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-'1P4kf 6.if BULLETIN, Sr. .4 1932,No.i7 INSe* . J.S.

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NATIONAL SURVEY OFSECONDARYEDUCATION DIRECTIONALSTAFF WILLIAM JOHN COOPER, United StatesCommissioner of Education,Director. 4 LEONARD V. Koos, Professor ofSecondary Education,The Universityof Chicago, Associate Diredor. CARL A. JEsszN, Specialist inSecondary Education,United StalesOfficeof Education, Coordinator. BOARD OFCONSULTANTS

H. V. CHURCR,Superintendent, J. Sterling MortonHigh School,e, ,111. ELLWOOD P. CuBBERLET, Dean,School of Education,Leland StanfordUniversity, Stanford University, Calif. JAMES B. EDMONSON, Dean,School of Education,University ofMichion,Ann Arbor, cIL CHARLES H. JUDD, Dean, School of Education, TheUniversity ofChicago,Chiv: ,Ill. CHARLES R. MArriv, Director,American CouncilonEducation, W: n En,D. . A. B. MEREDMI, Professorof Education, Schoolof Education, NewYckUniversity, New York, N. Y. JOHN K. NORTON,Professor of Education, TeachersCave, ColumbiaUniversity, New York? N. Y. JOSEPH Rogicen, Directorof Instruction, JuniorCave DemonstrationSchool, George Peabody Collegefor Teachers, Nashville,Tenn. WI:mum F.RussELL, Dean, Teachers College,Columbia University,New York,N. Y. MONOGRAPHS 1. Summary.. Leonard V.lima and Staff.15cents. 2. The HorizontalOrganization of SecondaryEducationAComparison of Com- prehensive andSpecialized Schools.Grayson N. Kefauver,'Victor ILNoll, and C. ElwoodDrake.20cents. B. Time SecondarySchools.Grayson N. &louver,Victor ILNoll, and C. Elwood Drake.10 cents. 4. The SecondaryQ.,__.Population.Grayson N. lidauver,Victor H. Noll,and C. ElwoodDrake.10cents. 5. The Reorganization ofSecondary Education.Francis T.Spaulding, O. L Fred-

erick, andLeonard V. .00s 40 cents. 6. The Smaller Secondary Schools.Emery N. Feniss,.W. H. Gaumnitz,and P. Roy Brammell.15cents. 7. Secondary Education forNegroes. AmbroseCaliver.10 cents. 8. District Organizationand SecondaryEducation.Fred Engelhardt,William H. Zeigel,ancir., WilliamM. Proctor,and Scovel S.Mayo.15 cents. 9. ._.. Regui_i_itoryProvisions AffectingSeoondary Education.Ward W. :eeseckerand PrtirsC. Sewell. 10cents. 10. Articulation ofHigh Schooland College.P. Roy Brammell.10cents. 11. Administrationand Sizpervision.Fred Engelhardt,William H. Zeigel,jr., and Roy O. Billett15cents. 12. Selection andAppointmentof Teachers. W.S. Deffesibaughand William IL Zeigel, jr.10cents. 13. Provisions forIndividual Differenoes,Marking, and Promotion.Roy O. Mat. 40cents. 14. Programs of Guidance.William C.Reavis.10cents. SibResearch in ,. Secondary Schools.William H. 04 ,1 jr.10cents. := I s-1 the secondary &boo to the Public. 6. In __,. ,1!..liair-ii ..., t Farley.10 cents. . I I: ,17. The 'S60031 Law ,,,., . :,,.Lamar Johnson.10cents. '8.Prooedurea inCurriculum M Alp.. Edwin S. Lids.10 ..-.,. miss. .The Programof Studies.A. K..,8 ,eica,i.c.'iEdwin S. Ike, andB. Lamar Johnson. 15cents. , 21)..\Instruction inEnglish.Dora V. Smith.10cents. ( -.' 21. Instruction inthe SocialStudies. WilliamG. Limmel. 10cents. 22. Instructionin Science.Wilbur LBeauchamp. 10cents. r.;ig r 23. Instruction inMathematics.Edwin S.Ude.10cats, 24. Instruction'in FonignLanguages. HelenM. Eddy. 10oents. 25. Instructionin Mupicand Art.kale E. Pierceand Robert S. }apart.10cents. .1-4- ' 26. Nonathletic a 'S'."' ExtracuniculumActivities. WEI=C. Reavisand George E.Van , .. Dyke.15centa. .. i.,1,..-.,% 27. Intramuraland IntaseholastioAthietiok11). Roy Braman&10oast& )twai. 28. Health andPhysical Education. P. Roy Browne&___. . 10mute./ Z",;_--4,04 cig cove gegbausus by Watasa40aiminsiarl9 ff. -era,- r . t -"% tr s:to-,f' I a14441.10 _ t-¡9e4. blur4.4Al 2 e... 4 s. 1,11i" 2:;-r, :,104.c4-4 4 /Mt *ft% Oet-OM.I1V-A44-*4-4149,11.41. 4"004/t9:14,7,4 V.4. 4k,- ,'4.1$4 ...14 "'Or.' 1.. i'' A 'T / L/ ,FTri k4 e-01-- ii1,11! 6 f. . k"Fictr.:i*.4° 4*. . ' t :466VVIA*it41Z-W14*.$4- ,i1411.-§1211,110Pett L,L_ ;. .. ..-s.... 6 .e.)3.'-eNIA,614-d- sk-9 kl."- .--_;?1,__40,1r,i'JW-4 iSeir .., w 94i. r 4tgL'4'V UNITED STATESDEPARTMENTOF THEINTERIOR HAROLD L.ICKES :SECRETARY

OFFICE OFEDUCATION: WILLIAM JOHNCOOPER COMMISSIONER

PART-TIME SECONDARYSCHOOLS 0

GRAYSON N.KEFAUVER,VICTOR H.NOLL AND C.ELWOOD DRAKE

BULLETIN,1932, NO.17 NATIONALSURVEY OFSECONDARYEDUCATION

MONOGRAPH NO.8

owe UNITED STATES .1 GOVERNMENT PRINTINGOFFICE WASHINGTON: 193 3

_ roc Nth by the Superintindentof DocumentsWash Into*. D.C.j--Pries 10Cents NO TE

Grayson N.Kefauver,VictorII. Noll,and C. Elwood Drakearespecialistsin schoolorganiza- tion oftheNATIONALSURVEYOFSECOND- ARYEDUCATION. During theperiod ofthe Sur- rey,DoctorKefauverinadditionheldaposition asassociateprofessorof educationat Columbia University. WilliamJohnCooper,United

StatesCommissionerofEducation,is directorof theSurvey;LeonardV.KOOstprofessor ofsecond- aryeducationat the Universityof Chicago,is associatedirector;and CarlA. Jessen,specialist in8econda4educationof the Officeof Education, is coordinator.

In,

\ 4.21525 +744j-? 1111- 11935 , 4 AL

111

- , - . . CONTENTS - Page LETTER OF TRANSMITTAL . . V

CHAPTER I:GENERAL ACCEPTANCEOF PART-TIME SECONDARYEDUCATION . . 1

1. The traditionalconception of thesecondary school . 1 2. The inabilityofmany to complete the full-time school. 1 3. The collapseof the " coldstorage " concepttbnof education . . . 2 4. Part-time schoolsasextensions of theprogram ofsecondary education. . ., 4 CHAPTER II:THE PREVALENCEAND PROGRAMS OF CONTINUATIONSCHOOLS .

1. The prevalence ofcontinuationschools . . 5 2. Purposes ofcontinuationschools . . . 6 3. Legal provisionsfor continuationschools . 8

4. Scoptofpresent investigation 9 . 9 5. Theprogramof continuationschools . . 10 6. The administrationof continuationschools . 20 .. 7. Summary ...... '. 25 CHAPTER III: CHARACTERISTICS OF PUPILS ENROLLED' INCONTINUATION SCHOOLS . . . . 27

1. Scope of investigation . . . . 27 2. Personarandfamily data . . . 28 3. Past educationalexperience . . . . 31 4. Past vocationalexperience . . . , . 34 5. Sources of help iiiobtaining firstjob . . . 36 6. Amount oftime icontinuation schools . . . 37 7. Presentemployment . . f . 3% 8. Summarystatement ofcharacteristicsracieristicsof pupils . . 41

sr- CHAPTER IV:PREVALENCEAND PROGRAMSOF EVENING SCHOOLS. . . 44

1. Development ofevening schools . . . . 44 2. Scope of thestudy ...... 45 3. Theprogramsof eveni.ngschools...... 48 4. Enrollments ofevening schoolsincluded inthe investigation...... 59 5. The administration of evening.. schools . . . 60 6. Summarystatement concerningprevalenceandpro- gramsof evening schools , . . . . . 65 tml disio

Tit , CONTENTS 144

CHAPTERV Page : CHARACTERISTICSOFPUPILSEN- 7 ROLLEDINEVENING SCHOOLS . . 69 1. Scopeof ,:- investiiation . . . . v . 69 2.Personalandfamilydatit . . . . 71 3. Pasteducationalexperience . . . . . 76 4.Vocationalexperiencesof : evening-schoolpupils. . 81 4, 5. Presentvocationalstatus . . . . 84 6.Motivesandopinionsof evening-schoolpupils . . 4 90 7. Thetypicalpupil inevening schools . . . . 95 CHAPTERVI : CONCLUDINGCOMMENTSONCON- . TINUATIONAND EVENINGSCHOOLS. 97

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Ito / LETTEROFTRANSM TTAL

DEPARTMENT OF THEIEmit, OFFICEO EDUCATION, Washington4.C., June, 1933. SIR: Within aperiod of 30yearsthehih-school enroll- menthas increasedfromalittleover10percentof the population ofhigh-schoolageto more t an50percentof t at populatiori.Thisenrollment issounusual fdrasecondary school thatit hasattractedthe attentionofEurgpe, where only 8 to 10 percentattendsecondaryschools.' 'Many Europeaneducatorsharesaidihatwe areeducating too manypeople.I believe,however,that thepeopleof-the United States are nowgettinga newconception ofeducation. Theyarecoming tolookuponeducationas apreparation for citizenshipand fordaily liferather thanfor themoneyreturn whichcomesfrom it.Theyarelookinguponthe highschool as aplace fortheir boysand girls toprofit ataperiod when the3}arenot yetacceptable toindustry. In orderthatwe mayknow where westand in secondary education,themembership ofthe NorthCentralAssociation of Collegesand SecondarySchools four years agotook the lead inurgingastudy.It seemed tothem that itwaswise for suchastudy tobe wadeby theGovernment ofthe United %States ratherthan byaprivatefoundation; forif suchan agencystudiedsecondaryeducation, itmight be accused either rightly orwrongly ofabias towardaspecial interest. When themembersofacommittee ofthis association ap- pearedbefore theBureau oftheBudget in 1928,they received a verycourteoushearing.Itwasimpossible,so'the Chiefof the BudgetBureauthought, toobtain all the moneywhich thecommissionfelt desirable;With themoneywhichwas obtained, $225,000,tobeexpendedover a3-yearperiod, it wasfound impossible to doall thethings that thecommittee had inmind.It witspossible,however, tostudy thosethings whichpertainedstrictly tosecondaryeducation, thatis, its organization;its curriculum,includingsomeof the'more fundamentalsubjects,andparticularlythosesubjectson whichacomparisoncould bemade betwéethe presentand earlierperiods; itsextracurriculum,which isalmostentirely newin the past30 years;thepupil populatidn;andadminis-: trativeandsupervisoryproblems,personnel, andactivities. _ *

vI LETTEROFTRANSMITTAL

Thehandling ofthis,stirveywasintrustedto Dr.Leonard V. Koos,of theUniversity-of Chicago.Withgreat skill he has,workingon afull-timebasisduriAg hisfreequarters from theUniversityof Chicagoandpart tinieduringotherquarters brought ittoaconclusion. ThismanuscriptwaswrittenbyGraysonN.Kefauver,a part-timespecialist,and VictorH. Nolland C.ElwoodDraké, full-timespecialistsengagedontheNationalSurveyof Sec- ondaryEducation.It dealswithpupilswhoattendedthe part-tirnècontinuationschool'sfouror me:we hoursaweek Nip) and alsowith thosewhoattendedevening highschools. Itwasfound thatas a group, pupils whoattendedthecon- tinuationschoolsareslightly lowerinintelligenceandslightly older inchronologicalagethanarethose inth#full-timehigh school:Because 'theycomefromasowersocio-economic group, thereasonfor leavingthefull-timeselloolw::fre- quentlythe necessityfor earningaliving forthemselves for theirrelatives.In general,theenrollmentin thesecon tinuationschools 0 seems to have reachedits peakabout1928 andto have declinedsomewhatafter thattime. Theobjectives ofthe eveningschoolsrelatechieflyto vocationaleducationwhere the sciloolsarefederallyaided. Thereare a great number ofei es someof whichare ex- , ceedingiyshort.Thereseems to be closerintegrationwith thefull-timehigh schooland itspurposes where thecourses are not federally aided.The . enrollmentin theseevening schoolshas¡onesteadilyupfrom thebeginningand hasin- creasedveryrapidly intheyearsimmediatelypreceding1930. Theseschools differfrom theregularfull-timehigh schoolin thaveryfew of theirpupilsare preparing forcollege. When consideredin connectionwithfull-timehighschools these eveningsalsatandpart-timecontinuationschools seem tomakeup a s stem weladaptedtoademoracy. \\ I thinkthe monographwillprovehelpfulin thefurther aevelopmentof thesespecial schoolsand Irecommendthat it, ht.) publishedas oneof the monographsintheNationalSurvey of SecondaryEducationseries. 4espectfullysubmitted. WM. JOHNCOOPER, likeBEcawrA.ByOF THE INTERIOR. 0\ _.,...,/Commissioner. \ *

\ (InI a

, PART-TIMESECONDARYSCHOOLS

CHAPTER I :GENERAL ACCEPTANCEOF PART-TIME SECONDARYEDUCATION

1. THETRADITIONALCONCEPTION OF THE,§ECONDARY .SHOOL The developmentof secondaryeducation has involvedthe extension of the programof the schools to servepupils not formerlyserved.In its earliestorganizationsecondary educationwasconcerned only withthose whowereinterested inpreparingfor college andfor theministry.As thecollege programexpanded, thesecondary schoolincluded inits offering subjectspreparatoryfornewforms of collegeand professionaleducation.Also, mafiy ofthenewpupilswere notinterested inpreparing for collegeand lacked thecalciacity tosucceed in themorfacademic college preparatorysubjects. Thisprogramof expansionhas continueduntil it isgenerally accepted thatthe secondaryschool shouldprovidea program sufficiently varied to servethe needsof all pupilswho seek admission,orof practicallyall adolescents.In the past, however,secondaryeducation hasbeen associatedwith full- time attendance atschool.Pupilsweregenerally assumed to -The have left school _when theyobtained employment. schoolwasthought to haveresponsibility only forthoseon favorable economiclevels and withthe inclination togive their full time totheactiN4ritiesof the school. L THEINABILITY OFMANY TOCOMPLETETHE FULL-TIMESCHOOL It has beenassumed bymanythatafully democratic secondary schoolhas beenachieved in theUnited States. The facts do not supportthis assumption.The school has beènopentoall who desireadmission, but theconditions have not beenmade equallyfavorable for allgroupstoattend. Pupils at thelower levels ofability have metwith failure in courseswith standards setfor theirbrighter brothersand sisters.Through failureand adviceand the absenceof subject matteradapted to theirinterests andabilities, the. pupils lessfavored intellectuallyhave in largeproportions NATIONAL SURVEYOF SECONDARYEDUCATION

been eliminatedfrom school.Comparisonsof intelligence measureof pupilswho dropout of full-timeschools withthe measuresfor thosewho remainshow strikingdifferencesin s themeasuresof centraltvdency forthetwogroups. Secondary educationhas beenconsideredto be democratic because of thevab4ence oftuitioncharges.By removalof charges for tuitionthe schoolwasthoughtto have been made as available for thepoor asfor therich.This objectivehas been only 'partlyattained.Many pupilsleave schoolbe- causetheir earningsareneededto support thefamilyor themselves,orbecause they andtheir familiesareunableto providethe fundsfor clothingand .other itéms 1 ofexpense associated withattendanceatamodern-secondaryschool, pils unableto dressaswellastheir fellowsapd linableto participate in theactivities ofthe schooloften becomecon- scious of their unfavorabli)situation,lose interestin school work, andseekemployment.Comparisonsof adolescents in, schoolwith thosewho haveleft schooldisclosemarked contrasts in the economicstatus of theirparents.Those low in economicstatusareoften towalso in mentalstatus, but it .. canS hardly be\doubted thateconomiccondiiii13nplays-an importantpart in the educationalcareersofmanypupils. It isnot thepurpose atthis pointto analyze in detailthe .caus9sof theeliminettizuof pupilsfrom school.Whatever the explanAtion,many poungpeople donot, enter,ordonot complete afterentering, theprogramof trainingprovided by full-timesecondaryschools.They leaveschool withlevels of trainingthat wouldbe generallyreoçgnizedasinadequate toprpparethemtocarrythe responsibilieswhichrestonthe

members ofourpresent-daycomplexsoci ty. .

5. THE COLLAPSEOF TIIE"CADSTORAGE"CONCEPTION

- Or EDUCATION I The periodof childhoodhas beenacceptedasthe period for schooling, andin thepast it ha,s sometimesbbenassumed that honecanacquireduring,,this peiiddenougfacts and skills toserve throughoutlife.Content ofsubj , ften has it.; justificationin theusewhich pupilswill- makeof it 'laterin life.There ishereanassumption*nowgenerally quesiioned, a namely,that pupilswill developasatisfactorymastery of the materialsthatare notofpresent interest 'andworthto them 7. 6 [21"

J1 et.

PART-TIMÉSECONDARY SCHOOLS and whichhave only deferredvalues, and thatpupils will stillpossessthose learningswhen needed,eventhougha con- siderable period oftime elapsesbetween the timeof learnihg and time ofuse.Criticsare nowseriously questioning whether thesystematic sbudyduring the period ofchildhood is adequateéducation inarapidly changingsociety for the responsibilities to beriiet throughout life.It is true that someskill in thefuhdamentals is acquiredand that the be- ginningsaremade in theacquirement ofanunderstanding of the problemsassociated withvarious phases*ofliving. Systematic study ofthe differentproblems met at thevarious times in lifeshould enableonetohandle those problems more iritelligently and providethe basis for continuousdevelopment. Conditions insociety and theinterests,§nd plansof the individual changesothatwe cannotpredict withahigh degree ofcertainty theprobble nature of theactivity qf anindividual atdifferentperiods in hislife.Data, presented in the monographonthe HorizontalOrganization of Second- aryEduct4ion(Monograph No. 2 ofthe Report ofthe Na- tional Survey ofSecondary Eduqation)indicate thatmany ,pupils. in high school preparefor occupationswhile in school but fail to enterthe occupationsprepared for.Changesmay- take place in one'soccupation whichrequire training fornew activities in theoccupationorforashift to anotheroccupa- tion.Iew social andeconomic problems arisewhichare complex and whichwill requireinstruction to enablemany tounderstand them.Sue% instruction, inwhateverfield, should improve thesuccessand happiness of theinaividual and increasehis value tosociety. It is obvious thatthe schooloften fails to adapt itsprogram tothe capacitiesand interests ofsome'pupils.Many of the pupils attendingthe continuationschoolwereunhappy Angl unsuccessful in thetasks which thefull-time sth6ol setfor them. One(Men hean from workersincontinuatónschools stories of salvagingindividuals who weredisorganizedby their failures in thefull-time school. , Experiences outsidethe schoolLive educational potentiali- , ties whichareoften neglected.The valued ofv'ocationalex- periences inacooperativeprogramof trainingareprestinted in MonographNo. 2, entitled"The HorizontalOrganization e. of lecondaryEducation."Itmaybedesirabletorelease I 8 1

0 NATIONALSURVEY OFSECONDARYEDUCATION from full-time,attendanceat school thepupilswho donot respondto the bestprogramthatcanbe developedfor them, to supervise theiractivities inthe community,andto have themreturn to school forbriefperiods ofdirectinstruction. A part-timeprogram maybemorebeneficial forsomethan full-timeattendanceat schools.

4. PART-TIMESCHOOLS AS EXTENSIONS/6FTHE PROGRAMOF SECONDARY EDUCAOUN The schoolprovisionstreated inthismonographare attempts toservepupilswho haveleft thefull-timeschool. The continuationschoolsareday schoolsserving pupilsdur- ingpart of the time,mostlyduring fouroreight hoursaweek. Thesearetreated inChapters IIand III.Theevening o schoolsmeet,astheirnameindicates, inthe evening,and serve persons whoareemployedduring theday.These schoolsservemostly)personswho, forvarious 'reasons,have not enjoyedafullsecondary-schooltraining.Theyare treated inChapters IVand V.Inmany ways the development of thesepart-timeschoUsrepresentsademocratization of theprogramof secondaryeducation.

I. a*

Lar II A

rzN

[41

es 4 ANDPROGRAMSOF CHAPTERII:THEPREVALENCE CONTINUATIONSCHOOLS f

1. THEPREVALENCEOFCONTINUATIONSCHOOLS Numberofcommunitieswithcontinuationschools.:Com- plete data arenotavailableonthe numberofcommunities withcontinuationschools.The mostcompleteinformation iscontainedin the reportsof theFederalOffice òfEduca- tion.In Table 1,dataaregiven forthe citiesof 10,000 population and morewhichmade report tothe Officeof Education. In 1930, reports wereobtainedfrom 217cities.This number is somewhatless thanthose for 1926and 1928.It isabout thesame asthenumberfor 1922.Slightvariations in numbersmight heexplained bythefailure ofalarger number of schools tomakeareportin 1930,but largedifferencesare probably tobeexplainedbydifferencesin numberof cities withcontinuationschools.Onecan saywith ,certaintythat there has notbeenanincrease inthenumber ofcities with continuationschools;there hasprobably been somedecrease. XIBLE 1.Dataconcerningcontinuationschools incitiesof 10,000 populationand morel

Item 1922 1926 1928 1930

1 1 3 3 I .

215 249 241 3 217 Cities reporting 314 337 335 282 Schools reporting 355,115 310,214 Enrollment_ _ ...... _ ____ , __,______... _...... _ _ _.... _ 177,618 295,te A. Education areincluded. I Citiesonly forwhich reports weresent tothe FederalOffice of Numberofcontinuationschoolsreported.--.--Thedataonthe numberofschools tellmuc4 the samestory asthosepresented for thenumber-of cities°with continuationschools.The numberfor 1930is smallerthan thatfor theearlierperiods, evenless thanthat for1922.There hasevidently been some consolidationof theschools inthe citieswith continuation schools,asthedecreasein thenumber ofschools ismuch greaterthan thedecrease inthe numberof citieswith schools.

o NATIONAL SURVEYOF SECONDARYEDUCATION

Number of pupilsenrolled incontinuationschools.Nearlya third ofamillion (310,214)wereenrolled inthe 282 continuation schools in1930.This numberis larger thanthose for 1922 and 1926, but smallerthan the numberrepoqed for 1928. The continuation schoolprovides forthose who leavethe full-time day schoolbefore certainagesand beforethey have completed certainlevels of training.As pupilsremain in school longer,fewerarerequiredto continue their edvation on apart-time basis.That is, largerproportions of those leaving full-timeschool haveattained theage oreduçational status whichexcusesthem from therequirementto attend the continuationschool.There has beenarapid increase in the proportionsof children ofhigh-schoolagein the full- time high school;consequentlyadecrease isto be expected in enrollmentsin continuationschools. I. PURPOSES OFCONTINUATION SCHOOLS Generalpurposessimilartg,purposesof full-timesecondary school 8.The continuationschools havebeen organizedto servethoseyoungpeople who havefound itnecessary orwho have considered it desirablenot to continue in the full7time high school.It has aimedtoserveallaspects of their edilica- tion.The followingstatement by Prosser comprehendsthe social, health, recreational,and vocationalaims: I. Giveeveryyouthas afundamental service,thenecessary minimum of ability tolise the fundamentalarts of reading, writing, andfiguring. 2. Help himremovethose removable physical'defects thatare ahandicap to him for life and for work. 3. Some help in his problem ofkeeping physicallyfit. 4. Some help in his economicproblem of gettingand holdingajuvenile job and planning fora more,permanentcareer. 5. Some help in planning and carryingout activities for his leisure time. 6. Some help in acquiringalove of reading. 7. Some help in acquiring interests,appreciations, and hobbiis. , 8. Some help in selecting andpracticing desirable socialand economic habits. 9. Some help in acquiring interest andinitiative in socialaffairs. 10. Some help in acquiringdesirable socialattitudes and working ideas.'

I Prosser, C. A.Introduction to Franklin JKeller's Day Schools forYoung Workers. New York, The Century Co., 1924.p. u.

[ 6 AP tÌ -4111% PART-TIME SECONDARY SCHOOLS

Certain objectivesstressed insomeSituatiow.Not all the statementsof aims of continuationschooloare so compre- hensiveastheonejust quoted.Even though all the aims maybe included, greateremphasis is frequently placedon someaims thanonothers.Theprogramin the. State of California stressed citizenshiptraining,asis indicated by the following quotationfromabulletin of the California State Board of. Education:"The underlyingpurposeof compulsory part-time educationis-totrainasfaras maybe possible in the short time allowed,for the most important duties and responsibilities ofcitizenship." 2In Massa- chusetts, chief emphasis isplacedonvocational training, aiming to provide that traininformerly offered through apprenticeship but wilichcannotbe furnished by that methodunder modernconditions.Civictrainingwas considered secondaryatoandaby-product of the vocational training. 3 In New York-, theemphasis is placedoncitizenship and vocational guidance. The part-time school is not aninstitution intended to provide training to makeupfor deficiencies in the general education of boys and girls who leave the regularschools between theagesof 14 and 18,nor is it to be regardedas asubstitute for the regular school.Obviously it is impossible to accomplishin from 4 to 8 hours of instructionaweek that which the full-time schoolsfind it difficult to do in from 25 to 30 hours of workaweek.Rather the part-time school will attempt to make the break between theschool life of the child and the work life of the child less difficult throughBorne properly adjusted plan ofvocational guidance and vocational training whichwill take into considera- tion the practical aspects ofanindividual's dutyas acitizen andhis potentialitiesas aworker.To this end the part-time school will concernitself with the explanation in an elementary way of thevarious institutions which society has developed for its ownprotection and perpetuation and for the welfare of the individualsWhoconstitute that society.If will help the child to chooseavocation, to improve his leisure and. willserveto make him generallyabetter citiAem. Ittasfar,asitmaybe possible, it will give definite training for the vocatkin which the child chooses andengagesin.+

sVocational Education Bulletin No. 23, Part-Time Education,California State Board of Education,P.25. 3 Coznpulscry Continuation Schools, Bulletin ofateDepartment of Education of Massa- chusetts, No. 111. 4 Organisation and Administratkin ofriart-tinie Schools, University of the State of New York, Bulletin No. 097., p. 21. 6 [71., NATIONAL SURVEYOF SECONDARY EDUCATION

3. LEGAL PROVISION'S FORCONTINUATION SCHOOLS.... First legislationconcerning part-time education.-A-Thefirst law relatingto compulsory part-time educationwaspassed by the WisconsinLegislature in1911.Massacbosettsand New York followedin1913 and Vansylvarnia in1915. The Smith-HughesAct of 1917gavemuch.;mopentum to the.movement, for it provided

... a that at least one-thirdof thesumappropriated toanyState (by the Federal Government)for the salaries of teachersof trade, home economics, andindustrial subjects shall, ifexpended, be applied to part-time schoolsorclasses for workersover14years of age who have entereduponemployment,and such subjects inapart-time schoolor classmay mean anysubject to enlarge the civicorvocational intelligence of such wprkersover14 and less than 18yearsofage.... The Smith-Hughes Act alsosetupminimum standards which the Statesarerequiredto meet toreceive the Federal aid. Legal provisions in thevatious Stales.Compulsorypart- time attendance laws had beenenacted in2'iStates by1928. Fifteen of these States required attendanceat part-time schools for minorsupto 16yearsofage, one upto 17years ofage,and 11upto 18years,ofage.The lower limits of the continuation-school period is determinedby the limits of compulsory full-time attendance.Fourteen is thecom- mon ageat which pupilsareperniitted to-leave the full-time day school, although in several Statestheycannotleave the full-time school until theyare16yearsof agò.The attainment ofacertain grade levelservesto exemptpupils from this requirementonthe basis ofage.In four States,. namely, New York, Nebraska,Nevada, and Ohio,achild must have completed the high-schoolcoursebefore he is exemptfrom the compulsory attendancerequirement. Wisconsit hasasomewhat uniqueprogramin requiring half-time attendance for pupilsfrom 14t9 16yearsofage. Anypersonibetween 14 and 18 who has completed the period .of compulsory full-time education andwho has not completedtht equivalent of 4,yearsof school work above the elementary grades, must either attendapublic, private,orparochial school, at least 41bhalf time,orattend the vocational whool ,half time in the day time. until 16 and thereafter 8 hoursperweek .for 8 monthsa yearuntil d%No

I [ 8 _

. PART-TIMESECONDARYSCHOOLS

18; providedsuch schools areprovidedwithin 2 tidiesand said persons arephysically able toattend.' The amountoftime) pupilsarerequired tospend in the continuationschoolvaries inother Statesfrom 4 to 8hours perweek. 4.SCOPE OFPRESENT1NV?STIOATION Schoolsapproached incanvassof practice.A mailinglist ofpart-timecontinuationandcooperativeschoolswasmade upfromthreeswrces:(1) Thedirectory offederally aided schoolspublishedby theFederalBoard forVocational Education,(2) Statedirectories,and (3) responses to a preliminaryinquiry formwhichwas.sent tocity school systemsin theearly partof theperiod of theNational Survey ofSecondaryEducation.Aquestionnairewassent to 973schools thathadsignifiedthey offeredpart-time continuationorcooperativework; 367replieswerereceived, which is 37.6 percentof thenumberseritout.Of these, 335 wereusable.Twohundred andeighty-three stated that theyofferedcontinuationworkonly, 29offered both continuationand cooperativework, and 23offeredcoopera- tive workonly.In thissection ofthe reportwe are concerned withthe 312schoolswhich devoteeither allorpart of theirattention .tocontinuationwork.Schools offering cooperative courses arediscussed inthe monographonthe HorizontalOrganizationofSecondaryEduCation (Mono- graph No.2). Classificationof theschoolscanvassed.The 312schools offeringcontinuationworkwerenextgrouped according towhetherornottheyreceived aid.42,.p.the FederalGov- ernmentunder theprovisionsor th s"th-Hughes Act. receiving .Thisseems alogicalclassification,since those Federalaidaresomewhatcontrolled bytheregulations governingthedistribution ofzilch aid.For convenience the two groupswill sometimesbe referred tosubs.equently asGroup Aand GroupB.Therewere220schools(Grout) A)receivingFederal aidascóntrasted with 92(GrouP B) without suchaid.Thecanvassof thefederally aidedschools wasprobablymora completethan thatfor theother schools, sinceallreceivingFederal aid wereapproached. 6 Keesecker,Ward W.Laws Relating toCompulsory' Education. U. S. Department of theInterior,Bureau ofEducation,Bulletin 1928, No.20. p. 09.. [91

0 1:6b

NATIONALSURVEY OFSECONDARYEDUCATION

Locationof schoolsincludedinstudy.Thesch`ooisin- cluded inthecanvass are located in40 differentStates, AlthoughtheyaresomewhatconcentratedincertainStates. (Table2.)Thenumbersarelarge inCalifornia(38 schools), Massachusetts(31 schools),NetJersey(28 schools),New York(35 schools),and PennsyPhnia(64 schools).Most of theschoolsnot receiving Wederalaidarelocatedin California,NewJersey,New York,andPennsylvania. TABLE 2.Numberof continuationschools in thevarious Statesincluded in theinvestigation

Il , Group AGroup B GroupA (with(without Group B State Total State (with(withoutrr,,,,,i FederalFederal FederalFederal aid) aid) (aid aid) . , . -' 1 2 3 4 . I 2 3 4

_ _. _ ___ _ Alabama. 1 ___ . 1 Nebraska 1 __ __._ _ 1 California __ _ .. _ _ , 18 20 38 New Jersey 13 15 28 Colorado__ _.... _ _, 1 _..____... 1 New York 25 10 35 Connecticut______.._ _ -. 1 1 North Cnrolina___ _ 3 Delaware 2 2 Ohio 3 , 12 1 13 Florida....__.._... _ 3 3 Oklahoma__._ ..... 1 Georgia 2 1 2 2 Oregon _ 1 _ _ 1 Illinois . 7 1 8 Pennsylvania_____ 33 31 64 Indiana______1 1 2 Rhode Inland______1 1 2 Iowa___ 4 2 6 South Carolina 1 i

Kansgs...______1 1 Tennessee 3 3 Kentucky. 1 1 Texas _ - 5 5 Louisiana.__.____ 1 2 1 2 I tah 2 3 5 Maryland 1 1 Vermont 1 1 Massachusetts___ _ 30 1 31 Virginia 3______. 3

Michigan__.- 15 1 18 Washington_. _ ____ 2 Minnesota 3 1 a ... 3 West Virginia 1 ______1 Mississippi______4_.__ ___.. 4 Wisconsin 13 13 MisSouri .. 4 4 ._

Montana 1 , 1 - ...... ------Total______220 92I 312 t . 1 , 5. THE PROGRAMOFCONTINUATIONSCHOOLS ' Programs includeagreat variety ofsubjects.Atotal of341 different subjectswerereportedby the3120schoo1s.It should be recognizedthatsomeof thesesubjectscoverthe samematerialseventhough theycarrydifferenttitles,and iome subjectswith thesamelabelmay vary greatly in coni tent. Some of the differentsubjectslisted mighthave beeii combined, but itwasdecidedto presentalist ofthesubjects togiven by therespondentseventhoughtheprocedure causedsomeduplication ofcourses.Thisfactshouldbe kept in mind in theconsiderationof thenumber,ofsubjects offered in continuationschools. [ 10 e.

IR 0. - 1101

PART-TIMESECONDARYSCHOOLS

The subjectswhichappearin 10or moreschoolsarelisted in Table 3.These 50subjects representthe majordivisions of subjectmatter--academic,industrial,commercial, and household arts.Only two ofthesesubjects, homeeconomics and'dressmaking,appearinas many asathird of theschools. The percentagesof schoolsoffering thesubjects in thediffer- entfields(industrial,academic,commercial, andhousehold arts),aremuchsimilar,indicatingabout equalrecognition of the different typesofcourses.Thecourseswith highestfre- quencyappearin fromafourth toathird of theschools included inthecanvass.A fact notshown inTable 3 is, that someof theciontipu4tionschools haveayrograrnlargelyvoca-

TABLE 3. Percenicres ofschools offeringthe subjectsappearing in 10 or I morecontinuationschools

3 Group GroupGroup Group A A (with-Total (with-Total Course (with Course (with out (312) out (312) Fecleral Federal Federal aid, 220)Federal aid,220)aid, 92) aid, 92)

3 3 4 2 3 4

Commercial -C on. industria/ arts se

_ _ 1 9. 13. 1 Woodwork 22, 3 26. 1 23 4 Shorthand ___ 14. 5 8. Commercial______10. 0 5. 4 R. 7 Machine shop _ 17. 3 10. 9 15 4 Electrical shop 16. 8 8 7 14 4 Salesmanship_ . & 6 3. 3 7. I' . Spelling _ _ _ _ . _ & 6 & 7 8.7 Mechanical drawing_ 15. 5 l& 3 15 7 4 11. 2 Business arithmetic_ 8. 2 6. 5 7. 7 Printing_ _ .... 13. 6 & A tdo mechanics.. 12. 3 13. 0 12. 5 Baldness practice__ _ _ 6. 8 3. 3 5. 8 _ 7. 6 6.7 . Oeheral shop 9. 5 7. 6 9. 0 Business English!. . 6. 4 Office practice _ . 4. 1 3. 3 3. 8 Sheetme'al_ ..... _ & 8 4. 3 6 1 5. t) 2. 2 4. 8 Commercial geogra- Drafting 3. 6 2. 2 3. 2 Plumbing-_ &5 3 8 phy H ome mechanics_ _ _ &0 3, 5 3. 2 lousehold arts Gene,.11metal work_ 4.5 4. 5 7. 6 5. 4 M anual training___ _ _ 34. 3 Trade try-out 2. 7 9. 8 4 8 Home economics_____ 35. 9 30. 4 Dressmaking 32. 7. 37.0 34.0 Academk Cooking...... _ _ _ _ 16. 4 184 5 17. 0 Home nursing 9. 1 6, 5 8. 3 Foods and nutrition_ 6. 8 2. 2 54 Engilsb______28. 2 29. 3 28. 5 15. 7 Millinery. _ ..... 4. 1 1. 1 3. 2 Civics _ 16 0 17 4 Arithmetic__ _ 12. 7 21. 7 15. 4 H ygiene_ _ ..... 11. 4 15. 2 12. 5 elatedstbj Science.__ _ & 2 4. 3 7. 1 7. 3 9. 8 & 0 Industrial geography_ 3. 6 6. 5 4. 5 Mathematics 3. 2 Social science 6. 4 & 4 6, 1 Trade mathematics_. 2. 7 4_ 3 4 Current events..___ _ '5. 4 & 4 5. 4. 1 10. 9 6. 1 Musk, ark, andcraft JI C __ ... General .continuation! L e 6. 5 6. 4 Commercialart______5. 5 6. 5 5. 8 3. 6 4. 3 & 8 Music 3. 6 6. 5 4. 5 2:Epg by .... 2. 7 109 it. I : & 2 & 4 3. 8 Drawing.

Commercial specials 6.8 L I 5. 1 Typing - - 27 7 2& 1 77 2 Occupations ------.-- _ 12.0 7. 1 Bookkeeping 20.0 12. 0 17. 6 Physical education_ 5.0

1-"r"- 1211411r--1*--1 [ 11 NATIONAL SURVEY OFSECONDARY EDUCATION

tional while theprogramsof otlierzchoolsareacademic, with emphasisonEnglish and the socialstudies.Ainohgthe different subjects comprehendedby the asocial studies,history appearsinfrequently.Civics andcurrent eventsAre more commonly offered. Subjects' thatappearin fewer than10 schools have been listed in Table4.All the subjectsthatappearin the full- time day school appéall inone or moreof the schools.The differentacademic subjectsappear aswellasthe-various lines of vocationaltraining. A tOtalof 291 titlesarelisted. Thereare198 subjects offered only bythe schools receiving Federal aid,66offei.edonly by schoolsnot receiving Federal aid, and only27 offered by bothtypesof schools.

TABLE 4.Subjects offered by fetterthan 10continuation' schools

Academic

Algebra.** Industrialrelations. American history. Industrial science. Amesiran history and ics Italian. Appreciative En Language.* Biology. Latin. Chemistry. Literature. Civics and history.** Oral.English. Community arithmetic.* Pennsylvania history.* Comipunity lifeand civics prob-Pharmacy. lem. Physics. Current eventsand civics.* Physiography. 4 Dramatics.* Physiology. Economics.** Related healthand civics. Elementary sublects.** Rhetoric. English and citizenship. Science.* English and spelling. Socialcustoms. French.* Spanish. Geography.* Spelling andEnglish.* Geography andgeneral science.* Study of industry. Geometry:1k.* Travelgeofraphy. History. Trigonométry. Householdmathematics.* United Stateshistory.** Ilygieneandoccupations. United StateshistoryanCicivics.* Industrial physics.

it In thefollowing lista, subjectswhich donot carry asterisksare offered only by federally aided schools; thosecarrying single asterisks (*)are offered only by schoolsnot federally aided and those carryingdouble asterisks(")are offered by bothgroups. dik 'a

. a 40 PART-TIMESECONDARYSCHOOLS

TABLE 4.Subjectsoffered bygiverthan 10continuation.schoolsCon.

41f1 ustrial arts

Airportmechanics. Molder. Architecturaldrafting. Newspaperpresswork.* Ornamental iron. Autoelectricity.** fr Auto ignition. Painting. Battery.* Painting anddecorating. Beautyculture.** Pattern shoppractice. Blacksmith. Plastering. Blueprintreading.** Power machine.* Boilermaking. Power machine(sewing andoper- Bricklaying. ating). C binetmaking.** Public and shopsafety. Capentry. Reed work. Carjçt manufacturing.* Sheet met3l.* Draft' ng.* Shoe bottomingand repairing. 4ilectricwiring. Shoe cuttingand fitting. Elementarymechanics. Shoemaking.* Engraver. Shop practice. Erecting. Shop sketchingand blueprintread- Farmmechanic. ing. Forging andwelding. Special engineeringoperator. Furniturefinishing. Spindle carving. Handcomposition.* Steam engineering. Ignition andelectricity. Stonecutter. Industrialarts.** Textiles.** Job andcommercialpresswork.* Toolmaking. Joiner. Trade dressmaking. Linotype operatorand repair.* Trade millinery. Lithography. Turning. Manufacturing. Upholstery. Masonry.*. Weaving.* Metallurgy. Wood finishing. Millwork. ge Wood turningand cabinetshop.*

Commercial s Banking. Commercial law.** Bookkeeping and commercialComptometer. arithmetic.* Dictaphone. Bookkeepingand typing.* Elliott Fischer. Brokerage.* Filing.** Businesscorrespondence.** General cleri*l. et Businesspractice.* 410 Insurance.* Business science. Introductory, blisinessmethods. Commercad andindustrial geog-.Journalism. raphy.* Junior businesstraining.** CommercialgeQgraphy.* Machine bookkeeping.* [ 13 ] 4.

A o

NATIONAL ift SURVEYOFSECONDARYEDUCATION TABLE4. Subjects offered byfewerthan10continuationschoolsCon. Commercial

(IP Machinecalculation. Penmanship.** Marketing. Penmanshipand Meat spelling. marketing. Salesmanship.* Millwork. Secretarialpractice.* Mimeographingandmultigraph-Stencilcutting.* ing.* Storesystem. Office mfIchines.* Storework.* Office practice.* Typingandcommercial Patternmaking. English.* WesternUnionmessenger. Music,arts, andcrafts Appliedart. Hookedrugs. Applied desigu. Interiordecoration. Art. Jewelry; Art °glass. Jewelrydesign.* Art metal. Leatherwork.* Band, Millinery'4esign. Basketry. Music_(vocal).* Cartooning. Needlecraft. Chorus. Orchestra. Oa. Colortheory. Pewter. Costume design. Po-sterand,signdrawing. Design.** Posterwork.* Furnituredesign. Showcard.** Garmentdesign. Stencildesign.* Gleeclub.

Householdart& Baking.** Homeplanning.* Budgeting. Homeprojects. Childcare.** Householdmanagement. . Child training. Householdpractice. Clothingand textiles. Housekeepingandcleaning. Dietetics. Housemaids. Family relationship. Hygiene aildhémecare of sick. Itoodstudy. Millinery.* Foods andnutrition.* Nursingeducation. Healthand childcare Patternalteration. Homebudgeting.* Tableservice.* Homedecoration. Tailoring.** Home management.* Tailoringandmillinery. fir 4

[14)

4 ti 4;1 11- p.

PART-TIMESECONDARY SCHOOLS If

TABLE 4.Subjects offered by fewerthan 10continuation schoolsCon.

Related subjects- Apprenticeorrelated drawing. Related work(general).* -% Chemistry fornurses. Sheet-metal drawing. Drafting for plumbers. Shop mathematics. Related civics. Trade drawing. Related commercialand academicTrade extensign: subjects.* Bricklayers.' Related'draftingand art. Machitists. Related English. a, Trade and industrialhistory. Related hygiene. ..k7I Trademathematics.* Related mathematics.** Trade science. Related plumbing. Vbcational civics.** Related science. v

Specials

Agriculture. ,Health ethics. Americanization. Health hygiene. Animal feeding: Hygiene andphysics. Barbering. Hygiene forworkers.** Baskeiball. Job analysis. Cafeteria management. Job ethics. tivilservice.** Limp shade making. Club work. Library.* Commercial andpoliticalgeog-Lip reading. 0 raphy. aManners andconduct. Courtesy, Marketing of textiles.t. Dairy husbandry. Meat cutting. a Qraphig. Mechanical dentigtry.

Olo Embroidery design. Nature study. *- Embroidery machineshop. Novelties. English for foreigners. Occupations.* Xvery-daymanners. Orthography. -;:sodkar, S.3p1oraiory. Personal affairs.* Fabric analysis. I. Personalappearance. Fiber. Personal improvement., Floral. . Personal problems. Fur cutting. Photography. Fur finishing. Physical science.* Fur operating: Physical training. Gar lent cutting. Prevocational. Garment =011ieoperator. Pulp andpaper. 0111 General improvezhent. Radio:** Glove making.* Recreation. Hat blocking. Reed work.* 414-oor liealtEK* Silk class.* Bea Silk industry.

It [ 151 a' NATIONALSURVEY OFSECONDARYEDUCATION TABLE 4.Subjectsoffered by fewerthan 10continuation schoolsCon. SpecialsContinued Social periodreading. Vocationalguidance. Straw miachineoperator. Watch makingand engraving. Swimming. Watch repairing. Swine. -Weaving. Telegraphy.* Word study. Provi,§ion forcorrespondencecourses.Asmall'prpportion of the continuationschools supplementedthe regularoffering of the schoolsby theuseof correspondencecourses.The percentage following thispracticewas 6.8 for the federally aided schoolsand6.5 for thosenot receivingFederalaid. Thecoursesoffered bycorrespondence includedrawing, short-story writing,dressmaking,cartooning,plumbingand - heating,salesmanship, aviationengine.4,bookkéeping, agriculture,chicken raising,house wiring,and pharm'acy. Cartooningwas,the only- subjectreported bymorethanone school and itwasreported byonlytwo schools.The enroll- s mont in thesecoursesIs-almost negligibleand theyare apparently offeredfor only theoccasionalpupil whohasa desire forsome coursethat couldnot be providedadvantage- ously in thelocal situation.The MetropolitanHighSchool of Los Angélesprovided generalcontinuationwork ofan academicnature by correspondenceforapproximately60 pup s w o ounitimpossibletattend theregularclasses because of homeconditionsortnature of theiremployment. Provision forpart-timecoerativetraining.Thegreat majority ofcontinuationschools limitthe trainingprogram to the time pupils spendin theclassroom.Only13per cent of the federallyaided schòolsreported thatthey provided part-timecooperative trainingandnoneof theschoolsnot receiving Federalaid reportedthis practice.Thecoursesof- fered by thecooperativemethod,the enrollment,andother details of cooperativetrainingaregiven.inthemonographon the Horizontal 'Organizationof SecondaryEducationalready referredto. . Provision for fuli-iinte8hort-11mlvocationalcour8e8.Many workers have feltthe need,especiallyinrecentyears,for full-time short-unitcourses tosecuretraininginsomenew developmentor process in their occupationor toprepare themselves fora new occupation.Suchcoursesareoffered [161 se.

onv PART-TIME SECONDARY SCHOOLS 's in nearly half (47.2percent) of the schools receiving Fed- eral aid and in 4.3percent of thosewithoutaid.This large difference between the twogroups maybe accounted for inanumber ofways.First, the offering of the federally aided schools is muchmore'vocational thantheprogram of those without Federal aid, in' which the emphasis ismore onthe general continuation and academic work.Vocational coursesby theirverynatureare moreadaptableto short-time units, and unemployedmen may comein and learnto operate a newmachine inabrief period of time without going through acomparatively long period of trainingorpractice.Second, the schools in Group Aareallowed financial aid by the Fed- eral Government for short-unitcoursesin the industrial, home economics,oragricultural fields of work, andarethus encouraged to provide thistype of service, whereas the schools in Group Bmust dependon alocal appropriationpor State aid only.It is significant thatnearlyhalf of the Group A schoolsarepreparedtoaidmenalready engaged in somespecific line of workto keepupwith thenewdevelop- mekts in that field and assist them in bettering their training. hools receiving Federal aid offer full-time short-unit coursesin 60 different subjectsascomparedto 13subject*, offered by the schoolsnot receiving such aid.These sub- jectsarelisted below.

Group A (federally aided) subjects offered by fiveor moreschools Auto mechanics. Machine shop. Commercial work. Printing. Drafting. Welding. Electricity. Subjects offered by fewer than five schools Agriculture. Commercial art. Architectural drafting. Comptometer. Beauty culture. Cooking. Bookbinding. Costume design. Bookkeeping. Dictaphone. Bricklaying. Draping. Business letter writing. Dressmaking. Cabinetmaking. Dry cleaning. Carpentry. Farm work and farmmechanics. Cleaning and pressing. Fresco painting. Clerical work. Furniture craft. [ 17 ) A

NATIONALSURVEYOFSECONDARYEDUCATION and enrollmentwasso'meagerforbothGroupA:andGroup Bschools that it isimpossibletopresentatypicalpictureof them. Fromastudy ofthereports it isapparent thatmost attempts ofcontinuationschoolsto provideshort-unit coursesforpersons temporarilyout ofemploymenthave beenexperimentalinnature.Futurerecognitionof the increasingneed forthistype of trainingmaycauseitto be made a part of the regularprogramfor allcontinuation schools,or may lead to thedevplopmentofseparate institu- tionsfor thatpurpose.

6. THE ADMIN7STRATIONOFCONTINUATIONSCHOOLS I. Housingofrontinuationschools.Thirty-fourper cent of the federallyaidedcontinuationschools.are housed in separate buildings,44per centofthemcarryontheir in the work high-schoolbuildings,and9per centarehousedin (elementary schools.Oftheschoolsnotfederallyaided,25 per cent have separate buildings,53per centarecarriedonin the high schools, and12per centareinelementaryschools. A few schoolsconductcontinuationclassesinfactoriesor stores where theyarein directcontact withtheworkers andwhere theycan more readilysensetheyoung workers' needsandproblems. The principalof thecontinuationIschool.Mostof theprin- cipals ofcontinuationschoolsdonot givefull timeto this administrativeassignment.Thirty-fiveper cent ofthe schoolswithFederalaid havefull-time % principalsas compared with23per cent of thesthoolswithoutaid.This would be expectedbecausetheschoolsofGroupA havea larger enrollmentontheavvrageandtheyartmoreoften in separate buildings.In20per cent of theschoolsof Group A and32perceicitofGroupB,high-schoolprincipals also serve as principals ofthepart-timecontinuationschools. This is almostcertainto be thepracticeinthosesituations wherethe continuationschool ishousedin thehigh-school building. Otherpositionsheldbyprincipalsofpart-time continuation-schoolsin bothgroups includedirectorofvoca- tional education,superintn4entofschools,directoroftrade schools, supervisorofindustrialeducation,directorofattend- [20]

AL"'" --66Th"-MCA figtL-t-m - r , ,.-4.4-:folthwZI-54 4 PART-TIME SECONDARY SCHOOLS ance,director of guidance and placement, teacher,andcom- binations of these employments. Hoursspeidin school by continualian-school pupils .In both the Group A and the Group B schools the number of hours spent in continuation school dependsonwhether the pupil iOemployed full time, half time,oris unemployed.Table5 comparesthe twogroupsof schools in this regard.

TABLE 5.Numbers of hours continitation pupilsarein school each week

Group A (federallyGroup B (not fed- aided) erally aided) Emplbyment status Median Range Median Range

3 3

If employed full time 4 4-24 4 4 If employed half time 20 15-20 If unemployed 20 8-44 16 8-30 4 In the federally aided schools thetypical continuation pupilgoestosch6b120 hoursaweek if he is unemployédor if he only worksafew hoursaweek.However,oncehe- becomes employedon afull-timeor'nearlyfull-time job he goestocontinuation school only4 hoursaweek.In the schodils of Group B he alsogoesonly 4 hoursaweek 'if he is employed, but attends16 hoursaweek if he istern- poritrilyout of workordoesnot work at all.Some pupils attend only theamount required by laweventhough they arenot employed.Thése data wouldsuggest thatmanyof them remain in school foralarge fraction of theirtime if theyarenotemployed. Length of class period and number of subjects studied.Class periods in bothgroupsof schools haveamedian lengthof 60 minutes, but in Group A therangeis from15 to 240 minutes, wherea.s in, Group B therangeis from30 to 120 minutes. When asked the number ofcoursesthat pupils werepermittedto take atonetime, 131 schoolsreceiving Federal aid showedamedian ofone course,witha rangeof 1-8; in 45 schools not receivingFederal aid the medianwas

Ithreecomes,with thesame rangeof 1-8.This would tend to showthat in the federally aided schools, where business and industrialeduCationis particularly emphasized,pupils concentrateonCAte particular line of work, whereas inthe [ 21 )

alo A

NATIONALSURVEY OFSECONDARYEDUCATIQN and enrollmentwasso'meagerfor bothGroupAandGroup B schools that it isimpossibletopresentatypicalpictureof them. From astudy ofthereports it isapparent thatmost attempts ofcontinuationschoolsto provideshort-unit courses forpersons temporarilyout ofemploymenthave beenexperimentalinnature.Futurerecognitionof the increasingneed forthistype of trainingmaycauseitto be made a part of the regularprogram for allcontinuation schools,or mayleadto thedevOopmentofseparate institu- tionsfor thatpurpose.

6. THE ADMINISTRATIONOFCONTINUATIONSCHOOLS Housing ofcontinuationschools. -fourper cent of the federallyaidedcontinuationschools.are housed in separate buildings,44per cent of themcarry on their work in thehigh-schoolbuildings,and9per centare housed in elementaryschools.Oftheschoolsnotfederallyaided, per cent have 25 separate buildings,53per centarecarriedonin the highschools,and12per centareinelementary A few schools. schoolsconductcontinuationclassesinfactoriesor stores where theyarein directcontact withtheworkers andwhere theycan more readilysense theyoung workers' needsandproblems. The principalof thecontinuation*school.Mostof theprin- cipals ofcontinuationschoolsdonot give fulltimeto this administrativeassignment.Thirty-fiveper cent ofthe schoolswith Federalaidhavefull-timeprincipalsascom- 141 pared with 23per cent of theschoolswithoutaid.This would be expectedbecausetheschoolsofGroupA havea largerenrollmentontheavvrage and theyart in more often separate buildings.In20per cent of theschoolsof Group A and32permiltof GroupB,high-schoolprincipals alsoserve as principals ofthepart-timecontinuation This is schools. almostcertainto be thepracticeinthosesituations wherethe continuationschool ishousedin thehigh-school building. Otherpositionsheldbyprincipalsofpart-time continuation-schoolsin bothgroups includedirectorofvoca- tionaleducation,superinte4i4entofschools,directorof trade schools, supervisorofindustrialeducation,directorofattend- [201 4 PART-TIME SECONDARY SCHOOLS 4

ance,director of guidance and placement, teacher, andcom.- binations of these einployments. Hoursspedin school by continuation-school pupils .In both the Group A and the Group B schools the numberof hours spent in continuation school dependsonwhether the pupil ifremployed full time, half time,oris unemployed.Table5 comparesthetwogroupsof schools in this regard. TABLE 5.Numbers of hours continúation pupilsarein school each week

.46 Group A (federallyGroup B (not fed- aided) erally aided) Emplbyment status Median Range Median Range

3 3 4

If employed full time 4 4-24 4 4 If employed half time 20 15-20 If unemployed 20 8-44 18 8-30

In the federally aided schools the typicalcontinuation pupilgoestoschSol20 hoursaweek if he is unemployédor if he only worksafew hoursaweek.However,oncehe becomes employedon afull-timeor%nearlyfull-time job he goestocontinuation school only4 hoursaweek.In the schoòls of Group B he alsogoesonly 4 hoursaweek 'if he is employed, but attends16 hoursaweek if he istem- porarilyout of workordoesnot work at all.Some pupils attend only theamount required by laweventhough they arenot employed.Thése data wouldsuggest thatmanyof them remain in school foralarge fraction of their timeif theyarenotemployed. Length of class period and number of subjects studied.Class periods in bothgroupsof schools haveamedian lengthof 60 minutes, but in Group A therangeis from15 to 240 minutes, wherea.s in, Group B therangeis from30 to 120 minutes.When asked the number ofcoursesthat pupils werepermittedto take atonetime, 131 schoolsreceiving Federal aid showedamedian ofone course,witha rangeof 1-8; in 45 schools not receiving Federal aid the medianwas

Ithreecourses,with thesame rangeof 1-8.This would tend to showthat in the federally aided schools, where business and industrial education is particularly emphasized, pupils coneeritrateon oueparticular line of work, whereas inthe [211.

s. _ V NATIONAL SURVEY OFSECONDARY EDUCATIOg. o

schoolsnot federallyaided,wherethe trainingismoreoften generalandacademic,theymaytakea greater varietyof courses atonetime withlessspecialization. Relationofcontinuationschoolpupilto full-timeschool pupil.Inthosesystems wherethecontinuationwork isad- ministeredinconnectionwith thehighschool,thecontinuation pupilsaresometimespermittedto work inshopsalong with theregularpupils.-Of-94schools inGroupA answering thisquestion,35per cent stated thatcontinuationpupils were permittedto work in thesameclasseswiththeregular pupils,but65per centstatedtheywere not.Of49 GroupB schoolsreplyingto this question, at 43per cent permittedthe practicebut in57per centof theschools itwas not petmitted. Thisagainindicatesthe tendencyfor federallyaidedschools to favorsegregationofgroupsofcontinuationpupilscon- centratingontheirownproblems. Creditfor workdone incontiationsclwols..Sincepupils sometimes , returnto the full-timehighschoolafterspending -sometime inthecontinuationschool,thequestionof credit for workdone inthecontinuationschoolnaturally In arises. most communitiescredit isnot allowed.However,38 per cent of the schoolsin GroupA and27per cent of the schoolsinGroup Breportedthatcredit isallowedbythe highschoolfor thework doneby pupilsin thecontinuation school. The basesfor assigningthecreditvary.Someof the basesmention areexamination,creditinequivalent hours or amount of work,individualachievempnt,andrec- ommendationof theprincipalorteacherof thecontinuation school. Attendanceat continuationschoolbeyondthecompulsoryage limit.Itisacomplimentto the workof thecontinuation schools that pupilsareattractedto theprogramof theschool sothat theyspeaVnoretimeat the schoolthan 'isrequired, and thattheysometimescVinueto attendthecontinuation schoolafterthey haveattainedtheagewhichrelievesthem of the . requirementto attend.Theyare permittedtocon- tinue innearly all,91per cent, of the schoolsof GroupA and 71per cent of the schoolsof GroupB, andpracticallyall schools encourage pupilsto continueif theiremployersdo 4'not object. Nearlyhalf oftherespondents(43'percent) in- dicatedthatemployerswere favorableto attendanceat the [ 22]

e. PART-TIME SECONDARY SCHOOLS

z continuation schoolevenafter the pupils had passed the compulsory attendanceage.An unfavorable attitude of the employerwasreported by 27percentof Group A and44per cent of GroupB.Since theprogramsof the federally aided schoolsare morelargely vocational innature, the value of the vocatioñaltraining in enhancing the value of workerto his employermayexplain the difference between _thetwogroups ofresponses.The judgments reported here prObably reflects the attitude of the majority. Attempts to relate vocationai training tocomminity.Con- tinuation schools maintain contacts with the community in varying degrees and in variousways.Asa group,the federally aided schoolswere moreactive,asshown by the data reported in Table 6.The practices consist ofattemptsiò help the pupilstosecuredesirable employment andtoutilize the judgment and information thatcanbe obtained from 'the employer better toservethe pupil.Nearly half of the schools reportuseof these procedures.A much smaller proportion of the schools have permanent advisory committeesormace systematic study of thesuccessof students and the work they do after leaving school.Whilemanyof the schoolsare putting forth much effort to articulate the work of the school with the work done by the pupil outside of school,someof the schoolsaredoingverylittle. we' TABLE 6.Percen1agea of schools reporting various efforts to relate vocational &dining to opportunities and conditions of work in the community

Group B Group A(not fed- Nature of effort (federallyerally aided) aided)

Provide organized placement service 49* 38 ProVIde fow-upof pupils after they enter occupations 54 42 Obtain Judgment of employers on theeducatiOnal needs of pupils in their employ 57 47 Obtain judgment of employers onthe nature of training needed forpool tions in their establishments 88 42 ()pain Judgments of employees onthe nature of training needed for their occupaMW 53 38 Have permanent advisorycommittees 22 15 Make systematicstudy of wooer ofpupils 28 11 Make spltematicanalysis of activities oarried on by employeesworking in positionstrained for in the school 10 '16

;r.' w

[ 231

41e NATIONAL SURVEYOFSECONDARYEDUCATION TABLE 7.Percentagesof sMoolsrecordingvariousitems concerningpresent and ofinformation former pupils,with themediannumberofyears eackitem hasbeenkept, andthe.percentages of the rec9rdeddata itchoolsmakingstudiesof i

ercentages of Medianyears Percentagesof schools record- item hasbeen schoolsmaking Item ofinformation ing item recorded study ofdata

Group AGroup B Group AGroup BGroup AGroupEt

2 3 4 a 7 --,-;p1 Age 49 40 Grade locationof pupilswhen they 9 9 11 9 left regulaiday school 41 37 8 8 11 Nationality _ _ ... 37 10 - ...... 34 7 10 10 Occupationof father 37 19 29 6 9 9 Heal_ 33 25 8 VocatRnalplans of 7 e 7 8 pupils __._ _ 33 24 5 Occupationenteredat time ofleav- 8 11 8 ing school Race 33 27 7 6 9 ...... _...... 31 29 9 Interests 7 9 7 8 31 25 6 6 8 Homeconditions 31 11 23 6 5 11 Educationalplans ofpupils__ 29 23 11 5 4 9 8 Personal traits 26 17 Differentoccupationsengaged in 5 5 7 8 since leavingschool 1 26 24 8 5 School marks a 25 7 8 Name of 21 9 10 5 mentaltest 1.- 18 9 14 5 3 . Intelligencequotient 18 17 Mentalage 4 5 6- 9 16 14 Testscore 5 4 4 8 16 15 5 4 Date testwas given______4 8 15 15 5 3...... _

items ofinformationconcerningpresent andformerpupils kept bytheschools .Mostof thecontinuationschools(Table7) accumulaterelativelylittleinf&rmationaboutthe they pupils areserving.Themost frequentlyuseditemsare recordedby lessthanhalf °litheschoolsandmilst ofthe are items recordedby lessthanathirdof theschools.Mental.test dataarebeing used byastillsmallerproportionof theschools. There issome variation inthelengthof timethe items ,of different informationhavebeenkept.Age,nationality, schoolmarkswereamong the firstitemsto be Manyof the recorded. itemsmost serviceableinguidancehavenot beenincluded in thecollectionof dataconcerningthepupils. Avery smallproportionof theschoolsreportedthatthey madea had studyof thedatato giveabetterbasisfor with dealing pupilsof theschool.It isclearthatmanyof the do schools not makeasysteipatiCattempttomeasure and analyze theeducationalneedsof thepupilsthatcome to them. .111. 1. I 24 1

7 .o

a ,-41.' NA- - PART-TIME SECONDARY SCHOOifi

"lb , 7.SUMMARY If (1) Continuation sch'ools showedarapid growth in enrollment from the time ofpassageof the Smith-HughesAct of 1917, providing Federal aid- for part-time education, until 1928. Figures of the United States Office of Education indicate about 355,000 enrolled at the latter date.Since that time there has been somewhat ofadecrease both in enrollment and in the number of continuation schools.Upto 1928, 27 States had enacted laws regarding compulsoryschool ,attendance for employed minors,most of these requiring attendanceupto 16yearsofage. (2) Approximately 70percent of the continuation schools considered in the Surveyarereceivingsomeaid from the Federal Government. These °schoolshave larger enrollments than those not receiving Federal aid andhaveamedianen- rollment of85ascontrasted with65 for the lattergroup. (3) Great varietyischaracteristic of theprogramof studies of these continuationschools.The 312 schools in the study reported341 differentnaplesof subjects offered, most of these being in the industrialarts and actidemie. fields.The subjectsmost commonly offeredarehomeeco- nomics, dressmaking, English,typing, and woodwork. (4) A smallpercentage of the continuation schoolsare supplementing their regular workby 'correspondencecourses, particularly when there isademand for subjects desiredby onlyone ortwoindividual's.Thirteenpercent of the Fed- erally aided schoolsaremaking provision for part-timecooperative training-"Whereapproximately halfof the time is spentonthe job itself and the other half isspent in school in studies relatedto the job. About half of the schoolsreceiving Federal aidarealso providing full-timeshort-unitcoursesfor personstempbrarilyout of employment who desire further training in their lines ofwork, but this feature ispractically neglected by the schoolsnot receiving Federal aid. (5) Aboutathird of the federally aidedschoolsarehoused inseparate buildingsascontrasted with aboutafourth of the schoolsnot federally aided. Abou't50percent of both types carry ontheir work in the high-schoolbuilding.Thirty-five percent of the former haveafull-timePrincipalascompared with 23percent of the lattergroup.In schoolsnot receiving

[ 25 ]

4ai NATIONAL SURVEYOFSECONDARYEDUCATION Federalaidtheprincipalof thefull-timehigh oftenthe schoolismore principalof thecontinuationschoolalso. (6)Generally,the classperiodinbothtypes ofcontinuationschools is 60 minuteslong.If thepupil isemployed attends4 hoursa he week ifnot, heattendsabout20 hoursa weekuntilheobtainsanotherposition. (7) Federallyaidedschoolsappear to favorstrongly segregationof their the pupilsfromthefull-timepupils.Con- cerningthegranting of creditintheregularhighschoolfor Yorkoione inthecontinuationschool,38 per cent ofschools, receivikagFederal aidreport thathighschoolsgivecredit theirwork for as comparedwith27per cent ofschoolsnot ceivingFederalaid. re- Employeirselpupilsintheformertype Ofschooltendto be more firtorabletowardhavingtheir pupilsremainin continuationschoolbeyondtheconpulsory agelimitthandothe employersofpupilsinschoolsnot receivingFederalaid. I (8)Manyof the schoolsare makingvariouseffortsto relate thevocktionaltraining to the needsof the community7Place- ment serviceisprovided to helppupilsbecomelocatedina desirableoccupationandthere isa follow-upto help succeedin the them occupationinwhichtheyare located.This follow-upservicealso providesthebasisforadaptingtheschool workto theneedsof thepupils.ThesecondgerTraltype of effortto relatetheprogram to thecommunity eration consists ofcoop- withemployersinobtainingfromthem judgments thenature of the of trainingneededbyworkersintheirestablish- ments. Onlyabouthalfof theschoolsreport these the practices; percentagesare higherforthefederallyaided (9) Mostof the schools. schoolskeepfewdataconcerningtheir pupils.Lessthanhalf of thE(schoolsreport having theitems recorded mostfrequentlyused inthewholegroupof Mostof the schools. itemsare recordedby lessithanathird schools.Items of the mostcommonlyrecordedareAge, grade locationwhenleaving full-timeschool, na.tionality,andthe occupationof thefather. (10) In someof thecontinuationschools,the very similar program is to thatofferedintheregularfull-timehigh inothers,there is school; evidenceofprogress in adaptingthepro- gram to theneeds ofthetypes ofpupilsenrolledinthe continuationschool. [ 26 disc

CHAPTERIII':CHARACTERISTICS OF PUPILS ENROLLED IN .CONTINUATION SCHOOLS

I. SCOPE OF INVESTIGATION Characteristics of pupils important factor in consideringan educational institution.A schoolcanscarcely be understood withoutaknowledge of the characteristics of the pupilswhich itserves.While the features of theprogramof studies and of adininistrationareof interest, they have theirjustification in the contribution they maketo the development of individuals.Consequently,a canvassof the characteristics of continuation-school pupils will helptoexplain the features of theprogramdescribed in the pf_Teding chapter andshow further thenature of the educational service of continuation schools. Schools and pupils included in the study.A check li§tpre- pared by thesurveystaffwasadministered in10 continuation, schools in 7 cities of the United States distributedasfollqws: 4 schools in Detroit, 1 each in Joliet, La Crosse, Los Angeles, Mitwaukee, Tulsa, and Springfield(Mass.).Three of the schools in Detroitarefor boys only, and the other is for girls only;the schools in other citiesarecoeducatio4.In each of these schoolsanattemptwasmadeto getarep;esentative sampling of the continuation pupilssothat those enrolled in alltypes ofcourseswould be included.When pupils froma certaintypeof industry_Drtradecameonlyon1 daya week,arrangementsweremade either foramember of the surveystaff tomeetthisgrouppersonallyorto have the check list administered byoneof the staff of the school.In general, the check listwasadininisteredto all continuation pupils who attendedonthe1 day of the week which, in the opinion sikethe administrative officer of the schoolwould give the most representativecrosssection of the pupileni-ollment. Inafewcasesitwitnecessaryto takeasamplingevenof that 1 day's enrollment because of the largenumbers enrolled. 011or .11

128453°-83----41 (27] NATIONAL SURVEY OFSECONDARYEDUCATION The Eie continuationpupilchecklistwa edout by boysand 1,547 1,445 girls,atotalof2,992cases.Although median the enrollmentfor girlsforcontinuationschoolsinthe UnitedStates is slightlyhigherthanthat forboys,thehigher numberof boysin the intensivestudyofpupilsmaybeex- plainedbytheinclusionofdimecontinuation boys schoolsfor onlyascomparedwithonefor girlsonlyinDetroit. Noattempt wasmadeto dividethepupilsintodifferent groups accordingto thetype ofworktheywere taking in continuationschool.This isbecausemajor isnot attempted specialization inmost of theschools.Thesepupils not classified are bygraderand,therefore,suchadivision not possible. was In thefollowingtables,someof thedatawill begroupedbysex.

t PERSONALANDFAMILYDATA Ages of pupils.Thepupilsincontinuationschoolshave approximatelythe same ageas-thepupilsin theregularfull- timehigh school.(See.Table8.)Theboysare older slightly than thegirls, butboth s'exeshaveamedianage about comparableto the normalageofpupilsin the 2 eleventhgrade. TABLE8. Percentages.of pupilsin continuationschoolsavariousage O levels

Age Boys Girls (1,547) (1,44$) Age Boys Girls (1,547)(1,445) 14 and under 0 9 2. 0 15 Over 18 24. 9 7. 2 15. 6 6. 5 16 22. 9 en. 4 17 Medianage 17. 7 27. 3 28. 9 17. 0 18 Firstquartile _ ..... 16..7 16. 8 14. 6 Third 16. 2 quartile 19. 0 17. 0 A fourth of theboysare atorabove19yearsofage. third The quartilefor thegirls isabout18yearsofage. greater number The of those181years oroverare found inthe Milwaukee VocationalSchool,theMetropolitanConnua- tionSchoolof Los Angeles,andtheWrightCooperve Schoolof Detroit.In .theschoollastnamedthereis-asenior tradedivision whichisadaptedto theneedsofindustryin trainingyoungmen alreadyemployedwhoshowpromiseof becomingskilled mechanics.Employershavingmenwho theybelievecan profitbyfurtherrelatedschooltrainingare invitedto send themto thisschool,wheretheclassesmeet 4 ho'ursa week.Trades representedare metalwork, [ 28] PART-TIME SECONDARYSCHOOLS steam engineering, drafting, automotive service,electroplat- ing, printing, and toolmaking. It isverysignificant thattheseages run sohigh, particularly whenwerealize thatcompulsory attendancetaws donot require attendance afterpupils have ieached18yearsofage. oretantwo-fifthsoteboys and one-fiftho e gir s are18yearsandover.Thepresenceof suchala nugiber seeking further educatiofteither in theirprese , fields of workorinnewoccupationsontheirowninitiative isachal- lengeto schools to provide beneficialforms of education. Theseyoung menandwomenentered the businessand industrial worldsatanearlyage.Onceoutontheirownresponsi- bility in competitionwith adultsthey havecometo realize morefully their educationaland vocational needs.Being unableorunwillingto return to full-time school, theyusethe continuation schoolto obtain additional training in the lines of work in which theyareengaged,orto obtain training in some newandmoreprofitable line of work inwhith theyare interested.The continuation schoolalso offers opportunity forthose whoaretemporarily unemployedtocomebackto .s,chool andconcentrateon someselected field of training. Allisreturn of former pupils for further training illustrates Ihecontinuousnature of the educational service of the public schools.Public education isnowavailable insome communities thidughoutthe life ofanindividual if therp isan expressed need for it.Theagesof the continuation-school pupils and of the evening-school pupils,presented in Chapter IV of this monograph, indicatethat pupilsaretaking the opportunity whén it isprovidecrtorthem. Country of birth and race,Practicallynine-tenths of the boys and girls in continuationschoolswereborn in the United States, and the remaindercamefrom other countries, with the British Empireand Germany beingThost frequently represented.Although suchalarge majority of the pupils areAmerican-born,morethan half of the fathers of these pupilswereforeign-born.Only 47percent of the fathers.I wereborn in the United States.Fourteenpercentwereborn. in Poland,7percentin Germany,7percentin the British Empire,6percentin Italy, and thmemainder in other countries.The continuation-school pupikrareabout equally divided between American-born-Cydren of foreign-born I29I

, 4 I NATIONAL SURVEYOFSECONDARYEDUCATION parents andAmerican-bornchildrenof parents. American-born Practicallyallpupils(98per cent) in thegroup studiedwere white. Occul)ationof father8.Theoccupationsof thefathersof continuation-school pupilswere takenas an indexoftheir socio-economic statues.ThesedatapresentedinTable havebeen 9 combinedfor boysandgirls,.becausethere islittle differenceinthe distributionwhentheseixesarekeptseparate. TABLE9.Percentagesof fathers ofcontinuation-schoolpupilsengaged indifferentoccupationdlfields

1,4 Occupationalfield Per cent Occupationalfield Per cent

Professional 2. 5Semiskilled Largeowners and owners andtrades 36. 6 proprietors .3 Manufacturing,mechanical, Professions .9 and Executives productionworkers _ ..... 14. 9 1. 3 Transportationandcommunication Semiprofessional 7. 7 workers Middleowners and proprietors (semiskilled) 3. 4 1. 6 Semiskilledowners and proprietors__ 10.0 Semiprofessionalworkers .8 Smallagents and Managerialworkers managers_...... __ 3. 5 Skilled 5. 3 Publicservice owners and trades_ 31. 8 Pergonalservice 2. 6 Skilledsmallowners 4. 8 2. 2 Supervisory Commoplabor 11.0 workers 4. 9 Manualworkers Commercialworkers 1 8Unclassified 11.0 Clericalworkers and others 10. 7 _ , ...... _ _ 1 0 Unclassifiedowners Buildingtrades ...... - .5 7. 4 Unclassifiedmanagers Machine andrelatedtrades 1o. 3 All others ...... _ 4. 0 Printing trades, , .4 6. 2 Transportationandcommunication workers (skilled)...... - - .9

Non.Througherror, clerks (salesclerks)instores group.Consequently,tbeoorrect were included inthepublic-service percilntages wouldbesomewhatsmallerfor public and largerfor commercialservicetn reportedabove. service The occupationsengaged inmostfrequentlybyfathers the of continuationpupilsare,inorder,thesemiskilledmanu- facturirig,mechanical,andproductiontrades(14.9per cent), unskilled manuallabor(11percent), theskilledmachine and related trades(10.3per-cent),andthosewhosefathers are ownersorproprietorsof smallstores oi business.es on the semiskilled level(10percent). .Thesefourgroups account for nearly half ofall thepupilsgivingthedesiredinformation. The remainderarewidelydistributedin thepther22 classi- fications. Onlyafewareengagedinprofessionalandsemi- professional occupations,whereasthegreatestnumberof continuationpupilshavefathersengagedin thesemiokilled occupations.

11.

DV) PART-TIME SECONDARY SCHOOLS

3. PAST EDUCATIONAL EXPERIENCE Highest grade completed infull-time school.The educational problems of thecontinuation schoolareaffected greatly by the educationallevel attained by its pupils before enrolling. Data obtainedfrom pupilsonthe grade completedare reported in Figure 1.Insome cases,'nailsmayhave reported the gradeattained rather than the grade completed, but, for the most part,these datacanbe acceptedasaccurate.

LAST GRADE PER CENT COMPLETED o 10 20 ao 40 so 1.4 FIFTH OR LOWER 0.5 1.0

3.0 SIXTH 22OZ 2.6

8.0 SEVENTH 72Warg»g 7.6

316 Ale. 4.: 4 /:`/ . , , .." EIGHTH 421 oV7 !,,6./ / 36.7

27.5 NINTH 262WitZVeg,/;e0;Ara.? 269

161 TENTH 14 4a eril410 00;0111iM 15.3 bps 79 f96.4 ELEVENTH 4 3 Coils hs1 4.3 TWELFTH 3.1 ai

s. Iriouaz 1.Percentages ofcontinuation-school pupils who reported eachgradeasthe highest completed in the full-time school More pupils drop outof full-time school at theend of the eighth grade than atanyother time, for one-thirdof the boys and two-fifths of thegirls state that this gradewasthe last they completedbefore coming tocontinuation school.Only 12percentof the boys and 7percentof the girls leave before this time, and approximatelyhalf of both boys and girls have at leastonecompleteyearbeyond the eighth gradein full- time school before leaving.Thus, about half completethe junior high school.Many of these pupilsin the ninth grade attain theagewhich is beyond thecompulsory attendance period. Aboutafourth of the boys andgirls have had at

[ 31

do NATIONAL SURVEYOFSECONDARYEDUCATION leasttwoyears ofhigh-schooltraining,andavery'small proportionhave hadasmuchasfouryears.Nearly90 cent of all per pupils incontinuationschoolshaveCompleted least at the eighthgrade.Thiswouldindicatethat themajor problemof the continuationschool isnotoneof givingaddi- tional traininginthe generalelementarysubjectsbutrather of-offering traininginsubjectsat thesecondarylevel.How- ever,the policy of havingdifferentpromotionalstandardsfor pupils of differentlevels ofabilitymakes itpossiblefor pupils to advancethroughthe eighthgradewithouthaving an achieied adequatemastery ofthefundamentaloperations. Repetition ofgradesandfailureofcoursesinfull-time school.Thatcontinuation-schoolpupilshaveexperienced difficutitywiththeirwork inschool issuggestedbytheir repetitionof gradesand theirfailktres incourses. of the Two-fifths' boysandthree-tenthsofthe girlsstatedthey repeateda had gradeor part ofa.gradeinfull-timeschool. . Furthermore, approximatelyafourthofthecontinuation pupilsstatedthatthey hadfailedinoneor more subjects duringtheirlastfullsemester infull-timeschool. failing Of this group, approximatelythree-fifthsof bothboysand girlsfailed inonesubject,afourth intwo subjects; tenth in anda threeormore subjects.However,itgiving most important their reasonforleavingfull-timeschool,only smallproportions of bothsexes, 2.4per cent of theboysand 1per cent of the girls,state that itwaibecauseoffailurein school work.Whetheror not thesesmallpercentages reliable,or are whetheror not theImpilsassignedtheirreason forleavingtosome othercause,even though failureinschool workmayhave beenaprimarymotivation,it isimpossible tosay.These dataonfailuresuggest thatpupils incontinuationschools coine more largely fromthelowerthanfrom theupperlevelsofability. Reasons forleavingfull-timeday8chool.Thereason most commonlygivenfor leavingfull-timeD.dayschoolwasan economic one, namely,that itwas "necessaryto helpsupport family."(See rig.2.)Thesecondreason mostcommonly checkedbytheboyswas"lackofinterestin andthe schoolwork," thirdwas a "desireto beearningmoney for self." Thegirlsgaveasthesecondmost inlOortant was "necessary reason that it to help kvithworkat home,"andastheir 32I

- ge*

PART-TIME SECONDARY SCHOOLS 44/ third mostcommon reason a"lack of interest in school work." Two out of three of thereasonsmostfrequently mentioned in bothsex groups areeconomic.The threereasonsmost commonly stated by the continuation-school boysareexactly thesamethree most importantreasonsthat 1,252 males in thelollow-up study of former pupils of full-time highschools gavefor dropping out of school.(See Monograph No. 2 of the SurveyonHorizontal Organization of Secondary Education.)

REASONS PER CENT 10 20

NECEISSARYTO HELP SUPPORT 292 FAMILY 21 6 . '&40011411,411111=11111111111

LACKOF INTEREST IN SCHOOL 33 7 WORK 102011611VSIMai4 011

DESIRE TO BE EARNING MONEY 102 FOR SELF as .441111,111

OPPORTUNITY FOR GOOD JOB 7 8 2.0

FAILURE OF SCHOOL TO PROVIDE 5 6 DESIRED TRAINING 3 5 RIM DESIRE OF PARENT THAT PUPIL 5 5 GO TO WORK 32

NECESSARY TO SUPPORT SELF 5 1 , 65

NECESSARY TO HELP WITH WORK 4 5 AT HOME .102hAY,:a;Vs:40.;w40:51aX131WEIMPIIIIII

UNFAVORABLtHOME CONDITIONS 4 1 5 0

FAILUREIN SCHOOL WORK Z4 10

POOR HEALTH 0 8 3 4

11 0 - ALL OTHER REASONS 7 r;74:x 14 6 novas 2.Percentageig ofcontinuation-school pupils who reported each reason as the most important for leaving full-time day tichool

ThereasonmostcOmmonlygiven by 622 girls in the follow-up study is thesame asthat of the continuation girls, namely, that itwas"necessary to help with syork at home," but the second most important of thisgroup¡was"poor health" and the thirdwasthe "desire to be earningmoneyfor self."It is to be noted that onlyasmallpercentageof the pupils statedaria"failure in school work"wasthemostimportant reasonfor leaving school and thatveryfewstate that itwas because their parents wanted them togoto work. (33 I 4.

NATIONAII SURVEYOFSECONDARYEDUCATION

4. PASTVOCATIONALEXPERIENCE Occupationentered.Mostofthepupilsin schoolshavenot had continuation extendedvocationalexperience,since theyhavebeenout of the full-timeschoolforashortperiodof time.However,the type ofworkenteredbytheseimipils whentheyleaveschool issignificantandthepre.sentoccupa- tionaffectstheform of trainingneeded. (SeeTable10.) TABLE10. ercentages ofpupilsin continuationachoolsenteringthe differentfieldsof,workon their firstjobs

Fields ofwori, BoysGirls Fields ofwork BoysGirls

Proprietorsandowners O. 3 0, 1 Professionalservice Miscellaneoustrades inmann- .4 vb. 8 facturing,mechanical, Managers andsupervisori .5 .1 and productionindustries_ _ . _ _ _ . Commercialworkers _ _ _ .4 1. 36 13. 1 Clericalworkers Publicservice 11. 3 . 5. 7 9, 5 Personal 10. 2 Buildingtrades service______. _ _ _ __ 8. 4 1. 1 Agriculturalservice 59. 0 Machineandrelatedtrades__ _ , ______._ __ 4. 4 .1 Printingtrades 1. 2 Miners,lumbermen,and fisher- _ __ ...... 4 .3 men Transportationandcommuni- Common .6 cation labor______28. 9 1. 2 Housewives 22. 7 2. 0 andhomemakers 3.6 NoTs.Thefootnoteappended to Table9 appliesalsoto Table10. Morethanhalf of theboysleavingfull-timeschool occupationsin enter the fieldoftransportationandcommunica- tion(28.9percent) or go intocommon laborjobs(22.7per cent). In theformer theybecomemessengers, officeboys, delivevclerks,gas andoilstationattendants,aridworkat othransportationandcommunicationjobswhich littleskill; require whileincommon labor jobstheyare doing whichrequires work practicallynospecialskill.Thenextmost commoilfieldswhichboys . enterarethemiscellaneousjobs connectedwiththemanufacturing,mechanical, tion andproduc- industrieswhichrequiresemiskilledoperatives fieldof public andthe servicewhichincludessuchjobsas store clerks, newsboys,andushers.Thesefourfields more than ofworkabsorb three-fourthsof theboys;theremainder tributed aredis- to theother11categories.,withvery small agesinthose percent- whichdemandahighdegreeof skillor work ofa managerialor professionalnature. Fifty-nineper cent ipf thegirlsin'continuationschool state thattheirfirstjob wasin thefieldofpersonalservice, whichincludessuchoccupationsas nursemaids, hairdressers, housekeepers, nurses (untrained),andwaitresses. mostcommon of the Second fieldsenteredbygirlswas that ofthe [ 84 ] PART-TIME SECONDARY SCHOOLS miscellaneous trades in manufacturing, mechanical,and production industries; the thirdwasthe field of public service which principally includes clerks instores; and the fourth wasthe field of clerical service which includes clerks in offices, stenographers, typists, and the like.The first three of these fieldsare onthe semiskilled occupational level.These four fields account for 91.8percent of the jobs which girls enter w:henthey leave full-time schools, and the remainderare scatteredovereight remaining fields of work, practicallyall onthe semiskilledorunskilled levels. a Number of hours workedperweekonfirst job.Most of the continuation-school pupils (74 'perp?Int of the boys and 67 percent of the girls)werefirst employed in full-time jobs. By full time ismeant that the pupil spent the majorpart Cf the working dayonthe job, the only time off duringthe week being those hoursspent attending the continuation school.These jobs varied in the number of hoursof work required. The median number of hours workedperweek by the boyswas36. A fourth of the boys worked less than 24 hours,orless than half time, and another fourthworked morethan 45 hours.The girls worked somewhat fewer hours than the boys.The median number of hoursfor girls was30, in contrast with 36 for boys. A fourth of the girls worked less than 21 hours and anothér fourth workedasmuch as41or morehours.Theamount of time continuationschool pupilsareemployed when they first leaveschool rangesfromafew hoursto fulhtime employment with long hours.Most of them havemorethan half-time employment. Payperwe4onfirst job.The medianpayfor boyson their first jobwas$12.21perweek,orabout $50permonth. A fourth received less than$8.23perweek.Theupper fourth received $16.09or more perweek.The median weekly payfor the girlswasonly $6.24 and the lowest fourth earned less than $4.76.Theamount ofpayexceeded byafourth of the girlswasonly $10.43.The medianpayfor the boys is nearly twiceasgreatasthe medianpayfor the girls,even though,as waspointedout in thekit paragraph, girlswork nearlyas manyhoursaweekasdo the boys.Considering the median number of hours of work andthe medianwage it wouldappearthat the boys earned about34 centsanhour [85]

So. .

NATIONAL STIRVETOFSECONDARYEDUCATION and the girlsabout21 centsanhourontheirfirstjobs.It is to be noted that thethirdquartilefor thegirls islowerthan the median for theboys andthat themedianfor girlssislower than thefirst quartilefor boys.It iswellknownthat girls and women generally receivelesspaythanboys andmen. Another possibleexplanationhere isthatmost of thegirls are in personal-serviCeoccupations,suchasnursemaids, housemaids,waitresses,andthe like,wheretherewould a be tendency[or themto stayat the homesof theiremployers, and therefoi thgywouldreceivepayplusboardwhichwould tendto reduce theactualmonetaryreturn, 6. SOURCESOF HELPINOBTAININGFIRST JOB The most commonlyreportedsourceof helpinobtaining the firstjobwasthroughpersonalfriendsorfriendsof the family,whereasthe secondmost mentionedis"personal search." (SeeTable11.)"Personalsearch"maybe thought ofaslack ofhelp;however,it isintroducedtocom- plete', thepicture ofhow thesefirstjobswereobtained.The teacheror placementserviceof theschool isreportedbya small percentage,7.1per cent for boysand15per cent for girls. It wouldseemthat thisphase oftheguidanceprogram

TABLE i i. Percentages ofpupilsreportingvarioussources of help in obtainingfirst jobs

Source of help Boys Girls Source of help BoysGirls

. Personal friends . or friends of Persons workedfor beforeleav- family 352 41.8 ing school _ _ . _ 5.9 2.7 Personalsearch 32. 9 16.1 Employmentagency______2.6 Family business 9.6 6.5 Advertising 6. 5 Teachersof schoolor school by selfinpaper_ 1.2 3.6 Former pupilsof school___ _ . _ _ .7 .2 placement service 71 15.0Other - means _ _. _ 4.6 6. 4 . is functioningverylittle;orif itisfunctioning,pupilsare unconsciousof itsbenefits.Thesepupilsarerfor the part, b most waveragein ablioilityandtheyarefromhomesleast ableto videeffectiveguidanceandplacementservicefor them. Theschool sliouldgivecarefulconsitierationand study to the possibleneed ofhelpingthese pupilsto makethe transitionfrom schoolto theoccupationbyprovidingplace- ment serviceandsupervisionduringearlyemployment. is Its, pertinentthatmany continuationschoolshavevigorous developmentsof theguidanceprogram, thereby t compensat- [ 36 .Y1 PART-TIMESECONDARY SCHOOLS/ ing for the laifc.ofguidance in schoolspreviouOy attended .by continuation choolpupils. MostimporiantreasonfAr. choosing type ofwork of first job. Approximately twc4fthsof the continuationpupils state that they took the typeOf-Workof their first jobs becausethey had . been unable tofintre,ny other jobs.(See Table 12.)The .second mostimpQrtahereason isaspeciallnferest in thetype of work of thefirst jobs.The third mostcommon reasonfor the boys sthe belief that thejob had good prospectsfor the future, whereasthe third for thegirlswasthat they thought theywould like the typeof work entered.The reasons sofar listed accountfor about twothirds of both boys and girls, andthe other thirdarescatteredovereight othercategories.- Of special note is the factthat only 2.6per centof the boys and 3.3percentof the girls reportedthat they enteredtheir first job becausethey badspecally trained for this workin school. A larger percent :.boys, 17percent,and girls, 38percent) believedthat they had iarn.etraining whiciiproved usefulontheir first job.Infor- mationwasnotobtainedonthe nature of thetraining which they believedwashelpful. TABLE 12.Percentagesof pupilsreporting various reasons as most important for choosing typeof work of firstjobs

Reason BoysGirls Reason BoysGirls

Had not been able to find any Was carrying out parents'de- other job 35 8 40 3 sire 5.3 & 7 Had special interestin this Had special ability fonit.._ 4. 2 4. 5 type of work 14 2 16. 3 Wasnearhome 4.0 6. 5 Had good prospects for future_ 12.4 3.4 Had trained for this work in Had thoug t L might like this schooL ...... 2.6 3.3 type of work 9. 9 10. 2 Had good opportunity to travel. .9 .3 Had good beginning pay 5. 5 1.0 Other reasons (not specified)._ & I & 4

8. AMOUNTOF TIME INCONTINUATION SCHOOLS NiOnthS.in attendance atcontinuation school.Many of the continuation-school pupilsleave schoolas soon asthe law permits.Consequently,onewould not expect thelengtWof stay to beveryextended. Themedian number of months of attendance at continuationschool for the boyswasapproxi- matAy 9, whereas themedian for thegirlswasapproximately 8.Thismeansthat theperiods of trainingextendeaover about1full schoolyear.A fourth of the boyshave beenen- rolled2years or more,andafourth of the girls havebeen

t. [ 37 ]

4 NATIONALSURVEYOFSECONDARYEDUCATION .11 enrolledaboutayear-andaiialfor more.Theseperiodsof enrollmentareof sufficiehtlength to'carry onasignificant programof training. iN Hoursperweekat continuation8chool.-1-About35per cent of the boys attendcontinuationschool4 hoursaweek,28per cent attend8 hours,about13per cent attend from9 to 19 hours, andatenthstate thattheyattendfrom20to 29 hours.. For thegirls8 hourswasthemostcommon (41percent), with 9 to 19hours second(23percent), andwith4 hoursaweek the thirdmostcommon(21per cent).Thus,themajority of bothboys andgirls eithergo ., olehalf dayor one full day perweekto continuationschool.That thegirlsapparently go more hours perweek thanthe boysmayvbeexplainedby . the factthat themajorityof girlsarein pergbnalservicework where theyfind it 41 easierto adjusttheirhours ofworkto the 04N;hourit ofthe school,anclitisthereforeeasier forthemtogo, .; two hal,,.; . s aw,e4ic ifrt. ary or. desirable.Theboys in industria commeic4job1ouldnot find iCsoconvenient :to fit hours ofw '4' trOsilofthe school,andarethere foreg.:r-tr."Prf edmoreb.0 e nipulsoryattendancelaws which' in generaldemandtheirattendanceonly4 hoursperweek._ That suchalargepercentage attendcontinuationschoolmore than 8hours poiweekmayinpart beexplidhedby thefact that certainStatesrequiriithatthenpupils ofcertainages aretemporarilyout of worktheymust attendthecoptinua- tion schoolfor3 hoursperdayuntilsuch timeastheyare againemployed.Aloo, inWisconsin,pupils ofages 14 t)) 16 arerequiredto attendcontinuationschoolhalftimeifthey are not enrolled in theregularfull-timeschool.Even when pupilsare not requiredto attend,it isnot uncomnionfor .pupilsnot employedfull timeto become interestedin their . coursesin thecontinuation.schooland spendmoretimeat the schoolthan isrequiredby law.Such evidmicesofcon- tributionto theprogramsofindividualsshouldbeencourag- ingto staffs ofcontinuationschoolsandto othersinterestedin thewell-beingof youthand ofsociety.Sometimes,continuation-schoolpupilstransferbackto thefull-timeday school becausethey feelthe needfortrainingwhich .can.tebetter obtainedthere.

s. [38] PART-TIMESECONDARY SCHOOLS

7. PRESENT EMPLOYMENT

Name ofpresent field of work.Referencewa si: seearlier to the first jobs of continuation-schoolpupils afte.rleaving full-time school.Many pupils havenot been out of 'school longenotightd make much shift ip field ofemployment. Four-tenths of the boys and nearly: htilfof the girls indicated that they have had onlyonejob.Consequently, slightly morethan half of the individualsreportedonin Table13are. in different jobs thanshown in Table10, giving their first job. These shifts in jobsmay or may notinvolve change in field of _work. A comparisonof thesetwo tables discloses year /,-little change.

TABLE 13.Percentage of continuation-schoolpupils reportingtheywere .. employed in variousoccupational fields

Occupational field BoysGirls Occupational field BoysGirls

Proprietors O. 5 Miscellaneous tradesinthe Professional service .7 0. 9 manufacturing, mechanical, Managers and supervisors__ 1. 8 la and productionindustries_ 14. 2 14. 2 Commercial service.... _ . .8 I-Public service 9. 4 9. 2 Clerjcal service &6 9. 2 Personal service 7. 1 59. 3 Buffding trades_ _ _ _ _ 2. 1 Agricultural service 2. 2 Machine and related trades_ 2. 3 .1 Miners, lumbermen,and fisher- Printing trades.... . 3 1 men .1 Transportation and 'communi- Common labor 27. 8 1. 8 _ ._ cation ..... 24. 1 1. 2 Housewives and homemakers__ * 3. 3 -*- A Non. The footnote appendedto Table 9 applies alsoto Table 13.1r Number ofe hoursworkperweekonpresent jobs.Incon- sidering the numberof hours workedperweek by thecontinuation-school pupilsontheir first jobsthe medianwasindicated I as36 hours for the boys and30 hours for the girls.The median 7 number of hours theyareworkingontheirpresent jobs is larger.The median forthe boys increased fiom36 to 42 hoursperweek, an4 thefirst quartileposition has changed a. from24to 311k hours. The medianhoursperweek for the girls has increasedevenmorefrom30 to 43 hoiirs.The .1 reasonfor this increasemaybe explained largelyby the fact that man3i of thefirst jobswerepart-time jobs,and that moreof the pupilsare nowworkingon afull-tiinebasis. -Payperweekonpresent job.--Arong with theincrease in number of hoursworkedferweek hascome asignificant in- =easein thepay perweek for theboy% butkrdlyanyChange has taken place for girls.Whereas, the medianfor the bosson the firatjobwas§ $12.21perweek, it isnow$15.06perweek. a. [391

D. 4 - .

bar NATIONALSURVEY OFSECONDARYEDUCATION

The medianpay perweek forthe girlshas remainedexactly thesame at $6.24.It is surprisingthat thegirls havenot shownanincrease intheirrates ofpay,particularlyin view of thefact thattheyare now on theaverageworkingmany morehoursperweek.Also in spiteof the factthat theyare workingas manyhtmrsaweekasthe boys,the latterare earningapproximatelytwo and one-halftimesasmuchper week.As hasbeen suggestedbefore,apart of this marked differencemaybe explainedby thefact thatamajorityof the girlsarein personalservice workin privatehomes wherethey arepaidonthe basisofsomuch cashplusroomand board, therebymaking theiractualmonetary incomecomparatively small. Satisfactionwithpresent line of work.Continuationschool pupils, forthemost part,expresssatisfactionwith their present lines of work.(Spe Table14.)Aboutathird indicated theyare verywell satisfied;roughlyanotherthird indicatedthat theyarequite wellsatisfied.Only abouta fifth ofbothsexesexpressed definitedissatisfaction.Con- sidering thelow salaryand thelow levelofmanyof the jobs, these dataareunexpected.However,theymayindicate that thesepupiNseepossibilitiesof advancemekain their present line of workand thatthe beginningconditionsof workareacceptedwithoutcomplaint.Itmaybe, also,that these pupils didnotexpresstheirtrue feeling, althoughthere was noindicationof sucherror.

TABLE 14.Percentages ofpupils expressingdifferent degreesof satisfac- tion with theirwork andindicatingplansto continueorchange their present line of work

Degree of satisfactionand plansBoysGirls Degree ofsatisfaction and plansBoysGirls

Expressed degree ofsatLsfaction: Plans forremaining inpresent Very much 34 41 lines of work: Quite well 30 30 Plan tostay_ Only fair . .. 41 29 18 11 Plan to change__ Notso well _ ..... 32 30 9 10 Notoertain 28 41 Not at all 12 8

Anothermeasureof satisfactionis theplans forremaining orfor changingtosomeother lineof work.(SeeTable14.) Four-tenths ofthe boys andthree-tenths ofthe girlsreported that theyplanned,to stay with theirpresent line ofwork. Aboutathird definitelyplanto change.Thesedata would [ 40

4. PART-TIME SECONDARY SCHOOLS indicate thatmanyof these pupilsarenotsatisfied with their present vocational placementas apermanentfield of work. The proportion definitely planning to stay is larger for boys than for girls.The prospeCtorhope of marriagemayaffect theresponsesof girls.

8. SUMMARY STATEMENT OF CHARACTERISTICStiFPUPILS The medianageof continuation pupils in this study is 17 years.Mthough 9 out of 10 of themwereborn in the United States, only about half of them have fathers whowereborn in this country. Two-thirds of their fathersareemployed in someskilledorsemispled trade, probably inamanufactur- ingormechanical industry. An eighth of their mothersare working outside the home to helpsupportthe family. ,Ninetypercentof all these continuation pupils have completed the eighth grade. This grade is the mostcommon droppingoutpoint,asone-third of the boys and two-thirds(;1 the girls dropped out after completing it.Aboutafourth of all pupils havetwoyearsof full-time training in high school before leaving. Although four-tenths of the boys and three-tenths of the girls hadatsometime repeatedagradeorpartofagrade and altimughafourth of them had'failedinone or moresubjects during their lastsemesterin full-time school,a verysmall numbergave" failure in school work "astheir most important reasonfor leaving full-time school.Most commonly stated reasons wereofaneconomic nature suchas"necessary to help support family,"and "necessary to help at home." "Lack of interest in scilool work "wasalso commonly given. Mostp4ilsatthe lime theywerestudied had attended continuation school for 8or moremonths, and the majority of them hadworkecffor 1or2years.Approximatelya third of the boys attended 4 hoursaweek andafourth attended 8 hours.Girls attendedmorehours than boys, as41percentattended 8 hours, and 31percentattended from 9 to 19 hoursperweek. A A littlemorethan half of the boys enteredeither the transportation and communication fieldorthecommonlabor field ontheir first jobs.As for the girls, nearlytwo-thirds found their first job in the personal servicefield, while next most coMmonweremiscellaneous jobs in themanufacturing and

[ 41 NATIONALSURVEY OFSECONDARYEDUCATION

meciaanicalindustries.Boys workedontheaverageabout 36 hoursaweek andreceivedamedianwageof$12.21, girls worked ontheaverageabout30 hoursaweek andreceiveda medianwageof$6.24.This lowwagefor girlsmayperhaps be explainedby thefact thatlargenumbersof themwerein penonalserviceoccupationswheretheywouldbe likelyto receive theirroomand boardinadditiontoasmallwage, althoughthe salariesofwomen are generally lowerthanthose formen. Mostcmitinuationpupilsobtainedtheirfirst jobeither throughpersonalfriends andfriendsof thefamilyorthrough apersonalsearchforajob.Theygenerallytook thetype iq workof theirfirst jobbecausetheywereunableto find 44other jobi.althoughquiteafew alsostatedthat theyhad a pecialinterestin thatline ofwork.It isinterestingto note that onlyabout3per centof bothboys andgirlstook the type of workof theirfirst jobbecausethey hadtrainedfor suchwork inschool.However,17per cent of the boysand 38 per cent of the girlsstatedthat theyhad'foundsomeof the vocationalsubjects whichthey hadtaken inschooluseful ontheir firstjob. Aftertwoorthreeyearsof workthecontinuation-school pupilshave-not markedlychangedtheirfields ofwork. About halfhave hadonlyonejob.Commonlabor,transportationandcommunication,andmiscellaneoustrades in maqufacturingandmechanicalindustriesarestill themost commonfields ofwork 'forthe boys,andpersonalservice, publicservice,andclericalfieldsare mostcommonfor the girls. Boys,however,are now working42 hoursaweek,for whichthemedianwageis$15.06, whereasthe girlsare now working43 hoursaweek butarestillreceivingamedianwage of$6.24.In spiteof theirlowpay, 71per cent of the girls and64 per cent of the boyssignifythattheyaresatisfied with theirjobs.Onlyaboutathirdstate definitelythat they are not goingto stay intheirpresent line ofwork;roughly anotherthird,slightlymorefor girls,are notsurewhether they willstay in theirpresent lines ofworkorshiftto other fields. In comparisonwith thepupilsenrolledinfull-timeschools, pupils inthecontinuationschoolscomemorelargelyfrom the lower economic,social,andintellectuallevels.Largerproft . (42) PARlyrIMESECONDARYSCHOOLS portionscomefrom homeswith fathersin the skilledand semiskilledoccupations thanis true forthose infull-time schools, andsmaller poportions copefrom theprofessional, proprietary, andmanagerialgroups.Data drawn frompre- vious studiesshow themrebe lower inintelligence, but there is muchoverlapping of thedistributions ofintaigence test scoresfor those incontinuationschools and forthose who remain in thefull-time dayschool.Although thiscomparison of thecontinuation schoolpupils withthose whoremain in schoolon afull-time basis isunfavor@jetothe continuation school pupils,it should notbe inferredthat pupils in the continuationschoolaretotally lackingin ability to-benefit from education,northat they do notgive promise oflarge Most of themarealready employedand soAal)sefulness.r' have demonstratedtheir capacity todo productivework. The earnings ofcontinuotion-schoolpupilsaresometimes put forthasevidence of theimportance ofrecognizing thisgroup inatotalprogramofeducAion.Since thesepupilsare either unable toremain in full-timeschoolornotinterested in doingso,the continuationschool representsanattempt to guarantee atleastsomesecondary-schooltraining for all.

nsur--0-4 43 1

vie

I -um:- CHAPTERIV: PREVALENCEANDPROGRAMSOF EVENINGSCHOOLS,

1. DEVELOPMENTOFEVENINGSCHOOLS . .* In additionto the-continuationschool,adaysecondary schoolalready discussed,there isstillanothertype whichis becomingincreasinglyimportantin thefieldofpart-time education. This istheeveningschool.Eveningschoolsare notnew.Recordsindicatethattheyexisted inthis in the country latterpart of theseventeenthcentury.Theseearly evening schoolswerelargelyVocationalinpurposeandfor the mostpart attendedbyapprentices.Duringthelast half century eveningschoolshavegrown remarkably innumbers,V. in enrollments,and in breadthofofferings.Inreports of the United StatesOffice ofEducation,statisticsonevening schoolsare availableasfar backas 1890.Thesedataare presented.inTable15. TABLE15.S1atif1ics of publiceveningschools inthe UnitedStatesfor the period1890to 1930

Number of Year cities withNumberofNumberof evening Leachers pupils1 schools

2 4

1890 165 1900__ _ 3, 678 150, 770 1910 (3) 5, 115 203, 000 227 1920 Pr 9, 326 374, 384 1930 582 18, 481 586, 843 664 24,071 1,038,052 t Theterm "pupil"has beenusedthroughout Educationto refer thereport of theNationalSurvey of topersons enrolledin thevarioustypes of Secondary quently theterm will beusedthroughoutthis secondaryschools.Conse- though theterm "student treatment oftheevening highschool,even " ismore commonlyusedto referto the 3Numberof citiesnot availablefor 1900. more maturepersons. Therapid growthshownbythesefiguresmust bepartly discounted(asmust- allsimilarcomparisons)becauseof the improvedfacilitiesin recentyearsof theFederalOfficeof Educationfor reachingandobtainingreports fromschools. It shouldbe rememberedininterpretingenrollmentfiguresof all kindsthatthey represent onlythoseinstitutionsreporting [ 44 j

411.

j110 ,È

*. PART-TIMESECONDARYEiCHOOLS tothestatistical agency,and that, astheefficiencyofihe agencyincollectingstatisticsincreases,theproportionate respönseincreases.This alonewillgiveasemblanceof growth. It is notalwayspossible todistinguishbetweenelementary andsecondarywork ineveningschools.Some ofthesubjects, suchasEnglish,maybeverysimilai atthe twolevels.Pupils secondary-school age or enrolledin theeveningschoolareof older;consequently, courses wereclassifiedassecondary Some unlesstheywereclearly attheelementarylevel. the eveningschoolsdevote mostoforall theirenergies to instructionofforeignersandilliterates.Thesenaturaliza- tioncoursesandcoursesin thetoolsubjectswerenotincluded in the report.Also,schoolsgiving alltheirattention to theseelementarycoursettivere notcounted. 2. SCOPEOF TIIESTUDY of Locationandclasiificationofschools.Themailing list three eveningschools ofsecondarygradewascompiled from federally sources.Thechiefsourcewasthedirectory of aidedschoolspublishedby theFederalBoard forVocational the Education.Inaddition,all eveningschoolslisted in were directoriespublishedby Statedepartmentsofeducation included.Finally,all eveningschoolslisted inapreliminary the inquiryform senttocity schoolsystems wereadded to schools list.Fromthesethreesources atotal of 1,364evening schools ofthis werelocatedand theinquiry formdesigned for usable type wassent tothem.Fourhundredandthirty-nine returns werereceived.This represents32 percentof all sent out,whichis notsolargeaproportionasresponded to probable that mostof theinquiryforms oftheSurvey.It is the returnshave come morelargelyfrom thebetterorganized upon eveningschoolsof thecoúntry.'the schoolsreported arethosewhicharemore orless stablein theirfunctioning public- fromyearto yearandwhichareconductedunder anumber schoolauspices.TheFederalBoardlistincluded probably ofeveningschoolsconductedby trade orindustry, for thespecific purposeofgivingtheirownemployeesaddi- this tionalvocationaltraining.Mosteveningschools of They did not, type werelocatedin"afewSouthernStates. as arule, returnthechecklist. ,[45 J

- - - NATIONAL SURVEYOF SECONDARYEDUCATION Classificationof schools.Somethinghasalreadybeensaid regardingthedifficultyofclassificationof into eveningschools elementaryandsecondarygroups.Insofaras evening possible, eitimentaryschoolswere eliminatedfromthe list,no mailing furtherattemptatclassificationonthis made, basiswas andnoeffortwasmadeto includeonly definitely institutions referredtoasevening"high"schools.What seemeda more logicalandsignificantbasisof however, classification, was whetheror not theeveningschool Federal received aid.Thisonefactorprobablyinfluences gramand thepro- administrationoftheeveningschool any other because more than of thenature oftheSmith-HughesAct and thedemandsit makesofsystems whichwishto partake,ofits benefits.The federallyaidedeveningschoolwill,of offerwork in course, industrialarts, home economics,or agriculture. Moreover,certainconditionsas to hoursto be work devotedto the andqualificationsoftheinstructorsmust be None.ofthese met. conditionsisimposedontheindependent ningschool. eve- Accordingly,thereturns fromevening were grouped schools intothosereceivingandthosenot Federalaid. receiving Anyeveningschoolreportingthatitwas re- ceivingFedet.al aidat the timeoffillingout thecheck whetherfor list, oneormorecourses,wasplacedinthe federally groupof aidedschools.It isnot intendedhere invidious to make comparisons,to reflectinanywayuponone ortheother, group or to create theimpressionthatthefacts sentedare an evaluation pre- ofeithergroup.Itmerely apriori,a seemed, rathersignificantfactorindeterminingthe of theschool nature anditsprogram.If theditashow two thatthe groupsdodiffersignificantly,thentile judgnáent ing the in mak- groupingwillhavebeensubstantiated.If factthatthe not, the schoolsare essentiallysimilarwillhave madeknown. been Hereafterthegroups of schoolsreceiving Federalaid willbedesignatedasGroupA andthe receiving schoolsnot Federalaid willbedesignatedasGroupB. Thedistribution byStatesof thereturns fromevening schools,classifiedas to whetheror not they aid, is receiveFederal shown inTable16. Thesedataare presented to showthe in detail extent ofreturn, andalsotoreport -(see column)the first numberofeveningschoolsthatwere located in thedifferent States.It isnot claimedthatevery school in [ 46i PART-TIME SECONDARYSCHOOLS operationwasapproached.It will be notedthatone or New moreevening schoolswerelocated ineveryStateexcept 44 Hampshire. TABLE 16.Number8of evening schoolslocated in the di fferentStates and number represented in theinvestigation

Number of schools from which Per cent reports werereceived of schools ap- Number proached State of schools from located With Without which Federal Federal Total reports aid aid were received

3 3 4 6 s

Alabama 40 7 4110. .1. 18 Arizona_ 10 4 50 Arkansas 6 1 1 20 Californiae...... MIR 167 32 82 114 68 Colorado 32 3 3 9 Connecticut 20 1 a 7 35 Delaware 6 1 1 17 District of Columbia 6 4 4 67 Florida 19 is 40 ...... Georgia_- 26 1 1 4 1 25 Idaho 4.1 e e e e e e 4. 4...... '4.4 4 1 11 41 Illinois..._ _ e e a eeeeeeeeeeeeeeeeeeeeeee 27 8 3 47 Indiana.._ _ _ _ S ...... 19 7 2 9 Iowa 35 4 1 5 14 Kansas ...... 24 1 1 2 8 10 Kentucky...... _ _ ... _ __ 20 2 2 Louisiana_ 4 1 1 25 Maine 5 1 1 20 Maryland 14 7 1 8 57 Massachusetts 50 13 12 25 50 Michigan 42 19 6 25 eo Minnesota 10 2 a 7 70 M ississippi 8 1 2 25 Missouri ...... 20 5 a 25 Montana 8 1 1 2 25 Nebraska 34 3 4 12 Nevada 8 1 .= am,. am 1 13 New Hampshire ...... IMP New Jersey 58 10 10 20 34 New Mexico 5 New York ...... 96 15 22 37 39 North Carolina_ 63 6 3 9 14 Ohio 124 26 32 26 Oklahomil 17 2 2 12 Oregon 11 i 41.....Oh Mk 5 5 45 Pennsylvania_ 76 ts 7 25 33 Rhode Island 11 1 6 6 55 South Carolina 47 8 3 6 South Dakota 2 1 MI, 41. 4111 OD 1 50 Tennessee ...... 111 sa 8 9 Texas 46 6 2 8 17 Utah 6 2 Mi. m. m. 2 83 Vermont 3 Virginia 29 4 2 6 21 1 42 Washington 4D lb 12 4 a 16 2 1 19 West Virginia oh ...... e ...... Wisconsin sa 14 3 17 49 Wyoming .. 10 1 ..... 1 10 Total 1, 364 244 196 439 ..tts [47]

J: NATIONALSURVEYOFSECONDARYEDUCATION The distributionpresentedinTable16 showsthenumber of checklistssent to eveningschoolsin eachState.Theper- cent:ages of checklistsreturnedfrom eachStateas awhole varywidely. Minnesotahas thelargestreturn, with70per cent, and isfollowedcloselybyCaliforniawith68per cent, and theDistrictof Columbiawith67per cent.The lowest 4 percentages ofreturnswerefromColorado,Georgia,Kansas, SouthCarolina, Tennessee,andVermont.Lessthan10per cent of theinquiriessent to theseStateswere returned. The lowest returns for theentirecountryarefrom theSouthern region, withanaverage return of14per cent.Thehighest is from theMiddleAtlanticregion,with41per cent. The percentages forthe otherregionsare:MiddleWest,37eper cent; Northeast,32per cent; West,29per cent. In thefollowingpagesof thischapter willbepresented summariesof thedataoneveningschooliasobtainedthrough theuseof theinquiryform.

3. THEPROGRAMS OFEVENINGSCHOOLS A great varietyof,subjectsoffered.Thereisnomore importantaspect of theeveningschoolthan, theprogramof studies.The otherfeaturesof theschoolexistto make possiblethe offeringof subjectsorlearningexperiencesfor the pupils.One mightexpect theofferingof theeveningschool to be broadand ciunprehensive,consideringthevarietyof interests andneeds ofmorethanarnillibnpupilsseeking additionalvocationalorotherforms oftrainingand the great variationintypes and levelsof abilityof pupils.Even with thisexpectation,oneisimpressedwith thehundredsof coumesthat havebeenofferedtoservethoseenrolledin eveningschools.Practicallynoneof thesecoursesis above the levelof thatwhich isordinarilyconsideredsecondary education.Havinglimitedthegroupof schoolsasmuchas possibleto eveningsecondaryschools,the resultsdonot show manysubjectsthataredistinctlyelementaryinnature. Thescopeof theofferingof the eveningschoolcanbe realizedonly byreferenceto the longlist ofsubjectsoffered. ,The entirelist totals387,althoUghit shouldbementioned thatthere issomeoverlappingof thevarioussubjectsin the titlesreported.The46 subjectsofferedin15or more schoolshave beenpresentedinTable17.Followingthe [48] PART-TIME SECONDARYSCHOOLS namesof thecourses arethe percentages ofschools of Group A (federallyaided) and GroupB (notfederally aided) offering each,the medianenrollments for eachsubject in each groupof schools, andthecoupesthatarebeing subsidized by Federalfunds.Thecoursesoffered in fewerthan 15 schQolsarelisted in Table 18. TABLE 17 .-Fercentagesof evening schoolsoffering varioussubjects and median enrollmentin each subjectoffered.(No dataareincluded for subjects offered infewer than 15schools)

Median enroll- Per- Percentage of schools each offering each subject ments in centage subject of Group A schools Subject receiving GroupGroupTotalGroupGroupFederal A 13 4439) A aid for (195) a (244) each subject "N. (244) 4

2 3 4 7

(A) Academici(combined) General academic 5 3 1 0 3 3 48 Biology. k V 2.0 12.8 6.6 18 a. a. Chemistry 23.3 31.1 26.0 30 6.1 14.8 10.6 25 Civics_..- _ 7.8 Economics 7 4 14.3 10.1 32 English 42.9 b4.6 46.6 58 0. 4 French 21 7 36 7 27.5 35 German 11 5 17.3 13.6 23 History, United States _ _ 11.0 17.3 13.4 26 History, United States,and civics..... 2.9 4.6 3.5 90 Italian______.... 2.9 8.2 5.1 75 Journalism 5.3 6.1 5.5 27 lAtin 7.8 16.8 11.4 18 29.1 28.6 42 2. 0 Mathematics ...... _ _ _ _ _ . _ 29.9 Algebra - 21.3 35.2 26.6 39 Geometry, plane 17.2 26.5 20.7 28 Geometry, solid., 4 5 12.2 7.7 19 nometry______------9.0 14.3 11.0 19 Physics 11.5 19.4 14.5 29 0. 4 Psychology 4.5 6.6 5.3 28 Public speaking 21.7 25.5 22.7 39 Science, general 5.3 9.7 7.0 40 60 Short-story writing ...... _____ 4.1' 4.1 4.0 V. 38. 1 31 Spanish____ ...... _ _ _ _ 2& 6 47. 9 (B) Commercial General commercial...... _ _ _ __...... 4 5 5.6 48 58 50 Accounting 9.0 7.1 7 9 35 38 A. 1m OD Advertising 6 1 2.0 4 2 33 Bookkeeping 58. 4 7.8- 59. 8 53 0. 8 Business English 36.0 28 6 31 7 41 ..... -110 411111 Civil service ((1 2 8.8 3 5 Commercial arithmetic 24.9 18.9 21 8 32 Commercial law 21.3 25 5 72.4 31 Machine calculating 18.4 & 2 12.3 73 Oaks practice & 5 & I 5 7 28 Penmanship 9.0 9 7 9 0 30 1.5 3 5 90 0* I, Pand spelling & 3 Pen 33 1. 2 a1.l 1 28.7 11.7 17.8 30 8. on MP M. MD Short 45.8 71.4 55. 4 111 93 Shorthand and typing 14.7 1 8 9.0 70 1,126...... TYPing. M.8 70,9 Oa 1 126 117 0. 4 A [49 ) NATIONAL SURVEYOFSECQNDA.RYEDUCATION

TABLE 17.-Percentagesofeveningschoolsoffering medianenrollment varioussubjectsand in eachsubjectojered. (Nodataare includedfttr subjectsofferedin fewerthan15sc )-Continued

Percentageof schoolsMedianenroll- Per- offeringeachsubject ments ineachcn t ag e subject of Group A Subject schools GroupGroup receiv- A TotalGroupGroup ing (439) A Federal (244) (195) aid for each sub)ect (244) 1 3 4 7 (C)Industrialarts Aeronautics 9.8 8.8 Auto electrics &1 45 eo 2. 5 7.8 3.1 & 6 Apto mechanics_ ao 25 2. 0 ..... 40. 5 18.9 29.9 35 Alchitecturaldrafting 19.8 31 23. 3 7.7 13.9 ae 47 9. 4 Bricklaying & 1 0.5 3. 5 28 am. .1MI eMfee Cabinetmaking 13.9 4. 5 1.5 8.1 31 - - ..... 3. 7 -Carpentry 17.8 1.0 Drafting 9.9 23 ..... 18. 8 8. 2 2.8 5. 5 ao Electricity 45.0 55 10. 2 Machine shop & 7 27.9 30 63 28.2. 53.6 19.4 37.2 40 33 33. 9 Mechanicaldrawing 49. 1 32.1 Painting, 40.3 35 37 19. 2 decorating, andpaperhanging__ 13. 5 0.5 Patternmaking 7. 5 20 13. 5 5 7 1 0 3.5 22 Plumbing _ ...... ______18 8 2.0 6. 3 Printing 9.9 25 16.0 23. 7 11. 2 17.6 V Radio 13.1 25 11. 9 Sheetmetal 3.1 & 4 31 20 3. 3 16. 4 3. 8 Welding 10.3 ao 25 14. 7 19. 6 5.1 12.8 Woodwork 22.9 40 45 15. 5 283 24.6 28 ao (D) Householdarts 4. 9

Clothingconstruction E.& 2 Cooking 42.3 48.0 51 so 24.9 14.8 21. 3 Foods 19.8 32 2a 9.4 15.5 1.0 8.8 Homeeconomics 7.0 27 2.0 4.1 5.5 28 47 Homenursing and/orfirst aid 15. 5 1. 2 Millinery 7.7 1 1.7 ao 26 l& 9 14.8 3 13.9 32 42 4.9 (E) Music,arts, and crafts Musks 2.9 6.6 Music,instrumental 4.4 23 38 4. 5 4.8 4. 4 35 Orchestraor band 43 a, ON M.M e. 12. 7 17. 9 14.6 38 Chorus 6.5 32 e 411. Mt Artcourses 10.7 8.1 as 48 16. 0 l& 4 16.5 36 41 MrmiMD 1B Arts andcrafts 41. 13. 1 1 1.7 12.1 31 aw GM Appliedart 28 Meeedala 4. 5 4.6 4.4 27 Art metal 52 MIr MOMeeee M ...... _ - 2.9 4. 1 3.3 Commercialart 45 20 Mr MP =beadle 26. 2 9. 2 18.0 31 Interiordecoration_ 34 10 ...... _ _...... 9.4 2.0 5.9 Dramaticart 8.8 40 eft.. 16.8 1 1.9 33 47 (F) Relatedtubjeds Blue printreading 23. 7 2.6 13.9 28 Relatedchemistry & 6 48 12. 3 Related 1 0 5.1 26 drafting 20.0 0.0 Relatdmathematics 10.8 27e a e e 4. 6 25. 8 6.1 16.5 21 Chemistryfornurses...... & 1 1:14 9. 8 0.0 & 3 aae e gleae e e ND (G) Othererects L 6 Americanisation 18.8 Elementary 18.4 18 0 56 academic 3.7 4.6 English for 4.0 211 O e foreigners 18.4 17.9 Lipreading 17.8 90 e e e 8.6 7.1 Naturalisation 7.7 35 e C Parenteducation- 13.6 23.0 17. 2 7.0 5. 1 6. 9 Physicaltraining 40 MD AM M e e Ibew 26. 6 40. 8 31.9 121 OPOMe Nor/sr.-Thenumbersin parentheses f are the numbersof schoolsresponding. [ 50

101

--.72 - g - PART-TIME SECONDARY SCHOOLS

TABLE18.-Subjects offered byfewerthan 15 of the 439 evening schools includedstxithe inveátigation

A. ACADEMIC SUBJECTS Adult education (13).1 Law: Continued. American diplomacy (1). Common (2). Current events (12). General (1). English: Insurance (1). For adults (1). Law (n.o.s.) (1). Corrective (1). Parliamentary (6). Geography: Real estate (4). Commercial (3). Mathematics:

Economic (1). . Calculus (3). European (1). MathematiFs and English(6). Physical (5). .411a. News relations (1). History: Playwriting (1). Ancient (11). Population problems (1). Ancient and medieval (1). Science: California (2). Astronomy (6). English (2). Bacteriology (5). European (14). Bird study (1). History (n.o.s.) 2 (11). Botany (5). Industrial (1). Geology (10).

Medieval*(2). Metallography (1). e. Medieval and modern (1). . Meteorology and navigation Modern (13). (1). Orange County, California (1). Mineralogy (1). World (7). Nature study (2). International relations (2). Navigation (7). lAnguages (foreign): Navigation, aerial (1).

s Bohemian (1). Navigation, celestial (1). Esperanto (2). Pharmacy (1). French-Spanish (1). Physiology (10). O Greek (1). Science (n.o.s.) (4). Jewish (1). Zoology (3). Languages (n.o.s.) (1). Sociology (13). ,Law: - Surveying (1). Bar (1). Teacher training (6). Civil and procedure (1). Wealth (1).

B. COMMERCIAL SUBJECTS Advertising and salesmanship(9).Business management(11). Banking (9). Civil service (31. Bookkeeping, arithmetic, and writ-Credits (1). ing (1). Detailing and stock billing (1). Bookkeeping and typing (5). Dictotype (1). I Numbers in parenthesesindicate number of schoolsoffering courses_ 1N.o. a.(not otherwise stated) indicates pat thespecific) nature of :the°course wasnot indebted. oe,Abe [51 1 40'

't. s

NATIONALSURVEYOFSECONDARYEDUCATION TABLE18. Subjects offeredby fewerthan 15of the439 eveningichools 'included intheinveatigalionContinued Elementary businesstraining (10).Rapidcalculationand spelling(1). Finance(2). Realestate (3). Incometax (1). Secretarialtraining(5). . Insurancesalesmanship(1). Speed Arriting(3). Investments(3). Spelling(14). Negotiableinstruments(2). Stenography,typing,and business Penmanshipand-shorthand(1). English(1). Personneldevelopment(1). Stenotyping(3). Personneladministration(1). Supervisory trafning(1). lb'Problemsjobadjustment (1); Trustfunctions (1).

C. INDUSTRIALARTSSUBJECTS Architecture (1). Design-Continued. Automobile: BodPi(1). Care (4). Machineand tool(13). Construction(1). Printing (1). Operating (2). Structural(1). Sales andservice, (1).. Electricity: Theory (2). Apprentices(2). Upholstery (1). Coderules (1). Vulcanizinia1). Engineering(1), Blacksmithini: Equipment,care, anduse(1). Blacksmithapprentices (1). Housewiring (3). Blacksmithing(n.o.s.) (1). Inside(1). I Boilermaker apprentices (1). Installationand practice(1). Boilerroompractice (3). Machinetesting (1). Buildingtrades: Machinery(1). Iienchwork(1). Mechanics (8). Buildingtrades(q.o.s.) (1). Outside(1). Carpentryapprentice(5). Plating(2). Concreteformconstruction Railroadrelatedwork (1). (1). Shop(n.o.s.)(5). Decorationof buildings(1). -Steelfurnace (1). KalemindoorsandmetalEngineering: trimming (1). Custodian(1). I. "AI Lather'sapprentice (1). Engineering(n.o.s.)(4). Plastering(14). g Engines(1). Structuralengineering(2) Marine (Diesel)(1). Structuralbuilding(1). Stationary(3). Structural*el (1). Steam(6). Walldecoration(1). Estimating: Wallwork (1). Buildingtrades (3). Design: Cost(1). Aeronautical(1). Electric(1). Architectural(1), Estimating(n.o.s.)(5).

[ 52]

4 4 ,fie PART-TIME SECONDARY SCHOOLS

41. TABLE Subjects offered by fewer than 15 of the 489 eveningschools

tncluded in the invtigationContinued 4 Estimating-Continued.' Metal work-Continued. Plumbing (2). Steel layout (1). Printers (1). Steelsquare(4). Printing and linotype key-Oil analysis (1). board (1). Oil andgas(1). Firenien(1). Pattern drafting (1). Firemen and engines (2). Plumbing: Furniture: Accounting (1). Craft (1). Apprentices (2). Finishing (1). Drafting and layout (2). Upholstery (2). Lead work (2). Gas: Po.weroperation (4). Distribution (1). Power plant (2). Engines and autos (1). Printing trades: Engine mechanics (1). Bookbinding (2). Mathematics and physics (1). Handbook (1). Linotype ( 1 1). General textiles and fabric analy- Linotype mechanic (1). sis (1). Monotypé (3). Heat: Radio: Engines (2). Building (1). Heating and ventilating (3). Operators (1). Industrial arts (n.o.s.) Repair (4). Locomotive air brakes (1). Refrigeration (1). Machine mathematics anddraw-Refrigeration, chemical (1). Shoemaking (1). ing ,(1). Shoe repair (2). Machine trades: . Shópfitter (1). Aeromechanics (11). Shop immigrant education(1): Diecutting (1). Tailoring: Machinist apprentices () French draping (1). Mechanics trade (1). Pattern drafting (2). Rbd making (3). Preming and spotting (3). Mechanics of materials(1). Tailoring (n.o.s.) (9). Metal work: "Telegraphy -(n.o.s.) (1). Apprentices (4). Telegraphy, automatic (1). Forge (2). Telegraphy, radio (2). Foundry (4). Telephony (7). Foundry apprentices(1). Telephony, foreman and training Heat treatmentófsteel (1). (1). Iron, ornamental (2). Trade apprentices (n.o.s.) (1). Ironwork (1). Woodikrork: Metal work (n.o.s.)(1). Millwork(4). Metallurgy (6). Millwright practice (1). Molding (1). Manual training (12).

[ 53 1 NATIONAL SURVEYOFSECONDARYEDUCATION TABLE18.40)/ed.,offeredbyfewer than15 ofthe439 eveningschools includedin theinvestigation-Continued k D.HOUSEHOLDARTSSUBJECTS O. Budgeting(3). Home-Continued. Cafeteriaandtearoommanage- ment (3). Knitting(1). Cakedecoration(2). Lace(1). Childcare (3). Lamp-shademaking (1). Dietetics(nurses)(3). Maids(1). Dietotherapy(nurses)(1). Maids,Negro(2). Home: Mothers 'class andplayscipool Betterment(1). (1). Building(1). Needlepoint(1). Decorating(1). Needlework(1). Financing(1). Novelties(1). Furnishing(3). Sewing,dressmaking,andmil- Furnishingandplanning(1). linery (1). Mechanics(2). Supperclub(3). Teaching(3). Textiles(2). E. SUBJECTS INMUSIC,ARTS,ANDCRAFTS Appreciation: Art (2). Design-Continued. Jewelry(1). Music(4). 4111h Textile(2). Play(1). _ Drawing, Art, freehand(12).- leather(2). Drawing,life (8). Art, needlework(5). .Harmony(2). Balukglass (1). Homedecoration(8). Basketry(14). Modeling(2). Basketryandfabricpainting(1). M g, clay (7). Ceramicsandpottery (6). ocal (8). China painting(9). Placqueandreed Costume work(1). design(12). Photo-engraving(1). Design: Photography(). Commercial(2). Polychrome(1). Advertising(1). Reedwork,basketry,and Furniture(4). furni- . ture (1). Garment(1). Reedworkandwoodwork(1). F. OTHERSUBJECTS Agriculture: Agriculture-Continued. Ágriculture (n.o.s.)(5). Floriculture(4). Chemistry of soilsandsoil Gardening(6). analysis(1). Landscape Citrus gardening(7). culture(1). Poultry(9). Dateculture (1). RabbitManagement Economic(1). (1). Chemistryforfiremen(2). Feeds andfeeding . (1). Chemistryof oils(1). Fieldcrops (1), ClinicaltechnIgue(1). [541* PART-TIMESECONDARYSCHOOLS

TABLZ 18.-Subjectaoffered byfewer than15 of the439 eveningschools included intheinvestigation-Continued Cooking,restaurant (1). Physicaleducation-Continued. Cosmetology (12). Clog andnatural dancing(1).- Discussiongroup(2). Clog andtap dancing (2). Educationaltests andmeasure- Danish folkdancing (1). ments (1). Hygiene(13). Etiquette (2). Life saving(1). If Foreman training(7). Mentalhygiene (1). Freight-carmen(1). School health(1). General lecturefor seniornurses(1).Police problems(2). Human relations(cgunty jail) (1).Railroadapprentices (2). Janitor training(1). Safety school(6). Leather (3). 1 Libraryscience (1). Scout leaders(leadershiptraining) Life saving (1). (11). Nbo WNW. Loftsman (1). Slide rule (6). Lubrications (2). Speechcorrection (1). Marksmanship(4). Speechimprovement(5). Meat cuttingand marketing(2). Tèlevision andtalking pictures(1). Mining (3). Trafficmanagement (6). Newsboys' class(1). Travel study(1). Nursing (4). Upholstery (3). Orientation (1). Visual instruction(1). Papermaking(4). Vocations (2). Parent teachers(2). Vocational guidance(1). Personality (2). a Watch repairing(1). Petroleumtechnology (1). Water analysis(1). Philosophy (1). Weaving (2). , Physiealeducation andhealth: Window trimming(3). Aesthetic danciing(1). Wood carving(1). The academiceubject8.-Th8academicsubjects do 'not appear sofrequentlyassubjects of othertypes.Only13 appearinas many as 15 schools.Of these,mathematics and theloreignlanguages havehighestfrequency.Public speak- a ing and physicsarealgo somewhatpopular.The frequencies ofappearanceof theacademicsubjectsareuniformly higher for theschools withoutFederal aid thanfor the schoolsin the othergroup.As will bepointedout later, the federally aidedschoolsstress other phases oftheprogram,notably thoseaspects for which aid isgiven.The socialstudies, other than history,areconspicuouslyabsent from thetable whichre- ports the subjectsmorefrequently offeired.In fact,economics doesnotappear among the subjects reported by theheads of the cooperatingschools, andsociologyappearsin only13 schools.

[ 55

VI) NATIONAL SURVEY)pFSECONDARYEDUCATION It can not be said thattheeveningschoolsarebeingused erally gen- by adultsto studythe troublesometocialand nomic eco- problemsfred bythecommunitiesandtheNation. History andscience makeupnearlyhalfof thesubjects listedin".the academicdivisionof Table17.. Someofthe coursesin history arefocal,that is,Stateor county, butmost of themare courses traditionallyincludedin theprogram of the dayhighschool,suchasancient,medieval,modern and European, Americanhistory.Thesciencesubjectsappear infre- u en tly withtheexceptionofphysics,whichwas reported by schools,and 66 generalscience,reportedby32 schools. Allre- mainingscience subjectswereofferedin fewerthati.15schools. The commercialsubjects.Theoffering inthCeommercial field isextensive. All thesubjectsofferedin thedaycom- mercialschools are tobefoundin thelist.Certainofthese subjects are as universallyofferedas aTeanyof thesubjects inother fields.Bookkeeping,shorthand,andtypingare offeredin abouthalf oftheschools.Thefrequentappear- anceof these thiieesubjects isinharmonywiththepractice in thedayhigh schools.Lessfrequentlyfoundarecoursesin advertising,salesmanship,andbusinessmanagement. of the Some coursesappefiringinfrpquentlyare very specificin ture. na- Thethreedominantsubjects,bookkeeping,shorthand, andtyping,are offeredmore frequently bytheschoolsnotre- ceiving Federalaid thanby theschoolsintheothergroup. Theindustrialartssubjects.Amongthedifferent the groups, greatestarrayofsubjectsexistsfor theindustrialarts field. Moreof thesesubjectsqualifyforinclusioninthe groupof subjectsmore frequentlyoffered(appearingin or more schools) 15 than inanyothergroupandas manyas 130 subjects appearwithasmallerfrequencY.Thesubjects more frequentlyofferedarethesame as thosemore frequently offeredin the dayschool.Thefederallyaidedschoolsare much moreactiveinofferingsubjectsin theindustrialarts fieldthan thosenot enjoyingsuchaid.Thesubjectsless frequently offenecover a widerangeofwork andmanyof them do notappearin dayschools.Itwouldappear the that coursesareofferedinresponse toaneedofa group of pupilsor aneedfortraining inthecommunity.The variety great offormsofindustrialactivitypresentsahnost unlimited possibilitiesfor thedevelopmentofspecificcourses. [ 56]

e' 46 PART-TIME SECONDARY SCHbOLS

4 The householdart8 subjeds.Theoffe`ringin the household arts includes the basic fields commonlyoffered in theday high school, namely, cooking,orfoods and clothingconstruction.The general label ofhome economicswasappliedto thecourseinsomeschools.Thiscoirseprobably included both cooking and sewing andsomeof thecontent of themore specializedcourses.Courses in this fieldareoffered witha slightly higher frequencyby the federallyaided 4chools than by those without suchaid.Thecoursesless frequently offeredcovercertain specificaspects of homemaking and certain forms of occupationaltraining forwomen.There is evidence of recognitionof the needsof adults who have responsibility for themanagement of homesorwho have childrentocarefor. However, it will be notedthat onlya small number of theschools have givenrecognitionto the important need of educationior the rearing ofchildren. Training in childcare seemsnot to be well adaptedto early adolescents in the dayhigh school andcanprobably b be given after theparents have actual responsibility fou.,t'rearing ofachild.Increased recognition ofthe importance of the parents and the home in conditioning the behavior ofthe child mayleadto greater recognition of thistype of training by the school abdcause more parents toendeavor systematicallyto qualify themselves for thisimportant responsibility. Other subject8 offered in the eveningschool .7Other subjects, thoughnotsofrequeritlyoffered,\fteeusually represented in theprogram.Academia subjectsareoften made available. Music of varioustypesappearsinaconsiderable proportion of the schools.Siichcoursestake the form ofgroupwork in bandororchestra; less often vocal andinstrumental instruction is given.Four schools only offercoursesin appreciation. While training in performancein music will be consideredby some asthe best form of trainingfor appreciation, thereare doubtlessmanylacking in aptitude andinclination forper- formance who wouldincreasetheir enjoyment ofmusic throughcoursesin appreciation in whichcontact is made with the best in music. Courses inarts and craftsappearinaconsiderable number of the schools.Some ofthesecoursesareappreciation courseslabelledassuchbutmost of themareofaperform-

[57] NATIONALSURVEYOFSECONDARYEDUCATION

ance type. A Varietyofcoursesof thistypeareoffered,per- mitting persons to develop specialinterests,and insomecases, to develop sufficientskillto be usedvocationally.Certainof thecoursesin thisfieldaredistinctlyvocationalincharacter, suchascommercialart and differentformsof design. The varietyof thesubjectsoffered ineveningschoolsis furtherextende4by thelistunder"othersubjects"in both Tables 17 and18, subjectsthat didnot wholly fitinanyof the previousgroups.Thereappearheremany subjects that would not be expectedinasecondaryschoolbypersonswho retain thetraditionalconceptionof thesecondaryschoolas one preparingforacademichigherinstitutiongand forthepro- fessions.Evenmorethan thedemocratizeddayhigh school, the eveningschoolwouldappear to be responsiveto thepar- ticularneeds ofindividualsandgroupsha thecommunity. Enrollmentindifferentsubjects.Thedataonthe enro0- ment in thedifferentsubjects(Table17)suggest theextent to which thedifferentsubjectsofferedarebeingtaken by pupils.The sizeof theschoolaffects% thenumberof pupils availableforenrollment.Acomparisonof thefiguresfor the differentsubjectswillshowdifferenesinpopularityof the courses withpupils.On theaverage,theenrollmentswould support oneclass offrom20to 35 pupils.Thenumbers-are much larger incertainsubjects,indicatingthatseveral sections \of thesameclassareprovided.Thenumbersare especiallplarge inthecommercialfield.Theenrollments are also largeforphysicaltrainingand forcertainacademic subjects.IngeheraltheclassesInthefederallyaided schoolsarelargerthanthd classesin theotherschools. Subject8euptrteclbyFederalaid.Dataarealsopresented in Table 17onthepercentage ofschoolsreportingreceipt of Federalaid foreach ofthesubjects.Accordingto tliese reports, manyof thefederallyaidedschoolsareofferingsub- jects infieldswhere aidmightbe received,but forwhich it isnot receivtid.Acomparisonof thepercentages incolumn 1 and in column6 willindicatetheextent to whichschools offeringthesubjectsdonot receive aia.

Irs

a [681

g;) PART-TIME SECONDARY SCHOOLS

4. ENROLLMENTS OF EVENING SCHOOLS INCLUDEDIN THE INVESTIGATION The numbers enrolled in the eveningschools included in the investigationarereported in Table19. These data indicate that the median total enrollmentof the schools in Group A is smaller than that of the others.The median enrollments bysex areapproximately equal in thetwogroups, and the differences between medians of totalenrollmentsare due to the fact that Group A containsanumber of schools formen orforwomenonly.Among theseare7 schools for womenonly and38 formenonly,atotal of45.In Group Bare4 schools forwomenonly and6 formenonly,atotal of only 10.This difference between thetwogroupsof schools mayaccount in part at least for the difference in median total enrollment.Obviously,as weapproach the situation where all schoolsaresegregatedastosex,the median total enrollment approaches the median enrollmentbysex.Any difference between thetwogroupsof schools in the number of schools confinedtoone sex orthe other will influence the median total enrollments accordingly.These evening schools arerelatively large, indicating that theyarelocated for the most part in urban centers.The median number enrolled in these 439 schools is559 pupils andas many as afourth of all haveanenrollment of 1,317or more.At the other extreme,afourth have enrollments of233orfewer. The meclian daily attendance forthe schools in Group A is 274 and for Group B is296.This again bringsout the, slight difference between enrollments of thetwogroups. e*-

TABLE 19.Median enrollments in evening high schools includedin the investigation

Group A (244) Group B (195) 'Allschools (439) Measure Wom- Wom- MenenTotalMenenTotalMenenTotal

4 o 10

Median 300 241 504 326 317 650 311 284 MO First quartile 126 95 195 98 136 255 114 114 233 Third quartile_ 645 6421, 206 725 667 1,406 684 663 1, 317

NomTbe numbers In parentheses are the numbers of schools represented.

128453°. v. [ 59 A ] s'NATIONALSURVEYOFSECONDARYEDUCATION 5. THE 4rr ADMINISTRATIONOFEVENINGSCHOOLS Articulationofcourses.Thecoursesineveningschools maSr`be similarincontent anddifficultytocoursesin theday high schools.Asmany ashalf oftheschoolsreportattempts to maintainthesame standards andin otherways to make them equivalantto daycourses.(SeeTable20.)Thispolicy wouldapplyonlyto thecourses offered inbothtypes of schools. 11, issignificantthatasmanyashalf oftheschools donot claimto duplicatetheday-schooloffering. A muchlargerproportionoftheschoolsreportattempts to adaptthe content ofcourses to the specialinterests,capac- ities,and needs ofpupils.Onthispoint,thepercentages approach100. Asomewhatsmallerproportionreportat- temptsto relatethecontent ofoccupationalcourses to the occupationsof pupils.Whileallschoolsofferingvocational courses would doubtlessclaimsome relationshipofthese courses wiihtheoccupationof thepupils,theyfailedto claim that theyweremakinga'systematic"attempt.The federally aidedschoolsreportmore effort thantheunaided groupin attemptingto tie theirworkupwiththeoccupations of theirpupils.Thepolicy ofattemptingto develop for courses whichthere isafeltneedandintroducingcontent and methodsbest adaptedto thepupilsbeingservedgives promisefor buildingafunctionalprogramineveningschools. J. TABLE20.Percentagesofevening schoolsreporting theircourses with (1) afremptsto coordinate courses in dayschool,(2)interestsandabilities ofstudents,and (3)occupationsofstudents.

Type ofcoordination Group AGroup BITotal (244) (195) L (439)

1 s i 4 Attemptto make the oontent anddifficulty ofcourses thesame as similarcourses in the regularday school 4 Attemptto adapt thecontent ofcourses to the special 50. 5 55. 2 52. 6 abilities, andneeds of the interests, pupilsenrolled inthem 94. 6 Attempt torelate thecontent ofoccupational 95. 6 95. 1 occupations ofthe pupils courses to the 82.9 68. 7 74.6 NOTE.Thenumbers in parenthesesare the numbersof schoolsrepresented. Proceduresfor articukaingevening-schoolcourseswaoccu- pationsofpupils .One ofthemajorobjectivesof theevening- schoolprogram is vocfAidnal.Therecanbenodpubi,of [ 60] PART-TIME SECONDARY SCHOOLS 11 this after considering,ashas been done, theprogramof coursesoffered. On thisaccount, it is important to relate thecoursesto the vocational activities of pupils.The extent ofuseof different proceduresto accomplish this articulation is reported in Table21.It is obvious from the evidence presented thatmanyevening schoolsaremaking asystematicattempt to tieupthe work of the school with the occupational activity of thepupils. A largerpercentage of federally aided schools than ofthe unaidedreport the different practices.However,someof the activitiesmen- tionedarenot carriedoninanorganizedway.The placement service insomeschools is limitedto the little that is done by the regular teachers inadditionto their teaching duties.In other schools there isawell-organized placement bureau.

TABLE 21.-Percentages ofeveningschoolsmaking various effortsto coordinate theircourseswith occupationalactivities of pupils

Nature of effort Group AGroup BMedian

1 2t 8 4

1. Provide organized placement service 20.5 9. 2 15 6 2. Provide follow-up of pupils after theyenter occupations.__ _ 22.1 9.2 1441 8. Obtain judgments of employersonthe education needs of students in their employ 4& 9 1& 4 32.a 4. Obtain judgments of employersonthe nature of training needed for positions in their establishments 48.0 15.9 33.7 5. Obtain Judgments of employeesonthe nature of training needed for their occupations 48.0 15.9 33.7 6. Have permanent advisory oommittees 23. 0 5.6 1&3 7. Make systematic study ofsuccess of pupils 14.8 5. 1 10.6 8. Make systematic analysis of activities carriedonbyem- ployees working in positions trained for in theschool__ 11.9 3. 1 & C

Mean of percentages 29.3 9.9 20.1

Some schools continue theirconcern overthe pupil after he leaves and provideafollow-up service bywhich aid is given to him in getting startedin hisnewoccupation. Judgment of employers and of employeesareboth utilized to determine the training needs for the differentoccupations. Nearly half of the federally aidedschoolsreport thisrecourse to workers in occupations.Inasmaller numberof cities, permanent advisory committeesaremaintained.Systematic investigations have been madebyasmall numberof schools to provideabetter basis for planningthe vocationaltraining program.Other practice6,not listed in Table21, include [611

0.- NATIONALSURVEYOF SECONDARYEDUCATION 'employmentofteacherswhohavehad fieldin experiencein whichtheyteachanduseofactual lemsbrought vocationalp to theclassbypupils.Inall thefederally theseprocedi aidedschoolsare themore active. Oredil allowedforcour8e8 inevening allowedfor 8chooL9.Credi workineveningschoolsinmuch asinthe thesamemai regularhighschool.Inafullhalf (54.7per cent) ofthesch thesecreditsare acceptedtoward fromtheregular gradua dayhighschool.Acceptance schoolwork ofeven towardgraduationislimitedin courses equivalent some school tocourses in thedayschool. schools,onlya certain Inof fractionofthecreditsofferedtow thediplomamaybe earnedintheeveningschool. theschoolsindicate Ha thattheday-schoolpupilsare permit to takecourses in the eveningschoolifthedesiredcoin are notavailableinthedayschool. Adiploma isgrantedto pupilsofevening completion schools ofa prescribedamount ofwork. isfollowed Thispract inabouthalfoftheschools. isgranted A"certificat in8.9per cent ofthecases.The schoolsuse federallyaid thecertificatemore than theschools suchaid not receivi (13.2as comparedwith8.9per cent). maybe Thediploi a regularhigh-schooldiploma,similar grantedby to theo dayschools,or a specialdiplomafor school. theeveni Timegivento coursesinevening8chool.Thetime forcoursesin allow eveningschoolvariesgreatly.Inabout theschools,all hi coursesrun throughtheentireschool butstudentsreceive yeti creditfor theworkdoneeachhalfyes Thelengthofthe sessionfora year variesfromafewhours a continuousprogtamthroughouttheentire sions year.These are on theaverage 8 weekslongerinthe Federal schoolswithoi aidthan iiischoolswithsuchaid,the lengthsbeing contrastir 24 and32 weeks.Insome communities schoolsarein ti sessiononly2 hoursper week whileinothi communitiestheyare open 20 hoursa week-4hoursada for5 daysaweek.The medianpracticeis4 hoursaweel It isalsothemedian practiceto give4 hours.toeachcount However,thetimegiventocoursesranges from ofan two4 hourto 15hours.Theseperiodsare broken 'classperiods :IT rangingfrom36 minutesto 2 hoursin - gss [621

kt. ci

PART-TIMESECONDARYSCHOOLS schoolsarealmost the Housingof theeveningschool.Evening building.Of the rob- alwayshousedin theregularhigh-school in GroupA, 8.9 percentstatedthattheyarehoused ires, schools cent in separatebuildings; amongtheremainder,19.1 per beinghousedin thehigh-schoolbuilding.Only tis reported they 1.1 percentof theschoolsin GroupBreportedthat Iner the high- arehousedinaseparatebuilding;theothersuse ools indicated schoolbuilding.Inafewcasestherespondent tion Y. M.C. A.,or mg- thatthe separatebuildingwas ahospital, theuseofseveralbuildings, 3to factory.A fewschools report her usuallythehigh-schoolandone ormoreelementary-school ard buildings. Administrativehead ofevening8chool.Theadministfa- r of during theday. ted tiveheadalsoholdssomeotherposition schools, morethan 40 ses (SeeTable22.)In both groupsof percentof theevening-schtooltsrincipalsarealsoprincipals principals of on of thehighschoolandabout 12 percent are someotherschool,niostfrequentlyan4'elementary school. ice or voca- Pf Theremainder areteachers,directorsofindustrial Practices led tionaleducation,tr otherad&inistrativeworkers. evening ng in thisrespect aremuchalike forthe twoigroupsof iiiad day highschool na schools.Thearticulationof theevening controlledby ne isdoubtlesslyincreasedbyhavingbothunits ng thesameperson. different typesof TABLE 22.Percentagesof eveningschoolswith ed functionaries asheads Group BMedian Head ofschool Group A

I 3 4 Lr. 1

ilb4l to 40. 8 42.9 ______,______44 7 High-schoolprincipal _ _ 2a 4 21. 1 20. 7 'reacher 14. 5 7. 5 of industrial orvocationaleducation___ .... _..... _ _ _ _ . Director ...... __ _ _ ...... _. _ ... 11. 8 12. 0 11. 9 it Principal ofotherschool______... _ ..... & 6 H. 3 9. 9 Assistantprincipal , 12. 7 6. 1 kg Departmenthead 2. 1 1. 0 re Superintendent. 3r Salariesofteachers.Littledifferenceis-found 1Yetween the schools not salakespaidbyfederallyaidedschoolsand by c. groups federallyaided.Themedianpay pernight forboth 3. variationsin ofschoolsisabout $4,althoughbecause ofthe fixingstipendsand in amountof time putinper CI methodsof is only an appro En liCon.It isfairlyac= L. night,thisfigure [ 63

.if _ _ ! NATIONAL SURirEYOFSECONDARYEDUCATION curate, however,forthoseschooLsreportingdefinitelyon salaryfor the evening-schoolteachers.Therangeinstipendre- portedforteachers inschoolsofGroupA isfrom per night, that $1.25to $14 forGroupB isfrom$2 to$10per night. Theserepresent themaximumsandminimums all reportedby schools.Someeveningschoolspay atanhourlyrate. GroupA 'this In ranges from$0.75to$6.50; inGroupeB from $0.50to $3. Thebasesqnwhich salariesvaryare principallyexperience andlengthofservice. Oneschoolreportedthatsalaryis ,basedon enrollment intheclass. Recordsof informationaboutpupils.-Eveningschoolshave donelessthanday schoolsin accumultitinginformationabout the'pupils.These pupilsareolderthan indayschools thereseems to be and an assumptionthattheresponsibility theschoolstops with of theofferingofcourses whichpupilsde- sire.Some schoolsoperateon a broaderconception function. oftheir Aidinplacementinoccupationsrepresents formof one additionalservice.//lostschoolshavedone littlein very studyingtheneedsof thepupilstheyare serving. Thepercentagesof schoolsrecordingdifferentitemsof infor- mationare presented inTable23.Age,nationality,race, andmarksarethe kindsofinformationmostfrequentlyre- corded.Otheritems ofsignificanceforguidancearerecórded muchlessfrequently, andlessfrequentlyintheschoolsnot 6ceivingFederalaid thanby theschoolsin theaidedgroup. TABLE23.Percentagesof evening schoolswithrecord;ofcertaintypes of informationaboutpupils .M.NIIII! (4 , Type ofinformation Or=AGroup BTotal , (244) (196) eiL (439)

1 _ I t 3 4 Age Nationality 29 6 22.8 Marks i 2d.0 17. 1 19. 1 Race . / 18. 0 17.6 Grade __ . _...... ______.... 17.7 locationwhenleaving regulardiyschool 13.9 14. 5 14. 1 Vocationalplans 14. 8 7. 8 11. 6 Educationalplans 11.1 3. 1 7. 5 Occupationenteredat tin* ofleaving 9. 8 4. 2 7. 3 Different regular dayschool 8. 6 occupationsengaged insinoe leavingschool 2. 6 5. 9 Father'soccupation 7.8 3.1 6. 7 Interest 7. 8 a & 2 Health L. 6. 6 2. 1 4. 6 .. 4. 9 . & 2 6. 0 NoTz.-Thenumbersinparentheses are the numbersof seboolsrepresented. [ 64 ]

6 a

; 1' PART-TIME SECONDARY SCHOOLS Attention should probably be calledto the total absence in bothgroupsof schools of objective Measures of the capacity of these students. Use of Federal aid in evening schools.Throughoutthis discussion, the practices ofevening-schools partly supported by Smith-Hughes funds have been compared withschools without suchsupport.Practically all the schools withotil thissupport haveneverreceived it.Only 8 schools in Group B,orapproximately4percent, indicated that they hadre- ceived Federal aid in thepast.Only3 stated theirreasons for discontinuing itsuseand thesewere:Federally aided work transferredto another school; difficult to fill classes withambunt of time required incourses;difficultto Qrganize class'èsto conform to regulations.Thesereasons maybe of interest, butsofew schoolsareconcerned that discussionat this point is unwarranted. : Use of correspondence-school cour8e8.Anothermatter of interest is tireuseof correspondence-schoolcoursesin evening schools.Elsewhere in theréportof the Survey will be found alchapterontheugeof thesecoursesby public high schools. Nine schools in Group A andonein Group B replied that such lessonswereused.Millirepresents about 4percent of Group A and less than1percent of Group B.Thecourses offered by this method Tire arithmetic, English, mathematics, drawing, advertising, salesmanship, economics, retail selling, police problems, and American diplomacy.Evidently these coursesfindsomeplace in the curriculum of evening schools, particularly those of Group A,as asupplementto the regular class offering.

6. SUMMARY STATEMENTCONCERNINGPREVALENCE AND PROGRAMS OF EVENING SCHOOLS (1) Evening schools in the United States enrolledmore than 1,000,000personsin 1930.From the replies madeby 439 evening schools toacheck listontheir enrollments,programs,and administration,. the median enrollment of these schoolsvtasfound to be 'between 500to 600.This enrollment is about equally dividedastosex.The first quartile of the distribution of enrollments is slightlymorethan 200 and the third quartile is about 1,250.In other words,a fourth of the evening schools replyingto the inquiry had

601111r [ 65 ]

46- NATIONALSURVEYOF SECONDARYEDUCATION enrollments of lessthan200; theMiddlehalfhad between200 and enrollments 1,250;andthelargestfourthhad ofmore than1,250. enrollménts (2)Theprogramor course offeringofeveningschoolsis extremelybroadandvaried. Inthewholenumberofschools, instructionisgiveninmore than500 part itis courses.Forthemost practicalandvocational.There difference isconsiderable betweentheschoolswithandwithout Aboutathirdofthe Federalaid. offeringoffederally4idedschools duplicatedinschools isnot notdrawingFedétalaidanda fourth toathirdoftheofferingin thelattertype ofschoolsisnot duplicatedinthefederallyaidedgroup. The finedto thelatter, coursescon- groupare largelyspecialized courses andthose vocational peculiarto theschoolsnotusing aidare largelyacademic. Federal (3)Thefacts concerningadministrationoff:vening courses indicatethatthe schóol chiefemphasisinthesecourses is on thepracticalandvocational values;:1Thisa,p44ars more characteristicofthe to be federallyaidedschoolsthanofthe unaidedgroup.Schoolsofthe lattertypeseem to havemore articulationwithdayschoolsandto ofgeneral emphasizetheobjective educationtoa greaterdegreethan aidedschools. thefederally (4)Theadministrativehead oftheeveningschoolismost oftentheprincipalofthehigh school.Thisistrue ofall schools,federallyaidedor unaided. Next sfrequencyare teachers,usuallyfromthehigh 'school. s. zt infederallyaided as frequently schools,thedirectorofvocational tionadministersthe educa- eveningschool.Correspondingto this arrangementisthatofhavingtheevening ingFederal schoolnot receiv- aidunderthedirectionof Othersin a departmefithead. bothtypes ofschoolswhodirect are principals theeveningschool ofelementaryschools,assistant highsch9ols, principalsof andsuperintendentsofschools. (5)Themediansalaryof eveningschoolteachersisabout $4per nightor, roughly,$2 per hour.Widevariationin salaryexistsfromschoolto school,. taught, depeiolingon subjects experience,andlengthofservice. (6) Onthewhole,eveningschools some effortto aypear to bemaking coordinatetheiractivitiesvtr,iththe activitiesandneedsofthe occupational pupil.-Sdh.00lsreceiving kedéral . ti68 ] PART-TIME SECONDARYSCHOOLS aidseemto be working along these lines inmuch largerproportions than those of schoolsnot receiving Federal aid. The' repliesto the check listgavelittle evidence-of the quality of this effort, but such evidenceasthere is indicates thatthe programof the federallyaided schools forcoordination is mOredefinitively organizedandmoresystematic than that of bhe schoolsnot drawing Federal aid.Since theprogram of the formertype of school ismoredefinitively vocationaland practical, this difference iswhat might be anticipated. (7) Evening schools,as a group,donot devote muchenergy to recording dataonthe characteristics oftheir pupils.Age, race,marks, and nationalityarethe itemsmost commonly recorded, but lessthan 30per centof the schoolsreport that they recordany oneof these items.Insome cases,the school authorities record onlynames,addsses, andcoursestake by the students.There isat present littleor noguidarse connection with evening schools.Until sucha programis( developed, extensivesystems of recordsarenot to be expected. (8) A small number of eveningschools, practicallyall of whicharein the federally aidedgroup,report theuseof correspondence-schoólcourses.From the titles ofthecourses reported, itappearsthatmost of themareof the so-called "related "orof the academictypes. (9) In most of the comparisons ofthetwogroupsof evening schools presented here, the iroupreceiving Federal .3 aid hassomefeaturesnot possessed by thosenot receiving Federal aid.It isnot within thescopeof this reportto discussoranalyze thecausesunderlying thesedifferences. Itwasstatedat the beginning of the chapter thatnoinvid- ious comparisonswereintended and that theschools had been divided in thiswaybecause it seemedalogicildivision. The effort at division is borneout by the rather striking differences found.Another method ofgrouping mighthave ,resulted in other differences of equalsignificance.However thismaybe, the reader should be cautined against making hasty generalizations.Itmaywell ethat thebetter schoolsarethose which avail themsyesof Federal aid. Itmayalso bethat;because of Federal aid,these schoolsare abletoprovide betterprogramsandto domorefor their pupils than they could without aid.Thisseemslogical. Noonewquld deny that organizatioiisreceivingthe benefits [671 4

Or IL 1 NATIONAL SURVEYOFSECONDARYEDUCATION of financial A. aid shouldbe inapositionto expandandto developtheir programs toa greater degreethancouldbe donewithoutthis additionalhelp.Thiswouldbeespecially true in thoselineswheretheadditionalfunds The were expended. Smith-HughesActprovidesfor aidin thefields trial of indus- andtradetraining,agriculture,andhome It isin economics. thesefields,especiallythefirst-mentioned,that the superiorityof thefederallyaidedschoolsisevidentin the materialsof thischapter. (10) Two aspects oftheprogramare deservingofspecial mentioninthissummarystatement.Thefirst, O horizontal articulation withthe dáyrschool,ismademanifestinthe common administrativecontrolof thetwo units, mich duplicationin staff,andcommonuseof thesame plant. One isnecessarily impressedwiththesimilarityin titlesof courses appearing Ineveningschoolsandthetitles appear which inprograms of thedayhighschools.The -the second, contributionof theeveningschooltoa democratized educationalsystem, isshownbytheprovision,of tional educa- opportunityofvarioustypes whichthepupilsmight haveobtained in thedayschoolifconditionshadbeenmore favorableforthemto continuethere.Insome instances, groupsof pupilsnot providedfor inthe dayschoolfind inthe eveningschool courses adaptedto theirabilitiesandinterests. Thefollowing chapteronthecharacteristicsofpupilswill furthershowtheextentto whichtheevening as an schoolsserve agency furtheringthedevelopmentofa democratic secondaryeducation.

[68]

A CHAPTER V:CHARACTERISTICS OF PUPILSENROLLED IN EVENING SCHOOLS

1. SCOPE OFINVESTIGATION e Pupilsiin eveningschools differ from pupils inother secondaryschools .Few data havegeengatheredwhichdescribe the characteristics ofpupils served by eveningschools.Ina study .of pupils inasinglk evening high schoolin St. Paul, Minn., Koos foundthe pupils to differnotably from thosein the day schoolsin several respects.' Schools and pupilsincluded in,,investigatian.Inthe present investigation informationconcerning pupilswasobtained by meansofaninquiry form filled out bypupils in certain of the schools visitedámong.the types describedin the precedtng chapter.Due to the factthat the personalvisits to cities weremfildefrom February toJune, 1931, theevening schools in cities visitedduririg the latterhalf of this periodwerefound to,beclosedorjust about to close.Itwaspossible, howevr, tocollect theinformation desiredfromthe pupils in11 evening schoolsdistributedU asfollows:2in Bridgeport (Conn.); 4 inDetroit; 2 inIndianapolis; 1 in Joliet(Ill.); and 2 inMilwaukee. Sincethese datawerecollected in mostschoolsnearthe close of theschoolyear,itmaybe assumed thatthe population by thattimewas more orless selected.The mortality inmanyevening schoolsis high andtoward the close of the termthe originalenrollment inevening schools is Qken reduced by 50percentor more.On the otherhand, the evening schoolsof Bridgeportand Indianapoliswerevisited nearthemiddleof the termandonein Milwaukee justafter the'opening ofa newterm.ThesesChools include5 ofthe 11studied.In view ofthis fact itmaybe assumed that the total populationof the 11schools is fairlyrepresentative. It is also truethat in eveningschools pupilsareentering I As in ChapterIV, the term"pupil" is being useduniformly in all of the reports ofthe Survey to refer to the personsserved by theschool. This fact will explain the failure to refer to older personsenrolled in eveningschools as ' 'students." !Coos, Leonard V.,The American SeoondarySchool. Boston, Ginn & Co., 1927.pp. 862-364. [69] NATIONALSURVEYOFSECONDARYEDUCATION

throughouttheyear.Regulationsgoverningregistration and entrancetocourses frequentlypermitpupilsto enter and to leave courses whenevertheydesire,consequently,pupils are enteringcoursesaswellasdroppingout of themduring most of theterm. The schoolsarebelievedto berepresentativeof thedifferent types of evening schools,withperhapsaslightpreponderance oftechnicalandvocationaltypes.Threeof the eveliing schoolswere conducted bylargecomprehensivehigh 3 by trade schools, orvocationalschools,2 bygeneralhighschools, 2 bytechnical highschools,and1 byahighschoolofcom- merce. Althoughbutone commercialhighschoolwasin- cluded, theeveningschoolsin thecomprehensiveandthe generalgroups all hadstrong offeringsin thisfield,sothat thisline oftrainingis wellrepresented. The checklistwasfilledout in the11 schoolsby2,940men and 1,363women,atotal of4,303persons.This ismore thantwice asmanymenas women.In thedataonenroll- ments in the precedingchapterthe medianenrollmentsfor the sexes wereaboutthesame.Thedifferencehere isprobably to be accountedfor bythe factthat3 of the11 schoolsstudied were tradeschoolsih whichfewwomenwere enrolled.The persons asked to fillout thecheck listsrere selected ina randommanner to make themroughlyrepresentativeof the entirestudentbody. In orderthatbcA datato be presentedmaybebetterinter- pretedin tb Ltof thetype of workbeingtakenby in pupils eveningsaools,theyweregroupedbysexandeachgroup was separatedintofour subgroupsasfollows:(1) Those takingworkentirelyinacademicsubjects;(2) thosetaking all their work incommerciallines;(3)thosepursuingsubjects entirely in tradeandindustriallines,(4) allothers,including thosetakinga varietyof workwhichcouldcsn'otbeclassified under (1), (2),or(3).Thesewerepupils iakingmusic,fine arts, householdarts, physicaleducation,Americanization courses, agriculture,and variouscombinationsof allcourses. The eightgroupsthusobtainedwill betreatedseparatelyin thefollowingpages.

f#$

[70] PART-TIMESECONDARYSCHOOLS

P. PERSONALAND FAMILYDATA . Age8 of pupil&The medianageof evening-schoolpupils is between 20 and25, excepting thatof girls inacademic work, which is25.1.(See Table24.)Among themen groupsthe youngest is the academicgroupand the oldest isthe industrialartsgroup.Among thewomen groupsthe academic isthe oldest and thecommercialgroupsis theyoungest. The first quartilerangesfrom18.4yearsforwomenin industrialarts to 21.4yearsforwomenin academicwork. The thirdquar- tilerangesfrom 25years to 30.9years.The middle50per cent of evening-schoolpupilsareapproximatelybetween18 and30yearsofage.The actualdistributions showa range from13 to 79years,butveryfewareunder16 and notmany are over 45. The spread of theageso-fpupils in theevening schools isreported ingreater detail in Figure3.

TABLE24.-Age8 ofpupils enrolledin eveningschools

Field of studyin eveningschool Measure Aca- Com-Indus-Other demicmercial trial sub- All arts jeets

2 3 4 Men: Median 21. 5 22.4 24.9 34.8 24.0 Firstquarte ------18.8 Third 19.8 20.6 20.4 20.3 guar Ile_ 27.1 27.1 30,9 31. 1 30.1

. men Number f 610 326 1, 540 386 2, 842 Women: Medi 2& 1 20.7 72.1 2a7 72.1 Firstq . ile Third quartile 21. 4 18.8 l& 4 20. 2 19. 3 30.'9 25.0 26.1 28.8 27. 3 Number of women 256 654 75 318 1,3t 3

The pupilsserved byeveningschoolsaremuchmore mature than thoseserved inthe dayhigh schools.Consider- ing18astheaverfigeageof high-schoolseniors, halfof the men are 6or moreyearsolder thanseniors.Thewomen, somewhat yoihgerthan themen,haveamedianage4years Toreadvancedthan theagefor seniors.Many ofthemare beyond theagesof theadvanced college&pas. Country ofbirth.-InTable25areshowndistributionsof the eightgroupswithrespéctto country of birth.About80 per centof allgroups wereborn in thiscountry. Theper- centage of native-bornpupils variesalittle withtype of course.The highestpercentage is 91 forthewomenincom- [ 71 1

A NATIONALSURVEYOFSECONDARYEDUCATION

mercialcoursesand thelowest is72.7 formeninotherthan academic,commercial,andindustrialartscourses.The industrialcourses enrolledalargerproportionof foreign- born personsthan didthe othercourses. A largerproportion of the women than ofmenwereborn intheUnitedStates. Agreat majorityof thepupilsarenativesofthis.country. TABLE25. Percentagesof pupilsenrolledin differentcourses in evening schoolswhowere born in theUnitedStates

Type ofcourse Men Women Total (2,920) (053) (4,273)

Academic _. _ . , 80. 2 Commercial _ 82. 5 80.9 Industrialarts 83.9 91.0 88. 6 Others 78. 2 86. 3 78. 6 72. 7 90. 0 80. 9 Total______._ _ __ _...... _...... , ______78. 6 88. 8 81.8 NOTI.-The numbers inkarenthesesindiestethe numbersof pupilsstudied. TABLE26.-Percentage8 of fathersofevening-schoolpupils whowerebarn in differentcountries

Field ofstudy inevening school Countryof birth Indus- Aca- Com- OtherTotal demic trial mercialartssubjects I 3 3 4 5 I Men: United States Austria-Hungary 44. 6 51. 2 44. 5 37. 7 44. 5 Balkan States 5. 2 6. 4 5. 4 5. 4 5. 5 British Empire 2. 5 1. 8 1. 5 3. 1 2. 0 Germany 11. 1 9. 8 12. 1 7. 6 11. 1 Ireland ,.. 9. 3 11. 6 13. 4 12. 2 12. 1 Italy 1. 0 1. 5 1. 3 2. 3 1. 4 6. 7 2. 3. 8 10. 2 Poland. , 5. 1 Russia 4.0 5. 5 7. 8 7. 4 6. 6 ...... 4.5 2. 7 Scandinavia 1. 9 3. 7 , 2. 8 Philippine Islands 5. 3 2. 1 3. 4 2. 8 3. 6 .7...... -...... 1 China andJapan . , .3 . .3 _ _._ _ _ _ _ . France . _ ..._ ..... __ _ _ . _ . _ .1 .3 ...... _ . .3 . .3 Czechoslovakia . 1. 3 1. 5 All others I. 5 . 1.4 3. 2 3. 4 2. 8 5. 9 3. 4

Number ofmen represented _ _ ...... ,. - 601 328 1, 493 353 2. 775 Women:

United States _ 45. 3 58. 4 27. 3 48. 8 50. 6 Austria-Hungary 5. 1 6. 1 6. 5 Balkan States . 4. 3 5. 5 .8 2.4 2. 6 2.3 2.1 British Empire 11. 7 Germany , 8. 3 6. 5 9.3 9. 1 5. 9 5. 6 13. 0 11.0 7.4 Ireland 5. 1 9 Italy. _ ...... ,.... A. 6. 5 .7 2. 5 Poland 3. 5 I..9 9. 1 6. 6 5. 8 Russia 5. 9 4. 1 9. 1 3. 7 4. 7 Scandinavia 6. 3 2. 4 1. 3 3.0 3. 2 China aridJapan & 9 2.7 1.3 5.6 3e 6 Prance. .3 .1 .3 ___ Czechoslovakia ..... 1.0 .4 All others 2.0 1.8 10.4 1. 0 2.1 4.7 2.2 6.5 2.3 t 0 Number ofwomen represented 1 256 629 77 301 1, 262

[72] iART-TIMESECONDARY SCHOOLS Contrasted with these dataarethoseonthe country in .whiCh the fathers of these pupilswereborn.(See Table 26.) In this tableareshown tho percentage of pupilswith fathers born in certainforeign countries. From 25.9 to 52.9percent of the fathers ofpupils in the differentgroups wereborn in the United States,or,converse3r, 'fromahalf to three-fourths areforeign bun. Of these, thelargest proportionscomefrom the BritishEmpire and Germany, each of these groups including about 10percent of thetotal,Poland, Italy, and

PERCENT AGE O 10 20 30 40

0.1 . 10-14 0.5 0.2

22.5 15-19 32.1 25.5

32.7 20-24 32.7 . . ,4, . 317

19.3 25-29 17.0 1&6

12.0 30-34\ 83 / 10.8

6.9 gr 35-39 5.1 ,A Men 6.4 r Eo.men Total' 3.6 40-44 2.3' 3.2

2.9 45 AND OVER 2.0 2.6

FIGURE 3.Peroentagesof 4,145 evening-school pupils atdifferent age levels Austria-Hungaryinclude about 5percenteach.The highest proportion offoreign-born fathersis found in thewomen industrial-artsgroupand the lowestin thewomencommercial group.On theaverage, morethan half of thefathers of these evening-schoolpupilsareforeign born.Slightlymorethan half of thefathers of themenpupilswereborn in countries other thanthe UnitedStates, in contrastwith approximately afifth of themenpupils themselves. [ 73 NATIONAL SURVEYOFSECONDARYEDUCATION Thecontrast is stillgreater forthewomen pupils. their Halfof fatherswereforeignbornandonly 11.2per cent of 'the 4. pupilsthemselves were not born intheUnitedStates.A largeproportionofevening-schoolpupilsare native-born childrenofforeign-bornparents. Race.-Thedataontheraceofevening-school indicate pupils thatmorethan97per cent of thembelongto the' whiterace, about 2 per,centto the Negrorace,and1 to all other per cent races.Thedetaileddataonthisitemare not presentedintabulararray becausethereare no differences amonggroups andbecausenoneof theraces except thewhite hasalargerepresentation. Father's occupation.-Asinthecaseof pupilsin dayschools, theoccupations of thefathersofevening-schoolpupilsare takenas a significant indexofsocio-economicstatus.These dataareshown inTable27. TABLE27.Occupational distributionof thefathersofeveningschool 4 pupils

Men(2,940) Women (1,363) Total(4,303) Occupationalgroup Num-PerNum-PerNum-Per ber cent ber cent ber cent

3 4 7 Largeowners and proprietors 24 O. 8 .Professions 10 O. 7 34 O. 8 Executives 40 1. 4 2S 2. 1 68 62 1. 6 1. 8 11 .7 63 Middleowners and proprietors 143 1. 5 Semiprofessional 4. 9 48 3. 4 189 4. 4 workers 31 1. 1 14. 1.0 45 Managerialworkers 184 1.0 Skilled smallowners 6. 3 54 4.0 238 5. 5 100 3. 4 66 4. 8 168 Supervisoryworkers 185 3. 9 ,ommercialworkers 6.3 66 4. 8 251 5. 8 ler ical 61 2. 1 41 3. 0 102 workers 34 2. 4 fBuilding trades 1. 2 29 2. 1 63 1. 5 .. 140 4. 8 68 5. 0 208 Machine andrelated trades 294 4. 8 Printing trades 10. 0 103 7. 6 397 9. 2 15 .5 3 . Transportationandcommunicationworkers 2 18 .4 (skilled) 31 1. 1 Manufacturing,mechanical,and 15 1. 1 443 1. 1 workers production 254 & 6 111 Transportationandoommunicationworkers & 1 385 & 5 (unskilled) 4.5 1.5 33 2.4 78 Semiskilledowners andproprietors 428 1.8 Smallagents andmanagers 14. 6 217 15. 9 645 18. 0 -, 95 3.2 31 2.3 Public service _ _ ...... 128 2.9 Personalservice ...... 65 2. 2 32 2. 3 97 2.3 47 1. 6 24 1. 8 71 Common labor 204 1. 7 Unclassifiedowners 6. 9 96 7.0 300 0. 0 41 1.4 30 Unclassifiedmanagers______...._____ .._ . _ 2.2 71 1.7 All others.... 52 1. 8 32 2.3 84 2.0 No 62 2. 1 41 3. 0 103 answer 313 2, 4 10. 7 162 11. 9 475 11. 0 NOTZ.-Thenumbers in parenthesesindicate thenumberof pupilsstudied. 49. [74 PART-TIME SECONDARY SCHOOLS

These dataarepresented only bysexand for all eveningschool pupils combined.Theyarenotpresented for pupils in various fields of work becausenolargeorsignificant differences werefoundamongthe occupationalgroupsof the fathers of pupils in the various lines of work.Itappearsalso that thedistributionsformenandwomen aremuch alike. The occupations engaged inmostfrequently by the fathers of these evening-school pupilsare,in order of frequency (1) tile semiskilledownersand proPrietors (2) the machine and related trades, and(3)manufacturing, mechanical, and production occupations.These three types include 32.7 percentoraboutathird of the fathers.The remainderare well scattered withapreponderance in the skilled, semiskilled, and unskilled occupations.In this respect the distribution differs markedly from that of fathers of highschool pupils whereamuch greater proportionwerefoundto be in the professional and semiprofessionalgroups.Com- parisons not reported here show that the evening school is muchmoretruly the school of thecommonpeople than is the regular high school. Intelligence of pupils.Arrangementsweremade inan evening fichool conducted byoneof the large comprehensive high schools to have the pupils take the Pressey Senior Classification Test.The results of this testingarepresented in Table 28.The data reportedarebasedon597cases, a representative sampling of allgroupsin this scho91, including fhose in academic, commercial, industrialarts,and ina number of other lines.Although intelhgence quotients of adultsaresomewhat questionable, theywerecalculated in the presentinstance by using 16years asthe standard chronologi- calagefor all exceptafew whowereless than 16yearsold. In thesecasesthe actual chronologicalage wasused.

TABLE 28.Intelligenceasmeasured by the Pressey Senior Classification Test of597 pupils inalarge comprehensive evening-school

,Measure Mentalage I. Q.

Median .041 14 years 10 months 92. 3 First quartile 13 years 2 months 82. 1 Third quartile 17 years 4 montbs 109. 2 Range_ 10 years to 21 years11 months 70 to 139

e 12s4a3oaae [ 75] NATIONALSURVEY * OFSECONDARYEDUCATION Themedianmentalageof thegroupis14yearsand10 months,andthemedianI. Q.is92.3.The range3of semiinterquartile mentalagesis1year and 3monthsand I. Q.is8.5.This thatof means that 50per cent ofthegroup donot vary from themedianmentalage bymore than1year and 3 months,norfromthemedianI. Q.by group more than8.5.The appears slightlymore homogeneousthan expectedofa mightbe randomsampleofthetotalpopulation. It isdifficult to interpretthesignificanceofthese ofintelligence.In measures relationto theintelligenceofregular high-schoolpupils,they are somewhatlower.Themedian intelligencequotientofthisgroup of evening Themental pupilsis92.3. ageof14years and 10monthsis thanthe13 distinctlybetter years and6monthsobtainedby tomore than thetests given 1,700,000litetedraftedmenin Theupper fourth theArmy. inintelligenceare abqvo17 `years 4 monthsin and mentalage and havean lligence above109.2.These quotient scoresare usuallyrcovideredto indicate capacityadequateto dowork level. at/thefreshmancollege Certainlytheupper half of thisgtoup ofevening-school pupilshavesufficientcapacityto succeed jects inmpst ofthesub- offeredinthesecondaryschool.Forthe ofthegroup, at least, lowerhalf adaptationswillneedto bemadefrom thestandardsconsidered to b4desirableinthehighschool. Ithas,fortunately,been a somewhatgeneralpolicyofeven- ingschoolsnottosetupan arbitrary ment and standardofattain- to excludepupilsunableto reachit. efforthasbeen Instead,an 4 madeto develópan interestin and theworktaken to bringaboutashighalevelof pupilscan reach. achievementasthe 3. PAST EDUCATIONALEXPERIENCE Mutationallevelattainedinclay8chool.One whichthis of thefacts studysetouttodetermineisthe levelattainedby educational evening-schoolpupilsbeforeleaving dayschool.Tothis the end,theywere askedto indicatethe 41. _highestgrade attainedinfull-timedayschool. to thisitem Thereplies are summarizedinTable29 andFigure datainthetable 4. The are presentedsimplyinwholenumbers. s The aemiinterquartilerange isobtainedbydividing first andthirdquartile. bytwo thedifferencebetween 4 th [ 76 PART-TIMESECONDARY SCHOOLS Thatis, thestatisticalcalculation of themedian formen'in academicworkyielded 10.7,which actually ,meansthat 50percentof them werein the tenthgradeorabove when theyleft school.Again, the thirdquartile forseveralgroups cameoutslightlyover12.This mightmistakenly beinter- preted to mdanthat theseitediansrepresentedschooling beyond thetwelfthgrade, that is,college work. ç. -30 TABLE 29.Highestgrade attainedby evening-schoolpupils at thetime of leaving full-timeday school

Field of study in eveningschool

Measure Aca- Com- Indus- Other All demic mercialtrial artssubjects

Men: Median 10 11 9 10 10 First quartile 8 9 8 8 8 Third quartile _ _ ...... 12 12 11 12 12 Number of pupils_ 598 326 1, 522 346 2, 792 Women: Median 11 10 8 10 10 8 8 8 8 First quartile _ ...... 9 Third quartile_ 12 12 11 12 12 Number of pupils 253 662 74 319 1, 308

The mediangradesattainedrangefrom the eighth tothe eleventh.The lowest arefor thosein theindustrial arts. The othermediansareall at tenthand eleventhgrades.The first quartiles areateither eighthorninth gtades.The educationallevel ofthese pupilsis notsolowasmight have been expected.It is truethatafourth have notadvanced beyonct theeighth grade,butonthe other hand mostof them have hadsomehigh-schoolwork.In fact,aconsiderable number have gonebeyond thehigh-school level. Curriculumtaken inhigh school bypupils enrolledin different type8ofcour8e8:The pupilsin evening schools weredistributed toall thedifferent curriculumsin which they wereenrolledwhile inhigh school.(See Table 30.)The highest percentages wereenrolled inacademic, general,or commercialcurriculums,with the generalcurriculum the highest formenandAhecommercialcurriculum highest for women. 1 77 k NATIONALSURVEY OFSECONDARYEDUCATION The a secondlargestproportionofmenin tookthesame type of industrialarts courseinhighschool.Thelargest °SIPproportionofwomenincommercial of courses tookthattype traininginhighschool.Thesame situation both obtainsfor sexesinacademiccourses.Whilethe tioninthe largestpropor- differentfieldsofstudyinthehigh tinuedinthe schoolcon- same type,ofcourses ineveningschool, was large shiftinthe there fieldofstudy.Anotableexample thegroup ofwomen taking is industrialarts.Thesewomen are-thosetakingdressmaking and4be.autyculture,withafew inmechanicaldrawingand bookbinding.Mostofthemtook FIELDOFSTUDYIN EVENINGSCHOOL GRADE 7 8 9 10 11 12 13 Academic o

Commercial , MALES., Wens' Others a Total a .. Academic o Commercial a FEMALIS Industrial Others ., a Total 4. I a

FIGURE4.flighestgrade attainedbyevening-schoolpupilsat the time ;ziaysphool.(Mediansand of leavingfull-time ranges of middle50per oentare shown) ageneral or a commercialcurriculuminhigh isan especially school.There markedtendencyforpupilswho generalor academic tooka curriculuminhighschoolto takesome vocationalcourseineveningschool.Of the 964men whotook academicandgeneralcurriculumsinhigh continued school,264 thestudyinthesefields,but158 shifted mercial tocom- subjectsand426 tookupthestudyof jects.Of the industrialsub' high-schoolpupilswhowenton to evening schools,roughlyathird ofthosewhoelectednonvocational curriculumswhenin high schoolcontinuedto studyinthe , same field. Approximatelytwo-thirdsshiftedtospecialized' 78

tao

c...1 PART-TIME SECONDARY SCHOOLS vocational subjects in theevening school.Many of the evening-school pupilsarecontinuingtospecialize in the samefieldasthey did in the high school andmany are obtaining theirfirstvocationaltraining.Ano.ther large group areobtaining traiRing inasecond field of work, having shifted from thefield in which they received training in high school.

TABLE 3 0.-Percentages of pupils enrolled in each type ofcoursein evening school whohad taken various curriculums in high school

Field of study in evening school04,,

Curriculum in high school In- Aca- Com- dus- Other All A demicmercialtrial ubjects arts

C." 2

Men: General 27.8 33. 4 34. 5 31. 8 32. 2 Academic 28.6 18. 9 16. 7 18. 0 20. 3 Scientific 15.2 5. 0 9. 6 14. 21 10. 8 Normal .4 1.0 .8 1.3 .8 Commercial 13.0 31.1 11.9 15.9 15.8 Fine arts 1.7 .3 1. 3 3.9 1.6 Industrial arts 9.2 7. 6 18. 4 9. 0 13. 1 Household arts .4 .3 .1 .4 .3 Agricultural .4 .7 2. 4 1.3 1. 5 Other 3.2 1. 7 t 3 4.3 3. 6 Number of men represented 468 302 838 233 1, 838 Women: General 24.2 23. 9 35. 5 20. 7 23.6 Academic 33.5 20.8 12.9 22.4 23. 7 Scientific 1.8 9 .4 1.0 Normal & 7 3 3 7.9 4.8 Commercial 20.1 41. 0 35.5 36.1 37. 1 Fine arts .9 2. 7 3. 2 2.5 2. 3 Industrial arts .9...... 4 .6 Household arts 3.1 3. 7 9.7 5. 4 4. 1 Other 1.8 2. 7 3. 2 4. 1 2. 9

Number of women represented 227 547 31 241 1,046

Other schools attended by evening-school pupils since being emploYed.-Almost80percent(including those who donot answerand whomayprobably be assumednot to have had training) have hadnopart-time schooling other than evening school since they began working.Thus,a e out 20percent signify that they have hadsomeschoOling in additionto evening school since beginning to work.This proportion is about thesamefor bothsexe&yor thegreat majority of pupils the evening schoolrepreseAts the onlytype of formal ,

[ ) "L. NATIONAL SUR.VEYOFSECONDARYEDUCAT1N education whichtheyobtahiedMiter leayingthe dayschool. full-time A sm4I1 proportionof thepupilsineveningschools thatthey reported were at thesametimeattendingsome other school. Asmanya.s5.6per cent indicatedthatthey day were attending school.Thesedataarein IllirmonLywiththe reported practice in theprecedingchapterofpermitting pupils day-school to take intheeveningschoolcourses thatare not availablein thedayschool.Avery small per cent, indicated proportion,2.6 thattheywere attendingasecondeve- ningschool. Onecan not be certainthatthissmall didnot number misunderstandthequestionandreferhereto the eveningschoolfrom whichthedatawere obtained.Forthe great majorityof pupils,theevening-schoolstudydoesnot supplementstudy in dayschools;it isengagedin bypersons employedduringtheday. Extent to whichevening:schoolpupilsreport having ¡usefultrainingin received highschool.Ithaspreviouslybeenindi- , catedthatmost of the 'coursestakenbypupilsinevening schoolsarévocational innature.. Thisneedfor trainingmay indicate vocational eitherthatthesepupilsneglected takevocational to coursesinhighschool,thatthevocational trainingreCeived was inadequate,thatthepupilschanged theirfieldofwork s()thatthevocationaltrainingthatwas -obtaineddidnot apply, orthattheywere neverenrolled ahighschool. in Approximatelyathirdof themenin schoolsreportedthat evening some vocationaltrainingreceivedin highschoqproved usefulinsome position.Onlyabouta firthof tftewomen reportedthattheyfound trainingto be some of theii usefulvocationally.Inotheiwords, two-thirdsofthe about menandthree-fourthsofthewomen had not .beenconscious ofany help bythevcitationaltraining theyhadreceived. Forthegreatmajorityof thisgroup, thehighschoolhad donelittletowardsachievingthevoca- . tionalobjectiveoftheschool.Thesefacts at least,the explain,inpart streissonthe *vocationalsectionsof the schoolprogram. evening-

[80] PART-TIME SECONDARY SCHOOLS 4 4.VOCATIONAL EXPERIENCES OF EVENING-SCHOOLPUPILS The informationavailable.Reference has just been made tothe importance of the vocational partof theprogramof the eveningschool.Asummaryof thevocational Listories willservetodescribe the characteristics of thesepupils and to. define somewhattheir need for vocationaltraining. Thiscanvasswill include reference to thefirst job after leaving school, thesalfiryonthe first job, thenumber of different jobs held, presentoccupation, salary in the present job, degree ofsatisfactiononpresent job,andreasonsfor leaving day school and attendingevening school. First job.Pupils in theevening schools visitedwereasked togive thenamesof their first jobs afterleaving school and

their duties inconnection with these jobs.In Table. 31 areshown the classificationand distribution of thesefirst jobs.The largest proportion ofmenin academiccoursesin evening schools wentinto clerical service.The proportion for thisgroupis following rather closelyin order bycommon labor, transportation andcommuriication service (mostly messengers), andmiscellaneous trades. Themenincom- mercialcourseswent mostlargely into clerical servicealso. The next highestaretralsportation andcommunication service and miscellaneousifa,des.The greatest proportions of those taking other courses wentfirst intoconqmonlabor, miscellaneous trades, andtransportation andcorAunication service in the order poled.For allgroupscombined the order iscommonlabor, miscellaneous trades,clerical service, and transportationand communicationservice. Thewomenentered the clericaloccupations in largest numbers.Second in frequency isthegroupof miscellaneous trades.Nearly half of thewomenentered these twogroups. The percentage forthewomenenrolled in different typesoftb, coursesin the evening isalso highest for theclericaloccupa- tions, the onlyexception being for thoseenrolled in the industrialartscourses;they reported themiscellaneous tradesmorefrequently. Themiscellaneoustradesare second highest forwomenin commercial and in othercourses bútprofessional service is na0highest for those inacademic work; professionalservice here includesnuries, technicians, teachers,musicians, etc.The thirdhighest proportion for womenin academic coursesis in miscellaneous tradesand.

[ 81] f. NATIONALSURVEY OFSECONDARY e EDUCATION TABLE31. Percentagesofevening-schoolpupils whoiiifirst jobswerein the differentoccupationalfields

°Fieldof study inevening sChool Occupation Indus- Aca- Com- OtherI demic trial All mercial artssubjects

3 4

Men. Proprietorsandowner; Professionalservice 0 1 O. 1 Managersfind supervisors 2. 1 1. 5 1. 2 2. 7 1. 6 .6 . 8 .4 .3 .5 Commercialservice 1. 3 1. 8 .6 .8 .9 Clericalservice 16. 8 Agriculturalservice 27. 2 9.7 10. 1 13. 2 Buildingtrades 3. 5 3. 0 6_9 4. 5 5. 4 2. 4 2. 7 2. 7./ 1. 3 Machinetrades .6 2. 5 Printingtrades 5. 0 3. 6 4.9 5, 3 4. 8 Miscellaneoustrades .g .6 2.9 1. 1 1. 7 Transportationand 11, 0 11.9 16. 2 12. 2 14. 1 communicationworkers__ _ 17.52.5 18. 1 41/4 9.7 10. 6 11. 2. Publicservice . Personal 7. 5 10. 7 4.7 9. 0 6. 5 service ...... _ . 1. 9 1. 2 Miners,lumbermen,and fishermen 1. 7 3. 5 1. 9 Commonlabor .8 .6 1.3 1. 1 1. 1 Inadequateor no answec 14. 1 9.6 21. 5 17. 0 18. 0 .. _ ..... - .... 20. 1 9. 0 15.9 20. 5 16. 5 Total numberofmen represented _ 626 335 ,6a3 376Z940 Women: Professionalservice 14 8 4. 3 3. 7 12. 0 8. 3 Managersand supervisors 1. 1 Commercialservice .5 .3 .5 .3 1. 2 Clerical service .3 .3 41. 9 39. 2 13. 6 31. 3 36. 2 Agriculturalservice 4 Buildingtrades .1 1. 2 .2 Machinestrades .3 .1 .1 Printingtrades .1 Miscellaneoustrades 1 .3 .1 6. 7 12. 7 25. 9 9. 9 11. 8 Transportationandcommunicationworkers...._ 1. 5 Public service 3. 7 1. 2 3. 2 3. 0 _ .. _ ...... _ _ _ 5. 6 Personalservice 10. 0 9. 9 6. 7 8. 3 6. 7 '& 2 11. 2 10. 5 8. 7 Housewivesand homemakers 2.2 Commonlabor .5 3.7 .6 1. 0 .7 .6 Inadequateor no answer 2. 5 1. 2 .9 18. 5 19. 5 26. 0 23. 5 20. 7 Total nufhberof women represented______270 689 81 343 1, 363

Non.-Thefootnoteappendedto Table 9applies alsoto Table 31.

personalservice.For allgroupsofwomen combinedthe order offrequencyisclericalservice,miscellaneoustrades, public a-ndprofessionalservice. - shOuld It berememberedthatsomeof ..thesepupilscon-b tinued theireducation . beyondhighschoolbeforeseeking employment.However,most ofthembeganwork in occupationsof lowéconomiclevelwhichrequirelittleor no specialvocationaltraining. Payperweekonfirstjob.-Thereis muchsimilarityin the wages receivedonthe firstjob bypupils'enrolledin the differentsubjectfields,Theffiediansformen are $15.71 [ 82 ] PÁRT-TIMESECONDARY SCHOOLS

for those in academiccourses,$15.32 for thoseincommer- cialcourses,and $14.16 for those in thetradecourses. Wider variation is shown forthe firstwagesofwomen.The . medianwas$15.11 for those inacademiccourses,$12.35 for thosein commercialcourses,and $8.75 for those inindustrial and household artscourses.Itwasnotpossible torelate these data to the high-schooltrainingortotheyearin which the salarywasreceived.They indicate roughly that the menin different fields of studyin the evening schools started atapproximately thesamelevels of income and that the womenin industrial artscourses werelower thanthosein the commeicial subjects,andwagesof these, in turn,were lower than those taking academic subjects.These differ- encesforwomen maytosomeextentindicate differences in the capacity of those served.by thedifferentcourses, Number of different jobsheld.The number of different jobs held throwssomelightonthe type ofpersonserved by the differentcoursesin the evening school.Theie is only slight variationampngthe differentgroupsin number of jobs held.TIM larger numbers,pr,esented in Table 32 with the medianagesof the differentgroups, occurfor the older groups,suggesfing that the small differencesmaybe calised by the diffeiences in the length oftime they have been otit of,school.The number of differentjobs is somewhat greater thaTi that obtained in thyfollow-up study of pupils reported in Chapter VIII of MonographNo. 2.However, the amount ofshiftingis not sufficient toindicate that the pupils in evening schoolsare anirfesponsible and migratorygroup. TABLE 32.Median numbers ofdifferent jobs held by evening-school pupils since leaving dayschool

Men Women

1 Field of study Median Median MediannumberMediannumber age of differ- age of different jobs ent jobs

Academic 21. 5 3. 6 25. 1 3. 0 41 Commercial 22. 4 3. 4 20. 7 18 Industrial arts 24. 9 4. 1 22. 1 2. 5 Others 24. 6 4. 1 23. 7 2. 8

83 I NATIONALSURVEYOFSECONDARYEDUCATION

b. PRESENTVOCATIONALSTATUS Pre8entjob.InTable33areshownthepresent jobsof evening-schoolpupilsclassifiedin thesamemannerastheir first jobs.The largestproportionsof malesinacademic coursesarein clericalserviceandmachinetrades;of those incommercialcoursesthehighestnumberis inclerical service;thegreatest proportionof thoseinindustrialarts coursesareinmiscellaneoustradesfollowedcloselyby machinetrades;those inothercoursesare tobefound largely inmachineand inmiscellaneoustradesand inclerical service. Amongwomenthe largestproportionsof thoseinacademic and incommercialcoursesarein clericaloccupations.The next highestfor theformerareinprofessionalservice, whereasfor thelattergroup miscellaneoustrades issecond highest.Miscellaneoustrades alsoclaimthe largestpro- portion ofwomentakingindustrialarts.Thelargestpro- portion ofthose takingothersubjectsarein clericalwork. About twiceas many of thesearehomemakersasofanyof the threeothergroups. For allmen,the highestproportions.areiñ machineand miscellaneoustrades,followedbyclerigeserviceandcom- monlabor; forallwomenthe orderis clericalservice,homemakers, andmiscellaneoustrades.Thesituationissome- what differentfromthat shownfor thefirst jobs.The chiefdifferenceorchange forthemenisanincreasednumber in tradesandadecreasednumber incommon 4 laborand triinsp6rtutP5nandcommunication,and smallincreasesfor themanagerialandproprietaryoccupations.Forthe women,thechangesarerelativelysmall.Thelargest in- creaseisfor the"homemakers"groupwhichadvances from1per cent to 10.5per cent. As shownbyfather'soccupation,first job,andpresent job, theeveningschool isaschool ofthecommonpeople. Itspopulationis drawnvery 1 largely from _ the skilled,semi- . . skilled,andunskilledoccupationallevelsandtoa corre- spondinglysmallextent from theprofessionalorsemi- professionallevels. 4

[ 84 ] PART-TIME SECONDARY SCHOOLS e TABLE 33.-Percentages of pupils in evening schools whoareemployed in the different occupational fields t.

Field of study in evening school

Occupation Indus- Aca- Com- trial Other -in demicmercial artssubjects""

1 ! 4

Men: Proprietors and owners 1. 1 O. 6 O. 1 O. 5.. O. 4 Professional service 5.1 2.5 1.7 4.0 2.8 Managers and supervisors 6.2 4.8 3. 3 2.7 4.0 Commercial service 2.2 3.9 1.3 2.4 1.9 Clerical service 15.3 33.7 6.0 9.6 11. 6 Agriculturgl service 6 3 9 .7 Building trades 3. 5 1.2 94 4 8 6.7 Machine trades 15. 3 3. 6 17. 5 18, 4 15. 6 Printing trades 1.0 1.2 2.4 1.3 1.8 Miscellaneous trades 9. 7 8. 1 18. 2 17.0 15. 1 Transportation and communication workers__ 4.2 7.0 4.0 4 0 4.4 Public service 5.0 6.3 1.8 2.7 3.1 Personal service 2. 7 1.5 1.5 1.9 1.8 Miners, lumbermen, and fishermen .3 .03 Common labor_ _ 5.9 3. 0 10.0 6. 1 7.8 Enrolled in day school 1.0 .9 .2 1.1 .5 Inadequate information 1. 2 .6 1. 7 1.9 1.6 Noanswer...... _ ...... 19.5 20.6 20.0 21.5 20.2 Number ofmenrepresented 626 335 1, 603 378 2, 990 Women: Proprietors and owners 0.3 O. 1 Professional service 16.3 1.3 3.7 8.7 6.3 Managers and supervisors 3.7 9...... 1.5 1, 5 Commercialservice _ ...... _ .7 .3 .3 Clerical service _ ...... 33. 7 38. 3 16. 0 28.8 33. 5 Agricultural service 1. 2 . 1 4hine trades 3 .6 .3 Printing trades .4 .3 1.2 ...... 3 Miscellaneous trades 3. 7 9. 9 32. 1 10. 8 10. 2 Transportation and communication workers__ _ .4 1.3 1.2 2.6 1. 5 Public service 3.0 4.5 4.9 3.5 4.0 Personal service ______. _ _ ..... _ 4.8 5. 7 6.2 6. 7 5. 8 Housewives and homemakers 10. 7 4. 9 11. 1 20.9 10.5 Common labor .6 2.5 .3 .5 Enrolled in day school .4 I.2 1. 2 ..... _ .2 Inadequate information .7 .6 2. 5 1. 2 .9 Noanswer 22. 2 30. 9 16. 0 14. 2 24. 1

Number of women represented 270 669 81 343 1, 363

Non.-The footnote appended to Table 9 applies also to Table 33. Averagepay perweekon Ireneob .-Thewagesof the pupils at the time the datawereobtained in the spring of 1931,reported in Table 34, do not differ greatly for the variousgroupsformen.The medianwagesofmen range from $22.64 to $28.31, while the earnings of individuals varyfrom $a to $95perweek. The medians ofwagesforwomendiffermorethinthose for men.Theyrangefrom $14.80 for those enrolled in industrial artscoursesto $35.47for thegroupenrolled in academic - [851 NATIONALSURVEYOFSECONDARYEDUCATION

courses.As isthe universalfinding insuchstudies,the mediansformen are uniformly higherthan thoseforwomen. Whenthese dataarecomparedwiththose forwages on the first jobwefindincreases inmediansalariesasfollows: Men-academic,$13; commercial,$7; industrialarts, $12; others,$10, forwomen-academic,$10, commercial,$3, industrialarts, $6; andothers,$6.The lowestincreasesin bothsexes arein thecommercialgroups. to.Those for themen, except in theacademiccourses,are approximatelytwice those ofthewomen.Thesepersonshavebeenworking,on theaverage,6 to 8yearsandhaveincreasedtheirearnings duringthat timeabout$8perweekorabout$1perweek eachyear.Thisincreasewouldamountto approximately $50per year. TABLE 34.-Payperweek receivedbyevening-schoolpupilsat the timethe datawere gathered

Field ofstudy inevening school Measure Academic Commer-Industrial Other cial arts subjects All

2 4

Men:

Median_ am of ...... $28. 31 $22. 64 $25. 94 $25. 68 First quartile 20. 40 $25. 81 Third quartile 16. 66 . 20. 13 20. 35 20. 02 3& 63 30. 90 35. 54 35. 93 Range 6. 00-85. 00 35. 66 8. 00-76.00 4. 00-95. 00& 00-75. 003. 00-05.00 Number ofmen 472 249 1, 207 277 Z 205 Women: Median 25, 94 15. 71 14. 80 1& 96 First quartile 19. 00 17. 85 Third quartile 12. 36 12. 00 14. 56 13. 14 35. 47 20. 18 18. 33 26. 19 Range 8. 00-100.00 25. 50 2. 00-50.005. 00-49. 002. 00-75.002. 00-75.00 -4 Number ofwomen_ _ _ _ 168 402 56 201 827

Themost strikingfeaturesof thesedataarethe low salaries andthe smallincreasesof thepupils incommercial courses.Aswassho". earlier,themajorityof thesehave not had previouscoilIlercialtraining.Theywouldappear to bea group without specifictrainingforanyjob whohave gonemainly intoclericalwork,asshown bytheirpresent positions,and whoareseekingsometrainingin theevening schoolto help themadvancein theirpresent fieldof work. Furtherevidenceonthis pointwill bepresentedbelow. [861 PART-TIME SECONDARYSCHOOLS

It shouldbe pointed outthat thewagesreported for pupils enrolled in thedifferent types ofcourses arenotall earned in positions of the same type asthecoursein which theyare enrolled.That is, thepupils in thecommercialcourses are employed inagreatvariety of occupations,manyof whichare notin the commercialfield.These data indicate'the level of earnings ofpupils in differentcoursesand not the earnings inanyoccupational field.The yearly earningsof these pupils cannotbe calculatedsincemanyof them did nothave full- time employment.Onamonthly basis, themen, onthe average,receive about $100and thewomeareceive about $70. Degree of satisfactionwith presentjob.Interest in further education ofavocational type isclosely tiedupwith the degree of satisfactionwith one's present job-.Dissatisfaction with one's workmayinduceonetoobtain training forwork which gives pr6miseof greatersatisfaction. Theresponses tothe inquiry topupils ofevening schoolsconcerning satis- faction with present workarereported in Table 35.A large proportion indicate thattheyarewellorquite well satisfied with their presentjob.However,as many as afourth of the menand aboutasixth of thewomenindicate that theyare only fairly wellsatisfied, and aboutthesameproportions reported that theywerenotsatisfied withtheir present positions. O 'Small differencesonlyarefoundamongthe proportions of answersfor the variousgroupsof male pupils.Larger differences werefound forwomen.Seventy-sevenpercentof the womentaking "othersubjects" (other thanacademic,corn- mevial,orindustrial)arewell satisfiedwiththeir present jobgkThe proportionof those who thus expressthemselves isb4tween70and 75percentforwomentaking academic and Industrial arts courses,but for thosetaking commercial

. coursesit is 52.5percent.Aboutafourth of thelattergroup Aarefairly wellsatisfied and about the sameproportionare &satisfied.In the threereitaininggroups9 to 13percent arefairly well satisfiedand 11 to 13percentaredissatisfied. On the whole,the situationcanhardly beconsidereda satisfactoryone.Almost half ofthesepemons,including those whoseresponseis "fairly well"(which probablyindi- cates atleastawillingness tochange),arein positions that (87 ) NATIONALSURVEY OFSECONDARYEDUCATION

pthey donotcaremuchaboutorthat theyactuallydislike. Discontentwithpresent vocationalconditiodshas obviously stimulatedthesepersons toseekfurthertraining.These data presentachallengingargument formoreeffectivetraining and guidancein thesecondaryschool.

TABLE35. Percentages ofpupils inevening schoolswhoreport different degrees ofsatisfactionwithpresent jobs

Field ofstudy inevening school Degree ofsatisfaction Aca- Com-Indus-Other demicmercialtrial sub- All arts jects

2 3

Men: Very well Quite well 18. 5 18. 5 20. 9 21. 8 20. 2 Fairly well 34. 1 29. 4 28.8 2& 2 30. 0 Notso well 23. 7 25. 3 25 0 24. 0 24. 6 Notat all well_ 13.8 11.3 14.8 13. 7 14.0 10. 0 15. 5 10. 7 12. 3 11. 3 Total numberofmen represented 502 265 1, 261 284 2, 312 Women: Very well Quite well 33. 7 19. 5 38. 7 43. 1 29. 9 Fairly well 40. 9 33.0 38.7 it 9 35. 0 13. 5 23. 2 13. 3 Notso well. 9. 5 16. 9 Not at all well. 6. 7 12. 6 10. 0 9. 5 10. 4 5.2 41.7 3.3 4.0 7. 8 Total number ofwomen represented______193 452 60 274 979

Future plaitswith regardto present lineofwork.-Plansto stayor not to staythpresent lines ofworkareanotherindica- tion ofvocational satisfactibn.Roughly,afourthof the womenandafifth ofthemendidnot respondto this inquiry. Of thewomenanswering,thepercentages planningto remain inpresent lines ofworkrange I. fi'om36.5per centin thecom- mercialgroup to 59.6per centin thegrouptaking"other subjects."(See Table36.) Thepercentages planning a to shifttosomeother lineof workrangefrom9.5per centin industrialarts to 34.3per centincommercialcourses.The percentages "notsure"rangefrom21.5 in theacademic group to40.2 inthe industrialartsgroup. Among themale groupsthevariationisnotso great.Röughly,athirdanswer in eachof thethreecategories.Thehighestpercentages answeringaffirmativelyare women in academicandmenin industrialartscourses;the highest I percentages of r negative

[88] f. tly PART-TIME SECONDARY SCHOOLS repliesoccurwithmenand withwomentaking commercial courses.Thegroupsmostfrequently expressing uncertainty astotheir future workare womenin industrialartsandmen taking "other subjects."The proportions ofwomenwhosay that they expect to stay in their present line of workare markedly higher than those ofmen.In the commercial groupstherearepracticallynos.ex differences.In the industrial artsgroupsthree timesas many men as womenplan tochange, apd about halfas many areuncertain.

TABLE 36.Percentage% of pupils in evening school reporting plans to continueorchange their present lines of work 4 Plan to stay in present line Field of study Yes No Notsure

2 3

Men: Academic (508) 39. 0 32. 1 2S. 9 Commercial (266) 35. 3 35.0 29. 7 Industrial arts (1,278) 42. 6 28. 7 28. 6 Other subjects (282)__ .. 32. 6 30. 9 36. 5

All (2,334) 39. 8 30. 4 29. 8 Women: Academic (195) 57. 4 21. 0 21. 5 Commercial (455) 36. 5 34. 3 29.,2 Industrial arts (63) 41. 3 9. 5 49. 2 Other subjects (277) 59. 6 12. 6 27. 8

All (990). 47. 4 24. 0 28. 6

w NOTE.-The numbers in parentheses indicate the numbers of pupils represented.

These facts bear out whatwasshown in Table35.Those mostdissatisfiedaremostoften planningto change.These arein the commercialgroup.Those planningmost often not to change,namely, thewomenin academic and in "other subjects,"are, asmight be expected, those well satisfied with their present jobs.On theaverageabout halfreportthiat theyarenotsatisfied with present jobs, and about thesame proportion (slightlymorefor men)sayeither that they will change tosomeother workorthat theyarenotcertain what .1 they will do.,

tap [ 8 9 I NATIONALSURVEYOFSECONDARYEDUCATION

6. MOTIVESAND OPINIONSOFEVENING-SCHOOLPUPILS Reasons forleaving dayschool.-Manyof thepupilsenrolled ineveningschoolsfailedto completethe regularhigh-school course.They leftschoolforavarietyareasons.The reports of pupilsonthemost importantreasonsaregiven in Table37.Thereason most commonlycheckedfor ailgroups and bothsexesis theneed oftheirearningsat home.The secordmost frequentlymentionedreasonformenis thedesrie to be earningmoneyand forwomenit isthenecessityfor self-support,and about a'sfrequently,thenecessityof helping with theworkat home. Thethirdreasonin orderof fre- quencyformenis thatof thenecessityofself-support. About7per cent reported thattheirparents wantedthemto go towork.In addition,5per cent reportedunsatisfactory homeconditionsas acause.About5per centof thewomen and about10per centof themencheck "lackof interestin TABLE 37 .--Percentagesof pupilsin eveningschools reportingeachreason asthemost importantonefor leavinghigh schoolbeforegraduation

Field of studyin eveningschool Reason Aca- Com-Indus-Other demicmercialtrial sub- All arts jects

Men: Failure inschool work 1. 8 3. 4 2. 1 1. 8 1 1 Lack ofinterest in schoolwork_ ___. . Unfavorable home 11. 1 11. 7 7. 2 10. 1 & 9 conditions 5. 4 4. 8 4. 9 6. 0 Failure ofschool toprovide trainingfor jobyou & I plannedto enter 1. 9 1. 4 3.3 2. 4 2. 7 Transferto a private school 2. 9 Opportunity for goodjob 2. 1 1.8 1. 2 2, 0 6. 7 7.6 7.0 & 4 6. 8 Parents wantedme to go to work ...... 5. 4 7. 6 Desire to beearningmoney for self 7. 0 & 9 6, 9 10. 2 13. 8 16. 7 l& 5 15. 1 Necessaryto help supportfamily 38. 4 Necessaryto help with work 24. 8 31. 5 2& 6 32. 0 at home _ 2. 9 6. 2 5. 0 7.1 : to support self 4.9 Poor health 11. 7 10. 3 11. 2 8.9 10.9 1. 9 6. 2 2.5 1.2 2.6 Number ofmen represented_ ...... 315 145 762 168 390 Women: Failure inschool work 9 1 7 1. 0 Lack ofinterest in schoolwork_ 4. 7 Unfavorable home 6. 7 7. 7 3. 7 5. 6 conditions 3. 7 5. 4 3. 8 & 8 5.0 Failure ofschool to providetraining for jobyou plannedto enter 2. 8 Transfer toa private school. 8 1.0 7. 5 3. 3 7. 7 4.7 4.8 Opportunity forgood job ..... 2. 8 8. 7 Parents wanted 6.5 5.4 me to go to work 15. 0 3. 3 7. 7 11.2 7.9 Desire to beearningmoney for self 9. 3 Necessary to help 10. 8 7. 7 10. 8 10. 2 support family ..... 26. 2 25r 0 30. 8 16.8 23.8 Necessary to hdlpwith workat home 8. 6 10. 0 Necessaryto support self 19.2 15.0 10.8 Poor health 11. 2 13. 3 11.5 16.0 18.1 9. 3 12. 9 3.8 11.2 11.3 Number of women represented 107 240 26 107 480 40 [ 90 416 a PART-TIME SECONDARY SCHOOLS school work," butveryfewmenand hardlyany women check "failure in school°work."Itmaybe thatsome rationalization takes place here to make failureappearto be lack of interest.More than half of these pupils reportedan economicreasoninsomeformasthe most important in causing them to leave school.Relatively few blame them- selvesorthe school in which theywereenrolled. Reasons for attending evening school.-Reference haspre- viously been made to the dominance of the vocational part of theprogramsof evening schools.aThe reports of pupils ontheirreasonsfor attending evening school, given in Table 38 andin Figures 5 and 6, confirm this indication of emphasis onthe vocational.Approximatelyathird of themenand afourth of thewomen aretrying to improve their chances for increase in salaryorin rank in their present. position. TABLE 38.-Percentages of pupils in evening schools reporting certain reasonsfor enrolling in evening schools

Field of study in evening school

4fir. , Reason Aca- Com-Indus-Other demicmercialtrialartssubjectsAll J'

3 3 4 5 3 r .

Men: 1 To keep up with new developments in present job 7.5 & 4 18. 1 r11.0 10,2 To become acquainted with new field of work.. 14. 2 40. 4 40. 4 3L 1 26. 9

To gain general information, for social and cul- . tural background 20.4 7.8 3. 7 . 9.9 & 8 To improve chances for an increase in rank or in salary 29. 4 50. 3, 48. 6 35. 4 34. 4 To getcourseswhichcan notbe taken in day school 2. 5 . 1.8 2. 8 LB To get credits for graduation from high school__ 19.3 &7 L9 4.8 5.1 To get credits for entrance to college 31. 7 3. 1 1 2:1 IL 8 '6.9 Topreparefor taking civil service examination___ 3. 3 4. 8 4. 2 2. 8 3. 1 Otherreason 5.4 7.8 5.1 IL 0 &O , , Numbecof men represented 812 332 1, 587 353 581 t Women: To keep up with new developments in present Iv job 3.7 10.3 & 3 10.3 7. 2 To become acquainted with new field of work i (to learn a trade) 12. 7 40. 9 61. 1 27. 7 V. 0 Tci wain !moral for social and cultural bee,IsI '9Old- 35, 6 & 2 13.9 29.3 14.7 To improve changes for an increaseinrankorin salary 17. 6 49. 0 6. 9 14. 1 26. 2 To get credits for graduation from high school_ . 21.3 4.1 1.4 3.6 6. 0 Toget credits for entranoe to college __ 28.1 L4 L4 $3.9 6. 0 Toget courseswhichcan notbe taken in day school 1.5 1. 1 2.8 1. 6 1. 1 Topreparefor taking civil sei-vice examination__ 1.5 4.5 2.8 .3 1 3 Other reason ..... 10.1 9.5 9.7 17.4 9. 4

I 4 1 Number of women represented 267 063 72 811 809 v

1211453*--83---7 [91] .141k. NATIONALSURVEY OF SECONDARYEDUCATION tit A fourthof bothsexes arepreparingthemselvesfornew fieldsof work.Smallerproportions,10.2percent formen and7.2per centforwomen, are trying to keepupwith the newdevelopmentsin occupationsin whichtheywere atthe timeengaged.Pupil'sgivingthese threereasonsforatten- danceconstitute71.5perCentof themenand60.4per cent of thewomen.The proportionconcernedabout general culturaleducation isimpressivelysmall incomparisonwith

REASONS PER CENT (MEN) o 20 40 so so

7.5 To keep up with ce, dewelopmeots 8 4wgs in present job 1&1'w ";:e4-; 0.2 14/ 40.4 Toprepare tor a new beid oi work iMA/11047MVIPDXIOA 111 .;. a.

20.4 To gala general intomationtor SOCial 7.8WO/ and cultural background 3.7 6.8

29.4 To brown chances foran increase 503W,77%,1;17 M.000 aelArAiriMr . in rankorin salary 48.6- ...... \ r 34.4

193 To obtain creeds for graduation horn 5.7 NO '4: 1.9 INNIkiteawns 5.1 s. ,104. ec=54idclocp 31.7 bit7:asi azsra To obtain cots for entrance 11 to college 2 suns

2.5 To getcoarse Mick can not be taken 0.6 in high school 1.11 1.5

Fromm b.Percentagesofmen in different fields of study inevening schools whojeport variousreasons for enrolling thepercentages reportingvocational aim%)Thepercent.. itgesareonly6.8 formenand 14.7 forwomen.A small numberareconcerned withobtaining creditsfor graduation from highschoolor entrance to college. 4A-.still smaller numberreport that theyatetakinesubjects"thaican notbe taken in theregular dayschool. Large differencesarefound in thèobjectives ofpupils enrolled indifferenttypes ofcourses.Pupils enrolledin the commercial,and industrialartscouisesareactuated much morethan othersby the vocationalmotive.In fact, it I. % 4

[921 SCHOOLS PART-TIME SECONDARY s might besaid that allpupils takingthesecourses arechiefly concerned withkeepingupwithdevelopments intheir present occupations,preparingthemselves foradvancement intheir presentoccupations,orpreparingthemselves fornew occupations.Almostathird of thosetaking academic courses are working forcredits for entrancetocollege andapproximately afiftharetrying tocomplete thereauirements forgriulua- tion fromhigh school.

PER CENT REASONS (WOMEN) o 20 40

3 7 To keepup with newdevelopments 10.3 lob m present 13

12.7 40.9 (r2744/,'Ate,ZW.:04 Toprepare for a newfield of work 61.1 ...I. 27.0

35.6 To gain generalinformation for social 62'M ; Ind culturalbackground 13.9 14.7

17.6 Toimprovechances loran increase 49.0 ;4"17/04110r inrankoi insalary 6.9 262 -1 213 To obtain credits for graduationfrom 4 1ro% in high school 1 4 kriew mars 6 0 :;;$(.1;Commas. arms

28.1 rt.10.Pilahdru1mows 1 4 obtanr aedits for entrance tocollege m worm To 1 4 6.0

1 5 To get courses which can not be taken 11 high school 2.8 1.1

FIGURE 6.Percentagesof women indifferent fields ofstudy in eveningschools who report varibusreasonsfor enrolling

Theconsiderableproportion ofthe pupilstaking theacaE demicsubjects reportthereason" togain generalinforma2 tion"(men;20.4percent,andwomen,35.6percent) fpr attendingeveningschool, althoughthe vocationalaimas- sumes a»equalorgreaterimportance foreventhe academic pupils.Many ofthe pupilsin eveningschools have more thanone reasonforattendance.They checked the'difter- ent reasonswhichapplied to them,.hence, the percentages in thedifferentcolumns inTable38totalmorethan 100.r ,

[ 931

* t 4

t. NATIONAL SURVEY 6FSECONDARYEDUCATION The A eveningschoolwillfallshortof its tion if potentialcontribu- itrestrictsits functionandscope to vocational Thistraining, training. althoughofparamouDtimportance,can not beassumedto comprehend alPthatmeritsconsiderationiiian educationalprogram for later adolescentsandadults.A studyofsocial,ecorromic,andpolitical withthe problems,contact best inart, music,andliterature,and ment of thedevelop- hobbiesforuse duringleisuretime much mightcontribute towardtheenrichmentofthelifeof the enablethemto be pupilsand more intelligent,infulfillingtheirsocial 'obligationsi,na democratic society.Theheadofoneofthe best-knowneveningschoolsof thecountry,at the thevisitto his timeof school,expressedregret thatithadnot been possibleto domore along nonvocationallines.Thevoca- ,tionalneedseems so pressingastomafeitdesirableto pone other linesof post- developmentuntilVievocationalneeds hadbeen'satisfied. Manyofthoseincharge evening schoolshav,ean appreciationofthe stress desirabilityof eater onthenonvocationallinesoftraining. Bestplacefor training.Thepupilsineveningschoolsare not inagreemeqtas to the bestplacefor (See vocationaltraining. Table39.)Aboutafourthfavoractual thebest,and experienceas approximat*another fou;thfavorthetraining offeredintheeveningMgh school,whichpresentsoppor- tunityfora combinationof jobandschoolexperiences. Thecooperativepart-time type oftrainingispreferredby a considerableproportionofmen. Themembersofthissex, most ofwhomareinindustrialarts, the job favormore strongly experience,eveningschool,andpart-time Thewomen,many training. ofwhomareintheCommercial favortheevening courses, schoolandthegeneralhighschool vocationalcorses. with Thesejudgmentsare notpresented finalappr of 'Afferent as agenciesof.training.They contribute thereaction:ofthosewhoare using and thetraining theyprobablyreflectthegeneralattitude Combined ofworkers. withjudgmentsof othergroups and obiectivo evidence.presentedelsewhéreinthereports Surtey oftheNational ofSecondaryEducation,theyare not, significance. without

414 [ 94 PART-TIMESECONDARYSCHOOLS '

TABLE 39.Percentages ofpupils inevening schoolsfavoringdifferent agenciesof vocationaltraining tn. Men Women Total Agency of training (2,554) (965) 13,519)

2 . 3 4

Mining offered in ageneral highschool with somevocational training, 11. 4 23. 7 14. 8 Training offered in ahigh school withonly vocitionalsubjects_ 8. 0 9. 9 8. 6 Training offered in aprivate vocationalschool 4. 3 `1& 2 6. 7 cooperativepart-time high school 16. 7 5. 9 13. 8 Training offered in a 19. 3 27. 6 Training offered in anevening schoolwith vocational courses__ .30. 7 experience in vocation. 24. 9 21. 0 i23. 8 Training obtainedthrough actual 4.8 Other agency 4. 0 6. 9

NOTZ.Thenumbers in parenthesesindicate the numbersof pupilsstudied. or 7. THETYPICAL PUPILIN EVENINGSCHOOLS Adequacy ofdata.Beforesummarizing thefacts presentèd onthe,characteristicsof theevening-schoolpupils itshould -be pointed outthat the 11evening schoolsincluded inthis partof thestudywerelocatedentirely in NewEngland and theMiddleWest.Thereasonfor nothavingincluded evening schoolsfrom othersections hasalready beengiven. It ispossible thatotherevening schoolsmightshaw different typesof pupils.This mightbe truein citieshaving fewer this would inhabitantsof .foreignparentage.Whether affect theothercharacteristicsof theindividuals is,inthe( Itis minds of.theinvestigators,highlyquestionable. probable that onewould findas manyilliteratesor near- illiterktes inotkerregions.The opinionof theinvestigators is thatthissaniple of 11schoolsgivesafair andrepresen- tative pictureof thepupils tobe foundin urbanevening schools,althoug4certain aspectsof thepicturemight be differentif onlyschoolsspecificallydesignated-its"evening high schools"had beenincluded.Theoccupationaldis- tributiosmight differsomewhatfrom region txjregion, $but exceptfor thata4d forthe.pròvi9us amountof full-time schooling, thépicture foralargernumber ofeveningschools would_probably bemuch the same asthat of the11 represented in°thischapter. Charackristicsof theaveragepupil.Thedataoneach particulariiw3m of thecheck listhave beensummarized at thePlaces wheretheywerepresented.Cónsequently,no attemptwill bemade here atadetailedreview of thefindings. It willprobably be morevaluableand helpful todescribe. theevening-schoolpupiliii-ternis of theaverage onthe 'more

40,6 [95 1 it*

I. k NATIONAL SURVEYOF-SECONDARYEDUCATION significant andoutstandingtraits.Inthedescription following,the masculinepronoun will beusedbecausein theschools stidiedmen outnumberedwomen twotoone. Thisdoesnot implythat thestatementsare not applicable to women pupils ineveningschools.Mostof themare equallyapplicabletobothsexes. The typicalevening-schoolpupil isayoungman between 21 and 25yearsofage, native-born,offoreign-born with parents, father 'engagedinskilledor semiskilledoccupation, whomilt himto school.aslong aithe law recitiiredhisat- tendanceor perhapseven ayear or two longer,if he bright was. a lad.Heprobablyquitschoolwhen hewas 16 and went toworkbecausehe had.alreadygoneto school than longer eitherhismotherorfatherdidandthéythoughtit 449 wastime forhimto be doingsomethinguseful'.He feltthat heshouldbe helpingtosupport the fanilyorhimselfand he"probably was not 'enthusiasticabouthiscoursesinschool. Hewent to wörkhelpinginafactoryor store,'orhemay haveobtained ajobas amessenger boyor a clerk at$10 to $15aweek.He wasarudousto get aheadandearnmore,so hechanged jobsas soonashithoughthe hadagoodchance. Hechanged severaltimes inthe nexe fe;eyearsandfinally, by thetime he hadbeenworkingsixor sevenyears,hemity havefoundsomethirrghe likes.Thechancesare about eventilathe hasol htisnot.He isearningabout$25aweek andhe realizes tgathe needsmore educationto getonin his piesentjobor to getabetterone;sohegoes to evening schooltwoor threenights a'week.Hefinds theteachers earnest and patient andhe .coYnto theconclusionthat this school isbetter A thanthose heatte dedas a youth, forgetting ellb tbat hehas intheinterveningye; achieveda which maturity mayhavechangedhisAttitildetowardsschool. This, in general,is thetypicalevening-school.pupil:-The picturefor thewomanpupilismuchthesame.Shecomes frommuch thesamekindoffamilyandeducationalback- , ground. She letschoolfor, abouti e samereason.Her present millingsafe considerablyloer .;1 those ef 'the boy. She-isaboutthesameageand 'IIevening about the schoolfor samereason,although'she issomewhatmore interestedin thdnonvocationalcourses, a

0 1961

e. CHAPTER VI : CONCLUDINGC6MMENTS,ON CONTINUATION AND EVENINGSCHOOLS

The continuationand evening schools represent extensions of the program-ofsecondary education,asbothgroupsof pupils haveeducational needs not served by the regularfull- time secondaryschools.Asa group,pupils in the continuation schoolsarelower in intelligence thap those in the full- time school and theycomefrom the lower socio-economic groups.However, there is much overlappingof thetwo groups.These pupils indicate that economicpressure was the principalcausefor leaving the full-time school, but there arealso indications ofLick ofsuAsin the regular school program.Theprogramof the continuation school varies considerably witt theclommunityand with the objectives. The objectives of the school relate tocitizenship, tovoca- tionaltraining,andtovocational guidance, aiming to facil- itate the transition of the pupil fromschool to employment. Vocational subjects predoininate insomeschools while the academic subjectsarestressed in others. A great variety of strbjectsareincluded in the offerings of the schoolsrepresented in the study.As pupils remain in the full-time school ein larger proportions, it is to be expected that the number of pupils in the continuation school will decrease.The latest enrollment figures showanappreciable decreaseoveriarher years. `) The evening high school has experiencedveryrapid growth irírecentyears.Most of the pupils in these schools have not hadafull high-school training, althoughsome arehigh- school graduates.Theyareattracted to the evening school chiefly for vocational training better topreparetillemselves for the occupation in which theyareat t1ff! time employed, ortopreparethemselves for other occupations.Like the continuation-schoolgroup,these pupilsaredrawn from the lower socio-economic levels and they did not have theop- portunityordidnottake advantage of the opportunity for training when theywereof high-schoolage.Asa group, the evening school pupilsareolder than pupils in the full-

g. s. [971 4 s NATIONALSURVEY OFSECONDARYEDUCATION timehighschool or continuationschool. Asmall of themare completing proportion theirtrainingforentranceto college. Forthemostpart, however,thesepupilswill*not trainingbeyond secure theeveningschool.A widerange of subjects isofferedin theseschools,includingallformsof trainingoffered vocational in dayschoolsanda great varietyof sub jects. academic Thesetwotypes ofsecondaryschools served serve pupilsnot bythefull-timesécondaryschools. mostly Theyare utilized by theless-favoredseitialgroups and the of development thepart-timeschoolsrepresentsreal attainment progress towardthe ofgenuinelydemocraticprogram of education. secondary

4110 f. -

a 1981