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73-12,595 SELIG, Sidney, 1929- PROFILING WITHDRAWALS FRCM A JEWISH SUPPLH^EWTARY SCHOOL. Wayne State University, Ed.D., 1972 Education, psychology

i i i University Microfilms, A XEROX Company, Ann Arbor, Michigan ■

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. PROFILING WITHDRAWALS FROM A JEWISH SUPPLEMENTARY SCHOOL

by Sidney Sellg

A DISSERTATION

Submitted to the Office for Graduate Studies, Graduate Division of Wayne state University, Detroit, Michigan In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION 1972

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University Microfilms, A Xerox Education Company ACKNOWLEDGEMENTS

The writer wishes to express his gratitude for the advice and assistance provided by his advisor, Dr* Wilhelm Reitz (Chairman, Department of Educational Evaluation and Researoh) wider whose direction this study was oompleted. The writer is also grateful to the other members of his oommlttee, Dr. Sigurd Rlslov (Chairman, Department of High er Education) and Dr. Gerald Rosenbaum (Dlreotor, Cllnloal Psychology Training Program) for their oooperatlon and con structive oriticlsm during the progress of the work. Appreciation is expressed to the students and par ents of the Beth Shalom Religious School whose answers to the questionnaires provided the material for an important part of the study, and to Mr. J. Esshakl, a fellow student in the Department of Educational Evaluation and Researoh at Wayne State University for his assistance in the prepara tion and processing of the statistical programs used In this researoh at the Wayne state University Computer Cen ter. Finally, the writer wishes to acknowledge his gxat- itude to his dear wife, Regina, for her typing of the study and continuous encouragement in the completion of this en deavor and by her efficient management of household affairs assisted by their daughter, Yvonne, and sons, Larry and Joseph, which enabled the writer to successfully complete the dissertation*

Sidney Sellg

( CONTENTS

ACKNOWLEDGMENTS ...... LIST OF TABLES ...... * Chapter I. STATEMENT OF PROBLEM...... Introduction ...... The Problem in Jewish Education ...... Definition...... Significance ...... Junior High Division...... « A Shared Concern in Other Schools Review of Literature...... Purpose of Study ...... Procedures...... Population ...... Methodology ...... ( Statistical Treatment ...... Chi Square ...... Corrected Chi Square ...... Contingency Coefficient . . * . • ...... Test of Significance - Z Ratio ...... II. HISTORICAL BACKGROUND...... A Short History of Jewish Education .... Vocational Education ...... The Synagogue ...... Eduoatlon in the Synagogue ...... Sohool for Adolescents ...... Elementary Sohools ...... Elementary Eduoatlon Spreads ...... Developmental Stages of Jewish Eduoatlon • . Jewish Eduoatlon in the United States • c • Educational Options Broadened ...... Functional Value Importance ...... Jewish Sohool Americanized ...... Separation of Seoular and Religious Eduoatlon ...... During the Nineteenth Century ...... New Immigrants ...... o Lay Committees ...... ^ v - Parochialism Feared...... 55 Supplementary Education...... 55 East European Style Sohool 56 .The Twentieth Century 56 Congregational Sohools Surpass Community Sohools ...... 57 Appreciable Improvements...... 58 World Events In The Twentieth Century To The P r e s e n t ...... 58 A Searoh For M e a n i n g ...... 59 The Synagogue S o h o o l ...... • ...... 60 Acculturation Of American Jewish H o m e ...... 60 Sucoessful Synagogue Sohool ...... ol Blending For Suooess • •••••••••••.• 62 Attitude Towards Jewish Education Improving . • • • ...... a • * ...... 62 Birth Of State Of I s r a e l ...... 63 Current Characteristics ...... 63 Community Responsibility Considered • •••«.. 64 III. DESCRIPTION OF THE CONGREGATIONAL SCHOOL .... 65 History Of Congregation ...... 65 The Congregational Sohool...... 65 Sohool Composition • 60 Curriculum Objectives • • ...... 66 , Voluntary Enrollment And Attendance...... 68 (_ Bar Mltzvah ...... 69 Bar Mltzvah C e r e m o n y ...... ?0 Synagogue C e r e m o n y ...... • . • 71 Sooial Aotlvity ...... • 71 Bat Mltzvah ...... 72 A Significant Personal And Family Birthday . . . 72 Bar Mid Bat Mltzvah S y n d r o m e ...... ?4 I.V. RESULTS OF STUDY ...... 76 Data Presentation ...... 76 Interpretation Of Findings .... 83 Related Data Analyzed ...... 83 Student Data Analyzed...... 83 Parent Data Analyzed - Mother Responses •••••. 103 Parent Data Analyzed - Father Responses...... 127 V. SUMMARY AND CONCLUSION...... 130 Synopsis Of Problem And Methodology...... 130 Findings ...... 131 Profile Of Withdrawn Student ...... 131 Profile Of Continuing Student ...... 133 Disoussion ...... 134 Limitations Of Study ...... 145 ("') Areas For Further R e s e a r c h ...... 146

-vi- BIBLIOGRAPHY ...... 148 ( Appendices • 154 A. Test of the Significance of the Differ ence Between Trro Independent Proportions • 156 B. Chi Square and Contingency Coefficient • . 164 C. Student Interview Form In Seventh Grade • 166 D. Parents' Interview Form of Students in . Seventh Grade • • • • *...... 179 E. Bar and Bat Mltzvah Brochures ..•••• 189 F. Statistical Tables ...... 194 GLOSSARY ...... 260 AUTOBIOGRAPHY...... 266

-vll- i LIST OP TABLES

TABLE Page 1 . Enrollment-Populatlon Ratio By Sohool Level ...... 2 . Congregation Beth Shalom Religious Sohool Elementary Division Enrollment • • . 6

3* Congregation Beth Shalom Religious Sohool Junior High Division Enrollment • 8 4 . Junior High Division Enrollment In A Large Detroit Suburban Religious Sohool • . 10

5• Junior High Division Enrollment In A Small Miohlgan Religious Sohool • . • . 6 . Junior High Sohool Division Enrollment Of A Detroit Reform Temple • . • . . .

7 . Enrollment At Junior High Level In A Communal High Sohool ...... • 8 . Junior High Student Enrollment In A Cleve land Suburban Congregational Sohool • • • . 18

9; Detroit Suburban Seventh Grade Elementary CM o And First Year High Sohool Enrollment . • • o H • Student Enrollment Fre and Post Bar And Bat Mltzvah In Los Angeles, California Congregational Schools ...... H H • Contingency Table of Withdrawn And Con- . tlnulng Students And Gender ••••:. 12. Contingency Table Of Behavior Patterns Of Withdrawn And Continuing Students In Supplementary Sohool • ......

13. Contingency Table Of Attendance Record Of Withdrawn And Continuing Students In Supplementary Sohool 1*K proportion Of Positive Responses Of With drawn And Continuing Students With Sig nificant Z Ratios ...... •

15. Contingency Table Of Responses Of With drawn And Continuing Students And Num ber Of General Summer Camps Attended • • . 93

—vlil— LIST OP TABLES --Continued

TABLE Page 16. Contingency Table Of Responses Of With drawn And Continuing Students And Rating Seleotion Of* "Knowledge Of Current Jewish Problems" As Reason For Attending Sohool »*••••••.. 98 17* Frequenoy And Per Cent Of Responses Of Mothers Of Withdrawn And Continuing Students With A Significant Z Ratio • • 107 18. Contingency Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Sunday Sohool Year Completed • 108 19* Contingenoy Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Sabbath Service Attendance , . 11** 20. Contingenoy Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Rank Selection Of "Satisfy ing Grandparents" As Reason For Send ing Child To Supplementary Sohool • • • • 118 21• Contingenoy Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Child's Learning Level Of Course Titled "American Jewish Com munity" . . • . • ...... 120 22. Contingenoy Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Child's Learning Level Of Course Titled "State Of Israel ; . • • • 122 23* Contingenoy Table Of Responses Of Moth ers Of Withdrawn And Continuing Stu dents And Child's Learning Level Of Course Titled "Bible In Hebrew" • . • . . 12** 2**. Contingenoy Table Of Positive Responses Of Fathers Of Withdrawn And Continuing Students And Attendance At Friday Night Services ...... 129 25. Chi Square And Contingenoy Coefficients Of Related Lata For Withdrawn And Con tinuing Students ...... 19**

- i x - LIST OP TABLES — Continued /

TABLE P ag e 26. Chi Squares And Contingenoy Coefficients Or Z Ratios Of Positive Responses. On Student Interview F o r m ...... 195 27. Proportion Of Positive Responses By Withdrawn And Continuing Students And Coded Questionnaire'For Statis tical Analysis ...... 199 28. Chi Squares And Contingenoy Coefficients Or Z Ratios Of Positive Responses On Parents* Interview Form ByMothers • • • 317 29. Proportion Of positive Responses By Mothers Of Withdrawn And Continuing Students And Coded Questionnaire For Statistical Analysis ...... 221 30. Chi Squares And Contingenoy Coefficients Or Z Ratios Of Positive Responses On Parents1 Interview Form By Fathers • • 238 31« Proportion Of Positive Responses By Fathers Of Withdrawn And Continuing Students And Coded Questionnaire For Statistical Analysis * ...... 242

-X- CHAPTER I STATEMENT OP PROBLEM

Introduction * « In America today, the sohool dropout looms as one of the nation's major problems. Presidents of the United States| Congress| Governor, special commissions, labor and business officials, educators, social workers and Juvenile oourt Judges have all expressed their concern publicly and frequently.^ The school dropout problem has been the oon- o e m of eduoators for a long time. A hundred years ago, in 18?2, a paper entitled "The Early Withdrawal of Pupils Prom School: Its Causes and Its Remedies: was presented to the annual convention of the National Educator Association. The urgency of the need to alleviate some of the problems created by the premature withdrawal of students is emphasized by the faot that two presidents of the United States found it necessary to oall Congress* attention to the situation. President Kennedy referred to it in his State of the Union Message in 19&3* In 1965» President Johnson, in his message to Congress on Eduoatlon, said: "In Our 15 larg est cities, sixty per cent of tenth grade students from pov-

1 Daniel Sohreiber, "The Sohool Dropout Problem," Amerloan Education. IV, No. 6 (1968), 5-7• erty neighborhoods drop out before finishing high sohool. The oost of this neglect runs high both for youth and the nation." The president oould have added that another ten } per oent never reached the tenth grade. Paradoxically, all of this comes at a time when the holding power of the nation's schools is at its highest and the number of students going to college increases annually. In 19671 721 students graduated from high sohool for every one thousand students who were in fifth grade eight years previously. This oompares most favorably with 302 gradu ates per 1,000 fifth grade students in 1932, **67 graduates in 19^2 , 522 graduates in 1952, and 6**2 graduates in 1962. The anomaly lies in the fact that the 28 per oent - the 279 former fifth graders who did not graduate from high sohool in 1967 represent more than three-fourths of a mil- 2 lion youths, many of them alienated and unwanted.

The problem in Jewish Education There has been growing oonoem in the area of Jew ish eduoatlon on this problem of premature withdrawal of students. An analysis of enrollment figures for Jewish ohUd- ren reoeiving a Jewish education showed the following t

2 Ibid. O TABLE X ENROLLMENT - POPUIATION RATIO BY . SCHOOL LEVEL t

Level Estimated Eligible Enrollment Ratio Percentages Children of Total Jew ish Population

Nursery & Kdg. 3-5 years old 4.8 263,789 30,572 11.6 6-7 years old 3*2 175.989 37.759 21.4 Elementary Department

8-12 years old 8.0 443,079 308,833 69.8 High Sohool Department 13-17 years old 8.0 439.651 69.484 15.8 Total 24.0 1,318,951 446,648 33 .9

Souroe: Gerhard Lang, "Jewish Eduoatlon," American Jewish Year Book. LXIX, (19o8), 379.

Jewish Bohools were enrolling the majority of elementary sohool children, but failed to retain most of them onoe they reached high sohoollevel. The number of oollege- age students continuing to receive Jewish education is be lieved to be slight. Approximately 73,000 high sohool-age students attended Jewish educational Institutions In the united rtates. In a recent summary report on a MColloquium for Jewish Edu oatlon" held at Brandeis University in Juno, 1971 ^ ooncern was expressed that barely seven per oent of Jevrish students continue beyond Bar or Bat Mltzvah (after 13 years old), yet paradoxically, the curricular goals have Increased in such areas as Jewish civics, social aotlon and Israel, so that more is taught in less time to students who attend for a limited number of years. These faots shed sobering light on the impact of Jewish eduoatlon on adolescents. The quality of the eduoatlon of these high sohool students and their competence to engage in Judaioa studies at the university level, if they were sufficiently motiv ated to do so, has been criticized.^ There is no guarantee that the students who have spent years in primary and sec ondary Jewish day schools have been provided either the knowledge or the stimulus for the pursuit of advanced Jew ish studies. On the oollege level, training must begin from soratoh even with products of Jewish day schools.

3 Azrlel Elsenberg, "The Hebrew High Sohool in the United States and Canadat The present Picture," Synagogue Sohool. (Pall, 1968), 28-36. 4 Philip Arian, "Realities and Challenges Facing Jewish Education," (paper presented at Colloquium for Jew ish Eduoatlon at Brandeis University and the American Jew ish Committee, June 1971), pp. 5-8. (Mimeographed) ^Gerson D. Cohen, "An Embarrassment of Riohest On The Condition of American Jewish Scholarship in 1969»H in The Teaching of Judalca In American Universities ed. by Leon A. Jiolc. New Xork: Association For Jewish Studies, Ktav Publishing House, Ino., 1970, p. 1^3* 5-

A similar vein of criticism from a higher education ( standpoint suggests that the products of synagogue-affiliat ed afternoon schools are unfortunates who seemed doomed to spend the most impressionable years of their lives acquir ing a childish conception of the Bible. That such students need a considerable amount of unlearning if they come into the undergraduate programs for higher Jewish studies for they bring with them prejudices, misinformation and spuri ous problems of faith on Scriptural Studies.**

Definition a. "Profiling" refers to the preparation of a suit able array of indices and dusters which characterize and describe those Students in the population under study. ( b. "Withdrawals" refers to any student who leaves sohool after the seventh grade Junior high sohool and does not continue in the program. This definition will exolude students who transfer to another school, or who are exclud ed from sohool by the sohool board. o* "Jewish Supplementary Sohool" refers to the Beth Shalom religious sohool In Oak Park, Michigan, whloh provides for Jewish boys and girls a program of studies in the Jewish religion on days and times, after or different from the students' attendance at publlo sohool.

6 : Nahum Sarna, "The Bible and Judaic Studies," supra P. 37.

O Significance Hie problem o’f students prematurely withdrawing af ter their Bar or Bat Mltzvah which occurs after the seventh grade level is shared by other Jewish schools. These schools enroll the majority of their elementary school-age children, but fail to retain them once they reach their Bar or Bat Mltzvah, The statistics obtained from several Jewish schools in Miohigan and Ohio indicate that the premature withdrawal of students in the various Jewish schools reaches its peak immediately after the students reach Bar and Bat Mltzvah age; i.e., after the seventh year grade. An analysis of enroll ment figures for Jewish children receiving a Jewish educa tion at Beth Shalom Religious Sohool showed the following:

TABLE II CONGREGATION BETH SHALOM RELIGIOUS SCHOOL ELEMENTARY DIVISION ENROLLMENT

Sohool Year Boys Girls Total

1970-1971 185 147 332 1971-1972 166 141 307

Hie student population of the Elementary Division of the Beth Shalom Religious School, according to Table II, con sisted of 185 boys, Ik? girls, making a total of 332 stu- • dents in the sohool year 1970-1971* In the school year 1971-1972, there were 166 boys showing a decrease of 19 boys (10 per oent); there were 14-1 girls showing a decrease of 6 girls (four per cent); the total number of stu-

■ dents in 1971-1972 school year was 307 which reflected a total decrease in the student population of 25 students (7 per cent). This reduction in the overall student popula tion between the sohool years 1970-1971 and 1971-1972 is due to several factors. The age of the members of the Con gregational family which is restricted to 600 family mem bers is now reaching the age level beyond child-bearing age. Another reason is that the newer young members enrolling in the Congregation are producing less children per family; probably this is due to family planning, better contracep tion methods, or the economics of smaller families rather than larger families. However, the result for the school is smaller student enrollment population in the elementary sohool division.

Junior High Division The Junior High Sohool division of the Beth Shalom Religious Sohool oonsists of grades seven, eight and nine. The grade seven year is the period when the students attend the regular three-day-a-week session of the sohool usually on Sunday mornings from 11:00 A.M. until 1:00 P.M., and two midweek sessions (Tuesday and Thursday) from ^:15 P.M. to 5:^5 P.M. In addition to this regular sohedule, the stu dents are required to attend a third session on alternate weeks at a different time slot than the regular grade sev en class session for a private tutoring session with the Hiazzan (Cantor) of the Congregation. This personal tutor- Ing Is to prepare the students for the Bar or Bat Mltvah ceremony. It Includes private lessons to teach the stu dents how to chant the special portions of the Torah and Baftarah* It acquaints the students with the procedures In the synagogue for the actual Bar or Bat Mltzvah cere- ♦ mony* The boy students are Introduced to the correct way to put on their phylacteries and the appropriate blessings to be recited* Die school board requires all students, In order to receive Bar or Bat Mltzvah privileges In the syna gogue, to attend and to fulfill the academic standards of grades one through seven. An analysis of enrollment fig ures of students In the Beth Shalom Religious Sohool Jun ior High Division showed the following!

TABLE III CONGREGATION BETH SHALOM RELIGIOUS SCHOOL JUNIOR HIGH DIVISION ENROLLMENT

Sohool Year Grade Boys Girls Total

1970-1971 VII 33 32 65 Post Bar-Bat Mltzvah VIII 18 18 36 IX 8 22 Total 39 Vi 123 1971-1972 VII 20 59 Post Bar-Bat Mltzvah VIII 8 23 37 IX 10 12 22 Total 53 IS Tiff -9-

The figures in Table III show that in tho school year 1970- 1971* there were 33 boys in grade seven, whereas in the sohool year 1971-1972 there were only 1^ boys in grade eight remaining in the sohool after their Bar Mltzvah. Similarly in Table ill there were 32 girls in the school year 1970- 1971* whereas in the sohool year 1971-1972 there were 23 girls in grade eight in the school after their Bat Mltzvah. Thus, there were 19 premature withdrawals of boy students (57*5 percent) after the grade seven year and there were nine premature withdrawals of girl students (28 per oent) after the grade seven year. A total of 26 premature with drawn students (^3 per oent) in the sohool years 1970-1971 to 1971-1972 after the grade seven who did not oontlnue to the eighth grade.

A Shared Concern In Other schools This problem of students prematurely withdrawing after their Bar and Bat Mltzvah is shared by other Jewish schools. These schools enroll the majority of their el ementary school-age children but fall to retain them onoe they reaoh their Bar or Bat Kitzvah. An inspeotion of the enrollment figures of several other Jewish sohools in Mich igan and Ohio showed the following:

( • TABLE IV JUNIOR HIGH DIVISION ENROLLMENT IN A LARGE DETROIT SUBURBAN RELIGIOUS SCHOOL

Sohool Year Grade Boys Girls Total

1970-1971 VII 53 49 102 Post Bar-Bat VIII 33 56 89 Mltzvah IX _1Z J22. JS& Total 103 144 24?

1971-1972 VII 70 52 122 Post Bar-Bat VIII 28 40 68 Mltzvah IX __2 Jtl Total 107 128 235

Source: Shaarey Zedek Religious Sohool, South field, Michigan• The data found in Table XV demonstrate that in a large suburban Detroit religious sohool, 53 boys and 49 girls were in the grade seven in the sohool year 1970-1971, whereas only 28 boys and 4-0 girls remained in grade eight in the sohool year 1971-1972. Thus, in the grade eight there were 25 boys (47 per oent) who were prema turely withdrawn students and there were 9 girls (18 per oent) who were prematurely withdrawn, a total of 34 prematurely withdrawn students (33 per oent). In a small religious sohool in Flint, Michigan, an analysis of its enrollment figures at the Junior High Sohool level showed the following. TABLE V JUNIOR HIGH DIVISION ENROLLMENT IN A SHALL MICHIGAN RELIGIOUS SCHOOL

School Year Grade Boys Girls -Total

1970-1971 VII 16 6 22

Post Bar-Bat VIII 9 4 13 Mltzvah IX JL _6 12 Total 32 16 48

1971-1972

VII 9 8 17 Post Bar-Bat VIII 13 4 17 Mltzvah IX JL _6 12 Total 29 18 **7

Source: 3oth Israel Synagogue Sohool, Flint, Mich igan.

In Table V the number of boys In grade seven during the

1970-1971 school year was 16 students. Of these, three boys (18.7 per oent) were prematurely withdrawn before grade eight in 1971-1972. There were 6 girl students In the grade aoven during the sohool year 1970-1971. Of these students (66*6 per oent) remained In the grado eight. Thus, two girls were prematurely withdrawn (33 P©r cent) after their Bat Mltzvah and did not remain In the eighth grade. In a small Jewish community where the facilities are limit ed for oxtra-ourrloular activities, it would appear that the Jewish students night continue their Jewish eduoatlon for purposes of soolal and peer-group relations. In a large Detroit Reform Temple Sohool, wherein the requirements for attendanoe at formal classes aro not so oumhorsone as in other typos of Jewish sohools, the situation is somewhat hotter. An analysis of the enroll ment figures at a Reform Temple Junior High level showed the foliowingi TABLE VI JUNIOR HIGH SCHOOL DIVISION ENROLLMENT OP A DETROIT REFORM TEMPLE

■i . — ■ .... . Sohool Year Grade Boys Girls Total

1970-1971 VII ^7 68 115 Post Bar-Bat VIII 51 76 127 Mltzvah IX 61 68 12£ Total 159 212 371

1971-1972 VII 68 80 1^8

Post Bar-Bat VIII kz 65 10? Mltzvah IX J 2 1 122 Total 159 216 377

Souroei Temple Israel Religious Sohool, Detroit, Michigan, In this Reform Temple Sohool, referred to in Table VI, only 5 boys were prematurely withdrawn after grade seven (10*6 per cent), Only 3 girls were prematurely withdrawn after grade seven (U per oent). Thus, In the sohool year -15-

1970-1971 there were 115 students and of these 107 con tinued in the school year 1971-1972. Only 8 students (6.9 per cent) were prematurely withdrawn from all stu dents who were in the seventh grade and did not continue in the eighth grade. The concern for continuity after the Bar-Bat Mitz- vah after the seventh grade is evidenced further when a school is not under the dlreot auspices of a Congregat- tlon. Such a school operates by the financial support of a community agency. Its cltywide student population has no direct identification with the school as part of a Con gregation of whloh their parents are members. An analysis of enrollment figures for Jewish ohildren receiving Jewidi education at a Communal Junior High Sohool level showed the following*

O TABLE VII ENROLLMENT AT JUNIOR HIGH LEVEL IN COMMUNAL HIGH SCHOOL

Sohool fear Grade Boys Girls Total

1970-1971 VII 71 37 108 Post Bar-Bat VIII 21 19 40 Mltzvah IX 12 2 1 Jtz Total 104 91 195

1971-1972 VII 108 35 143 Post Bar-Bat VIII 19 19 38 Mltzvah IX 12 .as Total ■ 146 73 219

Source: Aklvah High Sohool, Cleveland, Ohio

In Tabe VII the data showed that of the 71 boy students in grade seven during the school year 1970-1971* only 19 boy students (26.7 per oent) were retained in grade eight in the sohool year 1971-1972. Thus, 52 boy students (73 -17-

per cent) were prematurely withdrawn. Of 37 girl stu dents In the seventh grade during the sohool year 1970-

19719 19 girl students (51 per cent) continued In the eighth grade in the school year 1971-1972, However, 18 girl students (48.6 per cent) were prematurely withdrawn from the eighth grade. In the sohool year 1970-1971, there were 108 students in the seventh grade, of these, 38 (35 per cent) students continued in the eighth grade during the sohool year 1971-1972. Seventy students (64.8 per cent) were prematurely withdrawn after grade seven and did not oontlnue in the eighth grade in the sohool year 1971-1972. Those students in grade eight during the sohool year 1970-1971 appeared to have found a satisfact ory program* had overoome the post-Ear or Bat Mltzvah period and were sufficiently motivated to continue to the ninth grade. Only 2 students (5 per oent) of the 40 stu dents in the eighth grade In 1970-1971 were prematurely withdrawn so that there were 38 students who continued in the ninth grade during the year 1971-1972. In a small Congregational sohool in a suburb of Cleveland* Ohio* the number of premature withdrawals of Its student population showed the some pattern as in the other Congregational sohools as in Michigan, whloh was an improvement over the experience of the communal high sohool.

C TABLE VIII JUNIOR HIGH STUDENT ENROLLMENT IN A CLEVELAND SUBURBAN CONGREGATIONAL SCHOOL

Sohool Year ,Grade Boys0 Girls Total

1970-1971 VII 17 23 40 Post Bar-Bet VIII 23 26 49 Mltzvah IX 11 22 J lL Total 55 71 126

1971-1972 VII 26 21 47 Post Bar-Bat Mltzvah VIII 10 20 30

IX 12 1£ -21 Total 48 60 108

Souroei Community Temple Beth Amf Cleveland« Ohio.

There were 10 boy students (58*6 per oent) out of 17 boy students who oontinued In the eighth grade during the 1971- 1972 sohool year. Seven boy students (4l per oent) were prematurely withdrawn after the seventh grade In the sohool . -19-

year 1970-1971* There were 20 girl students (86*9 per oent) out of 23 girl students who continued in the eighth grade in the 1971-1972 sohool year. Only 3 Sirl students (13 per oent) were prematurely withdrawn after the seventh grade in the sohool year 1970-1971. In a Detroit suburban religious sohool of an Ortho dox Congregation, the seventh grade level is the final year of its elementary sohool and the eighth grade is the com mencement of its high sohool. An analysis of the enroll ment figures showed the following!

(

O TABLE IX DETROIT SUBURBAN SEVENTH GRADE ELEMENTARY AND FIRST YEAR HIGH SCHOOL ENROLLMENT

Sohool Year Grade Students

1970-1971 VII 80 Post Bar-Mltzvah High School I 39 High Sohool

1971-1972 VII 61

Post Bar-Mitzvah High Sohool I 29 High Sohool

Sourcet Congregation B'nai David, Southfield, Michigan. m Table IX 80 students were in the final year of the el ementary sohool in 1970-1971, and 29 students oontlnued in the first year of the high sohool In the sohool year 1971-1972. Fifty-one students (63*7 per oent) were pre maturely withdrawn. However, in this sohool, only stu dents who have met the oriterion of being aoademioally qualified are permitted to oontlnue in the high sohool program. The 29 students who continued were selected by the sohool administration to participate in the high sohool program* Jacoby^reports in a study on enroll ments of Jewish students prior to and after Bar and Bat- Mitzvah in the sohool year 1965-1966 in Los Angeles, California, the following:

TABLE X STUDENT ENROLLMENT FRE AND POST BAR AND BAT-MITZVAH IN LOS ANGELES, CALIFORNIA, CONGREGATIONAL SCHOOLS

Sohool Year Fre Bar and Bat- Post Bar and Bat- Hltzvah Mltzvah

1965-1966 973 1966-1967 513

Source: Emil Jaooby, Continuation and Dropout in Conservative Congregational Schools(Los Angeles, Calif ornia: University of Judaism, 1970).

In Table X 513 boys and girls continued in a variety of

Emil Jaooby, Continuation and Dropout in Conser vative Congregational schools (Los Angeles, California: Unlvorsity of Judaism, 1970)» P* !• sohool programs beyond their Bar and Bat Mltzvah. pour hundred and sixty students (^7 per oent) wore premature* ly withdrawn from attending any of the different sohool programs available in that area In Los Angelos, Califor nia.

Review of Literature Zeller^reoommended that the first step In improv ing the dropout rate was to understand the problem and to olear up the misconceptions about dropouts that have no basis in fact. He listed several myths whloh include the belief that the dropout problem was a relatively new one, whloh was an error. At the turn of the oentury, 85-90 per oent of all students entering high sohool left before grad uation. During the past 50 years, this number has been re- duoed to approximately bo per oent. She problem, he sug gested, was not new but the concern about students who leave sohool before completing their education was new, An other myth cited by Zeller m s that the solution to the drop out problem would be to return the dropout to sohool. A dropout who returned to the same situation he left had no better ohanoe of succeeding a second time than when he first 10 enrolled. Zeller suggested that the sohool had the most significant responsibility In oombating the dropout problem

8------Robert Zeller, Lowering the Odds on Student Dropouts (Englewood Cliffs, N.J.* Pronfcico-Hail, Inc., 1966), p. 11. 9Ibid.. p. 1^. 2 3 -

ainoe it worked closer with the Individual student and was responsible for instituting dropout prevention pro grams • He proposed the following to help in coping with this problem.

1. Improve the instructional program. 2. Expand guldanoe and counseling ser vices. 3* Set up speolal programs. Know how community volunteer groups can assist. Baohman^questloned whether or not the publiciz ing in the past decade of the dropout as a national prob lem had not some of the features of a self-fulfilling prophecy. Naming it a problem may actually be helping to make it so. In his work as senior study director at Univer sity of Michigan's Institute for Soolal Researoh, Bach man reported that dropouts were different in some re- speots from stay-ins - especially stay-ins who entered oollege. However, he emphasized that in nearly every case,

10 Ibid., p. 30. ^Jerald G. Baohman, "Anti-Dropout Campaign and Other Misanthropies," Society. IX (Maroh, 1972), $, a difference which turned up at the end of the study was present and equally strong at the start of the study be fore the dropping out ooourred. In the area of self- esteem, he reported that there were, on the average, very few ohanges of a consequence in personality and virtually none that would support the argument that dropping out damaged mental health and commitment to society's values. 12 Bachman recommended that the anti-dropout cam paign should be called off slnoe there were serious ques tions about Its validity and that dropouts were being giv en a bad name based on Invalid assumptions about the con sequences of dropping out. Another reason mentioned Is that the anti-dropout campaign was distracting from more basic eduoatlonal prob lems and Issues. However, he suggested that early Intervention at elementary sohool may prevent those problems whloh are deeply Ingrained by the time a student Is ready to drop out of high sohool and which were not likely to be resolv ed at the later date. Llohter, Baplen, Siebert and Sklansky^reported that 40 per oent of all ohlldren in the United States fhil-

12 " Ibid., p. o0« 13 Solomon 0. Llchter, et al, The Dropouts (New York* The Free Press of Glencoe, 1962), p. 2. ed to complete high sohool. They expressed alarm at the number of dropouts, In that in no other oountry was high sohool so readily available, nor was so much emphasis placed on high school graduation as a minimum education al goal* They suggested that there was ample evldenoe com piled to show that students who drop out harmed them selves i both culturally and economically. They found evl denoe to substantiate the sohool dropout was a oomplex problem to whloh there was no simple solution; however, ohlldren who were successful in sohool rarely left prior to graduation. They suggested that this failure was not neces sarily a specific learning disability, but rather a broad er educational disability whloh could not be attributed to limited mental endowment* In comparisons of graduates and dropouts, both groups showed a full range of Intelligence Quotients, in dicating that there were students of lesser intellectual oapaoity who oompleted high sohool, and that there were students with higher than average mental potential who left before graduation* In most statistical studies, somewhat more than half of the dropouts have at least average intelligence* This half had the mental oapaoity to master a high sohool curriculum. Factors other than intelllgenoe would ap pear to account for premature school-leaving among suoh adolescents. Llohter, et al, reported that In spite of the re medial measures in sohool settings, suoh as curriculum flexibility and ln-sohool counseling whloh had aided many students to remain and graduate from sohool, there were other children who, against their own best interests, eith er voluntarily left or were required to leave sohool. In their study they wished to test whether inten sive individualized treatment oould effeot a better emo tional, social and educational adjustment for dropout or potential dropout students. lU They reported in their sample that there was a very strong similarity between oharaoter formations of parents and children, statistical evidenoe for whloh was long a olinloal impression. Identification was a normal, universal ego adap tation beginning in ohlldhood and whloh, by late adoles cence, the ohlld should establish an identity of his own. In summarizing their olinloal diagnostic material, they found that their group of potential sohool-leavers yere seriously emotionally disturbed adolescents with the majority of whose fathers and mothers were diagnos ed as having immature oharaoter structures that oreated difficulties for their children, not least of whloh were problems in identification. Cervantes^lnveBtigated the social background, "Influential others," and personality characteristics of 300 youths, half of whom dropped out of sohool and half of whom continued until graduation from high sohool. Cervantes suggested that Dr. James B. Conant would be the one named Individual, and Conant*s dramatic phrase, "Sooial Dynamite," whloh would synthesize the proportions of the dropout problem. Cervantes^emphaslzed that the Freudian theory of the Oedlpal situation, as the oruolal matrix of hu man development, meant that the nuolear family of father- mother-off spring was the matrix and prime determinant of human personality. He recorded the fact there was a broad discrepancy

^Lucius F. Cervantes, The Dropout Causes and Cures (Ann Arbor1 University of Michigan Press, 19&6), p. 11. 16 between the findings of the theorists and the plans of the actlonlsts, and suggested that the social aotionists - chiefly educationists - minimize or eliminate from consid eration the nuclear family in their plans for the develop ment of the youth they hope will not beoome dropouts. Cervantes concluded that the nuclear family was of criti cal importance in the consideration of the dropout prob

lem; that the dropout was the product, generally speaking, of an Inadequate family and the graduate was a produot of an adequate family. Cervantes^s tressed that It was a facile "analysis" to assume that the dropout was a dropout because of a low Intelligence Quotient. He suggested that a high Intelli gence Quotient favored graduation, but there was a notable overlapping of Intellectual capacities and that Intelli gence Quotient was by no means the decisive factor in wheth er or not a teenager oontinued his high sohool eduoatlon to graduation. Hesearoh studies on dropouts at the higher eduoa- 18 tlonal level showed similar results. Farnsworth establish ed that the typical dropout was due to a complex of factors whloh were academic, financial, social and personal. Accord-

17Ibld. p. 100. 18 Dana L. Farnsworth, "Some Non-Aoademlo Causes of Success or Failure in College Students." College Admissions. II (1955), p. 73. 1 9 ing to Craven, too many expressed concern or too little expressed concern, by the parents, whloh was shown to af fect student retention, 20 Hood, in a study at Cornell University, conclud ed that students who persisted had a strong and satisfying family life and seemed to lack deep feelings of hostility and anxiety. 21 According to Hood, students who remained In the university had stronger feelings of self-confidence and security in interpersonal relationships than those who drop ped out of college. 22 Tannenbaum cautioned that in spite of all the ef forts of the sohool to aocommodate all children. It was often not equipped in knowhow and personnel to deal with the scholastically weak and emotionally thwarted. The regi men of school life militated against working too success fully with individualities, especially deviant ones. Pu pils are taught almost exclusively in groups that establish their own behavior norms and the teacher builds his expeot-

19 Clifford J, Craven, "Why We Withdrew," (unpublish ed Doctoral Dissertation, Syraouse University, Syracuse, New York), p. 39, 20 ^Albert B. Hood, "Certain Non-Intellectual Factors Related to Student Attrition at Cornell University," (Un published Doctoral Dissertation, Cornell University, Ithaca, New York), p. 115* 21Ibld., p. 95. 22 Abraham J. Tannenbaum, "Dropout or Diploma," In Urban Problems. ed. by Robert A. Dentler (New York* Teaohers College Press, Uolumbla University, 1966), p. 12, -30-

ations around those golden means. Those students who ex ceeded expectations could compensate for peer rejection by going on to higher levels of education, diplomas and honors. ®ie outlook for the deviant who did not measure up to expect ations was much dimmer. If he laoked Intellectual firepower, he had a slim chance of graduating, no matter the amount of

' 4 teaching energy and goodwill the sohool offered. If he dis played antisocial behavior either through aggression or with drawal symptoms, little hope existed for his sohool comple tion. Tannenbaum recommended the possibility of plaolng suoh deviants In special groups, redesigned curriculum to make It more palatable, and generous supportive services. However, suoh alternatives had drawbacks, in that the non- oonformlng students in a regular classroom could be disrup tive to the other students with ineffectual results to them selves; Conversely, If they were plaoed with a separate group of nonconformists, they might be stigmatized as misfits. Bloom^suggested that there was a set of expectations which fixed the aoadenlo goals of teachers and students that m s the most wasteful and destructive aspeot of the present educational system. It reduced the aspirations of both teach ers and students; it reduced motivation for learning In stu dents, and it systematically destroyed the ego and self-oon- oept of a sizable group of students who were legally required

23 Benjamin S. Bloom, "Learning for Mastery," Evaluation Comment." X (Kay, 1966), 1. to attend sohool under conditions that were frustrating and humiliating year after year. The system created a self-fulfilling prophecy, suoh that the final sorting of students through the grading process became approximate ly equivalent to the original expectations. 2U> Houghton reported on male resident college stu dents at Boston University that there were no significant differences between two groups of voluntary withdrawn stu dents and persistent students with respeot to age, fatherfe occupational background or secondary sohool preparation. Jones2^suggested that oonoeptual growth and ident ity formation were concurrent in the religious development of children and that all the models showed a major transi tion around the twelfth birthday. Sldwell in a case study of full-time freshmen at a Junior College reported that voluntary withdrawals as a group performed as well academically as a group of fresh men who persisted.

2 U O.R. Houghton, "The Concerns of Hale Besident Stu dents Who Voluntarily Withdraw Prom Boston University" (Un published Doctoral Dissertation, Boston University, School of Eduoation, 1967). 25 •'J. Hoc. Jones, "The Religious Development of Child ren in Interrelationship with Identity Formation and Concept ual growth" (Unpublished Doctoral Dissertation, Boston Uni versity, School of Theology, 1968). 2^P.P. Sldwell, "A Case Study of 3eleoted Faotors Re lating to Continuanoe of Withdrawal of Full-Time Freshmen at Grand Rapids Junior College"(Unpublished Dootoral Disserta tion, Hlohlgan State university, 1961). Paler^reported on a study of persistent students and dropouts with reference to factors associated with early sohool withdrawal. He found that for the factors of parental occupation, home stability, extracurricular t functions, Intelligence Quotient, falling grades and ab senteeism, there was a difference at the five per oent level of significance. Fox^studied students who voluntarily withdrew t from twenty-one Liberal Arts Colleges and found that there was a marked difference in the reasons given by stale students who voluntarily withdrew from the reasons given by female students who did not persist. Hales gen erally withdrew for flnanolal and academic-related rea sons. Flnanoial reasons were also Important to a sub stantial number of females, but academic reasons played a much less Important role. Hoth29reported that flnanolal need was the most important reason for leaving college early for first- year students In five small colleges in Oregon.

_ A.D. Paler, "Persistent Students and Dropouts with Reference to Factors Associated with Early school Withdrawal" (Unpublished Doctoral Dissertation, Univer sity of New Mexico, 1965). 28 D.E. Fox, "Voluntary Withdrawal in Twenty-one Liberal Arts Colleges for the Period of September, 1963 to September, 1964*" (Unpublished Dootoral Dissertation, Columbia University, 1967). 29a •R. Roth, "First Year Student Withdrawals from Five Small Colleges in Oregon" (Unpublished Dootoral Dis sertation, university of Oregon, 1965)* Gray^°Btudied factors related to a conception of the Church held by Presbyterian laymen and concluded that the level of secular education and their degree of open- mindedness probably conditioned the effect of the Church- related educational experiences. 31 MoCammon reported on the use of non-intellectual variables in predicting attrition of academically capable students at the University of Tennessee. He found that both male and female academlcally-capable dropout students did possess non-academic characteristics different from the persistent students. The attitude of the parents of these students had no relation to their attrition. 32 Rokeaoh in his study on beliefs, attitudes and values suggested that each belief within an attitude or ganization has three components. The first component is cognitive and relates to a person's knowledge; the seoond oomponent is affective and is capable of arousing in a per son affects of various intensity; and the third oomponent is behavioral and leads to some action. This third compaa-

30 D.B. Gray, "Factors Related to a Conception of the Church held by Presbyterian Laymen (Unpublished Dootoral Dissertation, University of Pittsburgh, 196*0 • 31 W.H. MoCammon, "The Use of Non-Intellectual Vari ables in Predicting Attrition of Academically Capable Stu dents at the University of Tennessee" (Unpublished Dootor al Dissertation, University of Tennessee, 1965)* 32 Milton Rokeaoh, Beliefs. Attitudes and Values: 4 Theory of Organization and Change (San Franoisoo. califor- nla: Jossey-Bass, Inc., publishers, 1968), p.112. ent of belief as defined by Rokeaoh might be likely to account for a student continuing or withdrawing from a religious sohool. Rokeaoh^reported on a study of Jewish children * and the principle of belief congruence. He found that the subjects, when presented with congruous and incongruous configurations which depicted Jews and Gentiles holding various beliefs, "positively" evaluated Gentiles who agreed with their views; and "negatively" evaluated Jews who disagreed with their views. Rokeaoh suggested that these Jewish children responded in accordance with the principle of belief congruence, whloh predicts assimi lation whenever extremely Important characteristics (be liefs and traits) are associated with positively or nega tively valued people and not in accord with the oongruity principle which predicts compromise. Chipman^studied the problem of ohildren in Jew ish schools who live in a secularized Christian culture whloh opens wide the options for a variety of lifestyles. She suggested that the Jewish sohool is attempting to teach a set of values and a way of life whloh seems to bear no relation to the all-pervasive world, ttiere appears to be a gap between the home and the sohool that is unbridgeable.

Ibid.. p. 91. 3** Fannie Chipman, "Parents, Are They Expendable?" Jewish Education. XLI (Spring, 1972), 7. Cunningham-^reported on some family Influences which affected students' participation In religious ac tivities. These subjects belonged to the Church of Christ* He found the family factors were related to college students* religiosity* 36 Hochberg studied Hebrew achievements in Ortho dox Talmud Torah Schools in Hew* York City. He found that achievement in Hebrew is significantly related to both intelligence and religiosity. Female students, ac cording to Hochberg, can be expected to achieve better results in Hebrew than their male classmates* In a study to discover the extent of • and rea sons for, pupil dropouts from religious eduoation in American Baptists Convention Churches in New Jersey, Harrlson-^found that the dropout rate from religious programs is higher for boys than for girls* He report ed that inadequate teaching, space, material and facili ties are not related to dropouts to a great extent.

35 T.S. Cunningham, "A Study of Some Family Influ ences and Other Social Factors Affecting Participation in Bellglous Activities Among a Group of College Stu dents Professing a Common Faith" (Unpublished Doctoral Dissertation, Oklahoma State university, 1966). 36 H. Hoohberg, "Hebrew Language Achievement in Ac credited Orthodox Talmud Torahs" (Unpublished Dootoral Dissertation, Yeshiva University, 1966). ^E.N* Harrison, "Dropout Study With Respect to Baptist Churoh Schools and Youth Groups in New Jersey" (Unpublished Dootoral Dissertation, Temple University, Purpose of study

4 This study focuses upon the student who attends a supplementary school system and after deveral years with draws from the sohool. It deals with the statistical facts as to the extent of the number of students who withdrew. It attempts to ascertain the reasons for this attrition, it tries to establish what are the differences between the with drawal students and the continuing students. It analyzes several faotors that may enable a sohool to establish a pre dictive set of characteristics that will identify the stu dent who prematurely withdraws from sohool. It proposes a variety of techniques that may influence the student to re main in school. 1. This study is to establish how many students prematurely withdraw from sohool. This is a "keeping track" or numbering approach whiohf when completed* enables one to state with increased accuracy the magnitude or scope of the problem. However* caution must be exerolsed* In that this numbering process taken by Itself does not lndioate causa* tlve or oorrelatlve faotors whloh may be Important to set up preventative or corrective action. 2. Another purpose of this study is to identify the students who prematurely withdraw and answer the ques tion! "What are they like?" Also* it compares this group with those students who remain in sohool and who oonolude their studies with graduation and receipt of a high sohool diploma. These Investigations are conducted by collection -37-

of data of a premature withdrawing-student population for analysis of the distributions of various characteristics of such populations relevant to suoh faotors of age, sex, intelligence, achievement level, attitudes of students and of parents, attendance record and behavior patterns. Comparisons of this student population in these faotors are made with the other student population who remain and beoome high sohool graduates. 3* Another aspect of this study will utilize the data compiled on establishing the oharaoterlstios of the students who prematurely withdraw for predictive purposes. A number of characteristics associated with this group of early school-leavers will be applied to a given pupil popu- ^ latlon in order that probable premature withdrawers might be identified. This might enable techniques of prevention to be put into effect where deemed appropriate. A. Seasons for the students dropping out are an important area to be examined. These reasons will be ob tained from the student and his parents and others who know him from the sohool situation. Sources used would be the pupil himself, his parents and his teachers. By providing a combination of responses from suoh significant sources at the time of the premature withdrawal or a subsequent date, it is hoped to ascertain as reliably as possible the reasons given for this action. However, caution must be exerolsed since reasons stated from one souroe might be different than ( from another souroe - producing disagreement. Further, rea sons given may be rationalizations; i.e., good reasons, but not true reasons.

5* Another purpose of this study will be that with the data compiled, what remedies can be developed to reduce the rate of premature withdrawals. This means a close scru tiny of the present practices in school to determine the con ditions under whloh the premature withdrawal becomes success ful in sohool, in concluding his studies through completion of high sohool.

Procedures

The information in this study was derived from sev eral sourcest (1) the religious school cumulative record of each student; (2) the family membership record of each of the students, (3) Information derived from the public school records of the students, (If) the student-interview form com pleted by each student, and (5) the parent-interview form completed by both the father and the mother of each student.

Population All the seventh graders in the Beth Shalom Religious School during the sohool year 1971 - a total of 65 students, 33 of whom were boys and 32 of whom were girls. In addition, the population of parents whloh was sampled consisted of 130 persons.

Methodology The student-interview form was prepared after each -39-

questlon was carefully reviewed by a group of oolleagues In the field of Jewish education. Eaoh form was Identified by an odd number, 1 to 65* assigned to boy students and an even number, 2 to 6^, assigned to girl students. Eaoh num ber corresponded with the number assigned to a master list consisting of the names of each student in the seventh a grade classes, ftie student form was administered, by the writer of the study who served professionally as the dir ector of the school, to the students in their classes. Those students who were absent were permitted to complete the form on another oocasion under the same supervision in the library. The parent-lnterview form had to be reduced in size as, in trial administrations, volunteer adults reported that it took too long to complete. The parent form was reduced to 20 questions which were carefully reviewed by a group of oolleagues in the field of Jewish education. Eaoh form was administered by the author of this dissertation on an individual basis - usually both the father and mother com pleted their respective form at the same interview. The form, after completion by the parents, was given the same number as had been assigned to their child, with the addi tional code letter designation of MF" for father and "M" for mother.

Statistical Treatment The data from the various sources were coded in C suitable form for computer data processing at Wayne State -40-

Unlverslty Computer Center. The following statistics were used for analyzing the data: Chi Squares, Contingency Coefficients and Z Ra tios*

Chi Square The Chi Square statistic used In this program Is based upon Pearson's Chi Square test of association. It tests the Independence (or lack of statistical associa tion) between two variables. In this study the two vari ables are the withdrawn student and the continuing stu dent. It does not measure the degree of association; It only Indicates the likelihood of having a distribution as different from statistical Independence by ohanoe alone as the observed distribution.

with (r - 1) (o-l) degrees of freedom, where (^o) equals the observed frequency In each cell In the contingency table; (f) equals the ezpeoted frequenoy of eaoh cell In the contingency table; o equals the number of columns in the table, and r equals the number of rows in the table. The expected frequenoy (f) is calculated as

Where is the frequenoy In a respective column margi nal, r^ is the frequenoy in a respective row marginal. 38 and N stands for total number of valid oases,'7

Corrected Chi Square Chi Square gives a more accurate value when appli ed to tables with a large value of N, as Chi Square dis tributions are based on large sampling. When the expeoted frequencies in some cells of the table run as low as $, It is a good Idea to make some oorreotion for continuityt as the possibilities of different values for Chi Square are rather limited when the cell frequencies are small in- 39 tegers. The Chi Square was used to test whether there was a significant difference between withdrawn and continu ing students when the data had more than two categories.

Contingency Coefficient One correlation oommonly used to describe the re lationship between two nominal variables is the Contingency Coefficient. It may be calculated on tables comprised of any number of rows and columns - greater, of course, than one. As a nominal statlstlo it is Independent of the or dering of the rows and columns of the contingency table. The arrangement of the rows and oolumns may be changed, but the numerical value of the Coefficient remains unaltered.

38 Norman Nie, Dale H. Bent and C. Hadlal Hull, SPSS Statistical Package for the Social Soienoes, New York* KoGraw- Hill 3ook Company, 1970), p. 2?i>, 3 9 ___ The formula for the Contingency Coefficient la usually stated In terms of x as

X2 where o^ is the observed and (f) the expected cell re- quencies. Bie Contingency Coefficient Is then given by

where N is the total number of observations. To test the significance of an obtained value of C, a knowledge of its sampling distribution is unnecessary. To compute C requires 2 x • The significance of C may be tested by consulting a 2 J+0 table to ascertain whether or not the x is significant.

Test of Significance - Z Batlo The value Z was used to test the difference between two Independent proportions, that of the withdrawn students and of the continuing students, by dividing the observed difference between the proportions by the estimate of the standard error of the difference. Its formula is

Z - P1 ~ P2 8 (Pi ’ PjJ Where p^ is the proportion of withdrawn students, p2 is

Ferguson, George, A Statistical Analysis in Psy chology and Education, (New™York! MoGraw Hill Book Comp any, ino., 19^9), p. 19^* the proportion of. continuing students. S is the standard error of the difference, which equals

Z - pl - p2 VkC + (1/n 0 i Where p is the proportion of withdrawn and continuing stu dents, q is 1 - p, N, is the population of withdrawn stu- Jfl dents and N is the population of continuing students. The Z Ratio was used to test whether there was a significant difference between withdrawn and continuing students when the data was dlohotomous. CHAPTER II HISTORICAL BACKGROUND

A short History of Jewish Education A school system, like any other sooial institution, does not spring into existence out of nothing, as it were, by the fiat of some authority. The Jewish sohool came into being as the result of a long process of gradual growth, the beginnings of which are lost in obscurity. Nor is this pro cess to be thought of as a smooth, steady upward ourve. It was either aooelerated or retarded by the play of sooial, economic and politloal forces within and without the Jewish community. Yet it is possible to trace a fairly continuous line of development from the earliest ages when formal edu cation ms an unknown thing, down to the time when the Jew ish sohool became a fully established sooial institution. It would appear that as a public institution, a Jew ish sohool did not exist during the whole period covered by the biblical literature. There is a suggestion found in the biblical commentaries of the exlstenoe of a ’school* at whloh the Patrlaroh, Jacob, studied for fourteen years, U2 taught by the scholar, 'Ever.* *Shem,9 the eldest son of

M. Rosenbaum and A.M. Silbermann, Pentateuch With Rashl's Commentary (New York: Hebrew Publishing Company, ±9^1)7 P« 130. 'Noah* became, In Jewish lore, the founder of an aoademy * for the study of Torah which counted among its students both Isaac and Jacob. It would seem that in the latter part of that period, children, especially boys, did re ceive some form of literary instruction either by the fath er or a private teacher, ttie numerous biblical injunctions concerning a parent's responsibility to 'tell,* 'relate,1 'teach* his children, e.g., EXODUS 13*8 and DEUTEHOMOMY 6*7 and 11*19 were considered to be the religious basis of Jew ish elementary education. These biblical passages would seem to indicate the religious responsibility of the par ent to transmit to his offspring the Jewish tradition from generation to generation, ttie practical training of the child, religious and social, is as old as the family it self.

Vocational Eduoatlon One of the obligations that a father had.toward his son, In addition to teaching him Torah, was to teach him a trade. The purpose of this vocational training, which prob ably followed the apprentice system, was not only to strike an harmonious relationship between study and work, but also to pave the path for the ethical life. The lack of a skill and the opportunity to earn an honest livelihood could force a person to resort to dishonest and criminal means in order to provide for himself. The Talmud was quite blunt about it, when it warned that* "A father who does not teaoh his son a trade teaohes him to r o b . ^ vocational training was but another way by which the Torah night be fulfilled. Trades were hereditary to be taught In the whole of the ancient world* a practice which has not entirely died out even now although this aspect of life with the rise of the new technological ohanges In lifestyle and occupations is a major concern of union leaders and vocational counsel ing ors. Direct religious training is mentioned in the Tor ah In Deuteronomy 12tl2.

The Synagogue ttie Synagogue is probably the greatest praotloal achievement of the Jewish people. It was the forerunner of the Church and the Mosque, but in the history of educa tion It was also the first sohool for adults or popular university - a role which it continues to enhance today with its series of wide range of toplos for adult education. Jewish people would come together, usually once a week on the Shabbat and together with one more learned who would read and explain the passages from the Torah and in the

z _ Babylonian Talmud. Kiddushln 29a. ^Raymond A. Ehrle, "Vocational Maturity, Vocational Evaluation, and Occupational Information," Vocational Guid ance Quarterly. XIX, No. 1 (1970), 41-^5*

Travers R. Herford, Pharisaism! Its Alms and Its Method (New York! G. P. Putnam's Sons, 1912), p. 30. 4 6 process establish a living liturgy.

Education In The Synagogue The Synagogue supplied an Important means of In direct education for the children who would aooompany their elders on their visits to the religious gatherings and would listen to the discourse, Join In prayers and begin 4? their gradual Initiation into the life of the oommunlty. The earliest teaohers were sent out from Jerusalem to trav el from place to place with copies of the "book of the law." Their methodology was to read and explain passages from the Scriptures - a method whloh remained fundamental In the Jew ish school throughout the ages.^ This was the beginning of 4q Jewish popular education. 7

Schools For Adolescents Two centuries later a new stage was reaohed in the growth of Jewish popular education with the foundation of sohools for youths of sixteen and seventeen. Their estab lishment was due to the initiative of Simon ben Shetaoh, a leader of the Pharisees. The aim of the new educational institution seems to have been the promotion of the teaoh-

Ibid., p. 80. 4? Babylonian Talmud. Kagiga 3a. 48 Nehemiah 8 *8. 49 Nathan Morris. The Jewish Sohool (New York* Jewish Education Press, 1954), p. ITT ing of the Pharisees, and the subject matter the interpre- 1 tation of the Soriptures according to the tradition of the Oral Law. The method of study mis similar to the Greek rhe torical sohool in which the practice of arguing on both sides of a case was utilized. Xt would appear that the rise of the Jewish sohool for youths owed something to Hellenistic influence, to which it was partly Intended to aot as an an tidote.

Elementary Schools It was a short and inevitable step to the elementary sohool for young children. Private, fee-paying schools, set up by individual teaohers, gradually spread through the oountry. However, public control and organization did not oome until after the Homan wars which resulted in the des truction of the Jewish political state. This event brought the development of Jewish popular education to its final stage - the establishment of the publicly organized and pub* 50 lioly controlled elementary sohool.

Elementary Eduoatlon Spreads Elementary eduoatlon spread very rapidly until, by the 4th century C.E., it beoame practically universal. Thus, 51 the Talmud reoords a discussion between two scholars of the middle of the 4th century C.S. One of them asks, "Is it pos-

50 Ibid.. p. 12.

^Babylonian Talmud. Shevuoth 5a • sible to find anyone without elementary sohool knowledge?** » * The other answers, "Yes, it is possible with a child who was taken captive among non-Jews." in a fairly typical state ment on the history of the rise of the elementary sohool, Morris states,^"Simon ben Shetach arranged that children should go to sohool - Bet Rasefer. Up to his time, fath ers used to teaoh their own children, or the Synagogue official - Hazzan - went from house to house, or arranged for the ohlldren to oome to the Synagogue for the purpose of teaohing them. In the days of the Hasmoneans, when the the Pharisees had management of the internal affairs, they took measures to spread a knowledge of the Torah. Simon, as the head of the Pharisees, was the founder of the Jewish sohool In Jerusalem and also in all the Important provincial, laws; and Joshua ben Gamala instituted suoh sohools in every province and in every town. Children were to be admitted at the age of six or seven. Thus, by the ^th oentury C.E., there was the oonvlotion by the individual Jew that eduoation was the most essential oondltlon for the survival of Judaism, the way of life In which all his religious and so cial Ideas found their expression.

Developmental Stages of Jewish Eduoatlon The development of Jewish popular education was mark ed by three dlstinot stagest (1) the rise of the Synagogue

52 Morris, Jewish sohool. p. 18. during, or soon after the Babylonian captivity; (2) the establishment of schools for youth in the period follow ing the Maccaboan Wars; and (3) the foundation of the pub lic elementary sohool after the destruction of the seoond Temple by the Homans and the downfall of the political state, m each case an external political event served as a stimulus to accelerate the process of Inner develop ment. Popular education began with the teaching of adults, extended downards until, after a period of six or seven cen turies, it reached the ohlld. Once fully established, it continued along essentially the same lines, without break, down to the end of the eighteenth century.

Jewish Education In The united States The earliest Jewish settlers, suoh as the 23 Jews who emigrated to New Amsterdam in 165^, were of Spanish and Portugese descent - Sephardim. By 1790 they had become a minority of the Jewish population In the united States. Bie majority were Ashkenazlm who had migrated from Germany, Aus tria and Poland, in addition to the Sephardim from England, Holland, Prance and the West Indies. Thus, from the begin ning the American Jewish community was heterogeneous from the point of view of .the country of origin. A\

53 Ira HosenBwaike, “An Estimate and Analysis of the Jdwlsli Population of the United States in 1790." American Jewish Historical Sooiety Publication. L (I960), 25* Educational options Broadened The options open to Jewish parents for the eduoa tlon of their ohildren became more numerous as Jews ach ieved economic and social status and as a distinctive Ameri can pattern of education emerged in the colonies and in the I early republic* The pace and character of educational de- 4 velopments in the colonies differed according to sectional, economic, social and religious positions* t w o educational developments after 1750 were, firstly, the establishment of "public schools." Actually, these schools were private and were opon to those who oould undertake the studies and pay the tuition fees. The second was the development of the Academy which, during the last decades of the eighteenth century, outdistanced the Latin Grammar Schools whose pur pose was to prepare boys for college and a career in the ministry or law. By 1830 there were 950 incorporated aoa- 54 demies in the United States.

Functional Value Importance The educational choioes made by Jewish parents * were largely determined by their residence in the cities, their occupations and the Jowlsh educational traditions practiced in their countries of origin* There was oontinu- adherenoe to the tradition that eaoh Jewish child, regard less of moans, should reoeive an eduoatlon. To Jews as a

Ellwood P. Cubberly, Public Education In the United States (Boston: Houghton MifFlin Company,1947), pp. 246-W. small pioneer group, concerned with establishing a foothold t for themselves and their communities in America, the immedi ate functional value of eduoatlon m s the foremost consider ation* Therefore, from the start, children were given both vocational-secular as well as traditional-religious Jewish 55 education. It is clear that J e m did'not attempt to make the Jewish sohool the major vehicle of education for their child ren* Nolther the Jewish nor the general oommunlty assumed 56 full responsibility for the education of the young.

Jewish School Americanized During the Colonial period there emerged patterns, struggles and problems whioh have characterized Jewish edu cation to the present day. under the Impact of Amerloan po litical, social and economic conditions, and because of the voluntary and heterogeneous nature of the Jewish oommunlty, the education of Jewish ohlldron and the Jewish school took a distinctive Amerloan form. Wie separation.of secular and religious studies, the aooeptanoe of the non-sectarian sohool, the supplementary nature of the Jewish sohool, the uncertain responsibility ofthe Congregation, the accordance of low sta tus to the Jewish teacher, the relation of Jewish schooling to developments in general education - all these were major

55 Leo L. Honor, "The Impaot of the American Environ ment and American Ideas on Jewish Elementary Eduoatlon in the United States," Jewish Quarterly Review. XLV (1955) 5-51“55i 56 R. Freeman Butts, The Amerloan Tradition In Religion and Education(Boston: Houghton Mifflin Company, 1950), p.113. features of the Amerloan Jewish educational pattern whloh developed.

Separation Of Secular And Religious Eduoatlon By separating secular and religious education, Jews were able to take full advantage of the educational route to economic and social advancement In America. By failing to make education a full communal responsibility, American Jews ' also failed in either recruiting or sustaining a corps of teachers. Jewish schools functioned Irregularly and Ineffi ciently and Jewish education could not rise above the elemen tary level. Despite difficult oirounstanoes, oolonlal Jews found the means to both establish basic institutions upon which a great community would grow and to educate its youth 57 for an active role in its development.

During The Nineteenth Century The arrival of a greater number of Jewish immigrants to the United States during the nineteenth oentury from dif ferent areas in Europe who developed their own groups and com munities resulted in the disintegration of a single and uni fied oommunlty. The native Amerloan Jews wore thoroughly Americanized and assimilated into the Amerloan community. They sent their ohildren either to private schools, whloh at that time the purpose of instruction m s the lnoulcation of

57 Seymour Fromer, "In the Colonial Period," in A Hist ory of Jewish Eduoatlon In the Unltod States t ed. Judah Pilch (Kew York* American Association for Jewish Eduoation, 1969)1 pp. 23-2^. Christianity or, where available, to non-denomi national private schools, or to the public schools whloh at that time were inferior to the private sohools. These Ameri can Jews did not send their children to the all-day schools under Jewish agencies where English and Hebrew subjeots were taught as they were opposed to the arrange ment of •parochial* sohools for Jews; To supplement the general education of their children, the native Jews pro vided afternoon or evening or Sunday sohools where little beyond a mechanical ability to read the prayerbook in Heb rew and some oateohetloal instruction in Jewish religion 58 was taught#

New Immigrants Bie Jews who arrived at this time into the United States from Germany could not understand the position of the native Jew and often denounoed him for sending his ohlld to a Christian private sohool# The German Jew es tablished all-day sohools attached to synagogues in whloh German, in addition to English and Hebrew, were taught# A special sohool committee at eaoh synagogue supervised the sohool, collected tuition fees and determined the ourriou- lum;

Lay Committees These committees, consisting of leading members of

58 Hyman 5. Grlnsteln, "In the Course of the Nine teenth Century,” Supra, p# 31; - 55-

the Congregation, visited the schools constantly to test ^ students and observe teachers* The general membership of . - i the synagogue m s called In to determine whether a sohool should be established or to vote on continuing the sohool when finances were at a low level* The program offered was definitely weighed in favor of secular studies and little time was devoted to Jewish studies* These sohools had only a few years' existenoe. By the mid-l850s, the elimination of direct religious teaching in certain wards where Jews lived in New York made the ohlldren flock to the free publlo schools;

Parochialism Feared It would seem that as the newer immigrants became C. Americanized, they, too, adopted the position of the native Jews of the earlier period and feared that Jews would be erecting a wall between themselves and the Gentile commu nity by maintaining their own parochial type of education*

Supplementary Eduoatlon At this time Congregations now turned to the after noon or Sunday sohools; The Sunday sohool usually met from 9:00 A.H* to 1:00 P.M. on Sunday* The private teacher, muoh in evidence in the various communities prior to the establish ment of the all-day schools, again came Into promlnenoe - after their decline.

O East European Style Sohool Hie East European Jewish Immigrants, where families were large and incomes meager, established within their own groups synagogues where a teaoher taught forty to fifty children in a heder* instruction started at three in the afternoon after public sohool hours and centered around the prayerbook and the Humash in the original Hebrew, and the Hishnah. A children's synagogue was established with a 59 shortened form of servioe. The most important eduoatlonal institution in the latter part of the nineteenth century by the East European Jews m s a Talmud Torah established by Pesaoh Rosenthal for free-of-charge instruction of poor children after public sohool hours which provided, In addition to free tuition, clothing and shoes for its students.*’0

The Twentieth Century Amerloan Jewry's concern that it must educate its own future Jewish teachers brought into existence a number of Jewish Teaoher Institutes including, ohronologioally, the following: li Gratz College in Philadelphia (1897); 2. Teaohers Institute of the Jewish Theological Seminary of America, New York (1909); 3« Teaohers Institute of Yesh- iva University, New York (1917); Jewish Teachers Semin ary and People's University, Hew York (1918); 5» Baltimore

59 Dally Graphic (Hew York), July 16, 1878. 60 Jewish Messenger (New York), XIX, p. 2*f0* Hebrew College and Teaohers Training Sohool (1919) I 6. Heb rew Teaohers College, Boston (1921); 7* Herzliah Hebrew Teaohers Institute, New York (1921); 8. Sol Bosenbloom Teaohers Training Sohool of the Hebrew institute of Pitts burgh (1923); 9* College of Jewish Studies, Chicago (1926); 10* Hebrew Teaohers Seminary, Cleveland (1926); 11* Hebrew 61 Teaohers Training School for Girls, New York (1929*

Congregational Sohools Surpass Crmmnmlty Sohools It is during this period that in New York, Congre gational sohools grew until by 1928 they had gained a nu-

'i 62 merioal advantage over the Talmud Torahs. A similar sharp deoline In Talmud Torahs took pl&oe throughout the Uhlted States. A review of Jewish education in the United States In 1942 by Berkson^statess "The average Jewish ohlld prob ably does not receive more than two or three years of elem entary Instruction through all the years of his .childhood and youth. If he has attended a Hebrew weekday sohool, his major achievement would be the ability to read the prayer book with some facility, a little Bible, a smattering of Hebrew, some stories, some songs, some familiarity with the

ST" : Heir Ben Hopin, "Prom the Turn of the Century to the Late Thirties," In History of Jewish Eduoatlon. Supra, p. 84. 62 S. Budavsky, "Trends in Jewish Sohool Organization and Enrollment in New York City, 1917-1950," YIVO Annual of Jewish Sooial Science, X (1955)* P* 6?. ^Isaao B. Berkson, "Jewish Educations Achievements and Needs," In The American Jew', ed. Ofioar I. Janowsky (New Yorks Harper and Brothers, 1942), p. 77. ceremonies and a fragmentary knowledge of Jewish history* 1 There would he little understanding of Jewish problems and probably little serious conviction about Jewish rellglon( conceptions, or about the significance of Jewish cultural life generally* If he has attended a Sunday sohool, his knowledge of Hebrew would be less, his knowledge of his tory perhaps better, but rarely adequate."

Appreciable improvements There had been appreciable improvements in Jewish * education in the United States in the first half of the twentieth century. American Jewish education was on its way to full Americanization in method and modernization In content* The new American Jewish sohool, up-to-date in ap pearance, efficient in administration, oomparable in staff qualifications to the better public sohools, attracting growing numbers of children, was seen as making signifi cant contribution to the continuity of Jewish life in Amer - 6if loa*

World Events in The Twentieth Century To The Present The years from the 1930s were pregnant with tragedy and with danger for all mankind* Hitler *s Nazis struok hardest at the Jews. With force and brutality they des troyed two-thirds of the Jewish population of Europe. In the United States the antl-semltlo movements of the late

£Jl Horin, History of Jewish Eduoatlon* Supra* p. 115* 59

1930s encouraged numerous organisations of bigots who agi tated against the Jews. European Jews who sought a haven in this country were refused admission■ relatively few were permitted to enter. The Jewish oommunlty in Palestine, called in Hebrew, Yishuv, made a worthy effort to withstand Arab hostilities, on the one hand, and the British Govern ment^ determination to uphold the White paper forbidding admission of Jews to that national homeland, on the other, ahese grave events stirred the masses of American Jews.

A Search For Meaning The Jewish oatastrophe in Europe, the spread of anti-semitism and the quest for an answer to the perplexities of the modem age prompted many Amerloan Jews to engage in an honest search for a meaning to their Jewishness. Jews, whose tendenoy in the thirties towards assimilation had es tranged them from their people, were now ready to Join the fold by membership in a synagogue or seoular organization whloh oontributed to the betterment of Jewish life locally, nationally and globally. The years following World War IX beoame the period of widespread religious revival. Churoh, synagogue and their religious sohools gained a new lease on life. Second generation Jews in suburbia, especially those who had kept away from Jewish religious life as they had known it in their ohlldhood, sought to re-establish a re lationship to the Jewish group for their children*s sake. The need to bring up ohildren in a Jewish milieu motivated most parents to Join synagogues. - 6 0 -

i The Synagogue School

Thus, onoe again, the external political events served as a stimulus to accelerate the process of inner development. The need for belonging to one's oim group, the threat of antl-semltism, the oontinued shock of the enormity of the Nazi holooaust and the general condition

♦ of life in suburbia were the major causes of the rapid 6 5 growth of the revitalized American synagogue. Temples and synagogues provided facilities for the entire families: Men's Clubs, Sisterhoods, Youth Clubs, Adult Education pro grams, the religious schools for the ohlldren.

Acculturation Of American Jewish Home Oie Jewish home whloh identified itself with the synagogue no longer fulfilled its historic function in pro viding the full range of religious experiences. The aver age Amerloan Jewish home, aooulturated to the mores of the American majority groups, no longer perpetuated Jewish tra ditions. The synagogue sohool was forced to aooept as its responsibility, what had formerly been the major function of the Jewish home, the bringing up of the child in a Jew ish environment in which he oould express himself jewishly. The sohool was, therefore, required to include in its pro program some of the Jewish religious and cultural deficien cies of the home, in addition to Its regular task of teaoh-

^Judah Pilch, A History of Jewish Education, (New Yorkt American Association for Jewish Education, 1969)> p. 12*f. 61 -

ing some of the basic elements of Judaism. All this to be i accomplished in a sohool whose hours, of instruction were 66 * drastically curtailed.

Successful Synagogue Sohool Hie new synagogue sohool benefited Jewish education* not only because of its successful effort to attract the children of all its members, but by its utilization of syna gogue facilities to serve the growing child educationally at all periods of his life, not merely during the formal sohool ages. The synagogue' sohool reaohed out to a greater number of parents and suooeeded in making the sohool a must for the rank and file of Its affiliated numbers. Moreover, since the synagogue sohool had become acceptable to most parents, the ohlldren, too, were willing to aooept It as part of their life pattern. However, many social scientists have asserted that Jews Join Congregations not because of their religious belief and practice, but rather as a means for Jewish iden tification compatible with Amerloan mores. If this is so, the Congregational sohool has the very difficult task of teaohing children to adopt a mode of life that is not their parents*. Otherwise, the sohool, too, would become a symbol of Jewishness rather than the transmitter of an embraoive code of distinctive behavior, as religious imperatives dic tate.^

66 Ibid., p. 125. ^Walter !• Aokerman, “Jewish Education - For What?H, American Jewish Year Book. IXX (1969), p. 5* Blending For Suooess This underlying problem Is one whloh has a power ful Influence on the potential effeot of Jewish eduoatlon* The problem Is that for several generations Jews have liv ed In an atmosphere where a baslo assumption has been that blending in with the majority culture Is one of the require ments for making a living* In the Jewish view, habitual be- 68 havior becomes second nature* ttiere are many Jews who make more than Just a living, but to whom 'fitting in' and the shedding of all forms of dlstlnotlveness have beoome sec ond nature, an approach totally at odds with the aim of Jew- 69 ish education*

Attitude Towards Jewish Education Improving An improved attitude toward Jewish eduoatlon was of tremendous signlfloanoe for the development in some of the Synagogue sohools of more Intensive programs of Jewish edu cation* In the late 1950s some synagogue sohools increased their hours of lnstruotlon, revised their ourrloula and or- 70 ganlzed high sohool departments for their graduates*

68 " Abraham Amsel, "Is There a Jewish Psychology?", The Jewish Parent* (January, 1970), II* 69 Paul Weinberger, "The Effeots of Jewish Education," Amerloan Jewish Yearbook. LXXII (1971)* P* 236. 70 Judah Piloh, History of Jewish Eduoatlon. Supra. p. -63

Birth Of State Of Israel ( Another reason for the growth of enrollment and for a more favorable attitude to Jewish eduoatlon on the part of parents and students was the rise of the State of Israel in 19*f8. Jewish teenagers Identify with Israel's aspira tions and take pride in its development and achievement* They see no oonfllot between their support of Israel and their Americanism*^1 The rise of the Congregational sohool oolnoided with the gradual deollne of the oommunal sohool whloh had been a product of Jewish life in America during the immigration period* In the environment of immlgrants and first-generation Amerloan jews, the oommunal sohool, al so oalled Talmud Torah, had housed many sooio-oultural in stances. In the setting in suburbia the synagogue became C 1 the religlo-oultural center for large segments of the Jew ish population*

Current Characteristics Traditionally, Jewish life has been based on the 72 pillars of study, oorreot living and showing of kindness* Communal responsibility for the eduoatlon and welfare of all Jews is an essential part of the Jewish tradition and

71 .... .Joshua Celler, "Adolescent sthnlo and Demooratlo At titudes as Related to Attendance in Communal, Congregation- EoJ and Public Schools,M Journal of Jewish Conmmmn «?»■»*- vice, (Pall, 1969), p. 98, ------— 72 ... H. Travers Herford, lfce Ethics of the Talmud 1 Savinas Q the Fathers (new York* SoKooEeh BooEs,~T$6Z), p . 22. there has been continued concern for both the quality and quantity of education for Jewish children* The current pattern of Jewish education is a system which emphasizes supplementary eduoatlon through cnce-a-week Sunday sohools and midweek afternoon schools* m the past deoades, a smaller number of all-day sohools have developed which are maintained by voluntary contributions from parents, patrons • i and sponsoring organizations*

Community Responsibility Considered The idea of some form of total community responsi bility had also taken holdt often more in theory than in practice and by 1930 bureaus of Jewish eduoatlon had been 73 established in most major cities. fltese bureaus coexist ed with Congregational sohools functioning under Orthodox, Conservative or Beform auspices, m e bureaus sought to co ordinate the community's educational efforts by identifying and extending the elements in Jewish education that are com mon to all schools. On the other hand, the Ideologically oommitted individual sohools aimed to perpetuate a speolfio religious world view by stressing the unique aspects of their particular program* As a result, the relationship between local bureaus of Jewish eduoatlon and Congregation- 74' al sohools occasionally have been strained*

73 Ackerman, Yearbook. (1969)* Supra, p. 3. 7<* Weinberger. Yearbook. (1971)i Supra. p. 233• CHAPTER III DESCRIPTION OF THE CONGREGATIONAL SCHOOL

History of Congregation Bie Congregation began Its official existence in 195^ as "Beth Shalom" whioh are two Hebrew words meaning "House of Peace.M It is located in South Oakland County

* and was the first organized group formed in that area to provide the needs of Conservative Judaism. Slnoe its in ception It has embraced the traditional philosophy of a synagogue to be a Bet Knesset - House of Assembly, to be a Bet Tephlllah - House of Prayer, and to be a Bet Kid- rash - House of Study. It has accepted as a fundamental synagogue responsibility from the beginning of its exis tence the formation and development of its own Congrega tional school. The lay and rabbinical leadership have stated consistently in the synagogue brochures that with out a meaningful and dynamlo school, there would be little right to exist as a synagogue.

The Congregation School The sohool is an arm of the synagogue and is admin istered by a lay group of twelve members constituted into a sohool board. The chairman of the sohool board is a member of the synagogue board of directors whioh passes on the total budget of the sohool which, In turn, has its policies set by the school board. The educational policies are set by the Director of Eduoatlon of the sohool in consultation with the Rabbi, who is the spiritual leader of the Congre gation. The Director of Education is administratively res ponsible to the sohool board and educationally responsible to the Babbl.

Sohool Composition The sohool consists of four divisions* 1. Primary Division which includes Kindergarten, grades one and two. 2. Elementary Division whioh lnoludes grades ttxree, four, five and six. 3.' junior High School Division whioh includes grades seveni eight and nine. it. Senior High Sohool Division which lnoludes grades ten, eleven and twelve.

Curriculum Objectives The Congregation is affiliated with the National move ment of Conservative Judaism whioh is the United Synagogue of » America. The sohool board has adopted the objectives for its sohool of the parent organization whioh is the united Syna gogue Commission on Jewish Education. Tfcese objectives ares "We affirm the need for an Intensive Jewish eduoatlon for every Jewish boy and girl, an education that will enable them to experience the inspiration of Jewish living, guide them toward maturity as religious Integrated personalities rooted in their faith, In their people and its traditions, and prepare them for significant roles in the developing American Jewish oommunlty. our sohool curriculum should assume that every Jewish child will attend regular olass through the high sohool years m e ourrloulum should be*oonstruoted in accord ance with the following goalst 1. To imbue the ohild with love of God and trust in His goodness. Every phase of the sohool program and ev ery member of the faculty should reflect this objective, It should find direct expression in the pupils' experiences of prayer, Sabbath and Holy Day observances, the performance of Mitzvot, and In instruction in the principles and prac tices of Judaism, 2, To provide opportunities for the child to de velop keen spiritual and ethical sensitivity through cur ricular and oo-ourricular experiences whioh call for spirit ual and ethioal action. 3* To develop a desire to oonvey the skills to praotioe the Mltzvot and the traditions of Jewish life in the synagogue and in the home through Joyous and meaning ful religious observances in sohool and at home. 4-, To enable the child to acquire increasing know-

United Synagogue Commission on Jewish Education, Report of the Commission. Ob.leotives and Standards of the Congregational Sohool (New York: United Synagogue, 1??8),' pp. 8-9. ledge of the Hebrew language by providing adequate time for Intensive study of graded texts leading to the study of Heb- * rew classics and modern works. 5* To broaden and deepen the child’s Intellectual and spiritual life through knowledge of Jewish history, lit erature and culture by providing instruction in these areas of learning both on the elementary and high school levels. 6. To strengthen the child's identification with his local Jewish community, Eretz Yisrael and world Jewry; to engender in him a desire to share actively in the res ponsibilities of Jewish life on communal, national and world levels, and to prepare him for leadership in lay or profes sional capacities by providing him with the opportunities for active participation In such responsibilities, and by Instruction in Jewish social studies* 7« To explore the teachings of Judaism and the 1- deals of American demooraoy for the reciprocal lnfluenoe they should have on eaoh other, especially during the study of Amerioan Jewish history and the Bible when the biblloal roots and spiritual values of some American holidays should be pointed out. 8. To motivate the child to aooept the study of Torah as a life-long pursuit by making his Jewish studies spiritually uplifting and relevant to his life.

Voluntary Enrollment And Attendance Attendance of students at the Jewish sohool is vol untary. There are no rules and regulations from any offl- oial body within the Jewish community that requires a child to become a student in any sohool for the purposes of Incul cating the child into the Jewish religious civilization. Hals is a voluntary act by the parents to enroll their ohlld Into such a school. The school offers its services for a tu ition fee to permit its students to attend sohool concurrent ly with the students* attendance 'at public school. The stu dent attends the Congregational school in the hours avail able after public school is over for the day - the midweek sessions, and on the weekend when on Saturday morning there are children's worship services, and on Sunday morning when there are regular class sessions. These midweek sessions - after publio sohool is over - are a difficult burden to which the Jewish child has to beoome adjusted and represent a sacrifice by the student of his leisure time and leaves a reduced availability of time for extra-curricular activities and publio school as signments. It may well be that such a heavy load does nega tively affeot the child's satisfaction of the sohool*s pro gramming. It may also determine to a significant level the parent's decision and the child's desire to prematurely with draw from sohool at the first opportune moment whioh is usual ly the Bar or Bat Mitzvah event, coinciding with the student's attendance in the Junior High School Division grade eight.

Bar Mitzvah The term "Bar Mitzvah" is composed of the Aramaic word for "son," and "Bar" is the Hebrew word for Command- ment, "Mitzvah." It denotes an adult male Jew who is obligat ed to perform the Commandments. This term has become Identi fied with the ceremony at whioh a thirteen-year-old Jewish boy becomes a member of the community for ceremonial purposes, in cluding that of being eligible to be counted In the number of ten persona to form a religious quorum, called In Hebrew, "Winyan," Tor the purposes of conducting public prayer. The Bar Mitzvah ceremony is one of the most widely observed of all Jewish rites although it is devoid of anolent authority or 76 sanction. The Talmud merely states that a male ohlld reaches his religions majority upon attaining puberty which is set as a general, hut not exclusive, rule at the age of thirteen years and one day. From this age on, he is regarded as a res ponsible person, liable for the results of his own actions. Babbi Eleazar states^thati "A man is responsible for his son until the age of thirteen years to have him educated in the Torah. *' He further enjoins that when a ohlld reaches this age, the father should recite the blessing, "Blessed is He who has freed me from the responsibility for this boy."

i -Bar Mitzvah Ceremony Slnee approximately the fourteenth century, the term, Bar Mitzvah, has been limited to refer to a boy on the attain ment of his religious majority only. An elaborate ceremony

Babylonian Talmud. Avot v:21 77GenesIs Rabbah 63*10. has developed, generally divided into two parts, the religi ous ceremony In the synagogue and the subsequent social cele bration* The synagogue ceremony normally takes place on the first Sabbath after the actual thirteenth birthday acoordlng to the Hebrew calendar, although it can be held on any week day when the readings from the Torah take place whioh Is regularly performed on each Monday and Thursday at the morn ing service* one of the most characteristic visible expres sions of the Bar Mitzvah is that the boy begins to put on phylaoterles on each weekday morning*

Synagogue Ceremony In the synagogue on the Sabbath morning, the Bar Mitzvah is called to the reading of a portion of the Torah, usually the last portion called Maftir, which gives him the opportunity of reading the prophetlo lesson for that day called Haftarah* The custom of the Bar Mitzvah being spe cially addressed from the pulpit of the synagogue by the Babbl has become widespread - though of comparative recent origin*

Social Activity ttie celebration which follows the synagogue ceremony Is usually a purely sooial gathering, although in some circles the Bar Mitzvah prepares an elaborate address to the assembled relatives and friends on an aspeot of Jewish learning, usually from the Bible and the Talmud* Rabbinic Justification for the sooial celebration has been found in an interpretation of Gen esis 2 :18: "And Abraham made a great feast on the day that Isaao m s weaned," to the offset that it refers not to his actual weaning from his mother but on his attaining his re-' 78 llglous majority. The banquet, therefore, qualified as a Seudat Mitzvah whioh is a feast celebrating the fulfillment of a religious Commandment. In reoent years, with the avail ability of the Western Wall looated in the Holy City of Jer usalem, Israel becoming accessible to Jews, some families have selected this site for the ceremony of the Bar Mitzvah utilizing the festive occasion for either the boy or the family to make a pilgrimage to the Holy Land.

Bat Mitzvah ttiese two Hebrew words mean Hdaughter of the Command ment." They refer to an adult female Jew (Jewess) obligated to perform the commandments, hence the oeremony on the oooa- sion of a girl reaching her religious majority. According to Jewish law, this is reached at the age of twelve years and one day which is a year earlier than the oomparable age for a boy. However, generally, this oeremony is postponed to the age of thirteen years. Most Conservative and Reform synagogues have introduced a Bat Mitzvah oeremony in the synagogue.

A Significant Personal And Pamlly Birthday The emphasis on the Bar and Bat Mitzvah oeremony

^Genesis Rabbah 53*14'* has provided continuity of a population of students in most > Jewish sohools. It is an important milestone in the religi- * ous life of the Jewish youth and of his parents and family if it Is viewed as a significant personal and family birth day solemnized and celebrated within the synagogue and dedi cated to the acceptanoe by the thirteen-year-old boy and girl of an adult role and responsibility and to the continu ity of further Jewish education. However, this is an area 79 that is oausing some serious problems. Thus, Gordon re cords three possible abuses in connection with the Bar and Bat Mitzvah. Firstly, the oeremony may mark the end of the child's Jewish education. Seoondly, the religious sohool tries to inculcate the power to discriminate between what is Important and what is trivial, between the good and the merely glittering. The Bar or Bat Mitzvah party often neu tralizes all that the sohool has attempted to teach. Third ly, those guests who attend the synagogue only on such fes tive oocasions often act inappropriately by conversing loudly during prayers, visit and kiss eaoh other conspicu ously and oertalnly do not add to the dignity and slgnlfioanoe of the service. In another orltloism of this mile- 80 stone, a Jewish educator complains that some of the Jew ish sohools are Bar'or Bat Mitzvah factories. The pupils

Albert I. Gordon, Jews in Suburbia (Bostons Beacon Press, 1959)• PP* 205-6. 80 Israel Ribner, “The Status of the Eduoator," Jewish Education in the 70'st Challenge and Promise. 1970 Yearbook of the Educators Assembly of the United Synagogue of Ameri- oa (Mew Yorks Educators Assembly, 1970), pp. 81-97* 74

attend only to become Bar or Bat Mitzvah; their parents send then only so that they beoome Bar or Bat Mitzvah, and the school prepares them only for what is required to be come Bar or Bat Mitzvah. In fact, the Congregation Is built and maintained by the Bar or Bat Mitzvah and the In come from caterers Is a major Item In the Congregational budget. Without It the membership dues would be too high to be practical. Rlbner further suggests that there Is the beginning of a revolt by the students who do not want to be Bar or Bat Mitzvah. Ihey are no longer willing to pay the price In time and boredom in the Hebrew sohool fbr the gifts that they can obtain anyway from their parents.

Bar and Bat Mitzvah Syndrome It would appear from the data of the Jewish schools

» on pre and post Bar and Bat Mitzvah enrollment that there Is a group or pattern of symptoms whioh ocour together In a disorder and represent the typical picture of the dlsor- 81 der, i.e., a definition of a syndrome. This occurs at the time when the boy and girl reach the Bar and Bat Mitz vah level, it would seem that prior to this event the ma jority of the Jewish ohlldren are enrolled In the Jewish sohools. After this, event, the syndrome appears and with fatal efflolenoy produces a premature withdrawal response from suoh large numbers of boys and girls. What are the

James c. Coleman, Abnormal Psychology and Modern ^ Life (third ed.; Chicago: Scott, Foresman and Company, 19^). reasons for this phenomenon? Why, after seven years of some type of Jewish schooling does this happen? What Is the psychology of this action hy the students? What Is the psychology of the parents who permit this to take plaoe? To these questions this study is being made in the hope that by obtaining soientific analysis of the problem, a set of solutions oan be reached which may have an impact and halt the number of boys and girls who pre maturely withdraw from the Jewish sohools. CHAPTER IV RESULTS OP STUDY

Data Presentation Sixty-five students and 130 parents were the sub jects who oomprised the population in this study. Table III (page 8 ) shows the sample size, sex, sohool year and grade of the student population. Data on the variables of sex of students, inooma of father, behavior of student, distance of family resl- denoe from sohool, and final grades in publio and supple mentary sohools were oolleoted and analyzed using Chi Squares* and Contingency Coefficients, (o.f. Table XXV, pagex9lf)« The following Item was found to be significant at the « .05 level of slgnlfioanoe: Variable I. Sex of Student (o.f. Table XI, page (ft). The data in Table XI express the frequencies and percentages of the male and female students who withdrew or continued in sohool. A greater proportion of female students than male students oontinued in sohool. Corrected x2 = *f.6l1>j C » 0.26^j d.f. = 1 . The following items were found to be significant

a Critical values were obtained from a Chi square table. b Significant at «*< = .05 level.

-76- 77-

at the » ,01 level of significances Variable Behavior Record of Student (o.f* Table XII, page 86) • The data In Table XII express the frequencies and percentages of the withdrawn and continuing students and their behavior patterns in sohool. A greater proportion of withdrawn students display negative behavior patterns, temporary suspensions and parent-teaoher-dlreotor confer ences while in sohool than do continuing students.

x2 « 26 .2V 5? C = 0.5^°; d.f. o if. Variable 6 . Attendance Record of Student (o.f. Table XIII, page 88). The data In Table .XIII refers to the attendance record of withdrawn and continuing students in supple mentary sohool. No withdrawn student attended all of his class sessions; twelve continuing students had a perfect attendance reoord. x2 o 2if.0^°? C « 0.52°? d.f. » k. Data on the Student Interview Form (refer to page 16 6 ) were oolleoted and analyzed using Chi Squares®, Con tingency Coefficients or Z Ratios®. The following items were found to be significant either at the

aCrltical values were obtained from a Chi Square table and Z Ratios obtained from a two-tailed table, o Significant at c*< = ,01 level. o Question 4a .

XIV, page 91). 1 Z « -2.101b Question 5A. Attendance at General Summer Camp (o.f. Table XIV, page 91). Z « 2.775° Question 5B. Number of General Summer Camos (o.f. Table XV. page 93). x2 = 9*81b ; C « 0.36b ; d.f. “ 3 Question 9* Importance of Elementary Level of Suoolement- ary Sohool (o.f. Table XIV. t>asce 91). Z = -3.004° Question 13. Level of Reliprion Learned by Girls at Bat Mitzvah A«e (o.f. Table XIV. cage oi). Z a 2.047b Question 16. Knowledge of Current Jewish Problems (o.f. Table XVI, page 9 8 ).

7? « 7.29a ; C « 0.32a » » 2 Question 20. Continuity After Bar or Bat Mitzvah (o.f. Table XIV, page 9 1 ). Z « -4,?62b Question 21C. Ethios to be Tauriit in Junior High (o.f. Table XIV, page 91). Z = -2.04?a

aCritioal values were obtained from a Chi Square table and Z Ratios obtained from a two-tailed table* Significant at <*< ■ .05 level* o Significant at ° < = .01 level. Question 21F. Modem Hebrew to be fraught In Junior High (o.f. Table XIV, page 91), Z * -3.119^ Question 26. Attendance Enjoyed at Elementary Level of Supplementary School (o.f. Table XIV, page 91)• Z » 1.971a Question 27E. Supplementary Sohool Helped Synagogue Attend ance (o.f. Table XIV, page 91). Z - -1.992*

Question 32-6. Observance of Yom KI p p u t (c.f. Table XIV, page 91). Z « 2 .6 7 5 k Questions 8G, 8J, 10, 17B, 17C, 17D and 23A were found to be significant, but they have not been lnoluded for oautlon must be exercised as the results might be spurious due to the frequencies being less than 5 subjects. Data on the Parents’ Interview Form (refer‘to page 179) were oolleoted and analysed using Chi Squares0 , Con tingency Coefficients or Z Ratios0. The following items answered by mothers were found to be significant either at the *-< «.05 level or at the «< * .01 level of signlfioanoe. Question frA. Attendance at Sunday Sohool by Mothers (o.f. Table*XVII, page 107). Z ■ 2•0^8a

Significant at *=< ■ .05 level. ^Significant at c < » ,01 level. Question frB. Level of Sunday Sohool Completed by Mothers (o.f. Table XVIII, page 108). x2 - lfc.83*j C * d.f. - 5 Question 8C. Observance of Dietary Laws in the Home by Mothers {o.f: Table XVII. page 107).

Z - 1.971ft i Question 8D. Make or Attend Home Passover Seder (o.f. Table XVII i page 10?). Z » -2.090a Question 8P. Mothers Light Holy Day Candles (o.f. Table WTIIt page 107). Z - -2.?29b Question 9 4 . Mothers Want Children to Make or Attend frasaover Seder (o.f. Table XVII. page 107). Z - -2. lW * Question 9-6. Mothers Want Daughters to -Light Holy Day Candles (o.f. Table ^CVII. page 107). Z a -2.6l3b Question 9-8. Mothers Want Children Wot to Work On Shab- bat (o.f. Table XVII. page 107J. Z a -2.0^8a Question 10D. Shabbat Congregational Services Attended bv Mothers (o.f. Table XVIV. page 114). x2 a 6.5^a ; C a o.30a ; d.f. a 2 Question 12B. Candlesticks in Home (o.f. Table XVII > page 107). Z - -2.955b

Significant at ^ a .05 level, b Significant at ^ ■ .01 level. Question 12D. Prayer Book (Slddur) In Home (o.fi Table XVII, page 107); Z « -.2ii0*fa Question 12E« Mezuzah In Home (o.f. Table XVIII, page 108)* Z - -2i377a Question 13B. "Satisfying Grandparents11 as a Reason for Sending Child to Sohool (o.f. Table XXI, page 120). x2 = l?i90a ; C * o ; ^ j d.f. ** 9

Question I^b : Termination of Religious Sohool Eduoatlon at Bar or Bat Mitzvah (o.f; Table XVIII, page 1 0 8 ); Z » 2.101a Question 15-fr; "American Jewish Community11 Sub.leot Learned at Elementary Level (o.f. Table XII, page 86 ). x2 ® 7 .8la ; C - 0 .33a ! d;f. «2 Question 15-6. "State of Israel" Sub.leot Learned at Elemen tary Level (oif. Table XXIII, page 12U); x2 = ll.66b ; c - o;39b l d.f* ■ 2 Question 15-7. "Bible In Hebrew" Sub.leot Learned at Elemen- entary Level (o.f. Table XXIV, page 129). x2 = 8.96a ; C « 0.35^1 d.f. « 2

^Slgnifleant at cr< a ;o5 level. bSignlfleant at <=>< « .01 level. 82

Question 16h« "Jewish Philosophy” Should bo Studied at Juni or High (o;f; Table XVIII, page 108)1 4 Z « -2i92fcb Question 17; Bellglous Elementary 3ehool Important (o.f. Table XVIII, page 108 K . Z » -2:652b Question 18. Religious Junior High Sohool Important (o.f. * Table XVII, page 10?)i Z * -2.693b Questions 12F and 14a were found to be significant^ but they have not been Inoluded for oautlon must be ezerolsed as the results might be spurious due to the frequencies being less than 5 subject. The following Item answered by fathers was found to be significant at <=< ® ;o5 level of significance. Question 10C. Friday NlriKb Congregational Services Attended by Fathers (o.f; Table XXIV, page 129); x2 « 7 ;o*fa; C » o;31| difi « 2 Question l6x was found to be slgnlfioant^ but it has not been Inoluded for oautlon must be ezerolsed as the result might be spurious due to the frequencies being less than 5 subjeots.

Significant at ® .05 level, b Significant at c*< ■ .01 level.

O Interpretation of Findings Die groups interviewed were small but represented the entire grade seven level of the sohool and their par ents. it is not valid to suggest that such a population is representative of the universe of this age group and grade level, or that their parents are representative of the universe of parents of this age group and grade level. However, it would be important to recognize that as far as this sohool is concerned, It is of practical significance to be able to Isolate those olusters that differentiate be tween students who withdraw from sohool and those students who continue in school.

Related Data Analyzed The date in Table XI express the frequencies and percentages of the male and female students who withdrew or oontinued in school. There is a greater proportion of male students who withdrew from sohool than female students who withdrew from sohool. Similarly, there is a greater proportion of females who oontinued in sohool than of male students who oontinued in sohool. It would seem that fe male students in a greater proportion remain in sohool, whether this is beoause of their own preference or their parental influence is not known. However, the Jewish tra dition whioh emphasized the male role in Jewish learning appears to bo reversing itself in that it is the female students who are continuing in a greater proportion than the male*

TABLE XI CONTINGENCY TABLE OF WITHDRAWN AND .CONTINUING STUDENTS AND GENDER

Student - » * Total Differ Status ence Frequencyj Feroent jFrequenoy Feroent

With drawn Students 19 57.6 9 28.1 28 29.5 Continu ing Students 14 42.4 23 71.9 37 -29.5 1

Total 33 100.0 32 100.0 65 . « Correoted (d.f. » l)s if*61 » c “ °*26 aSignifleant at * .05 level. It Is important that a ohlld be happy in sohool. The unhappy ohild will not suooeed in the religious sohool program. He will exhibit behavioral traits that will oreate problems for himself in his relationship with his peer groups» his teach ers and his learning patterns. In the primary and early elem entary grades$ children generally exhibit pleasure from their sohool attendance. As they develop, they are confronted by more oomplex educational subject matter. It ip natural that those students with limited intellectual capacities will ex perience greater frustrations than those better endowed. Yet, there are students who despite their superior Intelligence are unwilling to continue In religious school. Table XII details the frequencies and percentages of the withdrawn and continuing students and their behavior patterns. A greater proportion of withdrawn students display negative behavior patterns of all degrees of severity than do the oontinulng students. Withdrawn students, while in school, account for more temporary suspensions and parent-teaoher- direotor conferences in a greater proportion than do con tinuing students. Whereas oontinulng students aooount for minor acts of misbehavior requiring three or less visits to the sohool office in a greater proportion than with drawn students; However, students may use deviant patterns of behavior to reinforce a predetermined decision to leave sohool rather than leave sohool because of adverse behavi or patterns; TABLE XXX CONTINGENCY TABUS OP BEHAVIOR PATTERNS OF WITHDRAWN AND CONTINUING STUDENTS IN SUPPLEMENTARY SCHOOL

R a t i n g Withdrawn Continuing Total Differ Students Students ence

- Frequency Percent Frequency Feroent

...... j

1 if 14.3 | 0 0 4 14.3 2 8 28.6 2 5.4 10 23.2

3 3 10.7 0 0 3 10.7 if 10 35.7 11 29*7 21 6.0 2if 27 -54.2 3 10.7 64.9 * .

Total 28 100.0 37 100.0 65 -.,-1 .

* (d.f. - 4) * 26-z4b’ 0 " 0*5^. aKey* 1 a temporary suspensions 2 » parent-teaoher-direotor oonferenoe;

3 b four or more visits to offioe and two consul tations with director;

4 b three visits to offioe and consultation with direotors 5 « less than three visits to offioe* Id Significant at ^ ■ .05 level and b .01 levels. Michigan law requires students to attend school. Students attend Beth Shalom sohool in addition to publio school. There are no laws whioh require attendance at sup plementary sohool - it is a voluntary aot. The Beth Shalom sohool board requires that a student, In or dor to receive Bar or Bat Mitzvah privileges at its Congregation, shall attend either its own sohool or another similar sohool for a period of seven years prior to the event of Bar or Bat Mitzvah. The decision on whether a student has or has not met suoh attendance standards is made by the direotor of the sohool and by the rabbi of the Congregation, who, to gether, make such recommendations to the sohool board. An analysis of Table XIII that deals with the at tendance reoord of withdrawn and oontinulng students indi cates that there were no withdrawn students who had a per fect attendance reoord. Further, that twelve oontinulng students had a perfect attendance reoord. A greater pro portion of withdrawn students compiled an absentee reoord of more than 20 per cent than did the continuing students. Five withdrawn students exoeeded 25 per cent of absenoes, whilst there were no continuing students with this poor attendance reoord. It would appear that withdrawn students establish a pattern of poor attendance indicative of the intent of their future action to withdraw from school. .TABU! XIII CONTINGENCY TABLE OP ATTENDANCE BECOBD OP WITHDRAWN AND CONTINUING STUDENTS IN SUPPLEMENTARY SCHOOL

* Sessions Withdrawn Continuing Total Differ Attended Students Students ence Frequency Percent Frequency | Feroent

100-95 0 0. 12 32.** 12 -32.4 94-89 8 28.6 15 40.5 23 -11.9 88-83 7 25.0 9 24.3 16 0.7 82-77 8 28.6 1 2.8 ' 9 25.8 76-71 5 17.8 0 0. 5 17.8 f , f i *

Total 28 100.0 37 100.0 65 |

* (d.f. - *>“ 2'f*°'>a. 0 " O'*2*- Significant at a * * .05 and ■ .01 levels.

Student Data Analyzed During the summer months of July and August the re ligious sohool Is olosed for the vaoatlon period. The week ly children's Sabbath services are discontinued'during the * entire summer vacation period. Many children attend summer camps usually away from the oity for varying periods of three weeks to eight weeks. These camps provide a variety of speolalty programs including suoh areas as rnusiOi langu- ages, athletics, art appreciation and weight-watching diet, control camps. The United Synagogue of America has estab lished a network of camps called "Hamah camps" which offer the usual summer outdoor activities and include an Inten sive Jewish learning and living experience where the langu age of Instruction and communication is Hebrew* The religious school embraces the philosophy of teaching and of practicing Judaism* In the summer months the religious school might well provide a formal and In formal setting of an enrlohed program of Jewish living and learning for its students* It is interesting to note the united Synagogue of America's Commission on Jewish Educa tion established In 1970, a National Summer Aotlvltles Com mittee (on whloh the author of this dissertation is a mem ber) to explore the possibilities of programming effective ly for the utilization of the summer months* This oommit- tee is planning to conduct a program for the entire family of a soolal and cultural experience within the framework of a Jewish environment* Judaism Is a synthesis of the cognitive and affect ive domains. It incorporates both knowledge of , and prac-' tloe in, the Jewish religion* ©le summer vaoatlon period oould have an important bearing upon the student's percep tion of a living, dynamic Judaism* Ihls might encourage a student in a positive fashion to oontinue in religious sohool* During the school year a student learns of the val ues Inherent In his religion and about the lifestyle of his faith whioh includes such topios as Kashfut - dietary lavs; Shabbat - Sabbath observances; Teflllot - prayers; and Gemil- lut Chassadlm - acts of charity. In the summer if these cognitive and affective areas are Ignored, suoh as would ooour when the student Is at a general camp, what effeot might this have upon the student's religious identity? It might be surmised that the teachings espoused in the religious school during the year will become relegated by the student to an arohalo pattern with no rele- vanoe to his lifestyle. What would the effects of suoh a camping experience be on the student's continuing in reli gious school? An analysis of Table XIV, Question 1+A, show ed the followings A significant proportion of continuing students attended a Jewish summer camp than did the with drawn students. Similarly9 in Table XIVv Question 5A, de tails that a significant proportion of withdrawn students attended a general, not specifically Jewish only, camp than did the continuing students; TABLE XIV * PROPORTION OP POSITIVE RESPONSES OF WITHDRAWN AND CONTINUING STUDENTS WITH SIGNIFICANT ' Z RATIOS

Question Withdrawn . • Continuing z Number* Students Students Ratio .Frequency Proportion Frequency Proportion ■ » . i * h k 16 30 o:8i -2.10® 5A 18 m 11 0.30 2.77® 9 10 0.35 27 0.73 -3.00® 13 22 o;79 20 0.5? 2.05® 20 0.25 ,31 0.84 21C I 0.21 17 0.46 -2.05® 21F 18 0.64 35 0.95 -3.12? 26 9 0.32 21 -1.97$ 27B 12 0;43 25 tel -1*99® 32-6 23 0.82 37 1.00 -2.67® ■ \ ( ..... ■ -J

a . Key* 4a » Jewish stunner comp attended; 5A b General summer oanp attended; 9 = Importance of religious sohool; 13 9 Girls learned sufficient Judaism by Bat Mitz- vah; 20 b continuing after Bar or Bat Mitzvah; 21C b "Ethloa" selected for study at Junior High; 21F b "Modem Hebrew" selected for study at Junior *• High; 26 b Enjoyed Elementary sohool; 2?E b Religious sohool affoots Synagogue attendanoe; 32-6 b Fasting on Yom Kippur (Day of Atonement). b Significant at erf? b .05 level. o Significant at b .01 level; 9 2 -

The trend towards attendance at general summer oamps rather than attendance at Jewish stunmer camps and its relationship towards continuing or withdrawal from religious sohool Is further described by inspection of Table XV which details the number of general oamps at- j tended by withdrawn and continuing students. A greater proportion of continuing students did not attend even one general oamp than the proportion of withdrawn students that did not attend a general oamp. Although a greater proportion of withdrawn students did attend at least onoe at a general oamp than the propor tion of continuing students that attended onoe a gener al oamp;

O TABLE XV CONTINGENCY TABLE OP RESPONSES OP WITHDRAWN AND CONTINUING STUDENTS AND NUMBER OP GENERAL SUMMER CAMPS ATTENDED^

Number of Withdrawn Continuing Total Differ-. Camps Students Students enoe Frequenoy Feroent tFrequenoy Percent •

0 10 35.7 26 70.3 36 -3^.6 1 11 39.3 7 18.9 18 20.if 2 5 17.9 1 2.7 6 15.2 3 2 7.1 3 8.1 5 - 1.0 \ < % i

Total 28 100.0 37 100.0 65

aQueatlon 5B on Student Interview Form. Significant at <*< « .05 level.

The religious sohool is concerned in developing the total Jewish personality of the student in the cognitive (knowledge acquisition) and the affective (values and prac tices ) domains. The public sohool in its program alms to wards the goal of "how to make a living," a commendable and Important focus. The religious sohool attempts to prepare a ohild in "how to live," It might be suggested that the public sohool concentrates upon the objectives "for living," whereas the religious sohool seeks to prepare Its students ■ "for life." It would seem that this distinotlon is important to be oonveyed to, or to be understood by, the student. Both public sohool and religious sohool are Important and both have their areas of oonoem and Interest for their students. Is religious sohool viewed as important to the student as publio sohool is considered Important? is the laudable goal of being able to "make a living" viewed as Important as the equally laudable goal of "how to live" un derstood by, or oonveyed to, the religious sohool student? Table XIV on page 91 lists Question 9 whioh records the responses of students to the question if religious sohool is as important in Jewish eduoatlon as publio sohool is in general education. A significant proportion of continuing students agreed that religious sohool is as important in Jewish edu cation as publio sohool is in general eduoatlon - oompared to withdrawn students. A significant proportion of with drawn students disagreed that religious sohool is as import ant in Jewish eduoatlon as publio sohool is In general edu oatlon. Ben: and Bat Mltzvah preparation is an Important fea ture of the Congregational religious sohool; Hie cantor or a specially trained teaohei} sometimes called a •Maftirolo- glst,' prepares the students for ohanting the speoial bless ings and prophetic portions reolted in the synagogue by the Bar and Bat Mltzvah. This preparation ooours at the Beth Shalom Religious Sohool during the sixth and seventh grades* Records are provided the student and Individual tutorial sessions are soheduled with the oantor at a time or day dif ferent from the student's regular sohedule at religious sohool. A speolal Bar-Bat Mltzvah brochure (o.f. page 169) was prepared by the writer of this study which is given to the family at the commencement of the ohlld's sixth grade class, ttie rabbi of the Congregation meets with the par ents and the ohild not only to explain the rituals Involv ed In the aotual ceremony, but to enoourage them to continue to send the student to religious sohool. The philosophy in volved is that Gar and Bat Mltzvah is a speolal birthday and Is marked appropriately by the family. However, It should not be the end of formal Jewish religious education. The t t • psychology used is a de-emphasis of the"slgnlfioanoe of Bar and Bat Mltzvah related to the sohool experience. The sohool operates a kindergarten through senior high sohool program. The Bar and Bat Mltzvah is only at the beginning of the Jun ior high sohool program. Grade nine marks the end of Junior high* The student is now ready to begin to derive an under standing and an ability to discuss and to think about the im portance of Judaism and its literature. Table XIV, on page 91, indicates the responses by students to Question 13 whioh refers to whether the students thought that most girls had learned what is Important to know about the Jewish religion by the time they had beoome Bat Mltzvah, it showed the fol lowings A significant proportion of withdrawn students thought that most girls had leamod shat sas Important about

the Jewish religion by the time that they were Bat Mltzvah*

Continuing students thought the Bat Mltzvah was not the time

that girls had learned what was Important about the Jewish

religion* It would appear that a significant proportion of

withdrawn students thought this was so and that there would

be no further need for the student to oontlnue learning about the Jewish religion after that Bat Mltzvah event*

Subject matter whloh Is relevant to the students should encourage the majority of the students to find Inter est In the program of studies. A subject titled, "Current

Jewish Problems)" would seem to be suitable In the 'rele vant and interest' category. It deals with the present time, whilst many other subjects are past oriented. Suoh a sub ject permits the student to Identify himself with the situ ation and proposes ways to deal with the different types of problems that exist for a Jew and for his successful ooping with the environment* Table XVI records the responses of withdrawn and continuing students to Question 16c whloh rat ed "Knowledge of Current Jewish Problems" as Very Important)

Important, or Mot Important*

Both withdrawn and oontinulng students found this subject either Very Important) or Important* Only a small peroentage of both groups of students found the subject -

Not Important* However, a greater proportion of oontinu lng students seleoted "Knowledge of Current Jewish Problems" as Very Important, than did the withdrawn students. A greater proportion of withdrawn students seleoted this topic as

important than the continuing students, »

It would, therefore, appear that "Knowledge of Cur

rent Jewish Problems" was a subject that most students from

both groups - withdrawn and continuing - found either Very '

Important, or Important, The difference in emphasis be tween the two groups of students was that the continuing

students rated the subjeot as Very Important, whilst the withdrawn students rated the subjeot as Important, 9 8

TABLE XVI CONTINGENCY TABLE OP RESPONSES OP WITHDRAWN AND CONTINUING STUDENTS AND BATING SELECTION OF "KNOWLEDGE OF CURRENT JEWISH PROBLEMS” AS SEASON FOB ATTENDING SCHOOL0,

Bating Selec Withdrawn Continuing Total Differ tion Students Students ence frequency.Percent Frequency Percent

Very Import ant 8 28.6 23 62.2 31 -33.6 Import ant 18 6

Total 28 100.0 37 100.0 65

0.32 x2(d.f. - 2)” 7i29 9 ° ^Question 16c on Student Interview Form. j * Significant at « .05 level.

•To continue or not to oontlnue after Bar or Bat ♦ Mltzvah is the question.9 Withdrawn students appear to have aooepted the myth that Bar or Bat Mltzvah Is the ma jor reason for attending religious sohool. Continuing students appear to have rejected this position* they are less influenoed by the 'Bar or Bat Mltzvah faotor.” Both groups plaoe the Bar and Bat Mltzvah as an important goal In their developmental process, but the withdrawn students view this stage as a terminal point in their religious edu cation t whereas the continuing students aooept this as an Important stage in their lives v but onoe reached do not feel that they should be influenced to discontinue. Table XIV■ on page 91» records the frequencies and percentages to Ques tion 20* "Do you think a Jewish student should continue in religious sohool after Bar or Bat Mitzvah?,r A significant proportion of withdrawn students thought that a Jewish student should not continue In religious sohool after Bar or Bat Mltzvah* A significant proportion of con tinuing students thought that students should continue in re ligious sohool after Bar or Bat Mltzvah* The data confirms the actual experience that the withdrawn students do not con tinue after Bar and Bat Mltzvah» and the continuing students remain in sohool after the Bar and Bat Mltzvah* A part of the Student Interview Form presented oppor tunity for the students to oonslder what subjeots should be taught in the Junior high school whloh commences with grade

* seven level. It was surmized that students should be given an opportunity to elect what subjeots they would be interest ed in pursuing; This might also influence them positively to oontinue in sohool if the subjeots they had indloated an interest in studying would be available as part of the Jun- lor high sohool program. * i Question 21, "What subjeots should be taught after Bar or Bat Mltzvah In the junior high schools?", provided the students with suoh an opportunity to select from a group of subjeots* An analysis of Table XIV, on page 91, showed the followings The responses to Question 21C indicated that a sig nificant proportion of continuing students selected the sub jeot, "Ethics," for study at junior high sohool than did the withdrawn students. This subject Is one of the more oomplex areas of study and it might emphasize the more serious level of the learning goals of the continuing students than the withdrawn students. The responses to Question 21F showed that a signifi cant proportion of oontinulng students desired to study "Mod e m Hebrew11 at Junior high sohool than did withdrawn students. However, this subjeot whloh is popular with many students and relates to the Interest of young people with the language of the State of Israol, evinoed a positive response by more than half of the withdrawn students. Nevertheless, only two of the oontinulng students did not seleot "Modem Hebrew" as a subjeot that should be taught in Junior high sohool. Student satisfaction with, and "happiness iq," a sohool can be oonsidered an index of the suooess of a sohool. If the student enjoyed sohool at the elementary level, it m y shed light on the motivations of students who continued and on those who withdrew from sohool. Table XIV, on page 91, records the responses to Question 26i nDld you enjoy Elemen tary religious sohool?" A. significant proportion of oontin ulng students responded that they enjoyed attending Elemen tary religious sohool than did the withdrawn students* This laolc of enjoyment of Elementary sohool by the withdrawn stu dents appears to be- related to this group of students leav ing sohool* Statements by students may not always represent their real feelings sinoe they may find it difficult to an alyze their own attitudes and Isolate the lnfluenoe of the sohool* Nevertheless, it would be important to attempt to ascertain some estimate of the perception of the student on whether the religious sohool training influenced his atti tudes, beliefs and opinions* Question 2?F deals with wheth er the. religious sohool training helped them to attend the synagogue* This area is a basic aim of the religious sohool under the auspioes of a Congregation* It is the raison dv etre of the synagogue sohool* Students should be inspired and motivated to attend the synagogue* The family is asso ciated with the Congregation. The synagogue sohool should- be the training oenter for the studentfs future identifica tion in adulthood with membership in the synagogue* Table XIV, on page 91 , showed the following in response to Ques tion 2?Bt A significant proportion of oontinulng students felt that the religious sohool did help them to attend the syna gogue, whereas a significant proportion of withdrawn students felt that the sohool did not help them to attend the syna gogue. Slnoe an essential feature of the religious sohool program inoludes regular Sabbath day and Holy Day speolal Junior Congregation services held on the Congregation's premises, It would appear that for the withdrawn students this service activity and motivator was not suooessful. It might seem that the junior Congregation servioes and the re ligious sohool training left little impaot on the withdrawn students. However, oautlon should be exeroised slnoe these withdrawn students are the ones who have a greater propor tion of absenoes from religious sohool and from Junior Con gregation attendance. It would, therefore, not be surpris ing that these withdrawn students derive little motivation slnoe they are frequently absent and when present they are frequently behavior problems. Thus, their attitudes may not

* be the result of their laok of Interest In the religious sohool training and of Its effioaoy, but rather a oause of their laok of interest. The effectiveness of the partnership of the home and the sohool might be measured by the observanoes of dis tinctive Jewish rituals. If the home fortifies by praotloe the tenets of Judaism as taught to the students In sohool, then there would be a viable positive partnership between the sohool and the home in a living Judaism. The Day of Atonement - Yom Kippur is the most sac red and observed festival in the Jewish calendar. One of the significant laws for its observance is the feature of -103-

oamplete abstinence from food for Its entire twenty-five hour period. Question 32-6 states s "Does Fasting on Xom Klppur take plaoe in your home?N Table XIV, on page 91, showed the following. All the continuing students reported that the ob servance of fasting on Xom Klppur took plaoe. A signifi cant greater proportion of continuing students responded positively on the observance of this act than did withdrawn students. Although twenty-three withdrawn students report ed that fasting on lorn Klppur was observed, nevertheless a significant proportion of withdrawn students did not res pond positively that the observance was practiced. The data on this question would seem to emphasize that the omis sion of suoh a fundamental rite in the home would have seri- i ous effeot upon the outlook and attitude of the impression able student. It is not surprising, therefore, that all the oontinulng students come from homes where fasting on Xom Klp pur was observed.

Parent Data Analyzed - Mother Responses (o.f. Table XVII, page 107). The quality of the child's identification with, and exposure to, Judaism, begins in the home environment. How the parents view their own relationship with Judaism, how Important Judaism is to them, will provide the Initial and all important experiential framework of reference on Juda ism for the ohlld. In Judaism both the father and mother have speoifio roles to fulfill. The Parents* Interview Form permitted a closer Inspection of the attitudes and actual behavior patterns of the parents of their Judaism* In this way we can see whether parents are consistent in their practices and in their statements* Do they do what they preach? Is the ohild told what to do by the parents, whilst the parents‘do something different? Is there an overt or covert dlatlnotlon between the parent sending the ohild to religious sohool for training to be a Jew, and the parent neutralizing, negating or oontxadlotlng by his ac tions this religious training at home? Is there a danger of the ohild beooming baffled because of the perceived am biguities and incongruities between the sohool and the home? Will the student resolve this dlohotomy by Implication that religious sohool is for children, whereas the lifestyle of parents is for adults? The student might well reaoh the oonolusion that onoe he, too, becomes an adult (at Bar or Bat Mltzvah), then religious sohool training is Irrelevant and only for ohlldren* The Jewish mother plays the leading role in the o hi Id's early formative years - if for no other reason than the fact that she is the one most with the ohild at this stage in his development* Her Jewish quotient will deter mine the quality and quantity of Jewish praotices and at titudes displayed in the home* The degree of the mother's own Jewish eduoatlon will determine to an Important level her ability to deal completely and suooessfully with the practices of Judaism in her home and the Jewish experiences provided her children. Question k In the Barents' Interview Form details the background of the parents* Jewish education. An analysis of this question relating to the mothers' responses (o. f. Table XVII, page 10? ) showed the followings Question Did you attend Sunday sohool?

% Withdrawn-Studentsi Continuing Students Z Frequency Percent Frequency Percent Ratio

17 • 60.7 1 .13 , 35.1 2.0Wa Ratio significant at <=< « .05 level. A significantly greater proportion of mothers of withdrawn students said they attended Sunday sohool com pared to the mothers of oontinulng students. ftie Sunday sohool alone system of Jewish religious sohool education has disappeared from the Jewish eduoatlonal scene today in most Conservative and orthodox sohools. It is still offered under Reform sohool ausploes, although even there there has been some moving away from Just Sunday sohool alone eduoatlon towards optional additional programs. It was felt by both Orthodox and Conservative groups that for an understanding of Judaism, Sunday sohool alone m s In sufficient. At Beth Shalom and other Conservative sohools - only the early primary grades, usually kindergarten, grades one and two have a minimum two-hours-per-week program of Sui- day sohool. Beyond the primary grades, all students are re quired to attend a three-day-per-week program of religious * - 106-

studies; However, many of the mothers of the present stu dents did attend only a Sunday sohool program In religious sohool; The effeot of this kind of inadequate baokground of religious studies of the mothers might be a significant factor In the realities of the present generation of stu dents withdrawing or oontinulng In their own religious sohool education* The mothers of continuing students at a significant greater level did not attend Sunday sohool only program of religious sohool compared to the mothers of with drawn students. An analysis of Table XVIII further emphasizes this pattern relating to the number of years that mothers of withdrawn and continuing students attended Sunday school. A greater proportion of mothers of continuing students did not attend any time at Sunday sohool oompared with mothers of withdrawn students. Further, a greater proportion of mothers of withdrawn students attended six years of Sunday «m school oompared to the attendanoe at Sunday sohool of moth ers of oontinulng students.

c * -107-

U B L E XVII C FREQUENCY AND PERCENT OF RESPONSES OF * , i mothers ,of withdrawn and continuing • * STUDENTS WITH A SIGNIFICANT * i Z RATIO

Number of Withdrawn Continuing *■ Z Question Students Students Ratio FrequencyfPercent frequency Percent i

4a 17 60,7 13 35.1 2.048ft 8C 9 32.1 21 56.8 * -1.971a 6D 23 82.1 36 97.3 -2.090a 8F 11 39.3 27 73.0 -2.729b 9 - 1 * 14 50.0 28 75.7 -2.l44a 9-6 9 32.1 24 64.9 -2.6l3b 9-8 11 39.3 24 64.9 -2.048a 12B 22 78.6 37 100.0 -2.955b 12D 18 64.3 32 86.5 -2.104a 12E 16 57.1 31 83.8 -2.377a 14B ! 12 42,9 7 18.9 2,101a 16H 13 46.4 30 81.1 -2.924b

17 i 15 53.6 31 83.8 -2.652b 12 4-2.9 28 75.7 -2.693b 18 I •

Significant at e* » *05 level, b Significant at ° < =* ,01 level.

O JTABCE XVIII CONTINGENCY TABLE OP RE3PON3E3 OP MOTHERS OP WITHDRAWN AND CONTINUING STUDENTS AND SUNDAY SCHOOL YEARS COMPLETED^

! Years Withdrawn | Continuing Total blffer- Completed Students 1 Students enoe Frequenoy Peroent .Frequenoy Peroent •

0 9 32.0 23 62.0 32 -30.0 2 2 7.0 7 19*0 9 ,-12*0 3 3 11.0 0 0.0 3 11.0 4 1 4.0 0 0. 1 4.0 5 2 7.0 0 0* 2 7.0 6 11 39.0 7 19.0 | 18 20.0

Total 28 100.0 | 3? 100*0 I 65 x2(4.f. - S) " llt-83b* 0 ' °*33b aQuestlon 4b on Parents" Interview Form* 1^ SlgnlTibant at « .05 level*

Question 8 on the Barents' Interview Form lists a seleotion of home observances specifically relating to the mother*s role as a Jewish housewife. It is in areas suoh

* as these listed that would differentiate between a religi ously Jewish home and a non-religious home* These are ao- * tivltles whloh a Jewish mother* as distinguished from a Jewish father* should do and their fulfillment is the ldent- lflable prerogative of the Jewish mother qua housewife. i Table XVII, page 107, records the signifloant responses to Question 8 as followst Question 8C. Observe Dietary Laws

1 ! 1 Withdrawn Students! Continuing Students 1 Z I t t Freauenov Peroent > Frequenoy 'Peroent 1 Ratio

9 32.1 II 21 56.8 1 -1.971* *Z Ratio significant at <*< “ .05 level. A significant greater proportion of mothers of oon tinulng students observe in their home dietary laws oompar ed to mothers of withdrawn students. Question 8D. Make Or Attend Passover Seder

I f Withdrawn Students Continuing Students Z 1 i j Freauenov Peroent Freauenov Peroent Ratio 23 1 82.1 • • 36 ,_!_9ii3 __ -2.090* *Z Ratio significant at '=•< « .01 level. A significant greater proportion of mothers of con tinuing students make or attend a Passover Seder oompared to the mothers of withdrawn students. On the first two nights of the Festival of Passover, whloh is of eight days9 duration, a speolal family oelebration at home is observed. This is the Passover Seder when, as part of the home oele bration, the father, with the assistance of the mother and the ohlldren assembled around the table, relates the his torical events surrounding the Jewish people in captivity in Egypt and of the exodus from Egypt. After the hlstori- cal presentation the family participates In a festive meal celebrating the joy of being free men when onoe they were in bondage and slaves. The mother would have to make ex tensive culinary preparations with a different set of In gredients whloh are permitted to be used for this Festi val of Passover when unleaven bread, called Matza, In lieu of bread is used. All products whloh oontain bread, or leaven, are also prohibited. It Is no mean accomplishment ■ *■ for a Jewish mother to prepare for this beautiful but ardu ous family oelebratlon. It would seem, therefore, that the

responses to Question 8d above oonfirm the significant re lationship between the fulfillment of the role of the Jew ish mother and the apparent effoots upon her ohlld's con tinuity or withdrawal from religious school. All but one of the mothers of oontinulng students made or attended a Passover Seder. One of the most beautiful sights Is the ritual of blessing over the oandles ushering in the Sabbath and Fes tivals whloh the mother performs at home. The commence ment of the Sabbath and Festivals ooours one hour before sundown on Friday nights for the Sabbath and one hour be fore sundown on the designated calendar day for the Festi vals. It Is the mother whom the rabbis have Invested with this honor. She is the prime mover In preparation for these holy oooaslons; she is rightfully the recipient of the initial action whloh ushers In these events. In the modern business world, the father is frequently at a oon- slderable disadvantage and under severe pressure to be able to observe these signifleant Jewish Holy Days* It is the mother at home who can set the tone and the preparations for the observance of these daysv so that when the father arrives home all Is ready to welcome the speolal days In a religious manner*

* * An analysis of Question 8P showed the followings A significant greater proportion of mothers of oontinulng students lit Holy Day eandles oompared to mothers of with drawn students. Question 8P. Light Holv Dav Candles

\ Withdrawn Students Continuing Students 1 z * Frequency Peroent ' Frequenoy Peroent Ratio 11 .39-3. i1 27 JZ3.0 -2.729b bZ Batio significant at cs"^ ■ *01 level* In Question 9 of the Parents* Interview Form whloh oalled for responses from the mothers referring to whloh home observanoes they want their children to performv the following responses were signifioants A significant greater proportion of mothers of con tinuing students wanted their children to make or attend Passover Seder oompared to mothers of withdrawn students, as followss Question 9-4. Children Should Make Or Attend Passover Seder

i| Withdrawn Students 'Continuing Students z t i .. Freauenov Peroent Frequency Peroent Batlo .

14 50.0 ! 28 . 75.v L -2.144* *Z Batlo significant at <=>< «■ .05 level. A slgnlfloant greater proportion of mothers of con tinuing students wanted their daughters to light Holy Day oandles oompared to mothers of withdrawn students as follows* * • * Question 9-6. Daughter Should Light Holy Day Candles i I

Withdrawn Students Continuing Students Z Freauenov Percent Freauenov 1Peroent Ratio 9 32.1 1 24 64.9 !-2.6l3b b ' ' ^ Z Hatlo significant at <=*< » .01 level. The Sabbath - Shabbat - Is the most sacred day of the Jewish calendar. It ooours each Friday one hour before sundown and oontlnues through Saturday until dusk - a period of approximately 24 hours. The day Is marked by cessation from work whloh is the meaning of the word, Shabbat. Just as God rested from his work of oreatlon on the Seventh day* * so are commanded the Jewish people to rest on the Sabbath. It Is interesting to note that the mothers of the students appear to be plaoing some emphasis on this pattern of obser* vanoe whloh had become somewhat less observed on the Ameri can scene In the past generation. A significant proportion of mothers of continuing students recorded that their ohild- -113 I

ren should not work on the Shabbat oompared to the mothers of withdrawn students, as follows: Question 9-8. Children Should Not Work on Shabbat

...... 1 Withdrawn Students' Continuing Students Z ■ “ i Freauenoy Percent ' Freauenoy Peroent Ratio

11 24 64.9 -2.046* Ratio signif leant at cK ** .05 level. The Conservative Synagogue provides for women many different kinds of opportunities for identification. These include non-worship experiences suoh as adult eduoatlon, sisterhood sooial, cultural and oharitable activities whloh Is in contrast to the older form of the synagogue whloh pro vided almost exoluslvely worship services. While eoonomlo foroes may prevent some males from attendance at Sabbath servloes, this Is less of a consideration for the females. Ta ble XIX Indicates that the rate of attendance at Sabbath services for mothers of all students was poor on a regular pattern of attendance. However, a greater proportion of mothers of oontinulng students did attend oooasionally at Sabbath servloes oompared to mothers of withdrawn students. A greater proportion of mothers of withdrawn students never attended Sabbath services oompared to mothers of oontinulng « students.

O -114- * *

TABLE XIX CONTINGENCY TABLE OP BESPONSE3 OP MOTHERS OP WITHDRAWN AND CONTINUING STUDENTS .AND SABBATH SERVICE ATTENDANCE

Attend-: Withdrawn Continuing !Total'Dlffer- ance Students Students I enoe Pattern Frequenoy Percent Frequency Percent i 1 Never j 14 50.0 24.0 26.0 i 9 23 Occasion t1 ally 10 36.0 25 68.0 35 -32.0 j t ! i Regu- j larly j 4 14.00 3 8.0 7 6.0

Total 28 100.0 100.0 65 | i 3 7

*2 (d.f. = 2>" 6 ' ^ > O - 0.30b. a Question 10D on Parents* interview Form. b , Significant at ^ ■ #05 level*

A Jewish home should contain certain objects whloh are required for the fulfillment of speciflo home rituals* Question.12 lists ten different objects which have such a purpose. It might be that parents today are willing.to purchase, display and use these objects for religious pur poses. It would appear that the present parents are not too oonoemed that their ohildren will be learning religi ous observances that could conflict with practices at horns. On the contrary* these parents seem to be receptive to these religious teaohings whloh may affeot the religious home-style. An analysis of Question 12B showed that most parents had oondlesticks In their home. However9 all the mothers of continuing students had candlesticks In their home compared to only 22 of the mothers of withdrawn stu dents. It follows that a home without candlesticks would he much harder pressed to light candles to usher In the Sabbath and Festivals. A slgnlfloantly greater propor tion of mothers of continuing students had oandlesticks compared to mothers of withdrawn students, as indicated in the following responses to Question 12Bs Question 12B. Are Candlesticks In Your Home?

Withdrawn Students -Continuing Students Z Freauenoy1 Percent Weauenoy Percent Ratio

22 78.6 L 37-.. 100.0 -2v2iS. bZ Eatio significant at » .01 level. A home whloh oontalns objects used for religious purposes can use them when neoessary. It does not mean, however, that beoause the object Is present It will be used, or will be used for a speolflo religious purpose. This be- oomes apparent when the item Is, for example, oandlestioks which might be used by a good hostess for table decorative purposes. However, an item such as a prayer book (Siddur) is not likely to be of use except for the purposes of pray er. An analysis of Question 12D showed that a significant greater proportion of mothers of continuing students had a prayer book (Siddur) in their home oompared to the mothers of withdrawn students as shorn below t Question 12D. Is There A Prayer Book (Siddur) In four Home?

' 1 Withdrawn Students Continuing Students Z Freauenoy Peroent Freauenoy ■ Percent Ratio 18 6H-.3 \ 32 1 86.5 -2.10ifft aZ Ratio significant at <^< « ,05 level. t * <, % A traditional object called a Hezuzah which con tains in a decorative oover certain handwritten verses from the Bible on parchment is placed on the door-post of each door In the house* Some jews have dispensed com pletely with the affixing of a Hezuzah on the door-post of every door in the house; others, not wishing to com pletely remove all signs of this religious object place at least one Hezuzah on the front door or on one door post in the house. Qhe responses to Question 12E below show that a significant greater proportion of mothers of continuing students have in their homes a Hezuzah oompared to moth ers of withdrawn students* Question 12E. Do You Have A Hezuzah In Your Home?

Withdrawn Students Continuing Students Z Freauenoy) Peroent Freauenoy Peroent Ratio

16 . Z 7 A 11 ....31 83.8 -2.377“ a Z Ratio significant at *■ *05 level. 117-

Question 13 on the Parents' Interview Form dealt « ( with a list of important reasons for a parent to send his child to religious sohool. Parents were asked to rank from 1 to 10 the importanoe they placed on the reasons selected. Number 1 was the most important ohoioe and number 10 the least important ohoioe. An analysis of Question 13 showed that only one reason was significant for parents to send their children to religious school. Table XX indicated that Question 13B» whioh related to 'satisfying grandpar ents* as a reason for sending their ohild to supplementary schoola was signifioant. It would seem that different par- i ents had different reasons for sending their children to

sohool. A greater proportion of mothers of withdrawn stu dents selected the reason of 'satisfying grandparents' at k rank number 2 for sending their ohild to religious school

oompared to mothers of continuing students. A greater pro

portion of mothers of continuing students selected the rea

son of 'satisfying grandparents' at rank number 3 for send

ing their ohild to religious sohool oompared to mothers of withdrawn students. A greater proportion of mothers of con

tinuing students seleoted the reason of 'satisfying grand parents* at rank number 10 (the least important rank ohoioe)

oompared to mothers of withdrawn students.

O TABLE XX CONTINGENCY TABLE OP RESPONSES OP MOTHERS OP WITHDRAWN AND CONTINUING STUDENTS AND RANK SELECTION OP "SATISFYING GRANDPARENTS" AS REASON FOR SENDING CHILD TO SUPPLEMENTARY SCHOOL*

Rank Withdrawn Continuing Total Differ Selec i Students Students ence tion0 Frequenoy Peroent: Frequenoy Peroent

1 3 11.0 4 11.0 7 0 . 2 12 42.0 3 8.0 15 34.0 3 2 7.0 9 24.0 11 -17.0 4 1 4. 11.0 5 7.0

5 2 7.0 , 3 8.0 5 - 1.0 {

6 0 0 . 2 5.0 2 - 5.0

7 3 11.0 i> 3.0 4 8.0

8 0 0 . 3 8,0 3 - 8.0

9 3 11.0 4 u.'o 7 0 . 10 2 7.0 4 11.0 - 4.0

4 i 4

Total 28 100.0 37 1 0 0 . 0 1 65 i J 1 * ..... * (d.f. - 9) " 17*9° * C " o M • °Question 13B on Parents* Interview Form, "Significant at *»< ■ *05 level. °Ranlc aeleotion for reason of "satisfying grandparents" with rank number 1 as the most important ohoioe and rank number 10 as the least important ohoioe. Question on the Parents' Interview Form asked the parents at what age should a ohild end his religious sohool education. Beth Shalom and many other religious schools provide a full range of olass levels from kinder garten through grade 12. An analysis of Question 14b be low showed that a significantly greater proportion of moth ers of withdrawn students selected the Bar or Bat Mitzvah age as the time for the ohild to end his religious sohool compared to mothers of oontinuing students. These mothers of withdrawn students indloated that despite the availabil ity of a full age-range program of studies at religious sohool, they believed that Bar or Bat Mitzvah was the age for a ohild to end his rellglouB sohool.

« Question 14b . Should A Child End Religious Sohool At Bar or Bat Mitzvah?

! 1 1 Withdrawn Students Continuing Students z I ! Frequenoy Peroent Frequenoy Peroent Ratio

12 42.9 L 7 .1,8.9 , : 2.101a *Z Batlo significant at c K » .05 level.

Question 15 on the Parents* Interview Form dealt with what subjeots the parents felt their ohild learned at elementary level of religious sohool and the quality of the level of the subjeots learned. Table XXI showed the follow ing responses to Question 15-4 on the subjeot, “American Jew ish Community." A greater proportion of mothers of oontinu ing students indloated that their ohild learned this subjeot TABLE XXI CONTINGENCY TABLE OF RESPONSES OF M0THEB3 OP WITHDRAWN , — ■ AND CONTINUING STUDENTS AND CHILD'S ' LEABNING LEVEL OF C0UB3E TITLED "AMERICAN JEWISH COMMUNITY"*

Learning Withdrawn | Continuing Total Differ Level Students Students ence Frequenoy Peroent, Frequenoy' Peroent |: i

Excel lent 3 11.0 3 8.0 6 3.0 Satis factory 18 64.0 33 89*0 51 -25.0 Inade quate 7 25.0 1 3.0 8 22.0 1

Total 28 100.0 37 100.0 65 «i

*V.f. - 2)“ 7’8lb« 0 " 0 -3'3’’* a , Question 15-4 on Parents' Interview Form* b Significant at ^ » .05 level.

One of the more Interesting oourses presently offer ed In sohool Is the oourse on the State of Israel. Both stu dents and parents are Interested In this toplo. Most mothers Indloated either that their ohlldren learned this subjeot ex cellently, or satisfactorily. It Is Interesting to note that mothers of continuing students usually responded that their ohlldren learned a subjeot satisfactorily, whloh might lndl- -121

cate that for their ohild there was a till more to learn and that there was still purpose and need for their ohild to continue in religious sohool. However, mothers of withdrawn students either indloated that their ohild had learned at one end of the continuum - exoellently, or the other end of the oontlnuum - inadequately, as if to prepare for the child's withdrawal from sohool sinoe he had learned the subjects off ered so well, or since he had learned the subjects offered so poorly that there was no purpose in remaining in sohool any longer. An analysis of Table XXII showed the followingt

A greater proportion of mothers of oontlnuing students responded that their ohild learned the subjeot, "State of Is rael," satisfactorily oompared to the mothers of withdrawn students. However, a greater proportion of mothers of with drawn students responded that their ohild learned this sub jeot excellently oompared to the mothers of oontlnuing stu dents. TABLE XXI .CONTINGENCY TABLE OF RESPONSES OF MOTHERS OF WITHDRAWN AND CONTINUING STUDENTS i AND CHILD'S LEARNING LEVEL OF COURSE TITLED "STATE OF ISRAEL"0,

Learning Withdrawn Continuing Total Differ Level Students Students ence Frequenoy j peroent Frequenoy Peroent

Excel lent 9 32.0 2 5.0 11 2?.0 Satis factory 1? 61.0 35 95.0 52 -3U.0 Inade quate 2 7.0 0 0 2 7.0

Total 28 100.0 37 100.0 65

a Question 15-6 on Parents' Interview Fora* b Significant at ■ .05 level.

One of the more difficult subjeots Is the study of Bible in Hebrew. Many different skills are required to deal adequately with this subjeot. She student oust be able to read and oomprehend Hebrew. The language style of the Bible is in classical Hebrew as distinct from mod ern Hebrew. In addition to ooplng with the olassioal Heb rew, the student has to be able to translate the Hebrew and attempt to make sense out of the material whloh is a mixture of Divine commands, hlstorioal events, moral les

sons and ajrmbollsm. Progress In the subjeot In a supple mentary sohool In this Important, but complex, area Is slow and coverage Is limited. Nevertheless, at the ser vices on eaoh Sabbath and Monday and Thursday mornings, the Bible Is read In the synagogue from the original Heb rew. It Is an important part of the Jewish heritage and literature. An analysis of the mothers' responses to this subjeot showed the following as Indloated in Table

XXXII. t A. greater proportion of mothers of continuing stu dents recorded that their ohild learned "Bible in Hebrew" satisfactorily oompared to mothers of withdrawn students.

A greater proportion of mothers of withdrawn students re ported that their ohild learned this subjeot excellently oompared to mothers of oontlnuing students. It might seem that these mothers of withdrawn students felt this way beoause their child was a better quality student who did,

Indeed, learn this difficult material excellently oompar ed to the other children. Or, it might be a defense meoh- anlsm of rationalization that their ohild Is such an ex cellent learner of even dlffioult subjeot material that they don't need to oontinue in sohool. A greater propor tion of mothers of oontlnuing students reported that their child learned this subjeot Inadequately oompared to moth ers of withdrawn students. TABLE XXZXI CONTINGENCY TABLE OP BE3P0N3E3 OP MOTHERS OP WITHDRAWN AND CONTINUING STUDENTS AND CHILD'S LEARNING LEVEL OF COURSE TITLED "BIBLE IN HEBREW"4

Learning Withdrawn Continuing Total Differ Level Students Students ence Frequency Peroent Frequenoy j Peroent I

Excel lent 8 29.0 1 3.0 9 26.0 1 Satis factory 18 6*.0 32 86.0 50 -22.0 Inade quate 2 7.0 11.0 6 - *K0

Total 28 100.0 !i 37 100.0 65 _ - i

X (d.f « '2)“ 8*96b , C « 0.35b# a Question 15-7 on Parents' Interview Form. bSlgnlfleant at « .05 level.

Question 16 on the Parents' Interview Form asked mothers what subjects they would want their ohild to learn In Junior high sohool after Bar or Bat Mitzvah. The results of question 16H Indloated that a greater proportion of moth ers of oontlnuing students wanted their ohild to study Jew ish Philosophy" oompared to mothers of withdrawn students. Until very reoently this subjeot was not taught at most sup plementary schools due to the laok of suitable texts geared to the age level of the students» However9 there are now several texts on the subjeot of Jewish philosophy whloh are written In a language style suitable for the Junior high sohool-age group and designed for ooverage of this subjeot. It would appear that mothers of oontlnuing stu- i dents want their child to be exposed to solid subjeot ma terial so that the student will be stimulated and chal lenged by qualitative subjeot matter. This Is reflected In the results of question 16H below.

Question 16h . Do you want your ohild to study Jewish Philosophy to Junior high sohool?

Withdrawn Students Icontlnulng Students Z Frequency Peroent Frequenoy Peroent Ratio

k6.k ,3° 81.1 •2.92k b Z Hatio significant at c * « .01 level. An analysis of Question 1? showed the followingt A significant greater proportion of mothers of oontlnuing students oonsldered that religious elementary sohool Is as Important In Jewish education as publlo elementary sohool is in general eduoatlon oompared to mothers of withdrawn students. However* more than half of mothers of withdrawn * students considered religious elementary sohool to be as Important in Jewish eduoatlon as publlo elementary sohool Is In general eduoatlon. It would seem that while a sig nificant greater proportion of mothers of oontlnuing stu dents oonsldered both systems of elementary eduoatlon - religious and publlo sohool - as Important as eaoh other, so did 53*6 per oent of mothers of withdrawn students* Question 17. Do you oonslder religious elementary sohool as Important In Jewish education as publlo elementary school Is in general eduoatlon? ...... r Withdrawn Students Continuing Students Z I Frequency^Peroent jFrequency Peroent Ratio , b . IS___ 1— 53.6 J L 31. 83.8 -2.652 v Z Batlo significant at « *01 level* Question 18 whloh asked the same question as Ques tion 17, but at the Junior high sohool level, showed a greater sharpening of the differences between the mothers of oontlnuing students oompared to the mothers of withdrawn students. A significantly greater proportion of mothers of oontlnuing students oonsldered that religious Junior high sohool was as Important In Jewish eduoatlon as publlo Jun ior high sohool was In general eduoatlon oompared to moth ers of withdrawn students* Question 18 below Indloated that only 42*9 per oent of mothers of withdrawn students oonsldered Junior high level in religious sohool as import ant as Junior high level in publlo sohool* Question 18* Do you consider religious Junior high sohool Is as important In Jewish eduoatlon as publlo JUnlor high school Is in general eduoatlon? Withdrawn Students Continuing Students Z Freauenoy Peroent ^Freauenoy Peroent Ratio

12 1*2.9 ii 28 ?5'Z. -2-j523b bZ Ratio significant at a < » .01 level* Parent Data Analyzed - Father Responses The father-role In Judaism was to be that of leader in the home. Like the priest in the Temple, the father con ducted the leading rituals at home, m e mother blessed the oandles ushering In the Sabbath and the Festivals, the fath er reolted the blessings over the wine and the bread oonse- orating the day and the meal for the family. It would seem that the fathers are part of a lost generation as far as Ju daism Is concerned. Obey were as ohlldren affeoted by the transition of Jewish life from an immigrant-struggling oom- munity to the present status. Many of them grew up with a- pologles for their Judaism, of whloh they had learned but

♦ little, and of rationalizing their Amerioanism. They ap peared to have rebelled against their religious oustoms to prove that they were good Americans. Their Jewish eduoatlon was of a sparse variety, while their general eduoatlon was of an intensity befitting ohlldren of immigrants who reoog- nlzed that their route to suooess and upward mobility was through general eduoatlon. There is little in their daily lives that oan be oonsldered as religious, ttiey do not (or oannot) reoite blessings or graoe after meals; they do not pray at home upon arising or on retiring. In their eating 4 habits they are not partioular about dietary laws. Their York sohedule frequently excludes them from Sabbath day attendance at services in the synagogue* Thus, the tra ditional role of the father in directing the religious affairs of the Jewish household and Its members is no longer evident. It is, therefore, not surprising that * the responses of the father to the Parents' Interview

Form produced only one Item of any significance relat ing to a difference between fathers of continuing, and fathers of withdrawn, students. An analysis of Table

XXIV showed that a greater proportion of fathers of con tinuing students attended, occasionally, Friday night

Congregational servioes oompared to fathers of withdrawn students. A greater proportion of fathers of withdrawn students never attended Friday night servioes oompared to fathers of oontlnuing students. TABLB XXXV CONTINGENCY TABLE OP POSITIVE H2SP0NSE9 OP . FATHERS OP WITHDRAWN AND CONTINUING STUDENTS AND ATTENDANCE AT PHI LAY NIGHT CONGREGATIONAL SERVICES* *

Attendance Withdrawn j Continuing Total Differ Pattern Students 1 Students ence Frequenoy Peroent Frequenoy [Peroent

_ _ ... 1 r Never 9 32,1 7 18,9 16 13.2 Occasion ally Ifc 50.0 29 78.*f *3 -28. If Regularly 5 17.9 1 2.7 6 15.2 1 l »

Total 28 100.0 37 100.0 65

^(a.r. - 2 )“ 7*05 level. CHAPTER V SUMMARY AND CONCLUSION

Synopsis of Problem and Methodology Traditions In the religious field and in other areas of society appear to be under constant sorutlny and challenge. This study examined the roles and attitudes of the Jewish parent and the affeot on their children. It would appear that the Jewish mother plays a signifi cant role (positively or negatively) and exerts a grow ing force for either the preservation and continuity of (. her child's religious Identification as it relates to continuity, or withdrawal, from religious eduoatlon. The Jewish father, it would seem, plays a diminishing and in significant role in the ohild's religious development and identifioation as it relates to oontlnuity, or withdrawal, from religious eduoatlon. The purpose of the present research was to inves tigate the problem of the withdrawn student from a supple mentary sohool system. Data were reported from other sim ilar-type sohools to illustrate the extensive nature of this problem in Jewish education. The study of the drop out student has been researched in the fields of general eduoatlon at all levels of the eduoatlonal endeavor. The methodology employed was the preparation of

1 3 0 - two Instruments titled "Student Interview Form" and "Par ents' Interview Form" which were administered to the entire grade seven level students and their parents, who comprised a total population of 195 persons• The "Student Interview Form" consisted of 32 separate items; the "Parents' Inter view Form" consisted of 20 separate items. Frequenoy dis tributions and percentages were oomputed for all items of the two questionnaires and on the related data of gender of students, income of fathers, behavior patterns of stu dents, Intelligence Quotient of students, attendance rec ord of students, residence distance from sohool, students' final grade in supplementary sohool and students* final grade in public school* In addition, appropriate tests of significance were performed on the data derived from the responses on all items of the two questionnaires for the withdrawn students and the oontlnuing students.

Findings The observed Chi Squares, Contingency Coefficients and Z Ratios lead to the conclusion that, with this particu lar population, there are differences between the withdrawn students and the continuing students that are not due to chance. These differences are characterized by the follow- lng profiles of the withdrawn and continuing students.

Profile Of Withdrawn Student The Student Would Be More Likely Tot 1. Be male rather than female* 2. Have a behavior record whloh Indloated visits to office for disciplinary action, conferences with director, and several suspensions* {)* Have absences up to 25 per oent of sohool sessions* 4. Attend a general, rather than a Jewish, casap In the sum mer, 5* Perceive subjeot matters learned as "important*" 6. Think that students should not continue in supplement ary sohool after Bar or Bat Mitzvah* 7. Not enjoy attendance at elementary religious sohool* 8* Not find helpful religious sohool training for attend ing synagogue* 9* Experience of fasting on the Day of Atonement was not observed at home* The Student*s Mother Would Be More Likely Tog 10 i Have several years of attendance at Sunday school* 11* Never attend Sabbath servioes* 12* Not observe dietary laws* 13* Neither make nor attend Passover Seder* l*t* Not light Holy Day oandles. 15* Consider child learned school subjeots "Inadequately" or "excellently." 16. Not to have a Mezuzah. 17* Consider "satisfying grandparents" as Important rea son for sending ohild to supplementary sohool* 18; Feel that religious training should end at Bar or Bat Mitzvah age* 19* Want ohild not to study "Jewish Philosophy" In Junior high sohool* 20. Consider religious elementary eduoatlon not as Im portant as publlo high sohool* ■Profile Of Continuing Student The Student Would Be More Likely To t 1* Be female rather than male*

* 2* Possess a behavior record with minimal disciplinary problems* 3* Possess a perfeot attendance record or a minimum num ber of absences* Jf* Attend a Jewish camp in the summer* 5* Consider subjeot matter learned as "very important*" 6. Think that students should oontlnue In supplementary sohool after Bar or Bat Mitzvah. 7* Enjoy attending elementary religious sohool* 8* Find helpful religious sohool training for attending synagogue* 9- Experience of fasting on the Day of Atonement was ob served at home. The Student’s Mother Would Be More Likely Tot 10. Have never attended a Sunday school* 11. Oooasionally attend Sabbath servioes* 12* Observe dietary laws at home* 13* Make or attend Passover seder* 14* Light Holy Day oandles. 15* Consider ohild learned sohool subjeots "satlsfaotorl- 16* Have a Mezuzah. 17* Consider '‘satisfying grandparents'* an unimportant rea son for sending ohild to supplementary school* 18* Feel that religious training should not end at Bar or Bat Mitzvah age* 19* Want ohild to study "Jewish Philosophy" in Junior high sohool. 20* Possess at home oandlestloks and prayer book (Siddur)*

Discussion The findings in this study seem to correspond with the study on male resident oollege students at Boston Uni- D n verslty by Houghton. The analysis of selected personal background revealed no significant differences between the two groups of voluntary withdrawn students and persistent students with reBpeot to age, father's occupational back ground or seoondary sohool preparation* Analysis of se lected academic background revealed no significant differ ences according to sohool or oollege, SAT scores, seoond ary sohool principal's recommendations or rank in seoond ary sohool class* The researohor concludes that there are significant differences between male residents who with draw from the university and those who persist, whloh sug gests that educational innovations are neoessary to meet the ohallenge of the voluntary withdrawal within higher eduoatlon*

® 2 Hough ton, "Male Students Who Voluntarily Withdraw*" O n A study by Jones on the religious development of children suggests that conceptual growth, religious devel- , opment and identity formation were concurrent. OSie researoh- or summarizes that all the models show a major transition around the twelfth birthday. This might account for the significance of the Bar and Bat Mitzvah phenomenon occur rence and the supportive data of the differences between the withdrawn and continuing students in the supplementary sohool. gif Sidwell reports on a oase study relating to con tinuance or withdrawal of full-time freshmen at a Grand Bapids Junior College. He suggests that voluntary with drawals as a group performed as well academically as the group of freshmen who persisted, and that voluntary with drawals who terminated their formal education were very similar to voluntary withdrawals who continued a formal education program elsewhere. Sidwell maintains that ma jor differences did not exist between voluntary withdraw als and freshmen who continued in attitudes to the com munity Junior College, In oollege social relationships, in amount of participation in oo-ourrioular activities or lev el of aspiration upon entry into the community Junior Col lege; It would appear the age and the full-time status of

Jones, "Bellgious Development of Children." 8*f Sidwell, "Case Study of Freshmen Continuance or Withdrawal." Sidwell 's group differ considerably from the group under Investigation in this study where differences did exist between the withdrawn and continuing students* Paler®-*reported on a study of persistent students and dropouts with reference to factors associated with early school withdrawal. He found that for the factors of parental occupation* home stability, extra-curricular functions, Intelligence Quotient, falling grades and ab senteeism, there was a difference at the 5 P®r cent lev el of significance. Paler suggests that* a. Low income status of the student's family was a faotor related to the premature leaving of students from sohool. * b. Home instability was a contributing faotor to i the dropout problem at Bernalillo High School. o. Low mental aptitude is a significant faotor whloh causes students to leave sohool before graduation. d. Non-partioipation in extra-curricular activi ties of the sohool was a faotor related to premature with drawal. o. Balling grades earned in sohool contributed markedly to premature withdrawal from school. f. Excess absenoes were a cause of student's drop ping out of school. g. Ethnic differences were not a contributing faot-

05 ' Paler, "Baotors Associated with Early Sohool With- drawal.M 137

or. h. Sex differences were not a contributing factor. It would appear that there were several faotors found by Paler to be significantly different for persist* ent students and dropouts whloh were not reported by other researohers. This study did find a relationship between excessive absence and withdrawn students. However, wheth er excessive absenoe is a cause as suggested by Baler (Item f ), or whether excessive absence is a symptom whloh leads to withdrawal is unclear. The other factors reported by Paler were not supported by this study, although this may be due to the differences that exist between students of several ethnic origins in a full-time high sohool and the students of one ethnic origin in a supplementary sohool. Pox explains the reasons for a study of voluntary withdrawals in 21 Liberal Arts Colleges - the oonoem ex pressed by oollege administrators when the voluntary with drawal rate is viewed as a measure of the institution's well-being or as a measure of the failure of colleges to educate effectively and efficiently. Fox reports a marked difference in males' and females' reasons for discontinuing college. Hales generally withdrew from these 21 oolleges for financial and aoademio-related reasons - with person al finances the most often rated reason. Financial reas ons were also Important to a substantial number of female

86 Pox, "Voluntary Withdrawal in Twenty-One Colleges." C withdrawal students, but academic reasons played a much less important role; Flans for marriage were the most often rated reasons for women. A majority of respond ing students rated "unsatisfactory" the counseling, guid ance or orientation servioes, only surpassed by on-oampus and off-campus recreational facilities. The reasons giv en by Fox for the study are equally Important and rele vant for this study, slnoe the rate of voluntary withdraw al students can be reasonably viewed as a measure of the supplementary school's well-being* Ta a study of first-year students' withdrawal from five small colleges in Oregon, Roth^reports that finanoisl need was the most Important reason for leaving oollege ear ly. Die study failed to find significant differences in faotors concerned with the family, the oooupation of pareits, the eduoatlonal levels whloh fathers and mothers had attain ed, and demographio variables, in this study, similar re sults were found relating to the father's income, education al levels of the fathers and residence dlstanoe from sohool. However, a difference was found between the type of supple mentary sohool eduoatlon received by the mothers of with drawn students and the mothers of continuing students. This, of course, does not refer to the general eduoatlonal * * » level of the parents whloh was not slgnifioant and whloh agrees with the finding by Both.

®^Hoth, "First Year Student Withdrawals." 88 Gray reported on a study of faotors related to a i- conoeption of the Church held by Presbyterian laymen. He concluded that the level of secular education and the de gree of open-mindedness of the Presbyterian laymen probably conditioned substantially the effect of the Churoh-related educational experiences. It would appear that in this study, there may have been suoh an effect and that this effect might have Influenced the effectiveness of the supplementary school for the ohlldren of these parents. 8 9 MoCammon investigates whether there were non-aoademlo characteristics of students which would enable Identifica tion of probable dropouts at the University of Tennessee. Among the non-academic characteristics selected weres 1. Occupation of parents. 2* Educational attainments of the parents. 3. Attitude of parents toward student attending the University of Tennessee. MoCammon reported that both female and male aoademioally-capable dropout students did possess non-aoademlo . oharacterlstlos different from the persistent students. Kale and female students whose parents hold lower-level occupa tions withdraw more often than students whose parents hold higher-level occupations. The educational attainment of the parent did not differentiate between the persistent and drop-

SS Gray, "Faotors Related to Conception of Churoh." 89 MoCammon, "Non-Intellectual Variables in Predicting Attrition.H out male and female student. The attitude of the student's parents had no relation to attrition* This study appears to oolnolde with MoCammon relative to the finding that with drawn and continuing students do possess non-aoademlo char acteristics different from eaoh other. What Is surprising Is MoCammon's finding that the attitude of the student's parents had no relation to attrition* It might be that at the oollege-age level, the parent's attitude is not a fact or for any influence. However, It might be suggested that the parents' attitudes have been Interjected before the student's entry Into college* Bokeaoh^deflnes attitude as a relatively enduring organization of beliefs around an objeot or situation pre disposing one to respond in some preferential manner. Each belief, within an attitude organization, has three compon ents s 1* A cognitive component » a person's knowledge. 2. An affeotlve oomponent * capable of arousing affeot of various intensity, and 3* A behavioral oomponent = leads to some aotlon. It would seem that the third oomponent of Rokeaoh's definition of attitude would lead to some aotlon on the part of a student to oontlnue In, or to withdraw from, school.

90 Rokeaoh, Beliefs. Attitudes and Values. p. 112 Of further interest is a study reported by Eokeaoh^on the principle of belief congruence. Bokeaoh presented Jewish children with congruous and incongruous configura tions depicting Jews and Gentiles holding various beliefs. Jewish children "positively" evaluated Gentiles who agreed with their views (e.g., a Gentile who is for Israel) and "negatively" evaluated Jews who disagreed with their views (e.g., a Jew who is against Israel). Bokeaoh suggested that these subjects were responding in aooord with the principle of belief congruence, whioh predicts assimila tion whenever extremely Important characteristics (beliefs and traits) are associated with positively or negatively valued people and not in aooord with the oongrulty prin ciple whioh predlots compromise. It might be that stu dents in a supplementary sohool have developed the be havioral oomponent of attitude from their parents, which would lead them to action. m i s action, in aooord with the prlnolple of be lief congruence, might suggest that the important charac teristics (beliefs and traits) are associated with the teaohers in the supplementary sohool either as negative ly or positively valued persons. The withdrawn student arriving with an attitude interjected from his parents{ views the religious sohool personnel as negatively valu ed and withdraws. The continuing student, arriving Kith an attitude Inter jected from his parents, views the religious sohool person nel as positively valued and continues in sohool. 02 Chlpman7 highlights the problem by suggesting that the children in Jewish schools live in a secularized Chris tian culture whioh opens wide the options for a variety of lifestyles. The issue is confounded since the values in this culture seem to ohange with such speed, that "keeping up" is almost impossible. The Jewish sohool is attempting to teach a set of values and a way of life that seems to bear no relation to the all-pervaslve world. The gap be tween the home and the sohool appears to be unbridgeable. A method must be found to counteract lifestyle, behavior patterns and value Judgments of at least the families from which our children come, so that the vacuum between the val ues and ideas of the religious sohool and those of the "mar ket place" may be filled with some Jewishness, rather than the debris of the surrounding oulture. She emphasizes that without some sort of parental Involvement in the Jewish school, a child is not likely to beoome an Interested Jew and, even less so, a oommltted Jew. A method must be devis ed for family participation in the Jewish sohool whioh con tains the potential for effeotlng ohanges in the values and lifestyle of the family. In a study of some family Influences affecting par-

^2Chipman, "Parents Expendable?" tlclpation In religious activities among a group of students 03 belonging to the Churoh of Christy Cunningham ^reported that family faotors were related to oollege students' religiosity. A more extensive relationship was found to exist between the students' religious behavior and their perceptions about their fathers' religiosity than perceptions about their moth ers’ religiosity. Perceived religious sincerity of the moth ers was a faotor of relationship to both students* religious aotivlty and religious attitude. Females expressed slightly more religiosity than males. There was no relationship be tween academic grade level and students* religious activity. Academic ability was not related to differences in students' religious activity. This study would appear to be supported by Cunningham's research, in that both suggest that family faotors relating to the parents• religiosity as perceived by the students was a faotor in the students' religious attitude. The females who expressed slightly more religiosity than males might acoount for females being more likely continuing students than withdrawn students in this study. The fathers 1 religiosity as perceived by the students in Cuxmlxigham's re search was a more extensive relationship in the students' re ligious behavior. In this study little significance was de rived from the fathers relating to students continuing or withdrawing from religious sohool. It might suggest that the Churoh group described by Cunningham is somewhat dlffer-

Cunnlngham, "Family Influences on College Students." ent as It relates to fathers and their role than the Jew ish group desorlbed In this study. ok Hoohberg' reports that Hebrew achievement in Ortho dox Talmud Torah schools In New York City is significantly related to both intelligence and religiosity, and that fe male students oan be expeoted to aohleve better results in Hebrew than their male olassmates. That younger pupils tend to achieve more in Hebrew than the relatively older students, and that the relative predictive power of most of the given variables for Hebrew achievement is substantially different from their predictive power for public sohool achievement. Hochberg oonoludes that his final sample was relatively homogenous with regard to parental Jewish educa tion and mother's general education. Hoohberg suggests fmo ther research to asoertaln their relationship to Hebrew achievement. Hoohberg's foous Is on Hebrew language achieve ment, although it appears to lndioate similar results to the present study. It is emphasized here that the older pupil is probably less motivated and is preparing for his early withdrawal from school. Harrison^^reports on a study to dlsoover the extent of and reasons for pupil dropouts from religious education programs for teenagers in Amerioan Baptist Convention Churches in New Jersey. He found that the dropout rate from religious education programs is higher for boys than for girls. He

Hoohberg, "Hebrew Language Achievement." suggests that young people are not finding satisfactory solutions to their problems in their Churoh group relation ships, and oonoludes that Churoh sohool programs are consid ered unrealistic by young people. Harrison comments that inadequate teaching, space, material and facilities are not related to dropouts to a great extents that parents do not encourage teenage children to attend Sunday school and/or youth groups, and that there are those who are disinterest ed in any form of religious-affiliated education or soolal life. While Harrison's study corresponds with the present study, despite the different religious group Identification, it deals with a religious sohool and youth group coordinat ed activities, rather than with a religious sohool alone, and the age sample is from 12 years to 18 years, all sub sumed under religious education programs. It appears that this study must recognize as an im portant caveat the age-old problem of the dropout. The Tal- 06 mudlc sage, Babbl Shimon Bar Yoohai7 observed* "mis is the way of the world* a thousand students enter the Bible sohool, but only a hund red proceed to the study of the Hlshnah. Ten of those advance to the study of the Talmud, but only one achieves the rabblnio degree.M

Limitations of Study m i s study limits Itself to a total grade level of

96 Koheleth Rabbah on Eoolesiastes 7*26. students and their parents and Is pertinent only to the sample desoribed herein within the described institution of a particular faith. No attempt was made, nor would it be valid, to relate these findings to other groups of like background. It would appear that there would be no need for the administration of the Parents' Interview Form, used in this study, to the population of fathers, sinoe the re sults were minimal and did not provide, other than one faotor of difference, any significant data. Although the Student interview Form produoed sev eral significant differences between the withdrawn and continuing students - nevertheless, the instrument pro vided in some questions too many ohoioes which complic ated the selection of responses. A similar limitation oould be offered in regard to the Parents' interview Form.

Areas For Further Researoh The findings from this study suggest the urgent need for Jewish education to extend the analysis of the withdrawn and oontlnulng students on a national level so that the significant differences be established between the students who withdraw and the students who continue. Such analysis would appear to permit the develop ment of prediotive profile characteristics of those groups of students whioh could then be used for a combined educa tional program utilizing the best resources of educational researohers, psychologists and other behavioral solenoe personnel to select a series of programs for remediation purposes of this problem. These would be ambitious undertakings involving the cooperation and resources of professionals and lay men to finance and produce programs which oan identify the problem through communication; whioh oan offer a va riety of solutions to affect changes in the parental bodies; which oan determine what counseling is needed for the potential dropout and which curriculum innova tions can be introduced to positively influence a reduc tion in the ohlldren who are lost to Jewish eduoatlon. It is obvious that the task is not an educational one alone - this, too* is important to be recognized. How ever, it is the educational establishment which is per- oelved to be ineffective in coping with the student who withdraws - as if they were its failure alone. By these methods of research and evaluation and the presentation of the results, the public may be willing to participate in a joint endeavor in attempting to reverse the trend for everyone's benefit. BIBLIOGRAPHY t SELECTED BIBLIOGRAPHY

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Jacoby, Emil. Continuation and Dropout in Conservative Congregational Schools. Los Angeles, California: Univorsity of Judaism, 1970.

Jones, Jean Me, "The Religious Development of Children in Inter relationship with Identity Formation and Conceptual Growth." Unpublished doctoral dissertation, Boston University, 1963.

Lichter, Solomon 0.; Rapion, Elsie B.; Seibert, Frances M. ; and Slansky, Morris A, The Dropouts. New York* Free Press of Glencoe, 1962. » McCammon, William H., Jr., "The Use of Non-Intellectual Variables in Predicting Attrition of Academically Capable Students at the Universtiy of Tennessee." Unpublished doctoral dissertation, University of Tennessee, 1 9 6 5 .

Morris, Nathan. The Jewish School. New York* Jewish Education Press, 1954.

Nachman, Leonard R . ; Getsoft, Russell F.| and Odgors, John G. Ohio Study of Hirrti School Dropouts 1962-196*3. Columbus, Ohio* State Department of Education, 19^• Fa.lcr, Abraham D. "Persistent Students and Dropouts with Re Terence to Factors Associated with Early School Withdrawal*" Unpublished doctoral dissertation, University oT New Mexico, 1 9 6 5 *

Pilch, Judah. A History oT Jewish Education* Now'York: American Association Tor Jewish Education, 1969*

Ribner, Israel. "The Status of the Educator." Jewish Education in the 70*s: Challenge and Promise. 1970 Yearbook of the Educators Assembly of the United Synagogue of America. New York* Educators Assembly, 1970.

Rokeach, Milton* Beliefs. Attitudes and Values. San Francisco: Jossey-Bass Inc., Publishers, 1 9 6 8 .

Rosenbaum, M. , and Silbermann, A. M. Pentateuch with Rashi*s ‘ Commentary. New York: Hebrew Publishing Company, 1951*

Rosenwalke, Ira. "An Estimate and Analysis of the Jewish Population of the United States in 1790." American Jewish Historical Society Publication. L (1969)* 25«

Roth, Alfred R. "First Year Student Withdrawals from Five Small Colleges in Oregon." Unpublished doctoral dissertation, University of Oregon, 1965*

Rudavsky, S. "Trends in Jewish School Organization'and Enrollment in Now York City, 1917-1950." YIVO Annual of Jewish Social Science. X (l955)» 67•

Sama, Nahum. The Bible and Judaic Studies. "The Teaching of Judaica jin American_Univqrs,itie^.. Edited by Leon A. Jick. New York: Ktav Publishing House, Inc., 1970.

Schneller, Pete. "Unwilling Learner and Drop-Out Study." Seattle, Washington, 1963* (Mimeographed).

Schreiber, Danial. "The School Dropout Problem." American Education. IV. No. 6 (1 9 6 8 ), 5-7*

Sldwell, Paul P. "A Case Study of Selected Factors Relating to Continuance or Withdrawal of Full Time Freshmen at Grand Rapids Junior College." Unpublished doctoral dissertation, Michigan State University, 1 9 6 1 .

State Department of Education. "State7Wide School-Leaver Report Scholastic Year 1967-6 8 ." Alabama: State of Alabama, 1 9 6 9. Stato Department of Education. The Scliool Dropout, in Louisiana 1969-1970. Louisiana! Stato Department of Public Education, C 1 9 7 0. I, Stewart, Marie T. "A Comparison of Ratings of Reasons for Attending College as Given by Freshman Junior College Overachievers, Predicted Achievers and Underachievers," Unpublished doctoral dissertation, Colorado State College, 196*f.

Tanncnbaum, Abraham.J, Dropout or Diploma. New York: Teachers College Press, Columbia University, 1966 .

U.S. Department of Labor. Employment of School-Age Youth 1969. Special Labor Force Roport 12*1 * Washington, D.C.i Government Printing Office, 1970.

Weinberger, Paul. "The Effect of Jewish Education," American Jewish Yearbook, LXX (1971)» 236*

Zeller, Robert. Lowering the Odds on Student Dropouts. Englewood Cliffs, N.J.* Prentice-Hall, Inc., 1966. APPENDICES APPENDIX - 156-

APPENDIX A

Descriptive Title: Test oT the Significance of the difference between Two Independent Proportions.

Installation Name: Wayne State University Computer Center.

Authors and Affiliations: J. Esshaki and S. Selig, Wayne State University, Department of Educational Evaluation and Research.

Language: FORTRAN IV with WATFOR.

Computer: IBM System 360/Model 67.

Program Availability: Listings Presently Available.

Contact: Sidney Selig, 27310 Sutherland, Southfield, Michigan 48076,

Disclaimer: Although this program has been C tested by its contributor, no warranty, expressed or implied, is made by the contributor as to the accuracy and functioning of the program and related pro gram matorial. Any questions concerning the technical de tails of programming for this routine should be addressed to the authors.

C -157

FORTRAN IV WITH WATFOU LISTING OF PROGRAM TO COMPUTE THE

TEST OF THE SIGNIFICANCE OF THE DIFFERENCE RETWEEN TWO ' * INDEPENDENT PROPORTIONS (Z RATIOS. J

; PROGRAM LISTING

0 RATIOS FOR DIFFERENCE BETWEEN PROPORTIONS ON STUDENT QUESTIONNAIRE

DIMENSION SS(65,9G), FD(96), FDZ(96), FCZ(96), PD(96), PC(96), PT(96), 1 pdz(96), pcz(96). ptz(96), z(9 6 ), fc(9

c 12 ND = ND + 1 10 CONTINUE DO 20 J a 1, K DO 30 I r l f N IP (SS(lt 1) . EQ. 1.0 ) GO TO 11 PC(J) = FC(J) + SS (I, J) GO TO 30 11 FD(j) * FD.(J) + SS(l.jj 30 CONTINUE FDZ(J) S ND - FD(J) FCZ(J) b NC - FC(j) 20 CONTINUE DO kO J = 2, K I t= J PD(J) = f d (j )/n d PC(J) a FC(j)/NC PDZ(J) a 1.0 - PD(j) c PCZ(J) « 1.0 - pc(j) p t ( J) = (FD(J) + FC(J))/(ND + NC) PTZ(J) =1.0- PT(J) XY a PT(J)* (1.0 - PT(J)) IF (XY.LT.O.O) GO TO 90 IF (XY.EQ.O.O) GO TO 90 XR = (1.0/ND) + (i.O/NC) CD = SQRT (XY*XR) IF (CD.EQ.O.O) GO TO 90 CN « PD(J) - PC(J) Z(J) a CN/CD GO TO 41 90 Z(J) a 9 0.O **1 PRINT 6 , I 6 FORMAT 5X, "VARIABLE 12) PRINT 7, N, ND, NC, FD(l), FC(l)t FDZ(l), FCZ(I|,;d , PD(I),p d (i ) PC(I),...... PT(I), 1Z(I), PDZ(I), PCZ(l)f C PTZ( -159-

c 7 FORMAT ('O', *Ns', 12, 2X, 'ND=', 12, 2X, 'NC*', \2//UXt *FD=' , kX, 'FC/12F9.5/AX, 'FDZ', ftX, •FCZ»/2F9.5/Ax » 'Pd '» **x» 'PT'/13P9* 5//kX, 'Z=', F7«^//^X, 'PDZ' , fix, 'PCZ', 4X, •pcz», fix, *PTZ'/3P6.3) f|0 CONTINUE STOP ‘ END

$ STOP $ DATA

C .

C ~i6o-

c FORTRAN IV WITH VATFOR LISTING OF PROGRAM TO COMPUTE THE

TEST OF THE SIGNIFICANCE OF THE DIFFERENCE BETWEEN TWO

INDEPENDENT PROPORTIONS (Z RATIOS)

.PROGRAM LISTING C z HATIOS FOR DIFFERENCE BETWEEN PROPORTIONS ON PARENT QUESTIONNAIRE

FCZ(75) , PU(75) PTZ(75) » Z(75) N 9 65 K = 68 ND 9 0 NC 9 0 DO 5 J 9 1, K f d ( j ) = 0 FC( j) 9 0 C FDZ(J) 9 0 FCZ(J) 9 0 PD(J) 9 0 PC(J) = 0 p t (j ) 9 0 PDZ(j) 9 0 PCZ(J) 9 0 PTZ(J) 9 0 Z(J) 9 0 CONTINUE READ 1, ((SS(l.J.)f Jsl,K)t 1=1, N) FORMAT (5X, Fl.O, IX, 2F1.0, IX, Fl.O, IX, Fl.O, IX, 2F1.0, IX, Fl.O, IX, 13F1.0, IX, Fl.O, 2X, Fl.O, IX. 25F1.0, 6X, 10F1.0, 11X/^X, 9X, 5F1.0, 10X, 115F1.0) DO 10 I « 1, N IF (SS(l,l).EQ.1.0) GO TO 12 NC s NC + 1 o GO TO 10 I

12 ND = ND + 1 10 CONTINUE DO 20 J * 1, K DO 30 I - 1, N IP (SS(l,l).EQ.1.0) GO TO 11 FC(j) a FC(J) + SS(I.J) GO TO 30 11 FD(J) = FD(J) + SS(I.J) 30 CONTINUE FDZ(J) b ND - FD(J) FCZ(J) = NC - FC(j) 20 CONTINUE DO <(0 J a 2, K

I = J » p d (j ) = f d (j )/n d p c (j ) = f c (j )/n c PDZ(j) S 1.0 - PD(j ) c PCZ(J) B 1.0 - PC(j) PT(J) B (FD(j ) + FC(J))/(ND + NC) PTZ(j) a 1.0 - PT(J) XY = PT(J)*(1.0 - PT(J)) i f (x y .o .o ) GO TO 90 IF*XY*EQ.O*0) GO TO 90

XR b (1.0/ND) + (1.0/NC) CD « SQRT(XY*XR) i f (c d .e q .o .o ) GO TO 90

CN B PD(J) - PC(J) z(j) 8 CN/CD GO TO *11 90 z(j) Cs 9 0 .0 4l PRINT 6 , I 6 FORMAT 5Xt 'VARIABLE', 12) PRINT 7, N, ND. NC, FD(l), FC(l), FD2 (I), FOZ(I), .o PD(l), PC(l), PT(I), 1Z(I), PDZ(l), PCZ(] ), PTZ(X) 1 -162-

7 FORMAT ('O', 'Ns* , 12, 2X, 'ND»* , 12, 2X, 'NCs', 12//AX, 'FD*', AX, *FC 1 / 12F9.5//AX, 'FDZ', AX, 'FCZ'/2F9. 5//AX, *PD, AX, 'PC', AX, 'PT'/13F9. 5//AX, *Z«'. F7.A//AX, 'PDZ1, AX, 'PCZ', Ax, •PTZ'/3F6.3) AO CONTINUE STOP END

$STOP SDATA

* o

* APPENDIX APPENDIX B

Descriptive Title* Chi-Square and Contingency Coefficients.

Installation Name* Wayne State University Com puter Center.

Authors and Affiliations: Norman Nie, University of Chicago, Department of Political Science and National Opinion Research Center; and Dale H. Bent, University of Alberta, Faculty of Business Adminis tration; and C. Hadlai Hull, University of Chicago, Com puter Center.

Calling Name: CROSSTABS

Computer: IBM System 360 /Model 6 7 .

Program Availability: Nie Norman, Ben Dale H., and Hull C. Hadlai. 'Statistical Package for the Social Sciences." Now York: McGraw-Hill Book Company (1970).

Comments: SPSS system of computer programs available at Wayne State Univ ersity was utilized to compute contingency tables, chi-square, and contingency coefficients. APPENDIX STUDENT INTERVIEW FORM IN SEVENTH GRADE

• Your public school grade is .

Are you, or have you ever been a member or a Jewish Youth

Group7 Yes No _____

IT yes, please answer the following!

Name of Group How Long When (years)

Are you, or have you ever been, a member of a general (not specifically Jewish only) youth group? Yes ____ No____

If yes, please answer the following!

Name of Group Hoi* Long When (years)

Have you attended a Jewish summer camp? Yes _____ No ___

If yes, please answer the following:

Name of Camn For How Lonpr When (years) Have you attended a general (not specifically Jewish only)

summer camp? Yes ____ No_____

If yes, please answer the followingt

Name of Camp How Long When (years)

Do you think the most important reason for a Jewish boy to

attend Religious school is to prepare for Bar Mitzvah?

Agree Disagree______

Explain your answer

Do you think the most important reason for a Jewish girl to

attend Religious school is to p.repare for Bat Mitzvah?

Agreo _____ Disagree _ _ _

Explain your answer ' ______-168-

c 8. llow much education should be rcquirod Tor a boy or girl to become Bar or Bat Mitzvah? (check)

Bar Mitzvah Bat Mitzvah

Reouirement Requirement

Knowledge of Torah blessings and Haftorah______

_____ Less than five years of Religious school ____

_____ Five years of Religious school ___

Less than seven years of Religious school ____

_____ Seven years of Religious school _____

9* Religious elementary school is as important in Jewish

education as Public elementary school is in general education?

Agree _____ Disagree _____ o Explain your answer*

* 10* Religious junior high school is as important in Jewish

education as Public junior high school is in general

education? Agree ______Disagree

Explain your answer _^

G -169-

i : * : *

Cl 11. Religious senior high school is as important in Jowish education as Public senior high school is in general

education. Agree Disagree _____

Explain your answer:

12. Do you think that most boys have learned what is important

to know about the Jewish religion by the time they have

become Bar Mitzvah? Yes _____ No _____

13* Do you think that most girls have learned what is important

to know about the Jewish religion by the time they have e become Bat Mitzvah? Yes ___ No ______

14. Do you feel that parents have the right to Insist that

their children attend Religious school before Bar or Bat

Mitzvali? Yes _____ No ____

13* Do you feel that parents have the right to insist that their

childron attend Religious school after Bar or Bat Mitzvah?

Yes . No ___

O Hero are ten reasons Tor attending Religious school What do you think of these reasons? (select by checking the column you think for each reason.)

Very Im Not Im portant Important portant a. Become a good Jew ______b. Satisfy parents and grand

parents ______c. Know about current Jewish

problems ______d. Acquire skill in Hebrew

language ' ' e. Prepare for Bar or Bat Mitzvah______f. Develop close relationship

with Congregation ______g. Positive attitude towards

State of Israel ______h. Learn about Jewish Religion ______i. Practice tradition of Judaism ______j. Prepare for career in Jewish

education 17* At what age should a student end Religious school? (check one)

a* As early as he wishes _ _ _ »

b. At Bar or Bat Mitzvah _____

c. At graduation from Junior high .school _____

d. At graduation from Senior high school

e. As long as he does not dislike it too much ______

18 . What subjects do you feel you learned at the Elementary level

of Religious school? (check under the cfolumn you think best

for each item.)

Excel- Satis lent factory Poor

1. Customs and Ceremonies ______

2. Reading Prayers . ______

3. Bible in English ______4. American Jewish Community ______■ ______

5* History ' ______

6. State of Israel • ______

7 • Bible in Hebrew ______^_

8. Songs ___

9* Understanding meaning of Prayers ______

10. Current events Some students do not continue Religious school after Bar or

Bat Mitzvah. What do you think are the reasons? (Check

the column you think for each reason.)

Very Im- Not Im portant Important portant

a. Learned enough up to Bar

or Bat Mitzvah ______b. Too much work in Public

school ______c . Jewish school is un

interesting ______d. Parent do not insist ______e . Can learn about Judaism

without attending ______f. Need time for other

obligations ______g. No practical value for

their future ______h. Dissatisfied with Religious

school ______i. It is not important to

them _____ j. Friends do not go # _____

Do you think a Jewish student should continue in Religious school after Bar or Bat Mitzvah? Yes No -173-

21. What subjects should be taught after Bar or Bat Mitzvah in

the Junior high school? (check)

Jewish History ______Bible _____ Ethics _____

Customs and Ceremonies ____ Prayers ____ Modern Hebrew

Jewish Philosophy ____ Current Events ____

State of Israel ___ Other (specify) ______

22. Which of the following goals do you think important in the

Religious elementary school?

Very Im- Not Too portant Important Important

1. Ability to Join in the Synagogue

services ___

2. How to read Hebrew __

3. Study the Bible ___

k* Learn about Israel ___ • ♦ 5* Understand the meaning of

our religion ____

6. Study about the Jewish people

7. Prepare for Bar or Bat Mitzvah_

8* Be in a Jewish atmosphere _

9. Learn about the customs and

ceremonies

10. Understand the meaning of the

praye rs

If you think of any other goals please state -17^

23. Was the EJementary level in Religious school interesting? c (check one)

More interesting than Public school

As interesting as Public Bchool ___

Less interesting than Public school

2*t. How much did you learn at the Elementary level in Religious

school? (check one)

Learned a great deal _____

Learned a fair amount ■ ' 1 Learned very little *_____

, 25* Were your Elementary Religious school teachers good?

(check one)

Most Elementary Religious school teachers were good

Some Elementary Religious school teachers were good

Very few Elementary Religious school teachers were good

26. Did you enjoy attending Elementary Religious school?

Yes No_____

Explain your answer

O Did your Religious school training holp you to I

(answer yes or no)

a. Be a better human being ____

b. Believe in God ..

c. Respect your parents

d* Understand the Jewish religion ___

e. Attend the Synagogue ' .

f. Observe Jewish customs at home ____

g. Contribute to Jewish charities ____

h. Plan to visit Israel _____

i. Believe in justice ____

J. Believe in democracy _____

In Religious school which areas do you feel need improvement?

1, Better Textbooks _____

2. Improved Bar/Bat Mitzvah training _____

3* Bettor teaching methods and techniques _____

h. Teachers should know subjects better ___

5« More school activities outside of class _____

6. Teachers should be friendlier ___ * 7. More student government ____

8. Teachers should speak English better ___

9* More opportunity for students to express their opinions

10. Teachers should bo stricter ______

Others (specify) ______-176-

* « * ♦i i, 29. Here is a list ol‘ Jewish objects. Check those found in your

home.

1. Candlesticks . __

2. Wine (Kiddusli) cup______

3. Jewish Bible______

Prayer Book (Siddur) __

5 . Havdallah spice box and candle ____

6 . Mezuzah ___

7. Jewish National Fund (Blue) Box _ _

8 . Jewish books/Periodicals/Records

9 • Mayim Achronim dish __

10. Jewish art ___

30. Are your parents active in Jewish organizations?

Father 1 Yes ______No _____

Mothert Yes _____ No ____

31* Do your parents attend adult Jewish education courses?

•Father: Yes _____ No_____

Mother: Yes ______No______

O -177-

^ 32. Do the following observances take place in your home?

1. Kiddusli recited on Friday night Yes — No

2. Kasher moat eaten Yes —__ No

3. Sliabbat candles lit Yes ___ No

No bread eaten during Pesach Yea _ No

3* llamotzi (Blessing over bread) recited

before meals Yes —__ No

6. Fasting on Yom Kippur Yes No

7. Grace after meals (Birkat Hamazon)

recited Yes _ No

8. Chanukah candles lit Yes —_ No

9* Dietary (Kashrut) laws observed (no meat

or milk together) Yes No

10. Attend or make Passover Seder Yes _ No

C APPENDIX -179-

p a r e n t s * INTERVIEW FORM

OF STUDENTS IN GRADE SEVEN

F/M 1. How many children do you have?

F/M 2. Is your seventh grader natural born ____ ,

adopted . (check)

F/M 3. In public school did you attend:

Grade school (yes or no) _____ (if yes, what level did

you complete) .

High school (yes or no) (if yes, what level did

you complete) .

College (yes or no) ____ (if yes, what level did you

complete) «

Professional school (yes or no) .

4 *180

C . 4

P/M k. In Hebrew/Jewish school did you attend!

Sunday school (yes or no) _ (if yes, what level did

you complete *

Elementary school (yes or no) _____ (if yes, what level

did you complete) ____ •

Up to and including Bar/Bat Mitzvah (yes or no) .

Did you continue beyond Bar/Bat Mitzvah (yes or no) ___

High school (yes or no) (if yes, what level did

you complete) .

Yeshivah Day School (yes or no) _ (if yea? what

level did you complete) .

Higher Jewish education (yes or no) (if yes, what

level did you complete) .

P/M 5 . What is your occupation? -181-

F/M 6. What was your family's religious background? (check)

Orthodox ____ Conservative _____ Reform _____

Secular _____ Other (specify) ______-182-

i * .

M. 7. Do you observe in your home the .following: (check)

a. Chant the Kiddush ______

b. Eat kasher meat

c. Attend or make Passover Seder ____

d. Observe dietary laws ___

e. No work on Shabbat ___

f . Put on Tephillin _____

g. Light Chanukah candles t__

h. Eat no bread during Passover ___

i. Recite Hamotzi before meals _____

j. Fast on Day of Atonement

* ,

^ F. 8. Do you observe in your home the following: (check)

a Use Kasher meat _

b. Light Shabbat candles ___

c. Observe dietary laws ___

d. Make or attend Passover Seder _____

e* Eat no bread during Passover ____

f. Light Holyday candles

g* Prepare special Shabbat foods ___

h. Prepare special Holyday foods ___

i. No work on Shabbat _____

j. Fast on Yom Kippur _ _ -183-

F/M 9» What home observances do you want your child to ( perform! (use as a guide question F7 for boys and

question M8 for girls)

1. . _ _ 2 . ______3 . ______:______4 . ______

5* ______;______* 6. ______

7. ______8. ______

9* ______10. ______

F/M 10. Do you attend Congregational services ont (answer R

for regularly, 0 for occasionally, N for never)

1. High Holydays (Rosh Hashanah and Yom Kippur)

2. Other Holydays (Pesach, Shavuot, Sukot)

3* Friday Night

4. Shabbat ___

5. Bar or Bat Mitzvah ___

V. -18**-

F/M 11* List the Jewish Organizations of which you are a

member:

F/M 12. Which of the following Jewish objects are in your

homo?(check)

a. Wine (Kiddush) cup ____

b. Candlesticks _____

c . Bible _____

d. Prayer Book (Siddur) _____

e. Mezuzah _____

f. Havdallah Spice Box and candle _____

g. Jewish National Fund Box _____

h. Mayim Achronim dish ____

i. Jewish books/periodicals/records ____

J. Jewish art ____

f F/M 13• What are the important reasons for sending your child

to Religious School? (There are ten choicesf number

your choices from 1 to 10. Use the number 1 for your

most important choice and number 10 for your least

important choice).

Become a good Jew . Satisfy grandparents ___

Acquaintance with current Jewish problems ___ Develop

close relationship with Synagogue . Acquire skill

in Hebrew language ______Positive attitude towards

State of Israel . Prepare for Bar or Bat Mitzvah -185-

■** *

Teach about Jewish religion and its observances .

Prepare for career as Rabbi, Cantor or religious school

teacher . Practice traditions of Judaism *

F/M 1^. At what age should a child end his religious school

education? (check)

a. As early as he wishes _____

b. At Bar or Bat Mitzvah ___

c. Graduation from junior high school ____

d. Graduation from senior high school _____

e. As long as he does not protest too much .

•F/M 15. What subjects do you feel your child learned at the

elementary level of religious school. (check under the

appropriate column)

Excellent Satisfactory Inadequate 1. Customs and Ceremonies

2. Reading Prayers.

3. Bible in English

4. American Jewish community

5. History

6. State of Israel

7» Bible in Hebrew

8 . Songs

9. Understanding meaning of Prayers

10. Current events. -186-

P/M 16 . Which subjects would you want your child to study I in junior high school after Bar or Bat Mitzvah? (check)

Jewish History __ Bible _ Ethics ____

Customs and Ceremonies ____ Prayers —__

Modern Hebrew . Comparative Religion ___

Jewish Philosophy Current events ___

State of Israel ___ Others (specify)

I -18?-

F/M 17. Do you consider that Religious Elementary school is as

important in Jewish education as Public Elementary

school is in general education?

Yes No ____

F/M 18. Do you consider that Religious Junior High school is as

important in Jewish education as Public Junior High

school is in general education?

^es _ _ N° '

F/M 19* Do you consider that Religious Senior High school is

as important in Jewish education as Public Senior High

school is in general education?

Yes ____ No_____

F/M 20. Do you feel that parents should insist their children

continue in Religious school after Bar or Bat Mitzvah?

Yes No APPENDIX 189-192

-189-

BAR MITZVAH ni3TO 13

rux» na bat mitzvah

(^OMgregattaM ^BetA %St*alom

Religious School

14601 West Lincoln Road Oak Park, Michigan 48237 a 547-7972

Director of Education: Sidney Selig, M.A. -190-

RABBI’S MESSAGE

Dear Parents:

This brochure has been written by our splendid Director of Education, Mr. Sidney Sclig, to acquaint you with our total concern for your child.

Judaism is a great religious heritage which combines head, heart and pcoptehood. We want your children to be alert, loving Jews. This is not a mere extra-curricular experience. Our Judaism Bhould affect our entire lives.

If this is so, your children's Jewish learning is crucial. And thiB year in your child's life represents a turning point. He or she can cither abort their learning or deepen and continue it. For this reason let me indicate a basic fact — namely, your child’s continuance of Jewish learning depends upon you and no one else. The child is not mature enough to make this decision. If you, as parents, say "this is the way we function in our home — namely, we all will learn together and part of your growing up is to graduate from religious school!" then the matter !b solved.

In doing thiB we short-circuit problems of alienation during college years. Because no thirteen year old has Jewish wisdom. This comes during the critical years following thirteen.

So I implore you — help your children become learned and committed Jews. Isn't that the reason you are part of Beth Shalom?

Mordecai S. Ilalpem, Rabbi •4*iMK -191-

A. YOUR SON AND/OR YOUR 3. SIXTH GRADE GROUP TRAINING DAUGHTER. PREPARATION 1. ATTENDANCE REQUIREMENTS IN OUR RELIGIOUS SCHOOL. During this year the Cantor will visit each of the Sixth Grade classes to prepare the group by studying At Beth Shalom children begin their religious and reviewing the blessings, prayers and musical education at the same time that they enter the accents common to each Bar/Bat Mitzvah. kindergarten in Public School. In the Religious School, they study prayers, blessings, Bible, Jewish history, Hebrew and customs and ceremonies. They graduate from the Religious School concurrently with their graduation from Public School, at the end of the 4. INDIVIDUAL INSTRUCTION twelfth grade. The Bar/Bat Mitzvah ceremony is a major milestone in the religious and educational life Approximately six months prior to the Bar/Bat of the child and the family and the beginning of more Mitzvah our Cantor will schedule, not in conllicl with comprehensive and mature studies in Judaism on the Religious School classtimc, specific appointments for Junior and Senior High School level. Continuous and private training for Haftorah and/or Biblical regular studies in a Religious School, beginning with selections including, for the hoys, learning how to put the first grade, arc our prerequisite for a Bar/Bat on Tallil and Tcphillin with the appropriate blessings Mitzvah ceremony in our Sanctuary. Only under and for the hoys and girls instructions in the Main circumstances, such as ill health, will our School Sanctuary for the procedures which will take place on Board waiver some of the attendance requirements. the special day, In any event, seven years of regular and uninterrupted attendance in a Religious School, prior to Bar/Bat Mitzvah is a minimum requirement for a Bar/Bat Mitzvah in our Sanctuary, 5. RECORDS FOR INSTRUCTION

2. JUNIOR CONGREGATION Qantor |l0fl prepared two records for each SERVICES Bar/Bat Mitzvah, one record consists of the general prayers and blessings including the Sabbath Kiddush, Regulur attendance at our Junior Congregation and the other record consists of the specific portion Services will provide your child with a positive feeling to be chanted by the Bar/Bat Mitzvah. These records towards Jewish prayer, learn about the order of the are to assist the student to practice at home so that services, practice in chanting the prayers, the blessings he will be prepared for the sessions with the Cantor. over the Torah and the Haftorah, and an "at home", A Bmall deposit fee iB charged by the School Office warm feeling of being part of our congregational refundable on the return of the records after the family. Bar/Bat Mitzvah day. These records may be kept as a The Junior Congregation experience is an integral memento if desired and the deposit will be used to part of our curriculum. purchase other records, -192-

6. BAR/BAT MITZVAH INTERVIEW | K1DDUSH WITH RABBI AND PARENTS 1 Beth Shalom Sisterhood prepares a beautiful Kiddush Ceremony after the Services at a reasonable A few weeks before the Oar/Bat MiUvah, parents i expense. Several months prior to the simcha you will and son/daughter will be Invited to a final interview be contacted by a Sisterhood representative. with our Rabbi. At ibis meeting in the Rabbi's study you will all have an opportunity to clarify any You may also sponsor a Junior Congregation procedural questions, as well as determine Aliyot - ’ kiddush at a nominal charge, honoring the Bar/Bat Torah Honors for Sabbath Services. t Mitzvah. i B. YOU AND THE BAR/BAT MITZVAH DIGNITY AND DECORUM OF THE 1. RESERVING THE DATE IN THE SERVICE SYNAGOGUE Advise your friends to be on time, not to bring gifts to the Synagogue nor exchange greetings or Parents of the Bar Mitzvah will be contacted by congratulations during the service. Advise all men to the Rabbi's Secretary approximately two years prior wear Tolil and Kipah (Yarmulkcs), and the women to to the birthday of the student to reserve a suitable wear hats. Please inform your guests that smoking is date for the Bar Mitzvah. not permitted on Beth Shalom premises on the Parents of the Bat Mitzvah will be contacted by Sabbath, Children and teenage guests arc welcome to worship at one of our Bix Youth Services. If they the Rabbi's Secretary approximately one year prior to the student's birthday to reserve a suitable date for prefer to attend the Main Sanctuary they must be the Bat Mitzvah. accompanied and supervised by adult chaperones at all limes.

2 . BOOKING THE FUNCTION IN THE SYNAGOGUE FACILITIES ADDITIONAL INFORMATION The Director of Education and the Cantor will be You are invited to celebrate your Simcha in our happy to advise you on all mutters relating to the Congregation's Social Hall and Reception Lounge. academic program and instruction at the Bar/Bat You may select the Kosher Caterer of your choice. Mitzvah. The Synagogue Secretary and Housing Reservations and full details are obtainable from the Chairman will be happy to assist you in all matters Housing Chairman. pertaining to the physical preparations for tho Bar/Bat Mitzvah. 3 . SYNAGOGUE SERVICE All of us on the staff of Congregation Beth Shalom extend to you and your family a hearty MAZAL The Friday Evening Service at wliich time the Bat TOV. Mitzvah ceremony is held begins at 8:30 p.m. The Sabbath Morning Service at which time the Bar Mitzvah ceremony is held begins at 9:00 a.m. As the hoBt it is proper to arrivo before the Service begins. APPENDIX -19**- c TABLE XXV ail SQUARE AND CONTINGENCY COEFFICIENTS OF RELATED DATA FOR WITHDRAWN AND CONTINUING STUDENTS

Related Data

Gender Corrected x2~ 4,61a ; C = 0.26a ; d.f. *= 1

Income . x2- 1.98 ; C B 0.17 ; d.f. *= 3

Behavior x 2,= 26.24**; C - 0.54*5; d.f. *= 4

Intelligence Quotient x2*5 6.67; c = 0.30 ; d.f. « 3

Attendance x 2*= 24.04^; C *= 0.52*5; d.f. = 4'

Distance x2j= 0.64 ; C = 0.10 ; d.f. 18 2

Final Grade in x2=s 8.07 ; C * 0.33 ; d.f. *= 4 Religious school

Final Grade i in x 2*= 6.55 ; C « 0.30 ; d.f* « 4 Public school

a Significant at o n =* .05 level. Significant at *= .01 level.

O TABLE XXVI

ail SQUARED® AND CONTINGENCY COEFFICIENTS OR Z ' BATI03c OF POSITIVE RESPONSES ON STUDENT INT2RVIEW FORM

Question

1. 3. 65 ; C - 0.23 y d.f. B 2 S3 2A. A z -1.110 2D. : t 2 E= 6. 07 ; C « 0.29 y d.f. S3 3 3A. S tr -1.940 3D. X 2 s 7. 19 ; C ** 0.31 ; d.f. £3 3 4A. z S3 -2.101s x 2 t2 B 43. 5 * 83 y _C = 0.29 y d.f. 3 5A. z G3 2.775® SB. X 2 t: 9. 01s ; C = 0.36s ; d.f. S3 3 6 . Z S= 0.250 7. Z t= -0.3G9 8A. z B -0.450 S3. z S3 -0.345 BC. z B 3 .509 8D. z £3 -0 . 012 BE. z S -3.095b »d BF. z S3 -1.550 8G. z S3 0.360 8H. z B 3.000 81. z t= -0.820. OJ. z B -2.652®*d 9. z B -3.004® 10. z B -3.047® »d 11. z B -1.602 12. z B 1.840 13. z e* 2.047s 14. . z 0.340 15. z B -0.012 16A. t= 0. 34 ; . C ** 0.C7 y d.f. B 2 x l 163. * FT 1. 5B ; C “ 0.15 y d.f. = 2 16C. B 7. 29 j C <= 0.32s ; d.f. ES 2 16D. E 3. 53 ; C = 0.23 ; d.f. CS 2 16E. S3 1. 24 y C « 0.14 y d.f. S3 2 16F. E 0. 78 y C = 0.11 y d.f. B 2 16G. e 1. 32 y C *= 0.14 y d.f. S3 2 16H. e 2. 06 ; C *= 0.17 y d.f. s 2 * 9 161. ES 3.43 y C = 0.22 y d.f. E 2 16J. X 2 G5 1. 78 y C — 0.16 y d.f. E 2 17A. Z S> -0.184 17D. Z S3 4.ooe®»d 17C. Z GS -2.812 »d 17D. Z ts -2.436s »d -196-

"TABLE XXVI - CONTINUED" c 17E. . Z «*• -0.109 18-1. « 0.27 t C 0.06 t d.f. 2 18-2. * 0.42 ; C 0.08 d.f. 2 18-3. x » 1.87 : C 0.16 d.f. 2 18-4. *2 « 1.84 * C 0.17 d.f. 2 18-5. y2 * 1.96 ; C 0.17 d.f. 2 18-6. 2 « 0.29 j C 0.07 d.f. 2 18-7. *2 = 1.70 j C 0.16 d.f. 2 18-8. *2 * 2.29 ; C 0.18 d.f. 2 18-9. « 0.12 t C 0.04 d.f. 2 18-10- B 1.17 ; C 0.13 d.f. 2 19A. *1 « 3.92 ; C 0.24 d.f. 2 19B. x2 b 1.62 i C 0.15 d.f. 2 2 0.05 d.f. 2 19C. *2 b 0.17 r C 19D. b 1.31 ; C 0.34 d.f. 2 *2 19E. 88 1.77 ; C 0.16 d.f. 2 19F. *2 b 1.71 t C 0.16 d.f. 2 *2 19G. B 0.63 C * 0.10 j d.f. 2 19H. I2 b 3.93 C 8 0.17 j d.f. 2 2 *= 0.49 C * 0.09 j d.f. 2 191. X2 19 J. x = 5.58 0.28 ; d.f. 2 20. Z -4 .762^*• J 3 * 21A. Z 1 .180 210. Z ' t I .324 C 21C. Z * -2 .047® 210. Z * -0 .519 2 IE. z 0 .138 21F. z = -3 .119b 21G. z * -1 .337 21H. z * -1 .046 211. z 0 .475 21J. z 0 .422 22-1 . 1.74 C 8 0.16 ; d.f. 22-2. 1.21 C 8 0.13 t d.f. 22-3. 1.63 C 8 0,16 j d.f. 22-4. 0.64 C 8 0.10 r d.f. 22-5. 2.71 C 8 0.20 ; d.f. 22-6. 1.39 C 8 0.14 j d.f. 22-7. 2.92 C 8 0.21 ? d.f. 22-8 . 0.21 C 8 0.06 ; d.f. 22-9. 5.64 C 8 0.28 ; d.f.

22- 10 , X 1.45 C 8 0.15 j d.f. MNJNJWNJfOWrOfOfO 23A. z 8 -2 ,025a »d 23B • z 0 .536 23C. z 1.100 24A. z 8 -0 .869 24B. z * -0 .039 24C. z 0 .915 25A. z * -0 .102 o 25B. z 8 0 .862 -197

"TABLE XXVI - c o n t ; 25C. Z *= -0.475 26. Z = -1.9713 27A. Z *= 0.320 27B. Z “ 1.256 27C. Z *= 0.877 27D. Z « 0.214 27E. Z “ -1.992^ 27F. Z = 0.252 ‘ 27G. • z » -1.327 27H. z = 0.248 271. z *= 1.381 27J. z « 0.511 28-1. z ** 0.031 28-2. z » 0.343 28-3. z *= 0.376 28-4. z = -0.911 28-5. z *= 0.519 28-6. z ** -0.541 28-7. 2 B -0.82.5 28-8. z « 1.044 28-9. 2 = -1.226 28-10. Z « 1.331 29-1. Z = 0.349 29-2. z = 0.145 29-3. z = -0.843 29-4. z « 0.145 29-5. Z c -0.214 29-6. z » -1.175 29-7. 2 *s 0.409 29-8. z *= -1.869 29-9. z ** -0.145 29-10. z « 1.096 30A. z » 0.752 309. z « -0.409 31 A. z ■ -0.109 31B. 2 ** -3.682 32-1. Z *= -0.679 32-2. Z B -1.294 32-3. z « -0.386 32-4. z « -0.201 32-5. z « -1.628 32-6. z » -2.675® 32-7. z = -0.349 32-8. z = -1.158 c "TABLE XXVI - CONTINUED"

32.9 Z = 0.393 32.10 Z * 0.8&5

Significant at *-

T/»BLE XXV11

PROPORTION Or POSITIVE RESPONSES BY WITHDRAWN AND CONTINUING STUDENTS At® CODED QUESTIONNAIRE FOR STATISTICAL ANALYSIS

Student Interview Form in Seventh Grade

* 3. Your public school grade is

. Grade Withdrawn Students Continuing Students 6 0.000 0.054 7 0.964 0.811 8 0.036 ' 0.135

2. Are you, or have you ever been a member of a Jewish youth group?

2A. Yes or No

Withdrawn Students 0.429 Continuing Students 0.567

23. If yes, please answer the following:

Number of Withdrawn Continuing Groups Students Students

0 0.571 0.432 1 0.250 0.514 2 0.143 0.054 3 0.036 0.000

3. Are you, or have you ever bsr.n, a member of a general (not specifically Jewish only) youth group?

3A. Yes or No

Withdrawn Students 0.250 Continuing Students 0.486

33. If yes, please answer the following:

Number of Withdrawn . Continuing Groups Students Students

0 0.750 0.514 1 0.214 0.378 2 O.OCO 0.103 4 0.036 0.000 1 -200-

"TABLE XXV11- CONTINUED"

4. Have you attended a Jewish summer camp?

4A. Yes or No » • Withdra\m Students 0.571 Continuing Students 0.811

413. If yes, please answer the following:

Number of Withdrawn Continuing Camps Students Students

0 0.464 0.189 1 0.393 0.595 2 0.107 0.135 3 0.036 * o.oei

5. Hove you attended a general (not specifically Jewish only) summer camp?

5A. Yes or No

Withdrawn Students 0.643 Continuing Students 0.297

5B. If yes, please answer the following:

Number of Withdrawn Continuing Comps Students Students

0 0.357 0.703 1 0.393 0.189 2 0.179 0.027 3 0.071 0.081

6. Do you think the moot important reason for a Jewish boy to attend Religious school is to prepare for Bar Mitzvah?

Agree or Disagree

Withdrawn Students 0.214 Continuing Students 0.189 -201-

"TABLE XXVI1- CONTINUED"

7. Do you thinl; the nost important reason for a Jewish girl to attend Religious school is to prepare for Bat Mitzvah?

Agree or Disagree « Withdrawn Students 0.170 Continuing Students 0.189

8. How much education should be required for a boy or girl to become Bar or Bat Mitzvah?

Bar Mitzvah Requirement

8A. Knowledge of Torah blessings and Hfjftorah

Withdrawn Students 0.678 Continuing Students 0.730

8B. Less than five years of Religious school

Withdrawn Students 0.071 Continuing Students 0.C81

8G. Five years of Religious school

Withdrawn Students 0.321 Continuing Students 0.162

0D. Less than seven years of Religious school

Withdrawn Students 0.107 Continuing Students 0.108

BE. Seven years of Religious school

Withdrawn Students 0.143 Continuing Students 0.513

Bat Mitzvah Requirement

8F. Knowledge of Torah Blessings and Haftorah * Withdrawn Students 0.607 Continuing Students 0*784

8G. Less than five years of Religious school

Withdrawn Students 0.107 Continuing Students O.C^il I -202-

C "TABLE XXV11- CONTINUED" 8K. Five years of Religious school

Withdrawn Students 0.357 Continuing Students 0.243

81. Less than seven years of Religious school

Withdrawn Student3 0.071 Continuing Students 0.135

8J. Seven years of Religious school

Withdrawn Students 0.071 Continuing Students 0.351

9. Religious elementary school is as important in Jov/ish education as Public elementary school is in general education.

Agree or Disagree

Withdrawn Students 0.357 Continuing Students 0.730

( 10. Religious junior high school is as important in Jewish education as Public junior high school is in general education*

Agree or Disagree

Withdrawn Students 0.107 Continuing Students 0.459

11. Religious senior high schooj is as important in Jewish education as Public senior high school is in general education.

Agree or Disagree

Withdrawn Students 0.143 Continuing Students 0.324 • 12. Do you think that most boys have learned v/hat is important to know about the Jewish religion by the time they have become Bar Mitzvah?

Yes or No

Withdrawn Students 0.786 Continuing Students 0.567 1 -203-

c "TAULS XXV11- CONTINUED" 13. Do you think that most girls have learned what is important to know about the Jewish religion by the time they have become 3at Mitzvah?

Yes or No

Withdrawn Students 0.786 Continuing Students 0.540

14. Do you feel that parents hoye the right to insist that their children attend Religious school before Bar or Bat Mitzvah?

Yes or No

Withdrawn Students 0.893 Continuing Students 0.865

15. Do you feel that parents have the right to insist that their children attend Religious school after Bar or Bat Mitzvah? “

Yes or No

( ' Withdrawn Students 0.107 Continuing Students 0.108

16. Here are ten reasons for attending Religious school. What do you think of these reasons? (select by .checking the column you think for each reason)

3 6A. Become a good Jew

Reason Rated Withdrawn Students Continuing Students Very Important 0.500 0.514 Important 0.429 0.378 Not Important 0.071 0.108

4 163. Satisfy parents and grandparents

Reason Rated Withdrawn Students Continuing Students Very Important 0.107 0.108 Important 0.500 0.351 Not Important 0.393 0.541

16C. Know about current Jewish problems

Reason Rated Withdrawn Students Continuing Students Very Important 0.286 0.622 ■ Important 0.643 0.351 o Not Important 0.071 0.027 1 -20**-

"TABLE XXV11- CONTINUED"

16D. Acquire skill in Hebrew language

Reason Rated Withdrawn Students Continuing Students Very Important 0.179 0.378 Important 0.571 0.487 Not Important 0.250 0.135

16E. Prepare for Ear or Bat Mitzvah

Reason Rated Withdrawn Students continuing Students Very Important 0.571 0.432 Important 0.393 0.514 Not Important 0.036 0.054

16F. Develop close relationship with Congregation

Reason Rated Withdrawn Students Continuing Students Very Important . . 0,071 0.027 Important .0.357 0.405 Not Important 0.572 0.568

16G. Positive attitude towards State of Israel 4 Reason Rated Withdrawn Students Continuing Students Very Important 0.321 0,243 Important 0.500 0.459 Not Important 0.179 0.298

16H. learn about Jewish religion

Reason Rated Withdrawn Students continuing Students Very Important 0.500 0.676 important 0.464 0.297 Not Important 0.036 0.027.

161. Practice tradition of Judaism

Reason Rated Withdrawn Students Continuing Students Very Important 0.286 0.514 Important 0.500 0.351 Not Important 0.214 0.135

16J. Prepare for career in Jewish education

Reason Rated Withdrawn Students Continuing Students Very Important 0.107 0.027 Important 0.143 0.162 Not important 0.750 0.811 - 2 0 5 -

"TABLE XXVI1- CONTINUED" c * 17, At what age should a student end Religious school?

17A. As early as he wishes . .

Withdrawn Students 0.250 Continuing Students 0.270

17B. At Bar or Bat Mitzvah

Withdrawn Students 0.571 Continuing Students 0.108

17C. At graduation from Junior high school

Withdrawn Students 0.000 , Continuing Students 0.243 .■

17D. At graduation from Senior high school

Withdrawn Students 0.571 Continuing Students 0.109

17E. As long as he does not dislike it too much

( Withdrawn Students 0,178 Continuing Students 0.109

18. What subjects do you feel you learned .at the Elementary level of Religious school? (check under the column you think best for each item)

18-1. Customs and Ceremonies

Level Learned Withdrawn Students Continuing Students Excellent 0.286 0.324 Satisfactory 0.679 0.622 Poor 0.037 0.054

18-2. Reading Prayers

Level Learned Withdrawn Students Continuing Sttidents Excellent * 0.357 0.432 Satisfactory 0.536 0.486 Poor 0.107 0.082

18-3. Bible in English

Level Learned Withdrawn Students Continuing Students Excellent 0.214 0.108 o Satisfactory 0.429 0.405 Poor 0.357 0.487 "TABLE XXV11- CONTINUED"

18-4. American Jewish Community

Level Learned Withdrawn Students Continuing Students Excellent 0.107 0.027 Satisfactory 0.464 0.541 poor 0.429 0.432

18-5. History

Level Learned Withdrawn Students Continuing Students Excellent 0.464 0.324 Satisfactory 0.464 0.514 poor 0.072 0.162

18-6. State of Israel

Level Learned Withdrawn Students Continuing Students Excellent 0.343 0.162 Satisfactory 0.607 0.541 Poor 0.250 0.297

18-7. Bible in Hebrew

Level Learned Withdrawn Students Continuing Students Excellent 0.214 0.108 Satisfactory 0.536 0.541 Poor 0.250 0.351

18-8. Songs

Level Learned Withdrawn Students Continuing Students Excellent 0.143 0.297 Satisfactory 0.571 0.432 Poor 0.286 0.271

18-9. Understanding meaning of Prayers

Level Learned Withdrawn students Continuing Students Excellent 0.072 0.054 Satisfactory 0.321 0.351 Poor 0.607 0.595

18-10. Current Events

Level Learned Withdrawn Students Continuing Students Excellent 0.179 0.243 Satisfactory 0.428 0.486 Poor 0.393 0.271 1 207-

C "TABLS XXVI1* CONTINUED" 19. Some students do not continue Religious school after Bar or Bat Mitzvah. What do you think are the reasons? {check the column you think for each reason) . .

19A. Learned enough up to Bar or Bat Mitzvah

Reason Rated Withdrawn Students Continuing Students Very Important 0.321 0.189 Important 0.429 0.325 Not Important 0.250 0.486

19B. Too much work in Public school

Reason Rated Withdrawn Students Continuing Students Very Important 0.536 0.378 Important 0.250 0.351 Not Important 0.214 0.271

19C. Jewish school i3 uninteresting

Reason Rated Withdrawn Students Continuing Students Very Important 0.571 0.622 Important 0.250 0.216 c Not Important 0.179 0.162 19D. Parent does not insist

Reason Rated Withdrawn Students Continuing Students Very Important 0.250 0.270 * Important 0.429 0.297 Not Important 0.321 0.433

19E. Can learn about Judaism without attending

Reason Rated Withdrawn Students Continuing Students Very Important 0.250 0.135 Important 0.321 0.297 Npt Important 0.429 0.568

19F. Need time for other obligations

Reason Rated Withdrawn Students Continuing Students Very Important 0.428 0.514 Important 0.393 0.243 Not Important 0.179 0.243

19G. No practical value for their future

Reason Rated Withdrawn Students Continuing Students c ' Very Important 0.357 0.270 Important 0.214 0.270 Not Important 0.429 0.459 I -208-

"TABLE XXV11- CONTINUED*'

19H. Dissatisfied with Religious school

Reason Rpted Withdrawn Students Continuing Students Very Important 0.500 0.595 : important 0.393 0.378 Not Important 0.107 0.027

191. It is not important to them

Reason Rated Y7ithdrawn Students Continuing Students Very Important 0.429 0.514 Important 0.429 0.351 Not Important 0.142 0.135

19J. Friends do not go

Reason Rated V7ithdrawn Students Continuing Students Very Important 0.143 0.405 Important 0.214 0.189 Mot Important 0.643 0.405

20. Do you think a Jewish student should continue in Religious school alter Bar or Bat Mitzvah?

* C Ye 3 or Ro

'Withdrawn Student 0.250 Continuing Student 0.838

21. VIhat subjects should be taught after Bar or Bat Mitzvah in the Junior high school?

21A. Jewish history

Withdrawn Students 0.607 Continuing Students 0.459

21B. Bible

Withdrawn Students 0.178 Continuing Students 0.324

21C. Ethic3

Withdrawn Students 0.214 Continuing Students 0.459

21D. Customs and Ceremonies

Withdrawn Students 0.214 Continuing Students 0.270 -209-

"TABL3XXV11 - CONTINUED" c 23 E. Prayer3

Withdrawn Students 0.286 . . Continuing Students 0.270

21F. Modern Hebrew

Withdrawn Students 0.643 Continuing Students 0.946

21*3. Jewish philosophy

Withdrawn Students 0.321 Continuing Students 0.48G

21H. Current Events

Withdrawn Students 0.607 Continuing Students 0.730

21X. State of Israel

Withdrawn Students 0.678 ■■ Continuing Students 0.622 c: * 21J. Other

Withdrawn Students 0.143 Continuing Students 0.108

22. Which of the following gonl3 do you think important in the Religious elementary school?

22-1. Ability to join in the Synagogue services

Goal Rated Withdrawn Students Continuing Students Very Important 0.250 0.406 Important 0.429 0.351 Not Too'Important 0.321 0.243

22-2. How to read Hebrew

Goal Rated Withdrawn Students Continuing Students Very Important 0.500 0.622 Important 0.429 0.297 Not Too Important 0.071 0.C31 O

* I -2X0-

"TABLE XXVI1- CONTINUED" c 22-3. Study the Bible

Goal Rated Withdrawn Students Continuing Students Very Important 0.250 0.243 Important 0.607 0.486 Not Too Important 0.143 0.271

22-4. Learn about Israel

Goal Rated Withdrawn Students Continuing students Very Important 0.393 0.432 Important 0.464 0.486 Not Too Important 0.143 0.081

22-5. Understand the meaning of our religion

Goal Rated Withdrawn Students Continuing Students Very Important , 0.607 0.622 Important 0.393 0.297 Not Too Important 0.000 0.081

22-6. Study about the Jewish people

Goa3 Rated Withdrawn Students Continuing Students 0 ■ Very Important 0.322 0.378 Important 0.464 0.514 Not Too Important 0.214 0.108

22-7. Prepare for Bar or Bat Mitzvah

Goal Rated Withdrawn Students Continuing Students Very Important 0.607 0.405 Important 0.286 0.486 Not Too Important 0.107 0.109

22-8. Be in a Jewish atmosphere

Goal Rated Withdrawn Students Continuing Students Very Important 0.179 0.162 Important 0.428 0.45G Not Too Important 0.393 0.352

22-9. Learn about the Customs and ceremonies

Goal Rated Withdrawn Students Continuino Students Very important 0.393 0.243 Important 0.357 0.649 Not Too important 0.250 0.108

C -211-

•’TA3LE XXV11- CONTINUED" c 22-10. understand the meaning of the prayers

Goal Rated Withdrawn Students Continuing Students Very important 0.214 0.270 Important 0.607 0.459 Not Too Important 0.179 0.270

23* Was the Elementary level in Religious school interesting?

23A. More interesting thantPublic school

Withdrawn Students 0.000 Continuing Students 0.135

23B. As interesting as Public school

Withdrawn Students 0.214 Continuing Students 0.162 • 4 23c. Less interesting than Public school

Withdrawn Students 0.821 Continuing Students 0.703

24. Wow much did you learn at the Elementary level in Religious school?

24A. Learned a great deal

Withdrawn Students 0.173 Continuing Students 0.270

243. Learned a fair amount

Withdrawn Students 0.536 Continuing Students 0.540

24C. Learned very little

Withdrawn Students 0.286 Continuing Students 0.189

25. Were your Elementary Religious school teachers good?

25A. Most Elementary Religious School teachers were good.

Withdrawn Students 0.286 O Continuing Students 0.297 -212-

"TABLE XXVll- CONTINUED"

25B. Some Elementary Religious- school teachers were good

Withdrawn Students 0.423 Continuing Students 0.324

25C. very few Elementary Religious School teachers were good

Withdrawn Students 0.321 Continuing Students 0.378

26.- Did you enjoy attending Elementary Religious school

Yes or No

Withdrawn Students 0.321 Continuing Students 0.567 • » 27. Did your Religious school training help you to: (answer yes or no)

27A. Be a better human being c Withdrawn Students 0.250 Continuing Students 0.216

273. Believe in God

Withdrawn Students 0.643 Continuing Students 0.486

27C. Respect your parents

Withdrawn Students 0.250 Continuing Students 0.162

27D. Understand the Jewish religion

Withdrawn Students 0.857 Continuing Students 0.838

27E. Attend the Synagogue

Withdrawn Students 0.428 Continuing Students 0.676

27F. Observe Jewish customs at home © Withdrawn Students 0.678 Continuing Students 0.649 -213-

"TABLE XXV11- CONTINUED"

270. Contribute to Jewish charities

Ylithdrawn Students 0.428 Continuing Student3 0.594

27H. Plan to visit Israel

Withdrawn Students 0.571 Continuing Students 0.540

271. Believe in justice

Withdrawn Students 0.464 Continuing Students 0.297

27J. Believe in democracy

Withdrawn Students 0.357 Continuing Students 0.297

28. In Religious school which areas do you feel need ■ improvement?

28-1. Better textboolcs C Withdrawn Students 0.571 Continuing Students 0.567

28-2. Improved Bar/Bat Mitzvah training

Withdrawn Students 0.393 Continuing Students 0.351

2B-3. Detter teaching methods and techniques

Withdrawn Students 0.821 Continuing Students 0.784

28-4. Teachers should Know subjects better

Withdrawn Students 0.321 Continuing Students 0.432

28-5. More school activities outside of class

Withdrawn Students 0.786 Continuing Students 0.730

28-6. Teachers should be friendlier

O Withdrawn Students 0.500 Continuina Students 0.567 "TABLE XXV11- CONTINUED"

2e - 7. More student government

Withdrawn Students 0.464 Continuing Students 0.567

28-0. Teachers should speak English better

Withdrawn Students 0.536 Continuing Students 0.405

28-9. More opportunities for students to express their opinions.

Withdrawn Students 0.678 Continuing Students 0.811

28-10. Teachers should be stricter

Withdrawn Students 0.107 Continuing Students 0.027

Hero is a list of Jewish objects. Check those found in your home.

.29-1. Candlesticks

Withdrawn Students 0.964 Continuing Students 0.946

29-2. Wine (Kiddush) cup

Withdrawn Students 0.928 Continuing Students 0.919

29-3. Jewish Bible

Withdrawn Students 0.786 Continuing Students 0.865

29-4. Prayer book (Siddur)

Withdrawn Students 0.928 Continuing Students 0.919

29-5. Havdallah spice box and candle

Withdrawn Students 0.143 Continuing Students 0.162 -215-

"TABLE XXVll- CONTINUED"

29-6. Mezuzah

Withdrawn Students 0.796 Continuing Students 0.892

29-7. Jewish National Fund (Blue) Box

Withdrawn Students 0.428 Continuing Students 0.378

29-8. Jewish books/Periodicals/Rccord3

Withdrawn Students 0.750 Continuing Students 0.919

29-9. Mayim Achronim dish

Withdrawn Students 0.071 Continuing Students 0.081

29-10. Jewish art

Withdrawn Students 0.750 ( Continuing Students 0.G22 30. Are your parents active in Jewish organizations?

30A. Father: Yes or No

Withdrawn Students 0.607 Continuing Students 0.513

30B. Mother: Ye3 or No

Withdrawn Students 0.571 Continuing Students 0.622 t 31. Do ’y°ur parents attend adult Jewish education courses?

31A. Father: Yes or Mo

Withdrawn Students 0.178 Continuing Students 0.189

31B. Mother: Yes or No

Withdrawn Students 0.143 Continuing Students 0.324 I "TABLE XXVll- CONTINUED"

32. Do the following observances take place in your home!

32-1. Kiddush recited on Friday night . .

Withdrawn Students 0.428 Continuing Students 0.513

32-2. Kasher meat eaten

Withdrawn Students 0.607 Continuing Students 0.757

32-3. Shabbat candles lit

Withdrawn Students 0.714 Continuing Students 0.757

32-4. No bread eaten during Pesach

Withdrawn Students 0.964 Continuing Students 0.973

32-5. Hamotzi (Blessing over bread) recited before meals

Withdrawn Students 0.036 Continuing Students 0.162

32-6. Fasting on Yom Kippur

Withdrawn Students 0.821 Continuing Students 1.000

32-7. Croce after meals (Birkat Hamazon) recited

Withdrawn Students 0.036 Continuing Students 0.054 i 32-8. Chanukah candles lit

Withdrawn Students 0.964 Continuing Students 1.000

32-9. Dietary (Kashrut) laws observed (no meat or milk together)

Withdrawn Students 0.536 Continuing Students 0.486

32-10. Attend or make Passover Seder

Withdrawn Students 0.928 Continuing Students 0.972. I -217

TABLE XXVIII

c m s q u a r e s 0 a n d continoiwcy coefficients o n Z HATI03P' OF r*OSIT.TVE RESPONSES ON PARENTS* IN TERV IEW FORM BY MOTJIERS

Question 1. x 2- 8.82; C= 0.3'l6; d.f.=5 2. Z- 1 .331 3A. Z= 0.000 3B. x2= 0.00 3C. Zt= 0.000 3D. x2= 2.11; C= 0.18; d.f.=2 3E. Zb 0.679 3F. x2*= **.27; C- 0.25* d.f.=** 3G. . Z=-1.103 **A. Z— 2.0*t8a **B. x2=1**.83a ; Cs 0.*»3a ; d.f.«5 **C. Z - - 0 .3 2 U **D. x2= 1.88; C* 0.17; d.f.=3 **E. . Z=-0.188 Ur, z=-o.56 o UG, Z=-0.18** **H. x2= 3.01; C= 0.21; d.f*.=3 *11. Z« 0.795 **J. x2» **.83; C= 0.26; d.f.*=3 **K. * z=-o. 3**9 **L. x2= 2.08; C= 0.18; d,f.=2 6a, Z=-1 .2 0 3 6B. Z=-1 .21** 6C, Z« 1,509 6D. Z= 0.796 6E. Z= 0.201 7A.d 7B.d 1 218-

TABLl? XXVIII CONTINUED

Question * 7C.d .7D.d 7E.d 7F.d 7G.d 711.d 71.d 7J.d • 8 A. Z- 0.102 8 B. Z=-1.807 80. Z=-1#97la 8 D. Z=-2.090a 8 E. Ze-1 .3 3 6 8 F. Z=-2.730b 8 G. Zss—0 t 6 1 1( 811. Z=-1.01; 6 81. Z«-1 .6 0 2 8 J. Zb -0.089 9-1. Z= O.6 1 I1 9-2. Z=-0 .5 7 2 9-3. z=-1.713 9-4 * Zs-2.11ll;0, 9-5. Z=-1.828 9-6. Z=-2.6l3b 9-7. Z=-1.110 9-8. Zs-2 ,0 ll8 a 9- 1 0 . Z= 0.019 10A. x2« 1.1*9; C= 0 .1 5 ; d.r.=2 10B. x2= 3 .6 7 ; C« 0.23; d.f.s2 IOC. x2= 1.95; C= 0.17; d • 1* • ss2 10D. x2« 6.5i;a c= 0 .3 0 a ; d.f,=2 10E. x2« 2.89; C= 0.20; d.f.=2 11 . x2*= 1,81* X= 0.16; d.T.a2 -219

TABLE XXVIII CONTINUED

* Question 12A. z=-1 .8 1 7 « • 12B. Zs-2.955b 12C. Z=-0.102 12D. Z«-2.104a 12E. Zr=-2.377a. 12P. Z=-2.305a ,e 12G. Z=-0.248 12H. Z=-1.847 121. Ze-1.182 12J * z=-o.119 • 13A. x2= 8.98} C= 0.35; d.f.*7 13D. x2«17.90a ; c= 0.46a ; d.f.- 9 13C. x2 =15.44; c= 0.44; d.f.=8 13D. x2= 8 .7 6 ; Ctr 0.34; d.f.*9 13E. x2=13.6 0; c= 0.4 1; d.f.=8 13F. x2=13.39; c= 0.41; d.f.=8 13G. x2e=i 1 ,5 7 ; c= 0.39; d.r.=9 1311. x2s 6,24; Cb 0 .2 9? d.f.*8 131. x2= 7.15; c= 0 .3 1 ; d.f.-6 13J. x2= 6 .1 5 ; c= 0 .2 9; d.f.=8 1 4a. Z= 2.090a,° l4B. Z= 2.101a i4c. Zs=-o. 3^9 14D. z=-1 .636 , 14E. Ze-1.237 15-2. Corrected x2e 0.00537; c= 0 .0 0 9 0 9; d.f.-1 15-3* Corrected x2» 0.33035; c= 0 .0 7 1 1 1; d.f,«1 15-3. x2« 3.28; c= 0.22; d.f.=2 15-4. x2= 7*8lQ ; c= 0.33a ; d.f.=2 15-5. x2*= 2 .9 6 ; c= 0.21; d.f.*2 15-6. x 2b 11.66b ; c= 0 .3 9; d.f.=2 15-7. x 2b 8.95a c= 0.35a i d.f .*=2 15-8. x2* 2.78; c= 0.20; d.f ,=;2

0 -220-

TABLE XXVIII CONTINUED

Question 15-9. x^n 0.66; C» 0* 10; ,d,f.a2 15 - 1 0 . x ^b 3*90; C« 0,23; d*f.s2 16 A. Z= 0.572 16B.t Za 0.3*13 ■ 16C. Za-1 .20*1 i6d . Za 0.591 16E. Z= 0.64*1 16F. Za-1.204 i6g . Za-0.048 i6h .. Za-2.924b 161. Za-1 .*132 • 16J. Za-1.943 1 6k . Za 1 .60*1 17. Za-2.652b 18. Za-2.693b 19. Za-1.469 20. Za-O.5 3 7

. Significant at o< » ,05 level. Significant at << *= ,01 .level j, — Critical values were obtained from a Chi Square table j*ud Z Ratios from obtained from at two-tailed table. All question 7's are a Fathers only question. °Too small froquencies of Z scores gives spurious results. I -221-

TABLE XXIX

PROPORTION OP POSITIVE RESPONSES BY MOTHERS OP WITHDRAWN AND CONTINUING STUDENTS AND CODED QUESTIONNAIRE FOR STATISTICAL ANALYSIS

F,B Question to be answered by Father. M - Question to be answered by Mother. F/M ** Question to be answered by either Father or Mother.

parents1 Interview Form of Students in Grade Seven

F/M 1. How many. children do you have?

Number of Withdrawn Students Continuing Students Children Proportion Proportion 1 0.178 0.108 2 0.250 0.405 3 0.178 0.324 4 0.322 0.082 5 0.072 0.054 6 0.000 0.027 Total 1.000 1.000 c F/M 2. Is your seventh grader

natural born

Withdrawn Students 0.893 Continuing Students 0.973

adopted

Withdrawn Students 0.107 Continuing Students 0.027

F/M 3. In public school did you attend*

3A. Grade school (yes or no)

Withdrawn Students 1.000 Continuing Students 1.000

3B. If yes, what level did you complete

Level Completed Withdrawn Student Continuing Student 6 1 . 0 0 0 1 . 0 0 0 I 222-

MTABLE XXIX - CONTiHUED"

3C. High school (yes or no)

YJlthdrawn Students 1.000 Continuing Students 1,000 * ‘

3D, If yes, what level did you complete

Level Completed Withdrawn Students Continuing Students 4 0.036 0.000 5 0.071 0.027 6 0.893 0.973

3E. College (yes or no)

Withdrawn Students 0.S71 Continuing Students 0.486

3F. If yes, what level did you comp3ete

Level Comoleted Withdrawn Students Continuing Students O' 0.429 0.514 1 0.143 0.135 2 0.107 0.108 c 3 0.107 0.000 ( 4 0.214 0.243

30. Professional school (yes or no)

■ Withdrawn Students 0.071 Continuing Students 0.162

F/M 4. in Hebrew/Jewish school did you attend;

4A. Sunday school (yes or no)

Withdrawn Students 0.607 Continuing Students 0.351

■ 4B. If yes, what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.321 0.622 2 0.071 0.189 3 0.107 0.000 4 0.036 0.000 5 0.071 0.000 6 0.394 0.189 C 1 223-

H TABLE XXIX - COKTIilUSD"

4C. Elementary school {yes or no)

Withdrawn Students • 0*500 Continuing Students 0.540 • •

4D. If yes, what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.500 0.405 3 0.000 0.027 4 0.000 0.027 6 0.500 0.541

4E. Up to and including Bar/Bat Mitzvah (yes or no)

Withdrawn Students 0.571 Continuing Students 0.594

4F. Did you continue beyond Bar/Bat Mitzvah (yes or no)

Withdrawn Students 0.286 Continuing Students 0.351

4G. High school (yes or no)

Withdrawn Students 0.250 Continuing Students 0.270

4H. If yes, what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.786 0.730 . 2 0.036 0.000 4 0.000 0.054 6 0.179 0.216

41. Yeshivah day school (yes or no)

Withdrawn Students 0.107 Continuing Students 0.054

4J. If yes, what level' did you complete

Level Completed Withdrawn Students continuing Students 0 0.893 0.973 7 0.036 0.000 8 0.071 0.000 12 0.000 0.027 c -224-

*C - .■ ■*• * *'TABLE XXIX - CONTINUED*'

4K. Higher Jewish education (yes or no)

Withdrawn Students ‘0.036 Continuing Students 0.054

4L. If yes, what level did you complete

Level Completed Withdrawn Students' Continuing Students 0 0.964 0.973 1 0.000 0.027 6 0.036 0.000

F/M 5. What is your occupation? p/m 6. What was your family*s religious background?

6A. Orthodox

Withdrawn Students 0.214 Continuing Students 0.351

6B. Conservative

Withdrawn Students 0.286 Continuing Students 0.432

6C. Reform

Withdrawn Students 0.321 Continuing Students 0.162

6D. Secular

Withdrawn Students 0.143 Continuing Students 0.081

6E. Other

Withdrawn Students 0.036 Continuing students 0.027

F. K (Question answered by Father only) m a, Do you observe in your home the following:

8A. Use Kasher meat

Withdrawn Students 0.607 Continuing students 0.594 "TABLE XXIX - CONTINUED"

BB. Light Shabbat candles

Withdrawn Students 0*643 Continuing Students 0*838

8C. Observe dietary laws

Withdrawn Students 0*321 Continuing Students 0*568

8D* Make or attend Passover seder

Withdrawn Students 0.821 Continuing Students 0.973

8E. Eat no bread during Passover

Withdrawn Students 0.571 Continuing students 0*730

OF* Light Ho3yday candles

Withdrawn Students 0.393 Continuing Students , 0*730

8G. Prepare spocial Shabbat foods

Withdrawn Students 0.357 Continuing Students 0.432

8H. Prepare special Holyday foods

Withdrawn Students 0.607 Continuing Students 0.730

81* No work on Shabbat

Withdrawn Students 0.071 Continuing Students 0.216

BJ. Fast on Yom Kippur

Withdrawn Students 0.857 Continuing Students 0.865 -226-

"TABLE XXIX - CONTINUED" I F/M 9. What home observances do you.want your child to perform: (u3e as a guide question F7 for boys and M8 for girls) » i Boys

9-1. Chant the Kiddush

Withdrawn Students 0.579 Continuing Students 0.571

9-2. Eat Kasher meat

Withdrawn Students 0.526 Continuing Students 0.571

9-3* Attend or make Passover Seder

Withdrawn Students 0.421 Continuing Students 0.785

9-4. Observe dietary laws

Withdrawn Students 0.263 Continuing Students 0.500

9-5* No work on Shabbat

Withdrawn Students 0.105 Continuing Students 0.143

9-6. Put on Tephillin

Withdrawn Students 0.210 Continuing Students 0.428

9-7. Light chanukah candles

Withdrawn Students 0.316 Continuing Students 0.571

9-8. Eat no bread during Passover

Withdrawn Students 0.158 Continuing Students 0.286

9-9. Recite Hamotzi before meals

Withdrawn Students 0.053 Continuing Students 0.214 "TABLE XXIX - CONTINUED"

9-10* Fast on Day of Atonement

Withdrawn Students 0*158 Continuing Students 0*643 . Girls

9A» Use Kasher meat

Withdrawn Students 0.777 Continuing Students 0*565

9B* Light Shabbat candles

Withdrawn Students 0*777 Continuing Students 0.739

9C. Observe dietary laws

Withdrawn Students 0.555 Continuing Students 0.565

9D* Make or attend Passover Seder

Withdrawn Students 1.000 Continuing Students 0.913

9E. Eat no bread during Passover

Withdrawn Students 1.000 Continuing Students 0.913

9F. Light Holyday candles

Withdrawn Students 0.555 Continuing Students 0.782

9G.■ Prepare special Shabbat foods

Withdrawn Students 0.666 Continuing Students 0.565

9H. Prepare special Holyday foods

Withdrawn Students 0.888 Continuing Students 0.348

91. No work on Shabbat

Withdrawn Students 0.444 Continuing Students 0.348 -228-

"TABLE XXIX- CONTINUED"

9J. Past on Yom Kippur

Withdrawn Students 1.000 Continuing Students 0.869

P/M 10, Do you attend Congregational services on: (answer R for regularly, O for occasionally, N for never) "*

10A. High Holydays (Rosh Hashana and Yom Kippur)

Attend Withdrawn Continuing Service 3 Students Students

Never 0.250 0.135 Occasionally 0.143 0.135 Regularly 0.607 0.730

10B. Other Holydays (Pesach, Shavuot, SuTtot)

Attend Withdrawn Continuing Services Students Students

Never 0.536 0.351 ( Occasionally 0.357 0.595 Regularly 0.107 0.054

10C. Friday Night

Attend Withdrawn Continuing Services Students Students

Never 0.464 0.324 Occasionally 0.464 0.514 Regularly 0.071 0.162

10D. Shabbat

* Attend Withdrawn Continuing Services Students Students

Never 0.500 0.243 Occasionally 0.357 0.676 Regularly 0.143 0.081

( - 229-

( "TA3LE XXIX - CONTINUED" 10E* Bar or Bat Mitzvah

* Attend Withdrawn Continuing Services Students Students

Never 0.071 0.000 Occasionally 0.858 0.892 Regularly 0.071 0.108

F/m 11. List the Jewish organizations of which you are a member

Number of Withdrawn Continuing Organizations Students Students

0 0.357 0.216 1 0.286 0.406 2 0.250 0.270 3 0.107 0.108

F/m 12. Vlhich of the following Jewish objects are in your home?

12A. Wine (Kiddush) cup c: Withdrawn Students 0.607 Continuing Students 0.811

12B. Candlesticks

Withdrawn Students 0.786 Continuing Students 1.000

12C. Bible

Withdrawn Students 0.607 Continuing Students 0.595

1 12D. Prayer book (Siddur)

Withdrawn Students 0.643 Continuing Students 0.865

12E. Mezuzah

Withdrawn Students 0.571 Continuing Students 0.838 I -230

"TABLE XXIX - CONTINUED"

12F. Havdallah spice box end candle

Withdrawn Students "0.143 Continuing Students 0.405

12G. Jewish National Fund box

. Withdrawn Students 0.429 Continuing Students 0.459

12H. Mayim Achronim dish

• Withdrawn Students 0.107 Continuing Students 0.297

121. Jewish boohs/periodicals/records

Withdrawn Students 0.750 Continuing Students ' 0.865

12J. Jewish art

Withdrawn Students 0.607 Continuing Students 0.622

F/M 13. What are the important reasons for sending your child to religious school? {There are ten choices, number your choices from 1 to 10. Use the number 1 for your most important choice and number 10 for your least important choice.)

13A. Become a good Jew

Number of Withdrawn Continuing Choices Students Students

1 0.286 0.568 2 0.178 0.162 3 0.250 0.081 4 0.036 0.054 5 0.036 0.027 6 0.107 0.027 7 0.107 0.054 8 0.000 0.000 9 0.000 0.027 10 0.000 0.000

C -231*

"TABLE XXIX - CONTINUED"

13B. Satisfy grandparents

Number of Withdrawn Continuing Choices Students Students 1 0.107 0.108 2 0.429 0.081 3 0.071 0.243 4 0.037 0.108 5 0.071 0.081 6 0.000 0.054 7 0.107 0.028 e 0.000 0.081 9 0.107 0.108 10 0.071 0.108

1'3C. Acquaintance with current Jewish problems

Number of Withdrawn Continuing Choices Students Students

1 0.036 0.027 2 0.071 0.054 3 0.036 0.054 4 0.285 0.000 5 0.143 0.244 6 0.179 0.162 7 0.143 0.162 8 0.036 0.216 9 0.071 o.oei 10 0.000 0.000

13D. Develop close relationship with Synagogue

Number of Withdrawn Continuing Choices Students Students

1 0.071 0.054 2 0.107 0.135 3 0.036 0.054 4 0.215 0.135 5 0.107 0.189 6 ,0.143 0.135 7 0.107 0.054 8 0.071 0.000 9 0.143 0.054 10 0.000 0.000 I 232-

"TABLE XXIX - CONTINUED"

13E. Acquire skill In Hebrew language

Number of Withdrawn Continuing Choices Students Students

1 0.000 0.000 2 0.107 0.054 3 0.214 0.027 4 0.036 0.162 5 0.107 0.054 6 0.143 0.135 7 •0.107 0.162 8 0.214 0.244 9 0.000 0.135 10 0.071 0.027

13F. * positive attitude towards State of Israel

Number of Withdrawn Continuing Choices Students Students

1 0.000 0.027 2 0.071 0.000 3 0.071 0.108 4 0.036 0.081 5 0.143 0.000 6 0.143 0.081 7 0.107 0.135 6 0.250 0.162 9 0.179 0.406 10 0.000 0.000

13G. Prepare for Bar or Bat Mitzvah

Number of Withdrawn Continuing Choices Students Students

1 0.428 0.162 2 0.143 0.270 3 0.178 0.217 4 0.107 0.081 5 0.000 0.081 6 0.036 0.000 7 0.036 0.027 8 0.036 0.027 9 0.036 0.054 10 0.000 0.081 C I -233

"TABLE XXIX- CONTINUED" ( 13H. Teach about Jewish re?.igion and its observances

Number of Withdrawn Continuing Choices Students Students

1 0.071 0.027 2 0.036 0.135 3 0.071 0.081 4 0.215 0.189 5 0.179 0.135 6 0.071 0.163 7 0.071 0.135 8 0.143 0.054 9 0.143 0.081 10 0.000 0.000

131, Prepare for career as Rabbi, Cantor or rel: school teacher

Nuniber of Withdrawn Continuing Choices Students Students

1 0.000 0.000 2 0.036 0.000 3 0.000 0.000 4 0.071 0.027 5 0.000 0.000 6 0.000 0.061 7 0.000 0.054 8 0.036 0.054 9 0.179 0.081 10 0.678 0.703

13J, Practice traditions of Judaism

Number Withdrawn Continuing Choices Students Students

1 0.000 0.000 2 0.107 0.108 3 0.036 0.135 4 01143 0.162 5 0.143 0.189 6 0.143 0.108 7 0.143 0.135 8 0.107 0.108 9 0.071 0.055 10 0.107 0.000 c -23^- 2*Vl

"TABLE XXIX - CONTINUED"

F/M 14. At what age should a child end his religious school education?,

• ■ 14A. As .early as he wishes

Withdrawn Students 0.179 Continuing Students 0.027 « 14B. At Bar or Bat Mitzvah

Withdrawn Students 0.429 Continuing Students 0.189

14C. Graduation from Junior high school

Withdrawn Students 0.036 Continuing Students 0.054

« • 14D. Graduation from Senior high school

.Withdrawn Students 0.286 Continuing Students 0.486

14E. As long as he does not protest too much c Withdrawn Students 0.143 Continuing Students 0.270

F/M 15. What subjects do you feel your child learned at Elementary level of religious school. (Chech under the appropriate column.)

15-1. customs and Ceremonies

Level learned Withdrawn Students Continuing Students Excellent 0.464 0.486 Satisfactory 0.536 0.514 Inadequate 0.000 0.000 * 15-2. Reading Prayers

Level Learned withdrawn Students Continuing Students' Excellent 0.357 0.459 Satisfactory 0.643 0.541 Inadequate 0.000 0.000

C "TABLE XXIX - CONTINUED"

15-3. Bible in English

Level Learned Withdrawn Students Continuing Students Excellent 0.107 0.081 Satisfactory 0.750 0.892 Inadequate 0.143 0.027

15-4. American Jewish Community

Level Learned Withdrawn Students Continuina Students Excellent 0.107 o.oei Satisfactory - 0.643 0.892 Inadequate 0.250 0.027

15-5, History

Level Learned Withdrawn Students Continuing Students Excellent ,, 0.250 0.216 Satisfactory 0.679 0.784 Inadequate 0.071 0.000

15-6. State of Israel

Level Learned Withdrawn Students continuing Students Excellent 0.321 0.054 Satisfactory. 0.608 0.946 Inadequate 0.071 0.000

15-7. Bible in Hebrew

Level Learned Withdrawn Students Continuing Students Excellent 0.286 0.027 Satisfactory 0.643 0.865 Inadequate 0.071 0.108

15-8. Songs

Level Learned Withdrawn Students Continuing Students Excellent 0.179 0.216 Satisfactory 0.750 0.784 Inadequate 0.071 0.000

15-9. Understanding meaning of prayers

Level Learned Withdrawn Students Continuing Students Excellent - 0.179 0.108 Satisfactory 0.750 0.811 Inadequate 0.071 0.081 -236-

"TABLE XXIX- COKTIHUED"

15-10. current Events

Level Learned Withdrawn Students Continuing Students Excellent 0.266 0.216 Satisfactory 0.571 0.757 Inadequate 0.143 0.027

F/M 16. Which subjects would you want your child to study in Junior high school?

16A. Jewish history

• Withdrawn Students 0.393 Continuing Students 0.324

16B. Bible

Withdrawn Students , 0.393 Continuing Students 0.351

16C. Ethics

Withdrawn Students 0.500 Continuing Students 0.640

16D. Customs and Ceremonies

Withdrawn Students 0.250 Continuing Students 0.189

16E. Prayers

Withdrawn Students 0.286 Continuing Students 0.216

16F. Modern Hebrew

Withdrawn Students 0.5C0 Continuing Students 0.649

16G. Comparative Religion

Withdrawn Students 0.643 Continuing Students 0.649

16H. Jewish Philosophy

Withdrawn Students 0.464 Continuing Students 0.811 -237-

"TABLE XXIX - CONTINUED"

161. Current Events

Withdrawn Students 0.500 Continuing Students 0.676

16J. State of Israel

Withdrawn Students 0.464 Continuing Students 0.703

16K. Others

Withdrawn Students 0.179 Continuing Students 0.054

F/M 17. Do you consider the Religious Elementary school is as important in Jewish education as Public Elementary school is in general education? (yes or no)

Withdrawn Students 0.536 Continuing Students 0.838

F/M 18. Do you consider that Religious Junior high school is as important in Jewish education as Public Junior high school is in general education? (yes or no)

Withdrawn Students 0.429 Continuing Students 0.757

F/M 19* Do you consider that Religious Senior High school is as important in Jewish education as Public Senior high school is in general education? (yes or no)

Withdrawn Students 0.357 Continuing Students 0.541

F/M 20. Do you feel that parents should insist their children continue in Religious school after Bar or Bat Mitzvah? (yes or no)

Withdrawn Students 0.393 Continuing Students 0.459 -238-

( TABLE XXX

CHI squares'1 AND CONTINGENCY COEFFICIENTS OR Z RATIOSb OF POSITIVE RESPONSES ON * PARENTS* INTERVIEW FORM BY FATHERS

* Question 1 .c 4 * 2 . Z= 1.735 3A. z= 1.250 313. x2= 2 .8 A; Co 0.20; d.f.= 2 3C. z= 1.5A3 3D. x2« 2.23; C- 0.18; d.f .<3 3E. Z=-0.5H 3F. x2= 6 .0 A; Cr 0.29J d.f,= 6 3G. z= 0.696 Aa . z= -0.025 AB. x2 =10.37; Ca 0.371 d.f .t=8 • Ac. Za-O,AA9 Ad . x*“= A. 8 0 ; Cc 0 .2 6 ; d.f.=7 Ae . Z= - 1 .60A Af . Z« 0.209 1 A g . Z=-0.560 A h . x 2*= 2.A 7; C*= 0.19} d.f.=5 Ai. x ?=-0.75A AJ. Corrected x2= 0 .0 6 ; C= 0.03; d. f • *=1 A k . Z~ 0.201 A l . x2« 2.08; C= 0.18; d.f.* 2 6 a. •z= 0.320 6 b. Zc-1.A69 6 C, z« 0.360 * 6 D. Zb 1.509 6 e. Z« 0.000 7A. Zs-0.039 7B. Ze-0.760 Question I

TABLE XXX CONTINUED

Question * ■ 11. x2*i 0 .2 1 ; C« 0.05; d.f .=1* 12A. Zss 0.184 12B. z = - i .159 12C. z= 0.609 12D, Z=-0.039 12E. Za O .2 5 3 12P. Z=-0.102 12G. z= 0.956 12H. z= 1.735 1 2 1 . Z --0.475 12J . Zs-0.537 13A. x2= 8 .3 6 ; c= o.'34; d.f.=8 138* x 2s s 12. 60 ; C- 0.40; d.f.=9 13C. x2s 1 *8 8 ; c= o.i7» d.f.=6 130. x2= 6.37; C= 0.30} d.f.=8 13E. x 2s= 4.10; c= 0.24; d.f .*=8 13F. x 2= 4.87; C- 0.26; d.f.*8 13G. x2= 6.95; c= 0.31; d.f.=8

13H. x 2 = 1 0 . 6 6 ; c= 0.37; d.f.=8 131. x 2 s= 4.04; Cs 0.24; d .f •«6 13J. x2= 2 .6 9 ; C= 0.20; d.f.=8 l4A. z= 0.795 14B. Z=-0.102 14c . Z= 0.201 14D. Xa-1.546 i4e . Za 0.320 15 -1 . x2a 1.66; C= 0.16; d.f.«2 15- 2. x2a 1.9 5 ? c= 0.17; d.f .*s2 15-3. x2« 1.13; C= 0.13; d.f.«2 15-4. x2« 0.37; C= 0.07; d . f.=2 15-5. x2a 1.97; C= 0.17; d.f .ss2 15 -6 . X 2 a 1.45; c*= 0.15; d.f.«2 15-7. x2= 2.08; Css 0 .1 7 ; d.f.«2 - 2 4 1 -

i * , r •- ■ -

( TABLE XXX CONTINUED

Question 15-8. x2« 0.121 Ca O.O^f; d.f.«2 . 15-9. x2= 3*^1! Ca 0.22} d.f.=2 15-10. x2— 2.01} Ca 0.17; d.f.=3 16A. Z=-1.611 16B. Z=-1.0^3 l6 c. Za-0.251 16D. Za-1.632 16E. Z=-0.27^ l6 p. Z»-0.511 16G. Z=-1.175 16 H. Z«-0.4Q9 161 . Z=-1.237 16J. Z=-0. 178 16K. Z*= 2.090a ( 17. Z=-1.0^(6 18. Za; 0.806 19. Z= 0.4^9 20. Z= -0.102

aSicnificant at a 0,5 level, however, too small fro- .quencies of 7. ratio {jives spurious results. uCritical values were obtained from’ o’ Chi Square table and Z fiatlos were obtained from a two-tailed table. 'tQuostion 1 result xs same as found in Mothers* responses. All question 8*s are a Mothers only question. 2*f2-

TABLE XXXI o PROPORTION OF POSITIVE RESPONSES BY FATHERS OF WITHDRAWN ANT) CONTINUING STUDENTS AND CODED QUESTIONNAIRE FOR STATISTICAL ANALYSIS

F = Question to be answered by Father. M*« Question to be answered by Mother. f/M - Question to be answered by either Father or Mother.

9 Parents* Interview Form of Students in Grade Seven

F/M X. How many children do you have?

Number of Withdrawn Students Continuity Students Children prooortion Proportion • 1 0.178 0.108 2 0.250 0.405 3 0.178 0.324 4 0.322 0.082 5 ’ 0.072 0.054 6 0.000 0.C27 Totals 1.000 l. boo

( 2. Is your seventh grader

natural born

Withdrawn Student.3 0.893 Continuing Students 0.973

adopted

Withdrawn Students 0.107 Continuing Students 0.027

F/M 3. In public school did you attend:

3A. Grade school (yea or no)

Withdrawn Students 1.000 Continuing Students 0.946

3B. If ye3, what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.000 0.054 6 0.964 0.946 8 0.036 0.000 -21*3-

» . "TABLE XXXI - CONTINUED"

3C. High school (yes or no)

Withdrawn Students *1.000 Continuing Students 0.919

Level Completed Withdrawn Students Continuing Students 0 0.000 0.054 4 0.036 0.0R1 5 0.036 0.027 6 . 0.928 0.838

3E. College (ye3 or no)

Withdrawn Students 0.643 Continuing Students 0.703

3F. If yes, what level did you complete

Level Comoleted Withdrawn Students Continuina Students 0 ‘ 0.357 0.270 1 0.107 0.054 2 0.000 0.135 3 0.036 0.108 4 0.393 0.352 6 0.036 0.027 8 0.071 0.054

3G. professional school (yes or no)

Withdrawn Students 0.464 Continuing Students 0.378

P/M 4. In Hebrew/Jewish school did you attend:

4A. Sunday school (yes or no)

Withdrawn Students 0.321 Continuing Students 0.324 "TABLE XXXI - CONTINUED"

4B. . If yea, what level did you complete

Level Completed Withdrawn Students Continuing 0 0.678 0.703 2 0.071 0.027 3 0.036 0.081 4 0.000 0.054 5 0.036 0.000 6 0.036 0.027 7 0.036 0.027 8 0.000 0.081 9 0.107 0.000

4C. Elementary school (yes or no) • Withdrawn Students 0.679 Continuing Students 0.730

4D. If yes, what level did you complete —

Level Completed Withdrawn Students Continuing Students 0 0,321 0.270 3 0.000 0.027 4 0.036 0.054 5 0.071 0.162 6 0.429 0.432 7 0.071 0.054 6 0.036 0.000 9 0.036 0.000

4E. Up to and including Bar/Bat Mitzvah (yes or no) * Withdrawn Students 0.821 Continuing Students 0.946

4F. Did you continue beyond Bar/Bat Mitzvah (yes or no)

Withdrawn Students 0.321 Continuing Students 0.297

4G. High school (yes or no)

Withdrawn Students 0.2B6 Continuing Students 0.351 "TADLE XXXI - CONTINUED"

4H. ■ If y e a , what level did you complete

Level Comoleted Withdrawn Students Continuing Students 0 0.715 0.811 1 0.071 0.054 2 0.071 0.054 3 0.036 0.054 4 0.071 0.027 5 0.036 0.000

41. Yo3hivah day school (ye3 or no)

Withdrawn Students 0.036 Continuing Students 0.081

4J. If yea. what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.064 0.946 12 0.036 0.054

4K. Higher Jewish education

Withdrawn Students 0.036 Continuing Students 0.027

4L. If yes. what level did you complete

Level Completed Withdrawn Students Continuing Students 0 0.964 0.973 3 0.036 0.000 4 0.000 0.027

'M 5. What is your occupation

M 6. What was your family's religious background i 6A. * Orthodox

Withdrawn Students 0.250 Continuing Students 0.216

6B. Conservative

Withdrawn Students 0.357 Continuing Students 0.540 6C. Reform

Withdrawn Students 0.107 Continuing Students 0.081 -2^6-

"TABLE XXXI - CONTINUED"

6D. ■ Secular

Withdrawn Students 0.321 Continuing Students 0.162 t 6E. Other

Withdrawn Students 0.000 Continuing Students 0.000 • F 7. Do you observe in your home the Hollowing:

7A. Chant the Kiddush

Withdravm students 0.536 Continuing Students 0.541

7B. Eat Kashcr meat

Withdrawn Students 0.500 Continuing Students 0.595

7C. Attend or maTce Passover seder

Withdrawn Students 0.750 Continuing Students 0.892

7D. Observe dietary lav/s

Withdrawn Students 0.429 Continuing Students 0.459

7E. No worh on Shabbat

Withdrawn Students 0.107 Continuing Students 0.216

* 7F. Put on Tephillin

Withdrawn Students 0.071 Continuing Students 0.243

7G. Light Chanuhah candles

Withdrawn Students 0.679 Continuing Students 0.838

7H. Eat no bread during Passover

Withdravm Students 0.500 Continuing Students 0.568 -2^7- * I

"TABLE XXXI - CONTINUED"

71. Recite Hamotzi before meals

Withdrawn Students * 0.107 . . Continuing Students 0.162

* 7J. Fast on Day of Atonement

• Withdrawn students 0.643 Continuing Students 0.038 • M 8. Question answered by Mother only.

9. What home observances do you want your child to perform: (use 83 a guide question F7 for boys and question F8 for girls)

Boys

9-1. Chant the Kidduah

.Withdrawn Students 0.473 Continuing Students 0.206

9-2. Eat Kasher moat

Withdrawn Students 0.473 Continuing students 0.428

9-3. Attend or make Passover Seder

Withdrawn Students 0.579 Continuing Students 0.643

9-4. Observe dietary laws

Withdrawn Student3 0.473 Continuing Students 0.286

9-5. No work on Shabbat

Withdrawn Students 0.421 Continuing Students 0.214

9-6. Put on Tephillin

Withdrawn Students 0.316 Continuing Students 0.214

9-7. Light chanukah candles

Withdrawn Students 0.473 Continuing Students 0.500 "TABLE XXXI - CONTINUED"

9-8. Eat no bread during Passovor

Withdravm Students *0.473 Continuing Students 0.214

9-9. Recite Hamotzi before meals

Withdravm Students 0.210 Continuing Students 0.214

9-10. Fast on Day of Atonement

Withdrawn Students 0.526 Continuing Students 0.571

Girls

9A. Use Kasher meat

Withdrawn Students 0.600 Continuing Students 0.738

93. Light Shabbat candles

Withdrawn Students 1.000 Continuing Students 0.R6B

9C. Observe dietary laws

Withdrawn Students 0.600 Continuing Students 0.738

9D. MaHe or attend Passover Seder

Withdrawn Students 1.000 Continuing Students 0.911

9E. Eat no bread during Passover

Withdrawn Students 0.600 Continuing Students 0.738

9F. Light Holyday candles

Withdrawn Students 0.700 Continuing Students 0.825

9G. Prepare special Shabbat food3

Withdrawn Students 0.600 Continuing Students 0.738 "TABLE XXXI - CONTINUED"

9H. . Prepare special Holyday foods

Withdrawn Students 0.600 Continuing Students 0.738

91. No v.*ork on Shebbst

Withdrawn Students 0.400 Continuing Students 0.651

9J. Fast on Yom Kippur

Withdrawn Students 0.700 Continuing Students 0.868

10. Do you attend Congregational services on: (Answer R for regularly, O for occasionally, H for never) ~

10A. High Holydays (Rosh Hashana and Yom Kippur)

Attend Services Withdrawn Students Continuing Students Never 0.071 0.027 Occasionally 0.286 0.297 Regularly 0.643 0.676

103. Other Holydays (Pesach, Shavuot, SuKot)

Attend Services Withdrawn Students Continuing Students . Never 0.286 0.243 Occasionally 0.607 0.486 Regularly 0.107 0.270

10c. Friday Night

Attend Services Withdrawn Students Continuing Students Never 0.321 0.189 Occasionally 0.500 0.784 Regularly' 0.179 0.027 lOp. Shabbat

Attend Services Withdrawn Students Continuing Students Never 0.250 0.243 Occasionally 0.643 0.514 Regularly 0.107 0.243 I 250-

( "TABLE XXXI - CONTINUED" 10E. Bar or Bat Mitzvah

Attend Services Withdrawn Students Continuing Students Never 0.107 0.108 Occasionally 0.786 0.865 Regularly 0.107 0.027

F/M 11. List the Jewish organizations of which you are a member •

- 4 Number of Withdrawn Continuing Organizations Students Students 0 0.214 0.216 1 0.429 0.432 2 0.214 0.243 3 0.107 0.081 4 0.036 0.027

F/M 12. Which of the follovring Jewish objects are in your home

12A. Wine (Kiddush) cup

Withdravm Stu.dont3 . 0.750 ( Continuing Students 0.730 12B. Candlesticks

Withdrawn Students 0.964 Continuing Students 1.000

12C. Bible

Withdrawn Students 0.536 Continuing Students 0.459

12D. Prayer book (Siddur)

Withdrawn Students 0.536 Continuing Students 0.540

12E. Mezunah

Withdrawn Students 0.679 Continuing Students 0.649

12F. HovdalJah spice box and candle

Withdrawn Students 0.286 ( Continuing Students 0.297 -251- *

* t * * * * * . „ J ^ "TABLE XXXI- CONTINUED" . A * / . - 120. Jewish National Fund box

Withdrawn Students • 0,321 Continuing Students 0.216

12H. Mayim Achronim dish

Withdravm Students 0.143 Continuing Students 0.027

121. Jewish boolt3/periodical3/records

. Withdrawn Students 0.53,6 Continuing Students 0.595

12J. Jewish art

Withdravm Students 0.393 Continuing Students ' 0.459

F/M 13. What are the important reasons for sending your child to religious school? (There are ten choices, number your choices from 1 to 10. Use the number 1 for your mo3t important choice and number 10 for your leest important choice.)

13A. Become a good Jew

Number of • Withdravm Continuing Choices Students Students 1 0.429 0.325 2 0.286 0.216 3 0.071 0.054 4 0.000 0.054 5 0.000 0.027 6 0.071 0.027 7 0.000 0.081 8 0.143 0.335 9 0.000 OiOPl 10 0.000 0.000 I -252-

"TABLE XXXI - CONTINUED"

13B.. Satisfy grandparents

Number of Withdrawn Continuing. Choices Students Students 1 0.071 0.027 2 0 . 0 0 0 0.054 3 0.107 0.027 4 O.OCO 0.054 5 0.107 0.081 6 0.036 . 0.108 7 0.107 0.162 6 0 . 0 0 0 0.054 9 0.286 0.081 10 0.286 0.352

13C. Acquaintance vrith current Jewisl j problems

Number of j v n Continuing Choices Students Students 1 0.071 0.054 2 0.179 0.270 3 0.322 0.379 4 0.250 0.189 5 0.071 0.027 6 0.071 0.054 7 0 . 0 0 0 0 . 0 0 0 8 0.036 0.027 9 0 . 0 0 0 0 . 0 0 0 10 0 . 0 0 0 0 . 0 0 0

13d . Develop close relationship ‘with Synagogue

Number of Withdrawn Continuing Choices Students Students 1 0.036 . 0.054 2 0.107 0.108 3 0.250 0.162 . 4 0.393 0.217 5 0.107 0.189 6 0.071 0.081 7 0.036 0.135 8 0.000 0.027 9 0.000 0.027 10 0.000 0.000

( -253-

•'TABLE XXXI - CONTINUED''

13E. Acquire 3X113 in Hebrew language

Number of Withdrawn Continuing Choices Students Students 1 0.036 0.000 2 0.000 0.027 3 0.036 0.054 4 0.143 0.216 5 0.286 • 0.216 6 0.214 0.244 7 0.379 0.135 8 0.108 0.081 9 0.000 0.027 10 0.000 0.000

13F. Positive attitude towards State of Israel

Number of Withdravm Continuing Choices Students Students 1 0.036 0.027 2 0.000 0.054 3 . 0.107 0>081 4 0.107 0.135 5 0.286 0.189 6 0.287 0.135 7 0.179 0.163 8 0.143 0.308 9 0.107 0.108 10 0.000 0.000

13G. Prepare for Bar or Bat Mitzvah

Number of Withdravm Continuing Choices Students Students 1 0.464 0.460 2 0.214 0.308 3 0.000 0.054 4 0.036 0.108 5 0.107 0.081 6 0.036 0.054 7 0.107 0.083 8 0.000 0.081 9 0.036 0.000 10 0.000 0.000

# "TABLE XXXI - CONTINUED"

13H*. Teach about Jewish religion and its observances

Number of Withdrawn Continuing Choices Students Students 1 0.071 0.027 2 0.107 0.108 3 0 . 0 0 0 0.081 4 0.036 0.027 5 0.143 0.189 6 0.107 0.162 7 0.286* 0.108 8 0.250 0.162 9 0 . 0 0 0 0.136 10 0 . 0 0 0 0 . 0 0 0

131. Prepare for career os Rabbi* Cantor* or reli< school teacher

Number of Withdrawn Continuing Choices Students Students 1 0.036 0 . 0 0 0 2 0.036 0 . 0 0 0 3 0.036 0.027 4 0 . 0 0 0 0.027 5 0 . 0 0 0 0 . 0 0 0 C 0 . 0 0 0 0 . 0 0 0 7 0 . 0 0 0 0 . 0 0 0 8 0.071 0.135 9 0.321 0.324 10 0.500 0.487

13J. practice traditions of Judaism

Number of Withdrawn Continuing Choices Students Students 1 • 0.071 0.027 2 0.107 0.054 3 0.071 0.081 4 0 . 0 0 0 . 0.027 5 0 . 0 0 0 0 . 0 0 0 6 0.071 0.136 7 0.071 0.081 8 0.215 0.216 9 0.215 0.216 10 0.179 0.162 -255-

"TABLE XXXI - CONTINUED”

F/M 14. At what age should a child end his religious school education?

14A. As early as he wishes

Withdrawn Students 0,107 Continuing Students 0,054

14B. At Bar or Bat Mitzvah

Withdrawn Students 0.393 Continuing Students 0.405 t 14C. Graduation from Junior high school

Withdrawn Students 0.035 Continuing Students 0.027

14D. Graduation frorri Senior high school

'Withdrawn Students 0.429 Continuing Students 0.622

14E. As long as he does not pretest too much

Withdrawn Students 0.250 Continuing Students 0.216

F/M 15. What subjects do you feel your child learned at Elementary level of religious school. (Check under the appropriate column) » * * 15-1. Customs and Ceremonies

Level Learned Withdrawn Students Continuing Students Excellent 0.250 0.324 Satisfactory 0.714 0.676 Inadequate 0.036 0.000

15-2. Reading Prayers

Level Learned Withdrawn Students Continuing Students Excellent 0.250 0.351 Satisfactory 0.714 0.649 Inadequate 0.036 0.000 -256-

"TABLE' XXXI - COIITinUED" r . 15-3. Bible in English

Level Learned Withdrawn Students Continuing Students Excellent 0.214 0.297 • • Satisfactory 0.73 4 0.676 Inadequate 0.072 0.027

15-4. American Jewish Community

Level Learned Withdrawn Students Continuing Students Excellent 0.214 0.162 Satisfactory 0.750 0.7B4 Inadequate 0.036 0.054

15-5. History

Level Learned Withdrawn Students Continuing Students Excellent 0.178 0.270 Satisfactory 0.786 0.730 Inadequate 0.036 0.000

15-6. State of Israel

Level Learned VJithdrawn Students Continuing Students Excellent 0.214 0.351 c Satisfactory 0.750 0.622 Inadequate 0.036 0.027

15-7. Bible in Hebrew

Level Learned Withdrawn Student? Continuing Students Excellent 0.107 0.243 Satisfactory 0.822 0.676 Inadequate 0.071 o.om

15-8. Songs

Level Learned Withdravm Students Continuing Studont3 Excellent 0.143 0.135 Satisfactory 0.750 0.730 Inadequate 0.107 0.135

15-9. Understanding meaning of Prayers

Level Learned Withdrawn Students Continuing students Excellent 0.143 0.243 Satisfactory 0.821 0.622 Inadequate 0.036 0,135

9 -257-

"TABLE XXXI- CONTINUED"

15-10. Current Events

Level Learned withdrawn Students Continuing Students Excellent 0.214 0.378 Satisfactory 0.750 0.595 Inadequate 0.036 0.027

P/M 16. Which subjects would you want your child to study in Junior high school?

16A. Jewish history

Withdravm Students 0.393 continuing Students 0.595

16Bj» Bible

Withdrawn Students 0.357 Continuing Students 0.4B6

16c* Ethics

Withdrawn Students 0.786 Continuing Students 0.811

161). Customs and Ceremonies

Withdravm Students 0.214 Continuing Students 0.405

16S. Prayers

Withdrawn Students 0.214 Continuing Students 0.243

16F. Modern Hebrew

VJithdrawn Students 0.643 Continuing Students 0.703

16G. Comparative religion

Withdrawn Students 0.786 Continuing Students 0.892

16H. Jewish philosophy

Yfithdrawn Students 0.571 Continuing Students 0.622

t f -258-

"TAUI-E XXXI - CONTINUED" < 161.. Current Events

Withdrawn Student3 0.143 Continuing Students 0.270

16J. State of Israel

Withdraw Student3 0.464 Continuing Students 0.486

16K. Others

Withdrawn Students 0.179 Continuing Students 0.027

P/M 17. Do you consider the Religious Elementary school is 83 important in Jewish education as Public Elementary school is in genera] education? (yes or no)

Withdrawn Students 0.607 Continuing Students 0.730

F/M 18. Do you consider that Religious Junior high school

c . is as important in Jewish education as Public Junior high school is in general education? (yes or no)

Withdravm Students 0.393 Continuing Students 0.297

P/M 19. Do you consider that Religious Senior high school is as important in Jewish education as Public Senior high school is in general education? (yes or no)

Withdrawn Students 0.321 Continuing Students 0.270

P/M 20. Do you feel that parents 3hould insist their children continue in Religious school after Bar or 3at Mitzvah? (yes or no)

Withdrawn Students 0.393 Continuing Students 0.405

C GLOSSARY -260-

GLOSSARY

AM HAARETZ literally, "people of* the land", a biblical phrase denoting the masses of the people. In Talmudic times it was applied to the common people. Ultimately, it acquired the connotation of "ignoramus".

AMORAYIM (singular AMORAH) A title given to the Jewish scholars in Palestine and especially Babylonia in the third to sixth century C.E.

ASHKENAZIM (singular ASHKENAZ) The name is first mentioned in the genealogical table of the descendants of Noah (Genesis 10t3)* Since the ninth century C.E. the name became identified with Germany. From a geographical connotation it was applied to a religious and cultural tradition of those who follotved the customs, practices and liturgy which had its origin among German Jews. Generally applied to all Jews of European origin, i.e. to all Jews of the Western tradition. This is one of the two main divisions of world Jewry, the other is Sephardim, which have persisted to the present;

BAR MITZVAH literally, "son of the commandment", referring to any Jewish male who reaches the age of thirteen. Also refers to the ceremony that takes place at that age. • BAT MITZVAH literally, "daughter of the commandment", referring to any Jewish female who reaches the age of twelve and one day. Also refers to the ceremony that takos place at that age.

BET HASEFER literally, "house of the book" denoting a school at the elementary level.

BET MIDRASH a school of higher rabbinic learning where students gathered for study, discussion and prayer.

BET KNESET literally, "a house of assembly" denoting a syna gogue, a Jewish house of prayer. CHEDER literally, "a room", referring to a one-room elementary school. It was the prevailing form of elementary Jewish education in Europe until modern times.

CHUMASH The five books of Moses, or Pentateuch.

GEMARA commentaries on the Mishnah. The Mishnah, to gether with the Gemara constitute the Talmud. The Gemara is the larger portion of the Talmud.

HALACHA literally, ,fthe way”, referring to the system of religious law that governs traditional Jewish life.

KALLAH study courses provided during the months of Elul and Adar in Babylonia when students from all parts of the country gathered for intensive study. Used today for adults attending retreats in Je\

KXDDUSH literally, "the sanctification", a prayer recited over wine or bread affirming the sanctity of the Sabbath or other Holy days.

MIDRASH the ancient homiletic text elaborating on the Bible providing further moral and ethical insights.

MIKRAH denotes the five books of Moses, also used to differentiate between the written scriptures which were read from a text as distinct from the oral law.

MINYAN a quorum of a minimum of ten males necessary for public religious worship.

MISHNAH a codification by Rabbi Judah Ha-Nasi in the second century C.E. of the oral law on the basis of earlier collections. The Mishnah and the Gemara together form the Talmud.

MITZVOT (singular MITZVAH) the commandments as found in the Bible totalling si* hundred and thirteen.

ORAL LAV another name for the Mishnah.

PENTATEUCH the five books of Moses, another name for the Torah. PESHAT a method of study of the Bible and the Talmud which emphasizes the simple meaning of the text.

PHARISEES a main sect in Judaism which existed several centuries prior to the destruction of the Jewish state in 70 C.E. .probably a successor to the HASMONEANS. Adhered to the written and oral law, noted for their skillful intorpretation of the Torah. The masses of the Jews looked to the Pharisees for religious leadership and the Pharisaic line was continued by the talmudic and later Rabbis who form the tradition of Rabbinic Judaism.

PHYLACTERIES two black leather boxes, fastened to leather straps, containing sections of the Pentateuch hand-written on parchment. These are bound on the arm and the head at the commencement of the morning week-day service by the Jewish male from the time of the Bar Mitzvah. Called TEPHILLIN in Hebrew.

PILPUL a method of study of the Bible and the Talmud which emphasizes dialectics.

PIYYUTIM (singular PIYYTJT) religious hymns.

RESPONSA collections of written answers on all aspects of Jewish law given by qualified rabbinical authorities throughout the ages until the present time.

SANHEDRIN the supreme court of seventy-one scholars.

SEDER literally, "order", referring to the ritual meal observed in Jewish homes on the first two nights of the Passover festival.

SEUDAT MITZVA literally, "meal of the commandment" which is a meal connected with a religious ceremony such as at a BAR MITZVAH.

SEPHARDIM (singular SEFHARD) The name is mentioned in the Bible (Obadiah 9*20) identified as the country of Spain* The Jews of the Iberian peninsula came to be known by this name. After the Jews' expulsion from Spain in 1^92 the word was given a wider connotation referring to the customs, practices and liturgy of the Jews from Spain and the Jewish communities of the Middle East. Generally applied to all Jews of the Eastern tradition as distinct from the ASHKENAZIM. -263-

SHEMA literally, "hear" is the first Hebrew word in the Biblical verse, "Hear 0 Israel, the Lord our God, the Lord is One". It is considered to be the affirmation of the Jew in belief in one God* 4 SHULCHAN ARUCH literally, "the prepared table", referring to the compilation *of the Jewish law in four sections by Rabbi Joseph Karo in the sixteenth century C.E.

SOPHER1M (singular SOPHER) the highest officials in Palestine during the Judean monarchy. At present denotes scribes who hand-write copies of the Pentateuch on parchment for liturgical purposes.

SYNAGOGUE a Jewish house of prayer.

TALMUD a name given to two great compendiums of Jewish law and lore. One is the Babylonian and the other is the Palestinian Talmud. They are a detailed record of the discussions and legal decisions of the academicians of Babylon and Palestine over a period of seven hundred years and completed in the fifth century C.E.

TALMUD TORAH literally "the study of the Torah" which is a Mitzvah -- religious duty of a Jew. It refers also to the community-supported elementary school of the Eastern European Jews.

TANACH a three-letter Hebrew mnemonic which stands for the entire Hebrew scriptures. "T" stands for Torah -- five books of Moses; "N" stands for Neviyim --'Prophetic books; and "CH" stands for Chetuvira -- the Holy Wiritings which together comprise the three sections of the Hebrew scriptures.

TANNAYIM (singular TANNA) the teachers who lived between the second century B.C.E. and the second century C.E. whose opinions are recorded in the Mishnah.

TEPHILLIN the Hebrew term for Phylacteries.

TORAH Pentateuch or Hebrew Bible.

TZEDAKAH literally, "righteousness", denoting the religious duty of the Jew to give charity.

WHITE PAPER name given to several British government state documents of its Palestine policy placing restrictions on Jewish immigration to the Jewish National Home land which was then a British mandatory territory. YESIIIVOT (singulur YESIIIVAIl) schools of higher Jewish learning devoted primarily to the study of the Talmud and Jewish law.

YISIIUV a settlement more specifically the Jewish community of Israel. AUTOBIOGRAPHY AUTOBIOGRAPHY

Name : Sidney Selig

Personal Background: b o m July 7, 1929, Manchester, England.

Education: TaJmudical College, Manchester, England. (M.J.R.) Board of Jewish Education, London, England. (Teacher and Principal License). Metropolitan Council for Social Work, Toronto, Canada. (Diplomate, Group Case Work). University of Detroit. (M.A. Clinical Psychology). Wayne State University. (Ed. D.)

Positions: Principal, New West End Religious School, London, England. Superintendent, Ilford and Barking Board of Jewish Education, England. Headmaster-Asslstant Director of Education, Beth Tzedec Schools, Toronto, Canada. Director, Youth and Adult Extension Activities, Shaarey Shomayim, Toronto, Canada. Consultant, Bnai-Brith Adult Education, Toronto, Canada. Assistant Director, Shaarey Zedek Schools, Southfield, Michigan. Director, Beth Shalom School, Oak Park, Michigan. Lecturer, Midrasha-Teachers Training College, Southfield, Michigan. Psychology Instructor, Henry Ford Community College,* Dearborn, Michigan.

Membership: American Educational Research Association (AERA); American Psychological Association (APA); Academy of Religion and Mental Health} Society for Projective Techniques; Educators Assembly of America (EA); National Council for Jewish Education (NCJE); Religious Education Association (REA); Michigan Psychological Association (MPA)} Michigan Society of School Psychologists (MASP).

Offices: President, Michigan-Ohio Region of Educators Assembly; President, Jewish Educators Council of Metropolitan Detroit; Chairman, Public Education Committee of American Cancer Society (ACS), Oakland Unit; Chair man, Code Revision Committee of the Educators Assembly of America; Co-Chairman, Education and Youth Commission, Jewish National Fund of Detroit; Executive Officer, Synagogue School Association of Metropolitan Detroit (SSAMD); Member, Board of Governors, Midrasha-Teachers Training College, Southfield, Michigan; Vice-Chairman, Vaad-Jewish Community Council Joint Board, Detroit, Michigan; Member, Membership Committee, National Council for Jewish Education.