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A Study of Guidance Services in the Indiana Public High Schools

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\2 04 S

PU R D U E U N IVERSITY

THIS IS T O CERTIFY T H A T T H E THESIS P R E P A R E D U N D E R M Y SUPERVISION

by

Herman J, Peters

entitled

A STUDY OF GUIDANCE SERVICES IN THE INDIANA

PUBLIC HIGH SCHOOLS

COMPL I E S W I T H T H E UNIVERSITY R E G U L A T I O N S O N G R A D U A T I O N T H E S E S

A N D IS A P P R O V E D B Y M E A S FULFILLING THIS P A R T O F T H E R E Q U I R E M E N T S

FOR THE DEGREE OF

Doctor of Philosophy

Professor

(S. /

H

June

ead of

in

Charge

School

or

D

of

Thesis

epartment

1Q 50

T O T H E LIBRARIAN:--te-

THIS THESIS IS N O T T O B E R E G A R D E D A S CONFIDENTIAL.

I GRAB. S C H O O L F O R M 9— 3-49—1M

FKO FESSO R MT CHAR O B

A STUDY OF GUIDANCE SERVICES nr

the

INDIANA PUBLIC HIGH SCHOOLS

A Thesis Submitted to the Faculty of Purdue University

by

Herman J. Peters

In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

June, 1950

ProQuest Number: 27714153

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is d e p e n d e n t upon the quality of the copy subm itted. In the unlikely e v e n t that the a u thor did not send a c o m p le te m anuscript and there are missing pages, these will be noted. Also, if m aterial had to be rem oved, a n o te will ind ica te the deletion.

uest ProQuest 27714153 Published by ProQuest LLC (2019). C opyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C o d e M icroform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

VITA

Herman J. Peters Born - April 2, 1917 Cuyahoga Falls, Ohio

Academic Career 1939

B. 8. Education - Kent State University, Kent, Ohio

1940

1948

Graduate work, Ohio State University, Columbus, Ohio M» S. Education - Purdue University, Lafayette, Indiana

Professional Experience 1940-1942

Teacher, Boys Industrial School, Lancaster, Ohio

1942-1946

U* S. Air Force - Cryptographic and Intelligence Officer

1946-1947

Teacher, Lafayette Schools, Lafayette, Indiana

1947-1948

Graduate assistant in Education, Purdue University, Lafayette, Indiana

1948-1949

Instructor in Education, Purdue University, Lafayette, Indiana

1949 Summer

1949-1950

Instructor in Education, Ohio University, Athens, Ohio XR Fellow in Guidance, Purdue University, Lafayette, Indiana

Organizations American Psychological Association American College Personnel Association Phi Delta Kappa Kappa Delta Pi

ACKNOWLEDGMENT

To Professor Elizabeth K. Wilson, the chairman of my doctoral committee and graduate advisor, I am deeply indebted. I am very grateful for the assistance given to me by the other members of my doctoral committeet

professors Ida B. Kelley, Edith

A. Weisskopf, B. C. Lawson, Einar R. Ryden, and Lyle 0. Estenson. To Professor B. L. Dodds, I am most appreciative for his encouragement during my doctoral study. To William Brown, Norman Casper, Robert Gehring and Jack Sparks, my sincere appreciation for their generous help in the numerous clerical tasks of this research. To my wife, Annabelle, I owe more than words can tell.

Her

many hours of assistance in this research were so very helpful. More important was her unbounding faith in this adventure. The author is grateful for the financial support given through an XR Fellowship by the Purdue Research Foundation. A special vote of thanks is extended by me to Margaret Glancy for her excellent work as typist.

iii -

TABLE OF CONTENTS Page A B S T R A C T ..................................................... CHAPTER I -

ix

I N T R O D U C T I O N ............................ P r o b l e m .. ........

. ..

1

...........

Specific Purposes of theStudy

.

Significance of the Problem

.

.

2 .

.

3

...........

CHAPTER II - A REVIEW OF THE L I T E R A T U R E ..................... Regional Studies . . .

8

.......................

State Studies, Other Than Indiana

4

9

. . . . . .

14

State-wide Surveys of Guidance Services in Indiana S c h o o l s ....... ... .................

17

CHAPTER III..........- P R O C E D U R E ......... ... .................

21

CHAPTER IV - REPORT OF F I N D I N G S ..............................

28

CHAPTER V - INTERPRETATION OF F I N D I N G S .....................

90

CHAPTER VI - CONCLUSIONS AND R E C O M M E N D A T I O N S

.

112

Assistance by State Universities and Colleges.

112

Improvement of Guidance Through Administrative P o l i c y ............... ... .......... ..

113

Surveys

114

............

Differential Evaluative GuidanceInventory

Pilot Centers

Criteria

. . . . . .

Form I - Small Schools • Form II - Medium Schools Form III - Large Schools

114 • 117 • 120 • 123

• • • •

126

.......................

126

Suggestions for Further Research . . . . . . .

126

Research Centers

- iv -

Page APPENDIX A . ' Copy of Post Card Sent to Each State Supervisor of Occupational Information and Guidance Services ............

128

APPENDIX B.

The Questionnaire

130

APPENDIX C.

The Cover Letter

APPENDIX D.

The Follow-up Letter ...........

........... ...................

B I B L I O G R A P H Y .....................

. . . . . . .

132 134 136

- V

-

LISTS OF TABLES AMD FIGURES List of Tables Table 1.

Page Percentage of Four Year High Schools (in New Jersey) Reporting Selected Guidance Activities, 1931-1947 • .

15

Self-rating of Sixty-two (Indiana) Township High Schools on Guidance and Counseling Programs . . • . •

19

A Comparison of Questionnaire Returns Between this Study and the Indiana Study Commission Report . . . •

26

4.

Distribution of Participating Schools by Enrollment

28

5.

Percentage of Participating Schools in Each Enrollment Group with Various C u r r i c u l a .................

29

Percentage of Participating Schools with George-Barden Coordinators . . . . . . . . . . . . . . .

33

7.

Participating Schools with Orientation Programs

34

8.

Distribution of Participating Schools Which Reported Use of Indicated Guidance Activities in Orientation

2.

3.

6.

9.

10.

11.

12.

13.

14.

15.

.



. . . .



35

Distribution of Participating School Groups by Kind of Assistance in Choice of C u r r i c u l a .................

36

Distribution of Participating Schools by Exploratory Courses Offered ..............................

37

Distribution of Participating Schools in Each Enrollment Group with Clubs in Which Membership Was Limited ................................

38

Distribution of Participating Schools by Types of Clubs with Limited Membership . . . . . . . . . . .

39

Distribution of Participating Schools in Each School Group by Percent of Boys1 and Girlsf Participation in Clubs with Limited Membership . . . . . . ........

40

Distribution of Participating Schools by Methods Used to Acquaint Students with Organizations with Limited Membership . . . . . . . . . . . . . . . . . .

41

Distribution of Participating Schools by Factors Determining Membership ......... . . . . . . . . . . .

42

- vi -

Table 16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

Paëe Distribution of Participating Schools in Each Enrollment Group Which Reported Clubs with Open ................... Membership

43

Distribution of Participating Schools by Types of Clubs with Open M e m b e r s h i p ..........

44

Distribution of Participating Schools by Percent of Boysf and Girls* Participation in Clubs with Open Membership

45

Distribution of Participating Schools by Methods Used to Acquaint Students with Clubs with Open Membership •

46

Distribution of Participating Schools with Occupational Programs and Methods Used * .....................• • •

47

Distribution of participating Schools with Home Rooms and A c t i v i t i e s ................

49

Distribution of Participating Schools with Home Rooms by Length of the Home Room Periods . . . . . . . . . .

50

Distribution of Participating Schools by Personnel Responsible for Carrying out the Home Room Program . .

51

Distribution of Participating Schools Which Reported Regular Administration of Group Tests and Inventories.

52

Distribution of Participating Schools in each School Group Which Reported Administration of Indicated Tests at the Different Grade L e v e l s

53

.

Distribution of Participating Schools by Administration of Type of Tests Listed Below in One or More Grade Levels .......... « ................

54

Distribution of Participating Schools Which Administered Individual Tests . . . . . . . . . . . . . . . .

55

Distribution of Participating Schools According to Personnel Who Administered Group T e s t s

56

*

Distribution of Participating Schools According to Personnel Who Administered IndividualTests . . . . .

57

Distribution of Participating Schools by Location of Cumulative R e c o r d s

58

.

Distribution of Participating Schools Which Reported Placement Services • • • ....................... ......

59

- vii -

Table 32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

P*ge Distribution of Participating Schools with a Plan for Regular Use of Community Agencies for Guidance Services . . . . . . . . ...........

60

Distribution of Participating Schools with a Plan ..................... for Follow-up of All Graduates

63

Distribution of Participating Schools with a Regular Plan for Interviewing Drop Outs . . . . . . . . . . .

65

Distribution of Participating Schools Which Reported Personnel with Released Time for Guidance . . . . . .

66

Distribution of Participating Schools on the Basis of Amount of Released Time for Guidance by Staff Members . . . . . . . . . . . ............. • • • • •

67

Distribution of Participating Schools Which Reported Interviews with Students as Indicated . . . . . . . .

69

Distribution of Participating Schools Which Reported Physical Examinations of Students ...................

70

Distribution of Participating Schools Which Reported Organizations to Plan for Guidance . . . . . . . . . .

71

Distribution of Participating Schools Which Reported School Budget Funds for Guidance Purposes ...........

72

Distribution of Participating Schools Places for Uninterrupted Counseling

Which Reported * ......... . .

73

Distribution of Participating Schools Which Reported Studies of Their Guidance Services Within the Time Indicated ................

74

Distribution of Participating Schools That Reported Bases on Which Their Guidance Personnel Were Selected ........ • • • • • ................

76

Distribution of Participating Schools Reporting Use of Printed Materials for Guidance Purposes ...........

77

Distribution of Participating Schools Reporting Number of In-Service Training Periods to Discuss G u i d a n c e .......... • • . » . • • • •

78

Distribution of Participating Schools Which Made Additional Comments to the Questionnaire . . . . . . .

79

- viii -

List of Figures Figure

Page

1.Titles of Faculty Members Responsible for Guidance Services in the Different School Groups . . . . . . . . 2.

Community Agencies Which Participating Schools Reported Were Used for Guidance P u r p o s e s .............

30

61

ABSTRACT

peters, Herman J., Purdue University, Lafayette, Indiana. A STUDY OF GUIDANCE SERVICES IN THE INDIANA PUBLIC HIGH SCHOOLS June, 1950, 140 pages, 48 tables and figures, 61 titles in the bibliography, appendices*

This study was an investigation of the guidance services offered by the Indiana public high schools.

The main problem of

this research was to formulate a set of differential evaluative criteria of guidance services, based on reported practices.

A

review of the literature indicated few studies of guidance services on a state-wide basis. The procedure for obtaining the data for this research con­ sisted of (1) sending a four-page questionnaire with a cover letter to the principal of each public high school of Indiana, (2) sending a follow-up letter, and (3) visiting twenty-nine schools. Returns were received from 520 schools. received in time for analysis. were*

Of these, 496 were

The main areas of guidance analyzed

orientation, curricular offerings, extracurricular organi­

zations , vocational guidance, home-room organizations, tests, use of community resources, guidance personnel, organization and research. An interpretation of the findings was made in terms of school size and of generally accepted principles of guidance. classified by size as followsi

Schools were

small schools, enrollment under 300;

medium schools, enrollment 300-599; large schools, enrollment 600 and more.

At the end of Chapter V, the findings were summarized in

twenty-five statements which covered the areas mentioned above. The three major conclusions which gave direction for the rec­ ommendations were; !♦

Consideration of the size of enrollment is essential in the appraisal of guidance services.

2.

In the small and medium schools, guidance services are the responsibility of the administrators and the teachers rather than guidance specialists.

3.

In-service training in guidance seems to be the key to the development of extended guidance services in most schools•

Based on an interpretation of the findings and the major con­ clusions , recommendations in several areas were made. 1.

These were ;

Suggestions for the assistance which state universities and colleges might give school personnel and prospective teachers in understanding the principles and techniques of guidance.

2.

Recommendations for improvement of guidance through ad­ ministrative policy.

3.

Recommendations for surveys.

4.

Recommendations for the differential evaluative criteria. A guidance inventory as a means for the appraisal of guid­ ance services was developed.

Three forms of the inventory

were designed, one for small schools, one for medium schools, and one for large schools.

A suggestion for pilot research centers for guidance research. Recommendation that a guidance research center for Indiana be activated#

A STUDY OF GUIDANCE SERVICES IN THE INDIANA PUBLIC HIGH SCHOOLS

CHAPTER

I

INTRODUCTION

The functioning of a school in a democratic society must be in terms of the objectives of the society.

If our goal is to have more

and more youth in high school, an integrated plan must be put into operation to meet the needs of the pupils through vital experiences. In part, the curriculum should serve this purpose.

However, the com­

plexity of the curriculum and the many possible experiences involve the making of choices.

If the choice by the student is to be the best

possible for him, then a definite guidance plan must be operative in the schools.

With the one curriculum of the Latin-Grammar School and

the highly selected student groups, there was little need for guidance. However, with the different curricula necessary to serve the hetero­ geneous student bodies of today, guidance becomes a necessity. At least 81.2% of the youth of high school age in April, 1947, were enrolled in high school.

(5:29)

The four or five curricula de­

veloped to meet the needs of a greater variety of students involve many choices.

Satisfactory adjustment becomes dependent upon function­

ing guidance services. youth.

(4, 12, 24)

There have been many studies of the needs of

However, from time to time it becomes equally im­

portant to take inventory of our services to youth as a basis for de­ termining how well we are meeting the needs of youth.

There have been

studies on various phases of guidance; limited research into small but

— 2 —

important areas of guidance have been made.

In the infancy of the

guidance movement, however, technique has been emphasized with little attention given to the entire dynamic guidance process.

To evaluate

the entire process in Indiana, it becomes necessary to study the ser­ vices now offered in the high schools of this state. The planning and operating of guidance services in a high school must be based on a philosophy of education which has for its core, service to the individual.

,fA successful program of education is

assured upon the realization that we have no more important duty to perform than to guide and counsel pupils.”

(17:28)

For students to go through school either on a chance or an authori­ tarian basis is an inefficient method of using our greatest resource— our youth.

With the complexity of daily living, it is clear that "any

situation which involves choice among alternatives is a situation in which guidance may be important.”

(39:236)

Therefore, basic to the

philosophy of this research is the principle that guidance services are based on a system of values in which individual growth is most impor­ tant.

Conant has stated that "really effective counseling is the key­

stone of the arch of a widespread educational system dedicated to the principle of equality of opportunity."

(8:204)

The guidance point of view in modern educational philosophy focuses attention on each individual--his needs and his meeting and adjusting to these needs. Problem The problem of this research is to formulate a set of differential evaluative criteria of guidance services for Indiana public high schools

"based upon reported current guidance practices*

The effects of the ad'

ministration of the services to youth are a challenge for further re­ rearch and not within the limits of this study* The problem requires a careful analysis of guidance services in the Indiana secondary schools with respect to: 1.

organization of guidance services;

2.

guidance personnel;

3.

areas of guidance;

4.

the place given to guidance in the philosophy of education.

Detailed analyses of each aspect of the central problem will be developed in Chapters IV and V* Specific Purposes of the Study 1.

To arrive at a basis for the development of differential criteria for the evaluation of guidance services.

2.

To formulate a plan for periodical investigation of the guidance services of Indiana public high schools through the use of the criteria developed.

3.

To suggest assistance that teacher-training institutions might give prospective teachers in understanding the prin­ ciples and techniques of guidance.

4.

To recommend services which may be given to schools by universities and colleges.

5.

To single out the services now offered in secondary schools that are in need of improvement.

6.

To arrive at a basis for the development of administrative policy and planning in respect to guidance.

— 4 —

7.

To evaluate the possibility of developing a research center to assist schools in evaluating and developing guidance activities.

Definitions Definitions of guidance and phases of guidance are numerous.

How­

ever, all statements of the meaning of guidance have as their core, service to the individual. For purposes of this research-ttGuidance is the systematic professional process of aiding indi­ viduals in making their choices, plans, and adjustments in undertaking effective self-direction and in meeting problems of personal living related to education."

(32:120)

Indiana public high schools are those secondary schools, tax sup­ ported, which have grade levels or combinations of grade levels seven to twelve. Participating schools are those secondary schools with a completed questionnaire.

Other terminology will be defined as may be necessary

throughout the study. Significance of the Problem A study of the guidance services in the State of Indiana is necessary if Indiana is to give its youth the best in educational ex­ periences.

Various educational groups, organizations, and authorities

have emphasized the need for guidance. Mathewson, a leader in guidance, stated: In the midst of social demands and internal debate, the vitality of the guidance movement is displayed in professional ranks through an intensification of attention to old problems and through direction of interest to new ones. In a period when confusions among men and

— 5 —

needs for improved personal adj us tments appear to be greater than ever, the applications of professional guidance and personal services among youth and adults seem more urgent and imperative • In meeting these needs, clearer notions of strategy and purpose would seem desirable. We find ourselves at a point where attempts to take stock in the field of guidance and educational personnel services and to sketch out possible lines of future advance might be useful. (31:17) The Educational Policies Commission stated: The keystone of the school program is guidance— personal as­ sistance to individual boys and girls in making their plans and de­ cisions about careers, education, employment, and all sorts of personal problems.— — Guidance is not the work of a few specialists. It is rather a service from the entire school staff, which requires some people with special knowledge and skills, but enlists the co­ operation of all. (14:39) An adequate guidance program in operation is a goal set forth by state educational leaders.

If a program is to be in operation, then it

becomes imperative to examine the program and the efficiency of its operation. C. T. Malan, former State Superintendent of Public Instruction in Indiana, emphasized that ’’School administrators and teachers are greatly concerned with their responsibility toward high school youth in time of war and peace.

This anxiety of school people is inherent in a guidance

program, because guidance should lend itself to a consideration of the potentialities of each boy and girl.”

(31:1)

An analysis of the guidance services of the public high schools of Indiana is a vital source for information necessary to an effective teacher-training program.

If the teacher-training institutions of this

state are to prepare prospective teachers to accept responsibility for guidance of youth, it is imperative that these colleges and universities know the scope of guidance in our schools today.

Only then will the

schools give training based on the needs in the field.

The needs of

6

youth have frequently he en studied; little has been done to ascertain just how we are meeting those needs through a study of our programs in school and, in particular, through a study of the guidance services offered.

The State of Indiana bulletin on "Teacher Education and

Certification" lists the professional requirements for a teacher*s certificate as credit of eighteen semester hours in professional education with a minimum of two hours in each of the five following areas s

educational psychology, general method, principles of second­

ary education, guidance, and special methods in the comprehensive area.

(49 $23)

It is tremendously important that the guidance infor­

mation given to fulfill this requirement be as accurate and useful as possible* Mennes in an address before school administrators stated that "All trends show need for guidance services.

Guidance services are

rapidly emerging as essential parts of all education."

(33;155)

Miller, also speaking before a group of school administrators, stated; The commission of education has recently announced the appointment of an Inter-Divisional committee on Pupil Personnel Services within the Office of Education which has been assigned as part of its duties the following; *The Committee will concern itself with a study of the scope, purpose, and functions to be included in a comprehensive program of pupil personnel services sponsored by the Office of Education in its several divisions.* Particular attention will be paid to a delineation of the functions and purposes of the guidance aspects of such a pro­ gram. (34:146)

Indiana with its many small schools presents a challenge to teachers

- 7 -

and administrators to offer the best in guidance services to its youth. A program of guidance is much needed in schools in small communi­ ties. Although these schools have a relatively small enrollment made up of pupils with whom the teachers have been acquainted throughout the elementary grades, nevertheless teachers and administrators in many small schools know less about their pupils than do the faculties of large urban schools. Broady states that teachers and superintend­ ents of small schools have not yet taken the trouble of systematizing their program of fact collecting, fact recording, and fact interpret­ ing.... (1:51) One of the chief purposes of this research is to analyze those parts of the guidance programs of the state which need emphasis in the in-service training of our teachers.

That this is important is attested

to in the statement that "In-service programs of education are needed quite generally both to stimulate curriculum revision and to bring teachers up-to-date on such topics as the development of adolescents and new approaches to guidance function.

Counseling service must be

provided much more generally and generously than has ever been the case...."

(2:76)

Examination of the services of guidance brings into focus the pro­ gram needs in our schools.

The importance of a survey of guidance

services is clearly stated by Seymour:

"This survey type of research

shows so clearly the progress of the guidance movement that it should be done at least biannually with the results widely publicized." (45:152)

To date there has been no extensive analysis of the guidance

services of the Indiana public high schools. There has been some research on evaluation of guidance practices. A review of this research will be presented in Chapter II.

CHAPTER II A REVIEW OF THE LITERATURE Studies concerned with guidance services have for the most part emphasized limited aspects of guidance•

There are relatively few

studies on as large a scale, such as a state-wide survey or regional basis,

part of this may be due to the "newness" of guidance, combined

with the difficulty of obtaining a representative sample for accurate analysis and interpretation.

Our discussion will be limited to a

review of several of the major surveys of guidance and a mention of studies of limited scope.

Seymour emphasized the need for more

systematic evaluation of personnel programs.

(45:151)

The problem of this dissertation is not concerned with evaluation on an individual school basis; it is concerned with an analysis of guidance services on a state-wide basis. of guidance is important.

Individual school evaluation

However, it is equally important to have a

clear picture of the state-wide and even larger geographical areas of guidance services.

Since society is increasingly mobile, a cooperative

working and understanding of guidance functions above and beyond the narrow boundaries of a single school district are demanded. The review of the literature has been divided into three parts for the purposes of discussion.

(1)

A postcard (Appendix A) survey

was made asking each state director of Occupational Information and Guidance Services or the State Superintendent of Public Instruction for information on state-wide surveys of guidance services in his state*

A total of forty out of forty-eight possible replies were

received.

If the return letter indicated a survey in progress or

— 9 *

that one had been made, a follow—up letter was sent to obtain informa­ tion about the particular study mentioned.

(2)

The second method was

a review of selected abstracts of doctoral dissertations which were found in the Purdue University Library.

If the abstract was directly

related to this study, additional information on the thesis was sought. (3)

The third method was a review of the listings of doctoral disserta­

tions completed or underway. these studies.

(20)

Letters were sent to the authors of

Replies were received in each instance, but they did not

offer much in the way of providing additional information. A»

Regional Studies. There are studies which have been nation-wide or regional in

scope, that is, studies which have been broader in scope than one school district or school corporation. In 1933, Gee (19) made a study of guidance services in Southern schools.

He analyzed guidance practice in 657 of 1,019 secondary

schools of the Southern Association.

He compared his results with

practices in fifty-one selected public secondary schools of the United States. Several of the outstanding implications and recommendations were : 1.

The small size of a school is no excuse for lack of an organ­ ized guidance program.

2.

Improvement is needed in individual educational opportunities afforded youth.

3.

Either a trained psychologist or guidance specialist should administer and interpret the testing program.

- 10

4*

Definite provisions should be made for guidance practices such as greater use of guidance material in classroom instruc­ tion#

5.

The use of guidance-trained personnel is essential.

Segel and Proffit (44), in 1939, reported on pupil personnel ser­ vices as functions of state departments of education.

The report was

limited to a description of attendance requirements in all states and to occupational information services of some states. In 1941, Kefauver and Hand (26) made a study of guidance services of nineteen schools in ten cities.

The cities were selected on the

basis of their interest in and emphasis on guidance, together with representation of varying community types. The scope of their investigation included an analysis of guidance objectives, description of guidance programs in the schools and the measurement of certain characteristics of the students in the schools. The determination of objectives was made through an extensive analysis of the literature on guidance, through submission for review to graduate students in guidance and professional guidance workers. A revised statement of objectives was then submitted to a total of 345 persons including seventy-two junior high school principals, ninetyseven senior high school principals, forty-eight counselors, thirty professors of guidance, and forty-five professors of secondary edu­ cation.

An analysis was made of the objectives of each vocational,

social-civic, health, and recreational guidance. covered the following points :

These objectives

-

1.

11

-

To assist students to reach the optimum in total personality development through the use of the school and community re­ sources,

2.

To promote student participation in out-of-school activities for the mutual benefit of self and society.

These two objectives were given as general purposes and involved a third one which emphasized assistance to students in formulating and setting achievable life goals and plans to reach these goals. As a result of their study, Kefauver and Hand listed several other objectives, more specific in nature.

One of these was concerned

with helping students secure information on factors to be considered in formulating life plans, the advantages and disadvantages of these plans, personal ability and interest needed to achieve the goals, the educational opportunities available and those needed, and lastly, assistance in knowing where to go for guidance. Based on these objectives for students, Kefauver and Hand added two objectives for educators.

One of these objectives centered on

the need for educators and parents to be aware of the needs of stu­ dents and then to improve educational practices on the basis of the student needs. Greenleaf (21) made a nation-wide survey of guidance in public high schools in 1942*

A questionnaire was mailed to approximately

25,000 high schools in the United States.

The problem was to find out

where school guidance programs were functioning and in what guidance activities workers were participating. questionnaire for comments.

Opportunity was given in the

Of the 25,000 public secondary schools.

-

12

-

6,799, or twenty-seven percent, reported various types of guidance pro­ grams and thirty-four percent stated that they had no programs.

Of the

total number of surveyed schools in the United States, analysis by states showed twenty-eight percent of the schools in Indiana reported some type of guidance program (246 schools).

Of the remaining Indiana

high schools, forty-one percent (352 schools) reported no program, and thirty-one percent (266 schools) did not reply.

In the entire State of

Indiana, only five full-time and twenty-two half-time counselors were reported.

Greenleaf concluded by saying, "Without counselors certainly

the majority of pupils are left to their own devices for information and are neglected as far as purposeful training for their future is con­ cerned. ”

(21i600)

In 1946-47, Swift (51) investigated the nature and scope of guid­ ance programs in a selected number of secondary schools of the Southern Association of Colleges and Secondary Schools.

The procedures used

were questionnaire, personal interviews, and visitation.

The ques­

tionnaire was sent to 1,094 member secondary schools of the Southern Association with a letter from the Chairman of the Secondary School Commission of the Southern Association of Colleges and Secondary Schools.

Additional information was gained from 110 state secondary

school administrators, from a report from seventy selected schools and from observations based on personal visits to eighteen schools.

Co­

operating in the investigation were 503 secondary schools of the 1,094 mentioned. Analysis of the material by Swift revealed these high points :

- 13

1.

The eighteen selected schools had a better guidance program than most of the secondary schools.

2.

The principal was the chief guidance worker in the small schools while in the larger schools the deans of girls and boys, assistant principal, or counselors had the main guidance responsibilities.

3.

The eighteen selected schools surpassed other Southern schools in the quality of their programs in the guidance areas of home room organizations, counseling, and follow up.

4.

School-parent relationships and school-community relationships were found to be in greatest need of improvement

in both groups

of schools--selected and the general group of participating schools. Swift stated that the implications of special significance in her study were : (1) Guidance programs have not been well developed in schools in the South. This situation suggests that Southern educators ap­ parently have failed to recognize the wholeness of human personality, that all problems of the individual overlap, that human beings are unitary organisms, at least as far as these concepts are reflected in their guidance programs. The most compelling reason for inadequate guidance of personnel was believed to be the lack of a real philoso­ phy on the part of school people--teachers and administrators--of the importance of guidance activities in the secondary school. (2) Guidance programs were not organized systematically to meet the particular needs of the students, and the guidance responsibili­ ties centering in the guidance office were not clearly defined. Other implications were concerned with the importance of develop­ ing better counseling techniques, enriching the curriculum, establish­ ing home-school and school-community relations, and inaugurating inservice training for school counselors.

— 14 —

B*

State Studies (Other than Indiana). Investigations of guidance services within the boundaries of a

particular state are relatively few. A first study of guidance services on a state-wide basis was made in New Jersey in 1930-51 by Rutgers University.

(10)

Surveys on the

guidance practices used in the secondary schools of New Jersey have been made at five-year intervals with the exception of the war years when the interval lasted seven years.

In general, the purposes of these

studies have been to secure the information necessary for a description of guidance practices in the secondary schools of New Jersey to deter­ mine trends.

The method of research for these studies has been the

questionnaire technique. Some comparison, given in Table 1, between the 1931 four-year high school guidance program and that of 1947 in New Jersey emphasized high lights of progress in guidance as found in the 1947 study. In 1947-48, Lovelass (28) analyzed the guidance service of sixtyone selected Illinois high schools.

His problem was an analysis of

guidance services and a comparison with results of students in some of these selected high schools on two inventories.

Using the Illinois

Revision of the Kefauver-Hand Guidance Test and the Mooney Problem Check List, Lovelass compared schools high on the Kefauver-Hand Guidance Test, schools low on the Kefauver-Hand Guidance Test, schools high on the Mooney Check List and schools low on the Mooney Check List according to the number of problems checked. The study instruments consisted of a questionnaire, the North Central Association Guidance Check List, the Illinois Revision of

— 15 —

TABLE 1 Percentage of Four Year High Schools (in New Jersey) Reporting Selected Guidance Activities 1951-1947 (11:15)

The program includes provisions for

Percent

Curricular guidance

90* 97**

Guidance through the home room

40 71

The presentation of occupational information

64 95

The course in occupations

24 55

Occupational information through subject matter courses

50 78

Occupational information through movies

57 87

Visits to industry

65

Speakers on occupations

87 87

Counseling services

59 99

Testing services

57 90

Placement of graduates

14 74

* 1951 ** 1947

66

16 -

the Kefauver-Hand Guidance Test and the Mooney Problem Check List (High School Form)•

The contacts were via mail.

The sampling con­

sisted of schools which stated their willingness to cooperate in the study.

The schools were distributed over the state•

Fourteen of the

sixty-one schools were selected for analyses on results of the KefauverHand Test and the Mooney Check List. Lovelass reached the following conclusions : 1.

Schools with an organized program had students with relatively extensive information to meet their life problems,

They

checked relatively few problems on the Mooney Problem Check List. 2.

A well-organized counseling program seemed related to the findings presented above.

3.

Hot all seniors who desired counseling had made satisfactory relationships with one of the staff members.

4.

Results of the Mooney Problem Check List indicated that the needs of about twenty-five percent of the students were not being met through school activities.

Other studies of guidance services have been made in Illinois, Utah, Minnesota, Montana, North Carolina, New York, and California. The main purpose of these studies was to analyze only the current guid­ ance practices or to emphasize particular areas of guidance service. At this time, doctoral dissertations are being written on various aspects of guidance activities in the secondary schools of Arkansas, Michigan, and Ohio.

This reveals the importance given to a study of

guidance from the "services in operation" angle rather than only from

- 17 -

11the needs of y o u t h # I n other words, current studies seem to em­ phasize consideration of guidance services now in action in approach­ ing the problems as indicated by studies of the needs of youth# C.

State-wide Studies of Guidance Services in Indiana Schools. Insofar as this writer has been able to determine, there have

been only two pieces of research which deal with the topic of guidance services in Indiana# Reimners, and Whisler.

One of these is the 1939 study by Schwehn, (43)

This study was made with the questionnaire as the instrument of research, which was sent to administrators of all secondary schools in the state#

Three hundred and thirty-five blanks were returned.

The analyses of the data were focused on the topics of :

health, guid­

ance, educational guidance, vocational guidance, social-civic guidance and extracurricular guidance. Some of the important findings are as follows; 1#

Available school records were used by only a small per­ centage of reporting schools.

2.

There was no systematic inquiry by the schools into the health of its youth.

3.

Class organizations, musical groups, and athletic teams were the most common forms of guidance.

4.

The curriculum was dominated by college preparatory courses.

5.

Methods of helping students such as use of community re­ sources, explanatory activities and the like were prac­ ticed by a minority of schools.

— 18 —

The report concluded with the statement that "It seems evident that some guidance attempts have been made in the schools of Indiana, but it is also apparent that there is a field in which considerably more effort might be well repaid."

(43:22)

A study of limited scope was made by Shaw (47) in 1948 of voca­ tional guidance in secondary schools of Indiana. participated in the survey.

One hundred schools

The overall conclusion found a higher per­

centage of guidance activities in the schools with three hundred or more enrolled. In 1948, the Indiana School Study Commission (25) surveyed the guidance services in a sampling of sixty-two Indiana township high schools.

The instrument for their research was the North Central

Association of Colleges and Secondary Schools self-study guide. findings of this limited survey of guidance services are given in Table 2,

The

TABLE 2 Self-rating of Sixty-two (Indiana) Township High Schools on Guidance and Counseling Programs* (25:110)

Characteristics

Number of Schools Rating Program** as Moving Moving Inade­ Toward Minimum Toward Optimum Optimum quate Minimum Program Program Program Program

Role of Guidance Service

1

26

25

7

1

Cumulative Records

4

22

26

6

3

4

36

11

11

5

11

28

11

7

13

17

22

8

In-service Training Program 13

9

33

5

2

4

37

15

5

1

10

33

12

5

5

20

25

10

1

11

27

15

6

1

Pre-orientation Program

9

21

20

9

2

Placement and Follow up

13

13

21

12

2

Special Studies

16

14

17

12

2

Evaluation of Guidance

22

25

10

3

8

21

26

5

Information about Pupils Training of Guidance Director Organization of Program

Counseling Services Role of the Teacher Study of Pupil Needs Use of Community Resource s

Discovering Special Abilities

-

1

1

* Data recorded on form "A Self-study Guide for High School Guidance and Counseling Programs" prepared by a committee of the North Central Association. ** Total number of schools opposite various characteristics will not always be 62, due to fact that one or two schools in some instances did not give ratings.

-

20

-

Summary A review of the literature relevant to an analysis of guidance services within a state reveals relatively few reports of research. Current attempts to study guidance services have been reported.

How­

ever , the exact nature of these studies has not yet been made available. There have been several studies of guidance practices of selected high schools.

The writings on principles of guidance at one end of the con­

tinuum and the needs of youth, at the other end of the continuum, need a connecting link of analysis of service if we are to have a more com­ plete picture of the role of guidance in modern education.

This study

is an effort to examine and analyze the current situation in guidance in Indiana public high schools.

From this investigation it is hoped

to formulate differential evaluative criteria which will help school people to determine progress to date and implement the program for improvement. A review of the literature relevant to evaluation and appraisal of guidance services will be considered in Chapter III, "Procedure.”

- 21 -

CHAPTER III PROCEDURE

The procedures of this study have been based upon the guidance services that are actually being offered by the schools.

Before dis­

cussing the actual procedures of this research, a brief review of the thinking on appraisal of guidance services will sharpen the view of the problem of this dissertation. Kefauver and Hand stated: Many of these evaluative judgments are based on informal observations. It is not always possible to secure all the facts which are needed to make wise judgments. However, more facts could be gathered than are used in most situations. Teachers, guidance workers, and school administrators should be encouraged to secure and examine pertinent evidence of the value of their work. Such an approach is highly desirable, even though only partial data can be secured and many factors must be considered for which data cannot be gotten. Periodically there is need of a more systematic analysis and appraisal of the guidance service. More data would be secured in such a stock-taking than is ordi­ narily possible in the normal operation of the program. (26:241) Froehlich reviewed the literature on evaluating guidance proced­ ures and listed seven classifications or ways for appraisal of guid­ ance services:

(l) external criteria, (2) follow up, (3) client

opinion, (4) expert opinion, (5) specific techniques, (6) withingroup changes, and (7) between-group changes.

He concluded that

"On the basis of this review, it is impossible to identify one or the best method.

There is, therefore, a need for research to dis­

cover the relative efficiency of methods."

(18:16)

Kefauver and Hand stated that "A variety of methods might be used in evaluating guidance.

Many approaches might be made in secur­

ing information which would contribute toward the evaluation of

-

guidance services*

Some of them are more valid, than others

will make some contributions.

t "but

22

-

each

It is important, however, that the

limitations of the method be recognized....” (27:114) listed six ways of evaluating guidance practices :

These authors

(1) analysis—

descriptive method, (2) practices vs_ "standard” program, (3) before and after student reactions, (4) measurement of certain student charac­ teristics after having had guidance service, (5) analysis of character­ istics of pupils under different types of guidance services, and (6) follow-up techniques. Lovelass in his analysis of the review of evaluative techniques by various guidance personnel divided the evaluation approach into two phases :

(1) the standard program approach, and (2) the study of the

individual.

(29)

He itemized the strengths and weaknesses of the two

approaches as follows: STANDARD Weaknesses 1, 2.

Assumption of perfect program. Lack of results.

Strengths 1. 2. 3.

Use of guidance expert's judgments. Stimulates staff to critical analysis of program. At least some indication of the organization of a program.

INDIVIDUAL Weaknesses 1, Lack of outcome criteria. 2. Difficulty of having com­ parable control group. 3* Other variables in the picture. 4. Intangibility and complexity of guidance. Strengths 1. Guidance is for the student, 2. If it works, it does give some indication of guidance,

Actually any complete evaluation of guidance services should

— 23 —

include the program, the individual, and a study of all those factors which affect guidance# The development of a set of differential criteria requires a perspective on guidance activities rather than a detailed study of a particular phase of guidance.

Proceeding from the criteria, via a

perspective view, gives a gestalt of guidance, into which the various phases of guidance may he seen to fit properly. The empirical approach to this study offers a potential basis for a more realistic picture of guidance services and development of evalua­ tive criteria.

In visiting one of the smaller high schools, the author

was told by a principal that it becomes rather discouraging to use a set of evaluative criteria on the basis of which a "poor" rating is obviously inevitable.

These criteria were comprehensive in scope and

included as critical standards many activities that are not usually found in small school programs. A review of procedures used in measuring and evaluating guidance services may be found in various reports on limited areas of guidance. Rare are the studies which investigate the services being offered. It seems to be a logical approach to investigate just what services are being offered and the nature of those services before evaluating the outcome of guidance practices.

These studies of the results of

guidance practices assume that the basic structure of the services is sound and organized and therefore an attempt is made to appraise re­ sults.

The main thesis of this research is to investigate the basic

services offered.

Future research may concern itself with modification

of these services, the operation of these services, and the effectiveness

- 24 -

of these services. The main instrument of this study is the questionnaire (Appendix B), "A Study of Guidance Services in the Indiana Public High Schools." The questionnaire is based in part on a study of materials used in recent guidance studies.

(10, 36, 47, 61)

A cover letter (Appendix C) briefly explaining the purpose of the study, together with the questionnaire and a self-addressed, stamped envelope, was sent to each of seven hundred seventy-eight public high schools of Indiana on the list of high schools obtained from the State Department of Education. Within one month following mailing of the questionnaire, a total of three hundred eighteen (forty percent) replies were received.

Re­

plies were received from high schools with enrollments varying from less than fifty to more than two thousand students.

Reporting high

schools were located in all sections of the state. At the end of one month, a follow-up letter (Appendix D) was sent with the questionnaire to the high schools not yet reporting. for beginning tabulation was set.

A date

By this date an additional one hun­

dred sixty-eight replies had been received.

Two weeks before tabula­

tion, thirty-eight schools, six large and thirty-two with enrollment

1. The number of seven hundred seventy-eight schools was based on 1948-49 information. When more recent information was available, the revised listing included seven hundred seven high schools, twentyfour combined schools and sixty junior high schools for a total of seven hundred ninety-one schools. In cross checking with the original list and through several of the returned questionnaires, the author learned that some of the schools on the original list had been consoli­ dated, some were elementary schools, and that only a few junior high schools were included on the original list. Therefore, it seemed ad­ visable to use the figures 707 + 24 = 731 as a basis for computing over-all percentage of returns.

— 25 —

less than one hundred fifty, were sent the original letter, questionnaire, and a self-addressed, stamped envelope.

By the time for tabulation of

data, eleven of the thirty-eight had replied.

This group of eleven

schools plus visits to twenty-two schools not reporting and seven schools reporting served two purposes : 1.

As a check on those schools not reporting to determine if there were any bias in reporting schools;

2.

As a first-hand means of checking on some of the data.

Based on all returns up to the date of tabulation, four hundred ninety-six usable returns had been received.

Returns from, elementary

or abandoned schools were eliminated. A total of four hundred eighty-six returns, not including ten junior high schools, gave an over-all percentage of sixty-six percent based on seven hundred seven high schools plus twenty-four combined schools (seven hundred thirty-one base). The analysis of returns by type of school used in the tabulation; Junior High School Senior High School Six-Six ........ Four Year . . . • Total

.

10

. 16 . 264 . 206 496

The analysis of returns by size of school is shown in Table 3 and compared with statistics reported in the Indiana School Study Commis­ sion report.

Some of the variance in groups is due to change in enroll­

ment, and in this study reported enrollments included grades seven and eight in six-six high schools.

Inasmuch as this did not seem to distort

to any appreciable degree the findings as required for this study, the

- 26

groupings were considered satisfactory* Tabulation of data wherever feasible was done by IBM equipment. Replies to certain questionnaire items such as E, 4, 5, and 8 did not lend to coding.

A code sheet was made for each questionnaire and

similarly an IBM card (Form 5081) punched.

Tabulation was made by

schools grouped according to enrollments as shown in Table 3.

Analyses

of these data will be considered in the next chapter.

TABLE 3 A Comparison of Questionnaire Returns Between This Study and the Indiana Study Commission Report (25:75) Enrollment Group

Indiana Study

Present Study*

Percent of Indiana Study

0- 99

372

143

38.0

100-199

180

147

81.0

200-299

59

67

100.0+

300-399

29

41**

100.0+

400-599

21

26**

100.0+

600-999

25

27**

100.0+

1000- up

23

27

100.0+

709

486

* Except for ten junior high schools, only questionnaires included in the tabulation are given in this table. ** Ten junior high schools are not included in this table inasmuch as the Indiana Study figures are grades nine-twelve only.

2. After tabulation a distribution of schools by enrollment was received from Indiana Teachers Association but it included public and non-public schools and offered no better scheme for comparison.

- 27 -

A review of questionnaires sent to the thirty-nine non-reporting schools, to which eleven responded, plus interviews at twenty-two non-reporting schools showed these reasons for failure to complete and return questionnaires : 1*

The press of daily routine of administrative duties.

2.

The questionnaire did not seem to be for small schools was the report of several principals.

3.

The influx of so many questionnaires that none or few are completed.

4.

Turn over of principals— a new principal this year who is busy becoming acquainted with the school system.

There was no specific interview form used when visiting schools since each situation required a different approach.

Effort was made

to discuss the guidance activities actually being used and those which needed improvement or activation. After tabulation of items was made, percentages of yes-no responses were computed.

This information supplied the basis for development of

the problem of this dissertation.

Summary This chapter was devoted to a discussion of procedures used in this research.

Several sources indicate the need for research on

evaluation in guidance.

The questionnaire technique plus personal

interview served as the basis for gathering information.

- 28 -

CHAPTER IV REPORT OF FINDINGS The findings of this study have been organized to show relation­ ships between the size of the school and the guidance practices in operation*

Therefore, in this chapter the responses to all of the

questions of the instrument will be reported by schools in the seven enrollment groups of 0-99, 100-199, 200-299, 300-399, 400-599, 600-999, and 1000 and greater•

An interpretation of these findings will be

given in Chapter V. The descriptive report of the findings will serve to focus the attention of the reader on the highlights of the data.

The tables

will present complete coverage of the data as presented in this chapter.

All data in this chapter are based on the reports of par­

ticipating schools. The distribution of participating schools by enrollment is given below; TABLE 4 Distribution of Participating Schools by Enrollment* Participating Schools

Percent of Total Participating Schools

0- 99

143

29

100-199

147

30

200-299

67

13

300-399

43

9

400-599

36

7

600-999

33

6.5

1000- up

27

5.5

496

100.0

Enrollment

* After the data were assembled for statistical tabu­ lation, an additional 25 questionnaires were returned*

29 -

Curricula Offered The participating schools offer the following curricula:

general

academic curriculum, ninety percent or more of all the schools in each enrollment group; vocational curriculum, seventy-five percent or more of the schools; college preparatory curriculum, thirty-six percent or more of the schools; and other curricula, nine percent or more of the schools. While only thirty-six percent of the schools with an enrollment between 200-299 offered a college preparatory curriculum, more than half of the schools in every other enrollment group offered a college preparatory curriculum.

While twenty-two percent or less of the

schools in enrollment groups below 200-299 offered other curricula, more than forty percent of the school groups above 200-299 offered other curricula.

Some of these curricula were :

engineering, and fine arts.

pre-nursing, pre­

In Table 5 is the distribution of schools

by types of curricula offered. TABLE 5 Percentage of Participating Schools in Each Enrollment Group with Various Curricula General Academic Yes %

Commercial Yes %

Vocational Yes %

College Preparatory Yes %

Group

Returns

Other Yes %

0- 99

143

129

90.2

136

95.1

110

76.9

78

54.5

32

22.5

100-199

147

137

93.2

142

96.6

125

85.0

92

62.6

18

12.2

200-299

67

62

92.5

64

95.5

61

91.0

53

36.0

14

9.5

300-399

43

39

90.7

41

95.3

36

83.7

34

79.0

18

41.8

400-599

36

33

91.6

35

97.2

31

86.1

32

88.9

16

44.4

600-999

33

30

90.9

30

90.9

25

75.7

30

90.9

19

57.6

1000- up

27

25

92.6

25

92.6

21

77.7

27 100.0

11

40.7

so

Titles of Faculty Members Who Are Responsible for the Guidance Services of the Schools In the small schools, the superintendent and principal were usually reported as the personnel responsible for the guidance services of the schools*

In the medium schools, the principal and selected teachers

were usually listed as the personnel responsible for the guidance ser­ vices,

In the large schools, guidance specialists and teacher-counselors

were in charge of the guidance services.

In Figure 1, the various

titles of faculty members who are responsible for the guidance services in schools of the different enrollment groups are given.

FIGURE 1

Assistant Principal

X

X

Attendance Teacher Boys Counselor

up X

X X

X

Class Advisors

X

X

Class Counselor

X

Class Sponsor

X

Classroom Teachers

X

X

Coach

X

X

X X

X

X

College Advisor

X

Committee Counselor

i1000-

600-999

400-599

300-399

200-299

Titles

I 100-199

0- 99

Titles of Faculty Members Responsible for Guidance Services in the Different School Groups

X X

X

X

X

X

31 -

Dean

1000-

400-599

300-399

100-199

666-009

662-002

Titles of Faculty Members Responsible for Guidance Services in the Different School Groups o> O) 1 o Titles

up

FIGURE 1 (Continued)

X

Dean of Boys

X

X

X

X

X

X

X

Dean of Girls

X

X

X

X

X

X

X

X

X

X

Director

X

Director of Child Welfare

X

Director of Counseling Services

X

Director of Guidance

X

X

X

Director of Pupil personnel

X

Director of Testing

X

Grade Counselor

X

Girls Counselor

X

X

X X

Guidance Committee Guidance Council

X

X

Guidance Coordinator

X

Guidance Director and Counselor

X

X

Head Counselor

X

High School Counselor

X

Home Room Teachers

X

X

Junior Sponsor

X

Librarian

X

X

X

— 22 —

FIGURE 1 (Continued) Titles of Faculty Members Responsible for Guidance Services in the Different School Groups

Titles

cn Ch i o

o> o> 1— 1 1 o o rH

Nurse

o> O)

CM

1 O o

CM

m m to 1 O O to

CD O) LQ

1 o o

Os OS

I o o to

X

Occupational Coordinator

X

Placement Director

X

Principal

X

Senior Advisor

X

X

X

Senior Sponsor

X

Sponsor Teachers

X

Student Council Sponsor

X

Sup erintendant

X

Supervisor of Guidance Teacher of Vocational Agriculture Vice Principal Vocational Counselor

X

X

X

X

X

X

P P

a

1

o o o

rH

— 33 —

School Vocational Coordinators Under the George-Barden Act The number of coordinators in the participating schools increased as the school enrollment increased from two hundred»

No coordinators

were listed for schools with enrollments in the 0-99 and 100-199 groups.

In Table 6, the distribution of schools in each enrollment

group is shown by the percentage of coordinators.

TABLE 6 Percentage of participating Schools With George-Barden Coordinators

Number of Schools

Group

Yes

%

0 -

99

143

0

.0

100 -

199

147

0

.0

200 -

299

67

3

4.5

300 -

399

43

2

4.6

400 -

599

36

3

8.3

600 -

999

33

9

27.3

1000 -

up

27

9

33.3

34

Orientation Programs Orientation programs were reported more frequently by schools in the medium and large enrollment groups*

The percentages ranged from

twenty-three percent of the smallest school group having orientation programs to ninety-six percent of the largest school group offering orientation programs.

In Table 7, the distribution of schools is

given according to orientation programs.

TABLE 7 Participating Schools With Orientation Programs

Number of Schools

Group

0 - 9 9

Orientation Yes %

143

34

23.8

100 - 199

147

53

36.0

200 - 299

67

29

43.3

300 - 399

43

30

69.7

400 - 599

36

21

58.3

600 - 999

33

27

81.8

27

26

96.3

496

220

44.0

1000 -

up

— «35 “

The kinds of orientation activities offered are given in Table 8. Group guidance was the activity most frequently mentioned.

Visits to

the high school and counseling were other major orientation activities which the reporting schools listed.

TABLE 8 Distribution of Participating Schools Which Reported Use of Indicated Guidance Activities in Orientation Activity

°" 99 No. %

Schools with Orientation 34

i00"199 No. %

200-299 No. %

300-399 No. %

400-599 No. %

600-999 1000-up No. % No. %

53

29

30

21

27

7 13.2

Counseling

5 14.7

10 29.4

Group Guidance

6.9

3 10.0

18 33.9

5 17.2

10 33.3

17 32.1

11 37.9

17 56.7

Films

1

2.9

1

Printed Materials

3

8.8

PreEnrollment

3

8.8

Student Help

9 26.5

Special Course

3

8.8

5

Testing

0

0.0

Parents

0

0.0

1.9

13 24.5

4

7.5

12 22.6

2

0

0.0

3 10.3

2

6.9

0

0.0

5 23.8

7 25.9

13 50.0

28.6

10 37.0

5 19.2

6

12 57.1 0

0.0

9 30.0

7 33.3

1

1

3.3

4.8

14 0

CO

7 20.6

i —!

Visits

26

0.0

14 51.8

0

0.0

20 76.9 0

0.0

3 11.5

1

3.8

8 27.6

7 23.3

4 19.0

4 14.8

3 11.5

9.4

2

6.9

3 10.0

5 23.8

5 18.5

4 15.4

2

3.8

1

3.4

5 16.7

2

9.5

2

7.4

2

7.7

1

1.9

0

0.0

1

1

4.8

1

3.7

1

3.8

3.3

— 36 —

Educational Planning by Pupils Seventy-four percent or more of the schools in all enrollment groups reported individual assistance in helping the student select his curriculum.

Forty-two percent or more of the schools in all

enrollment groups reported assistance by the group method for students in choosing their curricula.

Only in the one thousand or greater en­

rollment group was there a reversal of percentages with ninety-six percent using the group method and seventy-four percent using the in­ dividual technique.

In Table 9 is given a distribution of school

groups which assist pupils in the choice of curricula.

TABLE 9 Distribution of Participating School Groups by Kind of Assistance in Choice of Curricula

Number of Schools

Group

0 -

Individual Yes %

Group Yes

%

99

143

124

86.7

61

42.6

100 - 199

147

130

88.4

85

57.8

200 - 299

67

58

86.6

38

56.7

300 - 399

43

39

90.7

28

65.1

400 - 599

36

34

94.4

27

75.0

600 - 999

33

32

96.9

24

72.7

10000 •- up

27

20

74.1

26

96.3

- 37 -

Exploratory Courses Exploratory courses or tryout courses were reported by schools in all of the enrollment groups*

The highest percentage of schools report­

ing exploratory courses in general shop was in the enrollment group 400-599,

This group reported seventy-five percent had exploratory

courses*

Sixty-two percent of the schools in the 1000 and more group

reported exploratory courses in industrial arts*

Ninety-four percent

of the schools in the 400-599 enrollment group reported exploratory courses in home economics.

Sixty-three percent of the schools in the

100-199 enrollment group listed exploratory courses in general science. Other types of tryout or exploratory courses were given such as courses in electricity, printing, typing, general business, art, music, drafting, biology, agriculture, and remedial mathematics.

One school

reported, "We consider all elective freshman courses as such."

In

Table 10, a distribution of schools is given by exploratory courses offered. TABLE 10 Distribution of Participating Schools by Exploratory Courses Offered

Group

Number of Schools

General Shop Yes %

Industrial Home Arts Economics Yes % % Yes

General Science Yes %

Yes

%

0- 99

143

63

44.0

38

21.5

113

79.0

85

59.4

38

21.5

100-199

147

77

52.4

41

27.9

129

87.7

94

63.9

42

28.6

200-299

67

41

61.2

25

37.3

57

85.1

40

59.7

15

22.4

500-599

43

29

67.4

21

CO 00

38

88.4

18

41.8

14

32.5

400-599

36

27

75.0

20

55.5

34

94.4

22

61.1

10

27.8

600-999

33

24

72.7

20

60.6

25

75.7

16

48.5

15

45.4

1000- up

27

16

59.2

17

62.9

18

66.6

6

22.2

12

44.4

“ 38 —

Extracurricular Organizations with Limited Membership Forty-one percent of the schools of less than one hundred enroll­ ment indicated limited extracurricular organizations.

Ninety-two

percent of the schools with an enrollment greater than one thousand reported limited extracurricular organizations.

The percentages for

the other school groups are given in Table 11 below.

TABLE 11 Distribution of Participating Schools in Each Enrollment Group with Clubs in which Membership Was Limited Number of Schools

Group

Yes

%

99

143

59

41.2

100 - 199

147

87

59.2

200 - 299

67

45

67.2

300 - 399

43

36

83.7

400 - 599

36

34

94.4

600 - 999

33

29

87.9

27

25

92.6

496

315

63.0

0 -

1000 -

up

In all of the school groups, subject clubs, athletic clubs, vocational clubs, student councils, honor clubs and general clubs were offered with limited membership.

Music clubs and school publi­

cations clubs were listed by schools in some of the enrollment groups. In Table 12 is given the number of each type of club offered in each enrollment group.

- 39

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Ninety percent or more of each school group with an

enrollment of three hundred or greater reported clubs with open membership. In Tables 16 and 17, the reader will find that while a large number of the schools in all groups have clubs, schools in the larger enroll­ ment groups have a greater variety of clubs.

This is also reflected in

Table 18, which shows the distribution of schools according to percent of boy or girl participation.

TABLE 16 Distribution of Participating Schools in Each Enrollment Group Which Reported Clubs with Open Membership

Group 0 - 9 9

Number of Schools

Clubs

%

143

95

66

100 - 199

147

102

69

200 - 299

67

57

85

300 - 399

43

39

91

400 - 599

36

34

94

600 - 999

33

31

94

27

26

96

496

384

77

1000 - up

— 44 —

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- 79 -

group checking more than one meeting for a discussion of the phases of guidance# Comments of School Administrators In Table 46 is given the distribution of schools which made addi­ tional comments to the questionnaire. Some of the comments of school administrators are quoted on the following pages.

The comments are arranged by school groups.

Each

comment by a different school administrator is separated by asterisks.

TABLE 46 Distribution of Participating Schools Which Made Additional Comments to the Questionnaire Additional Comments Yes %

Group

Number of Schools

0- 99

143

43

30.0

100-199

147

38

25.8

200-299

67

13

19.4

500-599

43

15

34.9

400-599

36

9

25.0

600-999

33

10

30.3

1000- up

27

9

33.3

496

137

27%



80



School Group 0-99 Small school principals are overburdened* I counsel those that present immediate problems— but poorly, I Tm sure. "What would I like? That program that makes for better living for a greater number along the aim of The Prosser Resolution. That program that would result in our sending out intelligent consumers— not educated graduates. * * * * *

This is my first year as principal--! do see the need for guid­ ance and I*m making a start. * * * * *

I would like to have the personnel to do more adequate work in vocational guidance. * * * * *

Do wish we had a better program in grades 6-7-S-9 in personality, social adjustment. It is difficult to provide formal guidance ser­ vices in a small school. Yet, pupil gets a great amount of informal guidance here. * * * * *

Our school is very small. Much of our guidance is in an informal, person-to-person sort of way. We know all our students quite intimately and know their home and community situations fairly well. * * * * *

I intend to see that the guidance service is improved in the near future. * * * * *

This is a school system in which no organized guidance program has been in effect. This year we have attempted to lay the ground work for a guidance program. This attempt included the presentation of mental ability tests, vocational preference tests, and reading ability tests. * * * * *

We are greatly in need of an adequate personal, educational, and vocational guidance program and hope to set one up next year. * * * *

*

— 81 —

We intend to make a systematic study of our drop-outs; also we intend to make a more thorough study of our graduates in job place­ ment situations and we hope to be able to have more facilities and materials for guidance and establish a unified and coordinated faculty guidance committee * * * * *

Ours is only a small high school. Most counselling is done in informal manner. The teacher knows all students in an intimate manner. Much help is given that cannot be classified into the pattern of formal guidance program. * * * * *

Due to limited number of teachers and lack of time, very little is done in guidance. I feel very keenly the need for guidance work and believe it can be accomplished through consolidation into larger units. * * * * *

I would like to see an organized guidance program worked out for m y school. * * * * *

Our class enrollment averages ten students. We have a fortyfive minute activity period and adequate time for counseling and guid­ ance work by the teachers. * * * * *

Because of the small number, I doubt that a guidance program (except for vocational study) would show much different results. Both administrative and teacher turn over has been rather high during the last ten to twelve years. This makes educational philosophy and ob­ jectives difficult to establish and maintain. * * * * *

In our small school most of our guidance is the personal con­ ference which seems to be rather effective. * * * * *

Most guidance is left to the principal; however the teachers are quite helpful since they become well acquainted with their students in the small schools and feel it a duty to aid any student that they can. * * *

* *

— 82 —

We have a small high school. I consider it the duty of every teacher to help in the guidance of the student body. Other effort should be made. * * * * *

We try to have all teachers teach guidance as they can in their crowded teaching program through their classes. I then take care of student problems as best I can. * * * * *

In a small school such as ours students choose the teachers they have faith in for talking over problems. There are only four teachers and thirty-six students so at times we all have a hand in helping the boy or girl make up their mind. * * * * *

I would like to see personnel and time be made available for more definite work. I would like to see several schools go together for vocational and educational guidance conferences. * * * * *

Our plan is for each teacher to try to understand the pupil and lead him to see his opportunities and weaknesses. * * * * * Our school is so small that we know each individual personally, and have a chance to discuss all kinds of problems with them from day to day as the need arises. We know their capabilities and their desires by the time they are seniors. We feel we meet the need in this school. * * * * *

Our guidance program is in the making. I am new here for the first year and plans are definitely formulating to include more guidance and counselling time. * * * * *

100-199 Group We do not have teachers or equipment to carry on a very ex­ tensive program in this field. We try to help all students. * *

* *

*

* 83 —

part.

As in most schools our size guidance is incidental for the most I personally feel that we should have an organized program. * * * * *

We give as much guidance as possible during class periods, some interviews with students and that *s about all. * * * * *

Our school board fails to see the need of a guidance program. It costs money and time to operate a good program. We have neither. There should be a state requirement on guidance. * * * * * I feel that our guidance program is very inadequate but find it hard to do more in a small school and a limited teaching staff. * * * * * It may seem from the answers given here that we have no guidance program. However, I have tried to build the feeling among our teachers that all education is guidance, and that the best guidance comes through close personal friendship with pupils. Our school is small enough that this situation is possible. We do try to be alert to all phases of guidance and special cases are given over to the teacher who seems to be closest to the pupil and his family. * * * * * Guidance in the small high school can be quite satisfactorily handled by principal as occasion demands. Regular routines are hard to establish in the small school. * * * * *

Students have suffered for many years without a guidance pro­ gram. We intend to do more next year in guidance. There is a definite need in the small rural schools. * * * * *

Our school definitely lacks a good guidance program due mainly to lack of funds to hire trained personnel and the overload of all other teachers who might be capable of performing this job. * * * * * In a small school, each child's background and personality are soon familiar to the teachers. This makes the problem of the child easier to understand. * * * * *

— 84

Due to size of the school and community many of the answers to these questions will not present a true picture, * * * * * Present program entirely inadequate, and needs must remain that way until trained counselors are available, and by "trained" I do not include teachers with a course or two in guidance and then assume they are qualified to direct pupils1 course, * * * * * Where every student knows every teacher and vice versa, much of our guidance is spontaneous and all teachers contribute as the oppor­ tunity presents itself. In this way they receive information when they are most receptive. * * * * * The present program is practically nil. Turn over in annual teaching personnel makes a program difficult to initiate, * * * * * Great need for teacher-training in guidance, * * * * * Our guidance program is one organized to meet our needs in view of what we have to work with. It is organized on a Home Room basis, five days per week, thirty minutes per day. Two days devoted to academic guidance lessons. Home Rooms by grade. * * * * *

Would like to have two trained teachers with time provided on daily program for guidance duties. * * * * *

We do a much better job in the small school than the large school does. We have personal contact. Count the good jobs filled in cities by graduates from the small schools. High percent you will find. Let*s not try to discredit the small school. * * * * *

Rural trustees and Board Members will set up an adequate guidance program. What shoulders of the principal and teachers as regular teaching duties. All teachers are extra. *

* *

* *

not spend the money to we do falls upon the an extra load, above the overloaded without any

■ 85

About the only guidance we have is done by myself, principal, and in a round-about way by classroom teachers. I definitely feel that there should be more done along this line, and would welcome any assistance that might come out of your survey or study. I certainly hope something can be done about this all-important field. * * * * *

In a rural agriculture school district where 90% of your students go back to the farm, guidance is not THE problem. IT is to be able to teach them as widely as possible in so short a time. * * * * *

I would appreciate any advice or help in organizing a better guidance program. * * * * *

Time seems to be the big factor we need in order to have a more adequate guidance program. * * * * *

Because of the heavy teaching load of all our teachers, it is necessary that each teacher give what guidance is given when and where it seems necessary * * * * *

200-299 Group Our guidance program is quite inadequate. * * * * *

Something we need to develop. One of the great failures of our public schools, and one in which schools our size need help. * * * * *

We need to be able to give more help in the guidance area. At the present time we are unable to expand any great degree because of a shortage of funds and qualified personnel. * * * * *

Guidance in a school this size is pretty well taken by the teachers as need for guidance arises. *

* *

* *

86 “

We are in the embryonic stage, having actually inaugurated and organized our guidance service this year, that is specifically as guidance. However, for several years we have been doing practical educational guidance. Until this year we didn’t have a guidance director, however, guidance services were offered more or less in­ directly. We are trying to operate our guidance program through the home rooms. * * * * *

Guidance program now in third year; are organizing placement service this year; plan to make follow up studies of students who dropped out or graduated in near future. Guidance director has one hour and forty-five minutes daily for duties. So, some things will have to wait. * * * * *

Heed personnel to put on a guidance program. We are short of teachers and all teachers are busy all day teaching regular classes. * * * * *

Would like to be able to release teachers for guidance work and would like to have more money spent for material. * * * * *

300-599 Group Very little had been done in the past. The vice-principal was given charge of this work this year and has been trying to set up a plan, but since the death of the principal he is acting in that capacity. It is our intention to broaden the work of this program. * * * * *

I feel that most problems are very personal in nature and can best be handled by home room teachers who can get close to children and know them well. * * * * *

If he quit school a few weeks before his sixteenth birthday, or exactly on his sixteenth birthday, we do not have a follow-up plan for him. We check all drop-outs if they are advanced pupils. * * * * *

1. A more sympathetic faculty which would go the limit in the classroom and home room, and cooperate at all times; 2. Money; 3. Time. We know far more than we can do for these lacks.

- 87

Our program suffers from two factors— time and money. Teachers have little free time and the financial phases do handicap in regard to test materials, etc. * * * * *

We need a much better program than the present set-up. We hope to improve it some by next year. I would appreciate information, suggestions and help. Thank you. One of our teachers is taking a guidance course u n d e r ______________• * * * * *

We are probably lacking in follow-up work, but we are in small community where employment requirements are more or less stable from year to year. * * * * *

We are in need of room first and second personnel for this work. * * * * *

We desire increased time for our counselors so that a more thorough job may be accomplished. * * * * *

This is a recently organized joint high school. Facilities and personnel will not be available until next year in most cases.A plan for home room organization of guidance has been made for that time. * * * * *

The great need in our school is for an adequate guidance and counseling service. * * * * *

400-599 Group Our guidance program is in a developmental stage at present and will be expanded as rapidly as possible, * * * * *

It seems lady director

our greatest need is in the vocational is needed for the girls. * *

* *

*

guidance,A

— 88 —

I consider our program very inadequate♦ The lack of space, money, and the awareness of the need is responsible for this condi­ tion. The lack of qualified personnel is another factor* * * * * *

In my opinion a regular program in guidance with a person in charge is a necessity for this school. * * * * *

600-999 Group Needs enlarging. for this purpose.

Money should be put in budget by townships

* * * * *

Many of these things such as follow-ups, helping secure jobs for drop-outs, and others are taken care more or less incidentally in this small school; but no formal system is set up to care for them. * * * * *

We are developing our program. This is the first year we have organized it. Our director devotes one-half day to guidance and one-half day to teaching. * * * * *

We consider attitude, personality, and experience first. We feel an effective counselor must have been in community for at least five years. If they have the attitude, they will develop skills and tools. * * * * *

We are interested in improving our guidance program. We especially wish to improve our testing and follow-up service. Would like to ar­ range for help f r o m _______________ . * * * * *

We see constantly how much the effective functioning of the home room depends upon the interest and ability of the teachers. But we still hold on to the home room system as better than none. * * * * *

Our guidance program needs much in the way of more trained per­ sonnel, more time and more equipment. *

*

*

*

*

-

89

-

We need more help for an adequate guidance program. We think there should he a state law requiring one full time counselor for each two hundred high school students. * * * * *

1000-up Group In space allotted it was difficult to give a picture of home room. We keep students available for home room teachers and counselors on Mondays. Wednesdays are used for a group and defi­ nite program. We do not like to call our period from 8:10-8:30 home room program because really just two days are set aside for that purpose; however, many of our students are available for per­ sonal guidance at that time. About fourteen "long" periods are set aside for special work. The home room is just one avenue of guidance• * * * * *

The guidance program has cut the number of withdrawals in about half. It has resulted in better adjustment of the pupils in the total curriculum. * * * * *

We have a rather well developed plan of personality and char­ acter trait rating by teachers and also self rating and discussion by pupils. We should like to have more personnel to carry on many of the things we would like to do and cannot (especially in the follow-up and placement) because of the limited number of workers. * * * * *

Our number one need is adequate counseling rooms. vocational guidance material.

We also need

* * * * *

(1) More special projects as Career Days, Courtesy Campaigns, etc. (2) More student led activities during school time. (3) More definite plan for placement services. (4) Scheduled time and system­ atic follow-up of graduates, especially those who do not go to college. *

* * * *

— 90 —

CHAPTER V INTERPRETATION OF FINDINGS

It is in terms of the classification of schools by size that the data of Chapter TV will be discussed.

More than half of the schools

studied had an enrollment of fewer than two hundred students.

Seventy-

two percent of the reporting schools had enrollments of less than three hundred students.

Sixteen percent of the participating schools had

enrollments between three hundred and five hundred ninety-nine students. Approximately twelve percent of the schools had enrollments of six hundred or more students.

The classifications used in this chapter

are: small, under three hundred in enrollment; medium, three hundred to five hundred ninety-nine in enrollment; and large, six hundred and greater in enrollment. Titles of Guidance Workers The titles of faculty members who were responsible for the guidance services in the schools gave some indication of the professional prepa­ ration of the personnel for guidance.

An increasing emphasis on speci­

alization from the small to the large schools was apparent.

The res­

ponsibility for guidance was given to a teacher or the principal as an additional duty in the small high school.

In some of the high schools

of med.ium size and in nearly all of the large high schools, selected staff members were given released time for assigned guidance services. The assignment of responsibility for guidance as an extra duty of the classroom teacher or as the basic responsibility of a staff mem­ ber with released time can be regarded as one basis for differential evaluation of the services.

- 91

In more than three-fourths of these public secondary schools of Indiana, guidance as defined in Chapter I was offered only as a ser­ vice which teachers undertook in addition to full teaching schedules, or it was not included in the planned program of the schools. The Curriculum The findings indicated very little difference in the kinds of curricula offered in the various school groups, with the exception of college curriculum and "other” curricula, which were offered more fre­ quently by schools in the large school group.

The personal visits to

some of the schools, however, indicated that the appraisal of guidance cannot be based on the number of curricula offered.

The variety of

courses within each curriculum was a more accurate basis for judging the possibility of providing guidance through the curriculum. large schools offered several courses in each subject area.

The The

schools of the small enrollment classification usually offered the minimum state requirements in each subject area.

In the large schools

the variety of courses in the different curricula offered students choices in their plans of study*

In the small schools and in some of

the medium schools, guidance of pupil experiences through the course offerings could not be gained through choice among courses. Educational planning was emphasized as home room activity in the large schools and some medium schools.

This group method of assistance

was used in addition to the other individual methods of help to stu­ dents in planning their courses.

Schools in all groups assisted stu­

dents in choosing their curricula either by individual guidance or by group techniques.

Schools in the large group with one thousand and

- 92

greater enrollment used the group method more frequently than the indi­ vidual method.

The reverse was true for schools with less than one

thousand enrollment. In large schools, curricula guidance was a function of counselors. In the small school group, it was the function of the principal and certain teachers. Students of small schools seemed to have the advantage of personal attention and in the large school, curriculum guidance was commonly approached through group guidance technique. From the data on curriculum offerings, the writer concludes that the curricula of the large schools provided more adequately the oppor­ tunity for guidance in making changes on the basis of individual interests and needs.

In the small schools, however, more individual

assistance was given the students in developing their plans of study. Orientation Some type of orientation was one aspect of a guidance program found frequently in the reports of the participating schools. A greater percentage of medium high schools and of large high schools had specific orientation courses than did the schools.

smj9.ll

high

There are two factors that have bearing on the interpreta­

tion of the report of the orientation services offered.

In the schools

where grades one to twelve were taught in the same building, the ori­ entation for high school enrollment was omitted.

The administrators

felt that there was no adjustment problem for students remaining in the same building.

Likewise, it was assumed by some administrators

of small schools that the students knew each other well; therefore.

— 93 —

a definite orientation plan was not necessary.

There had been no

study in any of these schools to determine the soundness of these assumptions.

Orientation practices were found almost entirely in the

large schools. Visits to the high schools by eighth grade students were common as an orientation practice in the large schools.

The medium and the

large high schools also used printed materials to acquaint pupils with curricular offerings.

The use of printed materials was not essential

in many small schools because the curricula afforded few choices.

A

higher percentage of medium high schools and large high schools used group guidance techniques for orientation to high school than did small high schools. Exploratory Courses Medium size schools frequently offered exploratory courses in home economics.

The small and large high schools organized home eco­

nomics courses for this purpose less often. The small schools did not offer tryout courses in industrial arts as the medium high schools arid large high schools did.

Evidence of

exploratory courses in general shop and general science was found to be similar in all the groups.

Some schools in all groups reported no

distinction between regular courses and tryout courses.

This was the

case# especially# in the small schools with relatively few courses in each curriculum.

Exploratory experiences through courses organized to

provide guidance in that way were made available to few students, most of these in high schools of more than one thousand enrollment*

- 94

Clubs With Limited Membership In all plans that have been developed for the appraisal of guidance services, the opportunity to participate in clubs and the extent of pupil participation have been used as evaluative criteria. Sixty-three percent of the participating high schools had clubs with membership limited by requirements of scholarship, specific skills or other factors#

Seventy-seven percent had clubs with membership open

to all students without specific limiting requirements# The number of different clubs with limited membership in the medium schools and the large schools exceeded those of the small schools by at least sixteen percent.

Medium and large schools had a greater num­

ber of subject clubs and service clubs with limited membership than the small schools.

More large schools had honor organizations than the

schools of the other groups. clubs than large schools*

More small schools reported athletic

This may be due to the fact that the large

schools often regarded athletics as an integral part of the total school program when other groups, such as subject clubs, were regarded as extracurricular *

The pupil participation in clubs with limited mem­

bership did not exceed twenty-five percent of the boys and twenty-five percent of the girls in most of the schools in each school group. The small percentage of pupils participating in the clubs suggests the need for cooperative study of the club program by the students and faculty and consideration of the factors that may have contributed to so few taking advantage of the club activities available. Group meetings and written material were used to a great extent by medium and large schools to acquaint students with organizations with

95

limited membership.

All schools with clubs of this type designated

the particular skill used in the club as the requirement for membership. Clubs With Open Membership Sixty-six percent of the schools with an enrollment below two hundred reported clubs with open membership.

More than ninety percent

of the medium and large high schools had clubs with open membership. Subject and general clubs were in all school groups. schools had about four of these clubs per school.

The large

The small schools

had approximately one of these clubs per school. Large percentages, between seventy-six and one hundred percent, of the boys and girls in small schools participated in the activities of these clubs.

This may be explained by interest in the programs of the

clubs, such as Future Farmers of America and Future Homemakers of America.

The techniques for making these clubs known to the students

were similar to the techniques used in acquainting students with clubs of limited membership. The clubs with open membership were really not completely without requirements.

Students who were not in courses or curricula related

to the clubs were not included as members.

It was important for

evaluation that clubs of open membership in the majority of the schools provided opportunity for guidance for more than seventy-five percent of the students while clubs of limited membership reached only twentyfive percent of the enrollment. Vocational Guidance Occupational or vocational guidance programs were reported as one of the functions of medium and large high schools.

Some small schools

96

-

-

also indicated an occupational guidance program in terms of additional material which regular teachers used in classes. were frequently used for this purpose.

Audio-visual aids

About half of the large high

schools reported occupational discussions in regular classes, resource speakers, audio-visual aids, and career days.

Although less than half

of any school group used clubs as a method of acquainting students with occupational information, large schools reported this method more fre­ quently than the small schools.

The responsibility for acquainting

students with the world of work was almost entirely a function of the classroom teacher in the small school. In general, vocational guidance was a planned activity in the large schools and in some medium schools.

Forty-three percent of the

schools had some type of program for occupational guidance; less than twenty percent of the youth in small schools were enrolled in occupa­ tions classes, George-Barden Coordinators In any of the participating school groups, there was only limited use of the guidance resources provided by the George-Barden Act. one-third of the large schools had this service.

About

Thus, the vocational

guidance obtained through the services of a coordinator was found in only a small percentage of the schools of the medium group and in some large high schools.

The lack of availability of supervised part-time

work experience and other types of vocational guidance provided by coordinators for pupils may be regarded as one difference in meeting the vocational needs and interests of pupils in the small and large school groups.

- 97 -

Placement Placement service as an aspect of vocational guidance and adjust­ ment was offered in more than sixty percent of the large schools. Forty-four percent of the schools in the 400-599 group offered this type of service.

As the school groups decreased in enrollment size,

the placement services decreased also.

A similar pattern was indi­

cated for part-time job placement and job placement for graduates. The students of some of the small schools had to depend on sources other than the school for job placement. Placement was rarely reported as one of the guidance services of the participating schools.

Studies, discussed in Chapter II, MA

Review of the Literature,11 indicated that placement services were generally not included in the guidance programs of the high schools in which surveys were made. Home Rooms For the past twenty-five years, the organization of home rooms has been regarded by administrators as one of the tangible evidences of guidance service to pupils. Home rooms were reported in nearly all of the large schools.

The

percentage of schools with home rooms decreased as the size of the schools decreased. All school groups reported the use of the home room as a place for making administrative announcements.

However, far greater use was

made of the home room for this purpose in the large schools than in the small schools.

Discussion of group problems such as orientation

to school, courtesy, and school regulations was reported more frequently

98 -

in the medium and large schools than in the small schools.

The large

schools also used the home room periods for student council elections. This was not often a small school practice. Large schools reported educational planning as a home room activ­ ity.

The handling of personal problems and vocational guidance in

home rooms was reported more often in the large schools than in the small schools.

The home room period in all school groups was often

used for study. In the large schools, the home room programs were planned coopera­ tively by the students and the teacher.

In the small schools, the

programs of the home rooms were planned almost exclusively by teachers. Fifty percent of the large schools devoted less than twenty min­ utes per day to the home room.

Forty-five percent of the medium schools

and sixty percent of the small schools made the same report. One cannot appraise the guidance program in terms of the activi­ ties listed in the reports without consideration of the time devoted to these activities. On visiting small schools, the author was told by some school per­ sonnel that home rooms were not needed in the small school because other group methods were used for the guidance purposes for which home rooms are usually organized.

In the same group of schools, there were

also the limited number of courses, the limited number of guidance personnel and the limited number of extracurricular programs.

Group

guidance was not often used as a technique for the guidance of students in small schools.

■ 99 ™*

Testa Tests are regarded as a major technique for diagnosis and therapy in guidance* Fifty-nine percent of all of the schools reported that individual tests were used to some extent and forty-seven percent of all the schools indicated that group tests were given regularly. In Table 25, Chapter IV, is shown the distribution of school groups by group tests given at each grade level.

This distribution

indicated that these diagnostic tools were administered much more fre­ quently in medium and large schools than in the small schools. Some schools used group intelligence tests in the ninth grade only.

There was no common pattern

in any of the school groups for the

use of intelligence tests in other grades. The administration of subject achievement tests followed no pat­ tern in all school groups. Reading tests, vocational, and personality inventories were ad­ ministered in more than half of the medium and large reporting schools. Small schools reported slightly less use of reading tests, voca­ tional, personality and aptitude inventories than the medium and large schools. Small schools reported less extensive uses of individual tests than did the medium and large high schools. In the small schools, the administration of both group and indi-' vidua1 tests was a function of the

principal or

This was true also in the medium schools but

to

of a classroom teacher. a lesser degree.

the large schools, guidance personnel were responsible for the

In

- 100

administration of tests.

These reports suggested the need for includ­

ing test administration and interpretation in the teacher and adminis­ trator training programs. It is important also that an appraisal of guidance, based on test results, should include consideration of the use and interpretation as well as the extent or frequency of administration. Cumulative Records It was reported by some schools in every enrollment group, except schools with enrollments 600-999, that no cumulative records were kept. The percentage ranged from three percent to ten percent in the various groups.

Five percent of the schools of more than one thousand enroll­

ment had no cumulative records.

Ten percent of the schools with less

than one hundred enrollment had no cumulative records.

In some of the

small schools which the author visited, the cumulative record was merely a summary of scholastic grades with an occasional test score. In the largest school group, the cumulative records of fortyfour percent of the schools were kept in the counselor*s office.

In

most schools of all groups, records were filed in the principal*s office. Physical Examinations One of the prime requisites for understanding the whole child is accurate knowledge of the pupil's physical status.

Fifty-six percent

of the reporting high schools had a physical examination either for all students or for limited groups. Thirty-three percent of the small school groups and the medium school groups indicated physical examinations for each pupil at least

- 101 -

once during his high school days.

Fifty-five percent of the large

schools reported physical examinations for each student at least once during his school years. While more than half of the participating schools reported physi­ cal examinations for some or all of their students, only thirteen per­ cent of the schools provided for a physical examination of a grade given at least once each year.

These annual examinations were given

to limited groups of pupils. Interviews Sixty-six percent of the schools reported at least one guidance interview with each student and thirty-four percent of the schools reported no guidance interviews.

Eighty-eight percent of the largest

enrollment group and fifty-eight percent of the smallest enrollment group reported guidance interviews.

The schools with more released

time, large in enrollment, provided their students with more oppor­ tunity for individual guidance than did the schools with less released time for guidance and smaller enrollments. Community Resources Small schools did not have a plan for regular use of community agencies to supplement school guidance.

No use had been made of

available resources for such guidance purposes as placement. Medium schools made some regular use of several community agencies for guidance.

The use of many community agencies for guidance pur­

poses was reported by seventy percent of the large school groups. The value

of use of community resources is not in variety alone.

- 102

Follow-up of Graduates Most of the secondary schools of Indiana have not made use of the experiences of their drop outs and graduates as a basis for planned guidance of students in school.

Twenty-two percent of all schools re­

ported use of follow-up procedures.

Follow-up of all of the high

school graduates was made by less than one-third of any school group. No school reported a plan for consecutive or repeated follow-up of graduates.

Eighty-seven percent of the schools reporting follow-up

indicated that the follow-up was made within the first year after gradu­ ation. Fifty-eight percent of the schools indicated that they made only one such study of a class.

The mailed questionnaire and the inter­

view were the methods reported by eighty-seven percent of the schools. The possibility of offering realistic guidance on the basis of the adjustment that graduates have been able to make was decreased considerably by the fact that the follow-up studies were made so soon after graduation with no later check to determine whether the adjust­ ment was satisfactory. Several administrators expressed interest in methods for making follow-up studies.

Since seventy-eight percent of the participating

schools had not made follow-up studies of their graduates, further research of this nature might be profitable. Some schools made a follow-up of college students only. Factors of guidance dependent upon knowledge of adjustment of graduates seems necessary if we are to know the value of our educa­ tional process and meet the needs of youth.

— 103 —

Follow-up of Drop Outs Accurate information about the number or rate of drop outs was not available in most schools. Some administrators of small schools felt that the drop-out rate in high school was small.

There was no information concerning the

number of students who failed to enter high school at all.

These were

the drop outs after completing the eighth grade. In the thirty-seven percent of the schools in which exit inter­ views were provided, there was opportunity for guidance.

Only a small

percentage of the students interviewed were given job placement assist­ ance.

The use of the exit interview may be considered as an activity

used for evaluative purposes.

Organization and Administration of Guidance Released Time for Guidance Forty-three percent of the participating schools reported re­ leased time for their personnel who were assigned responsibility for guidance services.

The amount of time given to the personnel varied

from full time in four percent of the schools to less than quarter time in twenty percent of the schools.

Five times as many schools in the

largest enrollment group provided full-time guidance personnel as did the smallest enrollment group.

An appraisal of guidance in terms of

the time allotted to personnel must take into consideration the size of the student body that needed the services and the number and types of activities that were included in the guidance programs. Selection of Guidance Personnel In twenty-nine percent of all the schools one criterion for

— 104 —

selection of guidance workers was professional training*

Approximately

thirty-eight percent of the schools used as a part of their criteria for the selection of guidance personnel the factors of experience in guidance and personality.

The percentages of all schools using either

all or in part the criteria of years of teaching, possession of a guid­ ance certificate, and seniority in the system were ten, seven, and five percents, respectively. Professional training was one criterion for the selection of guid­ ance workers in twenty-nine percent of the schools.

More than three

times as many large schools as small schools selected guidance personnel on the basis of professional training in guidance.

In general, about

half the medium schools used professional training in guidance as one criterion in the selection of guidance personnel. Twenty-five percent or less of all school groups based selection of guidance workers on their having had teaching experience.

Less

than nine percent in all school groups used seniority in the school system as a basis for selecting guidance workers.

About one-third

of the small school group used experience in guidance as a selection criterion.

Sixty percent of the large school group used experience

in guidance as one basis for selecting guidance workers. More than twice as many larger schools as small schools used personality as one criterion in selecting guidance workers.

The per­

centage of medium schools using the personality criterion fluctuated between the pattern of the small schools and that of the large schools. Seventy-eight percent of the schools with enrollments between

— 105 —

600-999 indicated possession of a state guidance certificate as one criterion for the selection of guidance personnel.

Not more than

nine percent of any other school group used this criterion. It can be safely concluded that guidance in Indiana high schools is offered by personnel with limited training and experience in guidance. In-service Guidance Meetings It is recognized that an understanding of and participation in the guidance program by teachers are essential for effective guidance services for the pupil.

Twenty-nine percent of all schools reported

at least one teachers1 meeting a year for in-service training in guidance.

Twelve percent of all schools reported one in-service

guidance meeting per year; four percent, two meetings per year; two percent, three meetings per year; four percent, four meetings per year; and seven percent, more frequent meetings.

Although only twenty

percent of the schools in the 0-99 enrollment group reported inservice training in guidance for teachers, sixty-three percent of the schools in the one thousand and greater enrollment group checked at least one in-service training period per year for guidance purposes. A criterion for evaluative purposes might be based on the inservice training program for guidance. Guidance Committee Twenty percent of all schools reported that they had a faculty guidance committee to plan for guidance services.

Thirty-one percent

of all schools indicated some type of faculty assistance in planning guidance services.

Approximately seventy percent of these were in

- 106 -

the medium and large school groups•

Only seven percent of the schools

with an enrollment of less than one hundred students reported any type of faculty planning for guidance services. Guidance and the Budget The data on titles of personnel responsible for guidance indi­ cated that in most schools these services were expected of teachers and administrators in addition to their regular assignment. Fifteen percent of all schools had some funds in the budget for guidance services.

Less than twelve percent of the small and medium

schools reported funds in the budget for guidance purposes. percent of the large schools had funds for guidance purposes.

Sixty One

interpretation of this finding would be that with only basic instruc­ tional material, the teacher in the small school had to plan classroom experiences to incorporate guidance values in the instructional program. Physical Environment The establishment of rapport is recognized as essential to effec­ tive counseling.

The physical environment in which the counselor and

counselee meet has some bearing on the establishment of rapport. Fifty percent of all schools reported that they had places for uninterrupted counseling.

More than half of the medium schools and

at least five-sixths of the large schools indicated places for counsel­ ing.

An empty room determined by the current schedule was often the

place used for counseling. For evaluative purposes, the structure of small schools and the schedule of classes of small schools must be considered in an appraisal of the guidance services.

In some of the larger schools, the physical

- 107 -

plant favored rooms assigned specifically for counseling. Guidance Materials A review of printed materials for guidance in the public schools showed the importance of the pupils and the parents knowing the ob­ jectives and plans of the schools. Fifty-four percent of the schools reported use of printed materi­ als for guidance purposes.

Almost a majority of all schools in each

school group used this guidance tool.

Based on materials received and

materials secured during visits, the printed material served a variety of purposes:

curricula information, explanations to parents, home room

programs, and schedules of activities.

A review of printed materials

used for guidance purposes in the Indiana public high schools might be a topic for research. Research A study of services in terms of the objectives desired is essential to the evaluation of any program of activities.

Only fourteen percent

of all schools reported any study of their guidance services, either within the last year or within the last five years.

Less than thirty

percent of schools within any school group with an enrollment below six hundred made a study of their guidance services at any time within the past five years. While almost half of the high schools of Indiana reported one or more guidance services, only fourteen percent of the schools had made any study to appraise these services. Comments of Administrators The comments of school administrators in twenty-seven percent of the schools emphasized points already discussed.

Some of the

— 108 —

principals of small schools stated that they were unable to develop guidance programs because of the demands of the current school program. They stated further that the informal guidance provided necessarily by the principal and the classroom teacher was adequate.

There were

other principals of small schools who stated that there was a great need in their schools for an organized program of guidance services. The administrators of medium schools and large schools emphasized in their comments the need for trained personnel, more money, and further development of the guidance program.

The areas of placement, follow-

up, use of community resources, and guidance research were mentioned only infrequently. Summary In summary, the following major points provide a basis for the evaluative criteria presented in the chapter that follows: 1.

Guidance services were found both in junior and in senior high schools and in each enrollment group as defined in this study.

2.

As the school enrollment increased, the types and number of guidance services also increased.

3.

The success of guidance in the schools is dependent to a great extent upon the participation of the regular classroom teachers in the specific guidance activities.

4.

The curricula of the small schools are limited in number of courses.

5.

The titles of guidance workers become more specialized in the order of small to large enrollment schools.

- 109

6.

A coordinator under the George-Barden Act plan was employed in about thirty percent of the large and in about five per­ cent of the medium schools.

7#

Orientation activities were emphasized chiefly in the large schools.

8.

Exploratory courses had equal emphasis in the various en­ rollment groups.

9.

Most types of extracurricular activities were found in all school groups.

In the small schools there was greater pupil

participation in the clubs with open membership. 10.

The large schools had organized plans to acquaint students with occupational information. work in this area.

All school groups did some

The methods were more varied in the

large schools. 11.

The home room was found more frequently in large high schools than in small high schools.

Teacher-student planning of the

home room programs was far greater in the large schools. 12.

Tests were used in all school groups.

Although no school

group had a high percentage of schools using personality and vocational inventories, the large school groups used these inventories more than the small school groups.

The small

school groups used more achievement and group intelligence tests than personal and vocational inventories.

The tests

were administered by specialists in the large school groups. 13.

The cumulative record seemed to be more accessible for guid­ ance in the large schools.

The cumulative record was a

110 -

scholastic record in many small schools. 14.

The schools of the large enrollment group made comparatively greater use of community agencies for guidance purposes than the schools of other groups.

15.

Some large schools indicated a plan for the follow-up of graduates and drop outs.

Fewer small schools reported such

plans. 16.

Time released specifically for guidance was a characteristic of the large schools.

17*

About half of the small schools reported interviews with each student at least once per year.

Medium schools showed a

definite majority having personal interviews for all students. Approximately eighty percent of the schools in the large school groups reported personal interviews with each student at least once per year. 18.

The use of a faculty guidance committee was reported by seventy percent of the large school groups.

Only thirty per­

cent of the medium and ten percent of the small school groups had organized faculty guidance committees. 19.

Some school budgets of all school groups included funds for guidance.

However, in the small schools money was generally

available for test materials only. 20.

Nearly all the large schools reported a specific place for counseling.

The provision of a counseling room was less fre­

quent in the medium and small schools.

- Ill -

21.

Less than forty percent of any school enrollment group re­ ported studies of guidance services either within the last year or within the last five years.

22.

Sixty percent more of the schools in the largest enrollment group than schools in the smallest enrollment group indicated selection of guidance personnel on the basis of professional training.

Only one school group (600-999) reported the guid­

ance certificate as a criterion for selection of guidance workers. 23.

Although with less frequency in the smaller schools, all school groups indicated use of printed materials for guidance purposes.

24.

All school groups showed a small percentage of schools having in-service training in guidance for teachers who were expected to carry the responsibility for the service.

25.

The comments of most of the administrators indicated that they accepted the importance of including certain aspects of guid­ ance in their total school programs.

— 112 —

CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS

Based on the interpretation of the data summarized in the pre­ ceding chapter, three major conclusions come into sharp focus which give direction to the recommendations which follow.

These conclusions

are : 1*

Consideration of the size of enrollment is essential in the appraisal of guidance services.

2.

In the small and medium schools, guidance services are the responsibility of the administrators and the teachers rather than guidance specialists.

3.

In-service training in guidance seems to be the key to the development of extended guidance services in most schools.

Suggestions for the assistance which state universities and colleges may give school personnel and prospective teachers in understanding the principles and techniques of guidance

It is recommended that: 1.

A graduate practicum in guidance be made available especially for teachers of small high schools.

2.

Special work in guidance be made available for school admin­ istrators, with consideration being given to the needs of schools in their enrollment groups.

3.

The findings of this research be made available to college students preparing to enter the teaching field.

- 113 -

4.

Teacher-training institutions assist prospective teachers with use of the guidance inventories in the different school enrollment groups.

5.

It is further recommended that the resources of the state universities and colleges be made available for the develop­ ment of the following areas of guidance; a.

Educational and vocational guidance and testing in the small school.

b.

In-service training of the classroom teacher.

c.

Preparation of the administrator for guidance responsi­ bilities.

d.

Guidance of post-school youth through follow-up research and adult education.

Recommendations for Improvement of Guidance Through Administrative Policy, Based in Part on This Research

It is recommended that the administrator; 1.

Organize faculty committees to study the school needs and plan an organized guidance program.

2.

Analyze findings of this report to determine what services are operating in schools with similar enrollments.

3.

Promote a workshop in his school to study the achievable guidance functions suggested by this research.

4.

Select classroom teachers to obtain additional training in guidance.

5.

Use referral sources in the community.

114 -

Recommendations for Surveys

It is recommended that: 1.

A survey of guidance services be made at least once every five years.

2.

The differential evaluative criteria developed in this study be used experimentally as an instrument for such research. Revision of the inventories should be made in terms of the findings of the surveys.

3.

A questionnaire designed for teacher response in selected schools be developed as a means of securing teacher sugges­ tions for the development of adequate guidance services in each school group.

4.

An additional questionnaire designed for student response in selected schools be used to determine student awareness and use of the guidance services.

5*

The study be made in cooperation with the Indiana State Department of Public Instruction.

6.

A series of workshops for

school personnel be planned to

study the findings of the

surveys.

It may

be profitable to

organize these workshops in divisional meetings for personnel from the small, medium, and large school groups to make in­ tensive study of the guidance services and needs in each group. Differential Evaluative Criteria One purpose of this research,

as stated in

velop a set of differential evaluative criteria for

Chapter I, was tode­ the appraisal of

- 115 -

guidance services in the public high schools of Indiana.

The find­

ings presented in Chapter IV and interpreted in Chapter 7 offer a basis for developing a set of differential evaluative criteria of guidance services in the Indiana public high schools. In determining the form of the evaluative criteria based on the findings of this research and on generally accepted principles of guidance, the author considered length, simplicity, utility, and gen­ eral practicality.

The graphic inventory was selected because it

seemed to offer the following advantages; 1.

All important items can be included to present the extent to which each aspect of guidance is being offered.

2.

The inventory facilitates the checking of items.

3.

Comparatively little time is needed to use the device.

4.

The inventory provides a graphic representation of the guidance services.

The following forms of the guidance inventory have been planned as devices for the appraisal of guidance services in school groups in the different enrollment classifications. tages listed above.

Each form has the advan­

The items on the inventory were based on the

research of this study as well as on the principles of guidance gen­ erally accepted by the profession.

Items found to characterize the

various school groups were used as the criteria for the inventory. The placement of the items has been made in terms of possible achieve­ ment and in terms of general principles of guidance. The main purpose of the graphic inventories is to provide a means of appraisal of the guidance services of schools based on the guidance

-

116

-

functions that are achievable.

The guidance inventories emphasize

minimum and extended services.

In some cases, the items are identical

in all of the inventories.

The location of each item in relation to

the other items of the area under consideration gives differentiation to the analysis in terms of minimum and extended services for the size of the school.

The graphic inventory offers a basis for more de­

tailed analysis and study of those areas of guidance which seem to be in need of further development.

It is hoped that in a developmental

program of guidance, these guidance inventories will offer a link between the guidance services that are functioning and achievable optimum guidance services which may be of greater service to youth.

A VALID GUIDANCE INVENTORY MODIFIED FOR SCHOOL SIZE

FORM I - Small Schools— Enrollment less than 300

Name of School _______________________Address__________________ _______ Type of High School ___________ Enrollment

Principal___________

The purpose of this guidance inventory is to provide the school ad­ ministrator with a means for appraising the guidance services of his school.

The item at the left is a possible minimum service for the

small high school.

The items to the right are desirable extended ser­

vices for small schools.

DIRECTIONS : Place as many checks on each line as are necessary to describe or list accurately the services you offer.

- 118 -

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- 126

A Suggestion for Pilot Centers for guidance Research It is recommended that pilot centers be organized in selected high schools of each enrollment group for research through experimental use of various guidance practices.

Development of a Research Center It is recommended that a Guidance Research Center be established for the State of Indiana.

If and when the State Office of Occupational

Information and Guidance Services is re-opened, it would be ideal for a clearing house on guidance service and research for the public schools. Until the state office is available, the Research Center should be activated by one of the state institutions of higher learning.

Suggestions for Further Research 1.

It is recommended that research be made to determine the use­ fulness of the differential inventory forms presented in this research.

2.

It is suggested that research be made with the purpose of developing in-service training programs in guidance for teachers in the different school enrollment groups.

3.

Different types of orientation programs suitable for schools of the different enrollment groups is a topic worthy of further research.

4.

It is recommended that a study be made to explore the contri­ butions to pupil adjustment that can be made by guidance through club organization in the different school enrollment groups.

Research is needed on the administration, interpretation and use of tests and inventories in the different school enroll­ ment groups. A study is suggested to analyze the type of cumulative records best suited for schools in the different enrollment groups. Effective means of organized follow-up studies of graduates and drop outs is an area of guidance in need of research.

APPENDIX A

Copy of Post Card Sent to Each State Supervisor of Occupational Information and Guidance Services

- 129

Copy of Post Card Sent to Each State Supervisor of Occupational Information and Guidance Services

Dear Sir : Please send to me any information which you may have on surveys of guidance services in the public schools of your state, either past surveys or any now in progress. Sincerely,

Herman J • Peters Education Building Purdue University Lafayette, Indiana

APPENDIX B

The Questionnaire

- 131

A STUDY OF GUIDANCE SERVICES IN THE INDIANA PUBLIC HIGH SCHOOLS

Date: A.

High School

B.

Total Enrollment

C.

Type of High School

.Address.

__________Junior high school (Grades 7-8-9) _________ Senior high school (Grades 10-11-12) ___

Six-year high school (Grades 7-12)

_________ Four-year high school (Grades 9-12) D.

Check the curricula you offer: General academic_

Commercial____

College preparatory.

; Other (name).

.; Vocational.

E.

List names and titles of faculty members who are responsible for the guidance services in your school.

F.

Do you have a coordinator under the George-Barden Act plan? Yes

No

Nam e of coordinator---------------------- — ----------------------------— ----------------------------

Research by — H erm an J. Peters D irector o f the study — Dr. Elizabeth K. W ilson PURDUE UNIVERSITY L afayette, In d ian a

INSTRUCTIONS: Please report only the guidance services which you are actually offering at the present time. 1.

Do you have a definite program to assist new students in becoming oriented to your school?

Yes--------- N o _ ------

If you have such a program, list the guidance activities you use to help students become acquainted with the school.

2.

Do you assist the pupils in choosing their curricula?

Yes----------- No --------Individually? Yes__N o In groups?

3.

4.

W h a t exploratory

Yes.

..........

— N o ______

ortryout courses doesyour school offer?

G eneral Shop

Yes

No

Industrial Arts

Yes

Home Economics

Yes

No

G eneral Science

Yes

No

List Others

_N o

------------------------------------------------------------------------ -------------- ----------------------------— ___________________________________________ .

_____________________________________ _______________________________

Nam e the extracurricular organizations in which membership is limited to certain students by scholarship requirements, enrollment in the subject, or other limitations. O rganization

Membership limited by:

(a) Approxim ately what percent of the boys and of the girls are active in these organizations that have limitations on membership? Boys______________ %

Girls_____________ % (b) List the various means that you use to acquaint students with these activities.

5.

List by name the extracurricular organizations which are open to all students who wish to participate, regardless of grades, enrollment in certain subjects, or any other factor that would limit enrollment.

(a) Approximately w hat percent of the boys and of the girls are active in these organizations that have no limita­ tions on membership? Boys.______________ °o Girls___________ (b) List the various means that you use to acquaint students with these organizations.

%

Do you h ave a p ro g ram o f o ccupational or vo cation al guidance?

Yes_

No.

Yes.

N o ____

C heck the methods you use: ------------ (1 ) Classes in occupations .___________ (2) O utside speakers

________(3) Audio-visual aids ___________ (4 ) Clubs ____________ (5) C a re e r days ____________(6) Info rm ation through re g u la r classes ____________(7) In d ivid u al conferences: a . w ith all pupils___ b. with selected pupils. 7.

Do you h ave hom e rooms? (a ) W h a t is the length of the hom e room p e r io d ?

________

.M inutes

(b ) Check the activities th a t a re re g u la rly carried on in the home room. ____________ (1 ) A dm inistrative: such as m aking announcem ents, tak in g atte n d an ce , collections, ____________ (2 ) Discussion of group problem s such

etc.

as orientation to school, courtesy, schoolregulations

____________ (3) Study p eriod ____________(4) Student Council election ____________(5) V o ca tio n a l guid an ce (6) Educational planning ____________ (7) Personal problem s ____________ (8) O thers (n am e)_____________________________ ___________________

_____________________

(c) W h o has ch arg e o f carrying out the home room program ? Teacher___________ Student chairm an— Student com m ittee. Com bination o f ab o ve. A re gro up tests an d inventories re g u larly adm inistered to classes? Encircle g rad es w here each ty p e of test is re g u la rly adm inistered: (a ) Intelligence tests

7

8

9

(b ) Subject achievem ent tests

7

8

9

10

11

12

(c) Reading tests

7

8

9

10

11

12

(d) V o c a tio n a l interest inventories

7

8

9

10

11

12

(e) Personality or adjustm ent inventories

7

8

9

10

11

12

(f)

7

8

9

10

11

12

7

8

9

10

11

12

A p titu d e tests

(g) O thers (n am e)-----------------------------------------— 9.

10

11

Yes.

.No.

Yes.

.No.

Yes.

No.

12

A re individual tests adm inistered to certain pupils as need is recognized?

10. W h o administers g ro up tests?— — ----- -----------------------------------------------------------W h o administers individual tests?-— _ — ----- ------ ------------- --------------- -------------

n.

Is th ere a cum ulative record card fo r each student? W h e re a re th e records kept

.Superintendent's office .Principal's office .Counselor's office .Teacher's classroom

12 . Does the school have a placem ent service? (a ) Does it include placem ent fo r p art-tim e jobs fo r pupils? (b ) Does it include job placem ent fo r graduates? 13.

Yes______N o _____ Yes_____ N o ___ Ye*

No

____

Does the school h ave a p lan fo r re g u la r use of community agencies to m eet certain student needs (such as P ub lic Em ploym ent Service, Service Clubs, Juvenile Court, G uid an ce Clinics)? List th e agencies used within the last year:

Yes______N o __

14.

Yes.

Do you follow up all graduates of your school?

-N o .

How soon after graduation?------------------ — ------How often?_________________



W h a t methods are used for follow-up?, 15.

Is there a regular plan for interviewing students who are leaving school perm anently, before completing high school

Yes.

.N o .

(a) Do you assist your drop-outs in securing jobs?

Yes.

.N o .

(b) Do you have a follow-up plan to find out w hat happens to your drop-outs?

Yes.

_No_

Yes.

.N o .

work?

(c) If (b) above is answered yes, how often? 16.

_____ _________________________

Do you have faculty members who have released time for pupil guidance? (a)

Number of men with released time for guidance—_________ Indicate number of men released for: Full time

___

-H alf time.

.Q u a rte r time.

.H alf time.

-Q uarter time-

Less than quarter time------------------(b)

Number of women with released time for guidance______ Indicate number of women released for: Full time_______ Less than quarter time

17.

How often does every student have a personal interview for guidance purposes? Not a t all

18.

________

____

Once per school year____________ Twice per year______

More than twice.

Does each high school student have a physical examination?

N ot a t all Each year .Once during high school .O ther

19.

(a) Do you have a faculty guidance committee? (b)

Yes.

.N o .

W h a t other organizations do you have to plan for guidance?.

20.

Does the school budget include funds allocated specifically for guidance purposes?

Yes.

-N o.

21.

Is a place provided in which counselors may see students without interruption?

Yes.

.N o .

22.

Has any study of your guidance services been made within the last year?

Yes.

.N o __

Yes.

-No__

W ithin the last five years? 23.

On w hat bases are your guidance personnel selected:

__________ Professional training in guidance ------------------- Years teaching (how many) ------------------- Seniority -------------------Experience ___________ Personality ___________ Guidance certificate

24.

Do you use student guide books, manuals, mimeographed materials for guidance purposes?

25.

Have you had or are you now having an in-service training program for teachers to discusswith them the need for, the purpose of, and the methods of guidance? How often do you meet: once per year.

26.

.

Yes______N o _____

Yes______ No twice_________ three times__________ fo u r ___________ more_____

M ake any additional comments below concerning the guidance program which you now have or would like to have for your school.

APPENDIX C

The Cover Letter

- 133 P u r d u e

U

n i v e r s i t y

D IVISIO N OF EDUCATION AND APPLIED PSYCHOLOGY

LAFAYETTE, INDIANA

January 27, 1950

To Principals of the Secondary Schools of Indiana: Dear Sir: It is the desire of Purdue University to make its training in guidance and counseling of greatest possible value to the teachers and guidance personnel of Indiana. To do this, it is important to learn the kinds of guidance services which the schools offer and wish to offer. Through your cooperation in checking the enclosed questionnaire, we hope to learn what the present guidance practices are in the sec­ ondary schools of Indiana. The questionnaire is essentially a check list that requires little writing and can be filled out in less than an hour. Purdue University hopes to improve its service to the state through a study of the completed questionnaires. Enclosed is a stamped self-addressed envelope for your reply. We sincerely hope that you will help us secure this information. If you will fill out the blanks below, we shall send you a summary of the study. No names of schools nor individuals will be included in any of the reports. Sincerely yours,

Elizabeth K. Wilson Associate Professor of Sociology Director of the Study Name ___________________________ .Position ____ .____________ ■ Address

APPENDIX D

The Follow-up Letter

— 135 — P u r d u e

U

n i v e r s i t y

DIVISION OF EDUCATION AND APPLIED PSYCHOLOGY

LAFAYETTE, INDIANA

February 28, 1950

To Principals of the Secondary Schools of Indiana:; Dear Sir:

Mr* Peters and I appreciate the generous response to the guidance questionnaire which we sent to all Indiana High Schools recently. About fifty per cent of the high school principals of Indiana have completed the questionnaire but we feel that we are still falling short of as accurate a picture as we should have. * The past weeks have been very busy ones for you and the comming ones will doubtless be as fully occupied. We are, venturing, nevertheless, to ask you for about thirty minutes of your time to fill out the questionnaire. We are enclosing another copy in case the first one may not have reached you. If you have no organized guidance services, as many schools do not, we should appreciate your returning the questionnaire with a sentence or two about the guidance activities that you feel would be helpful. We should like to have the Indiana data by March 15 in order to make a report at the March meeting of the national conference of personnel organizations. Thank you for any consideration you are able to give our request. Cordially yours,

Please return questionnaire to: Herman J . Peters Education Bldg, Purdue University Lafayette, Indiana

Elizabeth K. Wilson Associate Professor of Sociology Director of the Study

136 -

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1*

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2*

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3.

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4.

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5.

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6•

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7.

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8.

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9.

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10.

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11.

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12.

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13.

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14.

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15.

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137 -

16.

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17.

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19.

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20.

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21.

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22.

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23.

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25.

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26.

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27.

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28.

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29.

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- 138 -

30.

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31.

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32.

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33.

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34.

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35.

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36.

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37.

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38.

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39.

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40.

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41.

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43.

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46*

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47»

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48.

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49.

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50.

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51.

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52.

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53.

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54.

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55.

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56.

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- 140 -

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58.

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59.

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60.

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61.

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