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REACTIONS OF RECENT HIGH SCHOOL GRADUATES WITH IMPLICATIONS FOR EVALUATION

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

by Marian Celine Cliffe June 1950

UMI Number: DP25773

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

UMI DP25773 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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T’Aij d is s e rta tio n , w r it t e n u n d e r th e d ir e c t io n o f the C h a ir m a n o f the c a 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 pre se 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 re 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 tio n .

Dean Guidance Committee

'sxlM /' Chairman

TABLE OF CONTENTS CHAPTER, I.

PAGE

I N T R ODU CTION.................................

1

Growth of g u i d a n c e .......... The importance of guidance

1 ...........

Evidences of interest in guidance

.

1

• * . .

1

Expansion of guidance services ...........

2

Inquiries into guidance practices

2

• . • •

Problems involved in the evaluation of 3

g u i d a n c e ................ The p r o b l e m ............................

6

.........

Statement of the problem . . .

Justification of the p r o b l e m ......... Criteria for evaluation

6

7

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

9

Organization of the remainder of the 10

disse r t a t i o n ................ II.

METHOD OF F R O C E D U R E ......................

12

School a r e a s ................

12

Population chosen for the study The questionnaire

.

........

14

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

15

Presentation of the questionnaire Collecting the questionnaires

. • . •

..........

Recording of d a t a .................... Tabulating the questionnaires

16 17 1&

...........

Use of g r o u p s ........................

21 22

iii CHAPTER

PAGE S u m m a r y ..............

III.

22

SURVEY OF THE LITERATURE . . ................. Evaluation of guidance . .....................

25 25

Difficult nature of the problems involved in evaluating guidance .................

25

Fundamental differences in concepts of 2?

guidance Criteria for the evaluation Data for evaluation

of guidance

. .

28

• • • • • • • • • • • •

31

The questionnaire m e t h o d .................

31

The follow-up study

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

34

Vocational interest and job satisfaction . . f

36

Vocational interest and vocational place­ ment

38

• • • • • . .....................

Availability of guidance . . . . . . . .

.

41

Continuation in school ...................

42

Vocational plans

. . . . . . .

42

Inadequacies of the guidance program . . . .

44

Various follow-up studies of high school graduates and o t h e r s ................... Summary IV.

.



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

50

FACTORS RELATED TO JOB S A T I S Fi A C T I O N ........ Job sa t i s f a c t i o n ............

48

52 .

52

iv CHAPTER

PAGE Importance of successful vocational 52

a d j u s t m e n t ................................ Difficulties in estimating job satis­ faction

. . . .

53

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

Tentative nature of the estimate of job satisfaction made in this study Indications of job satisfaction

• . . •

. . . . . .

53

54

Types of information s o u g h t ...............

54

Values of work e x p e r i e n c e .................

56

Vocational interests ............... Chances for advancement

...

61

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

63

Tabulation by I.Q. groups of estimate of chances for advancement .

63

...........

Gross-tabulation of question on "staying" 65

with question on a d v a n c e m e n t ............. "Use for skills learned" cross-tabulated with "intention to stay on job"

. . . .

Post-high school education and the job . .

V.

67

69

Number of jobs since g r a d u a t i o n ...........

72

I.Q. and job s a t i s f a c t i o n .................

74

S u m m a r y ......................................

77

ROLE OF VOCATIONAL INTEREST IN POST-HIGH SCHOOL ACTIVITIES

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

Introduction of vocational interest

. . . .

60 60

V

CHAPTER

PAGE Finding a vocational interest Questions to be answered

...........

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

30 32

Indications of the role of vocational interest in post-high school activities Continuity of vocational interest



33

. . ♦ .

33

Post-high school vocational interests

• .

33

Comparison of the high school major with present vocational interest

...........

36

Comparison of vocational interest with g o a l .................................... Summary VI.

. . . . . . . .

...........

. . . .

37 92

FACTORS-RELATED TO CONTINUATION IN SCHOOL AFTER HIGH SCHOOL GRADUATION

.........

Introduction Questions to be answered

94 94

.

...........

94

Investigation of factors related to continuation in s c h o o l

.

95

Relationship between continuation in school and intelligence

.

...........

Major subject and continuation in school • Continuation and work experience ........

95 99 102

Use on the job for post-high school t r a i n i n g ................................

104

vi CHAPTER

PAGE Pre-graduation plans and post-graduation 106

t r a i n i n g ............................... S u m m a r y .............................. VII.

112

CHARACTERISTICS OF THOSE WHO CONTINUE IN SCHOOL GO TO WORK, OR DO N E I T H E R ............

115

E m p l o y m e n t ..............................

116

Employment status of the graduates . . .

. 116

Vocational goal compared with employment 116

s t a t u s ........ ......................... Major subject and employment status

. .

. 120

Indications of effectiveness of guidance •

• 122

Dropping of post-high school training Job placement and t e n u r e ..............

.

. 123 131

Time elapsing before employment was o b t a i n e d ......................... ..

131

Number of jobs held since graduation by members of the three I.Q. groups . . . .

132

Number of jobs held by employed and unemployed groups

........ .. .

134

S u m m a r y ........................... .. VIII.

SPECIFIC SATISFACTIONS AND DISSATISFACTIONS OF GRADUATES WITH THE GUIDANCE PROGRAM . . .

13£

The opinion question .......................

13&

Importance of graduates 1 opinions

. . . .

136

vii CHAPTER

PAGE Subjectivity of opinion answers Possible procedures

. . . .

. . . . . .

139

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

Methods used in this s t u d y ........ ..

141

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

Areas investigated

Responses to specific questions

140

141

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

142

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

142

Most helpful unit in senior problems . . . .

144

Value of senior problems

Use on the job for skills learned through 147

the m a j o r ................................ Changes in major

. . . . .

150

Differences by m a j o r s ..................... .. 156 Net gains or losses by m a j o r s .............

159

Comments of graduates

159

Implications found from

..................... 3. study of majors

.

161

Tenth grade guidance ........................

162

Personal counseling time desired ...........

167

Report on who helped m o s t .................

169

Importance graduates would place on voca­ tional guidance

. . . . . .

Cooperation on the part Summary IX*

.

of graduates

. . .

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

172

176 176

SATISFACTIONS AND DISSATISFACTIONS OF GRADUATES AS REVEALED IN ”FREE” RESPONSES TO CERTAIN OPINION QUESTIONS

...

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

181

viii CHAPTER

PAGE Method of approach . . . . ...................

l&l

Suggestions and criticisms . ............

133

Graduates* suggestions for improvement of the high school p r o g r a m ................

1&3

Comments and criticisms of graduates . . . .

133

Implications . . . . .

193

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

Suggestions for improvements in faculty

. •

197

S t a n d a r d s ..................................

200

Social activities

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

201

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

202

. . . . .

School satisfactory

. . . . .

Values o b t a i n e d ......................... Significance of response

...........

Educational v a l u e s ....................... Social values

202 .

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

Personality values . . . . . Economic values

202



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

204 206 203 209

Appreciational guidance, and negative 210

v a l u e s .................................... S u m m a r y .......................... X.

DIFFERENCES IN RESULTS OF THE GUIDANCE PROGRAMS S T U D I E D ........................................ Senior problems

. . . . . . .

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

.

212 214

Estimates of helpfulness from senior p r o b l e m s ....................................

214

ix CHAPTER

PAGE Types of values received from senior

21

p r o b l e m s .......................... Graduates’ estimates of most valuable units Major subject

21$

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

Differences in

major

subjects

Findings and observations Implications

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

220

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

221

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

Change of major

220

223

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

224

Work e x p e r i e n c e ................................ Work experience reported and implications Use on the job for skills learned

.

. . . . .

227 227 229

Responses to opinion questions .................

230

Differences in estimates of most significant a c h i e v e m e n t s ................................ Suggestions for improvements

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

Graduates’ reports of values received

.

232

.•

Results of i n t e r v i e w s ....................... Summary XI.

230

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

235 237 23#

COMPARISONS OF RESPONSES READILY GIVEN TO A QUESTIONNAIRE WITH THOSE GIVEN AFTER URGING

.

240

Bases of c o m p a r i s o n ..........................

240

Results of comparisons between the groups

241

Intelligence quotient Employment status

..

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

. . . . . . .



241 243

X

CHAPTER

PAGE Differences in major .........................

24$

Other d i f f e r e n c e s ...........................

250

Achievement since graduation

.

250

Suggestions for i m p r o v e m e n t s .............. Values obtained from a high school education

251

Interest fields

254

Work experience

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

Use on the job for major

254

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

257

Helpfulness of senior problems ...............

257

S u m m a r y ........................................ XII.

251

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . . . F i n d i n g s ........................................ Factors related to job satisfaction

. . . .

260 262 262 263

The role of vocational interest in posthigh school activities

. . . .

264

Continuation in school after high school graduation as related to intelligence, major, and work e x p e r i e n c e ................

265

Characteristics of those who continue in school, go to work, or do neither

. . . .

266

Specific satisfaction and dissatisfactions with the guidance p r o g r a m .................

267

Differences in some results of the various guidance programs studied

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

269

xi CHAPTER

PAGE Comparisons of responses of those who readily answered the questionnaire with responses of those who had to be urged to do so

•.

270

Finding pertinent to the criteria of e v a l u a t i o n ..................................

271

C o n c l u s i o n s .........................

2

Conclusions regarding factors related to job sa t i s f a c t i o n ..................

.. . .

273

Conclusions regarding the role of vocational interest in post-high school activities



274

Conclusions regarding continuation in school after high school graduation as related to intelligence, major, work e x p e r i e n c e ................................. 274 Conclusions bearing upon the characteristics of those who continue in school, go to work, or do n e i t h e r ..................

275

Conclusions based upon specific satisfac­ tions and dissatisfactions of graduates with the guidance p r o g r a m ...........

276

Conclusions about differences by schools in some results of the various guidance programs s t u d i e d ....................

27$

xii CHAPTER

PAGE Conclusions based upon comparisons of those who readily answer a questionnaire with those who have tobe urged to do R e c o m m e n d a t i o n s ........ ..

27$

so . . .

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

279

Recommendations based on the role of ex­ pressed vocational interest in post-high school activities . . .

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

2$0

Recommendations based upon the relationship between continuation in school after high school graduation and intelligence, major, and work e x p e r i e n c e ................... ..

2$0

Recommendations based on the findings about the characteristics of those who continue in school, go to work, or doneither

. .

2&1

Recommendations based on specific satisfac­ tions and dissatisfactions of graduates with the guidance program

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

2$1

Differences in some results of thevarious guidance programs studied suggest: BIBLIOGRAPHY . APPENDIX

. . •

2$3

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

2B4

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

292

LIST OF TABLES TABLE

PAGE

I.

Distribution of

II*

Distribution of

Responses to the Questionnaire

.19

Numbers and Percentagesof

Graduates by I.Q. Groups and by S e x ............. 23 III.

Distribution of Responses Regarding the Chief Values of Work Experience during the High School Course ..................................

IV*

57

Distribution of Responses of Those Who Had Worked, Regarding Chief Values of Work Exper­ ience during the High School C o u r s e .............. 59

V.

Distribution of Responses Regarding the Chief Values of Work Experience during the High School Course, Grouped According to Type of Value Reported

VI.

*

.............................. 60

Distribution of Responses Regarding the Perma­ nency of Vocational Interests ..................

VII.

62

Distribution of Responses Regarding Graduates* Estimates of Their Chances for Advancement in Their Present Line of Work, by Sex, and by I.Q. G r o u p s ............. ... ................... 64

VIII.

Distribution of Responses Regarding a Decision to Remain in the Present Type of Work, by Sex, by I.Q. Groups, and by Graduates* Estimates of Their Chances for A d v a n c e m e n t ..............

.

66

xiv TABLE IX.

PAGE Distribution of Responses Regarding a Decision to Remain in the Present Type of Work, by Sex, by I.Q. Groups, and by Use on the Job for Skills Learned through the High School Major Subject of Study

X.

. . . . .

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

6$

Distribution of Percentages of Responses Regarding High School Courses Taken, by Use of This Train­ ing on the Job, by Sex, and by I.Q. Groups

XI.

. .

70

Distribution of Responses Regarding the Number of Jobs Held Since High School Graduation by Mem­ bers of the Upper, Middle, and Lower I.Q. Groups

XII.

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

73

Distributions of the Numbers of Jobs Held by Those Who Plan to Stay in Their Present Type of Work, by Sex, and I.Q. G r o u p s .................

XIII.

Present Vocational Interests as Indicated by Responses to Direct Question

XIV.

75

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

$5

Distribution of Responses Regarding Vocational Interest by Sex and by Present Occupational Status (or Vocational Goal) as within or not within the Field of I n t e r e s t .................

XV.

Distribution of Responses Regarding Post-High School Status, by I.Q. Groups and by Sex

XVI.

$9

...

Distribution of Responses Regarding Continuation

97

TABLE

PAGE in School after High School Graduation by I.Q. Groups and by Sex

XVII.

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

9#

Distribution of Percentages of Responses Regard­ ing the High School Course Taken, by Employment Status and

XVIII.

by S e x ..........

100

Distribution of Responses Regarding Use for Post-High School Training, by Sex Promptness

XIX.

of Response



on the Job and by

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

Distribution of Responses Regarding Use

105

on the

Job for Post-High School Training, by Sex and by I.Q. G r o u p s .......... XX.

107

Distribution of Percentages of Responses Regard­ ing the Making of Plans before High School Graduation to Take Post-Graduate Training, by Sex, and by I.Q. G r o u p s .....................

XXI.

.

109

Distribution of Responses Regarding the Making of Plans before High School Graduation to Take Post-Graduation Training

XXII.

Distribution of Responses Regarding Employment Status by Sex and I.Q. G r o u p s

XXIII.

Ill

.

117

Distribution of Responses Regarding Type of Vocational Goal, by Present Occupational Status and by Sex

XXIV.

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

Distribution of Responses Regarding Graduates 1

119

xvi TABLE

PAGE Evaluation of Senior Problems by Employment Status and by S e x ..................... ..

XXV.

124

Distribution of Percentages of Those Who Dropped Post High School Courses, by Pre-Graduation

126

Plans and by S e x ..................... .. XXVI.

Distribution of the Responses of Graduates Re­ garding Their Reasons for Dropping Courses Begun after High School Graduation, by Sex and >by a First and Second Reason Checked

XXVII.

.........

126

Distribution of the Responses of Graduates Re­ garding Their Reasons for Dropping Courses Begun after High School Graduation, Allowing Two Reasons for Each

XXVIII.

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

129

Distribution of Responses Regarding Number of Weeks Elapsing after Graduation before Empployment Was, Obtained, by Present Occupational Status and S e x ............... .............. ..

XXIX.

133

Distribution of Responses Regarding the Number of Jobs Held Since High School Graduation, by Sex and by Present Occupational Status

XXX.

. . . .

Distribution of the Numbers of Those Who Took the Senior Problems Course in the Twelfth Grade

XXXI.

135

145

Distribution of Responses Regarding the Helpful­ ness of the Senior Problems Course

........

.

146

xvii TABLE XXXII.

PAGE Distribution of Responses Regarding Graduates* Estimates of Most Helpful Unit in Senior

143

Problems, by S e x ..................... .. XXXIII.

Distribution of Responses Regarding Use on the Job for Skills Learned through the High School Major, by Sex, and by Promptness of Response •

XXXIV.

Distribution of Responses Regarding the Major Subject Studied in High School by Sex

::xxxv.

149

152

Distribution of Responses Regarding Desired Changes in Major or Course, by School and by S e x ..................... .. ................

XXXVI.

154

Distribution of the Numbers of Graduates Who Would or Would not Change Majors if They Gould Take Their High School Course over Again, by Sex and by School

XXXVII.

........ ..

Distribution of Changes in Major Desired by Graduates, by High School Course and by Sex

XXXVIII.

155



157

Take Their Courses over), by Course and by Sex

160

Distribution of the Net Gains or Losses by Various Courses or Majors (if Graduates Could

XXXIX.

Distribution of Responses Regarding the Taking of a TentJi~Grade Unit with Guidance Content, by Sex and by Promptness of Response

...........

163

xviii TABLE XL.

PAGE Distribution of Percentages of Responses Re­ garding the Helpfulness of Tenth-Grade Guidance, by S e x .....................

XLI.

1

Distribution of Responses Regarding Personal Counseling Time Needed, by Sex and by Prompt­ ness of Response

XLII.

........................ 16&

Distribution of Percentages of Responses Regard­ ing Who Helped Most with Various Types of Problems, by Specific Problems and by Sex

XLIII.

.

. 171

Distribution of Responses Regarding the Import­ ance Graduates Would Place on Vocational Guidance in the Tenth-Grade by S e x ......... ' .

XLIV.

173

Distribution of Responses Regarding Importance the Graduates Would Place upon Vocational Guidance in the Twelfth Grade, by Sex and by Promptness of Response .............

XLV.

175

Distribution of Responses Regarding Willingness :,to

Cooperate in a Future Survey, by Sex and

by Promptness of Response . XLVI.

. . . . .

................... 177

Distribution of Percentages of Responses Regard­ ing Graduates 1 Suggestions for Improvements in the High School Programs, by I.Q. Groups and by S e x ...................................... 1&5

TABLE

PAGE

XLVII.

Distribution of Graduates* Suggestions for Improvements in the High School Program, by General Areas and by S e x ....................

XLVIII.

166

Distribution of Responses Regarding Values Ob* tained from a High School Education by Sex and by Promptness of Response . . . . . . . .

XLIX.

205

Distribution of Percentages of Responses Regard­ ing the Helpfulness of Senior Problems by Schools and by Sex

L.

..........

216

Distribution of Percentages of Responses Regard­ ing the Most Helpful Unit in Senior Problems, by Schools and by S e x ..........

LI*

219

Distribution of Percentages of Graduates Who Had Been Enrolled in Various Courses and Majors, by Schools and by Sex • • . • • • . .

LII.

222

Distribution of Net Gain or Loss by Departments if Graduates Could Repeat Their High School Courses, by Schools and by Sex

LIII.

. . . . . . .

226

Distribution of Percentages of Responses Re­ garding Work Experience, by Schools and by S e x .................

LIV.

Distribution of Percentages of Responses Re­ garding Graduates 1 Estimates of Their Most Important Achievements since Graduation, by

226

XX

TABLE

PAGE School and by S e x ...........................

LV.

231

Distribution of Percentages of Responses Re­ garding Graduates’ Suggestions for Improve­ ments by Schools and by S e x .................

LVI.

233

Distribution of Percentages of Responses Re­ garding Graduates 1 Reports of Values Received from a High School Education, by Schools and by Sex

LVII.

. • • • . • • •

............... '.

244

Results of Comparisons of Groups I, II, III, .

and I l i a ............................. LX.

245

Distribution of Responses Regarding Employment Status, by Sex and by

LXI.

242

Data Obtained from the I.Q. Distributions of the G r a d u a t e s ........................

LIX.

236

Frequency Distribution of I .Q.’s of the Graduates

LVIII.

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

Promptness of Response

246

Distribution of Responses Regarding High School Course, by Sex and by Promptness of Response • • . • • • • • • • • • • . • • • .

LXII.

249

Distribution of Responses Regarding Achieve­ ments since Graduation by Sex and by Prompt­ ness of R e s p o n s e ........... ................

LXIII#

252

Distribution of Fercentages of Responses Re­ garding Graduates’ Suggestions for Improvements,

xxi TABLE

PAGE by Sex and Promptness of R e s p o n s e ..........

LXIV*

253

Distribution of Responses Regarding the Inter­ est Fields in Which the Graduates

Are

Employed, by Sex and by Promptness of Response . LXV.

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

•••255

Distribution of Responses of Graduates Regard­ ing the Acquiring of Work Experience during Their High School Careers by Sex and by Promptness of Response .....................

LXVI*

256

Distribution of Responses Regarding Use on the Job for the Special Facts and Skills Learned through the High School Major, by Sex, and by Promptness of R e s p o n s e ..........

LXVII,

* 25$

Distribution of Responses Regarding the Help­ fulness of Senior Problems in Preparing the Graduate for Employment, by Sex, and by Promptness of Response

259

LIST OF FIGURES FIGURE 1.

PAGE

Hollerith Card Used for the Tabulation of Responses to the Q u e s t i o n n a i r e .................

20

CHAPTER I INTRODUCTION I.

GROWTH OF GUIDANCE

The importance of guidance♦

,fCertain circumstances

have conspired to make guidance one of the most acute prob­ lems of the modern school#11^

The complexity of present day

living and the mobility of populations, as well as industrial, social, economic, and educational changes, are some of the factors which have contributed to an increased need forguidance#^

ttDemocracy has widened the opportunity for youth

to make his own choices; but social changes have confronted him with problems which are far beyond his ability to solve unaided and alone Evidences of interest in guidance#

The current inter­

est in guidance is evidenced by the amount of space allotted to the subject in professional journals, lay magazines, and other periodicals; by the many books with guidance content now available; and by the numerous university courses and

3- C# C# Ross, Measurement in Today 1s Schools (New York: Prentiee-Hall, Inc*, 1946), p. 4^5# 2 Ibid#, pp. 486-7# 3 D# Welty Lefever, Archie M. Turrell, and Henry I. Weitzell, Principles and Techniques of Guidance (New York: The Ronald Press Company, 1941), p# T3#

in-service training projects devoted to studies of specific phases of the general problem of guidance* Expansion of guidance services *

The movement in the

direction of an expansion of guidance services is seen in the amount of teacher time allotted to guidance in school programs.

Where once large schools operated with no coun­

seling services or with a counselor whose function it was to keep records, there are now systems with home-room teach­ ers, grade counselors, and a head counselor, assisted in some cases by a full time clerk. upon group guidance*

Emphasis is being placed

Furthermore, there is f,a sharp increase

in the number of specialists devoting from half to full time to phases of guidance outside the classroom*11^

This trend

is observable in the Los Angeles city schools, where the amount of teacher time released to guidance services has been increased.

Supplemental services which were set up to

meet the needs of veterans are now available to high school students of either sex who desire to make use of them*^ Inquiries into guidance practices.

Various means of

scrutinizing the guidance program are in operation*

Confer­

ences are sometimes arranged between supervisor and

4 Lefever, l o c . cit. 5 Elizabeth Kenealy, Supervisor of Counseling, Second­ ary Education, Senior High Division, Los Angeles City School District, in conferences with the author, 1949-1950*

counselors, visits are made to individual high schools, ques­ tionnaires are sent out, supervisory staff members attend various faculty meetings, and other devices are employed.^ Such methods provide information concerning the effective­ ness of the guidance program, but offer no statistical anal­ ysis of results. Problems involved in the evaluation of guidance.

One

of the difficulties involved in any attempt at statistical evaluation of guidance is the selection and use of a method of measurement.

An effective means of determining the value

of a guidance program might be the setting up of control groups to which no guidance would be given, and comparing them with the other groups that received guidance.

If

comparable groups could be selected and subjected throughout their school careers to comparable conditions in every re ­ spect, excepting in the matter of guidance, the results might prove to be enlightening.

However, this procedure has

highly undesirable aspects since guidance deals with human welfare and human adjustment.

Its effects are life-long and

it permeates many areas of living.

The idea of setting up

control groups for the purposes of a study and assigning to them roles in life different, and perhaps less satisfactory, than those they would have had if given adequate guidance is

incompatible with the present way of life. Perhaps more basic than the previously mentioned con­ sideration would be the problem of whether or not guidance can be adequately evaluated. of it can be measured.

It is true that single aspects

However, as an entity, guidance is

of necessity greater than the sum of its parts.

It involves

the interactions of complex patterns of stimulii as they play upon the complicated structure of a human personality. No two personalities are ever exactly alike.

In the same

way no two guidance programs can be alike for, in addition to unique personalities, are conditions which vary from occasion to occasion, from day to day.

The tone of the

counselor’s voice, the inflection given to a sentence, the temperature of the room and innumerable other factors com­ bine to determine what the counselee gives to and takes from an interview.

And if, indeed, these factors could be held

constant in the counseling interview, there would still be the matter of basic differences in the reactions of students. The same sentence, spoken with the same inflection to two different persons, may convey different meanings. In spite of these difficulties, there remains the necessity for finding out §s much as possible about the guidance programs of high schools.

Therefore, various meth­

ods have been employed in order to effect at least a partial evaluation of guidance.

In this study, an effort was made

to determine whether or not there were measurable relation­ ships between certain specific aspects of the guidance pro­ gram of high schools and the present occupational and educational status of graduates. It is not always easy for a high school to contact its graduates.

In the case of Los Angeles, particularly, the

task is an enormous one.

Distributed over an area of several

hundred square miles, including urban, suburban, and rural districts, are many high schools which graduate thousands of pupils annually.

The difficulty of conducting a survey is

further increased by the mobility of the population in gen­ eral, and more especially in those parts of the city where migrant workers live for part of the year.

This factor

becomes most significant when a long-term investigation is attempted, but it is important even in the study of recent graduates. Time and expense involved in a follow-up study are often deterring factors*

In an overcrowded school situation,

where teacher time is at a premium and where funds are urgently needed for expansion of school plants, a large scale follow-up of graduates does not have priority.

The

study reported here, made possible through the cooperation and assistance of several departments of the Los Angeles City Board of Education, was concerned with a sample of recent high school graduates.

It can be made useful because

it provides data related to the evaluation of guidance.

It

is to he hoped that it will he followed by further studies of those particular graduates and also of other graduates from Los Angeles high schools.

It can become

the first of a series of long-term studies

important as

to he undertaken

whenever conditions warrant. II.

THE PROBLEM

Statement of the problem.

Through the use of a ques­

tionnaire, the study herein reported sought to ascertain data pertinent to the evaluation of guidance.

An investiga­

tion was made of the interests, activities, and present status of a stratified sample of recent graduates of Los Angeles City high schools.

The reactions of these graduates

to various phases of the high school program were surveyed. Areas studied included the relationship of placement and of post-high school education to the instructional program, to shifts in vocational interests, to pupils 1major

fields

of

study, and to high school guidance units. Specifically, the study attempted to answer the follow­ ing questions* 1.

What factors contribute to job satisfaction?

2.

What is the role of vocational interest in posthigh school activities?

3.

In what ways

is

continuation in school after high

school graduation correlated with intelligence, major, and work experience? 4*

What are the characteristics of those who con­ tinue in school, go to work, or do neither?

5*

In specific areas, what satisfactions and dis­ satisfactions are shown by the graduates with regard to the guidance program?

6.

How do the responses differ for the various guidi ance programs of Los Angeles City high schools used for the purposes of this study?

7.

Can measurable differences be found between those who readily answer a questionnaire and those who must be urged to do so?

Justification of the problem*

Currently, there is

insufficient statistical evidence available as to the effect­ iveness of guidance*

Much has been written on the subject,

and many guidance programs have been set up, but there is a need for more evaluative studies*^

In spite of the difficul­

ty of setting up adequate criteria for evaluation, it appears that within areas of the general field of guidance,, there are measurable aspects of adjustment.

It is important that

information concerning these be made available to counselors

7 Clifford P. Froehlich, Evaluating Guidance Procedures, Misc. No. 3310 (Washington, b.C. s Federal Security Agency, Office of Education, January, 1949), mimeographed 25 pp.

8 and others.

The present study proposed to provide such

information. In Los Angeles, fev/ follow-up studies of graduates have been attempted.

Those which have been made were limited,

for the most part, to studies of graduates of a single high school.

Saul® found, by means of a questionnaire sent to all

Los Angeles high schools, and returned by 95 per cent of the schools receiving them, that less than one fifth of these schools had conducted any form of follow-up during the ten years interval (1929 to 1939) and that the studies made had been quite limited in scope. The study reported herein was planned to reveal the strong and weak features in the guidance program, to disclose areas which might require additional emphasis, and to point out the direction which expansion of guidance services might well take. Because of the close relationship that generally exists between the. curriculum and guidance, the study was designed to provide information relevant to improvement of curricular offerings.

It is attempted to indicate relationships be­

tween school subjects or courses and present occupations or educational plans of graduates.

8 Oliver Weston Saul, ”Implications for Guidance of High School Pupils from a Follow-up Study,” (unpublished M aster’s thesis, The University of Southern California, Los Angeles, 1939), 98 pp.

9 Ill*

CRITERIA FOR EVALUATION

In attacking a problem of an evaluative nature, it is necessary to set up criteria as a sort of measuring stick against which to compare observed results of the program studied* This task is particularly difficult when the problem is of the type reported in the present study, for there is no series of absolutes available for comparative purposes* Any enumeration of the characteristics of good guidance or of the directions guidance may take are, of necessity, based upon subjective judgments of outcomes, as observed in the lives of individuals, who in turn are unique, changeable, and unpredictable* However, there are certain standards^ which may be set up.

Guidance may be considered effectives

9 Percival W. Hutson and Arthur D. Webster, ftAn Experi­ ment in the Educational and Vocational Guidance of Tenth Grade Pupils,n Educational and Psychological Measurement, 3s 3-22, Spring l M ^ Lefever, op. cit», p. 194. Wilsie B. Webb, 11Occupational Indecision Among College Students,” Occupations, 27s332, February, 1949. E* G.. Williamson and J. G. Darley* Student Personnel Work (New York; McGraw-Hill Book Company, Inc., 1937), pp* 262-3.

1*

When graduates know the opportunities and re­ quirements of the areas in which they are interested.

2*

When graduates give evidence of having a general concept of the level of ability at which they . can work.

3.

When graduates have plans of some sort for the future•

4.

When graduates are engaged in a vocation within the general area of their interests, or are attending school or planning to further those interests.

5.

When graduates would not have changed majors, had they been given a chance to do their high school work over again.

6.

When graduates are satisfied with the guidance they received in high school.

IV.

ORGANIZATION OP THE REMAINDER OP THE DISSERTATION Chapter content.

The purpose of the present chapter

has been to state tbs problem and to indicate its nature and importance.

Chapter II describes the procedures used in

attempting to solve the questions raised by the problem. Chapter III reviews some of the related research.

An effort

will be made to trace the growth of that phase of the

11

guidance movement which is reported herein.

Following this,

various aspects of the major problem will be considered. In the first place, it was desirable to know what fac­ tors contribute to job satisfaction.

The parts of the

questionnaire which bear on this are discussed in Chapter IV.

The role of vocational interest in post-high school

activities is treated in Chapter V*

Next, Chapter VI takes

up the relationship, if one exists, between continuation in high school and various characteristics or experiences of the graduate•

Related to this phase of the problem is the

one dealt with in Chapter VII which concerns itself with a comparison of characteristics of those who continue in school, go to work, or do neither. The satisfactions and dissatisfactions of graduates, as revealed by "controlled response" and "free answer" replies to questions are discussed in Chapters VIII and IX, respectively.

Differences in the guidance programs of the

nine high schools studied were revealed by the questionnaire. These form the content of Chapter X.

Finally, the question­

naire method, as used for the Alumni Survey, was investi­ gated.

The results are to be found in Chapter XI.

The re­

port of this study closes with Chapter XII which summarizes the findings and conclusions and makes pertinent recommenda­ tions •

CHAPTER II METHOD OP PROCEDURE A decision on the part of the Evaluation Section of the Los Angeles City Board of Education presented the oppor­ tunity for conducting this study*

Their plan was to ques­

tion recent high school graduates to obtain information of possible value to the guidance program*

Nine representative

Los Angeles high schools distributed throughout the city school system were selected.

Whenever references are made

to these schools in this study the actual numbers used by the Board of Education to designate them are not employed* I*

SCHOOL AREAS

The following school areas were represented? 1.

A school near the harbor area.

The population was

more or less uniform in the matter of race*

The socio­

economic index of the school would not be above the average for the nine schools included in the study*

Occupations of

parents were appropriate to the harbor area. 2*

A school situated near down-town Los Angeles.

Its

students represented a diversity of race, socio-economic status, occupation of parents, and homes* 3*

A west side school in which there were wide varia­

tions in social status, in background, and in ambitions and

13 plans.

Approximately half of the graduates appeared to be

in favorable economic circumstances.

Living conditions were

better there than the average for the nine schools included in the study. 4*

A favorably located suburban school where the aver­

age socio-economic status was probably upper middle class. There was considerable uniformity of race and of types of interests. 5.

A suburban school surrounded by a rural area from

which it drew many of its pupils.

Races were mixed and rural

occupations in a larger proportion than in any of the other schools. 6.

Pew well-to-do families were noted. An east side school, the population of which be­

longed mainly to minority groups.

Socio-economic status

would probably approximate upper-lower class.

Solidarity of

interests and group loyalties which in some way included the school were apparent. 7.

A school near the harbor district.

The population

appeared to be particularly mobile, as compared with other schools in the group studied. predominated*

Harbor occupations for parents

Living conditions ranged from quite good

(possibly indicating lower-upper class) to very poor.

Loyal­

ties and group interests were not apparent. 8.

A school in an industrial suburb of Los Angeles,

where the majority of families apparently were in satis­

14 factory circumstances financially, but where evidence of cultural background were frequently lacking.

There were no

sizable minority groups. 9.

A school composed largely of minority groups of

widely divergent financial standing and cultural backgrounds. Some of the best and also some of the poorest homes for these particular minority groups were found in this*district. There were no evidences of loyalties including the school. Heither was there particular antagonism toward it. Populations of some of the schools were mainly white Americans; of others predominantly Latin or Hegro Americans. Sizes of the high schools ranged from one of the smallest in the system to one of the largest.

Housing conditions of the

families represented differed greatly.

There were homes in

apartment districts, housing projects, individual dwellings, and farm-type houses. The guidance practices of the schools chosen were varied, too.

The range was from one school which placed

great emphasis on guidance and assigned as much teacher time as possible to it, on down the scale to a school where guid­ ance admittedly received only secondary attention. Population chosen for the study.

The population

chosen for the study consisted of all the June 1948 gradu­ ates of the selected schools.

It did not include dropouts

of that year, post-graduate students who concluded their

15 studies then, or twelfth-grade pupils who were members of the June 1948 class, but who did not receive diplomas* II *

THE QUESTIONNAIRE

A questionnaire was prepared by John Allan Smith, then Supervisor of Vocational Guidance for Los Angeles City Schools*

Arrangements were .made to have it headed 11Alumni

Association” and titled "Alumni Survey Record.”

The ques­

tionnaire was divided into five sections, as follows* A.

Personal Data. This included spaces for responses as to address, sex, age, high school from which graduated, etc. It also asked whether or not the graduate had taken Senior Problems in high school and if he considered it helpful.

B.

High School Experiences. This section requested information concerning high school major, best-liked and least-liked courses, favorite activities, results of interest inventories taken in high school, vocational interests, tenth-grade guidance courses, and most helpful person on the school staff.

C.

Post-High School Employment. Here the present occupational status of the grad­ uate was requested, as were his duties, length

16 of employment, occupational goal*

He was asked

how he secured his first job after graduation (if employed), and if he would like the help of the Central Employment Service in obtaining work* D.

Post-High School Education. This division included check lists for indicating what schools were attended and what courses were begun since high school graduation*

E*

General Evaluation. Here the graduate was given an opportunity to express his opinions as to the worth of a high school diploma, a high school education, and the preparation for life given him by the school.

He

was asked for his frank opinion as to how the high school might do more for future students than it did for him.

He was asked, too, what were the

most valuable things obtained from his high school education, Fifty-nine per cent of the questions requested factual data.

Forty-one per cent asked opinions or judgments.

Of

these 19 per cent were "direct answer," 11 per cent "con­ trolled response" and 11 per cent "free answer" questions. Presentation of the questionnaire.

The questionnaire

was first presented to the more than eighteen hundred stud­ ents who were to participate in the study shortly before

17 they graduated from high school. semester 1948.

This was during the Spring

Senior Problems teachers were asked to dis­

cuss the questionnaire with pupils in their classes and to request that the first section be filled in at that time. This section asked for personal data.

Space was also pro­

vided in which to write the name, grade, and home address of a pupil who would be in school the following year and who would know the whereabouts of the senior after his gradua­ tion in June 1948. Collecting the questionnaires.

These questionnaires

were then collected and sent to the Evaluation Section of the Los Angeles City Schools.

They were held until January 1949,

at which time they were mailed to the graduates of June f48. With each questionnaire was sent a letter requesting help in obtaining the information required.

A stamped, addressed

envelope was enclosed. After a month or so, a post card requesting the return of the questionnaire was mailed to all those graduates who had not responded to the original request and as a result numerous replies were received.

Later a letter was sent to

all graduates whose questionnaires were missing. contained a further plea for cooperation.

This letter

It listed the

standings of the various schools in percentages of question­ naires returned, and thus called upon loyalty to the school as a motive for sending in the information requested.

This

method brought in an appreciable number of replies*

The

total number collected at the end of this part of the effort was approximately eleven hundred*

A final effort was made

to get in the questionnaires by means of personal contacts* It was attempted to locate every one of the 616 graduates who still had not been heard from. were called.

Those who had telephones

The others were visited.

ially difficult to locate.

Some proved espec­

Their names (forty-nine in all)

were turned over to Dwight Lyons, Supervisor of Attendance and Welfare, and his staff of attendance supervisors was successful in contacting a large percentage of them. The total results of the efforts to secure responses to the questionnaires are summarized in Table I according to boys and girls.

Both numbers and percentages were shown

for those who returned the questionnaires, provided inform­ ation concerning themselves, were reported to have moved out of town, or could not be located. Recording of data*

When a questionnaire was received

by the evaluation section, that fact was recorded on a 5 x 8 card previously prepared for each graduate•

This card had

on it a number which indicated the school, pupil number, and sex.

For example, 16-147 would be the number of a pupil from

school 16.

That he is a boy, was indicated by the number

147, since the boys from each school were numbered from one and the girls from 501*

The 5 x 8

card also had on it the

19

TABLE

I

DISTRIBUTION OF RESPONSES TO THE QUESTIONNAIRE

Response

Boys Num­ Per ber cent

Girls Num­ Per cent ber

Returned the questionnaire

60£

75.4

£0£

79.1

Provided information con­ cerning themselves

16£

20.£

179

17.2

26

3.2

29

2.£

4

.5

5

.5

£06

99.9

1021

99.9

Were reported to have moved out of the area Could not be located

Totals

LOS ANGELES CITY BOARD OF EDUCATION ^4

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