An analysis of the cost of guidance services in selected high schools
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AN ANALYSIS OF THE COST OF GUIDANCE SERVICES IN SELECTED HIGH SCHOOLS
A Dissertation Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Doctor of Education
toy Joseph W. Crosby June 1 9 5 0 >
UMI Number: DP25774
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Publishing
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T h is d is s e rta tio n , w r i t t e n u n d e r the d ir e c tio n o f the C h a ir m a n o f the ca n d id a te ’ s G u id a n c e C o m m itte e a n d a p p r o v e d by a l l m em bers o f the C o m m itte e , has been prese n te d to a n d accepted by the F a c u lt y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the r e q u ire m e n ts f o r the degree o f D o c t o r o f E d u c a t io n .
Da,*.
........
...
Dean Guidance Committee
Chairman >7
/>
*—
i
TABLE OP CONTENTS CHAPTER I.
PAGE
THE PROBLEM AND METHOD OP PROCEDURE The problem
. . . . .
1
...................
Statement of the problem....
1
............
1
Importance of the study
• • • . • • • • •
3
Definitions of terms used
• • • • • • . • •
4
Guidance program . • • • • • • • • . . • •
4
Guidance services
4
• • • . • • • • • • • •
Counselor
• • • • • • • » . .
.
Personnel
......... • • • • • • • • • • •
5
Scope of the study • • • • • • • • • • • • •
5
L i m i t a t i o n s ......................... Procedure and techniques employed
Distribution
6
. . . . .
6
.......................
6
• • • • • • . • • • • * •
7
Return and tabulation Personal survey
5
. . . . .
The check-list . . . . Formulation
4
• • • •
........
..........
8
Selection of schools ........... Individual surveys of schools
7
. . . .
8
• • • • •
8
Tabulation • • . . • • • • • • • • • • •
9
Presentation of Results
9
• • • • • • • •
iii CHAPTER
PAGE (Questionnaire............................ Formulation
• * • • .......... • . • • .
Distribution . . . . .
10
Returns and tabulation • • • • • • • • •
10
Presentation of r e s u l t s ...............
10
ITEMS CHARGEABLE SERVICES
TO THE COST OF
............
11
GUIDANCE
............................
12
Returns of the c h e c k - l i s t ............« . . .
12
Tabulation of the r e t u r n s .................
13
Personnel
• • . • • • • • •
.............
M a t e r i a l s ............... * .............. Final results of check-list
............
Summary III.
10
.................
Organization of the study II.
10
14 24 32 38
THE COST OF GUIDANCE SERVICESIN SCHOOL flA tr
.
40
General characteristics of the guidance program
. • • • •
40
The costs of the guidance program in School !IA n ................................
43
Personnel
..........................
43
Materials
..........................
46
............................
50
Total costs Summary
. . . . . .
55
iv CHAPTER IV.
PAGE
COSTS OF GUIDANCE SERVICES IN SCHOOL "B” . . . .
56
General characteristics of the guidance program
• • • ....................... • • . •
56
The costs of the guidance program in School tfB t* .................................. Personnel
. . . . . .
Materials
. . ....................... .
58 •
.
.
Total c o s t s ............... Summary V.
58 64 68
....................................
THE COST OF GUIDANCE SERVICES IN SCHOOL ,fC ,f
. .
73 74
General characteristics of the guidance program
• • • • • • .
.....................
74
The costs of the guidance program in School "C!l............ Personnel
•
Materials
• • • • • .
Total costs
76 • • • • • • • • • • .........
..........
Summary VI.
• • • • • •
76 85 88
• • • • • •
THE COST OF GUIDANCE SERVICES IN SCHOOL UD ,!
. .
91 94
General characteristics of the guidance p r o g r a m .................
94
The costs of the guidance program In School f,D u ..............
97
Personnel
97
.
• • • . • • • • • • •
V
CHAPTER
PAGE Materials Total costs
.....................
• • • ............... .........
THE COST OP GUIDANCE SERVICES
IN- SCHOOL ,fE M
105 109
....................................
Summary VII.
. . . . . . .
. .
114 115
General characteristics of the guidance program
........................
115
The costs of the guidance program in School "E" Personnel
. . . . . .
...
116 117
M a t e r i a l s ........................
1
Total c o s t s ................................. Summary VIII.
125 130
THE COST OP GUIDANCE SERVICES
IN SCHOOL
. .
131
General characteristics of the guidance program
...........................
131
The costs of the guidance program In School “F " .................................... Personnel
............................
134
M a t e r i a l s ..................................
142
Total costs
146
Summary IX.
134
. . . . . . . . .
• • • * • • • • • • •
THE COST OP GUIDANCE SERVICES
................
IN SCHOOL 11G”
. .
150 153
General characteristics of the guidance program
153
CHAPTER
BAGE The costs of the guidance program in School !tGlf....................... Personnel
• • • • ..........................
155
M a t e r i a l s ..........
161
Total c o s t s ..............................
165
S u m m a r y ............ X.
155
THE COSTS OF
168
GUIDANCE SERVICES IN
SCHOOL "H" .
171
General characteristics of the guidance p r o g r a m ..................................
171
The costs of the guidance program in School t,H tl
.................
173
• • • • • • •
173
Personnel ^
a t e r i a l s ................................
Total costs
XI.
.................
181
S u m m a r y ....................................
185
THE COSTS OF
. . . . . .
177
GUIDANCE SERVICES IN
SCHOOL ”1 ” .
188
General characteristics of the guidance program.........
.............. • • • • • •
188
The costs of the guidance program in School r,I M ................................... P e r s o n n e l ................................ Materials
190 190
......................
197
Total c o s t s ......................... S u m m a r y .............................. • • • •
201 206
vii CHAPTER XII.
' PAGE THE COSTS OF GUIDANCE SERVICES IN SCHOOL "J"
.
207
General characteristics of the guidance program
. . • • • • • • • • « • •
207
The costs of the guidance program in School nJw
XIII.
................................
208
Personnel • • • • • • • • • • • • • • • . .
209
Materials • • • • • • • • • • • • • • • • •
218
Total costs • • • • • • • • * ’ • • • • • . .
220
Summary • • • • • • • • • • • • . . • • « • •
226
COMPOSITE COSTS FOR ALL S C H O O L S ...............
227
General characteristics of the guidance program • . • • • • • • • • • • • • • • • •
227
The costs of the guidance p r o g r a m ..........
231
Personnel • • • • • • • • • • • • . • • • •
231
Materials ...............
236
• • • • • • • • •
Total costs • • • • • .............. Summary • • • . • • • • • • • • • • • • • • • XIV.
240 243
ESTIMATED AVERAGE COSTS OF TYPICAL GUIDANCE PROGRAMS IN CALIFORNIA
.............
246
Returns of the q u e s t i o n n a i r e ...............
246
. Classification O n e ............ Classification Two Classification Three Classification Four
250
• • • • • • • • • • • • • . . . . . .
...........
..........
258 266 272
viii CHAPTER
PAGE Classification Five
XV.
.........................
280
S u m m a r y .......................................
287
SUMMARY AMD CONCLUSIONS
289
S u m m a r y ...................................... Conclusions
.................................
B I B L I O G R A P H Y ...................................... . . APPENDIX
..............................................
289 294 297 299
LIST OF TABLES TABLE I.
PAGE Respondents ' Comparative Opinions of Item 1, Functions of a Guidance Director that Might be Chargeable to the Costs of a Guidance Program .
II*
..
v)
...............................
15
Respondents1 Comparative Opinions of Item 2, Functions of Counselors that Might be Chargeable to the Costs of a Guidance P r o g r a m ......................................
III*
17
Respondents' Comparative Opinions of Item 3, Functions of Principals that Might be Chargeable to the Cost of a Guidance P r o g r a m ......................................
IV*
19
Respondents' Comparative Opinions of Item 4, Functions of the Vice-Principal or Dean the Might be Chargeable to the Costs of a Guidance P r o g r a m ............................
V*
21
Respondents1 Comparative Opinions of Item 5, Functions of Clerks that Might be Chargeable to the Costs of the Guidance Program
VI*
•
•. .
23
Respondents' Comparative Opinions of Items 6, 7, 8, 9, Functions of Other Personnel that Might be Chargeable to the Costs of the Guidance Program
• • • • ...................
25
X
TABLE VII*
PAGE Respondents1 Comparative Opinions of Items 1 and 2, Materials that Might be Chargeable to a Guidance
VIII*
P r o g r a m .....................
26
Respondents1 Comparative Opinions of Items 3 and 4, Testing Materials that Might be Chargeable to a Guidance Program
IX.
&9
Record Materials that Might be
Chargeable to
a GuidanceProgram
.........
29
Respondents1 Comparative Opinions of Items 9, 10, 11, 12
and 13, Research Materials
that Might be
Chargeable to Guidance
Services XI.
26
Respondents1 Comparative Opinions of Items 5, 6, 7 9
X.
. . . . .
...........................
31
RespondentsT Comparative Opinions of Item 14, Research Follow-up Materials Possibly Chargeable to
XII.
GuidanceServices ...........
33
Difference in the Opinions of the Jury with Regard to Personnel Costs that Might be Chargeable to
XIII.
Guidance ....................
34
Difference in the Opinions of the Jury with Regard to Material Costs that Might be Chargeable to
Guidance ....................
36
xi TABLE XIV.
PAGE Difference in the Opinions of the Jury with Regard to Personnel and Material Costs that Might be Optionally Chargeable to Guidance
XV.
. . . . .........................
.
37
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ............... ...................
XVI.
Estimate of Each Counselorfs Time Spent in Various Guidance Activities .................
XVII.
45
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
XVIII.
44
47
Cost of Materials Used in Guidance Program of .......................
School t1A"
4$
Supplement - Costs of Materials Optionally Chargeable to Guidance XIX.
4$
1947-194$ Total Gosts for Guidance Program in School " A " ............... ................... Supplement - Optional Items Added to Costs
XX.
. .
Relative Breakdowns of Guidance Gosts ........
51 51 52
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in Totals XXI. XXII.
Counselor Time Allowed Per Student
...........
52 54
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other Activities
..................................
59
xii TABLE XXIII.
PAGE Estimate of Each Counselor's Time Spent in Various Guidance Activities .............
XXIV.
61
Estimate of Clerk’s Time Spent in Various Guidance Activities
.......................
63
Supplement - Estimate of Clerk’s Time Spent in Functions Optionally Chargeable to Guidance Program ............................ XXV.
63
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
65
Supplement - Estimate of Clerk’s Salary Chargeable to Guidance Program for the Performance of Optional Function ........... XXVI.
63
Cost of Materials Used in Guidance Program of School ”B”
..............................
66
Supplement - Costs of Materials Optionally Chargeable to Guidance ..................... XXVII.
1947-194$ Total Costs for Guidance Program in School ”B " . ..............................
XXVIII.
66
69
Supplement - Optional Items Added to Costs . .
69
Relative Breakdown of Guidance Costs ........
70
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in Totals XXIX.
................................
70
Counselor Time Allowed per S t u d e n t ..........
72
TABLE XXX.
PAGE Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ............................
XXXI.
Estimate of Director’s Time Spent in Various Guidance A c t i v i t i e s
XXXII.
.
79
Estimate of Each Counselor’s Time Spent in Various Guidance Activities
XXXIII.
7&
...............
81
Estimate of Clerk’s Time Spent in Various Guidance Activities
.......................
$3
Supplement - Estimate of Clerk’s Time Spent in Functions Optionally Chargeable to Guidance P r o g r a m ............................ XXXIV.
8 3
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
&4
Supplement - Estimate of Clerk’s Salary Chargeable to Guidance Program for the Performance of Optional Function ........... XXXV.
Cost of Materials Used in Guidance Program of School ”C” Supplement
............. .................
&6
Costs of Materials Optionally
.86
Chargeable to Guidance ..................... XXXVI.
£4
1947-194^ Total Costs For Guidance Program in School "C"
. .
.
£9
Supplement - Optional Items Added to Costs . .
89
xiv TABLE XXXVII.
PAGE Relative Breakdowns of Guidance Costs
. . . •
90
Supplement - Relative Breakdowns of Guidance Costs including Optional Item Costs in T o t a l s ......................................
90
XXXVIII.
Counselor Time Allowed per Student ...........
92
XXXIX.
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ..................................
XL.
Estimate of Director’s Time Spent in Various Guidance Activities
XL1.
.......................
100
Estimate of Each Counselor’s Time Spent in Various Guidance Activities
XLII.
9$
...............
102
Estimate of Clerk’s Time Spent in Various Guidance Activities
.......................
104
Supplement - Estimate of Clerk’s Time Spent in Functions Optionally Chargeable to Guidance P r o g r a m .................................... XLIII.
104
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
106
Supplement - Estimate of Clerk’s Salary Chargeable to Guidance Program for the Performance of Optional Function ........... XLIV.
106
Cost of Materials used in Guidance Program of School ”D ” ..................................
107
XV
TABLE XLIV.
PAGE Supplement - Costs of Materials Optionally Chargeable to Guidance
XLV.
...................
107
1947-194$ Total Costs for Guidance Program in School TTD ” .............................. Supplement - Optional Items Added to Costs
XL VI.
.
Belative Breakdowns of Guidance Costs . . . .
110 110 Ill
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in T o t a l s .................................... XLVII. XLVIII.
Counselor Time Allowed per Student
.........
Ill 113
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ................................
XLIX.
Estimate of Director’s Time Spent in Various Guidance Activities .......................
L.
120
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
LII.
119
Estimate of Each Counselor’s Time Spent in Various Guidance Activities ...............
LI.
11$
122
Cost of Materials Used in Guidance Program of School " E " ................................
123
Supplement - Costs of Materials Optionally Chargeable to Guidance
...................
123
xvi TABLE LIII.
PAGE 1947-194& Total Gosts for Guidance Program in School T’E”
.......................
126
Supplement - Optional Items Added to Costs . • LIV.
Relative Breakdowns of Guidance Costs
...»
126 .127
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in T o t a l s ...................................... LV„ LVI.
Counselor Time Allowed Per Student
127
.........
129
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ....................... ..
LVII.
.....................
137
Estimate of Each -Counselor1s Time Spent in Various Guidance Activities
LIX.
135
Estimate of DirectorTs Time Spent in Various Guidance Activities
LVIII.
.
...............
139
Estimate of Clerk’s Time Spent in Various Guidance Activities
.
...................•
141
Supplement - Estimate of Clerk’s Time-Spent in Functions Optionally Chargeable to Guidance P r o g r a m ........................... LX.
Cost of Personnel Salaries Prorated of Time Spent in Various Guidance
141
on Basis Activities
143
Supplement - Estimate of Clerk’s Salary Chargeable to Guidance Program for the Performance of Optional Function ...........
143
xvii TABLE LXI.
PAGE Cost of Materials Used in Guidance Program of School ,,F l t ................................
144
Supplement - Costs of Materials Optionally Chargeable toGuidance LXII.
144
1947-1948 Total Costs for Guidance Program in School "P11
LXIII.
• . . ................
.. ...........................
147
Supplement - Optional Items Added to Costs . •
147
Relative Breakdowns of Guidance Costs
149
• . * .
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in Totals LXIV. LXV.
.
Counselor Time Allowed Per Student . . . . . .
149 151
Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other Activities • • • * • •
LXVI.
.............
• • • •
Estimate of Each Counselor1s Time Spent in Various Guidance Activities
LXVII.
156
..
158
Estimate of Each Clerk1s Time Spent in Various Guidance Activities
.
160
Supplement - Estimate of Each Clerk*s Time Spent in Functions Optionally Chargeable to Guidance Program LXVIII.
...............
160
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
162
xviii TABLE LXVIII.
PAGE Supplement - Estimate of Clerkrs Salary Chargeable to Guidance Program for the Performance of Optional F u n c t i o n ............
LXIX.
162
Cost of Materials Used in Guidance Program of School "G11
• • . • • • . . . • • • • •
163
Supplement - Costs of Materials Optionally Chargeable to Guidance LXX.
163
1947-1948 Total Costs for Guidance Program in School MGM
. . . . . . . . . . . . . .
Supplement - Optional Items Added to Cost LXXI.
Relative Breakdowns of Guidance Costs
166 •
166
. . .
167
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in T o t a l s ............... .. LXXII. LXXIII.
. . . .
167
Counselor Time Allowed per Student • . • . .
169
Approximate Percentages of Total Time Spent by "Various Personnel in Guidance and Other Activities • • • • • • • . • • . • •
LXXIV.
Estimate of Each Counselor’s Time Spent in Various Guidance A c t i v i t i e s .......... . .
LXXV.
175
176
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities . . . . . .
...........
. . . .
178
xix TABLE LXXYI.
PAGE Cost of Materials Used in Guidance Program of School MH n
............................
179
Supplement - Costs of Materials Optionally Chargeable to Guidance ................... LXXYII.
1947-1948 Total Costs for Guidance Program in School flH tf
LXXVIII.
179
.....................
182
Supplement - Optional Items Added to Costs .
182
Relative Breakdowns of Guidance Costs
184
...
Supplement - Relative Breakdowns of Guidance Gosts Including Optional Item Costs in T o t a l s ............
184
LXXIX.
Counselor Time Allowed per Student ........
LXXX.
Approximate Percentages of Total Time Spent
186
by Various Personnel in Guidance and Other Activities LXXXI.
...................
Estimate of Director’s Time Spent in Various Guidance Activities
LXXXII.
• • • • •
193
Estimate of Each Counselors Time Spent in Various Guidance Activities
LXXXIII.
191
. . . . . . .
194
Estimate of Clerk’s Time Spent in Various Guidance Activities
. • • • • • • • • . «
196
Supplement - Estimate of Clerk’s Time Spent in Functions Optionally Chargeable to Guidance Program . . . . . . .
...........
196
XX
TABLE LXXXIV.
PAGE Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities . . ........................
198
Supplement - Estimate of Clerk1s Salary Chargeable to Guidance Program for the Performance of Optional Function • • ♦ • . LXXXV.
198
Cost of Materials Used in Guidance Program of School 111w
199
Supplement - Costs of Materials Optionally Chargeable to G u i d a n c e ............. .. LXXXVI.
. .
1947-1948 Total Costs for Guidance Program in School ttI n
..........
202
Supplement - Optional Items Added to Costs • LXXXVII.
199
Relative Breakdowns of Guidance Costs
• .
.
202 204
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in Totals . . . . . . LXXXVIII.
.........
. . . . . . .
Counselor Time Allowed per S t u d e n t ......
204 206
LXXXIX. .Approximate Percentages of Total Time Spent by Various Personnel in Guidance and Other A c t i v i t i e s ..................... XC.
Estimate of Director’s Time Spent in Various Guidance A c t i v i t i e s ..........
XCI.
210
212
Estimate of Each Counselor’s Time Spent in Various Guidance Activities
. ...........
213
xxi PAGE Estimate of Clerkfs Time Spent in Various Guidance Activities
. ......................
215
Supplement - Estimate of Clerk*s Time Spent in Function Optionally Chargeable to ...........
Guidance Program • i . . . • • ♦
215
Cost of Personnel Salaries Prorated on Basis of Time Spent in Various Guidance Activities
217
Supplement - Estimate of Clerk’s Salary Chargeable to Guidance Program for the Performance of Optional Function ...........
217
Cost of Materials Used in Guidance Program of School flJM • • . • * ........................
219
Supplement - Costs of Materials Optionally Chargeable to Guidance • • • •
.............
219
1947-1948 Total Costs For Guidance Program in School !fJ* .
............... .............. • .
221
• . . •
223
Supplement - Optional Items Added to Cost Relative Breakdowns of Guidance Costs
221
Supplement - Relative Breakdowns of Guidance Costs Including Optional Item Costs in Totals . . . • . .................
223
Counselor Time Allowed per Student • • • • • •
225
An Average of the Approximate Percentages of Total Time Spent:.by Personnel in Guidance and Other Activities • • * • • •
...........
229
xxi I TABLE XCIX.
PAGE An Average of the Estimate of the Director’s Time Spent in Various Guidance Activities
C.
•
232
. .
233
An Average of the Estimate of the Time Spent by the Counselors in Various Guidance Activities . . . . . . .................
Cl.
Average of Clerk’s Time Spent in Various Guidance Activities
............
235
Supplement - Average of Clerk’s Time Spent in Functions Optionally Chargeable to Guidance Programs . . . . . . . . . CII.
.................
Average Total Costs for Guidance Personnel . .
235 237
Supplement - Estimate of Average Clerk’s Salary Chargeable to Guidance Program for Performance of Optional Function . . . • • • CIII.
237
Average Cost of Materials Used in the Guidance Programs
...................
238
Supplement - Average Cost of Materials Optionally Chargeable to the Guidance Programs . • • • • • • • • • • • • • • • • • CIV.
238
1947-1948 Average Total Costs for Guidance P r o g r a m s ..........
241
Supplement - Average Cost of Optional Items Added to Average Total Costs • • • • • • • •
241
xxiii TABLE CV.
PAGE Relative Breakdowns of Average Guidance Gosts
♦
242
Supplement - Relative Breakdowns of Average Guidance Costs Including Optional Item Costs in Totals CVI. C¥II.
•
242
Average Counselor Time Allowed per Student • • .. Breakdown, of the Responses into Number and Percentages in Each Classification . • • • • •
C¥III.
244
247
Averages of the Approximate Salaries and the Percentages of Total Time Spent by Typical Personnel in Guidance in Schools with an A.D.A. of 33 to 300 Students
CIX.
• • • • • • • • • • • •
252
Average of the Approximate Costs of Tests used in the Guidance Programs in Schools with A.D.A. of 33 to 300 Students . • • • • • * • •
CX.
Average of the Total Costs of Guidance Programs in Schools with A.D.A. of 33 to 300 Students •
CXI.
256
Average Counselor Time Allowed Per Student in Schools with A.D.A. of 33 to 300 Students
CXIII.
254
Relative Breakdown of Average Total Costs Schools with A.D.A. of 33 to 300 Students ,...
CXII.
253
.. •
257
Averages of the Approximate Salaries and the Percentages of Total Time Spent by Typical Personnel in Guidance in Schools with an A.D.A. of 301 to 700 Students
. . . . . . . .
260
xxiv TABLE CXIV.
PAGE Average of the Approximate Costs of Tests Used in the Guidance Programs in Schools with A.D.A. of 301 to 700 Students
CXV.
•
261
Average of the Total Costs of Guidance Program in Schools with A.D.A. of 301 to 700 Students
CXVI.
Relative Breakdown of Average Total Costs Schools with A.D.A. of 301 to 700 Students • .
CXVTI.
264
Average Counselor Time Allowed per Student in Schools with A.D.A. of 301 to 700 Students . .
CXVIII.
263
265
Averages of the Approximate Salaries and the Percentages of Total Time Spent by Typical Personnel in Guidance and Other Activities in Schools with an A.D.A. of 701 to 1,200 Students
CXIX.
.........................
268
Average of the Approximate Costs of Tests Used in the Guidance Programs in Schools with A.D.A. of 701 to 1,200Students
CXX.
• • • • • • •
269
Average of the Total Costs of Guidance Programs in Schools with A.D.A. of 701 to 1,200 Students •• • • • • • • • ..............
CXXI.
270
Relative Breakdown of Average Total Guidance Costs Schools with A.D.A. of 701 to 1,200 S t u d e n t s .......................
271
XXV
TABLE CXXII.
PAGE Average Counselor Tune Allowed Per Student in Schools with A.D.A. of 700 to 1,200 Students
C3QCIII.
273
Averages of the Approximate Salaries and the Percentages of Total Time Spent by Typical Personnel in Guidance in Schools with an A.D.A. of 1,201 to 1,800
CXXIV.
Students
..........
275
Average of the Approximate Costs of Tests Used in the Guidance Programs in Schools with A.D.A. of 1,201 to 1,800 Students
CXXV.
. . . . .
276
Average of the Total Costs of Guidance Program in Schools with A.D.A. of 1,201 to 1,800 Students • • . • • • • • • •
CXXVI.
...........
..
277
Relative Breakdown of Average Total Costs Schools with A.D.A. of 1,201 to 1,800 Students . . . . .
GXXVII.
. . . . . .
278
Average Counselor Time Allowed per Student in Schools with A.D.A. of 1,201 to 1,800 Students •
CXXVIII.
• • • • • • • • • •
279
Averages of the Approximate Salaries and the Percentages of Total Time Spent by Typical Personnel in Guidance and Other Activities in Schools with an A.D.A. of 1,801 to 2,850 Students • • • • • • • • • • • • • • • • . .
281
XXVI
TABLE CXXIX.
PAGE Average of the Approximate Costs of Tests Used in the Guidance Programs in Schools with A.D.A. of 1,801 to 2,850 Students
CXXX.
. . . . . .
283
Average of the Total Costs of Guidance Programs in Schools with A.D.A. of 1,801 to 2,850 Students
CXXXI.
.....................
284
Relative Breakdown of Average Total Guidance Costs Schools with A.D.A. of 1,801 to 2,850 Students • • • • • • « . •
CXXXII.
...................
285
Average Counselor Time Allowed per Student in Schools with A.D.A. of 1,801 to 2,850 Students • . . . . ............
286
CHAPTER I THE PROBLEM AND METHOD OP PROCEDURE Arthur E* Traxler commented upon the importance of guidance and its developments Within the last twenty-five years guidance has be come one of the most common words in the vocabulary of education* Its rapid development in the schools has been due mainly to new social conditions and needs, a new psychology which has emphasized individual differ ences, and new techniques for studying Individuals.-*Although guidance is well-known in education today, the knowledge of the specific costs of a guidance program is limited* I.
THE PROBLEM V
Statement of the problem* /The purpose of this study was to determine the items that are considered legitimate costs of guidance services, to determine what these costs of guidance services were in selected high schools in Southern California and what the costs of guidance services were in the typical high school in California.^ In other words, the purpose of this study was to answer the following questions r A* What items are legitimate costs of guidance services
1Arthur E. Traxler, Techniques of Guidance» (New York, Harper & Brothers, Publishers, 1945), p. 1.
2 B. What is the cost of guidance services in selected high schools in Southern California? 1* What are the characteristics of the guidance programs in selected high schools? 2. What is the cost of each item determined to be chargeable to the guidance program? 3* What is the cost for each guidance program per average daily attendance? 4. What is the cost for each guidance program per total school enrollment? 5* What per cent of the annual current expenditure was spent for the guidance program of each high school? 6. What is the average amount of time per pupil allowed for guidance in each of the ten schools? 7. What is the composite cost per average daily attendance for the ten schools? 8. What is the average cost per average total enrollment for the ten schools? 9* What per cent of the composite annual current expenditure was spent for the guidance programs of the ten schools? 10. What is the average amount of time allowed per pupil for guidance in the composite of the ten schools?
C. What is the cost of guidance services in a typical high school in California? 1* What are the general characteristics of guidance programs in public high schools in California? 2. What are the estimated costs of the programs that are comparable to those of the ten schools surveyed? Importance of the study# Most school administrators will agree that the essentials of guidance • • • are fine in theory, but frequently they will insist that these are not possible in so far as their own school is concerned because of the expense involved. The question of cost is therefore one of the most crucial ones that can be raised about guid&nce.^ *
The study should be important because, to the inves
tigator’s knowledge, there are no recorded statistics as to the actual cost of specific guidance programs, and this study emphasizes the cost of guidance programs in the high schools. Prom these data should evolve a basis by which school administrators could formulate a guidance program with a definite knowledge of Its approximate cost.
There
fore, the study should be important in that it will give
2Ibld., p. 9
4. specific information which may be used to resolve one of the crucial issues in the field of guidance.
To
II. DEFINITION OF TERMS guidance program.
The term ,rguidance program" is \
interpreted in this study to be organized systematic assistance to pupils outside of classroom instruction to help them acquire the necessary knowledge to analyze and understand their interests, aptitudes, abilities, limita tions, opportunities, problems and needs, thereby enabling them through self-direction to meet their educational, vocational, health, moral, social, civic and personal problems to the best advantage for themselves and society. Guidance services.
'Z
In this study “guidance services11
refer particularly to the special services to the student including individual appraisal, information about education and vocational opportunities, counseling, group activities in guidance, and educational and occupational placements. Counselor.
The term “counselor" is interpreted as
one who is employed full or part-time for the specific
^Carter V. Good, Ed., Dictionary of Education, (New York, JfcGraw-Hill Book Company, Inc., 1945), p. 194
purpose of performing the above defined special services to the students. Personnel.
The term p e r s o n n e l 11 in this study refers
to all employed persons, including the counselor, whose duties pertain directly to the guidance program exclusive of those duties that would be essential to the administra tive or instructional school program regardless of an organized guidance program.^ III. SCOPE OF.THE STUDY The present study was concerned with ascertaining the costs of guidance programs in public high schools.
By
ascertaining the items chargeable to a guidance program and using these as a basis of selection for costs, the investigator made a study of guidance programs in ten Southern California public high schools in nine school districts by personal survey and in other high schools throughout California by means of a questionnaire, to determine the various methods of guidance employed and the costs of an organized guidance program. Limitations.
The study was limited to the personal
survey of ten public high schools in Southern California in nine school districts and a survey by questionnaire of the other public high schools throughout California.
6 The investigation of the costs of each program was limited to those costs that were determined chargeable to guidance by the respondents to a check—list distributed for this purpose*
The cost of guidance programs throughout
California were further limited in that they were based on the.costs derived from the schools surveyed personally as well as the costs Indicated on their returned questionnaires* IV. PROCEDURE AND TECHNIQUES EMPLOYED To determine the Items that are legitimate costs of guidance, it was necessary to formulate, distribute and tabulate the returns of a check-list of all items that might be considered costs of guidance programs.
To ascertain the
cost of guidance services In selected high schools, it was necessary to personally survey ten public high schools.
To
ascertain the cost of guidance services in a typical high school in California it was necessary to formulate, on the basis of the check-lists* results, distribute and tabulate a questionnaire to all other public high schools in California* Determination of items that are legitimate costs of guidance services.
A number of methods were used to formu
late a check-list that would Include all items that might be legitimate charges to costs of guidance services.
The
literature in the field of guidance was reviewed to ascertain
7 possible items•
Suggestions were made by the California
State Director of Guidance, a representative from the Guidance Department of the United States Department of Education, and a number of directors of guidance programs in city and county high schools and in college programs* Approximately 148 students in the Graduate School of the University of Southern California, who were attending guidance classes, listed all the items that they considered might be chargeable to a guidance program* With the information and suggestions from these sources, the investigator formulated the check-list,
A
copy of the check-list is included in the Appendix* A sampling of the opinions of specialists in the guidance field was needed to determine which of the listed items were considered chargeable to the costs of guidance* Therefore, the check-lists were sent to three groups of persons in the guidance field:
all state directors of
guidance and three representatives in the Guidance Department of the United States Department of Education who had made contributions to the field; local city, county and high school directors of guidance who were recommended by the office of the Los Angeles County Superintendent of Schools^ and leading authors and educators in the guidance field, total of 102 check-lists were mailed out.
A
The returns, tabu
lations, and results of the check-list are discussed in Chapter II,
8 Determination of costs of guidance services in selected high schools#
With the results of the check-lists
as a basis for investigation of costs, the investigator surveyed the ten schools#
A list of twenty public high
schools that had organized guidance programs was obtained from personnel in the office of the Los Angeles County Superintendent of Schools#
A letter was written by the
Chairman of the investigatorfs committee on studies to fifteen of the schools explaining the study and requesting permission for the investigator to survey the guidance programs in their schools#
Twelve schools responded favor
ably, and ten of the schools were surveyed# The investigator contacted the principal of each high school and arranged an appointment to make the in vestigation in the school#
At the school the investigator
interviewed the principal and all personnel in the guidance program individually to obtain the specific characteristics of the guidance program and the costs of the items chargeable to the guidance program under the divisions of personnel and materials#
In some instances the business managers of
the school district were also interviewed to obtain cost information not available in the school# The cost of the annual current expenditure for the school year 1947-1948 was obtained from the principals of
9
the schools, the business manager or superintendent of the school district*
The attendance officer was contacted to
obtain the total enrollment and average daily attendance figures for the 1947-1948 school year* For each school the information pertaining to the specific characteristics of the guidance program was pre sented*
The costs of the various Items on the revised
check-list were tabulated. The costs were discussed for each school in terns " of personnel, materials and total costs.
In order that the
data collected would be of value regardless of the fluc tuation in monetary value, the cost of the guidance program of each school was compared with the allotted annual current expenditures to determine the percentage of the total ex penditures used for the guidance program*
From the total
cost of the guidance program and the average daily attendance figure, the cost of the guidance program per student per average daily attendance in each school was determined.
In
the same manner, from the total cost of each program and the total school enrollment figure, the cost per student per total enrollment was determined*
The average amount of
guidance time allowed per student per year was also determined* The data from the ten schools studied were totaled and averaged to obtain the average total costs and the average relative costs that had been found for each school#
10 Determination of the oost of guidance services in a typical high school in California.
To investigate the type
of guidance services offered in the high schools through out California and the costs of those that had guidance programs similar to those of the ten schools surveyed, a questionnaire was distributed. The revised check-list which contained the items determined to be chargeable to the cost of guidance was used as a basis to formulate the questionnaire.
The investigator
included a request for the average daily attendance, total enrollment and total annual current expenditure figures for the 1947-1948 school year,
k copy of the questionnaire is
included in the Appendix. The questionnaire was sent to all public high schools in the state of California listed in The California Directory of Public Schools, 1948-1949.
A total number of 379 question
naires were distributed. The high schools of the respondents were divided into five classifications according to their average daily attendance.
The type of guidance programs utilized in the
various classifications of schools was described.
The
average costs of the guidance programs in the schools that had a program comparable with that of the ten schools personally surveyed were estimated and discussed under the division used for those of the personal survey.
11 V* ORGANIZATION OF THE STUDY The remaining chapters give the results of the check-list, the personal survey, and the questionnaire in terms of the costs of guidance programs* The problem and procedure have been stated and clarified in this chapter*
Chapter II presents the respon
dents1 opinions of the check-list items, and therefore, the items to be charged to guidance programs*
Chapters III
through XII give individually the results of the personal survey of the ten Southern California high schools*
The
composite of these ten schools is presented in Chapter XIII* The results and returns of the returned questionnaires sent to the public high schools throughout California are des cribed in Chapter XIV*
The summary, conclusions and
recommendations of the study are presented in the final chapter*
CHAPTER II ITEMS CHARGEABLE TO THE COSTS OF GUIDANCE SERVICES The procedure for determining the items to be Ineluded in the check-list and its subsequent distribution have been discussed in the previous chapter*
The results
of the returned check-lists, which were used as the basis for selection of items chargeable to a guidance program, are presented In this chapter* I* RETURNS OF THE CHECK-LIST Of the 102 check-lists distributed, eighty-three, or 81*4 per cent, completed check-lists were returned*
The
returns were well-distributed among the various groups to whom they had been sent.
Forty-three of the fifty-one
directors of State and Federal Guidance programs, twenty-two out of thirty of the county, city and high school directors of guidance programs, and eighteen out of twenty-one of the authors and educators In the guidance field responded*
Thus,
a proportionate sampling of opinion from the guidance fields was obtained.
A list of the respondents Is included in the
Appendix. Fifty-eight, or 70 per cent, of the respondents elaborated upon some of their checked opinions in the blanks
13 provided at the end of each item.
In addition, twenty-three
of the respondents enclosed with the check-lists letters expressing special interest in the study, commendation on the completeness of the check-list, and personal ideas and comments about guidance programs.
With the exception of
five persons, all the respondents requested a summary of the results and a number of these enclosed notes or added a comment on the check-list emphasizing their desire for the summary* II. TABULATION OP RETURNS Of the total eighty-three completed check-lists, seventy-seven, or 75.5 per cent of the total distributed check-lists, were tabulated for use in completing the study. The other six check-lists were returned after the tabulation was completed and the individual school surveys begun.
How
ever, it may be noted that a separate tabulation of these six returns compared in results to those used in the study. No respondent suggested any item that should be charged to guidance in addition to those specified on the check-list.
Therefore, each item on the check-list was
established into the three classifications specified, ftn o !f, and "uncertain11.
"yes",
The frequencies for each item were
also transposed into percentages, based on the seventyseven returned check-lists as 100 per cent.
14 For the purpose of ascertaining which items were chargeable costs of guidance services, the ^uncertain11 opinions were classified as negative*
The standard error
of the difference in the proportion of "yes" and wn o w responses was computed.
Ihe difference, which is equivalent
to a critical ratio of three, is 25 per cent.
The deter
mination of the final list of items was made on the basis that any item which showed a difference of opinion of 25 per cent or more was considered chargeable or not chargeable according to the dominant judgment.
If the margin., of the
difference of opinion was less than 25 per cent, the items were considered optional charges to the costs of a guidance program. The results of the data are presented in the re mainder of this chapter under all three classifications of opinion in order that the reader may have a picture of the actual division of opinions for each item. Item 1.
Function of guidance director.
Table I
shows in frequencies and percentages the respondents* opinions of the director’s functions that might be charge able to a guidance program. -With the exception of the item on counselor’s functions, the percentage of affirmative agreement throughout the check-list was highest for this item and its subdivisions.
Ihe consensus was strongly in
TABLE I RESPONDENTS' COMPARATIVE OPINIONS OP ITEM 1, FUNCTIONS OP A GUIDANCE DIRECTOR THAT.ARE CHARGEABLE TO THE COSTS OP A GUIDANCE PROGRAM
Frequency
Percentage
Panetions Yes
No
Uncertain
Total
Yes
Supervising guidance services
76
1
0
77
98.7
Aiding special problem cases
73
0
4
77
Coordinating studentteacher relationships
66
4
7
Coordinating parentteacher relationships
60
6
Directing in-service training programs
76
1
No
Uncertain
Total
1.3
0.0
100.0
94.8
0.0
5.2
100.0
77
85.7
5.2
9.1
100.0
11
77
77.9
7.8
14.3
100.0
0
77
98.7
1.3
0.0
100.0
|— -i
Ol
16
favor of charging all the listed functions to the cost of guidance*
The one ”no” response respectively for super
vising guidance services and directing in-service training programs was from one respondent, a coordinator of guidance in a large school district, who commented that she considered these functions chargeable to school administration* The two functions that were below 90 per cent in affirmative agreement, coordinating student-teacher and parent-teacher relationships, were the ones which drew most of the comments made on Item 1*
Thirteen respondents
commented that these two functions were chargeable or that they marked them "uncertain” on the basis that they were duties of the director only in so far as they pertained to guidance exclusive of the general administrative function of the principal or vice-principal* Item 2 •
Functions of counselors*
The respondents*
opinions of the counselor*s functions that might be chargeable to the costs of a guidance program are shown In Table II* All of the functions with the exception of the administration and scoring of tests were 95 per cent and over in affirmative agreement of opinion as chargeable to the guidance costs* The only comments made on this item referred to the scoring and administration of tests*
TABLE II RESPONDENTS' COMPARATIVE OPINIONS OF ITEM 2, FUNCTIONS OF COUNSELORS THAT MIGHT BE ..CHARGEABLE TO THE COSTS. OF A.GUIDANCE.PROGRAM Frequency
Percentage
Functions Yes
lo
Securing data about student
73
Planning students programs
Uncertain
Total
Yes
2
2
77
94.8
74
2
1
77
Administering and scoring standar dized tests
60
10
7
Interviewing students to help with problems
76
1
Contacting agencies for referral services
76
Contacting schools and training agencies Contacting U.S.E.S. and other job placement services Aid student to meet problem and make need ed program changes Making systematic evaluation of guidance program
Uncertain
Total
2.6
2.6
100.0
96.1
2.6
1.3
100.0
77
77.9
13.0
9.1
100.0
0
77
98.7
1.3
.0.0
100.0
1
0
77
98.7
1.3
0.0
100.0
75
1
1
77 ‘
97.4
1.3
1.3
100.0
74
1
2
77
96.1
1.3
2.6
100.0
74
2
1
77
96.1
2.6
1.3
100.0
74
3
0
77
96.1
3.9
0.0
100.0
No
18 The scoring and administration of tests was considered a chargeable item also by a large majority, but a number of respondents commented on this function.
Gf the fourteen
respondents who made comments, four believed that only for those tests whose results were to be used for individual counseling should the administering and scoring be charged to the guidance program.
Five others considered the ad
ministration of tests a legitimate charge, but not the scoring.
Two others thought part of this function was
applicable to the clerk rather than the counselor.
Two
respondents stated that counselors would not have time to administer and score tests, and one respondent, who gave a negative answer, considered this function a charge to administration. Hie only other function commented upon was the making of community contacts.
One respondent thought this function
was a duty of the director. It may be noted also that one respondent, a director of a state guidance program, gave a negative opinion of all the functions listed. Item 3.
Functions of principals.
Table III shows in
frequencies and percentages the respondents1 opinions of the principals1 functions that might be chargeable to the costs of guidance.
Without exception all the functions
TABLE III RESPONDENTS1 COMPARATIVE OPINIONS OF ITEM 3, FUNCTIONS OF PRINCIPALS THAT MIGHT B E .CHARGEABLE TO THE COST OF A.GUIDANCE PROGRAM
Percentage
Frequency Functions
Uncertain
Total
Yes
No
Uncertain
Total
Yes
Aiding special problem cases
20
48
9
77
26.0
62.3
11.7
100.0
Supervising guidance program
23
46
8
77
29.9
59.7
10.4
100.0
Coordinating studentteacher relationships
14
51
12
77
18.2
66.2
15.6
100.0
Coordinating parentteacher relationships
15
50
12
77
19.5
64.9
15.6
100.0
Directing in-service program for counselors
26
44
7
77
33.8
57.1
9.1
100.0
No
H
to
20 listed were considered by the necessary majority of the respondents as not to be charged to a guidance program* This item drew the greatest number of comments of all items on the check-list*
The thirty-seven respondents who made
comments all expressed the view that all the functions were regular administrative duties of the principal, Regardless of the presence or not of an organized guidance program, and, therefore, should not be charged to the costs of a guidance program* Item 4*
Functions of vice-principal or dean*
The
necessary majority of respondents were all in agreement that none of the functions of the vice-principal or dean should be charged to the costs of a guidance program, as shown in Table IV*
The percentage of difference between
the affirmative and the combined negative and ^uncertain" opinion was not as great as that for Item 3*
However, of
the thirty-four comments made on Item 4, eighteen specified that, similarly to the principal, the vice-principal^ functions were all administrative and not chargeable to guidance*
Kine respondents considered the functions could
be charged to guidance If there was no guidance director and the principal did not perform the functions*
The
seven other comments all expressed the opinion that these functions were chargeable only if the vice-principal was a
TABLE IV RESPONDENTS1 COMPARATIVE OPINIONS OP ITEM 4, FUNCTIONS OF THE VICE-PRINCIPAL OR DEAN THAT MIGHT BE CHARGEABLE TO THE COSTS OF A GUIDANCE PROGRAM.
Percentage
Frequency Functions Yes
No
Uncertain
Total
Supervising guidance program
27
41
9
Aiding special problem cases
27
43
Coordinating studentteacher relationships
16
Coordinating parentteacher relationships Directing in-service training for counselors
Uncertain
Total
Yes
No
77
35.1
53.2
11.7
100.0
7
77
35.1
55.8
9.1
100.0
53
8
77
20.8
68.8
10.4
100.0
17
51
9
77
22.1
66.2
11.7
100.0
30
39
8
77
39.0
50.6
10.4
100.0
22 guidance specialist employed for the specific purpose of utilizing part of his time for a guidance program* Item 5*
Functions of the clerks.
Table V shows
in frequencies and percentages the respondents1 opinions of the clerks* functions that might be chargeable to the guidance costs.
Only three of the functions listed were
considered by the majority of the jury as chargeable to the costs of the guidance program.
These were the filing of
guidance reports, typing correspondence requesting occupa tional and educational information, and making appointments for the counselors*
All three of these functions had
greater than 80 per cent affirmative responses. The function of typing correspondence relating to the student had such a slight margin of difference in opinion, 1,2 per cent more affirmative opinions than negative ones, that it was decided to include this function as an optional charge to guidance costs.
All other func
tions had a sufficient majority of negative opinions to eliminate them from the costs chargeable to guidance. Of the twenty respondents who commented on this item, thirteen specified the items checked in the affirmative were chargeable when for the use of the counselor only. Seven commented they did not consider any of the functions
TABLE V RESPONDENTS1 COMPARATIVE OPINIONS OF ITEM 5, FUNCTIONS OF CLERKS THAT MIGHT BE CHARGEABLE TO THE COSTS OF THE GUIDANCE PROGRAM .
Percentage
Frequency Functions Yes
No
Uncertain
Total
Yes
No
Uncertain
Total
Filing guidance reports
66
9
2
77
85.7
11.7
2.6
100.0
Recording students1 grades
22
45
10
77
28.6
58.4
13.0
100.0
Transcribing records
27
42
8
77
35.1
54.5
10.4
100.0
Typing students’ programs
25
47
5
77
32.5
61.0
6.5
100.0
Typing correspondence relating to student
39
27
11
77
50.6
35.1
14.3
100.0
Typing correspondence requesting occupa tional and education al information
63
10
4
77
81.8
13.0
5.2
100.0
Keeping records of size of classes
18
49
10
77
23.4
63.6
13.0
100.0
Making appointments for counselors
64
10
3
77
83.1
13.0
3.9
100.0
24 chargeable since they would have to be done regardless of an established guidance program* Items 6^ 7j 8, 9^*
Other personnel’s functions*
Table VI presents in frequencies and percentages the opinions of the respondents with respect to the other personnel’s functions, that might be chargeable to guidance*
The pro
rated salaries of psychologist, social worker and visiting lecturers were considered to be costs chargeable to guidance services by a large affirmative majority*
An equally large
negative majority of the respondents indicated that the listed functions of the teacher were not costs chargeable to guidance services*
Twenty-eight respondents explained
that they considered the teacher’s activities as part of instruction, whether or not there is an established guidance program in the school* Items 1_, 2*
Handbooks, lunches*
Table VII shows
the respondents’ opinions of handbooks and lunches for incoming students as chargeable costs of guidance* both items, there was a negative majority.
For
Thus, it was
determined that neither of these items was chargeable to the cost of guidance services* Items 3, 4. Tests*
The respondents’ opinions of
the tests and administration and scoring of tests as costs
RESPONDENTS' COMPARATIVE OPINIONS OP ITEMS 6, 7, 8,-9, FUNCTIONS OP OTHER PERSONNEL THAT MIGHT BE CHARGEABLE TO THE COSTS OP THE GUIDANCE PROGRAM
Percentage
Frequency Personnel and Functions Yes
No
Uncertain
Total
Yes
No
Uncertain
Total
Psychol6gist duties
72
4
1
77
93*5
5.2
1.3
100.0
Social worker’s duties
59
12
6
77
76.6
15.6
7.8
100.0
Visiting lecturers
61
11
5
77
79.2
14.3
6.5
100.0
Teacher teaching guidance units in classroom
18
53
6
77
23.4
68.8
7.8
100.0
Teacher giving remedial reading
14
52
11
77
18.2
67.5
14.3
100.0
TABLE VII RESPONDENTS* COMPARATIVE OPINIONS OP ITEMS 1 AND 2, MATERIALS. THAT MIGHT BE CHARGEABLE TO A GUIDANCE/PROGRAM.
Frequency
Percentage
Items Uncertain
Total
Yes
No
Uncertain
Total
Yes
No
Handbooks for students
21
40
16
77
27.3
51.9
20.8
100.0
Cost of lunches to entertain incoming students
10
55
12
77
13.0
71.4
15.6
100 ;o
ro
o>
27 chargeable to guidance services are shown in Table VIII. It was determined by the respondents that all tests and the administration and scoring of them were legitimate charges to the cost of guidance.
Again there was a decided
agreement among the respondents, and 83 per cent or more gave affirmative opinions for inclusion of all the tests, with the exception of the achievement test, which showed a lesser agreement.
Most of the twenty-three respondents
whose opinion was negative or uncertain stated that achieve ment tests were for curriculum purposes uniess they were given at the beginning of the school term.
Several others
commented they considered tests legitimate costs of the guidance programs even though tests wereralso used to improve curriculum because adequate test data were so essential to a guidance program. A majority of the jury agreed that the cost of admin istering and scoring tests is a legitimate charge to the costs of guidance services. Items 5, j5, 7, 8.
Record materials.
The respondents’
opinions of record materials that might be considered chargeable to guidance are shown In Table IX.
The lowest
degree of difference in affirmative and the combination of tfnoff and fluncertain,f answers was 37.6 per cent for three of the four items.
These were personal data blanks, student
TABLE VIII RESPONDENTS1 COMPARATIVE OPINIONS OP ITEMS 3 AND 4, TESTING MATERIALS THAT MIGHT BE CHARGEABLE TO A GUIDANCE PROGRAM
Frequency
Percentage
Items Yes
No
Uncertain
Total
Yes
No
Uncertain
Total
73
4
0
77
94.8
5.2
0.0
100.0
Curriculum interest test
64
8
5
77
83.1
'sfr* . o i —i
6.5
100.0
Scholastic Aptitude
65
9
3
77
84.4
11.7
3.9
100.0
Personality
70
5
2
77
90.9
6.5
2.6
100.0
Intelligence
66
8
3
77
3.9
100.0
Special Aptitude
73
.4
0
77
94.8
5.2
0.0
100.0
Clerical Aptitude
71
4
2
77
92.2
5.2
2.6
100.0
Mechanical
71
4
2
77
92.2
5.2
2.6
100.0
Achievement Test
54
14
9
77
70.1
18.2
11.7
100.0
Scoring of Tests
71
2
4
77
92.2
5.J?
•
85.7
. o i —i
Vocational interest test
2.6'
100.0
TABLE IX. RESPONDENTS' COMPARATIVE OPINIONS OF ITEMS 5, 6, 7, 8, RECORD MATERIALS THAT MIGHT BE CHARGEABLE TO A GUIDANCE PROGRAM
Frequency
Percentage
Items Yes
No
Uncertain
Total
Cumulative records
38
35
4
77
49.3
45.5
5.2
100.0
Personal data blanks
53
16
8
77
68.8
20.8
10.4
100.0
Student planning sheets
63
12
2
77
81.8
15.6
2.6
100.0
Interview summary blanks
73
3
1
77
94.8
3.9
1.3
100.0
Yes
No
Uncertain
Total
30 planning sheets, and interview summary blanks, which, there fore, were determined to be legitimate costs chargeable to the guidance services*
The other record-keeping device,
cumulative records, showed only a 1.4 per cent difference between the ^yes** and the combination of fln o H and ^uncertain” responses.
Therefore, it was decided to include this item
in the survey as an optional charge to the cost of guidance services.
It was this item of the record materials that
respondents commented upon.
Eight indicated they considered
cumulative records an administrative cost and five mentioned they considered them chargeable to guidance if they were used for guidance purposes by counselors. Items
10. 11. 12. 15.
Research materials.
All
the research items with the exception of catalogues were determined by the respondents to be items whose costs were chargeable to the guidance program.
Table X gives the
respondents1 opinions of these items in frequencies and in percentage.
Materials purchased for the counselors1 library
showed the greatest affirmative agreement among respondents, with the occupational library costs second in a high per centage of affirmative agreement.
Life-planning literature
and audio-visual aids had a margin of difference of 42.4 per cent.
TABLE X RESPONDENTS* COMPARATIVE OPINIONS OP ITEMS 9, 10, 11, 12 AND 13 RESEARCH MATERIALS THAT MIGHT BE CHARGEABLE TO GUIDANCE SERVICES
Frequency
•
Percentage
Items Yes
No
Uncertain
Total
Yes
No
Uncertain
Total
Counselors1 library
68
4
5
77
88*3
5.2
6.5
100.0
Cost of catalogues
35
34
8
77
45.4
44.2
10.4
100.0
Occupational library
56
15
6
77
72.7
19.5
7.8
100.0
life-planning liter ature
51
15
11
77
66.2
19.5
14.3
100.0
Films
51
17
9
77
66.2
22.1
11.7
100.0
Growth and develop ment charts
46
19
12
77
59.7
24.7
15.6
100.0
Audio-visual aids:
i
32 The remaining item, cost of catalogues, showed a margin of difference of 9.2 per cent between the affirmative and the combination of nn o M and "uncertain” responses. Because the difference in opinion was small, this item was included in the survey as an optional cost. There were no detailed comments on any of the research -material items.
However, fourteen respondents commented that
there would be no cost for catalogues other than postage, and six others stated they considered this item chargeable to instruction. Item 1 4 .
Research follow-up.
Table XI- shows in
frequencies and in percentages the respondents* opinions of the follow-up materials which might be considered costs chargeable to a guidance program.
More than 72 per cent of
the respondents gave affirmative opinions of all three costs.
Therefore, the cost for surveying past students
attending college and for contacting college authorities or employers of past students were determined as chargeable to the guidance program. III. PINAL RESULTS OP CHECK-LIST Table XII lists all the items that the respondents determined were costs of personnel chargeable to the guidance services.
Of these twenty items, almost one-ha.lf had a
TABLE XI RESPONDENTS’ COMPARATIVE OPINIONS OP ITEM 14, RESEARCH FOLLOW-UP MATERIALS THAT MIGHT BE CHARGEABLE TO GUIDANCE SERVICES
Percentage
Frequency Items No
Uncertain
Total
Costs to survey past students In colleges
56
12
9
77
72.7
15.6
11.7
100.0
Costs to contact college authorities where past students are In attendance
56
12
9
77
72.7
15.6
11.7
100.0
Costs to contact employees of past students
58
11
8
77
75.3
14.3
10.4
100.0
Yes
No
Uncertain
Total
Yes
34 TABLE XII DIFFERENCE IN THE OPINIONS OF THE JURY WITH REGARD TO PERSONNEL COSTS THAT MIGHT BE CHARGEABLE TO GUIDANCE
Items Director Supervising guidance services Aiding special problem cases Coordinating student-teacher relationships Directing in-service training programs Coordinating parent-teacher relationships Counselors Securing data about student Planning students programs Administering and scoring standardized tests Interviewing student to help with problems Contacting agencies for referral services Contacting schools and training agencies Contacting U.S.E.S. and other job placement services Aiding student to meet problem and make needed program changes Making systematic evaluation of guidance program Clerks Filing guidance reports Typing correspondence requesting occupational and educational information Making appointments for counselors
Difference in per cent 97.4 89.6 71.4 97.4 55.8 89.6 92.2 55.8 97.4 97.4 94.8 92.2 92.2 92.2 71.4 63.6 66.2
Psychologist*s duties in guidance program
87.0
Social workerfs time in guidance activity
53.2
Visiting lecturers for vocational day
58.4
NOTE: The difference in terms of per cent was obtained by subtracting from the percentage of "yes” responses the combined percentage of "no” and "uncertain” responses*
35 percentage of difference In opinion by the respondents of* over 90 per cent*
One-fourth were over 70 per cent and the
remaining one-fourth were over 50 per cent*
Thus, there
was a high affirmative agreement for all the personnel items determined as costs chargeable to the guidance services* Table XIII lists all the Items that the respondents determined were costs of materials chargeable to the guidance services.
The margin of difference was not as great for
these items as it was for the personnel items.
However,
one-third of the twenty Items showed a difference of opinion of over 80 per cent and none was below 30 per cent.
There
fore, a satisfactory majority determined that the costs of these items were chargeable to the costs of guidance services. Table XIV lists the items of personnel and materials that showed a margin of difference in ^yes” and the combination of ’’n o ” and U n c e r t a i n ” answers of less than 25 per cent. These items were determined to be optional charges to the guidance services because the opinions were so evenly divided*
36
TABLE XIII DIFFERENCE IN THE OPINIONS OF THE JURY WITH REGARD TO MATERIAL COSTS THAT MIGHT BE CHARGEABLE TO GUIDANCE
Items
Difference in per cent
Cost of tests Vocational Interest Curriculum interest Scholastic aptitude Personality Intelligence Special aptitude Clerical aptitude Mechanical aptitude Achievement Scoring of tests
89.6 66.2 68.8 81.8 71.4 89.6 84.4 84.4 40.2 84.4
Records Personal data blanks Student planning sheets Interview summary blanks
37.6 63.6 89.6
Research Counselors1 library Occupational library Life planning literature Audio-visual aids
76.6 45.4 32.4 32.4
Follow-up expenses Costs to survey past students in college Costs to contact college authorities attendance where past students are in ■ Costs to contact employers of past students
45.4 45.4 50.6 _
NOTE: The difference in terms of per cent was obtained by subtracting from the percentage of "yes" responses the combined percentage of "no11 and "uncertainff responses.
37
TABLE XIV DIFFERENCE IN THE OPINIONS OF THE JURY WITH REGARD TO PERSONNEL AND MATERIAL COSTS THAT MIGHT BE OPTIONALLY CHARGEABLE TO GUIDANCE
Items
Difference in per cent
Personnel Clerk typing correspondence relating to student
1.2
Materials Cumulative records Catalogues
1.4 9.2
NOTE: The difference in terms of per cent was obtained by subtracting from the percentage of ,,yesw responses the combined percentage of “no" and ^uncertain1’ responses.
38 SUMMARY Chapter II has presented the returns and results of the check-list*
Responses were received from 81.4 per cent
of those to whom they were distributed and were divided in satisfactory proportions among the groups to whom they were sent for a sampling*
The respondents* opinions were tabula-
ted in the form of frequencies and percentages for each are legitimate costs of a guidance program were determined* The opinions of the jury were in high affirmative agreement in regard to the personnel costs that were chargeable to guidance.
Thus, it was determined by the
jury that salaries paid to directors, counselors, clerks, social workers and psychologists for performance of guidance services were chargeable to the costs of guidance as well as any expense incurred for visiting lecturers* The margin of difference in opinion was not as great for costs of materials chargeable to the guidance program, but of the twenty items determined to be chargeable, none were below 30 per cent*
Thus, it was determined that
tests and the scoring of tests were chargeable items. Likewise research materials for the counselors* library and for the students as well as record-keeping devices and follow-up expenses used for guidance services were chargeable items to the costs of the guidance program.
39
The results of the check-list were the basis of selection upon which the study was completed.
The items
determined as chargeable to the costs of guidance were those used to deteimine the costs of the guidance program in the schools surveyed, which are discussed in the following chapters.
CHAPTER III !THE
cost
of
guidance
services
in
SCHOOL "A"
The two previous chapters have clarified the problem, the procedure of the investigation and the results of the questionnaire to determine the items chargeable to the costs of a guidance program*. This chapter presents the cost data for the first school investigated*
The general character
istics of the particular guidance program are described* The total costs of the guidance program, the costs per average daily attendance, the percentage of the annual current expenditures these costs represent for the school year of 1947-1948 and the estimated counseling time per student per year are included* I* GENERAL CHARACTERISTICS OP THE GUIDANCE PROGRAM School r,A w had a total enrollment of 1,163 students for the school year 1947-1948* was 1,059 students.
The average daily attendance
The students came from families in the
middle income group and a few from the lower income groups* The guidance staff was composed of two counselors* One counselor supervised the testing program, and the other supervised the vocational information program.
Both coun
selors taught two periods and counseled four periods per
41 day.
School 11A n did not employ a director, clerk, social
worker, or psychologist.
However, the psychologist and
social worker were furnished, upon request, by the office of the County Superintendent of Schools. In addition to the functions previously mentioned, the counselors also secured necessary data about the student for the purpose of helping him organize a program of studies based on his aptitudes and interests and helped the student analyze and meet his problems before they became serious. Both counselors contacted agencies to whom special guidance cases might be referred for services.
The vocational
counselor did all the contacting of the schools, training agencies and various job placement services.
All the
follow-up work was done by the counselor in charge of testing. Each counselor had a specific grade level.
The
vocational counselor, or Counselor flA n, was responsible for the tenth grade while Counselor "B1*, or the one in charge of testing, was responsible for the eleventh grade.
The
counseling of twelfth grade students was divided between the boys1 and girls* vice-principals,Tests, for the most part, were administered by the classroom teachers under the supervision of Counselor "B", They were scored either by the various teachers administering
42 the test or by the Office of the County Superintendent of Schools*
The various tests were given at the tenth and
eleventh grade levels with the exception of the Lewerenz test in fundamental abilities of visual art*
This test
was given to a few particular students at the discretion of the counselors* The testing program was an extensive one*
The
Occupational Interest Inventory was given to all eleventh grade students along with the Progressive Reading Form B and the Progressive Language, Advanced Form B.
In the
tenth grade, such tests as California Mental Maturity, California Personality, Progressive Reading, Form A, and the Progressive Mathematics test were given* All the students were contacted in order to help with the planning of their programs*
The selection for individual
guidance beyond minimum attention was based on the student’s academic record* superior students.
Special attention was given to failing or Anyone who had a particular problem
was free to call on his respective counselor.
If time
permitted, additional students were contacted. Emphasis was placed upon securing data about the student.
All teachers had access to these data and were
encouraged to use it.
The data consisted of age, average
grade, 1.%., grade placement, quantitative thinking, reading,
43 social science, literature, science, parents, occupational choice, plans for the future and health problems.
This
information, which furnished a fairly complete picture of the individual to the teacher, was considered by the counselors to alleviate some of the work and problems for both the teachers and themselves* II. THE COSTS OF THE GUIDANCE PROGRBC Iff SCHOOL "A" Personnel*
The personnel of the guidance program in
School ^A11 consisted of two counselors who also had other functions in addition to their guidance activities*
They
divided their total time into the approximate amounts spent in the guidance work and in their other activities.
The
approximate percentages in terms of time are shown in Table XV* There was no specific director of guidance, nor clerical help in this school1s program.
Because the two
counselors spent four periods counseling and two periods teaching per day, it was necessary to prorate the salaries of the counselors.
Therefore, two-thirds of their salaries
were allotted to the guidance program and the remaining one-third to other activities* -L* Counselors*
The percentage of time spent by each
counselor in the various functions of the guidance program is shown in Table XVI.
44
TABLE XV APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Other activities
Guidance activities
Counselor ^A*1
34.0
66.0
100.0
Counselor ,,Bfl
34.0
66.0
100.0
ESTIMATE OF EACH COUNSELOR*S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages of Counselors1 Time ifA»
tig1*
Securing data about student
15.0
35.0
25.0
Planning students* programs
25.0
5.0
15.0
Administering and scoring tests
0.0
15.0
7.0
Contacting agencies for special guidance referrals
5.0
0.0
3.0
Contacting schools and training agencies
5.0
5.0
5.0
Interviewing student for purpose of analyzing his problem
35.0
25.0
30.0
Contacting job placement bureau
15.0
0.0
7.0
Giving aid and stimulus to student to meet problem and making needed program changes
0.0
10.0
5.0
Making evaluation of total guidance program
0.0
5.0
3.0
100.0
100.0
100.0
Total percentages
Average
46 Ihe counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up his total guidance time.
The
percentages are based upon 100 per cent as the counselors1 total time devoted to guidance. The largest amount of time spent in a single function, or over one-fourth of the total time, was given to interviewing students for the purpose of analyzing their problems. Securing data about the students consumed another fourth of their time.
The remaining half of their time was divided
among the other seven functions with planning of students programs taking twice the time of any other single function. It may be noted that because of the division of work, only Counselor 11A 1* contacted job-placement services and agencies for special services whereas only Counselor "B1* worked on the testing program. Table XVII gives the approximate amount spent in salaries for personnel in the guidance program of School ttA lt. Because the counselors gave part of their time to other activities, it was necessary to prorate their salaries accordingly.
Therefore, §6,000 was the total amount spent
on this phase of the program. Materials.
The costs of all materials used in the
guidance program are shown In Table XVIII and the supplement.
47
TABEE XVII COST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Counselor 11A 11
#3,000.00
Counselor ^B”
3,000.00
Total cost
#6,000.00
48 TABLE XVIII GOST OP MATERIALS USED IN GUIDANCE PROGRAM OP SCHOOL "A"
Materials
Costs per item
Tests Vocational interest Scholastic aptitude Personality Special aptitude Achievement
Totals
$48.00 50.00 17.50 6.50 69.20 $191.20
Records Student planning sheets Interview summary blanks
6.00 2.25 8.25
Research Occupational library Books, pamphlets on life planning Audio-visual aids
87.00 30.00 40.00 157.00
Total
$356.45
TABLE XVIII SUPPLEMENT COSTS OF MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE
Materials
Cumulative records
v „
Costs per item
Totals
$10.06 $ 10.06
Total cost including optional items
$366.51
49
1. Testa*
Table XVIII indicates that in School "A"
the tests cost more than any of the other materials chargeable to the guidance program*
In the 1947-1948 school year,
384 Occupational Interest Inventories, 450 California M e n tal Maturity and California Personality tests were given* The Lewerenz tests In Fundamental Abilities of Visual Art were administered to approximately fifty students*
A
battery of Progressive Mathematics, Language and Reading, both forms A and B were given to approximately 375 students* §.• Hecords*
Approximately 4,500 planning sheets
and 1,500 Interview summary blanks were used*
These record
materials were printed by the schoolfs printing class. Consequently, the only cost involved was for the materials* §.• R®SQa**ch materials*
The guidance department did
not have a library for their own private use*
Materials
published by Science Research Associates and Commonwealth were purchased, as well as pamphlets from the United States Departments of Education and Commerce.
It was also stated
that a few books on life-planning were purchased. There was no expense incurred for audio-visual films other than the postage expense for obtaining them.
The
total costs of these items amounted to three-sevenths of the total cost for materials.
50 A supplementary table includes the item which is an optional charge to the costs*
It is included for those who
may feel that the costs of cumulative records should be charged to a guidance program*
If these costs are added,
*$366.51 would be the total costs of materials* Total costs*
The individual guidance costs for School "A"
are summarized and totaled in Table XIX and the Supplement. The ratio of cost of p e r s o n n e l s salary to cost of materials is over eighteen to one.
The total cost of the guidance
program in School nA w was #6,356.45 for the 1947-1948 school year. The Supplementary Table XIX gives the total cost of the guidance program in School f,A w if the item that is an optional charge to guidance is included.
This item cost
#10.06, which would increase to #6,366.51 the total costs of the guidance program. Table XX gives the costs of the guidance program in relation to the annual current expenditures, the average daily attendance, and the total school enrollment.
Thus,
the cost of the guidance program composed only 2.3 per cent of the total school budget for 1947-1948.
The average
daily attendance figure of 1,059 pupils was divided into the total cost of the guidance program.
This division showed
that the cost of guidance was #6.00 per student per average
51 TABLE XIX 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL "A"
Items
Prorated costs
Personnel Salary of Counselor f,A ff Salary of Counselor flB H
Totals
$3,000*00 3,000.00 #6,000.00
Materials Tests Student planning sheets Interview summary blanks Occupational library Books and pamphlets on life planning Audio-visual aids
191.20 6.00 2.25 87.00 30.00 40.00 356.45
Total
#6,356.45
TABLE XIX SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items
Cumulative records
Prorated costs
$
Totals
10.06 #
Total cost including optional items
10.06
#6,366.51
52
TABLE XX RELATIVE BREAKDOWNS OP GUIDANCE COSTS' -
Annual current expenditure 1947-1948
Total cost of guidance program
#270,708.27
#6,356.45
Per cent of annual current expenditure
Cost per student per A.D.A.
2.3
#6.00
Cost per student per total enrollment., #5.46
TABLE -XX SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
#270,708.27
#6,366.51
Per cent of annual current expenditure
Cost per student per A.D.A.
Cost per student per total enrollment
2.3
#6.01
#5.47
55 daily attendance*
The same procedure was followed to deter
mine the cost per student based on the total enrollment* The total enrollment of 1,163 was divided into the guidance costs, which established that the cost was #5.46 per student* It was necessary to add a supplemental table to Table XX in order to add to the total guidance costs those figures that were computed from the optional item for the benefit of those who considered these items legitimate charges to guidance*
By using the same procedure as used in Table XX,
the investigator noted that the per average daily attendance costs were increased only one cent per student and the same increase was noted when the total enrollment was computed* Table XXI shows the approximate amount of counselor time allowed each student in the guidance program of School ,fA n .
On the assumption that all students were
contacted and given an equal amount of time, it was esti mated that one and one-third hours were allowed per average daily attendance and one and one-fourth hours were allowed, based on the total enrollment in this school*
54
TABLE XXI COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
180
Guidance time allowed per A.D.A.
1 hour, 22 minutes
Guidance time allowed based on total enrollment
1 hour, 14 minutes
55 III. SUMMARY This chapter gave a brief description of the type of program offered, the number of personnel involved and an estimate of the time spent on the performance of various functions of guidance in School l,A tt* The total cost of the guidance program for the 1947-1948 school year was #6,356.45*
The ratio of cost of
personnel’s salary to the cost of materials was over eighteen to one.
The breakdown of the total guidance costs showed
that the costs of the guidance program were 2.3 per cent of the annual current expenditures, or #6.00 per student based on the average dally attendance figure, and #5.46 per student based on the total enrollment figure.
An average of one hour
and twenty-two minutes was allowed per student per average daily attendance in the school year* School *fA H had an average daily attendance of 1,059 students.
The guidance program’s personnel consisted
of two part-time counselors who devoted four periods per day to the program.
D P
9
■t ^
CHAPTER IV COSTS OF GUIDANCE SERVICES IN SCHOOL !,B tf This chapter presents the cost data for School "B** in terms of the general characteristics of the guidance program, the total cost of the guidance program, the cost per average daily attendance, the percentage of annual current expenditures these costs represent and the estimated counseling time allowed per pupil per year. School ttB” had an average daily attendance and total school enrollment that was comparable with School nA n.
By
discussing School ,lB t, in this chapter, the variations in the guidance programs of these two similar schools may be noted. I. GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School MB n had a total enrollment of 1,405 students for the school year 1947-1948. was 1,230 pupils.
The average daily attendance
The students came from families with
average incomes. The guidance staff was composed of two full-time counselors and one part-time clerk.
School f,B fl did not
employ a psychologist or a social worker but could obtain the services of either one through the central office of their school district.
57 Each year, a day, called "Vocational Day11, was set aside*
Visiting lecturers from professional and industrial
fields gave talks to the students on the various vocational fields*
'This day was held at no added expense to the school* School !,B tt did not have a director of guidance*
They
had a boys’ counselor, who also specialized in the vocational aspect of guidance, and a girls’ counselor, who specialized in the testing program*
In addition to these functions,
the counselors secured data about the student for the pur pose of helping him analyze his problems and organize a program of studies on the basis of his aptitudes and inter ests*
They also made various community contacts and did
follow-up work* The counselors had one part-time clerk, who filed the guidance reports, typed correspondence concerning the students, made the requests for occupational and educational information and made appointments for the counselors. Counselor nB tt was responsible for administration of tests, collecting test data, and interpreting the results of the tests*
It was also her responsibility to maintain
an adequate file of educational guidance materials, including college catalogues and bulletins, and make these available for the use of teacher, counselors, and pupils.
Counselor
"A" was responsible for supplying teacher-counselor occupa tional Information and materials for the group work in this area.
58 He also maintained an occupational file and vocational counseling materials which could be used jointly or separ ately by the counselor and the counselee* All students were contacted in order to help in the planning of their programs*
The selection of individual
guidance beyond minimum attention was based on the reports from the teacher, attendance officer and, to a small degree, on the results ofthe intelligence tests* II* THE COSTS
OP THE GUIDANCE PROGRAM IN SCHOOL KB f!
The costs of the guidance program are discussed under the two divisions of personnel and materials. Personnel*
School f,Bn had no director of the
guidance program. lors and a clerk*
The personnel consisted of the two counse With the exception of the clerk, the
personnel of the guidance program in School nB ff devoted full time to the various guidance functions.
The clerk
divided her total time Into the approximate amount given to the guidance program and to her other activities.
The
percentages of time spent in guidance work are shown In Table XXII.
It was necessary to prorate the salary of the
clerk because approximately one-third of her time was given to the various guidance functions and the other two-thirds to other activities.
59
TABLE XXII APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time Other activities
Total time
Guidance activities
Counselor ^A”
100.0
100.0
Counselor f,B tt
100.0
100.0
34.0
100.0
Clerk
66.0
60
!.• Counselors♦
The percentage of time spent by each
counselor on the various functions of the guidance program is shown in Table XXIII* The counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up his total guidance time* It was estimated that the counselors spent two-fifths of their total time interviewing students to help them analyze their problems*
Another fifth of their time was
given to the testing program*
The remaining time was
divided among the other functions with securing data about the students taking more than the other functions.
Again,
because of the division of work, Counselor f,B n spent con siderably more time on the testing program and Counselor tfA fl contacted agencies and job placement services. A comparison of the allottment of the counselors* time to the various functions in School ^A11 and School MB ,f, indicates that the counselors gave the most time in both schools to the Interviewing of students and helping them with their problems, although counselors in School !,B W gave more time than those in School !,A tf.
The counselors of
School f,B ff gave considerably more time to the testing program because it was wholly the responsibility of the guidance program, whereas in School "A11 the teachers also aided in the testing program*
TABEE XXIII ESTIMATE OF EACH COUNSELORfS TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages of counselors* time •A "
«B"
10.0
15.0
12.5
Planning students programs
5.0
10.0
7.5
Administering and scoring tests
5.0
40.0
22.5
Interviewing student for purpose of analyzing his problem
55.0
25.0
40.0
Contacting agencies for special guidance referrals
10.0
5.0
7.5
Contacting schools and training agencies
5.0
0.0
2.5
Contacting job placement bureau
5.0
0.0
2.5
Making evaluation of total guidance program
5.0
5.0
5.0
100.0
100.0
100.0
Securing data about the student
Total percentages
Average
62 In School f,B M the counselor in charge of testing spent a large percentage of his time on that function*
The other
counselor spent an even greater amount of time interviewing students.
In School WA M, hoth counselors1 time was more
evenly divided over the whole program, which allowed a larger percentage of time given to securing data about the student, planning of programs and outside contacts than was given to these functions in School '•B1*. ClQPki.
The percentage of time spent on the various
guidance functions by the clerk is indicated in Table XXIV. Again, the percentages are based upon one hundred per cent as the total time devoted to guidance. Where School "A” had no paid clerical help, School f,B ff had one part-time clerk who devoted approximately one-third of her total time to this program.
Six-tenths of her
guidance time was given to making appointments for counselors, and three-tenths to filing guidance reports.
The remaining
time was used in typing correspondence requesting occupational and educational information. Table XXIV Supplement represents the optional costs. This item refers to typing correspondence relating to the student.
It was estimated by the clerk that better than
one-seventh of her total time which included her other activities as well as guidance, was taken up by this function.
63
TABLE XXIV ESTIMATE OP CLERK’S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Piling guidance reports
30.0
Typing correspondence requesting occupational and educational information
10.0
Making appointments for counselors
60.0
Total
100.0
TABLE XXIV SUPPLEMENT ESTIMATE OP CLERK’S TIME SPENT IN FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAM
Function
Typing correspondence relating to student
Percentage of _total time, guidance and other activities
15.0
64 Because of the small margin of difference by the jury who determined the items chargeable to guidance,
the optional
function is included in this supplemental table for those who believe a legitimate charge exists* ,This function would Increase the total percentage of the clerk’s time chargeable to the guidance program from 34 to 40 per cent* The costs of personnel for the guidance program in School nB" are prorated and totaled in Table XXV.
The
supplementary table gives the cost involved when the optional function is performed by the clerk* Materials*
The costs of all materials used in the
guidance program are shown on Table XXVI and Table XXVI Supplement* 1* Tests*
Table XXVI indicates that in School nB M
the tests eo3t almost one-half of the total amount spent on materials in this program*
Approximately 350 Kuder Preference
Records were given at the twelfth grade level*
Approximately
475 of the Otis Mental Maturity Tests were given.at the tenth grade level*
Stanford Arithmetic tests were given
to 1,150 students and also, 1,150 Cooperative Reading and Expression tests were given during the school year 1947-1948.
65
TABLE XXV COST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Counselor MA f,
$ 5,400.00
Counselor ”B fl
3,900.00
Clerk
629.00
Total cost
$ 9,925.00
TABLE XXV SUPPLEMENT ESTIMATE OP CLERK’S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR THE PERFORMANCE OP OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence relating to student
$
Total personnel cost including optional item
#10,036.00
111.00
66 TABLE XXVI COST OP MATERIALS USED IN GUIDANCE PROGRAM OP SCHOOL nB rt
Materials
Costs per item
Tests .Vocational interest Intelligence Achievement
Totals
#162.40 38.00 224.00 #424.40
Records Personal data blanks Student planning sheets Interview summary blanks
2.80 22.50 3.40 28.70
Research . Counselors* library, monographs Occupational library Books, pamphlets on life planning Audio-visual aids
46.85 275.00 90.00 72.00 483.85 #936.95
Total
TABLE XXVI SUPPLEMENT COSTS OP MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE
Materials
Cumulative records Catalogues, college, trade school and business school
Costs per item
Totals
$ 25.00 1.50 $ 26.50
Total cost including optional items
#963.45
67
2. Records^.
Similarly to School ,lA f,?, all records
used by the guidance department were printed in the student print shop* used*
Approximately 1,200 personal data blanks were
The student planning sheets were used in duplicate
form, and approximately 4,200 forms were used. hundred Interview summary blanks were used*
Fifteen
The combined
costs for these items was a nominal amount of the total costs* 3. Research Materials*
The counselors1 library
purchases for 1947-1948 were composed of the Science Research Associates Monographs and two Secondary School Guidance Handbooks.
Duplicates of these were purchased for general
library use as well as many occupational and vocational pamphlets and magazines.
An extensive program was in
augurated during the school year 1947-1948 because of the interest shown by the students in previous years for such materials.
Books and pamphlets on life-planning were also
purchased for general use. Audio-visual aids were rented from the University of California and also from the Central Office.
The total
costs of the research materials represented one-half of the total amount spent on materials. The Supplementary Table XXVI, which includes items that showed a small margin of difference in opinion by the
68
jury, is included for those who may feel that the costs of cumulative records and the costs involved in obtaining college catalogues should be charged to the guidance'pro gram.
If these costs are added, $965.45 would be the total
costs of materials. Total Costs.
The individual costs for School nB n
are summarized and totaled in Table XXVII.
The ratio of
costs of personnel salary to cost of materials Is eleven to one.
The total cost of the guidance program in School "B11
was $10,865.95 for the school year 1947-1948.
The supplemen
tary Table XXVII gives the total cost of the guidance pro gram in School wB n if the items that are an optional charge to guidance are included.
These items totaled an additional
$137.50, which would increase to $11,003.45 the costs of the guidance program. Table XXVIII gives the costs of the guidance program in relation to the annual current expenditures, the average daily attendance and the total school enrollment.
Thus,
the guidance program composed only 3.0 per cent of the total school budget for 1947-1948.
The average dally
attendance figure of 1,230 was divided into the total cost of the guidance program which indicated the cost of guidance was $8.79 per student.
The same procedure was followed to
determine the cost per student based on total enrollment.
69 TABLE XXVII 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL
Items
Prorated costs
Personnel Salary of Counselor nk n Salary of Counselor f,B ,f Salary of Clerk
Totals
#5,400.00 3,900.00 629.00 #9,929.00
Materials Tests Personal data blanks Student planning sheets Interview summary blanks Counselors1 library Occupational library Books and pamphlets on life planning Audio-visual aids
424.40 2.80 22.50 3.40 46.85 275.00 90.00 72.00 936.95 #10,865.95
Total
TABLE XXVII SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items
Cumulative records Catalogues Typing correspondence relating to students
Totals
Prorated costs
#
25.00 • 1.50 111.00 $
Total cost including optional items
137.50
#11,003.45
70
TABLE XXVIII RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#360,582.77
#10,865.95
Per cent of annual current expenditure
Cost per student per A.D.A. #8.79
3.0
Cost per student per total enrollment
#7.73
TABLE XXVIII SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDAMCE COSTS • INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
£360,582.77' . #11,003.45
Per cent of annual current expenditure 3.0
Cost per student per A.D.A.
Cost per student per total enrollment
#8.91
#7.84
71 The total enrollment of 1,405 was divided into the total guidance costs which established the cost of $7*73 per student.
It is interesting to note that School ,fB lt spent
over two dollars per student more on their program than School "A*1 and yet the percentage of the annual current expenditures has been increased by less than three-fourths of one per cent. It was necessary to add a supplementary table to Table XXVIII in order to add to the total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legiti mate charges in guidance. By using the same procedure that was used in Table XXVIII, it was found that the per average daily attendance costs were Increased only twelve cents per student, and, where the total enrollment was computed, the increase was eleven cents per student. Table XXIX shows the approximate amount of counselor time allowed each student in the guidance program of School ”B n by the counselor during the school year 19471948.
On the assumption that all students were contacted
and given an equal amount of time, It was estimated that one and three-fourths hours were allotted per student per average daily attendance.
One and one-half hours were
72
TABLE XXIX COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
178
Guidance time allowed per A.D.A* 1 hour, 44 minutes
Guidance time allowed based on total enrollment 1 hour, 31 minutes
73
allowed per student based on the total enrollment.
Thus,
School f,B ft allowed approximately 25 per cent more time per student per average daily attendance than did School "A”. III. SUMMARY This chapter gave the functions and costs of the personnel and the costs of the materials of School ’’B 11* School ,tB f, had an average daily attendance of 1,230 students. The personnel included two full-time counselors and one part-time clerk.
One of the specific duties of the counse
lors was to see that the testing program was properly ad ministered. The salaries of the personnel were again the major expense with a ratio of eleven to one to the cost of materials.
The cost of the guidance program in School "B"
as compared to the annual current expenditures was 3.0 per cent, nearly .8 per cent more than that of School "A”. Ihe cost per average daily attendance amounted to $8.79 per student.
The cost based on the total enrollment
figure amounted to $7.73 per student.
The guidance time
allowed for each student was one hour and forty-four minutes per average daily attendance and one hour and thirty-one minutes based on the total enrollment figure*
CHAPTER V THE COST OF GUIDANCE SERVICES IN SCHOOL 11C" This chapter presents the cost data for School "C” with the information recorded in the same manner employed in the previous two chapters# I. GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School "C" had a larger total enrollment than the two schools previously discussed.
The total enrollment was
1,745 students for the school year of 1947-1948.
The
average daily attendance was 1,430 students for the same year.
The students came from families in the middle and
lower income groups. The guidance staff was composed of a director, four counselors and a clerk.
This group was the total guidance
personnel, and each of these member’s time was divided be tween guidance and other school activities.
School "C"
did not employ a social worker, and the psychologist was furnished upon request by the office of the County Super intendent of Schools. The functions of the director included supervising the guidance program, directing the in-service program for counselors, aiding special problem cases and coordinating
75
parent-teacher and student-teacher relationships.
The
counselors also had specific duties. The counselors1 functions were securing necessary data about the student for the purpose of helping him or ganize a program of studies based on his aptitudes and interests- and helping the student analyze and meet his problems before they became serious.
Each counselor made
the necessary community contacts for his particular counselee. These contacts included referrals to agencies, contacts with schools and training agencies, and various job-placement services.
The counselors did follow-up work in
individual cases, but spent a minimum time on this phase of the guidance program.
Each counselor was assigned
students from one grade level and remained with this group until they completed their schooling.
By this method, the
counselors could know the student better and had an oppor tunity to gain his confidence. The director had one full-time clerk whose time was divided between the curriculum and guidance programs.
As a
function performed for the guidance program, the clerk filed the guidance reports, typed correspondence concerning the students, made the requests for occupational and educa tional information and made appointments for the counselors. The counselors did not administer or score the tests. The classroom teachers gave the tests which were scored by
76
personnel In the Office of the County Superintendent of Schools.
The Kuder Preference Record, given to students of
sophomore standing, was scored by the studehts themselves. Tests were administered at various grade levels. The California Test of Mental Maturity was given at ninth and eleventh grade levels.
The Bell Adjustment Inventory
or the California Personality test was given individually according to the judgement of the counselor. All students were contacted In order to help in the planning of their programs.
The selection for individual
guidance beyond minimum attention was based on the students* I.%. scores.
Special attention was given to those who were
above or below the average.
In addition, any student re
questing help was free to make an appointment with his counselor.
The aim of the guidance program was to help
the student adjust before he became a problem. II. THE COSTS OP THE GUIDANCE PROGRAM IN SCHOOL “C" The costs of the guidance program are discussed under the two divisions of personnel and materials. Personnel.
The personnel of the guidance program In
School n'Cn all had other functions in addition to their guidance activities.
They divided their total time into
the approximate amounts spent in the guidance program and
77
in their other activities.
The approximate percentages in
terms of time are shown in Table XXX. Because the director of the guidance program also directed the curriculum program, it was necessary to pro rate his total salary.
It was also necessary to prorate
the salaries of the counselors.
Each of the four counselors
spent two periods per day in the classroom and three periods in guidance.
Since a free period f>er day is allowed for
preparation of classroom work, half of the counselorsf total time was allotted to the guidance services. It was necessary to prorate the salary of the clerk because 40 per cent of her time was given to the various guidance functions and the remainder to curriculum. Director.
The percentage of the directorfs time
spent on his specific functions in the guidance program is shown in Table XXXI. The major part, or three-fourths, of the director1s guidance time was spent In supervising the various services. One-tenth of his time was given solely to the personnel for the In-service training program.
Less than one-sixth of his
total guidance time was allotted to the remaining functions. Of this time, the largest amount was spent in assisting students in their adjustment to particular problems and the rest, in coordinating student-teacher and parent-teacher relationships.
78
TABLE XXX APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Other activities
Guidance activities
Director of Guidance
40.0
60.0
100.0
Counselor "A11
50.0
50.0
100.0
Counselor
50.0
50.0
100.0
Counselor flC tt
50.0
50.0
100.0
Counselor ”D ff
50.0
50.0
100.0
Clerk
60.0
40.0
100.0
79
TAB3LE XXXI ESTIMATE OP DIRECTOR’3 TIME SPENT IN VARIOUS (HJIDAHCE ACTIVITIES
Functions
Supervising guidance
Per cent
75.0
Aiding special problem cases
8.0
Coordinating student-teacher relationships
5.0
Coordinating parent-teacher relationships
2.0
Directing in-service training programs Total
10.0 100.0
80 §.• Counselors.
The percentages of time spent by each
counselor on the various functions of the guidance program are shown in Table XXXII* The counselors, who were interviewed collectively, estimated the number of hours each gave to the various functions that made up his total guidance time*
The
percentages are based upon 100 per cent as the counselor’s total time devoted to guidance. Table XXXII shows that the division of time per function was fairly uniform for the four counselors.
The
majority of their average time was given to aiding the student plan his program.
Interviewing students in order
to help them analyze and meet their problems occupied onefifth of their total time.
Next in importance was the
follow-up function of aiding and stimulating the students to meet their problems and make needed program changes. The remaining time was divided among the other functions, and only one counselor contacted schools and agencies.
The
other three counselors believed that so little of their time was given to this item that it should not be included* It may be pointed out that the counselors spent no time on the testing functions since the tests were administered by the teacher and scored by the personnel in the office of the County Superintendent of Schools.
TABIE XXXII ESTIMATE OP EACH COUNSELOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages of counselors1 time ttQtl
f,A TI
Securing data about the student
t»D «
Average
5.0
7.0
5.0
5.0
5.0
Planning students1 program
54.0
49.0
51.0
51.0
52.0
Interviewing student for purpose of analyzing his problem
20.0
20.0
20.0
20.0
20.0
Contacting agencies for special guidance referrals
2.0
2.0
2.0
2.0
2.0
Contacting schools and training agencies
4.0
0.0
0.0
0.0
1.0
Contacting job placement bureau
4.0
5.0
7.0
7.0
6.0
Giving aid and stimulus to student to meet problem and making needed program changes
7.0
10.0
7.0
7.0
S.O
Making evaluation of total guidance program
4.0
7.0
7.0
7.0
6.0
100.0
100.0
100.0
100.0
100.0
Total percentages
82
3.
Clerk*
The percentages of time spent on the
various guidance functions by the clerk are indicated in Table XXXIII*
Again the percentages are based upon 100 per
cent as her total time devoted to guidance* The clerk estimated that more than two-fifths of her time was given to filing guidance reports.
About one-fifth
of her time represented typing correspondence requesting occupational and educational information*
Making appoint
ments for counselors occupied the remainder of her guidance time. The supplementary table represents the optional costs. This item refers to typing correspondence relating to the student.
It was estimated b y the clerk that one-tenth of
her total time, which included her other activities as well as guidance, was occupied by this function*
Because of the
small margin of difference b y the jury who determined the Items chargeable to guidance, the optional function is in cluded on this supplemental table for those who believe a legitimate charge exists.
This would increase the total
percentage of the c l e r k s time chargeable to the guidance program from 40 to 50 per cent. Table XXXIV and the Supplement represent the amount of money spent during the school year 1947-1948 for personnel in the guidance program of School ”G W .
Because all of the
members of the guidance staff had other activities In
83
TABLE XXXIII ESTIMATE OP CLERK’S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Piling guidance reports
43.0
Typing correspondence requesting occupational and educational information
19.0
Making appointments for counselors
38.0
Totals
100.0
TABLE XXXIII SUPPLEMENT ESTIMATE OP CLERK’S TIME SPENT IN FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAM
Function
Typing correspondence relating to student
Percentage of total time, guidance and other activities
10.0
84
TABLE XXXIV GOST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Director
f 3,585.00
Counselor “A ”
2,700.00-
Counselor ’’B*1
1,950.00
Counselor "C11
2,012.50
Counselor "D*
2,012.50
Clerk
907.20
Total cost
#13,167.20
TABLE XXXIV SUPPLEMENT ESTIMATE OF CLERK’S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR THE PERFORMANCE OF OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence relating to clerk
#
Total personnel cost including optional item
#13,394.00
226.80
85 addition to those pertaining to the guidance program, it was necessary to prorate their total salaries.
It was noted that
a total of $13,167.20 was spent for personnel.
The supple
mentary table represents the amount of the clerk’s salary involved in the performance of the optional item.
If this
item is considered a legitimate chargeable item, it would be necessary to add $226.80 to the personnel costs. Materials.
The costs of all materials used in the
guidance program are shown on Table XXXV and the Supplement. 1#
Tests.
Table XXXV indicates that in School !,C n
the tests cost more than twice the amount of any other material chargeable to the guidance program.
In the 1947-
1948 school year, 500 Kuder Preference Records, and 1,000 California Tests of Mental Maturity were given.
Progressive
Achievement tests were given to 1,000 students, and the California Personality test or the Bell Adjustment Inventory was given to approximately fifty students. 2.*
Records.
The personal data blanks were mimeo
graphed at the school, but the planning sheets and Interview sumnary blanks were purchased through the district office. Approximately 1,500 personal data blanks were used by the guidance department.
In the 1947-1948 school year 1,800
student planning sheets were used.
The counselors also used
86
TABLE XXXV COST OP MATERIALS USED IN GUIDANCE PROGRAM OP SCHOOL WC H
Materials
Costs per item
Tests Vocational interest Personality Intelligence Progressive achievement
Totals
# 40.00 17.50 175.00 60.00 #292.50
Records Personal data blanks Student planning sheets Interview summary blanks
2.56 16.29 18.00 36.85
Research Counselors’ library Occupational library Books, pamphlets on life planning Audio-visual aids Follow-up expenses
49.45 113.85 133.10 50.00 4.86 351.26
Total
#680.61
TABLE XXXV SUPPLEMENT COSTS OF MATERIALS OPTIONALLY'CHARGEABLE. TO GUIDANCE-'
Materials
Cumulative records Catalogues, college, trade school and business school
Costs per item
Totals
$16.00 1.20 $ 17.20
Total cost including optional items
#697.81
87 1,800 interview summary blanks.
The combined costs for these
record-keeping devices were approximately one-twentieth of the total costs for materials. 3.
Research Materials.
The guidance department, for
the counselors1 use, purchased three books, subscribed to one magazine and subscribed to the Science Research Associates materials, which included a vocational information kit. Three complete sets of the same materials were purchase for the occupational library. Pamphlets on life-planning were purchased from the United States Department of Education and the Department of Commerce.
Also six extra sets of the vocational information
kit were purchased for the occupational library. Audio-visual aids were obtained from General Motors, Standard Oil and from the office of the County Superintendent of Schools.
The amount charged against this item covered the
cost of postage incurred in obtaining the films. Little was done in follow-up studies.
Some of the
local colleges were contacted by mail, but this phase of the program was in its infancy. A supplementary table including items that show a small margin of difference by the jury is included for those who may feel that the costs of cumulative records and the catalogues should be charged to a guidance program.
If
88
these costs are added, #697.81 would be the total costs of materials. Total Costs.
The individual guidance costs for
School !,C ft are summarized and totaled in Table XXXVI.
The
ratio of cost of personnel's salary to cost of materials is over twenty to one.
The total cost of the guidance program
in School f,C w was #13,847.81 for the 1947-1948 school year. The Supplement Table XXXVI gives the total cost of the guidance program in School “C® if the items that are an optional charge to guidance are included.
These items
totaled an additional #244.00, which would make #14,091.81 the cost of the guidance program. Table XXXVII gives the cost of the guidance program in relation to the annual current expenditures, the average daily attendance and the total school enrollment. Thus, the cost of-the guidance program composed only 2.9 per cent of the annual current expenditures for 19471948. The average daily attendance figure of 1,430 pupils was divided into the total cost of the guidance program, which showed that the cost of guidance was #9.68 per cent per student per average daily attendance. The same procedure was followed to determine the cost per student based on the total enrollment.
The total
80
TABLE XXXVI 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL f,C M
Items Personnel Salary of Salary of Salary of Salary of Salary of Salary of
Prorated costs
Director Counselor Counselor Counselor Counselor Clerk
flA ,f rtB n ’’C ” ttD ”
#3,585.00 2,700.00 1,950.00 2,012.50 2,012.50 907.20
Materials Tests Personal data blanks Student planning sheets Interview summary blanks Counselors’ library Occupational library Books and pamphlets on life planning Audio-visual aids Follow-up studies
Totals
#13,167.20
292.50 2.56 16.29 18.00 49.45 113.85 133.10 50.00 4.86
Total
680.61 #13,847.81
TABLE XXXVI SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items
Cumulative records Catalogues Typing correspondence relating to students
Prorated costs
f
Total cost including optional items
Totals
16.00 1.20 226.80
$
244.00
#14,091.81
90
TABLE XXXVII RELATIVE BREAKD07/NS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#470,277.66
#13,847.81
Per cent of annual current expenditure 2.9
Cost per student per A.D.A.
Cost per student per total enrollment
$9.68
$7.93
TABLE XXXVII SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
#470,277.66
#14,091.81
Per cent of annual current expenditure 3.0
Cost per student per A.D.A. 9.85
Cost per student per total enrollment .07
91
enrollment figure of 1,745 was divided into the total guidance costs, which established that the cost was $7*93 per student. It was necessary to add a supplement to Table XXXVII in order to add to the total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legitimate charges in guidance.
These figures would raise the cost per average
daily attendance seventeen cents and the costs per total enrollment fourteen cents. Table XXXVIII shows the amount of time allowed each student in the guidance program of School ,lC ff by the counse lors during the school year of 1947-1948.
It was estimated
that one and one-half hours were allowed per average daily attendance and one and one-fourth hours were allowed based on the total enrollment of this school. III.
SUMMARY
This chapter discussed the functions and costs of the personnel and the costs of material in the guidance program of School ”0”. Tests were administered by the classroom teacher and scored by the personnel of the County Superintendents Office.
92
TABLE XXXVIII COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
179
Guidance time allowed per A.D.A. 1 hour, 30 minutes
Guidance time allowed based on total enrollment 1 hour, 14 minutes
93 The costs of the guidance program in relation to the annual current expenditures was 2.9 per cent, and, if the optional items are included, the total costs of the guidance program in relation to the annual current expenditures are increased by less than one per cent. The cost per student based on the average daily atten dance was I©.68, and the cost based on the total enrollment figure was $7.93 per student.
CHAPTER VI THE COST OP GUIDANCE SERVICES IN SCHOOL flD M This chapter discusses the costs of guidance services in School
in the same manner employed in previous
chapters#
Because the total enrollment and average dally
attendance figures of School "D11 are similar to those of School "Cfl, the presentation of this cost data is placed here in order that the costs of the programs in the two schools may be compared# I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School tlD tl had a total enrollment of 1,979 students
for the school year 1947*1948.
The average daily attendance
was 1,672 pupils for the same year.
The students come from
the middle-income group* The guidance staff was composed of a director, three counselors,
one testing specialist, and one clerk#
Each of
these person’s time was divided between guidance and other school activities.
School "D1* did not employ a social
worker, and the psychologist was furnished by the central office.
The services of visiting lecturers were donated,
but a lunch for these lecturers was provided by the school* The functions of the director included supervising the guidance program, directing In-service programs for
95 counselors,
aiding special problem cases, coordinating
parent-teacher and student-teacher relationships and inter viewing students in order to help them analyze and meet their problems. The counselors’ functions were securing necessary data about the student for the purpose of helping him organize a program of studies based on his aptitudes and interests and helping the student analyze and meet his problems before they become serious.
Each counselor made certain specific contacts
in the community.
These contacts included referrals to
agencies and contacts with schools and training agencies'.
The
counselors stated that at present their functions did not include contacting the United States Employment Service office or other job-plaeement services. Each counselor was assigned a particular number of students for all guidance activities.
The number was based
on the number of guidance periods allowed. number was 175 students per period.
The approximate
The assignment of
counselees to counselors was made on an alphabetical basis. Each counselor had students from all three grade levels, since the counselor assisted the same student throughout his high school attendance. The testing specialist was responsible for the adminis tering and scoring of the tests.
The director had one full-time clerk who divided her time between the registration and the guidance programs.
For
her work in the guidance program, she filed the guidance reports, typed correspondence concerning the students, made requests for occupational and educational information, made appointments for the counselors, and operated the I.B.M. machine at the central office for scoring of tests. Tests were administered at various grade levels.
The
Lee, Thorpe Occupational Interest Inventory was given to students of sophomore standing, and the Kuder Preference Record was given to Senior A students.
The Otis ^uick
Scoring Mental Abilities test was given to students of sophomore standing and all new students.
The Bell Inventory
and the California Test of Personality were given to students of the Psychology classes.
The Cooperative Achievements were
given at various grade levels.
These tests were usually
administered at the end of the semester. All students were contacted In order to help In the planning of their programs.
The selection for individual
guidance was based on the need of the individual, and the counselors’ primary aim was to see all students at least once each semester.
By these means, an attempt was made to
help with any problem that might arise.
97 II.
THE COSTS OF GUIDANCE PR OGHAM IN SCHOOL f,D M
The costs of the guidance program are discussed under the divisions of personnel, materials, and total costs. Personnel.
Similar to School !,C fr, the personnel of
the guidance program in School ”0** all had other funetions^ in addition to their guidance activities.
They divided
their total time into the approximate amounts spent in the guidance program and in their other activities.
The approx
imate percentages in terms of time are shown in Table XXXIX. Because the director of the program was responsible also for the coordination of the Parents-Teachers Association, it was necessary to prorate her total salary.
The director
estimated that approximately 80 per cent of her time was spent in directing the guidance program and the remaining time in coordinating the Parents-Teachers Association.
It
was necessary also to prorate the salaries of the counselors. Two of the four counselors spent two periods in the guidance program and three periods in the classroom.
One of the
counselors spent three periods in the guidance program and two periods in the classroom, and the fourth spent four periods on guidance and two periods directing special classes. A sixth period was given to all for preparation of classroom work.
TABES XXXIX APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Other activities
Guidance activities
Director of Guidance
20.0
80.0
100.0
Counselor tfA tf
67.0
33.0
100.0
Counselor
50.0
50.0
100.0
Counselor ^C”
67.0
33.0
100.0
Counselor
33.0
67.0
100.0
Clerk nA n
65.0
35.0
100.0
It was necessary to prorate the salary of the clerk# She spent 35 per cent of her time on the various guidance functions, and the remaining time was given to the registrar1s office# The total actual time spent by personnel in School ,tD ff was slightly less than that spent by the same total personnel in School !,C ff# A*
Pirector.
The percentage of the director*s time
spent in the guidance program is shown in Table XL# major part, or better than two-fifths,
The
of the director*s time
was spent in interviewing students to help them analyze and meet their problems.
In regard to the ordinary functions
performed by the director, one-fifth of her total time was given solely to supervising the program.
The next major
function in relation to time given was coordinating parentteaeher relationships, which was approximately one-seventh of her total time#
One-tenth was spent in directing In-
service training programs.
Less than one-seventh of her
total guidance time was allotted to the two remaining functions, which were:
aiding special problem cases and
coordinating student-teacher relationships#
Both of these
functions were estimated to have taken approximately seven per cent of the total guidance time allowed#
TABIE XI ESTIMATE OP DIRECTOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Supervising guidance
Per cent
20.0 7.0
Coordinating student-teacher relationships
7.0 14.0
Directing in-service training programs Interviewing students to help them analyze and meet their problems
42.0
Total
•
Coordinating parent-teacher relationships
H O O
Aiding special problem cases
100.0
2.
Counselors*
The percentage of time spent by each
counselor on the various functions of the guidance program is shown in Table XLI.
The counselors, who were interviewed
individually, estimated the number of hours each gave to the various functions that made up his total guidance time.
The
percentages are based upon 100 per cent as the c o u n s e l o r s total time devoted to guidance. The greatest amount of all four counselors* time spent on a single function, or an average of 31 per cent, was given to interviewing students for the purpose of analyzing their problems.
Prom the counselors* estimate, it
was found that one-fifth of their guidance time was given to planning students* programs on the basis of aptitudes and interests.
A little less than one-tenth was given to securing
data about the student. The administering and scoring of standardized tests were assigned to one counselor.
Therefore, his total time,
or an average of one-fourth of all the counselors* time, was given to the performance of this function.
The function
of making evaluations of the total guidance program accounted for one-tenth of their total time.
The remaining functions
represented one-twentieth of their total guidance time. In comparing the functions of the counselors in School "D" with those of School f,C ”, it may be noted that whereas School ffC ,f spent a majority of their time on aiding students
TABIE XII ESTIMATE OF’EACH COUNSELOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages1 of (counselors1 time «A«
”B»
nctf
flD ,f
Securing data about the student
10.0
15.0
14.0
0.0
9.0
Planning students1 program
38.0
25.0
20.0
0.0
20.0
Interviewing student for purpose of analyzing his problem
38.0
44.0
47.0
0.0
31.0
Administering and scoring of tests
0.0
0.0
0.0
100.0
25.0
Contacting agencies for special guidance referrals
2.0
3.0
2.0
0.0
2.0
Contacting schools and training agencies
2.0
3.0
2.0
0.0
2.0
Giving aid and stimulus to student to meet problems and make proper changes
0.0
0.0
3.0
0.0
1.0
10.0
10.0
12.0
0.0
10.0
100.0
100.0
100.0
100.0
100.0
Making evaluation of total guidance program Total percentages
Average
103 In the planning of programs, School f,D tt spent only one-fifth of their time on this function, which was third in relation to total time spent on various functions in this school. Clerk.
The percentage of time spent on the various
functions by the clerk is indicated in Table XLII and the Supplement.
Again, the percentages are based upon 100 per
cent as the total time devoted to guidance. It was estimated by the clerk that approximately onehalf of her total time was spent in making appointments for counselors.
The remaining one-half was given to filing
guidance reports and typing correspondence requesting occu pational and education information. The supplementary table represents the optional costs. This item refers to typing correspondence relating to the student.
It was estimated by the clerk that approximately
3 per cent of her total time, which Included her other activities as well as guidance, was occupied by this function. Because of the small margin of difference of opinion by the jury who determined the items chargeable to guidance, the optional function is included on this supplementary table for those who believe a legitimate charge exists.
This would
increase the total percentage of the clerk»s time chargeable' to guidance from 35 to 38 per cent.
TABLE XL II ESTIMATE OP CLERKfS TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Piling guidance reports
20.0
Typing correspondence requesting occupational and educational Information
30.0
Making appointments for counselors
50.0
Totals
100.0
TABUS XLII SUPPLEMENT ESTIMATE OP CLERK’S TIME SPENT IN FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAM
Function
Percentage of total time, guidance and other activities
Typing correspondence relating to student
3.0
The Individual salaries of the various members of the guidance staff are prorated according to the amount of time given to the guidance program and are shown In Table XLIII. The same is true for the optional function performed by the clerk, which is shown In the supplemental table. amount was §15,274.00 for personnel costs.
The total
If the optional
function is considered a legitimate charge, §15,373.00 would be the total personnel costs. Materials.
The costs of all materials used in the
guidance program are shown on Table XLIV and the Supplement. i*
Tests.
Table XLIV indicates that in School "D"
approximately seven-tenths of the total costs for materials was chargeable to the testing program of which more than onehalf the amount was paid out in clerical salary for the operation of the scoring machine. various tests.
The remainder was for the
In the 1947-1948 school year, 700 Occupational
Interest tests and 650 Kuder Preference Records were given. The Otis Intelligence tests were given to 80 students.
Three
hundred California Personality and 150 Bell Adjustment Inventories were given.
A battery of Cooperative Achievement
tests were given to various levels according to the need. Approximately 1,750 were given.
TABLE XLIII COST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Director
$ 4,720.00
Counselor "A"
2,500.00
Counselor «BW
1,632.00
Counselor "C"
3,600.00
Counselor wD a
1,600.00
Clerk
1,160.00 62.00
Visiting ! l ecturers Total cost
#15,274.00
TABLE XLIII SUPPLEMENT ESTIMATE OP CLERK1S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR THE PERFORMANCE OP OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence relating to student
#
Total personnel cost including optional item
$15,373.00
99.00
tabu
; xliv
COST OF MATERIALS USED IN GUIDANCE PROGRAM OF SCHOOL "D®
Materials
Costs per item
Tests Vocational interest Personality Intelligence Achievement Scoring of tests
Totals
#143.50 28.50 72.00 70.00 424.00 #738.00
Records Student planning sheets Interview summary blanks
20.00 16.00 36.00
Research Counselors’ library Occupational library Books, pamphlets on life planning Follow-up expenses
68.00 125.00 85.00 10.00 288.00
Total
#1,062.00
TABLE XLIV SUPPLEMENT COSTS OF MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE i Materials
Cumulative records Catalogues, college, trade school and business school
Costs per item
Totals
| 20.00 3.00 $ 23.00
Total cost including optional items
#1,085.00
108 §•
Records.
office printing shop.
This material was printed by the central Therefore, the costs for the various
items were considerably less than they would have been if they were printed elsewhere.
Two thousand student planning
sheets and 4,000 interview summary blanks were used.
Their
costs amounted to approximately one-thirtieth of the total cost for materials. 2*
Research.
The guidance department subscribed to
various magazines and one monograph. during the 1947-1948 school year. double purpose.
Two books were purchased
This literature had a
It was placed in the counselors* reception
room so that both students and counselors had easy access to it.
Pamphlets on life-planning and a series of books were
purchased and placed in the school library.
The various
magazines and monograph were a duplication of the counselors* library with a greater number of copies purchased. Audio-visual aids were obtained from the central office, and no costs for these films were charged against the school budget. Little was done in the follow-up program.
A few of
the local colleges were contacted at a small expense to the program.
A supplementary table including items that show a
small margin of difference in opinion by the jury is included for those who may feel that the costs of cumulative records
109 and the catalogues should be charged to a guidance program# If these costs are added, there would be an increase from $1,062#00 to $1,085*00 for the total costs of materials# School !,D tt spent $381 #39 more than School ”0” on the materials for the guidance program.
School "C11 spent over
#100.00 more than School ffC ,f on research materials#
Both
spent the same amount on record materials and about the same on the actual cost of the tests#
It was the cost of scoring
tests in School ttD tt that increased their total cost for materials over those of School tfCn . Total Costs#
The individual guidance costs for School
f,D n are summarized and totaled in Table XLV and the Supplement. The ratio of cost of personnel’s salary to cost of materials is approximately fifteen to one# guidance program in School wI w a s
The total cost of the $16,336*00 for the 1947-
1948 school year# The Supplement Table XLV gives the total cost of the guidance program in School f,D tt if the items that are an optional charge to guidance are included.
These items,
totaled an additional $122.00, which would make $16,458*00 the costs of the guidance program. Table XLVI and the Supplement give the costs of the guidance program in relation to the annual current expendi tures, the average daily attendance, and the total school
TABLE XLV 1947S-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL nD"
Items Personnel Salary of Salary of Salary of Salary of Salary of Salary of Salary of
Prorated Costs
Director Counselor fIA ,f Counselor T,B fl Counselor "C11 Counselor ,fD*f Clerk Visiting lecturers
#4,720,00 2,500.00 1,632.00 3,600.00 1,600.00 1,160.00 62.00
Materials Tests Scoring of tests Student planning sheets Interview summary blanks Counselors1 library Occupational library Books and pamphlets on life planning Follow-up studies
Totals
#15,274.00
314.00 424.00 20.00 16.00 -68•00 125.00 85.00 10.00
Total
1,062.00
#16,336.00
TABLE XLV SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items Cumulative records Catalogues Typing correspondence relating to students
Prorated costs $
Total cost Including optional items
Totals
20.00 3.00 99.00
#
122.00
|16,458.00
110)
TABLE XLVI RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#458,306.00
#16,336.00
Per cent of annual current expenditure
3.6
Cost per student per A.D.A.
Cost per student per total enrollment
#9.77
#8.25
TABLE XLV I SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
#458,306.00
#16,458.00
Per cent of annual current expenditure 3.6
Cost per student P e** A.D.A*
Cost per student per total enrollment
#9.84
#9.31
enrollment.
Thus, the cost of the guidance program was only
3.6 per cent of the annual current expenditures for 19471948. The average daily attendance figure of 1,672 pupils was divided into the total cost of the guidance program, which showed.that the cost of guidance was §9.77 per student per average daily attendance.
The same procedure was follow
ed to determine the cost per student based on the total enrollment.
The total enrollment figure, 1,979 students,
was divided into the total guidance costs which established that the cost was §8.25 per student. It was necessary to add a Supplement Table to Table XLVI in order to add to the total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legitimate charges in guidance. These figures would raise the cost per average daily attendance seven cents per student and six cents per student based on total enrollment. Table XLVII shows the amount of time allowed each student in the guidance program of School ttD n by the counse lors during the school.year 1947-1948.
On the assumption
that all students were contacted and given an equal amount of time, it was estimated that one hour and three minutes were allowed per student per average daily attendance and fifty-three minutes were allowed per student based on the total enrollment in the school.
TABLE XLVII COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
Guidance time allowed per A.D.A.
Guidance time allowed based on total enrollment
179
1 hour, 3 minutes
53 minutes
Thus, In the final breakdowns, School wB tl, whose total school budget was about $1,200.00 less than that of School nC u9 spent about $2,000.00 more for their guidance program. There was a difference of .66 per cent between the two schools1 percentages of their annual current expenditures.
School "D"
spent nine cents more per student per average daily attendance and had about twenty-five minutes less per student per average daily attendance than did School "C", which had larger annual current expenditures and smaller average daily attendance. III.
SUMMARY
School "0" and School tfD fl were comparable in average daily attendance and comparisons were made throughout the chapter showing their major differences.
This chap^r also
gave the general characteristics of the guidance program,
k
relative breakdown of the guidance costs showed them to be 5.6 per cent of the annual current expenditures. The cost per average daily attendance was $9.77 per student, and the cost based on the total enrollment was $8.25 per student.
CHAPTER VII THE COST OF GUIDANCE SERVICES IN SCHOOL "Eff The cost data for School ,TE TT are presented in this chapter.
The general characteristics of the program are
described, and the costs are discussed under the divisions used in the previous chapters. I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School nS ,f had a total enrollment of 2,315 students
for the school year of 1947-194&* attendance was 2,035 pupils.
The average daily
The students came from the
lower income group and a few from the middle group. The guidance staff was composed of a director and five counselors.
The school psychologist and social worker
were furnished by the central district office. The functions of the director included supervising the guidance program, directing the in-service program for counselors, aiding special problem cases and coordinating parent-teacher and student-teacher relationships. The counselors secured necessary data about the student in order to help him organize a suitable program of studies.
They interviewed students and parents to ascertain
the future plans of the individual.
They spent some time
evaluating the guidance program for the purpose of trying to
116
improve the guidance services.
The administration and
scoring of tests were handled by the social studies teacher under the supervision of the counselor in charge of testing. Pick-up tests were administered by all of the counselors. If the tests could be machine-scored, they were sent to the central district office.
The Kuder Preference Record., which
was a pick-up test, was scored by the students themselves. The tests were administered at the various grade levels.
The Otis Intelligence and California Personality
tests were given at the tenth grade level.
The Los Angeles
Interest Inventory was given at the ninth grade level, and the Progressive Reading, Language and Mathematics tests were given at the eleventh grade level. All students were contacted in order to help in the planning of their programs.
The selection for individual
guidance was on the basis of noting irregular attendance or constant tardiness.
The counselor then attempted to help the
student overcome these problems and avoid being sent to the vice-principalTs office for disciplining.
Exceptional students
were contacted with the express desire of seeing that they received help in obtaining either vocational or educational advisement to fulfill their desires. II.
THE COSTS OF THE GUIDANCE PROGRAM IN SCHOOL "Ew The costs of the guidance program are discussed under
117 the divisions of personnel, materials and total costs. Personnel.
The personnel of the guidance program in
School ,TE tT were full-time with the exception of two counse lors.
These two divided their total time into the approx
imate amounts spent in the guidance program and in their other activities.
The approximate percentages in terms of
time are shown in Table XLVIII. The Director of Guidance and Counselors "A", r,B TT and nC” all devoted 100 per cent of their time to the guidance program.
Counselors "D” and "ETt spent two periods teaching
and four periods counseling.
This personnel composed the
complete guidance staff. !•
Director.
The percentages of the director’s time
spent on the specific functions in the guidance program are shown in Table XLIX. The major part, or approximately three-fifths, of the director’s time was given to supervising the guidance program and aiding special problem cases.
One-fifth was given to the
direction of the in-service training programs, and the remain ing one-fifth was equally divided between the coordination of student-teacher relationships and parent-teacher relationships. 2.
Counselors.
The percentage of time spent by each
counselor in the various functions of the guidance program is shown in Table L.
118
TABLE XLVIII APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time Other activities
Total time
Guidance activities
Director of Guidance
0.0
100.0
100.0
Counselor ttA n
o • o
100.0
100.0
Counselor ffB ”
0.0
100.0
100.0
Counselor ^C11
0.0
100.0
100.0
Counselor tfD ,f
34.0
66.0
100.0
Counselor "E*1
34.0
66.0
100.0
119
TABLE XLIX ESTIMATE OP DIRECTOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Supervising guidance
30.0
Aiding special problem cases
30.0
Coordinating student-teacher relationships
10.0
Coordinating parent-teacher relationships
10.0
Directing in-service training programs
20.0
Total
100.0
TAB1E I ESTIMATE OP EACH COUNSELOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Percentages of counselors* time
Functions
«B ti
*0*
iiD«
iigti
25.0
40.0
10.0
15.0
25.0
23.0
0.0
17.0
10.0
20.0
15.0
12.0
Administering and scoring tests
15.0
5.0
25.0
5.0
10.0
12.0
Interviewing student for pur pose of analyzing his problem
40.0
18.0
45.0
30.0
25.0
31.0
Contacting agencies for special guidance referrals
0.0
5.0
0.0
8.0
0.0
3.0
Contacting schools and training agencies
0.0
5.0
0.0
2.0
0.0
2.0
Contacting job placement bureau
0.0
-.0*0
0.0
15.0
0.0
3.0
Giving aid and stimulus to stu dent to meet problem and making needed program changes
5.0
10.0
0.0
0.0
20.0
7.0
15.0
0.0
10.0
5.0
5.0
7.0
100.0
100.0
100.0
100.0
100.0
100.0
Securing data about the student Planning students program
Making evaluation of total guidance program
Average
120
Total percentages
121 The counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up his total guidance time.
The per
centages are based upon 100 per cent as the counselor's total time devoted to guidance. Interviewing students for the purpose of analyzing their problems accounted for an average of three-tenths of all of the counselor’s time.
The second major phase, which
amounted to approximately one-fourth of the total time, was given to securing data about the student.
Another one-fourth
was divided equally between aiding in planning students’ programs and the administering and scoring of tests.
The
remaining one-fifth was given to the performance of the following functions:
contacting job-placement bureaus,
schools and training agencies, and evaluating the total guidance program. Table LI represents the amount spent for personnel in the guidance program of School ”E n .
Because two of the
counselors gave only a part of their time to the guidance program it was necessary to prorate their salaries accordingly. Materials.
The costs of all materials used in the
guidance program are shown on Table LII and the Supplement'. i*
Tests.
Table LII indicates that in School ”E lf
the tests cost more than all other materials chargeable to
122
TABLE LI COST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel Director
Prorated salaries $ 5,470.00
Counselor “A"
3,100.00
Counselor ,,B 11
2,166.00
Counselor ,,CM
4,790.00
Counselor "D"
5,210.00
Counselor ^E11
4,930.00
Total cost
$25,666.00
123
TABLE LII COST OP MATERIALS USED IN GUIDANCE PROGRAM OP SCHOOL f,E ff
Materials
Costs per item
Tests Vocational interest Personality Intelligence Achievement
Totals
#118.50 70.00 150.20 90.00 #428.70
Records Personal data blanks Student planning sheets Interview summary blanks
14.00 28.00 3.10 45.10
Research Counselors1 library Occupational library Books, pamphlets on life planning Audio-visual aids
31.60 165.00 85.00 87.00 #368.60
Total
#842.40
TABLE LII SUPPLEMENT COSTS OP MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE
Materials
Cumulative records
Costs per item
Totals
$ 10.28 # 10.28
Total costs Including optional items
#852.68
124 the guidance program.
In the school year 1947-194$, 1,200
Los Angeles Interest Inventories were given at the ninth grade level.
The California Personality test was given to
approximately six hundred A10 students, and 1,400 Otis Intelligence tests were given at the BIO grade level.
The
eleventh grade were given about 1,000 Progressive Heading, Language and Mathematics tests.
All students registering
throughout the year were given the same tests, and, if they had not taken the Kuder Preference Record, this was also administered to them.
It was estimated that fifty Kuder
Records were given during the school year 1947-194$. 2. graphed.
Records.
Interview summary blanks were mimeo
It was estimated that approximately 5,000 were used.
Approximately 1,400 personnel data blanks at a cost of one cent each were purchased, and about 5,000 student planning sheets at a cost of $5.60 a thousand were used.
These forms
were used at the beginning of each semester. Research.
The counselors1 library was composed of
a series of pamphlets published by the government and two guidance magazines bought for the specific use of the counse lors.
The occupational library bought the Commonwealth Series
and the Science Research Associates Monograph materials as well as different books discussing and describing occupational problems.
Each year they also added a series of books and
pamphlets on life planning.
125. Audio-visual aids were used extensively throughout the school, and it was estimated by the director that about onefifth of all pictures shown were at the request of the guidance department.
The pictures were rented from the
University of California, Los Angeles.
Some films were
received also from the school district’s central office. A supplementary table including items that show a small margin of difference in opinion by the jury is included for those who may feel that the cost of cumulative records should be charged to the guidance program.
If this cost
is added, there would be an increase from $$42.40 to $$52.6$ for the total cost of materials. Total Costs.
The individual guidance costs for
School nETf are summarized and totaled in Table LIII and the Supplement.
The ratio of personnel costs to cost of mater
ials is approximately thirty to one.
The total cos.t of the
guidance program in School nE ft was $26,50$.40 for the 1947" 194$ school year.
The total cost of the program in School
tlE n would amount to $26,51$*6$ if the items that are an optional charge to guidance are included. Table LTV gives the costs of the guidance program in relation to the annual current expenditures, the average daily attendance and total school enrollment. Thus, the cost of the guidance program composed 5*9 per cent of the annual current expenditures for 1947-194$*
126 TABLE LIII 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL !,E n
Items Personnel Salary of Salary of Salary of Salary of Salary of Salary of
Prorated costs
Director Counselor Counselor Counselor Counselor Counselor
”A n "B11 MC” "D*1 wE tt
#5,470.00 3,100.00 2,166.00 4,790.00 5,210.00 4,930.00
Materials Tests Personal data blanks Student planning blanks Interview summary blanks Counselors1 library Occupational library Books and pamphlets on life planning Audio-visual aids
Totals
#25,666.00
428.70 14.00 28.00 3.10 31.60 165.00 85.00 87.00
Total
842.40 #26,508.40
TABLE LIII SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Prorated costs
Cumulative records Total costs including optional items
H O • CO 00
Items
Totals
f
10.28
#26,518.68
127
TABLE LIV RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#447,342*42
$26,508.40
Per cent of annual current expenditure 5.9
Cost per s tudent per A.D.A. $13.02
Cost per student per total enrollment $11.45
TABEE LIV SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
$447,342.42
#26,518.68
Per cent of annual current expenditure
5.9
Cost per student per A.D.A.
Cost per student per total enrollment
$13.03 -
#11.46
128 The average daily attendance figure of 2,035 pupils was divided into the total cost of the guidance program. Thus, the cost of the guidance program was $13.02 per student per average daily attendance.
The same procedure
was followed to determine the cost per student based on the total enrollment.
The total enrollment figure of 2,315 was
divided into the total guidance costs, which established that the cost was $11.45 per student. It was necessary to add a supplemental table to Table LIV in order to add to the total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legitimate charges in guidance.
By following the same procedure used in ascertaining
the relative breakdown of guidance costs, it was found that 5*9 per cent of the annual current expenditures was chargeable to the guidance program. The cost per average daily attendance was $13.03 per student, and the cost based on the total enrollment was $ 11.46 per student. Table LV shows the amount of time allowed each student in the guidance program of School nEif by the counse lors during the school year 1947-194$.
On the assumption
that all students were contacted and given an equal amount of time, it was estimated that two hours and a quarter were allowed per average daily attendance and that two hours were allowed based on the total enrollment in School f,E n .
129
TABLE LV COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
Guidance time allowed per A>D>A_
179
2 hours, 17 minutes
Guidance time allowed based on total enrollment
2 hours
III.
SUMMARY
This chapter gave the general characteristics of the guidance program of School rtE ” .
The ratio of the cost of
personnel’s salary to the cost of materials was thirty to one.
The relative breakdown of the guidance costs indicated
that they were approximately 5*9 per cent of the annual current expenditures.
An average of $13.02 per student per
average daily attendance was allowed, and there was a cost of $11.45 per student based on the total enrollment figure during the school year of 1947-1948*
CHAPTER VIII THE COST OF GUIDANCE SERVICES IN SCHOOL "F" The data of the survey of School ,fF ft to determine the cost of the guidance services are discussed in this chapter under the divisions of general characteristics of -the program, the costs of personnel and materials, and the total costs of the program*
School T,F n had a total enroll
ment and per average daily attendance similar to that of School TfE !t. I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School tTF t! had a total enrollment of 2,353 students
for the school year of 1947-194&* was 2,110*
The average daily attendance
Similarly to School "E", the students came from
the lower middle income group, and a number were from families with a minimum income* The guidance staff was composed of a director, three counselors, a clerk and a social worker.
A psychologist
was furnished upon request by the office of the Superinten dent of Schools. The functions of the director included supervising the guidance program, directing the in-service training program for counselors, aiding special problem cases and coordinating parent-teacher and student-teacher relationships*
The
132 counselors1 functions were securing necessary data about the student for the purpose of helping him organize a satisfactory program of studies, interviewing students for the purpose of analyzing their problems and meeting with the parents in reference to the health, adjustment and scholastic achieve ment of their child.
They also assisted with job-placement «
and periodically made an evaluation of the whole guidance program. The counseling staff had one full-time clerk who divided her time between the Guidance Department and the g irlsT vice-principal.
As part of the guidance program she
filed guidance reports, typed correspondence concerning the student, made requests for occupational and education infor mation and made appointments for counselors. worker was employed in this school.
A social
She spent* approximately
one-fourth of her total time visiting the homes for the purpose of obtaining information for the guidance office. Local business men visited the school four times a year for the purpose of informing the students of their particular professional and industrial fields.
These days
were set aside for the purpose of stimulating the students1 thought in regard to the future and to encourage him to think about the future in the light of his interests. Similarly to School rrEff, the administering and scoring of tests were handled by the basic course teachers, and all
133 machine-scored tests were sent to the office of the County Superintendent of Schools where this service was furnished free.
The Kuder Preference Record, which was given at the
twelfth grade level, was scored by the students themselves. The tests were administered at various grade levels. The Occupational Interest Inventory (Intermediate), the California Mental Maturity (Short form) and the Progressive Reading and Mathematics tests were given at the ninth grade level.
A Progressive Reading and Mathematics test was given
also at the tenth and eleventh grade levels.
The Advanced
Form of the Occupational Interest Inventory was given at the eleventh grade level.
It is necessary to mention that the
Progressive Reading and Mathematics tests were both Form A and Form B.
They were given to the ninth, tenth and
* eleventh grade levels.
The tests were given by alternating
each Form from one year to the next. All students were contacted in order to help in the planning of their programs.
The selection for individual
guidance was based on the importance of a particular problem. For example, students who were failing in their subjects or poor in attendance or who presented some other noted problem were interviewed. parent.
A copy of the interview was sent to the
It was stated by the various members that they
hoped to expand their program in the near future because
134 they were of the opinion that the present program did not satisfy completely the students1 needs. II.
THE COSTS OF THE GUIDANCE PROGRAM IN SCHOOL "F" The costs of the guidance program are discussed under
the divisions of personnel and materials, and total costs. Personnel.
Whereas School ,rEn had four full-time
counselors, the personnel of the guidance program in School npn an
other functions in addition to their guidance
activities.
They divided their total time into the approximate
amounts spent in the guidance program and in their other activities.
The approximate percentages in terms of time
are shown in Table LVI. Because the director of the guidance program also directed the registration of new students, it was necessary t o •prorate the salary.
The director estimated that $3 per
cent of her time was spent in directing the guidance program and the remaining time in directing the registration of new students. It was necessary also to prorate the salaries of the counselors. teaching.
Each of the three counselors spent some time Counselor nA rl had two periods of guidance and
four periods of teaching.
The remaining two counselors spent
one period in guidance and five periods teaching.
The clerk
136 gave about 50 per cent of her time to the guidance staff and the remaining time to the girls1 vice-principal. School !fF" had a social worker who devoted about onefourth of her time to guidance, and the remaining time was divided among other school departments. Thus, the total time spent by the total personnel in School f,F tt was less than half the time spent in guidance by the personnel of School lfE ,f, who had a larger staff and some full-time personnel. !.•
Director.
The percentages of the director’s time
spent on the different functions are shown in Table LVII. The percentages are based upon 100 per cent as the director’s total time given to guidance. The director spent the same proportionate amounts of time on each function as did the director of School "E". * The major part, or better than one-third, of the director’s guidance time was spent in aiding special problem cases. One-fourth of her guidance time was given solely to the supervising of the guidance program.
It was estimated by
the director that approximately one-fifth of the total time was devoted to directing in-service training programs.
The
remaining one-fifth was equally divided between coordinating parent-teacher relationships and student-teacher relationships.
135
TABLE XVI APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Other activities
Guidance activities
Director of Guidance
17.0
83.0
100.0
Counselor f,A ,f
66.0
34.0
100.0
Counselor ,,B ”
83.0
17.0
100.0
Counselor *0™
83.0
17.0
100.0
Clerk
50.0
50.0
100.0
Social worker
75.0
25.0
100.0
137
TABEE XVII ESTIMATE OP DIRECTOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Supervising guidance
25.0
Aiding special problem cases
35.0
Coordinating student-teacher relationships
10.0
Coordinating parent-teacher relationships
10.0
Directing in-service training programs
20.0
Total
100.0
138 2.
Counselors.
The percentage of time spent by each
counselor on the various functions of the guidance program is shown in Table LVIII. The counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up his total guidance time.
The
percentages are based upon 100 per cent as the c o u n s e l o r s total time devoted to guidance. Securing data about the student and the planning of his program accounted for an average of one-half of all three of the counselors * time.
Approximately two-fifths, or
an average of 37 per cent, of all three counselors*
time was
given to interviewing students for purposes of analyzing their problems and the giving of aid and stimulus to meet these problems and make the proper adjustment.
The remaining
time was given to contacting the United States Employment Offices and other job-placement bureaus and to evaluating the total guidance program. The counselors of School t!F t! spent approximately the same proportion of their total time on the functions of interviewing the student to help him analyze his problem and giving him aid and stimulus to meet his problem as did* School "E11.
School nF w spent almost twice the proportionate
time helping students plan their programs.
However, because
School ttF® had less than half as much time for guidance but
TABEE EVIII ESTIMATE OP EACH COUNSELORS TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages of counselors1 time ”A fl
wB f
00
ISO was spent on the tests used in the guidance program during the school year 1947-194&* administered.
Approximately 3,375 tests were
Kuder Preference Record was given at the
eleventh grade level to $00 students*
The Nelson-Denny
Reading tests were given at the ninth grade level to 500 studdnts.
Three forms of intelligence or scholastic
aptitude tests were given to all three grades.
The Henraon-
Nelson was given to 1,400 students, and the remaining 400 were the Otis and the Benet. pick-up tests.
The remaining tests given were
It was estimated that approximately 100
Bell Adjustment Inventories, 100 California Tests of Personality and about seventy-five Progressive Achievement tests were administered. Records.
Personal data blanks were used for
students coming from outside the district only. estimated that about 150 were used.
It was
Approximately 5,000
student planning sheets and 5,000 interview summary blanks were used in the 1947*194$ school year.
The total cost for
these materials was a few dollars higher than in School tfG” , who did not use the interview summary blanks. Research Materials.
The occupational library was
made up of a number of educational and vocational magazines. Two subscriptions to the Science Research Associates Monograph materials were purchased.
A large number of
181 pamphlets were purchased from the government offices. Approximately twenty books were purchased during the school year.
These books contained information regarding economic
conditions, occupations and life planning in general.
This
- library was organized with the purpose of serving counselors, teachers and students. Audio-visual aids were rented, and some were furnished by the central district office.
The only expense incurred
on the latter was a postage or mailing fee.
The costs for
these materials was almost $100.00 higher than in School TtGn because audio-visual aids were a greater cost and School T,H tT spent $50.00 for books and pamphlets on life planning whereas School nGTf did not make a purchase in that field. A supplementary table including items that show a small margin of difference in opinion by the jury is included for those who feel,.that the costs of cumulative records and college catalogues should be charged to a guidance program. If these costs are added the total cost would be $674*00 for materials.
This figure is about $ 150.00 more than was spent
for materials in School nGrt.
Since School t!Gtf had an average
daily attendance of 50 less than School t,H ,t, the total cost of materials was similar in the two schools. Total Costs.
The individual costs for School ^H11
are summarized and totaled in Table LXXVII and the Supplement. The ratio of cost of p e r s o n n e l s salary to cost of materials
132
TABLE LXXVII 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM m SCHOOL
Items Personnel Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of
Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor Counselor
"A11 "BM tic » i t D ff t*E ft tip fi
"G* MH W if j t t
iivjn oK u !fL" «M n ,fN !t r i 0 it IfpfT
HQ*
Prorated costs
Total
$2,350.00 . 1,150.00 1,025.00 1,800.00 1,100.00 2,575.00 1,300.00 1,560.00 1,600.00 1,800.00 975.00 825.00 1,125.00 950.00 1,300.00 1,125.00 1,200.00
>23,760 .00
Materials Tests Personal data Blanks Student planning sheets Interview summary blanks Occupational library Books, pamphlets on life planning Audio-visual aids
333.00 6.00 14.00 5.00 165.00 50.00 85.00
658.00 $24,418.00
To tal TABLE LXXVII SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS Items Cumulative records Catalogues
Prorated costs $
Total cost including optional, items
15.00 4.00
Total
$
19.00
$24,-437 .00
183 is over thirty-eight to one.
The total costs of the guidance
program in School ftH ff for the 1947-1943 school year was
$24 ,41&*00. Thus, the total costs for School "H” were about $5,700.00 more than those of School f,Gft. costs was in the personnel salaries.
The difference in
The Supplement Table
LXXVII gives the total costs of the guidance program in School ,fH ft if the items that are an optional charge to guidance are included.
These items totaled an additional
$19*00 which would make $24,437*00 the total cost. Table LXXVIII and the Supplement give the costs of the guidance program in relation to the annual current expenditures, the average daily attendance and the total school enrollment. Thus, the cost of the guidance program composed 4*1 per cent of the annual current expenditures for 1947-1943. The average daily attendance figure of 2,293 was divided into the total cost of the guidance program.
This division
showed that the cost of guidance was $10.65 per student, per average daily attendance.
The same procedure was followed
to determine the cost per student based on the total enrollment.
The total enrollment figure of 2,531 was divided
into the total guidance costs which established that the cost was $9*65 per student.
1&4
TABLE LXXVIII RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#593,790.00
#24,418.00
Per cent of annual current expenditure
Cost per student per A.D.A.
Cost per student per total enrollment
#10.65
#9.65
4.1
TABUS LXXVIII SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
#593,790.00
#24,437.00
Per cent of annual current expenditure
4.1
Cost per student per A.D.A.
Cost per student per total enrollment
#10.66
#9.66
1S5 It was necessary to add a Supplement Table to Table LXXVIII adding to the total guidance costs those figures that were computed from the optional items, for the benefit of those who considered these items legitimate charges in guidance.
The same procedure as that used in Table LXXVIII
was followed, and it was noted that the per cent' of the annual current expenditures did not increase and the average daily attendance and total school enrollment were increased only by one cent per student. Table LXXIX shows the amount of time allowed each student in the guidance program of School tTH n by the counselor during the school year 1947-194&*
On the assumption that all
students were contacted and given an equal amount of time it was found that better than two and one-third hours were allowed per average daily attendance and two and one-fifth hours per student based on the total enrollment figure. III.
SUMMARY
This chapter gave a brief description of the type of program offered in School tTHn , the number of personnel involved and an estimate of the time spent on the performance of their various functions. The relative breakdown of the guidance costs showed that the approximate costs of the guidance program in relation to the annual current expenditures were 4*1 per cent of the
136
TABLE LXXIX COUNSELOR TIME ALLOWED PER STUDENT
,T -u Number^°f school days
Guidance time allowed p.er A > B _A>
178
2 hours, 26 minutes
Guidance time allowed based on total enrollment
2 hours, 12 minutes
187 total.
The cost per student per average daily attendance
amounted to $10.65, and the cost based on the total enrollment figure amounted to $9*65 per student.
CHAPTER XI THE COST OF GUIDANCE SERVICES IN SCHOOL "I" The
guidance service
in amanner similar
to that
costs of School tTIfT are recorded of the previous schools surveyed.
This chapter includes a discussion of the general character istics of the program, the total costs involved, and a breakdown of the costs based on the average daily attendance and the annual current expenditures. I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School ,fITf had a total enrollment of 2,991 students
for the school year of 1947-194&*
The average daily
attendance was 2,535 students. The
guidance staff was composed of a director, four
counselors and two clerks.
The services of the school
psychologist were furnished by the office of the County Superintendent of Schools. The functions of the director included supervising the guidance program, directing the in-service program for counselors, aiding special problem cases, and coordinating parent-teacher and student-teacher relationships. The counselors1 functions were securing necessary data about the student in order to help him organize a
139 program of studies; interviewing students for the purpose of analyzing their problems; contacting job placement bureaus and evaluating the whole program. The counseling staff had the services of two clerks. Both of the clerks divided their time between the guidance and curriculum department.
For their work in the guidance
program they filed guidance reports, typed correspondence concerning the student, typed requests for occupational and educational information and made appointments for the counselors. A tTcareer dayft was held during the school year 1947194$*
This was a day set aside for the purpose of discussing
various occupational fields.
The programs consisted of talks
and personal interviews by outstanding representatives of these fields.
These representatives, for the most part,
donated their services. Administering and scoring of tests were handled by the English teachers, and all machine-scored tests were sent to the office of the County Superintendent of Schools. The program itself consisted of a battery of Vocational Interest, Personality, Intelligence, Mechanical Aptitude and Achievement tests.
All students were contacted in order to
help in the planning of their programs and the majority of time was given to those having difficulty in achieving satisfactory grades.
190 II.
THE COST OF THE GUIDANCE PROGRAM IN SCHOOL "I” The cost of the guidance program is discussed under
the divisions of personnel, materials and total costs. Personnel.
The personnel of the guidance program in
School tTI!f had other functions in addition to their guidance activities.
They divided their total time into the approxi
mate amounts spent in the guidance program and in their other activities.
The approximate percentages in terms of
time are shown in Table LXXX. Because the director of the guidance program also directed the curriculum department it was necessary to prorate his salary.
The director estimated that his time
was equally distributed between the guidance department and the curriculum department. It was also necessary to prorate the salaries of the counselors.
Each of the four counselors spent two periods
teaching and the remaining four periods in guidance work. The clerks1 time was also prorated.
It was estimated
by Clerk ,fA n , who was hired on a part time basis, that approximately 90 per cent of her total time was given to the guidance program with the remaining 10 per cent given to the curriculum department.
Clerk T!B TT estimated that three-
fourths of her time was spent in performing guidance functions and the remaining one-fourth in the curriculum department.
191
TABLE LXXX APPROXIMATE PERCENTAGES OF TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Otlier activities
Guidance activities
Director of Guidance
25.0
75.0
100.0
Counselor ,fA ,f
33.3
66.7
100.0
Counselor ^B*1
33.3
66.7
100.0
Counselor wC n
33.3
66.7
100.0
Counselor
33.3
66.7
100.0
Clerk 11k u
10.0
90.0
100.0
Clerk 11B®
25.0
75.0
100.0
192 A social worker was furnished by various community organizations at no cost to the school* i*
Director.
The percentages of the directorfs time
spent on her specific functions in the guidance program are shown in Table
L X X X I.
The percentages are based upon 100 per cent of the director1s total time given to the guidance program.
It was
estimated by the director that two-fifths of the total time was spent in supervising the guidance program; three-tenths was given to aiding special problem cases, and the remaining three-tenths was equally divided between coordinating parent-teacher and student-teacher‘relationships, and directing the in-service training program. 2.
Counselors.
The percentages of time spent by each
counselor on the various functions of the guidance program are shown in Table LXXXII. The counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up his total guidance time.
The
percentages are based upon 100 per cent as the counselors1 total time devoted to guidance. Helping the student plan his program and interviewing the student for the purpose of analyzing his problem accounted for an average of more than 60 per cent of their
193
TABUS LXXXI ESTIMATE OP DIRECTOR'S T H E SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Supervising guidance
40.0
Aiding special problem cases
30.0
Coordinating student-teacher relationships
10.0
Coordinating parent-teacher relationships
10.0
Directing in-service training programs
10.0
Total
100.0
TABEE IXXXII ESTIMATE OP EACH COUNSELOR'S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Percentages of counselors1 time tiA «
»B"
ricfl
Securing data about the student
13.0
12.0
20.0
15.0
15.0
Planning students program
25.0
26.0
40.0
35.0
31.5
0.0
0.0
0.0
15.0
4.0
37.0
40.0
30.0
20.0
32.0
Contacting schools and training agencies
6.0
5.0
0.0
10.0
5.0
Giving aid and stimulus to stu dent to meet problem and making needed program changes
13.0
0.0
3.0
0.0
Contacting job placement bureau
0.0
12.0
5.0
0.0
4.0
Making evaluation of total guidance program
6.0
5.0
2.0
5.0
4.5
100.0
100.0
100.0
Administering and scoring tests Interviewing student for purpose of analyzing his problem
Average
*
4.0
* 100.0
100.0
194
Total percentages
195 total time.
The next major item, or an average of 15 per
cent, was given to securing data about the student.
The
remaining 22 per cent was spent in administering pick-up tests, contacting schools and training agencies and jobplacement bureaus, and evaluating the total guidance program. Clerk.
The percentages of time spent on the
various guidance functions by the clerks are indicated in Table LXXXIII.
Again the percentages are based upon 100
per cent as their total time devoted to guidance. The clerks, who were interviewed individually, estimated the number of hours each gave to the various functions that made up their total guidance time.
More than
half of the total time given was spent in making appointments for counselors.
An average of three-tenths of the time was
given to typing correspondence requesting occupational and educational information, and the remaining time was spent in filing guidance reports. The Supplementary Table LXXXIII presents the cost of the function that is an optional charge as decided by the jury.
This item is typing correspondence relating to the
student.
It was estimated by the clerk that approximately
one-twelfth of her total time, which included her other activities as well as guidance, was employed for this function.
Because of the small margin of difference of
196
TABLE LXXXIII ESTIMATE OP CLERK*S T H E SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent »A"
"B"
Piling guidance reports
25.0
0.0
Typing correspondence requesting occupational and educational information
20.0
40.0
Making appointments for counselors
55.0
60.0
100.0
100.0
Total percentages
TABLE LXXXIII ESTIMATE OP CLERK* S TIKE SPENT IN FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAM
Function
Percentage of total time, guidance and other activities
Typing correspondence relating to student
8.0
197 opinion of the jury who determined the items chargeable to guidance, the optional function is included on this supple mental table for those who believe a legitimate charge exists. This item would increase the total percentage of the clerks1 time chargeable to the guidance program from 75 to $3 per cent. Table LXXXIV and the supplement represent the amount spent for personnel during the school year 1947-194$ in the guidance program.
Because all the members of the guidance
staff had other activities in addition to those pertaining to the guidance program, it was necessary to prorate their total salaries accordingly.
The Supplement Table LXXXIV
represents the amount of the clerks1 salary allotted to the performance of the optional function for those who believe that this item is a legitimate charge to the guidance program. Materials.
The cost of all materials used in the
guidance program are shown on Table LXXXV and Table LXXXV Supplement. !•
Tests.
Table LXXXV indicates that in School 111"
the tests cost more than one-half of the total amount spent on materials used in this particular program.
In the
school year 1947-194$, the Kuder Preference Record was given to 1,200 students at the ninth grade level.
Approximately
1,000 California Personality and 1,000 California Short
198 TABLE LXXXIV COST OF PERSONNEL SALARIES PRORATED ON BASIS OF TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Director
$ 4,406.00
Counselor nA ff
3,100.00
Counselor ”3 ”
3,350.00
Counselor “C 11
3,792.00
Counselor T,D M
2,800.00
Clerk “A"
1,098.00
Clerk f,B fl
2,151.00
Visiting lecturers Total cost
125.00 #20,824.00
TABLE LXXXIV SUPPLEMENT ESTIMATE OP CLERK’S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR THE PERFORMANCE OF OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence relating to student
#
Total coat of personnel Including optional item
$21,053.50
229.50
199
TABLE LXXXV COST OP MATERIALS USED IN GUIDANCE PROGRAM OP SCHOOL "I"
Materials
Costs per item
Tests Vocational interest Personality • Intelligence Mechanical aptitude Achievement
Totals
#135.00 85.00 110.00 73.00 192.00 #595.00
Records Personal data blanks Student planning sheets Interview summary blanks
54.00 42.00 20.00 116.00
Research Counselors* library, books Counselors* library, magazines Counselors’ library, monographs Occupational library Audio-visual aids Pollow-up expenses
8.00 32.00 80.00 135.00 64.00 28.00 347.00 $1,058.00
Total
TABLE LXXXV SUPPLEMENT COSTS OP MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE
Materials *
Costs per item
Cumulative records Catalogues, college, trade school and business school
Totals
$ 16.00 1.50 $ 17.50
Total cost including optional items
#1,075.50
200 Form Tests of Mental Maturity, Advanced Form, were adminis tered at the eleventh grade level.
The Detroit Mechanical
Aptitude Test was given to approximately 400 boys at the ninth grade level and 1,200 California Progressive Achieve ment Tests were administered at the eleventh grade level. 2*
Records.
All records were purchased from a whole
sale business concern.
Approximately 5,000 personal data
blanks and 3,000 student planning sheets were purchased at an estimated cost of one-tenth of the total amount spent on materials in this particular program.
Two thousand interview
summary blanks were purchased at a cost of one cent each. Research.
The guidance department subscribed to
two sets of the Science Research Associates Monograph.
The
Secondary School Journal and the Trends magazine along with the purchase of pamphlets from the United States Departments of Commerce, Labor and Education were also obtained.
Three
books concerned with testing at the secondary level were purchased. The monographs, magazines, and pamphlets ordered for the counselors1 library were also ordered for the occupational library and, in addition, a subscription to the Commonwealth series was purchased for the general use of students. Audio-visual aids were rented from the University of California at Berkeley, General Motors Corporation,
201 Standard Oil Company and the office of the County Superin tendent of Schools. A thorough follow-up program was in existence during the school year 1947-194$.
All colleges where former
students were attending were contacted, as well as the students themselves, for the purpose of ascertaining the scholastic rating of the individual and to see if they were still following the program in which they had expressed an interest while attending School "I". A supplementary table including items that show a small margin of difference is included for those who may feel the costs of cumulative records and college catalogues should be charged to a guidance program.
If these costs are
added #1,075.50 would be the total cost of materials. Total Costs.
The individual guidance costs for
School "I11 are summarized and totaled in Table LXXXVI.
The
ratio of the cost of the personnel’s salary to the cost of materials is approximately twenty to one. It was estimated that approximately in obtaining visiting lecturers.
# 1 2 5 .0 0
was spent
Part of this expense was
incurred in payment offees and the remainder was spent on incidental expenses involved in contacting the lecturers and arranging for the "career11 day program. The total cost of the guidance program in School 111" was #21,£$2.00 for the school year 1947-194$.
202 TABLE LXXXVI 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL "I"
Items Personnel Salary of Salary of Salary of Salary of Salary of Salary of Salary of Salary of
Prorated costs
Director Counselor f,A ” Counselor ^B1* Counselor !,C” Counselor 11D ” Clerk f,A w Clerk ^B1* Visiting Lecturers
Total
#4,406.00 3,100.00 3,350*00 3,792.00 2,800.00 1,098.00 2,151.00 125.00
#20,824.00
595.00 54.00 42.00 20.00 120.00 135.00 64.00 28.00
1,058.00
Materials Tests Personal data blanks Student planning sheets Interview summary blanks Counselors* library Occupational library Audio-visual aids Follow-up studies Total
#21,882.00
TABLE LXXXVI SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items Cumulative records Catalogues Typing correspondence relating to students
Prorated costs #
Total cost including optional items
Total
16.00 1.50 229.50
#
247.00
#22,129.00
203 The supplementary table LXXXVI gives the total cost of the guidance program in School f,ITT plus the items that are optional charges to guidance.
These items totaled an
additional $247*00 which would make $22,129*00 the costs of the guidance program. Table LXXXVII gives the cost of the guidance program in relation to the annual current expenditures, the average daily attendance, and the total school enrollment.
Thus,
the cost of the guidance program composed 2.3 per cent of the total school budget for 1947-1948. The average daily attendance figure of 2,335 pupils was divided into the total costs of the guidance program which showed that the cost of guidance was $ 8.63 per student, per average daily attendance.
The same procedure
was followed to determine the cost per student based on the total enrollment*
The total enrollment figure of 2,991
was divided into the total guidance costs which established the costs at $7*32 per student. It was necessary to add a supplementary table to Table LXXXVII. This table includes the total guidance costs, and the total costs of the optionally chargeable items for those who consider these items legitimate charges in guidance. By using the same method of computation as for the total cost it was found that the average daily attendance costs were $£.72, and that the cost was $7*39 per student per
204
TABLE LXXXVII ' RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
#944,555.00
#21,882.00
Per cent of annual current expenditure
2.3
Cost per student per A.D.A.
Cost per student per total enrollment
$8.63 ’
#7.32
TABLE LXXXVIII SUPPLEMENT RELATIVE BREAKDOWNS OP GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
Total cost of guidance program
#944,555.00
#22,129.00
Per cent of annual current expenditure
2.3
Cost per student per A.D.A*
$8.72
Cost per student per total enrollment
$7'. 39
205
TABLE LXXXVIII COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
175
Guidance time allowed per A.D*A*
55 minutes
Guidance time allowed based on total enrollment
46 minutes
£66 total enrollment.
Table LXXXVIII shows the amount of time
allowed each student in the guidance program of School nITf by the counselors during the school year 1947-194&.
On
the assumption that all students were contacted and given an equal amount of time, it was found that fifty-five minutes per pupil per average daily attendance was allowed. Forty-six minutes per pupil was allowed based upon the total enrollment of the school. III.
SUMMARY
This chapter discussed the general characteristics of the program, the total costs involved and a breakdown of the costs based on the total school budget. The ratio of the cost of the personnel salary to the cost of materials was twenty to one.
The breakdown of the
guidance costs show that the approximate costs of the guidance program to the annual current expenditures amounted to 2.3 per cent.
The cost per student per average daily
attendance amounted to $$.63 and the cost based on the total enrollment figure amounted to $7*32 per student.
CHAPTER XII THE COST OF GUIDANCE SERVICES IN SCHOOL "J" This chapter presents the cost data for School TTJ ,f. The general characteristics of the guidance program are described and the costs presented with a breakdown of total costs in relation to the annual current expenditures, the average daily attendance, the total enrollment, and the total guidance time per student, I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM School TfJfT had a similar total enrollment and average
daily attendance to that of School tTIn .
The total enrollment
was 3,035 students for the school year of 1947-194$.
The
average daily attendance figure was 2,$33 students. The guidance staff was composed of a director, five counselors, and two clerks.
A social worker and a school
psychologist were furnished upon request by the County Board of Education Office. The functions of the director included supervising the guidance program, directing the in-service program for counselors, aiding special problem cases and coordinating parent-teacher and student-teaeher relationships. counselors1 functions were?
The
securing necessary data about
the student for the purpose of helping him organize a
208 program of studies; confering with parents who requested help in personal adjustment for children; and administering tests.
The guidance department had the use of two full-time
clerks who divided their time between the guidance department and the office of the Registrar.
As part of the guidance
program, they filed guidance reports, typed correspondence concerning the student, made requests for occupational and educational information arid made appointments for counselors. Tests were administered by the teachers and scored by the clerks.
The testing program was composed of the
Vocational Interest, Intelligence, Progressive Reading, Intermediate and Advanced forms, Progressive Mathematics and Language, Intermediate form. All students were contacted to help in the planning of their programs.
In addition,' a certain number were
contacted when sent to the counselors by the teachers or when they voluntarily came to the guidance staff requesting information or assistance.
Students were interviewed whenever
past records, deviations of achievements in scholastic work, or other factors indicated a need for counseling. II.
THIS COSTS OF THE GUIDANCE PROGRAM IN SCHOOL "J" The costs of the guidance program are discussed under
the divisions of personnel, materials, and total costs.
209 Personnel#
The personnel of the guidance program in
School ’’J ” was made up of a part-time director, four full time counselors, one part-time counselor, and two part-time clerks.
Although Schools T,I!f and TtJ TI had approximately the
same total enrollment, it is noted that School f,Jft had four full-time and one part-time counselors, and all of the four counselors of School nI" divided their time between guidance and other activities. The part-time personnel divided their total time into the approximate amounts spent in the guidance program and in other activities.
The approximate percentages in terms
of times are shown in Table LXXXIX. Because the director of the guidance program also directed the registration of new students, it was necessary . to prorate his salary.
The director estimated that one-half
of his time was spent in directing the guidance program and the remaining time in the registering of new students.
It
was also necessary to prorate the salary of one counselor. Counselor ftE tf estimated that in his position as assistant registrar he only devoted one-half of his time to the guidance program and the remainder to registration.
The
remaining four counselors were full-time guidance personnel. The clerk gave 30 per cent of her time to the guidance staff and the remaining time was spent in the office of the registrar.
210
TABLE LXXXIX APPROXIMATE PERCENTAGES OP TOTAL TIME SPENT BY VARIOUS PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES
Personnel
Percentages of time
Total time
Other activities
Guidance activities
Director of Guidance
50.0
50.0
100.0
Counselor "A11
00.0
100.0
100.0
Counselor ,,B ff
00.0
100.0
100.0
Counselor "C*
00.0
100.0
100.0
Counselor ^D”
00.0
100.0
100.0
Counselor ^E”
50.0
50.0
100.0
Clerk
70.0
30.0
100.0
211 A*
Director.
The percentages of the director1s time
spent on his specific functions in the guidance program are shown in Table XC. The major part, or one-half, of the total time given to the guidance work was spent in the supervision of the program.
One-fourth of his time was given to coordinating
student-teacher relationships and the remaining one-fourth . to aiding special problem cases, directing in-service programs, and coordinating parent-teacher relationships. 2..
Counselors.
The percentages of time spent by
each counselor on the various functions of the guidance program are shown in Table XCI. The counselors, who were interviewed individually, estimated the number of hours each gave to the various functions that made up their total guidance time.
The
percentages are based upon one hundred per cent as the counselors1 total time devoted to guidance.
The function
which occupied the greatest percentage of the counselors1 time was the same for School nJ w as for School ?rIn , that of interviewing the students for the purpose of analyzing their problems, which for School tTJTf averaged one-half of their total time and only one-third for School TfI Tf.
The second
and third functions in the order of the greatest percentages of time were also the same for both schools.
However,
212
TABLE XC ESTIMATE OP DIRECTOR’S TIME SPENT IN VARIOUS .GUIDANCE ACTIVITIES
Functions
Per cent
Supervising guidance
50.0
Aiding special problem cases
10.0
Coordinating student-teacher relationships
25.0
Coordinating parent-teacher relationships Directing in-service training programs Total
5.0 10.0 100.0
TABIE XCI ESTIMATE OP EACH COUNSELOR'S TIME SPENT IN VARIOUS GUIDANCE..ACTIVITIES
Functions
Percentages of counselors' time "A1*
"B"
"C”
iiD n
»En
Average
5.0
10.0
15.0
5.0
15.0
10.0
10.0
18.0
10.0
18.0
30.0
17.0
Administering and scoring tests
5.0
15.0
10.0
5.0
5.0
8.0
Contacting agencies for special guidance referrals
2.0
2.0
2.0
3.0
0.0
2.0
65.0
47.0
50.0
60.0
, 30.0
50.0
Contacting schools and training agencies
5.0
3.0
2.0
3.0
0.0
2.0
Contacting job placement bureau
5.0
5.0
5.0
3.0
0.0
4.0
Giving aid and stimulus to stu dent to meet problem and making needed program changes
3.0
0.0
4.0
2.0
15.0
5.0
Making evaluation of total guidance program
2.0.
0.0
2.0
1.0
5.0
2.0
100.0
100.0
100.0
100.0
100.0
Interviewing student for purpose of analyzing his problem
Total percentages
100.0
213
Securing data about the student i Planning students program
214 School ”ITt used an average of a little less than one-third of the total time for the second largest function, planning students’ programs, and School nJ” used only a little more than one-sixth of their time.
The third function in order
for both schools was that of securing data about the students. The remaining time was taken up with the administering of tests, contacting job-placement bureaus, evaluating the guidance program, giving aid and stimulus to students, contacting schools and training agencies and contacting agencies for special guidance referrals. 2l*
Clerk.
The percentages of time spent on the
various guidance functions by the clerk are indicated in Table LXII.
Again the percentages are based upon 100 per
cent as her total time in guidance work.
The clerk estimated
that better than two-fifths of her time was given to making appointments for counselors.
Filing guidance reports occupied
three-tenths of her time and the remaining time was given to typing correspondence requesting occupational and educational information.
A Supplementary Table XCII is necessary to
record the function of typing correspondence relating to the students. costs.
This function is an optional charge to guidance
Because of the small margin of difference in opinion
by the jury who determined the items chargeable to guidance, the optional item is included on this supplemental table for those who believe a legitimate charge exists.
In School 11Jw
215
TABLE XCII ESTIMATE OP CLERK*S TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Per cent
Piling guidance reports
30.0
Typing correspondence requesting occupational and educational information
25.0
Making appointments for counselors
45.0
Totals
100.0
TABLE XCII SUPPLEMENT ESTIMATE OF CLERK’S TIME SPENT IN :FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAM
_ .. Function
Percentage of total time guidance and other activities "A".
tiB «
5.0
25.0
'N
Typing correspondence relating to student
216 two clerks performed this function.
Clerk !TA tf performed
other functions relating to guidance which have already been considered, and Clerk nB !t spent the other part of her time in registration duties.
Therefore, it was necessary to
show a breakdown of time and costs involved for both Clerk ttA ff and Clerk f1B Tf on a supplementary table.
It was estimated
by Clerk TIA !T that approximately one-twentieth of her total time, which included all other activities of her total time, was given to this function.
This would increase the total
percentage of her time chargeable to the guidance program from 30 to 35 per cent.
Clerk TfB fT estimated that one-fourth
of her total time was also given to this function, and this charge is considered optional to the guidance costs. Table XCIII is a breakdown of the individual salaries of each member of the guidance program because some of the personnel participating in this particular program had other functions to perform in addition to the various guidance functions.
Therefore, it was necessary to prorate their
salaries accordingly. The Supplemental Table XCIII represents the amount of the clerkfs salary involved in the performance of the optional item.
If this item were to be considered as a
legitimate charge.to the guidance program it would be necessary to add $634.00 to the total amount spent on guidance.
217
TABLE XCIII COST OP PERSONNEL SALARIES PRORATED ON BASIS OP TIME SPENT IN VARIOUS GUIDANCE ACTIVITIES
Personnel
Prorated salaries
Director
# 2,650.00
Counselor "A"
3,875.00
Counselor tfB «
5,560.00
Counselor nc «
4,100.00
Counselor 11D ”
4,100.00
Counselor f*E «
1,890.00
Cle rk
495.00
Total cost
.
§22,670.00
TABLE XCIII SUPPLEMENT ESTIMATE OP CLERK* S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR THE PERFORMANCE OP OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence relating to student
$
Total cost of personnel including optional item
#23,354.00
684.00
21$ Materials,
The costs of all materials used in the
guidance program are shown on Table LXIV and the Supplement. 1*
Tests.
Table LXIV indicates that in School tfJfl
the tests cost approximately one-fourth of the total amount chargeable to materials used in this particular program.
In
the school year 1947-194$, 1,000 Occupational Interest Inventories and 300 Kuder Preference Records were adminis tered.
Four thousand California Mental Maturity Tests were
administered.
A like number of Progressive Arithmetic,
Reading, and Language, Intermediate form, were given.
One
thousand of the Advanced Reading form were also given. The largest single item in relation to cost was the amount spent on the scoring of tests.
This amounted to
approximately one-third of the total costs.
Included in
this item was the rental of the International Business Scoring Machine, 3,000 Standard I. B. M. answer sheets and the time spent by the clerk in the operation of the machine. 2.
Records.
The student planning sheets and personal
data blanks were printed by the school print shops. thousand of each were used.
Three
It was estimated by the head of
the printing department that approximately $120.00 was the total cost for the printing of these two items. A*
Research.
The guidance department subscribed to
the following magazines: Vocations. Educational Research
219 TABLE XCIV COST OF MATERIALS USED IN GUIDANCE PROGRAM OF SCHOOL nJ w
Materials
Costs per item
Tests Vocational interest Intelligence Achievement Scoring of tests
Totals
#181.85 80.00 280.00 725.00 #1,267.35
Records Personal data blanks Student planning sheets
20.00 100.00 120.00
Research Counselors* library, books Occupational library Books, pamphlets on life planning Audio-visual aids
67.00 100.00 300.00 225.00 792.00
Total
#2,179.35
-TABLE XCIV SUPPLEMENT COSTS OF MATERIALS OPTIONALLY CHARGEABLE TO GUIDANCE
Materials
Costs per item
Cumulative records Catalogues, college, trade school and business school
Totals
$ 44.00 1.75 $
Total cost including optional items
55.75
$ 2,235.10
220 and Measurements. Vocational Outlook, the Science Research Monographs, and the Labor Market,
These were placed in a
central location of the guidance office for the convenience of both counselors and students.
The occupational library-
purchased, in addition to the periodicals already mentioned, two sets of the Industrial Institute pamphlets called "Careers” , and numerous pamphlets from the United States Department of Education.
Books which dealt with various
life planning subjects were purchased. An extensive audio-visual program was in effect and used by all departments.
The director of this department
estimated that the amount spent
by the guidance program
included the postage and rental of films ordered for this program. A supplementary table, including items that show a small margin of difference in opinion by the jury, is included for those who may feel the costs of cumulative records and college catalogues should be charged to a guidance program.
If these costs are included, $2,235.10
would be the total cost of materials. Total Costs.
The individual guidance costs of School
”J” are summarized and totaled in Table XCV.
The ratio of
cost of personnel salary to cost of materials was better thank ten to one, as compared to the same ratio in School ”1”
221 TABLE XCV 1947-1948 TOTAL COSTS FOR GUIDANCE PROGRAM IN SCHOOL UJ"
Items Personnel . Salary of Salary of Salary of Salary of Salary of Salary of Salary of
Prorated costs
Director Counselor Counselor Counselor Counselor Counselor Clerk
nA M ,,B n f,C w "D*1 ^E”
#2,650.00 3,875.00 5,560.00 4,100.00 4,100.00 1,890.00 495.00
Materials Tests Scoring of tests Personal data blanks Student planning sheets Counselors1 library Occupational library Books and pamphlets on life planning Audio-visual aids
Total
#22,670.00
541.85 725.50 20.00 100.00 67.00 100.00 300.00 225.00
Total
2,079.35 $24,749.35
TABLE XCV SUPPLEMENT OPTIONAL ITEMS ADDED TO COSTS
Items Cumulative records Catalogues Typing correspondence relating to students
Prorated costs #
Total cost including optional items
Total
44.00 1.75 684.00
|
729.75
$25,479.10
222 which was twenty to one.
The total cost of the guidance
program in School "J" was #24,749.35 for the 1947-19 48 school year.
The Supplementary Table XCV gives the total cost of
the guidance program in School 11Jn including items that are optional charges to guidance.
These items totaled an
additional #729.75 which would increase to #25,479.10 the costs of the guidance program. Table XCVI gives the costs of the guidance program in relation to the annual current expenditures, the average daily attendance and the total school enrollment. Thus, the cost of the guidance program composed only 2.3 per cent of the annual current expenditures for the school year 1947-1948 in School ffJn, and the cost of guidance in School frI n was 2.3 per cent of the budget.
The average daily
attendance figure of 2,833 students was divided into the total costs of the guidance program, which showed that the cost of guidance was #8.73 per student per average daily attendance.
The same procedure was followed to determine the
cost per student based on the total enrollment.
The total
enrollment figure of 3,035 was divided into the total guidance costs which established that the cost was #8.15 per student.
In comparing these two figures with the correspond
ing ones for School "I", it is found that the costs per student per average daily attendance are similar.
However,
223
TABLE XCVI RELATIVE BREAKDOWNS OP GUIDANCE COSTS
Annual current expenditure 1947-1948
Total cost of guidance program
$1,096,355.00
$24,749.35
Per cent of annual current expenditur e
2.3
Cost per student per A.D.A.
Cost per student per total enrollment
$8.73
$8.15
TABLE XCVI SUPPLEMENT RELATIVE BREAKDOWNS OF GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Annual current expenditure 1947-1948
$1,096,355.00
Total cost of guidance program
#25,479.10
Per cent of annual current expenditure
2.3
Cost per student per A. D* A •
Cost per student per total enrollment
#8.99
$8.39
224 the cost per student per total enrollment showed a greater difference.
The cost was f>7.32 for School nI H and §8.15 for
School "J11.
It was necessary to add a supplementary table
to Table XC¥I adding to the total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legitimate charges in guidance.
By using the same method of computation,
it was found that the average daily attendance costs were |8.99 and the total enrollment figure was §8.39 per student. Table XCVII shows the amount of time allowed each student In the guidance program of School WJM by the counselors during the school year 1947-1948.
These two
figures were considerably larger for School f,Jff than for School NX".
The amount of time spent per student per
average daily attendance in School nI ,f was a little less than two-thirds that spent in School 11J”.
The time spent per
student per total enrollment in School "I" was about onehalf of the amount spent in School “J”. On the assumption that all students were contacted and given an equal amount of time, it was noted that one hour and twenty-six minutes per pupil was allowed per average daily attendance and one hour and twenty minutes per pupil per total enrollment of the school.
225
TABLE XCVII COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
Guidance time allowed per A*D.A.
Guidance time allowed based on total enrollment
180
1 hour, 26 minutes
1 hour, 20 minutes
226 III.
SUMMARY
This chapter gave a brief description of the type of program offered,
the number of personnel involved and an
estimate of the time spent on the performance of their various functions in addition to the costs of the guidance program in School 11Jw. The ratio of the cost of personnel’s salary to the cost of materials was over ten to one.
The breakdown of the
guidance program total costs showed that the approximate guidance costs amounted to 2.3 per cent of the annual current expenditures.
The cost per average daily attendance
amounted to #8.73 per student, and the cost based on the total enrollment figure amounted to §8.15 per student.
CHAPTER XIII COMPOSITE COSTS FOE ALL SCHOOLS Chapters III through XII, inclusive, presented the cost data of the schools that were surveyed for the purpose of ascertaining the cost of special guidance services in public high-schools of Southern California*
This chapter
presents the composite of the ten schools surveyed. It was found that the ten high-schools surveyed had an average dally attendance figure of 1,943 students and a total enrollment figure of 2,238 students. In most Instances, the composite figures were obtained by totaling the figures for each item from each of the ten schools surveyed and dividing by ten to obtain the composite figures.
For any personnel not employed in all ten schools,
the totals were divided by the number of schools employing the staff member rather than by the total number of schools surveyed.
Where it was necessary to use this second method
for the personnel costs a notation to this effect is made in the text.
All other composite figures were obtained by the
first method. I.
GENERAL CHARACTERISTICS OF THE GUIDANCE PROGRAM
The ten schools employed a total guidance personnel of six directors, fifty counselors, nine clerks and two social workers.
228 The approximate percentages in terms of time, spent by the personnel in guidance and other activities are shown in Table XCVIII.
By averaging the total amount of time of all
the directors,
it was noted that 74.0 per cent was given to
guidance activities and the remaining time was given to other activities. a director.
It may be noted that only six schools had
Therefore,
the above figure is based on the
average of the six directors1 salaries. The total of fifty part-time or full-time counselors employed in the ten schools, or an average of five counselors per school, gave 54.7 per cent of their time to performing guidance activities and the remaining time to other activities. An average of 48.8 per cent of time was allowed for clerical help to p e r f o m the various functions in the guidance department.
It may be noted that of the ten schools
surveyed, two schools hired two clerks respectively.
These
clerks devoted part of their time to the guidance functions and the rest to other activities. clerk each*
Five schools employed one
Therefore, for the average time spent by a clerk
in performance of his functions it would be necessary to divide by nine.
By doing so, 48.8 was found to be the
percentage of time.
}
The average amount of time spent in the guidance program by the social worker was found to be 27.5 per cent. In as much as only two schools employed social workers, who
229
TABEE XCVIII AN AVERAGE OP THE APPROXIMATE PERCENTAGES OP TOTAE TIME 4/1 SPENT BY PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES Sc 1,0
Percentages of time
Personnel *
Total time
Other activities
Guidance activities
Director of Guidance
26.0
74.0
100.0
Counselors
44.3
55.7
100.0
Clerk
51.2
48.8
100.0
Social workers
72.5
27.5
100.0
0 / 5
230 gave a total of 55.0 per cent of time to the guidance staff, the average percentage was based on two schools. On the basis of the ten schools surveyed, the composite school would include a battery of tests:
Vocational Interest,
Scholastic Aptitude, Personality, Intelligence, Special Aptitude, Mechanical Aptitude and Achievement Tests.
The
scoring of tests was done by a central school district office or, as in the ease of two of the schools surveyed, Interna tional Business Machines were rented for the performance of the function. Personal data blanks, student planning sheets, and interview summary blanks were used throughout the majority of all the schools.
In the research division it was found
that, for the most part, all schools furnished pamphlets, monographs*, and books dealing with the field of guidance for the counseling staff.
Books and pamphlets on life planning
were purchased and placed in the library for general use. Audio-visual aids were a part of the program of all but one of the schools surveyed.
A follow-up program for
the purpose of evaluating the guidance program was employed in only six of the ten schools. All of the items that were considered legitimate charges by the jury were included for the purpose of this survey.
Of the ten schools surveyed, no one school performed
all of the functions, but in the total compilation, it was
231 found that a charge existed for each item listed as a charge able item on the check list* Personnel*
The personnel for the ten schools included
directors, counselors,
clerks, social workers and visiting
lecturers* !.•
Director*
Table XCIX represents an average of the
estimate of the six directors1 time spent in various guidance activities• When the average of the total time spent by the directors in performing their various functions was obtained, it was noted that two-fifths of the total time was given to supervising the program,
one-fifth was accorded to aiding
special problem cases, and the remaining time was given to coordinating parent-teacher, student-teacher relationships and directing in-service training programs.
It is necessary
to note that the interviewing of students for the purpose of helping them analyze their problems was a function of only one of the six directors*
Therefore, to arrive at the actual
amount of time spent in performing this function It would be necessary to multiply the percentage listed on the table by six. 2.
Counselors*
The average percentages of time
spent by the counselors on the various functions of the guidance program are shown in Table G*
252
TABLE XCIX AN AVERAGE OF THE ESTIMATE OF THE DIRECTORS1 T H E SPENT IN VARIOUS GUIDANCE ACTIVITIES
Functions
Aiding special problem cases Coordinating parent-teacher relationships
o • o
Supervising guidance
Per cent
20.0 8.5
Coordinating s tudent-teacher relationships
11.2
Directing in-service training programs
13.3
Interviewing students to help them analyze their problems Total
7.0 100.0
233
TABLE C AN-AVERAGE OP THE ESTIMATES OF THE.TIME SPENT BY THE COUNSELORS IN VARIOUS 'GUIDANCE ACTIVITIES
Administering and scoring of tests Interviewing student for purpose of analyzing his problems
o
Planning students’ program
CO
Securing data about the student
Average time
27.5 7.4 to
Pun ot ion
Contacting agencies for special guidance referrals
K 31.0
Contacting schools and training agencies
1.9
Contacting job placement bureaus
3.0
Giving aid and stimulus to student to meet problem and make needed program changes
4.2
Making evaluation of total guidance program
4.8
Total
100.0
J
254 A total number of fifty part-time and full-time counselors participated in the guidance program of the ten schools surveyed.
Prom these figures it was found that the
average number of counselors per school amounted to five. It was estimated that the typical counselor spent 31 per cent of his assigned guidance time in interviewing students.
The typical counselor spent 45.5 per cent of his
assigned time in securing data about the student and helping him plan his program.
The remaining 23.5 per cent of the
counselor*s time was given to such functions as administering and scoring of tests, the contacting of schools, training agencies and Job-placement bureaus for special referrals, the giving of aid and stimulus to the student to meet his problems and evaluating the total guidance program. Clerks.
Table Cl and the Supplement indicates the
average of the clerks* time spent in various guidance activities. The largest amount of time given to any one function was given to making appointments for counselors.
This function
accounted for more than one-half of the time spent by the clerk in guidance.
The typical clerk spent another one-fourth
of the time filing guidance reports and the remaining time typing correspondence requesting occupational and educational information.
A supplementary table was used to show the
235
TABLE Cl AVERAGE OF CLERK*S•TIME SPENT •IN VARIOUS GUIDANCE ACTIVITIES .
Functions
Per cent
Filing guidance reports
25.9
Typing correspondence requesting occupational and educational information
22.1
Making appointments for counselors
52.0 100.0
Totals
TABLE Cl SUPPLEMENT AVERAGE OF CLERK* S TIME SPENT IN FUNCTIONS OPTIONALLY CHARGEABLE TO GUIDANCE PROGRAMS
Function
Typing correspondence relating to student
Percentage of total time, guidance and other activities
14.0
236 optionally chargeable function of the clerk, typing corres pondence relating to the student•
The average amount of time
allotted to this function, based on the total of the nine clerks who estimated the amount of time they spent on this function, was 14.0 per cent of the clerks1 total time includ ing guidance and other activities. Other Personnel.
The costs for a social worker
have been mentioned previously, and there was no cost for a psychologist in any of the ten schools*
The only additional
personnel for whom costs were chargeable in the ten schools was visiting lecturers.
The average costs for this item were
$93.50 based on only two schools. Table GII gives the average total costs of personnel in a guidance program.
The figures are based upon the total
cost of each type of personnel divided by the number of this type employed.
The Supplementary Table represents the
average cost for clerical salary for the performance of the optional item. Materials.
The average costs of all the materials
used in the guidance program of the ten schools are shown on Table CIII and the Supplement. i*
Tests.
Table G U I
and the Supplement show an
average of the costs of all the tests used in the ten schools
237
TABLE CII AVERAGE TOTAL COSTS FOR GUIDANCE PERSONNEL
Personnel
Prorated costs
Director
$ 4,221.87
Counselors
12,782.50
Clerk
1,029.80
Social worker
1,367.50
Visiting lecturers
93.50
Total cost
#19,495.17
TABLE CII SUPPLEMENT ESTIMATE OF AVERAGE CLERK’S SALARY CHARGEABLE TO GUIDANCE PROGRAM FOR PERFORMANCE OF OPTIONAL FUNCTION
Function
Prorated salary
Typing correspondence - relating to student
$
Total cost of personnel including optional item
#19,698.40
203.23
238
TABLE CIII AVERAGE COST OP MATERIALS USED IN THE GUIDANCE PROGRAMS
Materials
Costs per Item
Tests Vocational interest Scholastic aptitude Personality Intelligence Special aptitude Mechanical aptitude Achievement Scoring of tests Records Personal data blanks Student planning sheets Interview summary blanks Research Counselors1 library Occupational library Books, pamphlets on life planning Audio-visual aids Follow-up expense
Totals
$108.47 10.60 29.00 70 -32 .65 '7.30 143.46 114.95
#484.75
10.14 26.78 7.18
44.10
46.74 133.58 84.81 68.30 12.99
Total
346.42 #875.27
TABLE CIII SUPPLEMENT AVERAGE COST OF MATERIALS OPTIONALLY CHARGEABLE TO THE GUIDANCE PROGRAMS
Materials
Costs per item
Cumulative records Catalogues, college, trade school and business school Total cost including optional items
Totals
# 41.03 1.85
$ 42.88 #918.15
239 surveyed.
It was found that the average testing program cost
more than half the amount spent on all materials during the school year 1947-1948. It is necessary to mention that only one school gave the Scholastic Aptitude and the Mechanical Aptitude to their students.
Therefore, to establish a true cost it would be
necessary to multiply by ten.^ This figure would then show the true cost of the program including these tests.
The
scoring of tests included such items as the rental of International Business Machines, index cards purchased for the purpose of tabulation and salary for the operation of the machine.
The average does not show the true costs of a
program where the scoring is a cost in the individual school because in the survey only two schools had charges for this item.
Therefore, for the purpose of establishing the cost
involved it would be necessary to divide by two rather than ten.
This cost would amount to approximately #575.00 per
school. The remaining items listed on Table CIII show a close relationship to the actual cost involved by the majority of the ten schools surveyed. A supplementary table including items that show a small margin of difference by the jury is included for those who feel that the costs of cumulative records and the cata logues should be charged to a guidance program.
If these
240 costs are added, §918.15 would be the average total cost of materials. Total Costs.
The average guidance costs based on the
total costs of the ten schools surveyed are summarized and totaled in Table CIV and the Supplement.
The total cost of
the average guidance program was §20,370.44 for the 19471948 school year. The Supplement Table CIV gives the total cost of the average guidance program if the items that are an optional charge to guidance are included.
These items totaled an
additional $246.11 which would make $20,616.55 the cost of the guidance program. Table GV and the Supplement give the costs of the guidance program in relation to the average annual current expenditures, the average daily attendance and the average school enrollment of the ten schools surveyed. Thus, the cost of the average guidance program of the ten schools surveyed composed 3.4 per cent of the total annual current expenditures for the 1947-1948 school year. The average daily attendance figure of 1,943 pupils was divided into the total average cost of the guidance program.
The average cost of guidance was approximately
$10.48 per student per average daily attendance. The same procedure was followed to determine the cost per student per average total enrollment.
The average total
241 TABLE CIV 1947-1948 AVERAGE TOTAL COSTS FOR GUIDANCE PROGRAMS
Items Personnel Salary of Salary of Salary of Salary of Salary of
Prorated costs
Director Counselors Clerk Social Worker Visiting Lecturer
Total
$4,221.87 12,782.50 1,029.80 1,367.50 93.50 #19,495.17
Materials Tests Scoring of tests Personal data blanks Student planning sheets Interview summary blanks Counselors1 library Occupational library Books and pamphlets on life planning Audio-visual aids Follow-up studies
369.80 114.95 10.14 26.78 7.18 46.74 133.58 84.81 68.30 12.99 875.27 #20,370.44
Total
TABLE CIV SUPPLEMENT AVERAGE COST OP OPTIONAL ITEMS ADDED TO AVERAGE TOTAL COSTS
Items Cumulative records Catalogues Typing correspondence relating to students
Prorated costs $
Total
41.03 1.85 203.23 #
Total cost including optional items
246.11
#20,616.55
242
TABLE CV RELATIVE BREAKDOWNS OP AVERAGE GUIDANCE COSTS
Average annual current expenditure
Average .. total cost of gu idanc e program
#593,744.21
#20,370.44
Average per cent of annual current expenditure 3.4
Average cost per student per A.D.A.
Average cost per student per total enrollment
#10.48
#9.16
TABLE CV SUPPLEMENT RELATIVE BREAKDOWNS OF AVERAGE GUIDANCE COSTS INCLUDING OPTIONAL ITEM COSTS IN TOTALS
Average annual current expenditure
Average total '-cost of guidance program
#593,744.21
#20,616.55
Average per cent of annual current expenditure
3.5
Average cost per student per A .D. A a
Average cost per student per total enrollment
#10.64
#9.20
243 enrollment figure of 2,283 was divided into the total costs of the average guidance program.
It was established that
the average cost was $9,16 per student. It was necessary to add a Supplement to Table CV adding to the average total guidance costs those figures that were computed from the optional items for the benefit of those who considered these items legitimate charges in guidance. These figures would raise the cost per average dally attendance sixteen cents per student and four cents per student based on the average total enrollment figure. Table CVI shows the average amount of time allowed for each student in the average guidance program by the counselors during the school year 1947-1948.
On the assumption that all
students were contacted and given an equal amount of time, it was noted that an average of one hour and twenty-nine minutes was allowed per average dally attendance and one hour and seventeen minutes, based on the average total enrollment. III.
SUMMARY
This chapter presented the composite of the ten schools surveyed.
4 brief description of the general characteristics
of all schools surveyed and an estimate of the time and costs involved in the average program are included.
The breakdown
of the average guidance costs indicated that the total composite cost of the guidance program was 3.4 per cent of the
244
TABLE CVI AVERAGE COUNSELOR TIME ALLOWED PER STUDENT
Number of school days
Average guidance time allowed per A.D.A.
178
1 hour, 29 minutes
Average guidance time allowed based on total enrollment
1 hour, 17 minutes
245 total average annual current expenditures*
This composite is
based on the various types of personnel employed by each school and the materials used*
It must be noted that for
directors, clerks, social workers and visiting lectureres, the costs were computed and averaged only for the number of schools that employed such personnel in the guidance program rather than for the ten schools surveyed.
CHAPTER XIV ESTIMATED AVERAGE COSTS OF TYPICAL GUIDANCE PROGRAMS IN CALIFORNIA In addition to the ten schools surveyed personnally, it was considered advisable to ascertain the type of guidance services rendered in the public high schools throughout the State of California* distributed.
For this purpose a questionnaire was
The method of distribution has been discussed
in Chapter I. This chapter presents the results of the questionnaire with a brief description of the types of programs that were found to be offered. Of the 379 questionnaires distributed, 167, or 44 per cent, completed questionnaires were returned. Because the average daily attendance In the high schools throughout California that responded to the questionnaire ranged from thirty-three students through 2,850 students, the Investigator divided the information of the returned question naires into five classifications based on average daily attend ance.
By so doing the information presented may be applied to
any high school with an attendance figure similar to one of the classifications. Table CVII gives the breakdown of the responses to the questionnaire in numbers and percentages of the total response
247
TABLE CVI I BREAKDOWN OF THE RESPONSES INTO NUMBER AND PERCENTAGES IN EACH CLASSIFICATION
Average daily attendance
Total
Number of responses
Per cent
33 —
300
71
42.5
301 —
700
34
20.3
701 —
1,200
19
11.5
1,201 —
1,800
21
12.5
1,801 —
2,850
22
13.2
167
100.0
248 for each of the five classifications.
It may "be noted that
the majority of high schools throughout the state have an average daily attendance under 1,000 students and the majority of responses likewise were from schools with an average daily attendance under 1,000 students. Only those returned questionnaires that indicated the school had an organized guidance program similar to that surveyed by the investigator were used to obtain the estimated costs for each classification*
The costs for each classifi
cation were estimated in terms of personnel salaries and testing materials. costs of materials.
All other materials were excluded from Their actual cost as compared to the
amount spent for tests proved so small in the ten schools surveyed that the investigator did not believe the cost information for the record and research items would warrant the inconvenience to the respondents of attempting to answer these questions in the questionnaire. For each school that had an average daily attendance over 1,000 students, the personnel costs were estimated by applying the figures obtained in the composite of the ten schools surveyed to the particular personnel employed in the school as indicated on the returned questionnaire.
In the
same manner, the material costs were estimated by applying the composite figure in proportion to the tests used In each school as indicated on the returned questionnaire.
249 In order to ascertain the personnel costs in the schools with an average daily attendance under 1,000 students, the investigator sent a supplementary letter to thirteen of the respondents throughout the state whose schools had an attendance under one thousand*
The letter requested the
specific salaries of the guidance personnel employed in their schools.
All thirteen schools returned the desired information,
and the average salaries for the various personnel in the thirteen schools were applied to the personnel of each school with an average daily attendance under 1,000 students*
The
costs of tests in these schools were estimated by applying . the figures obtained In the composite of the ten schools surveyed to each school according to the specific information given on the returned questionnaire* After the total costs of guidance services were estimated for each responding school, the Investigator grouped the schools into the five classifications based on the average daily attend ance*
To determine the average costs for each classification,
the figures for each school within a classification were added together and divided by the number of schools in that classi fication.
Similarly to the figures obtained for the composite
of the ten schools surveyed, where particular staff members were not employed in all the schools within the classification, the average personnel cost for the staff member was obtained
250 by totaling the salaries for the particular type of staff member and dividing by the total number employed rather than by the total number of schools within the classification* The investigator indicated in the text the use of this second method whenever it was employed* CLASSIFICATION ONE THE ESTIMATED COSTS OF A GUIDANCE PROGRAM IN SCHOOLS WITH AN AVERAGE DAILY ATTENDANCE OF 33 TO 300 Only eight of the seventy-one responding schools with an average daily attendance of thirty-three through three hundred had an organized guidance program similar to that surveyed by the investigator*
The estimated costs for a
guidance program In this classification are based on the costs of these eight schools*
The costs were averaged in the
manner described in this chapter’s introduction. The
average daily attendance of the eight schools In
Classification One was 154 students for the school year 19471948.
The average total enrollment was 164 for the same year* The
average guidance staff was composed of a director,
one counselor and a clerk.
The estimates for the counselors
are based on eight schools, but the estimates of the director’s and clerk’s time are based on four schools, because only this number employed directors and clerks.
251 The testing program was under the supervision of either the counselor or the director of guidance if one was employed. Vocational Interest,
Intelligence, Personality and Achievement
tests were given by all schools at various grade levels. The average costs of the program are discussed under the divisions of personnel, materials and total costs. Personnel.
The personnel of the guidance program all
had other functions in addition to their guidance activities. They divided their total time into the approximate amounts spent in the guidance program and in their other activities. The approximate percentages in terms of time are shown in Table CVIII as well as an average of their approximate salaries.
Because these members all had other functions, it
was necessary to prorate their average total salaries based on the average total time spent. Materials.
As shown in Table CIX, §35.26 was the
approximate average cost of the tests used in the eight schools. All other materials were excluded from this table because their actual costs as compared to the amount spent on tests were so small that it was believed by the investigator they would not warrant the inconvenience to the respondents of attempting to answer these questions in the questionnaire. Total Costs.
The average total costs of the average
guidance program are shown in Table CX.
The personnel costs
252
TABLE CVIII AVERAGES OP THE APPROXIMATE SALARIES A}fD THE PERCENTAGES OP TOTAL TIME SPENT BY TOPICAL PERSONNEL IN GUIDANCE IN SCHOOLS WITH AN A.D.A. OP 53 TO 300 STUDENTS
Personnel
Average per cent of time
Other Activities
Total per cent
Average Salary
Guidance Activities
Director
74.0
26.0
100.0
fd,066.00
Counselor
83.0
17.0
100.0
510.00
Clerk
86.0
14.0
100.0
315.00
Total
$1,891.00
253
TABLE CIX AVERAGE OP THE APPROXIMATE COSTS OF TESTS USED IN THE GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OP 33 to 300 STUDENTS
Tests
Vocational interest
Cost per item
#15.50
Intelligence
6.00
Personality
7.00
Achievement
6.75
Total
#35.25
254
TABLE CX AVERAGE OP THE TOTAL COSTS OP GUIDANCE PRO GRATIS IN' SCHOOLS WITH A.D.A. OF 33 TO 300 STUDENTS
Items
Cost per item
Personnel
#1,891.00
Materials
35.25
Total
#1,926.25
255 amounted to $1,891*00, and the material costs to $35.25 for an average total of $1,926.25 for the eight schools.
Table CXI
shows the percentage of the average annual current expenditures used for the average total costs of the guidance programs.
It
also shows the average costs per student per average daily attendance and the average cost per student based on the average total enrollment figure. The average cost of the guidance program composed only 2.3 per cent of the average annual current expenditure for 1947-1948.
The figure ©f 154 students was divided into the
average total cost of the guidance programs.
The cost of
guidance was $12.58 per student per average daily attendance. The same procedure was followed to determine the cost per student based on the total enrollment.
The- average total
enrollment figure of 164 was divided into the average total cost, which established that the average cost was $12.42 per student. Table CXII indicates the amount of time allowed each student in the average guidance program by the counselors during the school year 1947-1948.
On the assumption that all
students were contacted and given an equal amount of time, it was found that one hour a n d ,fifty minutes per student per average daily attendance were allowed and one hour and fortythree minutes per student when based on the average total enrollment.
256
TABLE CXI RELATIVE BREAKDOWN OP/AVERAGE TOTAL GUIDANCE COSTS SCHOOLS WITH A.D.A. OF 33 TO 300 STUDENTS
Average annual current expenditure
Average total cost of guidance program
$81,817.92
#1,926.25
Average per cent of annual current expenditure 2.3
Average cost per student per A.D.A.
Average cost per student per total enrollment
#12.58
#12.42
257
TABLE CXI I AVERAGE COUNSELOR TIME ALLOWED PER STUDENT IN SCHOOLS WITH A.D.A. OP 33 TO 300 STUDENTS
Number of school days
Average guidance time allowed per A.D.A.
173
1 hour, 50 minutes
Average guidance time allowed based on total enrollment
1 hour, 43 minutes
258 CLASSIFICATION TWO THE ESTIMATED COST OF A GUIDANCE PROGRAM IN SCHOOLS WITH AN AVERAGE DAILY ATTENDANCE OF 301 TO 700 STUDENTS Of the thirty-four schools with a range of 301 to 700 students per average daily attendance who responded to the Questionnaire, twenty-three specified that an organized guidance program was In existence in their schools*
Seven of
the respondents stated that the homeroom program was in opera tion.
The remaining four specified that guidance In their
particular institutions was handled by the vice-principals or deans. The estimated cost of a guidance program for this classification is based upon the figures of the twenty-three schools responding that had an organized program.
The twenty-
three schools ranging from 301 to 700 students showed an average dally attendance of 467 students and an average total enrollment of 506 students during the school year 1947-1948. The average guidance staff was composed of a part-time director, three part-time counselors and one part-time clerk. The testing program was under the supervision of the counselors and administered by the classroom teacher.
Vocational Interest,
Achievement and Intelligence tests were given to all students, and the Personality tests were given only to those for whom the teacher made a request or when the tests were requested by the students themselves.
259 The costs of the program are discussed under the divisions of personnel, materials and total costs. Personnel.
The personnel all had other functions in
addition to their guidance activities.
They divided their
total time into the amounts spent in performance of their guidance functions and other activities. The average approximate percentages in terms of time are shown in Table CXIII along with an average of their approximate salaries. functions,
Because these members all had other
it was necessary to prorate their total average
salaries based on the average total time spent. It was estimated that approximately one-fifth of the directors1 total time was given to the guidance program.
In
tabulating the results of the questionnaire, it was found that a program of this type called for an average of three counselors who gave an estimated three-tenths of their total time to the guidance program*
The clerks estimated that one-fourth of
their average total time was given to the guidance program. The average total cost was §4,786.36 for personnel. Materials.
Table GXIV gives the average approximate
costs of the tests used in the guidance programs during the school year 1947-1948.
Prom the results of the questionnaire,
it was noted that all of the schools responding gave Vocational Interest and Intelligence tests, and nineteen of the twenty-
260
TABLE CXIII AVERAGES OF THE APPROXIMATE SALARIES AND THE PERCENTAGES OF TOTAL TIME SPENT BY TYPICAL PERSONNEL IN GUIDANCE IN SCHOOLS WITH AN A.D.A. OF 301 TO 700 STUDENTS
Personnel
Average per cent of time Other activities
Total per cent
Average Salary
Guidance activities
Director
78.0
22.0
100.0
Counselor nA ”
70.0
30.0
100.0
1,162.58
Counselor "B”
70.0
30.0
100.0
1,162.58
Counselor ”C f!
70.0
30.0
100.0
1,162.58
Clerk
75.0
25.0
100.0
495.62
Total
|
803.00
$4,786.36
261
TABLE CXIV AVERAGE OF THE APPROXIMATE COSTS OF TESTS USED IN' THE GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OF 301 TO 700 STUDENTS
Tests Vocational interest Intelligence
Cost per item
#28.20 90.00
Personality
1.75
Achievement
6.75
Total
262 three gave the Achievement test.
The Personality tests were
administered only to individual students according to need. The average total cost amounted to $126,70 as shown in Table CXIV. Total Costs, guidance program.
Table CXV shows the total cost of the
A combined total of $4,913.02 was spent by
the average school during the school year 1947-1948. Table CXVI shows the percentage of the average annual current expenditures used for the average total costs of the guidance program,
the average costs per student per average
daily attendance and the average cost
per student based on the
total enrollment figure.
the average guidance
The cost of
program composed only 2.3 per cent of current expenditure.
the average annual
The average daily attendance costs per
student amounted to $10.51, and there was a cost of $9.71 per student based on the total enrollment. Table CXVII * shows the total amount of time allowed each student in the average guidance program by the counselors during the school year 1947-1948.
On the assumption that all
students were contacted and given an equal amount of time, it was noted that one hour and twenty-seven minutes were allowed per average daily attendance per student and one hour and twenty-one minutes per student were allowed if based on the ave rage t ot al enr ollment•
263
TABLE CXV AVERAGE OP THE TOTAL COSTS OF GUIDANCE PROGRAMS HT SCHOOLS WITH A.D.A. OP 301 TO 700 STUDENTS
Items
Cost per item
Personnel
#4,786.32
Materials
126.70
Total
#4,913.02
264
TABLE CXVI RELATIVE BREAKDOWN OP AVERAGE TOTAL GUIDANCE COSTS SCHOOLS WITH A.D.A. OP 301 TO 700 STUDENTS
Average annual current expenditure
$210,560.00
Average total cost of guidance program
#4,913.02
Average per cent of annual current expenditure
2.3
Average cost per student A.D.A.
$10.51
Average cost per student per total enrollment
#9.71
265
TABLE CXVII AVERAGE COUNSELOR TIME ALLOWED PER STUDENT IN SCHOOLS W I T H A.D.A. OP 301 TO 700 STUDENTS
Number of school days
Average guidance time allowed per A.D.A.
173
1 hour, 27 minutes
Average guidance time allowed based on total enrollment
1 hour, 21 minutes
266 CLASSIFICATION THREE THE ESTIMATED COSTS OF A GUIDANCE PROGRAM: IN SCHOOLS WITH AN AVERAGE DAILY ATTENDANCE OF 701 TO 1,200 STUDENTS Nineteen schools ranging In average dally attendance from 701 to 1,200 students listed three schools having a homeroom guidance program and one In which the vice-principal performs the duties along with his other functions.
The
remaining fourteen schools specified that an organized program existed in their schools. The fourteen schools used for the purpose of estimating the average costs of the guidance programs had an average daily attendance of 859 students and an average total enrollment figure of 953 students during the school year 19471948.
The average guidance staff was composed of a director,
three counselors and a clerk.
All divided their time between
the guidance program and other activities.
The testing
program was, for the most part, under the supervision of the counselors and administered and scored by the classroom teacher.
Vocational Interest, Intelligence and Achievement
tests were given to all students, and Personality tests were given when they were considered necessary. The costs of the program are discussed under the divisions of personnel, materials and total costs.
267 Personnel.
Because the personnel all had other
functions in addition to their guidance activities, it was necessary to prorate their average total salaries based on the average total time spent.
Only one-fifth of the directors*
total time was given to guidance activities.
In a school of
this size three counselors spent approximately one-third of their time In performing the various guidance functions, as i
shown on Table CXVIII.
One clerk spent approximately one-
half of her total time In guidance in a program of this type. The estimated average total cost was §6,503.50 for personnel. Materials.
Table CXIX gives the approximate average
costs of the tests used in the guidance program during the school year 1947-1948.
Prom the results of the questionnaire,
it was noted that all of the schools responding spent an estimated average of $198.40 for materials. Total Costs. guidance program.
Table CXX shows the total costs of the
An average total of $6,701.90 was spent
by the average school. Table CXXI shows the percentage of the average total school budget used for the average total costs of the guidance programs, the average cost per student per average daily attendance and the average costs per student based on the average total enrollment figure.
The cost of the average
guidance program amounted to 2.2 per cent of the average
268
TABLE CXVIII AVERAGES OF THE APPROXIMATE SALARIES AND THE PERCENTAGES OF TOTAL TIME SPENT BY TYPICAL PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES IN SCHOOLS WITH AN A.D.A. OF 701 TO 1,200 STUDENTS
Personnel
Average j?0r cent of time Other activities
Total per cent
Average Salary
Guidance activities
Director
79.0
21.0
100.0
$1,285.00
Counselor "A"
67.0
33.0
100.0
1,417.00
Counselor ttB n
67.0
33.0
100.0
1,417.00
Counselor ifC«
67.0
33.0
100.0
1,417.00
Clerk
55.0
45.0
100.0
967.50
Total
$6 ,50 3.50
269
TABLE CXIX AVERAGE OP THE APPROXIMATE COSTS OP TESTS USED IN THE GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OP 701 TO 1,200 STUDENTS
Tests
Cost per item
Vocational interest
# 59.40
Intelligence
115.50
Personality
5.25
Achievement
20.25
Total
#198.40
270
TABLE CXX AVERAGE OP THE TOTAL COSTS OP GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OP 701 TO 1,200 STUDENTS
Items
Cost per item
Personnel
#6,503.50
Materials
198.40
Total
$6,701.90
271
TABLE CXXI RELATIVE BREAKDOWN OP AVERAGE TOTAL GUIDANCE COSTS SCHOOLS WITH A.D.A. OF 701 TO 1,200 STUDENTS
Average annual current expenditure
Average total cost of guidance program
#307,021.00
$6,701.90
Average per cent of annual current expenditure
2.2
Average cost per student per A.D.A.
Average cost Jper student per total enrollment
$7.80
#7.03
272 annual current expenditures.
The average daily attendance
figure was $7.80 per student and a cost of §7.03 per student based on the total enrollment. Table CXXII shows the amount of time allowed each student in the average guidance program by the counselors during the school year 1947-1948.
Based on the average
daily attendance figure, an estimate of one hour and twentysix minutes was allowed each student, and one hour and nineteen minutes per student based on the average total enrollment. CLASSIFICATION FOUR THE ESTIMATED COSTS OF A GUIDANCE PROGRAM IN SCHOOLS WITH AN AVERAGE DAILY ATTENDANCE OF 1,201 TO 1,800 Of the twenty-one schools ranging in average daily attendance from 1,201 students to 1,800 students, there were two schools in which the vice-principals performed all the duties of the counselors.
Five schools specified a home
room program was in existence, and the remaining fourteen had an organized program. The fourteen schools used for the purpose of estimating the cost of the guidance program had an average daily attend ance of 1,479 students and an average total enrollment of 1,642 students during the school year 1947-1948.
273
TABLE CXXII AVERAGE COUNSELOR TIME ALLOWED PER STUDENT IN SCHOOLS WITH A.D.A. OF 701 TO 1200 STUDENTS
Number of school days
Average guidance time allowed per A.D.A.
Average guidance time allowed based on total enrollment
173
1 hour, 26 minutes
1 hour, 19 minutes
274 Personnel.
The average guidance staff was composed of
a director, four counselors and a clerk.
All divided their
time between the guidance program and other activities, as shown in Table CXXIII, with an average cost of $15,675.00. Materials.
Table CXXIV shows the approximate costs of
the average test materials in the guidance programs.
The
various types of tests listed were administered by the class room teachers, and pick-up tests were given by the counselors. The average total costs of the tests amounted to $198.40. Total Costs. guidance program.
Table CXXV shows the total cost of the
The combined cost of materials and per
sonnel amounted to an average cost of $15,880.95. Table CXXVI shows the percentage of the average total school budget used for the average totat costs of the guidance programs, the average costs per student based on the average daily attendance and the average total enrollment figure.
The cost of the average guidance program amounted
to 3.0 per cent of the average annual current expenditures. The average daily attendance cost per student was $10.72, and $9.66 per student was the cost based on the total enroll ment. Table CXXVII shows the amount of time allowed each student in the average guidance program by the counselors
275
TABLE CXXIII AVERAGES OP THE APPROXIMATE SALARIES AND THE PERCENTAGES -OF TOTAL TIME SPENT BY TYPICAL PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES IN SCHOOLS WITH AN A.D.A. OP 1,201 TO 1,800 STUDENTS
Personnel
Average per cent of time Other activities
Total per cent
Average salary
Guidance activities
Director
25.0
75.0
100.0
#4,500.00
Counselor ”A !I
48.0
52.0
100.0
2,530.00
Counselor
ftj^H
48.0
52.0
100.0
2,530.00
Counselor
t t c rt
48.0
52.0
100.0
2,530.00
Counselor
tfD t!
48.0
52.0
100.0
2,530.00
66.0
34.0
100.0
1,056.00
Clerk Total
#15,676.00
276
TABLE CXXIV .AVERAGE OF THE APPROXIMATE COSTS OF TESTS USED IN THE GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OF 1,201 TO 1,800 STUDENTS
Tests
Cost per item •
Vocational interest
# 55.45
Intelligence
45.00
Personality
24.50
Achievement
78.75
Mechanical Aptitude Total
2.25 #205.95
277
TABLE CXXV AVERAGE OP THE TOTAL COSTS OP-GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OP 1,201 TO 1,800 STUDENTS
Items
Cost per item
Personnel
$15,676.00
Materials
205.95
Total
§XS#880i .95
278
TABLE CXXVI RELATIVE-BREAKDOWN-OP AVERAGE TOTAL GUIDANCE COSTS SCHOOLS WITH A.D.A. OP 1,201 TO 1,800 STUDENTS
Average annual current expenditure
Average total cost of guidance program
Average - p e r cent of annual current expenditure
Average cost per student per A.D.A.
Average cost per student per total enrollment
$526,099.00
$15,880!. 95
3.0
$10.72
#9.66
279
TABLE CXXVII AVERAGE COUNSELOR TIME ALLOWED PER STUDENT IN SCHOOLS WITH A.D.A. OP 1,201 TO 1,800 STUDENTS
Number of school days
Average guidance time allowed per A.D.A.
Average guidance time .allowed based on total enrollment
176
1 hour, 40 minutes
1 hour, 31 minutes
280 during the school year 1947-1948*
Using the supposition that
all students were contacted, an average of one hour and forty minutes was given per student per average daily attendance and one hour and thirty-one minutes per student based on the average total enrollment* CLASSIFICATION FIVE THE ESTIMATED COSTS OF A GUIDANCE PROGRAM IN SCHOOLS WITH AN AVERAGE DAILY ATTENDANCE OF 1,801 TO 2,850 The final classification ranged from 1,801 to 2,850 students in average daily attendance*
The average daily
attendance figure amounted to an average of 2,211 students and the average total enrollment figure was 2,359 students* This group also varied in the type of program offered. Eighteen responses showed an organized program, and the remaining four responses were equally divided between the homeroom program and the type of program In which the vice principals participated as counselors.
The estimated costs
are based on the eighteen schools with an organized program. Personnel*
The average guidance staff, as shown in
Table CXXVIII, was composed of a director, five counselors and one clerk, all of whom gave part of their time to other activities.
In this particular classification the director
spent approximately three-fourths of his average total time
281
TABLE CXXVIII AVERAGES OP THE APPROXIMATE SALARIES AND THE PERCENTAGES OP TOTAL TIME SPENT BY TYPICAL PERSONNEL IN GUIDANCE AND OTHER ACTIVITIES IN SCHOOLS WITH AN A.D.A. OP 1,801 TO 2,850 STUDENTS
Personnel
Average per-cent of time Other activities
Total per cent
Average salary
Guidance activities
Director
27.0
73.0
100.0
#3,705.00
Counselor «A f,
58.7
41.3
100.0
2,019.45
Counselor flB n
53.7
41.3
100.0
2,019.45
Counselor nc ri
58.7
41.3
100.0
2,019.45
WjQtt
58.7
41.3
100.0
2,019.45
Counselor "E"
58.7
41.3
100.0
2,019.45
Clerk
52.0
48.0
100.0
1,016.00 •
Counselor
..... -...............
Total
$14,818.25
282 performing the various functions of a guidance director*
The
counselors and clerks gave more than two-fifths of their total time to the guidance program.
The average total cost
was $14,818.25 for personnel. Materials.
Tahle CXXXIX is an estimate of the approx
imate costs of test materials in the average guidance program* An average total of $359.50 was spent for test materials by the eighteen schools having an organized program* Total Costs*
Table CXXX shows the total average costs
of the guidance program which were $15,177*75, based on a combination of the personnel and materials. Table CXXXI shows the percentage of the average annual current expenditures used for the average total costs of the guidance program, the average costs per student per average daily attendance and the average cost per student based on the average total enrollment.
The cost of the average
guidance program in this classification amounted to 2*5 per cent of the annual current expenditures*
The average daily
attendance costs amounted to $6*87 per student, and the total enrollment cost was $6*44 per student* Table CXXXII shows the amount of time allowed each student in the average program*
An average time of one hour
and twenty-nine minutes was allowed for each student per
283
TABLE CXXIX AVERAGE OP THE APPROXIMATE COSTS OP TESTS USED IN THE GUIDANCE PROGRAMS IN SCHOOLS WITH A.D.A. OP 1,801 TO 2,850 STUDENTS
Tests
Vocational interest
Gost per item
#131.00
Intelligence
46.50
P ersonality
70.00
Achievement
112.00
Total
#359.50
284
TABLE CXXX AVERAGE OP THE TOTAL COSTS OP GUIDANCE PROGRAMS IN SCHOOLS WITH A.DiA* OP 1,801 TO 2,850 STUDENTS
Items
Cost per item
Personnel
#14,818.25
Mater ials
359.50
Total
#15,177.75
285
TABLE CXXXI RELATIVE BREAKDOWN OP AVERAGE TOTAL GUIDANCE COSTS SCHOOLS WITH A.D.A. OP 1,801 TO 2,850 STUDENTS
Average annual current expenditure
Average total cost of guidance program
Average per cent of annual current expenditure
Average cost per student per A.D.A.
Average cost per student per total enrollment
$6.87
$6.44
-
606,865.00
$15,177.75
2.5
286
TABLE CXXXII AVERAGE COUNSELOR TIME ALLOWED PER STUDENT IN SCHOOLS WITH A.D.A. OP 1,801 TO 2,850 STUDENTS
Number of school days
Average guidance time allowed per A.D.A.
Average guidance time allowed based on total enrollment
176
1 hour, 29 minutes
1 hour, 23 minutes
287 average daily attendance and one hour and twenty-three minutes per student based on the total enrollment figure* SUMMARY For the purpose of giving an estimated cost of the typical guidance programs in high schools in the State of California,
the schools were ranged in classification on the
basis of the average daily attendance from thirty-three to 300; from 301 to 700; from 701 to 1,200; from 1,201 to 1,800 and from 1,801 to 2,850* By following this method of grouping, it was possible to ascertain the type of programs per average daily attendance and the approximate costs of an organized program in these classifications* It is interesting to note that schools under 300 students for the most part did not have an organized program* Yet, the estimated cost of such a program was only 2*3 per cent of the annual current expenditures in the schools that did have such a program of guidance*
Schools with an average
daily attendance over 300 offered, for the most part, an organized guidance program* The testing program for all schools was based on the following types of tests: and Achievement.
Vocational Interest, Intelligence
The Personality tests were given only to
those who actually showed a need.
288 Finally,
the most significant finding from the
questionnaire responses was that the average percentages of the average total costs of guidance programs in each of the classifications to the average annual current expenditures was less than 3 per cent*
CHAPTER XV SUMMARY AND CONCLUSIONS In this final chapter the investigator has summarized the study and presented the conclusions* I.
SUMMARY
The general purpose of the present study was to ascertain the cost.of guidance services in the public high schools of California.
The general procedure was to
ascertain specific items that are chargeable to guidance,
to
survey a small group of selected high schools in order to establish the cost of guidance services in those schools, and to apply the calculated cost formula to all high schools in California. The study was made because the question of costs appears to be one of the most crucial ones raised about guidance, and to the investigator1s knowledge, there were no recorded statistics as to the actual costs of specific guidance programs In high schools.
The findings of the study
should be of value in providing administrators with a definite knowledge of the approximate costs of a guidance program. The previous chapters have presented the determination of Items chargeable to the costs of guidance, the costs of
290 the guidance programs in ten Southern California high schools which were surveyed and the estimate of costs of typical guidance programs throughout California. The first step in the present investigation was to establish the items that are legitimate costs of the guidance program.
Cheek-lists of all items that might be chargeable
to guidance services were sent to a jury of 102 persons throughout the United States.
Responses were received from
81.4 per cent of those to whom they were distributed.
The
respondents* affirmative, negative and “uncertain11 opinions were tabulated in the form of frequencies and percentages for each item on the check-list.
The “uncertain1* opinions were
considered negative in the determination of the items that were chargeable costs of guidance programs.
The determination
was made on the basis that any item which showed a difference of opinion of 25 per cent or more was considered chargeable or not chargeable according to the dominant judgment of the jury. The check-list results indicated that the jury were in high affirmative agreement in regard to personnel costs chargeable to guidance.
Thus, it was determined from the
check-list responses that salaries paid to directors, counselors, clerks, social workers and psychologists for performance of guidance functions were chargeable to the
291 costs of guidance as well as any expense incurred for visiting lecturers.
The margin of difference in opinion
was not as great for costs of materials chargeable to the guidance program, but of the twenty items determined to be chargeable, none were below 30 per cent.
It was determined
that tests and scoring of tests were items chargeable to guidance programs.
The other major items of materials
determined to be chargeable to guidance services included research materials for the counselors1 library and for the students as well as record-keeping devices and follow-up expenses used for guidance services. With the results of the check-lists as a basis for Investigation of costs, the next step was to ascertain the costs of guidance services in selected high schools In Southern California.
Ten public high schools, located in
nine school districts, that had organized guidance programs were surveyed.
The costs were presented for each school in
terms of personnel, materials, total costs, percentages of total expenditure used for guidance programs, costs of the guidance programs per student per average daily attendance and per total school enrollment.
The average amount of
guidance time allowed per student per year was also included for each school.
The data from the ten schools were totaled
and averaged, and the average total costs and average relative costs were presented.
292 Prom the survey of the ten schools, it was ascertained
c-
that the costs of guidance services ranged from 1.4 per cent to 5.9 per cent of the annual current expenditures.
The cost
ranged from $6.00 to §13.02 per student per average daily attendance.
The ratio of costs of personnel to costs of
materials ranged from ten to one to thirty-eight .to one.
The
average amount of guidance time per student per average daily attendance for the 1947-1948 school year ranged from twentytwo minutes to two hours and seventeen minutes. The composite of the ten schools surveyed indicated that the average cost of guidance services was 3.4 per cent of the average annual current expenditures and was §10.48 per student per average daily attendance.
The average ratio
of personnel costs to material costs was over twenty to one. On the assumption that all students were contacted in each guidance program,
it was noted that an average of one hour
and twenty-nine minutes was allowed per student per average daily attendance and one hour and seventeen minutes based on the average total enrollment. The final step in the present investigation was to ascertain the cost of guidance services in a typical high school in California.
Questionnaires, based on the revised
check-list, were sent to all the public high schools in California.
Of the 379 questionnaires distributed, 44 per
cent were returned.
The investigator divided the information
^
293 of the returned questionnaires into five classifications based on average daily attendance.
The estimated average
costs for each of the five classifications were presented. It was estimated that the costs of guidance services for typical high schools in the five classifications ranged from 2.2 per cent to 3.0 per cent of the annual current expenditures.
The cost ranged from $6.$7 to $12.5& per
student per average daily attendance. Classification I included those schools with an average daily attendance of thirty-three to three hundred students.
The average costs of the guidance program for
schools in this classification composed 2.3 per cent of the average annual current expenditures for 1947-1948*
The
average cost of guidance was $12.5$ per student per average daily attendance. Classification II included those schools with an average daily attendance of 301 to 700 students.
Again,
the average cost of the guidance program for schools in this classification was 2.3 per cent of the average annual current expenditures for 1947-194&.
There was an average
cost of $10.51 per student per average daily attendance for guidance services. Classification III included the schools with an average daily attendance of 701 to 1,200 students.
The cost
of the average guidance program in this classification was
294. 2.2 per cent of the average annual current expenditures. The average cost of guidance services was #7*80 per student per average daily attendance. Classification IV included those schools with an average daily attendance of 1,201 to 1,800 students.
The
average cost of the guidance program in this classification was 3*0 per cent of the annual current expenditures for 1947-1948.
The average cost of guidance services was $10.72
per student per average daily attendance. Classification V was composed of those schools with an average daily attendance of 1,801 to 2,8^0 students.
The
average cost of the guidance program in this classification was 2.5 per cent of the average annual current expenditures. The average cost for guidance services was $ 6.87 per student per average daily attendance. The figures estimated from the questionnaire compare with those obtained from the personal school survey for time allowed per student.
With the exception of one classi
fication, all allowed as much or more time per student than did the ten schools surveyed. II.
CONCLUSIONS
The items considered to be legitimate charges to guidance services by the jury, as found in the check-list table, were either predominately affirmative or negative.
295 This fact indicates that the items used as a basis for selection would be chargeable to the guidance program rather than to instruction or administration if the costs of guidance were to be considered separate from the other costs. The costs of guidance services in the various schools, ascertained from the.personal survey and from the returned questionnaires sent to the high schools throughout California, were comparable. The major costs of guidance services, as indicated in the schools surveyed and the questionnaires from schools throughout California are the costs for personnel.
Also,
the salaries of personnel obtained from the supplementary letter of the questionnaire were comparable to those ascertained in the survey of the ten schools. The smaller schools throughout the state utilize a homeroom guidance program and the larger schools offer a program similar to the ten schools surveyed. The majority of schools combined the functions of the personnel with other activities.
This form of adminis
trative programming allows for more members to participate in the guidance program. The majority of the directors1 time was spent in supervising the program. The greatest amount of the counselors1 time given to one function was that of helping the students plan their programs•
296 Tests were administered by the class room teachers in the majority of schools.
BIBLIOGRAPHY
BOOKS Brewer, John M . , Education as Guidance♦ millan Company, 1932. 668 pp.
New Yorks
Mac
Cox, Philip W., and John C. Duff, Guidance by the Classroom Teacher. New York: Prentice Hall, 1932. 535 pp. Erickson, Clifford E., and Glenn E. Smith, Organization and Adminis tration of Guidance Services. New Yorks McGraw Hill Book Company, Inc., 1947. 276 pp. Jones, Arthur J., Principles of Guidance. New Yorks McGraw Hill Book Company, Inc., 1934. 456 pp. Koos, Leonard V., and Grayson N. Kefauver, Guidance in Secondary Schools. New York: Macmillan Company. PP*
640
LeFever, D. Welty, Archie M. Turrell, and Henry I.. Weitzel, Principles and Techniques of Guidance. New Yorks Ronald Press Company, 1941. 522 pp. Meyers, George E., Principles and Techniques of Vocational Guidance. New Yorks McGraw Hill Book Company. 1941. 377 pp. Peel, Arthur J., Simplified School Accounting. Bruce Publishing Company, 1935. Rainey, Homer P., Public School Finance. Century Company, 1929. 385 pp.
New York;
New Yorks
The
Reed, Anna Y . , Guidance and Personnel Services in Education. New Yorks Cornell University Press, 1944. 496 pp. Strang, Ruth, Pupil Personnel and Guidance. Macmillan Company, 1940. 356 pp.
New York;
APPENDIX
3 GO
1532 Munson Avenue Los Angeles, California February 14, 1949
Clifford E. Erickson, Ph.D. Professor of Education Michigan State College East Lansing, Michigan Bear Doctor Ericksons If a guidance program is to be established successfully in any school, it must be an individual item in the school’s budget. To date no specific accounting of guidance costs has been made. Since you are interested in guidance, would you assist in determining the items chargeable to a guidance program in a public high school by completing the enclosed check-list? I am making a study under the direction of the University of Southern California of the public high schools of Southern California to ascertain the costs of a guidance program in a high school. Your cooperation Is appreciated. A self-addressed envelope is enclosed for your convenience. Thank you for your time and interest. \
Sincerely,
Joseph W. Crosby School of Education University of Southern California
301 Respondent _____ Y Agency of School CHECK-LIST OP ITEMS CHARGEABLE TO GUIDANCE SERVICES Guidance, presumably, consists of special services to the student including individual appraisal, Information about education and vocational opportunities, counseling, group activities in guidance, and educational and occupa tional placements. These special services aim to help students solve their present problems and plan for the future. Do you consider on the basis of the above definitions that the following items are chargeable as costs of a guidance program in a public high school? Please indicate your opinion by underlining the appropriate answer. If you wish to comment on any item, please write in the blanks provided under each Item. If you believe there are other items chargeable to guidance that are not listed, please write In the items in the blank lines at the end of each section. ■ ■csSBaaaBsiiBBeaa8BSsa8S8ca«essss8Bseac8es8BS8SBSsa8see«3sae
A.
Personnel 1.
Salary of the Director of Guidance prorated according to the amount of time spent In administration of the guidance program, which includes: a. Supervising gtiidance services Yes No Uncertain b. Aiding special problem cases Yes No Uncertain c. Coordinating student-teacher relationships Yes No Uncertain d. Coordinating parent-teacher relationships Yes No Uncertain e. Directing in-service programs for counselors Yes No Uncertain
302 2•
3.
Salary of counselors of other personnel with assigned counseling functions prorated according to the amount of time spent in guidance work which includes: . a. Securing data about the student b. Planning student’s program on the basis of aptitudes and interests c* Administering and scoring standardized tests d. Interviewing student to help him analyze and meet his problems e. Making necessary community contacts: (1) Contacts with agencies to whom special guidance cases may be referred for services (2) Gontacts with schools and training agencies (3) Contacts with USES and other job-placement services f. .Follow-up work to; (1) Give appropriate aid and stimulus or make needed changes in plans of stu dent to meet problem (2) Make systematic evalua tion of the total guid ance program
Salary of principal prorated according to the amount of time spent in directing and super vising the guidance activities which include; a. Aiding special problem cases b. Supervising the guidance program c. Coordinating student-teacher relationships
Yes No Uncertain Yes No Uncertain Yes No Uncertain Yes No Uncertain
Yes No Uncertain Yes No Uncertain Yes No Uncertain
Yes No Uncertain Yes No Uncertain
Yes No Uncertain Yes No Uncertain Yes No Uncertain
303 d. e«
4#
5.
Coordinating parent-teacher relationships Directing in-service program for counselors
Salary of vice-principal or dean prorated according to the amount of time spent on guidance acti vities which include: a« Supervising the guidance program b. Aiding special problem cases c • Coordinating student-teacher relationships a. Coordinating parent-teacher relationships e. Directing in-serviee program for counselors
Salary of clerk prorated accord ing to the amount of time spent on guidance work which includes: a. Piling guidance reports b. Recording student*s grades c. Transcribing records d. Typing programs for students e. Typing correspondence relat ing to student f. Typing correspondence request ing occupational and educa tional information g. Keeping records of the size of classes h* Making appointments for counselors
Yes No Uncertain Yes No Uncertain
Yes No Uncertain Yes No Uncertain Yes No Uncertain Yes No Uncertain Yes No Uncertain
Yes Yes Yes Yes
No No No No
Uncertain Uncertain Uncertain Uncertain
Yes No Uncertain Yes No Uncertain Yes No Uncertain Yes No Uncertain
304 6*
7*
8*
9*
B*
Salary of psychologist prorated according to the amount of time given to the particular school’s guidance program
Yes No Uncertain
Salary of social worker or visiting teacher prorated according to the time given to the particular school’s guidance program
Yes No Uncertain
Costs or expenses involved in Vocational of Career day: a* Visiting lecturers from pr of e s s ional and indus trial fields
Yes No Uncertain
Salary of teacher prorated according to the amount of time used in guidance exclusive of educational or administrative duties which include: a. Teaching guidance units in connection with time spent with regular classes b. Time spent in remedial instruction or activities
Yes No Uncertain Yes No Uncertain
Materials 1.
Handbooks for students (cost involved in printing)
Yes No Uncertain
305
2*
Cost of lunches to entertain In coming students
Yes No Uncertain
Cost of tests; a« Vocational interest b. Curriculum interest c. Scholastic aptitude d. Personality e. Intelligence tests Special aptitude f. Clerical aptitude 8* Mechanical aptitude h. i. Achievement tests
Yes Yes Yes Yes Yes Yes Yes Yes Yes
4.
Scoring of tests used in guidance
Yes No Uncertain
5*
Cumulative records (printing costs )Yes No Uncertain
6*
Cost of personal data blanks (forms for recording identifica tion and other pertinent material concerning the student)
3.
No No No No No No No No No
Uncertain Uncertain Uncertain Uncertain Uncertain Uncertain Uncertain Uncertain Uncertain
Yes No Uncertain
306 7.
Cost of student planning sheets (forms for counselor*s use in recording subjects taken by student and tentative selections for future study)
Yes Ho Uncertain
8.
Cost of interview summary blanks (forms for counselor*s use to keep record of all interviews with student) Yes No Uncertain
9.
Counselor’s library composed of only that matter specifically designed for guidance workers: a. Books b. Magazines c. Monographs
Yes No Uncertain Yes No Uncertain Yes No Uncertain
Cost of Catalogues: a. College and University b. Business school c. Trade school
Yes No Uncertain Yes No Uncertain Yes No Uncertain
Cost of occupational library including: a. Briefs b. Abstracts c. Monographs d. Pamphlets e. Job analysis charts
Yes Yes Yes Yes Yes
10.
11.
No No No No No
Uncertain Uncertain Uncertain Uncertain Uncertain
307 12.
13.
14.
Cost of books and pamphlets on life planning
Yes No Uncertain
Cost of audio-visual aids* a. Films or film strips that provide occupational or education information b. Growth and development charts
Yes No Uncertain Yes No Uncertain
Follow-up studies: a. Costs involved in surveying past students attending college (i.e. mimeograph materials) b. Costs involved in contacting college authorities where past students are in attend ance c. Costs involved in contacting employers of past students
Do you want a summary of the completed study forwarded to you?
Yes No Uncertain
Yes No Uncertain Yes No Uncertain
Yes No
308 LIST OP RESPONDENTS TO CHECK-LIST L. B* Adams State Department of Education Richmond, Virginia
Oliver L* Corbin Covina High School Covina, California
Richard Barbour City Schools San Diego, California
Philip W. L.Cox New York University New York, New York
David H. Barnes San Diego County Schools San Diego, California
R* Fm Cromwell State Department of Education Baltimore, Maryland
J. A« Bedard Department of Education Massachusetts
B. H. Culley Occidental College Los Angeles, California
M. E. Bennett Pasadena City Schools Pasadena, California
P. G* Davis Bucknell University Lewisburg, Pennsylvania
Dolph Camp Department of Education Little Rock, Arkansas
Clifford Erickson Michigan State Michigan
John 0. Cass Department of Education Augusta, Maine
C. P. Fisehbeh Office of Education Federal Security Agency Washington, D« C.
Truman Cheney Department of Education Montana Marin H; Clark Oakland Public Schools Oakland, California H* J* Colvin State Department of Education Shrev epo rt, Loui s i ana Franklin Connolly State Department of Education New Jersey
P. M. Fowler Department of Public Instruction Utah T. A. Fowler Department of Education Idaho W. Gaige Claremont High School Claremont, California M. Greenleaf U. S* Office of Education ftfashington, D* C.
309 S. E* Hand Department of Education Tallahassee, Florida
F. D. Ketion State Department of Education Indianapolis, Indiana
H. A. Heintzelman Department of Public Instruction Harrisburg, Pennsylvania
B. G. Kremen Department of Education Charleston, West Virginia
C. Hireston University of Colorado Boulder, Colorado M. Holened San Francisco Public Schools San Francisco, California Cornelia Hull Claremont High School Claremont, California M* Hutcherson State Department of Education New York, New York H. A. Jager U. Office of Education Washingt on, D.C. Elizabeth Jaques Whittier Union High Sch'ool Whittier, California
Donald E. Kitch Department of Education California Beatric Lantz Los Angeles County Schools Los Angeles, California Walter M* May Board of Education Concord, New Hampshire H. B. McDaniel Stanford University Palo Alto, California C. A. Michelman Department of Education Illinois George E* Mowier Department of Education Jefferson City, Missouri
Delbert Jerome Department of Education Arizona
George E« Myers Professor Emeritus of Education University of Michigan Ann Arbor, Michigan
R. E. Johnson William S. Hart Union High School Newhall, California
C. ?♦ Nelson State Department of Education Alabama
Marguerite Juchem State Department of Education Denver, Colorado
Esther G* Nolan Los Angeles County Superin tendent of Schools Office Los Angeles, California
Standifer Keas State Department of Education Oklahoma City, Oklahoma
W. Nyman Leuzinger High School Lawndale, California
3X0 T. J. 0*Connor Antelope Valley Joint Union High School Lancaster, California John G-. Odgers State Department of Education Columbus , Chio M. M. Ohlsen Washington State College Pullman, Washington Raymond S. Orr State Department of Education Wyoming Stanley Ostrom State Department of Education Delaware Frederick B* Parker University of Delaware Newark, New Jersey B. K. Peake State Department of Education Vermont
Glenn E. Smith Office of Vocational Education Lansing, Michigan H. A. Smith State Department of Education Columbia, South Carolina M. J. Smith University of Redlands Redlands, California T. W. Smith Los Angeles County Schools Los Angeles, California E. M. Smithies Occidental College Los Angeles, California Martha R. Stavely Citrus High School Azusa, California Bnery Stoops Los Angeles County Schools Los Angeles, California
R. D. Pulliam State Department of Education Georgia
Ruth Strang Teachers College Columbia University New York, New York
Roland G. Ross State Department of Education Iowa
Arthur T. Tait California Test Bureau Los Angeles, California
Edward Sanders Pomona College Pomona, California
Guy 0* Tollerud State Department of Education St. Paul, Minnesota
Marling Schroder State Department of Education Topeka, Kansas
A. M. Turrell John Muir College Pasadena, California
Harry Smallenburg Los Angeles County Schools Los Angeles, California
Don D. Twiford State Department of Education Nebraska
311 G. L. Wahlquist El Monte Union High School El Monte, California
E. G. Williamson University of Minnesota Minneapolis, Minnesota
S. J. Wald man Inglewood High School Inglewood, California
Gertrude Wood Los Angeles County Schools Los Angeles, California
W. L. Walker Downey Union High School Downey, California
Gilbert Wrenn University of Minnesota Minneapolis, Minnesota
E. Watkins Excelsior Union High School Horwalk^ California
Cecil Zaun Los Angeles City Schools Los Angeles, California
Glen L* Weaver Eleanor M* Zeis State Department of Vocational State Department of Education Edueation Mississippi Salem, Oregon Director of Guidance Henry I* Weitzel State Department of Education John Muir College Tennessee Pasadena, California Mildred C* Wilbar Santa Monica High School Santa Monica, California
312
1532 Munson Avenue Los Angeles 42, California
A study is being made under the direction of the University of Southern California to obtain the costs of guidance programs in public high schools* A check-list was sent throughout the country to determine the items that are chargeable to a guidance program. A sampling of public high schools throughout Southern California has been made through surveys of the schools to obtain the average costs of the items chargeable to guidance. To complete the study, it is necessary to establish the typical guidance program in California public high schools. For this purpose I am sending the enclosed questionnaire to all public high schools in the state of California. If you have a guidance program that differs from the type mentioned In the questionnaire, please mark it as such and return. If the program in your school enables you to answer the ques tionnaire, will you please fill it in? The total school., budget, enrollment and the average daily attendance Infor mation Indicated at the beginning of the questionnaire is desirable in obtaining a ratio of the cost of the guidance program in relation to student time. Your cooperation is appreciated. envelope is enclosed for your convenience. your time and Interest.
A self-addressed Thank you for
Sincerely,
Joseph W. Crosby School of Education University of Southern California
313 Respondent High School QUESTIONNAIRE TO ASCERTAIN THE TYPICAL GUIDANCE PROGRAM IN CALIFORNIA Please record the information concerning your guidance program in the following questionnaire.
1.
What was your A.D.A. during the school year 1947-1948?
2.
What was your total enrollment during the school year 1947-1948?
3.
What was your total school "budget for the school year 1947-1948?
4.
How many days in the school year was school in session?
Personnel 1.
2.
Do you have a director of guidance other than the principal, vice-principal, or dean of men or women?
Yes
No
What per cent of the d i r e c t o r ^ time is spent on the guidance program?
________
3.
How many counselors do you have?
________
4.
How many have for guidance or other
periods per day or week do they counseling, testing, and other activities aside from teaching activities?
a)_______ b)_______ c)______
*)________ 5.
What is the length of a period?
________
6.
Do you use paid clerical help In your guidance program?
________
314 7.
Approximately what per cent of the c l e r k s time is spent performing one or more of the following functions: filing guidance reports, typing correspondence relating to student, typing correspondence requesting occupational and educational information, or making appointments for counselors?
Materials 1.
Which of the At what grade following tests level are they do you use? (Check) administered? a.
Vocational Interest
b*
Curriculum Interest
c.
Scholastic Aptitude or Intelli gence test
d.
Personality test
e.
Clerical Aptitude
f.
Mechanical Aptitude
g.
Achievement tests
h.
Others
How many tests administered in 1947-1948?
2.
Are your tests machine scored?___________ Yes___ Ho
3.
Are facilities for scoring tests pro vided by your county of city system? Yes
No
4.
Do you keep cumulative records?__________ Yes___ No
5.
Did you devise the cumulative record yourself?
Yes
No
3X5 6. 7*
8. 9.
Is the cumulative record used available through commercial agencies?
Yes____ No,
Do you use any of the following forms:
(Check)
a.
Personal data blanks______________________ _____
b.
Student planning sheets
c.
Interview summary blanks__________________ _____
______
For audio-visual aid, do you employ films on occupational or vocational information? Yes Are the films:
Ifo
(Check)
a.
Purchased?_________________________________ _____
b.
Rented?
c*
Furnished free of charge?_________________ _____
_____
316 PUBLIC HI (Si SCHOOLS OF THE STATE OF CALIFORNIA RESPONDING TO THE QUESTIONNAIRE Albany High School Albany
Biggs Union High School Biggs
Alpaugh High School Alpaugh
Big Pine Unified High School Big Pine
Amador Valley Joint Union High School, Pleasanton
Big Valley Joint Union High School, Big Valley
Analy Union High School Sebastopol
Bishop Union High School Bishop
Anderson Union High School Anderson
Bonita Union High School La Verne
Antelope Valley Joint Union High School, Lancaster
Bret Harte Union High School Angels Camp
Antioch High School Antioch
Calaveras Union High School San Andreas
Armijo Union High School Fairfield
Calistoga High School Calistoga
Avenal High School Avenal
Cambria High School Cambria
Banning High School Banning
Campbell Union High School Campbell
Barstow High School Barstow
Capistrano Union High School Capistrano
Bell High School Bell
Carmel High School Carmel
Bell Gardens Senior High School, Bell Gardens
Carpinteria High School Carpinteria
Belmont High School Los Angeles
Castlemont High School Oakland
Berkeley High School Berkeley
Caruthers Union High School Caruthers
Bieber High School Bieber
Chaffey Union High School Ontario
317 Chowchilla Union High School Chowchilla
Elsinore Union High School Elsinore
Chula Vista High School National City
Eureka Senior High School Eureka
Clovis Union High School Clovis
Excelsior Union High School Norwalk
Coalinga Union Junior-Senior High School, Coalinga
Ferndale Union High School Ferndale
Colton High School Colton
Folsom Unified School District Folsom
C o m i n g Union High School Corning
Fort Bragg High School Fort Bragg
Courtland High School Courtland
J* C* Fremont High School Los Angeles
Davis Joint Union High School Davis
Fresno High School Fresno
Delano Joint Union High School, Delano
Fullerton Union High School Fullerton
Del Norte County High School Crescent City
Carden Gate High School Garden Gate
Dinuba High School Dinuba
Garden Grove Union High School, Garden Grove
East Bakersfield High School, Bakersfield
Geyserville Union High School Geyserville
East Nicolaus High School Nicolaus
Glendale High School Glendale
Edison High School San Bernardino
Grassmont High School Grassmont
El Cerrito Junior-Senior High School, El Cerrito
Grass Valley High School Grass Valley
El Dorado County High School Placerville
Greenville Junior-Senior High School, Greenville
Elk Creek High School Elk Creek
Gridley Union High School Gridley
318 Alexander Hamilton High School, Los Angeles
Live Oak High School Morgan Hill
Hamilton Union High School Hamilton City
Livingston High School Livingston
Wm. S. Hart Union High School
Lodi Union High School Lodi
Hayward Union High School Hayward
Los Molinos High School Los Molinos
Hilmar High School Hilmar
Lowell High School San Francisco
Herbert Hoover High School Glendale
Lower Lake Union High School Lower Lake
Huntington Beach Union High School, Huntington Beach
Loyalton High School Loyalton
Huntington Fark High School Huntington Park
McFarland High School McFarland
lone Union High School lone
Madera High School Madera
Jefferson University High School, San Francisco
Maricopa High School Maricopa
Julian Union High School Julian
Mendocino Union High School Mendocino
Herman Union High School Kerman
Modoc Union High School Alturas
King City High School King City
Monterey Union High School Monterey
Laytonville High School Laytonville
Moorpark Memorial Union High School, Moorpark
Abraham Lincoln High School San Francisco
Mount Diablo High School Mount Diablo
Abraham Lincoln High School San Jose
Mount Shasta High School Mount Shasta
Lindsay Senior High School Lindsay
Nevada City High School Nevada
319
Nordhoff Union High School Ojai
Red Bluff High School Red Bluff
Oakdale Joint Union High School, Oakdale
Redondo Beach Union High School, Redondo Beach
Orestimba Union High School Orestimba
Reedley High School Reedley
Orland High School Orland
Richmond Union High School Ri chmond
Orosi High School Orosi
Roosevelt High School Roosevelt
Pacific Grove High School Pacific Grove
Round Valley High School Covelo
Palm Springs High School Palm Springs
San Fernando High School San Fernando
Palo Alto Senior High School Palo Alto
San Jose Technical High School, San Jose
Patterson Union High School Patterson
San Rafael High School San Rafael
Pierce Joint Union High School Santa Ana Senior High School Santa Ana Arbuckle Polytechnic High School Riverside
Santa Cruz High School Santa Cruz
Pomona High School Pomona
Schneider Vocational School Stockton
Portola High School Portola
Sequoia Union High School Redwood City
Puente Union High School Puente
Shafter High School Shafter
Quincy High School Quincy
Shandon Union High School Shandon
Ramona Unified High School Ramona
Sierra Joint Union High School Auburn
Raymond Granite High School Raymond
Sonora Union High School Sonora
320 South Pork High School Miranda
Tustin Union High School Tustin
South Pasadena High School South Pasadena
Twenty-nine Palms High School Twenty-nine Palms
Strathmore Union High School Strathmore
Yisalia High School Visalia
John Swett Union High School Crockett
Wasco Union High School Wasco
Taft Union High School Taft
Washington Union High School Centerville
Technical High School Oakland
Washington Union High School Fresno
Tehachapi High School Tehachapi
Wheatland High School Wheatland
Templeton Union High School Templeton
Woodrow Wilson High School Long Beach
Tomales Joint Union High School, Tomales
Woodland High School Woodland
Toroler High School Toroler
Yreka High School Yreka
Tranquillity Union High School Yerba City Union High School Tranquillity Yerba City Turlock Union High School Turlock
320 South Pork High School Miranda
Tustin Union High School Tustin
South Pasadena High School South Pasadena
Twenty-nine Palms High School Twenty-nine Palms
Strathmore Union High School Strathmore
Yisalia High School Yisalia
John Swett Union High School Crockett
Wasco Union High School Wasco
Taft Union High School Taft
Washington Union High School Centerville
Technical High School Oakland
Washington Union High School Fresno
Tehachapi High School Tehachapi
Wheatland High School Wheatland
Templeton Union High School Templeton
Woodrow Wilson High School Long Beach
Tomales Joint Union High School, Tomales
Woodland High School Woodland
Toroler High School Toroler
Yreka High School Yreka
Tranquillity Union High School Yerba City Union High School Tranquillity Yerba City Turlock Union High School Turlock