section
deal with a numbering of questionnaires which was not used
due to district policy.
12. It is recommended that the words "questionnaire"
or "check-list" not appear on the format at all. It is
well known that the questionnaire and check-list are
used to such a great extent that many respondents do
not bother to answer them any more. Reference to the
questionnaire as a "form" or "instrument" may have a
less irritating effect on certain respondents.^3
Under direction, Nixon mentions the wisdom of brief
ness; the provision of having the checking of an answer,
rather than requiring a written answer; and the leaving of
space for comments after each major item, but not expecting
to tabulate these open-ended answers, however.
^^John E. Nixon, "The Mechanics of Questionnaire
Construction," Journal of Educational Research, [j.7:i|82,
j March,
j p. lj.82.
I 13ibld.. p. ii-83.
21
Nixon suggests under the covering letter to use the
most attractive means of publication available, to arouse
interest briefly and quickly in the letter which is not to
exceed one page, use an official letterhead of the sponsor
ing agency, and obtain the signature of the sponsoring
authority at the bottom of the page.
Under envelopes there should be return addresses on
both the outgoing and return, self-addressed envelopes, and
the return envelope should be one size smaller in order
that it will fit without being folded.
It was well worthwhile reading this study, and a
i
: further discussion in this particular study mentions mail-
jing and the follow-up letter. An acquaintance with govern-
! mental postal regulations should not be overlooked since
postage is one of the high expenses.
I
Wording of the questionnaire. Hubbard reports that
; there is great care required in wording the questionnaire.
IIn quoting Blankenship, he points out "danger words" which
i
are characterized by emotional appeal, ambiguity, and too
I high vocabulary level. This statement led to the word
[level research which follows.
^%bid., pp.
! ^5prank ¥. Hubbard, "Questionnaires, Interviews,
IPersonality Schedules," Review of Educational Research,
(12:531)., December, 19l|.2, citing Albert B. Blankenship, "Pre-
ITesting a Questionnaire for a Public Opinion Poll,"
■ Sociometry, 3 s 263-269, July 1, 19l|.0.
22
Thorndike * s word list. In any list of criteria to
be used in formulating a questionnaire, there must be a
section showing that the words included are within the
understanding range of the people to be polled. There is
one expert in this word list field who is known by every
educator. This man, Edward L. Thorndike, has published
considerable material in this field, and his latest book,
iThe Teacher *8 Word Book of 30,000 Words, which was prepared
I with Dr, Irving Lorge in 1 9 i | i | . , has been referred to in
j verifying this particular study as to grade level
I
This verification is quite time consuming. It is
worth the effort though when one knows that a study is com-
i
jprehensible, rather than a mass of confused terms. This
verification is fully dealt with in the appendix.
I High school course list. An interesting booklet was
i Description of Courses and Graduation Requirements. This
jpublication of the Whittier Union High School District
I lists all courses offered in the department. This guide
was then checked with the Guidance Office at California
'High School, The variances were then noted and this was
.used in the check list of the questionnaire (see appendix),
juo greater chance for error exists than in listing the
^Edward L, Thorndike and Irving Lorge, The Teach-
! er*3 Word Book of 30^000 Words (New York; Bureau of Publi-
ications. Teachers College, Columbia University, 19Wi)#
23
curriculum of a school and this list and advice prevented i
17 I
errors. ' ;
Pilot study techniques. The beginning procedures
are mentioned by Shartle and these were used in this study. I
. . . the questionnaire items must be tried out first i
on a small sample of respondents to discover if the in-;
formation received meets the needs. Significant
improvements can almost always be made following the ■
tryout. If possible, the respondents should be inter- I
viewed after filling in the questionnaire to discover
I how they interpreted the items and what suggestions
I they have for clarifying them.l°
1 There is agreement with the above technique by
{Monroe and Engelhart.^^ There seems to be quite a bit of
; agreement between the authorities in regard to the previous
I sampling of "pilot study" procedure. A Department of the
I
INational Education Association says in their publication,
j peel Their Pulse, the following:
j '
; You need to have a "pilot poll" or tryout to see
what kind of answers your questions will get. Only a
I handful of the public to be polled need quizzing in the
! pilot study.
i Most important, the pilot poll will give you in-
i creased assurance and knowledge. It will bring out with
i ^^Description of Courses and Graduation Requirements,
(Whittier, California: Whittier Union High School District,
|i955).
j l^Carroll L. Shartle, Obtaining Occupational Infor
mation (New York: Prentice-Hall, Inc., 1952;, pp. 50-5l*
I ^^Walter S. Monroe and Max D. Engel hart. The Scien-
j tific Study of Educational Problems (New York: The Mac-
imillan Company, 1936), p. yjTI
2k
increasing clarity the paths you want to take and the '
pitfalls you want to avoid in polishing off your big !
poll.20 I
I
Accompanying letter. Smith considers the impression!
I
that is to be made on the person receiving the question- j
naire. He remarks : j
Research workers have often found it worthwhile to
send out letters explaining the purpose of the study |
being undertaken and soliciting the assistance of those'
qualified to give the desired information. This is an ;
especially wise move if the questionnaire is very
lengthy— it creates an interest in the study and it
eliminates the expense of sending out many question
naires which are never returned. It is also a courtesy
to enclose a self-addressed stamped envelope for re
turning the material.21
Other authorities cite the great advantages of using
the accompanying letter technique.22
Follow-up. Good and Scates felt that in order to
assure a higher percentage of returns and have the ques
tionnaires re turned within a reasonable length of time, the
jfollowing may help:
I A card or letter calling attention to the question
naire, one to two weeks after sending the blank.
2ÛFeel Their Pulse, A Guide to School Opinion Poll-
l ing (Washington, D.G.; The National School Public Rela-
jtions Association, a Department of the National Education
iAssociation, 1956), pp. 16-17#
! 2l3j^j[-th, o£. cit., p. 182.
22clande C. Crawford, The Technique of Research in
{ Education (Los Angeles: The Dhiversity of Southern Cali-
jfornia, 1928), p. 178; and Frank W. Hubbard, "Question-
Inaire8," Review of Educational Research, 9:k (October,
;i939), pp. 505-5Ô5.
25
Possibly a second reminder, probably only a post
card.
A second mailing of the entire questionnaire, with a
new cover page or accompanying letter, without waiting
too long for this second mailing; persons may have mis
placed the first questionnaire or it may have become
buried on a desk.
Possibly a personal letter at this point, individu
ally written and signed, as a special appeal for
cooperation, with a return stamped envelope.
A short form of the questionnaire was mailed, asking
for just a few questions or items of information (per
haps sent by airmail or special delivery) phrased so as
to cover the items most essential to the study.
A second mailing of the short questionnaire was sent
to a relatively small number by special delivery, with
an encouraging personal letter. (It may be necessary
to scratch off the list at intervals any persons unduly
irritated or those who have good reason for not respond
ing; however, these names must be included in the count
in calculating percentages.)
Supplementary material went to all those who had re
turned the abbreviated questionnaire, including a few
more essential items of information, and informing them
that this is the last round.
Other special means and techniques included mailing
of a questionnaire to the member, partially filled out
in advance with answers deemed likely for him, together
with a personal letter, suggesting that the information
would not be used without his approval and asking that
he go the rest of the way to complete the question
naire; forwarding of liberal postage, transportation,
or communication expenses; long distance telephone; and
telegraph.23
23&ood and Scates, op. cit., p. 625.
26
III. ACTUAL FOLLOW-UP STUDIES
The Study of 15»000 Teen-Agers. Pamphlet materials
were consulted and an extensive study is recorded in Let’s
Listen to Youth, one of Science Research Associates’ Better
Living Booklets. Their study in the chapter "concerning
school" is recommended to give a researcher a thorough
grounding before he carries on a study. It asks the ques-
!tion, "But what good is high school?" and it gives a
i
jstatistical analysis of their feelings on courses. It
I further discusses the problems of students in regard to
I success and ability. A later section is devoted to the
{attitude toward teachers
The California Study of Drop-Outs and Graduates.
jMcCreary and Kitch have written up a remarkable study in
I Now Hear Youth. This is the story of a cooperative study
I of drop-outs and graduates in the State of California. The
I
Itwo authors drew on their extensive backgrounds in the
{Bureau of Guidance, California State Department of Educa-
jtion.
j This study covered 13,000 former students of high
Ischools and junior colleges. The methodology used involved
i
fboth questionnaire and interview. A fifteen-year scope
H. Remmers and C. G. Hackett, Let’s Listen to
Youth (Chicago; Science Research Associates, l950) , PP• 17-
;25T~
27
from 1935 to 1950 was covered, with the years from 19kl to
194.9 predominating.
The entire booklet is worth reading, but for those
interested in follow-up techniques, special emphasis should
be placed on Chapter VIII, "Are Follow-Up Studies Worth
Their Salt." The area of suggestions is quite comprehen
sive .
They recommend the use of students to aid a study
director as this investigator mentions in the next chapter.
An informal letter should accompany the questionnaire.
After the fifth week, a post-card should be mailed to
{remind the students of the study’s importance and the need
I to secure their questionnaires.
25
Research Bulletin. The NEA Research Division
I has compiled an excellent study guide. Studies of High-
School Graduates. This useful material is available to
members of the National Education Association.
It discusses a study made of Wilson High School in
Washington, D.C., after their graduates were out of school
ten years. It illustrates the many areas of follow-up that
' ^^Wllliam H. McCreary and Donald E. Kitch, Now Hear
Youth, Bulletin of the California State Department of Edu
cation, Vol. XXII, No. 9 (Sacramento: California State
Department of Education, October, 1953)» P* 55.
28
26
another school was interested in learning about.
The other studies discussed include a follow-up
study of 1,000 nonacademic boys, the vocational status of
Business Education graduates, the Evansville, Indiana,
recent graduate study, and graduates and drop-outs in
Virginia.27
Purposes. An excellent description is included in
the following:
Behind all follow-up studies is the desire to im
prove the schools. The school staff itself does not
necessarily know where it is doing its best work or
where it is less successful. Former pupils, however,
can give information about themselves and supply
opinions that may be quite helpful.2o
Further suggestions. Following purposes, there are
further suggestions on the nature and scope of the study,
personnel resources, estimating the cost, selection and
{preparation of the instruments, publicity, collecting the
data, tabulating the data, interpreting the results, using
the results, evaluating the study, and continuing the
: study .29
j 26studies of High-School Graduates, NEA Research
{Bulletin (Washington, D.C.: National Education Association,
{March, 1955)» p. 3*
27ibid., pp. 5-12.
28lbld.. p. 13.
29ibid.. pp. 13-20.
29
They highly praise the Kitch and McCreary study in
Now Hear Youth.While they mention other studies, they
caution the person using a questionnaire to insure that it
suits the school’s needs and situation or it will not he
satisfactory. They suggest the use of faculty, pupils, and,
people in the community in formulating a questionnaire.^^
I
I
Two Follow-Up Studies. Two interesting studies that!
were made available from the NEA Research Division were
Virginia’s High School Graduates and Drop-Outs of 1939-
1940^^ and The York High School Graduate. It is well
worth the experience of seeing finished studies, before
proceeding on one’s own formulation in order to be more
aware of layout and problems.
30ibld.. p. I t ) , .
t '
; 31ibld.. p. 15.
' 32vii>ginia State Department of Education, Division
of Secondary Education, Virginia’s High School Graduates
and Drop-Outs of 1939-40 (Richmond: the DeparWent, 1951)»
.90 pp.
33york Public Schools. The York High School Gradu
ate (York, Pennsylvania: the Schools, 19547» iio pages.
OmPTËR III
!
PROCEDURE
The preceding chapter dealt with a review of the
literature and discussed books that dealt with the back-
1
ground of the problem, factors concerning follow-up !
studies, and actual follow-up studies. This chapter will
deal with the procedure employed.
I I. THE PROBLEM
The emergence of the problem. The investigator had
just finished a practicum in vocational guidance on the
!
'secondary level which raised many questions concerning the
Ihigh school’s place in a graduate’s future. The investi-
!
Igator was amazed to find the excellent plant and high
Equality of personnel and services at California High School.
i
Some forms that were previously compiled gave the
: investigator the idea of following up a new school’s first
'graduating class. This idea was.first discussed with the
! i
{investigator’s adviser. Dr. William Georgiades, of the
{university of Southern California. Then, it was discussed
(With Mr. Arthur Hobson, Principal of California High School,
and Miss Florence Timmerman, Vice Principal of California
i
jHigh School and Director of the Guidance Services, and both
{individuals gave untiringly of their time and useful advice.
Miss Timmerman suggested contacting Mrs. Louise Hilker of
31
the Business Education Department at El Rancho High School
(
in the Whittier Union High School District, in order to j
learn more of their work with a graduate questionnaire. |
Mr. Hobson obtained a copy of the El Rancho results which
!
aided in evaluating the approach that the investigator was !
making.
Mrs. Hilker mentioned that she utilized the typing '
classes in the preparation of envelopes and general produc
tion work. After learning that as a general procedure this
was not a possibility, a student-aide group was set up.
I Many sources of information in the University of
{Southern California and the University of California at Los
I Angele8 libraries were consulted as well as teacher re-
! search materials at the High School. Besides the written
{materials, the investigator discussed the research intended
with many teachers on campus. After trying to find library
{materials of a more specific nature relating to school sur-
I
iveys and checking with others listed in this chapter, a
i
I
trial questionnaire was formulated.
I I
I
Student-aide group. One of the most important areas '
of procedure was the student-aide group that the investi-
!
gator set up, consisting of Cathy Beard, Kathy Bradshaw,
Ardys Gunn, and Connie Leppard, who assisted in the typing
and checking of students’ addresses. These students turned;
out a high caliber of work and were helpful in evaluating
32
i
the preliminary questionnaire* Because of their outstand- !
(
ing contributions, a letter of recognition was formulated
during a discussion with the principal. This letter was
mailed to the parents of the students, with a duplicate j
copy placed in the student’s cumulative folder. This form
is included in the appendix. Each student was given school
service points and taken with their dates to a "completion :
of survey" party at a local restaurant.
A great deal of help with the typing was furnished
by Mr. Sigurd Esselstrom, Business Education teacher at
California High School, in having his students make multi
ple copies of the names on the graduating list and aiding
Iin some of the envelope typing. Mrs. Lois Neptune, Busi
ness Education teacher, California High School, stayed after
I school for some nights in aiding the investigator in turn-
iing out the mimeographed questionnaires.
i The problem became more difficult when the investi-
!
; gator attempted to obtain an accurate, up-to-date list of
! students’ addresses. There was no complete list that was
in a prepared form, but thanks are given for the available
1
names in a partial list that was given by Stuart Waldrip,
I California High School Student Body Vice-President. This
I
Hist was verified by up-to-date telephone listings and tî^
I
missing graduates’ addresses were obtained from the Guid-
iance Office cumulative folders.
33
Sources of information. A preliminary and general
survey of the literature pertaining to the problem was
made. The investigator consulted works by recognized
authorities in the fields of questionnaires and follow-up
as well as research experts. The National Education Asso
ciation Research Service sent a bibliography and booklets
on loan; Ted Bass, Field Representative of the California ,
Teachers Association, supplied a useful booklet on tech-
I
Iniques, Feel Their Pulse ; Mrs. Bettie Pellett. Coordinator
I
Iof Learning Materials of the Administrative Center, Whit-
jtier Union High School District, supplied useful materials
Ifrom her office file; Dr. Claude Wilson, a friend and ex-
i
{professor, aided me through his position as Consultant in
!
I the Division of Research and Guidance, County of Los Angeles
ISuperintendent of School’s Office ; Mr. Philip Nash, of the
ILos Angeles City Board of Education Research Division, is
I an authority on questionnaires and was recommended by Dr.
IWilson as a resource person who was worth contacting. Mr.
*Nash had many useful suggestions in regard to changing the
I
'pilot questionnaire before it was finally used.
I
I Indoctrination of students. The information that
I .
Dr. Claude Wilson gave was one of the clearest thought-out
lists of procedure that the investigator has seen, but un
fortunately the investigator was not associated with Cali
fornia High School last year when the first graduation
34
occurred. Therefore, indoctrination was an impossibility,
as well as having the graduates address the envelopes which;
would have given them a greater personal identification |
with the questionnaire. Also, the typing of the envelopes |
!
by the student-aide group and some typing students took an ‘
extremely long time. ;
Besides the "pilot poll," which seems to be a uni-
I
versai suggestion^among all authorities, there can be no
substitute for having a personal conference with an expert,
1
I such as Mr. Philip Nash of the Los Angeles Board of Educa-
;tion.
I The expert ’ s evaluation. Mr. Nash recommended drop
ping any section of the questionnaire that asked a question
!
{which could be answered by looking in school files. This
j caused some revision. Mr. Nash further stated, in menti on-
ling some research that had taken place employing a prefer-
I
ience scale of subjects, that it would be doubtful of the
i
[validity of a previously contemplated section employing a
I
[grouping of English activities in a 1-11 rating and at-
jtempting to elicit a preference response.
I He thought that the check list on the third page of
jthe questionnaire, which is shown in the appendix, was a
[fine idea which gave the student a variant method of show
ling how he considered the school helped him in specific
I
I areas. These areas included; using your spare time, taking
35:
care of your health, taking part in community and civic
affairs, marriage and family affairs, getting a job, get- j
ting along with other people, preparing for further educa- '
tion, under s t and ing your abilities and interests, ability ;
to read well, using English well, using basic mathematical
skill, and using your money wisely.
Mr. Nash gave some other suggestions which are:
Make the questionnaire as short as possible since
the proportion of returns increase in inverse relation
to length. Stress somewhere the answering of every
question applicable to the respondent. Many items are
skipped for no apparent reason. Suggestion; At the end
of the questionnaire have the statement: "Please check
all items to make certain you have not failed to answer
every item that you might have
This statement in regard to checking was used, ex
cept the word "forgotten" was substituted for the word
"failed." In formulating a questionnaire, wording is a
! very important requisite for success. The word "fail" is
!
i harsh to the ears of some students and may have caused lack
i
I of cooperation.
I
I Pilot study. The investigator conducted two sample
j surveys. One was conducted in a high-ability Senior Prob-
Ilems class, while the other survey was of a lower-ability
I
jSenior Problems class. There were 24 students in the high-
ability group and 21 students in the lower group on the day
I n
! "^statement by Mr. Philip Nash, Los Angeles G ity
I Board of Education Research, in a personal interview, Feb-
I ruary 16, 1957.
36
the sample was taken.
A short introduction was mad© by each teacher and
I the investigator mentioned the purpose behind the survey.
! The students were further told to imagine that they had
graduated and some months had passed. A feeling of confi
dence was created by mentioning that no names were to be
signed on the questionnaire.
The investigator made notes of the questions that
I
j caused the students difficulty when they were answering the
iquestionnaire. After the students finished, a little time
was spent asking their opinions on the questionnaire.
! Their questions during the answering of the questionnaire
I and the later discussion brought forth many interesting
changes in the revised form.
The questionnaires from these two groups were close
ly analyzed and caused some further changes. Some perti-
Inent questions were omitted in some of the lower group’s
I
Iresponses. The statement, "Please read every question,"
I
!was underlined to remedy this situation.
I Stamped, addressed envelopes. In each mailing went
a stamped, addressed, letter-size envelope with the intro
ductory letter and the questionnaire. A small thing as
having an envelope stamped will cause a greater return, it
is believed, as well as having the replies made directly to
the school address rather than to an individual teacher’s
37
home •
Introductory letter. Further higher percentages of ’
returns are supposed to be due to a letter of introduction
which makes clear the purpose behind the questionnaire sent
to the students. Under no circumstance should any mention
be made in a survey or questionnaire that this is to be
used in obtaining an advanced degree. The survey should be'
able to stand on its own merits. Mr. Hobson, Principal of
California High School, approved the form that was used and
! is reproduced in the appendix. He further permitted the
I use of official school letterheads and envelopes with the
I
I introductory letter and reply envelope.
I
I
I Tabulation of the data. Approximately at the same
time the questionnaire was being formulated, the investi-
: gator visited IBM (International Business Machines) at 1666
iwilshire Boulevard, Los Angeles, and learned about their
IIBM 799619MS card which could be used for the quantitative
I tabulation. This card is quite interesting since it has 27
■positions across which allows for 27 different questions
I
^and at least 10 responses for each question. These ten
'different spaces aid a questioner in tabulating a check
!
Ilist response. The MS stands.for Mark Sense which is a
{process involving a machine which senses a mark placed on a
Icard by the specialized electrographic pencil developed by
I IBM, Mr. Marv Connelly of the Service Bureau Corporation,
38
which is a subsidiary of IWL, spent time off from his busy
schedule with the investigator showing how the IBM machines
and processes could aid this research.
A later visit with Miss Dorothy Ernst, Supervisor of
the Whittier Union High School District IBM Office, showed
that this invaluable machinery was available, and necessary
arrangements were made. Miss Ernst was an able teacher in
illustrating the methodology to employ in utilizing the
Mark Sense cards. An elaborate circuit system is employed
on the tabulating machinery and by talking to a person as
Miss Ernst, a greater appreciation of the problems involved
can be gained. The quantitative tabulation would not have
been possible without the cooperation of Miss Ernst and her
staff.
Through the use of the IBM cards, no special segre
gation of the questionnaires was necessary. A study in
iitself could be made of how IBM can aid the high school or
college researcher. After the results were learned, the
I
percentages were calculated and presented in the tables to i
,
{be found in Chapter IV. i
! "A good neighbor." During a recent school holiday, !
I ' I
!the investigator decided to cut the stencil for the final !
i
! ■ i
questionnaire. Due to the format, it was necessary to use I
,an elite typewriter. Upon calling many of the rental type-
I
writer offices, it was learned that none was available.
39
Until this time it looked as if the time schedule would be
ruined as they were to be run off on the mimeograph the
next day. Mr. Old of the Sales Department, Remington Rand
Corporation, provided the solution by allowing the inves
tigator to use a demonstration typewriter with the excel
lent time saver, the Line-â-Time.
Mailing of the questionnaire. All questionnaires
were mailed on March 5th. The girls, though fewer in num
ber, led the boys in returns. The frequency of returns are
listed in the appendix. It was an interesting fact that
the second day’s returns were the highest number received |
in any single day. The last return that is included in
this study came on April 26th. It took 52 days to receive j
(
the return that represented sixty per cent. |
I
I
Subsequent post-card. At the end of almost a month
i
I after the questionnaires were mailed, a post-card was
!
{mailed to all graduates requesting their aid in returning i
■ I
t
j the questionnaires. This brought in a favorable response,
j
j served a public-relations function within the community, ;
I and brought a few responses for additional questionnaires,
as they stated they had lost or misplaced the previous ones.
; i
.The post-cards were hand typed, rather than mimeographed. i
I
This, the investigator believes, increased the effective- |
ness of the post-card. The post-card form is shown in the j
appendix♦ <
CmPTER IV
THE QHESTIONmiRE RESULTS
I I. INTRODUCTION
I
I This chapter is an attempt to give the reader a
isample picture of a large^sized high school^s program as
»
I evaluated by its former students. The questions were
! grouped according to the following categories: (1) voca
tional interests and further training, (2) difficulty in
j obtaining a job, (3) location of company, ( i | . ) approximate
I amount of monthly earnings, (5) personal questions, (6)
, student rating of courses and activities which aided in the
present job or school work, (7) skills in which more train
ing would have been useful, (8) relationship between pres
sent goals and those in high school, (9) opinions of ways of
improving high school experiences, and (10) things most
I enjoyed and most disliked. These categories form the major
sections of this chapter. Data are presented in tabular
I form.
1
Further tables present data concerning student rat
ings, of school aid and their answers regarding which
i
; classes were of most value, least value, and were enjoyed
1
j the most. These tables which deal with value judgments are
,classified according to students who are now in colleges or
[universities, junior colleges, business, the armed forces.
hi
married, and a student who is unable to work due to illness.;
Number answering. There were replies received from |
f
117 girls and 95 boys. It is interesting to not© the large;
percentage of girls that responded since there were only |
158 girls that graduated. This represents over 7k- per cent
of the female graduates and over J 4 . 9 per cent of the male
I
graduates, or over 60 per cent of the entire graduating
class
II. VOCATIONAL INTERESTS AND FURTHER TRAINING
I Vocational interests. In the evaluation of their
I , .....
vocational interests, the first major group of questions
included: What are you doing now? Did you have a hard
time getting a job? How did you get your job? Where is
company located? What is the approximate amount you are
!
j earning per month? And, do you enjoy your work?
I
I
j Occupational statuses. In commenting on the present
Ioccupational statuses as shown in Table I, it is interest-
!ing to note that ten girls have already married. Many of
the fellows who have joined the service have two different
I
[purposes in mind— finishing their military obligation and
* learning a future vocation. Only two of those reporting
Iwere not working, but looking for a job.
I Difficulty in obtaining a job. Since most of the
r " 1 4 . 2
I students will eventually be working, the answers of some of
those who had difficulty in obtaining jobs would be more
pertinent. Though those making these statements were small
in number, this information, recorded below, may aid others
toward a clearer background. They said the following:
"Lack of experience" i | .
One student commented that his schedule at the uni
versity was of such a nature that he could not find an
■employer that could fit him into a position.
!
I "Having to be I8 years of age" 2
I
i "Too many college students looking for jobs"
"I wanted work for only three months» time."
I Of the 135 students that answered this question, 122
answered that they had encountered no difficulty. Only 13
had some problem which is described above.
TABLE I
PRESENT OCCUPATIONAL STATUS OF
212 HIGH SCHOOL GRADUATES
43
[present occupational status
i ........................... ...-.
Number Percentage
1
Working full time 60
28.3
[Working part time
47"" 22.2
1 Housewife 1 0 * " '
k-7
i
Attending school 126 59.0
Business for self 1 0.0
lln the armed forces
i
12"" 5.6
jNot working, but looking for a job 2 0.1
iOther (girl with rheumatic fever) 1 0.0
’ 'Thirty-eight of those working part time are also
[attending school. Seven of those in the armed forces are
taking some advanced training. Two of the housewives are
lalso attending school.
I M I
TABLE II
RESPONSES OP HIGH SCHOOL GRADUATES
HOW DID YOU GET YOUR
TO THE
JOB?
1
QXESTIONs
Means of obtaining a job
Nianber
of students
Direct application 90
Parents or relatives 2 i | .
Other (Describe)
!
' Friend
(k)
Prom a teacher
1
(3)
Contacted by recruiting officer (2)
"From a friend I used to work
for after school" (2)
Job was offered (2)
Neighbor (2)
j Athletic scholarship
(1)
1 "I worked there previously"
(1)
j
Your friend*s parents
7
1
Private agency
5
!u. S. Employment Office
3
'High School Placement Office
2
palifornia Department of Employment
1
- --- - “ ^
Location of company. California High School is not ;
in the city of Whittier, but borders it. In order to check ,
on the geographic area of the student population after
graduation, the question was asked, "Where is your company
located?" It asked for a check and listed many communities.
The answers are shown in Table III.
Approximate amount of monthly earnings. An explana-
jtion of Table IV is necessary. Some of the wages may seem
jlow, but these are drawn by graduates who are only working
Ipart time and attending school. In the last column under
["other" these salaries are practically all under |l50 due
to the part-time work of those reporting or being a part of
I
jthe armed forces. One student makes $500 a month, but is
ipaying a tremendous price by working a double shift as a
j
machinist. A further observation is that even with the
I
confidential nature of the questionnaire and the lack of
I
names on them, fourteen failed to fill in this section.
i
One hundred and thirty-six were eligible to answer.
I Further training. In Table V the graduates were
1
asked to check the kind of training they have had since
high school. The choices listed included; trade or tech-
!
nical school, business school, junior college, university
or college, on-the-job training, adult school, university
extension, correspondence school, and armed forces school.
46
TABLE III
LOCATION OP EMPLOYER
Location Number
Whittier 49
Brea
17
Los Angeles
14
Bast Los Angeles 12
Pico
3
!
Rivera
3
Other areas than those listed^
% further breakdown of those checking "other" shows
jITnspecified 8 La Habra 1
Downey
4
Long Beach 1
jworwalk
3
Los Nietos 1
Montebello 2 Maywood 1
jsanta Barbara 2 Oceanside a
'San Diego 2 Orange 1
Denver
j
1 Point Mugu 1
El Monte 1 Santa Pe Springs 1
Fullerton
1
1 Seattle 1
1
iHawaii
j
1 Stockton 1
Inglewood
I
1 Storm Lake, Iowa 1
i
TABLE IV
APPROXIMATE AMOUNT OP MONTHLY EARNINGS BY
THOSE GRADUATES WHO EITHER HAVE
PART-TIME OR FULL-TIME JOBS
47
per month Number
$150 8
175 4
200
225 15
250
l i j -
275 15
300
4
325 k
350
3
500
K = 72
Other 50
Unspecified
1%
Mode = 225-275
Median = 250
48
TABLE V
FURTHER TRAINING OBTAINED AFTER
GRADUATION FROM HIGH SCHOOL
Type of training Number
Junior college 8l
University or four-year college
64
On-the-job training 52^
Armed Forces school
15
Adult school 11
Trade or technical school 8
Business school
3
University extension 2
Correspondence course
...------ --------- --------...............
1
"^^Some students took on-the-job training during the
summer and are now enrolled in universities and colleges.
49
III. PERSONAL QUESTIONS
This study was interested in learning about the
marital status of the graduates, the specific high school
courses or activities rated by high school graduates as of
greatest value on present job or school work, skills in
which students would want to take more training if they
could return to school, their vocational goals as related
to present opinions, and contact with teachers while in
I school.
I
i Marital status. The figures shown in Table VI show
jthe marital status of the 212 respondents. None is
divorced, and there is one widow.
t
I
I Valuable courses or activities. There can be no
more meaningful information for the future high school stu
dent than a picture of the specific courses or activities
from the wide high school offering in many areas and depart
ments which proved valuable on the job or in school after
graduation. This information will prove of value in future
1
[counseling. These data are in Table VII.
!
1
I Skills in which more training would be desired. The
previous table dealt with courses and activities. Table
!
VIII gives a more specific picture dealing with skills that
■are offered in many courses.
50
TABLE VI
MARITAL STATUS OP RESPONDING
HIGH SCHOOL GRADUATES
! Status
Nimber
i
1 Single
197
j Married
14
j Divorced 0
1 Midowed 1
j Total 212
51
" i
TABLE VII
THE SPECIFIC HIGH SCHOOL COURSES OR ACTIVITIES
RATED BY HIGH SCHOOL GRADUATES AS OF GREATEST
VALUE ON PRESENT JOB OR SCHOOL WORK
Course or activity Number
Typing 106
English 86
Mathematics 65
Science
63
Student activities
51
Sports
34
Speech
33
Student government
23
Bookkeeping 18
Shop subjects 18
High school hobby 11
Hbmeraaking 11
Business mathematics 10
Agriculture 0
TABLE VIII
SKILLS WHICH STUDENTS WOULD WANT TO TAKE MORE
TRAINING IP THEY GOULD RETURN TO SCHOOL
52
Skill Number
Building a better vocabulary 28
Enjoying classical music l5
Understanding what is read in the newspaper 26
Building good sentences 75
Measuring accurately with gauges, rulers,
thermometers, yardsticks, etc. 18
Using basic math (addition, subtraction,
multiplication, division) J 4 . 9
Being interviewed for jobs 21
Being more aware of current events 38
Reading plays 8
Making speeches
Having good handwriting 59
Reading rapidly 92
Ordering things by mail 8
Buying on time payments 16
Writing research papers 58
Writing paragraphs 50
Writing letters 37
Knowing parts of speech 54
Making outlines 34
53
TABLE VIII (Continued)
Skill Number
Using a slide rule 28
Making out income tax
44
Making budgets
25
Using grammar correctly
-
67
Spelling correctly
73
Keeping a checkbook
14
Talking with others about politics
29
54
Occupational goals. The graduates were asked what
I vocation they selected as their life goal when they were in
I high school. On a following line, they were asked to state
I what kind of life work they actually expected to enter now ^
i
I or were a part of at the present time.
I The answers to these questions were classified
I
I according to present agreement with the choice made while
jin high school, and a new choice. It is too early to make
I a prognosis on those students who were undecided at present
las to their occupational goals. The school does offer
! vocational guidance in the classroom and offices. The
[counseling services in colleges, the armed forces, and
I industry may aid these undecided graduates.
I The tables in this section are separated according
I
I to sex. Tables IX and X show information for those stu-
jdents who are still in agreement with their occupational
j goals that were made in high school. Those students who
I have made new occupational goals are shown in Tables XI and i
IXII. I
I
Opinions of ways of improving high school experi-
I
ences. In any survey of high school graduates, many advise
I that it is worthwhile to give the students an opportunity
jfor free expression. This particular question was an open-
:end question, allowing them to put down any particular
jopinion. All responses are mentioned in Table XIII, includ-
jing even those with only a single suggestion.
55
TABLE IX
FEMALE STUDENTS WHO NOW HAVE THE SAME OCCUPATIONAL
GOALS AS THEY HAD WHEN THEY WERE IN HIGH SCHOOL
Occupation Number
Secretarial 16
Teaching
13
Secretary-Housewife
5
Business
4
Housewife
4
Nursing
3
Commercial artist 2
Dental hygiene 2
Dietetics 1
Drama 1
Engineer 1
Occupational therapy 1
Psychologist 1
Totals
54
"56-
table X
MALE STUDENTS WHO NOW HAVE THE SAME
GOALS AS THEY HAD WHEN THEY WERE IN
OCCUPATIONAL
HIGH SCHOOL
Occupation Number
Engineer
15
Teaching 9
Law
7
Mechanic
k
Business 2
Shop work 2
Bacteriologist 1
Baseball coach 1
Biologist 1
Counseling 1
Dentistry 1
Farming 1
Geology 1
Journalism 1
Law enforcement 1
Photography 1
Physical Education-Recreation 1
Public accountant 1
Radio announcer
i
1
Total
52
57
TABLE XI
FEMALE STUDENTS WHO HAVE MADE NEW CHOICES OF OCCUPATIONAL
GOALS PROM WHAT THEY HAD SELECTED WHILE IN HIGH SCHOOL
Previous choice Number
' 1
New choice
Business 9
Housewife
Teaching
3
Housewife
Teaching
3
Business
Music 2 Secretary
Commercial art
!
2 Teaching
jundecided 2 Secretary
[Undecided 2 Teaching
Airline hostess
i
1 Costume designer
Business 1 Navy
Dental hygienist 1 Housewife
i
Dress designer 1 Housewife
!
Me rc hand ising 1 Secretary
1
Nursing 1 Housewife
'office work 1 Buyer
Public accountant 1 Secretary
pales 1 Bank work
Teacher 1 Recreation
1
jUndecided 1 Housewife
Total
1
34
58
TABLE XII
MALE STUDENTS WHO HAVE MADE NEW CHOICES OP OCCUPATIONAL
GOALS PROM WHAT THEY HAD SELECTED WHILE IN HIGH SCHOOL
Previous choice Number New choice
Undecided 2 Telephone Company
Undecided 2 Engineer
Undecided 1 Plying
Undecided 1 Geologist
Undecided 1 Mechanic
Undecided 1 Radio technician
Undecided 1 Sales
Agriculture 1 Building
Auto mechanic 1 Public relations
Aviation 1 Engineer
Commercial art 1 Business art
Drama 1 Business
Geology 1 Banker
Marine biologist 1 Engineer
•Religion 1 Psychology
Scientist 1 Architect
Social work
1
1 Anthropology
1
Teacher 1 Law enforcement
[Teacher 1 Wildlife management
Writer 1 Psychology
Total 22
TABLE XIII
WHAT ONE THING MIGHT HAVE BEEN DONE FOR YOU AT CALIFORNIA
HIGH SCHOOL TO HAVE MADE YOU HAPPIER?
Response Nimber
Nothing 107
Greater participation in school activities 12
More social activities 7
Better counseling 6
Wish that students were friendlier 6
iCourse on better study techniques 5
!
iGreater English emphasis 5
iMore friendly attitude of teachers 3
1
‘ Greater use of essay tests and more work on
' forming an opinion 3
•More school spirit 3
I Senior tradition 3
i
[Better discipline 3
jSwimming pool 3
I
[Less homework 2
[Separating basic course into separate courses 2
I
[More school activities 2
i
I Taken more mathematics 2
better sports scores 2
jAid in social adjustment 2
[More students taking part in student government 2
I
l Aid in developing my initiative ___ 2
6b
TABLE XIII (Continued)
Response Number ,
Less control on students 2
Greater recognition for my accomplishments 1
Easier entrance into school affairs 1
Removing black and yellow flag 1
Greater teacher preparation 1
Less emphasis on the senior class 1
More provision for the intellectual introvert 1
Counseled to take typing 1
i
Better basic course teachers 1
More speech activities 1
Longer lunch hour 1
!
Greater idea of what was required in a course 1
II would have been happier if I had taken driver
! training 1
i
More assemblies 1
Allow me to take radio shop 1
Expect more from me than the others 1
Improve the-bus service 1
Less noise from construction 1
Greater preparation for work 1
[Less variation in teacher»s methods 1
[Better food at the snack shack 1
I
More casual dress dances 1
TABLE XIII (Concluded)
61
Response Number
Improve the differences
Whittier students
between South and East
1
Greater opportunity to have elective courses
To have had the girls more interested in
physical education 1
I
I Lecture courses for college prep students 1
I
'More privileges for seniors 1
More qualified, understanding, and interesting
teachers 1
I
More acquainted with other students 1
Total 212
_
The most enjoyable high school experience. This
question was also an open-end one. The free response gives
a more meaningful insight into student opinion. The data
are shown in Table XIV.
The high school activity most disliked. In order to
'present both sides of the picture, the negative response
was asked for in this question, to accompany the positive
response in the above question. The student could put down
ianything in answering this question which was also free
response. These data are shown in Table XV.
The classes of most value, most enjoyed, and of
least value. The data in this area are divided into many
different areas and therefore tables. These questions were
jsubdivided according to the present positions of the gradu-
jates. These positions fell into the following categories;
I graduates now attending university or college, graduates
jnow attending junior college, graduates now employed,
! graduates now in the armed forces, graduates who have mar-
!
Iried, and a graduate who is unable to work due to illness.
I
I Each question regarding the class of most value is
I
jtreated in five different tables according to the cate-
igories mentioned above. Similarly with the questions in
! regard to the most enjoyed class and the class of least
value. In this section there are eighteen tables, plus the
63
three tables on totals. These data are illustrated in
Tables XVI to XXXIII.
. TABLE XIV
WHAT DID YOU ENJOY THE MOST AT CALIFORNIA HIGH SCHOOL?
Response Number
School and extra-curricular activities
Athletics
Unanswered
Teacher-student relations
Friendliness
The students and the school
Student participation
The teachers and the courses
Football
Drama
School and facilities
School spirit
Student government
Basic course classes
Biology
Art classes
Science and math classes
Zoology
Assemblies
Boys* Physical Education
Shop courses
Girls * Physical Education
30
24
18
12
11
13
9
9
7
6
6
6
6
3
3
3
3
3
2
2
2
2
65
TABIE XIV (Continued)
Response Number
Mood shop
Senior problems
Physics and chemistry
2
2
2
Choir
Freedom
Business classes
Music classes
Photography
World cultures
Typing I
îfelpful faculty
Biology and Physical Education
Senior problems and senior English
Spanish classes
Elective courses
Being a member of the group
Future Business Leaders of America (club)
Drill Team and Girls* Athletic Association
Teachers ■without pets
Wrestling
News staff
Driver education
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
TABIE XIV (Concluded)
66
Response Number
Talking with the Boys* Dean 1
Vocational counseling 1
Mechanical drawing 1
Dance decoration 1
Latin Club 1
Modern business machines 1
Total 212
67
TABLE XV
WHAT DID YOU DISLIKE THE MOST AT CALIFORNIA HIGH SCHOOL?
Response Number
No response 6k
Said "nothing" 22
English
17 :
I "Combined English with social
; studies. Separate English
! classes would be better." (3)
1
I General statement, "English" ( I j . )
j Not enough emphasis in English (2)
i Greater emphasis on English for
; college prep students (2)
I Poor English instruction (1)
I Not enough tests (1)
j "The leniency which the teachers
I . showed in grading and work. I
I believe if they graded harder
and gave more work such as re-
I porting, English assignments,
the student would be better
I prepared for college work." (1)
j Writing themes (2)
English and senior English (1)
Cliques and caste system 10
i
jStudents that caused trouble 8
;Teacher favoritism 7
|¥eak teachers
1
(Physical Education 1 | .
68
TABLE XV (Continued)
Response Number i
The way some of the teachers acted k
Students smoking 3
Snack shack food 3
Unfinished school 3
Strict rules 2
Lack of administrative friendliness. 2
Too many students 2
Too many students to get to know them all as I
would like to have known them 2
No swimming pool 2
Being the highest class and being treated as
babies by the faculty 2
Lack of strict discipline 2
Crowded food area 2
Mathematics 2
American life 2
Cafeteria lines 2
Geometry 1
; Study hall 1
I
IThe executive branch of the student government 1
Classes that did not stimulate my intellect 1
Not enough senior privileges 1
I "Counselors aren * t adequate" 1
jsome students who were attending 1
69
TABLE XV (Continued)
Response Number :
"Raving to be the first ones for everything" 1
"Not having any older students" 1
"Kids going to the store at lunch time" 1
A teacher's philosophy 1
Lack of activities 1
"The first year" 1
Lack of material coverage 1
Homework 1
papid growth 1
Teachers who were not strict enough 1
The conflicting elements between the two areas
^ from which the students came 1
'Teachers encouraging the same people to lead
I all the time 1
(Shorthand II and secretarial practice combined
I for two hours 1
I "Uncoordinated physical education classes for
! those who do not go out for sports" 1 j
j 1
"Lack of college preparatory science courses" 1
Missing nutrition 1
j"Too far to the gym field" 1
l(Girl) Dressing for gym in freezing weather 1
Not having four different grade levels from
j the beginning 1
Crowded conditions which were unpreventable 1
70
TABLE XV (Concluded)
Response Number
History
Overemphasis of student government
Lack of religion in the curriculum
Chemistry
Some classes and homely teachers
I Not enough enclosed eating area
Lack of time to take all I wanted to
-"Teachers who played up educational end of the
I personality over the athletic"
.(Girl) Opposed to playing masculine games in
I gym as basketball and field hockey
I
I Lack of emphasis on extra-curricular as prepar*
; ation for college
i
'Material was covered too fast in shorthand
I
{Lack of time for assignments
jLack of chance to participate in most extra-
j curricular activities
'Open book exams in physics which caused me to
I drop college physics
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Total 212
71
TABLE XVI
THE CLASS WHICH WAS OP MOST
IN UNIVERSITY OR
VALUE TO STUDENTS
COLLEGE
NOW
Class
......... -..............- ............ .........................................................
Female Mal<
Unanswered
7 6
English Orientation 1 0
Driver Education 1 1
Senior Problems 1
3
Senior English
3
2
Annual Staff 1 0
Latin I 0
k
Spanish I 1 2
Mathematics I 0 2
Algebra I
.
0 2
Plane Geometry 0 2
Solid Geometry and Trigonometry 1 1
Typewriting I
5
1
College Typewriting 1 0
Speech Arts 1 0
Dramatics I 2 0
Public Speaking 1 0
Orchestra 0 1
Applied Science 0 1
Biology (Advanced)
3 1
Zoology 0 1
72
TABLE XVI (Continued)
Class Female Male
Chemistry 3 0
Applied Chemistry 2 0
Physics 0 1
Basic Course 1 2
Totals 35 33
TABLE XVII
THE CLASS WHICH WAS OP MOST VALUE TO STUDENTS
NOW IN JUNIOR COLLEGE
73
Class Female Male
1 Unanswered 1
3
1 English-World Cultures 2 0
!
1 American Life 1 0
1
iSenior Problems
j
5
k
1 Senior English
k 3
1 Current Affairs 1 0
i French I 0 1
I German I 0 1
j Mathematics 0 1
'Algebra I 0
3
jAlgebra II 1 0
1 Solid Geometry and Trigonometry 0 1
1 Merchandi sing 2 0
1
jOffice Experience 1 0
1 Office Training 1 0
Office Machines 0 1
1 Shorthand I 2 0
1 Typewriting I 8 0
IArt IV 1 0
1 Dramatics I 1 0
! Applied Science 1 0
TABLE XVII (Continued)
7k
Class Female Male
Biology (Advanced)
3 3
Zoology 0 2
Chemistry 1 1
Wood Shop I 0 2
Mechanical Drawing I 0 1
Physics 0 1
Basic Course 1 1
Totals
37 29
75
TABLE XVIII
THE CLASS "WHICH WAS OP MOST VALUE TO
STUDENTS NOW EMPLOYED
Class Female Male
Unanswered
k
2
Driver Education 1 0
American Life 0 1
Senior Problems 2 2
Senior English 1 1
Hbmeraaking I 1 0
Mathematics I 0
3
Algebra I 0 2
Bookkeeping I 1 0
Business Practice I 1 0
Office Machines
3
0
Shorthand I 2 0
Shorthand II and Secretarial
Practice 2 0
Typewriting I
13
0
General Shop 0 1
Auto Mechanics I 0 1
Vocational Carpentry 0 1
Dramatics I 0 1
Zoology 0 1
76
TABLE XVIII (Continued)
Class Female Male
Mechanical Drawing I 0 1
Welding I 0 1
Physics 0 1
Basic Course 1 0
Totals
32 19
77
TABLE XIX
THE GLASS WHICH WAS OP MOST VALUE TO
STUDENTS NOW IN THE ARMED FORCES
Class Female Male
Unanswered 1 1
Mathematics I 0 2
Algebra I 0 2
Plane Geometry 0 1
Typewriting I 1 0
Mechanical Drawing I 0 1
Radio I 0 2
.
Basic Course 0 1
Totals 2 10
78
TABLE XX
THE CLASS WHICH WAS OF MOST VALUE TO
STUDENTS WHO HAVE MARRIED
Class Female Male (
Unanswered 0 1
Senior Problems 1 1
jUbmemaking III 1 0
! Bookkeeping I 1 0
jMerchandi sing 1 0
I Office Training 1 0
(Typewriting I 3 0
I
Biology (Advanced) 2 0
i
IPhysic8 0 1
I
iBasic Course 0 1
I Totals 10 k
TABLE XXI
THE GLASS WHICH WAS OF MOST VALUE TO j
STUDENT UNABLE TO WORK DUE TO ILLNESS
Class Female
■Typewriting I
I -----------------
Total
__ -
TABLE XXII
THE CLASS WHICH STUDENTS NOW IN UNIVERSITIES
AND COLLEGES ENJOYED THE MOST
[Class Female Male.
Unanswered
3
1
English-WorId Cultures 1 1
American Life 2 2
Senior Problems 2 1
Boys^ Physical Education 0 2
Girls* Physical Education
3
0
Newspaper Staff 0
k
Current Affairs 0 1
French I 0 1
Latin I 0
3
Latin II 0 1
Spanish I 1 1
Algebra I 0 2
Plane Geometry 0 2
Business Practice 1 0
Shorthand II and Secretarial
Practice
3
0
Typewriting I
3
0
!
Art I
1
1 0
i
Dramatics I
3
0
Preparatory Band 1 0
80
TABLE XXII (Continued)
Class Female Male
Glee Club or Chorus 1 0
Freshman Science 1 0
Biology (Advanced) 8
3
Zoology 0 2
Chemistry 0 1
Architectural Drawing 0 2
Mechanical Drawing I 1 2
Physics 0 1
Totals
35 33
81
TABLE XXIII
THE CLASS WHICH STUDENTS MOW IN JUNIOR
COLLEGE ENJOYED THE MOST
Class Female Male,
Unanswered 1
3
English-World Cultures 1 0
American Life
■
1 1
Senior Problems
k 3
Senior English 1 0
Hbmeraaking III 1 0
Boys* Physical Education 0
3
Girls* Physical Education
3
0
Driver Training 1 0
Annual Staff 1 0
Current Affairs 1 0
Spanish I 2 1
Algebra I 1
3
Plane Geometry 0 1
Office Training 1 0
Office Machines 1 0
Shorthand I 1 0
Typewriting I 2 2
Auto Mechanics 0 1
Art I 1 0
TABLE XXIII (Continued)
82
Class Female Male
Art II 1 0
Art IV 1 0
Dramatics I 2 0
Advanced Band 2 0
Glee Club or Chorus 0 1
Orchestra 1 0
Applied Science 0 1
Biology (Advanced)
5 3
Zoology 1 2
Woodshop I 0 2
Mechanical Drawing I
. . _ ...................................
0 2
Totals
.................................................... . ....................
37 29
----------------------------- ■ 83
TABLE XXIV
THE CLASS WHICH STUDENTS ALREADY ENGAGED IN
BUSINESS ENJOYED THE MOST
Class Female Male
Unanswered 2 1
American Life 0 1
Senior Problems 7
1
Senior English 1 0
Homemaking I
k
0
■
Homemaking II 1 0
Boys* Physical Education 0 1
Current Affairs 1 0
Algebra I 0 1
Plane Geometry 0 1
Bookkeeping
3
0
Office Experience 2 0
Office Training 2 0
Office Machines
3
0
Shorthand I 1 0
Typewriting I 2 0
Typewriting II 1 0
Auto Mechanics I 0 2
Auto Mechanics II 0 1
Vocational Carpentry 0 1
TABLE XXIV (Continued)
%
1
- - 1
Glass Female
i
Male
Art I 1
0 :
Dramatics II 0 1
Glee Club or Chorus 0
(
1 .
Biology (Advanced) 0 1
Zoology 0 2
Wood Shop I 0 2 :
Melding I 0 2
IBasic Course 1 0
Totals
-.. . - ....... ......-...........
32
19
85
TABLE XXV
THE CLASS WHICH WAS ENJOYED THE MOST BY
STUDENTS NOW IN THE ARMED FORCES
Class Female Male
Unanswered 1 1
Current Affairs 0 1
Algebra I 0 1
Shorthand I 1 0
Handicraft Shop I 0 1
Auto Mechanics I 0 1
Applied Science 0 1
Radio I 0 2
Photography I 0 1
Basic Course 0 1
Totals 2 10
86
TABLE XXVI
THE CLASS WHICH WAS ENJOYED THE MOST BY
STUDENTS WHO HAVE MARRIED
Glass Female Male
Unanswered 0 1
Senior Problems 2 0
Homemaking III 1 0
Algebra I 1 0
Merchandising 1 0
Office Training 1 0
Typewriting I 2 0
Dramatics I 0 1
Glee Club or Chorus 1 0
Biology (Advanced) 1 0
Wood Shop I 0 1
Physics 0 1
Totals 10
4
TABLE XXVII
THE CLASS WHICH WAS
WHO IS UNABLE
ENJOYED THE
TO WORK DUE
MOST BY A STUDENT
TO ILLNESS
Class Female
Typewriting I 1
Total 1
-- ' "87
TABLE XXVIII
THE CLASS VHIOH WAS OP LEAST VALUE TO STUDENTS.
NOW IN UNIVERSITIES AND COLLEGES
Class Female Male
Unanswered
5
k
English Orientation 1 0
Senior Problems 2 1
Senior English
5 1
Homemaking I 1
1
Boys* Physical Education 0
5
Girls* Physical Education 1 0
Health Education 0 2
First Aid 0
3
French I 1 0
German I 0 1
Latin I 1
2
Latin II 1 0
Spanish I 0
3
Spanish II
1 0
Algebra I 2
Plane Geometry
3
1
Business Practice I 2 0
Office Machines 2 0
Typewriting I 0
Handicraft Shop I 1
0
j...... ......... ............... . ■ ■ ■ ■ ■ ■ ...... ■ .......................
TABLE XXVIII
I
(Continued)
88
Class Female Male
Art II 1 0
iApplied Science 1 1
Chemistry 1 0
Applied Chemistry 1 0
Metal Shop I 0 1
Mechanical Drawing I 0 1
Physics 0 1
Photography 1 0
Basic Course
( Students commented that they
preferred a split of the two
subjects--Social Studies and
English.)
1
3
Totals
35 33
89
TABLE XXIX
I THE CLASS WHICH WAS OP LEAST VALUE TO
I STUDENTS NOW IN JUNIOR COLLEGE
jClass Female Male
1 Unanswered
7 3
1
Senior Problems 1 0
Senior English 0 2
Homemaking I 2 0
Boys* Physical Education 0 1
First Aid 0 1
Driver Training 0 1
Current Affairs 0 2
Latin I 1 0
Spanish I 2 2
Spanish II 2 0
Algebra I
5 1
Plane Geometry 1 2
Business Practice I 1 0
Business Practice II 1 0
Office Machines 1 0
Shorthand I 1 0
Typewriting II 1 0
General Shop 0
3
Art I 1 2
1
TABLE XXIX (Continued)
90
Class Female Male
Glee Club or Chorus 2 0
Freshman Science 0 1
Applied Science
k
2
Chemistry 1 1
Applied Chemistry 2 1
Wood Shop I 0 1
Wood Shop II 0 1
Physics 0 1
Basic Course 1 1
(étudents commented that they
preferred a split of the two
subjeots--Social Studies and
English.)
Totals
37 29
91
TABLE XXX
THE CLASS WHICH WAS
TO STUDENTS NOW
OF LEAST VALUE
EMPLOYED
Class Female Male
Unanswered
k k
Engli sh-World Gulture s 1 0
American Life 1 0
Senior English 1 1
Boys' Physical Education 0 1
German I 1 0
Latin I 1 1
Spanish I 1 2
Algebra I
k
1
Plane Geometry 2 1
Bookkeeping I 2 0
Business Practice I 2 0
Shorthand II and Secretarial
Practice 1 0
Typewriting I 0 1
Handicraft Shop I 2 0
Auto Mechanics I 0 1
Ceramics I 1 0
Dramatics I 0 1
Glee Club or Chorus 1 0
Freshman Science 2
0
_
TABIÆ XXX (Continued)
92
Class Female Male
Applied Science 2 1
Zoology 0 1
Metal Shop I 0 1
Mechanical Drawing I 0 1
Radio I 0 1
Photography i
2 0
Basic Course
(Student commented that she
preferred a split of the
two suhjects--Social Studies
and English, )
1 0
Totals 32 19
93
TABLE XXXI
THE CLASS WHICH WAS OF LEAST VALUE TO
STUDENTS NOW IN THE ARMED FORCES
Class Female Male
Unanswered 1 2
Senior English 0 1
Hbmemaking I 0 1
Latin II 0 1
Spanish I 0 1
G-eneral Agriculture 0 1
Preparatory Band 0 1
Applied Chemistry 1 1
Wood Shop I 0 1
Totals 2 10
%
TABLE XXXII
THE CLASS WHICH WAS OF LEAST VALUE TO
STUDENTS WHO HAVE MARRIED
Class Female Male
Unanswered 0 1
American Life 1 0
Senior English 0 1
Advanced Foods 0 1
Grirls * Physical Education 2 0
French I 1 0
Bookkeeping I 2 0
Speech Arts 1 1
Applied Science
3
0
Totals 10
4
TABLE XXXIII
THE CLASS WHICH WAS OF LEAST VALUE TO A STUDENT
WHO IS UNABLE TO WORK DUE TO ILLNESS
Class Female
Homemaking I 1
Total 1
95
TABLE XXXIV
COMBINED TOTALS OF FEMALE
TO COURSES OFFERED AT
STUDENTS » OPINIONS IN REGARD
CALIFORNIA HIGH SCHOOL
Class
Most
value
Enjoyed
most
Least
value
Unanswered
13 7 17
English Orientation 1 0 1
Driver Education 2 0 0
English-World Cultures 2 2 1
American Life 1
3
2
Senior Problems 9
15 3
..
Senior English 8 2 6
Hbmemaking I 1
k k
Hbmemaking II 0 1 0
Homemaking III 1 2 0
Girls * Physical Education 0 6‘
3
Driver Training 0 1
0
Annual Staff 1 1
0
Current Affairs 1 2 0
French I 0 0
2
German I 0 0 1
Latin I 0 0
3
Latin II 0 0 1
Spanish I 1
3 3
Spanish II 0 0
3
Algebra I 0 2 11 1
TABIE XXXIV (Continued)
96
Class
Most
value
Enjoyed
most
Least
value
Algebra II 1 0 0
Plane Geometry 0 0 6
Solid Geometry and Trigonometry 1 0 0
Bookkeeping I 2
3 4
Business Practice I 1 1
Business Practice II 0 0
!
1
Merchandi sing
3
1 0
Office Experience 1 2 0
Office Training 2
k
0
Office Machines
3 k 3
Shorthand I
k 3
1
Shorthand II and Secretarial
Practice 2
3
1
Typewriting I
31
10 0
Typewriting II 0 1 1 1
College Typewriting 1 0 0
Handicraft Shop I 0 0
3
Art I 0
3
1
Art II 0 1 1
Art IV 1 1 0
Ceramics I 0 0
1
Speech Arts 1 0 1
Dramatics I
3 k
0 !
97
TABIE XXXIV (Concluded)
Class
Most
value
Enjoyed
most
Least
value
Public Speaking 1 0 0
Preparatory Band 0 1 0
Advanced Band 0 2 0
Glee Club or Chorus 0
3 3
Orchestra 0 1 0
Freshman Science 0 1 2
Applied Science 1 0 10
Biology (Advanced)
7 li| O'
Zoology 0 1 0
Chemistry
k
0 2
Applied Chemistry 2 0
k
Mechanical Drawing I 0 1 0
Photography I 0 0
3
Basic Course
3
1
3
98
TABLE XXXV
COMBINED TOTALS OP MALE STUDENTS» OPINIONS IN REGARD
TO COURSES OFFERED AT CALIFORNIA HIGH SCHOOL
1
jClass
Most
value
Enjoyed
most
Least
value
junanswered
13 7 13
Engii s h-World Cul ture s 0 1 0
1
American Life 2
k
0
Senior Problems 10
5
1
Senior English 6 0
6
Homemaking I 0 0 2
Advanced Foods 0 0 1
Boys » Physical Education 0 6
7
Health Education 0 0 2
First Aid 0 0
Driver Training 0 0 1
Newspaper Staff 0
k 0
Current Affairs 0 2 2
French I 1 1 0
German I 1 0 1
Latin I
h 3 3
Latin II 0 1 1
Spanish I 2 2 8
Mathematics I 8 0 0
Algebra I
9 7 3
TABLE XXXV (Continued)
99
Class
Most
value
Enjoyed
most
Least
value
.
Plane Geometry
3 k k
Solid Geometry and Trigonometry 2 0 0
Office Machines 1 0 0
Typewriting I 1 2 2
General Shop 1 0
1
3 1
Handicraft Shop I 0 1
General Agriculture 0 0 1
Auto Mechanics I 1
1 1
Auto Mechanics II 0 1 0
Vocational Carpentry 1 1 0
Art I 0 0
2
jSpeech Arts 0 0 X
1
Dramatics I
!
1 1 1 :
Dramatics II 0 1 0
jpreparatory Band 0 0
1
Glee Club or Chorus 0 2 0
Orchestra 1 0 0
Freshman Science 0 0 1
Applied Science 1 2
k
iBiology (Advanced)
7 0
Zoology
k
6 1
|chemistry 1 1 1
. . ________
TABLE XXXV (Concluded)
100
Class
Most
value
Enjoyed
most
Least
value
Applied Chemistry 0 0 2
Arc hi te 0 tur al Drawing I 0 2 0
Metal Shop I 0 0
3
Wood Shop I 2
k
2
Wood Shop II 0 1 1
Mechanical Drawing I
3 k
2
Radio I 2 2 1
Welding I 1 2 0
Physics
k
2 2
Photography I 0 1 0
Basic Course
5
1
k
101
TABLE XXXVI
TOTALS OF ALL STUDENTS RESPONDING TO THE QUESTIONNAIRE
Classification Female Male
Universities and colleges
35 33
Junior colleges
37 29
Business 32
19
Military 2 10
Married 10
k
Not working 1 0
Totals
Totals
117
of all respondents— 212
95
GHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The summary, conclusions, and recommendations of
this study were based upon information obtained from the
results of a questionnaire which formed the nucleus of the
study. The data obtained from the questionnaire have been
stated in the tables found in Chapter IV. The more signif
icant material has been included in this chapter #
Some students moved without leaving forwarding
addresses with the school or post office. None of the
graduates who were contacted was previously made aware of
this follow-up study, since the Investigator was not a part
of this school district when they graduated, All numbers
must be regarded in relation to the 212 returns of the 350
jquestionnaires mailed.
I
I I. SUMÎARY
!
I This study had as its purpose the formulation of a
I
'Well directed questionnaire and an efficient system of
Ianalysis utilizing follow-up to use with a high-school
[graduating class. This was attempted through an analysis
of the literature and contact with experienced educators
[and authorities in the fields of education and question
naire tec hni que.
! A trial questionnaire was used in a "pilot study"
103
with two high-school senior problems classes and their
forms were analyzed. A conference was then held with
Philip Nash, Office of Research, Los Angeles City Board of
Education, who gave useful recommendations for changes.
The questionnaire was then reworded to conform with the
eighth grade level in Thorndike’s word list.
The questions were in the following categories:
(1) vocational interests and further training, (2) diffi
culty in obtaining a job, (3) location of company, ( i j . )
approximate amount of monthly earnings, (5) personal ques-
itions, (6) student rating of courses and activities which
aided in the present job or school work, (7) skills in
which more training would have been useful, (8) relation
ship between present goals and those in high school, (9)
opinions of ways of improving high school experiences, and
(10) things most enjoyed and most disliked.
Considerable help was furnished by a student-aide
jgroup that was formed at California High School. These
I
Istudents were used as a gauge of student opinion in the
i
Ientire formulation of the questionnaire.
; Questionnaires were mailed to the 350 graduates of
Ithe 1956 class. Responses were received from 212 students.
| a11 questionnaires were to be returned unsigned according
to school district policy.
International Business Machines* equipment was used
in tabulating the data. This greatly reduced the time that
101).
it generally requires and increased the accuracy. Because
of the nature of the data, no further statistical treatment
was made besides tabulation, with the exception of the mode
and median in regard to the salaries received from part-
time or full-time work.
Some of the useful procedures included: the enclos
ing of stamped, addressed envelopes, and introductory
letter explaining the purpose of the study on official
school stationery; and a subsequent post card which thanked
all who participated and asked those who had not returned
their questionnaires to do so at the earliest convenience.
The questionnaire results were obtained from 212
high school graduates (117 female and 95 male) and they
stated the following: I
1. Typewriting I ranked highest as the course with ,
the most value by the female graduates who responded, fol- :
t
lowed by senior problems and senior English. For the male i
I graduates, senior problems ranked highest as the most valu-!
able course, followed closely by algebra I and mathematics
II. '
I
I 2. Algebra I ranked highest as the course with |
! I
'least value by the responding female graduates, followed 1
I
’ closely by applied science. For the male graduates. Span- '
- I
ish I ranked highest as the lea^yvaluable course, followed
closely by physical education and senior English.
3* Senior problems ranked highest as the course
Ï05
most enjoyed by the female graduates, followed by advanced
biology and typewriting I. For the male graduates, algebra
I and advanced biology ranked highest as the course most
enjoyed, closely followed by physical education and zoology.
i ) . . Typing ranked highest as the specific high
school course rated as of greatest value on present job or
school work, closely followed by English, mathematics, and
science.
5, In response to the question regarding skills
which students would want to take more training in if they
could return to school, reading rapidly ranked highest,
followed by building good sentences, spelling correctly.
and using grammar correctly.
6. Forty-six per cent of the female graduates who
responded have the same occupational goals at present as
i
I they had in high school. Almost fifty-five per cent of the
i
j re spending male graduates show present agreement with their
I previous occupational goals. Twenty-nine per cent of the
I female graduates have made new choices of occupational
jgoals from what they had selected while in high school.
I Twenty-three per cent of the male graduates also show new
!
j occupational choices.
j 7. Over fifty per cent of the graduates stated
"nothing" might have been done for them at California High
School to have made them happier. The next highest re-
I
[sponse was five per cent who wanted greater participation
in school activities.
8. Graduates said that school and extra-curricular
activities ranked highest (lij. per cent), closely followed
by athletics (11 per cent), in answer to what was enjoyed
the most at California High School.
9. Over forty per cent of the graduates gave no
response or said "nothing" when asked what they disliked
the most at California High School. English, cliques, and
j
caste systems were next highest.
I
II. CONCLUSIONS i
i
! From the findings of this study and related studies,;
'the following conclusions were formulated: j
1. A more concentrated study of English was indi-
cated after the comments in Table VIII were considered.
2. In another category, all skills in which more
itraining would be desired, were the graduates able to re-
'turn to school, fell in the English curriculum.
I 3. Typewriting I was of great value to graduates
who are now in college as well as to those who are now
employed.
j i j . . Girls not only furnished the highest percentage
of returns in this study, but follow this pattern in many
other questionnaire studies.
I 5* Vocational interests from the evidence in this
study remain the same for only about half of the male and
107
female graduates considered together.
6. California High School has made a deep, positive
impression on many of their graduates since over fifty per
cent stated that "nothing" could have been done to have
made them happier •
III. RECOMMENDATIONS
The following statements are made after careful
thought in viewing the entire study: |
1. A further follow-up study should be carried out j
to give a clearer picture in regard to the students who are!
!
undecided as to their futures. The significant number of ;
students who have changed their opinions in regard to occu
pations indicates a need for a greater exploration into the
many vocational opportunities. Those students who have
changed their minds should be re questioned every two years |
to learn if they have developed a clear philosophy of life =
or to see if they are job hopping. |
i
^ 2. A group of students questioned the philosophy in'
iback of the basic course program. The students should be |
j I
imore aware that basic course is a common body of growth
jexperience8. The students should hear of studies which
I show the high value of core or basic course programs. Some
I students cannot distinguish the high relationship between
!
jsocial studies and the communicative arts.
! There has been a tremendous growth pattern in the
high school area. Most parents and students were aware of
the basic course program when California High School began.
A greater emphasis on orientation must be carried out with
the new students and parents at open houses or Parent-
Teachers’ meetings.
3* Considering the inherent values of building the
necessary leaders that a democracy requires, more use
should be made of student-aide groups. Most students have i
a natural curiosity that can be utilized in problem-solving j
techniques. j
Students can aid as well as receive great stimula- j
I
tion from a research project if they are utilized in evalu- |
jating such things as the "pilot" questionnaires. Their
jideas on format and business education techniques are often
[superior to those of the non-business education teacher.
I I
I Î
Their closeness to student problems furnishes a useful
I I
gauge. The student-aide group is a useful means of develop-:
I ,
ing student responsibility as well as providing a high I
'degree of interest in problem-solving.
BIBLIOGRAPHY
110
A. BOOKS
Crawford, Claude C. The Te clique of Research in Éducation,
Los Angeles: The University of Southern ôalTTornia,
1928.
Kelley, Janet A. Guidance and Curriculum. Englewood
Cliffs, New Jersey: Prentiee-Hall, Inc., 1955.
Shartle, Carroll L. Obtaining Occupational Information.
New York: Prentice-Hall, Inc., 1952.
Smith, Henry Lester. Educational Research, Principles and
Practices♦ Bloomington, Indiana: Educat£onal Publica-
tions, 19Wi'
Warren, Roland L. Studying Your Commxmity. New York:
Russell Sage Foundation, 1955%
B. PERIODICAL ARTICLES
Blankenship, Albert B. "Pre-Testing a Questionnaire for a
Public Opinion Poll," Sociometry, 3:263-69, July 1,
194.0.
Hubbard, Frank ¥. "Questionnaires," Review of Educational
Research, 9:4> October, 1939.
____ . "Questionnaires, Interviews, Personality Sched-
ufes," Methods of Research and Appraisal in Education,
Review of Educational Research, 12:534? December, 1942.
j Nixon, John E. "The Mechanics of Questionnaire Construc-
i tion," Journal of Educational Research, XLVII (March,
I 1954)? 4^1-487.
C. PUBLICATIONS OF LEARNED SOCIETIES
IFeel Their Pulse, A Guide to School Opinion Polling.
I Washington, D.C.; The National School Public Relations
Association, a department of the National Education
Association, 1956.
jKoos, Leonard V. "The Specific Techniques of Investiga-
; /tion: Observation, Questionnaire, and Rating," The
Scientific Movement in Education, p. 382. The Thirty-
- 111'
Seventh Yearbook of the National Society for the Study
of Education, Part II. Bloomington, Illinois: Public
School Publishing Company, 1938.
D. BULLETINS AND PAMPHLETS
Description of Courses and Graduation Requirements.
Whittier, California: Whittier Union High School Dis
trict, 1955.
McCreary, William H., and Donald E. Kitch. Now Hear Youth,
Bulletin of the California State Department of Educa
tion, Vol. XXII, No. 9. Sacramento, California: State
Printing Office, October, 1953.
Remmers, H. H., and C. G. Hackett. Let’s Listen to Youth.
Chicago: Science Research Associates, 1950.
Studies of High-School Graduates, NBA Research Bulletin*
Washington, D.C.: National Education Association,
March, 1955.
Virginia’s High School Graduates and Drop-Outs of 1939-40.
Richmond : Virginia State Department of Education, Divi-i
Sion of Secondary Education, 1951. I
I
The York High School Graduate. York, Pennsylvania; York I
Public Schools, 1954'
I I
i '
I E. DICTIONARIES AND REFERENCE WORKS j
I
I
Barnhart, Clarence L. (ed.). The American College Diction-I
j ary. New York and London: Harper and Brothers, Pub- ■
Ushers, 1948. !
! j
’ Good, Carter V. (ed.). Dictionary of Education. New York i
I and London: McGraw-Hill Book Company, Inc., 1945. I
[Good, Carter V., and Douglas E. Scates. Methods of Re- |
j search. Educational, Psychological, and Sociological. |
I New York; Appleton-Century-Crofts, Inc., 1954* I
I i
[Monroe, Walter S., and Max D. Engelhart. The Scientific i
Study of Educational Problems. New York: The Macmillan !
Company, 1936.
112
Thorndike, Edward L., and Irving Lorge. The Teacher»s Word
Book of 30*000 Words. New York; Bureau of Publica
tions, Teachers College, Columbia University, 1944•
Weckler, Nora. Guide to Selection of Textbooks. Los
Angeles: Cooperative Council on In-Service Education,
UCLA, Los Angeles County, and Cooperating High School
Districts, 1953*
P. UNPUBLISHED MATERIALS
Hobson, Arthur T. "Statement from California High School
Teacher’s Handbook." Whittier, California: Whittier
‘ Union High School District, 1956. (Mimeographed.)
G. LETTERS AND INTERVIEWS
Horner, Eleanor, Registrar, California High School,
Whittier, California, April 26, 1957.
Nash, Philip, Staff member. Office of Research, Los Angeles
City Board of Education, February I6, 1957.
Wilson, Claude E. A personal letter, Los Angeles, January
15, 1957.
APPENDIX
' ' ' 114’
APPENDIX A I
THORNDIKE-LORGE WORD LIST
Each and every word in the questionnaire has been
verified to see if they are within the ninth grade reading
level of students. There are five groups included in The
Teacher»s Word Book of 30,OOP Words. They are: the Thorn
dike count of 4& million words made in 1931; the Lorge
j magazine count, the Thorndike count of 120 juvenile books,
ithe Lorge-Thorndike semantic count, and the "first number,"
i
; which is a summary from all four counts. It is the most
I important and is usually decisive.
^ j I generally checked the "first number" list and if
I the word qualified within the understanding of ninth
; graders, there was no need to check the word further. The
I
list is best described from this statement on page x: "The
;list tells anyone who wishes to know whether to use a word
I
{in writing, speaking, or teaching how common the word is in
standard English reading matter."^
I All words could not qualify in meeting this rigorous '
examination and exact substitutes were found for many of
I
! these, while others were dropped from the list. There are
j
I three words that had to be retained, though they did not
^Thorndike and Lorge, The Teacher’s Word Book of
30*000 Words, pp. ix, x, xi.
115
meet the requirements. These words are: ”gauges,^* "place
ment^ " and "handwriting." "Gauges" is used as part of a
list of measuring devices and showed no problems when given'
to the two test groups. "Handwriting" and "placement" are
terms qsed in the classroom and also presented no problems.
This Thorndike-Lorge ¥ord List tells how common a
particular word is in standard English reading matter. In '
order to explain how these numbers beside the words can
prove meaningful, the book explains:
The words marked M. are approximately the first
thousand for frequency. The words marked A are approx
imately the second thousand. The words marked 1^9 to 30
are approximately the third thousand. Those marked 29
to 19 are approximately the fourth thousand. Those
marked l8 to II4 . are approximately the fifth thousand;
those marked 13 to 10 the sixth thousand; and those
marked 9 or 8 the seventh thousand, bringing the total
for M down through 8 to 7,055* • • .
The word should be taught for permanent knowledge
according to the following rules and principles: • . .
In grades $ and 6. (1) Any word from AA down to 10,
... In grades 7 and 8. The same rule applies here as
for grades 5 and 6, except that "from AA down to 10" is
replaced by "from AA down to 6."^
^Ibld., pp. X, xi.
116
Do AA check
A A
not A A one
AA
put AA or
A A
your . AA more
AA
I name AA working AA
on AA full
AA
this AA part AA
1
iyour AA time
A A
answers AA housewife
17
to A A attending A
this AA school
AA
' que 8 ti onnair e 22 in
A A
are AA business AA
important AA for
AA
please AkA self
A
read AA the
AA
every AA armed A A
question AA force 8
AA
circle AA not A A
male
3 4
working
AA
female 38 but
AA
what
AA looking AA
are
A A for AA
you AA a
A A
doing AA job AA
now
A A other
A A
117
please AA application 32
describe
A placement not listed
•was AA office AA
your
AA private A
first
AA agency 32
after AA friend
AA
|high school 4 , 2 for
AA
i
1 graduation
69
what
AA
idid
1
AA
company
A A
[have
AA
do
A A
hard A A
you
A A
time AA
how
AA
1 getting
!
AA
work
AA
iyes
i
A A
where
AA
ino AA
located A
tell AA
approximate
51
I why AA amount
AA
I
how A A
earning
28
parents A
per
A
or A A
month
A A
relatives 40 enjoy AA
United States AA single AA
employment 28 married A
office AA divorced
29
department AA or
AA
direct AA separated A
kind
ÂJk
supplied
118
AA
life
AA
have
AA:
actually A any
AA
expect
AA specific
15
enough
AA courses AA'
personal A activities A
contact
31
been AA'
teacher AA special
AA
kind AA value
AA
training A present
AA
!
jsince
ÂA following
AA
trade AA skills
39
technical
14
building
AA
business AA better
AA
junior
31
vocabulary 6
college AA classical
9
university A
music
on AA
unders tanding
A
training A
read
AA
adult 16 newspaper AA
extension 18 good AA
corre spondence
17
sentences
49
course AA measuring AA
tell AA
accurately 8
name AA
gauge 8
g
place
AA
rulers
32
thermometer 12 research
119
22
etc. 21 papers
AA
using
AA paragraphs 12
basic
9
letters AA
i addition
1
A knowing
AA
j subtraction 6 parts AA
! multiplication
9
speech
AA
idivision
j
A outlines
24
1 interviewed 26 slide
36
1 aware
33
rule AA
icurrent A income
46
reading
41
tax
A
plays AA budgets
19
making AA grammar 10
1 speeches AA correctly 11
handwriting 12 spelling 44
rapidly
A keeping AA
ordering AA book
AA
things AA talking
AA
by AA with
AA
mail A others
AA
buying AA
about
AA
on AA politics 40
time AA
might
AA
payments
47
happier
AA
writing
39
dislike
23
120
would AA people AA
rate AA preparing AA
help AA further AA
following
AA education A
problems AA understanding AA
proper
:
AA abilities
49
i
columns
49 interests AA
great AA well AA
deal
;
AA English AA
somewhat A mathematical 16
little AA skills 39
uncertain 21 money AA
using AA wisely
spare A
time AA
talking AA
care AA
health AA
community A
civic 8
affairs AA
marriage A
family AA
affairs AA
along AA
121
APPENDIX B
COPY OP FOLLOW-UP CARD I
Dear
In March we sent you a Graduate Questionnaire. If
you have not yet completed it, would you please do so and
return it at your earliest convenience.
Your cooperation is appreciated by Calhi.
Sincerely yours.
Edgar Ross
- 122
CALIFORNIA HIGH SCHOOL
9800 Mills Avenue
Whittier, California
Arthur T* Hobson, Principal
Miss Florence Timmerman Albert L. ¥aer
Vice Principal Director of Athletics
Daniel D. Tebbs Alvin C* Whitcomb |
Director of Attendance Dean of Boys
Warren A. Stevenson Mrs. Dorothy Serafino
Director of Student Activities Bean of Girls
March 6, 1957
California High School is endeavoring to help its
students prepare for the future and we are asking your help
as a member of our first graduating class.
We are very much interested in the progress you have
made during the last few months, and we would like to use
iyour suggestions to better meet the needs of California
j High School. We feel that this information will be useful
I to us in evaluating the results of your training, and your
{Comments will be most helpful if you answer all the ques- j
jtlons which apply.
i [
I It is not necessary to sign your name to the ques- 1
Itionnaire. Please mail it at your earliest convenience in j
I the accompanying self-addressed envelope. * '
I !
I We thank you for your help and cooperation. j
i ;
Sincerely, ,
, Arthur T. Hobson, Principal
I j
: I
By: I
Edgar Ross
Graduate Survey
WHITTISR UNION HIGH SCHOOL DISTRICT
CALIFORNIA HIGH SCHOOL
GRADUATE QUESTIONNAIRE
DO NOT PUT YOUR NAME ON THIS. YOUR ANSWERS TO THIS QUES
TIONNAIRE ARE IMPORTANT.
PLEASE READ EVERY QUESTION
CIRCLE : MALE FEMALE
1. What are you doing now? (Check one or more)
A .__Working full time E.__In business for self
B .__Working part time P.___In the armed forces
0.__Housewife G.___Not working, but looking
D. Attending school for a job
H. Other (Please describe)
2. What was your first full time job after high school
graduation?_________________ _________________________
Did you have a hard time getting a job? Yes No
Tell why _______________
How did you get your job? (Please check)
I
i A.__Parents or relatives E.__High School Placement
B. U.S .Employment Office Office
I G.__California Dept, of P.__Private agency
; Employment G.___Your friends» parents
I D. Direct application H.__Other (Describe)_____
3. For what company do you now work?
Where is it located? (Check one ) Rivera Pico
Whittier East Los Angeles ^Other (Describe)
What does this company do or make? _________________
What do you do at this company? ____________________
Circle the approximate amount that you are earning per
month.
! #150 $175 #200 $225 #250 #275 #300 #325 $350 other___
j
Do you enjoy your work? Yes No Why?
124
Are you: A*___Single B#__Married C
separated D. Widowed
Divorced or
What vocation did you select as your life work when you
were in high school?_________________________________
What kind of life work do you now actually expect to
do?______________
5. Did you have enough personal contact with your teachers?
Yes No If no, please describe -
6. Check the kind of training you have had since high
school:
A .__Trade or technical ÿ.
school P.]
B .__Business school
C .__Junior college H.’
D. University or college I."
On-the-job training
]Adult school
"University Extension
^Correspondence course
"Armed Forces School
Please tell the name of the school or place which sup-
7.
Have any specific high school
— --- ------ -------
courses or activities been
of special value to you on your present job or school
work? (Check)
A. Bookkeeping I. _Speech
B.__English J. Typing
G.___Shop subjects K. _Sports
D.___Student government L. _High school hobby
E. Student activities M. _Agriculture
F.___Business math N. _Science
G •__Mathematics 0.“ Other (Describe)
H. Homemaking
If you could go back to school again, in which of the
following skills would you want to take more training?
Building a better vocabulary
Enjoying classical music
“Understanding what is read
in newspaper
Building good sentences
"Measuring accurately with
gauges, rulers, ther
mometers, yardsticks, etc.
Using basic math (addition,
subtraction, multiplica
tion, division)
Reading plays
]Making speeches j
"Having good hand- .
writing |
^Reading rapidly
"Ordering things by :
mail ;
Buying on time pay-j
ment s ,
^Writing research ;
papers ;
12$
JBeing interviewed for jobs
[Being more aware of cur
rent events
Making outlines
[Using a slide rule
[Making out income tax
[Using grammar correctly
"Keeping a check book
_Writing paragraphs
"Writing letters
Knowing parts of
speech
JMaking budgets
[Spelling correctly
[Talking with others
about politics
8. What one thing might have been done for you at Cali
fornia High School to have made your high school days
happier? j
9* What did you enjoy the most at California High School? |
---------------------------------------------------------------------
10. What did you dislike the most at California High School?
would like to know how you rate the help your high
school gave you on the following problems ;
lA# Using your spare
■ time
'B. Taking care of
I your health
;C. Taking part in
I community and
! civic affairs
I
ID. Marriage and
I family affairs
| e . Getting a job
i
iP. Getting along
with other
people
| g. Preparing for
further educa
tion
columns)
THE UGH SCHOOL HELPED ME
A great deal Somewhat Little Uncertaiuj
126
THE H IG H SCHOOL HELPED ME
H. Understanding
your abilities
and interests
I. Ability to read
well
J. Using English
well
K. Using basic
mathematical
skills
L. Using your money
wisely
A great deal Somewhat Little Uncertain
Check each of the following
BASIC COURSE
English Orientation
I Driver Education
I
I English-WorId Cultures
I American Life
Senior Problems
I
I Senior English
i Cub Reporting
I
' Annual Staff
I Newspaper Staff
I Reading Assistance
Current Affairs
i DRIVER TRAINING
Driver Training
classes you took in high school:j
HOMEMAKING
Hbmemaking I
Hbmemaking II
Homemaking III
Advanced Clothing
Advanced Foods
Social Arts
PHYSICAL EDUCATION
Boys^ Phys. Education
Girls » Phys. Education
Health Education
First Aid
127
FOREIGN LANGUAGE
French I
French II
French III
French IV
German I
German II
German III
Latin I
Latin II
Spanish I
Spanish II
I
i Spanish III
! Spanish IV
I
I
I HATHEHATICS
! Mathematics I
I
^Algebra II
Plane Geometry
Consumer Mathematics
Solid Geometry and
Trigonometry
BUSINESS EDUCATION
Bookkeeping I
Bookkeeping II
BUSINESS EDUCATION (Cont.)
Business Practice I
Business Practice II
Business Practicelll
JXEerchandi sing
Office Experience
Office Training
Office Machines
Shorthand I
Shorthand II and Sec'l
Practice
Social Arts
Typewriting I
Typewriting II
College Typewriting
Jffork Experience
INDUSTRIAL ARTS AND
VOCATÏOIJAL EDTjCATfÔH
^General Shop
Handicraft Shop I
Handicraft Shop II
General Agriculture
Automobile Mechanics I
^Automobile Mechanics II
Vocational Carpentry
Vocational Electronics
imnSTRIAL ARTS AMD VOCA-
TIORAL EDTJGATIOH (Cont.)
^Vocational Auto Mechanic a
^Architectural Drawing I
^Architectural Drawing II
^Practical Electricity
__Metal Shop I
__Me tal Shop II
^Beginning Printing
^Wood Shop I
__Wood Shop II
^Mechanical Drawing I
^Mechanical Drawing II
__Radio I
__Radio II
_Radio III
^Welding I
^Welding II
FINE ARTS
_Art I
_Art II
_Art III
_Art IV
__Gommercial Art I
__Commercial Art II
Ceramics I
128
FINE ARTS (Cont.)
^Ceramics II
_St age craft
^Speech Arts
JDramatics I
^Dramatics II
Public Speaking
_Beginning Band Instruments
Preparatory Band
^Advanced Band
_^Glee Club or Chorus
^Orchestra
_Comm»l Band
SCIENCE
Freshman Science
^Applied Science
Industrial Science
Biology (Advanced)
Zoology
Chemistry
^Applied Chemistry
Physics
Photography I
Photography II
129
Which one of the above classes was of most value to you?
Which one of the above classes did you enjoy the most?
Which one of the above classes was of least value to you?
Thank you very much for your cooperation. Please check all
items to make certain you have not forgotten to answer
every item you might have.
U n i v e r s i t y o f S o u t h e r n C a l i t ' o r n l ' t e

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Asset Metadata

Creator Ross, Edgar Howard (author)

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

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1957-08

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-c37-331423

Unique identifier UC11649799

Identifier EP55741.pdf (filename),usctheses-c37-331423 (legacy record id)

Legacy Identifier EP55741.pdf

Dmrecord 331423

Document Type Thesis

Format application/pdf (imt)

Rights Ross, Edgar Howard

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