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An Appraisal of the Adult Education Program of the Highland Park Public School System

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An Appraisal of the Adult Education Program of the Highland Park Public School System AN APPRAISAL OF THE ADULT EDUCATION PROGRAM OF THE HIGHLAND PARK PUBLIC SCHOOLS, HIGHLAND PARK, MICHIGAN by Sophie Veronica Cheskie A DISSERTATION Submitted to the Graduate Council of Wayne State University in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Education with a specialization in Education (Administration and Supervision) Detroit, Michigan 1957 Date Adviser ACKNOWLEDG ME NTS Grateful acknowledgment is made for the generous assistance and wise counseling of her committee: Dr. William Reitz, chairman Dr. W. Ray Smittle; Dr. Lynn N. Nicholas; and Dr. Edgar A. Schule] Their professional experience and guidance were of immeasurable value. The preparation of this manuscript has been a cooperative process. To her colleagues in adult education from whose writings and shared thinking the author has borrowed extensively, grateful appreciation is extended. Full credit is given to Dr. Edward B. Olds, research coordinator, National Commission on Adult Educa­ tion Finance, Washington, D.C., for the use of questions 18 to 27, taken from a preliminary questionnaire which was eventually used in the study on Financing Adult Education. To all adult students who participated in this study, teachers of adult classes, the office staff, the Highland Park Board of Educa­ tion, administrators of the school system, and the community lead­ ers who graciously consented to be interviewed, the author is deeply indebted. ii For assistance in the tedious calculations of the tables in the study, the writer expresses her sincere thanks to Miss Lucille Rie, a friend and colleague. To Dr. William Valade and to Miss Corinne McNulty, the author is indebted for assistance in proofreading the manuscript. To her numerous friends, the writer is most grateful for their understanding and encouragement especially during the time in which she was engaged in writing this manuscript. Sophie V. Cheskie iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii LIST OF TABLES . xv LIST OF FIGURES xvii PART I: INTRODUCTION AND BACKGROUND 1 PURPOSE AND GENERAL STATEMENT OF THE PROBLEM 2 GROWTH OF ADULT EDUCATION IN THE UNITED STATES AND SPECIFICALLY IN HIGHLAND PARK ... 4 Development of the Adult Education Movement in the United States 4 Brief History of the City of Highland Park 20 Brief History of Adult Education in the Highland Park Public Schools 24 SPECIFIC STATEMENT OF THE PROBLEM 35 METHODOLOGY OF THE STUDY 37 The Questionnaire Technique 37 The Interview Technique 38 Personal Information by the Respondents 40 Program Appraisal by the Respondents 40 iv Page Supplementary Information by the Respondents 41 Personal Data in- Relation to Program Features ... 41 PART II: GENERAL FINDINGS AND APPRAISALS 44 SUMMARY OF THE CHARACTERISTICS OF THE RESPONDENTS WITH AN APPRAISAL OF THEIR RESPONSES 45 Personal Information 4 6 Opinions Concerning Guidance and Counseling Services 55 Reasons for Attendance or Nonattendance in Adult Education Classes 57 Opinions Concerning the Instruction in the Highland Park Adult Education Program 66 Present, Past, and Future Classes as Stated by Respondents 75 AN APPRAISAL OF THE RESPONSES TO THE QUESTION REGARDING PERSONAL, FAMILY, OR OCCUPATIONAL PROBLEMS 84 Types of Problems 85 Types of Personal Problems Mentioned 86 Types of Family Problems Mentioned 90 Types of Occupational Problems Mentioned 94 Types of Educational Problems Mentioned 96 Conclusions and Recommendations 103 v Page AN APPRAISAL OF THE RESPONSES OF SELECTED COMMUNITY LEADERS TOWARD THE EFFECTIVENESS OF THE HIGHLAND PARK ADULT EDUCATION PROGRAM 107 Program Evaluation 109 Leaders' Opinions 110 Variety of Classes 113 Adequacy of Instruction 114 Guidance and Counseling 117 Program Improvements 119 Psychological Dimensions 120 Community Values 121 Conclusions and Recommendations 133 PART III: PROGRAM ASPECTS IN RELATION TO PERSONAL DATA 137 EDUCATIONAL CHARACTERISTICS IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 140 Educational Background Related to Program Data . 140 Educational Background in Relation to Guidance and Counseling Services 141 Educational Background in Relation to Reasons for Enrolling 142 vi Page Educational Background in Relation to Reasons for Not Enrolling 143 Educational Background in Relation to Desirable Personality Characteristics of Teachers 145 Educational Background in Relation to Desirable Teaching Techniques 146 Educational Background in Relation to Undesirable Personality Characteristics of Teachers 148 Educational Background in Relation to Undesirable Teaching Techniques 148 Educational Background in Relation to Classes Being Taken Now 150 Educational Background in Relation to Classes Taken in the Past 151 Educational Background in Relation to Classes To Be Taken in the Future 151 Educational Background in Relation to Suggestions for Additional Classes and Activities 153 General Conclusions 153 EMPLOYMENT AND OCCUPATIONAL STATUS IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 155 Employment and Occupational Status Related to Program Data 155 Employment and Occupational Status in Relation to Guidance and Counseling Services 156 vii Page Employment and Occupational Status in Relation to Reasons for Enrolling 157 Employment and Occupational Status in Relation to Reasons for Not Enrolling 159 Employment and Occupational Status in Relation to Desirable Personality Characteristics of Teachers 160 Employment and Occupational Status in Relation to Desirable Teaching Techniques l6l Employment and Occupational Status in Relation to Undesirable Personality Characteristics of Teachers 163 Employment and Occupational Status in Relation to Undesirable Teaching Techniques 164 Employment and Occupational Status in Relation to Classes Being Taken Now 165 Employment and Occupational Status in Relation to Classes Taken in the Past 167 Employment and Occupational Status in Relation to Classes To Be Taken in the Future 168 Employment and Occupational Status in Relation to Suggestions for Additional Classes and Activities 170 General Conclusions 171 APPROXIMATE INCOME IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 173 viii Page Approximate Income Related to Program Data 173 Approximate Income in Relation to Guidance and Counseling Services 174 Approximate Income in Relation to Reasons for Enrolling 175 Approximate Income in Relation to Reasons for Not Enrolling 176 Approximate Income in Relation to Desirable Personality Characteristics of Teachers 177 Approximate Income in Relation to Desirable Teaching Techniques 178 Approximate Income in Relation to Undesirable Personality Characteristics "of Teachers 179 Approximate Income in Relation to Undesirable Teaching Techniques 181 Approximate Income in Relation to Classes Being Taken Now 182 Approximate Income in Relation to Classes Taken in the Past 183 Approximate Income in Relation to Classes To Be Taken in the Future 184 Approximate Income in Relation to Suggestions for Additional Classes and Activities 185 General Conclusions 186 ix Page MARITAL AND FAMILY STATUS IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 188 Marital and Family Status Related to Program Data 188 Marital and Family Status in Relation to Guidance and Counseling Services 188 Marital and Family Status in Relation to Reasons for Enrolling 190 Marital and Family Status in Relation to Reasons for Not Enrolling 191 Marital and Family Status in Relation to Desirable Personality Characteristics of Teachers 192 Marital and Family Status in Relation to Desirable Teaching Techniques 193 Marital and Family Status in Relation to Undesirable Personality Characteristics of Teachers 194 Marital and Family Status in Relation to Undesirable Teaching Techniques 195 Marital and Family Status in Relation to Classes Being Taken Now 196 Marital and Family Status in Relation to Classes Taken in the Past 197 Marital and Family Status in Relation to Classes To Be Taken in the Future 198 x Page Marital and Family Status in Relation to Suggestions for Additional Classes and Activities 199 General Conclusions 199 AGE AND SEX IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 201 Age and Sex Related to Program Data 201 Age and Sex in Relation to Guidance and Counseling Services 201 Age and Sex in Relation to Reasons for Enrolling 2 02 Age and Sex in Relation to Reasons for Not Enrolling 204 Age and Sex in Relation to Desirable Personality Characteristics of Teachers 205 Age and Sex in Relation to Desirable Teaching Techniques 206 Age and Sex in Relation to Undesirable Personality Characteristics of Teachers 207 Age and Sex in Relation to Undesirable Teaching Techniques 208 Age and Sex in Relation to Classes Being Taken Now 208 Age and Sex in Relation to Classes Taken in the Past 209 xi Page Age and Sex in Relation to Classes To Be Taken in the Future 210 Age and Sex in Relation to Suggestions for Additional Classes and Activities 211 General Conclusions 212 RESIDENCE AND HOME OWNERSHIP STATUS IN RELATION TO APPRAISALS OF THE ADULT EDUCATION PROGRAM 214 Residence and Home Ownership Status Related to Program Data 214 Residence and Home Ownership Status in Relation to Guidance and Counseling Services 215 Residence and Home Ownership Status in Relation to Reasons for Enrolling 216 Residence and Home Ownership Status in Relation to Reasons for Not Enrolling 217 Residence and Home Ownership Status in Relation to Desirable Personality Characteristics of Teachers 217 Residence and Home Ownership Status in Relation to Desirable Teaching Techniques 218 Residence and Home Ownership Status in Relation
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